INCLUSIVE INTERNSHIP PROGRAMS: 

A How-to Guide for Employers

OFFICE OF DISABILITY EMPLOYMENT POLICY

UNITED STATES DEPARTMENT OF LABOR
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS ii

ACKNOWLEDGEMENTS

The Office of Disability Employment Policy would like to 

thank the numerous people who have contributed to the 

development of this Guide, which has taken a variety of 

forms over several years. Nathan Cunningham, a member 

of ODEP’s staff, is the primary author for the current 

version of the document, which differs substantially in 

both scope and focus from earlier versions.

The mention of trade names, commercial products, or organizations does not imply the 

endorsement of the U.S. Department of Labor.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS iii

TABLE OF 

CONTENTS

INTRODUCTION: The Importance of Establishing Internship 

Programs for Young Adults 1

The Importance of Internships 1

Building an Inclusive Workplace 1

The Purpose of this Guide 2

Guide Contents 2

CHAPTER I: The Benefits of Internship Programs 3

Overview 3

Innovative and Diverse Perspectives 3

Interns as Prospective Employees 5

Leadership Growth Opportunities for Existing Staff 5

Other Business Advantages of Internship Programs 6

Benefits to Interns 8

CHAPTER II: Laying the Groundwork for Establishing An 

Inclusive Internship Program 9

Identifying Leadership 9

Determining the Mission and Goals of the Program 10

Determining the Need for the Program and the Role of Existing Staff 10

Determining the Available Resources for the Program 11

Promoting Inclusion 13

CHAPTER III: The Process of Implementing an Internship Program from 

Beginning to End 15

Internship Timeline 15

Internship Application Package 16

Internship Application Dissemination 17

Training Supervisors and Staff 18

Applicant Review and Interviews 19

Selection and Placement of Interns 20

Accommodations 20

Assistive Technology 22

Personal Assistance Services (PAS) 22

Internship Orientation 23

Mentoring 24

Final Steps 25
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS iv

CHAPTER IV: Evaluating the Internship Program 26

The Importance of Evaluations 26

Steps in Designing, Constructing, and Implementing Evaluations 26

Evaluation Measures 26

Evaluation Data Collection 27

Evaluation Methods 27

Intern and Workplace Supervisor Evaluations 29

Obtaining an Evaluator 29

Synthesizing and Reporting Results 30

Conclusion 30

Endnotes 31

APPENDIX A: Resources on the Business Perspective for Hiring/Retaining 

Individuals with Disabilities 33

APPENDIX B: 25 Steps Essential to Establishing a Program 36

APPENDIX C: Sample Internship Position Description 38

APPENDIX D: Disability Etiquette for the Workplace and Beyond 39

APPENDIX E: Sample Internship Orientation Agenda 41

APPENDIX F: Sample Intern Self-Assessment Form 42

APPENDIX G: Sample Internship Work Plan 43

APPENDIX H: Mentoring 45

APPENDIX I-1: Sample Intern Mid-Program Evaluation 50

APPENDIX I-2: Sample Supervisor Mid-Program Evaluation 52

APPENDIX J-1: Sample Intern Final Evaluation 53

APPENDIX J-2: Sample Supervisor Final Evaluation 55
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 1

INTRODUCTION: 

The Importance 

of Establishing 

Internship 

Programs for 

Young Adults

The Importance of Internships

Well-structured internship programs benefit both interns and employers. By 

participating in these valuable on-the-job learning opportunities, interns augment 

their work experience, hone important work skills, develop their career goals, and 

establish connections that may prove useful throughout the span of their careers.

In turn, internships give employers access to a pool of motivated individuals who 

bring fresh thinking and innovation to their workplaces. Internships can also serve 

as a risk-free pipeline to meet the recruitment needs of the business, organization, 

or agency. Allowing employers to assess prospective candidates prior to making a 

permanent hiring decision improves the efficacy of the decision-making process and 

increases the likelihood of a successful match. Internships also provide leadership 

and management growth experience to the businesses’ existing staff members 

who oversee the internship program and its participants. In short, there are many 

business advantages to hosting internship programs. 

Building an Inclusive Workplace

Building an inclusive workplace is a major facet of the modern workforce. A study 

by Forbes shows that most employers recognize the benefits of diversity; 97% of 

companies surveyed have a formal diversity plan in place.2 Employers strive for 

diversity because an inclusive workforce drives innovation, fosters creativity, and 

guides business strategies.3 Companies no longer view diversity and inclusion efforts 

as separate from their other business practices. They also recognize that a diverse 

workforce can differentiate them from their competitors and can help them capture 

new clients and increase market share.

As the topic of diversity appears throughout this guide, it signifies any number of 

experiences or characteristics that people bring to the workplace. Race, ethnicity, and 

sex are common factors in diversity initiatives, but it is also important to consider 

sexual orientation, gender identity, age, and disability when striving towards 

inclusion because they are often overlooked.4

 As employers strive towards full 

inclusion in the workplace, they should incorporate a comprehensive definition of 

diversity that applies to all hiring practices, including internship programs.

An internship provides 

students and recent 

graduates with 

the opportunity to 

expand and connect 

classroom learning 

under supervision in a 

work-based context. An 

internship is grounded 

in experiential learning 

with an emphasis on selfreflection and on-the-job 

professional experience 

in an occupational career 

field of the intern’s 

choice.1

1. “Definitions,” National Collaborative on 

Workforce and Disability for Youth, accessed 

April 22 2014, http://www.ncwd-youth.info/

definitions#nametaxonomy-vtn-term-I.

2. Global Diversity and Inclusion: Fostering 

Innovation through a Diverse Workforce,” Forbes 

Insights, last modified 2011, http://images.forbes.

com/forbesinsights/StudyPDFs/Innovation_

Through_Diversity.pdf, 12.

3. Ibid., 5. 

4. Ibid., 12.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 2

The Purpose of this Guide

Public and private employers of all sizes can reference this guide to learn about 

the benefits associated with facilitating inclusive internship programs as well as 

the components to consider when designing, implementing, and evaluating these 

programs. It is important to note that an internship program can vary greatly in 

size from one intern in a small office to a whole group spread out across a larger 

employer. As employers reference this guide, they can adapt its recommendations to 

meet the goals of their specific program. 

This guide also features information and resources employers can use when 

promoting inclusion in their business, organization, or agency. For example, 

having flexible work schedules allows more students and recent graduates of all 

backgrounds to participate in the internship program and bring their skills and 

perspectives to the job. This guide also details how managing accommodations for 

interns with disabilities increases their overall productivity and benefits both parties. 

Ensuring that internship programs are accessible for all youth, including youth with 

disabilities, is a major step towards building an inclusive workplace. Reference 

Appendix A at any point throughout this guide for a list of resources that can provide 

further guidance on the hiring of people with disabilities.

Guide Contents

This guide explores the following points:

•	 The importance of establishing internship programs for young adults, including 

youth with disabilities, due to the business advantages employers can derive 

from them

•	 The initial groundwork necessary for proposing and planning an internship 

program 

•	 The major components in designing and implementing an internship program

•	 The process of evaluating an internship program and its participants for 

continuous improvement 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 3

CHAPTER I: 

The Benefits 

of Internship 

Programs

Overview

Public and private employers of all sizes can recognize many benefits from 

implementing inclusive internship programs. From hosting 1 intern to hiring 100, these 

benefits translate regardless of scale. In particular, internships allow employers to: 

•	 Access a pool of motivated individuals who bring fresh thinking and innovation to 

the workplace

•	 Promote an inclusive workplace by hiring interns from diverse backgrounds, 

including those with disabilities 

•	 Meet recruitment needs by providing a risk-free pipeline of potential candidates to 

access for permanent positions 

•	 Provide leadership and management growth opportunities to existing staff who 

direct or mentor interns

•	 Encourage existing staff to diversify their workload and skills by pursuing new 

projects with assistance from interns 

•	 Increase the productivity and retention rate of employees 

•	 Extend visibility of their business, organization, or agency through positive public 

relations associated with hiring interns

•	 Help develop the work experience, skills, and career goals of the nation’s future 

workforce

Innovative and Diverse Perspectives 

Employers in the modern workforce recognize the value of diverse perspectives in 

their workplaces because they foster innovation and new ideas. In fact, recruiting, 

developing, and retaining employees with an array of experiences and characteristics 

is key for fostering a workplace that attracts top talent. Diversity on the inside 

also ensures that programs, products, and/or policies are accessible and culturally 

appropriate for more targeted audiences on the outside.5

 Because incorporating all 

aspects of diversity, including disability, can increase a company’s overall market 

share, having an inclusive workplace is also an important strategy for business 

success in the global economy.

Internships are one way that employers can capitalize on these benefits. For instance, 

young adult interns are often extremely motivated individuals eager to both 

influence and learn from their work environments. They can even bring to the table 

perspectives that the business may be lacking. For example, as strategies like social 

media become more and more essential to operations and outreach, young adult 

interns can bring the knowledge and skills necessary to help employers in navigating 

these online environments. Young adults are often at ease using platforms like 

Twitter, Facebook, LinkedIn, and YouTube to the benefit of the business, organization, 

or agency where they work. 

Internship programs 

allow employers to 

promote innovative and 

diverse perspectives in 

the workplace, assess 

interns as prospective 

employees, encourage 

leadership growth of 

existing staff, reap other 

business advantages, and 

help develop young adult 

interns in the early stages 

of their careers.

5. Ibid., 3.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 4

Furthermore, diverse teams that include people with disabilities can be more 

creative and contribute to the development of more efficient and effective business 

processes.6 They can also provide insight about how customers with disabilities 

perceive and interact with products and services, which can be valuable in attracting 

that share of the market. In fact, people with disabilities represent a large segment of 

the market. According to a report from MarketResearch.com, 54 million Americans 

with disabilities make up the third largest market segment behind Baby Boomers and 

the mature market, placing them ahead of Hispanics, African Americans, Generation 

X, teenagers, and Asian Americans. This segment of the population also includes 

approximately 3.4 million disabled veterans, 180,000 of whom are service members 

returning from the recent conflicts overseas.7 

“At the end of the day, 

promoting diversity 

is good business. In 

the private sector, 

employers like Wells 

Fargo proactively recruit, 

hire and develop diverse 

employees, including 

persons with disabilities, 

to ensure their workforce 

is representative of their 

customers and to develop 

their reputation as an 

‘employer of choice.’”8

6. Michele Jayne and Robert Dipboye, “Leveraging 

Diversity to Improve Business Performance: 

Research Findings and Recommendations for 

Organizations,” Human Resource Management 43, 

no. 4 (2004): 409-424, http://web.mit.edu/cortiz/

www/Diversity/Jayne%20and%20Dipboye%20

2004.pdf.

7. “Number of Disabled U.S. Veterans 

Rising,” Associated Press, last modified 

February 11 2009, http://www.cbsnews.com/

stories/2008/05/11/national/main4086442.

shtml?source=RSSattr=Health_4086442. 

8. N. Younes, “Getting Corporations Ready to Recruit 

Workers with Disabilities,” Journal of Vocational 

Rehabilitation 16, no. 2 (2001): 89-91. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 5

Interns as Prospective Employees 

Because interns are often students seeking permanent placements following 

graduation, they are one potential pipeline for meeting the recruitment needs of the 

business, organization, or agency. Employers can assess interns as candidates for 

permanent positions during the risk-free period of the internship.

The National Association of Colleges and Employers (NACE)’s 2014 Internship & 

Co-Op Survey demonstrates how employers use internship programs to identify 

prospective employees: 

•	 64.8% of interns received full-time offers from employers 

•	 79% of interns accepted these offers 

•	 56.8% of co-op students10 received full-time offers, which was up from 

48.8% in 2013

Employers can also leverage internships as part of their strategy for succession 

planning.11 For those employers who do not yet have a plan for continuing to foster 

institutional knowledge over time, internships can serve as a valuable place to start. 

In fact, data on workforce projections reinforces the importance of this idea in the 

coming years. 

According to research conducted by the Georgetown University Center on Education 

and Workforce, “between 2008 and 2018, the economy will create 47 million job 

openings: 14 million new jobs and 33 million job openings to replace retiring baby 

boomers. Job openings that require at least some postsecondary education or 

training will make up 64% of all job openings and will include the majority of long 

term career jobs.”12 The research also states that several key industries will lose most 

of their postsecondary-educated workers, including those in professional, scientific, 

technical services, education services, high-level management of companies and 

enterprises, and those in finance and insurance divisions. According to a report from 

the U.S. Government Accountability Office, 31% of the federal workforce will be 

eligible for retirement in 2017.13

Leadership Growth Opportunities for Existing Staff 

Internship programs can also provide employers with leadership and management 

growth opportunities for existing staff who direct or mentor interns. Employers 

can encourage existing staff to diversify their workload and skills by pursuing new 

projects with assistance from interns.

