The study described in the first part of this two-part document identified the kind of ongoing support that would be most beneficial to all those concerned in the employment of young people with disabilities in England and Wales. Semistructured interviews were conducted with employers, representatives of preparation and placement agencies, and people with disabilities. Findings indicated that young people with disabilities are likely to have better access to employment if their general needs as young people during the transition from school to employment are addressed. Barriers to employment, such as physical access, lack of adapted transport, and prejudice, must also be addressed. Recommendations included the following: development of a "named person" system of support for young people with disabilities during the transition period; an expanded core curriculum that will foster autonomy, appropriate understanding by the learners of their own disabilities, and both self-advocacy skills and the skills needed to make best use of the "named person" or advocate; interagency collaboration; a referral system for young adults who become disabled; further testing and exploration of the support-led model; subsidy provision to employers who employ people who have been out of work for over a year; multiagency staff development; and an exploration of the attainment of adult status. Appendixes describe the study methoodology, list the participants, and present the study instruments; 32 references are included. Part 2 consists of three papers, by Deborah Cooper, Alistair Kent and Colin Hickman, and Elizabeth McEvoy respectively. The papers offer a guide to the United Kingdom vocational training scene and describe two important initiatives concerning employment and people with disabilities. (CML)