Home Economics Teachers' Attitudes, Knowledge and Participation Related to Individualized Education Programs: A North Carolina Study (Iep's, Pl94-142)
Richmond, Naomi Long
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https://hdl.handle.net/2142/68961
Description
Title
Home Economics Teachers' Attitudes, Knowledge and Participation Related to Individualized Education Programs: A North Carolina Study (Iep's, Pl94-142)
Author(s)
Richmond, Naomi Long
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Abstract
The purpose of this study was to determine the attitudes of secondary home economics teachers toward providing instruction for handicapped students placed in regular classes, to determine the nature and extent to which they participated in developing Individual Education Programs, and are knowledgeable of Public Law 94-142.
The study design is categorized as correlational in nature. The population identified for this study consisted of secondary home economics teachers who were listed in the 1980-1981 List of North Carolina Home Economics Teachers. The List included 1,032 teachers. A sample of 299 teachers were asked to participate in this study. A questionnaire was used to collect the data.
Frequency distributions were constructed for responses to the attitudinal, knowledge, and participation statements. Correlation procedures were used to determine the relationships between the statements and demographic variable.
The majority of the participants' attitudes in this study tended to be slightly favorable toward working with handicapped students.
The participants showed general knowledge about Public Law 94-142 and the specifics the law contains pertaining to IEPs. There tended to be little participation in the development of IEPs.
Colleges and universities should focus on ways to insure that those receiving training in regular education programs have increased exposure to course work in special education and methods.
Program planning committees at the local level should be established that will promote cooperative planning between vocational personnel and exceptional children's personnel.
Inservice training, retraining, and enrichment workshops related to the handicapped should be requirements for teachers. Teachers should be directly and meaningfully involved in the planning and evaluation of inservice.
Class size policy should be examined to determine if consideration can be given to number of handicapped students participating in a vocational program.
Teachers should be encouraged to participate in the development of IEPs for handicapped students enrolled in their programs.
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