Communication in Support of Students with Disabilities Attending Career Technical Education

Autor/in	Powell, Christine
Titel	Communication in Support of Students with Disabilities Attending Career Technical Education
Quelle	In: Journal of the American Academy of Special Education Professionals, (2018), S.24-43 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Institutional Cooperation; High Schools; Vocational Schools; Students with Disabilities; College Readiness; Career Readiness; Information Dissemination; Special Education Teachers; Vocational Education Teachers; Administrators; Teacher Collaboration; Cooperative Planning; Individualized Education Programs; Faculty Development; Teacher Expectations of Students; Alignment (Education); Educational Legislation; Federal Legislation; Teacher Role; Leadership Responsibility; School Policy; Student Needs; California + Suchen Sie Ihr Suchwort? Institute; Co-operation; Cooperation; Institut; Kooperation; High school; Oberschule; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Informationsverbreitung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausbilder; Lehrerkooperation; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerrolle; Schulpolitik; Kalifornien
Abstract	This qualitative study investigates information sharing practices between comprehensive high schools and an offsite Career Technical School with a focus on Students With Disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal's Four Frame Model for Organizational Change serves as the theoretical framework. The study participants included Special Education teachers, Career Technical Teachers and Administrators of Curriculum and Instruction. Findings included organizations operate separately, resulting in minimal CTE teacher input in IEP development and implementation; lack of targeted professional development for teachers at both organizations; and lowered expectations of SWD. Implications and suggestions for education leadership to align structures and promote collaboration to facilitate SWD learning are examined. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01