Accessible Work-Integrated Learning Experiences: An Analysis of the University of Victoria's CanWork Program
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| Title: | Accessible Work-Integrated Learning Experiences: An Analysis of the University of Victoria's CanWork Program |
|---|---|
| Language: | English |
| Authors: | Niels Melis-De Lamper, Allison Benner |
| Source: | International Journal of Work-Integrated Learning. 2024 25(1):155-166. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Education Work Relationship, Partnerships in Education, Cooperative Programs, Cooperative Education, Experiential Learning, Undergraduate Students, Students with Disabilities, Accessibility (for Disabled), Inclusion, Barriers |
| Geographic Terms: | Canada |
| ISSN: | 2538-1032 |
| Abstract: | The University of Victoria, Canada, strives to enhance undergraduate students' labor market readiness through work-integrated learning (WIL) experiences. Students with disabilities have historically encountered low participation and success rates in WIL, potentially resulting in their under-representation in the post-graduation labor market. To address this issue, the CanWork program was created, aimed at eliminating participation barriers in co-operative education for students with disabilities. The program offered tailored support, including job development, one-on-one guidance at all stages, and the removal of grade point average (GPA) thresholds. As of its completion in September 2022, the CanWork program facilitated pre-employment training for 107 students with disabilities and 84 co-op work placements. Demographic-specific and personalized support mechanisms boosted participation and success rates for students with disabilities in work-integrated learning. Furthermore, an analysis of program data highlights that GPA requirements in well-resourced programs create unnecessary barriers for students with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432616 |
| Database: | ERIC |
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