Article 2010

Special education teachers' perceptions of benefits, barriers, and components of community-based vocational instruction

KR
Kim, Rahkyung
 DS
Dymond, Stacy K.
Intellectual and Developmental Disabilities
Journal · Vol. 48 · Issue 5 · pp. 313-329
Abstract

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. © American Association on Intellectual and Developmental Disabilities.

Keywords

Author Keywords

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Index Keywords

adult female human male Humans adolescent Article young adult Vocational education curriculum psychological aspect education United States disability mental deficiency middle aged attitude residence characteristics organization and management vocational rehabilitation health care planning demography Rehabilitation, Vocational Disability Evaluation Illinois Education, Special Mental Retardation Regional Health Planning
Author Affiliations
Department of Special Education, University of Illinois Urbana-Champaign, Urbana, IL, United States
Funding & Acknowledgements
No funding information
References 10 References
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