The purpose of this study was to evaluate the extent to which secondary students, aged 14-21 with intellectual disabilities in North Dakota (ND) engage in community-based work experience (CBWE). Perceived barriers to implementing CBWE were examined and a comparison was made between rural and urban communities. A quantitative, cross-sectional design was used to survey professionals responsible for implementing CBWE in ND secondary schools. Data obtained from the study showed that 60.01% of students with ID are engaged in CBWE and there was no difference between rural and urban communities in percentage of students engaged in this practice. There was no significant difference between these communities in types of jobs in which students were engaged. Professionals were asked to agree or disagree to a list of perceived barriers to implementing CBWE and, there was little difference between rural and urban communities. Professionals identified child labor laws, parental concerns, and requirements to align instruction to academic standards as common barriers to implementing CBWE.
|Advisor:||Askvig, Brent A.|
|Commitee:||Engler, Joseph, Garnes, Lori|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/01M(E), Masters Abstracts International|
|Subjects:||Special education, Secondary education|
|Keywords:||Community-based work experience, Intellectual disabilities, Secondary education, Supported employment, Transition, Work experience|
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