Partnering to Improve Career and Technical Education for Students With Disabilities: A Position Paper of the Division on Career Development and Transition

Michael W. Harvey, Dawn A. Rowe, David W. Test, Catherine Imperatore, Allison Lombardi, Michelle Conrad, Amy Szymanski, Kristy Barnett

Research output: Contribution to journalArticle

Abstract

This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE’s effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research.

Original languageEnglish (US)
JournalCareer Development and Transition for Exceptional Individuals
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

career education
technical education
disability
career
personnel
student
legislation
special education
research and development
persistence
equity
Partnering
Career transition
Education
Career development
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Organizational Behavior and Human Resource Management

Cite this

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abstract = "This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE’s effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research.",
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Partnering to Improve Career and Technical Education for Students With Disabilities : A Position Paper of the Division on Career Development and Transition. / Harvey, Michael W.; Rowe, Dawn A.; Test, David W.; Imperatore, Catherine; Lombardi, Allison; Conrad, Michelle; Szymanski, Amy; Barnett, Kristy.

In: Career Development and Transition for Exceptional Individuals, 01.01.2019.

Research output: Contribution to journalArticle

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