EDU 175 Lecture 7

AUTHOR: MICHAEL W. HARVEY TITLE: Vocational-Technical Education: A Logical Approach to Dropout Prevention for Secondary Special Education SOURCE: Preventing School Failure 45 no3 108-13 Spr 2001 The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited.

The 1983 Blue Ribbon Commission Report, "A Nation at Risk," raised serious questions as to whether students in the United States were academically prepared to compete in a global economy. The interest in public education generated by this report and the subsequent education reform movement raised a secondary concern--the high percentage of students who did not graduate from school.

Dropping out of school has long been recognized as a problem in the U.S. education system. Presidents Ronald Reagan and George H. W. Bush, the National Governors' Association, and the Council of Chief State School Officers all have been active supporters of increasing high school completion and reducing the dropout rate (MacMillan et al., 1992). The Clinton administration continued the commitment to quality education and to increased high-school completion for all students by way of the Goals 2000: Educate America Act of 1993 and the School-to-Work Opportunity Act of 1994.

Students who leave school before they have finished have educational deficiencies that negatively affect their economic opportunities and social welfare throughout their adult lives (Rumberger, 1987). Dropping out of school limits one's choices and labor market advantages in an increasingly sophisticated economic and social climate (Strother, 1986), thus having grave consequences for the individual and society in terms of economic impact and future productivity.

The emerging work force has clearly defined employment sectors and high skillhigh wage or low skill-low wage jobs (National Center on Education and the Economy, 1990).

Students who drop out of school often lack critical skills essential for the high skill-high wage labor market, thus limiting themselves to the low skill-low wage work force. All too often, dropouts are not employed at all or experience economic limitations through lower levels of employment and wage earning.

Employment in the low skill-low wage work force poses unique economic challenges concerning cost-of-living and benefits factors. Society is adversely affected by student dropouts through higher rates of incarceration and the associated cost, greater social service demands, and a reduced overall tax base (U.S. Department of Education. 1997). In these ways, dropping out of school has been and continues to be an issue of significance for general education. special education, public policy, and society (Grayson, 1998).

THE DROPOUT PHENOMENON

Dropping out of school is not a new phenomenon. In the United States' recent past. it was not uncommon for students to complete their schooling after eighth grade and to enter the work force. There was a labor market advantage to leaving school, going to work, and becoming a wage earner who contributed to one's family and society. For many people, the choice of working was a decision of economic need, personal preference, and employment opportunity.

Times have changed significantly, however. The current work force, driven by a highly technical global economy, has different demands and complexities from those of past agrarian and industrial economies. Students who drop out of school today are confronted with significant job competition, work environments driven by significant technical influences, and less than receptive employers.

Businesses are looking for the competitive edge, and students who do not complete high school are seen as less competitive. Employment opportunities in today's high skill-high wage economy require advanced skills that dropouts generally do not possess. Rumberger (1987) noted that researchers. policy makers, and educators have become interested in the phenomenon of high school dropouts.

SPECIAL EDUCATION DROPOUTS

The Office of Special Education Programs has reported annual school-exiting data on special education students by disability category and age since 19841985. Accountability in special education was mandated by the Education of All Handicapped Children Act Amendments of 1983 (P.L. 98-199) (MacMillan et al., 1992). Some researchers have reported that students with disabilities drop out of school at a rate three times that of their peers (Blackorby & Wagner, 1996; deBettencourt, Zigmond, & Thornton, 1989). In addition, Edgar (1987) indicated that many secondary special education programs were not adequately serving students' transitional needs for community adjustment. He noted that more than 30% of students with disabilities dropped out of the specialized programs designed to meet their needs. Zigmond and Thornton (1985) reported that learning-disabled (LD) students had a significantly higher dropout rate than nonLD students (54% versus 33%). They concluded that "the data suggested that large numbers of LD students were abandoning the educational system that is mandated to serve them" (p. 54).

Wagner (1991b), reporting dropout rates for youth aged 15-20 who had left secondary schools over a 2-year period, indicated that youth with disabilities had a 42.9% dropout rate compared with 31.6% for nondisabled youth in the general population with similar demographic characteristics. Youth in the total general population had a dropout rate of 24.4%, a rate that was significantly lower than that of youth with disabilities. Parents of students with disabilities have indicated that the primary reasons their children left school were that (a) they were not doing well in school, (b) they did not like school, (c) they were bored, (d) they married or became parents, and (e) they had behavioral problems (Wagner, 1991b; U.S. Department of Education, 1998). Wagner reported that youth with emotional disturbances (ED) were the most likely to leave school, with a 50% dropout rate.

