Understanding Internships for Transition-Age Students with Disabilities

Autor/inn/en	Riesen, Tim; Trainor, Audrey A.; Traxler, Rachel Elizabeth; Padia, Lilly B.; Remund, Corban
Titel	Understanding Internships for Transition-Age Students with Disabilities
Quelle	In: TEACHING Exceptional Children, 54 (2022) 4, S.286-294 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riesen, Tim) ORCID (Trainor, Audrey A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211018835
Schlagwörter	Internship Programs; Students with Disabilities; Best Practices; Secondary School Teachers; Secondary School Students; Employment; Education Work Relationship; Individualized Transition Plans; Federal Legislation; Labor Legislation; Job Skills; Experiential Learning; Compliance (Legal); Compensation (Remuneration); Career Readiness + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Dienstverhältnis; Bundesrecht; Labor law; Arbeitsrecht; Produktive Fertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Abfindung; Kompensation; Lohnausgleich
Abstract	Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01