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Work-Based Learning — Youth
and Family Section
Work-based learning is a great way to learn about yourself, gain work experience
and learn about the different types of jobs that are available. A work-based
learning experience provides you with an opportunity to identify your interests,
gain work skills, learn to work and communicate with others, and develop problem-solving
skills. It also helps you learn what employers value in their workers, such
as employees who are responsible, dependable, and who do a good job. You can
use this knowledge and these skills throughout your life and career. As a result
of your work-based learning experience, you can build a resume that will help
land that first job! In addition, what you learn about yourself and different
jobs can help you make future career decisions that are right for you.
Work-based learning experiences are beneficial to everyone. All students—with
and without disabilities—can access these opportunities. The following
information will tell you how.
Questions
1. Why is Work-based learning
important for "informed choice"?
Informed choice is when you make a decision in your best interest,
after reviewing enough information, and then deciding what is best for you.
Once you are aware of your options and their benefits and drawbacks (informed),
then you can make a decision (choice). There are many ways to gather information
before making an informed choice. You could use the Internet, read books and
articles, talk to people, or get information from your experiences. Work-based
learning is a great choice in itself and a good way to get experiences and information
that will allow you to decide what career is best for you. The more careers
that you know about, the better choices you can make. It is never too late to
become informed and make career choices, because everyone does it throughout
their careers!
Work-based learning experiences begin with information gathering through activities
such as job shadowing, site visits, and informational interviews. As you progress
in your education, it takes on more meaning because you begin to do the jobs,
learn work skills, and begin to learn the requirements of careers.
If you are in school, you will make better school decisions about which classes
will help you the most in your chosen career, you will have access to more resources
including school staff assistance, and you can receive school or college credits.
Perhaps, you are not in school, but in a program where you can receive services
to provide you with access to career information. Remember it is never too late
to become informed and make choices, because career planning is an on-going
process.
2. What are the different
types of work-based learning experiences? When can I start?
Types of WBL
There are several reasons you should participate in work-based learning. You
gain basic work skills, you acquire information about specific careers, and
you gain an understanding of different industries. Work-based learning opportunities
will vary according to your interests, preparation, experience, and age.
Some work-based learning activities such as informational interviews and job
shadowing help you gather information about a career, while other activities,
such as internships and apprenticeships, are more formal and focus on learning
specific skills. An example would be learning to become a plumber. You could
do a "job shadow" and observe a plumber at work, but in an "apprenticeship,"
you would use the tools and develop plumbing skills. As you progress in school
and in your work-based learning experiences, you will move from the general
to the specific. If you are already working, you can learn from that job and
develop the skills that all employers look for in good employees, such as being
on time and being responsible. Some of the different types of work-based learning
experiences you can participate in are:
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Types of Work-Based Learning
Experiences include:
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- Job shadowing - short-term visits to
work-sites during which you spend one-on-one time with
an employee to observe daily activities and routines,
learning about the job, and the industry.
- Informational interview - you meet
with people working in your chosen career to ask questions
about particular jobs. You could also ask if the employer
allows tours or has internships.
- Site visit - planned trips to provide
opportunities for you to explore different workplaces.
- Internships - (Paid and Unpaid) -
provide hands-on-learning for several weeks or months
at a work site under the supervision of an employer.
- Apprenticeship - a formal educational
relationship between an employer and a school or training
program where you attend classes and learn skills taught
by skilled workers over a longer period of time, generally
two or more years.
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When to Start
Career exploration can begin as early as a kindergarten field trip to the local
fire station. You can participate in activities such as "bring your son/daughter
to work day", job shadowing, site visits, internships (paid and unpaid),
informational interviews, apprenticeships, or on-the-job-training.
Participating in work-based learning while you are in school
is a great time to gather as much information as you can, get experiences, and
make choices. While in school you have help from school staff and you could
receive school credits for your work-based learning experiences.
If you are already out of school, you can enroll in a program
that will help you develop a plan to identify your interests and skills, coordinate
your work-based learning experiences, and provide on-going supports. Decision-making
is an on-going process throughout your career. There is a difference, however,
with some programs when you are out of school, because you have to be eligible
to qualify for some services. There are several organizations that can help
you determine if you are eligible for services such as programs that you can
access at the local Workforce Investment Board One-Stops.
3. What makes a successful
work-based learning experience, and how can a youth with a disability participate?
Youth with disabilities should have the same opportunities for work-based learning
as their non-disabled peers, but you will need to discuss accommodations and
other workplace supports with your school or program staff and the employer.
