DOCUMENT RESUME

ED 378 391 CE 068 050

AUTHOA Jones, Karen H.; Black, Rhonda S.TITLE Teaching Students with Special Needs in Vocational

and Regular Education: Are Certification RequirementsAdequate?

PUB DATE 10 Dec 94NOTE 29p.; Paper presented at the American Vocational

Association Convention (Dallas, TX, December 10,1994).

PUB TYPE Speeches/Conference Papers (150) InformationAnalyses (070)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Education; Disabilities; Disadvantaged;

Ethnic Groups; High Risk Students; *Inservice TeacherEducation; National Surveys; *Preservice TeacherEducation; Secondary Education; *Special NeedsStudents; *Teacher Certification; *VocationalEducation

ABSTRACTA study was conducted to determine the certification

requirements in each state for regular and vocational teachersregarding students with disabilities, disadvantages, and minoritybackgrounds. It also assessed the perceptions of state vocationalspecial needs supervisors concerning the adequacy of their state'scertification requirements. Two questionnaires were sent to eachstate and the District of Columbia. The first questionnaire,regarding regular and vocational teacher certification requirements,was sent to the certification division of each department ofeducation. A 100 percent response rate was achieved. The secondquestionnaire was sent to each state's vocational special needssupervisor. The return rate was 72.5 percent. Results indicated thatsupervisors did not consider teacher certification requirements to beadequate for preparing teachers to work with students withdisabilities, disadvantages, and minority backgrounds. Preserviceleachers in many states took courses concerning special populationsif they wanted, but were not mandated to do so. Required courseworkvaried from university to university. Inservice training was the mostfrequently used method of providing support and continuing educationfor vocational teachers. Supervisors reported that limited statesupport was available for first-year teachers. (Appendixes include 26references and two tables that show results of the firstquestionnaire and a summary of comments and suggestions forimprovement.) (YLB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made* from the original document. *

***********************************************************************

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Teacher Certification2

TEACHING STUDENTS WITH SPECIAL NEEDS IN

VOCATIONAL AND REGULAR EDUCATION: ARE CERTIFICATION

REQUIREMENTS ADEQUATE?

Karen H. Jones and Rhonda S. Black

Vocational and regular education teachers are seeing increasing numbers of students with

special needs in their classrooms. Special needs students include those students with disabilities,

economic and educational disadvantages, and minority backgrounds. "Minority youth are considered

a special population group, not because of their skin color or religious affiliation or cultural beliefs,

but rather because of the lack of opportunities and support historically made available to them"

(Rojewski & Miller, 1991, p. 25). The following illustrate a number of demographic changes

affecting the current and future student population:

Nearly one of every five children under the age of 18 lives in poverty (Leidenfrost, 1993)

and by the year 2001, half of all children will have spent a portion of their childhood living

in poverty (Conference Board, 1987).

Thirty percent of students in grades K to 12 are educationally disadvantaged due to

poverty, cultural obstacles, or linguistic barriers (Apolloni, Feichtner, & West, 1991).

Approximately 10 percent of children in school have been diagnosed with a disability

which requires special education services (Maddy-Bernstein & Rojewski, 1992).

In fact, the number of students with special needs in the general school population is greater than at

any time in our nation's history ((Maddy-Bernstein & Rojewski, 1992).

What does this mean for the educator? It means that regular and vocational teachers are

going to have students with very diverse learning needs in their classrooms.

Seventy percent of students with disabilities will spend a substantial part of the school day

in a regular classroom (Lakin & Reynolds, 1983; Ysseldyke & Algozzine 1990).

Seventy-eight percent of students with disabilities who took vocational courses in their most

recent school year took at least one of those courses in a regular education setting (Wagner,

1991).

Students with disadvantages, disabilities, and limited English proficiency represent 20% of

all the students enrolled in vocational education (Phelps & Johnson, 199 t).

Several studies have reported the need for vocational and regular educators to receive more

4

Teacher Certification3

practical experience with and information about students with special needs in their preservice training

programs (Crisci, 1981; Eagle, Choy, Hoachlander, Stoddard, & Tuma, 1987; Sarkees & West,

1g90; Vier; 1990). According to Retish and Greenan.(1991), regular education teachers "indicate that

they have neither the time nor the skills to teach mainstreamed special needs students" (p. 29).

