Communication in Support of Students with Disabilities Attending Career Technical Education

Abstract

This qualitative study investigates information sharing practices between comprehensive high schools and an offsite Career Technical School with a focus on Students With Disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model for Organizational Change serves as the theoretical framework. The study participants included Special Education teachers, Career Technical Teachers and Administrators of Curriculum and Instruction. Findings included organizations operate separately, resulting in minimal CTE teacher input in IEP development and implementation; lack of targeted professional development for teachers at both organizations; and lowered expectations of SWD. Implications and suggestions for education leadership to align structures and promote collaboration to facilitate SWD learning are examined.