A Study of the Variability in Diagnostic Data Usage and Educational Prescription for Vocational Special Needs Students with Handicaps. Final Report.

Institution	Minnesota Univ., Minneapolis. Dept. of Vocational and Technical Education.
Titel	A Study of the Variability in Diagnostic Data Usage and Educational Prescription for Vocational Special Needs Students with Handicaps. Final Report.
Quelle	(1979), (425 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ancillary Services; Case Studies; Diagnostic Teaching; Educational Diagnosis; Handicapped Students; Individualized Instruction; Individualized Programs; Information Utilization; Institutional Characteristics; Literature Reviews; Postsecondary Education; Program Development; Questionnaires; Regional Schools; Student Placement; Teacher Attitudes; Teacher Characteristics; Teacher Qualifications; Teaching Experience; Use Studies; Vocational Education; Vocational Schools; Minnesota + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Diagnostic assessment; Diagnostisches Verfahren; Pedagogical diagnostics; Pädagogische Diagnostik; Individualisierender Unterricht; Individualisierte Ausbildung; Informationsnutzung; Post-secondary education; Tertiäre Bildung; Programmplanung; Fragebogen; Schülerpraktikum; Lehrerverhalten; Lehrqualifikation; Benutzerschulung; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	Investigating programs and full-time personnel which provide special needs services at the postsecondary level in Minnesota Area Vocational-Technical Institutes (AVTIs), a study assessed variability in practitioner use of individual student diagnostic information and prescriptive services in individualized education program (IEP) development and variability in educator characteristics which influence their use of diagnostic-prescriptive processes. Research literature on diagnostic-prescriptive planning for handicapped students can be organized into three areas: the educational context leading towards IEPs, IEP content and concerns, and models and categories of diagnostic and prescriptive services. In a controlled case study approach, thirty-one individuals representing fifteen AVTIs completed questionnaires including two student case studies. Divided into four primary informational areas, the data collected show that (1) practitioners providing the same services differ in level of preparation, experience, assigned job duties, and perceived needs for additional training; (2) participant perceptions of their employing institutions indicated varying degrees of service availability; (3) no significant differences were found in the average amount of diagnostic information used, while particpants varied in IEP determination; and (4) standardized terminology and operational procedures impact on the development of appropriate IEPs. (The questionnaire and supplemental statistical analyses of data are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC