Public Law 94-142 requires that vocational educators are to provide input into the placement and programming of students into special programs. The Vocational Education Act of 1984 emphasizes supplemental services for special students within the mainstream rather than separate vocational programs. It is essential that vocational educators understand the process whereby a student can become eligible for special services. This investigation explored the outcomes resulting from involving a group of vocational education teachers in a training session providing information on how to make sound educational decisions for exceptional students in their classes. / Stufflebeam's context, input, process, product (CIPP) model was used in collecting and analyzing data from the vocational teachers in this study. The extent and manner in which vocational teachers refer students for evaluation, as well as participate in program planning, will provide data vocational educators may use in future educational decisions for handicapped students. / Data were collected from vocational instructors during a two-day workshop and during a four week consultation period. The instructors who participated in the study were from selected secondary area vocational education centers in rural Eastern Kentucky. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2191. / Major Professor: Robert L. Lathrop. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77816 |
| Contributors | Bowling, Teresa Louise Coleman., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 184 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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