Employment disparities for people with disabilities remain significant. According to the Bureau of Labor Statistics, as of March 2025 only 23.9% of adults with disabilities are employed, compared to 68.1% of those without disabilities. For individuals with intellectual and developmental disabilities, the gap is even wider. At DCDT 2025, PCG’s Heidi Brett Baker shared strategies to help schools and agencies prepare students for life after high school, create clear paths to employment, and overcome barriers to participation—offering actionable insights to support students as they transition from school to the workforce.

The Path to Successful Pre-Employment Transition Services (ETS) Collaborations

Delivering effective Pre-ETS requires intentional planning, deep expertise, and strong partnerships. In her session, “The Path to Successful Pre-ETS Collaborations,” Brett Baker highlighted the elements essential for successful Pre-ETS implementation:

• Expertise in vocational rehabilitation (VR) and evidence-based disability employment practices
• Capacity to train direct service providers efficiently
• Experience in curriculum design, delivery, and evaluation
• Established relationships with local education agencies (LEAs)

Drawing from PCG’s work across Indiana, Mississippi, Utah, Iowa, Idaho, and New York, Brett Baker introduced a Pre-ETS Collaboration Toolkit designed to help new providers, districts, and community agencies build sustainable partnerships. Attendees explored diverse implementation models, from local districts to residential schools, and left with actionable strategies to expand access and overcome common barriers.

Planning for Work-Based Learning Experiences

Work-based learning experiences help students gain the necessary skills to be successful and prepare them for life after high school. Brett Baker’s second session, “Planning for Work-Based Learning Experiences,” focused on designing, implementing, and maintaining impactful work-based learning programs.

“Work-based learning is one of the most powerful predictors of future employment success for students with disabilities,” said Brett Baker. “Our goal is to help districts design programs that are not only inclusive and effective but truly prepare students for meaningful careers and independent lives.”

Brett Baker shared best practices for embedding goals and objectives into work-based learning, applying task analyses, and creating inclusive workflows. Participants examined real-world examples and discussed practical solutions to common implementation challenges.

Want to learn more? Explore how PCG can support your goals for student success here.