An Examination of the Perceptions of Vocational Administrators and Instructors of the Instructional Needs of Special Needs Students.

Autor/in	Kleinle, Mark Philip
Titel	An Examination of the Perceptions of Vocational Administrators and Instructors of the Instructional Needs of Special Needs Students.
Quelle	(1988), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Administrator Attitudes; Disabilities; Educational Needs; Educational Research; Handicap Identification; Individualized Education Programs; Inservice Teacher Education; Mainstreaming; Needs Assessment; Secondary Education; State Surveys; Teacher Attitudes; Teaching Skills; Vocational Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Individualized education program; Individualisierendes Lernen; Lehrerfortbildung; Bedarfsermittlung; Sekundarbereich; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausbildung; Berufsbildung
Abstract	A study examined the inservice needs of vocational educators related to the inclusion of special needs students in vocational classes. Purposes were to determine the statewide enrollments of special needs students in vocational programs; to examine the instructional needs of vocational educators for working with these students at three schools; to describe the history, program characteristics, and instructional strategies of working with these students; and to compile a list of inservice needs for instructors. The population included 5 administrators, 3 special needs support persons, and 42 instructors. Data were collected from descriptive information about secondary vocational programs in Pennsylvania obtained through publications from the Department of Education; questionnaires sent to the three schools; and interviews with administrators and special needs persons at the schools. Topics identified as being priorities for teachers dealing with special needs students were teacher attitudes, the mainstreaming process, involvement in the Individualized Education Plan, identification of special students, and teachers' rights. Instructors, administrators, and support persons had needs unique to their professional positions and school settings. Recommendations include inservice program development with instructor involvement in the planning. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01