Supervising or mentoring interns can produce the following benefits:

•	 Personal and professional satisfaction from facilitating a colleague’s career 

development

“At Adecco, we know our 

diversity and inclusion 

initiatives are critical to the 

future of our business. We have 

seen the power of how our 

diverse workforce, including 

people with disabilities, is 

invaluable to our company 

as well as our clients. We are 

proud to lead the way as we 

continue to develop the diversity 

of our human capital, as well as 

the talent working for our over 

150,000 clients, to provide better 

work and a better life for all.” 

Lois Cooper (2009), Vice President of 

Diversity & Inclusion at Adecco USA.9

9 . “Adecco USA Recognized as Leader for 

Workforce Inclusion,” Adecco Group (Melville, 

NY: Adecco Group, 2009). http://www.adeccousa.

com/articles/Adecco-USA-recognized-as-leaderfor-workforce-inclusion.html?id=102&url=/

pressroom/pressreleases/Archives/Forms/AllItems.

aspx&templateurl=/AboutUs/pressroom/Pages/

Press-release.aspx. 

10. A cooperative education allows students to gain 

professional work experience, often compensated 

with pay, as part of an academic program. Learn 

more here: http://www.stevens.edu/sit/co-op/

future-students/what-is.cfm.

11. R. Bottner, Total Internship Management: 

The Employer’s Guide to Building the Ultimate 

Internship Program (Acton, ME: Intern Bridge, Inc., 

2009), 31. 

12. Anthony Carnevale, Nicole Smith, and 

Jeff Strohl, “Help Wanted: Projections of Jobs 

and Education Requirements through 2018,” 

Georgetown University Center on Education and 

the Workforce, accessed June 2010, https://cew.

georgetown.edu/report/help-wanted/, 14.

13. “Recent Trends in Federal Civilian Employment 

and Compensation,” U.S. Government 

Accountability Office, last modified January 29 2014, 

http://www.gao.gov/products/GAO-14-215. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 6

•	 Recognition from peers and the employer for contributing time and expertise

•	 Opportunities to develop interpersonal skills by exercising many of the same skills

required to effectively supervise and manage employees

•	 Opportunities to focus energy outside of themselves

•	 A deeper understanding of other employees’ experiences

•	 Preparation for taking on greater responsibilities and leadership roles14

Furthermore, a five year study revealed higher job retention rates among mentors.15 

Mentors were also more likely to receive salary raises and promotions.16 When more

experienced employees mentored newly hired employees, the job retention rate

of both mentors and mentees was about 20% greater than for non-participants.

Researchers calculated the return on the company’s investment in the mentoring

program at 1,000% based on the higher rates of retention and job performance

amongst mentoring participants.17

Other Business Advantages of Internship Programs

Inclusive internship programs offer many other business advantages. For example,

internships can expand visibility of the business, organization, or agency through

positive public relations with hiring interns.18 Employers also find value in the

reduced costs, increased human capital, and tax incentives associated with hiring

interns with disabilities.

The Employer Assistance and Resource Network (EARN)’s Business Case for Hiring

Individuals with Disabilities (available online at http://askearn.org/BusinessCase/

index.asp) succinctly outlines the benefits to increasing the employment of people

with disabilities in businesses, organizations, and agencies. The primary benefits are

highlighted below.

Reduced Costs – When businesses adopt inclusive recruiting and hiring practices,

they maximize their savings by:

•	 Reducing recruitment costs through expansion of their talent pipeline

•	 Avoiding productivity losses incurred from unfilled positions by having a larger

pool of qualified candidates ready to fill openings

•	 Reducing turnover costs with a talent pool that has high retention rates19

•	 Creating more efficient work processes as a result of implementing

accommodations for workers with disabilities that lead to overall increases in

productivity (Both Walgreens and A & F Woods Company report this benefit)20

•	 Establishing an effective and efficient accommodations process to increase the

productivity and morale of all employees21

•	 Leveraging corporate tax incentives, when applicable, to realize tax credits

ranging from $2,400 - $15,00022

14. E. Pardini, Be a Mentor: Program Training Guide 

for Volunteer Mentors (Fremont, CA: Be A Mentor, 

Inc., 2006), http://www.beamentor.org/coordfrms/

Training%20for%20Mentors.PDF, 6. 

15. J. Holincheck, Case Study: Workforce Analytics at 

Sun. (Stamford, CT: Gartner, Inc., 2006). 

16. Mentoring & Engagement: Sustaining 

Organizational Success (Triple Creek Associates, 

Inc., 2010). 

17. K. Dickinson, T. Jankot, and H. Gracon, Technical 

Report: Sun Mentoring: 1996 to 2009 (2009). 

18. M. True, “Starting and Maintaining a Quality 

Internship Program,” Internship Center at 

Messiah College, Technology Council of Central 

Pennsylvania, 14

19. M. Lengnick-Hall, P. Gaunt, and M. Kulkarni, 

“Overlooked and Underutilized: People with 

Disabilities Are an Untapped Human Resource,” 

Human Resource Management 47, no. 2: 255-273, 

accessed 2008, http://www.shrm.org/Education/

hreducation/Documents/47-2%20Lengnick-Hall%20

et%20al.pdf.

20. Rich Donovan, “Disability: From RedHeaded Step-Child to Golden Girl,” Essential 

Accessibility, accessed July 18 2014, http://www.

essentialaccessibility.com/newsletter/march/

feature.html.

21. Beth Loy, “Workplace Accommodations: Low 

Cost, High Impact,” Job Accommodations Network, 

accessed 2014, http://askjan.org/media/downloads/

LowCostHighImpact.pdf.

22. “Tax Benefits for Businesses Who Have 

Employees with Disabilities,” Internal Revenue 

Service, last modified June 12 2012, http://www.

irs.gov/Businesses/Small-Businesses-%26-SelfEmployed/Tax-Benefits-for-Businesses-Who-HaveEmployees-with-Disabilities. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 7

Increased Human Capital – By creating internship programs that are inclusive of 

interns with disabilities, businesses can expand their hiring pool of qualified workers 

and create a recruiting pipeline for future openings. Inclusive internships can also 

provide a way for employers who are Federal contractors and subcontractors to 

help meet their 7% utilization goal for hiring qualified individuals with disabilities 

under the recently amended regulations to Section 503 of the Rehabilitation Act.23 

The regulations prohibit employment discrimination and require employers to take 

affirmative action in recruiting, hiring, promoting, and retaining individuals with 

disabilities.24 

While some interns with disabilities may need workplace accommodations, most 

employers report that dollar benefits of employing people with disabilities far 

outweigh dollar costs related to accommodations. The Job Accommodation Network 

(JAN), the leading source of free, expert, and confidential guidance on workplace 

accommodations and disability employment issues, surveyed employers who used 

their site and found that 58% of all accommodations had no cost, and those that did 

have a cost measured only $500 on average.25 The same employers reported several 

benefits to making workplace accommodations:

•	 90% of employers said they were able to hire and retain qualified employees

•	 76% of employers felt accommodations were either very or extremely effective

•	 71% of employers experienced increased productivity of employees

•	 39% of employers had reduced workers’ compensation and insurance costs 

Tax Incentives - Tax incentives can provide an added benefit for employers who 

hire a person with a disability by offsetting costs associated with accommodating an 

employee or making businesses accessible. These benefits include the following:

•	 Work Opportunity Tax Credit – up to $2,400 per year, pending reauthorization 

– The Work Opportunity Tax Credit doubles when hiring a Veteran with a 

disability.

•	 Small Business Tax Credit – up to $5,000

•	 Tax Deduction to Remove Architectural and Transportation Barriers to People 

with Disabilities and Elderly Individuals – up to $15,000 per year

23. Rehabilitation Act, 29 U.S.C. § 793 (1993).

24. “New Regulations: Section 503 of the 

Rehabilitation Act,” U.S. Department of Labor’s 

Office of Federal Contract Compliance Programs, 

accessed August 17 2014, http://www.dol.gov/ofccp/

regs/compliance/section503.htm.

25. Beth Loy, “Workplace Accommodations: Low 

Cost, High Impact,” Job Accommodations Network, 

accessed 2014, http://askjan.org/media/downloads/

LowCostHighImpact.pdf.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 8

Benefits to Interns

Young adults see internships as rewarding learning experiences that help guide 

future decisions and professional growth. Internships provide opportunities for 

students to apply what they have learned in school to the work setting and vice 

versa. Specifically, internships:

•	 Offer relevant work experience

•	 Provide a real-life context for issues they are studying about in school 

•	 Aid in developing specific skills like resume building, work readiness skills, and 

soft skills

•	 Help students evaluate potential career fields

•	 Assist with building a professional network26 

Internships can serve as periods of professional experimenting as young adults are 

not expected to know everything, but rather to learn continuously. Employers should 

make interns feel comfortable asking questions, receiving direction and support, 

and absorbing feedback. Reflection, a key element of professional growth, should be 

maximized during an internship. 

However, the internship opportunity is more than career exploration. Over the 

course of the internship, the intern learns to maneuver inside and outside of the 

work environment with confidence, gaining knowledge they can apply in the future. 

There are also opportunities for learning soft skills and for positive interactions with 

colleagues. In this way, interns learn to be responsible to other people, the work 

itself, and the organization as a whole. Many interns, depending on maturity and 

experience, also learn the importance of being on time, maintaining consistent work, 

meeting deadlines, paying attention to details, and having appropriate supervisor 

interactions, all of which are valuable skills for obtaining a position and for position 

advancement.

The benefits discussed here are important for all interns, including those with 

disabilities. In fact, a significant amount of research shows that for youth, with and 

without disabilities, work experience in high school is the greatest indicator of 

post-school success in employment.27 28 Work experiences for young adults with 

disabilities during high school, whether paid or unpaid, unquestionably help 

students acquire jobs after graduation at higher wages than their peers who lack 

such opportunities. 

Internship programs are designed to help young adults make informed choices 

about their careers. Employers working to establish inclusive internship programs 

should recognize the benefits of a diverse group of interns, including interns with 

disabilities.

26. R. Bottner, Total Internship Management: 

The Employer’s Guide to Building the Ultimate 

Internship Program (Acton, ME: Intern Bridge, Inc., 

2009), 37-43.

27. M. Benz, P. Yovanoff, and B. Doren, “Schoolto-Work Components that Predict Postschool 

Success for Students with and without Disabilities,” 

Exceptional Children 63, no. 2 (1997): 155-165.

 28. D. Colley and D. Jamison, “Post-School Results 

for Youth with Disabilities: Key Indicators and Policy 

Implications,” Career Development for Exceptional 

Individuals 21 (1998): 145-160.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 9

CHAPTER II:

Laying the 

Groundwork 

for Establishing 

An Inclusive 

Internship 

Program 

Identifying Leadership

Leadership is needed to lay the groundwork for establishing an internship program. 

For larger employers, leadership can consist of an entire committee that oversees the 

initiative. For smaller employers, leadership may involve a single individual or small 

group of individuals who work with others in the business, organization, or agency to 

coordinate the program. Because consistency is key, leadership should be identified 

early in the process and remain involved in the new program through its first cycle.

The process of identifying leadership for the initiative can vary from top-down to 

bottom-up approaches. In some cases, senior management may choose to launch 

the initiative and/or select leadership to run it. In others, employees themselves 

may decide they want to host an intern or to start a formal program, and they can 

bring their ideas to their supervisors and senior management. Depending on the 

organization, there may be a position dedicated to leading the initiative, or it could 

be a collateral work duty of one or a group of existing staff. For example, many 

employers have recently begun relying on Employee Resource Groups (ERGs) to 

substantively impact business development activities that seize opportunities related 

to different factors in diversity and talent advancement initiatives.29 Businesses may 

want to tap into entities such as these, if they exist, to help establish an internship 

program or promote workplace inclusion. Ultimately to be successful, at a minimum, 

there must be explicit buy-in from senior management and staff-level commitment.

