Relevant bibliographies by topics / Vocational Education (Special Education)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocational Education (Special Education)'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Vocational Education (Special Education)"

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Dowdy, Carol A. "Vocational Rehabilitation and Special Education." Journal of Learning Disabilities 29, no. 2 (March 1996): 137–47. http://dx.doi.org/10.1177/002221949602900203.

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Weisenstein, Greg R., Joseph J. Stowitschek, and James Q. Affleck. "Integrating Students Enrolled in Special Education into Vocational Education." Career Development for Exceptional Individuals 14, no. 2 (October 1991): 131–44. http://dx.doi.org/10.1177/088572889101400203.

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Defur, Sharon Hall, and Juliana M. Taymans. "Competencies Needed for Transition Specialists in Vocational Rehabilitation Vocational Education, and Special Education." Exceptional Children 62, no. 1 (September 1995): 38–51. http://dx.doi.org/10.1177/001440299506200104.

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Transition services and interagency service coordination for youth with disabilities have increased significantly during the past 10 years. The development of these services has necessitated the creation of new human services professional roles. One emerging role is that of transition specialist. Competencies for this new role of transition specialist have not been validated. This study was conducted to identify and validate competencies for transition specialist practitioners. Practitioners across the United States from the fields of vocational special education, special education, and vocational rehabilitation identified competencies believed essential to providing effective transition services. “Knowledge of agencies and systems change” was the highest-rated competency.
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Szymanski, Edna Mora, Cheryl Hanley-Maxwell, and Susan Asselin. "Rehabilitation Counseling, Special Education, and Vocational Special Needs Education: Three Transition Disciplines." Career Development for Exceptional Individuals 13, no. 1 (April 1990): 29–38. http://dx.doi.org/10.1177/088572889001300103.

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Rosenberg, Howard, Wendy Cheyney, and Barry Greenberg. "Dropout Prevention in Vocational Special Needs Education." Career Development for Exceptional Individuals 14, no. 1 (April 1991): 91–99. http://dx.doi.org/10.1177/088572889101400108.

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Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 1 (December 1, 2017): 235–55. http://dx.doi.org/10.1515/jok-2017-0070.

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Abstract The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.
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Pasaribu, Munawir, and Rizka Harfiani. "Vocational Education at Special School in North Sumatra." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1335–47. http://dx.doi.org/10.35445/alishlah.v13i2.641.

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Vocational education is the proper treatment of work skills or life skills education, especially for students with special needs. This study aims to analyze the implementation of vocational education at A/B/C Melati 'Aisyiyah special school located in Tembung, North Sumatra Province, Indonesia. This study uses a qualitative approach, with field research type. The data collection is through observation, interview, and documentation, then analyzed with interactive analysis models, following the data validity test using triangulation methods. This study discovers that analyzing the vocational education implementation for special students at the high school level, namely from aspects: a) teacher potential, b) student potential, c) supporting infrastructure, d) vocational learning system and policy to grant students to work according to their ability, as one of the efforts to realize the school vision and mission. The implication of this study is to provide an overview of vocational education implementation for special students to have independence and responsibility in living their lives.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 9, no. 2 (May 1986): 141–55. http://dx.doi.org/10.2307/1510363.

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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 11, no. 3 (August 1988): 292–306. http://dx.doi.org/10.2307/1510774.

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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Leconte, Pamela J., and Debra A. Neubert. "Vocational Education for Special Needs Students: Linking Vocational Assessment and Support." Diagnostique 12, no. 3-4 (July 1987): 156–67. http://dx.doi.org/10.1177/073724778701200304.

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Dissertations / Theses on the topic "Vocational Education (Special Education)"

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Carlson, Elaine. "Outcomes for students declassified from special education." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1550154035.

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Powell, Christine Carrington. "Communication In Support of Students with Disabilities Attending Career Technical Education." Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

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This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

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Huyssoon, William Lee. "Exploratory vocational course for special needs students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.

