Journal articles: '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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Kim, Youngjun, and Kyungsook Kang. "Lifelong Education Integrated Approach to Vocational Special Education in terms of Qualification." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 603–18. http://dx.doi.org/10.22143/hss21.9.6.42.

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Holmgren, Robert, Gerd Pettersson, Kristina Ström, and Camilla Björk-Åhman. "Nordic research on special needs education in upper secondary vocational education and training: A review." Nordic Journal of Vocational Education and Training 11, no. 1 (April 26, 2021): 97–123. http://dx.doi.org/10.3384/njvet.2242-458x2111197.

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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Björk-Åman, Camilla, Robert Holmgren, Gerd Pettersson, and Kristina Ström. "Nordic research on special needs education in upper secondary vocational education and training: A review." Nordic Journal of Vocational Education and Training 11, no. 1 (April 26, 2021): 97–123. http://dx.doi.org/10.3384/njvet.2242-458x.2111197.

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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Алексеева, Lada Alekseeva, Мартынова, and V. Martynova. "Subject Oriented Education: from Depth to Project." Profession-Oriented School 2, no. 6 (December 17, 2014): 29–39. http://dx.doi.org/10.12737/7392.

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The article discusses the history of vocational education in Russia and the modern trends of its development. There is a detailed analysis of how different profiles were built in vocational education, how expanding the list of profiles form the concept of «individual profile». Vocational education is considered in the context of three types of learning outcomes: subject-oriented, interdisciplinary and personal. Special attention is paid to organizational forms (multi-discipline educational organization, preuniversitario) and to organization of vocational training. The paper provides integration technology of subject oriented training and project methods of education.

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Hirvonen, Maija. "From vocational training to open learning environments: vocational special needs education during change." Journal of Research in Special Educational Needs 11, no. 2 (July 1, 2010): 141–48. http://dx.doi.org/10.1111/j.1471-3802.2010.01159.x.

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Rojewski, Jay W. "Vocational Education for Students with Special Needs in Rural America: Problems and Solutions." Rural Special Education Quarterly 12, no. 3 (September 1993): 8–17. http://dx.doi.org/10.1177/875687059301200303.

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Changes within society, the work force, and education all contribute to a need for appropriate employment options upon graduation for students with special needs living in rural America. Due in part to these dramatic changes, vocational education programming is becoming increasingly important to these students. This article examines issues surrounding the delivery of vocational education to students with disabilities in rural communities. These issues are discussed in terms of the unique challenges and opportunities encountered by rural vocational special educators and the students they serve. Implications for current and future service delivery options for vocational education are also discussed.

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Harvey, Michael W. "Vocational-Technical Education: A Logical Approach to Dropout Prevention for Secondary Special Education." Preventing School Failure: Alternative Education for Children and Youth 45, no. 3 (January 2001): 108–13. http://dx.doi.org/10.1080/10459880109603324.

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Pickens, Julie L., and Stacy K. Dymond. "Special Education Directors’ Views of Community-Based Vocational Instruction." Research and Practice for Persons with Severe Disabilities 39, no. 4 (December 2014): 290–304. http://dx.doi.org/10.1177/1540796914566713.

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Georgiadou, Ioanna, Anastasia Vlachou, and Panayiota Stavroussi. "Development of the “special-vocational-education-service-quality scale”." Quality Assurance in Education 28, no. 2 (February 28, 2020): 89–103. http://dx.doi.org/10.1108/qae-07-2019-0067.

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Purpose The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications Generalization of results should be attempted with concern. The type and severity of disability should be considered in future use of the scale. The construct of training for students with disability needs to be further investigated. Practical implications SVE-Service-Quality Scale may be used in SVE settings highlighting areas of improvement or as an instrument for the assessment of implemented interventions. Social implications Participatory research may serve as an empowerment opportunity for students with disability, whose active engagement in the research design allows for a small-scale yet valuable social impact, promoting emancipation for people with disability. Originality/value The study draws attention on the field of SVE service quality where research is scarce, introducing SVE in the discussion about educational service quality assessment.

