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300 N. ZEEB ROAD, ANN A RBO R. Ml 4 8 106
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8001591
SLOAN, ROBERT CHARLES
OPINIONS OF MICHIGAN VOCATIONAL EDUCATION
ADMINISTRATORS TOWARD MAINSTREAMING HANDICAPPED
STUDENTS IN VOCATIONAL INSTRUCTION PROGRAMS

Michigan State University

University
Microfilms
International

300 N. Zeeb Road, Ann Arbor, MI 48106

PH.D.

1979

18 Bedford Row, London WC1R 4EJ, England

OPINIONS

OF M I C H I G A N

EDUCATION

VOCATIONAL

ADMINISTRATORS

TO WA RD

MAINSTREAMING

HANDICAPPED

STUDENTS

IN V O C A T I O N A L

INSTRUCTION

PROGRAMS

by
Robert

Charles

Slo an

A DISSERTATION
S u b m i t t e d to
M i c h i g a n Sta te U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t of the r e q u i r e m e n t s
for the d e g r e e of
DOCTOR
College

OF P H I L O S O P H Y
of

Education

1979

ABSTRACT
O P I N I O N S OF M I C H I G A N V O C A T I O N A L E D U C A T I O N A D M I N I S T R A T O R S
TO W A R D M A I N S T R E A M I N G H A N D I C A P P E D S T U D E N T S IN
VOCATIONAL EDUCATION PROGRAMS
By
Robert

Purpose

of

the

toward

wer e

the c o n c e p t

programs.

through

wer e:

education

administrators

education

administrator

knowledge

possessed

streaming

handicapped

1.

gra ms .

3.

Vocational

cerning

the k n o w l e d g e

le ve l

in v o c a t i o n a l

education

mainstreaming

programs.

4.

handicapped

Opinions

of v o c a t i o n a l

possible

success

children

within

education

expectations

2.

le v el

various

main-

opinion

pro­
con­

education

Opinions

th e ir

of

education

students

of v o c a t i o n a l

status
school

administrators

wi th

Vocational

handicapped

present

The

vocational

concerning

vocational

in

variables

of

the

administrator

education administrators concerning
streaming

opinions

concerning

of the

students

ap p r o a c h .

in v o c a t i o n a l

education

staff concerning

research

administrator

the

administrators

mainstreaming.

opinions

children

examine

attitudinal

General

toward

by the

to

handicapped

Five

a descriptive

examined

was

education

of m a i n s t r e a m i n g

variables

teaching

study

vocational

education

examined

of the

thrust

of M i c h i g a n

vocational

Sl o an

Study

The p r i m a r y
opinions

Charles

of m a i n syste m.

concerning

handicapping

3.

Robert Charles

conditions

when m a i n s t r e a m e d

in va r i o u s

v oc a t i o n a l

Sloan

educational

programs.

M e th od s

and

P r o c ed ur e s

Nine h y p o t h e s e s
to

a na ly ze

consisted
the

the o p i n i o n s
of

nical

224 v o c a t i o n a l

Pro gr am s,

specialists

planning

the data.
sca le

Wher e

designed

whic h s ou gh t

by

the

Of the

in each
U.S.

State of

Vocational/Tech­
of v o c a t i o n a l

d i s t ri ct s,

of

area ca r e e r

was d e v e l o p e d
were

so ug ht

53 were

cen ters.

to c o l l e c t
a r ati ng

to s t a t e m e n t s

opinions

about mainstreaming.

2-agree,

Additionally,

3 - u n d e ci de d,
a ma t r i x

vocational

cluster

was

education

or not s t u d e n t s

c o n d i t i o n co u ld

of 15 c ar ee r

Of fi ce

in each

be s u c c e s s f u l l y

programs

as s u g ­

of Ed uc at io n.

224 v o c a t i o n a l

in

vocational/technical

of the

wh e t h e r

of each h a n d i c a p p i n g

mainstreamed
ge s t e d

concerning

the

College

agree,

d i sa gr ee .
opinions

l is ted

education administrators

a response

1-strongly

5-strongly

administrators
category

required

to test a t t i t u d e s a n d / o r

4-disagree,

administrators

school

le ve ls of o p i n i o n s

R e s p o n s e s we r e rat ed

The p o p u l a t i o n

directors

district

questionnaire

was used wh ich

designed

102 were

and 39 were p r i n c i p a l s

A Likert-like

were d e v e l o p e d

education administrators

at local or i n t e r m e d i a t e

education

question

of E d u c a t i o n of

30 were De ans of C o m m u n i t y

Education

education
ca r e e r

Of the

education

of v o c a t i o n a l

by the D e p a r t m e n t

Mi ch iga n.
sur v ey ed ,

directory

research

of the p op u l a t i o n .

all v o c a t i o n a l

1 97 7 - 1 9 7 8

published

and one

education

administrators

ma i l e d

Robert

survey

forms,

obtained

from

frequency
tical

168 u s a b l e
th e se

and

to

forms

percentage

analysis

selected

forms
were

r e t u r ne d.

analyzed

tabulations

procedure.

determine

were

The

using

and c h i - s q u a r e
level

The m a j o r

Sloan

data

by c o m p u t e r

A significance

significance.

Charles

statis­

of

.05 was

f in d i n g s

were:
1.

Age,

ty pe

of p o s i t i o n

sex,

academic

very

little

held,

preparation

relationship

mainstreaming

si z e

and

of a d m i n i s t r a t i v e

tenure

in p o s i t i o n

to o p i n i o n s

handicapped

students

expressed

unit,

had

ab o ut

in v o c a t i o n a l

prepara­

tion pr o g r a m s .
2.

Michigan

Vocational

that

the m o r e

less

the

me n t

in all c a r e e r

Education

severe

likelihood

the

Administrators

handicapping

of a successful
clusters

believe

condition

the

mainstreaming

of v o c a t i o n a l

place­

preparation

programs.
3.

Nearly

one

expressed

th ir d

of the

Vocational

a lack of s u f f i c i e n t

Administrators

knowledge

ab o ut

main-

s tr e a m i n g .
4.

Nearly

one

believe

Nearly

Vocational

will
for
of

hav e
the

Administrators

a negative

of the

effect

on

non-handicapped."

the V o c a t i o n a l

a lack of s u f f i c i e n t

characteristics

tions."

the

of e d u c a t i o n

fifty p e r c e n t

expressed
"the

of

mainstreaming

"quality
5.

th i r d

Administrators

knowledge

various

about

handicapping

condi­

Robert

6.

Ne ar ly
felt

sixty

that

c on ce pt
7.

M i ch ig an

of the

their st aff

Vocational

abo ut

the

Vocational

have

yet ac h i e v e d
designed

in v o c a t i o n a l

are g e n e r a l l y

of m a i n s t r e a m i n g

to the w e l f a r e

Michigan

programs

Administrators

in k n o w l e d g e

Administrators

of the c on ce pt

it b e n e f i c i a l

not

l ac ked

Vocational

of m ai n s t r e a m i n g .

supportive

8.

p e rc en t

Charles Sloan

of the h a n d i c a p p e d

Administrators
the

desired

to m a i n s t r e a m

instruction

and b e li ev e

be l i e v e
quality

that

they

in their

handicapped

pr og ra ms .

student.

s tu d e n t s

To the three
my life:

sp ec ia l

people

Wi f e — B ar b a r a
Daughter--Breeze
Daughter-~Tressa

who make

Anne
Mae

ACK NOW LEDGEMENTS

The w ri te r w is h e s
all

individuals
Sp e ci al

helpful
Rader,

Dr.

appreciation

Ch a i r m a n

Dr.

Herbert

who s ha r e d
lection

168 M i c h i g a n
thei r

of data

The p e r s o n n e l
Michigan

receive

g en uin e

in the

Department

ti m e an d c o u n s e l i n g

In a m o m e n t of re f l e c t i o n ,
the m u l t i t u d e

of p r o f e s s o r s

ha v e i m p a c t e d

on his

over

27

process.

years.

It has been

and time

a than k

the w ri t e r

be thanked.

Ed uc a ti on ,
of their

you is extend ed .
wishes

to

universities,

the p u r s u i t

a most

and

for the c o l ­

once ag ain

from v a r i o u s

life du ri ng

of the

Administrators

gave u n s e l f i s h l y

and a c c o r d i n g l y

for

Ga r d n e r

of V o c a t i o n a l

of E d u c a t i o n

T.

gr at it ude .

st u d y mus t

of the D e p a r t m e n t

Also,

Education

opinions

the

Bi ll ie

ot he r m e m b e r s

Harrison

Vo c a t i o n a l

tho ug ht s,
used

Dr.

ab out

from Dr.

co m m it te e.

to

study.

be e x p r e s s e d

and su pport;
Burks,

appreciation

to this

available

of the do c t o r a l

S t a n l e y Hecker,
The

must

a lw ay s

encouragement

c o m mi tt ee ,

sincere

who have c o n t r i b u t e d

encouragement

ins ight,

to e x t e n d

of

interesting

thank
who

four de gr ee s
and r e w a r d i n g

TABLE OF CONTENTS

Page
List of

T a b l e s ...............................................viii

C h ap te r
One

- I N T R O D U C T I O N .....................................

Statement

of P r o b l e m

................................

1
3

A s s u m p t i o n s .............................

5

P u rp os e

6

R es e a r c h

of the

S t u d y ................................

Questions

D e f i n i t i o n of

..................................

7

T e r m s ..................................

8

D i s c u s s i o n of the
Two

S t u d y .............................