For the purposes of this guide, those identified to lead the internship program will 

be referred to as coordinator(s). Coordinator(s) are responsible for planning and 

overseeing the program from beginning to end. In particular, coordinator(s): 

•	 Ensure that policies and practices, both internal and external, reflect the 

employer’s commitment to inclusion in the workplace, which will be explained in 

greater detail in the “Promoting Inclusion” section of this chapter

•	 Manage the application production, dissemination, and review process

•	 Select and place interns in the workplace

•	 Train supervisors on topics like developing work plans with interns

•	 Inform interns of housing and transportation options available upon relocation 

•	 Troubleshoot concerns arising between supervisors and interns

•	 Manage the review and evaluation of interns, supervisors, and the program as a whole

•	 Maintain relationships with key stakeholders like organizational staff, universities 

and high schools, community organizations, and past, current, and future interns

•	 Continue to update management as the program unfolds 

•	 Ensure the inclusive workplace strategy of the business, organization, or agency is 

utilized throughout the duration of the program 

Establishing an inclusive 

internship program 

requires a few initial 

steps: 

1) identifying leadership,

2) determining the 

mission and goals 

of the program, 

3) determining the need 

for the program and the 

role of existing staff, 

4) determining the 

available resources for 

the program, and 

5) remembering to 

promote inclusion 

throughout the process. 

29. “7 Ways to Enable Your Employee Resource 

Groups Into a Powerful Advancement Platform,” 

Forbes, last updated 2012, http://www.forbes.com/

sites/glennllopis/2012/06/18/7-ways-to-enableyour-employee-resource-groups-into-a-powerfuladvancement-platform/.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 10

Depending on the amount of time coordinator(s) need to invest, employers may want 

to detail the commitment in writing or as a specific performance goal. 

Determining the Mission and Goals of the Program 

Coordinator(s) must initially work with management to determine whether 

identifying and articulating formalized mission and goal statements would be 

foundational to the internship program’s success. For smaller or less formal 

programs, this step may be impractical and/or unnecessary. 

At its core, the mission statement outlines the reasons for establishing the program, 

which are consistent with the values of the business, organization, or agency and 

can also reflect the viewpoints of staff or interns as time goes on. The goal statement 

then guides the objectives and activities of the program in keeping with the mission 

and/or expectations that various stakeholders have for program implementation and 

impact. A thorough discussion of organizational goals and the ways in which they 

translate into program objectives and activities is important; however, coordinator(s) 

should keep in mind that having too many goals for one program can prevent a clear 

understanding of the program’s purpose.

Coordinator(s) should become confident articulating the program’s mission and 

goals to senior management and other stakeholders like staff, workplace supervisors, 

universities and high schools, and prospective interns. 

Determining the Need for the Program and the Role of 

Existing Staff

Internship program coordinator(s) should facilitate a conversation about the specific 

areas of need interns could address within the business, organization, or agency. 

Meetings and surveys are useful tools for hearing from relevant stakeholders, 

like potential workplace supervisors. When coordinator(s) get a sense of senior 

management’s interest or particular use/need for interns, they can begin to identify 

what qualities prospective interns will need and relate these back to the overall 

mission and goals of the program. 

Assessing the need for the program hinges upon the availability of workplace 

supervisors to work directly with interns. The workplace supervisor is typically the 

employee who requests an intern or is assigned one as part of his/her work duties. 

This person has the primary responsibility for providing guidance to the intern on 

work assignments throughout the internship. Depending on the organization, this 

may involve the development of a formalized intern position description outlining 

specific work tasks and assignments, or it may be handled much more informally. 

For smaller programs, the workplace supervisor may also serve as coordinator and 

combine the duties of both roles into one position. Employers, and often senior 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 11

management, can determine what distribution of responsibilities best serves their 

needs. 

While the intern may work with and take direction from various employees, the 

workplace supervisor is the person who assigns and supervises the day-to-day 

work of the intern, though the coordinator(s) may perform these functions in some 

programs. Supervisory responsibilities include:

•	 Orienting the intern to specific work assignments, office schedules and procedures, 

and the team of employees or other interns who will work together

•	 Developing an internship work plan with the intern that outlines the intern’s 

assigned tasks, timelines, and learning objectives

•	 Ensuring the intern has a work space, supplies, equipment, information, and any 

other resources he or she needs to perform the assigned work

•	 Encouraging and approving the intern’s participation in opportunities outside 

of the workplace (e.g., professional development activities, events, meetings, 

networking)

•	 Providing feedback to the intern on work and progress towards goals at mid-term 

and final evaluation

•	 Conducting an exit interview with the intern

Existing staff, whether supervisors or those involved in the application and hiring 

process, should also remember to foster a relationship of trust and respect for 

confidentiality with interns. While personal information may be collected as it 

relates to the position or hiring process, this information should remain secure, 

as would be the case for personal information related to full-time employees. 

Furthermore, interns and employees with disabilities should feel comfortable 

disclosing and requesting accommodations without fear of coworkers gaining access 

to this information. Everyone, including new interns, should be aware that trust 

is a valuable part of the business, organization, or agency where they work. This 

strategy ultimately solidifies the importance of workplace inclusion and is something 

coordinator(s) should make all staff aware of. 

Determining the Available Resources for the Program

As part of the initial planning, coordinator(s) should also consider how the program 

fits into the budget and available resources of the business, organization, or agency. 

Senior management is likely responsible for allocating the time and money necessary 

to shape the desired program. If identified needs cannot be met within available 

resources, management will have to establish priorities, which may mean sharing 

interns or limiting the number of interns hired. The assessment of available resources 

should incorporate time for planning and evaluation within the overall timeline, 

which will vary depending on the length of the internship. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 12

One major factor to consider as part of the budget is whether or not the internship 

program will compensate interns through pay and/or course credit. Pay may not be 

the central motivation for interns,30 but it is considered a best practice because it 

can attract a wider array of candidates to the business, organization, or agency.31 The 

following are some factors to consider when determining compensation for interns:

•	 The quality of an intern’s experience is not necessarily diminished because the 

internship is unpaid. Nevertheless, the quality and number of applicants may be 

reduced because financial need prevents some highly qualified students from 

pursuing unpaid opportunities.

•	 In a for-profit organization, it is common for employers to offer a stipend or hourly 

wage. The advantage of a stipend is that an organization can avoid adding shortterm workers to the payroll. Nevertheless, be sure to determine and satisfy any 

federal and state income tax requirements related to paying interns. 

•	 If a for-profit organization chooses to use unpaid interns, the organization must 

ensure that interns are considered trainees under the Fair Labor Standards Act (see 

below).

•	 In some fields such as computer science and information systems, paid internships 

are the norm because students bring specialized skills to the hiring organization. 

Students majoring in these fields are in high demand and may have the luxury of 

choosing the best offer.

•	 In the not-for-profit sector, internships are commonly unpaid. For the most part, 

students interested in working with not-for-profit organizations are aware that 

these may be volunteer positions.

•	 In the case of unpaid internships, it is common for interns to work part-time so 

they can earn money through another job.

•	 Not all students can receive academic credit for internship/co-op experience. 

Students need to check with their academic department to learn if credit 

arrangements can be made.

•	 Given the limited duration of internships, the out-of-pocket costs associated with 

compensating interns may produce a strong return on investment and “payout” 

over the long run in the form of lower recruiting costs and reduced turnover.

30. R. Bottner, Total Internship Management: 

The Employer’s Guide to Building the Ultimate 

Internship Program (Acton, ME: Intern Bridge, Inc., 

2009).

31. J. Cunningham, Building a Premier Internship 

Program: A Practical Guide for Employers, 

(Bethlehem, PA: National Association of Colleges 

and Employers, 2004). 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 13

Some employers may already have policies and guidelines on what interns should be 

paid, or they can find this information through online searches. The following intern 

wage ranges are examples from Rutgers University:32 

•	 Computer Science/Engineering: $18 - 25/hr

•	 Business: $15 - 25/hr

•	 Liberal Arts: $10 - 25/hr 

In order for private sector employers to understand whether or not interns must be 

paid at least the minimum wage under the Fair Labor Standards Act, the Department 

of Labor has released the following resource: http://www.dol.gov/whd/regs/

compliance/whdfs71.pdf. This fact sheet details the six criteria for determining 

situations in which for-profit companies can hire interns without compensation. 

Promoting Inclusion

The fifth step to laying the groundwork for an inclusive internship program is to 

ensure that workplace culture embraces diversity in all forms, including disability. To 

meet this goal, coordinator(s) should assess the extent to which the employer already 

promotes inclusion within its workplace culture and hiring strategies, while also 

identifying where there is room for improvement. 

Coordinator(s) should be prepared to recommend adjustments to senior management 

as necessary because their endorsement of diversity in the workplace is critical.33 

These recommendations can center around ensuring that the business, organization, 

or agency is prepared to take on the logistics of an inclusive internship program. 

In particular, physical, technological, and attitudinal barriers to hiring interns or 

employees with disabilities must be eliminated. 

Physical and technological environments must be made accessible to all interns, 

including those with disabilities. Employers should consider the following factors: 

•	 Fire alarms and emergency exit plans that can be utilized by employees with 

various disabilities 

•	 Entrances/exits, hallways, restrooms, work spaces, and desks that are universally 

accessible

•	 Operating systems, software applications, and telecommunications products that 

are conducive to the productivity of all employees 

Reframing attitudes towards employees with disabilities may also be necessary 

to promote inclusion in the workplace. There may be some employees within the 

organization who exhibit negative attitudes towards employees with disabilities 

based upon stereotypical thinking and assumptions about what people with 

disabilities can and cannot do. These attitudinal barriers often impede meaningful 

communication between people with and without disabilities and are often passively 

32. “Internship Program Development 101,” Career 

Services, accessed August 19 2014, http://careers.

rutgers.edu/page.cfm?page_ID=315. 

33. “Global Diversity and Inclusion: Fostering 

Innovation through a Diverse Workforce,” Forbes 

Insights, last modified 2011, http://images.forbes.

com/forbesinsights/StudyPDFs/Innovation_

Through_Diversity.pdf, 15. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 14

learned, so unlearning them takes effort and interaction.34 Staff can begin avoiding 

stereotypes by thinking of people with disabilities first and foremost as people. 

In this way, language has much to do with influencing attitudes. Person-first language 

emphasizes that people with disabilities are “people first,” rather than being defined 

by their disability. It is the most prevalent way to refer to people with disabilities in 

professional settings today. 

Using the principle of person-first language and engaging in the use of positive 

language is an important part of the larger effort to change perceptions of people 

with disabilities in the workplace and thereby promote inclusion. Coordinator(s) 

should encourage discussions around disability awareness and attend to issues 

that may emerge. Disability awareness training sessions are one tool for dispelling 

misconceptions or low expectations about workers with disabilities. Consultants 

are available to provide assistance and can be located through online searches. 

Whatever strategy is used, holding only one session is probably not going to be 

effective. Sessions should be repeated often. For an example of a training module 

that addresses diversity and the workplace culture, see http://www.transcen.

org/DandD/intro.html. See Appendix A for a list of organizations that can help 

businesses hire and retain young adult interns and people with disabilities.

34. A. Miller, “Best Practices for Formal Youth 

Mentoring,” The Blackwell Handbook of Mentoring: 

A Multiple Perspectives Approach, (Malden, MA: 

Blackwell Publishing, 2007), 307-324.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 15

CHAPTER III: 

The Process of 

Implementing 

an Internship 

Program from 

Beginning to End

After carrying out the 

initial steps, employers 

can continue the process 

of implementing, running, 

and evaluating an inclusive 

internship program. See 

Appendix B for a complete 

list of steps to follow. 

Internship Timeline

Determining the timeline for the internship program is an important process. The 

table below details a suggested schedule for a summer program.

Table 1: Sample Internship Timeline

Month Task

October •	 Identify coordinator(s) to lead the program

•	 Ensure the workplace is inclusive and accessible for everyone 

•	 Identify the need for the program by connecting with senior management and 

potential workplace supervisors 

•	 Determine the budget, resources, and scale of the program along with optional 

mission and goal statements

•	 Compile the internship application package

November 

& December

•	 Disseminate the accessible internship application package to colleges and 

universities, internship websites, social media, and local career fairs

•	 Determine the form, scope, and methodology that will be used in conducting 

the evaluation (see Chapter IV)

January •	 Close the application period and begin to review candidates with input from 

workplace supervisors 

•	 Schedule phone interviews to screen candidates 

February •	 If necessary, schedule an additional round of interviews

•	 Notify selected interns

•	 Train workplace supervisors

March •	 Manage accommodation requests 

•	 Compile and disseminate program or logistical information to interns with 

input from workplace supervisors 

April •	 Prepare workplaces and orientation materials for interns 

May •	 Welcome interns and conduct orientation and training, which can include 

important activities like mentoring

June & July •	 Maintain communication with interns

•	 Conduct mid-term evaluation between interns and supervisors 

August •	 Conduct final evaluation, exit interviews, and anonymous surveys

September •	 Contact former interns to assist in recruitment of future interns 

The above timeline is merely a sample and can be altered to fit the needs of the 

business, organization, or agency. For example, internships are typically summer 

positions that last 2-3 months, but they can also occur during spring or fall semesters 

on a full- or part-time basis. Internships can also last a full year and include recent 

graduates. In fact, longer internships provide greater opportunity for both employers 

and interns to reap the benefits discussed earlier in this guide. Because it takes time 

to acclimate to a new workplace environment, interns who stay longer might have a 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 16

greater impact. However, student interest and availability are generally tied to school 

terms, which makes summer internships the most common option.35 Either way, this 

timeline shows that employers should begin planning well in advance to successfully 

run their inclusive internship program. 

