Electronic Theses and Dissertations

Award/Availability

Open Access Thesis

Keywords

Youth with disabilities -- Vocational education; Vocational education;

Abstract

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.

Date of Award

2011

Degree Name

Specialist in Education

Department

Department of Educational Psychology and Foundations

First Advisor

Kerri Turk Clopton

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2011

Object Description

1 PDF file (v, 59 pages)

Language

EN

File Format

application/pdf

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