Affiliations: [a]
University of Oregon, Eugene, OR, USA
| [b]
Illinois State University, Normal, IL, USA
| [c]
University of North Carolina at Charlotte, Charlotte, NC, USA
| [d]
Vancouver Public Schools, Vancouver, WA, USA
Correspondence:
[*]
Address for correspondence: Katherine W. Bromley, Center on Human Development, 5260 University of Oregon, Eugene, OR 97403, USA. Tel.: +1 541 346 3591; Fax: +1 541 346 2594; E-mail: kwagner3@uoregon.edu.
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.
Keywords: Work-based learning experiences, students with disabilities, mixed methods, barriers, secondary transition