Internship Application Package

The internship application package should reflect the mission, goals, and needs 

laid out by the business, organization, or agency. It is important to attract the right 

candidates for open slots by being clear and up front about expectations and job 

duties in the position description. The application should also be made accessible 

online to attract a diverse applicant pool, and potential applicants should be made 

aware that reasonable accommodations will be provided, if requested, in the 

application process, interviews, and during employment in the event they are hired. 

Employers who provide the opportunity for applicants to disclose at these various 

points are demonstrating their willingness to include people with disabilities in their 

internship programs. 

In particular, the online application should include: 

•	 Name and location of the business, 

organization, or agency

•	 Mission statement 

•	 Position title 

•	 Internship position announcement, 

including the knowledge, skills, and 

experience requested

•	 List of additional application package 

components, such as resumes, writing 

samples, transcripts, or letters of 

recommendation 

•	 Work hours

•	 Duration

•	 Salary or other compensation 

•	 Application process details, including 

a projected timeline 

•	 Contact information 

•	 Education requirements

•	 Technical knowledge or skills 

requirements

•	 Languages spoken

•	 Desired Training and professional 

development opportunities as part of 

the job

•	 Travel requirements

•	 Requests for accommodation needs 

in order to conduct the interview and/

or fully participate in the work of the 

internship 

See Appendix C for a sample.

35. “Model Internship Guidelines,” NASPAA 

Newsletter, October 2003.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 17

Internship Application Dissemination 

It is important to strategically disseminate the internship application package to 

audiences that will be a good fit for the business, organization, or agency. Employers 

can utilize existing networks or build relationships with new partners through 

advertising their program. They can post the position description on their own 

website and on other career or internship websites, and they can email it out to 

career centers in colleges or universities. Maintaining contact with former interns is 

another great way to make local or national connections that can serve as pipelines 

for future recruitment. 

Examples of general dissemination platforms include: 

•	 Colleges and universities

•	 Career centers and fairs

•	 Employer’s website and social media 

platforms

•	 Internship websites

•	 American Job Centers

•	 Chambers of Commerce 

•	 Human Resources Councils 

Examples of dissemination platforms targeting applicants with disabilities include: 

•	 Workforce Recruitment Program

•	 Career Opportunities for Students with Disabilities

•	 USBLN Business Leadership Networks

•	 Disability.gov

Employers can communicate information about the internship program in many 

formats. A catchy flyer or newsletter blurb, a page on the website, a social media 

post, and a table at a career fair or conference are all great mediums for information 

dissemination. Employers should make sure to include the following information in 

their publicity efforts: 

•	 Brief overview of the business, organization, or agency

•	 Description of the internship program or position 

•	 Pertinent dates in the application process

•	 Point of contact or ways for interested candidates to learn more

Disseminating the application and any accompanying materials should prioritize 

access and ease of use by all interested candidates, which often entails distributing 

copies online in accessible formats. The Partnership on Employment & Accessible 

Technology (PEAT) is a national technical assistance center with resources that can 

help employers understand how to develop, procure, and implement technology that 

is accessible for everyone. This focus includes making sure that online applications 

meet the needs of all potential candidates in order to tap into the most extensive and 

diverse pool of talent. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 18

Training Supervisors and Staff

Given their day-to-day interaction with interns, workplace supervisors play a central 

role in any successful program. For this reason, training workplace supervisors prior 

to the internship ensures a more productive experience overall as expectations 

are laid out clearly from the beginning. Training workplace supervisors in person is 

ideal, but there are also programs that provide guidance through online formats or 

informational briefs. Online training proves to be an especially valuable strategy for 

certain activities and can be used privately with no time constraints.

As discussed in the last chapter, it is important for coordinator(s) to involve 

supervisors as they assess the need for hiring interns. Training can provide an 

opportunity for supervisors and other stakeholders to translate these identified 

needs into program goals, which can in turn assist supervisors in identifying the 

work they will assign to interns during the program. In setting work assignments, 

supervisors should also consider giving interns the opportunity to identify their own 

developmental goals, and to the extent feasible provide them with assignments 

compatible with working towards those goals. 

Supervisors should be prepared to communicate information about the intern’s work 

assignments in an initial meeting with the intern. Depending on the organization, 

this could consist of completing a formal work plan or a more informal list of tasks 

that can be edited or added to throughout the program. All intern assignments 

should be connected to both clear and concrete learning objectives and core 

competencies, which professionals in that particular field of work need.36 

Some supervisors may require guidance on managing interns, which could also be 

covered during in-house training or through a supplementary leadership training 

session carried out by a third party. These trainings often cover management 

strategies that: 

•	 Support the professional growth of the employee

•	 Create a medium for regular communication between supervisors and interns

•	 Promote opportunities for praise and encouragement of excellence 

•	 Set high expectations from the beginning

•	 Establish expectation of accountability 

•	 Instill some level of independence and autonomy within interns

•	 Reinforce the importance of professional relationships within and outside 

of the office37

Creating an inclusive culture should be a recurring theme that permeates all 

training activities. Ensuring that workplace supervisors and other key stakeholders 

understand the importance of disability etiquette and accommodations in the 

context of all business processes are key strategies for effectively making disability 

36. R. Bottner, Total Internship Management: 

The Employer’s Guide to Building the Ultimate 

Internship Program (Acton, ME: Intern Bridge, Inc., 

2009).

37. Richard Pierce and James Rowell, “The 10 Keys 

to Effective Supervision: A Development Approach,” 

Rising Sun Consultants, accessed August 17 2014, 

http://www.risingsunconsultants.com/images/

white_papers/PDFs/Supervision-Short.pdf.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 19

part of the business, organization, or agency’s overall diversity strategy. While 

accommodations are covered in the next section related to the selection and 

placement of interns, disability etiquette and awareness training should focus on 

increasing knowledge and understanding about the following: 

•	 The importance of promoting inclusion within existing staff through various 

workplace discussions, projects, professional growth opportunities, and 

organizational initiatives

•	 The need to have the same expectations of employees and interns with disabilities 

as those without disabilities and to focus on their accomplishments, interests, and 

goals rather than whether or not they have disabilities

•	 The process that will be used in fulfilling interns’ requests for accommodations and 

educating supervisors on how to handle these discussions as they arise during the 

program 

•	 The importance of respecting interns’ sharing of ideas about how the business 

or agency and its employees could be more inclusive or sensitive to persons with 

disabilities

•	 Steps that should be taken to respect confidentiality in order to build a culture of 

trust between all parties involved in the program 

In addition, general information on disability etiquette can be useful for all program 

stakeholders. Appendix D is an information sheet that can be used in information 

packets given to all participants at orientation or training meetings. It provides 

important introductory information on disability awareness and is valuable as a 

prevention measure. This information sheet is modified from Communicating 

With and About People with Disabilities, available on ODEP’s website at 

http://www.dol.gov/odep/pubs/fact/comucate.htm. See Chapter IV for further 

details. 

Applicant Review and Interviews 

When the deadline for receipt of applications has passed, coordinator(s) and 

workplace supervisors can begin the review process. Using a standardized form for 

multiple reviewers is key for maintaining fairness and consistency. 

Employers should schedule in-person interviews whenever possible, but an initial 

phone interview can suffice for a process with multiple rounds or a large applicant 

pool. After employers select the candidates they would like to interview, they should 

reference the section in the application regarding accommodations and provide them 

if needed. In addition, employers should be aware that some interns may disclose 

additional accommodation needs during the interview that they did not disclose on 

paper. Disclosure can be a challenging process for job seekers with disabilities, and 

employers should remain respectful and open. At the same time, employers should 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 20

be aware of the circumstances in which they can and cannot make disability-related 

inquiries during the hiring process. See Q&A: Enforcement Guidance on DisabilityRelated Inquiries and Medical Examinations of Employees Under the Americans with 

Disabilities Act (http://www.eeoc.gov/policy/docs/qanda-inquiries.html).

A standardized list of questions should be used in all interviews and should gauge 

the strengths, interests, skills, and experiences of candidates. Questions can be 

tailored to specific duties or follow-up from answers given during the interview, 

and interviewers should always give candidates an opportunity to ask questions of 

their own. 

Examples of pertinent interview questions include: 

•	 What do you know about our business, 

organization, or agency?

•	 Why are you interested in interning 

here? 

•	 What knowledge or experience do you 

have that is relevant for this position? 

•	 What strengths and/or weaknesses do 

you see in yourself? 

•	 How would you describe your ability to 

work on a team? 

•	 How will this internship align with 

your personal and professional goals 

moving forward? 

•	 Do you have any questions for us? 

Selection and Placement of Interns 

Placing interns in the workplace depends on the needs of the business, organization, 

or agency and the skills and experiences that interns bring to the table. Hiring should 

be a good fit for both parties involved. 

After concluding the interviews and follow-up discussions, employers are prepared to 

make final selections and placements. Notifying selected candidates can include the 

following information: 

•	 Offer letter

•	 Contract

•	 Placement details 

•	 Contact information for workplace 

supervisors

•	 Orientation location and details 

•	 Organizational regulations 

•	 Dress code and work schedule

•	 Housing

•	 Transportation 

Accommodations 

At this stage in the process, some selected interns who had not done so previously 

may disclose a need for reasonable accommodations. Accommodations are 

the modifications or alterations made to a classroom, a workplace, or another 

environment that allow access for people with disabilities. An individual can 

request reasonable accommodations either orally or in writing, and individuals who 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 21

need reasonable accommodation are responsible for making their needs known 

to their employers. Because employers must be prepared to address reasonable 

accommodation requests in a timely manner, it is imperative that coordinator(s) 

detail the process for providing reasonable accommodation in the training provided 

to workplace supervisors and other key stakeholders. 

Accommodations should be individualized and based on the person’s needs and 

not assumptions about their disability. Examples of reasonable accommodations 

include providing interpreters, readers, or other personal assistance, modifying job 

duties, restructuring work sites, providing flexible work schedules or work sites, and 

providing assistive technology or other workplace adaptive equipment. 

Numerous federal laws address the legal aspects of accommodations. These include 

the Americans with Disabilities Act Amendments Act, Individuals with Disabilities 

Education Act, Section 188 of the Workforce Investment Act, and Section 504 of 

the Rehabilitation Act. Within many communities, teachers and rehabilitation 

professionals have expertise in developing accommodations for individuals 

with disabilities. An excellent resource for information about accommodations 

is the Job Accommodations Network (JAN), which employers can access online 

at www.AskJan.org. JAN represents the most comprehensive resource for job 

accommodations available. 

Most accommodations are quite simple. Table 2 gives examples of the more common 

accommodations. 

Table 2. Common Accommodations in Classrooms, Assessment Settings, and 

Workplaces38

Type of Accommodations Description

Presentation Accommodations Information read aloud

Sign language

Braille

Large print

Directions clarified

Assistance from another person

Presentation Equipment 

Accommodations

Magnification 

Amplification 

Noise buffer

Templates

Audio/video cassettes

Lighting/acoustics

Computer or other machinery

Response Accommodations Communication device (symbol boards, talking boards)

Computer or other machinery

Spell checker

Brailler

Tape recorder

Calculator

38. M. Thurlow, A. House, C. Boys, D. Scott, and J. 

Ysseldyke, “State Participation and Accommodation 

Policies for Students with Disabilities: 1999 

Update (NCEO Synthesis Report 33),” National 

Center on Educational Outcomes (Minneapolis: 

University of Minnesota, 2000), accessed 

July 12 2005, http://www.bibliopedant.com/

HEcX89PKAWIEWUM89COm.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 22

Type of Accommodations Description

Scheduling Accommodations Extended time

Extra breaks

Multiple sessions

Flexible work time (such as around medication schedule)

Setting Accommodations Number (individual may work better alone or in small groups)

Place (individual may work better at home or at an 

off-site setting)

Proximity (individual may need to be closer to instructor, 

restrooms, etc.)

