An Assessment of Mainstream and Special Vocational Educator Involvement in the IEP Process and Related Inservice Needs.

Autor/inn/en	Albright, Leonard; Preskill, Hallie
Institution	Vermont Univ., Burlington. Dept. of Vocational Education and Technology.; Vermont Univ., Burlington. Dept. of Special Education, Social Work and Social Services.
Titel	An Assessment of Mainstream and Special Vocational Educator Involvement in the IEP Process and Related Inservice Needs.
Quelle	(1981), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Needs; Individualized Education Programs; Inservice Teacher Education; Interviews; Mainstreaming; Mild Mental Retardation; Needs Assessment; Questionnaires; Regional Schools; Secondary Education; Special Education; Special Programs; Surveys; Teacher Participation; Vocational Education; Vocational Education Teachers; Vocational Schools; Vermont + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Educational need; Bildungsbedarf; Individualized education program; Individualisierendes Lernen; Lehrerfortbildung; Interviewing; Interviewtechnik; Bedarfsermittlung; Fragebogen; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogische Förderung; Survey; Umfrage; Befragung; Ausbildung; Berufsbildung; Ausbilder; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	A study examined special and mainstream vocational teacher involvement in design, delivery, and review of Individualized Education Programs (IEPs) for handicapped youth in Vermont. It also assessed inservice and program needs of mainstream vocational educators and Diversified Occupations (DO) lab instructors. Information was collected from 214 mainstream and special vocational education instructors, cooperative education coordinators, and vocational directors in Vermont area vocational centers through on-site interviews and mailed questionnaires. It was found that over one-half of the mainstream vocational education teachers were involved in IEP development. The involvement was essentially through communication with special education personnel; the patterns of communication between vocational and special education personnel were also found during the implementation and review/evaluation phases of the IEP process. Teachers without IEP students seemed to need more awareness-level training, while teachers with IEP students needed more skills-oriented training. DO lab instructors reported direct involvement in all phases of the IEP process. Their inservice needs focused on vocational curriculum and skill development activities and materials. (Appendixes, amounting to approximately one-half of the report, include on-site interview guides, survey instruments, and correspondence.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC