Assessing and Meeting the In-Service Staff Development Needs of Vocational Educators Serving Special Needs Learners. Final Report. Vocational-Technical Education Research Report. Volume 17, Number 25.

Institution	Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies.
Titel	Assessing and Meeting the In-Service Staff Development Needs of Vocational Educators Serving Special Needs Learners. Final Report. Vocational-Technical Education Research Report. Volume 17, Number 25.
Quelle	(1979), (284 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disabilities; Disadvantaged Youth; Field Tests; Inservice Teacher Education; Learning Modules; Mainstreaming; Needs Assessment; Regional Schools; Secondary Education; Special Education; Staff Development; Teaching Methods; Teaching Skills; Technical Assistance; Vocational Education; Vocational Education Teachers; Vocational Schools; Pennsylvania + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Benachteiligter Jugendlicher; Praxisübung; Lehrerfortbildung; Learning module; Lernmodul; Bedarfsermittlung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Personnel development; Personalentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Technische Hilfe; Ausbildung; Berufsbildung; Ausbilder; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	The intent of the second-year project was to (1) provide inservice training in competencies needed by vocational teachers to teach special needs students, (2) field test teachers' modules developed by the University of Pittsburgh, (3) establish the need and mode of delivery of vocational special needs inservice, and (4) develop a system of delivery of special needs inservice teacher education. Two courses and several inservice meetings were presented. Thirty inservice teachers participated in the courses, and approximately 110 attended the conferences. A special needs inservice assessment survey was conducted among 2,209 vocational educators and support personnel in the Centre Region. Over 45% responded and indicated relative importance of special needs education issues and relative need for inservice activity. Identification of student learning and students' work attitudes were ranked as 1 and 2 in importance of professional tasks regarding the education of special needs learners. The needs for inservice programs for identifying students' learning difficulties and developing students' work attitudes were ranked highest. (Appendixes, amounting to approximately three-fourths of the report, include project materials, learning modules, evaluation forms, and the questionnaire.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC