Mildly Handicapped Learners in Vocational Education

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Abstract
This study gathered data regarding general instructional practices within secondary vocational education programs and practices specifically related to handicapped learners in these programs. Surveys were mailed to a stratified random sample of 615 Indiana secondary vocational educators, with 388 analyzable surveys returned (63%). The following results were obtained: (a) a high level of independence was required of all vocational education students, especially in the vocational laboratory; (b) vocational educators often used hands-on experience and demonstrations in the laboratory setting, but they relied heavily on reading and writing skills in the classroom; (c) the primary modifications made for handicapped learners entailed the provision of extra assistance or additional time, with curricular or instructional modification occurring much less frequently; (d) although the educators in the sample were veteran teachers and highly educated, 38% had not received any type of training in working with handicapped learners; (e) vocational educators appeared to have minimal involvement in decisions regarding placement of handicapped learners in their programs; (f) consultation regarding handicapped learners in vocational education appeared to be unsystematic; and (g) the vocational educators in this study were comfortable in having a handicapped learner in their classroom.