Addressing Trends and Developments in Secondary Education and Transition
October 2003 • Vol. 2, Issue 2
Work-Based Learning and Future Employment for Youth: A Guide for Parents and
By Meredith Gramlich, Kelli Crane, Kris Peterson, and Pam Stenhjem
Setting high expectations early in life is an important step in order for youth
to develop the skills to succeed in the future. Work-based learning is one way
youth can identify interests, strengths, skills, and needs related to career
development. A hands-on experience in a real setting, work-based learning includes
a broad range of opportunities including short-term introductory activities
such as job shadowing, informational interviews, and workplace tours, as well
as more long-term and intensive training including workplace mentoring, apprenticeships,
and paid employment. Volunteer work, service learning, and activities at a student’s
school site can also provide rich, work-based learning opportunities. Potential
benefits of work-based learning for youth while they are still in school include:
- identification of career interests, skills, and abilities;
- exposure to job requirements and responsibilities, employer expectations,
workplace etiquette, and workplace dynamics;
- development of critical workplace skills and a solid foundation for good
- improvement of postschool outcomes; and
- selection of appropriate courses of study tied to career goals.
Challenges and Strategies for Successful Work-Based Learning Experiences
Research has demonstrated that work-based learning is one of the best ways
to improve outcomes for youth with disabilities in secondary education (Hughes,
Moore, & Bailey, 1999). Youth who participate in such experiences have the
opportunity to receive more individual guidance and support that will prepare
them for successful adult employment. Youth with disabilities often face challenges
that make it difficult to achieve successful employment as adults. These challenges
are outlined below with proven strategies related to work-based learning that
can be used to address them.
Students do not see or understand a clear connection between what they are
learning in school and expectations on the job.
Strategy for Success
A connection needs to be made between work experiences, appropriate work behavior,
and student learning. Work-based learning offers young people meaningful hands-on
learning opportunities by connecting classroom learning with work experience.
This kind of learning opportunity can help a young person make better career
decisions, select more appropriate courses of study, and develop job skills
relevant to future employment. Through combined work and study experiences,
students can enhance their academic knowledge, strengthen work skills, and increase
their understanding of the workplace, achieving both personal development and
Work-based learning experiences can have a positive impact on school achievement
and outcomes. Students who participate in work-based learning show an increase
in completion of related coursework as well as an increase in attendance and
graduation rates (Colley & Jamison, 1998). Work-based learning during secondary
school also leads to higher rates of adult employment success for all categories
of disability (Luecking & Fabian, 2000).
Students lack the basic employability skills necessary for career success.
Strategy for Success
Early work-based learning experiences can help students build crucial job-keeping
skills or soft skills. Many employers report that they want employees
who are ready and eager to learn, show respect, and take their job commitment
seriously. While jobs in today’s economy require that employees be able
to solve problems, use technology, and be proficient in reading, writing, math,
and speaking skills, it is the soft skills that seem to make the difference
in whether or not an employer hires and keeps someone on the job (Bremer &
Madzar, 1995; Rentner, 2001). Specifically, employers want employees who display
positive social skills including a strong work ethic, self-discipline, self-respect,
a friendly demeanor, and reliability (Bremer & Madzar, 1995). Table
1 provides a sample list of the soft skills employers typically expect
Employers expect and demand professionalism from their employees. Students
need to be responsible for their behavior and performance on the job. Young
people have a responsibility to do the job, communicate their needs, follow
through on commitments, follow directions, and learn as much as they can about
the work environment and the job (Gramlich, 1999a). Including goals that address
the development of job-keeping skills in students’ Individualized Education
Programs (IEPs) will increase their chances of success once they enter the adult
world of work. Students and their IEP team can develop work-based learning goals
to support proficiency in these soft skills. This may include mentoring from
an employee at the worksite, one-on-one guidance from teachers and adult mentors,
role-playing, and group problem-solving sessions among students.
Table 1. Employer Expectations of Student Workers
The student worker should:
- Come to work on time
- Be a team player
- Be positive (don’t complain or whine)
- Ask for help when needed
- Be courteous and friendly
- Use office equipment for work-related tasks only
- When voicing concerns, be constructive (not accusatory)
- Complete all work neatly and accurately
- Show respect for yourself and others
- Keep personal telephone calls to a minimum
- Take personal responsibility
- Stay on task and complete all work in a timely manner
- Come to work appropriately dressed
- Keep personal visits to a minimum
- Be reliable and follow through
- Ask for more work when tasks are complete
- Use good personal hygiene
- Keep absences to a minimum and be sure to call in when sick
- Work HARD!
Students’ IEPs do not include clearly defined and appropriate work-based
Strategy for Success
The 1997 reauthorization of the Individuals with Disabilities Education Act
supports the practice of providing work experiences to youth with disabilities
while still in high school (Storms, O’Leary, & Williams 2000). Students
must gain the necessary skills and competencies they need in order to achieve
success in adult life. Work-based learning experiences help students to achieve
their desired goals in career preparation. Young adults and their families should
be included as participants in the planning process so that work-based experiences
match their desired interests and career goals.
