Open Access Thesis
Youth with disabilities -- Vocational education; Vocational education;
The enrollment patterns of students with and without disabilities in Career and Technical Education (CTE) were examined. Data were collected from the transcripts and Individualized Education Plans (IEP) of 27 students with disabilities and the transcripts of 27 students without disabilities from three school districts at the end of their senior year. The data were analyzed using descriptive statistical analyses to describe differences between the enrollment patterns of students with and without disabilities as well as between students with different types and severity of disability. Overall, students in special education earned more CTE credits than students in general education. Additionally, subgroup analyses indicated that students with less severe disabilities earned more CTE credits than students with more severe disabilities and students with behavior goals earn more CTE credits than students who only have academic goals. In addition, findings regarding non-CTE credits and credit completion are described. Implications for practice are discussed.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
Kerri Turk Clopton
1 PDF file (v, 59 pages)
©2011 Cory C. Johnson
Johnson, Cory C., "Enrollment of students with disabilities in career and technical education" (2011). Theses and Dissertations @ UNI. 450.