Teachers often do not have the knowledge and skills to meet the needs of students from special

populations due to a lack of training in specific intervention strategies during their preservice

coursework (Wood, 1989). This is also true for vocational teachers.

Vocational education personnel generally prepare to work with students without disabilities

and little or no emphasis is given to training in developing strategies to enhance the successful

inclusion of students with disabilities (Okolo & Sitlington, 1988; Sarkees & West, :990; Vier, 1990).

In one study, vocational educators indicated that their preservice training was inadequate with regards

to teaching special needs students (Rojewski, 1990). According to Hing-McGowan (1994) vocational

teachers also feel overwhelmed by the diversity of their students and are not prepared to teach to that

diversity.

Reports such as these indicate that classroom teachers ha/e not been adequately prepared to

work with students with disabilities, disadvantages, or multicultural backgrounds in their classrooms.

According to Dirkx, Spurgin, Lavin, and Holder (1993), the two topics perceived to be the least

understood by all vocational content area teachers are: a) the needs of special populations, and b)

multicultural education: University teacher education programs and state certification departments

must consider these research findings and collaborate to implement better preservice programs in

these areas. Garibaldi (1992)stated "the professional preparation of preservice teachers must include

additional academic knowledge related to diversity and multicultural contexts that can be incorporated

into their professional education curricula..."(p.24).

Literature confirms that the student population is becoming more diverse. More students with

disabilities, disadvantages, and multicultural backgrounds are entering the classroom. Teachers do

not feel prepared to address that diversity. Therefore, the present study was conducted to determine:

a) the certification requirements in each state for regular and vocational teachers regarding students

with disabilities, disadvantages, and multicultural backgrounds, and b) the perceptions of State

Vocational Special Needs Supervisors concerning the adequacy of their state's certification

requirements.

Teacher Certification4

METHOD AND RESULTS

Two questionnaires were sent to each state and the District of Columbia. The first

questionnaire, regarding regalar and vocational teacher certification requirements, was sent to the

certification division of each department of education. With one follow-up mailing and several

follow-up telephone calls, a 100% response rate was achieved (N=51). Results from the first

questionnaire are summarized in Table 1.

The second questionnaire was sent to each state's Vocational Special Needs Supervisor.

Thirty-seven of the 51 surveys were returned after one follow-up mailing for a 72.5% return rate.

The supervisors were asked to respond to seven questions concerning their perceptions of: a) the

adequacy of certification requirements for vocational educators in their state, and b) the types of

support that the state offers their vocational teachers. Space was provided for comments or

suggestions to each question. Comments and suggestions for improvement provided by the

respondents for each question are summarized in Table 2.

Question One requested supervisors' perceptions concerning the adequacy of their state's

certification requirements for preparing teachers to successfully instruct students with exceptionalities.

Seventy-eight percent (n=29) of the respondents indicated that the certification requirements in their

states are not adequate in this 'area. Nineteen percent (n=7) stated the requirements are adequate, and

three percent (n=1) were undecided.

Question Two requested supervisors' perceptions concerning the adequacy of their state's

certification requirements for preparing teachers to successfully instruct students with disadvantages

and who are at-risk for school failure. Seventy-three percent (n=27) of the supervisors did not

perceive the certification requirements to be aden late. Five respondents (13.5%) indicated the

requirements are adequate, and 5 (13.5%) were undecided.

Question Three requested supervisors' perceptions concerning the adequacy of their state's

certification requirements for preparing teachers to successfully instruct students with multicultural

6

Teacher Certification5

backgrounds. Sixty-five percent (n=24) of the supervisors responded that the requirements are not

adequate. Sixteen percent (n=6) responded that the requirements are adequate, and 19% (n=7) were

undecided.

The fourth question asked about the kind of support offered to first year vocational teachers in

each state. Inservice was the most frequently utilized support system (mentioned by 78% of the

respondents). Thirty percent (n=11) of the respondents used mentoring and 24% (n=9) used teacher

induction programs to provide support. The categories of "teacher assistance teams" and "other"

were both cited by 11% (n=4) of the supervisors as a method of supporting teachers in their first

year.

Question Five was open-ended and requested information on the professional support offered

to all vocational teachers in the respondent's state. Twenty-four of the 37 respondents (65%) cited

inservice as a method of support to vocational teachers in their state. State-wide conferences,

professional organizations, workshops, staff development programs and newsletters were also

mentioned as methods of supporting vocational teachers. Several states offer technical assistance

through consultants and/ur state department personnel. One state offers extensive assistance through

team teaching, visits to other schools, and in-house visits to each other's classrooms and laboratories.

Another state uses cross-training with academic teachers, summer institutes, mentoring, and teacher

support teams.

The sixth question requested information about the kind(s) of continuing education that each

state offers vocational teachers. The majority (89%) of supervisors stated workshops as the type of

continuing education most often offered to vocational teachers. Seventy-eight percent (n=29) of the

supervisors cited local district inservice; 24% (n=9) of the supervisors stated that financial assistance

is provided for vocational teachers to take university courses; and 27% (n=10) said their states offer

Teacher Certification6

"other" continuing education to vocational teachers.

Question Seven asked the supervisors to describe the type of support offered to vocational

teachers in their state regarding students with special needs. Nineteen (51%) stated inservice in their

responses, although some indicated that the inservice is limited. Other types of surport reported

were: staff development activities, workshops, cooperation with special education personnel, and

classroom aides.

DISCUSSION AND CONCLUSIONS

Results of the study indicate that Vocational Special Needs Supervisors do not consider

teacher certification requirements to be adequate for preparing teachers to work with students with

disabilities, disadvantages, and multicultural backgrounds. Responses show that preservice teachers in

many states take courses concerning special populations if they want, but are not mandated to do so.

Required coursework may vary from university to university and teachers may receive very different

kinds of training before they enter the classroom.

The National Council for Accreditation of Teacher Education (NCATE) provides three criteria

for compliance in its standard on professional studies which specify the inclusion of instructional

components that provide experiences related to culturally diverse and exceptional populations

(NCATE, 1992). Colleges and universities which are accredited by NCATE are being held to a

standard which requires them to include content in these areas. Teachers who graduate from NCATE

accredited colleges or universities may have adequate instruction in the areas of multicultural,

disadvantaged, and exceptionalities. However, Kaarney & Durand (1992) reported that only a small

minority of NCATE approved postsecondary institutions in the state of New York required education

to prepare teachers to work in mainstreamed classroom settings. Other authors (Garcia & Pugh,

1992; Valverde, 1993) alsb feel that a one course requirement in multicultural issues is inadequate.

Teacher Certification7

Future research questions may be to compare whether teachers who attended NCATE accredited

schools feel more prepared than those who did not; and whether there is a difference between teachers

who graduated from programs that require courses and teachers who graduated from programs that

have the topics covered in general preparation programs. Several vocational special needs supervisors

indicated that universities should take responsibility for ensuring that their graduates are prepared for

the diversity they will face in the classroom. They also indicated universities should offer more

courses to prepare teachers to work with a diverse student population and should include more

practical and field-based experiences for preservice teachers.

Responses from participants in this study indicate that inservice was the most frequently used

method of providing support and continuing education for vocational teachers. This is encouraging

beca'ise Dirloc, Spurgin, Lavin, & Holder (1993) found that inservice workshops were ranked first or

second by every vocational content area as the most preferred continuing education activity.

Vocational special needs supervisors reported that limited state support was available for first

year teachers. A majority of the teacher support and continuing education is determined by local

districts, therefore, there is little consistency even within a state for the type of additional training and

support vocational teachers receive concerning special populations.

