Responses from 53 percent of 450 professionals surveyed were used to form a framework for research in vocational special needs education. Professionals with limited student contact perceived greater need for applied academics and generalizable skills research. Urban professionals perceived greater need for measurement of program impact on…

Responses from 135 (of 245) secondary industrial education teachers were used to assess their attitudes and practices toward special needs students and the effects of selected factors on those attitudes. Results indicated that their attitudes were moderately positive and unaffected by age, educational level, or years of teaching experience. (JOW)

Provides examples in nine categories of research in vocational special needs education using the empirical-analytical, interpretive, and critical models. Discusses the applicability of the research framework for practitioners and teacher educators. (SK)

A strategic approach for establishing continuous quality improvement (CQI) efforts in vocational special needs education includes defining CQI and building a rationale for its use, establishing a quality council, developing short- and long-range goals, and implementing CQI-related practices and principles. (Author)

The opinions of 51 of 140 vocational special needs educators were gathered on the most influential or foundational literature in 4 areas: databased articles, literature reviews/position papers, books, and research themes. Little agreement was found, possibly because of the field's unique status and integrated and applied nature. (SK)

Examines career development and career behavior theories and results of practical observations of exemplary career preparation and transition programs. Describes programs that apply both theoretical and practical concepts to provision of transition services for special needs services. (SK)

Analysis of questionnaire responses of 473 secondary academic teachers indicated that most felt successful in teaching students with special needs. However, over one-third had received no preparation in this area. Perceptions were affected by education; participation in undergraduate, graduate, and inservice training on special needs students; and…

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. This article examines issues in cognitive science and describes a model of cognitive apprenticeship for providing academic instruction to students with special learning needs. (Author/DB)

Analysis of responses from 42 (of 50) state-level vocational special needs consultants revealed that 10 states currently offer certification in vocational special education and another 9 states are recommending or developing specific policies in this area. Comparison to data from the early 1980s revealed minimal progress in the status of…

A qualitative research approach with 20 secondary vocational teachers explored issues related to grading students with special needs, including (1) successful grading practices and problems/concerns of teachers; (2) teachers' perceptions of the messages that grades communicate; (3) preservice and inservice teacher preparation for grading; and (4)…

A self-administered questionnaire about practices and attitudes toward vocational special needs (VSN) students was distributed to a sample of 245 secondary industrial education (IE) teachers in seven central states (Colorado, Iowa, Kansas, Missouri, Nebraska, South Dakota, and Wyoming). Analysis of 135 returns (55 percent) found moderately…

A two-phase empirical investigation identified, categorized, and prioritized research needs in vocational special education for the next 10 years. Phase 1 involved 18 university personnel in a three-round Delphi technique that generated 91 future research objectives. Research statements collected from Round 1 questionnaires were used to construct…

Students with special needs living in rural areas face a difficult challenge as they prepare for employment and adult life. Access to vocational education in rural areas may be limited by isolation, problems in teacher recruitment and retention, curriculum and instructional deficiencies, and weak financial support. In addition, program relevance…