Why Real-World Work Experience is Key in Transition Planning

Picture your teenager coming home from their first internship, excited about discovering career possibilities and building professional skills. For students with IEPs, this isn't just a nice experience—it's a critical bridge between special education supports and adult workplace success.

Real-world work experience addresses the fundamental challenge every student with disabilities faces: how to translate school accommodations into workplace success.

The Transition Gap: From IEP to Independence

Students with IEPs face a unique challenge that their peers don't encounter. Throughout school, they've received legally mandated accommodations through their IEP. But after graduation, they must:

• Navigate a different legal system (ADA instead of IDEA)

• Self-advocate for accommodations rather than having them automatically provided

• Translate school supports into workplace solutions

• Build professional relationships where they can discuss their needs confidently

Work experience during high school provides the practice ground for these critical transitions.

Research on IEP-to-Workplace Transitions

Studies consistently show that students with IEPs who participate in work experiences during high school are 3-4 times more likely to be employed after graduation. This dramatic difference stems from specific skills that can only be developed in real workplace settings.

Key Transition Skills Developed Through Work Experience:

Accommodation Self-Advocacy:

• Learning when and how to disclose their disability in professional settings

• Practicing accommodation requests in low-stakes, supportive environments

• Understanding what accommodations are reasonable in different workplace contexts

• Building confidence in professional communication about their needs

IEP Knowledge Translation:

• Converting "extended time on tests" into "adequate processing time for complex tasks"

• Translating "preferential seating" into "workspace with minimal distractions"

• Changing "note-taking assistance" into "written instructions and meeting summaries"

The Practice Advantage: Why School Simulations Aren't Enough

Classroom-based transition training, while valuable, cannot replicate the real dynamics of workplace accommodation discussions. Work experience provides:

Authentic Professional Interactions

• Real supervisors who aren't trained in special education

• Genuine workplace pressures and deadlines

• Professional relationship building that requires ongoing communication

• Problem-solving opportunities when initial accommodations need adjustment

Natural Accommodation Conversations

Unlike role-playing exercises, work experience creates situations where accommodation discussions arise organically:

• A student with ADHD learning to request written instructions when verbal directions are unclear

• A student with dyslexia asking for digital text formats during training

• A student with autism negotiating workspace modifications for sensory needs

Types of Work Experience That Build Transition Skills

Paid Employment

Transition Value: Teaches real-world consequences and professional expectations Best For: Students ready for responsibility and time management challenges Accommodation Practice: Natural performance discussions create opportunities to address support needs

Internships

Transition Value: Structured learning with built-in mentorship Best For: Students exploring specific career paths Accommodation Practice: Educational focus allows for guided accommodation conversations

Job Shadowing

Transition Value: Low-risk exploration of workplace environments Best For: Students beginning career exploration Accommodation Practice: Observation opportunities to see how professionals with disabilities succeed

Advocating for Transition-Focused Work Experience

Include in IEP Transition Goals:

Sample Goal: "By June 2025, [Student] will complete 120 hours of work experience in their area of interest, successfully requesting and utilizing at least two workplace accommodations, and documenting the process for future reference."

Questions for IEP Teams:

• "How will work experience help my child practice self-advocacy for accommodations?"

• "What support will be provided for accommodation discussions during work experience?"

• "How will we document successful accommodation strategies for future use?"

• "What happens if accommodation requests are challenging during work experience?"

Preparation Before Work Experience:

• Practice accommodation conversations through role-play

• Identify specific accommodation needs that might arise in work settings

• Develop professional language for discussing learning differences

• Create accommodation request scripts for different scenarios

Success Indicators: What Effective Work Experience Achieves

Students who complete well-structured work experiences typically demonstrate:

Professional Self-Advocacy:

• Confidence in explaining their learning differences to supervisors

• Ability to request accommodations using professional language

• Problem-solving skills when accommodations need adjustment

• Understanding of their rights and responsibilities under ADA

Workplace Integration:

• Professional relationship building with supervisors and colleagues

• Understanding of workplace culture and expectations

• Development of job-specific skills relevant to their interests

• Experience with performance feedback and professional growth

Transition Readiness:

• Clear understanding of how their IEP accommodations translate to workplace supports

• Confidence in their ability to succeed in professional environments

• Professional references who can speak to their work quality and accommodation needs

• Documentation of successful accommodation strategies for future use

Your Action Plan: Maximizing Transition Benefits

Before Work Experience Begins:

1. Review current IEP accommodations with your child

2. Discuss how these might translate to workplace settings

3. Practice professional disclosure and accommodation conversations

4. Identify mentor or support person at the work site

During Work Experience:

1. Regular check-ins about accommodation needs and workplace integration

2. Documentation of successful strategies that work in professional settings

3. Problem-solving support when challenges arise

4. Celebration of self-advocacy successes, even small ones

After Work Experience:

1. Document lessons learned about effective accommodations

2. Update transition goals based on real-world experience

3. Build on successful strategies for future work opportunities

4. Use experience to inform post-secondary planning

   
   

The Bridge to Adult Success

Work experience isn't just about building job skills—it's about building the bridge between the structured support of special education and the self-directed advocacy required in adult life.

Every accommodation conversation your child has during work experience, every professional relationship they build, every challenge they navigate with appropriate supports moves them closer to successful adult independence.

Your advocacy for meaningful work experience in your child's transition plan could be the difference between post-graduation struggle and post-graduation success. The skills they develop through real-world work experience—particularly around accommodation self-advocacy—will serve them throughout their entire career.

Don't wait for someone else to prioritize this bridge-building experience. Your child's successful transition from IEP supports to workplace success depends on the practice opportunities you help create during their high school years.

Ready to advocate for transition-focused work experiences that build real self-advocacy skills? Find resources for work experience planning, accommodation conversation guides, and transition success strategies at www.neuronavigation.org. Your child's workplace success starts with the transition skills they practice today.