Many students with disabilities continue to struggle to successfully make the transition from school to employment. Despite advances in employment rates for students with disabilities who have exited school, their employment rates still lag significantly behind their nondisabled peers (Blackorby & Wagner, 1996). For decades, research has shown the strong relationship between work experience during secondary school and postschool employment for youth with disabilities (Benz, Yovanoff, & Doren, 1997; Colley & Jamison, 1998; Hasazi, Gordan, & Roe, 1985). However, as the continuing disappointing postschool employment rates for youth with disabilities suggest, there remains a critical need to expand work-based learning opportunities for these youth and to integrate these experiences into secondary education. This brief highlights the benefits of work-based learning, what constitutes quality work-based learning, and selected evidence-based models of work-based learning

Meredith Gramlich

Richard Luecking

English

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Issue BriefExamining Current Challenges in Secondary Education and Transition National Center on Secondary Education and TransitionCreating Opportunities for Youth With Disabilities to Achieve Successful FuturesA partnership of —Institute on Community Integration, University of Minnesota, Minneapolis, MinnesotaNational Center for the Study of Postsecondary Education Supports (RRTC), University of Hawai‘i at ManoaTransCen, Inc., Rockville, MarylandPACER Center, Minneapolis, MinnesotaInstitute for Educational Leadership, Center for Workforce Development, Washington, DCNational Association of State Directors of Special Education, Alexandria, VirginiaU.S. Department of Education, Office of Special Education Programs, Washington, DCSeptember 2003 • Vol. 2 • Issue 2Quality Work-Based Learning and Postschool Employment SuccessBy Richard Luecking and Meredith Gramlich The ProblemMany students with disabilities continue to struggle to successfully make the transition from school to employment. Despite advances in employment rates for students with disabilities who have exited school, their employment rates still lag significantly behind their nondisabled peers (Blackorby & Wagner, 1996). For decades, research has shown the strong relationship between work experience during secondary school and postschool employment for youth with disabilities (Benz, Yovanoff, & Doren, 1997; Colley & Jamison, 1998; Hasazi, Gordan, & Roe, 1985). However, as the continuing disappointing postschool employment rates for youth with disabilities suggest, there remains a criti-cal need to expand work-based learning opportunities for these youth and to integrate these experiences into secondary education. This brief highlights the benefits of work-based learning, what constitutes quality work-based learning, and selected evidence-based models of work-based learning.Benefits of Work-Based LearningWork-based learning has been shown to improve students’ self-esteem, to teach and reinforce basic academic and technical skills, to promote an understanding of workplace culture and expectations, and to develop a network for future job searches (Bailey & Hughes, 1999; Hoerner & Wehrley, 1995; Wehman, 2001). Such experiences also serve to expose students to work and career options that would otherwise be unknown to them. This is especially critical to youth with disabilities for whom the exposure to the range of career options is often very limited. Further, these experiences serve as opportunities to identify the particu-lar workplace supports that youth with disabilities may require as they pursue later employment and career prospects (Hughes & Carter, 2000).Examples of work-based learning include: a planned program of job train-ing and work experiences such as job shadowing, informational interviews, and workplace tours; workplace mentoring; and work experience including appren-ticeships, volunteer work, service learning, school-based enterprises, on-the-job training, and paid employment. Each of these may contribute to the career development, career choice, and career success of individuals with disabilities (Benz & Lindstrom, 1997). There is a strong relationship between paid work experience during high school and postschool job success (Colley & Jamison, 1998; Luecking & Fabian, 2000). There is, then, an obvious benefit to all youth This publication is available online atwww.ncset.org2 • National Center on Secondary Education and Transition Issue Brief Quality Work-Based Learning and Postschool Employment Success • 3with disabilities who participate in a range of work-based experiences throughout the secondary school years, especially when paid jobs are featured as edu-cational adjuncts. Table 1 summarizes research-sup-ported benefi ts associated with work-based learning.Quality Work-Based LearningIn order to ensure that students with disabilities get the maximum benefi t from their