Perceptions of Special Education and Career and Technical Education Collaboration and Communication

Autor/inn/en	Schmalzried, Joan E.; Harvey, Michael W.
Titel	Perceptions of Special Education and Career and Technical Education Collaboration and Communication
Quelle	In: Career Development and Transition for Exceptional Individuals, 37 (2014) 2, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143412467666
Schlagwörter	Special Education; Career Education; Cooperation; Secondary School Teachers; Educational Practices; Guidance; School Counselors; High School Students; Technical Education; Likert Scales; Surveys; Teacher Attitudes; Disabilities + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Arbeitslehre; Co-operation; Kooperation; Bildungspraxis; Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technikunterricht; Likert-Skala; Survey; Umfrage; Befragung; Lehrerverhalten; Handicap; Behinderung
Abstract	This study explored perceptions of current practices used by secondary educators (special education teachers and guidance counselors) and stand-alone career and technical education (CTE) centers when working with students with disabilities from sending high schools participating in secondary CTE from one midwestern state. The study looked at perceptions held by each educational setting (high school and secondary CTE) regarding needs and responsibility when working with these shared students. Study participants were provided a paper-and-pencil survey consisting of Likert-type scale and forced choice questions. Results indicated inconsistencies in the methods used to share student information and who was responsible for providing that information. Many respondents did not feel regular communication took place between CTE and special education. The findings reinforce concerns represented in more than a decade of research in this area. Recommendations are made for how CTE and special education can better communicate and collaborate on behalf of students with disabilities in CTE. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10