Perceptions of Special Education and Career and Technical Education Collaboration and Communication

Joan E. Schmalzried, Michael W. Harvey

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


This study explored perceptions of current practices used by secondary educators (special education teachers and guidance counselors) and stand-alone career and technical education (CTE) centers when working with students with disabilities from sending high schools participating in secondary CTE from one midwestern state. The study looked at perceptions held by each educational setting (high school and secondary CTE) regarding needs and responsibility when working with these shared students. Study participants were provided a paper-and-pencil survey consisting of Likert-type scale and forced choice questions. Results indicated inconsistencies in the methods used to share student information and who was responsible for providing that information. Many respondents did not feel regular communication took place between CTE and special education. The findings reinforce concerns represented in more than a decade of research in this area. Recommendations are made for how CTE and special education can better communicate and collaborate on behalf of students with disabilities in CTE.

Original languageEnglish (US)
Pages (from-to)84-96
Number of pages13
JournalCareer Development for Exceptional Individuals
Issue number2
StatePublished - Aug 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Organizational Behavior and Human Resource Management


Dive into the research topics of 'Perceptions of Special Education and Career and Technical Education Collaboration and Communication'. Together they form a unique fingerprint.

Cite this