A Call to Change: Empowering Students with Disabilities in Post-Secondary Vocational and Occupational Programs

As a retired special education specialist, parent, grandparent, and a Deaf individual with ADHD and high-level anxiety, my educational journey was filled with challenges. The traditional methods used in K-12 education failed to recognize my unique needs, leading to frustration and isolation. Today, students with disabilities in post-secondary vocational settings face similar struggles, particularly in hands-on programs like welding, cosmetology, medical or dental assistant programs, and more. It's time to rethink how we approach education for these students and implement creative, outside-the-box solutions that will truly support their success. Below are examples of students from diverse backgrounds, each facing unique challenges and personalized strategies to help them thrive.

Amara, a First-Generation Immigrant with Dyslexia

Amara is a first-generation immigrant from a mixed-race background, originally from Kenya. She is the first in her family to attend college and is enrolled in a?welding program. While Amara is passionate about welding and the creativity it allows, she struggles with reading and writing instructions due to dyslexia. Traditional accommodations, like extra time on written assignments, must fully address her challenges, leaving her frustrated.

Strategy: Multisensory Learning

Instead of focusing solely on written instructions, Amara is provided with voice-to-text software and video tutorials to assist her learning. Additionally, her instructor encourages her to map out projects using hands-on techniques. For instance, Amara practices welding by using modeling clay to replicate the physical movements required for her projects before working with actual metal. This multisensory approach allows her to rely more on her visual and tactile strengths, reducing her dependence on text-heavy materials and boosting her confidence in the welding shop.

Outcome:

Amara thrives in the hands-on aspects of the welding program. By incorporating multisensory learning strategies, her dyslexia becomes less of a barrier, and she excels in her craft. Her creativity and attention to detail flourish as she develops her skills, turning her challenges into strengths.

Luis, a Latino Student with ADHD

Luis grew up in a large, close-knit family where structure was often lacking. He's enrolled in a?veterinary assistant program?and has ADHD, which makes it difficult for him to manage time and stay focused in fast-paced environments. Traditional accommodations, such as extra time on assignments, don't work because Luis struggles more with organizing tasks than the actual content.

Strategy: Chunking and Real-Time Feedback?Instead of overwhelming Luis with lengthy assignments or abstract deadlines, his instructors break tasks into small, manageable chunks. For instance, when learning to handle animals during medical exams, Luis is given one specific task—like positioning the animal—before moving on to the next step. He receives immediate feedback after each step, helping him stay on track without feeling overwhelmed.

Outcome:?By focusing on smaller, bite-sized tasks and receiving real-time feedback, Luis gains the ability to manage his workload. This approach also reduces his anxiety and helps him build confidence in his skills as a veterinary assistant.

Aisha, an African American Student with Anxiety and Sensory Processing Issues

Aisha is a bright student in the?cosmetology program?but struggles with sensory overload. The loud noises from hair dryers, the strong smells from hair products, and the fast-paced environment often trigger her anxiety, making it difficult for her to focus on her work. Traditional accommodations, like seating her in a quieter part of the salon, don't alleviate her discomfort.

Strategy: Creating Sensory-Friendly Spaces?Aisha's cosmetology program introduces sensory-friendly workspaces where students can take breaks when they feel overwhelmed. These spaces have dim lighting, noise-canceling headphones, and soothing sensory objects like weighted blankets or soft textures. Instructors are also trained to recognize signs of sensory overload and offer flexible deadlines on days when Aisha feels particularly anxious.

Outcome:?Aisha's anxiety is no longer a barrier to her success. The sensory-friendly environment allows her to stay engaged and focused on her learning, and she feels supported by the flexibility offered in her program.

Alejandro, a Puerto Rican Student with Autism

Alejandro is a highly intelligent, detail-oriented student in a medical assistant program. They have autism and excel at understanding the mechanics of medical equipment and procedures, but they struggle with social interactions and group work. Traditional methods of support, such as pairing them with a peer or assigning group activities, have not been effective because they increase their social anxiety.

