cte and special education.potx

Programs, Services and Outcomes for Students with Disabilities

in Career and Technical Education (CTE)

New Jersey Vocational and Technical Schools

2

►Employment rates for individuals with disabilities continue to fall behind those without disabilities, contributing to persistently high poverty rates (Foley, Marrone, & Simon, 2002; O’Day & Foley, 2008)

►8 out of 10 individuals with disabilities were not in the labor force compared with 3 in 10 with no disability in 2012

►Youth Employment Rates

Ages 16-19 13% compared to non disabled peers of 34%

Ages 20-24 26% compared to non disabled peers of 63%

(United States Department of Labor, 2012)

U.S. EMPLOYMENT DATA

Middlesex County Vocational and Technical Schools

Middlesex County Vocational and Technical Schools 3

Students with disabilities who participate in vocational coursework are more likely to obtain and maintain employment after high school (Rabren, Dunn, & Chambers, 2002).

A review of evidence base for transition services for students with disabilities points to the importance of both academic and career opportunities during high school (National Secondary Transition Technical Assistance Center, 2009).

Students engaged in integrated career and community experiences, especially career education and paid work, are more likely to experience positive employment outcomes (Ferretti & Eisenman, 2010).

Research Data


70% OF HIGH SCHOOL GRADUATES ATTEND INSTITUTIONS OF HIGHER EDUCATION

ONLY 30% MAKE IT THROUGH A FOUR YEAR COLLEGE

ONLY 10% GRADUATE FROM A 2 YEAR INSTITUTION

(Time Magazine 2/24/14)

COLLEGE IS NOT FOR EVERYONE


Single subject resource programs outside of general education

Special class program in local districtSpecial education in another local districtSpecial education program in vocational schoolSpecial education in: county special services district,

educational services commission, jointure commission, or NJ approved private school

Continuum of Program Options for New Jersey’s Special Education Students

N.J.A.C. 6A:14-4.3(b)


Instructional considerations and student needs:1. The nature and degree of the student’s educationally

disabling condition;2. The interests, aptitudes and abilities of the student;3. The functional level of the student;4. The employment potential of the student;5. The type of occupational area;6. Instructional strategies;7. Safety factors, and8. Physical facility requirements.

Special Class Programs Vocational Education program criteria:

N.J.A.C. 6A:14-4.7(h)


The outcomes for students with disabilities are shown to be better for employment, earnings, and overall economic success if their secondary education includes CTE (Harvey, 2002;

Wonacott, 2001). CTE coupled with general “life skills” related activities and

preparation holds a great deal of value for students with disabilities (Lindstrom, Doren, & Miesch, 2011).

The real value of CTE goes far beyond placement decisions. Students with disabilities in CTE cultivate the ‘soft’ skills of independence and self-determination (Eisenman, 2007).

CTE’s Value for Students with Disabilities


Middlesex County Vocational and Technical Schools enrolled 658 special education students which represents 32% of their enrollment.

MCVTS In 2013, 15% of students in

New Jersey are students with disabilities

New Jersey’s 21 county vocational and technical schools enrolled 6,827 special education students which represents 21.2% of their enrollment.

New Jersey

Special Education Enrollment Data


Positive Behavior Supports in Schools (PBSIS)Easter Seals-High School/High TechReplacement CurriculumCollaboration with MRESC for transition servicesResponse to Intervention Infusion of technology into academics and career areas Read 180Math in CTECharacter CountsSocial Skill DevelopmentStructured Learning Experience and Cooperative Education

MCVTS Special Education INITIATIVES


Co-TeachingDifferentiated Instruction and scaffolding skillsUsing technology in the special education classroomsTeaching with the Adolescent Brain in MindPositive Behavior Supports in SchoolsRead 180Response to InterventionResponding to the Needs of all Learners

PROFESSIONAL DEVELOPMENT


CO-CURRICULAR AND EXTRA CURRICULAR ACTIVITIES

SKILLS USA DECA

HOSA FFA

INTERSCHOLASTIC SPORTS PHYSICAL EDUCATION AND HEALTH

STUDENT COUNCIL THEATRE AND ARTS FILM FESTIVAL

GREEN PROGRAM OF STUDY NATIONAL TECHNICAL HONOR SOCIETY

CURRICULUM BASED FIELD TRIPS COLLEGE FAIRS

HIGH TECH EXPO ASSEMBLY PROGRAMS

YOUNG MEN’S CONFERENCE YOUNG WOMEN’S CONFERENCE

CAREER SHOWCASES


Overall JOB PLACEMENT 95%JOB PLACEMENT in the Career Majors 84%College or Postsecondary 34%Twelve career majors achieved 100% placement of graduates in the trade trained for:

