Abstract
BackgroundWork-based learning strategies are often used in secondary transition settings to identify a student's strengths and interest related to competitive integrated employment. Transition professional must not only understand evidence-based practices for creating and supporting work-based learning, they must also understand specific statutory provisions outlined in the Fair Labor Standards Act (FLSA).ObjectiveThis article provides a targeted review of the FLSA to highlight specific provisions that transition professionals must understand when facilitating work-based learning activities in secondary transition settings.ConclusionsThe article will conclude with specific recommendations about how to implement and supervise work-based learning in compliance with the FLSA.
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