SPECIAL EDUCATION WORK STUDY PROGRAMS AND THE FUNCTIONS AND RESPONSIBILITIES OF SPECIAL EDUCATION WORK STUDY COORDINATORS (VOCATIONAL TRAINING - HANDICAPPED)
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| Xuất bản năm: | ProQuest Dissertations and Theses (1985) |
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ProQuest Dissertations & Theses
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| Truy cập trực tuyến: | Citation/Abstract Full Text - PDF |
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| Bài tóm tắt: | This research investigation explored work study program operation in Michigan. The functions and responsibilities of the special education work study coordinator were also examined. The research design of the study was descriptive and employed a survey research methodology in the collection of data. Four-part questionnaires addessing specific features of work study programs and the functions and responsibilities of the special education work study coordinator were sent to work study coordinators in Michigan. The sample of 47 special education work study coordinators is representative of coordinators from both suburban and rural school districts with varying special education student population sizes. Frequency distributions and the Chi-square statistic were employed in the analysis of data. Major conclusions include: (1) Work study programs and services in Michigan, when and where they are available, are available to all levels of high school special education students from all categories of special education; (2) School districts with large special education enrollments, i.e., 400 to 600+ pupils, provide work study services more often than do districts with smaller special education enrollments, i.e., under 400 pupils; (3) One-fourth of special education graduates from school districts with special education work study programs, receive work study training; (4) The majority of school districts employ one work study coordinator who is assigned to serve two or more schools; (5) The functions and responsibilities of the work study coordinator extend beyond the traditional scope of job placement, counseling, and followup services, and may include: vocational testing, school district liaison to agencies dealing with vocational training for the handicapped, teaching formal classes on a regular basis, and administrative-type duties unrelated to the work study program; (6) Work study coordinators generally receive their training through inservices and seminars rather than from colleges and universities; (7) Work study coordinators perceive the role of the work study coordinator to be a combination of teacher and administrator; and (8) Work study coordinators are beginning to be concerned about the professional liability associated with the placement of students in jobs. |
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| số ISBN: | 9798205139076 |
| Nguồn: | ProQuest Dissertations & Theses Global |