As shown in Table 1, 23 states require a class in exceptionalities for regular education

certification, and 21 states for vocational education certification. In 1980, it was reported that 15 out

of 50 states had certification requirements that included some coursework "concerning the exceptional

learner for preservice, general educators" (Smith & Schindler, 1980, p. 394). A similar study in 1984

found that 19 unidentified states required one course or exceptionalities for certification and two

states were in the process of requiring such a course (Ganschow, Weber, & Davis, 1984). The

present study reveals that in more than a decade, the overall situation concerning teacher certification

.7-

Teacher Certification8

_

requirements has not changed significantly. Twenty-three states require one or more complete

course(s) at an approved college or university specifically dealing with exceptional students.

Considering the Ganschow et al. study, the findings of the current study are alarming as few states

have added the requirement of a specific course concerning students with exceptionalities since 1984.

Vocational personnel and policy makers can use this information when making reforms in teacher

preparation programs.

10

Teacher Certification9

REFERENCES

Apolloni, T., Feichtner, S. H., & West, L. L. (1991). Learners and workers in the year

2001. Journal for Vocational Special Needs Education, 14(1), 5-10.

Conference Board. (1987). Perspectives. New York: Author.

Crisci, P. E. (1981). Competencies for mainstreaming: Problems and issues. Education and

Training of the Mentally Retarded, 16(3), 175-182.

Dirkx, J. M., Spurgin, M. E., Lavin, R. A., & Holder, B. H. (1993). Continuing education

as a "practical problem": An emerging model for vocational educators? Journal of Vocational and

Technical Education, 9(2), 41-54.

Eagle, E., Choy, S., Hoachlandet, E. G., Stoddard, S., & Tuma, J. (1987). Increasing

vocational options for students with learning handicaps. Btfice ley, CA: Institute for the Study of

Family, Work and Community.

Ganschow, L., Weber, D. B., & Davis, M. (1984). Preservice teacher preparation for

mainstreaming. Exceptional Children, 51(1), 74-76.

Garcia, J. & Pugh, S. (1992). Multicultural education in teacher education programs. Phi

Delta Kappan 74;.214 -219.

Garibaldi, A. (1992). Preparing teachers for culturally diverse classrooms. In M. Dilworth

(Ed.), Diversity in teacher education (pp. 23-39). San Francisco, CA: Jossey-Bass.

Hing-McGowan, J. (1994). The multicultural vocational classroom: Strategies for improving

student achievement. Journal for Vocational Special Needs Education, 16(2), 10-15.

Kearney, C. A. & Durand, V. M. (1992). How prepared are our teachers for mainstreamed

classroom settings? A survey of postsecondary schools of education in New York state. Exceptional

BEST COPY AVAILABLE

11

Teacher Certification10

Children, 52(1), 6 -11.

Leidenfrost, N.B. (1993). Poverty in the United States: Characteristics and theories. Journal

of Home Economics, 85(3), 3-10.

Lakin, K. D. & Reynolds, M. C. (1983). Curricular implications of Public.: Law 94-142 for

teacher education. Journal of Teacher Education, 34(2), 13-18.

Maddy-Bernstein, C., & Rojewski, J. W. (1992, April). Your students are changing...Are

you? Vocational Education Journal, 67(4), 45-46.

National Council for Accreditation of Teacher Education. (1992). Standards, procedures, and

policies for the accreditation of professional education units. Washington, D.C.

Okolo, C. M., Sitlington, P. L. (1988). Mildly handicapped learners in vocational education:

A statewide study. The Journal of Special Education, 22(2), 220-230.

Phelps, L. A., & Johnson, D. R. (1991). Implications for future public policy The Journal

for Vocational Soecial Needs Education, 14(1), 33-37.

Retish, P. & Greenan, J. (1991). School:,and educational institutions in the year 2001.

Journal for Vocational Special Needs Education, 14(1), 29-32.

Rojewski, J. (1990, December). Practices and attitudes of secondary industrial education

teachers. Paper presented at the Annual Convention of the American Vocational Association,

Cincinnati, OH.

Rojewski, J. W., & Miller, R. J. (1991). Involvement of minority youth in vocational

education. The Journal of Vocational Special Needs Education, 14(1), 25-27.

Sarkees, M., & West, L. ((1990). Roles and responsibilities of vocational resource personnel

in rural settings. The Journal of Vocational Special Needs Education, 12(2), 7-13.

