Apprenticeships: Veterans and Military Spouses

Veterans and military spouses are two groups that often face barriers to obtaining and keeping employments. Veterans often have difficulties marketing their skills for the civilian workforce as well as in translating their skills, training, education, and experience into a new field. On the other hand, military spouses have trouble with the frequent moves that are common with military families. With the increasing numbers of jobs that require an occupational licensure, it is important to lower any barriers to licensure that might further hinder these two groups from employment. Occupational licensing regulations that do not account for veterans’ skills and experiences can cause them to pay additional fees for education and training necessary for licensure that they might already have gained in the military. For military spouses, the frequent moves can make it more difficult for them to transfer their professional licenses across state lines, possibly needing to gain additional experience or pay extra fees to practice in a new state. Both instances can discourage these groups from entering the labor market, and states have been working to mitigate these effects.

One of these ways includes increasing access to apprenticeship programs. Apprenticeships “earn while you learn” model can help veterans and military spouses fill these gaps in skills and education while still earning an income. Veterans specifically have many technical skills and professional experiences that make them attractive candidates for employers looking for qualified individuals for their registered apprenticeship programs. The Department of Veterans affairs also offers employers and apprentices possible benefits for hiring veterans, such as wage assistance, subsidies for supplies and training materials, tax credits, and housing allowance.

Many states have passed legislation having to do with recognizing veteran’s skills and experience, as well as with state-approved apprenticeship programs being more accessible to veterans and military spouses. TX S 337, the most recent piece of legislation, aims to facilitate veterans and military spouses in the participation of apprenticeship programs. However, there remain several areas open for improvement and expansion, including increasing housing assistance, access to benefits, and support for participating employers, where policymakers could make an impact. Additionally, Military spouses enjoy noticeable less apprenticeships benefits than veterans, and further assistance is necessary for them to enter the job market, as well as for employers to gain access to this talent pool that covers a wide array for professional fields. While house appropriators have introduced a bill that would require the Pentagon create a program that would increase opportunities in internships and apprenticeships for military spouses, there is still plenty of work left to do to ensure military spouses can fill skills gaps necessary to transfer their professional license.      

Below are a few apprenticeships resources from the federal government that are specifically tailored for veterans and military spouses, as well as legislation passed in states that increase access to apprenticeships for veterans and military spouses:

ResourcePopulationDescriptionLinkService Members and Veterans | Apprenticeship.govActive Duty, Separating Soon, Veterans, and Veterans with Service-Connected DisabilityThis webpage on apprenticeship.gov details apprenticeship pathways for service members and veterans.Resources for Employers and Sponsors  Resources for Service Members and VeteransDOL Transition Assistance ProgramMilitary members in transition to civilian life, including military spousesThe Transition Assistance Program (TAP) provides information, tools, and training to ensure service members, and their spouses, are prepared for the next step in civilian life.Transition Assistance Program | U.S. Department of Labor (dol.gov)U.S. Department of Veterans AffairsVeterans, Military spouses, and dependentsGI Bill training programs can help you pay for books, supplies, and housing while you’re learning a trade or skill through on-the-job training or apprenticeships.On-The-Job Training And Apprenticeships | Veterans Affairs (va.gov)