National data comparing the school enrollment status of students with disabilities aged 14-21 for school years 1994-1995 and 1995-1996 indicated that approximately 72% continued in special education and that 28% exited the

school system (see Table 1). Of students with disabilities aged 14-21 who exited the educational system during these years, approximately 42% graduated with a high school diploma and about 47% dropped out or moved and left their continuance in special education unknown.

The most recent data on completion of high school (school year 1996-1997) reported by the Twenty-First Annual Report to Congress on the Implementation of the IDEA (U.S. Department of Education, 1999) indicated that approximately 44% of students with disabilities aged 17 and older exiting the school system graduated with a standard high school diploma (see Table 2). This figure represents an increase in rates for earned high school diplomas for students with disabilities (U.S. Department of Education, 1999). Important as these gains are, educators cannot lose sight of the continued unacceptably high dropout rate in special education and the high rate of discontinuance in special education due to moving (U.S. Department of Education, 1997, 1998).

Special education enrollment has increased in all age groups during the past decade. There has been a 30% increase for youth aged 12-17 and a 15% increase for youth aged 18-21 (U.S. Department of Education, 1998).

Additionally, four categories of disability account for approximately 90% of all students served by IDEA: 51% specific LDs; 20% speech and/or language impairments; 11% mental retardation; and 9% emotional disturbance (ED).

Students with emotional disturbances are identified as failing more courses, having lower grade-point averages and higher grade-retention rates, and being absent from school more often than students with other disabilities. The most alarming statistic about ED students is that 55% leave school before graduating (U.S. Department of Education, 1998).

School-exiting data for students with disabilities aged 17-21, listed by disability category for school year 1995-1996, indicated that ED and LD students (21% and 11%, respectively) had the highest percentage of dropping out. In addition, ED students (10%) had the highest percentage of moving and leaving their special education status unknown (U.S. Department of Education, 1998). The

reality of students with disabilities leaving school continues to be a serious concern in the field of special education. Haring and Lovett (1990) concluded that the true efficacy of special education would be better expressed in terms of the extent to which it helps students with disabilities to improve performance, participate in--and complete--public school education. (p. 474) Students with disabilities who complete high school have higher levels of employment and postsecondary education and training participation as well as higher wages (Blackorby & Wagner, 1996; U.S. Department of Education, 1998).

Secondary special education programs need to evolve from simply assisting students in completing high school to providing them with the independence and skills necessary for transition to postsecondary education and adult life (Shaw, Brinckerhoff, Kistler, & McGuire, 1991). Special educators need to find programs that keep students with disabilities in school and that help them attain the needed skills for competitive employment, independence, and success in adult life. It is imperative that students with disabilities be prepared to face the challenges of a complex world and labor market.

AN APPROACH TO DROPOUT PREVENTION

Harvey and Cohen (1989) reported a relationship between the type of school program and job success for persons with disabilities. Edgar (1987) suggested that one solution to the secondary special education curricula dilemma is a "shift in focus away from academics to functional, vocational, independent living tasks" (p. 560). Vocational education has been identified as having the potential to enhance students' academic skills and to help keep noncollege preparatory curricula students from dropping out of school (Rasinski & Pedlow, 1994).

Emphasis has been placed on providing training opportunities for the special student population in vocational education since 1963.

Vocational education is defined as organized educational activities that offer a sequence of courses that provide individuals with the academic and technical knowledge and skills the individuals need to prepare for further education and for careers (other

than careers requiring a baccalaureate, master's, or doctoral degree) in current or emerging employment sectors by the Carl D. Perkins Vocational and Technical Education Act of 1998.

Opportunities to access high-quality vocational programs and the development of transitional services for students with disabilities are well documented in the federal education legislative agenda (see Table 3).

Fardig, Algozzine, Schwartz, Hensel, and Westling (1985) suggested that vocational training is an established option of educational intervention for students with mild disabilities. Masters, Mori, and Mori (1993) stated that "vocational education, or training, and transitional programming are an important and viable secondary training component that should be included in all secondary special education programs" (p. 227). Vocational education provides students with labor market advantages by reducing the risks of unemployment and by enhancing their chances of being employed as skilled workers (Arum & Shavit, 1995).

