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Work Experience Services for Special Education Students

Work Experience Services for Special Education Students. Jill Hageman, LMSW Keystone AEA Transition Task Force. Why are work-based learning experiences important?. Research shows students involved in work-based learning:

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Work Experience Services for Special Education Students

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  1. Work Experience Services for Special Education Students Jill Hageman, LMSW Keystone AEA Transition Task Force

  2. Why are work-based learning experiences important? Research shows students involved in work-based learning: • Have increased attendance rates and graduation rates. (Colley and Jamison, 1998) • Higher rates of adult employment success.(Luecking and Fabian, 2000) • More likely to maintain employment or seek post-secondary education.

  3. Indicator #13: “Percent of youth aged 16 and above with an IEP that includes coordinated, measureable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals.” • Indicator #14: Percent of youth who had IEPs, are no longer in secondary school, and who have been competitively employed, enrolled, in some type of post-secondary school, or both, within 1 year of leaving high school.

  4. Benefits to the students….. Work-based learning can help students: 1. Clarify their career choices. 2. Develop positive work attitudes and behaviors. 3. Identify necessary work accommodations and supports. 4. Learn general workplace readiness skills as well as job-specific skills. 5. Network with potential employers.

  5. Puzzle activity

  6. Other ideas • Service learning • Explorer programs • Partnering with community agencies (IVRS, WIA) • Other ideas?

  7. References • Colley, D. A., & Jamison, D. (1998). Postschool results for youth with disabilities: Key indicators and policy implications. Career Development for Exceptional Individuals, 21(2), 145-60. • Luecking, R. G., & Fabian, E. S. (2000). Paid internships and employment success for youth in transition. Career Development for Exceptional Individuals, 23(2), 205-21.

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