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Piland, William E., and Catherine Batsche. "Support Services for Special Needs Students in Vocational Education." Community College Review 12, no. 4 (April 1985): 21–26. http://dx.doi.org/10.1177/009155218501200404.

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Kang, Young Sim, Sung Hwa Son, and Hyeon Ji Jeong. "The Effect of Living-Horticulture Vocational Education Training on Special Class Teachers’s Efficacy and Preparation of Vocational Education." JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE 54, no. 1 (March 31, 2015): 341. http://dx.doi.org/10.15870/jsers.2015.03.54.1.341.

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Jovanović, Stevan, and Biljana Stojanović-Jovanović. "Physiotherapy in contemporary higher vocational education." Sinteze, no. 18 (2020): 65–78. http://dx.doi.org/10.5937/sinteze9-20811.

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In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. While the aim of the first higher education cycle is training for basic skills required for independent practice, second education cycle should provide training in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as special physiotherapy knowledge and skills in selected areas and technologies. The formation and organization of joint master study programs related to the physiotherapy can be very interesting organizational model. This can be achieved by a greater degree of flexibility and adaptability of programs that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education.

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Özbek, Ahmet Bilal, Alev Girli, and Halil Öztürk. "Investigating the Opinions of Teachers on the Processes of Vocational Counselling, Training and Employment of Special Needs Students." Journal of Education and Training Studies 5, no. 12 (November 13, 2017): 41. http://dx.doi.org/10.11114/jets.v5i12.2734.

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The statistics of the Ministry of National Education (MEB) show that the number of students who are pursuing their education in general education environments in scope of inclusion programs is increasing every year. It is observed that the number of special needs students who continue their secondary education after primary education is increasing with the regulation that makes it mandatory to have 12 years of education. While directing special needs (SN) students towards secondary education, families and experts prefer vocational high schools where these students can learn functional skills. This is why the opinions of teachers who work at vocational high schools are important. The purpose of this study is to investigate the opinions of technical teachers working at vocational high schools, school counsellors, culture course teachers and special education teachers providing support education to students on the processes of vocational counselling, training and employment of special needs students. Towards this purpose, semi-structured interviews were held with a total of 59 teachers using a form prepared by the researchers. The findings indicated that the opinions of technical teachers at vocational high schools on inclusion and continuation of SN students in vocational high schools were more negative in comparison to those of culture course teachers and school counsellors, and there were significant shortcomings in the professional training of SN students. It was also seen that special needs teachers were not sufficiently informed about the job prospects and employment of SN students, and they used limited opportunities for their students.

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Anja Heikkinen, Anja. "Gender Bias in Nordic Vocational Education." Swiss Journal of Educational Research 22, no. 2 (July 11, 2018): 357–76. http://dx.doi.org/10.24452/sjer.22.2.4572.

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The topic of vocational education and gender has not been of high interest in Nordic countries during last years. On the one hand, the focus has moved to issues like the knowledge society and the competitiveness of individuals and industry in the globalising economy, on the other hand, the strengthening feminist and post-modernist discourses about cultural construction of gender have had marginal interest in vocational education. The article aims at showing that there are historical, anthropological, sociological, philosophical and educational studies, which could revitalise research on vocational education and gender, proceeding from the previous phase, when the focus was on sex-segregation in the labour market and education system. In the beginning of the article, vocational education in the Nordic countries is characterised from the sex-gender perspective, with special focus on Finland. After this, some examples from efforts to overcome and to explain the gender bias are described and deficiencies are discussed. Thirdly, a «cultural approach» for discussing gender bias is suggested. In the closing section, the possibilities of de-gendering vocational education are questioned. The main message of the article is that in order to revitalise research on vocational education and gender, we need to reflect them in a wider cultural context and include the perspectives of both sexes or genders (or the whole sexual and gender order) in our analyses.

