“Top Ten in Ten” The Michigan Department of Education strategic plan specifically calls out goals for children with disabilities; success in this endeavor is defined as all children have access to high quality education that prepares them for life after school. Their efforts include funding for early intervention for infants and toddlers with disabilities through an initiative called “Early On,” implementing evidencebased practices to meet individual needs, and having access to Career and Technical Education opportunities.
systems. Part two serves as an implementation guide including resources, promising practices, and challenges encountered by states that have implemented career development programming in their schools.
Suggested Strategies i Facilitate the inclusion of school and community learning opportunities in education and career development plans (e.g., IEPs, individualized learning plans or ILPs, etc.) ii Ensure a coordinated, person-centered approach in the development and implementation of
Snapshot of Education Settings for Students with Disabilities (2013–2014)
95%
of students served under IDEA were enrolled in regular schools
62%
of students with disabilities spend at least 80% of their school day in general integrated classrooms.
Children and Youth with Disabilities, National Center for Education Statistics (2016).
education and career development plans. This may include alignment of any IEPs, ILPs, etc., developed for youth with disabilities. iii Encourage the development and implementation of state legislation that precludes or limits the awarding of certificates of completion in order to ensure youth are graduating with meaningful credentials that are recognized by potential employers or institutions of higher education. iv Facilitate the implementation and adoption of inclusive design concepts for education and career development-related services and systems to ensure they are accessible to all youth. In addition, encourage the provision of appropriate supports and accommodations for youth with disabilities where necessary to ensure inclusion to the fullest extent possible.
EXAMPLES IN ACTION Alignment of IEPs and Career Development Plans Kentucky and Rhode Island offer the most specific language regarding the ILP and transition plan within the IEP. Both include language indicating that the transition plan within the IEP should be “aligned” with the ILP, meaning the ILP career development process is an activity that complements and guides the development of the transition-focused IEP. Kentucky, through Section 7 of 707 Kentucky Administrative Rule (KAR) 1:320, requires the transition planning process of the IEP to begin in grade eight or when the student reaches the age of 14. The administrative rule requires that, “…in alignment with the child’s ILP (as required by 704 KAR 3:305), or earlier if determined appropriate by the Admissions and Release Committee or ARC, the IEP for a child with a disability shall include a statement of the transition service needs
48 The Council of State Governments • National Conference of State Legislatures