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ERIC Number: EJ986833
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0003-1003
Comparing Inclusion in the Secondary Vocational and Academic Classrooms: Strengths, Needs, and Recommendations
Casale-Giannola, Diane
American Secondary Education, v40 n2 p26-42 Spr 2012
Secondary schools continue to face significant challenges as they work to support increasing numbers of students in inclusion settings. Career and Technical Education (CTE) high schools have typically offered students with special needs valuable learning opportunities. Nevertheless, little research has been done to identify the strengths and needs of inclusive instruction in these vocational settings. In a qualitative study, three data sources--observation, consultation, and surveys--were used to compare the strengths and weaknesses of inclusion in academic classrooms and CTE/vocational classrooms. Based on findings, recommendations to support inclusion in the CTE/vocational secondary school include: (a) increasing active learning in traditional academic classrooms; (b) providing basic skills support in all content areas; (c) increasing teachers' repertoire of strategies and modifications that support the performance of students with disabilities; (d) understanding special education laws, issues, and students; (e) enhancing co-teaching and collaboration among teachers; and (f) improving behavior management and community building. (Contains 3 figures.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001