| Summary: | The purpose of this case study was to describe the processes used by a high school vocational program to provide vocational training and preparation for postsecondary employment to students with disabilities. This research addresses the deficient circulation of qualitative research regarding vocational training practices used by functioning secondary programs serving students with disabilities. Using Billett's (2011) vocational education theory as a theoretical framework,
the case study investigated the Launch Program, a Chapter-74 approved vocational technical education program in Massachusetts. Survey, interview, document review, and observation data were collected and themes were analyzed and triangulated. Findings indicated the Launch Program intends to provide all students, regardless of disability, with employability skills and implements curriculum through hands-on learning activities and instructional strategies, such as scaffolding,
accommodations, multi-sensory teaching, and special education support. The instruction of occupational skills focuses on technical and soft skills, using a tri-leveled curriculum and state-wide frameworks, and increasing students' independence. Work experience is provided by real-life work opportunities within each area of study, along with co-op during senior year. Further, results demonstrated that students experience success within the program, sometimes for the first time in their
educational careers, and build capacity to work on a team. Staff experience of the curriculum involves relationship building and utilization of skills from their prior career in a particular field. These findings are situated with the research literature and theoretical framework before providing implications for practice and future research.
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