work-based learn-ing experiences, there are several factors that require consideration. Among these are connections be-tween job and school-based learning, clear expecta-tions of student activity at the workplace, clearly de-fi ned roles of teachers and worksite supervisors, and well-structured feedback on student performance. It is additionally important for students with disabili-ties to have appropriate supports and accommoda-tions in place (Benz, et al., 1997). Providing training and technical assistance for workplace personnel is also an important feature of creating a welcoming and supportive environment in which students can thrive. Table 2 summarizes characteristics of quality work-based programs that are supported by research (Benz & Lindstrom, 1997; Haimson & Bellotti, 2001; Hamilton & Hamilton, 1997; Hoerner & Wehrley, 1995).Models That WorkThere are a host of models throughout the country that feature successful implementation of work-based learning. Two widely replicated models that represent many of the features identifi ed above are the High School/High Tech model and the Bridges…From School to Work program. High School/High Tech was originally developed by the former President’s Committee for Employment of People With Disabilities as a way of encouraging careers in technology fi elds in which people with disabilities are underrepresented. It features oppor-tunities for secondary-aged youth with disabilities to spend time (through visits, job shadowing, intern-ships, and/or paid employment) at participating high-tech companies and workplaces. These experi-ences, coordinated by designated staff, are accompa-nied by support at the workplace and in the class-room. Reports from companies that have participat-Table 1. Benefi ts of Work-Based LearningStudents who participate in work-based learn-ing can benefi t by having the opportunity to:• Identify career interests, skills, and abilities; • Explore career goals; • Identify on-the-job support needs; • Develop employability skills and good work habits;• Gain an understanding of employer expectations;• Develop an understanding of the link between school and work;• Gain work experience, generally connected to a specifi c job function; and • Develop an understanding of the workplace and the connection between learning and earning. Table 2. Quality Work-Based Learning Characteristics• Clear program goals;• Clear roles and responsibilities for worksite supervisors, mentors, teachers, support per-sonnel, and other partners;• Training plans that specify learning goals tailored to individual students with specifi c outcomes connected to student learning;• Convenient links between students, schools, and employers;• On-the-job learning;• Range of work-based learning opportunities, especially those outside traditional youth em-ploying industries (e.g., restaurants);• Mentor(s) at the worksite;• Clear expectations and feedback to assess progress toward achieving goals; • Assessments to identify skills, interests, and support needs at the worksite;• Reinforcement of work-based learning outside of work; and• Appropriate academic, social, and administra-tive support for students, employers, and all partners.2 • National Center on Secondary Education and Transition Issue Brief Quality Work-Based Learning and Postschool Employment Success • 33ed and from professionals who have facilitated these experiences demonstrate the eventual career success of youth who have participated (Mundy, in press).Bridges…From School to Work, developed by the Marriott Foundation for People With Disabilities, created paid internships in local companies for youth with disabilities who are in their last year in high school. The program features standard-ized pre-internship orientation for participants and internship placement support by designated staff. Serving the entire spectrum of special education students, the program boasts a typical placement rate of almost 90%, regardless of primary disability label, gender, and race of the participants. Follow-up studies of participants also demonstrate a high rate of postschool employment among the participants (Luecking & Fabian, 2000). Improving the Quality and Availability of Work-Based LearningPositive public perceptions of work-based learning, better connections to employers, and integration with school learning are necessary for wider adop-tion and implementation of quality work-based learning for students receiving special education services. First, there is often tension between time at the worksite and time in the classroom because of the concern that time away from classroom learning will negatively impact academic success. Thus, work-based learning will need to be seen as academically rigorous to be more widely supported by parents and educators (Bailey & Hughes, 1999; Haimson & Bellotti, 2001). Second, school personnel often struggle to find time to establish and maintain relationships with participating employers. Employers, for