Special Education Services: A Manual of Policies, Procedures and Guidelines

H.16 Work Experience

The career paths for students with special needs will be as varied as for other students. While some students will wish to enter a university or a community college, others may want an apprenticeship program.

For some, perhaps because of their interests or the challenging nature of their special needs, an approach that includes extensive on-site training and the provision of technical aids may be required. Some students may require pre-job preparation and extensive simulation and practice.

Districts are encouraged to develop strategies for supporting the career and life transitions of all students, including those who have special needs.

Students participating in Career Preparation, Co-operative Education, Career Technical programs, and Secondary School Apprenticeship Programs should be reported each year on the 1701 enrolment form, under Career Program Enrolment.

Each work experience course a student completes should be reported to the Ministry’s transcript service (TRAX).

Individual Education Plan
As in other areas of the curriculum, work experience activities should be individualized for students with special needs. Such adjustments and support services should be documented in the IEP.

Training Experience for Students who have Special Needs
Students with special needs should have access to all career education opportunities available to students in the school that they attend, including job shadowing, career preparation, co-operative education and any other career program or activity offered to students.

Within the regular curriculum, accommodations for students with special needs may include:

increased time for vocational training;
appropriate on-site supervision and support in the workplace; and
specific and direct opportunities to increase work-related skills such as appropriate communication, hygiene and dress, transportation and money skills.

Developing a Transition Plan
Elements that help to make the transition process successful are:

one or more career objectives identified in a student's IEP for the current year;
job exploration in a variety of real work sites in the community;
student and parental input; and
collaborative planning with community partners.

References
Ministerial Order 282/04 Work Experience Ministerial Order
B.C. OIC 1117, Workers' Compensation Board Coverage Order in Council

Revised August 2002. Further information is available at the Ministry Policy site.
Related information is available at the Graduation Portfolio web site.

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