Vocational Education and Handicapped Learners: Perceptions and Inservice Needs of State Leadership Personnel. Policy Research and Resource Series: Document 1.

Autor/inn/en	Phelps, L. Allen; Thornton, L. Jay
Institution	Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies.; Illinois Univ., Urbana.
Titel	Vocational Education and Handicapped Learners: Perceptions and Inservice Needs of State Leadership Personnel. Policy Research and Resource Series: Document 1.
Quelle	(1979), (49 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrators; Adult Education; Agency Role; Demonstration Programs; Disabilities; Educational Administration; Educational Research; Elementary Secondary Education; Leadership Training; Management Development; National Surveys; Needs Assessment; Postsecondary Education; Special Education; State Agencies; Technical Assistance; Vocational Education; Vocational Rehabilitation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Handicap; Behinderung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsforschung; Pädagogische Forschung; Führungslehre; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Öffentliche Einrichtung; Technische Hilfe; Ausbildung; Berufsbildung; Berufliche Rehabilitation
Abstract	This report presents baseline data describing perceptions and training needs of eight groups of leadership personnel involved in vocational programming for the handicapped. An introduction sets forth the problem--obtaining comprehensive data to assist in planning and development of appropriate inservice technical assistance activities the Leadership Training Institute/Vocational and Special Education Project might offer. (The project's goal is conducting short-term inservice training for state leadership personnel involved in vocational education, special education, and vocational rehabilitation.) A second section describes design and pilot testing of the national needs assessment survey instrument, identification of survey population, and followup activities. The third section first presents composite findings for the three major survey questions: (1) identification of exemplary practices or policies, (2) perceived importance of agencies and organizations involved in development of vocational education opportunities for the handicapped, and (3) identification of leadership training needs. Composite findings are then given for the groups surveyed: State Directors of Vocational Education, State Directors of Special Education, State Directors of Vocational Rehabilitation, professional association officers, State Board of Education members, handicapped advocates and consumers, teacher educators, and State Advisory Councils for Vocational Education. Seven recommendations are presented. Appendixes include composite data tables and the survey instrument. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01