The U.S. Department of Education concluded that vocational education has value in that it prevents students with disabilities from dropping out of school (1995, 1997). Wagner (1991a) found that 65% of students with disabilities had taken at least one or more vocational courses during their most recent year in high school. Eighty-six percent of those students who had taken a vocational course in their most recent year in high school had taken an occupationally oriented vocational education course. Wagner concluded that National Longitudinal Transition Study (NLTS) findings suggest that secondary vocational education is one educational intervention that appears to hold potential for positive school performance as well as positive school outcomes. . . . students who were enrolled in occupationally oriented vocational education were significantly more likely than nonparticipants to register positive outcomes. . . . Students who took occupationally oriented vocational courses had significantly lower absenteeism from school and a significantly lower probability of dropping out of school. (pp. 28-29)

Special education students who receive adequate vocational training in high school are less likely to drop out and more likely to be employed competitively after high school (Policy Information Clearinghouse, 1997). Many researchers have recognized vocational education's importance, especially in the area of postsecondary employment for students with disabilities.(FN1) COURSE OF ACTION FOR EDUCATORS

Students with disabilities who drop out of school are at a distinct disadvantage concerning competitive employment and high-wage jobs. Vocational-technical education can be a proactive means to promote connection to school. labormarket advantages, and successful transition to adult life for students with disabilities. Educators need to realize the importance of students' completing school, especially students with disabilities. Schools should promote opportunities for comprehensive career awareness and should connect the curriculum to skills needed in the labor market.

Special educators need to be acutely aware of every individual student's needs and the risk of his or her dropping out. They need to be prepared to advocate, to develop, and to implement proactive transitional plans and interventions to help students with disabilities stay in school, complete their education, and realize transitional planning that leads to successful adult lives.

Those people who make plans for postsecondary transition and dropout prevention should consider seriously secondary vocational-technical education as an important intervention for students with disabilities.

Furthermore, special educators need to know two critical elements to make transitional planning a successful reality. The local and regional economic pictures, including the labor market and demand for labor, are primary elements of which special educators need to be aware in facilitating transitional planning for students with disabilities. Additionally, special educators need to know what interests, preferences, aptitudes, and abilities students with disabilities possess if they are to develop realistic individual transitional plans (ITPs) and to assist individual education program (IEP) teams in selecting an appropriate course of study for students with disabilities at the secondary level.

Moreover, students, parents, educators, and other stakeholders need to view students' transitional plans as realistic and attainable. Transitional plans are crafted around the individual students, their educational needs, and the labor market into which the students will eventually enter. Knowing both the students and the labor market will be of significant benefit to special educators in facilitating transitional planning. Vocational education can be a realistic program intervention to help students with disabilities gain job skills for postsecondary transition to successful adult lives. Vocational-technical programs may also provide that extra incentive to stay in school, to gain relevant academic and specific job skills, and to enter the labor market with the skills needed to compete.

Parents and students need to be involved actively in the process of transitional planning and to have ownership in the ITP that is developed as part of a student's IEP. With parents as partners and with students involved in the planning process, the chance is greater that the transition plan developed will become a reality. Ownership and commitment are essential elements that all stakeholders, especially the parents and the student, must have in transitional planning. Special educators need to foster strong relationships with parents and their students to develop realistic transitional plans that keep students in school working toward positive post-school outcomes.

Vocational educators must also be part of the transitional planning process when vocational education is being considered for a student with a disability. This point is critical for the planning of any specially designed instruction or program modifications that might need to be made to meet the individual needs of a student. Vocational teachers are keenly aware of the local labor market and its demands as well as skill requirements needed for certain jobs within their area of expertise. They bring valuable information concerning their vocational program and the skills required for successful transition to postsecondary education, training, and employment.

Vocational teachers need to be part of the transitional planning process and to

be active IEP team members concerning programming for students with disabilities when secondary vocational-technical education is being considered.

Vocational teachers should remain active in the IEP planning process once a student with disabilities has been placed in a secondary vocational program.

Strong partnerships should be developed between the special and vocational educators to facilitate successful programming and transitioning for students with disabilities.

DISCUSSION

Students who leave school before successfully completing high school place themselves at a significant disadvantage in terms of their labor market skills and their ability to compete. Their levels of economic productivity and income-earning potential are seriously compromised in today's high-skills, competitive work force.

