Module 4

Providing Opportunities for Students with Disabilities

Legislation

Tech-Prep Implications for

SWD

Accommodations, Technology, and SupportsEnsuring

Success for Students with

Disabilities

6. The Key Concepts

3. Last Section:Differentiating Instruction

1. Current Module:Providing Opportunities for

Students with Disabilities

4. Next Module:Next steps and evaluation

5. Big question: How do we make career technical educationaccessible and appropriate for students with disabilities?

2. Is about: 2. Is about:

7. Self-test questions

1. Describe the implications of legislation for CTE2. What types of outcomes are required for Tech-Prep

students?3. Describe the process for modifying Tech-Prep

standards for students with disabilities?4. What are the essential requirements of a program and

how are they determined?5. Where is information about accom-modations and

technology for persons with disabilities?

8. Unit Schedule

1. Discussion about federal legislation2. Discussion about the Tech-Prep vision and how it

applies to students with disabilities3. Discussion about the questions that need to be

asked in IEP meetings of students for CTE4. Description of the Job Accommodation Network

(JAN) , CTEproject.com, and other resources for identifying disability specific accommodations and technology

Graphic Organizer for CTE in Mixed-Ability Classrooms-Module 4

4A. Legislation Affecting Students with Disabilities

4A. Legislation Affecting Students with Disabilities in Career Technical Section 504 of the Rehabilitation Act

The Individuals with Disabilities Education Act (IDEA)

Carl D. Perkins Act

Americans with Disabilities Act

Implications of Legislation for Career Technical Educators

1. Students with disabilities should not be discriminated against and should have access to CTE (Section 504 of the Rehab Act)

2. Students should receive “appropriate” public education that allows them to “progress in the general curriculum” and meet IEP goals in the “least-restrictive environment” (IDEA)

3. Students should only be required to meet the “essential” elements of a job with “reasonable accommodations” that do not create an “undue hardship“ on the employer (Americans with Disabilities Act)

4B. Tech-Prep: Implications for Serving Students with Disabilities

Career-Technical Education Vision

All CTE Programs will become Tech Prep programs during the next five years

All students will have the opportunity to achieve rigorous Tech Prep standards

Guiding Principles for Tech Prep

“Provide equal access, to the full range of technical preparation programs, to individuals who are members of special populations, including the development of tech prep program services appropriate to the needs of special populations.” Title II, Sec. 203. (a.6)

Standards for Tech Prep Programs

The program approval package has been submitted and includes a CTE-26--a program of study and signed assurances. Based on this documentation, the program has been approved as a Tech Prep Program

Coursework includes articulated credit that is directly related to the secondary/ postsecondary career field

Standards for Tech Prep Programs

The appropriate state Technical Competency Assessment and/or industry-recognized assessment is offered

College ready assessments, as determined by the receiving postsecondary institution, must be accessible to all students

Standards for Tech Prep Students for Follow-up Complete the secondary part of the Program

of Study: Earn a proficient level defined minimally as a

“C” or better, in technical coursework that includes the approved Ohio Career Field Technical Content Standards

Meet the Ohio graduation requirements as defined by the Ohio Core legislation

Standards for Tech Prep Students for Follow-up Complete coursework eligible for articulated

credit as determined by the postsecondary institution and defined in the signed articulation agreement. Minimum standard for eligibility is a “C”.

Standards for Tech Prep Students for Follow-up Complete applicable technical assessments:

Successfully pass applicable Ohio Technical Competency Assessments, and/or

Successfully pass an applicable state recognized industry assessment

Complete a postsecondary approved assessment indicated the student is college ready in Math and English (reading and writing.

Enrollment in CTE

Workforce Development Programs Continuum of Opportunities Application and Acceptance Standards Access

What Should CTE Teachers Know about the IEP? Prepare materials for 7th and 8th grade

counselors as well as 9th and 10th grade counselors—we must get information lower in the chain

Explain your content standards and your essential skills and abilities

Participate in the IEP meeting if at all possible Explain your program—content standards and

essential skills Can you make modifications to your program?

Questions that Need to Be Asked -1

1. What support needs qualified the student for special education services?

2. How often do supports need to be provided—hourly, daily, weekly?

3. How intense are supports—one-to-one, small group, after class?

4. How does the disability affect academics, behavior, and functional performance

Questions That Need to Be Asked-2

5. What interest and aptitude measures were used to match the student to the career- technical course?

6. What support services will be available to help the student progress?

7. What documentation needs to be kept?

8. When will the IEP team meet to review progress?

The IEP

Read the IEP Make sure you understand what

accommodations and modifications you need to do to help this student

Follow through on all accommodations and document what you have done

Don’ t wait too long if the student is not succeeding—work with your special education coordinator

The IEP Team Rules

1. The IEP team must determine how enrollment in a CTE class will benefit the student

2. The IEP team must determine what supports will be needed

3. The IEP team must determine what competencies the student must master to be ready for post-secondary education and careers

Defining Success

1. The IEP team must determine how enrollment in a CTE class will benefit the student

2. The IEP team must determine what supports will be needed

3. The IEP team must determine what competencies the student must master to be ready for post-secondary education and careers

Defining Success for Students with Disabilities Completion of the career field technical

content standards. If modifications were completed, then completions of the modified content

Postsecondary Enrollment Employment in the career field

4D. Identifying Accommodations, Modifications, Technology, and Supports for Students with

Disabilities

Identifying Supports for Students with Disabilities A popular site to find supports for employees

with disabilities is the Job Accommodation Network (JAN) which can be found at http://www.jan.wvu.edu.

the CTE Project has developed a site that catalogues accommodations and resources that have been used for students with disabilities at career and technical education programs. This site can be found at www.cteproject.com.

Where do we go from here? You can: Set up a full day training at your program with

support of CTE project staff, or Set up module training at your program with

support of CTE staff, or Participate in computer activities and

blogging on the site: www.cteproject.com, or Any combination of the above options.