ERIC Number: EJ911859
Record Type: Journal
Publication Date: 2010-Oct
Abstractor: As Provided
Reference Count: N/A
Special Education Teachers' Perceptions of Benefits, Barriers, and Components of Community-Based Vocational Instruction
Kim, Rah Kyung; Dymond, Stacy K.
Intellectual and Developmental Disabilities, v48 n5 p313-329 Oct 2010
This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N = 68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI.
Descriptors: Federal Legislation, Disabilities, Special Education Teachers, Teaching Experience, Special Education, Barriers, Vocational Education, High School Students, Secondary School Teachers, Student Characteristics, School Size, Teacher Attitudes, Community Based Instruction (Disabilities)
American Association on Intellectual and Developmental Disabilities. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aamr.allenpress.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001