MCVTS POST SCHOOL OUTCOMES STUDENTS WITH DISABILITIES

Agriculture & Ornamental Horticulture

Apparel Services & Clothes Processing

Automotive Repair Automotive Technology

Basic Business Technology Carpentry

Cosmetology Culinary Arts

Heating, Ventilation, & Air Conditioning

Machine Tool Technology

Multimedia Arts


“I work with a cross-section of special needs students to help them learn a complex and in-demand job in the dry-cleaning business as well as how to communicate and work as a team. These are essential tools for them to secure employment and serve our community after they leave our school. Our specialized classrooms help lead to professional and personal successes by focusing on helping these students develop the appropriate skills based on their individual needs.” ---Tom Grimaldi, Dry Cleaning Services Instructor

“As a teacher of students with disabilities, my goal is employability.” ---Jerry DeLena, Auto Services Instructor

“The carpentry program provides career development students with the knowledge, confidence and work ethic in an environment that will make a real difference in their lives and in their communities.”---Steve Canning, Carpentry Instructor

MCVTS Teachers


“I am the HVAC teacher for Special Needs students. I model lessons on a daily basis and use hands-on techniques in HVAC instruction. I maintain high expectations for my special education students and foster leadership, team work, conflict resolution, and courage. These are very important life skills in achieving success in the workforce. Many of my students have gone into the ranks of the HVAC and Solar fields due to the opportunities they are provided within this important program. ---George O. Gent, Jr., HVAC Instructor

MCVTS Teachers


“The supermarket industry recognizes people with disabilities as desirable in the work force due to outstanding work habits. Our students may not become store managers but some students may become department managers.”---Sean Gorman-Supermarket Careers Instructor

MCVTS Teachers

Supermarket Careers Program


What is Supermarket Careers?

A Partnership! A Supermarket Careers Partnership occurs

when: Wakefern Food Corporation The School Community A sponsoring ShopRite Member or Members

Work together to establish a supermarket learning lab/retail store

where students will be trained for entry-level supermarket positions.

Physical components Learning Lab (classroom) Retail store


The Supermarket Careers Program presents: Authentic workplace experiences and school to

work opportunities for high school students, predominately special needs

Addresses core curriculum content standards Integrates the supermarket workplace with high

school curriculum Designed to:

Train students in a classroom setting to become productive and successful ShopRite Associates

Satisfies the needs of the student, the school, the student’s family, and the supermarkets of the community

* Students are provided with a “real life experience” by working in the school retail store

WHAT IS SUPERMARKET CAREERS?


ShopRite CommitmentOffer “job ready” students opportunities for employment before and after graduation Establish or continue relationship with schools Dedicate Associate as liaison to school

programs Develop work shadowing program Dedicate resource at store level to provide

program support (Store HR Professional, ASM, Community Coordinator, etc.)

Store field trips Create an internship program for students

where possible Involve Member Rep in classroom

Presentations Mentoring


Eisenman, L. T. (2007). Self-Determination interventions: Building a foundation for school completion. Remedial and Special Education, 28, 2-8.

Essential Tools: Improving Secondary Education and Transition for Youth with Disabilities, National Center on Secondary Education and Transition. 2005.

Ferreti, R. & Eisenman, L. Delivering Educational Services that Meet the Needs of All Students. Council for Exceptional Children, 2010.

Foroohar, R. The School That Will Get You a Job. Time Magazine, February 24, 2014. Haber, G, & Sutherland, L. The Four A’s of Managing Placement and Service of Students with Disabilities in the CTE

classroom. Journal for Vocational Special Needs Education, v30 n1-3 p4-8 Fall 2008. Harvey, M.W. (2002). Comparison of postsecondary transitional outcomes between students with and without

disabilities by secondary vocational education participation: findings from the national education longitudinal study. Career Development for Exceptional Individuals, 25(2), 99-122.

Lindstrom, L., Doren, B., & Miesch, J. Waging a Living: Career Development and Long-Term Employment Outcomes for Young Adults with Disabilities, Exceptional Children, 2011.

National Secondary Transition Technical Assistance Center (2009). Predictors of post-school success. Retrieved from http://www.nsttac.org/content/predictors-post-school-success.

Rabren, K., Dunn, C., and Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25(1), 25-40.

United States Department of Labor, Office of Disability Employment Policy, htpp://dol.gov/odep/categories/youth/youthemployment.htm, 2014.

Wonacott, M. (2001). Students with disabilities in career and technical education. Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education.

REFERENCES

cte and special education.potx

Education

technical education

career education

secondary education

special educationstudents

high school rabren

cte harvey

employment potential

real value of cte