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CTE Teachers and Special Populations
Rick Peterson, Ph.D., LMFT, CFLE
Lakshmi Mahadevan, Ph.D.
Reviewed May 2008
Learning Objectives
Acquaint participants with services of the CTSP Center
Introduce four instructional modules of knowledge based on needs assessments
Content overview of the four modules
CTSP Center
Educational library Resources related to CTE, special
education, career assessment Instructional videos Interactive website
Issue
According to the TEA website, over one million Texas high school students are enrolled in career and technology education (CTE) classes as of the year 2005.
TEA data also confirm that over 25% of the more than 500,000 special education students in Texas go through career and technology classes every year.
Serving Students with Special Needs
The purpose of CTE programs is to enable students to gain entry-level employment in a high-skill, high-wage job and/or to continue their education.
Given this, students with special needs are often placed in CTE classes to give them the best chance of gainful employment or moving on to higher education.
While CTE programs have demonstrated a great deal of success in achieving post-secondary goals for their students, teachers continue to face difficulties in adequately serving students with special needs due to inexperience and training in the area of special education.
CTE Special Population Needs Assessment
CTE teachers and subject matter experts were asked what their educational needs were in working with special populations.
The educational issues that rose to the top were in four critical areas:
1. Legal Issues
2. Transition Assessment
3. Instructional Strategies
4. Classroom and Behavior Management
Educational Product Development
Designed instructional modules to cover the 4 areas using identified best-practices
Modules include DVD Instructional manual FAQs answered
Modules available through workshops and via CTSP Center website.
Next step is to make them available through online learning courses.
Best Practices in Legal Issues
Objective: Acquaint CTE teachers with six laws affecting all those serving students with special needs. Individuals with Disabilities Education Act (IDEA) Carl D Perkins Vocational and Technical Education
Act Vocational Rehabilitation Act (consists of Section 504) Americans with Disabilities Act (ADA) Family Educational and Privacy Rights Act (FERPA) Elementary and Secondary Education Act (Now No
Child left Behind)
Attend the ARD meetings.Ask the committee members key questions.Be aware that such issues as instructional
aide can be provided for at the meeting. Consider signing the IEP document on the
back if you are not satisfied about the program or are concerned with your lack of acquaintance with the child.
Transition statement under IDEA Importance of accommodations and
modifications Only 20% of the 40% funding
allocated to CTE has reached us.
Transition Assessment
Objective: Acquaint CTE teachers with the components of transition assessment and methods to match program competencies with student ability.
Importance of transition plan at the age of 16 as required by IDEA.
Tools of formal assessment – interests, aptitudes, personality traits and other career-related affective/employability skills.
Learn about informal assessments To ensure appropriate placement in your
classes:Attend the ARD/IEP meetingCarry a detailed program descriptionConsider preparing a Basic Skills Inventory
Checklist
To ensure that students have acquired all competencies:Identify exit pointsUse standards based evaluationsCreate a comprehensive program
skills inventory
Instructional Strategies
Objective: Acquaint CTE teachers with instructional strategies and appropriate use of accommodations and modifications for blended classrooms.Become familiar with blended classroomsLearn how to identify multiple modalities or
learning styles in your classroomSelect appropriate instructional strategies
Strategies for entire classroom - direct instruction For small groups – small group instruction –
“cooperative learning” Differentiated learning for individual students Be aware of differences between accommodations
and modifications Accommodations – same standard using different
modes of instruction/evaluation Modifications – adjusting methods so that students
with severe disabilities have an improved chance
Understand your role in the ARD process
Create a CTE program inventory identifying exit points
Classroom/Behavior Management
Objective: Acquaint CTE teachers with strategies for classroom and behavior management.
Understand the impact of the environment on behavior.
Examine the influence of Academic Relational Physical
Three levels of program implementationUniversalTargetedSelected
ABC Plan
Identify antecedent Count behavioral occurrences,
intensity/duration and time of occurrence Identify Consequence Implement plan
Change Antecedent Examine impact Change consequence if needed
Ensure that your plan is ongoing
Questions?