1. HOW DO JOB RELATED
FIELD EXPERIENCES
AFFECT JOB READINESS
IN SECONDARY
TRANSITION STUDENTS?
UETZ, M. (2011). HOW DO JOB RELATED FIELD EXPERIENCES
AFFECT JOB? JOURNAL OF THE AMERICAN ACADEMY OF
SPECIAL EDUCATION PROFESSIONALS, 127-145.
Transition Coordinator for River Falls School District River Falls, WI
Michelle Uetz Research done as part of the Master’s in Education Program requirements through Graceland University
Lamoni, IA

2. Who, What, Where, and When
 Who: This research included accommodating,
cooperative, and passionate special education
staff and students aged 17-19.
 What: Action research to determine how job
related field experiences affect job readiness in
secondary transition students.
 Where: River Falls, WI
 When: Spring 2011
Michelle
Uetz

3. Research Explaining…Why this
study?
Richard Luecking and Merdith Gramlich (2003) state
that, “work-based learning has been shown to improve
student’s self-esteem.” (p. 1).
 Physical activity and emotion are crucial to the learning
process (Jensen, 2010).
 Students with disabilities are either unemployed or
underemployed at higher rates than the general population
(Halpern, 1996).
 Students with disabilities lack the skills needed to obtain a
competitive job, or function in socially appropriate ways in
society (Halpern, 1996).
Michelle
Uetz

4. The Law
 IDEA 2004 states “the purpose of special
education is to prepare [students] for further
education, employment, and independent
living.” (20 U.S.C. 1400 (33) (c) (1)).
Michelle
Uetz

5. Methods
 Pre-Survey:
 Students - 6 students CD, EBD, LD
 Case Managers of the students
 To gain a baseline of student’s confidence in community and work based
skills
 Field Experience
 Survey to Area Transition Teachers
 Post-Survey
 Students - 6 students CD, EBD, LD
 Case Managers of the students
 To obtain date in regard to change in student’s confidence in community
and work based skills
Michelle
Uetz

6. Michelle
Uetz

7. Michelle
Uetz

8. Field Experiences
 Instruction and Practice 1.5 hours per week
(One Block, One Day a Week)
 Ask for an application, fill it out, and turn it in
 Find jobs using the local newspaper at the public
library
 Visit Workforce Resource Center and know what
services they provide
 Visit City Hall and know what services they
provide
Michelle
Uetz

9. Post- Survey
 Students – 6 CD, EBD, LD
 Case Managers of the Students
 Same survey as the Pre-Survey
 Surveys were scored using double-blind
methods
Michelle
Uetz

10. Survey to area transition teachers
 Purpose:
Establish data regarding
community-based field
experiences in the area, and
the attitudes of area
transition teachers.
Michelle
Uetz

11. Data Analysis:
 Constant comparative method
 Each new piece of data was compared to existing
data, looking for similarities and differences to
create data categories
 Triangulation to provide validity of the research
 Three different types of data: pre & post-surveys
of students, pre & post-surveys of case managers
and observation
Michelle
Uetz

12. Results: Pre-Survey
 Pre-Survey Average:
 Students 18.8 of 35
 Case Managers 18.8 of 35
Michelle Uetz

13. Results: Post-Survey
 Post-Survey Average:
 Students 22.1 of 35
 Case Managers: 26.8 of 35
Michelle Uetz

14. Comparative Results
 Increase of 3.3 percent for students self
assessment and an increase of 8 percent on
the case manager assessment.
Michelle Uetz

15. Transition Teacher Survey
 Four of the eight teachers returned the surveys.
 All four teachers felt that community based field
experiences have a significant positive effect on
students.
 The teachers stated that:
 Community based field experiences were real world
practice and created supports for the students.
 The most common experiences provided to students
by teachers are job related.
Michelle Uetz

16. Conclusions
 Field Experiences Work!
 While gas prices rise, budgets are cut, and
teachers get larger case loads this research
has shown the importance and benefit of
bringing students out into the community for
job related field experiences.
Michelle Uetz

17. Benefits
 With the increase of confidence in this small
sample, and short amount of time, it is
reasonable to predict that with more field
experience, would come more confidence and
job readiness.
 The field experience and surveys made the
students more aware of the skills they needed
for job readiness and their perceived level of
functioning in those skills.
Michelle
Uetz

18. What’s Next in This Research?
 The same research with a control group
staying in the school and an experimental
group participating in the field experiences.
 A larger sample with more diversity in
disability.
Michelle
Uetz

19. References
 Halpern, A. (1996). An instructional approach to
facilitate the transition of high school students with
disabilities into adult life. . Retrieved 11 05, 2010, from
http://idea.uoregon.edu/%7encite/documents/techrep/t
ech24.html
 IDEA. (2004). Individuals with Disabilities Education
Act. United States Government.
 Jensen, E. (2010). Principles of Brain-Based
Learning. Retrieved 11 05, 2010, from Jensen
Learning:
http://www.jensenlearning.com/principles.php
Michelle
Uetz