Special Education Teachers' Perceptions of Benefits, Barriers, and Components of Community-Based Vocational Instruction

Kim, Rah Kyung; Dymond, Stacy K.

doi:10.1352/1934-9556-48.5.313

Cited by 32 publications

(68 citation statements)

References 38 publications

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“…Only 40% of special education directors indicated that public transportation was used as a method for transporting students to job sites. Similar to staffing, lack of transportation has been repeatedly identified as a barrier to providing instruction in the community (Baumgart & VanWalleghem, 1986;Dymond, 2012;Kim & Dymond, 2010;Langone et al, 2000;McDonnell, 2010b;Nietupski et al, 1988;Wehman, 2006). Directors reported a range of methods used for transportation, with district vehicles being used by the greatest percentage of respondents.…”

Section: Discussionmentioning

confidence: 99%

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Special Education Directors’ Views of Community-Based Vocational Instruction

Pickens

Dymond

2014

Research and Practice for Persons with Severe Disabilities

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The purpose of this study was to investigate the views of special education directors toward communitybased vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic location, whether the district provided CBVI in the summer, and the curriculum of students who participated in CBVI. Data were analyzed using descriptive and inferential statistics along with a content analysis of open-ended questions. Results indicate that respondents support the use of CBVI and experience few barriers to implementation. Insufficient staff and inadequate public transportation were the highest rated barriers. Views regarding the intensity with which CBVI should be provided and the age and types of students who should receive CBVI differed from practices recommended in the field. Significant group findings were evident for the variables of years of experience and curriculum of students who participated in CBVI.

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Section: Discussionmentioning

confidence: 99%

“…Teachers in this study who came from schools that did not offer CBI cited lack of administrative support as the main reason for why they were not teaching in the community. Kim and Dymond (2010) similarly found that teachers rated lack of administrative support as a barrier to implementing CBVI.…”

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confidence: 93%

Special Education Directors’ Views of Community-Based Vocational Instruction

Pickens

Dymond

2014

Research and Practice for Persons with Severe Disabilities

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“…A critical step in any vocational training program is to give students with ASD and ID the opportunity to gain experience that will logically lead to jobs after high school in a variety of settings. Although the most directly translatable option would be community-based instruction, many barriers exist that can make it impossible for schools to implement such programs such as funding, transportation, personnel, and location in proximity to possible job placements (Kim & Dymond, 2010). Despite these barriers, the school can offer many realistic, instructional job opportunities.…”

Section: Step 4: Connect the Program To Real-world Experiencesmentioning

confidence: 99%

Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

Barnett

Crippen

2014

PDERS

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Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are underemployed. Enrollment in vocational or employment-related programs in high school improves post-secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, researchbased, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.

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“…Promoting access to general education classes can provide students with disabilities opportunities to participate in rigorous learning experiences and to develop supportive relationships with their peers (Jackson, Ryndak, & Wehmeyer, 2008/2009). At the same time, many professionals recommend community-based instruction as a strategy for providing relevant learning opportunities that are anchored to everyday community contexts (Kim & Dymond, 2010). How might teachers support youth with significant disabilities as these students participate alongside their peers in educational experiences characterized by both rigor and relevance?…”

mentioning

confidence: 99%