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|Title:||An Analysis of the Identification, Assessment, and Placement Procedures Utilized for Limited English Proficiency (Lep) Students in Vocational Education Programs in the State of Illinois|
|Author(s):||Cordova, Rose Mary|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to describe and explain the varied procedures and approaches utilized in identifying, assessing, and placing limited English proficiency (LEP) students in vocational education programs in the State of Illinois.
This study utilized four research methods. First, survey data were collected from local directors of vocational education programs in the State of Illinois. Second, a document analysis of selected 1979-80 Local One and Five Year Plans submitted to the Illinois State Board of Education was conducted. The third research method was a case and field study. Three, one-day on-site visitations were conducted at three LEAs serving LEP students in vocational education programs. Fourth, telephone interviews were conducted to obtain information from selected state directors of vocational education.
Based upon the results of this study several conclusions were drawn: (1) Guidance counselors are the primary persons involved in establishing the criteria used for identification of LEP students, in the assessment of LEP students in vocational education programs, and in determining the criteria for placing LEP students in vocational education programs; (2) Generally there is a high degree of similarity among high schools and community colleges in the identification criteria being utilized, and the people involved in identification. In addition, there is a great deal of similarity in the assessment tests and procedures being used for LEP students in vocational education programs, and in the procedures and criteria being utilized for placing LEP students in vocational education programs.
The results of this study suggest, first, special efforts should be made by vocational educators and other staff (e.g. bilingual teachers, ESL personnel, and administrators) to work more closely with counselors in the identification, assessment, and placement of LEP students. Second, inservice training should be provided at the local level to educate those persons involved in the identification, assessment, and placement procedures, as well as other staff, regarding the definition of LEP students, what their needs are, and the alternatives by which they can best be served. And third, collaboration should be encouraged between vocational education, ESL, and bilingual education staff members. This should serve to coordinate and expand local efforts to improve the identification, assessment, and placement procedures of LEP students in vocational education programs.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|