Perceptions of Special Education and Career and Technical Education Collaboration and Communication

Abstract

This study explored perceptions of current practices used by secondary educators (special education teachers and guidance counselors) and stand-alone career and technical education (CTE) centers when working with students with disabilities from sending high schools participating in secondary CTE from one midwestern state. The study looked at perceptions held by each educational setting (high school and secondary CTE) regarding needs and responsibility when working with these shared students. Study participants were provided a paper-and-pencil survey consisting of Likert-type scale and forced choice questions. Results indicated inconsistencies in the methods used to share student information and who was responsible for providing that information. Many respondents did not feel regular communication took place between CTE and special education. The findings reinforce concerns represented in more than a decade of research in this area. Recommendations are made for how CTE and special education can better communicate and collaborate on behalf of students with disabilities in CTE.Respondents were asked to rate survey items concerning communication related to students with disabilities attending CTE programs, CTE representation at conferences for students with disabilities, and professional development oppor-

A College and Career Readiness Framework for Secondary Students With Disabilities

“…CTE particularly emphasizes curricula integrating information technology literacy into career readiness exploration (see, for example, Izzo, Yurick, Nagaraja, & Novak, 2010). Despite this promise, exploratory findings on the relationships between CTE staff and special educators show inconsistent communication, including conflicting terminology, as well as a general lack of understanding of responsibilities in sharing student information and support services (Schmalzried & Harvey, 2014). As is the case with all content areas, collaboration among special educators and classroom teachers will be crucial in promoting the six domains of CCR.…”

Students With Intellectual Disabilities and Career and Technical Education Opportunities: A Systematic Literature Review

“…CTE capitalizes on these experiences for the general population, but there were only two studies that focused on students with ID in the literature review. In fact, one particular study found that community business professionals may be less willing to partner with high schools to create meaningful work experiences for adolescents with disabilities, as opposed to their peers without disabilities (Carter et al, 2009); meanwhile, another study showed a clear communication gap between responsibilities of the professionals who work with SWD in CTE settings (e.g., special educators, CTE teachers), such as providing and sharing student information and coordinating services (Schmalzried & Harvey, 2014). Importantly, both of these articles highlight barriers in the current systems that leave this subgroup with more limited options for work experience.…”

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

“…Collaboration and communication are expressed areas of concern by secondary CTE and special education professionals alike (Harvey, Test, & Rowe, 2017). Schmalzried and Harvey (2014) recommended ongoing communication and collaboration concerning students with disabilities enrolled in secondary CTE settings. Haber and Sutherland (2008) suggested to facilitate communication administrators should: a.…”

“…Perkins V addresses the need for professional development for CTE professionals on helping students with disabilities succeed in secondary CTE. Similarly, Schmalzried and Harvey (2014) suggested that special educators need to understand secondary CTE and provisions in Perkins V regarding special populations, including students with disabilities. Therefore, we offer six recommendations for providing collaborative personnel preparation and professional development.…”