- R E V I E W OF R E L A T E D

10

L I T E R A T U R E .................

11

L i t e r a t u r e R e l at in g to the H i s t o r y of
E d u c a t i o n of the H a n d i c a p p e d ....................

11

L e g i s l a t i v e C o m m i t m e n t to Mai ns t r e a m i n g ............................................

13

Pu bli c Law 94-142:
The E d u c a t i o n of All
H a n d i c a p p e d C h i l d r e n Act of 1975 ...............

15

S e c t i o n 504 of the R e h a b i l i t a t i o n
Act of 1 9 7 3 ..........................................

16

P ub lic Law 94 - 4 8 2 E d u c a t i o n
A m e n d m e n t s of 1976 ................................

18

Implementation

of M a i n s t r e a m i n g ....................

19

Mainstreaming--Vocational/PreV o c a t i o n a l Cl as se s ................................

26

............

29

. . . . . . .

31

Administrative
Measurement

Role

in M a i n s t r e a m i n g

of A t t i t u d e s / O p i n i o n s .

iv

Page
Thre e

- PROCEDURES

AN D M E T H O D O L O G Y ....................

33

P o p u l a t i o n .............................................

33

D e s i g n and D e v e l o p m e n t of the
M e a s u r e m e n t I n s t r u m e n t ...........................

34

P i l o t - t e s t .............................................

37

Instrument

................................

38

P r o c e d u r e s .........................

38

Validity

Da t a

Collection

Da t a

Analysis

P r o c e d u r e s ...........................

39

F I N D I N G S ..............................

41

D e m o g r a p h i c P r o f i l e of All
R e s p o n d e n t s ........................................

42

Profile

of A d m i n i s t r a t i v e

P o s i t i o n ...............

42

Profile

by A g e ........................................

44

Profile

by

S e x ........................................

43

Profile

by

Le ve l

43

Profile

of Y e a r s

Fo u r

- RESEARCH

of D eg r e e .
as

.

..............

Administrator

,

...............

46

P r o f i l e by Ye ar s in P r e s e n t
P o s i t i o n .............................................

47

P r o f i l e by N u m b e r of S t u d e n t
U n i t ..................................

47

General

48

Opinions

About

M a i n s t r e a m i n g ............

Knowledge

Le ve l

of A d m i n i s t r a t o r s

................

34

Knowledge

Le ve l

of V o c a t i o n a l

T e a c h e r s ...........

55

S t a t u s of I n s t r u c t i o n a l P r o g r a m s
for H a n d i c a p p e d S t u d e n t s .........................

58

F i n d i n g s ...............................................

61

Vocational Education Administrators'
Opinions Regarding Success Potential
for M a i n s t r e a m i n g - Phy sic al ly and
O t h e r w i s e H e a l t h I m p a i r e d S t u d e n t s ............

106

v

Page
Vocational Education Administrator
O p i n i o n s R e g a r d i n g S u c c e s s Po t e n t i a l
for M a i n s t r e a m i n g E m o t i o n a l l y Imp ai r ed
S t u d e n t s ..................................................... 108
Vocational Education Administrators'
O p i n i o n s R e g a r d i n g Su c c e s s P o t e n t i a l
for M a i n s t r e a m i n g V i s u a l l y I mp a i r e d
S t u d e n t s ..................................................... 110
Vocational Education Administrators;
Opinions Regarding Success Potential
for M a i n s t r e a m i n g E d u c a b l e M e n t a l l y
I m p a i r e d S t u d e n t s .....................................

112

Vocational Education Administrators'
Opinions Regarding Success Potential
for M a i n s t r e a m i n g L e a r n i n g D i s a b l e d
S t u d e n t s ..................................................... 115
Vocational Education Administrators'
Opinion Regarding Mainstreaming
H e a r i n g I m p a i r e d S t u d e n t s ...........................

116

SUMMARY

120

Fi v e

...............

- S U MM AR Y, F I N D I N G S , C O N C L U S I O N S
AN D R E C O M M E N D A T I O N S ................................... 121

S U M M A R Y ....................................................... 121
Research

Procedures

.....................................

122

F i n d i n g s ....................................................... 123
C o n c l u s i o n s .................................................. 133
RECOMMENDATIONS

..........................................

136

APPENDICES
A p p e n d i x A -- D e a n s of C o m m u n i t y
C o l l e g e s ..................................................... 137
A p p e n d i x B -- D i r e c t o r s of V o c a t i o n a l
E d u c a t i o n .................................................. 139
Appendix C —
Ca r e e r E d u c a t i o n P l a n n i n g
District Vocational/Technical Specialists

vi

. . . .

144

Appendices

Page

Ap p e n d i x D —
P r i n c i p a l s - - A r e a Ce nter
C e n t e r s .................................................

147

Appendix

E -- Q u e s t i o n n a i r e / O p i n i o n a i r e ............

149

Ap p e n d i x F -- Cover L e t t e r — Keith
G o l d h a n i m e r ............................................

158

A pp e n d i x

........................

159

B I B L I O G R A P H Y .................................................

160

-- F o l l o w - u p

Le tt er

vii

LIST OF

TABLES

Table
1

2

3

4

5

6

7

8

9

Page
R E S P O N S E RATE BY A D M I N I S T R A T I V E
P O S I T I O N ..........................................

43

R E S P O N S E BY AGE OF V O C A T I O N A L
E D U C A T I O N A D M I N I S T R A T O R S ......................

44

R E S P O N S E BY SEX OF VO C A T I O N A L
E D U C A T I O N A D M I N I S T R A T O R S ......................

45

R E S P O N S E BY LEVEL OF E D U C A T I O N OF V O C A ­
TIO NA L E D U C A T I O N A D M I N I S T R A T O R S ............

46

R E S P O N S E BY YEAR S E M P L O Y E D AS A D M I N I S ­
TRATOR —
VOCATIONAL EDUCATION
A D M I N I S T R A T O R S ........................

46

R E S P O N S E BY YE AR S IN P R E S E N T P O S I T I O N
OF V O C A T I O N A L E D U C A T I O N A D M I N I S T R A T O R S .

. .

47

R E S P O N S E BY SIZE OF A D M I N I S T R A T I V E UNIT
OF V O C A T I O N A L E D U C A T I O N A D M I N I S T R A T O R S .

. .

48

F R E Q U E N C Y C O U N T S AND P E R C E N T A G E FOR ALL
VOCATIONAL ADMINISTRATORS —
G EN ERA L
O P I N I O N S AB O U T M A I N S T R E A M I N G .................

50

F R E Q U E N C Y C O U N T AND P E R C E N T A G E FOR ALL
VOCATIONAL ADMINISTRATORS —
OPINION
A B O U T K N O W L E D G E LEVEL OF A D M I N I S T R A T O R S

56

. .

10

F R E Q U E N C Y CO U N T AND P E R C E N T A G E FOR ALL V O C A ­
TI ON AL A D M I N I S T R A T O R S -- O P I N I O N AB O U T
K N O W L E D G E LEVEL OF V O C A T I O N A L E D U C A T I O N
T E A C H E R S IN MY SCHOOL S Y S T E M ..........
59

11

F R E Q U E N C Y CO U N T AND P E R C E N T A G E FOR ALL V O C A ­
TI O NA L A D M I N I S T R A T O R S —
O P I N I O N AB O U T
S T A T U S OF I N S T R U C T I O N P R O G R A M S FOR H A N D I ­
C A P P E D ST U D E N T S IN MY SC HOOL S Y S T E M . . . .

60

D I F F E R E N C E S B E T W E E N AGE OF A D M I N I S T R A T O R
A ND TH EIR G E N E R A L O P I N I O N T O W A R D MAI NS T R E A M I N G .......................................

62

12

viii

Table
13

14

15

16

17

18

19

20

21

22

23

24

25

26

Page
R E S P O N S E BY AGE OF A D M I N I S T R A T O R
TO S T A T E M E N T N UM B ER 11. . .

.................

66

D I F F E R E N C E S B E T W E E N TYPE OF V O C A ­
TI O NA L A D M I N I S T R A T O R AND THEIR
O P I N I O N TO WA RD M A I N S T R E A M I N G ....................

67

R E S P O N S E BY
POSITION

TYPE OF A D M I N I S T R A T I V E
TO S T A T E M E N T NU M B E R 8 .................

69

D I F F E R E N C E S B E T W E E N TYPE OF A D M I N I S ­
T R A T I V E P O S I T I O N IN P E R C E I V E D
LEVEL OF K N O W L E D G E A B O U T MAINS T R E A M I N G ..........................................

71

D I F F E R E N C E S BE T W E E N TYPE OF A D M I N I S ­
T R A T I V E P O S I T I O N AND O P I N I O N S
A B O U T K N O W L E D G E LEVEL OF TE AC H ER S
ON THEIR S T A F F ................• ...................

72

R E S P O N S E BY TYPE OF A D M I N I S T R A T I V E
P O S I T I O N TO S T A T E M E N T NU M B E R 21.

............

74

D I F F E R E N C E S B E T W E E N TYPE OF A D M I N I S ­
T R A T I V E P O S I T I O N IN O P I N I O N S
AB O UT S T A T U S OF M A I N S T R E A M I N G
P R O G R A M S IN THEIR SCHOOL SY ST EM
.............

75

R E S P O N S E BY TYPE OF A D M I N I S T R A T I V E
P O S I T I O N TO S T A T E M E N T N UM B E R 25

...............

