John R. Johnson, Ph.D.Director Research & DevelopmentCenter for Disabilities1400 W. 22nd St.Sioux Falls, SD 57104Email: john.r.johnson@usd.eduPhone: (605) 357-1427

Dan Rounds221 S. Central Ave, Suite 33Pierre, SD 57501Email: drounds@tie.netPhone: 605-224-6287

Work-based learning is a supervised program sponsored by an education or training organization that links knowledge gained at the worksite with a planned program of study.

Experiences range in intensity, structure and scope

Include activities as diverse as site visits, job shadowing, paid and unpaid internships, structured on-the-job training, and the more formal work status as apprentice or employee.

Work experience is highly predictive of employment after school

YWD with paid work experience more likely to be employed after school than youth with unpaid work experiences

YWD with any work experience more likely to be employed than YWD with no work experience REGARDLESS of level of education

Tends to be confounded or mixed with results of career/vocational/technical education

studies looking at work experience have found that work experience is one of the strongest predictors of post-school employment

should in all likelihood consider results to be similar to vocational education results

methodology tended to find results confounded with career, vocational, technical education results

NLTS found the most significant effects to be for students with physical disabilities

generally promotes work habits and world of work knowledge

has little impact on days tardy or absent, or number of extra curricular activities

has some impact on time spent on homework and watching television for those who work more than 20 hours per week

has little effect on educational plans students who work more than 20 hours per week tend to

have lower educational aspirations is positively associated with employment and income after

completion of high school in the short range is not related to delinquent behavior generally is approved by parents and friends generally does not affect relationships with parents and

siblings, albeit, they do spend less time with families

WAGES both kinds of vocational education were

associated with higher wages taking a concentration was related to larger

incomes than no vocational education or unrelated vocational education (i.e. survey) classes

concentration had a greater effect on wages than survey courses with an average annual earnings of approximately $6,200 more that nonvocational or prevocational students

students taking survey courses earned nearly $4,000 more per year than students who took none

strong positive contributions of both kinds of vocational training to the probability of competitive employment

no real difference between a concentration and a survey

largest effect for persons with mild disabilities ( 40 points may be a function of sample size)

WAGESboth kinds of vocational education were

associated with higher wagestaking a concentration was related to larger

incomes than no vocational education or unrelated vocational education (i.e. survey) classes

concentration had a greater effect on wages than survey courses with an average annual earnings of approximately $6,200 more that nonvocational or prevocational students

students taking survey courses earned nearly $4,000 more per year than students who took none

Students who took either survey or concentrated coursework in vocational education were significantly less likely to drop out of school than nonvocational or prevocational students.

1. Career Exploration2. Job Shadowing3. Work Sampling4. Service Learning5. Internships6. Apprenticeships7. Paid Employment8. Mentoring9. Youth-Run Businesses/Entrepreneurship

Career ExplorationCareer Exploration involves visits by youth to workplaces to learn about jobs and the skills required to perform them. Visits and meetings with employers and people in identified occupations outside of the workplace are also types of career exploration activities from which youth can learn about jobs and careers.” (Luecking, 2009, p.13)

ExamplesCompany tours/field trips Talks with employers (follow up discussions with youth about what they saw, heard, and learned are conducted)

Job Shadowing“Job Shadowing is extended time, often a full workday or several workdays, spent by a youth in a workplace accompanying an employee in the performance of his or her daily duties.” (Luecking, 2009, pg.13)

ExamplesTake your child to work day Job Shadowing Day Disability Mentoring Day

Work Sampling“Work Sampling is work by a youth that does not materially benefit the employer but allows the youth to spend meaningful time in a work environment to learn aspects of potential job task and "soft skills" required in the workplace.” (Luecking, 2009, p.13)

ExamplesRotation through various community workstations Sampling various job tasks Career assessments Unpaid workplace experience

Service Learning“Service Learning is hands-on volunteer service to the community that integrates with course objectives. It is a structured process that provides time for reflection on the service experience and demonstration of the skills and knowledge required.” (Luecking, 2009, p.13)

ExamplesInformal volunteering in community and social programs Formal volunteer service in a structured community service program

Internships“Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks.” (Luecking, 2009, p.13)

ExamplesFormal arrangement with an employer to learn identified work skills. In the medical field, “preceptorship” is a period of practical experience and training for a student, especially of medicine or nursing, that is supervised by an expert or specialist in a particular field.

