Literaturnachweis - Detailanzeige
| Autor/in | Cobb, R. Brian |
|---|---|
| Titel | Vocational Assessment of the Special Needs Learner: A Special Education Perspective. |
| Quelle | (1985), (24 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Compliance (Legal); Disabilities; Disadvantaged Youth; Economically Disadvantaged; Educationally Disadvantaged; Exceptional Persons; Federal Legislation; Mainstreaming; Mild Disabilities; Models; Secondary Education; Special Education; Vocational Education; Vocational Evaluation |
| Abstract | The requirements for vocational assessment of special needs students in the Carl D. Perkins Vocational Education Act are not well served by the traditional kinds of vocational assessment often practiced. Instead, vocational assessment for the purposes of responding to the mandate of the Act should be defined within the context of answering service delivery questions that naturally arise with respect to the successful completion of a vocational education program by an individual. A model of vocational assessment for special needs students should consist of five domains: screening, placement, program planning, monitoring, and individual program evaluation. The model described in this paper contains several characteristics that should make it particularly appropriate for use with secondary mildly handicapped and disadvantaged students. First, the model conforms directly with the language and intent of the Act. Second, the model maximizes the use of special services personnel directly performing services in the vocational classrooms, rather than encouraging the development of vocational evaluators as a specialized group distinct from teachers. Third, this model does not require the expense of commercial systems and formal laboratory space. Finally, the model conforms well with individualized planning cycles associated with individualized education programs or individualized vocational program planning. Perhaps its greatest strength is that it combines the duties of assessment and direct service personnel, and places both functions where they belong--in the vocational education program assisting the vocational educator who is delivering the instruction. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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