Smith, J. E., Jr., & Schindler, W. J. (1980). Certification requirements of general educators

Teacher Certification11

concerning exceptional pupils, Exceptional Children, 46(5), 394-396.

Valverde, L., (1993). A new guiding school philosophy of student acculturation. Education

and Urban Society, 25, 246-253.

Veir, C. (1990). Serving special populations in rural America. The Journal of Vocational

Special Needs Education, 12(2), 3-4.

Wagner, M. (1991). National longitudinal transition study: The benefits associated with

secondary vocational education for young people with disabilities. Menlo Park, CA: SRI

International.

Wood, J. W. (1989). Mainstreaming: A practical approach for teachers. Columbus, OH:

Merrill.

Ysseldyke, J. E., & Algozzine, p. (1990). Introduction to special education (2nd ed.).

Geneva, IL: Houghton Mifflin.

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ed. S

econ

d, th

at

mor

e pr

actic

al e

xper

ienc

e is

nee

ded.

Com

men

tsin

clud

ed:

Onl

y a

gene

ral e

xcep

tiona

l stu

dent

s co

urse

is r

equi

red

and

adm

inis

trat

ors

and

voca

tiona

l tea

cher

s ar

e ex

empt

.

Voc

atio

nal i

nstr

ucto

rs a

re il

l pre

pare

d to

han

dle

spec

ial p

opul

atio

ns w

ithdi

sabi

litie

s.

Voc

atio

nal e

duca

tion

inst

ruct

ors

are

in th

e be

st p

ossi

ble

posi

tion

to a

ssis

tle

arni

ng d

isab

led

and

mild

to m

oder

ate

stud

ents

with

disa

bilit

ies.

Som

e sp

ecifi

c su

gges

tions

incl

ude:

Pra

ctic

al e

xper

ienc

e is

nee

ded

for

teac

hers

who

wor

k w

ith h

andi

capp

ed,

disa

dvan

tage

d, a

rid L

EP

stu

dent

s. A

dditi

onal

cou

rse

wor

k

with

out p

ract

ical

exp

erie

nce

is o

f lim

ited

valu

e.In

crea

sed

emph

asis

on

alte

rnat

ive

teac

hing

met

hods

(co

-tea

chin

g, p

eer

tuto

ring,

colla

bora

tion.

) C

ours

es s

houl

d in

clud

e te

achi

ng

stra

tegi

es, e

tc. b

eyon

d le

ctur

e ty

pe.

-F

or c

olle

ge p

repa

ratio

n, v

ocat

iona

l ins

truc

tors

nee

d to

take

cla

sses

insp

ecia

l edu

catio

n an

d es

peci

ally

info

rmat

ion

on in

clus

ion

&

part

ners

hips

with

voc

atio

nal e

duca

tion

and

spec

ial e

duca

tion.

Com

pete

nce

in le

arni

ng s

tyle

s, s

tate

/fede

ral l

aws,

how

to m

ake

reas

onab

le

acco

mm

odat

ions

.-

All

teac

her

educ

atio

n pr

ogra

ms

need

to p

rovi

de m

ore

real

, han

ds-o

nin

form

atio

n an

d te

chni

ques

on

wor

king

with

exc

eptio

nal s

tude

nts.

-A

dditi

onal

cou

rse

wor

k w

ithou

t pra

ctic

al e

xper

ienc

e is

of l

imite

d va

lue.

QU

ES

TIO

N 2

Que

stio

n 2

Fro

m y

our

posi

tion

at th

e D

epar

tmen

t of E

duca

tion,

do

you

perc

eive

that

the

cert

ifica

tion

requ

irem

ents

for

voca

tiona

l edu

cato

rs in

your

sta

te a

dequ

atel

y pr

epar

es te

ache

rs to

suc

cess

fully

wor

k w

ith s

tude

nts

who

are

dis

adva

ntag

ed a

nd e

t -ris

k fo

r sc

hool

failu

re?

%.

