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
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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
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The purpose of CTE programs is to enable students
to gain entry-level employment in a high-skill, highwage 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.
2.
3.
4.
Legal Issues
Transition Assessment
Instructional Strategies
Classroom and Behavior Management
Educational Product
Development
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Designed instructional modules to cover the 4
areas using identified best-practices
Modules include
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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.
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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

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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 careerrelated affective/employability skills.


Learn about informal assessments
To ensure appropriate placement in your
classes:
 Attend the ARD/IEP meeting
 Carry a detailed program description
 Consider preparing a Basic Skills Inventory
Checklist

To ensure that students have
acquired all competencies:
Identify exit points
 Use standards based evaluations
 Create 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 classrooms
 Learn how to identify multiple modalities or
learning styles in your classroom
 Select appropriate instructional strategies

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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

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Understand your role in the ARD
process
Create a CTE program inventory
identifying exit points
Classroom/Behavior
Management
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Objective: Acquaint CTE teachers with strategies
for classroom and behavior management.
Understand the impact of the environment on
behavior.
Examine the influence of

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Academic
Relational
Physical
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Three levels of program
implementation
Universal
 Targeted
 Selected

ABC Plan
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Identify antecedent
Count behavioral occurrences,
intensity/duration and time of occurrence
Identify Consequence
Implement plan
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Change Antecedent
Examine impact
Change consequence if needed
Ensure that your plan is ongoing
Questions?