their part, require convenient ways to link with students. Thus, mechanisms for linking students with employers will need to be created and/or expanded in most school systems (Benz, et al., 1997). Potential resources for facilitating such links include youth employment programs funded by the Workforce Investment Act. In many communities these programs often cre-ate work experiences for a range of youth, includ-ing those with disabilities. Also, disability specific resources, such as those funded by state vocational rehabilitation agencies, are important pre-gradua-tion links to jobs and work experiences that lead to eventual successful adult employment.Finally, work-based learning and academic course-work need to be integrated to allow students to understand the value and application of their educa-tion and experience (Bailey & Hughes, 1999; Benz, et al., 1997; Hamilton & Hamilton, 1997). Work-based learning can contribute to a student’s overall academic development through journal-writing, formalized training plans, participation in internship seminars or classes for debriefing, planned learning experiences at work, and final reports or presenta-tions. Table 3 provides a list of basic responsibilities of students, teachers, and employers that contribute to the effectiveness of work-based learning experi-ences.Conclusion Research has consistently demonstrated that edu-cation and employment outcomes for youth with disabilities can be significantly improved by frequent and systematic exposure to a variety of real work experiences. The persistently low employment rates of youth and young adults with disabilities suggest that these types of experiences should be integral to secondary education for students with disabilities, regardless of the nature of the disability or the need for special education services. This brief provides a rationale for work-based learning, indicators of quality for such experiences, and examples of work-based learning models that have proven effective in boosting the career development of youth with disabilities. ReferencesBailey, T., & Hughes, K. (1999). Employer involve-ment in work-based learning programs. Berkeley, CA: National Center for Research in Vocational Education.Benz, M., & Lindstrom, L. (1997). Building school-to work programs: Strategies for youth with special needs. Austin, TX: Pro-ed.Benz, M., Yovanoff, P., & Doren, B. (1997). School-to-work components that predict postschool success for students with and without disabilities. Exceptional Children, 63(2), 155-165.4 • National Center on Secondary Education and Transition Issue Brief Quality Work-Based Learning and Postschool Employment Success • 5Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the national longitudinal transi-tion study. Exceptional Children, 62(5), 399-413.Colley, D., & Jamison, D. (1998). Postschool results for youth with disabilities: Key indicators and policy implications. Career Development for Ex-ceptional Individuals, 21(2), 145-160.Haimson, J., & Bellotti, J. (2001). Schooling in the workplace: Increasing the scale and quality of work-based learning, Final Report. Princeton, NJ: Mathematica Policy Research, Inc.Hamilton, M., & Hamilton, S. (1997). Learning well at work: Choices for quality. New York, NY: Cornell University Press.Table 3. Shared Responsibility for Work-Based Learning SuccessStudent Responsibility in Work-Based Learning• Perform job responsibilities • Communicate needs and suggest support strategies• Follow-through on commitments• Adhere to workplace guidelines and procedures• Comply with expectations for job performance, behavior, and social interactions• Show respect, be responsible, and follow through on commitments • Learn as much as possible about the work environment and the jobTeacher Responsibility in Work-Based Learning• Orient students to the workplace• Orient students to their roles and responsibilities• Communicate expectations for job performance, behavior, and social interactions• Explain consequences for inappropriate behavior• Orient employers to their roles as mentors and supervisors• Help students communicate their support needs and strategies• Help employers capitalize on students’ learning styles and identify support strategies• Communicate with students and employers on a regular basis• Link work-based learning experiences to classroom learning and academic curriculum Employer Responsibility in Work-Based Learning• Model expectations• Give clear, detailed, and repeated directions• Communicate expectations for job performance, behavior, and social interactions• Explain consequences for inappropriate behavior• Identify the best methods of communication for each student• Capitalize on each student’s learning style and identify support strategies• Discuss progress and improvements in performance • Teach skills needed for successful job performance• Communicate with students on a regular basis• Communicate with school liaisons on a regular basis[Adapted from