Career Technical Education (CTE) for Students with Disabilities

Written By Amy Geoffroy

CTE prepares students with disabilities for success after high school, including jobs, further education, or independent living.

Our own Whitnie Trost, Senior Support Specialist serves on the Statewide CTE Advisory Council and gives her tips for families and youth with disabiliites to think about so they can take full advantage of CTE programs.

When to Start Preparing

  • Start Early: Begin planning in middle or early high school. IDEA requires transition planning by age 16 (or earlier in some states).

  • Explore Interests: Offer career exploration, job shadowing, and interest inventories to identify strengths and preferences.

Who to Talk To

IEP Team: Work with special and general education teachers, parents, and the student to align goals with interests.

School Counselors: Learn about CTE programs and dual enrollment opportunities.

Community Resources: Contact vocational rehabilitation agencies, workforce boards, and local businesses.

CTE Staff: Discuss program requirements, supports, and accommodations with instructors and coordinators.

Starting the CTE Conversation

  • During IEP Meetings: Ask how CTE can fit into transition plans.

  • Share Strengths: Highlight your child’s skills and interests.

  • Request Assessments: Use career evaluations or interest inventories to guide planning.

  • Inquire About Supports: Discuss needed accommodations or modifications.

  • Involve Specialists: Invite transition experts or vocational rehabilitation representatives to join the team.

Addressing CTE in the IEP

  • Goals and Services: Set measurable post-secondary goals and include job coaching, career assessments, and CTE participation.

  • Accommodations: Specify supports like extra time or assistive technology.

  • Skill Building: Focus on workplace readiness, safety, and self-advocacy.

  • Collaboration: Partner with agencies like vocational rehabilitation for smooth transitions.

Key Considerations

  • Safety and Accessibility: Ensure environments and equipment are accessible and include tailored safety training.

  • Soft Skills: Emphasize workplace behaviors, communication, and problem-solving in IEP goals.

  • Dignity of Risk: Encourage students to take on challenges and grow from experiences. Everyone has something valuable to contribute, even if it hasn’t been done before.

  • High Expectations: Believe in their potential and set meaningful goals.

Compliance with IDEA

  • Transition Services: Schools must provide services to improve academic and functional achievement for post-school success.

  • Least Restrictive Environment: Ensure students participate with peers when possible.

  • Documentation: Regularly review and update IEP goals to track progress.

Oregon Administrative Rules (OAR) for Nonacademic Settings

  • Equal Access: Students with disabilities must have access to nonacademic programs like CTE.

  • Supports and Planning: Schools must provide accommodations and collaborate with families and IEP teams.

  • Accountability: Schools are responsible for implementing and reviewing supports effectively.

Action Steps

  1. Start Early: Begin discussions in middle school.

  2. Collaborate: Engage with the IEP team, CTE staff, and community resources.

  3. Personalize: Tailor plans to the student’s strengths and needs.

  4. Follow Up: Monitor progress and adjust as needed.

CTE offers pathways to independence and success for every student. With proper planning, every child can achieve their goals.

Resources

Amy Geoffroy
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