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Tremer, Arthur John. "Inclusion and diversity within vocational education : a critical examination of National Vocational Qualifications for learners with special educational needs within an institute of further and higher education." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394621.

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Strater, Kate. "Post high school transition to work| an examination of self-determination in young adults with intellectual disabilities participating in project search." Thesis, Northern Kentucky University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157874.

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Challenges encountered by young adults with intellectual disabilities (ID) during the transition from high school to employment have great potential to limit an individual’s opportunity and/or capacity for self-determination regarding employment. This mixed-method study is focused on defining the characteristics of self-determined people and examining the challenges to self-determination experienced by a group of nine Project SEARCH interns with ID. Through field observations as well as initial and final interviews, photographs, goal-reporting, and administration of the AIR Self-Determination Scale, the challenges discovered among the Project SEARCH interns included those related to communication; social interaction and awareness; work skill development; emotional control; disposition, positive attitude, and work ethic; and seeing oneself outside of the current work experience. It further examined how intern experiences, interactions, and individualized supports available during the Project SEARCH year contributed to an intern’s positive growth and change in the self-determination characteristics directly related to his/her identified challenges.

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Brooks, Jerrie L. "An Appreciative Inquiry into the Social Skills an Individual with Disabilities Uses to Maintain Employment." Thesis, Southwestern College (Kansas), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599241.

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The employment rate for individuals with disabilities is low. Yet some individuals with disabilities are able to maintain employment for extended periods of time by using unspecified social competencies, which allowed them to react appropriately during co-worker and supervisor interactions at the work site. The purpose of this qualitative case study was to explore the social skills utilized by an individual with disabilities who maintained employment. Interviews and observations that followed appreciative inquiry principles and social role valorization perceptions were used to gain insight from the individual with disabilities, supervisors, co-workers, and the individual’s employer. The results of this qualitative case study identified the social competencies needed for individuals with disabilities to maintain employment. Professionals who prepare individuals with disabilities for employment could include the identified social skills in their instruction.

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Dushek, Shannon E. "Parents' perceived effectiveness of parental involvement on their children's education at Red Cedar Vocational and Special Education Center in Rice Lake, Wisconsin." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001dusheks.pdf.

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Palin, Maurice George. "Quality aspects of vocational higher education, with special reference to hospitality management." n.p, 2004. http://ethos.bl.uk/.

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Olea, David Michael. "Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school." Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.

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This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.

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Palin, Maurice George. "Quality aspects of vocational higher education, with special reference to hospitality management." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411249.

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Books on the topic "Vocational Education (Special Education)"

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Hursh, Norman C. Vocational evaluation in special education. Boston: Little, Brown, 1988.

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F, Kerns Allen, ed. Vocational evaluation in special education. London: Taylor & Francis, 1987.

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Hursh, Norman C. Vocational evaluation in special education. London: Taylor & Francis, 1988.

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Department of Education & Science. Special education within the technical and vocational education initiative. Stanmore: Department of Education and Science, 1989.

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L, Scott John, ed. Vocational special needs. 2nd ed. [Alsip, Ill.]: American Technical Publishers, 1986.

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L, Scott John, ed. Vocational special needs. Homewood, Ill: American Technical Publishers, 1995.

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Connelly, Robert. Opportunities in special education careers. Lincolnwood, Ill., USA: VGM Career Horizons, 1995.

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National Clearinghouse for Professions in Special Education. Promoting special education career awareness. Reston, Va: Council for Exceptional Children, 1992.

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Mba, Peter Okoro. Fundamentals of special education and vocational rehabilitation. Ibadan: Codat, 1995.

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Thompson, D. H. J. Vocational education for students with special educational needs: A German approach. Hinckley: Hinckley College, 1991.

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Book chapters on the topic "Vocational Education (Special Education)"

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Chong, Sean, Qi Cao, and Yiyu Cai. "Game-Assisted Vocational Training." In When VR Serious Games Meet Special Needs Education, 129–42. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6942-9_8.

