Fostering Neurodivergent Talent: Participation, Barriers, and Experiences in Work-Integrated Learning
This research examines neurodivergent learners’ experiences with work-integrated learning programs: learners’ awareness of programs and perceived value; participation rates; neurodivergence disclosure rates; and workplace challenges encountered.
As a bridge between postsecondary education and employment, work-integrated learning can play an important role in supporting neurodivergent students’ educational and career development
What are their prime motivations for enrolling in these programs? What barriers exist in accessing the programs? What challenges face students when integrating into the workplace? How are these students supported and accommodated? The research paper ends with actionable recommendations for post-secondary institutions to deal with these questions.
Read the issue briefing to get our full analysis.
Cette publication est disponible en français.
Key findings
Designing WIL to unlock neurodivergent talent
Interest in WIL strong, but completion rates low
Practical outcomes drive WIL participation
Low awareness and perceived value limit participation
Where WIL experiences fall short
Improving WIL access, navigation, and support
Appendix A: Methodology