Students with disabilities who drop out of school are among the most seriously at risk in the labor market and the most in need of public assistance. Historically, students with disabilities have had higher dropout rates than have the general population (deBettencourt et al., 1989; Wagner, 1991a; Zigmond & Thornton, 1985). Current data on special education enrollment suggest that the schoolexiting patterns for students with disabilities are still an area for significant concern.

Vocational education has proven results. It has been shown to have a positive effect on students with disabilities (Mithaug et al., 1985; Policy Information Clearinghouse, 1997; Rasinski & Pedlow, 1994; U.S. Department of Education, 1995, 1997; Wagner, 1991a), and it is an extremely viable educational option for students given the transitional mandate in IDEA and the competitive nature of today's labor market. The evidence supports vocational-technical education as a logical approach to secondary programming for students with disabilities for a variety of reasons, including the critical need for dropout prevention.

At the same time, secondary vocational-technical education is not a panacea for special education. It is one approach in secondary programming that can make a real difference for students with disabilities and should be seriously considered in transitional planning. Students who participate in secondary

vocational education have the opportunity to learn specific occupational skills in careers where there are job opportunities. Vocational-technical programs are designed to meet regional and local labor market needs. These programs also continually update program curricula to meet the demands of new and emerging trends in the employment market. Students with vocational training have the skills to compete in today's labor market with a competitive advantage.

Students in vocational-technical programs have the benefit of a hands-on, applied learning environment focused in a skill-oriented curriculum. Skills taught are sequential, competency-based, and practical when applied to the "real world." Vocational-technical education provides immediate reinforcement and real labor market advantage concerning job opportunities and the occupational skills necessary to obtain those jobs. Students with disabilities who participate in secondary vocational-technical education gain valuable career and life skills while enhancing their postsecondary transitional opportunities. Additionally, these students benefit from a secondary curriculum that may best meet their individual learning needs and interests. Vocational-technical education is a logical approach to dropout prevention, school retention, and transitional planning for students with disabilities at the secondary level.

RECOMMENDATIONS

1. Special educators need to provide comprehensive career awareness as part of a seamless delivery service to assist students with disabilities in focusing on career opportunities, pathways, and transitional goals. Transitional planning should be based on student preference and need, leading to a realistic, successful passage to adult life.

2. As part of the transitional planning and career development process, vocational education should be considered as an option for students with disabilities. Comprehensive career exploration for students with disabilities will assist each of them in making knowledgeable choices about a course of study.

Realistic and informed decisions about transitional plans will lead to appropriate placement in secondary vocational-technical education.

3. Students with disabilities and their parents need to be active participants in

the transitional planning process. They need to develop ownership in the transitional plan and to understand its importance concerning school programming, transitional service delivery, and the connection to postecondary adult life goals.

4. Realistic transition plans with attainable outcome-oriented goals should be developed for students with disabilities at the secondary level. Secondary vocational-technical education is a logical, practical, and realistic educational intervention for many students with disabilities and will help them to complete school and compete in today's labor market. Vocational-technical education should be seriously considered as part of a student's course of study in transitional planning by the IEP team.

5. Vocational educators need to be included as team participants when students with disabilities are considering enrollment in secondary vocationaltechnical education programs.

6. Special and vocational educators need to form collaborative relationships built on effective communication to support students with special needs in secondary vocational education settings. Program modifications/accommodations and specially designed instruction for individuals with disabilities are essential components of program planning that should be part of ongoing efforts to facilitate successful program placement and transitional planning. Special and vocational educators need to work together to make transitional plans a reality for their students.

CONCLUSION

Secondary vocational-technical education can be a logical approach to preventing high school students with special needs from dropping out.

Transitional planning for secondary students with disabilities needs to emphasize their interests. Preferences, Aptitudes, and abilities framed around realistic postsecondary outcomes. Realistic postsecondary outcomes need to be developed by transitional planning teams based on the students' needs for services and must consider agency providers as well as community and labor market factors. Participation in vocational-technical education programs that

address transitional goals in high school can keep students with disabilities in school and help prepare them for the challenges of post-school adult life.

ADDED MATERIAL Michael W. Harvey is an assistant professor of special education at the Pennsylvania State University, Great Valley Graduate School. He can be contacted at 30 East Swedesford Road, Malvern, PA 19355-1443; mwh10@psu.edu ACKNOWLEDGMENT

Appreciation is extended to Andria Hartman and Molly Klingele for their review of this article.

