Vocational Education Students

Hoyt (1989, p. 453) reports that vocational education:

. . . operates as an integral part of the total educational delivery system to benefit both individual and society. Its main purposes are to: provide individuals with the skills they need to attain economic freedom; and enhance the productivity of local, state, and national economies. Vocational education serves and is accountable to a wide variety of publics. These publics include: students of all ages and previous educational backgrounds; national, state, and local governments; business and industry both large and small; labor - organized or unorganized: consumers; persons with special educational needs, such as the disadvantaged, the handicapped, persons with limited English speaking ability, and many others. Unlike many more specialized programs, vocational education has no particular constituency; it is a program for all people.

There are two major goals of vocational education for all student participants, including those in the special education program, that are subsequent to the Carl Perkins Act that provides funding for vocational education (Grubb, 1992, pp. 35 & 37). First, vocational education students are to receive curriculum that integrates both academic and vocational education. Second, these students are to receive education that better prepares them to successfully compete in the marketplace.

Grubb (1992) reports that, in order to facilitate the fulfillment of these goals, there is clearly n

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zation of thoughts into coherent sentences (p. 7). Smith (1988) notes regarding socialization skills, that Learning Disabled students often experience isolation due to poor social skills and they are subsequently ridiculed and humiliated by nondisabled individuals. The teaching of social skills is to include emphasis on facial expressions, gestures, and movements and their meanings; developing an awareness as to the images they project; the use of positive body language; the need to maintain eye contact to relate to others; and the exchange of pleasantries (p. 7). The teaching of problem-solving and critical-thinking skills is to revolve around the Learning Disabled students' recognition of their egocentricity and how this affects problemsolving and critical thinking; assistance in learning approaches to link one idea to another; developing and using strategies to remember main points; developing and using strategies to recognize and accordingly act upon cause-effect relationships; the assignment of greater and lesser values to situations; and, developing and using strategies for the recognition of patterns, groupings, and relationships. This can best be accomplished by games in which students are literally forced to consider

Category: Psychology - V