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Ch. 8 Participation of Underrepresented Students in Career and Technical…

- - - - more likely than White and middle-income students to be assessed as low in academic ability and placed in lower-level tracks
      - disadvantaged schools were exposed to fewer demanding programs. Students in low-level tracks and in less-advantaged schools were exposed to fewer math and science resources such as highly qualified teachers, equipment, and development of higher-level skills.
- - - - to assure that all children with disabilities have available to them ... a free appropriate public education that emphasizes special education and related services designed to meet their unique needs;
      - to assure that the rights of children with disabilities and their parents ... are protected;
      - to assist states and localities to provide for the education of all children with disabilities; and
      - to assist and assure the effectiveness of efforts to educate all children with disabilities.
    - - The law also requires
        
        Beginning at age 16, the law requires a statement of the interagency linkages needed for students' planned outcomes.
        
        At least one year before the student becomes a legal adult, the law requires a statement that the student is aware of his or her rights under the legislation (section 614).
        
        beginning at age 14 and updated annually, a statement of students' transition service needs according to their individualized education program (IEP). This includes such components as advanced placement in career and technical education courses.
      - taking into account
        
        the student's preferences and interests
        
        and include
        
        instruction,
        
        related services,
        
        community experiences,
        
        the development of employment and other post-school adult living objectives
        
        acquisition of daily living skills and functional vocational evaluation.
  - - - a track that will result in full funding
      - changes in the composition of Individualized Education Programs (IEPs) and committee involvement in the IEP process
      - "highly qualified" special education teachers
      - transition from school to postschool
      - identification procedures for students with learning disabilities (LD); due process hearings
      - expulsion and suspension of students with disabilities
    - - ensure students with disabilities were
        
        had goals similar to other children
        
        qualified personnel working with them
        
        included in assessments
  - - - • ask students about their strengths and disabilities; discuss any accommodations they use;
      - • ask students about modifications that would make the classroom or workplace more user friendly;
      - • provide the IEP team, students, and parents with labor-market information related to students' occupational area;
      - • keep standards high and give students positive feedback based on their achievements and skill acquisition;
      - • communicate with special education teachers and school-to-careers transition specialists; ask them for advice;
      - • provide the IEP team, students, and parents with transition assessment information, such as a list of postsecondary options;
      - • provide the IEP team with a list of skills and competencies taught in your vocational area; and
      - • provide the special education teacher with a list of vocabulary used in the vocational classroom.