Welcome back to our series on Work-Based Learning Experiences (WBLEs), where we are exploring the many different forms that WBLEs can take and how they can be used as a tool to aid in the transition from high school to adulthood for a wide range of career aspirations and job interests. 

In Part 1 we took a closer look at some of the different types of experiences that can help to constitute a WBLE lesson or program. Today in Part 2 we are going to take a closer look at ways we can introduce this type of learning to students based on the resources available in our communities. 

Because WBLEs fall under such a wide umbrella, one helpful way to approach a starting point with these strategies is to consider what might be a good fit with your students and start with a strategy that maximizes your chances of finding the opportunities that are most interesting and appealing to them.

One great component of WBLEs is that they are already widely recognized as a useful learning experience and as such are supported at a federal level. 

The Perkins Collaborative Research Network (PCRN) released a Work-Based Learning Toolkit that outlines the effects of three federal laws which support the proliferation of WBLEs in public schools. 

The Perkins Career and Technical Education Act of 2006 defines work-based learning in the law and references it with regard to “state plans, programs of study, and collaboration among secondary schools, postsecondary institutions, and employers.” 

The Every Student Succeeds Act of 2015 states that local education agencies should describe “support for WBL programs to provide students with exposure to industry professionals” and “professional development for teachings and administrators on WBL instruction as an allowable use of local funds.”

The Workforce Innovation and Opportunity Act of 2014 amends legislation funds allocated for vocational rehabilitation to also include “working with employers to design WBL activities for individuals with disabilities.” 

It further designates Work-Based Learning as a required activity for disabled students as part of pre-employment services. Many states such as West Virginia run their own work-based learning programs based on federal guidance and funding.

All of which is to say that if you are not sure where to start, there are likely resources available either locally at a state level that can function as a strong starting point or perhaps even a well established program that can accommodate more students! 

Of course going that path might not always work out so easily, and it is great to consider other options for seeking out such experiences for students while navigating state and federal programming.

The availability and variety of WBLEs based on your location and what professional development options are available can have a big impact on what you are able to offer your students. 

One potential option is to try to take advantage of some of the funding opportunities available for the training of teachers in running WBL programs, such as this advanced certificate from Hofstra University. 

When local opportunities are not forthcoming, certifying teachers to run programs in school can help bring a more dynamic set of options to students. 

These certifications can also be helpful with seeking out broader WBL experiences even in locations with fewer available community resources.

If you are exploring local options and having trouble finding strong opportunities on your own, it can be helpful to open up a line of communication with parents to see if they have any community connections that are willing to participate in a WBL program. 

This layer of communication also has the added benefit of letting parents play a more active role in helping their child pursue their career interests more directly if they want to. 

The more interest there is in exploring a particular career path, the more helpful it is to have as many stakeholders as possible seeking out opportunities for the student in question!

Internships are a quintessential example of work-based learning, and while in high school it can seem a little early to have an internship, it can also be a great way to put together a strong functional program without requiring a huge resource investment from any single business or organization. 

If a number of local businesses or organizations are willing to take on a student or two for a designated period of time to learn the ins and outs of their workplace, then students can get active on the job learning experiences in a field that is reasonably interesting to them and even have the experience of working as an individual employee rather than as one part of a whole class. 

While no program is perfect for every single student, the flexibility of seeking out independent internships makes it a great option for satisfying a wide range of student needs.

We hope that some of the starting points discussed in today’s post help serve as a guidepost as you navigate the WBL environment in you local context. 

If you would like to share a story related to your experience seeking out WBLEs for students 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 talk about examples of work-based learning experiences.