Assisting Handicapped Students in Vocational Technical Programs in Community Colleges. Identification of Barriers; Recommendations for Removal of Barriers; Tasks to Be Implemented. Final Report.

Autor/inn/en	Jernigan, Joan Shirley; Clark, Donald L.
Institution	Texas A and M Univ., College Station. Coll. of Education.
Titel	Assisting Handicapped Students in Vocational Technical Programs in Community Colleges. Identification of Barriers; Recommendations for Removal of Barriers; Tasks to Be Implemented. Final Report.
Quelle	(1978), (344 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Community Colleges; Educational Research; Handicapped Students; Policy Formation; Program Development; Programing Problems; Task Analysis; Vocational Education; Texas + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; Bildungsforschung; Pädagogische Forschung; Politische Betätigung; Programmplanung; Aufgabenanalyse; Ausbildung; Berufsbildung
Abstract	A policy-focus Delphi study was conducted to identify the barriers which prohibit handicapped students from entering or completing vocational technical programs in community colleges in Texas and to identify recommendations and tasks relating to the removal of these barriers. A seventy-two member participant group, which included a nineteen member steering committee, identified 29 tasks which might be implemented or considered for policy formulation by community colleges. These 29 tasks resulted from a content analysis and distillation of the group's 351 recommendations which had evolved from their 198 identified barriers. Fourteen of the 29 tasks correlated with 18 barriers identified by a majority (66%) of the participants as being the most severe. Ratings of desirability, feasibility, and cost effectiveness of implementing the tasks were derived and verified by the steering committee. (Tables include a listing of the barriers, recommendations, and ratings of barrier severity and implementation feasibility.) (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC