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approximately 62% of students with partnership with the New Jersey Divi- determination skills leads to more posi-
work experience as part of secondary sion of Vocational and Rehabilitation tive educational outcomes (Wehmeyer
school career and technical education Services authorized by Pre-Employment & Schwartz, 1997). Since 2016, the
programs maintain competitive jobs, Transition Services funded under sec- program has evolved to address clos-
as opposed to 45% without (Rounds, tion 113 of the Rehabilitation Act of ing the work gap between disabled and
1997, Holloran & Johnson, 1992). 1973, as amended by the Workforce In- non-disabled post-secondary students.
novation and Opportunity Act. As the Di- As the Director, I revitalized curriculum
Work-Based Learning rector, I led the initiative by forwarding a offerings to reflect more authentic,

Studies have shown that students letter of interest to NJDVRS for pre-em- relevant career planning options, such
engaged in integrated career and ployment transition services in the form as a Workplace Readiness curriculum
community experiences, especially of paid work-based learning. Soon after, (Knight & Aucoin, 1999). Additionally, I
career education and paid work, are I initiated a partnership with the New partnered with the New Jersey Council
more likely to experience positive Jersey Travel Independence Program on Developmental Disabilities to pro-
employment outcomes (Ferretti & (NJTIP) to provide transportation train- vide direct instruction in self-determi-
Eisenman, 2010). Work-based learning ing to students traveling to their jobs and nation. Self-determination is a concept
is embedded in the New Jersey Learn- the New Jersey Chamber of Commerce reflecting the belief that all individuals
ing Standard, 9.3 for career pursuits. to deliver transition-based curriculum. have the right to direct their own lives.
Dr. Tracey Maccia, Director of Special Last but not least, partnerships were Students who have self-determination
Education for Middlesex County Voca- developed with the New Jersey Council skills are more likely to be successful
tional and Technical Schools (MCVTS), on Developmental Disabilities (NJCDD) in making the transition to adulthood,
developed goals and objectives for the and Workforce Development of Middle- including employment and community
program based on pre-employment sex County to enhance the work-based independence (Wehmeyer & Schwartz,
skills in the area of life skills (such as learning program and create a system 1997). In addition, students are taught
good hygiene, appropriate clothing and built on strong interagency partnerships. transportation skills to become familiar
behavior, and transportation skills), Business Partnerships with the transit routes from school to
effective skills (such as self confi- work. Teaching students how to navi-
dence, awareness of own strengths, The relationships among schools and gate transportation assists in removing
interests and abilities), and employ- the communities in which they oper- barriers and giving students greater
ability skills (recognition of authority, ate are essential to student learning access to jobs, services and social
good attendance, job knowledge, (Juszczak, Moody, & Vega-Matos, networks is an independent life skill.
ability to give and request assis- 1998). These partnerships provide It empowers students to take greater
tance, and quality work production). many and varied benefits which in- control of their lives, enabling them to
Work-based learning provides second- clude increasing school capacity and learn new skills and take advantage
ary students with four benefits that enhancing educational experiences of opportunities in their communities.
are not easily acquired in a classroom for students. Students have been Finally, the partnership with the New
environment: placed at various job sites, such as the Jersey Chamber of Commerce pro-
vides direct instruction to the students
1. An authentic context for applying Raritan Bay YMCA, Hackensack-Me- on the challenges of the world of work.
problem-solving skills under ridian Health Center in Perth Amboy,
normal work-related restraints E.A.R.T.H. Center, and the YMCA of Teacher Training
and stresses. Metuchen, Edison, Woodbridge and
2. A familiarity with varied careers South Amboy. The partnership with As the Director, I planned and coor-
NJDVRS led to a Business Outreach
dinated a professional development
and exposure to different Summit to educate businesses on program for special education teachers
leadership styles. disability awareness to build confi- wishing to gain a better understanding
3. An appreciation for the connec- dence and experience in the ability to of their role in work-based learning. The
tion between the worksites and communicate comfortably and appro- focus was on job exploration counsel-
continued learning and personal priately with customers, coworkers or ing and workplace readiness to better
growth. potential hires who have disabilities. support the students with disabilities in
4. Opportunities for networking with Implementing partnerships such as their classrooms. Each classroom was
future employers, adult mentors, these is instrumental in sustaining outfitted with a mobile technology lab
and the New Jersey Division of student-focused planning and student to access transition features of New
Vocational and Rehabilitation development practices, such as work Jersey Career Assistance Network
Services (NJDVRS). experiences and student involvement (NJCAN), a free, online, interactive
in planning (Kohler & Field, 2003). resource designed to support lifelong
Agency Partnerships career exploration, career planning
Since 2016, approximately 250 students Self-Determination, Self- and decision making through easy-to-
with disabilities from the district have Advocacy and Independence use, straightforward search and sorting
participated in paid work-based learning Studies have found that helping utilities adopted by the New Jersey
opportunities made possible through a students acquire and exercise self- Department of Education.

Educational Viewpoints -97- Spring 2019