Literaturnachweis - Detailanzeige
| Autor/in | Burrell, Lewis P. |
|---|---|
| Titel | A Study of the Preparation of Vocational Teachers for Teaching Mainstreamed At-Risk Special Needs Students. |
| Quelle | (1993), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Needs; High Risk Students; Mainstreaming; Questionnaires; Secondary Education; Special Needs Students; State Surveys; Teacher Attitudes; Teacher Education; Teacher Qualifications; Vocational Education; Vocational Education Teachers; Ohio |
| Abstract | A study examined the preparedness of vocational teachers for teaching mainstreamed at-risk special needs learners. A 46-item survey designed to measure perceptions of vocational teacher preparation pertinent to special needs learning factors was mailed to a random statewide sample of 1,100 Ohio vocational education teachers, vocational special education coordinators, vocational special needs evaluators, and state supervisory staff. A total of 331 persons (approximately 30%) completed the survey instrument. Respondents were asked to rate the importance of and need for training in the following aspects of the instructional process: assessment and evaluation, counseling and referral, program placement, remediation, tutoring, specialized service, job placement, and follow-up. The survey confirmed that educators consider training in all eight aspects of the instructional process more important and more necessary for teachers working with mainstreamed at-risk special needs students than for teachers working with typical vocational students. Significant differences on all eight items of the importance of training scale and on six items of the need for training scale were found across the variables for educator type. (Appendixes include the Kent State University mainstreaming model for vocational education special needs services, the survey instrument, and tables detailing selected study findings.) Contains 20 references. (MN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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