Accommodating eric need special student

CTE teachers are only one member of the team that plans and provides educational activities and accommodations for students with disabilities.In IEP development and transition planning, CTE teachers' role is to provide information, support, and assistance to others who lead the process.Planned educational activities should focus on school- and work-based experiences linking high academic and workplace standards, with integrated academic and vocational curricula for employment skills and specific occupational instruction.Family involvement should be facilitated by training to increase parents' knowledge and skills in advocacy, planning, support, and legal issues.In addition, CTE teachers must know what role they play both in planning and in providing instruction.

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Planning should be proactive, focused on individual students, and driven by students and parents; it should involve student assessment, life skills development, and accommodations.Qualitative studies reviewed by Eisenmann (2000) imply that integration of academic and vocational curricula promoted meaningful engagement and inclusion of students with disabilities by increasing persistence, academic achievement, and postsecondary engagement.Four key federal laws define the rights of students with disabilities (Ordover and Annexstein 1999).Students with disabilities who had paid or unpaid work experience in high school had better employment outcomes--higher wages, more hours, more continuous employment.Furthermore, students with disabilities mainstreamed into regular CTE or academic classrooms obtained paid competitive jobs more often and felt better prepared to keep their jobs.However, CTE teachers play a primary role in providing instruction through school- and work-based experiences and activities linking the two and in integrating academic and vocational instruction; in that role, CTE teachers should receive support and assistance from others. ENSURING ACCESS, EQUITY, AND QUALITY FOR STUDENTS WITH DISABILITIES IN SCHOOL-TO-WORK SYSTEMS: A GUIDE TO FEDERAL LAW AND POLICIES. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. CULTIVATING OUR GARDEN: SERVING STUDENTS WITH LEARNING DISABILITIES IN FAMILY AND CONSUMER SCIENCES.Special educators typically play the primary role in identifying educational activities and accommodations that suit students' interests, aptitudes, abilities, and postschool preferences (Evers and Elksnin 1998). IMPROVING STUDENT OUTCOMES: PROMISING PRACTICES AND PROGRAMS FOR 1999-2000. Washington, DC: Center for Law and Education; Minneapolis: Institute on Community Integration, University of Minnesota, 1999. CREATING USEFUL INDIVIDUALIZED EDUCATION PROGRAMS (IEPS). Ellenburg, WA: Family and Consumer Sciences Education Association, 1996.The planning process involved in IEP development includes three steps (Kohler 1998).First, the abilities, needs, interests, and preferences of the individual student are determined.Two federal civil rights laws, the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, require access for students with disabilities to all federally funded programs and prohibit discrimination based on disability in any aspect of public education programs.The 1998 Perkins Act requires equal access for special populations, including students with disabilities, to all vocational programs, services, and activities and prohibits discrimination based on special population status.

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