A Determination of Vocational Education Staff Input and Involvement in the IEP Process at the Secondary Level.

Autor/in	Gill, Douglas H.
Institution	Pierce County Educational Service District 121, Tacoma, WA.
Titel	A Determination of Vocational Education Staff Input and Involvement in the IEP Process at the Secondary Level.
Quelle	(1984), (140 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cooperation; Disabilities; Individualized Education Programs; Interdisciplinary Approach; Secondary Education; Special Education; Vocational Education + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung
Abstract	The study was intended to replicate the Albright-Preskill study (1981) in Pierce County, Washington in order to assess the status of collaborative individualized education program (IEP) development between vocational education and special education at the secondary level. Questionnaires were completed by 192 secondary level vocational education staff members. Conclusions were formed around the six major components of the survey instrument (sample findings in parentheses): preliminary questions (73% reported they had handicapped learners in class); background information (69.5% of the vocational education programs are concentrated in only three service areas--Business and Office, Home Economics, and Industrial Arts); program development information (75% of the vocational staff indicated no involvement in the vocational aspects of the IEP); implementation (Ss ranked instructional material modification and individual instruction in the lab setting as the highest priority areas that need to be strengthened in order to provide vocational instruction to handicapped learners); review/evaluation (59% of the vocational staff reported they had not shared process evaluation information with the IEP team); and general information (in-school, vocational education staff appear to use counselors almost as much as they do special education personnel). Five major recommendations are offered, including the formulaton and application of a country-wide process model for IEP collaboration. Appendixes, including a sample questionnaire, constitute the bulk of the report. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01