Assistive Technology

Assistive technology (AT) is a specific type of accommodation. As defined by the 

Assistive Technology Act of 2004, assistive technology refers to “any item, piece 

of equipment, or product system, whether acquired commercially, modified, or 

customized, that is used to increase, maintain, or improve the functional capabilities 

of individuals with disabilities.” The range of support can include computer screen 

readers and magnifiers, closed captioning, alternative keyboards, and other special 

software and equipment that makes information devices more accessible. It can also 

include mobility devices and other independent living equipment that is specially 

designed to increase an individual’s ability to perform daily living or work related 

skills. 

There are dozens of non-profit and for-profit organizations that manufacture or sell 

assistive technology equipment, and nearly all of them have web sites. Each state 

has an organization responsible for promoting and supporting the use of assistive 

technologies. A listing of state contacts can be found at http://nichcy.org/stateorganization-search-by-state, www.ncwd-youth.info, or www.fctd.org. The 

website for the Family Center on Assistive Technology (FCTD) at http://www.fctd.

info has information on assistive technology and a newsletter featuring interviews 

with experts. 

Personal Assistance Services (PAS)

Some individuals with disabilities may require Workplace Personal Assistance 

Services, or PAS. The Job Accommodation Network states the following:

“Workplace Personal Assistance Services (WPAS) include work task-related assistance, 

such as the use of a reader for business documents not otherwise available 

electronically, a sign language interpreter for company meetings or trainings, and 

help lifting or reaching work-related items. WPAS may include personal care-related 

assistance such as helping an employee to access the restroom, eat or drink at work, 

or travel for business purposes.”39

39. L. Orslene, L. Batiste, C. Fullmer, and M. 

Gamble, “Personal Assistance Services (WPAS) in 

the Workplace,” Job Accommodation Network, 

accessed March 29 2010, https://askjan.org/media/

downloads/PASDocument.pdf.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 23

Sometimes an employer may not be aware that the intern requires PAS. Though it 

is the responsibility of the intern to make this request known, it is the responsibility 

of the employer to create a space for soliciting these requests, whether through the 

processes of application, interview, selection, or a combination of the three. 

In many cases, if the intern requires PAS to perform tasks associated with the 

job, the employer should pay for PAS as a reasonable accommodation or ask for 

some on-site assistance from other employees (for example, asking a co-worker 

to copy the meeting notes for someone unable to write). Some larger employers 

will provide personal assistance on the job as an ADA accommodation. For most 

moderate and small employers, however, this may not be considered a “reasonable” 

accommodation. 

Remember that PAS enable the person with a disability to perform the essential 

functions of their job. This does not mean that the personal assistant works for the 

organization; they work for the person with a disability. It is critical that employers 

create an environment within their agency or organization that separates the need 

for a personal assistant from the ability of the person with a disability to perform 

their job responsibilities. Tips for supervisors employing interns with disabilities who 

utilize PAS in the workplace include:

•	 Do not ask the PAS to complete work for the individual with a disability. 

•	 If there are concerns about the PAS’s tasks, discuss it with the intern. 

•	 Do not emphasize the presence of the personal assistant—he or she should not be 

treated as an employee of the organization. 

To learn more about WPAS, how to implement it as an accommodation, and 

how to understand it in accordance with the Americans with Disabilities Act and 

guidance issued by the Equal Employment Opportunity Commission, please see this 

information from JAN: http://askjan.org/media/pas.html.

Internship Orientation 

Internship programs of all sizes should open with an orientation that helps to 

acclimate interns to the workplace and clarify expectations from the start.40 

Coordinator(s) and other stakeholders should present an overview of the workplace 

structure and culture, and they should also detail important milestones during 

the program, like events or evaluations. Because orientation sets the tone for new 

interns, it should be carefully planned and reflective of the business, organization, or 

agency as a whole. 

To increase the organization’s appeal to top talent, information about developmental 

opportunities available to interns should also be provided during orientation. For 

example, if the business provides mentors or sponsors recreational activities such 

as sports leagues or happy hours, this type of information could be shared as could 

40. R. Bottner, Total Internship Management: 

The Employer’s Guide to Building the Ultimate 

Internship Program (Acton, ME: Intern Bridge, Inc., 

2009).
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 24

information about training or skills development opportunities such as resume 

writing, interviewing, and networking. Coordinator(s) should also encourage interns 

to get involved in affinity groups or outside organizations that meet their personal 

and/or professional interests. In addition, orientation can serve as a time for interns 

to complete a self-assessment of their personal and professional goals, which they 

can then use to track their accomplishments during the internship. 

See Appendix E for a sample orientation agenda. See Appendix F for a sample selfassessment. After orientation, interns will begin their assignments by meeting with 

their workplace supervisors, as discussed above. See Appendix G for a sample work 

plan that supervisors can meet with interns to fill out. 

Mentoring

Making mentorships part of the internship program can help make the program 

attractive to prospective talent. It is a common practice in private and public sector 

workplaces—not only for interns, but also for newer employees or employees being 

trained for a new or specialized job. Employees who receive ongoing training, 

support, and encouragement from a mentor report greater job satisfaction, an 

important factor in increasing employee retention and productivity. The practice 

of reverse mentoring can also benefit existing staff, especially those further along 

in their careers, by giving them access to young interns and employees with “fresh 

eyes, open minds, and instant links to the technology of our future.”41 In this way, 

mentoring can be a valuable part of the recruitment of employees and interns and 

can set some internship programs apart from others.

A KPMG employee 

explained how mentoring 

benefits the company as 

follows: “It has resulted 

in higher employee 

satisfaction, lower 

turnover, and professionals 

who are better aligned 

with the organization and 

feel part of the team.”42 

In addition, mentors and mentees form positive workplace relationships, often 

across generations and peer groups, which makes mentoring a valuable component 

of any diversity strategy as it can bring together people from different backgrounds 

or departments. At the same time, due to the small number of women, minorities, 

and people with disabilities who hold leadership positions, some employees who are 

minorities may seek mentors in order to connect with peers of similar backgrounds 

and find a place in the workplace culture of the business, organization, or agency. As 

one individual explains, “When you’re part of a minority group, often you don’t know 

the networks to help you advance or how to get yourself in front of the people who 

make decisions.”43 

While some programs may have formal matching components and a required number 

of interactions between mentors and mentees others are much less formal. For 

employers interested in including a formal mentor matching component to their 

internship program, see Appendix H. 

41. Lisa Quast, “Reverse Mentoring: What It Is 

And Why It Is Beneficial,” Forbes, accessed August 

19 2014, http://www.forbes.com/sites/work-inprogress/2011/01/03/reverse-mentoring-what-is-itand-why-is-it-beneficial/. 

42. D. Owens, “Virtual Mentoring,” HR Magazine 51, 

no. 3 (2006), http://www.freepatentsonline.com/

article/Review-Business-Research/272616383.html. 

43. K. Tyler, “Cross-Cultural Connections: Mentoring 

Programs Can Bridge Gaps between Disparate 

Groups,” HR Magazine 52, no. 10 (2007), http://

www.shrm.org/Publications/hrmagazine/

EditorialContent/Pages/1007agenda_diversity.aspx. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 25

Final Steps

Formally concluding the internship program can be important for instilling a sense 

of appreciation within interns and for acknowledging the important contributions 

they have made. The final chapter focuses on these steps, but important pieces to 

remember include: 

•	 Facilitating an exit interview between interns and supervisors, or in more 

formalized programs, the completion of a final self-assessment 

•	 Asking interns to complete a program evaluation in the spirit of continuous 

improvement 

•	 Requesting a written summary of the status of all projects, especially those the 

intern was unable to wrap up

•	 Maintaining contact information for future communication with past interns 

As the internship program ends, employers can think of past interns as alumni. As 

was discussed earlier in this chapter, past interns returning to their school or original 

place of residence can serve as ambassadors who recommend the program to future 

participants. Employers may use email listservs, social networks, or newsletters to 

keep alumni in the loop. At the very least, employers can maintain a database with 

the contact information for past participants. Collecting success stories is another 

benefit to employers because they represent valuable material for future promotion 

and continuation of the internship program itself. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 26

CHAPTER IV: 

Evaluating 

the Internship 

Program

Among the final steps 

to consider when 

implementing an 

internship program is 

evaluation. Depending on 

the size and scope of the 

program, the evaluation 

process can take many 

forms as discussed below. 

Regardless of the form 

that it takes, evaluation is 

strongly recommended for 

employers of any size that 

recruit and hire interns.44

The Importance of Evaluations

Evaluating the internship program on a regular basis will help employers connect 

more effectively with students and provide the best opportunities for discovering 

future talent. To the extent feasible, the evaluation should assess the success of the 

program by examining its impact on key stakeholders, including interns, workplace 

supervisors, other staff, and the business, organization, or agency as a whole. 

In addition, documenting success can go a long way towards making the business 

attractive to prospective interns and career service professionals who recommend 

such programs.45 Evaluations ultimately provide valuable feedback that can help 

facilitate continuous improvement of the program and improve the company’s return 

on investment over time.

Steps in Designing, Constructing, and Implementing 

Evaluations 

A well-designed evaluation should meet the reporting, accountability, and continuous 

improvement needs of the business, organization, or agency, and it can prevent the 

overlap of tasks, limit data duplication, and improve reporting capacity. As part of 

the initial planning, coordinator(s) should consider how to construct and implement 

evaluations to best meet the needs of the employer hosting the program. The 

following steps can help guide this process: 

1. Gauge senior management’s commitment to a formal or informal evaluation 

infrastructure. 

2. Determine which evaluation measures to track. 

3. Develop a system or method for collecting and managing the results of 

evaluations, also known as evaluation data. 

4. Synthesize evaluation data for future use. 

Evaluation Measures

For both formal and informal evaluations, success hinges upon the identification 

and tracking of certain measures. These measures offer insight into how the 

program is meeting or falling short of expectations and are thus critical to program 

improvement. 

Some qualitative measures include: 

•	 Intern Evaluations: Allow interns to assess the program, their supervisor, 

and the business as a whole. Giving them an opportunity to reflect can help 

future programs better meet the needs of interns. Use positive stories for 

future marketing pieces. Use constructive feedback for continuous program 

improvement.

44. R. Bottner, Total Internship Management: 

The Employer’s Guide to Building the Ultimate 

Internship Program (Acton, ME: Intern Bridge, Inc., 

2009).

 45. Ibid.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 27

•	 Supervisor Evaluations: Measure how a program can more effectively meet the

needs of staff through factors like increased morale, productivity, and flexibility to

take work in new directions. Use data to fine-tune professional development and

training needs for staff involved in future programs.

•	 Outcomes: Determine how the program achieved or fell short of stated goals.46 

•	 Benefits: Assess the extent to which the benefits outlined in Chapter I of this guide

were reflected through implementing the internship program.

Some quantitative measures to consider evaluating include:

•	 Application Rate: Measure the extent to which application rates increase or

decrease.

•	 Conversion Rate: Measure the rate at which interns are converted to full-time

employees.

•	 Retention Rate: Measure the rate at which interns hired full-time remain at the

business compared to employees without a prior internship at the business.

•	 Supervisor Retention: Measure the rate at which supervisor repeatedly request

interns.

•	 Performance Ratings: Compare ratings amongst employees and consider adjusting

the intern selection process to address gaps.47 

Evaluation Data Collection

After determining applicable evaluation measures, it is important to begin thinking

about how data around these measures will be collected. Having a well-designed

system in place to both record and store data is an integral component to effective

evaluation of the internship program. When designing a data collection system, begin

by asking the following:

•	 What information needs to be collected?

•	 How should the data be collected?

•	 What are the sources of data collection?

•	 What are the steps that need to be taken to ensure privacy and confidentiality?

Data describing an internship program should include separate assessments of the

individuals involved and of the overall program performance. Thus, there should be

data on the program as a whole, the workplace supervisors, and the interns. When

these data sources are combined, they present a more complete view of the program.

Evaluation Methods

Decisions about the evaluation format that best serves the company’s needs should

be made early on. As discussed above, how the evaluation will be conducted and

46. Michael True, “Starting and Maintaining a 

Quality Internship Program,” Technology Council 

of Central Pennsylvania, accessed August 25 

2014, http://www.virginia.edu/career/intern/

startinganinternship.PDF. 

47. “Employer’s Guidebook to Developing a 

Successful Internship Program,” Nebraska 

Department of Economic Development, 

accessed August 25 2014, http://

neded.org/files/businessdevelopment/

internne/EmployerGuidebook_

DevelopingSuccessfulInternshipProgram.pdf. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 28

the extent of its formality can vary greatly depending on the size and scope of the 

program and resources available to support the evaluation process. In general, there 

are two types of evaluations to consider: 

•	 Formative evaluations, which involve collecting and reporting feedback on an 

ongoing basis to shape and fine-tune program implementation

•	 Summative evaluations, which involve reporting the outcomes and results of the 

process at the end 

Formative and summative evaluations can be as formal as written surveys every 

few weeks and at the end of the program, or they can be as informal as check-ins, 

lunches, or exit interviews with supervisory staff and interns. Other types to consider 

include soliciting feedback to questions, using a rating scale, conducting focus 

groups, or structuring interviews with interns, workplace supervisors, coordinator(s), 

and other stakeholders.

