Students with Disabilities in Career Tech

The Individuals with Disabilities Education Improvement Act (IDEA) Amendments of 2004, Public Law 108-446 (Section 602), defines transition services. IDEA focuses on the importance of the student's school program (including career-technical education) being coordinated to reinforce the mastery of the identified Individualized Education Program (IEP) goals. The IEP goals should move the student toward his or her postsecondary vision. This coordinated set of activities is a system working together to assist in meeting the student's goals, both during and after high school.

Secondary Transition – A Definition Based Upon Federal Rules (2004)

Transition services means a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
Transition services are based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and include—

(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives; and
(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

IDEA (2004) does not define “functional vocational evaluation.”
An operational definition follows:

Functional vocational evaluation is defined as documentation of general work behaviors (e.g. attention to task, work rate, work organization, attendance, punctuality, & physical stamina); dexterity, following directions, working independently, or with job supports or accommodations; job interests and preferences; abilities (aptitude); and other special needs, such as job specific work skills, interpersonal relationships & socialization, and work related skills (e.g. independent transportation, appropriate use of break time, appropriate dress for work). Functional assessments are considered most valid when provided in a specific work environment.

Detailed information concerning the transition process, IEPs, students with disabilities services and other information is located on the Students with Disabilities Web page provided by the Ohio Department of Education's Office for Exceptional Children. For additional information, click on the links below.

Career Assessment Specialist (CAS)

Job Training Coordinator (JTC)


Resources are:

  • Teacher Overheads
  • Teacher PowerPoint Presentation
  • Student Handouts
  • Certificates
  • Appendices
  • Video

Last Modified: 6/27/2016 3:31:51 PM