Review: Introduction to Work-Based Learning

Center for Change in Transition Services
- CCTS works to empower educators and administrators to improve transition services for youth with disabilities through partnerships, research, and training.
Writing Effective Transition Plans Review
- There is a link between quality IEPs (Indicator B13) and positive post-school outcomes for students after exiting high school (Indicator B14).
- The components of transition planning are: conduct age-appropriate assessments, write measurable postsecondary goals, identify transition services, write the course of study, write the annual IEP Goals, and coordinate services with adult agencies.
Predictors of Post-School Success
- There are research-based predictors of post-school success that connect directly to job shadowing, such as career awareness, community experiences, and paid employment/work experience.
- Additional (but important) predictors of post-school success that are not directly related to job shadowing include interagency collaboration, parental involvement, and transition services.
Work-Based Learning
- WBL is a supervised program, sponsored by an education or training organization, that links knowledge gained at the work site with a planned program of study.
- WBL benefits both students and employers.
- Strategies for inclusive WBL include designing experiences with UDL principles, providing accommodations and pre-teaching supports, and partnering with adult service agencies.
- WBL is one of the strongest predictors of adult employment success for students and youth with disabilities.
Types of Work-Based Learning Experiences
- WBL experiences include Job Shadowing, Guest Speakers, Career Mentors, Field Trips, School-Based Enterprises (SBE), Internships & Apprenticeships, Entrepreneurship, Health Care Clinicals, Service-Learning Projects, Worksite Learning, Supported Employment, and Digital WBL.
- Check with your school or district’s CTE/Career Centers to see what WBL opportunities may already be available.
OSPI's Work-Based & Worksite Learning Guide
- OSPI's Work-Based & Worksite Learning Guide is a must-read for anyone considering establishing worksite learning opportunities.

Workbook Activities

The following activities can be completed in the DJSE Workbook, page 2.

Activity 1

Review the Predictors of Post-School Success that are related to work experience and work skills preparation.

How are those being accessed by students with special education services?
Who are the partners in making these work?

Activity 2

When we engage in creating WBL opportunities for students, it is imperative to connect with our CTE colleagues. In the spirit of inclusionary practices, and that opportunities offered in general education should be considered first for all students, CTE can offer access to established WBL experiences, curriculum, and many resources. We have the experts working alongside us, and we need to collaborate to create meaningful opportunities for student with disabilities. Our job as special educators is to consider how to help modify and make accommodations for students to access well matched WBL options.

Remember:

Activities are based upon student readiness and interest factors.
One size does not fit all. Not all students must participate in job shadows.
Check with Career Centers, teachers, and counselors on what is offered.
Consider what partnerships your school has with community agencies to offer WBL activities.

In your workbook:

What do you already know about CTE?
What do you think you know?
What do you want to know?
And who should you ask?

Explore

Resources Linked in Module

References

Cahill, C. (2016, July). Making Work-Based Learning Work [PDF]. Boston: Jobs for the Future. Retrieved from https://files.eric.ed.gov/fulltext/ED567846.pdf
Employment Preparation and Work Based Learning Experiences in a Virtual World [PDF], (2020, April 7 webinar) NTACT. Retrieved from https://ytimedia.org/view/0_yn8mwpvj
Johnson, C. E. (2004). Transition Services Flowchart. Center for Change in Transition Services, Seattle University. Seattle, WA. CC BY 4.0.
Kohler, P. D., Gothberg, J., & Hill, J. (2009, November 12). NSTTAC Evaluation Toolkit[PDF]. Kalamazoo: Western Michigan University. Retrieved from http://comm.eval.org/HigherLogic/System/DownloadDocumentFile.ashx?DocumentFileKey=8d43c53a-e804-4647-856c-f783fceccff2&forceDialog=0
Work-Based & Worksite Learning Guide: Career and Technical Education [PDF]. (January 2023). Olympia: Office of the Superintendent of Public Instruction. Accessed at https://ospi.k12.wa.us/sites/default/files/2024-02/guidance-workbasedworksite-learningguide.pdf

Up Next: Collaboration with CTE and Others

Module 2 highlights the importance of collaboration, and strategies for partnering with Career Technical Education (CTE), Division of Vocational Rehabilitation (DVR), parent groups, and businesses.

Next – Module 2 Overview