The purpose of this study was to compare the effects of traditional and block schedules on the academic achievement of high school students with and without disabilities. Achievement data were collected from the cumulative records and Individual Education Plans of 160 students with disabilities and the cumulative records of 460 students without disabilities. Achievement was measured by students' GPA; state-mandated tests in reading language, math, science, and social studies; and college entrance ACT Results showed no difference on all comparisons between students with disabilities attending block-scheduled high schools and students with disabilities attending traditional-scheduled high schools. Similar results were found for students without disabilities. Teachers on both schedules reported high levels of satisfaction and comparable amounts of time on instructional activities.
One who reads only the current statistics may wonder what future exists in jobs and career advancement for persons with disabilities. Are there any bright spots? Are persons with disabilities achieving success? Are there role models in education and employment which are worth replicating? The answer to these questions is YES. Increasing numbers of persons with disabilities are finding jobs and competing favorably with their nondisabled peers.The performance of persons with disabilities in programs funded by the Job Training Partnership Act (JTPA) has been surprising. In a President's Committee on Employment of the Handicapped Memorandum, Hippolitus (1985) analyzed U.S. Department of Labor statistics on the JTPA. He found that disabled youth have an entered employment rate nearly equal to that obtained by nondisabled youth. These same youth have a slightly higher positive termination rate than their nondisabled JTPA eligible peers. A positive termination rate is defined as entering employment or apprenticeship training, entering another JTPA program, entering the armed forces, returning to school, or achieving JTPA youth competencies. Reports of persons with disabilities successfully transitioning from school to work via secondary, postsecondary, and community-based programs are becoming more frequent. Examples of increased rapport and cooperation between schools and employers are on the increase.
The Importance of Role ModelsIt is important for people with disabilities to have role models that will raise their expectations and aspirations as to what jobs and ca-Lloyd W. Tindall is a Senior Outreach Program Manager at the Vocational Studies Center, School of Education, University of Wisconsin-Madison.John J. Gugerty is a Senior Outreach Specialist at the Vocational Studies Center,
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