Transitions

Transitions occur many times throughout someone’s life. In education, the biggest transitions occur in early childhood when children first enter school, and then when students progress through different grade levels. Many students transition seamlessly between primary to secondary education. However, for most students the transition from secondary to post-secondary education or employment can be a more difficult one as it can mark the transition from childhood to becoming an adult. Students with disabilities are faced with many challenges as they leave the support and protection of their schools and face new challenges in workplaces and independent living. Future employment and an independent life is dependent on this juncture. UNICEF (2019) research on school to work transitions finds that on average it takes youth over a year to find their first job, and well over three years before they are engaged in ‘stable’ employment. This time frame is increased for girls, and those with lower levels of education. Although they do not provide statistics for students with disabilities, it is likely their time frame to employment is longer, if they are able to find work at all. As a result it is important that schools, parents, and students begin planning for the transition from secondary school to employment or post-secondary study early. In this section we will offer ideas, resources and support to successfully help students with disabilities in their transition from school to post-secondary life.

Transition planning can and should begin early for students. The process will vary from student to student, but regardless of abilities all students benefit from a student-led and centered transition plan with significant support from their families and schools (See our Self-Determination and Person-Centered Planning modules). The transition process needs to be holistic and take into account academic and life skills developed in schools, work-based learning opportunities, understanding finances, ongoing coaching or mentoring and other elements specific to each student. The goal of transition planning should be to empower and enable students to enter the workforce, higher education or independent living on their own terms.

Transition planning should be guided by a specific and individualized plan, which can provide benchmarks, identify areas for focus and facilitate collaboration. As early as possible students should be involved in these collaborative planning opportunities in authentic ways. During the transition years it is important that the student not only participates in these planning meetings and in many cases actually leads them which promotes a capabilities based approach (Cavendaish & Connor 2017). This is furthered when parents are involved because a transition plan must address student interests and abilities for post-secondary work as well as their living arrangements and supports.

Work-Based Learning

Work-based learning is a way to link education and work together to provide youth or adults with disabilities with work-based experiences as part of their educational program. Examples of work-based learning include:

• Site visits to workplaces

• Job shadowing

• Internships (which may be paid or unpaid)

• On-the job training

• Formal apprenticeships

Work-based learning as part of transition planning from secondary to post-secondary levels is important for many reasons, including:

• It provides an opportunity for youth to explore different career options as part of their education programming

• Youth develop good working habits by being in workplaces

• Work-based learning allows for teachers and supervisors to assess the abilities and strengths of youth with disabilities

• Youth develop social capital and expand their professional networks

• Youth begin to understand what they like and don’t like about particular jobs

Despite the global trends that emphasize higher education degrees, there is also significant evidence that developing student skills through practical and hands-on learning or work-based learning is highly effective. This is especially true for students with disabilities, as it allows them to generalize the material they are learning and gives purpose and meaning to their education. Work-based learning includes site-visits, job-shadowing, internships and apprenticeships. Our aim in this section is to provide you with the best practices of work-based learning for youth with disabilities.

Work-based learning has several benefits for not only the students, but their families and the communities they are a part of. Persons with disabilities are less likely to be employed, the 2011 World Report on Disability showed that in low-income countries youth employment rates for disabled persons is 42.9% compared to 58.8% for their non-disabled peers. The barriers to employment range from a lack of understanding or acceptance of disabilities, to education and training or environmental factors. Work-based learning offers opportunities to overcome or mitigate many of these barriers through community partnerships that break down misconceptions and build skills. Longitudinal research in the United States has shown students with disabilities who participate in work-based learning opportunities in secondary school are more likely to be employed after high school. These opportunities provide youth experience in multiple positions so they can choose jobs that are better suited to their interests and abilities; the development of good work habits with structured supports; and developing their social capital and professional networks.