By Dr. Christine Carrington Powell
There is an educational refocusing on college and career readiness, and high schools now serve an increased role in preparing students to graduate and to be both academically prepared for college and possess skills to be vocationally ready (Mathis, 2010). The emphasis on career and postsecondary education is of significance to educators working with Students with Disabilities (SWD), as Special Education teachers play a fundamental role in informing and educating individuals about the importance of career readiness. The 7 points highlighted below provide context for understanding why Career Technical Education (CTE) needs to be a part of the conversations Special Educators have with students receiving special education services and the stakeholders that support them.
1. Times Are Changing
Changes in our nation’s labor market are requiring high school graduates to possess both knowledge and skills that can compete in a globally advanced, technologically innovative, and highly competitive job market (Gordon, 2000; Mathis, 2010). The demand for skilled workers with advanced levels of expertise is projected to increase according to the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook (U.S. Department of Labor, 2014). The expected need for trained and educated individuals in the fields of science, information technology, engineering, marketing, healthcare and the skilled trades (U.S. Department of Labor, 2014), is anticipated to increase through the year 2020. Special Education teachers play a fundamental role in informing students and parents about the changes in the labor market and can provide information about how CTE integrates industry ready standards to prepare students to compete for jobs in the near future.
2. It Is the Law
Current education policies are written in support of educating students to meet the demands of projected labor market needs. Two pieces of contemporary legislation, Every Student Succeeds Act (ESSA) (White House Report, 2015), and the Common Core State Standards (CCSS) initiative (Meeder & Suddreth, 2012), include strong language in support of college and career readiness objectives. The requirement for Special Educators to address both these categories for the students they serve are not new; Transition planning is mandated by the Individuals with Disabilities Education Act (IDEA 2004) for all students who have an Individualized Education Plan (IEP). The purpose of which is to facilitate the student’s move from school to post-high school endeavors. Special Education teachers are already engaged in the process of transition planning for the students they serve. With a clear focus on college and career objectives, Special Educators can meet the new objectives by incorporating CTE into the transition plan and process.
3. The Definition of Career Technical Education (CTE)
CTE, previously called vocational education, is the present-day term used to denote specialized education and programs that focus instruction in skilled trades and occupational readiness (Drage, 2009). The aim of career and technical education for high school students is to prepare them for career endeavors (ACTE, 2009). CTE classes integrate academic skills with career cluster pathways, leading students from high school up through community colleges. Per Drage (2009), at the high school level, these paths integrate core academics, specific job knowledge with relevant curriculum and employability skills within the secondary classroom/workshop setting. SWD who successfully participate in career technical classes earn high school credits that are applied towards meeting their high school graduation requirements. “Effective career and technical education (CTE) programs have an inherent advantage because they are modeled closely after real careers that students may one day enter” (Meeder & Suddreth, 2012, p. 4). The current focus on career readiness makes CTE participation a crucial link to post high school transition for SWD. Special Education teachers serve as advocates in informing and educating students and parents about CTE.
4. CTE Helps Students Stay in School
Balfanz, Bridgeland, Bruce and Fox (2013), estimated that the 2012-2013 national high school graduation rate was approximately 81.4% for the general student population, while the graduation rate for Students with Disabilities (SWD) was at 61.0%. The disparity between students who are graduating high school and those SWD who are not graduating means this sub-group of students is less prepared to continue in future academic endeavors and less prepared to obtain jobs in career fields that pay a living wage. Failure to complete school has far reaching adverse effects to include an increased likelihood of sustained unemployment, an increased need to be on public assistance, and the probability of entering the penal system (Christle, Jolivette & Nelson, 2007). Enrollment in a CTE program by students receiving services for special education leads to a decrease in the high school dropout rate, and there is an increase in high school graduation rates when participation in CTE is a factor (Bryk & Thum, 1989; Gray, 2004). Special Educators can use this knowledge to begin the conversation with students in peril of dropping out of school and utilize CTE as a way to engage them in conversations about career readiness while providing an alternative to dropping out.
5. The Benefits Are Far-Reaching
Research indicates that SWD “who participate in a career technical education (CTE) program significantly increase their chances for postsecondary success in both academia and employment” (Harvey, Cotton, Koch, 2007, p.1). SWD who complete a CTE course have additional skills relevant to a vocationally specific career. Furthermore, these students also showed an increased tendency to vie for competitive wage jobs and to work full time after high school (Wagner, Newman & Javitz, 2015; Wehlage & Rutter, 1986). Special Educators need to champion the inclusion of SWD in CTE. Special Education teachers need to advocate for student participation in CTE, and educate general education teachers, parents, administration and the students themselves about how post-school success for SWD is linked to CTE involvement.
6. Help with Transition Goals
Not all SWD have clarity about the path they will follow once they graduate from high school; nevertheless, IEP goals are written in support of prospective career and educational aims. Wagner, Newman, and Javitz (2015) report that most SWD exiting high school were ill prepared to enter competitive employment; despite 56% of students having employment goals as part of their IEP transition plan. Also, SWD in high school did not take as many classes that provided exposure to the skills and competencies to prepare them for skilled work (Kochhar-Bryant, Bassett & Webb, 2008). As Special Education teachers work with students and parents to tailor IEP transition goals to fit post-secondary aims, a student’s involvement in CTE can assist with employment related goal writing. CTE provides students with relevant job skill training to include the soft skills needed to interact effectively with others. IEP transition goals written in support of these skills can be documented and reported on throughout the academic year by incorporating CTE teacher input.
