Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2023-12-23 DOI:10.1177/21651434231218708

Hannah R. Brenner, S. Dymond

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引用次数: 0

Abstract

A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the challenges they experience when providing WBLEs for students with extensive support needs. Participants included nine special education teachers who primarily serve 14- to 22-year-old students with extensive support needs. Each teacher participated in one semi-structured interview, and transcripts were analyzed using thematic analysis. Teachers reported responding to challenges by (a) creating authentic school-based work experiences, (b) providing direct support for students and families, (c) networking and building new connections, and (d) advocating for students in school and community contexts. Findings from this study have practical implications for special education teachers who provide WBLEs for students with extensive support needs.

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应对基于工作的学习经验所面临的挑战：特殊教育工作者的回应

为残疾学生提供基于工作的学习体验（WBLEs）面临着一系列挑战；然而，人们对特殊教育教师如何驾驭或克服这些挑战却知之甚少。因此，本定性研究旨在了解特殊教育教师在为有广泛支持需求的学生提供基于工作的学习体验时，如何应对所遇到的挑战。参与者包括九名特殊教育教师，他们主要服务于 14 至 22 岁有广泛支持需求的学生。每位教师都参加了一次半结构式访谈，并采用主题分析法对访谈记录进行了分析。教师们报告说，他们通过以下方式应对挑战：（a）创造真实的校本工作经验；（b）为学生和家庭提供直接支持；（c）建立网络和新的联系；（d）在学校和社区环境中为学生代言。本研究的结果对为有广泛支持需求的学生提供 WBLEs 的特殊教育教师具有实际意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.