Strategy: Individualized Hands-On Projects Instead of forcing Alejandro into group activities, their instructors provide individualized projects where they can showcase their skills independently. For instance, Alejandro can work solo on medical procedures, such as taking blood pressure or performing EKG setups. They later demonstrate these procedures to their peers through a recorded video presentation, which minimizes social stress while allowing them to focus on their strengths.

Outcome: Alejandro excels in individual tasks that allow them to display their technical skills without the added pressure of group interactions. This approach gives them the autonomy and space to engage meaningfully with the learning material while building their confidence in the best way for them.

Jaspreet, a Sikh Student Facing Language Barriers and ADHD

Jaspreet moved to the U.S. from India and is attending a?dental assistant program. While he speaks English fluently, he struggles with technical jargon and complex instructions due to language barriers, compounded by his ADHD, which makes focusing on long procedures nearly impossible.

Strategy: Visual Aids and Simplified Language?Jaspreet's instructor uses simplified language and pairs verbal instructions with visual aids such as diagrams and flowcharts. Additionally, classes are recorded so that Jaspreet can revisit the material at his own pace. The instructor incorporates frequent breaks to keep him engaged during longer procedures, allowing Jaspreet to refocus and process the information in shorter intervals.

Outcome:?Jaspreet's understanding improved significantly with visual aids and simplified instructions. The ability to review class recordings and the frequent breaks help him stay engaged and retain information, enabling him to succeed in his program.

Emily, a Deaf Student with Cochlear Implants

Emily is a Caucasian student enrolled in a?baking and pastry program?at a culinary college. She was born Deaf and received cochlear implants as a teenager. While she can hear with her implants, she still faces challenges with auditory processing in noisy environments, such as bustling kitchens filled with clanging pans, timers, and conversations. Traditional accommodations, like providing an interpreter or extra time on tests, don't fully address the complexities of her experience, especially in fast-paced, hands-on settings.

Strategy: Visual and Non-Verbal Communication Aids

Emily's program adapts by providing visual aids, such as step-by-step written instructions or video demonstrations with captions. Additionally, her instructors and peers are trained in basic sign language and encouraged to communicate with gestures and visual cues. For example, during busy kitchen shifts, the team uses color-coded hand signals to indicate when a pastry is ready for the oven or when ingredients need to be checked. Emily also uses a vibrating timer that alerts her when her baked goods are prepared, so she isn't reliant on auditory cues alone.

Outcome:

Emily feels empowered in the baking and pastry program, as she's no longer dependent solely on her cochlear implants to process auditory information. The integration of visual and tactile supports helps her excel in the fast-paced kitchen environment, boosting her confidence and independence as she navigates her passion for baking.

The Power of Empathy and Flexibility

At the heart of all these strategies is empathy. These approaches work not because they fit into a neat pedagogical box but because they adapt to the real-life contexts these students navigate. Whether a student is Deaf, from a different cultural background, or facing cognitive challenges, vocational programs can and should create environments where every student can thrive.

"Empowerment is not about making students fit into a system—it's about designing a system that fits them."

Be the Change

As educators, administrators, and leaders, we have the power to shape an educational environment where students with disabilities can succeed. It's time to move beyond traditional accommodations and adopt creative, flexible strategies that truly meet the needs of diverse learners. Programs in welding, cosmetology, veterinary assistance, and other vocational trades can implement these approaches to empower students like Fatima, Luis, Aisha, Malik, Jaspreet, and Emily.

Now is the time to take action. Together, we can create an inclusive environment where all students can flourish.

It's never too late to make a difference. Be the change.

References

National Autism Indicators Report: Vocational Rehabilitation (VR) Services and Outcomes. (2020). Drexel University Autism Institute. This report provides insights into the experiences of individuals with autism in vocational settings, including the success of personalized, hands-on training and the challenges associated with group interactions. It highlights the importance of individualized projects and strategies to improve the inclusion and success of autistic people in vocational programs.

National Center for Education Statistics (NCES). (2021). Students with Disabilities in Postsecondary Education: A Profile of Preparation, Participation, and Outcomes. This report offers statistics on the enrollment and outcomes of students with disabilities in postsecondary education, emphasizing the need for tailored accommodations to address academic and social challenges.

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