Research supports the idea that meaningful work-based learning experiences (WBLE) during secondary education is a strong predictor of post-school employment for students with all disabilities.
Unfortunately, providing quality and meaningful WBLE to students with high support needs is a stubborn and persistent problem, with many schools experiencing challenges in supporting all students with individually tailored WBLE experiences in the community.
This informational brief provides an outline of strategies and structure for developing and implementing a work-based learning program for students with complex support needs.