| This study was designed to better understand the approaches (e.g., guidance counseling, assessments, work experiences, and follow-up activities) used to deliver career education program content, especially as it relates to students with disabilities, by investigating the perspectives and experiences of a select sample of state administrators. The study also examined their perspectives on the impact of the No Child Left Behind Act of 2001 on the delivery of vocation education program content.; The primary units of analysis for this study were state-level American Career Resource Network administrators whose lived experiences greatly advanced the understanding of the essences of the approaches. Standardized open-ended interviews were used to pose the research questions. The responses to the interview questions were organized question-by-question to facilitate an analysis and reporting of the data. Data triangulation was used to strengthen the study.; Findings of the study suggest that the approaches investigated in this study were vital to the delivery of career education program content, as it relates to students with disabilities. The administrators acknowledged that great latitude was afforded local programs in the use of these approaches. Funding, staffing, scheduling, and the development of data systems were common challenges faced by states. All administrators viewed career education as a supplement to rather than a replacement of academic education.; Recommendations were made regarding funding; policies, procedures, and practices; data collection, reporting and use; the need for common performance measures; and leadership preparation. Implications for future research were also provided. |
