NCSET: Creating opportunities for youth with disabilities to achieve successful futures.

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ESSENTIAL TOOLS —

Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act

Third Edition

Revised, updated, and edited by:

David R. Johnson
Carrie Sword
Barbara Habhegger

February 2005

This document has been archived because some of the information it contains may be out of date. (June 2009)

Permission is granted to duplicate this publication in its entirety or portions thereof. This publication is not availabe in print. Upon request, this publication will be made available in alternate formats. To request an alternate format, please contact:

Institute on Community Integration Publications Office
2025 East River Parkway
Minneapolis, MN 55414
(612) 624-4512
icipub@umn.edu

This document was published February 2005 by the National Center on Secondary Education and Transition (NCSET). NCSET is funded by the U.S. Department of Education, Office of Special Education Programs (Cooperative Agreement #H326J000005). This document was originally published in November 1999 by the National Transition Network (NTN) through a cooperative agreement (H158M50001) between the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), and the Institute on Community Integration at the University of Minnesota. Opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education Programs, and no official endorsement should be inferred. The document was originally authored by Brian Cobb of NTN, William Halloran and Marlene Simon of the U.S. Department of Education, and Michael Norman and Partricia Bourexis of The Study Group, Inc. The University of Minnesota, the U.S. Department of Education, and the National Center on Secondary Education and Transition are equal opportunity employers and educators.

Table of Contents

Introduction

Section I
The Goal of Productive Employment for All Youth
The Work-Based Learning (WBL) Approach to Productive Employment for Youth with Disabilities
Career Exploration
Career Assessment
Work-Related Training
Cooperative Work Experience
Requirements of the FLSA Related to WBL
The FLSA and WBL Career Exploration, Career Assessment, and Work-Related Training Components
The FLSA and WBL Cooperative Work Experience Component

Section II: Questions and Answers
Requirements for Participation
Documentation
Program Supervision
Instructional Programming
The Educational Relationship vs. the Employment Relationship

Section III: Case Studies: Examples of Work-Based Learning (WBL) Activities
Example 1: Career Exploration in Initial Transition Planning in a Rural Community
Example 2: Career Assessment Experience in a Cleaning Services Setting
Example 3: A Work-Related Training Experience in a Hotel Laundry Setting
Example 4: Cooperative Work Experience in a Restaurant Setting
Example 5: Career Exploration in Two Suburban Business Settings
Example 6: Career Assessment in a Large Business Setting
Example 7: Work-Related Training in Three Workplace Settings
Example 8: Cooperative Work Experience at Special Minimum Wages

Appendix A: U.S. Department of Labor Employment Standards Administration Wage and Hour Division Regional Contacts

Appendix B: Organizations Providing Assistance in the Planning of Transition Services for Youth With Disabilities
Office of Special Education Programs Regional and Federal Resource Centers
State Transition Contacts

Appendix C: SSI Work Incentives Available to Transition-Age Youth with Disabilities
Earned Income Exclusion (EIE)
Student Earned Income Exclusion (SEIE)
Impairment-Related Work Expense (IRWE)
Plan for Achieving Self-Support (PESS)
Blind Work Expenses (BWE)
Property Essential to Self-Support (PESS)

896 KB, 76 pages
Acrobat Reader required

Citation: Johnson, D. R., Sword, C., & Habhegger, B. (2004). Essential tools: Handbook for implementing a comprehensive work-based learning program according to the Fair Labor Standards Act (3rd ed.). Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition.

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