Vocational/Special Education Certification

Greenan, James P.; Larkin, David J.

doi:10.1177/088572888300600105

Cited by 5 publications

(9 citation statements)

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“…This problem appeared to stem from several factors including indecisiveness over program definition and a lack of agreement on necessary competencies required for teachers in this area. Greenan and Larkin (1983) conducted a study that confirmed earlier conclusions. They revealed that most states (62%) did not have comprehensive policies or practices for certification of vocational/special education personnel.…”

Section: Teacher Certification Policies and Practices For Vocationalsupporting

confidence: 85%

“…Although certification standards alone do not guarantee competent teachers, they can decrease the probability that inadequate teacher training programs are sanctioned by the state (Patton & Braithwaite, 1990). Despite a widespread recognition of the need for and importance of improved personnel preparation leading to certification, several authors have cited a lack of appropriate training in secondary special education as a barrier to development of relevant certification standards and practices (Beason, 1982;Eschenmann, 1989;Eschenmann & O'Reilly, 1980;Greenan & Larkin, 1983;Heller, 1981).…”

Section: Teacher Certification Policies and Practices For Vocationalmentioning

confidence: 96%

“…Greenan and Larkin (1982;1983) believed that attention to adequate preparation for vocational and special education personnel and subsequent establishment of certification criteria and policies would continue to gain in importance. Although certification standards alone do not guarantee competent teachers, they can decrease the probability that inadequate teacher training programs are sanctioned by the state (Patton & Braithwaite, 1990).…”

Section: Teacher Certification Policies and Practices For Vocationalmentioning

confidence: 98%

“…The results of this inquiry could assist education personnel in developing, implementing, and evaluating effective state certification policies for vocational special education (Greenan & Larkin, 1983). …”

Section: Teacher Certification Policies and Practices For Vocationalmentioning

confidence: 98%

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Teacher Certification Policies and Practices for Vocational Special Education A National Study

Rojewski

Greenan

1992

Teacher Education and Special Education: The Journal of the Tea

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Existing state-level certification requirements, policies, and practices for vocational special education personnel were examined. Responses from 42 of 50 state-level vocational special populations consultants (84.0%) were included in the final data analysis. Findings revealed that ten states currently offer certification in vocational special education, and another nine states are either recommending or developing specific policies in this area. Current certification options and alternatives, as well as the types of required coursework and occupational work experiences were also identified. Results of the present study were compared to baseline data obtained in the early 1980s and revealed minimal progress in the status of certification requirements for vocational special needs education.

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Section: Teacher Certification Policies and Practices For Vocationalsupporting

confidence: 85%

Section: Teacher Certification Policies and Practices For Vocationalmentioning

confidence: 96%

Section: Teacher Certification Policies and Practices For Vocationalmentioning

confidence: 98%

Section: Teacher Certification Policies and Practices For Vocationalmentioning

confidence: 98%

See 2 more Smart Citations

Teacher Certification Policies and Practices for Vocational Special Education A National Study

Rojewski

Greenan

1992

Teacher Education and Special Education: The Journal of the Tea

Self Cite

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“…Few states require a vocational special needs certification. While some states are considering a certification standard, no research is available that suggests such teachers are more effective once certified (Greenan & Larkin, 1983;Sitlington & Malouf, 1982).…”

Section: Vocational Educationmentioning

confidence: 96%

Rehabilitation Counseling, Special Education, and Vocational Special Needs Education: Three Transition Disciplines

Szymanski

Hanley-Maxwell

Asselin

1990

Career Development for Exceptional Individuals

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LEGISLATION and litigation of the last 15 years have brought about major changes in employment preparation and employment opportunities for people with disabilities Schutz, 1988). The purpose of this paper is to explore the involvement of three key professions, rehabilitation counseling, special education, and vocational special needs education, in providing transition services. A brief review of background and recent changes in employment preparation of students with disabilities will be followed by descriptions of the three professions and their involvement in this area. Recommendations for a three level transdisciplinary approach to service delivery will be presented based on the preceding information.

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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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Vocational/Special Education Certification

Cited by 5 publications

References 0 publications

Teacher Certification Policies and Practices for Vocational Special Education A National Study

Teacher Certification Policies and Practices for Vocational Special Education A National Study

Rehabilitation Counseling, Special Education, and Vocational Special Needs Education: Three Transition Disciplines

The Positive Force of Vocational Education

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