Abstract

As youth transition through high school to adulthood, the paths they take typically involve some type of formal or informal work experience (Zimmer-Gembeck & Mortimer, 2006). Indeed, working during adolescence can convey an array of potential benefits by promoting greater career aware-ness, fostering skill development, providing extra income, and enhancing developmental and postschool outcomes (Staff & Schulenberg, 2010). It is not surprising, therefore, that recognition of the importance of early work experi-ences for youth with disabilities is pervasive within recom-mended and evidence-based practices in secondary transition (e.g., National Alliance for Secondary Education and Tran-