Using Participation in Career and Technical Education as a Baseline for Access, Equity, and Inclusion for Students with Disabilities

Autor/inn/en	Harvey, Michael W.; Park, Mi Hee
Titel	Using Participation in Career and Technical Education as a Baseline for Access, Equity, and Inclusion for Students with Disabilities
Quelle	In: Career and Technical Education Research, 47 (2022) 1, S.23-38 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Student Participation; Vocational Education; Access to Education; Equal Education; Inclusion; Students with Disabilities; High School Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausbildung; Berufsbildung; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Lernleistung; Schulerfolg
Abstract	Secondary career and technical education (CTE) provides high school students the opportunity to gain occupational skills for in-demand 21st century jobs linked to college and career readiness (CCR). All students, including those with a disability, can benefit from CTE. Secondary CTE is a predictor of positive post-school outcomes for students with disabilities (SWD; Mazzotti et al., 2021). This study explored the Perkins Collaborative Research Network (PCRN) data associated with secondary CTE and SWD participation from school years 2014-2015 to 2018-2019 to establish a baseline in enrollment. The data provides a point of reference and trends to better understand serving SWD in CTE and sheds light on access, equity, and inclusion framed in policy and practice articulated by Harvey et al. (2020). The findings can also inform continued work associated with a CCR framework for SWD (Morningstar et al., 2017). (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: https://www.acteronline.org/cter
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01