76

D I F F E R E N C E S BE T W E E N SIZE OF A D M I N I S ­
T R A T I V E UN IT AN D A D M I N I S T R A T O R
O P I N I O N A B O U T M A I N S T R E A M I N G ....................

77

R E S P O N S E BY SIZE OF A D M I N I S T R A T I V E
UNIT TO S T A T E M E N T N U M B E R 1 7 ....................

81

R E S P O N S E BY SIZE OF A D M I N I S T R A T I V E
UNI T TO S T A T E M E N T N U M B E R 2 4 ....................

83

D I F F E R E N C E S B E T W E E N YE AR S OF E M P L O Y ­
ME N T IN P O S I T I O N A N D A D M I N I S T R A ­
T O R ’S O P I N I O N A BO UT M A I N S T R E A M I N G

............

84

R E S P O N S E BY YE AR S E M P L O Y E D IN A D M I N I S ­
TR A T I V E P O S I T I O N TO S T A T E M E N T 2 3 ...............

88

D I F F E R E N C E B E T W E E N LEVEL OF E D U C A T I O N
C O M P L E T E D BY A D M I N I S T R A T O R S AND
THEIR O P I N I O N S .....................................

91

ix

Table
27

28

29

30

31

32

33

34

35

36

37

38

Page
R E S P O N S E BY LEV EL OF E D U C A T I O N
OF A D M I N I S T R A T O R TO S T A T E M E N T
N U M B E R 5 .........................................

95

R E S P O N S E BY LEVEL OF E D U C A T I O N OF
A D M I N I S T R A T O R TO S T A T E M E N T
NUMBER
1 4 .........................................

96

R E S P O N S E BY LEVEL OF E D U C A T I O N
OF A D M I N I S T R A T O R TO S T A T E M E N T
NUMBER
15 . . ....................................

97

D I F F E R E N C E B E T W E E N SEX OF A D M I N I S ­
T RA TO R AN D THEI R O P I N I O N S ABOUT
M A I N S T R E A M I N G ..................................

99

R E S P O N S E BY SEX OF A D M I N I S T R A T O R
TO S T A T E M E N T N U M B E R 1 4 ...................

103

R E S P O N S E BY SEX OF A D M I N I S T R A T O R
TO S T A T E M E N T N U M B E R 2 1 .........................

104

T A B U L A T I O N S OF O P I N I O N S R E G A R D I N G
S U C C E S S P O T E N T I A L FOR M A I N S T R E A M E D
P H Y S I C A L AN D O T H E R W I S E H E A L T H I M ­
P A I R E D S T U D E N T S IN F I F T E E N C AR EE R
C L U S T E R P R O G R A M S ................................

107

T A B U L A T I O N S OF O P I N I O N S R E G A R D I N G
S U C C E S S P O T E N T I A L FOR M A I N S T R E A M E D
E M O T I O N A L L Y I M P A I R E D S T U D E N T S IN
F I F T E E N C A R E E R C L U S T E R P R O G R A M S ............

109

T A B U L A T I O N S OF O P I N I O N S RE G A R D I N G
S U C C E S S P O T E N T I A L FOR M A I N S T R E A M E D
V I S U A L L Y I M P A I R E D S T U D E N T S IN
F I F T E E N C A R E E R C L U S T E R P R O G R A M S ............

111

T A B U L A T I O N S OF O P I N I O N S R E G A R D I N G
S U C C E S S P O T E N T I A L FOR M A I N S T R E A M E D
EDUCABLE MENTALLY IMPAIRED STUDENTS
IN F I F T E E N C A R E E R C L U S T E R P R O G R A M S ..........

113

T A B U L A T I O N S OF O P I N I O N S R E G A R D I N G
S U C C E S S P O T E N T I A L FOR M A I N S T R E A M E D
L E A R N I N G D I S A B L E D S T U D E N T S IN
F I F T E E N C A R E E R C L U S T E R P R O G R A M S ............

118

T A B U L A T I O N S OF O P I N I O N S RE G A R D I N G
S U C C E S S P O T E N T I A L FOR M A I N S T R E A M E D
H E A R I N G I M P A I R E D S T U D E N T S IN F I F T E E N
C A R E E R C L U S T E R P R O G R A M S ......................

119

x

Chapter

One

INTRODUCTION

In e d u c a t i o n a l
by one ma j or
streaming
ot h er

so cia l

so c ia l

handicapped

of so cia l

children

huma n

(Phelps,

The legal

in

s oc ia l

1977,

been

ma rk ed
of mai n-

classes.

Like

wo rd m a i n s t r e a m i n g

has em er ged

wh ic h have

due

the

move

movements,
and,

evolved

to m a i n s t r e a m

community

(1)

is fo un ded

the e m e r g e n c e

(2) a r e c o g n i t i o n

resource

to

involved

of

of the

with h a n d i c a p p e d

1).

ri gh ts

of s t ude nts '

by the

U.S.

D.

Boa rd of E d u ca ti on .

C.,

have

practice--that

the e d u c a t i o n a l

capital

S up rem e

19 70 's

in r e g ul ar

ju nct ur e,

r ig ht s m o v e m e n t

substantial
persons

the

forces

At this

two c o n c u r r e n t

the hu ma n

students

code words,

needs.

the

in e d u c a t i o n a l

handicapped

as a re su lt

upon

change

ci rc l es ,

Court

ru l i n g

movement

of Mi l l s

vs.

is e x e m p l i f i e d
Washington,.

The cou rt hold s that the c o n s t i t u t i o n r e q u i r e s
i n d i v i d u a l l y a p p r o p r i a t e p u b l i c e d u c a t i o n for
ever y child.
No l o n g e r can h a n d i c a p p e d c h i l d r e n
be r e j e c t e d - - t h r o w n a w a y — by the sc hools.
P la ci ng
a ch i ld on a s c h o o l w a i t i n g list is no lo nge r
a c c e p ta bl e.
Eve ry c h i l d has a ri g h t to a sh ar e
of the e u d c a t i o n a l pie (Mills vs. Wa s h i n g t o n ,
D. C. 1972).
It has
considerable

been n o t e d
economic

the s c h o o l - a g e

by M a r t i n

liabilities

handicapped

(1971)

associated

papulation

1

th a t

"ther e

are

with o v e r l o o k i n g

who are ab out

to enter

the work

force"

(p.4).

Over the next four years, 2.5 m i l l i o n h a n d i c a p p e d
c h i l d r e n will be school l e a v e r s ei t h e r by g r a d u a ­
tion or by drop out route.
Of that number, less
tha n one in four will be full y e m p l o y e d or goin g
on to col lege.
A n o t h e r 40 pe r cent, that is one
m i l l i o n h a n d i c a p p e d peop le, will be u nd e r e m p l o y e d .
A n o t h e r 25 pe r ce nt of this p o p u l a t i o n will p r o b ­
ably re q u i r e w e l f a r e a s s i s ta n ce .
If each of t h e s e y o u n g s t e r s is faced with i n s t i t u ­
t i o n a l i z a t i o n as an a l t e r n a t i v e to p u b l i c school
p r o g r a m m i n g , the cost will be at lea st 4, 0 0 0 d o l ­
lars pe r year.
Over a l i f e - t i m e of 60 years, that
is a p p r o x i m a t e l y o n e - q u a r t e r m i l l i o n d ol la rs per
stu de nt.
B e c a u s e of the ir d e v i a t i o n from wha t is
c o n s i d e r e d n or ma l p h y s i c a l a p p e a r a n c e or behavior,
h a n d i c a p p e d i n d i v i d u a l s tend to be de v a l u e d by
othe rs , and s u b s e q u e n t l y are vi ew ed as be i ng far
less c a p a b l e or c o m p e t e n t than is re all y the case
(Gold, 1974, 3).
In r e s p o n s e
economic
i ss ues

concerns

of

educators

four s p e c i f i c
up on

handicapped
1.
2.
3.
4.

of

and

the

those i n t e r e s t e d in p r o m o t i n g

the

the h a n d i c a p p e d ,

vocational

bearing

to the civil

are

educators

fa ce d with

concerns

and m o r e

specifically

the i m p l e m e n t a t i o n

of

p i e c e s of l e g i s l a t i o n wh ic h ha v e a di r e c t
the v o c a t i o n a l

education preparation

of

individuals:

The V o c a t i o n a l E d u c a t i o n Act of 1968
S e c t i o n 504 of the R e h a b i l i t a t i o n Act of 1973,
P u bl ic Law 9 3-1 12
P u b l i c Law 94 -1 42 of 1975, The E d u c a t i o n of All
H a n d i c a p p e d C h i l d r e n Act
Pu bl ic Law 94-482, E d u c a t i o n a l A m e n d m e n t s of 1976
of the V o c a t i o n a l E d u c a t i o n Act

In an a b b r e v i a t e d
NATIONAL

r ig ht s

ADVISORY

i n t e r p r e t a t i o n of these laws

COMMITTEE

the

OF H A N D I C A P P E D said,

They p r o v i d e g u a r a n t e e s that these c h i l d r e n have a
ri gh t to an equal, h i g h - q u a l i t y e d u c a t i o n in the least
restrictive environment.
For the vast m a j o r i t y of the

3

eight m i l l i o n c hi l d r e n that this l e g i s l a t i o n
lea st r e s t r i c t i v e e n v i r o n m e n t m ea ns e x i s t i n g
sc ho ol p r o g r a m s (National, 1976).
The terms

least

streaming

movement

Statement

of P r o b l e m :

