Skills gaps, underemployment, and equity of labour-market opportunities for persons with disabilities in Canada
A broad consensus is emerging in Ontario and at the federal level in Canada in favour of expanding postsecondary students’ access to experiential or ‘work-integrated learning’ (WIL) opportunities. One of the challenges in implementing this vision is navigating the complex legal status of students as they leave campus and enter workplaces in a wide range of industries and roles. This study aims to support these efforts by mapping the current legal landscape for WIL to identify both risks and opportunities for students, post-secondary institutions (PSIs) and placement hosts alike (referred to collectively in this study as ‘WIL participants’). It makes recommendations to streamline, clarify and strengthen key legal frameworks and improve institutional practices in managing WIL programs and their legal implications.