ERIC EJ841389: The Four A's of Managing the Placement and Service of Students with Disabilities in the CTE Classroom

2008·0.08 MB·English

by  ERIC

4 Volume 31, Numbers 1-3, Fall 2008
The Four A’s of Managing the Placement and Service of Students
with Disabilities in the CTE Classroom
by George D. Haber, Ph.D. Old Dominion University, & Linda Sutherland, M.Ed., Kent State University
Abstract Enrollment Disparities CTE’s Value for Students
Newly hired secondary career In examining the enrollment with Disabilities
and technical education (CTE) trends of students with disabili-
Few people would argue the po-
instructors are often surprised by ties in career and technical edu-
tential educational value of CTE
the rate at which students with cation (CTE), Levesque (2003)
as an option for students with
disabilities enroll in their classes. reported that in 1998, students
disabilities (Grey & Herr, 1995;
While many educators see CTE with disabilities represented
Harvey, 2003; Kraska, 1996,
as a logical placement for stu- 2.8% of all high school gradu-
1997). The writers of the Indi-
dents who are otherwise aca- ates and 4.2% of those complet-
viduals with Disabilities Educa-
demically unsuccessful, the CTE ing occupational programs. Fur-
tion Act (IDEA, 1997) assert
teacher is too often unprepared thermore, Levesque reported
that, “to the maximum extent
for serving this population. Alter- that 37.5% of students with dis-
appropriate, children with dis-
native routes of CTE teacher li- abilities were entered into CTE
abilities, including children in
censure often leave these teach- programs, compared to 24.6% of
public or private institutions or
ers feeling unsure and ineffec- non-disabled students; the stu-
other care facilities, are edu-
tive. This article discusses con- dents with disabilities earned an
cated with children who are not
cerns about this issue and in- average of 5.9 CTE credits, sub-
disabled, in special classes, or
cludes an easy, four-step model stantially higher than the 3.9
separate schooling” [20 U.S.C.
CTE teachers serving students CTE credits earned by their non-
Section 1412 (a)(5)(A)]. Consid-
with disabilities can use to be disabled peers.
ering the enrollment disparities
more effective overall: In a study of attitudes of
that exist in the United States,
1) Orient staff who refer students principals and special education
it is clear that CTE is a favored
to CTE programs and assist teachers related to inclusion
area of inclusion (Haber, 2005;
them in placement decisions; activities, Cook, Semmel, and
Harvey, 2001).
2) Obtain assistance in imple- Gerber (1999) reported that spe-
The real value of CTE for stu-
menting Individual Education cial education teachers often
dents with disabilities, however,
Plan (IEP) accommodations; perceived the administrators’
goes beyond the placement de-
3) Assess the appropriateness of motivation to implement inclu-
cision. The outcomes for students
the accommodations, record sion activities as cost-cutting,
with disabilities are shown to be
and make recommendations to while regular education teach-
better for employment, earnings,
the IEP team; and ers saw it as the “dumping” of
and overall economic success if
4) Act as an advocate for the stu- students into classes. Although
their secondary education in-
dent in counseling and IEP de- the National Assessment of Vo-
cludes CTE (Harvey, 2001;
velopment procedures. cational Education, Final Reports
Wonacott, 2001). Couple the
to Congress Volume I (2004)
workforce preparation with the
draws the clear conclusion that,
more general “life skill” related
“the notion of vocational educa-
activities and preparation, and
tion in general as a ‘dumping
CTE holds a great deal of value
ground’ for these students is not
for students with disabilities.
