Content area
Full Text
Despite legislative and policy initiatives, individuals with disabilities, especially people with intellectual and developmental disabilities remain chronically underemployed or unemployed. The need for early work-based learning experiences during the transition years (i.e., students aged 16 to 22), is reinforced by these continual poor outcomes. Employer partnerships are a substantive provision of work-based learning, yet little is known about employers' perspectives when facilitating these learning experiences. The purpose of this study was to gather information from employers about how transition professionals can develop workbased learning experiences. An online survey was distributed to a sample of employers in one western state to learn about the extent of their experiences and to learn about benefits, concerns, and strategies for the development of work-based learning opportunities. Employers indicated that they were receptive to creating job experiences, but also expressed some specific concerns. Results are discussed in regards to understanding business needs, developing agreements, and establishing connections with employers using a collaborative framework for transition service delivery.
Keywords: transition, work-based learning, training, employers, special education, rehabilitation counselling
Improving employment-related transition outcomes for students with disabilities has been an important legislative priority in both education and vocational rehabilitation for decades. From an educational perspective, the first provision of transition services was outlined in the 1990 amendments to the Education for All Handicapped Children Act. At that time, Congress renamed the Act to the Individuals with Disabilities Education Act (IDEA) and required local education agencies (LEAs) assume more responsibility in coordinating transition services for students with disabilities by requiring a statement of transition services be included in a student's IEP beginning at age 16. In subsequent amendments, Congress amended IDEA (1997) and established a national priority to improve post-school outcomes and stipulated that transition be an "outcome-oriented" process that is based upon student needs and preferences. From a workforce development perspective, the 1992 amendments to the Rehabilitation Act used the same transition services definition as IDEA. The amendments to the Act also emphasized coordination among educators and rehabilitation professionals in working with the transition-age population and their families.
IDEA (2004) strengthened the transition mandate by requiring schools to develop coordinated transition services that were "results-oriented." The statute also stipulated that transition services include instruction, related services (e.g., rehabilitation counseling), community experiences,...