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Summer Employment and the Value of Work-Based Learning
By Deborah Leuchovius
With the coming of summer, the search for appropriate activities for high school-aged youth with disabilities begins. Parents find that there are few structured summer programs for young adults in general, and a disability compounds the challenge.
Because many youth with disabilities do not have a network of friends with which to spend time, many parents worry about the isolation their sons and daughters are likely to experience when the school year ends. A summer spent alone in front of the television set is our worst nightmare.
While summer school programs are certainly appropriate for some youth with disabilities, families may want to explore other options as well. One is employment. Many high school-aged youth work during the summer. Research yields that youth with disabilities who have paid work experiences while in high school are more likely to be successfully employed after high school. This is true no matter what their disability.
A summer job can be included as part of your son or daughter's transition individualized education program (IEP). If your school district does not have a summer employment program for youth with disabilities, don't despair. Family members and personal networks can play a key role in helping young adults find employment. The truth is, most jobs are found through personal contacts.
If we think back, many of us will find that our own first jobs were the result of a personal connection. These kinds of connections can produce a job at a family-owned business, working for a current or past employer of a relative, or a recommendation to an employer who is "a friend of a friend of a friend." If our son or daughter needs a job tailored to abilities or the support of co-workers, a personal connection may be what it takes for an employer to make that extra commitment.
While paid employment is ideal, youth can also benefit from volunteering. Volunteer experiences also help youth develop job skills, build self-esteem and develop new social skills and friendships. My son's first job experience was working as a volunteer at my office where he shredded papers and did other clerical work. Last summer, an educator and friend on my son's IEP team helped arrange a volunteer opportunity in which Freddy assisted teachers at a Spanish-language day camp near our neighborhood. The experience involved one of Freddy's IEP transition goals--developing and using his budding Spanish language skills.
Of course, working is not the only option. Summer might be a good time for young adults to connect to a Center for Independent Living (CIL) in your area. Minnesota has seven. Many have transition programs that help youth build self-advocacy and independent living skills and meet adult role models with disabilities.
By touching base with other parents, you may also be able to come up with creative ideas on your own. Last summer, an energetic group of parents in St. Paul's Highland Park community organized a calendar of recreational activities for youth with and without disabilities. Over the summer, youth took part in a "walking club," attended a dance, pizza parties, movie screenings, and other activities. Each family took responsibility for organizing one activity that reflected their own son's or daughter's interests, then opened that opportunity to other teens. The model was so successful that it continued during the school year with the support of the school and the St. Paul Parks and Recreation department.
There are other inclusive activities that may match your son or daughter's interests. Does community education offer summer sign language, music appreciation, television production, or other classes that would appeal to your son or daughter? Is there a local gardening, square dancing, or photography club that reflects their interests? To encourage inclusion, engage the good will of a group member to support your son's or daughter's involvement.
One nationally known expert encourages families to expand their personal networks and build community connections by actively seeking out such organizations.
"How do you become a 'regular' somewhere?" he asks. The answer: just by being there--by consistently showing up.
Sometimes it takes a while for plans to fall into place. If a job, volunteer experience, or community education class doesn't work out this summer, plan ahead. Taking initiative now can set the wheels in motion for youth activities into the school year and beyond.
Adapted from an article appearing in the PACESETTER, Summer 2003, Vol.26, Issue 2.
Online Resources on Work-Based Learning
Work-based Learning a National Center on Secondary Education and Transition (NCSET) Web Topic exploring the benefits of providing youth with opportunities to learn at job sites in their communities.
Work-Based Learning and Future Employment for Youth: A Guide for Parents and Guardians (2003), a NCSET Information Brief, a guide for parents and guardians of youth with disabilities outlining how work-based learning helps the career development of youth.
YouthRules! a Department of Labor web site that promotes positive work experiences for young workers.
PACER's site offers many PDF files for download, which require 
