A critical analysis of work-based learning opportunities for students with intellectual disabilities in 18-21 transition programs

• In Event: Cultivating Inclusive Futures: College, Career, and Community Engagement for Students with Disabilities

Abstract

This paper applies a disability studies in education perspective to critically analyze varying work-based learning (WBL) approaches used by 18-21 transition programs. The paper uses data from a larger qualitative research study, including data from 77 surveys and 26 semi-structured interviews. Results indicate that approaches to WBL during 18-21 programs vary substantially. Many programs used systems-centered approaches reliant on group-based job sampling models, low expectations to guide students towards menial experiences, offered job training opportunities in simulated settings, and prepared young adults for segregated adult services. Some person-centered practices were also noted where transition program staff sought ambitious, individualized work opportunities in natural communities. Some programs incorporated higher education learning opportunities so students gain academic expertise in their field of interest.

Author

• Jessica K. Bacon, Montclair State University