This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

The authors of this article share the results of a study that compares specific benefits of internships completed by students with disabilities, as perceived by males and females, high school and college students, Caucasian and non-Caucasian students, and students with invisible disabilities and those with visible disabilities. Students in the study completed six-to twelve-week internships in fields that included computing, biology, engineering, research, administration, and health science. In a post-internship survey, participants reported gains in their motivation to work toward a career, knowledge of career options, job skills, ability to work with supervisors and co-workers, and knowledge of accommodation strategies. Analysis of participant responses revealed differences in perceived gains between respondents. The authors share lessons learned that may help career development, cooperative education, counseling, advising, and human resource professionals more effectively support high school and college students with disabilities who engage in internships.

It is predicted that the demand for workers in computing fields will continue to be high for years to come. However, some groups of people continue to be underrepresented in academic programs and careers in computing. People with disabilities form one such group of untapped talent. This article addresses the unique challenges faced by individuals with disabilities, and shares practices of a nationwide alliance, AccessComputing , that show promise for attracting qualified individuals with disabilities to computing fields.

This article describes successful practices for including individuals with disabilities (e.g., leaders, students, faculty researchers, advisory board members) in the Center for Sensorimotor Neural Engineering (CSNE), an Engineering Research Center funded by the National Science Foundation. The methods, tools, and materials presented in this article can be used by others seeking to increase the inclusion of individuals with disabilities in postsecondary science, technology, engineering, and mathematics (STEM) programs. Methods are employed to ensure that the CSNE is welcoming and accessible to individuals with a wide range of abilities and to recruit individuals with disabilities into significant roles that support the Center's mission. These efforts have resulted in the engagement of individuals with disabilities in the Center's operations, activities, and research at a higher rate when compared with all Engineering Research Centers.