Using distance learning to prepare supported employment professionals

Journal of Rehabilitation, July-Sept, 1998 by Wendy M. Wood, Kay Miller, David W. Test

The number of persons with disabilities entering the workforce through supported employment services continues to increase (McGaughey, Kiernan, McNally, Gilmore, & Keith, 1995; West, Revell, & Wehman, 1992), escalating the need for qualified supported employment professionals. Literature on preparing professionals to become supported employment specialists can be divided into two categories: (a) research delineating the major roles/functions, and (b) information regarding the need for training (Park, Sharer, & Drake, 1993).

In the first category, Everson (1991), Neubert and Krishnaswami (1992), and Morgan, Ames, Loosli, Feng, and Taylor (1995) all surveyed supported employment professionals to determine their self-reported training needs. In the most recent study, Morgan et al. (1995) found that the most important training topics identified by their 131 participants included (a) matching job to applicants, (b)job development, (c) encouraging family/parent support, (d) marketing, (e) strengthening social skills, (f) encouraging employer/supervisor support, and (g) improving job skills. In addition, with the increased use of strategies based on the use of natural supports, the role of supported employment professionals now includes both directly training persons with disabilities and acting as a training consultant for employers and businesses (Rogan, Hagner, & Murphy, 1993; Test & Wood, 1997).

In the second category, a number of studies have indicated the need for training supported employment professionals (Neubert & Krishnaswami, 1992; Park, Shafer, & Drake, 1993). In their study of 1,003 employment specialists from 32 states, Park, Shafer, and Drake (1993) indicated that while 62% of employment specialists had received some level of training, 65% were trained in a week, 22% in 1-2 weeks, with the remaining 13% being trained in 3 or more weeks. Neubert and Krishnaswami (1992) interviewed personnel from 45 supported employment programs in Maryland. Based on their results, which indicated almost half (45%) of the job coaches did not hold a degree (e.g., associates, bachelors), the authors stated that there is an obvious need for trained supported employment personnel. Unfortunately, systematic, on-going preservice and/or in-service supported employment training is not widely available.

One possible solution to this training problem is distance learning. Distance learning has been defined as providing instruction to persons in a place or time different from that of the instructor (Moore, 1990). Distance learning can take many forms including use of audio/videotapes (Bitter, 1995; McNamara, Nemec, & Farkas, 1995), internet (Bitter, 1995; Burgstahler, 1995), audio teleconferencing (Bitter, 1995; McNamara, Nemec, & Farkas, 1995), and compressed video/TV (Bitter, 1995; O'Brien & Schiro-Geist, 1995). In addition, distance learning has the advantage of alleviating geographical isolation by widely distributing scarce or unique instructional resources (McLaren, 1995).

Two examples of the use of distance learning in rehabilitation are Boston University's off-campus graduate degree program in Rehabilitation Counseling with a specialization in Psychiatric Rehabilitation (McNamara, Nemec, and Farkas, 1995) and Virginia Commonwealth University (VCU) Rehabilitation Research and Training Center's Supported Employment Telecourse Network (SET-NET) (Wehman, 1997). Boston University's off-campus program was originally developed as a `low-tech" approach using telephones, audiotapes, and videotapes. Recently, "high-tech" approaches have been incorporated into the program, including fax machines, conference calls, speaker phones, an electronic bulletin board, and e-mail. VCU's SETNET uses satellite downlinking and one-way audio-video television in combination with return voice contact from remote sites via telephone or fax lines. It is used for question and answer periods to deliver a 30-week, non-academic training sequence for direct-service supported employment personnel.

Given the increasing need for trained supported employment professionals and the lack of available systematic, on-going training programs, the purpose of this manuscript is to describe a preservice and in-service personnel preparation program designed for supported employment professionals via distance learning.

University of North Carolina at Charlotte's Supported Employment Coursework

The University of North Carolina at Charlotte (UNC Charlotte) began offering graduate coursework in supported employment in 1988 through a federally funded Rehabilitation Services Administration (RSA) long-term training grant (19881991). While the grant targeted rehabilitation professionals (e.g., counselors, job coaches), school-to-work professionals interested in the concept of transition were also drawn to the university. As a result, the graduate program was expanded to include coursework involving both supported employment and transition issues and methods. As an outcome of this initial grant, students were able to receive an M.Ed. in Special Education with a concentration in Supported Employment and Transition. The master's degree program involves completing 36-semester hours, which includes 18 hours of coursework in supported employment and transition, and a 6-hour internship. Since the program began, 41 individuals have graduated from the program. Of these graduates, 90.6% are employed. Half of the graduates are employed in supported employment and rehabilitation, and the other half are employed by local education agencies.