Gramlich, M. (1999). How to facilitate workplace mentoring: A guide for teachers to support student workers. Rockville, MD: TransCen, Inc.]4 • National Center on Secondary Education and Transition Issue Brief Quality Work-Based Learning and Postschool Employment Success • 5Hasazi, S., Gordan, L., & Roe, C. (1985). Factors associated with the employment status of handi-capped youth exiting high school from 1979 to 1983. Exceptional Children, 51, 455-469.Hoerner, J., & Wehrley, J. (1995). Work-based learn-ing: The key to school-to-work transition. New York, NY: Glencoe/McGraw–Hill.Hughes, C., & Carter, E. (2000). The transition handbook: Strategies that high school teachers use that work. Baltimore: Paul H. Brookes Publishing Company.Luecking, R., & Fabian, E. (2000). Paid internships and employment success for youth in transition. Career Development for Exceptional Children, 23(2), 205-221.Mundy, D. (in press). Preparing for tomorrow’s technological workforce: Florida High School/High Tech. In R. Luecking (Ed.), Voices from the Field: Employer Perspectives on Youth with Disabil-ities in the Workplace (pp. 140-145). Minneapolis, MN: National Center on Secondary Education and Transition, University of Minnesota, Min-neapolis. Wehman. P. (2001). Life beyond the classroom: Transi-tion strategies for young people with disabilities. Baltimore: Paul H. Brookes Publishing Com-pany.Print ResourcesHamilton, M., & Hamilton, S. (1997). Learning well at work: Choices for quality. New York, NY: Cornell University Press.This guide is written for people in workplaces and schools that plan, direct, or evaluate work-based learning opportunities for youth.Siegel, S., Robert, M., Greener, K., Meyer, G., Hal-loran, W., & Gaylord-Ross, R. (2003). Career ladders: Transition from high school to adult life. Austin, TX: PRO-ED, Inc.This manual is designed to help special education teachers, counselors, and transition specialists con-nect students to the community, including work-places. Web ResourcesJobs for the Future (JFF)http://www.jff.org/jff/JFF seeks to accelerate the educational and eco-nomic advancement of youth and adults struggling in our economy.National Center on Secondary Education and Transition (NCSET)Topic: Work Based Learning http://www.ncset.org/topics/wblearning/default.asp?topic=19This topic explores the benefits of providing youth with opportunities to learn at job sites in their communities through the use of workplace mentors, internships, combining community service with academic learning, and other strategies. National Youth Employment Coalition (NYEC)http://www.nyec.org/NYEC is a nonpartisan national organization dedicated to promoting policies and initiatives that help youth succeed in becoming lifelong learners, productive workers, and self-sufficient citizens. Office of Vocational and Adult Education (OVAE)http://www.ed.gov/about/offices/list/ovae/index.htmlThe OVAE Web site has information, research, and resources to help prepare young people and adults for postsecondary education, successful ca-reers, and productive lives. Authors Richard Luecking and Meredith Gramlich are with TransCen, Inc.National Center on Secondary Education and TransitionInstitute on Community Integration (UCEDD), University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455Tel: 612.624.2097; Fax: 612.624.9344Web: http://www.ncset.orgE-mail: ncset@umn.eduThis report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). Although the U.S. Department of Education has reviewed this document, the contents of this document do not neces-sarily reflect the views or policies of the U.S. Department of Education, nor does mention of other organizations imply en-dorsement by those organizations or the U.S. Government.The University of Minnesota is an equal opportunity educator and employer. This publication is available on the Web at http://www.ncset.org, and is available in alternate formats upon request. To request an alternate format or additional copies, contact NCSET at 612.624.2097.National Center on SecondaryEducation and TransitionInstitute on Community Integration (UCEDD)University of Minnesota6 Pattee Hall, 150 Pillsbury Drive, SEMinneapolis, MN 55455Non-profit Org.U.S. PostagePAIDMpls., MNPermit No. 155NCSET Web — a National Resource Coordination Tool http://www.ncset.orgHere’s what you’ll find —Topical InformationInformation on over 26 diverse topics in secondary education and transition including an overview, answers to commonly asked questions, research abstracts, emerging practices, and more!E-NewsNCSET’s online newsletter loaded with information and links to publications, events, funding opportunities, Web sites, and other useful national resources — all searchable and at your fingertips!PublicationsFull text of all NCSET publications available for quick and easy download!EventsEvent registration, pre-event community circles, and online learning resources.And More!

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