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Postsecondary Career Education Options for Students with Disabilities. Definition of disabilities specified by the Florida Education Equity Act is consistent with the ADA and Section 504:
Definition of disabilities specified by the Florida Education Equity Act is consistent with the ADA and Section 504:
Any person who has a physical or mental impairment which substantially limits one or more major life activities; has a record of such an impairment; or is regarded as having such an impairment.
Some students may not meet the eligibility criteria under IDEA but are qualified as having a disability under Section 504 and ADA. IDEA is only for K-12 students.
Many high schools do not offer all CTE programs that may be available at the local technical center.
A student may wish to go to the technical center and earn secondary credit for taking a CTE program. This could be an option for a student who does not meet the dual enrollment criteria.
Course outcomes may be modified through the IEP process for secondary students with disabilities who are enrolled in a postsecondary program if the student is earning secondary (high school) credit for the program. (MOCPs)
A high school student failed/couldn’t enroll in a required high school course and needs to take the course in order to graduate.
The student may enroll at the adult high school and earn secondary credit to take back to their high school to be included on their transcript for graduation.
The legislature has eliminated co-enrollment after the 2011-2012 school year.
Modifications change the outcomes or what the student is expected to learn.
Students with disabilities who have IEPs are eligible for accommodations and modifications in their education programs. Students with Section 504 plans are eligible for accommodations, only.
In K–12 programs, a team of professionals, family members, and the student develop an IEP or a 504 plan.
Accommodations involve a wide range of techniques and support systems that help individuals with disabilities work around their limitations that result from a disability.
Accommodations remove barriers so that individuals with disabilities have the opportunity to participate fully in career education and adult general education programs.
Accommodations provide individuals with disabilities with access to educational and training programs and opportunities for successful employment.
REMEMBER!! Expectations and performance standards are not lowered when accommodations are provided.
Modifications involve changes to program outcomes that relate to the specific content, level of skill, or number of skills required by the program.
Modifications to basic courses shall not include modifications to the curriculum frameworks or student performance standards.” However, if a student is working toward a special diploma, modified academic courses are acceptable (Rule 6A-1.09961, F.A.C. )
Modifications to the expectations or outcomes of the curriculum may be necessary for a student with a disability.
Modifications may include modified program or course requirements, concepts or skills significantly below the targeted grade level, or alternate curriculum goals.
Modifications to curriculum outcomes should be considered only after all appropriate accommodations have been tried.
In K–12 programs, only students with disabilities who have IEPs may be allowed to have modified program outcomes.
In general, requirements in postsecondary programs can not be modified.
School districts and Florida’s colleges may vary up to ten percent of the intended outcomes for the curriculum frameworks for job preparatory programs, although this does not apply to frameworks for regulated programs requiring federal or state licensure or certification, such as nursing and cosmetology.
When students are enrolled in Career Education for Students with Disabilities, Supported Competitive Employment for adults with Disabilities, or Adult General Education for Adults with Disabilities, the particular outcomes and student performance standards that the student must master for an LCP or OCP must be identified throughout the student’s AIEP process.
In specialized programs for adults with disabilities, student performance standards are selected on an individual basis for the customized program. The student’s individual needs are identified, and individualized goals and objectives are determined through the AIEP process.
The criteria used to determine eligibility for aids and services for an individual with disabilities differs for students in K–12 and adult programs.
In postsecondary programs, students with a disability must self-identify, provide documentation of their disability, and request accommodations under Section 504 and ADA.
If adults with disabilities meet the admissions standards of a postsecondary education program, they must be ensured equal
opportunity for participation in the program, including program accessibility, use of auxiliary aids and services, and academic accommodations.
The educational institution may request additional documentation of the disabling condition, including diagnostic test results and professional prescriptions for auxiliary aids.
In addition, the institution may obtain its own professional determination of whether the requested aids or services are necessary.
REMEMBER!!! Adult students are not required to reveal their disability.
All students that are enrolling in a Postsecondary Adult Vocational (PSAV) program of 450 hours or longer must take the TABE.
The test is given at the beginning of the program so that remediation may be provided to assist the student in being successful in the Career and Technical Education (CTE) program
Rule 6A-10.040, F.A.C., Basic Skill Requirements for Postsecondary Career Certificate Education, provides for appropriate accommodations and the use of alternative assessment instruments for students with disabilities. The Florida Educational Equity Act and Rule 6A-19.001, F.A.C., prohibit discrimination on the basis of race, national origin, sex, handicap, or marital status against a student or an employee in the state system of public education and support equal access to programs.
October 31, 2011 – Accommodations and Modifications for Students with Disabilities: Career Education and Adult General Education Guide and Brochure
December 7, 2010: Loretta Costin, Basic Skills Examination