1. (a)

   1. (1) (a)(1) Definitions and policies related to serving students who are members of “special populations” shall be in compliance with Strengthening Career and Technical Education for the 21st Century Act, Pub. L. No. 115-224.

   2. (2) “Special populations” are defined within Perkins V as:

      1. (A) Individuals with disabilities;
      2. (B) Individuals from economically disadvantaged families, including low-income youth and adults;
      3. (C) Individuals preparing for nontraditional fields, single parents, including single pregnant women;
      4. (D) Out-of-workforce individuals;
      5. (E) English learners;
      6. (F) Homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act, 42 U.S.C. § 11434a;
      7. (G) Youth who are in, or have aged out of, the foster care system; and
      8. (H) Youth with a parent who is a member of the armed forces and is on active duty.
2. (b) Each student identified as an individual with a disability and/or a handicap under the guidelines of the Special Education Unit of the Department of Education and admitted to a career and technical education program or programs or a program or programs of study shall have an individualized education plan developed prior to participating in career and technical education.
3. (c) Each student who meets the criteria for identification as a member of a special population shall be provided with vocational assessment, guidance, counseling, and career development in order to support his or her success in their chosen CTE program or program of study.
4. (d) Transition services as well as supplemental/support services shall be provided as needed to assist students with disabilities in making the transition from school to employment.

5. (e)

   1. (1) Arkansas provides focused support for students from special populations to ensure they have access to the information they need to make informed choices about their college and career pathway.
   2. (2) Perkins V focuses on equity and access to close gaps in academic achievement and the attainment of technical skills for special populations.
   3. (3) Programs such as career coaches and JAG assist with high-risk students and minority students.

6. (f)

   1. (1) A part of focused support for special populations includes:

      1. (A) CTE training for teachers in awareness of universal design for learning;
      2. (B) A scientifically valid framework for guiding educational practice;
      3. (C) Providing flexibility in how information is presented;
      4. (D) How students can respond or demonstrate knowledge and skills; and
      5. (E) How students are engaged.

   2. (2) These practices help to:

      1. (A) Reduce barriers in instruction;
      2. (B) Provide appropriate accommodations, supports, and challenges; and
      3. (C) Maintain high achievement expectations for all students, including those with disabilities and those who have limited English proficiency.

Codification Notes: Strengthening Career and Technical Education for the 21st Century Act is codified at 20 U.S.C. § 2301 et seq. "CTE" means career technical education. "JAG" means Judge Advocate General’s Corps.