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

Autor/inn/en	Harvey, Michael W.; Rowe, Dawn A.; Test, David W.; Imperatore, Catherine; Lombardi, Allison; Conrad, Michelle; Szymanski, Amy; Barnett, Kristy
Titel	Partnering to Improve Career and Technical Education for Students with Disabilities: A Position Paper of the Division on Career Development and Transition
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 2, S.67-77 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143419887839
Schlagwörter	Stellungnahme; Students with Disabilities; Vocational Education; Career Development; Secondary Education; Special Education; Transitional Programs; Federal Legislation; Educational Policy; Teacher Education; Educational Legislation; Equal Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausbildung; Berufsbildung; Berufsentwicklung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Bildungsrecht; Schulgesetz
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01