Vo c a t i o n a l
te nd ent s,
States

have

come

education

the i m m e d i a t e

to be

regarded

implementation

and

the M i c h i g a n

All

of these

of P u b l i c

Mandatory

Sp ec ia l

actions,

of h a n d i c a p p e d

currently offered

students

persons

ri ght s

Act

in v o c a t i o n a l
s ta ge s

Parents

procedures

be most

aration programs
handicapping

in v o c a t i o n a l

su cc e s s f u l ,

wh ic h

will

be m o s t

of this stu dy was

mandate

education

and
aw ar e of

Michigan

schools.

the c o r r e c t p r o c e ­

education

a nd a b o u t

198).

of h a n d i c a p p e d

of these m a i n s t r e a m i n g

conditions possessed

The p u r p o s e
of v o c a t i o n a l

is kn o w n a b o u t

Act

for i m p l e ­

k ee n ly

attending

A.

deg rees,

are b e c o m i n g

l it tl e

P ub li c

(P.

advocate personnel

of h a n d i c a p p e d c h i l d r e n

al mo st

Rehabilitation

system,

for i m p l e m e n t a t i o n

will

94-112,

the j u d i c i a l

instructional
which

and Un it ed

representing

To date, r e l a t i v e l y
dure s

superin­

faced with

Law

or in p l a n n i n g

students,

the

s cho ol

to v a ry in g

in the Stat e of Mic hi ga n.

ch il d

the ma i n -

s y n o n y mo us ly .

Education

mentation

ot he r

are

504 of the V o c a t i o n a l

legislative

and

of e d u c a t i o n p e r s o n n e l

of E d u c a t i o n p e r s o n n e l

Law 9 3 - 1 1 2 - S e c t i o n

the p l a c e m e n t

environment

administrators,

st at e d e p a r t m e n t

O ff ic e

programs

restrictive

prote cts ,
p ub li c

acts,

programs

occupational

appropriate

about

prep­

for v a ri ou s

by stude nts .
to d e t e r m i n e

education administrators

the o p i n i o n

in M i c h i g a n

community

4

colleges

and pu bl ic

s cho ol

districts

the h a n d i c a p p e d

st u d e n t s

For

of this s t u d y only,

tion

the p u r p o s e

administrator

in v o c a t i o n a l

in v o c a t i o n a l

is used

education

t owa rd m a i n s t r e a m i n g

the

to de n o t e

including

education

community

co ll eg e

edu ca ti on ,

intermediate

directors

edu ca t io n,

ca re er

district

vocational/technical

of d i r e c t o r s
community

of c are er

college

for the

first

and

vocational

the

coordination
have

two ye ars

level

specialists

ha ve

sc ho ol

level

are g e n e r a l l y

a s s e s s m e n t of high sc h oo l

co l l e g e

ca r ee r

work,

are r e s p o n s i b l e

education

for

the high

technical/

in c o o r d i n a t i o n

programs

for

The p r i n c i p a l s

responsibility

involved

the

responsibilities

progr ams .

The c ar ee r

planning

sp ea ki ng ,

school

directors

administrative

p ro gr ams .

Generally

of p o s t - h i g h

and local

and p r i n c i p a l s

administrative

education

of high

the d i r e c t

s c ho ol

deans

centers.

dea ns

education

s p e c ia li st s,

educa­

of l e a d e r s h i p

of v o c a t i o n a l / t e c h n i c a l
of v o c a t i o n a l

progr am s.

term vo c a t i o n

positions

of

of needs

on an a r e a - w i d e

basis.
Handicapped
determined

eligible

and p l a c e m e n t
Categories
wer e

students

for s e r v i c e s

committee

to tftbse used

Education— physically
ally

imp ai re d,

learning

and

visually

disabled

only

education

conditions
by the

and h e a r i n g

been

planning

servic es .

used

for the stud y

Michigan

D e p a r t m e n t of

otherwise

impai red ,

tho se who ha ve

by an e d u c a t i o n a l

for s p ec ia l

of h a n d i c a p p i n g

similar

i nc lu de

he a l t h

educable

impai red .

impair ed,
mentally

The same

emotion­
impaired,

broad

5

categories
142

are

and P ub li c

used
Act

Law 9 4 - 1 4 2 a n d / o r

for d e f i n i t i o n p u r p o s e s
198.

Those

Pu bl ic

Act

this

study, i.e., T r a i n a b l e

etc.

are c o n s i d e r e d

are

not

typically

cational
gram,

they wo uld

tional
was
this

198 wh i ch

Mentally

in p u b l i c

I ns te ad

be p r o v i d e d

appropriate

were

not i n c l u d e d

in na ture

buildings

that they

for

their

with a s p e c i a l l y d e s i g n e d
wo rk sho p,

to e x c l u d e

them

in

D ea f/ Bli nd ,

of a m a i n s t r e a m e d v o c a t i o n a l

pro gra m, i.e., s h e l t e r e d

de e m e d

Law 94-

de f in ed in Publi c

Impaired,

to be so s er io us

h ou s e d

pr ogr am.

categories

in Pu bl ic

etc.

edu­
pro­
voca­

T he r e f o r e

it

for the p u r p o s e s

of

study.

Assumptions
The

following

ba si c a s s u m p t i o n s

u n de rl ie

the study:

1.

Administrative attitudes influence administrative
d e c i s i o n s , and the d e c i s i o n s ma de by a d m i n i s t r a t o r s
are c a p a b l e of a f f e c t i n g all a sp ec ts of e d u c a t i o n
w i t h i n thei r span of co ntrol.
Therefore, if the
a t t i t u d e s of a d m i n i s t r a t o r s are known and u n d e r ­
stood, there is a gr e a t e r l i k e l i h o o d of u n d e r s t a n d ­
ing their d e c i s i o n s and how they will i n f l u e n c e
education.

2.

The e f f i c i e n t and e f f e c t i v e m a n a g e m e n t of a school
c o mp le x is h ig h ly c o r r e l a t e d to te ac he r p e r f o r m a n c e ,
st u de nt w e l f a r e and q u a l i t y of i n s t r uc t io n.
That is
to say, when s c ho ol s are o r g a n i z e d or m a n a g e d by
a d m i n i s t r a t i v e st af fs who lack s u f f i c i e n t i n f o r m a t i o n
or ha ve a d v e r s e o p i n i o n s c o n c e r n i n g c e r t a i n c u r r i c u ­
lar pr a c t i c e s , the p r o g r a m a d m i n i s t e r e d will re f l e c t
the a d m i n i s t r a t o r p e r c e pt io ns .

Man y r e s e a r c h st u d i e s have s h o w n that the b u i l d i n g l e a d e r ­
ship,.or lack thereof, ma ke s a d i f f e r e n c e as to a qu a l i t y
e d u c a t i o n a l p r o g r a m or a po or one (Mays, 1977, 1).
In m a n y s tu d i e s a c r o s s the nation, it has been p o i n t e d
out that a c o m p e t e n t school a d m i n i s t r a t o r is the si ng le
mo s t i m p o r t a n t pe r s o n in the s cho ol system.
Without a

6

st r o n g a d m i n i s t r a t o r who st oo d up as an a d v o c a t e for
the e d u c a t i o n of the s t u d e n t s and a b u f f e r a g a i n s t
tho se who a g g r e s s i v e l y p u r s u e d p o l i c i e s that g r a t i f i e d
the ir own d e s i r e s r e g a r d l e s s of the boys and girls,
the q u a l i t y of the e d u c a t i o n wou ld e ro de (Gold, 1974, 1).
The refore,
this

research

istrators,

be

a ma jo r

was

or sty le

outcomes

of

programs

in the d e f e n s e

opinions
patterns,

of a d m i n i s t r a t i o n ,

educational

they

wi t h i n

are h e l d

of

by a d m i n ­

curricular

inno­

wo u ld a f f e c t

the

their j u r i s d i c t i o n .

of the S t u d y ;

The p r i m a r y
opinions
t ow ar d

whatever

it a d m i n i s t r a t i v e

va ti on s,

Purpose

that,

a s s u m p t i o n ma de

thrust

of M i c h i g a n

the c o n c e p t

vocational

of the

vocational

in

the

to e x a m i n e

the

education administrators

of m a i n s t r e a m i n g

e d u c a t i o n p ro g r a m s .

. were c o n s i d e r e d

st ud y was

handicapped

Five a t t i t u d i n a l

students' in
variables

study:

1.

General
trators

o p i n i o n s of v o c a t i o n a l
toward mainstreaming.

education adminis­

2.

O p i n i o n s c o n c e r n i n g the level of k n o w l e d g e p o s s e s s e d
by the a d m i n i s t r a t o r c o n c e r n i n g m a i n s t r e a m i n g h a n d i ­
ca p p e d c h i l d r e n in v o c a t i o n a l e d u c a t i o n a l pr og ra ms .

3.

A d m i n i s t r a t i v e o p i n i o n c o n c e r n i n g the k n o w l e d g e level
of v o c a t i o n a l e d u c a t i o n t e a c h i n g st af f c o n c e r n i n g
m a i n s t r e a m i n g h a n d i c a p p e d s t u d e n t s in v o c a t i o n a l
e d u c a t i o n pr ogr am s.

4.

O p i n i o n of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s c o n ­
c e r n i n g p r e s e n t s t a t u s of m a i n s t r e a m i n g in their
sc ho ol system.

5.

