The purpose of the study was to measure and analyze accessibility of area vocational facilities in Indiana to physically disabled persons. Empirical data did not exist to determine accessibility of area vocational facilities in Indiana. The vocational facilities were all self-contained, or not attached to comprehensive high schools.Federal fiscal support of vocational education had been constant beginning with the Morrill Act of 1862. Intent of federal legislation toward accessibility and vocational education was to insure any person, regardless of handicap, an unobstructed, free and appropriate education.Enrollment of secondary vocational education students in Indiana has increased over ninety percent since 1967. Vocational schools' receiving federal monetary support have mandated accessibility for handicapped persons. Therefore, it is important that existing vocational facilities maintain accessibility compliance and future buildings be designed with accessibility for handicapped persons kept paramount.Twenty-two area vocational facilities were visited and surveyed between December, 1981 and March, 1982. The instrument used to survey vocational facilities was The Revised Accessibility Checklist as recommended by the Iowa Chapter of the American Institute of Architects.The Revised Accessibility Checklist was based on American National Standards Institute Specifications 117.1. ANSI Specification 117.1 was the established standard used in determining compliance with the Rehabilitation Act of 1973. The Rehabilitation Act of 1973 required all buildings receiving federal funds be accessible to physically handicapped persons. Section 504 of the Rehabilitation Act of 1973 required structures to be in compliance by June, 1980.Individual vocational facilities were evaluated according to specific accessibility checklist criteria. Classifications in determining individual building accessibility were Excellent, Good, Average, Below Average, and Poor. None was judged excellent, four were good, none was average, fourteen were below average and four were poor.Conclusions based on the findings and data were:The majority of facilities were not accessible to physically disabled persons. 2) Federal legislation mandating accessibility has had limited effect. 3) Facilities constructed after 1975 were in substantial compliance with accessibility standards. 4) Parking lots, restrooms, water fountains and telephones could be feasibly altered to comply with accessibility standards.Recommendations for specific renovations to the twenty-two facilities surveyed were made for improving accessibility.

The purpose of the study was to collect and compile data relating to the eight types of vocational programs that are offered by public secondary schools throughout the State ofIndiana.The eight available programs were:1.(ACE)Agri-Business Education.2.(COE)Business and Office Education.3.(DE)Distributive Education.4.(HOE)Health Occupations Education.5.(HERO)Home Economics Related Occupations.6.(ICT)Industrial Education.7.(ICE)Inter-Disciplinary Cooperative Education.8.(RVC)Regional Vocational Centers.The major areas of emphasis for the study were the scope of the programs offered, program implementation, selection and control of students and staff assignments and responsibilities.The questionnaire was mailed to a randomly selected sample population of one hundred Indiana public secondary school principals. Seventy-four per cent of the secondary principals polled returned the questionnaire, with six principals indicating that no vocational programs were in operation at the time of the study.Based upon the findings of the study the following conclusions were reached:1. Business and Office Education (COE) and Regional Vocational Centers (RVC) and Agri-Business Education (ACE) were the most common types of vocational education offered by the public secondary schools in Indiana.2. Boys enrolled in vocational programs were most interested in Regional Vocational Centers (RVC) and AgriBusiness Education (ACE). The area of least interest to boys was Home Economics Related Occupations (HERO). Girls enrolled in vocational programs were most interested in Home Economics Related Occupations (HERO) and Business and Office Education (COE). The area of least interest to girls was Agri-Business Education (ACE).3. A large majority of the schools with vocational programs require some type of age or grade level requirement for admittance into the vocational program.4. A large majority of the schools with vocational programs do not require minimum grade or academic standards for admittance into the vocational program.5. All schools with vocational programs permit any interested student to participate in extra-curricular activities providing the student meets the minimum membership standards established by the organization or the state.6. A large majority of the schools with vocational programs consider vocational students for employment within the school corporation.7. Approximately three-fifths of the participating schools have related instruction classes which operate in conjunction with on-the-job work opportunities. Most of the related instruction classes were held at the mid-point of the school day, either late morning or early afternoon.8. Approximately one-half of the school corporations employ a full-time vocational coordinator. The remaining fifty per cent were considered as part-time coordinators and on the average taught two additional classes. Part-time coordinators were in most cases given time during the afternoon hours to work with the vocational program.9. A large majority of the schools with vocational programs used standard grades as a basis for evaluating student performance. Approximately 50 per cent of the schools used schools standards only in assessing grades while the remaining 50 per cent used a combination of school-employer standards in assigning grades.10. Approximately 75 per cent of the schools with vocational programs operated under the direction of an advisory committee consisting of local and area people associated with businesses, schools and government. The average number of members on advisory committees was six and the most common type of member was school personnel. Of those vocational programs operating under the direction of an advisory committee 98 per cent indicated that the use of advisory group was effective while the remaining 2 per cent believed that it did not improve the quality of the vocational program.11. Seventy-one per cent of the schools with a vocational program conducted a follow-up study of the vocational students. Approximately 53 per cent of the vocational students remained in the occupation for which they were trained, while 22 per cent pursued some type of additional post-secondary training.12. The most frequent comment by administrators and coordinators associated with the vocational program was that most vocational education students do not have enough time to become involved in the extra-curricular activities that are sponsored by schools.As a result of the conclusions presented in the preceding section, the following recommendations are proposed:1. Guidance counselors, curriculum specialists and school administrators should become more aware of the scope and quality of vocational education programs. Curriculum offerings should be such that students can prepare themselves for entering an occupation or some type of post-secondary training.2. Public school administrators should investigate the feasibility of coordinating the curricular offerings with the program of the nearest Regional Vocational Center. Those schools sending students to a Regional Vocational Center should evaluate the needs of the students and consider the possibility of sending additional students for some type of meaningful vocational training.3. Students in public secondary schools should be more aware of the major areas of vocational education and the many related occupations that provide maximum benefits in today's modern and complex society.4. Students enrolled in public secondary schools should become involved in assessing curriculum and occupational alternatives at an earlier age.5. The use of minimum grade standards as a requirement for admittance into vocational programs should be given careful scrutiny by school administrators and vocational coordinators. The student with poor academic credentials may be the one who could be best served by the vocational program.6. Coordinators should conduct a pre-school poll of vocational students to obtain an indication of extra-curricular interests and manipulate class and work schedules to increase the amount of extra-curricular participation time.7. School administrators could do much to display their confidence and support in vocational programs by hiring vocational students for work experience within the school corporation itself. Many area employers would feel more confident hiring vocational students if they knew that the schools had enough confidence in the vocational program to utilize qualified students themselves.8. School corporations could improve the quality of vocational programs by offering daily courses in related instruction. Such courses would aid students in obtaining instructional knowledge which could improve the students performance in relation to job skills and work experience. By offering related instruction classes at the mid-point of the school day, students involved in both morning and afternoon work experiences could receive the benefits of the program.9. Many schools could improve the quality and organization of the vocational programs offered by utilizing the services of a full-time vocational coordinator. Most part-time coordinators are handicapped due to the responsibilities that are associated with the teaching of additional classes.10. The mandatory use of advisory committees to regulate vocational programs would serve to improve the scope and quality of vocational education. State guidelines as to committee membership, committee make-up and committee responsibility would create a standardized base upon which vocational programs could adequately function.11. State guidelines to mandate the utilization of a follow-up study would do much to show the effectiveness of current vocational programs. The use of such a study would enable coordinators to assess the accomplishments of their program in relation to other schools in the state. It would also do much to aid coordinators in the establishment of practical and worthwhile work stations.

No description available.

