Creating Career Connections for Students with Disabilities

Study 1  Career Assessment and Planning Strategies
Study 2A  Students With and Without Disabilities Enrolled in Traditional CTE Programs
Study 2B  Students With and Without Disabilities Enrolled in Nontraditional CTE Programs
Study 3  Cooperative Education Experiences of Females With and Without Disabilities
Study 4  Program Completion Patterns of Male and Female Students With and Without Disabilities
Study 5 Postsecondary Outcomes

Study 2B Research Questions:

1.  Do males and females with and without disabilities enrolled in training level programs pursue traditional or nontraditional programs of study? Is there a relationship between gender and enrollment in traditional vs. nontraditional programs?

2.  For male and female students, is there a relationship between the presence or absence of a disability and enrollment in traditional vs. nontraditional programs?

3.  For male and female students with disabilities enrolled in training level programs, is there a relationship between disability classification and enrollment in traditional vs. nontraditional programs?

4.  For male and female students enrolled in training level programs, is there a relationship between a student's ethnicity and enrollment in traditional vs. nontraditional programs?

5.  For male and female students enrolled in training level programs, is there a relationship between the geographical region where a student attends school and enrollment in traditional vs. nontraditional programs?

6.  For male and female students enrolled in training level programs, is there a relationship between the kind of school a student attends and enrollment in traditional vs. nontraditional programs?

7.  In which (a) nontraditional programs and (b) program clusters do males and females with or without disabilities enroll? Is there a relationship between the presence or absence of a disability and the nontraditional program or program cluster in which a student enrolls?

8.  For male and female students with disabilities enrolled in a nontraditional program, is there a relationship between disability classification and the nontraditional program and program cluster in which they enroll?

9.  For male and female students enrolled in a nontraditional program, is there a relationship between a student's ethnicity and the nontraditional program cluster in which they enroll?

10.  For male and female students enrolled in a nontraditional program, is there a relationship between the geographical region where a student attends school and the nontraditional program cluster in which they enroll?

11.  For male and female students enrolled in a nontraditional program, is there a relationship between the kind of school a student attends and the nontraditional program cluster in which they enroll?


Award # H324C030014
Funded by U.S. Dept. of Ed, Office of Special Ed Programs