Research and Request
If you’re in school, you can begin a successful work-based learning experience
by including it in your Individualized Educational Plan (IEP) or your Individualized
Transition Plan (ITP). The plan would identify what will happen, when it will
happen, and who is responsible for making it happen. The plan would also describe
your goals and outline how you will reach them. You should investigate information
about a variety of career pathways and identify different types of work opportunities
that you are interested in. You will then be assisted in coordinating your work-based
learning experience with an employer. It may be necessary to identify and arrange
accommodations and supports that you will need to be successful. The work-based
learning coordinator can provide you with on-going support once you are placed
at a work site by checking to see if your work-based learning experience is
meeting your expectations and your employer's expectations. These are good examples
of the benefits of doing your work-based learning experiences while in school,
and, chances are greater that your work-based learning coordinator in school
will be familiar with and understand how your disability impacts your ability
to do the job.
Another reason to start work-based learning in school is to have your school
learning connected to work-based learning. Then what you have learned in school
can be applied to work. If your school requires that students perform community-service
hours why not choose a site that can be a work-based learning experience? You
could also do the same with volunteer work and summer employment. If you are
out of school, you can access resources such as the One-Stop but remember that
you have to be eligible for some services. The benefits you have while in school
are the "rights" you are allowed under different laws. When you are
no longer in school, those same "rights" no longer cover you, and
you must apply, meet certain qualifications, and be certified as eligible for
some services.
If you are in a program for out-of-school youth, your plan may be called an
Individual Service Plan or a Professional Development Plan. Whatever it is called,
it is a road map that lists your goals and how you will reach them. Program
or Vocational Rehabilitation staff will be able to help youth with disabilities
coordinate accommodations that may be needed.
Once you are informed and aware of your interests and careers, be prepared
to identify and verbalize your expectations. Advocate and ask for work-based
learning and be able to explain that you need a variety of experiences before
you decide on a career. Likewise, it is also important for you to understand
the expectations of your parents, the school or program, and the employer. Everyone
involved - you, your work-based learning coordinator, your parent/guardian,
your supervisor on the job, and the employer - will have responsibilities
that need to be made clear in order for you to have a successful work-based
learning experience.
Prepare
In order to prepare for your work-based learning experience, several things
need to be considered such as proper dress, timeliness, positive attitude, responsible
work behaviors, etc. When you are deciding on what to wear to work, you should
consider the type of job you will be doing and what other employees wear. Arrange
your transportation and always have a back-up plan for emergencies. You must
be able to tell the employer what you will contribute to the workplace. Remember
to keep a positive attitude, be responsible, and do your very best.
Youth with disabilities also have other considerations such as whether to disclose
their disabilities, ask for accommodations and supports that may be needed,
understand how disability-related needs may impact them, and advocate for what
they need. Disclosure is the process of telling a potential employer that you
have a disability. It is a personal choice depending on your type of disability,
how the disability will affect you doing the job, and your personal feelings.
You are not required to tell an employer or job supervisor; however, there are
advantages to disclosing, such as being covered by rights under the Americans
with Disabilities Act (ADA). If you disclose your disability to your employer,
he/she can make sure you have the accommodations and supports you need to do
your job.
Youth with disabilities who receive Supplemental Security Income (SSI) and
participate in a paid work-based learning experience need to consider how it
will impact their benefits. You can contact your local Social Security office
for further information.
Before placement at a work site, you should be able to talk about what you
can contribute, and what help you need. You must be willing to ask questions
if you do not understand something, and speak up for what you need. Ask for
work sites that interest you and not where someone else thinks you should be
placed. Remember this is your career!
What Makes a Successful WBL Experience
A successful work-based learning experience includes an employer who is involved
with your plan and knows what you are trying to accomplish. Work-based learning
experiences will vary, but for internships and apprenticeships, the employer
should provide you with an orientation to make you aware of your job duties,
policies and procedures, begin helping you learn more about workplace expectations,
and introduce you to your supervisor on the job. Basic work place expectations
that you learned at your school or program, like arriving to work on time, wearing
appropriate clothes for the job, doing a good job, and getting along with co-workers
and customers, will be reinforced. Your employer should help you learn the job,
develop skills, and the expectations specific to your job duties. Workplace
supervision and mentoring provide you with a personal account of the profession
in which you are interested, with the benefit of gaining inside knowledge from
someone who is doing what you want to do. That person could provide you with
information that may cause you to maximize your time, talent, or money. Everything
you learn now about the workplace will be useful throughout your entire career.
Another responsibility of your employer or supervisor is to provide you and
your work-based learning coordinator with evaluation and feedback on your progress.
