| High school graduates with cognitive disabilities are encountering ongoing problems while attempting to gain admittance to a postsecondary institution after graduation or secure employment as an alternative. Given the competitiveness of the job market, school administrators need to develop a curriculum integrating both career and academic strategies. By placing emphasis on developing a more balanced curriculum, school administrators may enhance learning potential and educational practices in the classroom in relation to preparing future graduates with mild to moderate cognitive disabilities. The concurrent mixed methods study concerned how two school curricula are preparing and affecting the post-school opportunities of the students with special needs population in pursuing postsecondary entrance into universities and employment after graduating from high school. The two schools have similar demographics but different socioeconomic structures. The schools are in separate urban and county school districts within the state of Alabama. The result of the research study was non-conclusive as to whether or not an alternative curriculum better prepared graduates with special needs for attending college or finding long-term employment. As revealed in the mixed method research study, similarities and differences were acknowledged by participants, and school records indicated no significant differences between students' overall academic performance. To ensure seniors with special needs are prepared for transitioning after graduation, educators must provide an alternative educational pathway including career training; promoting an opportunity for students to learn skills to satisfy future employers' requirements in building a competitive work force. |
