A Study to Examine and Develop a Comprehensive Model of Identifying and Providing Realistic Vocational Education Experiences for Learning Disabled Students. Final Report.

Institution	Saint Joseph Coll., West Hartford, CT.
Titel	A Study to Examine and Develop a Comprehensive Model of Identifying and Providing Realistic Vocational Education Experiences for Learning Disabled Students. Final Report.
Quelle	(1976), (27 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Assessment; Educational Needs; Educational Research; High School Students; Individualized Programs; Learning Disabilities; Models; Program Development; Program Effectiveness; Program Evaluation; Program Improvement; Secondary Education; Special Education; Vocational Education; Connecticut + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualisierte Ausbildung; Learning handicap; Lernbehinderung; Analogiemodell; Programmplanung; Programme evaluation; Programmevaluation; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung
Abstract	A study was conducted to (1) examine and evaluate existing vocational programs at the secondary level and to identify such programs or components of programs which appear to be meeting the needs of the learning disabled and the employer; and (2) share these findings with persons responsible for providing vocational education for learning disabled students at the secondary level. The following activities were utilized to secure data: (1) Fifteen meetings were held with representatives from key groups to learn the location of recommended programs; (2) thirty onsite visits of recommended programs were conducted; (3) special meetings about previously unknown programs were attended; (4) a mail survey requesting program information from schools referred to in the literature as providing vocational education or programs for secondary level learning disabled students was conducted; and (5) telephone discussions relative to program offerings were frequently conducted. Three of the 10 conclusions formulated follow, all of which were intended to serve as points for self-evaluation and future directions for schools developing a specialized program: (1) A great majority of the secondary level programs are simply a continuation of the academically oriented elementary and junior high programs; (2) a great majority of the programs are conducted under the direction of the special education department; and (3) regular secondary level vocational programs as a rule do not permit learning disabled students to enroll. (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC