Community-Based Vocational Instruction (CBVI) programs in schools provide students with opportunities to explore their career interests through sampling a variety of paid and unpaid jobs. In these roles, students develop skills related to their future jobs and gain insight into choosing a career path (Pickens & Dymond, 2014). These programs are especially beneficial for students with disabilities, as job-related skills are not usually learned through standard special education curricula, and not having learned these skills prior to entering the work force can put them at a disadvantage (Benz et al., 1997). For instance, providing students with work experience opportunities during high school is positively linked to employment after graduation (Benz et al., 2000). Given the roles both teachers and CBVI programs play in supporting students with disabilities’ transition into the workforce, examining teachers’ perspectives on them is critical for their development.  

Since teachers are often at the helm of CBVI programs, they have unique insight into areas of improvement. When interviewing special education directors about their perceptions, Pickens & Dymond (2014) found that they were uniformly supportive of CBVI programs, and many identified as strong advocates of them. Many directors also agreed that CBVI helped students learn skills that are necessary for the work force and adapt them to different settings. Programs also increased students’ chances of success on the job market. Colley & Jamison (1998) found that students who participated in CBVI while in high school were significantly more likely to get employed upon graduating. 

Although school staff agree that CBVI is beneficial for students, there are still impediments to successful implementation. Pickens & Dymond (2014) reported that one of the greatest barriers was a lack of school staff participation. For the most part, special education teachers were responsible for delivering CBVI programs, placing additional labor on teachers who are often already going beyond their job description. It was also challenging to secure transportation to and from job sites. Although teachers understand the importance of an in-person experience for students to get a sense of an authentic work environment, it has nevertheless remained difficult for them to coordinate transportation, often due to the lack of vehicles or drivers.  

For high school students to derive the maximum impact from CBVI programs, the concerns of and suggestions raised by teachers implementing them must be taken into consideration. By responding to the challenges teachers face, education systems can work to further improve CBVI programs and the benefits for their students. 

By Arielle Papalimberis, Research Assistant at the Center for Social Development and Education