Remember not to become frustrated when you are given constructive criticism.
Nobody knows everything - that's why you are there - to learn. Identifying an
area that you need to improve is an opportunity to become a better employee.
And when you are complimented, congratulate yourself on doing a great job.
FOR PARENTS: Why is it important for my child/youth
to experience work-based learning in school?
It is important for your child/youth to have access to information on many
careers and to have many workplace experiences in order to make an informed
career choice. Once he/she is made aware of options and their benefits
and drawbacks (informed), then he/she can make a decision (choice). There are
many ways to gather information before making an informed choice and you can
help. Maybe you know of someone in the career he/she is interested in, or he/she
could learn about workplaces and types of careers by talking to neighbors, extended
family members, or people at your church or synagogue. Your child/youth would
then gain information by interviewing people who already work in their field
of interest. Another way to help is to participate in "bring your son/daughter
to work day", site visits and tours, or paid or unpaid internships, (if
your employer allows it and if it interests your child/youth).
Work-based learning is a great way for young people to gain work experience
and information that will allow better career decisions. Remember the more careers
they know about, the better choices they can make. It is also important for
them to experience work-based learning while they are in school, because they
have opportunities and resources while in school that they will not have afterwards,
when they will have to apply and qualify for some programs. Whether they are
in school or in an out-of-school program, the work-based learning coordinator
can assist with developing a plan and coordinating services. Work-based learning
experiences will also expose and prepare young people for the real world of
work and adulthood.
It is important that they learn to make their interests known, make decisions,
and speak up for themselves--skills they will need in the workplace, and throughout
other areas of their lives. As a parent, you could discuss your job and help
them understand what is expected in the workplace, such as being on time and
doing a good job. Continue to listen to your child/youth, and discuss their
work-based learning experiences with them. Find out what they learned, liked,
or did not like. Listening to them, providing positive rewards, and being supportive
are the best ways a parent can ensure their child/youth will have a successful
work-based learning experience.
Resources
America’s
Teens.Gov
http://www.afterschool.gov/kidsnteens2.html
This site by Afterschool.gov provides a internet information center for teenagers.
In addition to information about college and finding a job, the site offers
learning opportunities and a discussion of issues that concern teenagers.
America’s
CareerInfoNet
http://www.acinet.org
America’s Career InfoNet provides information people need to make smart
career choices and find the training they need to implement that choice.
FirstGov
for Kids
http://www.kids.gov/
The U.S. Government's interagency Kid's Portal provides links to Federal kids'
sites and to kids' sites from other organizations.
VolunteerMatch
http://www.volunteermatch.org
Locate a volunteer opportunity by entering your zip code to search in your area.
CareersNet.Org
http://www.careersnet.org/TAEC/job_shadows.htm
Samples of job shadow student checklist, student questionnaire, student evaluation,
and a job shadow grading criteria sheet. Other materials include, "Succeeding
in the Workplace" - Tips for students, sample interview questions, code
of conduct and dress, talking about your work, and a host student evaluation
form.
Employment
Strategies for Youth with Disabilities
http://www.pacer.org/swift/employment.htm
The PACER (Parent Advocacy Coalition for Educational Rights) Center website
provides this guide to employment for youth and adults with disabilities. Finding
a job, your rights, reasonable accommodations, and work incentives are some
of the topics that PACER covers.
Youth
Rules!
http://www.youthrules.dol.gov
This DOL site has information on how youth, parents, educators and employers
can participate in youth workforce development.
DO-IT
(Disabilities, Opportunities, Internetworking, and Technology) Center
http://www.washington.edu/doit/Brochures/Parents/naparent.htm
DO-IT provides national resources for parents of children with disabilities.
DO-IT points parents in the direction to find resources including organizations
that promote self advocacy, assistive technology, and transition planning.
U.S.
Department of Labor
http://www.dol.gov/topic/youthlabor/parentsofyoung.htm
The DOL Youth and Labor page provides information regarding youth involvement
in the workforce such as: statistics, age requirements, labor laws and more.
A
Call to Parents
http://www.calltoparents.org/
A Call to Parents provided this resource to help parent’s guide their
youth through high school to college by assisting their youth in determining
their natural talents, identify the appropriate training, and explore all educational
options.
Work-Based
Learning and Future Employment for Youth: A Guide for Parents and Guardians
http://ncset.org/publications/viewdesc.asp?id=1222
This publication from the National Center for Secondary Education and Transition
(NCSET) discusses how work-based learning can help youth develop important skills,
and strategies for successfully participating in a work-based learning program.
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