Work-Based Learning Experiences and Students With Intellectual Disability

Abstract

Abstract The purpose of this study was to describe the extent to which students with intellectual disability participate in work-based learning experiences and determine whether student characteristics (e.g., gender, race/ethnicity, grade level, and support needs) relate to student participation in these activities. An online questionnaire was emailed to high school special education teachers in four states who had a state-issued teaching license in intellectual disability. A total of 266 teachers completed the questionnaire. Descriptive and inferential statistics were used to answer the research questions. Students participated in a variety of work-based learning experiences, with more students participating in school experiences than community experiences. The majority of work experiences were in one of three career clusters: (a) hospitality and tourism; (b) business, management, and administration; or (c) general work skills. Amount of time spent in work experiences varied greatly, with students spending more time in school experiences than community experiences. Student support needs and grade level were related to participation in community experiences. Grade level was also related to the amount of time students spent in school and community experiences.