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In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching CTE skills to students with disabilities.  \nMerriam-Webster. (n.d. ) . Educator. In Merriam-Webster.com dictionary. Retrieved March 10, 2020, from [https://www.merriam-webster.com/dictionary/educator](https://www.merriam-webster.com/dictionary/educator)  \nWhy are Educators in Transition Planning Important?  \nThe topic of educators is important in transition planning because the Individuals with Disabilities Education Act (IDEA, 2004) suggests that teachers involved in the education of individuals with disabilities should be involved in the Individual Education Plan (IEP) process. Once a student reaches 16, the IEP process also includes transition planning. If a student is participating in CTE classes then CTE educators should be involved in the IEP process to help ensure that they are aware of the accommodations, modifications, and supports and services the student is entitled to, as well as to provide some insight on the transition planning process.  \nIndividuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) .  \nWhat Does the Literature Say About Educators in Career and Technical Education in Transition Planning?  \nThe literature states that there is often a disconnect between special education teachers and CTE teachers. This affects educator perceptions and CTE teachers’ ability to  \nprovide a free, appropriate, public education for students with disabilities in their classrooms. The literature states that it is imperative that CTE educators be involved in the IEP process and should receive training and/or professional development regarding evidence-based practices for teaching CTE skills to individuals with disabilities and how best to involve them into the CTE curriculum.  \nBrown, J. M. (1992). Professional Attitudes: Group Differences among vocational and special educators towards the employability of persons with severe disabilities. Career Development for Exceptional Individuals, 15(1), 13- 22.  \n● Examined the attitudes of vocational and special educators regarding employability of individuals with severe disabilities.  \n● Results indicated that there were no significant differences between vocational and special educators attitudes towards the employability of individuals with severe disabilities, and that both had positive attitudes towards competitive employment for individuals with severe disabilities.  \n● Recommendations include future research in whether instructor attitudes directly affect the services provided to individuals with severe disabilities in regard to special and vocational education.  \n● Implications include better preparing students with severe disabilities for the workplace by providing work-based learning and school-based work learning opportunities.  \nBrown, J., Ernst, J., Clark, A., DTE, DeLuca, V.W. & Kelly, D. (2018). Working with special populations. Technology and Engineering Teacher, May/June, 10- 13.  \n● Described members of a special population, as defined by the Carl D. Perkins Career Technical Education Improvement Act of 2006 (Perkins IV) .  \n● Suggested classroom Career Technical educators should collaborate with special education educators in their school to gain an understanding of individual student disabilities and to successfully implement modifications and adaptations to help students succeed in the classroom.  \n● Provided specific suggestions regarding needed support and specific accommodations to help students in poverty succeed in the classroom.  \n● Recommen","cbCait7JdDTUzq1H","https://ap.wps.com/l/cbCait7JdDTUzq1H","pdf",232405,12,"English","# Who are Educators in Career and Technical Education?\n# Why are Educators in Transition Planning Important?\n# What Does the Literature Say About Educators in Career and Technical Education in Transition Planning?","[{\"question\":\"How is the term “educator” defined for this annotated bibliography?\",\"answer\":\"“Educator” is defined as one skilled in teaching. In this bibliography, it includes special education teachers, general education teachers, career and technical educators, and other educators involved in teaching CTE skills to students with disabilities.\"},{\"question\":\"Why are educators’ transition planning roles important?\",\"answer\":\"Transition planning is tied to IDEA, which requires teachers involved in educating individuals with disabilities to be part of the IEP process. After age 16, the IEP process includes transition planning, so CTE educators should be involved to ensure access to accommodations, supports, and services.\"},{\"question\":\"What does the literature say about educator involvement in CTE transition planning?\",\"answer\":\"The literature notes a disconnect between special education teachers and CTE teachers, which can affect educator perceptions and CTE teachers’ ability to provide appropriate education. It also emphasizes involving CTE educators in the IEP process and providing training in evidence-based practices for teaching CTE skills to individuals with disabilities.\"}]","Educators in Career and Technical Education - Annotated Bibliography - March 2020 | PDF",1792055093]