The

gen

eral

them

e w

as th

at v

ocat

iona

l tea

cher

s w

ould

ben

efit

from

pra

ctic

alex

perie

nces

suc

h as

inte

rnsh

ip a

nd p

ract

icum

set

tings

that

pre

pare

them

for

teac

hing

stu

dent

s w

ho h

ave

disa

dvan

tage

s an

d w

ho a

re a

t-ris

kfo

r sc

hool

failu

re. C

omm

ents

incl

ude:

-T

he te

ache

rs o

nly

have

pre

para

tion

if th

ey h

ave

a de

sire

or,

saw

a n

eed

for

som

epr

epar

atio

n.

Som

e sp

ecifi

c su

gges

tions

incl

ude:

I lav

e a

reso

urce

doc

umen

t on

wor

king

with

dis

adva

ntag

ed a

nd a

t-ris

k st

uden

ts.

Stu

dent

s ne

ed to

hav

e in

tern

ship

s in

voc

atio

nal p

rogr

ams,

par

ticul

arly

whe

reth

ere

are

"hea

vy' n

umbe

rs o

f dis

adva

ntag

ed/h

igh

risk

stud

ents

.C

lass

es o

n in

tegr

ated

ser

vice

s, w

hat s

ervi

ces

are

avai

labl

e, h

ow to

wor

kw

ith o

ther

age

ncie

s.

-T

he c

urre

nt p

re-s

ervi

ce &

inse

rvic

e tr

aini

ng is

too

limite

d.V

ocat

iona

l Edu

catio

n te

ache

rs n

eed

inte

nsiv

e tr

aini

ng in

ord

er to

mee

t the

dive

rse

need

s of

this

pop

ulat

ion.

Tea

cher

s w

ho c

hoos

e to

wor

k w

ith d

isad

vant

aged

and

at-

risk

stud

ents

shou

ld c

ompl

ete

a tim

e bl

ock

of s

tude

nt te

ache

r w

ith a

t-ris

k

stud

ents

bef

ore

cert

ifica

tion.

16I.

1'7

QU

ES

TIO

N 3

Oue

stio

n 3

- F

rom

you

r po

sitio

n at

the

Dep

artm

ent o

f Edu

catio

n, d

o yo

u pe

rcei

ve th

at th

ece

rtifi

catio

n re

quire

men

ts fo

r vo

catio

nal e

duca

tors

in

your

sta

te a

dequ

atel

y pr

epar

es te

ache

rs to

suc

cess

fully

wor

k w

ith s

tude

nts

with

mul

ticul

tura

l bac

kgro

unds

?

The

gen

eral

them

e w

as th

at m

ore

prep

arat

ion

and

mor

e pr

actic

al e

xper

ienc

e is

nee

ded

in th

is a

rea.

Tw

o st

ate

supe

rvis

ors

com

men

ted

that

it d

oes

not p

rese

nt a

pro

blem

bec

ause

"th

ere

are

not m

any

mul

ticul

tura

l are

as"

in th

eir

stat

es.

Tw

o su

perv

isor

s de

scrib

ed th

eir

spec

ific

requ

irem

ents

for

cert

ifica

tion

in th

eir

stat

esw

hich

incl

ude

spec

ific

mul

ticul

tura

l cla

sses

.O

ne s

uper

viso

r "o

nly

if an

inte

rest

exi

sts

do te

ache

rs h

ave

prep

arat

ion.

"

Spe

cific

rec

omm

enda

tions

are

as

follo

ws:

-A

spe

cific

cou

rse

need

s to

be

impl

emen

ted.

-S

houl

d ha

ve a

man

dato

ry 6

cre

dit r

equi

rem

ent.

-M

ore

time

need

s to

be

spen

t with

eco

nom

ical

ly a

nd a

cade

mic

ally

dis

adva

ntag

ed m

inor

ityst

uden

ts.

-P

rovi

de c

ours

es o

n cr

oss

cultu

ral s

trat

egie

s an

d m

ultic

ultu

ral s

tudi

es in

the

univ

ersi

ty c

urric

ula.

-T

he n

eeds

of m

ultic

ultu

ral s

tude

nts

and

how

to e

ffect

ivel

y m

eet t

hose

nee

ds is

bar

ely

addr

esse

d if

at a

ll at

the

pres

ent t

ime.

