Career and Technical Education and Academics: Annotated Bibliography

Autor/inn/en	Dean, Julia Catherine; Adade-Yeboah, Vandyck; Paolucci, Caitlin; Rowe, Dawn A.
Institution	National Technical Assistance Center on Transition (NTACT)
Titel	Career and Technical Education and Academics: Annotated Bibliography
Quelle	(2020), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Vocational Education; Students with Disabilities; Integrated Curriculum; Educational Legislation; Federal Legislation; Equal Education; Academic Education; Transitional Programs; High School Students; State Standards; Career Academies; Secondary School Students; STEM Education; Student Participation; Job Skills; Regular and Special Education Relationship; Foreign Countries; Mathematics Achievement; Oregon; Germany; New Jersey + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Akademische Bildung; High school; High schools; Oberschule; Berufsakademie; Sekundarschüler; STEM; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Produktive Fertigkeit; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Deutschland
Abstract	Career and Technical Education (CTE) has predominantly existed parallel to academic education. Recently however, CTE and academic instruction have begun to intersect and merge. This confluence can be very beneficial for students with disabilities. Careful planning for both academic and CTE instruction is critical. It allows for students with disabilities to access the general education curriculum similarly to their nondisabled peers. Studies have shown that curriculum integration and academic CTE classes have a positive impact on test scores, technical skills, academic skills, and even dropout rates for students with and without disabilities. This annotated bibliography summarizes the literature addressing the ways curriculum integration and CTE programs with an academic focus impact students with disabilities. The target populations of these studies have included students with disabilities, students without disabilities, students in CTE classes, students not in CTE classes, as well as teachers. (ERIC).
Anmerkungen	National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01