Internships in Higher Education: Promoting Success for Students with Disabilities

Briel, Lori W.; Getzel, Elizabeth Evans

doi:10.18061/dsq.v21i1.254

Cited by 17 publications

(16 citation statements)

References 5 publications

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“…Briel and Getzel (2001) provide strategies that can be utilized to improve the success of students on internships. These include initial feedback from site supervisors and urging them to familiarize themselves with the instructional strategies of academic programmes and assignments.…”

Section: Recommendations and Implications For Policy And Teaching Pramentioning

confidence: 99%

The Challenges and Measures for Internship among Fourth-Year Students in the Department of Lifelong Learning and Community Education at the University of Namibia

Shaketange¹,

Kanyimba²,

Brown³

2017

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Internship is practice-based learning that forges a close relationship between universities and workplaces. The aim of this study was to investigate the challenges and measures for internship among fourth-year education students in the Department of Lifelong Learning and Community Education (DLLCE) at the University of Namibia (UNAM). The study embraced a mixed methods approach because it sequentially employs quantitative and qualitative research procedures. According to the interns, academic challenges that they face are the lack of support from the internship agency and lack of materials to do assignments from the academic supervisors. The logistical challenges pertain to lack of transport and accommodation facilities. Interns expressed need to develop their skills for writing, leadership and management skills as some of the measures to make internship an effective learning path. They also put forward four categories of measures that can be applied to ensure that internship becomes a valuable path of learning for students in the DLLCE. The categories relate to the orientation of students, enhancing student knowledge, developing agreements with agencies and procedures relating to the internship process. Based on the testimonies of the interns, it is recommended that fourthyear students be adequately orientated before they enter an internship and that the internship process be made explicit. Moreover, according to these testimonies, there is a need to give assignments that integrate how to transfer learning pertaining to leadership and management skills into places where student interns undertake their internship and that lecturers must teach the skills of minute taking, report writing, formal letter writing and proposal writing. Finally, the DLLCE should use the UNAM's office of External and International Relations to enter into formal agreements with the agencies of attachment. This would help students to identify the agencies that relate to the DLLCE and hence have enough time to address the academic and logistical issues of interns.

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Section: Recommendations and Implications For Policy And Teaching Pramentioning

confidence: 99%

The Challenges and Measures for Internship among Fourth-Year Students in the Department of Lifelong Learning and Community Education at the University of Namibia

Shaketange¹,

Kanyimba²,

Brown³

2017

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“…These factors may include a greater external locus of control, lack of goal orientation, lack of awareness of career options, and a lack of employment skills (Hitchings et al, 2001). Furthermore, as Briel and Getzel (2001) noted, many college students with disabilities have little or no work experience; thus, they have little knowledge of how their disabilities will effect their life on the job. Internships are an opportunity to assess career choices and future support needs.…”

Section: Students With Disabilities In the College Settingmentioning

confidence: 99%

“…Typically, the campus's Office of Civil Rights is responsible for the enforcement of Section 504 regulations (Thomas, 2000). The institution's Disability Services Office and/or Career Development Center is the entity on campus that coordinates student disability documentation and accommodation (Briel & Getzel, 2001).…”

Section: Relevant Federal Lawsmentioning

confidence: 99%

“…Since both Section 504 and the ADA provide for equal access and accommodations for college students with disabilities in their internships (Briel & Getzel, 2001), there is some overlap of coverage from each (Khubchandani, n.d.). However, there is some disagreement over who has the responsibility to provide accommodations in an internship.…”

Section: Relevant Federal Lawsmentioning

confidence: 99%

“…Factors related to internship site selection include the nature of the work environment, the style of the supervisor, the responsibilities Downloaded by [Umeå University Library] at 21:52 10 October 2014 Barnes and guidelines for supervisors, program academic requirements, and finding a match for the student (Briel & Getzel, 2001).…”

Section: Internship Site and Content Selectionmentioning

confidence: 99%

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Sports Management and Administration Internships and Students With Disabilities: Responsibilities and Practices for Success

Barnes

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Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus

2008

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Internships in Higher Education: Promoting Success for Students with Disabilities

Cited by 17 publications

References 5 publications

The Challenges and Measures for Internship among Fourth-Year Students in the Department of Lifelong Learning and Community Education at the University of Namibia

The Challenges and Measures for Internship among Fourth-Year Students in the Department of Lifelong Learning and Community Education at the University of Namibia

Sports Management and Administration Internships and Students With Disabilities: Responsibilities and Practices for Success

Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus

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