School-to-Work and Technical Preparation: Teacher Attitudes and Practices Regarding the Inclusion of Students with Disabilities

Abstract

This article describes the results of a national survey of attitudes and practices of secondary school-to-work and tech prep teachers regarding the inclusion of students with disabilities. The purpose of the study was to examine: (a) teacher attitudes toward inclusion; (b) practices and procedures being utilized to promote inclusion; (c) in-service training received by teachers regarding inclusionary practices; and (d) post-school outcomes perceived by teachers to be attainable for students with disabilities who participate in school-to-work and tech prep programs. One hundred and sixty-nine educators representing 45 states participated in this study. The results of this study indicate that secondary school-to-work and tech prep teachers do not feel prepared to meet the needs of students with disabilities who are enrolled in their courses. These teachers also report receiving little to no in-service training regarding inclusive practices, and the vast majority report that they have never participated in the development of Individual Education Plans (IEPs) for students with disabilities.

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