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Markova, Ya S. "Features of specialist training in the system vocational and pedagogical education." Quality. Innovation. Education, no. 6 (2020): 18–21. http://dx.doi.org/10.31145/1999-513x-2020-6-18-21.

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Various educational systems operate in Russia to meet educational needs, among which vocational and pedagogical education occupies a special place. One of the indicators of the high quality of training of a teacher of vocational training, armed with general scientific, general professional and special knowledge, who has a professional pedagogical methodology, is his ability to manage the pedagogical process and predict the results of various methods of organizing the educational process. The proposed methodological recommendations can be used in organizing the training of teachers in secondary vocational and higher education.

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Avis, James. "Vocational education, transitions, marginalisation and social justice in the Nordic countries: Reflections on the special issue." European Educational Research Journal 18, no. 3 (May 2019): 376–84. http://dx.doi.org/10.1177/1474904119845250.

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This paper engages with and reflects on the arguments developed by contributors to the special issue. These papers serve to provide a corrective to English and, on occasion, European perceptions, which often view the Nordic countries as being all of a piece and beacons of progressivism. The contributors provide analyses that not only point to the impact of neo-liberalism upon vocational education and training but also the different ways in which it is delivered across the Nordic countries. They alert us to vocational education and training’s complexity and varied forms. Nevertheless, it appears there are a set of repertoires that can be mobilised to address the relationship between vocational education and training and youth transitions to work and vocational study, which seem to circulate across time and place. The circulation of these models suggests they fail to address the deeper issues facing vocational education and training, namely the relation of it in particular and ‘academic’ education in general to capitalism, and, importantly, the salience of these processes in the current conjuncture. These relations raise questions about the reproduction of class relations and the specificity of the socio-economic contexts. This leads to a consideration of notions of social justice and an interrogation of vocational education and training with this particular question in mind. An important issue that needs to be explored is the way in which the curriculum opens up or closes down access to powerful knowledge. Whilst education, in Bernstein’s words, ‘cannot compensate for society’, can it nevertheless be a resource in the transformative struggle for a just society?

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Foulidi, Xanthippi, Soultana Chouvarda, Euaggelia Kentrou, Ioannis Marmaras, and Evangelos C. Papakitsos. "Equal and Autonomous Living of Secondary Education Pupils from Socially Vulnerable Groups." International Journal of research in Educational Sciences 4, no. 2 (March 20, 2021): 155–68. http://dx.doi.org/10.29009/ijres.4.2.4.

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This paper presents two courses for pupils of special vocational secondary education from socially vulnerable groups, that addresses the issues of various stereotypes and discriminations, especially considering gender and cultural ones. Their methodology of implementation is particularly based on constructivism and teamwork. In addition, the interested educators of Special Education may implement these two courses that are described in sufficient details for this matter. A pilot application of them had been conducted in a vocational school of Special Secondary Education, at the city of Elefsis, Greece.

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Skydanchuk, Serhiy. "Special Subjects Teaching Methods in Marine Engineers’ Vocational Education System." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 7, no. 3 (2013): 337–40. http://dx.doi.org/10.12716/1001.07.03.03.

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Plekhova, Iuliia Olegovna, Alexander Alekseevich Anikiets, Kirill Sergeevich Chastnov, Alyona Alexandrovna Garanina, and Elena Nikolaevna Ludushkina. "Tools for the development of the regional system of secondary vocational education." LAPLAGE EM REVISTA 7, no. 3B (September 23, 2021): 403–10. http://dx.doi.org/10.24115/s2446-6220202173b1566p.403-410.