StateBillDateStatusSummaryAlaskaAK H 3732018FailedRelates to occupational licensing fees for low income workers and military families, relates to licensing of individuals with criminal records, relates to apprenticeship programs, relates to the minimum wage, relates to lobbying, relates to municipal occupational licensing fees and requirements.CaliforniaCA A 19732016FailedAppropriates funds to the State Department of Education for allocation to school districts for purposes of energy efficiency projects. Provides a district is eligible for funds if it has received specified funding and completes an action in connection to such projects, to include utilizing state-approved apprenticeship programs and ensures access to those programs for certain qualified veterans.CONNECTICUTCT H 53502010EnactedProvides that a state agency or board that issues licenses or certificates for which professional training, schooling or apprenticeship is required shall provide credits or exemptions from requirements toward licensure or certification for any applicant who received applicable training, schooling or experience while serving as a member of the armed forces.FloridaFL S 15002013EnactedAs part of the larger FY 2014 budget bill, $750,000 is allocated to the Home Builders Institute’s Pre-Apprenticeship Certificate Training (PACT) program. Funds must be used to provide veterans with career training, vocational training, and job placement services in the home building industry.ILLINOISIL 122015Executive OrderOrders Reporting on Apprenticeship and Training Opportunities.LOUISIANALA H 10012016EnactedRelates to apprenticeship agreements, provides for limitations regarding language included in apprenticeship agreements, prohibits any apprenticeship law from invalidating any special provisions in such agreement, apprenticeship program standards, apprenticeship qualifications, or the program operation procedure relative to veterans, minorities, or women.MAINEME S 6522014FailedProposes to expand and improve the Maine Apprenticeship Program by expanding and improving outreach programs to recruit new employers and educate employers regarding apprenticeship, the occupations that are eligible for apprenticeship and how to participate in or establish an apprenticeship program, proposes to expand and improve outreach programs to educate providers of services unemployed workers, new workers, including recent high school graduates, workers returning to the workforce and veterans.MARYLANDMD S 9782018EnactedAuthorizes a student or a student’s parent or guardian to release the student’s Armed Services Vocational Aptitude Battery score to certain apprenticeship programs and employers, authorizes the State Department of Education to adopt regulations to require the award of credit toward high school graduation requirements for time spent in apprenticeship programs, authorizes a Workforce Development Sequence Scholarship to be used for costs to participate in an apprenticeship program.MD H 12162018EnactedAuthorizes a student or a student’s parent or guardian to release the student’s Armed Services Vocational Aptitude Battery score to apprenticeship programs and employers, authorizes the State Department of Education to adopt regulations to require the award of credit toward high school graduation requirements for time spent in apprenticeship programs, authorizes a Workforce Development Sequence Scholarship to be used for costs to participate in an apprenticeship programMICHIGANMI H 41342016EnactedAmends the Boiler Act, clarifies the definition of approved apprenticeship program, makes changes concerning requirements for a license to inspect, install, or repair boilers, and for registration as a boiler operator or stationary engineer for persons with military experience, and rules for alteration and servicing of boilers.MINNESOTAMN S 24882012FailedRelates to veterans, expands the purposes for the Minnesota GI Bill program to include apprenticeships and on-the-job training.MONTANAMT H 3082017EnactedCreates an income tax credit program for employers of registered apprentices, including an increased credit for employing veterans, provides that the credits be taken against individual income tax and corporate income tax liabilities, provides rulemaking authority.MT H 5512015FailedProvides for an apprenticeship tax credit, with an increased amount for veterans, relates to labor and employment, relates to professions and occupations generally, relates to state revenue, relates to taxation, relates to taxation of corporations, relates to taxation of individual income.NEW JERSEYNJ A 20142013FailedEstablishes Helmets to Hardhats pilot program in New Jersey Turnpike Authority that connects National Guard, Reserve and transitioning active-duty military personnel with jobs in the construction industry, requires that highway construction projects be awarded to contractors who employ workers from an apprenticeship trade under the program for a specified percentage of total labor hours, requires the pay to be at the prevailing wage for the trade or craft involved.NEW YORKNY S 80032020PendingAmends the Labor Law, relates to project labor agreement feasibility studies and apprenticeship agreements, the study shall look to see if there will be a negative impact on opportunities for minority, women or service-disabled veteran owned businesses, such feasibility studies shall be provided to the public for review and comment.OREGONOR H 40982018EnactedDirects the Department of Veterans’ Affairs to develop written material regarding apprenticeship opportunities, requires the Department to provide material to certain agencies, county Veterans’ service officers and Veterans’ organizations for distribution, directs the Department to provide annual training to county Veterans’ service officers and Veterans’ organizations regarding apprenticeship programs, and federal and state education benefits.OR S 15412012FailedAllows person who obtained plumbing education, training, and experience while on active duty with armed forces to have education, training and experience evaluated for credit toward fulfillment of approved plumbing apprenticeship, applies to plumbing apprenticeships entered into on or after January 1, 2013, declares emergency, effective on passage.OR HJM 112011FailedUrges Congress to allow apprenticeship training and on-the-job training as benefit in Post 9/11 Government Issue Bill.RHODE ISLANDRI S 25392014EnactedAllows persons honorably discharged from military service or transferred to reserve status or the National Guard after active military service to use his or her acquired classroom and workplace training to fulfill the requirements for apprenticeship and journey persons for the skilled trades of electricians, blasters, plumbers and irrigators, hoisting engineers and mechanical trades, provides persons meeting any requirements through military service remain subject to licensing fees and examinations.RI H 79272014EnactedAllows any person honorably discharged from military service or transferred to reserve status or the National Guard after active military service to use his or her acquired classroom and workplace training to fulfill the requirements for apprenticeship or journey persons for electricians, blasters, plumbers, hoisting engineers and mechanical trades, clarifies that persons meeting any requirements through military service remain subject to licensing fees and examinations for the desired trade.TEXASTX S 3372021EnactedRelates to the award of grants by the State Workforce Commission to facilitate the participation of certain veterans and military personnel in apprenticeship training programs.TX H 22542013EnactedRequires state agencies to adopt rules to provide credit towards occupational licenses which require an apprenticeship in fields relevant to a service member’s training and experience in a military occupational specialty.WASHINGTONWA H 19222014FailedRequires the Washington state Department of Transportation to expend $1,900,000 or 0.5 percent of federal highway Surface Transportation program capital funds, whichever is less, for apprenticeship preparation, apprenticeship, and support services, adds recruitment of women, veterans, and persons of color to participate in the apprenticeship program at the State Department of Transportation to the list of services that the State Department of Transportation must provide.WA H 19222013FailedRequires the Washington state Department of Transportation to expend $1,900,000 or 0.5 percent of federal highway Surface Transportation program capital funds, whichever is less, for apprenticeship preparation, apprenticeship, and support services, adds recruitment of women, veterans, and persons of color to participate in the apprenticeship program at the State Department of Transportation to the list of services that the State Department of Transportation must provide.WA S 63572010EnactedRequires the State Board of Community and Technical Colleges to develop policies for awarding academic credit for learning from work and military experience, military law enforcement training, career college training, internships, externships, and apprenticeships.

