Demographic Differences

Career and technical education (CTE) is an educational strategy for providing young people with the academic, technical, and employability skills and knowledge to pursue postsecondary training or higher education and enter a career field

2. Does greater exposure to CTE improve education and employment outcomes (high school graduation, college enrollment, employment status, and wages)? (nondirectional)

Studies have also shown that SWD who participated in high school CTE programs were less prone to drop out of school and were more likely to gain positive employment status. These students also showed more of a positive tendency to vie for competitive wage jobs, and to work full time after high school (Wehlage & Rutter, 1986).

The data collected from NLTS:12 Phase II will help to understand the impact of the reauthorization and implementation of the IDEA 2004, analyze the postsecondary education enrollment and financial support available to students with disabilities. The findings will provide a foundation of current and longitudinal information on youth experiences and outcomes that can inform future research and policy discussion regarding transition planning practices, access to financial supports for post-secondary education and employment preparation, and subpopulations of youth with disabilities who are less prepared for college and career.

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

The author performed two separate interviews face-to-face, selecting two individuals with different backgrounds in order to obtain unique perspectives. The first interviewee, named Jennifer Hodge, works for Allen ISD as a special education teacher for a self-contained DEAR (Developing Early Academics Readiness) class for students in kindergarten through sixth grade. In addition, her experience includes teaching for 22 years, with seven of those years teaching students with disabilities in both self-contained classrooms along with resource and inclusion environments. The meeting to discuss psychoeducational testing occurred in Jennifer’s work place during her conference period over a 45 minute period on Friday, August 28, 2015. The second

Evaluation: In early 1970, children with learning disabilities were treated much differently than the peers that were at appropriate grade level. In this student’s case, the school system segregated the special needs students placing them in special classroom and labeled them as “slow learners”. With the teachers and school administration lack of knowledge on helping students with disabilities, students were at a disadvantage in receiving a fair education. Children felt as

A majority of people do not think about the transitioning from high school to real world for students with a disability. This article was a great read for people who need a better understanding of the transitioning especially students with high standards that are included in the general education setting for the entire day. The article explained the Triangulated Gap Analysis Tool (TGAP), which is designed to assist educators, students, and IEP teams to identify and create annual goals that address the gap in skills, including nonacademic skills, needed to prepare students for postsecondary education, training, employment, and independent living.

The test measures 11 different vocational interests areas that fall within 5 cluster dimensions. The 11 vocational interest areas are:

CTE programs are defined by the Perkins ACT as a sequence of courses that provide students with rigorous and coherent content that is aligned with rigorous academic standards and relevant technical skills and knowledge to prepare students for further education in emerging and current professions. CTE programs should include competency-based applied learning that learning that enhances the academic knowledge, problem solving-skills, and employability skills. Many businesses have indicated that they believe that half of high school students are equipped with the most important workplace skills, critical thinking, problem-solving, and written and oral communication. A student that is work ready possesses the specific skills for a specific job that is described in the occupation description profile. The economy of today demands a workforce that is better educated because jobs in today 's economy require students to possess more complex skills and knowledge than those jobs of the past.

This negative assessment had an undeniable impact on CTE teachers. This has recently changed according to Aliaga, Kotamraju & Stone (2014) who report that students from a wide variety of geographic backgrounds, ethnicities, socioeconomic levels, as well as educational backgrounds now participate in CTE. The reputation of CTE existing to serve only underperforming students, SWD and disadvantaged students is now said to be obsolete. This assertion by Aliaga, Kotamraju & Stone (2014) may not be a commonly held belief, but with a more diverse group of students participating in CTE, the task of meeting all their educational needs fall on the CTE instructor. Kraska (1996) stated that due to limited time constraints in CTE teacher preparatory programs, differences in CTE teacher certification programs, and the differing requirements by states, trade and industrial teachers were ill prepared to work with SWD enrolled in vocational classes. Many teachers of CTE are overwhelmed to find that their classes have a mix of general education students, as well as SWD that have distinctive challenges in terms of

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

This study intends to explore on the services offered to students with disabilities, and the outcomes of these services to their education and career goals. It will examine if the obstacles faced by special needs children have to do with how effective the policies are in addressing the needs of such children. This study is important to children with disabilities because it can help them discover the education opportunities available for them, the institutions they can rely on for economic support, and the treatment they should expect from the society.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S