Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences

Magen Rooney-Kron, Stacy K. Dymond

Research output: Contribution to journalArticlepeer-review


This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload (N = 256). Teachers were asked to complete an online questionnaire about WBLEs. We used content analysis procedures to analyze teacher’s responses to two open-ended questions about barriers to WBLEs that occur in the school and community. Although teachers reported barriers to school and community settings separately, their responses were similar across settings and collapsed into one set of themes. Barriers to planning and organizing WBLEs included opportunities, resources, stakeholder support, time, and support for students. We discuss the need for additional research about contextual factors that may relate to barriers as well as practical implications for how schools and teachers can address barriers.

Original languageEnglish (US)
Pages (from-to)229-240
Number of pages12
JournalCareer Development and Transition for Exceptional Individuals
Issue number4
StatePublished - Nov 2021


  • employment
  • intellectual disability
  • transition
  • work-based learning experiences

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management


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