Abstract
The present study demonstrates how a research project discovered the importance of the participatory action research process by applying it to the task of working out effective methods for the social inclusion of workers with moderate cognitive delays who are in school transition work experience programs. It outlines the framework of the participatory action research process, including the strategies used to obtain input from a variety of constituent group members. Work group meeting procedures, which were modified from focus group meetings, in particular, are described in detail. The participatory intervention process seemed to assist teachers and job coaches in making constructive changes in their transition work experience programs to provide social opportunities for their students and help them become “part of the team” at their worksites. Methods needed to sustain this intervention over time and other contributing factors are examined.