Competencies Needed by Students Entering Automobile Mechanics Programs in Texas Secondary Schools with Emphasis on Achievement Expectations for the Handicapped.

Autor/in	Davidson, Jerry
Institution	Texas A and M Univ., College Station. Coll. of Education.
Titel	Competencies Needed by Students Entering Automobile Mechanics Programs in Texas Secondary Schools with Emphasis on Achievement Expectations for the Handicapped.
Quelle	(1979), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Achievement; Ancillary Services; Auto Mechanics; Doctoral Dissertations; Emotional Disturbances; Expectation; Handicapped Students; Hearing Impairments; Learning Disabilities; Mild Mental Retardation; Physical Disabilities; Research Reports; Secondary Education; Skills; Student Problems; Visual Impairments; Vocational Education; Texas + Suchen Sie Ihr Suchwort? Performance; Leistung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Gefühlsstörung; Expectancy; Erwartung; Hearing impairment; Hörbehinderung; Learning handicap; Lernbehinderung; Physical handicap; Körperbehinderung; Research report; Forschungsbericht; Sekundarbereich; Skill; Fertigkeit; Studienproblem; Visual handicap; Sehbehinderung; Ausbildung; Berufsbildung
Abstract	A study was conducted to identify the competencies needed by students entering auto mechanics programs with emphasis on competencies which handicapped students either possess or could be expected to attain. The research was divided into two parts. First, through two rounds of questionnaires (modified Delphi Technique) mailed to a panel of twelve auto mechanics teachers in Texas, 48 of 76 competencies listed on the questionnaires were rated as those needed by students entering auto mechanics programs in secondary schools. Second, a panel of special education experts were provided with the list of 48 competencies and were asked to consider each in the light of six handicapping conditions. This information was designed to identify handicapping conditions which would usually prevent a student from possessing entry-level auto mechanics skills and to determine what special assistance could be given to handicapped students to enable them to meet the competencies. Some of the findings include the following: (1) the most needed competencies were social maturity skills; (2) special needs students already possessed most of the competencies needed for auto mechanics; (3) a classroom aide was the most commonly suggested assistance source; and (4) the competency considered most likely to remain out of reach of some of the handicapped students was the ability to drive a car. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC