1. Drake University SPED 176/276 Flyr

2.  Office of Vocational and Adult Education  This office and United States Department of Education administers grants and programs for career and technical education in high schools, community colleges, and adult education programs.

3.  Vocational education is not only agriculture, industrial arts, and home economics  Business education and cooperative work study programs were added  10 percent of state grant funding had to be for youth with disabilities  15 percent for youth with disadvantages  State must have an advisory committee

4.  Increased set aside funding for vocational education  Purpose to improve and expand the programs and to improve the accountability of the programs  This was one of the laws that will help with assessment, training, and employment activities for students with disabilities

5.  This act made funding available to people with disabilities, disadvantages, single parents, and displaced homemakers  57 percent of the funds spent to the state had to be spent on these groups  Students with disabilities will have equal access to vocational training

6.  Strong academic content most be included in the vocational curriculum  Emphasis put on technical skills  Disability definition now aligns with ADA definition  Schools will be held accountable  This act and the School to Work Act will result in creation of magnet schools, career academies, and youth apprenticeship programs

7.  Job Corps is reauthorized  Training provided for disadvantaged youths and unskilled adults with disadvantages  Designed for people with economic disadvantages and people with disabilities

8.  Funded summer work programs  Funded year-round training programs for youth 16-21  Drop-out prevention was funded again

9.  Federally funded employment and training programs for all individuals including Vocational Rehabilitation  Created one-stop centers and delivery systems in the United States  Provides traditional employment services but is designed to support underserved populations

10.  Collaboration among agencies provided a framework for states to create school to work program  Prepared students for work in high skilled, high wage jobs  Prepared students for post secondary education  School based and workplace learning framework put into place

11.  Higher academic standards as an expectation  Reasonable accommodations in post-secondary setting  Defined disability the same way ADA did

12.  Pell grants offered to students year round  Grants for low income people and people with disabilities would be expanded  People with intellectual disabilities would be able to access financial aid