Students with special needs should be ensured equal access to career-technical education by creating written and clearly defensible policies for application and admission to CTE programs. Once accepted into a CTE program, the student with special needs’ IEP Team should consider the following interventions:
All accommodations listed on a student with special needs’ IEP apply to the CTE setting.
Additional services that a student may need in the CTE setting would have to be determined by the IEP Team and expressed in the IEP.
The expected outcomes for each program as listed in the content standards should be adapted or modified as necessary to meet the progress goals for specific students as defined in the IEP. This may include all modifications or accommodations from the IEPs, including:
Extended time
Reduced assignments
Modified grading
Modified performance goals for a specific program.
If a student with special needs is unable to meet the stated IEP goals after appropriate interventions and documentation, the IEP team should adjust the goals and services to support the student’s needs.