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Wu, Xueping, and Yiqun Ye. "Specialty Setup of Technical and Vocational Education." In Technical and Vocational Education in China, 97–173. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0839-0_4.

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Ritz, John M. "Evaluating Preparation Programs for Vocational Education Teachers." In Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas, 73–89. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_5.

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Sui, Jixue, Yiming Zhang, Xiangyang Sun, Xiuzhen Hao, and Jianchun Wei. "Research and Practice on Graduation Examination Mode for the Food Specialty in Higher Vocational College." In Frontiers in Computer Education, 133–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_21.

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Yang, Lei, Fanling Zeng, and Daoru Yao. "Exploration on Innovation Education of Higher Vocational Automobile Specialty Based on Internet Thinking." In Lecture Notes in Electrical Engineering, 389–96. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2914-6_37.

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Lewis, Theodore. "Vocational Education." In Encyclopedia of Adolescence, 3046–54. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_311.

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Lewis, Theodore. "Vocational Education." In Encyclopedia of Adolescence, 4074–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_311.

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Lum, Gerard. "Vocational Education." In International Handbook of Philosophy of Education, 1097–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_76.

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Billett, Stephen. "Vocational Education: A Field and Sector of Education." In Vocational Education, 1–20. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_1.

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Billett, Stephen. "Positioning Vocational Education." In Vocational Education, 21–57. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_2.

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Conference papers on the topic "Vocational Education (Special Education)"

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Jauhari, Muhammad Nurrohman, Muchamad Irvan, and Purba Bagus Sunarya. "Vocational Education Services in Schools for Children with Special Needs." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.315.

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Köhler, Marcel. "On Understanding and Required Actions in Tasks of Written Examinations." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6206.

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The study deals with the conscious use of the medium "language" in the design of vocational teaching/learning processes in order to make the examination and assessment process of learning outcomes more transparent and appropriate. For this purpose, the study focuses on the use of tasks in written examinations in vocational teaching and in particular on the operators used in these. The question will be investigated as to whether the teaching of operator meanings and the actions required with them leads to an improvement in the results of processing and the understanding of tasks among learners. The theoretical approach is based on the knowledge and action theory of AEBLI (1980; 1981), on the basis of which an instrument is developed for verifying the understanding of tasks. To answer the question, a quasi-experimental intervention study in pretest posttest design with one experimental and control group (n=42) is carried out. For this purpose, the instrument is used to verify the understanding of the tasks in the vocation "educator" at a vocational school. For the development of the treatment, selected operators are conceptually defined, which are frequently used in written final examinations of this profession. The experimental results show that instruction on operators has a significant positive effect on the results of the tasks performed by the learners in the experimental group. This is also obvious for an improved understanding of the learner's tasks, since here too there are significant positive changes in individual segments of understanding. Finally, conclusions are derived for the development of a mutual understanding of the tasks of teachers and learners as well as for the pedagogical-practical activity of vocational teaching. Keywords: operator, academic-pedagogical special language, speech comprehension, didactic order
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Danišovič, Peter, Juraj Šrámek, and Eva Jančaříková. "SPECIAL VOCATIONAL TRAINING AND EDUCATION ON TUNNEL TRAFFIC & OPERATION SIMULATOR." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1222.

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Kang, Liang, and Yong Ye. "The Combination and Implementation of Enterprise Education and Vocational Education in Higher Vocational Logistics Management Specialty." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.45.

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Cartelli, Antonio. "Action-Guidance: An Action Research Project for the Application of Informing Science in Educational and Vocational Guidance." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2821.