O p i n i o n s of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s c o n ­
c e r n i n g p o s s i b l e s u c c e s s e x p e c t a t i o n s for st u d e n t s
with v a r i o u s h a n d i c a p p i n g c o n d i t i o n s wh e n m a i n s t r e a m i n g
in v ar i o u s v o c a t i o n a l e d u c a t i o n p r e p a r a t i o n progr ams .

7

Demographic

information

i n c l u d e s th.e vo c a t i o n a l

2.

E x p e r i e n c e as an a d m i n i s t r a t o r

(years)

3.

Experience

(years)

4.

Size

5.

Age

6.

Sex

cation

purpos es ,

administrator's:

Academic

preparation

(degree

in p r e s e n t

level)

position

of a d m i n i s t r a t i v e

unit

(number

of s t u de nt s)

Questions:

A list

of s p e c i f i c

administrator

perceived

st at us

questions

opinions

education programs

applicable

to

ta t i o n wi th

this

researchers

the D e p a r t m e n t s
the O f f i c e

to ed u c a t o r s .
.:

:

H,.:

study.

of
The

of V o c a t i o n a l

v o c a t i o nal
co n c e p t

handicapped

Ten were

by M i c h i g a n
E d u c at io n,

hypotheses

as

ts in

examined

through
Sta te

edu-

of and

studen

and

selected

Consultation

fo l l o w i n g

the

was g e n e r a t e d

employed

R e s ea rc h

concerning

regarding

of m a i n s t r e a m i n g

vocational

and

for a n a l y s i s

1.

Research

in

obtained

as

consul­

University

S p ec ia l

Education

the mo st

important

we re

tested:

There
is no s i g n i f i c a n t d i f f e r e n c e in the p e r c e i v e d
va l u e of m a i n s t r e a m i n g as a t e c h n i q u e for e d u c a t i n g
h a n d i c a p p e d s t u d e n t s b e t w e e n d i f f e r e n t ag e gr o u p s
of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s .
There
is no s i g n i f i c a n t d i f f e r e n c e in the p e r c e i v e d
v a l u e of m a i n s t r e a m i n g as a t e c h n i q u e b e t w e e n the
four types of v o c a t i o n a l a d m i n i s t r a t o r s s u r v e y e d
( c o m m u n i t y c o l l e g e dea ns of o c c u p a t i o n a l e d u c at io n,
d i r e c t o r s of v o c a t i o n a l e d u c a t i o n , c a r e e r e d u c a t i o n
p l a n n i n g d i s t r i c t v o c a t i o n a l - t e c h n i c a l s pe c i a l i s t s ,
and p r i n c i p a l s or d i r e c t o r s of area c e n t e r s ch ool s) .
There is no s i g n i f i c a n t d i f f e r e n c e in the p r e c o n ­
c e i v e d level of k n o w l e d g e ab o u t m a i n s t r e a m i n g p o s ­
se s s e d by the four d i f f e r e n t types of v o c a t i o n a l
education administrators.

8

H^.:

There is no s i g n i f i c a n t d i f f e r e n c e in the o pi ni on s
e x p r e s s e d by the four d i f f e r e n t g r o u p s of v o c a ti on al
e d u c a t i o n a d m i n i s t r a t o r s c o n c e r n i n g their be li ef
ab o u t the level of k n o w l e d g e of m a i n s t r e a m i n g
p o s s e s s e d by their staffs.

H^.:

There is no s i g n i f i c a n t d i f f e r e n c e in the o p i n i o n s
e x p r e s s e d by the four d i f f e r e n t v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s c o n c e r n i n g the s t at us of m a i n s t r e a m i n g
h a n d i c a p p e d p e r s o n s in their sc hoo l systems.

Hg.:

There is no s i g n i f i c a n t d i f f e r e n c e in o p i n i o n s
e x p r e s s e d by v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
larg e a d m i n i s t r a t i v e u n i t s c o m p a r e d with small
a d m i n i s t r a t i v e units.

of

H y .:

There is no s i g n i f i c a n t d i f f e r e n c e in o p i n i o n s
e x p r e s s e d by v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s with
a large nu mb e r of ye ar s in their p r e s e n t p o s i t i o n as
c o m p a r e d with a d m i n i s t r a t o r s with fewer years.

H g .:

There is no s i g n i f i c a n t d i f f e r e n c e in o p i n i o n s
e x p r e s s e d by v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
c o m p a r e d by thei r fo rmal e du cat io n.

H^.:

There is no s i g n i f i c a n t d i f f e r e n c e in o p i n i o n s
e x p r e s s e d by m a l e a d m i n i s t r a t o r s as c o m p a r e d with
f em ale a d m i n i s t r a t o r s .

In a d d i t i o n
question

as

was

to the a b o v e - l i s t e d

hypotheses,

the

following

re sea rc hed :

What are the o p i n i o n s of v o c a t i o n a l e d u c a t i o n a d m i n i s ­
tr a t o r s c o n c e r n i n g p o s s i b l e s u c c e s s e x p e c t a t i o n s for
s t u d e n t s wi th v a r i o u s h a n d i c a p p i n g c o n d i t i o n s when m a i n ­
s t r e a m e d in v a r i o u s v o c a t i o n a l e d u c a t i o n p r e p a r a t i o n
programs?

Definition

of T e r m s :

Mainstreaming:
a nd

s oci al

no r m a l

integration

pe ers,

educational

Refer s

based

of e l i g i b l e

on an o n - g o i n g

planning

clarification

to the

ucation administrative,
1975,

children

individually

am on g

instructional

9).

instructional

exceptional

and p r o g r a m m i n g

of r e s p o n s i b i l i t y

(Mainstreaming,

temporal,

determined

p r o c e s s an d
r eg u l a r
and

with

and

re q u i r e s
s p ec ia l

supportive

ed­

personnel

9

Handicapped
tional

Persons:

planning

or c e r t i f i e d

and p l a c e m e n t

vocational

programs

as e d u c a b l e

learning

di sa b le d,

physically
of th e ir

who,

for

cr ip pl ed ,

designed

that

a modified

reason,

1974,

Vocational
or r e t r a i n i n g

tary

ig n ed

und er

to p r e p a r e

Preservice

by r eas on

in a v o c a t i o n ­

such h a n d i c a p s

education

and

assistance

and h o m e m a k i n g

or

or

program

te ch ni ca l

or c la ss es

the r et o)

by p r i v a t e

tra in i ng
( i n c lu di ng

Training:

for g a i n i n g
technicians

boa rd

to p r e p a r e

and
sc hool

or p r o p r i e ­

or local

edu­

of a p r o g r a m

des­

employment

as s e m i ­

or s u b - p r o f e s s i o n a l s

in new an d e m e r g i n g

occupations,--

individuals

a baccalaureate

for e m p l o y ­
or h ig he r

605).
For the p u r p o s e

is c o n s i d e r e d

a person

non-profit

as a part

which--require
1975,

unde r p u b l i c

with a state

is c o n d u c t e d

programs

training

at p r e p a r i n g

or,

occupations

( Vo ca ti on a l,

preservice

i nc i d e n t

workers,

in o c c u p a t i o n s

degree

who,

work or r e m e d i a l - r e l a t e d a c a d e m i c

individuals

but not i n c l u d i n g
ment

special

di s tu rbe d,

v i s u a l l y and

succeed

without

Vocational

contract

a g e n c y and

recognized

speech,

whic h is g i v e n in s c h o o l s

s k i l l e d or s k i l l e d
in

emotionally

cannot

or c o n s u m e r

and c on t r o l

schools

cational

re qu ir e

for s e c o n d a r y

impaired persons

c o n di t io n,

Ed uc ati on :

instruction

supervision

h ea lt h

programs

1)..

field or l a b o r a t o r y
technical

hearing,

by an e d u c a ­

for s e c o n d a r y

impai red ,

for p e r s o n s

vocational

( G u i d e li ne s,

committee

mentally

handicapping

identified

r e h a b i l i t a t i o n staf f

or o t h e r w i s e

al p r o g r a m

Pe r s o n s

of this

to be that

for an i n s t r u c t i o n a l

study,

t r a in in g

ai me d

or a d m i n i s t r a t i v e

10

position

before

that p e r s o n

is e m p l o y e d

in a v o c at io na l

edu­

ca t i o n progra m.
Inser vi ce:
tr a i n i n g

includes

including

at

all

courses

improving

s pe cia l

Discussion

the

Study:

Ch a p t e r
to this

2 of

study.

of e d u c a t i o n
feder al
ature

stud y

Included

focu ses

commitment

to e d u c a t i o n

to o p i n i o n s

implementation

credi t

m a t er ia l
of p r o g r a m s

ac ti vi ti es .

on

the

is l i t e r a t u r e

of the h a n d i c a p p e d ,

re l a t e d

cerning

the

and u n d e r s t a n d i n g

education

activities

c o n f e r en c es ,

disseminated printed

knowledge

and

stud y i n s e r v i c e

and i n f o r m a t i v e

to wo r k s h o p s ,

and

in v o c a t i o n a l

of

of this

educational

but not l im i t e d

and n o n - c r e d i t
ai m ed

For the p u r p o s e

literature

r e la te d

literature

to

and p e r c e p t i o n s

of l e g i s l a t i o n

the h i s t o r y

related

of the h a n d i c a p p e d

rela ted

to the
and

of e d u c a t o r s

related

liter­
con­

to e d u c a t i o n

of the h a n d i c a p p e d .
Chapter
me n t

3 of the

of the survey.

the p o p u l a t i o n ,
instrument,

the

an d

This c h a p t e r

the p r e - t e s t
and

qu e st io ns .

