Affiliations: Faculty of Education, Queen's University, Kingston,
Ont, Canada | School of Occupational Therapy, Dalhousie University,
Halifax, NS, Canada | Centre for Research in Applied Measurement and
Evaluation, Faculty of Education, University of Alberta, Edmonton, Alberta,
Canada
Note: [] Address for correspondence: Nancy L. Hutchinson, PhD, A314
McArthur Hall, Faculty of Education, Queen's University, 511 Union Street,
Kingston, Ontario, K7M 5R7, Canada. Tel.: +1 613 533 3025; Fax: +1 613 533
6584; E-mail: [email protected]
Abstract: Objective: This paper describes and compares exemplary work-based
education (WBE) programs in Ontario Canada designed to meet the needs of two
groups of vulnerable youth – at-risk youth and youth with severe disabilities. Participants: Two focus group interviews were held, one with
professionals from exemplary programs designed to meet the needs of at-risk
youth and one with professionals from exemplary programs for youth with severe
disabilities. Method: Standard qualitative analyses were conducted on
each focus group transcript to generate themes which were subsequently grouped
into larger patterns. Then cross-case analyses identified consistencies and
unique features within the two types of WBE programs. Results: Two major
patterns that characterize the WBE programs emerged from the analyses: the
first pattern described the programmatic approaches to WBE appropriate for each
type of type of student (which included themes such as the need for an
alternative learning environment for at-risk youth), and the second pattern
highlighted the rationale for each kind of program (which included themes like
ensuring equity for youth with severe disabilities). Conclusions: The findings suggest that schools should continue to provide distinct WBE programs
for each of these groups of vulnerable youth – at-risk youth and youth with
severe disabilities.
Keywords: Workplace learning, co-operative education, at-risk youth, youth with severe disabilities