Students are not actively involved in their career and transition planning,
as well as their selection of work-based learning opportunities.
Strategy for Success
At the Third National Forum on Education: Education and Life—Transitions,
the New Brunswick (Canada) Youth Apprenticeship Program identified student responsibility
as an essential element within the transition process. It developed a contract
in which students agree to: “Accept and assume responsibility for preparing
their future involvement in the workplace, by making informed choices about
employment prospects based on an assessment of their abilities and potential,
and by making every effort to acquire and improve the required employability
and specialized skills” (CMEC, 1998, p. 16). Assessments to inform transition
planning for youth and families can clarify the shift from classroom to work-based
Moreover, young adults must also develop competency in the areas of self-advocacy
and leadership. These skills can be learned and practiced through successful
work-based learning experiences and will help young adults take responsibility
in their career development and employment as well as other areas of their lives.
Self-advocacy and leadership identified as goals on students’ IEPs may
help them be responsible, competent, and ultimately successful in their future
Lack of family involvement and support for work-based learning as a part of
career and transition planning.
Strategy for Success
Throughout elementary and middle school, many families focus on success in
a classroom or in remedial interventions for reading, writing, and math. When
the question is raised about community and work-based learning, many families
do not see it as part of the school experience. However, families play a key
role as job developers and advocates in marketing their children’s skills
and abilities. Parents and family should look within their own networks—neighbors,
colleagues, and extended family members—to seek opportunities for their
children. Networks are often excellent sources for initial work-based learning
experiences because of the personal connections.
IEP teams may help families to become advocates and utilize their networks
- including them as equal partners in the transition planning process;
- supporting family in taking a leadership role in the development of their
child’s IEP; and
- including work-based learning experiences in the IEP.
Family members need solid support, good resources, and one-on-one assistance
from teachers and school staff to heighten their ability to make a difference
with regard to their child’s career development experience.=
Students and families lack adequate knowledge of work incentives that apply
to Supplemental Security Income (SSI) and Social Security Disability Insurance
(SSDI), and they fear that any employment will result in loss of benefits.
Strategy for Success
Transition planning team members (teachers, rehabilitation counselors, human
service social workers) need accurate information regarding Social Security
work incentives and the impact of wages on benefits. One of the best ways to
accomplish this is for schools to make connections with employment specialists
at the nearest Social Security office or through benefits analysis organizations
available in some states. Students and families can make informed choices about
work-based learning and employment if they know about the Student Earned Income
Exclusion (SEIE), Plan for Achieving Self Support (PASS), Impairment Related
Work Expense (IRWE), and the new rules regarding SSDI and maintaining medical
assistance. A benefits analysis professional or employment specialist may calculate
the impact of wages on benefits for the student and family and present that
information at an IEP meeting. In addition, families also need knowledge regarding
how to report employment to the Social Security Administration when a student
has worked for several years as part of his or her IEP.
As illustrated by Christian’s story, work-based learning opportunities
can lead to successful employment outcomes. Real-world work experiences provide
youth with an opportunity to develop not only work skills but also an understanding
of the workplace. Varied and multiple exposures to the world of work can help
to shape future work goals and habits. Work-based learning experiences are part
of the career preparation that allows students to achieve their desired goals.
Work-based learning experiences contribute to successful transition and ultimately,
success in adult employment. Youth, their families, and IEP teams need to work
together to ensure quality work-based learning experiences—tailored to
individual interests, skills, and needs.
Student Success Story
At age 15, Christian did not have the academic skills to compete in
the classroom, and he was feeling very defeated in the school environment.
Christian was independent in the community and had some very good job
skills. He was from a large family, and taking responsibility for chores
was part of his daily activities at home. Then Christian started work-based
As part of his education and IEP, Christian spent most of the school
day at community job sites. For almost two years, his work was unpaid,
although some jobs were funded through Carl Perkins funds. Some of his
jobs were in food service, mail distribution, grounds keeping, and retail
work. Once on the job and earning money, Christian increased his math
skills and kept a checkbook with fairly good accuracy. He loved working
and being out in the community.
By age 18, Christian had many good job skills and work habits. A person-centered
planning meeting was held with his family, the school staff, rehabilitation
services, and county human services staff. Christian wanted to be a chef,
and although he could not complete the full chef program at the technical
college, Christian participated in the hands-on components of the chef
program for two years. He improved his cutlery handling skills and has
been employed as a prep chef ever since.
Now a grown man, Christian is living in an apartment with a roommate,
making $9.75 an hour, working 35 hours a week, and no longer receiving
Supplemental Security Income (SSI). Most importantly, he feels productive
and has good self-esteem.
“My son really needed to feel that he was
good at something,
that he could learn and do a job independently.
He also needed a more hands-on learning experience.”
– Kris Peterson, Christian’s mom
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Job Accommodation Network
National Centre for Work Based Learning Partnerships
Authors Meredith Gramlich and Kelli Crane are with TransCen, Inc.; Kris
Peterson and Pam Stenhjem are with NCSET.
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This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.
This publication is available in an alternate format upon request. To request an alternate format or additional copies, contact NCSET at 612.624.2097.