Chapter

5 includes

a br i ef

the data

a brief

for

a description

employ ed ,

and

its

discussion

of the study,

future

develop­
of

d e s i g n of the m e a s u r e m e n t

the data a n a l y s i s

summary

recommendations

the d es ig n and

includes

procedures

4 describes

r es e a r c h

followed,

describes

the d e v e l o p m e n t a nd

lection procedures,
Ch a p t e r

stu dy

studies.

the

data

procedures

col­

used.

relationship

to

of the p r o c e d u r e s

fin di n gs

of the study,

Chapter
RE V I E W OF

An a n a l y s i s
has p r o d u c e d

o b t ai ne d.

R EL A T E D

of

the

re s u l t s

They are:

and

literature

of the h a n d i c a p p e d ,

lative

commitment

r el a t e d

of a t t i t u d e s

L i t e r a t u r e R el a t i n g
Handicapped;

late

the next

l og ic al

to the Hi s t o r y

19th c e n t u r y

for the blind,
Reynolds
children;

step

with

deaf

has t ra ce d

fi ndi ng s

to the h i s t o r y

r e la ti ng

of e d u ca to rs

literature

concerning

and l i t e r a t u r e

of

r el at ed

E d u c a t i o n of the

r ev e a l s

that m a i n s t r e a m i n g

in the p r o c e s s

retarded children

the h i s t o r y

his c h r o n o l o g y

of e d u ­

to the l e g i s ­

(Almanza,

of s e r v i c e s

s ch oo ls

1976,

to h a n d i c a p p e d

can be s u m m a r i z e d as

11

is

that b e g a n in the

the e s t a b l i s h m e n t of r e s i d e n t i a l

and

for

or opinions.

An e x a m i n a t i o n of h i s t o r y
but

to the

of the h a n d i c a p p e d ,

and p e r c e p t i o n s

topic

r e qu ir e a n a l y s i s

implications

the i m p l e m e n t a t i o n of m a i n s t r e a m i n g ,
to m e a s u r e m e n t

to the r es e a r c h

which

literature

of e d u c a t i o n

to o p i n i o n s

re l a t e d

categories

cation

re l a t e d

LITERATURE

of l i t e r a t u r e

four m a j o r

understanding

Two

follows:

1).

12

Majo r

Emp ha s is

Residential
established

Approximate

schools

Late

Time

19th c e n t u r y

Description
Care in i n s t i t u t i o n a l
setting, t ot al ly s e p a ­
rate from fa mil y and
com mun i ty

C o m m u n i t y "sp eci al
class" and "special
sc h o o l " l a u n c h e d
with c o n n e c t i o n s
back to r e s i d e n t i a l
s c h o o l s for staff
and c u r r i c u l u m

Early

" E x p l o s i o n " of s e r ­
vi c es with rapid
e x p a n s i o n of s im pl e
model

1945-1970

C h i l d r e n se rv e d in
pu b l i c sch oo ls, but
s e g r e g a t e d into
sp e c i a l rooms with
sp e ci al teachers.
Nor­
malization concept
be g an s t r o n g thrust

Le a st r e s t r i c t i v e
environment

1970

C h i l d r e n bei ng s e r v e d
in p u b l i c schools,
but i n c r e a s i n g l y in
the m a i n s t r e a m of e d u ­
c a t i o n with ma j o r r e ­
s p o n s i b i l i t y upon r e g ­
ular c l a s s r o o m tea c he rs

20th

century

to p r e s e n t

Day sc ho ol s it ua tio n:
c h i l d r e n l i vin g at
hom e but e d u c a t e d by
sp e ci al t ea c h e r s in
s p ec ia l s c h o o l s or
classes

Sp e cia l e d u c a t i o n
t e a c h e r s m o v i n g to
s u p p o r t role of r e g ­
ular t ea ch ers .
Alter­
n a t i v e s a v a i l a b l e for
those who ca nn ot
fu n c t i o n w i t h i n re gu la r
classrooms
I n c l u s i o n v er sus
e x c l u s i o n and right
to an e d u c a t i o n m o v e ­
me n t s b e c o m i n g st ron g
(Re ynolds, 1969, 3)
Wh e n we e x a m i n e
separate

exclusive

the h a n d i c a p p e d

the pas t

me an s

in our

90 years,

and m e t h o d s

schools

it b e c o m e s

of o f f e r i n g

are g iv i n g

way

cl e ar

programs

that
for

to p r o c e d u r e s

13

and

approaches

normal
with

that

lives.

their

will

allow

these

children

The new e m p h a s i s a l l o w s

"norm al

them

to live more

to l e a r n

t og et he r

p e er s. "

It is a r e c o g n i t i o n that h a n d i c a p p e d and n o n - h a n d i c a p p e d
c h i l d r e n are mo re al i ke than d i f f e r e n t , and it r e c o g n i z e s
that e d u c a t i n g them s e p a r a t e l y is not only c o s t l y and
i n e f f e c t i v e but may not a d e q u a t e l y me et th ei r needs
(Almanza, 1976, 38).
This new

trend p r o v i d e s

a number

of a l t e r n a t i v e s ,

such

as:
1.

M e e t i n g the needs of the ch i l d
room with li t t l e or no s p e c i a l

2.

M e e t i n g the needs
of sup po rt ; or

3.

Meeting
setting

today
as

that

cal ls

the mo st

Legislative

desirable

Commitment

brief historical

cation

Pu b l i c

are

Act

alternative,

environment

one s ho ul d
court

cases

possible

to M a i n s t r e a m i n g :
climate

mentioned

overview immediately preceding
and

the

wh i c h are

U.S.

Congress

significant

of

in the

this se ction,
h a v e made

concerning

The i n i t i a t i v e s

for e d u c a t i o n

briefly

Act 198

P ub li c

restrictive

handicapped.

fic i m p l i c a t i o n s

l ev el s

alternative.

Legislature

of the

varying

of l i t i g a t i o n and

to the c h a n g i n g

initiatives

personnel

the a p p r o p r i a t e

the le as t

In r e s p o n s e

several

for

an i n t e r p r e t a t i o n

for

the M i c h i g a n

of the ch il d wi th

the needs of the ch il d in a n o n - e d u c a t i o n
(Deno, 1970, 230).

In s e a r c h i n g
remember

in the r e g u l a r c l a s s ­
e d u c a t i o n sup port;

w hi ch

the h a n d i c a p p e d

the e d u ­

hav e

speci­

an d school

e x a m i n e d below.

of the St a te

of M i c h i g a n :

198 e s t a b l i s h e d

the rig ht

of each

handicapped

14

person
as

in the state

will

fully

provides
ting

for

the

se rv ic es ,

delivered
of age

his m a x i m u m

state

Act

training

potential.

special

that such p r o g r a m s

ev e ry

handicapped

( M i ch ig an

198 has

In a d d i t i o n

an d s u p p l e m e n t i n g

governing

P.

A.

three m a j o r

and

programs

services
up

it

of the e xi st -

education

person

198,

opportunities

are

to 25 years

1971).

thrusts:

1.

It e s t a b l i s h e d the ri ght of the h a n d i c a p p e d per so ns,
from bir th t h r o u g h age 25 to equa l e d u c a t i o n a l o p p o r ­
t u ni ti es w i t h i n the M i c h i g a n P u b l i c Schools.

2.

It e s t a b l i s h e d p r o c e d u r e s for a c c o u n t a b i l i t y and
d e l i v e r y of p r o g r a m s and .s e r v i c e s - t o th o se h a n d i ­
ca p p e d per s on s.

3.

It r e q u i r e s a s y s t e m of st a t e an d i n t e r m e d i a t e school
d i s t r i c t p l a n s for the d e l i v e r y of s p e c i a l e d u c a t i o n
p r o g r a m s a nd s e r v i c e s ( Man da tor y, 1977, 1).

P.

A.

involved

198

programs

disabilities
regular

students

requires

that

2).

and

wit h

s cho ol

i nc r e a s e d .
grew

year.

in the

v oc a t i o n a l
whose

to c o m p l e t e
the

number

of

Enrollment

in

the

from 2,1 44

in

1974-

of the m a n d a t o r y

The

rules)

State B o a r d of E d u ­

4,793

education programs

to b e c o m e

students

Accordingly,

to i n t e g r a t e

3,225

to make

not able

to the i m p l e m e n t a t i o n

vocational

compared

were

education programs

approved programs

year as

they

two p r o g r a m s

in the 1 9 7 5 - 7 6

in r e g u l a r

educators

for h a n d i c a p p e d

e d u c a t i o n p r o g ra m s.

s p ec ia l

special

programming

available
such

year p r i o r

t^-5,380
cation

were

in tho se

pre-school
(the

f ur th er

with p r e - s c h o o l

education

1977,

to i n s u r e

in the

educational

restructuring

to each and

Pu b li c

75

de ve lop

statutory provisions

and

the

to such

handicapped

in the

19 7 2 - 7 3

19 75 -7 6

sc hool

year

s tu d e n t s
school
(Mandatory,

15

P u b l i c Law 94-142:
Act of 1 9 7 5 :
This
mandatory
cation

sweeping
speci al

the

legislation

education

a g e n c i e s with

appropriate
ages

The E d u c a t i o n

public

3 through
following

education

plan;

least

for

Numerous

a national
and

all

local

education

testing

confidentiality
law h a v e

publications

(Irvin,

and t r a i n i n g

environment

to the

1976,

such

an

outlined
136;

all

individual

to be p r o v i d e d
individual;

The b o r a d

in a v a r i e t y

Phelps,

and

as

use

and e v a l u a t i o n p r o c e d u r e s ;

of i n f o r m a t i o n .

been

free

procedures;

through

edu­

children

safeguards

due p r o c e s s

to be p r o v i d e d

restrictive

ti o n s of the

all h a n d i c a p p e d

procedural

gu a r a n t e e d :

of n o n - d i s c r i m i n a t o r y
assuring

state

Children

the r e s p o n s i b i l i t y of p r o v i d i n g

and t r a i n i n g

educational
in the

are

is e s s e n t i a l l y

law c h a r g i n g

education

21.

of All H a n d i c a p p e d

1976,

and

implica­

of r e c e n t

36;

Goodman,

1976).
P.
will

L.

