AN ANALYSIS OF ADVANCED CAREER AND TECHNICAL EDUCATION ENROLLMENT FOR STUDENTS WITH DISABILITIES

Abstract

Title of Dissertation: AN ANALYSIS OF ADVANCED CAREER AND TECHNICAL EDUCATION ENROLLMENT FOR STUDENTS WITH DISABILITIES

Doralie Palamos Doctor of Education, 2026

Dissertation directed by: Dr. Cherise Hunter, FellowCenter for Educational Innovation and Improvement, College of Education University of Maryland

College and career readiness remains a challenge for students with disabilities due to limited access to rigorous academic and career preparation opportunities. Participation in advanced-level Career and Technical Education (CTE) pathways is associated with improved postsecondary and career outcomes, making equitable access an important area of focus.This study examined how collaboration between professional school counselors and transition coordinators relates to the enrollment of students with disabilities in advanced CTE pathways. Specifically, it explored factors that support access to these high-impact learning opportunities. Findings indicated that participants reported strong professional relationships characterized by trust, shared goals, and a commitment to student success. Participants also identified structural and systemic factors that influenced the effectiveness of collaboration. Recommendations for improvement emphasized the need for clearer processes, increased opportunities for structured collaboration, and enhanced alignment between student transition plans and course scheduling practices. The accompanying impact product, The Course Scheduling Framework Flowchart, was developed to support structured, collaborative transition planning for students interested in pursuing advanced CTE pathways. This tool provides a visual framework for aligning course selection with student goals while promoting coordination among educators, students, and families. Its implementation offers a consistent planning approach that may enhance equitable access and support improved postsecondary outcomes.