Project Description:
Competitive integrated employment is the desired outcome for all people, including those with disabilities. Students with disabilities who have the opportunity to participate in work experiences are more likely to be employed and earn a living wage after graduating. The Bureau of Labor Statistics (2021) reports 19.9% of people with disabilities were employed compared to 62.8% of their nondisabled peers, and data demonstrates that schools can improve employment outcomes for youth with disabilities through job readiness instruction (Park & Bouck, 2018). Since children and youth with disabilities spend between 15 and 18 years in special education programs, there is a rising expectation that these students should leave with employment (Certo et al., 2008; Rusch & Braddock, 204; Wehman, 2002).
The TAMU Work-Based Learning Project facilitates the implementation of work-based learning (WBL) opportunities for students with disabilities in Texas schools. Through a competitive application process, the Texas Workforce Commission and TAMU select schools to receive $10,000 in startup funds to develop a WBL project for students who receive 504 or special education services. The CDD staff supports schools through the application and implementation stages and provides ongoing training and technical assistance. Schools may implement one or a combination of WBL programs, emphasizing school-based enterprises, with the goal of students developing the necessary skills for transition to employment. Schools are supported throughout the first year of the project with evaluation of the current school program and goal setting using a Project Assessment developed by TransCen, Inc. Schools receive training and technical assistance, monthly check-in meetings, and PLCs.
TAMU's work-based learning project staff works to promote the importance of work-based learning by building relationships with transition educators and vocational rehabilitation counselors throughout the state. The WBL Project promotes collaboration between schools and vocational rehabilitation services in order to connect students with opportunities to learn and practice employment skills and access services provided through TWC.
Demographics:
50 projects
Projects in all 6 TWC regions
Projects on Title 1 campuses
Projects in urban, suburban, and rural districts
Projects in majority-minority districts
Training Provided:
Six Seamless Transition webinars led by TransCen, Inc. with a total of 274 participants
Full-day, in-person training sessions for Arlington ISD and Dallas ISD led by TransCen, Inc.
Sponsored Texas Transition Conference attendance for 35 participants
Coordinated Blue Star Recyclers' training partnerships with Frisco ISD and Dallas ISD
Individualized self-assessment, goal setting, and technical assistance meetings each campus team
PLCs to facilitate communication and collaboration between projects
Individualized coaching during project development phase
50 projects have been funded over 2 years
Core Function(s):
Performing Research or Evaluation, Developing & Disseminating Information, Other Direct/Model Services, Demonstration Services
Target Audience:
Students/Trainees (long or intermediate trainees), Professionals and Para-Professionals, Children/Adolescents with Disabilities/SHCN
