Section I: Introducation to Work Based Learning
Purpose of Work Based Learning
Work based learning (WBL) is an important aspect of all students’ educational experience and an integral part of the school-to-career transition. Many students complete school with inadequate academic skills and few real-world workplace skills, thus limiting their understanding of how they fit into the adult work world. Secondary level work based learning experiences address this deficit by extending the classroom to include the whole community and giving students opportunities to apply academic and technical skills to actual work. Students connect classroom instruction with learning in the workplace, and the experience becomes a meaningful and engaging educational opportunity. The work based learning experiences help prepare students for college and careers.
Work based learning experiences add relevance to the curriculum by showing how classroom learning is applied to real work situations and exposing students to various career options. (Benard, 2004) Furthermore, work based learning opportunities address students’ diverse learning styles.
Work based learning provides the opportunity for employers to reinforce academic skills and for schools to emphasize career applications through classroom instruction. Students gain work and an understanding of the range of postsecondary options available to them, including college, technical training, and entry-level skilled employment. Students who participate in Work Based Learning show an increase in completion of related coursework, improved attendance, and higher graduation rates. The direct experience in the workplace engages students more effectively than book oriented, teacher-driven, abstract instruction. (Bailey, Hughes, and Moore, 2004)
Fair Labor Standards Act (FLSA) requirements and all federal, state, and local labor requirements must be met for both paid and unpaid work based learning programs.
Work based learning experiences add relevance to the curriculum by showing how classroom learning is applied to real work situations and exposing students to various career options. (Benard, 2004) Furthermore, work based learning opportunities address students’ diverse learning styles.
Work based learning provides the opportunity for employers to reinforce academic skills and for schools to emphasize career applications through classroom instruction. Students gain work and an understanding of the range of postsecondary options available to them, including college, technical training, and entry-level skilled employment. Students who participate in Work Based Learning show an increase in completion of related coursework, improved attendance, and higher graduation rates. The direct experience in the workplace engages students more effectively than book oriented, teacher-driven, abstract instruction. (Bailey, Hughes, and Moore, 2004)
Fair Labor Standards Act (FLSA) requirements and all federal, state, and local labor requirements must be met for both paid and unpaid work based learning programs.
Meeting the Needs of All Students Through Work Based Learning
Many students are better able to learn and retain academic and technical skills when given the opportunity to participate in the real-world, hands-on experiences provided through work based learning. The wide range of learning opportunities to become ready for work and careers is at the core of work based learning programs. This structure of classes, technical education, career development, character development, and work experiences lends itself to individualized career plans for all participating students, including those with disabilities.
All students, including those with disabilities, must be provided access to and can benefit from work based learning. The Individuals with Disabilities (IDEA) Act 2004, is a federal law which requires schools to prepare students with disabilities for further education, employment and independent living. It ensures that all students with disabilities have access to the general education curriculum, receive a free appropriate public education designed to meet the student’s unique needs and receive transition planning and services to assist in the preparation for post school living, learning and working.
Career planning and participation in CTE and work based learning programs are integral components of the transition planning process. New York State regulations require each student with a disability who has an individualized education program (IEP) to begin receiving transition programs and services the school year in which that student turns age 15, or younger if appropriate. Transition programs and services, which are designed to incrementally prepare the student with a disability to achieve his or her post-secondary goals, must be recommended by the Committee on Special Education (CSE) and documented in the student’s IEP. Services, accommodations and supports that enable the student with a disability to participate in CTE and work based learning programs must be documented in the student’s IEP.
Under the guidance of a certified work based learning coordinator and special education teachers, the work based learning program provides a focused and meaningful opportunity grounded in the real world of work for students with disabilities. The work based learning coordinator should be cognizant of this responsibility and view himself or herself as providing work based learning opportunities for all students as well as facilitating educational collaboration between student, family, school, and community partners.
The special education staff, CTE teachers, family, student, and WBL coordinator should collaborate to create a coherent program for the student to progress. Training plans, Memorandum of Agreement, IEP development, and situational assessments, along with employer based training and evaluation should be a coordinated effort by the special education staff, work based learning coordinator, and employer.
To obtain additional information regarding transition planning and services for students with disabilities, including the development and implementation of career planning and work based learning opportunities for students with disabilities; contact the transition specialists of the Regional Special Education Technical Assistance Centers (RSE-TASC)
http://www.p12.nysed.gov/specialed/techassist/rsetasc/tslist.htm.
All students, including those with disabilities, must be provided access to and can benefit from work based learning. The Individuals with Disabilities (IDEA) Act 2004, is a federal law which requires schools to prepare students with disabilities for further education, employment and independent living. It ensures that all students with disabilities have access to the general education curriculum, receive a free appropriate public education designed to meet the student’s unique needs and receive transition planning and services to assist in the preparation for post school living, learning and working.
Career planning and participation in CTE and work based learning programs are integral components of the transition planning process. New York State regulations require each student with a disability who has an individualized education program (IEP) to begin receiving transition programs and services the school year in which that student turns age 15, or younger if appropriate. Transition programs and services, which are designed to incrementally prepare the student with a disability to achieve his or her post-secondary goals, must be recommended by the Committee on Special Education (CSE) and documented in the student’s IEP. Services, accommodations and supports that enable the student with a disability to participate in CTE and work based learning programs must be documented in the student’s IEP.
Under the guidance of a certified work based learning coordinator and special education teachers, the work based learning program provides a focused and meaningful opportunity grounded in the real world of work for students with disabilities. The work based learning coordinator should be cognizant of this responsibility and view himself or herself as providing work based learning opportunities for all students as well as facilitating educational collaboration between student, family, school, and community partners.
The special education staff, CTE teachers, family, student, and WBL coordinator should collaborate to create a coherent program for the student to progress. Training plans, Memorandum of Agreement, IEP development, and situational assessments, along with employer based training and evaluation should be a coordinated effort by the special education staff, work based learning coordinator, and employer.
To obtain additional information regarding transition planning and services for students with disabilities, including the development and implementation of career planning and work based learning opportunities for students with disabilities; contact the transition specialists of the Regional Special Education Technical Assistance Centers (RSE-TASC)
http://www.p12.nysed.gov/specialed/techassist/rsetasc/tslist.htm.