7. CTE Teachers Need Your Help
In response to a growing CTE teacher shortage (Fletcher & Hernandez-Gantes, 2011), individual states are increasingly offering industry professionals alternative teaching credentials to enter the CTE teaching profession (Dortch, 2012; Ruhland & Bremer 2003). Many CTE teachers have subject matter expertise in their field of occupation; Having professionals teach in their areas of vocational expertise is preferred. However, most alternative and preliminary credentialed teachers lack the necessary educational proficiency required for the process of teaching due to limited engagement with respect to time in teacher credentialing programs (Dortch, 2012). Data from the 2008 U.S. Department of Education National Center for Education Statistics (NCES) survey was used to determine “that CTE teachers were more likely to have a strong technical background than an understanding of pedagogy and teaching skills” (Dortch, 2012, p.7). Research by Cotton (2000) states there is an evident disparity between CTE professional instructor development and the ability to adequately meet the needs exhibited by SWD (Cotton, 2000). Special Educators need to be cognizant that CTE teachers may have limited knowledge in working with SWD and Special Educators may need to assist in applying accommodations and modifications to increase access and equity for SWD. Special Educators are in a unique position to provide professional support to CTE General Education teachers about SWD, with the intention of helping students and providing access to work readiness skills.
Wrapping It Up
Secondary Special Educators need to inform themselves of how new college and career readiness objectives impact SWD. Understanding how CTE is grounded in these dual objectives will assist Special Educators in advocating for and supporting SWD in CTE. The 7 Things Secondary Special Education Teachers Need to Know Concerning Career Technical Education provides a baseline for understanding why Career Technical Education should be part of the dialogue Special Educators need to have in support of the students they serve.
References
Association for Career and Technical Education (ACTE) (2009). Carl Perkins Act- background. Retrieved from www.acteonline.org/policy/legislation_issues
Balfanz, R., Bridgeland, J., Bruce, M., & Fox, J. H. (2013). Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic–2013 Annual Update. Washington, DC: Civic Enterprises, the Everyone Graduates Center at Johns Hopkins University School of Education, America’s Promise Alliance, and the Alliance for Excellent Education.
Bryk, A. S., & Thum, Y. M. (1989). The effects of high school organization on dropping
out: An exploratory investigation [Electronic version]. American Educational Research
Journal, 26, 353-383.
Christle, C. A., Jolivette, K., & Nelson, C. M. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325-339.
Cotton, S. E. (2000). The training needs of vocational teachers for working with learners
with special needs.
Drage, K. (2009). Modernizing Career and Technical Education Programs. Techniques: Connecting Education and Careers (J1), 84(5), 32-34.
Dortch, C. (2012). Carl D. Perkins career and technical education act of 2006: implementation issues.
Fletcher, E., & Hernandez-Gantes, V. (2011). The status of career and technical education master’s programs in the United States. In Proceedings from the Association for Career and Technical Education Research Conference. St. Louis, MO.
Gordon, E. E. (2000). Skill wars: Winning the battle for productivity and profit. Boston:Butterworth-Heinemann
Gray, K. (2004). Is high school career and technical education obsolete? Phi Delta
Kappan, 86(2), 128-134.
Harvey, M. W., Cotton, S. E., & Koch, K. R. (2007). Indiana Secondary CTE Instructors’ Perceptions of Program Expectations, Modifications, Accommodations, and Postsecondary Outcomes for Students with Disabilities. Journal for Vocational Special Needs Education, 29(2), 16-32.
Kochhar-Bryant, C., Bassett, D. S., & Webb, K. W. (2008). Transition to postsecondary education for students with disabilities. Corwin Press.
Mathis, W. J. (2010). The “Common Core” standards initiative: An effective reform tool.
Boulder and Tempe: Education and the Public
Meeder, H., & Suddreth, T. (2012) Common core standards & career and technical education; bridging the divide between college and career readiness. Retrieved from http://www.achieve.org/files/CCSS-CTE-BridgingtheDivide.pdfwww.achieve.org/files/CCSS-CTE-BridgingtheDivide.pdf
U.S. Department of Labor, Bureau of Labor Statistics (2014a). Occupational Outlook Handbook, 2014–15 Edition. Fastest Growing Occupations: 2012–22 Summary. Retrieved from http://www.bls.gov/ooh/
Wagner, M. M., Newman, L. A., & Javitz, H. S. (2015). The Benefits of High School Career and Technical Education (CTE) for Youth with Learning Disabilities. Journal of learning disabilities, 0022219415574774.
Wahlage, G., & Rutter, R. (1986). Evaluation of model program for at-risk students. Annual meeting of the American Educational Research Association, San Francisco, CA.
About the Author
Dr. Christine Carrington Powell is a career Special Educator currently working in Southern California as a high school teacher and teacher trainer. Dr. Powell was raised in a military family and attended nine different schools both international and domestic. Her teaching experience includes working with diverse learners at the International School of Kingston, Jamaica, and classroom teaching in public schools in Virginia, Hawaii, and California. Her area of expertise includes teacher professional development and analyzing educational organizations to increase access and equity for marginalized student populations. Reach Christine at www.linkedin.com/in/drccpowell/
Download Information
To view or print this handout you have the following options:
View or Download PDF Version of this Issue CLICK HERE(Right Click and Choose Save)
