Teaching Students with Special Needs in Vocational and Regular Education: Are Certification Requirements AdequateReport as inadecuate




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A study was conducted to determine the certification requirements in each state for regular and vocational teachers regarding students with disabilities, disadvantages, and minority backgrounds. It also assessed the perceptions of state vocational special needs supervisors concerning the adequacy of their state's certification requirements. Two questionnaires were sent to each state and the District of Columbia. The first questionnaire, regarding regular and vocational teacher certification requirements, was sent to the certification division of each department of education. A 100 percent response rate was achieved. The second questionnaire was sent to each state's vocational special needs supervisor. The return rate was 72.5 percent. Results indicated that supervisors did not consider teacher certification requirements to be adequate for preparing teachers to work with students with disabilities, disadvantages, and minority backgrounds. Preservice teachers in many states took courses concerning special populations if they wanted, but were not mandated to do so. Required coursework varied from university to university. Inservice training was the most frequently used method of providing support and continuing education for vocational teachers. Supervisors reported that limited state support was available for first-year teachers. (Appendixes include 26 references and two tables that show results of the first questionnaire and a summary of comments and suggestions for improvement.) (YLB)

Descriptors: Academic Education, Disabilities, Disadvantaged, Ethnic Groups, High Risk Students, Inservice Teacher Education, National Surveys, Preservice Teacher Education, Secondary Education, Special Needs Students, Teacher Certification, Vocational Education











Author: Jones, Karen H.; Black, Rhonda S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11220&id=ED378391



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