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Based on the analysis of the problems that restrain the development of secondary vocational education, the article proposes tools for the development of the regional secondary vocational education system, the use of which will contribute not only to improving the quality of secondary vocational education in the region but to the socio-economic development of districts by creating new jobs and launching of new industries. Special attention has been paid to the creation of the Secondary Vocational Education Development Fund, which finances projects aimed at updating the material and technical base, expanding human resources, and also establishes partner companies at colleges.

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Tkachuk, Viktoriia, Tetiana Sulyma, Olena Tarasova, and Svitlana Khotskina. "ASPECTS OF TRAINING BACHELORS IN VOCATIONAL EDUCATION (COMPUTER TECHNOLOGIES)." Scientific Journal of Polonia University 32, no. 1 (April 3, 2019): 90–98. http://dx.doi.org/10.23856/3211.

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The present multi-aspect research into training future vocational teachers of the first (bachelor) cycle of higher education and the increased status of forming a creative mobile specialist on the labour market is focused on regulatory content aspects to ensure high-quality vocational training at Ukraine’s universities. The number of licensed, state-ordered and enrolled students specializing in vocational education (Speciality 015) for the last three years is compared. The research reveals the essence of integrated vocational and pedagogical training of students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)”. The educational programme of training contains 240 credits. There are described specialized laboratories for training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” at Kryvyi Rih National University. There are provided programme results of training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” and relevant competences. To diagnose maturity levels of each competence (low, medium, high) of future teachers of vocational training (IT specialists), cognitive, operation-technological, axiological and motivational criteria are determined. Special attention is paid to a number of topical problems of updating the content of specialists’ training in the field under study.

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Petrova, Natalya V., Oksana V. Usikova, and Tatyana V. Lojkova. "ROLE OF THE DISCIPLINE “LIFE SAFETY” IN THE FORMATION OF SAFE THINKING AMONG UNIVERSITY STUDENTS." Actual Problems of Education 1 (January 30, 2020): 116–20. http://dx.doi.org/10.33764/2618-8031-2020-1-116-120.

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The article discusses the process of forming safe thinking among students at three levels of education: general education (secondary general education), vocational education (secondary and higher professional education) and vocational training, as well as problems specific to each level are identified. The special role of the discipline "Life Safety" in the formation of safe thinking is substantiated.

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Valaikiene, Aiste, Irena Kaffemaniene, and Ingrida Baranauskiene. "THE STRUCTURE AND GUIDELINES OF PRE-VOCATIONAL EDUCATION AND ASSISTANCE FOR PUPILS WITH MILD INTELLECTUAL DISABILITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 201. http://dx.doi.org/10.17770/sie2016vol3.1429.

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The research aims to disclose the structure and guidelines of pre-vocational education and assistance for pupils with mild intellectual disabilities. In order to achieve the research aim, the qualitative research was chosen. It was conducted using modified elements of Delphi group discussion method. The study participants were highly qualified specialists (13 experts) with 5 to 25 years’ experience of educating pupils with special educational needs or providing educational assistance to them. The authors of the research systematized specialists’ approaches towards pre-vocational education of pupils with mild intellectual disabilities, discussed possibilities of improving early preparation of these pupils for the world of labour.

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Szymanski, Edna Mora, John King, Randall M. Parker, and William M. Jenkins. "The State-Federal Rehabilitation Program: Interface with Special Education." Exceptional Children 56, no. 1 (September 1989): 70–77. http://dx.doi.org/10.1177/001440298905600110.

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There are many differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program. The differences are highlighted through discussion of the history of the state-federal VR program, differing definitions of individuals with disabilities (used in VR and special education), operation of the VR program, and funding differences and resultant differences in evaluation standards between VR and special education programs. Recommendations are made to effect productive interaction between special education and state-federal VR agencies.

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Minskoff, Esther H., and Sherry DeMoss. "Facilitating Successful Transition: Using the TRAC Model to Assess and Develop Academic Skills Needed for Vocational Competence." Learning Disability Quarterly 16, no. 3 (August 1993): 161–70. http://dx.doi.org/10.2307/1511324.

