191 TABLE 2 Work-Based Learning Experiences

YOUTH WITH DISABILITIES 191 TABLE 2 Work-Based Learning Experiences Type Definition Career exploration “Career exploration involves visits by youth to workplaces to learn about jobs and the skills required to perform them. Visits and meetings with employers and people in identified occupa- tions outside of the workplace are also types of career exploration activities from which youth can learn about jobs and careers” (Luecking 2009: 13). Job shadowing “Job shadowing is extended time, often a full workday or several workdays, spent by a youth in a workplace accompanying an employee in the performance of his or her daily duties” (Luecking 2009: 13). Job sampling/work sampling “Work sampling is work by a youth that does not materially benefit the employer but allows the youth to spend meaningful time in a work environment to learn aspects of potential job task and ‘soft skills’ required in the workplace” (Luecking 2009: 13). Service learning “Service learning is hands-on volunteer service to the community that integrates with course objectives. It is a structured process that provides time for reflection on the service experience and demonstration of the skills and knowledge required” (Luecking 2009: 13). Internships “Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks” (Luecking 2009: 13). Apprenticeships “Apprenticeships are formal, sanctioned work experiences of extended duration in which an apprentice learns specific occu- pational skills related to a standardized trade, such as carpentry, plumbing, or drafting. Many apprenticeships also include paid work components” (Luecking 2009: 13). Paid employment “Paid employment may include existing standard jobs in a company or customized work assignments that are negotiated with an employer, but these jobs always feature a wage paid directly to the youth. Such work may be scheduled during or after the school day. It may be integral to a course of study or simply a separate adjunctive experience” (Luecking 2009: 13). Mentoring “[A mentor] is a person who through support, counsel, friend- ship, reinforcement, and constructive example helps another person, usually a young person, to reach his or her work and life goals. Mentoring relationships provide valuable support to young people, especially those with disabilities, by offering not only academic and career guidance but also effective role models for leadership, interpersonal and problem-solving skills” (Office of Disability Employment Policy 2012). 192 EMPLOYMENT AND DISABILITY employers have developed programs to provide work experiences for students with disabilities to address workforce labor needs. The following section provides examples of employers working to provide work experiences for youth and young adults with disabilities, including paid work experiences. CASE EXAMPLES Marriott Bridges Marriott Foundation for People with Disabilities developed the Bridges from School to Work program, which has served over 15,000 youth since 1989. It operates in ten major areas across the United States, including Atlanta, Baltimore, Boston, Chicago, Dallas, Los Angeles, Oakland, Philadelphia, San Francisco, and Washington, D.C. The Bridges program was originally designed to create paid internships with local companies for youth with disabilities during their last year of high school (Tilson, Luecking, and Donovan 1994). Since that time it has evolved to provide services to in- and out-of-school youth, with a focus on vocational development in addition to initial job placement, and it provides extended follow-up to help to ensure initial job placement success. The critical roles for employers with this program are serving as a site for job development and hiring trained employees. Two fundamental principles guide the services provided by Bridges. First, it is an employer-driven model, giving priority to the needs of the employer in all employment-related activities, to create job placements that are sustainable over time. Second, there is a focus on abilities rather than disabilities, to place students in jobs that match their strengths. Bridges believes that every youth with a disability has the potential to be a contributing employee and assists students to fully realize their potential by ensuring that the job match is a good one between the student’s skills and interests and the needs of the company, both the workplace and the student are willing to make the job placement work, and appro- priate supports are available to ensure success over time, particularly early in the employment relationship. Bridges core elements include initial career counseling and job search, placement in a paid position with training and support from program staff to assist in job success, and placement after the program with follow-up support and the ability to track participants and measure vocational growth and success. Local employers assist in providing competitive placements and are key partners in this process. To identify youth with disabilities who may benefit from the program, Bridges collaborates closely with school systems, vocational rehabilitation, and workforce agencies in local communities. Together these partners work to assist youth with disabilities in gaining and maintaining competitive employment. Without the cooperating Marriot properties, however, the program could not succeed. Being willing to allow students to learn on the job with the supports of program staff is a critical role that businesses can plan in workforce development. YOUTH WITH DISABILITIES 193 Hiring youth who have participated in comprehensive job training programs similar to Bridges is, of course, another critical role. Employers with a wide array of employee sectors can serve as excellent partners for workforce development efforts like Bridges. Additionally, they benefit from an eventual hire of an employee with a deeper understanding of the position and a better match between the employee and the tasks to be completed. Landmark College Works Landmark College Works is an on-campus employment preparation program operated by Landmark College in Putney, Vermont. Landmark College is exclusively for students who learn differently—including, but not limited to, students with learning disabilities, autism, and attention-deficit/hyperactivity disorder. Landmark College champions a strength-based model and is a fully accredited, not-for-profit institution—offering both bachelor’s and associate’s degrees. Career Connections is the department at Landmark responsible for providing employment readiness skill-building opportunities and internships. It provides job search and placement support, as well as follow-up support to alumni. Further, the program assists employers in managing diversity posed by disability in the workplace. Career Connections at Landmark helps students connect to work-based learning opportunities within corporations such as Hasbro, SAP, JPMorgan Chase & Co., BroadFutures, BioTek, and Vermont Genetics Network. The program was expanded through the Six-College Collaborative Internship Program through partnership with the Brattleboro Development Credit Corporation—offering paid internships with area businesses. Landmark also has on-campus internship opportunities across differ- ent fields and disciplines. To increase employment opportunities for youth with disabilities, Landmark focuses on a holistic approach to preparing their students for their lives after college. It offers a short-term, intensive, Employment Readiness Experience—inte- grating an on-campus job experience with classroom work focusing on communication, professional skills, and career exploration. The approaches to supporting students toward a career path are tailored to fit each student’s level of job skills and experiences. As evidenced by the Landmark College Works model, employers do not need to establish work-based learning programs in isolation. There are many post- secondary education colleges and universities that operate similar programs, working in partnership with private and public sector employers to create work- based learning opportunities through internships and formal mentoring programs. An essential benefit of these types of collaborative partnerships are the supports a program like Landmark College Works can provide to business and industry to prepare them to meet the needs of learning diverse students and how to foster enhanced inclusive workplace practices. Further information regarding 194 EMPLOYMENT AND DISABILITY Landmark College Works including success stories and their impact can be found online at http://bit.ly/2VlpA3T. Employers can benefit from the developing labor pool served by programs like Landmark’s by being open to offering internships for high school and college students with disabilities. The educational component of the internship is arranged through an educational institution. The employer remains the expert on the career field and provides work-based learning opportunities—simultaneously meeting a task or skill need in the company and an educational and career development need for a young person. Additionally, the employer has a role in advis- ing the program regarding industry-wide or specific business needs that might be addressed by interns and students in a program such as Landmark’s. Neurodiverse Hiring Initiative The Neurodiverse

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