Literacy Demands in Secondary Technical Vocational Education Programs: Teacher Interviews

Evers, Rebecca B.; Bursuck, William D.

doi:10.1177/088572889401700203

Cited by 4 publications

(1 citation statement)

References 11 publications

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“…The academic literacy demands in vocational-technical classes are very similar to those found in general academic classes (Evers & Bursuck, 1994). Indeed, helping all youth, including youth with disabilities and other special needs, attain these high standards is imperative.…”

Section: (P 21 )mentioning

confidence: 96%

School-to-Work Opportunities for All Students : A Position Statement of the Division on Career Development and Transition

Benz¹,

Kochhar

1996

Career Development for Exceptional Individuals

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documenting: (a) the changing nature of the workplace and the increasing demand for employees who possess both solid academic and occupational skills, (b) the growing number of students leaving school without these skills, and (c) the failure of the traditional high school curriculum to address these skills for the vast majority of students who are not college-bound.The federal School-to-Work Opportunities Act of 1994 (P.L. 103-239) provides a framework to help states and local communities respond to these workforce development needs by creating comprehensive schoolto-work transition programs. The overall purpose of school-to-work programs is to prepare all students for work and further education, and increase their opportunities to enter first jobs in high skill, high wage careers (U.S. Department of Education, 1994). The Act defines all students to include both male and female students from a broad range of backgrounds and circumstances, including disadvantaged students, students from diverse racial, ethnic, or cultural backgrounds, students with disabilities, school dropouts, and academically talented students (U.S.

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Section: (P 21 )mentioning

confidence: 96%

School-to-Work Opportunities for All Students : A Position Statement of the Division on Career Development and Transition

Benz¹,

Kochhar

1996

Career Development for Exceptional Individuals

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The Positive Force of Vocational Education

Evers

1996

J Learn Disabil

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Successful transitions to postsecondary settings are associated with such adult outcomes as continuing education, independent living, and employment. The purpose of this article is to present research that supports the use of vocational education programs to improve the adult outcomes of students with learning disabilities as they transition to employment. The literature review focuses on four major topics: (a) data from follow-up and follow-along studies illustrating the relationship between vocational-technical education and adult outcomes; (b) recent program trends in vocational education; (c) current practices in vocational education regarding placement and access, instructional and setting demands, and teacher attitudes and preparation; and (d) speculations about the effects of school reform and pending legislation.

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Helping Students Succeed in Technical Classes Using Learning Strategies and Study Skills

Evers¹,

Bursuck²

1995

TEACHING Exceptional Children

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Literacy Demands in Secondary Technical Vocational Education Programs: Teacher Interviews

Cited by 4 publications

References 11 publications

School-to-Work Opportunities for All Students : A Position Statement of the Division on Career Development and Transition

School-to-Work Opportunities for All Students : A Position Statement of the Division on Career Development and Transition

The Positive Force of Vocational Education

Helping Students Succeed in Technical Classes Using Learning Strategies and Study Skills

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