Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Leslie Loughmiller, Ph.D.

Second Advisor

Mary Robinson, Ph.D.

Third Advisor

Jacque Lookabaugh, Ph.D.


This qualitative case study investigated how the attitudes and perceptions of Career and Technical Education (CTE) teachers toward students with disabilities influenced inclusion in CTE courses. The purpose of this study was to explore how positive or negative experiences of CTE teachers toward students with disabilities impacted the number of students accessing CTE courses. Fifteen high school CTE teachers, along with a focus group of six high school CTE teachers were interviewed. Results of this study revealed that despite positive attitudes toward inclusion in CTE courses, CTE teachers felt unsupported by special education and reported they felt CTE was being used as a dumping ground by counselors placing students with disabilities into any CTE course to fill students’ schedules. Lack of professional development by special education to provide support to CTE teachers led to frustration. Additionally, study findings indicated that without the skills to educate students with specific disabilities, CTE teachers awarded passing grades of 70, even if the students had not completed the work earning a passing grade. It is recommended further research is needed to investigate the postsecondary outcomes of students with disabilities who were given credit for a CTE course and the rate of success for postsecondary education and employment.