Benefits of and Barriers to School and Community Work-Based Learning Experiences for Students With Severe Disabilities

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Narratives and Experiences of Life Beyond Secondary Education (Table 15)

Abstract

This study investigated teachers’ perceptions of the benefits and barriers to school and community work-based learning experiences (WBLEs). High school special education teachers with at least one transition aged student on their caseload with severe disabilities completed an online questionnaire (N = 137). We used exploratory factor analyses to identify types of benefits and barriers to school and community WBLEs. Inferential statistics were used to compare teachers’ perceptions of school and community WBLEs and identify factors related to teachers’ perceptions. Implications for how future research can gain a better understanding of benefit of WBLEs and how to address barriers will be discussed. Additionally, implications for how teachers and schools can plan WBLEs and address barriers will be discussed.

Author

• Magen Rooney, University of Missouri - St. Louis
  Presenting Author