The

mat

ic a

ppro

ach

coul

d be

inco

rpor

ated

into

the

inst

ruct

iona

l pro

gram

to p

repa

re te

ache

rs fo

rm

ultic

ultu

ral s

tude

nts.

QU

ES

TIO

N 4

Que

stio

n 4

- W

hat k

ind

of s

uppo

rt is

offe

red

to y

our

first

yea

r vo

catio

nal t

each

ers?

Indu

ctio

n9

24%

Men

torin

g11

30%

-In

serv

ice

2978

%T

each

er A

ssis

tanc

e T

eam

s4

11%

Oth

er4

11%

[Not

mut

ually

exc

lusi

ve)

Man

y of

the

supe

rvis

ors

stat

ed th

at th

e am

ount

and

kin

d of

sup

port

dep

ends

on

the

loca

l dis

tric

ts, b

ut th

at th

ere

tend

s to

be

very

lim

ited

supp

ort

avai

labl

e fo

r m

ost f

irst y

ear

teac

hers

.

Oth

er -

Com

men

ts:

v-

Stip

end

to a

ttend

sta

te m

eetin

gs, s

tate

dep

artm

ent [

'las

prov

ided

gra

nt m

oney

tow

ork

with

firs

t yea

r te

ache

rs.

-N

ew T

each

er In

stitu

te-

Inte

rnsh

ip w

ith r

esou

rce

teac

her

in lo

cal d

istr

ict a

nd u

nive

rsity

per

son

(i.e.

teac

her

educ

atio

n).

-In

duct

ion

prog

ram

if th

e te

ache

r is

an

alte

rnat

e ro

ute

teac

her.

.

-Le

ad te

ache

rs p

rovi

de p

rofe

ssio

nal a

ssis

tanc

e:

lcB

EST

CO

PY A

MIA

BL

E

QU

ES

TIO

N 5

Que

stio

n 5

Wha

t kin

d of

sup

port

is o

ffere

d to

all

your

voc

atio

nal t

each

ers?

Inse

rvic

e m

entio

ned

by 2

4 (6

4%)

of th

e re

spon

dent

sT

echn

ical

ass

ista

nce

and

conf

eren

ces

each

men

tione

d by

7of

the

resp

onde

nts.

Pro

fess

iona

l org

aniz

atio

ns m

entio

ned

by 4

.W

orks

hops

men

tione

d by

3.

Sta

ff de

velo

pmen

t act

iviti

es m

entio

ned

by 2

.N

ewsl

ette

r m

entio

ned

by 1

.

Sta

te-w

ide

conf

eren

ces,

pro

fess

iona

l org

aniz

atio

ns, w

orks

hops

,st

aff d

evel

opm

ent p

rogr

ams

and

new

slet

ters

wer

e al

som

entio

ned

as m

etho

ds o

f

supp

ortin

g vo

catio

nal t

each

ers.

,

Sev

eral

sta

tes

offe

r te

chni

cal a

ssis

tanc

e th

roug

h co

nsul

tant

san

d/or

sta

te d

epar

tmen

t per

sonn

el.

One

sta

te o

ffers

ext

ensi

ve a

ssis

tanc

e th

roug

h te

am te

achi

ng,

visi

ts to

oth

er s

choo

ls, a

nd in

-hou

sevi

sits

' to

each

oth

er's

cla

ssro

oms

and

labo

rato

ries.

-A

noth

er s

tate

use

s cr

oss-

trai

ning

with

aca

dem

ic te

ache

rs, s

umm

erin

stitu

tes,

men

torin

g, a

nd te

ache

r su

ppor

t tea

ms.

Add

ition

al s

uppo

rt s

yste

ms

men

tione

d w

ere:

-C

urric

ulum

doc

umen

ts a

nd e

duca

tiona

l mat

eria

ls.

