Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Graham Weir

Second Advisor

Howard Fields

Third Advisor

Ronda Wallace


The purpose of this paper is to research the postsecondary readiness of students with IEPs at North and South Technical High schools within Special School District of St. Louis County (SSD). The attention is on the description of the readiness outcome of the students in a traditional career in the education program and technical education programs to the students with IEPs in hybrid technical programs. The paper also exploits the concept of inclusivity and diversity in learning and highlights the role of the CTEs in the preparation of the students for the future. However, success is described as either the student's enrollment to college or professional career.

First, the study distinguishes CTEs from vocation and tertiary learning training. The assessment disputes facility structure and student intellectual capacity factors to establish the real significance of the program (Bennett & Gallagher, 2013). It seeks clarity on the inclusivity enhanced by the program in the existing learning environment (Brown et al., 2019). In addition, it examines the multi-resource use in the program and the success rate in enrollment of the students with intellectual challenges and disabilities. The literature successfully addresses the hybrid component of the CTEs, identifying the rapid transformation in the program, revealing that skill orientation difference (Gordon & Schultz, 2020). However, a convectional learning program would adopt hybrid approaches. Therefore, the study explores the policy gaps that would help the program's administration.

The qualitative and quantitative data collection approach through designed questionnaires and analysis confirmed the study's findings. The study included the types of CTE program, Participant feelings, opinions, experiences, and satisfaction levels. Therefore, the study demonstrates a significant difference in postsecondary outcomes for students with IEPs in hybrid CTE programming in comparison to students with IEPs in traditional CTE programming.

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