Work Safety Skills: A Neglected Curricular Area

Abstract

Available data suggest that individuals with disabilities are sustaining injuries due to work accidents at levels comparable to workers without disabilities. Although there have been a few reports on work safety in the supported employment literature, there virtually has been nothing written about work safety skills training for students with disabilities in transition programs. Consequently, little is known about the extent to which such instruction is being provided, or about the content and quality of this instruction. The purpose of the present study was to investigate the nature and content of work safety skills instruction delivered to a sample of students with disabilities at the middle and secondary levels. The implications of these findings and recommendations for instruction are presented.

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