This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.
|Advisor:||Eyermann, Therese S.|
|Commitee:||Tucker, Janice L., Tuttle Arriaga, Trudy|
|School:||California Lutheran University|
|School Location:||United States -- California|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education, Vocational education|
|Keywords:||Children with disabilities--vocational education, High schools, Individual education programs, Occupational training, Special education, Vocational education--california--case studies|
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