1. Module 4 Providing Opportunities for Students with Disabilities

2. Legislation Tech-Prep Implications for SWD Accommodations, Technology, and Supports Ensuring 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 education accessible and appropriate for students with disabilities? 2. Is about: 2. Is about: 7. Self-test questions 1.Describe the implications of legislation for CTE 2.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 legislation 2.Discussion about the Tech-Prep vision and how it applies to students with disabilities 3.Discussion about the questions that need to be asked in IEP meetings of students for CTE 4.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

3. 4A. Legislation Affecting Students with Disabilities

4. 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

5. 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)

6. 4B. Tech-Prep: Implications for Serving Students with Disabilities

7. 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

8. 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)

9. 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

10. 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

11. 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

12. 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”.

13. 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.

14. Enrollment in CTE Workforce Development Programs Continuum of Opportunities Application and Acceptance Standards Access

15. What Should CTE Teachers Know about the IEP? Prepare materials for 7 th and 8 th grade counselors as well as 9 th and 10 th 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?

16. 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

17. 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?

18. 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

19. 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

20. 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

21. 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

22. 4D. Identifying Accommodations, Modifications, Technology, and Supports for Students with Disabilities

23. 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. 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. www.cteproject.com

24. 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, orwww.cteproject.com  Any combination of the above options.