This study used data from the National Education Longitudinal Study of 1988 to compare postsecondary outcomes between students with and without disabilities and participation in secondary vocational education. Differences in postsecondary outcomes are reported for four groups of students: (a) students with a disability who participated in vocational education in high school, (b) students with a disability who did not participate in vocational education in high school, (c) students without a disability who participated in vocational education in high school, and (d) students without a disability who did not participate in vocational education in high school. Students without a disability who did not participate in vocational education in high school are treated as the comparison group (reference category). Findings concerning predictor variables are reported and recommendations for practice and research in the area of transition are discussed in light of public policy and the new economy.
Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.
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.Respondents were asked to rate survey items concerning communication related to students with disabilities attending CTE programs, CTE representation at conferences for students with disabilities, and professional development oppor-
This study describes responsibilities and training needs of paraeducators in physical education. Paraeducators (n =138) employed in 34 midwestern schools received a 27-item questionnaire. Of the 138 paraeducators contacted, 76 responded, resulting in a 55.1% response rate. Only 16% of the total respondents (n = 76) reported receiving specific training in physical education; however, 68 (90%) indicated a willingness to be trained. Less than half (n = 29, 38%) indicated participating in physical education by escorting students, providing cues, and working individually with students. Fewer than eight (28%) of the physical education paraeducators assisted with assessments, shared IEP suggestions, or helped implement behavior modification programs. The most desired training areas included activity modifications, attributes of students with disabilities, and knowledge of motor development.
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