Students With Disabilities In Cte Programs

STUDENTS WITH DISABILITIES IN CTE PROGRAMS

Students with disabilities can achieve great success in career and technical education (CTE) programs. The National Longitudinal Transition Study-2 (NLTS2) of over 8,000 students with disabilities, ages 13 to 21, found that students who took concentrated coursework in career & technical education were less likely to drop out of school and had average annual earnings of approximately $6,200 more than non-vocational students. This is an important finding because students with disabilities typically have the highest dropout rate, the highest unemployment rate and the highest under-employment rate when compared to same age non-disabled peers.

The success of students with disabilities in CTE programs depends on the care with which the transition plan is developed and implemented. Transition services are defined by WV Policy 2419: Regulations for the Education of Exceptional Students as “a coordinated set of activities for a student with a disability, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including, but not limited to, post-secondary education, vocational training, integrated employment including supported employment, continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must be based on the individual student’s needs, taking into account the student’s preferences and interests, and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.”

The following information will assist both special educators and CTE staff in the development of effective transition plans that include instruction in career and technical programs.

1. CTE programs are designed for all students. Because graduates are expected to be ready for employment or for post-secondary education in their fields of study, identified Content Standards and Objectives (CSOs) are based on national industry recognized accreditation and credentialing standards. Students with disabilities should be identified for CTE programs when their transition needs are determined through a team planning and IEP process that supports the expectation that each student can master the CSOs required for program completion and success. The IEP must specify the support services, aids and modifications that will be provided to enable the student to be involved and progress in the general curriculum.

2. Career and technical education provides programming for occupations that require extended training rather than short-term on-the-job training. Students with disabilities whose transition needs include possible CTE training should explore options through a variety of activities such as

Section X - Page 1 11/26/17 vocational evaluation, CTE program visits, interviews, and team planning sessions. The U.S. Department of Labor classifies occupations by the level of training required to perform the job duties in the occupation. Therefore, the IEP team can do an education/training level search at http://www.bls.gov/emp/noeted/empnumb.htm (Choose Select an Education Level Search).

3. Students with disabilities should be represented in any CTE program in similar proportion to the total school population of the LEA. For example, if students with disabilities comprise 23% of the total student population in Wonderful County, then students with disabilities should comprise approximately 23% of the students enrolled in any Wonderful County CTE program. U.S. Department of Education standards for compliance with the Office for Civil Rights Guidelines, including Title VI, Title IX, and Section 504, require LEAs to take steps to ensure that any disproportion does not result from unlawful discrimination. If monitoring indicates a LEA is having difficulty maintaining this ratio, technical assistance from the WVDE may be requested.

4. A variety of factors influence career related activities that are a part of the educational program for students with disabilities beginning no later than age 14. Career exploration is significant in the early stages to assist in determining educational level requirements for various programs. Awareness is the key to making informed decisions. Students considering application for a CTE program are required to meet the same criteria for eligibility that applies to all students. As part of the transition planning process, data from a vocational evaluation of aptitude and interest can provide valuable assistance in developing an IEP that incorporates a student’s vocational needs, interests, and aptitudes. Vocational evaluation includes formal or informal measures and may utilize a situational assessment, work samples or simulated job stations.

5. Safety procedures are vital to the success of all CTE programs. General safety guidelines are provided in the WV Career and Technical Education Handbook (11/2002), Section F, for CTE teachers and administrators. Safety procedures are also specific to program areas and must be followed. Discussion of safety concerns should be an integral part of determining placement of students with disabilities in any CTE program. All CTE students are required to meet safety standards at all times. Frank discussion and special consideration should be given to assessing safety for students with disabilities who are placed in CTE programs when behavior might constitute a significant safety risk.

6. Provision must be made for the CTE instructor or representative to participate in the IEP meeting. A team planning meeting and activities prior to the IEP may resolve concerns, questions, and other issues related

Section X - Page 2 11/26/17 to student placement in a CTE program. Preplanning allows for discussion of course requirements (including academic performance), clarification of needs and supports. The team approach is vital to student success. Local Policies and Procedures for Implementing Policy 2419 should be reviewed to determine the most effective method for facilitating participation of CTE staff. Once a determination is made regarding participation in a specific CTE program, the IEP is developed to identify support services, aids and modifications that will be provided to enable the student to be involved and progress in the general curriculum. Additional planning meetings may be needed to make periodic minor adjustments for success. Adapting, not reducing requirements for students with disabilities, allows for equity and access.

7. Collaboration is essential at the local level for staff to work together to ensure success of students with disabilities and for individual program success. Career center staff, home school staff and county level administrators can work together to resolve issues and problems relative to meeting the needs of students with disabilities. Networking, planning and regular communication are vital components to coordinating services for students with disabilities. Advances in technology are improving communication opportunities for all. An educational opportunity for both CTE instructors and special educators to acquire knowledge from each other facilitates the transition planning process.

8. The Test Administration Manual provides detailed information regarding End-Of-Course Technical Skills Tests for students with disabilities who have either an IEP or Section 504 Plan. Instructors must educate themselves regarding requirements for assessment.

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