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After a short introduction that describes the author’s interest in educational and vocational guidance, this paper reports on the psychological and pedagogical contributions to the analysis of the phenomenon. The limits of the above approaches are then analyzed and the need for the monitoring of the students’ cognitive, relational and affective spheres is explained. The last section of the paper focuses on monitoring of vocational and educational guidance, and offers a proposal to hit this target. In the author’s opinion, the analysis of the guidance processes, its further control and the planning of new actions can only be obtained with the joint adoption of the action research strategies, of the use of the ICT, and of a special Information System. As a consequence of the above hypothesis, Informing Science appears as the transdiscipline that can play a relevant role in educational and vocational guidance.
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Juverdeanu, Gabriela, and Luminița Erhan. "Applying scientific thinking and methods to streamline specialty lessons and practical training in online teaching in vocational education." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p104-113.

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In the present article the authors tried to explain, as much as possible, the need to modernize the education system, because, once put in the situation of teaching online, many of the educational institutions and teachers did not know how to cope with the situation, and the education system seems not to have been taken as seriously. It took a lot of work to discover the fragile parts of the education system, the need for digitization and, most importantly, the need to purchase the necessary programs and gadgets for both teachers and students to move the school online.
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Qolik, Abdul, Riana Nurmalasari, Yoto Yoto, and Bella Cornelia Tjiptady. "The Role of Special Job Fair in Distributing Competitive Graduates in the 21st Century." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230064.

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Fila, Mariusz, and Katarzyna Kruś-Kubaszewska. "ELECTRONIC BRAINSTORMING IN THE INNOVATION LABORATORY - NEW WAY OF VOCATIONAL TRAINING FOR SPECIAL EDUCATION TEACHERS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0568.

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Nugraha, Arif Kusuma, and Mumpuniarti Mumpuniarti. "Cognitive Development of Mild Intellectual Disability for Vocational Training." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.12.

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Shen, Yao-wu, Jin-dong Yu, and Fa-yun Deng. "Practice-oriented Vocational Education Teaching Reform of Mechatronic Specialty." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.67.

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Reports on the topic "Vocational Education (Special Education)"

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GONCHAROVA, OKSANA. Electronic methodical manual «Methodological guidelines for the implementation of practical classes in the discipline "Environmental law" for students of the specialty 40.02.02 "Law enforcement" of secondary vocational education institutions». SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0442.18052021.

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Guidelines for the implementation of practical classes in the discipline " Environmental Law "are intended for students of the specialty 40.02.02" Law enforcement " of secondary vocational education institutions. The purpose of the guidelines is to provide a clear organization of practical classes in the discipline, to create an opportunity for students who were absent from the practical lesson to independently perform the work, to issue a report and to protect the work in a timely manner.
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GONCHAROVA, OKSANA. ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS". SIB-Expertise, July 2021. http://dx.doi.org/10.12731/er0475.12072021.

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ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. The purpose of the guidelines is to ensure a clear organization of laboratory classes in the discipline, to create an opportunity for students who were absent from the laboratory class to independently perform the work, issue a report and protect the work in a timely manner.
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GONCHAROVA, OKSANA. electronic methodological guide "Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" for students of the specialty 20.02.02 "Emergency protection" of secondary vocational education institutions". SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0462.02062021.

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Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" ARE INTENDED FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. THE PURPOSE OF THE GUIDELINES IS TO PROVIDE A CLEAR ORGANIZATION OF PRACTICAL CLASSES IN THE DISCIPLINE, TO CREATE AN OPPORTUNITY FOR STUDENTS WHO WERE ABSENT FROM THE PRACTICAL LESSON TO INDEPENDENTLY PERFORM THE WORK, TO ISSUE A REPORT AND TO PROTECT THE WORK IN A TIMELY MANNER.
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Taysumova, H. V., and D. S. Saralinova. PURPOSE OF DIGITIZATION VOCATIONAL EDUCATION. Ljournal, 2019. http://dx.doi.org/10.18411/ds-2019-2-mah.

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Hanushek, Eric, Ludger Woessmann, and Lei Zhang. General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17504.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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Abstract:
The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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