94-142

directly

contains

a f fe ct

First,

in their

Office

of E d u c a t i o n ,

under

the

a manner

consistent

appropriate
defined

program

Education
with

to i n c l u d e

individual

students

tional

schools

education

enrolled
or

in

classes,

goal,

pl ans

provisions

submitted

insure

that

to the

funds

of p r o v i d i n g

Since

regul ar ,
will

legislation

have

plans

as well
lEP's.

specifically

U.S.

received
were us e d

a free

appropriate

education

which

of the h a n d i c a p p e d .

A m e n d m e n t s of 1976

the role

e d u c ati on .

specific

education

s t a t e s must

public

capped

full

vocational

annual

Vocational

several

and

education

(lEP's),

states

is

handi­

as s p e c i a l
Second,

in

voca­

under
that:

— s t a t e and local e d u c a t i o n a l a g e n c i e s will take ste ps
to i n s u r e t hat h a n d i c a p p e d c h i l d r e n ha v e a v a i l a b l e to

the

16

t h e m the v a r i e t y of p r o g r a m s and s e r v i c e s a v a i l a b l e to
n o n - h a n d i c a p p e d ch i l d r e n , i n c l u d i n g - - i n d u s t r i a l arts,
ho m e e co n o m i c s , and v o c a t i o n a l education.
Third,
statement
ance,

the

of

to be d e v e l o p e d ,

the c h i l d ' s

including

(M an dat ory ,

lEP's

academic

th es e

ra ng e

skills

and

instructional

the

lEP's.

visions

is ma d e

that

is in need of
objectives,

To

facilitate

in v o c a t i o n a l

inservice
by s t a t e

local

the l e a r n e r

rem edi a t i o n ,

t i m e l ine ss ,
skill

a
perform­

s k i ll s"

area

educational

are

programs

agencies.

short -

and a m e a s u r a b l e

p r o gr ams ,

training

is d e f i c i e n t

specific

to be i n c l u d e d

the i m p l e m e n t a t i o n

preparation

and p r e - s e r v i c e
and

of e d u c a t i o n a l

achievement— pre-vocational

c r i t e r i o n for e v a l u a t i o n of each
in

level

include

1977).

If a d e t e r m i n a t i o n
in

present

"--must

of these p r o ­

comprehensive
are

Based

to be o u t l i n e d
on

these plans,

funds to p r o v i d e i n s e r v i c e t r ai nin g, f o l l o w - u p t e c h n i c a l
a s s i s t a n c e , and c u r r e n t i n f o r m a t i o n on r e s e a r c h and new
k n o w l e d g e r e l a t i v e to s e r v i n g the h a n d i c a p p e d will be
a v a i l a b l e to s p e c i a l e d u c a t i o n p e r s o n n e l , as well as
r e g u l a r e d u c a t o r s , v o c a t i o n a l e du c a t o r s , c a r e e r g u i d a n c e
c o u n s e l o r s , w o r k - s t u d y c o o r d i n a t o r s , and job p l a c e m e n t
p e r s o n n e l (Phelps, 1976, 37).

Section

504 of the

This

set of r e g u l a t i o n s ,

d i s c r i m i n a t i o n on
activity
(Pub li c

the ba sis

receiving

federal

L a w 92-112,

1973,

section prohibits
H ealth,
issued

R e h a b i l i t a t i o n Act of

finalized,

of the h a n d i c a p
funds

Sec.

and W e l f a r e

1976 m a n d a t e s

or

funds,

prohibit

to any p r o g r a m or
assistance

Although

in the U.S.

that

will

financial

504).

discrimination

Education,
in April,

whe n

1973r

this

specific

D e p a r t m e n t of

executive

ord er

11914

non-discriminatory practices

17

be i m p l e m e n t e d
wh ic h
504,

government-wide.

is c h a r g e d
has

cedures

bee n

with

directed

for o t h e r

contained

purpose,

intent,

be e x c l u d e d
or o t h e r w i s e
or a c t i v i t y
assistance.
are

whic h
Amo ng
the

the d i s c r i m i n a t o r y

A outlines

provision

the

states

that:

on the ba s i s of handi cap ,

in or be d e n i e d

or b e n e f i t s

and p r o ­

discriminatory

to d i s c r i m i n a t i o n

receives

for S e c ti on

wer e p u b l i s h e d

Subpart

The basic

p e r s o n shall,

be s u b j e c t e d

which

and specific

from p a r t i c i p a t i o n

from

the b e n e f i t s

of,

un der any p r o g r a m
federal

actions

financ ial

wh ic h are p r o ­

fol low in g:

1.

D e n y i n g h a n d i c a p p e d i n d i v i d u a l s the o p p o r t u n i t y to
p a r t i c i p a t e in or b e n e f i t from aids, b e ne fit s, or
s e r v i c e s whic h are not equal to the o p p o r t u n i t i e s
a f f o r d e d oth ers ;

2.

P r o v i d i n g aids, b e n efi ts, s e r v i c e s to h a n d i c a p p e d
i n d i v i d u a l s which are not as e f f e c t i v e as was p r o v i d e d
to others;

3.

P r o v i d i n g d i f f e r e n t or s e p a r a t e a i d e s , b e n e f i t s or
s e r v i c e s to h a n d i c a p p e d i n d i v i d u a l s u nl es s such an
a c t i o n is n e c e s s a r y to i n s u r e the e f f e c t i v e n e s s of
such aides, b en e f i t s , or s er v i c e s ;

4.

S e l e c t i n g l o c a t i o n for f a c i l i t i e s wh ic h m a y hav e the
e f f e c t of e x c l u d i n g h a n d i c a p p e d p e r s o n s or o t h e r w i s e
d e n y i n g the m b e n e f i t s or s ervices.

Subsection

C of this act

environments

cap ped .
must

s e ct ion s.

definitions,

Rights,

to follow.

regulations,

six m a j o r

handicapped

standards

agencies

that are p r o h i b i t e d .

No q u a l i f i e d

free

and

of Civil

responsibility

to issu e g e n e r a l

rules

in 1976,

hi b i t e d

regulatory

governmental

The p r o p o s e d

practices

the

The O ff ic e

speaks

to e n s u r e p r o g r a m

It o u t l i n e s

have a c c e s s i b l e

how

existing

facilities

to the need
accessibility

facilities

to se r v e

for b a r r i e r to the h a n d i ­

and new c o n s t r u c t i o n

handicapped

individuals.

18

S u b p ar t 0 s p e a k s
preschool,
of

elementary,

the p r o v i s i o n s

to the a s s u r a n c e s
providing
most

secondary,

in this

handicapped

nation

the ba sis

admission

in P u b l i c

of his

athletics,

shall

and s p e a k

programs

to

in the

t r ai nin g,

counseling,

recreation,

and/or

financial

in r e c r u i t m e n t

transportation,

or

in such

education,

aid,

no

to d i s c r i m i ­

services

academic

including

Here also,

be s u b j e c t e d

or her h a n d i c a p

or p r o g r a m s

occupational
health,

educational

Many

or s i m i l a r

Law 9 4 - 1 1 2

education programs.

student

procedures,

as:

e d u ca tio n.

on p o s t - s e c o n d a r y p r o g r a m s ,

vocational

qualified
on

and a d u l t

for

feasible.

E focuses

post-secondary

supported programs

s e c t i o n are i d e n t i c a l

provided

setting

Subpart

ho us i n g ,

federally

free and a p p r o p r i a t e

norm al

areas

to

physical

resea rch ,
ed u c a t i o n ,

or o t h e r e x t r a c u r r i c u l a r

activities.

Public

Law 9 4 - 4 8 2
Titl e

legislation
amendments
bee n

Education

for

e d u c a t i o n pro g r a m s .

vocational

to s p e n d

for

"In

st a t e g r a n t

programs

1977,

The new

loca l

but

funds.

now

totaled

require

Si nc e mos t

act

10 p e r c e n t

of

fed era l

Since

of 1963,

the

1968

s t a t e s have

of t h e i r basic

e d u c a t i o n p r o g r a m s a nd s e r v i c e s

fiscal

1976

a new p i e c e

education

at l e a s t

vocational

the h a n d i c a p p e d .

12).

