Overview and reflection
Overall the course had a good description of CTE practices but tended to have too little discussion on any practical application for incorporating Students with Disabilities into CTE. A review of the Perkins V law as well as ESSA was helpful in understanding the requirements and accountability aspects of CTE programs in how they relate to the necessity of incorporating students with disabilities into the programs as a while. The learning program presented here could be useful as an introductory framework for administrators needing to understand the inclusion of students with disabilities into CTE programs for a region; however, I personally did not see a lot of resources or practical tips provided that would be a benefit to participants engaging in such an endeavor. It is definitely critical that students with disabilities be given the opportunities to be involved in these programs. I believe the studies in specific regions that assess the need for CTE programs in an area will vary in their assessment, but ultimately come to the conclusion that special needs individuals are a vital part of the economy that are both underrepresented in both local economies as well as technical preparation programs.
An Affective action plan for CTE student with disabilities should include conducting individualized assessments to identify students strengths , interests and specific needs. then develop learning objectives that incorporate adaptive technologies and resources. Provide training on workplace skills through hands on experiences, facilitate ongoing monitoring and evaluation to adjust education strategies as necessary.