Teachers’ Perceptions of Key Features of Community-Based Work Experiences

Abstract

The purpose of this study was to understand U.S. transition educators’ perceptions of key features of community-based work experiences (CBWEs) that facilitate growth for students with intellectual and developmental disabilities (IDD). We interviewed 20 transition educators who planned and implemented CBWEs for transition-age youth with IDD within the last 5 years. We used thematic analysis procedures to identify key features of CBWEs that facilitated growth for students with IDD. Transition educators identified four key features of CBWEs including (a) meaningful work experiences, (b) instruction, (c) support networks, and (d) high expectations. We discuss the implications of our findings related to transition educators’ planning and implementation of CBWEs for students with IDD as well as additional research that is needed to better understand how to provide high-quality CBWEs that prepare students with IDD for competitive, integrated employment.

Keywords

career development/employment transition intellectual disability community participation qualitative

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