The purpose of this study was to investigate existing work-oriented programs for the educationally deficient in the state of Indiana, to review related literature concerning such vocationally-oriented programs, and to explore the implications for future directions in program planning and implementation.The reserach was planned to answer questions pertaining to four major levels of investigation: 1) program and coordinatore identification, 2) analysis of program structure, 3) descriptive analysis of students and 4) curriculum content. An eighteen item questionnaire was devised to gather descriptive data pertaining to these four areas.The questionnaire was sent to seventy-nine Special Education Cooperatives and/or Unified Public School Systems in Indiana as identified by the Division of Special Education, Indiana Department of Public Instruction, 1974-75 school year. From the seventy-nine questionnaires mailed, sixty-six percent of the Co-ops or Single Unified Systems responded.The first level of information analyzed concerned existing or planned programs, specific program locations in the state, identifying terminology, and information concerning personnel and their certification. All Systems responding, except one, stated that they did have some type of program for educationally deficient students at the secondary level. In fifty-eight percent of the systems, Pre-Vocational Education (P.V.E.) was the term which titled the program. Anotherthirty-five percent used the more standard label of Special Education while twenty-five percent chose Work-Study. Other labels were closely associated with Vocational Education.All professional Personnel were certified teachers with twenty-seven systems reporting that their personnel held certification in the field of special education and twenty-five systems had a wide diversity of educational certification held by their personnel. One might assume that persons with certification in special education were not abundant at the time when a large majority of these programs were initiated. The title held by these professionals closely corresponded with the program title; P.V.E., Special Education, and Work-Study. Only small differences were discernible between the total number of males and females working as professionals in the programs.Level two contained information concerning program operation and length of service with the system. Finances and program management were also questioned with regard to local, state, and federal regulations. Nearly thirty-one percent of the systems reporting had some structured program for more than seven years. Most of these long term programs are operating in large metropolitian areas and are single system units. Another twenty-eight percent of the systems responding had been operating some secondary work-oriented programs between two and three years. It would appear that these more recent programs have been developed in preparation for the special education mandate or since the promulgation of the mandate in Indiana.Nearly eighty percent of the programs were financed from twelve to one hundred percent by the school corporation. Most school systems accepted between forty-three to fifty-five percent of the financial obligation. Only three systems obtained federal grants and this money was ear-marked for specific additions to an already existing program. Seventy-five percent of the systems were applying and receiving between twenty to sixty percent of their program finances from the Department of Public Instruction.Nearly one half of those responding systems were receiving aid in widely varying amounts from either Indiana Vocational Education or Indiana Department of Vocational Rehabilitation. Both Departments have criteria upon which program funding assistance can be obtained. However, these criteria seem to lack consistency among those programs which are receiving financial benefits.Level three refers to specific information concerning students who are enrolled in work-oriented programs. Seventy-five percent of the students are enrolled in these public school programs at the secondary level between three and four years. Most of the programs appear to be structured as four-year programs. The length of enrollment varied from one to six years which may mean that pupils in soem systems may continue as long as they can show progress toward meeting program goals, or that the pupils enter the program at the junior high level.The students who are enrolled in work-oriented programs tend to cluster between the chronological ages of fifteen to nineteen inclusively. Most programs adhere to State Rules and Regulations concerning intelligence quotients for students which are between 50-79. Criteria beside that of I.Q. scores were used to determine placement in some systems, suggesting that there are more complexities in dealing with handicapped children than a single test score might indicate.Much of the literature suggests that most educationally deficient persons fall into more than one classification and this data seems to support these same findings inasmuch as a number of systems checked several categories of handicaps for their students. Forty-six of the systems reported that eighty-eight percent of their students were classified as being mentally retarded. The second largest group were classified as slow learning. One assumption can be made from this evidence; these students received higher than state standards indicating retardation on intelligence tests but still required individualized programs in order to achieve academic success and enter into the employment field.Approximately eighty-two percent of the programs are operating in a regular high school facility. Less than one-third of the programs provide work-shop facilities. More than three-fourths of those systems responding place their students on jobs either within the school or in the community.Level four concerned curriculum development. More than ninety-eight percent were utilizing some type of mainstreaming technique. The courses of Home Economics, Industrial Arts, Health & Safety, Art, Music, and Physical Education proved to be the most frequently used for the integration of educationally deficient students.According to the literature available, pre-vocational education programs seem to be providing a rewarding experience for educationally deficient students at the secondary level. It is generally agreed that goals of social and vocational competencies can be enhanced by use of a work-study contact for the adolescent because such an arrangement gives real meaning to public school attendance. Work-oriented programs are structured to provide those types of educational courses and actual job training which will later prepare the student for the world of work The pre-vocational phase of the program cultivates those work habits and specific occupational skills which make it possible for the student to be gainfully employed.Research indicates that the educationally deficient student has the potential of limited academic education, vocational training, and employability. However, he lacks sufficient skills, appropriate attitudes, and self-confidence in order to maintain an economically independent and/or socially acceptable life style without supervision and guidance from other sources. Upon graduation from the work-study program, each student should be able to take his place in society on a meaningful, rewarding level, capable and willing to assume the responsibility that will be demanded of him as an adult.From the sixty-six percent of responses received, it seems evident that there has been activity in Indiana to develop work-oriented programs for educationally deficient students at the secondary level. Adequate job placement which is suited to the individual's physical and mental capacities is the final goal.On the basis of the study it is recommended that a more uniform and reliable funding system be established to support work-oriented programs, that follow-up studies on program graduates be initiated, and that both pre-service and in-service programs be developed to upgrade the competencies of professional personnel associated with work-oriented programs.Ball State UniversityMuncie, IN 47306

