Gilson S F
School of Social Work, Virginia Commonwealth University, Richmond 23284, USA.
J Case Manag. 1998 Spring;7(1):10-7.
Individuals with severe disabilities have often been denied the full range of vocational opportunities. Because of discrimination and oppression, and false beliefs regarding their skills, capacities, capabilities, and interests, individuals with disabilities have often been relegated to nonwork activities or sheltered work opportunities. Passage of legislation, such as the Developmental Disabilities Assistance and Bill of Rights Act of 1984 and Title VI, Part C of the Rehabilitation Act Amendments of 1986, in combination with systems change grants funded through Title III of the Rehabilitation Act, provided the basis for the initiation of a series of federal- and state-funded demonstration projects designed to provide opportunities and supports for individuals with severe or significant disabilities to work at competitive sites in the community. This model of vocational services, called supported employment, while initially conceived as a vocational program for individuals with mental retardation, has been modified to successfully provide services to individuals with mental illness, acquired brain injury, autism, cerebral palsy, physical disabilities, and other disabilities. A key to the success of these programs is the complementary working relationship between the case manager and the job coach. While there may be some overlap in what each brings to the person with a disability, each professional plays distinctive and critical roles in the carrying out of supported employment.
重度残疾人士往往被剥夺了全面的职业机会。由于歧视、压迫以及对他们的技能、能力和兴趣的错误认知，残疾人士常常只能从事非工作活动或受庇护的工作机会。诸如1984年的《发展性残疾援助与权利法案》以及1986年《康复法案修正案》第六章C部分等立法的通过，再加上通过《康复法案》第三章资助的系统变革拨款，为启动一系列由联邦和州资助的示范项目奠定了基础，这些项目旨在为重度或显著残疾人士提供机会和支持，使他们能够在社区的竞争性场所工作。这种职业服务模式被称为支持性就业，最初是作为针对智力障碍人士的职业项目构想的，但后来经过调整，成功地为患有精神疾病、后天脑损伤、自闭症、脑瘫、身体残疾及其他残疾的人士提供服务。这些项目成功的关键在于个案经理和工作教练之间相辅相成的工作关系。虽然他们各自为残疾人士提供的帮助可能存在一些重叠，但每位专业人员在实施支持性就业过程中都发挥着独特且关键的作用。
