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Transition Teacher Perspectives of Community-Based Vocational Education Programs for Students with Disabilities

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Bibliographic Details
Title: Transition Teacher Perspectives of Community-Based Vocational Education Programs for Students with Disabilities
Language: English
Authors: Vincent Spevack, Janna L. Brendle, Robin H. Lock
Source: Journal of Special Education Apprenticeship. 2026 15(1).
Availability: Journal of Special Education Apprenticeship. 5500 University Parkway, San Bernadino, CA 92407. Tel: 909-537-5606; e-mail: JOSEA@csusb.edu; Web site: https://scholarworks.lib.csusb.edu/josea/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Adjustment (to Environment), Students with Disabilities, Adolescents, Young Adults, Career and Technical Education, Career Readiness, Daily Living Skills, Special Education Teachers, Teacher Attitudes, Barriers, Experiential Learning, Work Experience Programs, Federal Legislation, Labor Force Development, Labor Legislation
Geographic Terms: New York, Texas, Colorado, Connecticut
Laws, Policies and Program Identifiers: Workforce Innovation and Opportunity Act 2014
ISSN: 2167-3454
Abstract: The transition from school to work can be an especially challenging time for adolescents and young adults with disabilities, and their families, as they navigate the complex postsecondary transition process. Community-based vocational education (CBVE) is a coordinated transition service that provides students with opportunities for the acquisition of career and life skills in real-world environments. The goal of CBVE is to best prepare individuals with disabilities for employment and subsequentially important life skills necessary for the transition to a more independent life. The study was designed to explore special education transition educators' perceptions of the barriers to implementing CBVE programs for students with disabilities and how they could potentially be minimized. The study investigated CBVE programs across four states where students with disabilities attended community worksites at least two days per week. Twenty-one special education teachers who work in CBVE programs for students with disabilities responded to data through a participant data form, questionnaire, and rating scale. The results indicated that a lack of the business community and employer interest and an absence of CBVE awareness and understanding were the greatest barriers to implementing and sustaining a CBVE program for students with disabilities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1516901
Database: ERIC
Description
Abstract:The transition from school to work can be an especially challenging time for adolescents and young adults with disabilities, and their families, as they navigate the complex postsecondary transition process. Community-based vocational education (CBVE) is a coordinated transition service that provides students with opportunities for the acquisition of career and life skills in real-world environments. The goal of CBVE is to best prepare individuals with disabilities for employment and subsequentially important life skills necessary for the transition to a more independent life. The study was designed to explore special education transition educators' perceptions of the barriers to implementing CBVE programs for students with disabilities and how they could potentially be minimized. The study investigated CBVE programs across four states where students with disabilities attended community worksites at least two days per week. Twenty-one special education teachers who work in CBVE programs for students with disabilities responded to data through a participant data form, questionnaire, and rating scale. The results indicated that a lack of the business community and employer interest and an absence of CBVE awareness and understanding were the greatest barriers to implementing and sustaining a CBVE program for students with disabilities.
ISSN:2167-3454