[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585559-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-585559-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","career-and-technical-education-annotated-bibliography-march-2020","Career and Technical Education Annotated Bibliography - March 2020","","Annotated bibliography on Career and Technical Education (CTE) and its role in transition planning for students, including those with disabilities. Defines CTE’s workforce-focused purpose, traces key federal policy support through the Carl D. Perkins Act and links transition planning requirements to IDEA’s Individualized Transition Plan within the IEP. Summarizes research and literature findings on benefits of CTE participation, identifies access and inclusion strengths and gaps, and highlights recommendations for future instructional and research approaches.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/career-and-technical-education-annotated-bibliography-march-2020/585559/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/career-and-technical-education-annotated-bibliography-march-2020/585559.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is Career and Technical Education (CTE) and what is its purpose?","Question",{"text":63,"@type":64},"CTE is an educational service focused on preparing students for the workforce. It bridges high school education and postsecondary employment by teaching employment skills and career cluster–based learning that embeds academic content within career contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is CTE important in transition planning?",{"text":68,"@type":64},"CTE supports transition planning for students with and without disabilities by preparing them for postsecondary employment and education. Transition planning is required through IDEA’s Individualized Transition Plan portion of the IEP, and Perkins Act provisions emphasize inclusion of individuals with disabilities in CTE programs.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the literature report about including students with disabilities in CTE?",{"text":72,"@type":64},"The literature indicates participation in CTE programs and classes benefits students with a range of disabilities by building job, functional life, work behavior, academic, and real-life training skills. 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The idea of career and technical education came about in the early 1900s as the idea of training individuals for skilled and unskilled labor positions while they were still in school. In 1984 the federal government authorized the Carl D. Perkins Act that was enacted to help increase access to high-quality CTE to students across the nation through funding and regulation. At its core, CTE is intended to bridge the gap between high school education and postsecondary employment by teaching employment skills to students while they are in high school. There are various methods in teaching the skills, but the most popular method used today is career cluster education. Career cluster education embeds academic content and CTE content within the context of a particular career.  \nCarl D. Perkins Vocational and Applied Technology Education Act, 20 U.S.C. §2301 et seq. (2018) .  \nWhy is Career and Technical Education in Transition Planning Important?  \nCareer and Technical Education (CTE) is vital in transition planning because it can aid students with and without disabilities in preparing for postsecondary employment as well as postsecondary education. Transition planning is mandated by the Individuals with Disabilities Education Acte ( IDEA, 2004) through the Individualized Transition Plan (ITP) portion of the Individualized Education Plan (IEP) which is required to begin at least 16 years of age. Ideally students with disabilities should be included in CTE as the Perkins Act (2018) requires the inclusion of individuals with disabilities with CTE classes and programs.  \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 in Transition Planning?  \nThe literature states the involvement in CTE programs and classes is beneficial to students with a variety of disabilities. It allows for students with disabilities to learn a multitude of skills including job skills, functional life skills, work behaviors, academic skills, and real life training. Many articles state that students with disabilities should be more involved in CTE classes and programs. Overall, CTE has a positive effect on individuals with disabilities and they should be included in it.  \nBellamy, G., Wilcox, B., Rose, H., & McDonnell, J. (1985). Education and career preparation for youth with disabilities. Journal Of Adolescent Health Care, 6(2), 125- 135.  \n● Describes processes in regards to the preparation of employment for students with disabilities within the education setting.  \n● Describes what students are taught in school-based education and career preparation terms of curriculum content and individualization as:  \n○ Acquisition of job skills  \n○ Development of work support behaviors  \n○ Choice of job area  \n○ opportunities for job mobility or advancement  \n○ Ajob placement  \n○ Use of a self and family directed IEP  \n○ Generalized responding  \n● Described postsecondary, employment related services for students with disabilities as genetic services, time-limited disability services, and ongoing services.  \n● Recommendations for future research include the need to determine the most effective way to teach in-school vocational skills.  \nCarter, E. W., Trainor, A. A., Cakiroglu, O., Swedeen, B., & Owens, L. A. (2010). Availability of and access to career development activities for transition-age youth with disabilities. Career Development for Exceptional Individuals, 33(1), 13-24.  \n● Examined school administration perspectives of practices that may influence the preparat","cbCaimyJc5deOTdU","https://ap.wps.com/l/cbCaimyJc5deOTdU","pdf",265907,"English","# What is Career and Technical Education?\n## Why is Career and Technical Education in Transition Planning Important?\n# What Does the Literature Say About Career and Technical Education in Transition Planning?","[{\"question\":\"What is Career and Technical Education (CTE) and what is its purpose?\",\"answer\":\"CTE is an educational service focused on preparing students for the workforce. It bridges high school education and postsecondary employment by teaching employment skills and career cluster–based learning that embeds academic content within career contexts.\"},{\"question\":\"Why is CTE important in transition planning?\",\"answer\":\"CTE supports transition planning for students with and without disabilities by preparing them for postsecondary employment and education. Transition planning is required through IDEA’s Individualized Transition Plan portion of the IEP, and Perkins Act provisions emphasize inclusion of individuals with disabilities in CTE programs.\"},{\"question\":\"What does the literature report about including students with disabilities in CTE?\",\"answer\":\"The literature indicates participation in CTE programs and classes benefits students with a range of disabilities by building job, functional life, work behavior, academic, and real-life training skills. Studies also discuss uneven access to career development opportunities and recommend improving access and instructional approaches.\"}]","Career and Technical Education Annotated Bibliography - March 2020 | PDF",1792055092]