Welcome back to our series on Work-Based Learning Experiences (WBLEs) where we are exploring the many ways that WBLEs can be incorporated into a curriculum or as part of preparation for adulthood. 

In Part 1 we established some of the components that can make up a WBLE program while in Part 2 we took a closer look at the ways you might be able to establish such programs in the context of your local resources. 

In Part 3 we are looking at some examples of what a WBLE could be, and what type of goal or need they might be the best fit for. As we have already alluded to in this series, many different experiences fall under the WBLE umbrella. 

But what’s the distinction between a true WBLE and just talking about potential careers?

A good place to start might be the Perkins Career and Technical Education Act of 2006, where work-based learning is defined under federal law as : 

Another way to think about that might be that the priority with WBLEs is on-site, real-world work experiences but that work simulations are also acceptable as long as it entails direct engagement with the career itself. The closer it can get to the real thing, the better.

This umbrella term can include a variety of job experiences, one of which might be preferable depending on the goals of your students, resources available to you, and the location in which you live. So let’s take a look at some of the forms WBLEs might take and what each might entail.

Internships and apprenticeships may well be the quintessential WBLEs, with participants taking on duties resembling a full-time job but in a reduced, more learning-oriented role. Internships and apprenticeships are great stepping stones to full employment down the line. 

One crucial thing to consider when planning internships, apprentices, or other on-site jobs is that the Department of Labor has placed specific hour limits on various experiences past which a student would be considered to have an employee relationship with the company in question. 

When considering what kind of internship or apprenticeship may be best for your students make sure to factor in the number of hours you intend to invest in this program!

Not quite like internships and apprenticeships, on-site training may take place in a particular workplace but is more about focusing on the process of learning on the job and what that might entail. 

On-site training is a common WBLE for preparing for more manual labor-oriented jobs, or jobs focused heavily on procedure.

One crucial component of pursuing a career is being able to interface with other professionals in a networking or interview context. 

Informational interviews are a great networking tool in that they emphasize both learning about what the field in question is like from a professional who knows the ropes and making a connection with someone in the field who may have a better understanding of the options that are out there. 

Practice interviews may focus more on what it takes to get a specific type of job but can be equally valuable, making connections.

School simulations are specifically about recreating particular career experiences at school, whether that’s by opening a school business or creating a full-on simulation to replicate a real work experience as much as possible. 

The great upside of school simulations is that they are not reliant on a specific business or organization to work but may require more planning and effort on the days they are happening.

For careers that call for a broad variety of skill sets, career competitions are a great way to allow students to creatively pursue the field they are interested in and potentially interface with people in a field they are interested in. 

It is a simultaneous opportunity to engage with a particular topic or field in a genuine way and to get noticed by people who could lead to you getting hired in the future.

The most common type of field trip that fits under the WBLE umbrella is factory tours. While touring a factory is not the same as learning to work there, learning the ins and outs of what it’s like to work at a particular job site, especially those that are available locally, can be a very helpful informer on what types of options a student might want to pursue more thoughtfully in the future.

With that, we are wrapping up part 3, but if you have experience with any events related to work-based learning then we would love to hear from you. Just drop us a line at hello@autismgrownup.com and we will be back next week to discuss stages of work-based learning in part 4.