This workforce product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the recipient and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. This product is copyrighted by The Council of State Governments.

Occupational Licensing Literature and State Policy Scan

Occupational licensing has grown dramatically over the years, leading to a larger share of American workers who need a license to perform their work. Accounting for just five percent of the employed population in the 1950’s, licensed workers now comprise more than 25 percent of all employed Americans. Spurred by concerns for public safety, consumer protection or other policy goals, the growth in state licensing over time has created a patchwork of different requirements across states, making it difficult for workers to move their skills across state lines, and costly for them to work in a licensed profession.

DOL Consortium

To identify problems in occupational licensure and help states find solutions, The Council of State Governments (CSG), the National Conference of State Legislatures (NCSL) and the National Governors Association (NGA) Center for Best Practices created in 2017 the Occupational Licensing Policy Learning Consortium, a partnership of 16 states. This work is made possible through a grant from the U.S. Department of Labor’s (USDOL) Employment and Training Administration. The Consortium has strengthened understanding of occupational licensure issues among participating states by providing a forum for the state leaders and stakeholder professions to learn about occupational licensing best practices, become familiar with and discuss the existing licensing policies in their state and identify current policies that create unnecessary barriers to labor market entry, especially for disproportionately affected populations. States also were tasked with creating an action plan that focuses on removing barriers to labor market entry and improves portability and reciprocity for select occupations.

CSG, NCSL, and NGA have facilitated Consortium partner assessment of evidence-based research, best practices, possible alternatives to licensure, multi-state comparable data and, state-specific data; and provided opportunities to network with national experts. Each state in the Consortium has received technical assistance from CSG, NCSL and NGA to develop their action plans. Consortium states also created a core team of officials to participate in project activities, as well as a broader group of stakeholders to serve as a continuing network in occupational licensure policy. Each state selected specific occupations and target populations to focus on through this work, as well as examining other aspects of licensure regulation addressed in their action plans.

The first phase of the project culminated in 2020 with a Report issued by the partner organizations that outlines the work of participating states and best practices in occupational licensure policy. Lessons learned by Consortium states outlined in the Report assist all state policy-makers in decisions surrounding occupational licensure. This site contains the Report, along with more information about state assistance Consortium states received, and a collection of project resources created by CSG and its partners on specific occupational licensing issues.

