Question:

I teach a high school special education class for students with mild to moderate disabilities. I have parents who want their son to participate in our district’s Regional Occupational Program (ROP); however, the district says he does not qualify for this program due to his disability. I agree with the parents that he would do well in this program, specifically the auto repair class, with accommodations. I’m willing to do what I can to make this work for this student. Are there guidelines for students with disabilities participation in ROP programs? Thank you for any help you can offer.

Answer:

I have addressed this question on several occasions. Here is my best answer.

In thinking about your student’s vocational education program (ROP) opportunity, you should know that Section 504 of the Rehabilitation Act of 1973, [Title 29, U.S.C, Section 794], says that students with disabilities cannot be denied access to vocational programs because of their need for aids or because of architectural barriers.

With that statement made, it is challenging for me to respond to your question without more specific information, i.e., knowing the school district’s policy and having only one side of the discussion. Therefore, you, the parents and the student may first want to consider these questions before moving forward:

• Is this solely the district’s criterion or the parents’ interpretation of the district’s policy?
• Is the student age appropriate for the ROP class (16 years old)?
• Is the student a risk factor, e.g., behavior, does not follow directions, concern for his/other students safety?
• What are the minimum qualifications for the auto class (computer skills, math standards)? Does your student meet these qualifications?
• Can he attend the class on a full time basis?
• How much support will he need to be successful in the class? For how long?
• Is there an ROP waiting list?
• Is the student interested in the ROP class or is it mostly for the parents’ benefit?

Once these questions are discussed and the parents wish to continue pursuing the ROP class, meet with the IEP/ITP (Individual Transition Plan) team to discuss the ROP class placement and the following information. Let the team know the student has your support and his parents. See if the IEP/ITP team is willing to offer a trial placement with a follow-up meeting to evaluate the student’s performance in the class/program. Be sure to add an addendum regarding this trial placement in his IEP/ITP.

If your student requires adaptations to “level the educational playing field”, be sure all staff who work with him know and understand the purpose of the adaptation(s). Most adaptations are based on common sense and involve safety or teaching practices that benefit ALL students. The most common types of adaptations are:

• Curriculum adaptations (shorter assignments, more time for tasks)

• Specific instructional strategies (using overheads, TV. repeating directions, checking for understanding, etc.)

• Adaptations of equipment or facilities (ramps, Braille manuals, accessible desks, etc.)

Some specific adaptations used to facilitate placement in regular vocational programs will depend on careful analysis of your student’s needs and the specific vocational program. Since I do not know the specific nature of your student’s disability, I can only offer a sampling of commonly used techniques:

• Provide a daily structured orientation period
• Peer tutoring
• Small group instruction
• Task analysis (i.e., break down task into smaller parts)
• Teach to student’s learning style
• Assistance of a vocational resource teacher
• Others…

As you know, being in an inclusion program can include both classroom and lab instruction that focuses on either an occupational area (e.g., business, auto mechanics) and a specific occupation (e.g., clerical, change oil). Inclusion programs can offer your student the advantage of regular interaction with nondisabled peers. The ROP program should closely resemble the work setting your student will encounter when he leaves school and goes to work. What better way for him to practice the social communication skills, social interpersonal relationships, and work ethics than in a safe, comfortable environment.

Refer his parents to the Schwab Learning web site on legal rights at http://www.schwablearning.org/on_the_web.asp?siteid=www.ncld.org/livingwithld/teens_home.cfm. At this site, your student’s parents will find information on IDEA 2004, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA).