This research study looks at the preparation of Career and Technical Education (CTE) teachers working with students who have special needs. If the CTE teachers have been prepared through formal education and updated training, participate in the IEP process, and have access to and use goals and objectives of students who have IEPs, then CTE teachers will feel prepared to work with students who have special needs. Specifically this study looked at three areas: how much formal education CTE teachers had as well as up-dated training for working with students who have special needs within the last twelve months; if CTE teachers had participated in the individual education plan (IEP) process for students’ within their program, and if they had access to the IEP to meet the students goals and objectives.
","abstract_html":"<p>This research study looks at the preparation of Career and Technical Education (CTE) teachers working with students who have special needs. If the CTE teachers have been prepared through formal education and updated training, participate in the IEP process, and have access to and use goals and objectives of students who have IEPs, then CTE teachers will feel prepared to work with students who have special needs. Specifically this study looked at three areas: how much formal education CTE teachers had as well as up-dated training for working with students who have special needs within the last twelve months; if CTE teachers had participated in the individual education plan (IEP) process for students’ within their program, and if they had access to the IEP to meet the students goals and objectives.</p>","abstract_has_math":false,"creators":["Sunisloe, Mary"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Derrick Fries, PhD, Chair","Phillip Smith, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-03-15T07:00:00Z","date_published":"2012-03-15T07:00:00Z","updated_at":"2026-07-24T02:16:44Z","subjects":["Technical education","special education","cognitive impairment","teacher","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/401","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Derrick Fries, PhD, Chair","Phillip Smith, PhD"]},{"key":"dc:creator","label":"Author","values":["Sunisloe, Mary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-09-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Technical education","special education","cognitive impairment","teacher","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/401"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research study looks at the preparation of Career and Technical Education (CTE) teachers working with students who have special needs. If the CTE teachers have been prepared through formal education and updated training, participate in the IEP process, and have access to and use goals and objectives of students who have IEPs, then CTE teachers will feel prepared to work with students who have special needs. Specifically this study looked at three areas: how much formal education CTE teachers had as well as up-dated training for working with students who have special needs within the last twelve months; if CTE teachers had participated in the individual education plan (IEP) process for students’ within their program, and if they had access to the IEP to meet the students goals and objectives.
"]},{"key":"dc:title","label":"Title","values":["Preparation of career and technical education teachers for working with students who have special needs"]}]}],"canonical_facts":{"dc:contributor":["Derrick Fries, PhD, Chair","Phillip Smith, PhD"],"dc:creator":["Sunisloe, Mary"],"dc:date.available":["2012-09-05T07:00:00Z"],"dc:description.abstract":["This research study looks at the preparation of Career and Technical Education (CTE) teachers working with students who have special needs. If the CTE teachers have been prepared through formal education and updated training, participate in the IEP process, and have access to and use goals and objectives of students who have IEPs, then CTE teachers will feel prepared to work with students who have special needs. Specifically this study looked at three areas: how much formal education CTE teachers had as well as up-dated training for working with students who have special needs within the last twelve months; if CTE teachers had participated in the individual education plan (IEP) process for students’ within their program, and if they had access to the IEP to meet the students goals and objectives.
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