An Investigation of the Vocational Directors' Role and Responsibilities in the Delivery and Evaluation of Disadvantaged and Handicapped Vocational Education Programs, as Perceived by the Local Administrator. Final Report.

Autor/inn/en	Valentine, Ivan E.; Oshima, Asahi
Institution	Colorado State Univ., Ft. Collins. Dept. of Vocational Education.
Titel	An Investigation of the Vocational Directors' Role and Responsibilities in the Delivery and Evaluation of Disadvantaged and Handicapped Vocational Education Programs, as Perceived by the Local Administrator. Final Report.
Quelle	(1979), (171 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accessibility (for Disabled); Administrator Attitudes; Administrator Responsibility; Administrator Role; Delivery Systems; Disabilities; Disadvantaged; Educational Facilities; Job Placement; Postsecondary Education; Program Effectiveness; Program Evaluation; Success; Surveys; Teacher Attitudes; Teacher Education; Vocational Directors; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Auslieferung; Handicap; Behinderung; Bildungsstätte; Employment service; Employment services; Arbeitsvermittlung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Erfolg; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Berufsbetreuer; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study assessed and compared perceptions of local vocational educators toward delivery and evaluation of vocational education programs for the disadvantaged and handicapped. Emphasis was on identifying factors affecting vocational education for the special needs population and areas of concern relative to these factors. A survey instrument was prepared and mailed to thirty-six vocational administrators and thirty-three supplemental services-special needs program coordinators responsbile for vocational education programs for special needs students. Both groups perceived need for federal and state fiscal support, local commitment for services, availability of trained personnel, availability of relevant course offerings, and pre- and in-service training opportunities for vocational teachers as factors contributing to program success. A need for professionally trained vocational support personnel to share responsibilities with local instructors was perceived. Local services identified as contributing toward program success included coordinated identification and selection processes, supplemental services, special education assistance, and availability of assistance from social agencies. The Individualized Education Program was viewed as an essential tool in program development. Other findings included (1) cooperative efforts with other agencies were significant factors in job placement, (2) vocational educators' awareness and understanding of the handicapped and disadvantaged needed to be expanded, and (3) inadequate physical facilities have been barriers to student participation. (The survey instrument is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01