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Recently however, CTE and academic instruction have begun to intersect and merge. This confluence can be very beneficial for students with disabilities. Due to the Individuals with Disabilities Education Act (IDEA, 2004) and the Carl D Perkins Act (2018), students with disabilities are required to receive a free and appropriate public education which can, and should, include CTE instruction. Due to the current structure of career based clusters in CTE instruction, academics can more easily be applied to the skills and concepts that students are learning in CTE-based classes.  \nCarl D. Perkins Vocational and Applied Technology Education Act, 20 U.S.C. §2301 (2018) .  \nIndividuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) .  \nWhy is Career and Technical Education and Academics in Transition Planning Important?  \nCareful planning for both academic and CTE instruction is critical. It allows for students with disabilities to access the general education curriculum similarly to their nondisabled peers. Typically, peers in the general education receive both academic and CTE instruction. Due to the current structure of CTE instruction in the form of career based clusters, there has been some movement toward CTE-focused academic instruction through curriculum integration. This can be especially helpful for students with disabilities, as they can receive both academics and CTE instruction in one class.  \nCarl D. Perkins Vocational and Applied Technology Education Act, 20 U.S.C. §2301 (2018) .  \nIndividuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) .  \nWhat Does the Literature Say About Career and Technical Education and Academics in Transition Planning?  \nStudies have shown that curriculum integration and academic CTE classes have a positive impact on test scores, technical skills, academic skills, and even dropout rates for students with and without disabilities. The following is a discussion of the literature addressing the ways curriculum integration and CTE programs with an academic focus impact students with disabilities. The target populations of these studies have included students with disabilities, students without disabilities, students in CTE classes, students not in CTE classes, as well as teachers.  \nBae, S. H., Gray, K., & Yeager, G. (2007). Retrospective cohort comparison of career technical education participants and non-participants on state mandated proficiency tests. Career and Technical Education Research, 32, 9-22.  \n● Examined the differences between CTE students’ performance on statemandated 11th grade math and reading proficiency tests and a comparison group of non-CTE students with previously similar math test scores. It also examined whether student performance on 11th grade state-mandated proficiency test was associated with math course-taking patterns prior to CTE enrollment.  \n● Results indicated that there was no difference in match test scores between CTE and non-CTE students of similar past achievement records. They also indicated that mixed results were found for students’ performance on the math and reading tests.  \n● Recommendations included repeating the study with assurance that CTE and non-CTE students would be receiving the same math and reading instruction.  \n● Implications for practice include not neglecting academic skills and classes for students in CTE.  \nBisconer, S. W. (1993). A psychometric evaluation of curriculum-based vocational assessment rating instruments used with students in mainstream vocational courses. Career Development for Exceptional Individuals, 16(1), 19-26.  \n● Examined the results of the curriculum-based vocational assessmen","cbCaio6Mbti85Z4A","https://ap.wps.com/l/cbCaio6Mbti85Z4A","pdf",268713,15,"English","# What is Career and Technical Education and Academics?\n# Why is Career and Technical Education and Academics in Transition Planning Important?\n# What Does the Literature Say About Career and Technical Education and Academics in Transition Planning?","[{\"question\":\"How does the document describe the relationship between CTE and academic education?\",\"answer\":\"CTE has existed alongside academic education, but instruction is increasingly intersecting and merging. The document explains that this confluence can benefit students with disabilities by applying academics to CTE cluster-based learning.\"},{\"question\":\"Why is transition planning important for CTE and academics?\",\"answer\":\"Careful planning is described as critical so students with disabilities can access the general education curriculum similarly to nondisabled peers. The document emphasizes curriculum integration and the potential to deliver both academics and CTE in one class.\"},{\"question\":\"What kinds of outcomes does the literature review focus on?\",\"answer\":\"The review discusses impacts on test scores, technical skills, academic skills, and dropout rates for students with and without disabilities. It also summarizes evidence on curriculum integration and academic-focused CTE programs.\"}]","Career and Technical Education and Academics Annotated Bibliography - March 2020 | PDF",1792055084,38]