Project Overview

Third-Party Verification of License Requirements

With the transition to online license application and renewal processes accelerated by the pandemic, states must consider how best to manage third-party verification in online licensing systems. Most states with such systems do not allow applicants to upload documents. Instead, documents must be provided by institutions of higher education or verified by a national association. In rare cases, applicants can upload a document signed by a school official as proof of completed education requirements.

“Primary source verification” (PSV) refers to verification of an individual’s reported credentials and qualifications through the issuing organization or governmental entity or through a designated equivalent source (i.e., an approved agent designated to maintain official credential information). Methods of primary source verification include direct correspondence, such as a documented telephone conversation or facsimile, email or letter. Obtaining original documents is not necessarily equivalent to primary source verification (communication with the original source through the applicant or his or her agent is not primary source verification).

As technology continues to become more sophisticated, more organizations will automate PSV processes. In a recent study, 83% of healthcare organizations have fully or partially automated the PSV process. Primary sources increasingly provide internet portals and/or web access for credentials verification, making the process more efficient. As part of the automation process, organizations may outsource PSV to a third-party. Credential Verification Organizations (CVOs) conduct PSV of practitioner credentials for other organizations.

Credential Verification Organizations (CVOs):

Verity StreamVerisysMedallionsymplrEverCheck

Some software interfaces with higher education institutions to automatically confirm the education requirements. For example, Michigan uses the software Accela, which interfaces with continuing education providers to automatically retrieve credentials and validate education requirements. Additionally, some state licensing boards are members of national associations that collect and maintain education and work experience for their member states.  For example, Connecticut’s Architectural Licensing Board is a member of the National Council of Architectural Registrations Board (NCARB). The applicant notifies the appropriate association to provide the individual’s record to the state. Then, the state board can securely access NCARB’s database to download records. See the table below for examples of state boards and their methods of third-party verification.

State Online Portal Software Method California – Board of Accounting (CBA) CPA License Online Application  Sent by institution – applicant must request transcripts be sent to the CBA Connecticut – Architectural Licensing Board and State Board of Landscape Architects ELicense Iron Data Solutions Sent by national association Florida – Barbers Online Services  Uploaded by applicant but must have signature of school official on portion verifying minimum education requirements Illinois State of Illinois | Department of Financial & Professional Regulation (idfpr.com)  Uploaded by applicant Michigan Licensing and Regulatory Affairs (LARA) Accela Interfaces directly with institutions to verify education credentials New Mexico – Counseling Apply Online  Exam scores sent by national association, other documents uploaded by applicant  Utah Division of Occupational and Professional Licensing  Sent by institution – either sent online by institution or provided in a sealed envelope Vermont Vermont Office of Professional Regulation  Dependent on profession: sent by national board, institution or uploaded by applicant Washington Audiologist Apply Online :: Washington State Department of Health  Sent by institution 

This workforce product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the recipient and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. This product is copyrighted by The Council of State Governments.

The Month of the Military Child

The Council of State Governments (CSG) joins the Military Interstate Children’s Compact Commission (MIC3) in celebrating the Month of the Military Child (MOTMC) during April.

MIC3 is an affiliate of CSG. MIC3 addresses key issues encountered by military families in relation to education: eligibility, enrollment, placement and graduation. Join CSG and MIC3 in celebrating the military child by wearing purple and learning more at mic3.net!

This workforce product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the recipient and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. This product is copyrighted by The Council of State Governments.

National Occupational Licensing Meeting

Las Vegas| Ceasar’s Palace | June 19-21

You’re invited! The National Occupational Licensing Meeting is the culmination of a four-year collaboration between The Council of State Governments and National Conference of State Legislatures to reduce barriers to licensed occupations. Join us as we share the research and lessons learned from our work with the states and feature new and emerging trends in this important workforce topic.

Specifically, you will learn about best practices in occupational licensing, from the firsthand experiences of states that have been working on this issue. The meeting also will provide updates on a variety of licensing topics, including interstate mobility schemes, how the COVID-19 pandemic has impacted licensing and regulation, and diversity and inclusion in regulation. Breakout sessions will focus on scope of practice, military family mobility and licensing for people with a criminal history.

