Comparing Inclusion in the Secondary Vocational and Academic Classrooms: Strengths, Needs, and Recommendations

Autor/in	Casale-Giannola, Diane
Titel	Comparing Inclusion in the Secondary Vocational and Academic Classrooms: Strengths, Needs, and Recommendations
Quelle	In: American Secondary Education, 40 (2012) 2, S.26-42 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Vocational Education; Academic Education; Inclusion; Disabilities; High School Students; Comparative Analysis; Vocational High Schools; Active Learning; Basic Skills; Teaching Methods; Team Teaching; Teacher Collaboration; Relevance (Education); Teacher Student Relationship; Repetition; Classroom Techniques; Individualized Instruction; Special Education; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Akademische Bildung; Inklusion; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aktives Lernen; Basic skill; Grundfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Lehrerkooperation; Relevance; Relevanz; Teacher student relationships; Lehrer-Schüler-Beziehung; Wiederholung; Klassenführung; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Secondary schools continue to face significant challenges as they work to support increasing numbers of students in inclusion settings. Career and Technical Education (CTE) high schools have typically offered students with special needs valuable learning opportunities. Nevertheless, little research has been done to identify the strengths and needs of inclusive instruction in these vocational settings. In a qualitative study, three data sources--observation, consultation, and surveys--were used to compare the strengths and weaknesses of inclusion in academic classrooms and CTE/vocational classrooms. Based on findings, recommendations to support inclusion in the CTE/vocational secondary school include: (a) increasing active learning in traditional academic classrooms; (b) providing basic skills support in all content areas; (c) increasing teachers' repertoire of strategies and modifications that support the performance of students with disabilities; (d) understanding special education laws, issues, and students; (e) enhancing co-teaching and collaboration among teachers; and (f) improving behavior management and community building. (Contains 3 figures.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10