Inclusion in CTE--What Works and What Needs Fixin'

Overview & Synopsis

No Child Left Behind (NCLB) and the Individuals with Disability Education Act (IDEA) of 1997 and 2004 have brought more students with special education classifications into general education courses and made general education teachers accountable for the performance of those students. They are expected to participate in individual education plan (IEP) meetings, planning, instruction, and evaluation of inclusion students. Students with special academic, behavioral, and communication needs often struggle to learn course content to receive peer acceptance. They often have poor academic achievements, a passive approach to learning, organizational and study skill deficits, and motivational concerns. Needless to say, they can present challenges in technical education programs. This article discusses a study of inclusion in career and technical education (CTE). The study's most important finding is that CTE provides excellent opportunities for inclusion students. Based on observations of 30 CTE classrooms in two vo-tech high schools; conversations with learning consultants, supervisors, and CTE teachers; and analysis of teacher surveys, the study has identified the benefits of and challenges to inclusion in CTE programs and formulated recommendations to improve students' performance.