Defense Date

8-6-2024

Graduation Date

Fall 12-20-2024

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Gretchen Generett

Committee Member

Tara Abbott

Committee Member

Bridget Green

Abstract

This dissertation explores the communication and collaboration between Local Education Agency’s (LEA) special education staff and Career and Technical Center (CTC) staff in supporting students with disabilities (SWD). Given the critical role of effective interagency communication in providing comprehensive support to SWD, this study seeks to identify the perceptions, methods, and frequencies of communication between these entities. The research is set within the context of non-comprehensive CTCs in Pennsylvania, where students split their time between their home schools and regional CTCs. Through a quantitative approach, consisting of a detailed survey distributed to both LEA and CTC staff, this study examines the quality and impact of communication on the educational outcomes of SWD.

The findings reveal significant variability in the quality and frequency of communication, highlighting areas where collaboration is effective and others where it is lacking. A critical issue identified a statistically significant discrepancy in the perceptions of quality of student information provided to the CTC by the LEA, which can hinder the provision of tailored educational support for SWD in CTC environments. Additionally, the study underscores the need for targeted professional development for LEA special educators regarding Career and Technical Education (CTE) and for CTC staff on special education requirements.

The dissertation recommends the creation of a distinct classification for SWD under Perkins V to better address their unique needs. It also suggests enhanced reporting requirements and specialized training programs to improve interagency collaboration. Furthermore, the research advocates for the development of structured protocols for regular, meaningful communication between LEA and CTC staff and the inclusion of CTC personnel in IEP development and review processes.

This study contributes to the field by providing a comprehensive analysis of the current state of communication and collaboration between LEAs and CTCs, offering actionable insights and policy recommendations to improve the educational and vocational outcomes for students with disabilities.

Language

English

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