Obtaining written feedback is an effective way to determine satisfaction at various 

stages of the program. Most workplace supervisors and interns complete evaluation 

forms no fewer than two times during the internship experience. These forms 

provide an opportunity to assess the amount and quality of intern work assignments 

and the intern’s progress and challenges. This assessment helps supervisors better 

understand how to optimize productivity and efficacy of the intern’s outputs to the 

employer’s benefit. They can also help coordinator(s) gauge the effectiveness of 

training provided to the supervisor as well as the overall quality of the supervisor’s 

and intern’s experiences in the program, which is important for making decisions 

about improvements, attracting future participants through success stories, and 

boosting company morale. Evaluations for interns and supervisors can be based 

off of existing employee evaluation forms (see Appendix I and Appendix J). These 

forms can also include scales for participants to rate their satisfaction with the above 

categories or measures. 

Structured one-on-one interviews often gather detailed information that is more 

likely to provide an accurate reflection of program effectiveness, albeit from the 

perspectives of the individuals interviewed. Depending on the size of the internship 

program, it may be possible to interview all stakeholders. If not, interviewing a 

representative sample of participants can provide beneficial information for making 

program improvements. The richness of the information gathered and the willingness 

of the employees to talk candidly depends on the quality of the questions and the 

skill of the interviewer. 

Focus groups can provide a richness of information that surveys cannot and are 

especially valuable for getting intern feedback. It is also recommended that focus 

groups be used to periodically solicit feedback from the supervisors and mentors 

on how the program is developing and how to meet challenges. Focus groups tend 

to take less time than focused interviews, but there is a lack of privacy as well as 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 29

the possibility that participants will influence each other’s responses. The value 

of information collected during a focus group depends on the composition of 

the participants, the quality of the questions, the skills of the facilitator, and the 

accuracy of the information being recorded. Coordinator(s) should use caution when 

generalizing the findings of focus groups. There is embedded bias, and the findings might 

only be the perspective of a particular group of people at a particular moment in time.

Intern and Workplace Supervisor Evaluations 

Evaluations ultimately give interns and workplace supervisors the opportunity to 

reflect critically on their experience, from evaluating their own performance to 

the program and employer as a whole. While interns are generally treated as and 

supervised much like new employees, their temporary placements allow them to 

more readily offer an honest and detailed assessment regarding the workplace 

supervisor, the internship coordinator(s), and the program or business as a whole. 

At the same time, workplace supervisors, especially repeat participants, can offer 

valuable perspective on continuous program improvement. 

Evaluation data should give a total picture of the successful and challenging 

aspects of the program, and the relationship of the supervisor to the intern is a key 

component here. An intern’s evaluation of the internship program might include 

observations of the supervisor and the direction given to the intern. Receiving 

ongoing support and feedback regarding their role in the internship program benefits 

the workplace supervisor’s own professional growth. Again, this is an ideal training 

and learning situation for rising managers and leaders within the organization, but 

seasoned leaders can also benefit. 

For a sample of mid-term and final evaluation forms for both the intern and the 

workplace supervisor, see Appendix I and Appendix J.

Obtaining an Evaluator 

There are many free or low-cost resources available to help companies develop 

evaluation systems and/or do the evaluations, including colleges and universities, 

private sector business management, consulting firms that provide pro bono 

services, and retired executive organizations like Senior Corps, which has information 

available online at http://www.seniorcorps.gov/. Large employers pursuing a more 

formalized evaluation process may want to consider hiring an independent evaluator 

to assist them in designing intern evaluations and interpreting their results. Smaller 

programs, however, may not find this desirable or necessary, and will instead utilize 

knowledge and evaluation expertise that exists in-house. 

For employers pursuing a formal evaluation process, an evaluator can be a useful 

contributor. Choosing an external evaluator for the internship program offers many 

benefits. It reduces the perception of bias associated with self-evaluation data, and 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 30

it presents insights and data from an impartial observer. The latter encourages more 

self-reflection by the stakeholders. If the business is large, a viable alternative is 

to use the evaluation department within the organization. Staff are trained to be 

impartial, and they might not have contact with the internship staff or be familiar 

with the program. For more information about how to obtain an external evaluation, 

read the Northwest Regional Education Laboratory’s article Evaluation, which is 

available online at http://www.nwrel.org/evaluation/overview.shtml.

Synthesizing and Reporting Results

After evaluations have been conducted, their results should be reviewed and 

synthesized in such a way that is conducive to future use. For example, evaluation 

results can be used to inform key stakeholders (participants, funders, board 

members, staff, career service professionals, etc.) about the program and its 

successes. In addition, they can help the company in marketing its program and 

making it appealing to interested parties. Evaluation data should be packaged in 

a way that attracts increased awareness and funding for the internship program, 

whether within the business or outside of it. In this way, senior management may 

benefit most from a write-up of summative data.

Conclusion

As described earlier in this chapter, evaluation is important because it can benefit 

employers through providing data on program improvement or success stories that 

can attract future candidates or serve as promotional materials for the business, 

organization, or agency. Internal use of evaluation data can give employers a 

competitive edge. 

In addition to these advantages, employers hosting inclusive internship programs 

should recognize and capitalize on how their involvement fits into the big picture. 

This external use of evaluation data is key because it can help to build the 

evidence base around the benefits of inclusive internship programs that were laid 

out in Chapter I. Lack of data remains a major barrier to increasing employment 

opportunities for people with disabilities. At a summit entitled “Disability and 

Business: Best Practices and Strategies for Inclusion,” considering why more 

corporations are not employing people with disabilities, one speaker concluded 

that the chief obstacle is lack of data. As such, employers need more evaluation 

studies and research studies to demonstrate the value of internship programs for all 

youth, including youth with disabilities. By doing so, employers can demonstrate the 

value of training and hiring people with disabilities for the talents they bring to the 

workplace as interns and as full-time employees.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 31

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OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 33

APPENDIX A: 

Resources on 

the Business 

Perspective for 

Hiring/Retaining 

Individuals with 

Disabilities

US Chamber of Commerce (Institute for a Competitive Workforce 

[ICW]): Employment of People with Disabilities

See http://icw.uschamber.com/.

The Institute for a Competitive Workforce (ICW) promotes high educational standards 

and effective workforce training systems that are aligned with each other and with 

today’s rigorous business demands.

 ICW is a non-profit, non-partisan, 501(c)3 affiliate of the U.S. Chamber of Commerce, 

promoting the rigorous educational standards and effective job training systems 

needed to preserve the strength of America’s greatest economic resource—its 

workforce.

Undertaken in collaboration with Virginia Commonwealth University, this five-year 

project focused on barriers related to the employment of individuals with disabilities. 

ICW promoted materials, participated in national conferences and roundtables, 

convened experts, and disseminated information to chambers and their business 

members so they could better understand the facts and the resources available to 

support the employment of individuals with disabilities. 

The Department of Labor (DOL) Office of Disability Employment 

Policy (ODEP)

See www.dol.gov/odep

The Department of Labor’s Office of Disability Employment Policy (ODEP) was 

established by Congress in 2001 to bring permanent focus to disability employment 

within the U.S. Department of Labor (DOL) and across the Federal government more 

broadly. ODEP provides national leadership by developing and influencing disability 

employment-related policies and practices to increase the number and quality of 

employment opportunities for people with disabilities. ODEP provides the following 

programs to help employers find qualified applicants with disabilities:

•	 ODEP’s Employer Assistance & Resource Network (EARN)

– See: www.askearn.org. 

– The Employer Assistance & Resource Network (EARN) is a free service 

that connects employers looking for quality employees with skilled job 

candidates. EARN provides the business case for hiring people with 

disabilities and relays the message that recruiting and hiring people with 

disabilities is a sound management strategy used by successful agencies 

nationwide. 

•	 ODEP’s Job Accommodation Network (JAN)

– See http://askjan.org/. 

Internships can serve 

as a pipeline to meet 

recruitment needs, and 

employers may choose 

to make full-time offers 

following the period of the 

internship. The resources 

listed there can help 

employers understand how 

to achieve full inclusion 

through the hiring and 

retention of employees 

with disabilities in their 

workplace. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 34

– The Job Accommodation Network facilitates the employment and retention 

of workers with disabilities by providing employers, employment providers, 

people with disabilities, their family members, and other interested parties 

with information on job accommodations, self-employment, small business 

opportunities, and related subjects. 

•	 ODEP’s Workforce Recruitment Program (WRP)

– See http://www.dol.gov/odep/wrp/.

– The Workforce Recruitment Program for College Students with Disabilities 

(WRP) is a recruitment and referral program that connects federal and 

private sector employers nationwide with highly motivated college students 

and recent graduates with disabilities who are eager to prove their abilities 

in the workplace through summer or permanent jobs.

•	 See also ODEP’s Business Strategies that Work: A Framework for Disability 

Inclusion at http://www.dol.gov/odep/pdf/BusinessStrategiesThatWork.pdf. 

•	 See also Recruiting, Hiring, Retaining, and Promoting People with Disabilities; 

A Resource Guide for Employers, a product of the multi-agency Curb Cuts to 

Middle Class Initiative, at http://www.whitehouse.gov/sites/default/files/

docs/employing_people_with_disabilities_toolkit_february_3_2015_v4.pdf.

DOL’s American Job Center Resources on Benefits to Hiring 

Workers with Disabilities

See http://www.careeronestop.org/businesscenter/recruitandhire/

hiringadiverseworkforce/workers-with-disabilities.aspx.

This American Job Center page links to resources that are helpful for businesses 

looking to hire people with disabilities. 

Social Security Administration Work Site – Information for 

Employers on Hiring People with Disabilities

See http://www.ssa.gov/careers/dib.html.

The employers section provides information about employing people with disabilities. 

Employers will find information about how to become an Employment Network, the 

Americans with Disabilities Act, tax incentives, referral services, and helpful links 

to resources on the Department of Labor’s Office of Disability Employment Policy 

website.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 35

Society for Human Resource Management (SHRM)

See http://www.shrm.org/.

The Society for Human Resource Management (SHRM) is the world’s largest 

association devoted to human resource management. Representing more than 

200,000 individual members, the Society’s mission is to serve the needs of HR 

professionals by providing the most essential and comprehensive resources available. 

As an influential voice, the Society’s mission is also to advance the human resource 

profession to ensure that HR is recognized as an essential partner in developing and 

executing organizational strategy. Founded in 1948, SHRM currently has more than 

550 affiliated chapters and members in more than 100 countries. 

U.S. Business Leadership Network (USBLN)

See http://www.usbln.com/.

The U.S. Business Leadership Network (USBLN) is the national organization that 

supports the development and expansion of BLNs across the country, serving 

as their collective voice. The USBLN recognizes and promotes best practices in 

hiring, retaining, and marketing to people with disabilities. They have numerous 

publications, case studies, and products available online and for distribution. 

VCU RRTC on Workplace Supports and Job Retention

See http://www.worksupport.com/.

The purpose of the Virginia Commonwealth University (VCU) RRTC on Workplace 

Supports and Job Retention is to study those supports that are most effective in 

assisting individuals with disabilities with maintaining employment and advancing 

their careers. The primary stakeholders for this project are persons with disabilities, 

with an emphasis on those who are unemployed, underemployed, or at risk of 

losing employment. The secondary stakeholders include rehabilitation professionals, 

families, and persons working in business and industry.

Institute for Community Inclusion Resources for Employers

See http://www.foremployers.com/.

ForEmployers.com uses technology and flexible design strategies (or universal 

design) to bridge the needs of the business community and the employment needs of 

people with disabilities. The site provides straightforward solutions and information 

that addresses everyday human resource issues, especially as they relate to current 

or future employees with disabilities.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 36

APPENDIX B: 

25 Steps 

Essential to 

Establishing 

a Program

The following is a list of important steps internship program coordinator(s) should 

follow as they establish and implement the program. Depending on the size of the 

employer and the program, some steps may need to be modified or rearranged. 

Initial Steps:

1. Consider hosting an inclusive internship program. This idea can originate from 

senior management or any staff level within the business, organization, or 

agency.

2. Consult with senior management, if they are not already involved, to begin 

exploring the possibility of an initiative.