TABLE 1 Students With Disabilities Exiting, Aged 14-21 Years, by School Year and Manner of Exiting (in %) Exiting Category

1994-1995

Graduated with diploma

1995-1996

1996-1997

1997-1998

26.8

27.2

27.6

28.4

Graduated with certificate

5.7

5.6

5.8

5.7

Reached maximum age

0.9

0.9

0.9

0.9

Returned to regular education

14.9

13.7

12.2

13.3

Moved, known to continue

21.4

22.1

23.5

23.8

12.4

12.4

12.5

11.5

16.9

15.9

Moved, not known to continue Dropped out

17.5

17.7

Source: U.S. Department of Education, 1997, 1998, 1999, and 2000.

Note: Calculations are based roughly on the total of students with disabilities, aged 14-21 years, leaving the education system.

TABLE 2 Students With Disabilities, Aged 17 Years and Older, Earning High School Diplomas (in %) All students with disabilities, Students with disabilities, aged 17 and School Year

aged 17 and older, exiting the educational system

1994-1995

23.5

43.3

1995-1996

24.0

43.8

1996-1997

24.5

44.2

1997-1998

25.5

45.3

Source: U.S. Department of Education. 1997, 1998, 1999, and 2000.

TABLE 3 Key Vocational Education and Special Education Legislation to Support Training Opportunities and Transition Services for Students With Disabilities Legislation

Significance

Vocational Education Act

Established vocational education opportunities for those

of 1963 (PL 88-210)

with academic, socioeconomic, and other disabilities.

Included 10% of funds for the development of experimental programs to better serve students with disabilities.

Vocational Education

Re-emphasized the thrust of the 1963 Vocational Educa-

Amendments of 1968 (PL

tion Act and set aside 20% of funds for students with

90-576)

disadvantages and 10% of funds for students with disabilities.

Education of All Handi-

Established a national effort in providing free appropri-

capped Children Act of

ate public education (FAPE) for all children with dis-

1975 (PL 94-142)

abilities aged 3-21. Included an individualized educational program (IEP), least restrictive environment, and due process with procedural safeguards for all students with a disability.

Education Handicapped

Established Section 602. "Secondary Education and Tran-

Act Amendments of 1983

sitional Services for Handicapped Youth," which

(PL 98-199)

addressed transition from school to postsecondary education, employment, and adult living, Funds were made available for demonstration projects.

Carl D. Perkins Vocation-

Assured equal access to high-quality vocational programs

al Education Act of 1984

to special population students, including those with dis-

(PL 98-524)

abilities; disadvantaged, nontraditional students; and adults needing training or retraining.

Carl D. Perkins Vocation-

Eliminated special populations' set-aside funding and

al and Applied Technolo-

allowed more flexibility to state and local agencies to bet-

gy Education Act of 1990

ter serve special population students. Required LEAs to

(PL 101-392)

provide information to students prior to eighth-grade concerning career choices and opportunities via career counseling efforts. Individuals with Disabili-Established mandated transitional services to include aties Education Act of coordinated set of activities with an outcome oriented

1990 (PL 101-476)

process. All students aged 16 years and older (aged 14 years where appropriate) to have a written transition plan (ITP) as a component of the IEP.

IDEA Amendments of 1997 (PL 105-17)

Continued and expanded the transition mandates of IDEA 1990 to include ITPs with a focus on a child's course of study, starting at age 14, to be updated annually and, at age 16, to focus on statements of transitional services and specific outcomes. Age of majority declaration was included as part of the IEP process.

Carl D. Perkins Vocation-

Established guidelines and increased statement of

al Technology Education

accountability to make certain equal access for special

Act of 1998 (PL 105-332)

population students. Access was to include recruitment, enrollment, and placement activities. Expanded special populations definition concerning single parents.

Source: Sarkees-Wircenski, M., and Scott. J. L. (1995).

FOOTNOTE

1. See. for example, Chadsey-Rusch, Rusch, and O'Reilly, 1991: Hasazi, Gordon, and Roe. 1985: Hasazi, Johnson, Hasazi, Gordon, and Hull, 1989: Mithaug. Horiuchi, and Fanning, 1985: and Schalock, Holl, Elliott, and Ross.

1992.

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