This resource is designed for people at postsecondary career and technical education (CTE) institutions who recognize the need to make CTE more accessible to students with intellectual disability. This guide provides a roadmap on how to plan for, initiate, and implement strategies for improving support for students with intellectual disability.
To celebrate Career Technical Education (CTE) Month, this webinar hosted by the Florida Center for Students with Unique Abilities (FCSUA) featured a panel of three students attending an FPCTP (Florida Postsecondary Comprehensive Transition Programs) at a technical college. Dan Habib facilitated the discussion with three students who shared why they decided to attend a FPCTP at a technical college, the impact college has made on their life, and more.
This publication provides an explanation of the Strengthening Career and Technical Education for the 21st Century Act, or Perkins V, which is the reauthorization of the Carl D. Perkins Career and Technical Education Act (2006), and the benefits it provides to students with intellectual disabilities. There are many implications for students transitioning from secondary to postsecondary school who are pursuing career and technical education; those are detailed in this Fast Fact.
This guide from the Youth Employment Solutions Center shares how policy initiatives in the Strengthening Career and Technical Education for the 21st Century (Perkins V) Act that can be leveraged to support students with disabilities in career and technical education at the state and the local level.
This graphic illustrates the history of the development of career technical education in the United States, marking several important developments between its inception in 1917 and the passage and implementation of the Strengthening Career and Technical Education for the 21st Century (Perkins V) in 2020.
In this video, experts from CAST explore implementing universal design for learning (UDL) in a Career and Technical Education (CTE) classroom. The speakers discuss instructional design particular to CTE and how UDL can inform some of these designs.
The approach by community and technical colleges of embedding “stackable” certificates aligned to industry certifications within associate degrees has emerged in recent years as a practical way of helping students progress along the education continuum while earning credentials with labor market value. By organizing programs into a series of certificates that build on each other, colleges can offer incremental milestones on the path to associate degree completion.
One of the main goals for students attending college is to provide opportunities for career exploration and ultimately, to secure paid work. One way to do that is through apprenticeships. In this brief, you will learn about the key components of apprenticeships, the reasons why apprenticeships are a promising practice in inclusive postsecondary education (IPSE), and the steps to develop registered apprenticeship programs. Information about the Early Childhood Education pilot apprenticeship program at Next Steps at Vanderbilt is shared as an example of the use of apprenticeships in IPSE.
Universal Design for Learning (UDL) can be used to design high quality experiences for all learners in a wide range of environments, including Career and Technical Education (CTE). In this hour-long webinar from the Center for Applied Special Technology (CAST), three experienced CTE educators and UDL practitioners outline ways in which UDL principles can be used to ensure that a variety of CTE environments are accessible for all learners. This is a helpful resource for all CTE administrators in designing high-quality classroom and work-place experiences.
The National Technical Assistance Center on Transition (NTACT) hosted a 5-part webinar series on improving access and success of students with disabilities in Career and Technical Education.
