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|Title:||An Analysis of Vocational Education Programs and Support Services for Special Needs Students in Illinois, 1979-1983|
|Author(s):||Mccarty, Toni Lea|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This study identified and analyzed selected changes that occurred in the programming of and the provision of support services to handicapped, disadvantaged, and limited English proficiency students in vocational education programs in Illinois. The focus of this study was on special needs students enrolled in comprehensive high school and unit districts, area vocational centers, and community colleges which had approved Local Plans for Vocational Education and which received Three Phase System (T.P.S.) team evaluation reports during the academic years 1979-1983.
The purposes of this study were: (a) to examine the perceptions of vocational faculty members regarding the enrollment of special needs students and the provision of support services to these students through data generated from Preliminary Evaluation Instruments-Faculty (P.E.I.-F.) questionnaires (Phase I), and (b) to analyze T.P.S. team evaluation reports generated from on-site visitations of these local education agencies (L.E.A.) to provide data and insight relating to administrative concerns of mainstreaming, provision of support services, student identification and Individualized Education Plan development (Phase II).
Results of this research suggest: (1) No clear patterns emerged over the five-year period, 1979-1983, regarding special needs student identification and claiming, enrollment, the provision of support services, or the existence and/or development of the vocational component of the Individualized Education Plan. (2) Statistically significant differences existed among faculty in the five occupational cluster areas and their perceptions regarding special needs student identification, claiming, enrollment and support service provision. (3) The T.P.S. written evaluation reports developed over the five year period were negligent and inconsistent in the reporting of conclusions regarding special needs populations. (4) The P.E.I.-F. questionnaire does not directly address major special needs/vocational program concerns, and does not lend itself to answering evaluation questions that are currently pertinent. (5) Problems relative to data collection exist within the T.P.S., primarily because key educational personnel who utilize the system (i.e., T.P.S. team leaders, T.P.S. team members, L.E.A. administrators and L.E.A. staff) do not appear to be fully aware of the Illinois State Board of Education/Department of Adult, Vocational and Technical Education suggested guidelines for identification of and service provision to special needs populations.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|