Barriers to work-based learning experiences: A mixed methods study of perceptions from the field

Abstract

BACKGROUND: Work-based learning experiences (WBLEs) are significantly associated with improved postschool employment outcomes for students with disabilities; however, little is known about the specific barriers affecting implementation of WBLEs. OBJECTIVE: The purpose of this study was to identify community-and school-related barriers to implementing WBLEs. METHODS: This study used a mixed methods approach to analyze survey data from 170 secondary transition staff providing WBLEs to students with disabilities in three states. RESULTS: Findings provided a broader understanding of critical barriers as perceived by transition staff implementing WBLEs, including limited availability of resources, transportation, and lack of willing employers. CONCLUSIONS: Collaborative partnerships between vocational agencies and school districts have the potential to address some of these barriers and improve the delivery of employment supports and WBLEs in an effort to help students achieve their postschool employment goals.

Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs

“…Participants described challenges related to (a) establishing and sustaining appropriate WBLEs, (b) securing high-quality staff, (c) gaining support from important partners, and (d) navigating logistics. Several findings from this study align with previous research that has identified staffing, transportation, scheduling, and limited availability of appropriate WBLEs as challenges to providing WBLEs for students with disabilities (Awsumb et al, 2022; Bromley et al, 2022; Collet-Klingenberg & Kolb, 2011 ; Kim & Dymond, 2010; Pickens & Dymond, 2015; Rooney-Kron & Dymond, 2021). Taken together, these findings indicate that inadequate resources and logistical concerns persist regardless of a student’s disability category or support needs.…”

“…Moreover, findings from this study shed additional light on the unique challenges to gaining support from important partners (e.g., administrators, employers) when providing WBLEs for students with ESN. Only one other study identified a lack of administrator support as a primary concern when providing WBLEs for students with ID (see Rooney-Kron & Dymond, 2021); teachers in other studies rated administrator support as a moderate-to-low-level barrier in terms of its impact on their provision of WBLEs (see Bromley et al, 2022; Kim & Dymond, 2010). A lack of administrator support reported by teachers in the current study draws attention to the unique needs of students in this population and raises questions about administrators’ capacity to provide adequate support for teachers who serve students with ESN.…”

“…Although there are numerous benefits of participation in WBLEs (e.g., learn vocational and soft skills, develop professional networks, improve long-term employment outcomes; Mazzotti et al, 2021; Southward & Kyzar, 2017; Wehman et al, 2014), they often require unique resources and creative scheduling to be sustained over time. As a result, several challenges have been associated with providing WBLEs for school-aged youth with disabilities (see Bromley et al, 2022; Collet-Klingenberg & Kolb, 2011; Kim & Dymond, 2010; Rooney-Kron & Dymond, 2021).…”

“…One set of challenges special education teachers identify is inadequate resources to provide WBLEs. In particular, teachers report a shortage of well-trained staff to support students during WBLEs, limited access to transportation, and a lack of time to develop new WBLEs and supervise staff (Bromley et al, 2022; Collet-Klingenberg & Kolb, 2011 ; Kim & Dymond, 2010; Rooney-Kron & Dymond, 2021). Beyond a need for additional resources, teachers note difficulty finding meaningful WBLEs for their students.…”

“…Certain student characteristics have also been identified as challenges to providing WBLEs. For example, teachers report difficulty finding WBLEs that students with extensive support needs (ESN) can perform independently and sustaining students with challenging behaviors within WBLEs who demonstrate aggression or irregular attendance (Bromley et al, 2022; Kim & Dymond, 2010; Rooney-Kron & Dymond, 2021).…”