Sta

te/fe

dera

l/loc

al fu

nds

for

pres

ervi

ce/in

serv

ice

prog

ram

s; te

amte

achi

ng; v

isits

to o

ther

sch

ools

and

thei

r pr

ogra

ms;

and

"in

-hou

se"

visi

ts to

eac

h ot

her's

cla

ssro

oms

and

labo

rato

ries;

als

o co

nsul

tant

expe

rtis

e.T

he p

rofe

ssio

nal a

ssoc

iatio

n pl

ays

the

mos

t im

port

ant r

ole

in a

sup

port

syst

em. S

tate

sta

ff cu

ts h

ave

left

less

than

one

pro

gram

spec

ialis

t per

are

a, th

eref

ore

supp

ort f

rom

us

is v

ery

limite

d.C

ross

-tra

inin

g w

ith a

cade

mic

teac

hers

, sum

mer

inst

itute

s, m

ento

ring,

and

teac

her

supp

ort t

eam

s.

QU

ES

TIO

N 6

Que

stio

n 6

- W

hat k

ind

of c

ontin

uing

edu

catio

n is

offe

red

to y

our

voca

tiona

l tea

cher

s?

Dis

tric

t Ins

ervi

ce29

78%

Fin

anci

al A

ssis

tanc

e fo

r U

nive

rsity

Cla

sses

924

%

Wor

ksho

ps,3

389

%

Oth

er10

27%

[Not

mut

ually

exc

lusi

ve]

.

One

sta

te d

id m

entio

n gr

ants

for

grou

p ef

fort

s an

d an

othe

rm

entio

ned

"join

t mee

tings

with

cou

nsel

ors

and

spec

ial n

eeds

per

sonn

el a

tth

e lo

cal

leve

l.".

.

Oth

er c

omm

ents

:

-A

dvan

ced

degr

ee p

rogr

ams

with

fina

ncia

l ass

ista

nce.

Gra

nts

for

grou

p ef

fort

s.R

educ

ed c

ost p

er c

redi

t hou

r.S

tate

con

fere

nces

for

cred

it.

r4

f.

2

QU

ES

TIO

N 7

Que

stio

n 7

Des

crib

e in

you

r ow

n w

ords

the

type

of s

uppo

rt th

at is

offe

red

w y

our

voca

tiona

l tea

cher

s re

gard

ing

spec

ial n

eeds

stu

dent

s.

Eig

htee

n re

spon

ses

incl

uded

inse

rvic

e, s

ever

al m

entio

ned

staf

f dev

elop

men

t, w

orks

hops

, and

tech

nica

las

sist

ance

. Oth

er s

elec

ted

resp

onse

s

incl

ude:

Voc

. Reh

ab a

nd s

peci

al e

duca

tion

wor

k co

oper

ativ

ely

with

voc

atio

nal t

each

ers

at th

e lo

cal l

evel

.T

he s

tate

offe

rs th

e fo

llow

ing

type

s of

sup

port

for

voca

tiona

l tea

cher

s: c

ouns

elin

g, g

uida

nce,

mem

ber

ofIE

P te

ams

and

mul

tidis

cipl

inar

yte

ams,

em

ploy

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ssis

tanc

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sch

ool a

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n-th

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ltant

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nds

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nfer

ence

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orks

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ervi

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nd p

rese

rvic

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ms,

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cou

rses

for

spec

ial/v

ocat

iona

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catio

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rtifi

catio

n, a

nd tr

ips

toou

t-of

-sta

te fa

cilit

ies

and

prog

ram

s.S

ome

dist

ricts

hav

e im

plem

ente

d th

e co

oper

ativ

e co

nsul

tatio

n m

odel

for

spec

ial e

duca

tion

stud

ents

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ince

the

adve

nt o

f the

Car

l Per

kins

II la

w, w

e ha

ve p

rovi

ded

scho

ols

with

par

t-tim

e te

ache

rs w

ho g

oin

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e vo

c-ed

cla

ssro

om to

hel

p

S.P

. stu

dent

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tech

nica

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ista

nce

guid

e fo

r ad

dres

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prog

ram

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g as

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nces

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as d

evel

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ssem

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rovi

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thei

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cal s

choo

l div

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rvic

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Spe

cial

gra

nts

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let a

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peci

al ta

rget

ed e

ffort

s ar

e fu

nded

to w

ork

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al p

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