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|Title:||Consensual validation of educational outcomes for high school students with mild disabilities|
|Author(s):||O'Leary, Edward Eugene|
|Doctoral Committee Chair(s):||Phelps, L. Allen|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
|Abstract:||This study used survey research procedures to determine the most important educational outcomes perceived by parents, special educators, regular educators, and employers for students with mild handicaps who complete or terminate high school programs in central Iowa. Additionally, this study sought to determine the extent of consensual agreement regarding the importance of a set of educational outcomes between and within the major groups noted above. To assure that educational outcomes were linked to curriculum elements, the Life Centered Career Education (LCCE) curriculum framework was employed as a vehicle for specifying the dependent variables (i.e., educational outcomes). This curriculum is widely used in secondary special education programs nationally.
Composite survey findings revealed that all of the educational outcomes specified by the LCCE framework were viewed as important except for utilizing recreational facilities and engaging in leisure activities which was rated less than important by employers.
While specific outcomes were important to specific groups overall all groups identified the most important educational outcomes from each of the domains of daily living skills, personal-social skills, and occupational skills.
In looking at importance among groups, significant differences were found for specific outcomes among parents, special educators, regular educators, and employers but those differences were not found to hold practical significance. Overall findings from this study indicates that there exists consensual agreement among parents, special educators, regular educators, and employers on educational outcomes for students with mild disabilities.
The findings of importance on educational outcomes for students with mild handicaps supports and extends the work by Brolin and others (Brolin, 1973, 1974, 1978, 1983, 1986; Brolin & Thomas, 1972; Bucher & Brolin, 1985). Validation for the major curricular areas (domains) and competencies in the LCCE model is provided by parents, regular educators, and employers.
Recommendations with regards to curriculum, professional development, policies, and future research are offered.
|Rights Information:||Copyright 1991 O'Leary, Edward Eugene|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9136685|