warranted” (p. 42), the report
does concede that, “students CTE Teacher Prepara-
with disabilities are over-repre-
tion and Students with
sented in some of the more tra-
ditional vocational program ar- Disabilities
eas—e.g., agriculture, construc- One of the issues facing CTE
tion, mechanics and repair, and teachers with high percentages
materials production” (NAVE of students with disabilities is
2004, p. 42). their program of teacher prepa-
ration. Wolfe, Boone, Folbert,
and Atanasoff (2000) found that
only 35% of the colleges re-
The Journal for Vocational Special Needs Education 5
sponding to their survey had ported a generally negative atti- goals, curricular modification,
their special education and tude toward them and lack of and instructional accommoda-
regular education program support from their school teach- tions. Adequate career counsel-
within the same academic de- ers and administrators. ing and assessment through
partment or division. Further- To summarize this issue, our active participation (McLoughlin
more, the topic of transition, a literature review shows that new & Lewis, 2001, p. 551) will help
key component of student place- CTE instructors are having ensure that students are placed
ment in CTE, was included in trouble dealing with the dispar- in programs that are compatible
the coursework in only 36 of the ate percentage of students with with the students’ interests and
52 universities (69%) repre- special educational needs, partly preferences, academic and
sented in the study. Wolfe et al. because teacher preparation physical capabilities, and career
(2000) further reported that only programs are not addressing transition goals.
33% of the states reporting that these issues with the necessary One key factor to quality IEP
they offer coursework actually depth of content required for development and placement de-
require transition course work quality teaching. This lack of self cisions is ensuring that the IEP
for licensure requirements. efficacy may be the cause of stu- has continuity. Continuity is
Over the last few decades, dents feeling that there is a gen- evident when those writing an
“alternative or industry option” erally negative attitude towards IEP clearly connect the sections
CTE licensure programs have them. within the IEP. For instance, the
become a common and accepted So, given that CTE teachers instructional modifications for a
method of CTE teacher prepa- are in a curricular area with a student should address the
ration. In many of these alter- greater percentage of students student’s academic difficulties.
native programs, CTE teachers with disabilities, and that they The academic goals should be
enter the classroom with little are likely to be less prepared directly related to the student’s
to no actual teaching experience than other teaching profession- transition goals. Most impor-
and little education-related als for educating this student tantly, the placement must be
preparation. Many states have population, the model offered in the logical placement given the
“crash courses” that introduce this article ismeant to guide stated vision statement and
educational theory and methods them in assisting their student transition plan. By being proac-
that last one to four weeks populations with the enrollment tive in assisting the IEP team
aimed at making the teachers at process, during their attendance, with the placement decisions,
least minimally proficient in the and in advocating for their needs. the CTE teacher can help ensure
mechanics of teaching. During continuity and an overall suc-
Step 1: Assist in the
the first years of teaching, many cessful IEP.
Placement Decision
of these teachers can be over- There are several methods
The best way to ensure that a
whelmed not only with the tra- by which a CTE teacher can as-
CTE program is enrolling quali-
ditional requirements of teach- sist IEP teams in effective plan-
fied students is to insist that the
ing and completing the required ning and placement. First, the
CTE teacher or a program rep-
licensure coursework, but also teacher must establish positive
resentative is involved in some
by teaching a population docu- relationships rooted in student
way during the placement deci-
mented to have a substantially advocacy. To establish these re-
sion process. The most qualified
higher enrollment rate for stu- lationships, the teacher must be
person to inform the Individu-
dents with disabilities. proactive in nurturing partner-
alized Education Program (IEP)
Harvey’s (2000) study of 236 ships with the IEP team mem-
team about the program is the
CTE educators in Pennsylvania bers. Making overtures in the
course instructor, and if possible
found that CTE teachers, in gen- form of phone calls and invita-
school administrators should
eral, felt less confident and less tions for tours are the best
plan for release time to accom-
effective in teaching students places to start, followed by in-
modate this. Only a well-in-
with disabilities than their ad- viting counselors and adminis-
formed representative of the pro-
ministrators perceived them to trators to tour the classroom
gram can provide a comprehen-
be. Several follow-up studies and the laboratory, sending
sive picture of the rigor level of
evaluating special education portfolios of work samples and
the course, as well as other re-
students in inclusive settings written exams, and making sure
quirements which may present
(Fourqurean & LaCourt, 1990; the IEP team is aware of aca-
challenges that the IEP team
Kottering & Braziel, 1999; Lovitt, demic prerequisites BEFORE
should consider in its planning.
