Work-Based Learning for Students With Disabilities

Abstract

Work-based learning experiences are intended to provide initial exposure to the world of work, offer hands on learning, and create opportunities for young people to explore a variety of career options. A number of contextual factors and conditions should be taken into consideration when developing work-based learning, such as federal education policies, changing workplace demands, and ensuring equity and access for marginalized and underserved groups. We offer a four-stage framework to develop and evaluate work-based learning opportunities for youth with disabilities in local schools and communities. The steps of the framework include: (a) developing a transition leadership team; (b) reviewing existing opportunities and resources; (c) creating and implementing a data-based plan; and (d) evaluating outcomes and refocusing efforts for continuous improvement. The chapter also includes descriptions of effective work-based learning models ranging from less intensive experiences (e.g., job shadowing, service learning) to more extensive longer-term training opportunities (e.g., internships, apprenticeships, postsecondary training).