Employer views on school-business partnerships involving students with severe disabilities

Abstract

BACKGROUND:Although school-business partnerships are essential elements of high-quality, community-based transition experiences, little is known about the perspective of employers on their work with schools and students with intellectual and developmental disabilities (IDD). OBJECTIVE:We conducted in-depth interviews with 13 diverse businesses providing community-based work experiences to local transition students. METHOD:We examined the perspectives and recommendations of employers regarding their partnerships with local community-based transition programs. RESULTS:Employers identified key factors leading them to participate, described the benefits they experienced, and highlighted challenges they encountered. They also offered advice for other employers and educators pursuing similar partnerships. CONCLUSION:We offer recommendations for future research and practice aimed at strengthening the quality and impact of school-business partnerships.

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