The following factors should be considered in determining your child’s vocational program:

1. Student’s goal;
2. Your expectations;
3. Results of vocational assessments;
4. Results of work samples (can include classroom samples, commercially produced samples and those prepared by and for local programs);
5. Results of experiences in vocationally-oriented programs;
6. Descriptions of previous work experiences;
7. Student’s physical and mental capacity for work;
8. Student’s employment-related behaviors (for example, attendance, social and interpersonal skills, attention span, communication skills, personal hygiene, dependability, and productivity);
9. Course objectives and curriculum requirements;
10. Prerequisite skills;
11. Modifications necessary to make classrooms, shop, and work sites accessible;
12. Alternative instructional materials;
13. Staff/student ratio;
14. Methods for evaluating and grading student performance;
15. Opportunities for work experience;
16. Employment opportunities for a person trained in the specific skill, both locally and nationally; and
17. Local availability of jobs.

Vocational education and training in integrated settings (including supported employment) provides students with opportunities to learn appropriate ways of interacting with others in school and work settings. To encourage greater use of integrated programs, Congress did not allocate funds for vocational courses designed solely for students with disabilities. Rather, the federal statute provides funds for supportive services and modifications in regular vocational programs to permit the participation of special populations. [20 U.S.C. Secs. 2301 & following.]