Bellman Scott, Burgstahler Sheryl, Ladner Richard
University of Washington, Seattle, WA, USA.
Work. 2014;48(3):399-405. doi: 10.3233/WOR-131780.
This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.
本案例研究描述了华盛顿大学一系列项目所采用的循证实践，这些项目让高中和高等院校的残疾学生参与基于工作的学习体验，如行业和研究实习、职业发展活动、岗位见习、实地考察和模拟面试。本文的目的有两个。首先，作者与其他希望增加残疾学生参与基于工作的学习并从而促进他们学业和职业成功的人分享最佳实践。文章讨论了用于招募学生、雇主和导师、为学生匹配特定机会以及帮助学生取得成功的方法。其次，作者分享了关于参与这些基于工作的学习机会的研究成果，包括就业成功率提高、追求职业的动力、职业和职场知识、与工作相关的技能、与主管和同事合作的能力、自我主张获得便利的技能以及感知到的职业选择。