3. Identify coordinator(s) to lead the initiative from beginning to end.

4. Remember to promote the employer’s inclusive workplace strategy from the start.

5. Determine the mission statement and goals for the program, which should be in 

line with values and expectations of the business, organization, or agency.

6. Determine the need and available resources for the program, including budgetary 

allocation (if any), staff capacity to oversee interns on a daily basis, and areas 

where interns could be most useful.

7. Pay particular attention to factors such as pay, space, supervision, and technical 

support provided for interns. 

8. Present the above findings to senior management, if they are not coordinator(s) 

themselves, to officially decide the size and scope of the initiative and that the 

needs and available resources are compatible. 

9. Finalize which staff members will serve as workplace supervisors for interns. 

Launching the Program:

10. Compile the internship application package. 

11. Disseminate the package to targeted stakeholders or general lists. 

12. Ensure the workplace is inclusive and accessible for everyone. Make adjustments 

as necessary. 

13. Close the application period and review candidates with input from stakeholders 

like workplace supervisors. 

14. Schedule phone interviews to screen candidates and establish systemized 

interview process to ensure consistency. 

15. Schedule additional rounds of phone or in-person interviews as necessary. 

16. Notify selected interns. 

17. Train workplace supervisors on managing interns and finalizing the tasks they will 

work with interns to accomplish. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 37

18. Compile and disseminate program and logistical information to interns with input 

from key stakeholders. 

19. Prepare workplaces, including the process of making accommodations, and 

orientation materials for interns. 

20. Welcome interns and conduct orientation and a first meeting between supervisors 

and interns. Expectations and regular communication should be laid out clearly 

from the start. 

21. Maintain communication with interns as necessary, including the promotion of 

opportunities for interns to take advantage of outside the program. 

22. Conduct mid-term evaluations between interns and supervisors. 

Final Steps:

23. Conduct final evaluations, exit interviews, and anonymous surveys. 

24. Conduct formal evaluation process with reviewer and plan changes to future 

programs. 

25. Contact former interns to assist in recruitment of future interns. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 38

APPENDIX C: 

Sample 

Internship 

Position 

Description

XYZ Corporation

1234 Main Street, Cape Girardeau, MO 63703

Position Description: Sales and Marketing Intern

Effective Date: Summer 2015 

Our Sales and Marketing Department is looking to fill 3 sales and marketing 

internship positions for summer 2015. Marketing, PR, or related majors are 

encouraged to apply. XYZ Corporation provides a number of services to the 

entertainment industry, from trailer cutting to online rebates to in-store signage 

fulfillment. We have been streamlining the entertaining business for five decades and 

are continuing to marry technology advancements with cost savings opportunities 

for our clients. This position consists of a flexible 20-40 hour per week schedule, pays 

$12/hour, and offers academic credit.

Qualifications:

•	 MUST BE current Junior or Senior college student

•	 Minimum 2.8 GPA (applicants may attach an explanation if they do not meet this 

criterion)

General responsibilities include, but are not limited to:

•	 Create a marketing plan for our newest product line

•	 Create monthly newsletters, press releases, and update our client database

•	 Assist with XYZ promotions, festivities, and events

Skills Desired:

•	 Superior written and oral communication skills

•	 Basic knowledge of MS Office and database management

Application Process:

Submit cover letter and resume to:

Bob Smith, Marketing Director

XYZ Corporation

1234 Main Street

Cape Girardeau, MO 63703

573-555-1234

robertsmith@xyzcorp.com

XYZ Corporation values diversity and is committed to being an equal opportunity 

employer. Candidates from all backgrounds, including people with disabilities, 

are encouraged to apply. Please contact us directly with questions that may arise 

throughout the application process, including but not limited to inquiries related to 

accommodation needs. 

Modified from https://www.internmatch.com/guides/sample-internship-job-description. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 39

APPENDIX D: 

Disability 

Etiquette for 

the Workplace 

and Beyond

General Interaction 

•	 When introduced to people with disabilities, it is appropriate to offer to shake

hands. People with limited hand use or an artificial limb usually shake hands.

•	 When offering assistance, wait until the offer is accepted or rejected. If accepted,

listen to the person and/or ask for instructions. Asking questions about how best

to assist is fine. If rejected, do not feel insulted or offended; it just means the

individual does not need assistance.

•	 Be considerate of extra time it might take for some people with disabilities to

complete certain tasks. Give unhurried attention to people who have difficulty

speaking. Do not pretend to understand, and ask for repetition if you do not.

•	 Be aware that many people can have disabilities that are not apparent. Just

because you cannot seea disability does not mean it doesn’t exist.

•	 Greeta person who is visually impaired by telling the person your name and where

you are. When you offer walking assistance, let the person take your arm and then

tell him or her when you are approaching inclines or turning right or left.

•	 Respect all assistive devices (e.g., canes, wheelchairs, crutches, communication

boards, service dogs, etc.) as personal property. Unless given specific and explicit

permission, do not move, play with, or use them.

•	 Don’t peta service or companion dog while it’s working.

•	 Make community events available to everyone. Hold them in accessible

locations. When planninga meeting or other event, try to anticipate specific

accommodationsa person witha disability might need. 

•	 Living witha disability is an adjustment that most people have to make at some

point in their lives and does not require exaggerated compliments or pity.

•	 Relax. Anyone can make mistakes. Offer an apology if you forget some courtesy.

Keepa sense of humor.

Conversations 

•	 People with disabilities usually do not want to discuss their disability asa first

topic of conversation.

•	 Usea normal speaking tone and style. If someone needs you to speak ina louder

voice, he or she will ask you to do so.

•	 Speak calmly, slowly, and directly toa person who hasa hearing impairment.

Don’t shout or speak in the person’s ear. Your facial expressions, gestures, and

body movements help in understanding. If you’re not certain that you’ve been

understood, write your message.

•	 Asking personal questions about someone’s disability is unprofessional. Inquiries

should be limited to information necessary to provide accommodations.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 40

•	 Remember that people with disabilities, like all people, are experts on themselves.

They know what they like, what they do not like, and what they can and cannot do.

•	 Using common expressions (“See you later,” “I’ve got to run now,” or “Have

you heard about...?”) is fine even if these phrases are at odds with the person’s

disability. People with disabilities use these phrases regularly.

•	 People with disabilities may be accompanied by a personal assistant or a sign

language interpreter. Always direct your communication to the individual with a

disability and not to the companion.

•	 Avoid excessive praise when people with disabilities accomplish normal tasks.

Avoid terms that imply that people with disabilities are overly courageous, brave,

special, or superhuman.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 41

APPENDIX E: 

Sample 

Internship 

Orientation 

Agenda

Organizational Background

•	 History

•	 Values

•	 Structure

•	 Aspects that set this organization

apart from others with similar

missions

•	 Population targeted by the work of

this organization

•	 Common acronyms in day-to-day work

Organizational Culture

•	 Overview

•	 Time and attendance

•	 Dress code

•	 Holidays and closures

•	 Lunch and other breaks

•	 Sick leave policy

•	 Emergency evacuation protocols

•	 Pay and reimbursement procedures

•	 Codes for building entry or operating

machines like copiers

•	 IT assistance

•	 Confidentiality/security policies

•	 Policies on sexual harassment,

personal calls/emails, appropriate

relationships/behaviors

•	 Tour of the space as necessary

Internship Program Structure 

•	 Expectations for interns

•	 Pertinent dates and events

•	 Guidance for interacting with

supervisors

•	 Details on evaluation and exit

interviews

Intern Development Activities

•	 Self-Assessment forms (Appendix F)

•	 Resume writing

•	 Networking

•	 Mentoring

•	 Skills acquisition

•	 Trainings available 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 42

APPENDIX F: 

Sample Intern 

Self-Assessment 

Form

Interns may complete this self-assessment form on their own during orientation. 

They may choose to seek input from their supervisors as it relates to professional 

development needs and goals, but doing so is not necessary. The purpose of this 

activity is to help interns identify how their goals translate into expectations for the 

work of the internship and other opportunities like mentoring.

Coordinator(s) of programs without formal mentor matching components may 

choose to exclude the column on mentoring or frame it in such a way that interns 

understand mentoring is still a valuable activity they can pursue on their own. 

Intern’s Goals Expectations for the 

Internship/Supervisor Expectations for Mentoring

My immediate professional 

goal is:

What I need to learn right now 

to succeed at work is:

What I want to do at work 

right now is:

My long-term career interest 

or aspiration is:

What I need to pursue this 

long-term career interest is:

My primary expectations for my internship are to: 

My primary expectations for mentoring are to: 

Worksheet modified from Federal Workplace Mentoring Primer - http://askearn.org/fed-fwm.cfm?pg=fed_

focused_stage1.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 43

APPENDIX G: 

Sample 

Internship 

Work Plan

Name of Business, Organization, or Agency:

___________________________________________________________________________

Quarter/Semester: _____________ Year: _______ Expected Work Schedule:

Start Date: _____________________

End Date: _____________________

Intern’s Name: _____________________________ Major: ________________________

Graduation Date: ___________________________ Hours Per Week: ________________

Supervisor’s Name: _________________________ Days Per Week: _________________

Goals:

1.

2.

3.

Short-Term Assignments: 

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Long-Term Assignments: 

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Suggested topics for follow-up conversations: 

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Mid-Term Evaluation Due Date: _______________________________________________

Final Evaluation Due Date: ___________________________________________________

Intern’s signature: __________________________ Date: __________________________

Supervisor’s signature: ______________________ Date: __________________________
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 44

Work Plan Assignments

Tasks Assigned By Due Date Reviewed Completed
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 45

APPENDIX H:

Mentoring

Employers who choose to host a formal mentor matching component as part of 

their internship program may reference this section to learn about the details of a 

successful process. 

Mentoring Approaches

Mentoring is an important one-on-one relationship that can have a significant 

impact on the career growth and exploration of interns. Although the one-on-one 

relationship seems to work best for most people, mentoring can occur in a variety of 

forms. For example, employers may want to include a different approach or model 

for a specific job, task, or activity during the internship experience. The following are 

some examples.48 

Traditional One-on-One: This approach pairs a single individual with another 

individual. Programs typically utilize an extensive matching process to ensure the 

pair has the potential to form a strong, long-term relationship. A key advantage of 

the one-on-one mentoring approach is that it enables partners to develop trust and 

ensures consistent support provided the mentoring partners bond effectively at the 

onset and commit to working together for a significant period of time.

Peer Mentoring: An intern is matched with a peer within the organization—usually 

a professional in a more entry-level position who provides support and guidance 

to the intern. Peer age is not important; by definition, peers are individuals from 

a like group where members have “equal standing.” Peer mentoring is typically 

designed to match employees who share a lot in common. Closeness in age can be an 

important part of peer mentoring, but a successful match can be made even if there 

is a significant age difference.49 A common goal is to use the mentor’s experience 

and knowledge to influence the intern in a positive way. Peer mentors are usually 

co-workers who can orient the intern to the organization, the department, or the 

new position, while assisting them in navigating new procedures, policies, and office 

politics. The most effective peer mentors are those who take a genuine interest in the 

success of the intern, a new co-worker. The peer mentor should be willing to share 

knowledge and provide support and guidance in order to facilitate the new intern’s 

integration into the workplace.

Group Mentoring: One or more experienced professionals provide guidance 

and support to a group of interns; the mentors and interns typically participate in 

structured group activities. Group mentoring has become more common in settings 

where recruiting a sufficient number of volunteers for one-on-one mentoring is 

difficult.50 Unlike one-on-one mentoring, many group mentoring activities focus 

more on peer interaction with the mentor acting as a group facilitator. Consequently, 

fewer group mentoring relationships result in a deep connection between mentor 

and intern.51 

48. Rebecca Hare, “Plotting the Course for Success: 

An Individualized Mentoring Plan for Youth with 

Disabilities,” National Consortium on Leadership 

and Disability for Youth, accessed May 15 2014, 

http://www.ncld-youth.info/Downloads/mentor_

guide.pdf.

49. J. Timmons, M. Mack, A. Sims, R. Hare, and J. 

Wills, “Paving the Way to Work: A Guide to CareerFocused Mentoring for Youth with Disabilities,” 

National Collaborative on Workforce and Disability 

for Youth, accessed May 15 2014, http://www.ncwdyouth.info/paving-the-way-to-work.

50. Ibid.

51. Ibid.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 46

Virtual Mentoring: A contemporary model commonly used when face-to-face 

interaction is not possible or is impractical. Like traditional mentoring, virtual 

mentoring approaches typically involve one-on-one matching; however, the 

individuals communicate using electronic methods such as e-mail and instant 

messaging. Virtual mentoring may be especially suitable for organizations with offices 

and employees in different geographical locations. As electronic communications 

replace face-to-face interactions more and more in the modern workplace, virtual 

mentoring is also becoming more commonplace. Occasional face-to-face interactions 

are advised, where possible, to develop a trusting, personal relationship.

