Abstract
Purpose. The purpose of this study was fourfold: (1) to identify the status of School-To-Work (STW) programs in California Community Colleges (CCCs), (2) to identify the California Community Colleges that included students with disabilities in their STW programs, (3) to identify and describe the factors that contributed to the inclusion of students with disabilities in STW programs in CCCs, and (4) to identify and describe the factors that interfered with the inclusion of students with disabilities in STW programs in CCCs. Methodology. Literature research helped to identify core factors that contributed to and interfered with the inclusion of students with disabilities in STW programs. A questionnaire was used to gather data from 105 community college STW administrators to identify key factors that contributed to and interfered with the inclusion of students with disabilities in STW programs in California Community Colleges. The questionnaire was validated by a panel of experts. The data from the survey were recorded and presented in tabular and narrative format. Findings. This study found that the key factors that contributed to the inclusion of students with disabilities in STW programs included the following: (1) administrator's commitment, (2) comprehensive support services, and (3) communication between STW administrators and Disabled Students Programs and Services administrators. Little evidence was found to identify the key factors that interfered with the inclusion of students with disabilities in STW programs in CCCs. Specific factors were identified, however, by the respondents as having not contributed to the inclusion of students with disabilities. These factors were: (1) summer internship and work experience; (2) marketing and promotion; and (3) business and industry participation. Conclusions and recommendations. As California Community Colleges (CCCs) continue to implement STW programs and continue to seek effective ways in which to include students with disabilities, there must first be a commitment from the top level of administration to inclusion. This must be followed by accessible, comprehensive support services for students with disabilities in STW programs. Finally this cannot occur without clear communication between the STW administrator and the Disabled Students Program administrator. The results of this study have implications for CCCs and particularly the administration of STW programs. As educators, specifically CCC administrators, continue to address the issues surrounding their role in STW programs and the inclusion of students with disabilities they should consider the findings of this study necessary to experience success. The implications from this study reflect those areas that can help guide community colleges implement the key factors that promote the inclusion of students with disabilities in STW programs on their individual campuses.