You will leave the meeting with a better understanding of occupational licensing’s complexity, as well as the common pitfalls other states have faced in this policy area.

Assistance with travel expenses is available upon request. The deadline to register online is June 1, 2022. Click here to register.

Inclusive Community College Career Pathways: COVID-19

This is the fourth of six installments in the series, “Inclusive Community College Career Pathways.” The last blog discussed the use of Universal Design for Learning (UDL) principles to make instructional content more accessible to students with disabilities.

In adapting to the COVID-19 pandemic, educational institutions have had to think critically about how to meet the unique and complex needs of students with disabilities. This means providing existing services, including accommodations and academic supports, and addressing additional challenges caused by the pandemic, such as technology access and mental distress.

The two Community College Pathways to Careers demonstration grants were able to adapt quickly to COVID-19, due to the strong foundations they had built around providing individualized support, delivering accessible content and services, and collaborating with community partners. By leveraging and enhancing these foundations, the projects were able to serve the many needs – academic, career and personal – of students with disabilities during the pandemic. States have developed a range of policies and programs to address these same needs.

Providing individualized support

From the start of the Pathways projects, Onondaga and Pellissippi State provided individualized career, academic and personal supports to students with disabilities. This included one-on-one coaching to help students develop personalized academic and career plans, and hands-on support to guide their progress.

During the pandemic, the projects developed strategies for continuing and expanding such supports. Pellissippi State’s two Career Specialists called students at least weekly to check in, answer questions and provide relevant reminders. In addition, project staff identified stressors that each student might be facing due to the pandemic and worked to address those concerns. Likewise, Onondaga provided technology support to students and sent frequent reminders to keep them on track with their academic and career goals.

Delivering accessible content and services

Both projects previously trained faculty and staff about the principles of Universal Design for Learning (UDL), which gave them a framework for creatively developing content and services that are accessible and delivered in multiple ways for diverse learners.

Amid the pandemic, Onondaga provided additional trainings and resources to help faculty and staff apply these lessons to new remote and hybrid conditions. Onondaga held a virtual two-hour course on UDL and online instructional design for faculty and staff and began to post UDL resources online. Pellissippi State trained staff across career and student support services to deliver career assessments virtually.

However, despite these efforts both projects struggled to provide the same level of services as before the pandemic. Staff from Pellissippi State found virtual workshops and coaching to be less effective than in-person engagement and noted that new students had a particularly hard time adapting. In addition, Onondaga cancelled its five-day UDL Academy for the summer of 2020 due to the pandemic.

Collaborating with community partners

The two projects previously built strong networks within their colleges and communities to address the wide-ranging needs of students with disabilities. This included making referrals to other support services on campus, partnering with local health providers and serving on local committees to address disability issues throughout the community.

The projects relied on these connections to address the needs of students with disabilities during COVID-19. Pellissippi State referred students to counseling services and worked closely with a local health provider to address student mental health concerns. Also, representatives from the college participated in community meetings and task forces to discuss the various challenges facing students with disabilities amidst the pandemic. Onondaga worked with their campus social services hub and community partners to provide additional aid to students to help pay bills and meet other material needs.

State examples and other resources

States have taken a range of approaches to serving the needs of students with disabilities throughout the pandemic. While most states have focused on supporting K-12 students, some have addressed college students specifically.

Many states, including Arizona, Maine and New Mexico, have developed resources to support educators regarding remote teaching.The Wisconsin Student Services Prevention and Wellness Team is holding weekly “Community of Practice” Zoom calls to guide student-service professionals – including school counselors, psychologists, and social workers – on supporting student mental health during school closures.North Carolina House Bill 1105 allocated $6.5 million to the Board of Governors of The University of North Carolina to fund scholarships for students with disabilities during the COVID-19 pandemic.

In addition, several organizations have produced resources that can guide state policymaker responses to COVID-19:

The Association on Higher Education and Disability’s COVID-19 Resources page includes webinars and other resources on supporting students with disabilities amid the pandemic.The Transitions to Adulthood Center for Research hosted a webinar on Supporting College Students with Mental Health Conditions in the Wake of COVID-19.CAPE-Youth has conducted research on the ways that all 50 states are adapting services to continue serving youth with disabilities throughout the pandemic.

