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| Autor/inn/en | Cobb, R. Brian; Phelps, L. Allen |
|---|---|
| Titel | Access & Equity for Handicapped Youth in Vocational Education. |
| Quelle | (1983), (14 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Access to Education; Behavior Problems; Disabilities; Educational Research; Educationally Disadvantaged; Equal Education; Information Systems; Learning Disabilities; Mainstreaming; Mild Disabilities; Mild Mental Retardation; Reliability; Secondary Education; Special Education; Validity; Vocational Education; Illinois |
| Abstract | A study assessed access and equity with regard to mildly handicapped youth who receive vocationally oriented curricula; it also assessed the extent to which existing data and data systems are reliable indicators of access and equity in vocational education. A random sample of 293 handicapped students from secondary school districts in Illinois were studied. The students were in the categories of educably mentally handicapped (EMI), learning disabled, educationally handicapped, and behaviorally disordered. Their 1981-82 individualized education programs (IEPs) and course schedules were reviewed on-site, and data were collected identifying the extent to which these students were involved in vocational and industrial arts education coursework and had vocationally related information on their IEPs. Only slightly fewer handicapped students were enrolled in vocational education/industrial arts classwork than the unhandicapped enrollment. The students' disability category did not seem to affect the quality of the vocational course placement, especially those labeled EMI. Services to handicapped placements were not being made in equitable proportions. The FACTS and the Vocational Education Data System were not found to be reliable sources for data on access and placement. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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