The Positive Force of Vocational Education

Author:

Evers Rebecca B.1

Affiliation:

1. Rebecca B. Evers, EdD, is an assistant professor of special education in the Center of Pedagogy at Winthrop University in South Carolina. Dr. Eveds primary research interests are teaching practices that support the inclusion of students with mild disabilities in general education classes, and, in particular, in vocational-technical and occupationally oriented courses, at secondary and postsecondary levels.

Abstract

Successful transitions to postsecondary settings are associated with such adult outcomes as continuing education, independent living, and employment. The purpose of this article is to present research that supports the use of vocational education programs to improve the adult outcomes of students with learning disabilities as they transition to employment. The literature review focuses on four major topics: (a) data from follow-up and follow-along studies illustrating the relationship between vocational-technical education and adult outcomes; (b) recent program trends in vocational education; (c) current practices in vocational education regarding placement and access, instructional and setting demands, and teacher attitudes and preparation; and (d) speculations about the effects of school reform and pending legislation.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

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