Previous Inclusive Community College Career Pathways blogs:

OverviewAccessUniversal Design for Learning

Using Youth Leadership Programs to Improve Postsecondary Outcomes for Youth and Young Adults with Disabilities

In “Guideposts for Success: Framework for the Future,” the Center for Advancing Policy on Employment for Youth (CAPE-Youth) identifies youth development and leadership as one of five key domains of comprehensive support to achieve successful employment outcomes for youth and young adults with disabilities (Y&YAD). The framework is intended for policymakers and administrators interested in improving their state’s future workforce by strengthening the programs and services available to Y&YAD.

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Inclusive Community College Career Pathways: Career Services

This is the final installment of the Inclusive Community College Career Pathways blog series. Read the previous blogs here.

Systems of Support that Work Together

Colleges can collaborate with disability services, career services and community rehabilitation professionals to create customized supports that help students with disabilities find employment after finishing school. These supports include self-advocacy instruction, mentorship opportunities and tailored training and assistance. Together, customized supports help students develop skills to direct their own careers.

As part of their U.S. Department of Labor demonstration model grants, Onondaga Community College and Pellissippi State Community College offered customized supports to help students with disabilities build their confidence and success in the career development process. Supports included career assessments, goal-setting exercises, one-on-one counseling, group workshops and work-based learning experiences. The projects also aligned career supports with academic services, disability services and community partners to build coordinated systems of support for students with disabilities.

Supports that Lead to New Careers

Onondaga and Pellissippi State offered supports that addressed three key components of career development: (1) self-exploration, (2) career exploration skills and (3) career planning and management. The schools provided these supports through individual counseling, small group activities and campus-wide events. The projects also fostered student ownership of the process by encouraging them to identify their own work-based learning opportunities.

Onondaga offered one-on-one career and soft skills assessments to help students identify their employment interests, strengths and objectives. Students were then given a menu of opportunities, which included on-campus career fairs and job shadowing weeks, to advance their goals. The project also provided regular career readiness trainings for groups of students covering topics like choosing whether to disclose a disability to potential employers.

At Pellissippi State, project staff met weekly with students to help them pursue their career development goals. Career coaches helped students understand their career assessment and connected them with career readiness activities and work-based learning opportunities. Small group sessions covered topics like resume and cover letter writing, interviewing and self-introductions. The project also offered sessions specifically for students with Autism Spectrum Disorder, covering interpersonal interactions, self-advocacy and other relevant topics.

Coordinated Services Are Stronger

The projects coordinated career services with other college and community services to develop stronger student support systems. This included collaborating with college academic and disability services, the U.S. Department of Labor Office of Disability Employment Policy’s Workforce Recruitment Program, and state vocational rehabilitation and workforce programs.

Onondaga integrated services on campus by placing disability and career services offices alongside one another and by adding a disability-specific staff member to the Career Center. The college also partnered with New York’s vocational rehabilitation agency, ACCESS-VR, to provide on-campus services for students with disabilities.

Pellissippi State career specialists served as case managers guiding students through the program, including coordinating weekly meetings with academic and career coaches. They also worked with instructors, coordinated documentation for students (such as accommodation requests) and served as the students’ primary point of contact.

State Examples

States can play a key role in supplementing and expanding the career supports provided at specific colleges. Below are examples of how states are providing or encouraging such support.

California Assembly Bill 504 requires community colleges to develop student equity plans in order to receive specific state funding. These plans must identify underrepresentation for specific categories of students (including those with disabilities) in access to, and completion of, basic skills, career technical education and workforce training. Community colleges must address any underrepresentation through the coordination of services using evidence-based practices.Delaware’s Supported Education at the Delaware Technical & Community College Program is a collaboration between the Division of Vocational Rehabilitation and Delaware Technical & Community College. It helps students with disabilities achieve objectives such as employment in their area of interest.