The purposes of the study were to (1) demonstrate that due to the increased demand for vocational education on the secondary level, the high school principal must take a more active role in vocational education, and (2) determine what knowledge or information the vocational directors of Indiana believed the principals should have in order to provide a stronger vocational delivery system.Vocational education students represent thirty percent of the total high school population in Indiana. Enrollment of secondary school students in Indiana vocational education programs have increased steadily since 1967, with an increase of ninety-eight percent. With thirty percent of high school students involved in vocational education, the secondary school administrator must take a more active role in the administration of vocational education. The secondary school administrator needs to provide for a smooth transition from the high school environment to the vocational centers.FindingsThe following selected findings were based upon the data of the study:1. The major emphasis of vocational education in Indiana is concentrated on an area center level.2. The findings indicated 90.4 percent of the vocational directors and 87.6 percent of the high school principals surveyed did graduate work leading to a vocational director's license and secondary administrator's license in Indiana.3. The average number of graduate classes in educational administration and supervision completed by the vocational directors was 2.9.4. The average number of graduate classes completed by high school principals concerning vocational education was .06, less than one class.5. The vocational directors believed that the high school principals should be more knowledgeable about vocational education than the high school principals perceptions indicated by the principals.ConclusionsThe following conclusions were based upon the findings and data of the study:1. High school principals did not have the knowledge, concerning vocational education, that was believed necessary for the principals to have in order to strengthen the vocational delivery system.2. Cooperation and communication between the high school principals and vocational directors was viewed as weak and ineffective.3. High school principals are not being prepared to meet the vocational needs of high school students.4. There is evidence of limited or no communication between the State Board of Vocational and Technical Education, the Division of Vocational Education and the high school principals.5. High school principals have limited opportunities to contribute in planning and implementation of vocational education at the area vocational centers and state administration level.6. State teacher certification patterns do not include vocational education in the requirements for the secondary school administration and supervision license.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

Education experts' predictions of increasing demand for vocational and technical education presents a unique opportunity for technical colleges to position themselves to take advantage of this trend. However, it also places a great deal of pressure on the leaders of those colleges to aggressively develop and manage institutional image in order to remain competitive.The leadership of Ivy Tech State College (formerly Indiana Vocational Technical College) realized in the early 1990s that they must institutionalize marketing and image management to remain in the forefront of technical education in Indiana. To counter public confusion about Ivy Tech that resulted from 30 years of decentralized marketing and advertising, the college changed its name, developed a new logo, and launched its first statewide advertising program to increase public awareness of the institution and to improve its public image.The primary purpose of this study was to determine and assess the current institutional image of Ivy Tech and what image the college should project, all from an internal perspective. The hypothesis asserted in this study is that a difference exists between what internal publics think Ivy Tech's current image is and what they desire the college's image to be.In conducting the study, 90 representatives of Ivy Tech's internal constituencies were asked to sort two sets of 91 statements. One set of statements indicated the image they believe the public has of Ivy Tech, while the other set indicated the image they believe the college should project. Each statement was ranked on an eleven-point most agree/most disagree scale. The completion rate for both sets of sorts was 74 percent (67 of 91). Responses were computer tabulated using the QMETHOD factor analysis program.The first sort, which dealt with what Ivy Tech's internal publics think the college's current image is, revealed a two-factor solution. Factor One is referred to in the study as the Realists. Factor Two is referred to in the study as the Boosters. The two-factor solution indicated that a difference does exist among the college's internal publics regarding what they believe Ivy Tech's current image is.Factor One, the Realists, believe the college has an image problem. This group believes the public has, at worst, a negative image of Ivy Tech, and at best, a lack of understanding and/or knowledge of the college. Factor Two, the Boosters, believe Ivy Tech has a favorable image with the public and the reputation of a quality institution.The second sort, which dealt with the image Ivy Tech's internal constituencies think the college should project, revealed a one-factor solution. The one-factor solution indicated consensus among internal publics relative to the image Ivy Tech should project.Responses to both Q sorts indicated five basic messages that should be conveyed specifically and clearly to the public. They are:1. Ivy Tech is a real college.2. Ivy Tech has a wide variety of educational programs.3. Ivy Tech provides a quality education that prepares graduates for the jobs that will be in demand in the next century.4. Ivy Tech instructors are as knowledgeable asinstructors at other institutions.5. Ivy Tech graduates can and do continue theireducations at four-year institutions. / Department of Journalism