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Abstract
The capstone article for this special issue on Supported Education summarizes the diversity of a select group of programs, in terms of geographical locations, settings, funding sources, organizational arrangements, history, characteristics of the individuals served, and services and programming provided. This diversity shows how supported education programs can be successful in many different agencies and settings, serving consumers who have differing characteristics, tailoring services to population needs, and complementing existing resources. For supported education, essential ingredients are based on the program's philosophy and values, which are grounded in PSR practice. These essential ingredients are identified and described. Future needs of supported education programs are summarized, including funding, vocational rehabilitation involvement, coordination, more research on effective models, and education campaigns to reduce stigma and the discriminatory treatment often associated with mental illness.
The author would like to thank colleagues from the Supported Education Community Action Group at the University of Michigan. This work was partially supported through a grant from the US Department of Education, Fund for the Improvement of Post-Secondary Education (FIPSE), #P116B000318.
