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Special Populations: Diversity, Equity, and Inclusion

Special Populations: Diversity, Equity, and Inclusion

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Special Populations: Diversity, Equity, and Inclusion

The Perkins V accountability system evaluates the programs and activities to determine equity and access for student with barriers to education and/or employment. Two new categories of special population students (homeless individuals and youth with parents on active duty in the armed forces) are added to the current definition to reflect changes made under ESSA. Special populations are now defined as:

  • Individuals with disabilities;
  • Individuals from economically disadvantaged families, including low-income youth and adults;
  • Individuals preparing for non-traditional fields;
  • Single parents, including single pregnant women;
  • Migrant workers;
  • Out-of-workforce individuals;
  • English learners;
  • Homeless individuals;
  • Youth who are in, or have aged out of, the foster care system; and
  • Youth with parents on active duty in the armed forces

Special Populations Category Definitions:  See Section 6 - Special Populations in the Administrative Manual

Center for Advancing Policy on Employment for Youth (CAPE - Youth)

Examples of CTE Programs that Support Students who receive Special Education Services

Newsletters

Students with Disabilities

Additional Resources

 
CTE Equity Statement: All students, regardless of race, gender, culture/ethnicity, language, disability, sexual orientation, family background, and socioeconomic status, have fair, impartial, and accessible, high-quality secondary and postsecondary CTE Programs. Programs will be aligned to rigorous academic and technical standards, and career-ready practices through access to CTE educational resources, support services at the right moment in their education, to accomplish their individual, educational, and career goals.