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The bibliography explains why reforms matter for transition planning, highlighting IDEA (2004) transition timelines, and Perkins (2018) inclusion requirements for individuals with disabilities. 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Educational reforms are changes in educational policies, expectations, and implementations. Policy and educational reform includes reforms at the federal, state, and local levels. Examples of federal reform include the passing of the Americans with Disabilities Act (1990), Carl D. Perkins Vocational and Applied Technology Education Act (2018), the Individuals with Disabilities Education Act (2004), the No Child Left Behind Act (NCLB, 2011), and others. Educational reform can include national programs like School-to-Work or state and school level reforms.  \nAmericans With Disabilities Act of 1990, 20 U.S.C § 328 (1990) .  \nCarl D. Perkins Vocational and Applied Technology Education Act, 20 U.S.C. §2301 (2018) . Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) . No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2011) .  \nWhy is Policy and Educational Reform in Career and Technical Education in Transition Planning Important?  \nPolicy and educational reform is relevant to transition planning because it can alter what transition planning looks like and what it should include. Laws like IDEA (2004) and Perkins (2018) are more important to transition planning than other laws and policies. IDEA (2004) requires that transition planning for individuals receiving services should begin no later than age 16, and Perkins (2018) requires the inclusion of individuals with disabilities into CTE classes and programs.  \nWhat Does the Literature Say About Policy and Educational Reform in Career and Technical Education in Transition Planning?  \nThe literature describes a multitude of policy, law, and educational reform and how they impact learners with and without disabilities, school demographics, educators, administration, and others. Overall, IDEA (2004), NCLB (2011), and Perkins (2018) were the most discussed policies. Other policies included Goals 2000 (1994), School-to-Work (1994), and various state and local policies and educational reforms.  \nGoals 2000: Educate America Act of 1993, 20 U.S.C § 1804 (1994) .  \nSchool-to-Work Opportunities Act of 1994, 20 U.S.C § 2884 (1994) .  \nBaer, R. M., Flexer, R. W., Beck, S., Amstutz, N., Hoffman, L., Brothers, J., et al.(2003). A collaborative followup study on transition service utilization and post-school outcomes. Career Development for Exceptional Individuals, 26, 7– 25.  \n● Examined the effectiveness of a specific school district’s transition and secondary education programs from 140 randomly selected special education graduates who have been out of school between one and three years.  \n● Results found vocational education, participation in work study programs,  \nattending a rural school, and having a learning disability were prominent predictors of full-time employment after high school.  \n● Results indicated participation in general education academics and attending a suburban school were prominent predictors of postsecondary education.  \n● Implications included having transition coordinators collect and analyze postschool outcome data on students with disabilities.  \nBenz, M. R., & Kochhar, C. A. (1996). School to work opportunities for all students: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 19(1), 31-48.  \n● Described the School-to-Work Opportunities Act (STWOA) as legislation that would help all students achieve better education and employment outcomes through fundamental restructuring of the vocational education system and increased coordination and collaboration in work-related education and training programs.  \n● Described work-based","cbCaiha5yLnTsz6D","https://ap.wps.com/l/cbCaiha5yLnTsz6D","pdf",296564,"English","# What is Policy and Educational Reform in Career and Technical Education?\n# Why is Policy and Educational Reform in Career and Technical Education in Transition Planning Important?\n# What Does the Literature Say About Policy and Educational Reform in Career and Technical Education in Transition Planning?","[{\"question\":\"What does “policy and educational reform” mean in this bibliography?\",\"answer\":\"Policy refers to outlined ways of doing things linked to laws. Educational reform involves changes to educational policies, expectations, and implementations at federal, state, and local levels.\"},{\"question\":\"Why is policy and educational reform important for transition planning in CTE?\",\"answer\":\"Policy and reform influence what transition planning looks like and what it should include. IDEA (2004) sets a starting point by age 16, and Perkins (2018) supports inclusion of individuals with disabilities in CTE programs.\"},{\"question\":\"Which policies receive the most attention in the literature cited here?\",\"answer\":\"IDEA (2004), NCLB (2011), and Perkins (2018) are described as the most discussed policies, alongside Goals 2000 and School-to-Work.\"}]","Policy and Educational Reform in Career and Technical Education Annotated Bibliography | PDF",1792055079,48]