Inclusionary Practices

Inclusionary Practices Project Overview

CCTS is one of several agencies collaborating with OSPI as part of the Inclusionary Practices Professional Development Project.

CCTS Goals:

  • Increase inclusionary practices in general education, focusing on partnerships between Special Education and Career Technical Education (CTE) classrooms
  • Promote positive shifts in student expectations and opportunities
  • Expand possibilities for CTE access
  • Develop meaningful, data-informed action plans for their districts
  • Offer support and technical assistance from skilled transition specialists
  • Encourage systemic change in teacher practices

Measurements:

  • Increased CTE course enrollment of students with disabilities
  • Improved graduation rates for students with disabilities
  • Increased post-school engagement for students with disabilities
What does the data say about CTE, Special Education, and post-school outcomes?

CTE participation improves college and career readiness outcomes for students with disabilities.

3%
Fewer unexcused absences
5%
more likely to graduate on-time
20%
more likely to be employed after graduation
Source

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Disabilities. CALDER Center, 2017. View more statistics or download full report.

Our Approach

To support school districts in their efforts to increase inclusionary practices in general education classrooms, CCTS is offering a series of professional development opportunities focusing on CTE and Special Education collaboration.

Get Involved

CCTS Inclusionary Practices Project (IPP)

Join Us on Basecamp

The CCTS Transition Network on Basecamp is a virtual space for statewide announcements and conversations related to transition and inclusionary practices.

Subscribe to Our Newsletter

Our IPP newsletter features reflections, upcoming events, and stories from the field.

IPP Newsletter archive:

Page last updated
September 17, 2021