Mildly Handicapped Learners in Vocational Education

Abstract

This study gathered data regarding general instructional practices within secondary vocational education programs and practices specifically related to handicapped learners in these programs. Surveys were mailed to a stratified random sample of 615 Indiana secondary vocational educators, with 388 analyzable surveys returned (63%). The following results were obtained: (a) a high level of independence was required of all vocational education students, especially in the vocational laboratory; (b) vocational educators often used hands-on experience and demonstrations in the laboratory setting, but they relied heavily on reading and writing skills in the classroom; (c) the primary modifications made for handicapped learners entailed the provision of extra assistance or additional time, with curricular or instructional modification occurring much less frequently; (d) although the educators in the sample were veteran teachers and highly educated, 38% had not received any type of training in working with handicapped learners; (e) vocational educators appeared to have minimal involvement in decisions regarding placement of handicapped learners in their programs; (f) consultation regarding handicapped learners in vocational education appeared to be unsystematic; and (g) the vocational educators in this study were comfortable in having a handicapped learner in their classroom.

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