Evaluation of a Community College Occupational Education Project for the Homebound Handicapped. Special Interest Paper. An Occasional Publication for Selected Audiences, No. 17.

Autor/in	Abramson, Theodore
Institution	City Univ. of New York, NY. Inst. for Research and Development in Occupational Education.; City Univ. of New York, NY. Center for Advanced Study in Education.; Massachusetts Univ., Boston. Center for Social and Evaluation Research.
Titel	Evaluation of a Community College Occupational Education Project for the Homebound Handicapped. Special Interest Paper. An Occasional Publication for Selected Audiences, No. 17.
Quelle	(1978), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Business; Community Colleges; Education; Handicapped Students; Home Instruction; Homebound; Participant Satisfaction; Postsecondary Education; Program Effectiveness; Program Evaluation; Telephone Communications Systems + Suchen Sie Ihr Suchwort? Business studies; Wirtschaft; Betriebswirtschaft; Community college; Community College; Bildung; Erziehung; Heimunterricht; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Fernmeldewesen
Abstract	An evaluation was conducted of business education programs for the homebound handicapped students at Queensborough Community College of the City University of New York. Classrooms that career courses were scheduled to meet in were equipped with auxilliary telephone lines and conference telephone units; and specific course-related equipment was placed in students' homes for the duration of their courses. Students in the program were counseled periodically to determine possible problems or obstacles which needed to be remedied. Homebound students were provided with a course outline prior to the first class session and were able to anticipate and prepare for class dicusssions and assignments. Via their portable conference telephone, homebound students could actually participate in class discussions, answer questions, and respond to in-class students. Examinations were administered on an individual basis in the homebound handicapped student's home. During the fall of 1977, thirteen faculty members instructed homebound students in a total of eleven courses. In the spring of 1978, homebound students had the opportunity to participate as class members ln ten courses with twelve faculty participating. On the basis of the data obtained through interviews with homebound students and surveys of facility and peers, the program was perceived as being successful by all participants. The final grades of students attested to their ability to perform in this setting. (BM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC