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Appendix 1
Considerations and Expectations for Special Populations Enrolled in Work-
Based Learning Programs
"Special Population" students are defined as individuals:
· Who are disabled
· Who are economically disadvantaged
· Who are preparing for nontraditional training and employment
· Who are single parents (including teen parents and pregnant teens)
· Who are individuals with other barriers to educational achievement
· Who are academically disadvantaged
It is the responsibility of the school administration and staff involved in any work-based learning activity
to not only encourage special populations students to participate in these activities but to ensure equal
access, outreach, and treatment for these individuals enrolled in these educational and school supervised
job opportunity programs. The following are some of the issues which should be considered regarding the
needs of special population students:
· Policies need to be in place at the school and community level which reflect the input of parents,
students, teachers, administrators, counselors, private business and industry, and labor unions as
regards the involvement of special populations students in work-based learning activities.
· Agreements must be reached which insure that schools and the business and industries involved
in a work-based education program conform to all applicable state and federal rules regarding,
civil rights, equal employment opportunity, and persons with disabilities, and that their activities
will be monitored relative to racial and sexual discrimination and harassment and disability
discrimination policies and procedures.
· Local schools and their business and industry partners should periodically review the extent to
which all students are being served through work-based learning programs.
· Nontraditional students must have access and accommodations for participating in any work-
based learning program.
· Students should be made aware of the ways their individual heritage and abilities allow them to
be contributors to not only society but throughout academic and job settings as well.
· Students and their families should be made aware of and taught to be advocates for
accommodations which they may need to succeed not only at school but at the workplace as well.
· School staff should be made aware of how to address issues of racism, disability discrimination,
sexism, harassment, and other biases impacting a student's career planning and participation in a
work-based learning experience.
· School staff involved in work-based learning activities should be representative of the various
racial/ethnic groups, persons with a disability and/or speak multiple languages.
· Students who need assistance should be provided necessary support services and
accommodations for in-school activities.
· Instructional materials and equipment used to support work-based learning activities should be
free of bias and culturally sensitive.
· Student assessments should be culturally sensitive and bias free.
· Work-based learning opportunities should be available to nontraditional students (e.g., pregnant
and parenting teens, at-risk students, migrant/mobile students, rural and urban students, etc.)