Career and Technical Education (CTE) offers the potential for disadvantaged student subpopulations to utilize high school toward preparation for the workforce by encouraging specific career pathways. Yet, to date, very little is known about the intersection of CTE programs and disability. In this study, we conducted a systematic literature review of the vocational education and career readiness literatures, with a particular focus on students with disabilities and, specifically, intellectual disabilities, to identify best practices. Results show that few studies differentiate programs on the basis of disability type, and of those that do, intellectual disability was one of multiple disability types represented in studies. Moreover, the majority of studies focused on preparation of students with disabilities for low wage work, and very few focused on a more sophisticated career pathway and/or postsecondary education and training. Given the current policy climate that focuses on college and career readiness, the paucity of CTE and disability-focused studies in the literature is troublesome, and calls for more targeted research studies to be conducted to inform policy and practice. © Hammill Institute on Disabilities 2018.
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