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Successful transition from school to employment requires a variety of services, one of which is vocational education at the secondary level. Students with learning disabilities have difficulties meeting the academic demands of mainstream vocational education programs. The TRAC model for assessing and developing academic skills for 26 vocational education programs is described. The TRAC program is designed for use by special education teachers in conjunction with vocational educators to provide a positive first experience for students with learning disabilities in the long transition process to adult competence.

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Nylund, Mattias, and Per-Åke Rosvall. "Vocational education, transitions, marginalisation and social justice in the Nordic countries." European Educational Research Journal 18, no. 3 (March 24, 2019): 271–77. http://dx.doi.org/10.1177/1474904119838893.

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The five articles in this special issue present studies focusing on two key aspects of vocational education and transitions in the Nordic countries in relation to social justice: (a) impacts of policies and reforms on transitions and (b) content, practices, curriculum and equality. Collectively, the articles outline important similarities and differences between the countries and contribute, inter alia, to our understanding of the ‘academic–vocational divide’, the impact of neo-liberal steering on vocational education and transitions. They also develop bridges between different empirical contexts and theoretical ‘languages’ that may help efforts to understand and contextualise the current development of vocational education and transitions in the Nordic countries.

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Smith, Matthew J., Kari Sherwood, Shannon Blajeski, Brittany Ross, Justin D. Smith, Neil Jordan, Leann Dawalt, Lauren Bishop, and Marc S. Atkins. "Job Interview and Vocational Outcomes Among Transition-Age Youth Receiving Special Education Pre-Employment Transition Services." Intellectual and Developmental Disabilities 59, no. 5 (September 22, 2021): 405–21. http://dx.doi.org/10.1352/1934-9556-59.5.405.

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Abstract Vocational outcomes among transition-age youth receiving special education services are critically poor and have only incrementally improved since the implementation of the Workforce Innovation Opportunity Act. Few studies highlight whether interviewing may be critical to obtaining vocational outcomes such as competitive employment or internships. This study evaluated vocational interviewing and outcomes among 656 transition-age youth receiving special education pre-employment transition services from 47 schools. Results suggest 20.8% of these youth were currently employed, and 88.8% of these employed youth interviewed prior to obtaining their job, which is higher than anecdotal evidence suggests and speaks to the importance of job interview skills as an intervention target for special education pre-employment transition services. We discuss the implications and directions for further study.

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SENCHENKOV, NIKOLAI P. "PROBLEMS OF VOCATIONAL EDUCATION STUDENTS’ READINESS FOR SUCCESSFUL SOCIAL INTERACTION." Cherepovets State University Bulletin 4, no. 103 (2021): 171–84. http://dx.doi.org/10.23859/1994-0637-2021-4-103-14.

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The article deals with the problem of vocational education students’ readiness for successful social interaction. The structural units of the concept under consideration are also analyzed in detail. Special attention is paid to the influence of different social groups that determine the formation of students’ readiness for successful social interaction in the secondary vocational education system.

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박은송, Heechan Park, and 박경옥. "Special Education Teachers' Perception on Career and Vocational Education of Students with Profound Physical Disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 54, no. 1 (January 2011): 164–84. http://dx.doi.org/10.20971/kcpmd.2011.54.1.164.

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Cournoyer, Louis, Geneviève Fournier, and Jonas Masdonati. "Going Back-to-School in Vocational Education and Training: Introduction." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 196–205. http://dx.doi.org/10.13152/ijrvet.4.3.1.

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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.061.02.

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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators. Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)

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Maddux, Cleborne D., and Steve Arvig. "Special teacher perceptions of vocational education for mildly handicapped students in rural, urban, and suburban high schools." Rural Special Education Quarterly 8, no. 3 (September 1987): 33–39. http://dx.doi.org/10.1177/875687058700800306.

