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Formerly incarcerated adolescents with disabilities face additional barriers to a successful transition to adulthood when released from the youth correctional facility often with societal expectations of transitioning directly to adulthood. Employment and post-secondary enrollment may serve as protective factors and reduce the likelihood of future crimes by the individual. This article provides an example of a facility-to community transition project, Project SUPPORT, targeting incarcerated adolescents with either a special education or mental health disorder. The service delivery model along with the phases of services is described. Specifically, this article targets career development strategies for use by the transition specialist, a primary component of the service delivery model. Strategies described include: (a) the role of a Transition Specialist in job development and the service delivery model, (b) youth-focused planning and job matching, and (c) job recruitment strategies. Societal expectations of all youth when they approach adulthood include the ability to: (a) live independently, (b) establish a career path, (c) obtain and maintain competitive employment and/or continuing education, and (d) participate in healthy social relationships and leisure activities (Halpem, 1985; Lehman, Clark, Bullis, Rinkin, & Castellanos, 2002;). Work is viewed as a central responsibility and a benchmark for an adult in our society (Quintanilla, 1990). Work provides individuals with benefits in terms of money, self-direction and fulfillment, life structure, and position within our culture. This societal expectation is fundamental to the way an individual as well as others view themselves (Osipow, 1983, Quintanilla, 1990). In the current global economy, fewer choices will be available to those not prepared for meeting the demands of the changing workplace.
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