Apprenticeships

“Apprenticeships are formal, sanctioned work experiences of extended duration in which an apprentice learns specific occupational skills related to a standardized trade, such as carpentry, plumbing, or drafting. Many apprenticeships also include paid work components.” (Luecking, 2009, p.13)

ExamplesTrade-related paid or unpaid work with a certified skilled journeyman To have a Registered Apprenticeship, guidelines are provided by Department of Labor, see: http://www.dol.gov/dol/topic/training/apprenticeship.htm#lawsregs

Paid Employment“Paid Employment may include existing standard jobs in a company or customized work assignments that are negotiated with an employer, but these jobs always feature a wage paid directly to the youth. Such work may be scheduled during or after the school day. It may be integral to a course of study or simply a separate adjunctive experience.” (Luecking, 2009, p.13)

ExamplesPart-time or Full-time jobs Jobs related to course of study and/or transition plan Adjunctive or unrelated experiences to school and course work, such as after- school, weekend, and summer jobs For Tools on Work and Employment Readiness provided by the U.S. Business Leadership Network (USBLN®), see: http://www.usbln.org/index.html

Youth-Run Businesses/Entrepreneurship:  Business enterprises developed in schools or local communities operated and managed by students

ExamplesHope Haven, Inc. (Hawarden, Iowa) developed a high school career development class with a student-run business component. Students enrolled in the Career and Self Exploration (CASE) class at West Sioux High School work at the in-school coffee shop, Falcon Joe’s, in the morning before classes start. Youth earn partial class credit by completing the work experience and they also earn tips. Entrepreneurship is a central component of the Tech Now Inc. Oklahoma High School High Tech Program. Youth produce and sell various products they create using the multimedia technology and entrepreneurship skills they develop through the program.

1. High levels of program organization and coordination2. Meaningful and consistent communication between

stakeholders3. A good “fit” between a young persons’ abilities and

their chosen career field4. A quality worksite placement (e.g., Adequate rotation

through competencies, presence of an experienced mentor)

5. Rigorous and engaging classroom instruction that integrated technical, academic and soft skills competencies

6. Focus on work identity and skills that are applicable across a broad range of career

7. Stakeholders’ level of advocacy and support for youth

1. participants’ awareness of their disabilities and abilities

2. participants disclosure of their disability3. ability of participants to identify, describe and market

accommodations and supports4. ability of participants to describe themselves as an

employee/worker in a specifc work setting, occupation or skill set

5. participants’ self-determination and self-advocacy skills,

6. availability of appropriate supports and accommodations in the classroom and workplace

7. access to key mentors (adults and youth leaders)8. compensatory strategies9. Sense of pride and ownership of work10. Sense of a purpose and future

1. Participants’ awareness of their disabilities and abilities 2. Participants skill disclosing elements of disability3. Ability of participants to identify, describe and market

accommodations and supports4. Ability of participants to describe themselves as an

employee/worker in a specific work setting, occupation or skill set

5. Participants’ self-determination and self-advocacy skills,6. Stakeholders’ level of advocacy for youth 7. Availability of appropriate supports and

accommodations in the classroom and workplace 8. Access to key mentors (adults and youth leaders)9. Compensatory strategies10. Sense of pride and ownership of work11. Sense of a purpose and future

Identify critical competencies and skills◦ Hard skills: skills required to perform specific work

tasks◦ Soft Skills: skills required to

interact effectively on the job Retain job

Teach skills that lead to definite identification of preferences, interests and abilities

Teach skills generalizable across multiple work settings

Use information provided by employers Connect and market your services and supports

to employers

1. Generate a Comprehensive Integrated Work Site Inventory

2. Generate a Comprehensive Work Task Inventory

3. Generate Integrated Work Sites4. Conduct a Work & Social Skill Analysis5. Make a Personalized Worker to Work Site

Match6. Provide Authentic Assessment and Instruction7. Maximize Natural Supervision & Mentorship8. Arrange For Long Term Supports9. Compile a profile that tells the story

Video & photos of students working in real settings Description of preferences, interests, and work skills and

abilities Vision statement of future goals Cues/prompts for discussing disability, accommodations

& supports Completed comprehensive generic job application and

resume Where he/she has worked Types of tasks performed References Letters of recommendation Why the student should be hired Recommendations for instruction, training & supervision

Brown, L. & Kim Kessler(2014). Generating integrated work sites for individuals with significant intellectual disabilities. Journal of Vocational Rehabilitation, 40, 85–97

Scholl, L., & Mooney, M. (2003). Youth with disabilities in work-based learning programs: Factors that influence success. The Journal for Vocational Special Needs Education, 26(1), 4-15.

Wagner, M., Blackorby, J., Cameto, R., & Newman, L. (1993). What makes a difference? Influences on postschool outcomes of youth with disabilities. The third comprehensive report from the National Longitudinal Transition Study of Special Education Students. Menlo Park, CA: SRI International.

Career Preparation and Work-Based Learning Experiences

NSTTAC: Youth with Disabilities How would work based learning experiences (WBLE) help you?

Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief

Work-Based Learning Jump Start ODEP Disability Employment Policy

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