The Evaluation of Student Perceptions of Articulation and CTE Classes on Students with and without Special Needs

Abstract

The ultimate test of schools is the success achieved by graduates. Research has documented that young adults with disabilities are often unemployed, underemployed, isolated, and in trouble with the criminal justice system (Meisel, Henderson, Cohen, & Leone, 1998). The increased emphasis on student outcomes and enhancing transition from school to work, especially for students with disabilities, has become a recognized priority for educators since the implementation of the Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) in 1990, the 1997 Amendments (P.L. 105-17) and its reauthorization in 2004 by President G.W. Bush. In addition to IDEA, the Carl D. Perkins Career and Technical Education Improvement Act of 2005 addressed the needs of students with disabilities and defined career-technical education as organized educational programs offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree (U.S. Dept Ed). Developing a highly skilled workforce to keep America competitive in the global economy and providing lifelong learning for the workforce is essential. Educators have investigated strategies that would close the gap between academics and employment. Meaningful educational options have been developed that facilitate the successful transition from school to work. This paper addresses one such strategy, the use of articulation between secondary and postsecondary institutions.