Flash Mentoring: This form of mentoring pairs an intern seeking leadership 

development with a more senior professional from the intern’s field of interest 

in a one-time, one-hour, coaching session. In this rare instance, the mentoring 

relationship does not require a long-term commitment from the mentor. This 

form of mentoring was developed for the purpose of connecting up-and-coming 

professionals with senior level professionals who have limited time to devote to 

mentoring. 

Cross-Generational Mentoring: This form of mentoring involves pairing a person 

from one generation with a person from a different generation with the purpose of 

helping both individuals learn about the perspectives and experiences of the other. 

Cross-generational mentoring recognizes that both older and younger generations 

have many things they could teach and learn from each other. Cross-generational 

mentoring can benefit both individuals by increasing their ability to work and 

communicate effectively with individuals of a different generation. Cross-generational 

mentoring may be especially useful in today’s multi-generational workplace in which 

generational differences pose both challenges and opportunities. 

Cross-Organizational Mentoring: This form of mentoring involves pairing a 

person from one organization with a person outside the organization where he or 

she is interning. This approach is most commonly used in a traditional one-on-one 

mentoring program to provide an intern with guidance and perspective from a senior 

level professional outside their own workplace. This approach is also useful for 

programs that seek to match interns from a particular minority group (ex: women, 

African Americans, Asian Americans) with senior level professionals from the same 

minority group when there are a limited number of senior level professionals of the 

same minority group.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 47

The Role of Mentors

Workplace supervisors can serve as mentors after the internship ends, but it is a good 

idea for interns to build professional relationships with others inside or outside the 

business, organization, or agency. Doing so allows interns to expand their professional 

network and explore other workplaces or career fields of interest to them. 

The following guidance about the role of mentors has been adapted from the Federal 

Workplace Mentoring Primer from the Institute for Educational Leadership. 

A mentor will devote significant time to helping young adults take their skills and 

knowledge to the next level. The guidance and support given by a skilled professional 

to a young adult entering the workforce is one of the best ways to prepare him or her 

for positions of greater responsibility. 

Recruiting Mentors: It is important to be candid about expectations when 

recruiting mentors. Prospective mentors need to know what is required of them 

in terms of time, resources, and duties. The mentor’s work supervisor or direct 

manager should also be informed about the mentor’s commitment. Management 

will determine the required arrangements for handling the mentor’s current work 

load and for a backup person to assume the mentor’s work responsibilities at other 

intervals as needed. 

Mentor Characteristics: The essential characteristics sought in a mentor include 

the following:

•	 Willingness to commit time to his or her mentoring responsibilities

•	 Sincere interest in helping young adults grow professionally and accomplish 

professional goals

•	 Strong interpersonal communication skills, including the ability to listen and 

respond thoughtfully to the concerns and questions of others

•	 Willingness and patience to provide guidance and coaching, including 

constructive feedback and encouragement 

•	 Sensitivity to cultural diversity and personal differences by realizing that 

mentoring often deepens participants’ individual sense of being valued 

In practice, mentoring may fall to less experienced staff who may not be ready to 

assume additional responsibilities; however, management should realize that this is 

an opportunity to hone the skills of an employee in line for promotion. It is also an 

excellent opportunity for an organization to look for staff from underrepresented 

groups who would benefit from a supervised leadership role. Thus, there should 

be an organization-wide appeal to staff from underrepresented groups, including 

employees with disabilities, to encourage their participation as mentors. No one, 

however, should be coerced into volunteering.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 48

1. Targeted Recruitment: Targeted recruitment of mentors is most appropriate 

for formal internship programs with a small group of interns hoping to develop 

specific skill sets. These interns should be matched with professional staff with 

those skills and experiences. If possible, allow interns to request one-on-one 

support that matches his or her individual goals and needs. 

2. Untargeted Recruitment: When mentors do not need to have targeted 

skills, coordinator(s) can solicit recommendations from specific department 

heads and employees, as well as send an organization-wide email explaining 

the qualifications and expectations sought in a mentor along with a mentor 

application form. If a mentor or an intern specifically requests to be matched 

with a person from a similar background or cultural perspective and the request 

is appropriate, every effort should be made to find a suitable candidate.

After the program has been in operation for some time, former mentors can assist 

with recruitment of new mentors. Testimonials from previous participants can also 

be very effective in illustrating the value of mentoring to others in the recruitment 

process. Coordinator(s) can hold “brown bag” lunches to introduce next year’s 

program, wherein the previous mentors and interns talk about their experiences. An 

organization-wide “kick-off” meeting, which incorporates positive testimonials from 

both mentors and mentees could also be valuable. 

Mentoring Relationships 

Successful mentoring relationships depend on many factors, such as reciprocity, 

learning, relationships, partnership, collaboration, mutually-defined goals, and 

development. These are essential to the success of mentoring relationships.52 

Availability and willingness by the mentor and the mentee to enter into a giveand-take relationship indicates compatibility, the foundation of most positive 

relationships. 

Mentoring requires a mentor to be directive and supportive without being 

overbearing and dictatorial, while the intern should listen and follow through on 

the professional advice he or she receives. The mentor should assist the intern in 

achieving his or her goals, and both mentor and intern should be willing to share 

personal experiences, interests, and concerns. The mentor must regularly meet with 

the intern to talk with and listen to him or her even if there is no pressing agenda 

item to discuss.53 Common characteristics of successful mentoring relationships 

include:

•	 Mentors and interns make a long-term commitment to working together 

(throughout the internship term)

•	 Mentors take time to build trust and respect with their interns

52. L. Zachary and L. Fischler, The Mentee’s Guide: 

Making Mentoring Work for You (New York: John 

Wiley and Sons, 2009).

53. Rebecca Hare, “Plotting the Course for Success: 

An Individualized Mentoring Plan for Youth with 

Disabilities,” National Consortium on Leadership 

and Disability for Youth, accessed May 15 2014, 

http://www.ncld-youth.info/Downloads/mentor_

guide.pdf.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 49

•	 Mentors and interns set high, clear, and fair expectations for themselves and

their mentoring partners

•	 Mentors and interns meet or communicate with enough regularity to develop a

strong relationship

Time Spent with Interns: The National Mentoring Center recommends

mentoring partners interact 4 to 10 hours per month for face-to-face mentoring

while e-mentoring programs recommend 30 to 60 minutes of online interaction or

communication per week.54

Internship programs of all sizes can also incorporate events or encourage interns to

pursue opportunities outside the program. Examples of events or activities include:

•	 Observing presentations relevant to specific duties or by other offices in the

business, organization, or agency

•	 Attending lectures by experts on areas of interest

•	 Participating in internal and external training programs

•	 Networking at professional events 

•	 Joining social group outings

•	 Volunteering 

Ensuring that all events and activities are accessible for everyone is an important

point to keep in mind when including interns of all backgrounds in the program. For

example, events should be planned at times and locations that are convenient and

accessible for everyone. Some interns may require excusal from certain events for

religious reasons, and others may have dietary needs or require accommodations like

sign language interpretation or captioning to fully participate. These different needs

are an important part of the valuable perspectives a diverse pool of interns brings to

the workplace.

54. Ibid.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 50

APPENDIX I-1: 

Sample Intern 

Mid-Program 

Evaluation

Date: _____________________________________________________________________

Intern’s Name: _____________________________________________________________

Workplace Supervisor’s Name: _______________________________________________

Major: ____________________________________ Graduation Date ________________

Supervisor’s Name: _________________________ Days Per Week: _________________

Describe your current internship responsibilities: 

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Evaluate on a scale from 1 (never) to 5 (always) how much you agree with the 

following statements. 

Evaluation Questions 1 2 3 4 5

1. There’s a good balance between menial 

tasks (administrative work) and contentfocused assignments.

2. The internship experience is consistent 

with how it was described to me by the 

supervisor and/or coordinator(s).

3. Multiple individuals seem invested and 

interested in my progress and learning.

4. I feel like I can ask questions and get the 

answers I need to do my job.

5. I’ve been able to stretch myself and take 

opportunities to work outside of my 

comfort zone.

6. I receive feedback frequently and in a 

constructive format.

7. I feel valued by my team, supervisor, and 

the organization.

8. I feel like I’m making valuable connections 

to use in my future career or jobs.

9. I feel supported by the internship 

coordinator(s). 

11. I feel supported by my workplace 

supervisor. 

12. I feel supported by my mentor (if any). 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 51

What overall challenges did you face in your internship?

What was the most rewarding aspect of your internship experience?

How, if at all, can this internship program be improved for future interns?

Intern’s signature: __________________________ Date: __________________________

Supervisor’s comments (to be completed separately):

Supervisor’s signature: ______________________ Date: __________________________
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 52

APPENDIX I-2: 

Sample 

Supervisor 

Mid-Program 

Evaluation

Date: ___________________Intern Name: _____________________________________

Supervisor’s Name: _________________________________________________________

Supervisor’s E-mail: _________________________ Supervisor’s phone: _____________

Internship Start Date: _______________________ Internship End Date: ____________

Please rate the following statements below based on the intern so far. Check the 

appropriate rating from 1 (poor) to 5 (excellent): 

Intern’s Performance Review 1 2 3 4 5

Intern’s job performance

Intern’s attendance

Intern’s attitude

Supervisor availability to answer intern’s 

questions

Regularly scheduled meetings with intern

Intern’s willingness to ask for help

Job duties in line with original objectives

Intern is developing skills related to career 

field of interest

Intern is meeting expectations

Intern is receiving necessary training/

resources to do the job well 

Additional comments or concerns:

Intern’s signature: __________________________ Date: __________________________

Supervisor’s signature: ______________________ Date: __________________________

Modified from https://careernetwork.msu.edu/_files/PDF/InternState-MidEvalSupervisor.pdf.
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 53

APPENDIX J-1: 

Sample Intern 

Final Evaluation

Date: _____________________________________________________________________

Intern’s Name: _____________________________________________________________

Workplace Supervisor’s Name: _______________________________________________

Major: _______________________ Graduation Date _____________________________

Describe your current internship responsibilities: 

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Evaluate on a scale from 1 (never) to 5 (always) how much you agree with the 

following statements.

Evaluation Questions 1 2 3 4 5

1. There was a good balance between 

menial tasks (administrative work) and 

content focused work assignments.

2. The internship experience was consistent 

with how it was described to me by the 

supervisor and/or internship coordinator.

3. Multiple individuals were invested and 

interested in my progress and learning.

4. I felt like I could ask questions and get 

the answers I need to do my job.

5. I was able to stretch myself and take 

opportunities to work outside of my 

“comfort zone.”

6. Feedback was given frequently and in a 

constructive format.

7. I felt valued by my team, supervisor and 

the organization.

8. I felt like I made valuable contributions 

for future career growth. 

9. I made valuable connections to use in my 

future career or jobs.

10. I felt supported by the internship 

coordinator. 

11. I felt supported by my workplace 

supervisor. 
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 54

What overall challenges did you face in your internship?

What was the most rewarding aspect of your internship experience?

How, if at all, can this internship program be improved for future interns?

Intern’s signature: __________________________ Date: __________________________

Supervisor’s comments (to be completed separately):

Supervisor’s signature: ______________________ Date: __________________________
OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS 55

APPENDIX J-2: 

Sample 

Supervisor Final 

Evaluation

Date: ____________________ Intern Name: _____________________________________

Supervisor’s Name: _________________________________________________________

Supervisor’s E-mail: _________________________ Supervisor’s phone: _____________

Internship Start Date: _______________________ Internship End Date:_____________

Please rate the following statements below based on the intern. Check the 

appropriate rating from 1 (poor) to 5 (excellent): 

Intern’s Performance Review 1 2 3 4 5

Intern’s overall performance

Intern’s attendance

Intern’s attitude

Supervisor availability to answer 

intern’s questions

Regularly scheduled meetings with 

intern

Intern’s willingness to ask for help

Job duties in line with original 

objectives

Intern was challenged by work 

Interning developed skills related to 

career field of interest

Intern met all expectations

Intern received necessary training/

resources to do the job well 

Discuss the improvements made by the intern:

Additional comments or concerns:

Intern’s signature: __________________________ Date: __________________________

Supervisor’s signature: ______________________ Date: __________________________

Modified from https://careernetwork.msu.edu/_files/PDF/InternState-MidEvalSupervisor.pdf.
www.dol.gov/odep