A Position Paper on Mainstreaming Special Needs Students into Regular Vocational Classrooms. Recommendation to the State Advisory Council for the Bureau of Vocational Education.

Autor/inn/en	Feichtner, Sheila H.; O'Brien, Thomas W.
Institution	Pittsburgh Univ., PA.
Titel	A Position Paper on Mainstreaming Special Needs Students into Regular Vocational Classrooms. Recommendation to the State Advisory Council for the Bureau of Vocational Education.
Quelle	(1976), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Role; Disadvantaged Youth; Handicapped Students; Instructional Design; Instructional Improvement; Instructional Systems; Mainstreaming; Models; Parent Role; Public Support; Remedial Teachers; Resource Staff; School Support; Special Education Teachers; Staff Role; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsqualität; Unterrichtsorganisation; Analogiemodell; Parental role; Elternrolle; Öffentliche Förderung; Öffentliche Trägerschaft; Remedial teacher; Förderlehrer; Schulförderverein; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausbildung; Berufsbildung; Ausbilder
Abstract	Problems encountered in vocational education mainstreaming and recommended improvements are presented in this paper. A brief history introduces the concept followed by specific definitions of "training,""education," and "mainstreaming," as applied to vocational schooling. Three general operational models are described and graphically presented. Model guidelines developed for the instructional system, the instructional team, and supportive services are listed and include the following: development of prescription teaching, the student-instructional study team, competency based evaluation, and open entry and exit (instructional system); the role of vocational teachers, special education teachers, remedial teachers, vocational students, and vocational resource persons (instructional team); and the role of the administration, community agencies, and parents (supportive services). Conclusions present a rationale for providing a vocational resource person for mainstreaming programs, and lists the required qualifications. Twelve recommendations for active steps to be taken at the local, state, and national levels are presented and include university development to orient special education teachers to the concept of vocational education, and education of the public about their responsibility for special needs students and the responsibilities of vocational education. (BL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01