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A questionnaire was mailed to a special education teacher in each of the 127 high schools in the state of Arizona. The questionnaire included demographic information and five questions related to career and vocational education for mildly handicapped students. Most high schools report administering vocational interest inventories, but less than 60% actually use the results when placing students into vocational programs. Analysis of the data after categorizing schools as rural, urban, and suburban indicates significantly different responses on three of the five questions, with fewer rural schools administering interest inventories, using the results of such inventories for placement, and placing mildly handicapped students in special vocational programs.

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Hermanoff, Anneli, Kaarina Määttä, and Satu Uusiautti. "THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)." Problems of Education in the 21st Century 75, no. 1 (February 20, 2017): 19–33. http://dx.doi.org/10.33225/pec/17.75.19.

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The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research was to analyze the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support. Key words: intellectual disability, narrative research, vocational special education, personal study plan, study path.

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Грабчук, Ксения, and Kseniia Grabchuk. "PRINCIPLES OF PERMANENCY AND CONTINUITY IN THE INCLUSIVE EDUCATION IN KRASNODAR KRAI." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 4 (December 25, 2017): 17–23. http://dx.doi.org/10.21603/2542-1840-2017-4-17-23.

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<p>The article is devoted to the organization of inclusive education on the basis of the principles of permanency and continuity. Тhe author considers the experience of inclusive education in the educational organizations of Krasnodar Krai. The author has analysed problems of realization of inclusive education, such as insufficient availability of professional education for students with health limitations or physically challenged students and insufficient social and information availability of vocational training.</p><p>The author points out a long-felt need for inclusive education for all people with health limitations on all education levels. The organization of inclusive education on the basis of the principles of permanency and continuity will be possible only if a regional legislation of general and professional education for people with special needs is developed. Other requirements include creation of barrier-free environment in the educational organizations and ensuring social and information availability of vocational training. Тhe author emphasizes that it is necessary to develop a system of vocational guidance for children with special needs and physical challenges.</p>

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Fairweather, James S. "Transition and other Services for Handicapped Students in Local Education Agencies." Exceptional Children 55, no. 4 (January 1989): 315–20. http://dx.doi.org/10.1177/001440298905500405.

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A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.

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Fedulova, Kseniya, Marina Fedulova, Yuliya Kirillova, Anastasiya Vagina, and Timofey Kuznetsov. "Special Competence in the Structure of Vocational Pedagogical Integrity in the Sphere of Vocational Education." Eurasian Journal of Analytical Chemistry 12, no. 7b (October 1, 2017): 1265–73. http://dx.doi.org/10.12973/ejac.2017.00252a.

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Hornby, Garry. "Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?" Education Sciences 11, no. 6 (June 19, 2021): 304. http://dx.doi.org/10.3390/educsci11060304.

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The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

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Roessler, Richard T., and Karen Foshee. "Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students." Rural Special Education Quarterly 15, no. 1 (March 1996): 35–43. http://dx.doi.org/10.1177/875687059601500107.

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A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.

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Alexiu, Teodor Mircea, Elena-Loreni Baciu, Johans Tveit Sandvin, and Andreea Georgiana Birneanu. "Special or Inclusive Education in Romania?" European Review Of Applied Sociology 9, no. 13 (December 1, 2016): 15–27. http://dx.doi.org/10.1515/eras-2016-0007.

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AbstractIn our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.In fact the “inclusive education” European model seems still far for Romania. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.

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West, Lynda L. "The Role of Vocational Education and the Young Special Needs Child." Topics in Early Childhood Special Education 8, no. 2 (July 1988): 41–50. http://dx.doi.org/10.1177/027112148800800205.

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Mia Lee, Soonyoung Hwang, and 윤덕순. "The Perception of Special Education Teachers on Community-based Vocational Instruction." Journal of Special Education 19, no. 2 (December 2012): 79–103. http://dx.doi.org/10.34249/jse.2012.19.2.79.

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

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