Perceptions of special needs students, teachers and administrators regarding an integrated academic and vocational education model of instruction

Abstract

The purpose of this study was to examine how school employees and special needs students perceived an integrated academic and vocational education model of instruction. No prior studies had addressed special needs students regarding integrating academic and vocational education. Thirteen teachers, three administrators and eight special needs students from a high school in Virginia were interviewed using the open-ended personal interview method. The high school represented a "High Schools That Work" pilot project on the integration of academic and vocational education.

Emergent themes were analyzed and implications derived from this study. First, the findings suggested that changing instructional techniques enhanced integration efforts: use of alternative instructional methods, personal/professional attitudes, cross discipline teaching, accessibility of teachers and students' ability to relate knowledge of math across academic and vocational classes. Second, this model of instruction resulted in upgraded instructional materials, and curriculum, a greater variety curriculum materials and added workplace relevance to the curriculum. Third, the most positive result of the model collaboration between academic and vocational teachers included collegial respect, students awareness of teachers working together and faculty demonstrated respect for each discipline area. This method of instruction also appeared to maintain student attendance and grades.