Developing Work-based Learning Experiences for Students with Intellectual and Developmental Disabilities: A Preliminary Study of Employers' Perspectives

Despite legislative and policy initiatives, individuals with disabilities, especially people with intellectual and developmental disabilities remain chronically underemployed or unemployed. The need for early work-based learning experiences during the transition years (i.e., students aged 16 to 22), is reinforced by these continual poor outcomes. Employer partnerships are a substantive provision of work-based learning, yet little is known about employers' perspectives when facilitating these learning experiences. The purpose of this study was to gather information from employers about how transition professionals can develop work-based learning experiences. An online survey was distributed to a sample of employers in one western state to learn about the extent of their experiences and to learn about benefits, concerns, and strategies for the development of work-based learning opportunities. Employers indicated that they were receptive to creating job experiences, but also expressed some specific concerns. Results are discussed in regards to understanding business needs, developing agreements, and establishing connections with employers using a collaborative framework for transition service delivery.