Future Success
by Irina Rasinariu
In today's competitive job market, participants in Special Education and Individualized Education Programs (IEPs) have a hard time finding and applying for jobs. This is mainly due to the fact that many students, roughly 61%, graduate with "occupational diplomas", rather then the typical GED or standard high school diplomas, obtained by only about 28% of the students. These occupational diplomas are given to "special education students ... if they cannot meet the academic requirements of a regular diploma" (Mader and Butrymowicz 1), they show the aptitude of a student in one particular occupational area hoping that this will be enough to earn a job. The problem with these diplomas is that "the federal government doesn't view the “occupational diploma’’ as equivalent to the GED or a high school diploma" rendering them practically useless in the process of applying for colleges and jobs (Mader and Butrymowicz 1). Studies find most students placed in Special Education or IEPs with less severe disabilities such as a reading or math calculation disorders should be perfectly capable of obtaining a standard high school diploma and going on to get their college degree. These students "are often steered into an alternate path [one that leads to obtaining an occupational diploma] at 14, when federal law requires all special education students to receive a transition plan. This is when teachers and parents create post-graduation goals and determine which diploma track the student will enter" (Mader and Butrymowicz 1). If these students had been placed on a modified track to obtain a normal high school diploma instead of the occupational diploma, they'd have a significantly better chance of going into the work force or undergraduate studies.
A new method of obtaining a diploma needs to be developed, whether by modifying the system currently in place or creating a completely new method, these programs are focused on helping their participants succeed in their studies and careers. That can not be achieved if the programs are failing students from the start.
Sources:
by Irina Rasinariu
In today's competitive job market, participants in Special Education and Individualized Education Programs (IEPs) have a hard time finding and applying for jobs. This is mainly due to the fact that many students, roughly 61%, graduate with "occupational diplomas", rather then the typical GED or standard high school diplomas, obtained by only about 28% of the students. These occupational diplomas are given to "special education students ... if they cannot meet the academic requirements of a regular diploma" (Mader and Butrymowicz 1), they show the aptitude of a student in one particular occupational area hoping that this will be enough to earn a job. The problem with these diplomas is that "the federal government doesn't view the “occupational diploma’’ as equivalent to the GED or a high school diploma" rendering them practically useless in the process of applying for colleges and jobs (Mader and Butrymowicz 1). Studies find most students placed in Special Education or IEPs with less severe disabilities such as a reading or math calculation disorders should be perfectly capable of obtaining a standard high school diploma and going on to get their college degree. These students "are often steered into an alternate path [one that leads to obtaining an occupational diploma] at 14, when federal law requires all special education students to receive a transition plan. This is when teachers and parents create post-graduation goals and determine which diploma track the student will enter" (Mader and Butrymowicz 1). If these students had been placed on a modified track to obtain a normal high school diploma instead of the occupational diploma, they'd have a significantly better chance of going into the work force or undergraduate studies.
A new method of obtaining a diploma needs to be developed, whether by modifying the system currently in place or creating a completely new method, these programs are focused on helping their participants succeed in their studies and careers. That can not be achieved if the programs are failing students from the start.
Sources:
- "Information Brief." Publication of the National Center on Secondary Education and Transition. N.p., n.d. Web. 27 Feb. 2014.
- Mader, Jackie, and Sarah Butrymowicz. "For Special Education Students, Diplomas, Jobs Increasingly Elusive." Hechinger Report For Special Education Students Diplomas Jobs Increasingly Elusive Comments. N.p., n.d. Web. 27 Feb. 2014.