Previous Inclusive Community College Career Pathways Blogs:

OverviewAccessUniversal Design for LearningCOVID-19Work-Based Learning

Inclusive Community College Career Pathways: Work-Based Learning

This is the fifth of six installments in the series, “Inclusive Community College Career Pathways.” It discusses how the U.S. Department of Labor Pathways to Careers demonstration grants developed and provided work-based learning (WBL) experiences to prepare students with disabilities to join the workforce.

Work-based learning prepares youth with disabilities for work

Work-based learning (WBL) refers to real-world work experiences that allow youth and young adults to strengthen their employability skills. It can take many forms, including service learning, job shadowing, job tours, pre-apprenticeships, internships and summer jobs.

WBL plays a key role in preparing youth with disabilities to find and maintain work as adults. It can help them build their workplace confidence, identify and explore strengths and interests, develop hard and soft job skills, build their resumes and expand their professional networks. WBL experiences can even become full-time jobs.

WBL in the Pathways Projects

The U.S. Department of Labor Community College Pathways to Careers demonstration grants at Pellissippi State Community College in Tennessee and Onondaga Community College in New York provided various WBL experiences to help students with disabilities prepare for employment after college.

At Pellissippi State, students developed increasingly ambitious WBL goals in individualized student contracts. Staff supported students as they progressed from job shadowing to internships. Students also took progressively greater responsibility in arranging their WBL experiences so that by their third year they took the lead in finding their own internships with minimal assistance from project staff. By taking on greater responsibility arranging and engaging in WBL opportunities, students developed confidence and skills to find and maintain work after college.

Onondaga also provided several WBL experiences to students. The project held a job shadowing week and arranged a series of job site visits, informational interviews, internships and practicums. These opportunities were listed in a “student menu,” which students could use to identify and engage in WBL experiences that corresponded with their career goals.

Engaging employers

The two projects engaged and built strong networks with local employers to develop these WBL opportunities. They focused on developing WBL experiences that varied in intensity and scope and mapped to the majors, credentials and interests of their students. In addition, they collaborated with local employer networks as well as individual businesses and public-sector agencies to identify and develop WBL opportunities.

At Pellissippi State, business liaisons, career coaches and students reached out to businesses to develop and expand WBL opportunities. Pellissippi State worked with its local Employment Consortium to identify WBL opportunities and to educate businesses about hiring individuals with disabilities. The project also developed an employer toolkit to educate companies about disability etiquette and accommodations.

Onondaga engaged with the Central New York Employment Network to identify WBL partners. They focused on finding businesses across the nine industry tracks that students were pursuing and created a digital tool to organize this information. Onondaga also developed a brochure to educate employers about the advantages of hosting WBL experiences for students with disabilities.

Lessons learned

Onondaga and Pellissippi State encountered early challenges securing enough WBL opportunities and developed strategies to encourage more employers to host WBL experiences.

The project teams needed to take multiple approaches to engaging employers. Some businesses readily agreed to host WBL experiences for students, while other employers were more reluctant. Project staff learned to develop champions by first asking for small commitments (such as doing informational interviews with students) and eventually asking for bigger commitments (such as hosting interns).

The project teams further realized they yielded greater results by framing the initiative like other WBL programs, rather than as a disability-specific program. They focused on conveying the value of hiring credentialed, well-qualified candidates. This allowed students to disclose their disability if they chose and to practice asking for accommodations, if needed.

State examples

All states offer WBL experiences to youth with disabilities as a component of Pre-Employment Transition Services (Pre-ETS), which state Vocational Rehabilitation (VR) agencies are required to provide to students eligible or potentially eligible for VR services. Below are a few examples of state WBL programs offered in a college setting.

Florida’s Postsecondary Comprehensive Transition Program provides grants to help institutions develop “inclusive and experiential postsecondary education” opportunities for students with intellectual disabilities, which include internships, work-based learning and employment opportunities.Louisiana’s Postsecondary Apprenticeship for Youth (PAY Check) is a three- to five-semester program that allows students with disabilities to take classes at a community college and gain employment experience through paid internships or apprenticeships.Nebraska’s Certificate Programs allow students to take community college classes, tour businesses, and work part-time or participate in an internship with employer partners.

Previous Inclusive Community College Career Pathways Blogs:

OverviewAccessUniversal Design for LearningCOVID-19