Plavins, & Cushing, 1999), everyone is under springtime
This representative is invaluable
found that many students re- IEP writing pressures. The mes-
in the development of academic
6 Volume 31, Numbers 1-3, Fall 2008
sage that should be received team prescribes the instruc- the IEP of a student, the teacher
through these efforts is that the tional and assessment accom- simply needs to summarize the
program is open to all interested, modations the student will re- specific information needed to
motivated, and academically quire based on the student’s dis- implement instruction and re-
prepared students. The develop- abilities (Ysseldyke, Thurlow, quest that someone with the nec-
ment of these relationships will Bielinski, House, Moody, & essary clearance retrieve it.
hopefully render a positive work- Haigh, 2001). Teachers need the following infor-
ing relationship between the Sometimes, accommoda- mation from the IEP:
CTE programs and the IEP tions are difficult to find on the (1) Disability
teams, resulting in more consul- IEP. They are occasionally in the (2) Curricular modifications
tation, invitations to IEP meet- needs section of the evaluation (3) Annual goals & objectives
ings, and an overall rise in report, sometimes listed with the (4) Instructional modifica-
awareness of everyone’s role in academic objectives, sometimes tions or accommodations
the process. listed under instructional modi- (5) Strengths and needs
In reality, it is difficult for the fication, or sometimes they have (6) Academic performance
CTE teacher to get out of class their own category, called ac- (standardized tests, grade
to attend IEP meetings, so CTE commodations or adaptations. equivalency scores)
schools often send representa- Regardless of what they are (7) Student’s career goal and
tives to participate in these called, they have been desig- transition goal
meetings. These representatives nated as a result of the IEP
Step 3: Assess the IEP’s
are typically career and techni- team’s assessment and plan-
Quality and Appropriateness
cal counselors, evaluators or ning, and it is unlawful to refuse
Sometimes the accommodations
other administrators. It is im- to grant them.
written for a student that look
perative when sending a repre- Making accommodations for
effective on an IEP fall short in
sentative that she has familiar- students with disabilities is re-
the classroom. So, what is the
ity with the individual programs ally where the IEP works. It is
CTE teacher to do with a stu-
and is able to determine whether imperative that the CTE teacher
dent who has ineffective accom-
or not the program is appropri- is given access to the IEP and
modations required of their edu-
ate for the individual student. implements changes in instruc-
cation program? First, the
This representative should also tion or applies instructional
teacher needs to make attempts
be prepared to make recommen- strategies according to the IEP.
to implement the accommoda-
dations regarding instructional Sometimes, because of restric-
tions, and develop a method for
and curricular modifications. tive school district policies,
keeping track of the attempts.
In summary, by creating teachers are told that they may
Each attempt should be noted,
clear, communicative, and coop- not see the IEP because it is con-
along with the student’s re-
erative relationships with IEP fidential. The CTE teacher needs
sponse (refusal or acceptance).
placement teams, the CTE to have immediate and unre-
The accommodation’s effective-
teacher will likely increase the stricted access to the IEP. The
ness (effective or ineffective) is
percentage of qualified students IEP is a document of educational
noted as well. The teacher
enrolling in the CTE classroom, alteration, customized for the
should make sure that the notes
not by excluding students, but student. It is very difficult to
are complete and up-to-date.
by ensuring that the students make changes to curriculum
If the accommodations are
enrolling are motivated, inter- and instruction if the person in
still rendering no real progress,
ested, and aware of the course charge of implementing these
the teacher should consider ask-
and work requirements neces- changes is not allowed to see the
ing for help from three sources.
sary for success. This will result changes required. Career and
First, members of the IEP team
in enrollment of more cognitively technical educators need back-
who decided the accommodation
and affectively prepared stu- ground information on the
was needed and in the student’s
dents focused on success. student’s disabilities in order to
best interest should be con-
provide the appropriate accom-
Step 2: Accommodate
sulted. They should be asked
modations and curricular modi-
According to the IEP why the accommodation was
fications (Wonacott, 2001).
