Strategies for developing work experiences for youth with intellectual and developmental disabilities

High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not h...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2019-11, Vol.42 (online first, December 17, 2018), p.6-online first, December 17, 2018<6
Main Authors: Whittenburg, Holly N, Sims, Katie A, Wehman, Paul, Walther-Thomas, Christine
Format: Article
Language:English
Subjects:
Autismus
Berufliche Integration
Berufliche Rehabilitation
Berufsorientierung
Best-Practice-Modell
Developmental Disabilities
Employers
Employment
Geistig Behinderter
High School Students
Intellectual disabilities
Intellectual Disability
Partnerships in Education
Public Private Partnership
School Business Relationship
Schüler
Secondary School Teachers
Sekundarbereich
Special Education Teachers
Specialists
Students with Disabilities
Transitional Programs
Unterstützte Beschäftigung
USA
Work Experience Programs
Young Adults
Youth Employment
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Summary:High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not have prior experience or preparation in this type of transition work. Drawing on supported employment research, this article provides transition specialists and secondary special educators with practical strategies for identifying and engaging with potential local business partners and creating networking opportunities that build effective relationships.
ISSN:2165-1442
2165-1434
2165-1442
DOI:10.1177/2165143418813900