This study used a survey of 106 employment specialists to test the ability of intergroup contact theory to explain social integration outcomes of employees with disabilities. Contact theory suggests that coworkers are more accepting of employees with disabilities if they have sufficient opportunities to interact with them, equal status and interdependent working relationships, and supervisors who support equality and acceptance. The contact model and an expanded model that includes workplace culture significantly predicted not only coworker attitudes toward employees with disabilities but also the employees' level of social participation and feelings of social support. In addition, outcome dependency moderated the relation between the vocational competence of employees with disabilities and coworker attitudes toward them. Study findings have practical implications for facilitating social relationships in the supported workplace.

Our purpose in this article is to contend that organizational change from sheltered to integrated employment is not only possible but necessary, and a federal Employment First agenda must be advanced. Findings are reported from interviews with senior managers from 10 organizations that have shifted their service delivery to community employment, and recommendations are provided based on these findings. Results reveal the commonalities among a diverse group of agencies, suggesting the viability of transformation of our current systems with the support and leadership of state and federal agencies and programs.

This article presentsfour caseexamplesthat illustrate various strategies used by agencypersonnel to promote job supports for employees with disabilities whileminimizing the intrusion of supported employment personnel. Specific strategies include: (a) using personal connections to enhancesocialsupport, (b) matchingindividual preferences and attributes to work-site social climates, (c) collaborating with work-site personnel to develop adaptations and modifications, (d) facilitating and supporting the involvement of work-site personnel;and (e) providing general consultation focused on person-environment factors that promote both the success ofthe supported employeeand the overall business. Each ofthese strategies is discussed within a naturalsupport framework in relation to reexaminingjob coach roles. The implications ofthefour caseexamplesarediscussed and areasfor further research are suggested.

The purpose of this article is to examine issues related to paraprofessionals in job coach roles for students with disabilities. Postschool outcomes of students with disabilities are partially dependent on the nature and quality of supports they receive during this critical time of transition in their lives. Although schools are increasingly relying on paraprofessionals to support students in school and community settings, including workplaces, there is growing concern about their lack of preparation and support. This article describes issues related to recruitment, retention, orientation, and training of paraprofessionals in job coach roles. In addition, roles and responsibilities, supervision, support, evaluation, and compensation issues are discussed in relation to school job coaches. Recommendations for improving practice are offered, which require an investment on the part of schools to ensure the provision of quality services and supports.

Our purpose in this study is to describe the circumstances and views of 16 individuals 8 years after their participation in one agency's conversion from a sheltered workshop to an exclusively community employment service. Individual interviews were conducted to examine participants' present employment circumstances and their perspectives on the agency changes and on their current life situations. Participant reactions varied. Most individuals, although describing the conversion as initially anxiety-provoking, attributed to it many long-term benefits. Some reported disappointing and painful experiences manifested by prolonged service delays, a return to a segregated facility, or their rejection of any community employment. Findings were analyzed with regard to previous research and implications suggested for policy, systems, and practice changes.