The training needs of vocational teachers for working with learners with special needs

Samuel Edward Cotton, Purdue University

Abstract

Vocational teachers have commonly received teaching certificates based on their work experience rather than on formal teacher preparation. Unfortunately, many new vocational teachers continue to be placed in classrooms with little or no preparation regarding how to teach or maintain a classroom environment. Further, increasing numbers of special needs students are entering vocational programs as a result of several federal initiatives. However, vocational teachers routinely have not been formally prepared to work with learners with special needs and many have not received training in basic teaching methods. Many new and experienced vocational teachers lack sufficient skills to be effective in working with the wide range of special needs learners in their classrooms (Cotton, 1994). One solution to this problem is to provide professional development opportunities to vocational teachers in teaching methods, learning styles, and topics related to learners with special needs. Therefore, this study intended to determine the knowledge and skills necessary for working with special needs learners. The results could be used to guide curriculum development by vocational teacher educators and professional development opportunities recommended by administrators related to working with special needs learners. The responses of vocational administrators related to vocational teachers and vocational teacher self-perceptions were examined. There was disparity between administrator perceptions of vocational teachers and vocational teacher self-perceptions. According to vocational teachers, not all vocational program areas possessed similar strengths and weaknesses related to working with learners with special needs. Training schedules were noted as a potential problem. It was also reported that many of the problems in vocational teacher preparation were perceived to result from the lack of appropriate inservice training. It also appears that miscommunication between administrators, counselors, and vocational teachers is a critical problem. The recommendations include the development of new training techniques and formats related to topics addressing learners with special needs, improved preparation and training of vocational guidance counselors, and increased participation of vocational teachers in planning for learners with special needs in vocational programs.

Degree

Ph.D.

Advisors

Greenan, Purdue University.

Subject Area

Vocational education|Special education|Teacher education

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