Accommodations are the chosen, and what the team ex-
While some school districts
changes made in instruction pected the student to accom-
do have pretty restrictive poli-
that enable the student with dis- plish as a result. Next, other
cies, the information still can be
abilities to attain the same edu- teachers who have had similar
accessed by the teacher. If a
cation as everyone else. The IEP experiences should be con-
teacher has difficulty accessing
The Journal for Vocational Special Needs Education 7
sulted. More senior teachers needs to know that the other is The student is placed in CTE
might have hints and sugges- trying to create the best possible programs by the IEP team for
tions to successfully implement plan” (Lytle & Bordin, 2001, p. 43). what is considered the most ap-
the accommodation or more Too often, however, as a re- propriate educational experi-
general suggestions for assisting sult of frustration, lack of train- ence; the role of the educational
students with this type of dis- ing, or lack of adequate support, system is to provide this educa-
ability. Lastly, the student’s pre- the teacher can lose sight of his tional experience. It is the duty
vious year’s teachers could po- own role in the educational pro- of the CTE teacher to make all
tentially provide insight on how cess of a student with a disabil- attempts to make the placement
to successfully work with the ity. The role becomes almost work. If, throughout the school
student. Seeking advice from adversarial, and the teacher is year, the CTE teacher concludes
these three sources should ren- viewed as someone unwilling to that the accommodations or the
der a much clearer picture of the deal with the student. When the overall program is truly inappro-
accommodation, the reason it teacher concludes that a change priate for the student, it is the
was prescribed, and how to in placement or accommodation obligation of the teacher to ques-
make it more effective. must be made, the teacher must tion it, refine it, and advocate for
At the end of an evaluation ensure that his actions are its change.
term (mid-quarter or marking viewed as student-focused advo-
Conclusion
period), the teacher should sum- cacy. If the teacher feels that the
marize the success of the accom- student placement, accommoda- While CTE often provides stu-
modation. An overall summary tions, or academic goals are dents with disabilities an envi-
should accompany the standard flawed, the teacher must com- ronment with great educational
progress evaluation report to the municate concern that the stu- potential, newly hired CTE
school’s career and technical dent is being disserved by the teachers must be ready and ca-
education special needs coordi- existing IEP and that changes pable to provide such an expe-
nator. It is essential that the should be made. Development of rience. Using the four-step
teacher makes this process as this advocacy role must begin model presented in this article,
accurate as possible. long before any problems with all CTE teachers can more effec-
placement become apparent. tively educate students with dis-
Step 4: Become a Student
The following steps are useful in abilities. By assisting in the de-
Advocate
developing this advocacy role. cision of which courses or pro-
The IEP development process is
Career and technical education gram a student is placed in, by
an emotional process for all in-
teachers should: employing appropriate and re-
volved. It is a process filled with
1)make contact with parents quired accommodations, assess-
evaluation, reality checks, dis-
early in the year; ing the effectiveness of the
agreements, and sometimes
2)through these contacts, at- student’s IEP and accomodations,
hostility. It is important to ap-
tempt to be viewed as a car- and by advocating for students,
proach the process with the un-
ing, reasonable teacher before CTE teachers can take a neces-
derstanding that everyone on
the student has a chance to sarily active role in helping stu-
the IEP team should be working
come home with stories to the dents with disabilities reach their
toward the best educational fit
contrary; fullest potential.
for the “individual” (Lytle &
3)ensure that parents are con-
Bordin, 2001). Helping parents References
tacted regularly and report
understand that the team is
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working toward the best inter- cern; Gerber, M. M. (1999). Attitudes
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stress levels and create an envi- tion teachers toward the inclu-
partnership with the parents
ronment in which parents can sion of students with mild dis-
to make sure that there is
increase their knowledge about abilities.Remedial and Special
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Journal of Industrial Teacher Edu- National Assessment of Vocational E-Mail: [email protected].
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