1976:

represents

to the v o c a t i o n a l

st a t e g r a n t

of

II of this act

required

set-aside

Amendments

year

1975,

10 p e r c e n t

43.8 m i l l i o n

amendments

dollars'*

continue

50 p e r c e n t m a t c h i n g
s t at es

were

the

for

of the
(Phelps,

10 p e r c e n t

of sta te and

not e q u a l l y m a t c h i n g

those

19

funds in

the past,

vocational

the

education

total

for

number

the

of d o l l a r s

handicapped

will

available
increase

for

con­

siderably .
The Act also
that

the

five

requires

year and

a sta te be c o n s i s t e n t
the H a n d i c a p p e d .
Law 9 4 - 1 42,
cedural

the a n n u a l
with

the

As n o t e d

it a p p e a r s

safeguards

to h a n d i c a p p e d

a written

that

served

i d e n t i f i e d as

"handicapped"

programs

also i d e n t i f i e d

This a s s u r a n c e c l a u s e

consistency
struction
(Phelps,

of c u r r i c u l u m

efforts
1977,

of h a n d i c a p p e d
programs

13).

students

This
of s t u d i e s

s e c t i o n of

was m ade

bot h pro and

number

should

extended

education

of s t u d e n t s

in v o c a t i o n a l

served

in s p e c i a l
greatly

education

education

enhance

the
in­

individualized

vocational

and

special

in

fact,

in v o c a t i o n a l

mandate

education

educators
mainstreaming
classes

and

sc hoo ls.

the l i t e r a t u r e

and c o m m e n t s

to u n d e r s t a n d

the v o c a t i o n a l

be

of M a i n s t r e a m i n g :

concerning

attempt

will

and

It would,

for

of P u b l i c

objectives

throughout Michigan

Implementation

years

between

94-142

enrolled

and

for E d u c a t i o n

that all of the p r o ­

only a limited
and

s u b m i t t e d by

discussion

from

under

be p r o v i d e d

plan

Pl a n

this m e a n s

Previously,

programs.

State

in e a r l i e r

legislation.

w ere

program

and a s s u r a n c e s

learners

assurance

by l e a d e r s

the c o n c e p t
to l o c a t e

the c o n c e p t
con

regarding

review summarizes a number
in

the

field

of m a i n s t r e a m i n g

studies

which

recent

in g ene r a l .

would assist

of m a i n s t r e a m i n g ,
mainstreaming

during

the r ead er

give p o i n t s

and gi v e

An

of view

a b r i e f view

20

of r e s e a r c h
effects

r e s u lts

of m a i n s t r e a m i n g

The e l e m e n t s
the

which

have

attempted

to a n a l y z e

as an i n s t r u c t i o n a l

of m a i n s t r e a m i n g

the

pro c e d u r e .

as d e f i n e d

by B i r c h were

following:
1.

M a i n s t r e a m i n g r e f e r s to a s s i g n i n g h a n d i c a p p e d p u p i l s
to r e g ul ar c l a s s e s and p r o v i d i n g s p e c i a l e d u c a t i o n
for them.

2.

In m a i n s t r e a m i n g , .r e g u l a r c l a s s r o o m t e a c h e r s b r o a d e n
and adapt i n s t r u c t i o n a l p r o c e d u r e s and c o n t e n t so
that all c h i l d r e n are i n c o r p o r a t e d into r e g u l a r p r o ­
gr am s at l e v e l s m a n a g e a b l e for each c h i l d and teacher.

3.

M a i n s t r e a m i n g may be do n e
t h r o u g h s e c o n d a r y level.

4.

In m a i n s t r e a m i n g the h a n d i c a p p e d p u p i l
r e g u l a r c l a s s r o o m tea cher.

5.

In c o n v e n t i o n a l l y o r g a n i z e d s c h o o l s or in open spa ce
s c h o o l s the h a n d i c a p p e d p u p i l s be i n g m a i n s t r e a m e d
spen d h a l f or mor e of the day in r e g u l a r c la sses.

6.

In c o n v e n t i o n a l l y o r g a n i z e d s c h o o l s the s p e c i a l e d u ­
c a t i o n t e a c h e r has a h e a d q u a r t e r s room to wh i c h p upi ls
can come for p e r i o d s of tim e from the m a i n s t r e a m e d
room s to w h i c h they are a s si gne d.

7.

In open spa ce s c h o o l s the s p e c i a l e d u c a t i o n t e a c h e r
may be a m e m b e r of the te a m s e r v i n g in the open s p a c e
s e t t i n g or m a y ha v e a s e p a r a t e roo m as h e a d q u a r t e r s .

8.

M a i n s t r e a m e d h a n d i c a p p e d p u p i l s lea ve the m a i n group
on l y for e s s e n t i a l s m a l l - g r o u p or i n d i v i d u a l i n s t r u c ­
tion, e d u c a t i o n a l a s s e s s m e n t , and to p i c k up or
d e l i v e r a s s i g n m e n t s p r e p a r e d by the s p e c i a l e d u c a t i o n
teacher.

9.

The r e g u l a r c l a s s t e a c h e r s and the s p e c i a l e d u c a t i o n
t e a c h e r s a g r e e upo n the i n d i v i d u a l s c h e d u l e s and the
a s s i g n m e n t s n e e d e d for c h i l d r e n b e i n g m a i n s t r e a m e d .

10.

at any level,

pre-school

reports

to the

R e g u l a r c l a s s t e a c h e r s are r e s p o n s i b l e for g r a d e s and
r e p o r t c a r d s for the m a i n s t r e a m e d h a n d i c a p p e d p upils,
but they may c o n s u l t w i t h the s p e c i a l e d u c a t i o n t e a c h ­
er on the grading.

21

11.

Special e d u c a t i o n t e a c h e r s help r e g u l a r t e a c h e r s
also by p r o v i d i n g e d u c a t i o n a l a s s e s s m e n t s and
i n s t r u c t i o n a l c o n s u l t a t i o n for r e g u l a r class
p e r i o d s who may not be e l i g i b l e for s p e c i a l e d u ­
c a t i o n in the usual sense.

12.

M a i n s t r e a m i n g i m p l i e s the f o l l o w i n g o p e r a t i n g
principle:
H a n d i c a p p e d p u p i l s u s u a l l y b e g i n their
e d u c a t i o n in r e g u l a r k i n d e r g a r t e n or fir st gr a d e
g ro ups wit h s p e c i a l e d u c a t i o n su pp ort , and they
are r e m o v e d to s p e c i a l c l a s s e s or s p e c i a l s c h o o l s
only whe n the n e c e s s i t y to do so is s h o w n and only
for the p e r i o d s r e q u i r e d to p r e p a r e the p u p i l s for
r e tur n to r e g u l a r c las s e s .

. .

13.

C r i t e r i a for s e l e c t i n g h a n d i c a p p e d p u p i l s for main s t r e a m i n g are in te rms of m a t c h i n g pupi ls' " e d u ­
c a t i o n a l n e e d s and the c a p a b i l i t y of the m a i n ­
s t r e a m e d p r o g r a m to m e e t t h o s e needs, r a t h e r than
in terms of the s e v e r i t y of the pupils' p h y s i c a l
ment al , or, e m o t i o n a l h a n d i c a p . "

14.

M a i n s t r e a m i n g has a p l a c e in the s p e c t r u m of p l a n s
for o r g a n i z i n g i n s t r u c t i o n , space, and f a c i l i t i e s
for a c c o m m o d a t i n g the e d u c a t i o n a l needs of h a n d i ­
c a p p e d p u p i l s (Birch, 1974, 12 and 13).

Birch

n ot ed

in his

discussion

about mainstreaming

that:

S u f f i c i e n t e v i d e n c e has a c c u m u l a t e d o v e r the ye a r s to
c o n c l u d e that m a i n s t r e a m i n g is a v a l i d a l t e r n a t i v e to
s e l f - c o n t a i n e d s p e c i a l c l a s s e s for a p p r o p r i a t e l y s e l e c t e d
p u p i l s and the tea cher.
Of c o u rs e, m a i n s t r e a m i n g is not
a p p l i c a b l e to all e x c e p t i o n a l p u p i l s nor is it s i m p l e
p r o c e d u r e to i n a u g u r a t e for t h o s e p u p i l s for whom it is
the c o r r e c t e d u c a t i o n a l a r r a n g e m e n t .
In D e n o ' s
developed
program
from

research

of s p e c i a l

education

an e x a m p l e of a w e l l - d e s i g n e d ,

wh i c h was c h a r a c t e r i z e d

the g e n e r a l

by as

flo w or m a i n s t r e a m

s e r v i c e s he

cohesive,

little pupil

as p o s s i b l e

wide-range
removal

(Deno,

1970,

235).
Deno's
a component
providing
(Deno,

vi e w of s p e c i a l
for the c h i l d ' s

"developmental

1970,

235).

education
regular

capital"

was

that it was m e r e l y

e d u c a t i o n p ro g r a m ,

to i m p r o v e

all

thus

education

22

Research
in

was c o n d u c t e d

1973 and r e p o r t e d

Utilizing
cators

the

to e l i m i n a t e
pupils

on a p r o j e c t

resources

changed

the e n t i r e

s c h o ol ,

by c h a n g i n g

high

teachers

program

Working

wit h

170 e l e m e n t a r y
Independent

a s c hoo l
(Iano,

1972,

mu s t

in their

Epplye,

1973).

from ea c h of the

in the H o u s t o n

that

t e ac he rs,

human,

necessary

in

the

reg­

pa re n t s ,

t e c h ni ca l,

and

and

for i n t e g r a t i n g

c h i l d r e n in the

regular

classroom

of

I an o's s t u d y

suggested

and p r o g r a m m i n g

by r e g u l a r and s p e c i a l

that,

for all
education

"Decisions
children

in

tea c h e r s "

176).

Si m i l a r l y ,
special

conducted

for the h a n d i c a p p e d

were p r e s e n t e d

placement,

be m a d e

schools

The a u t h o r s

181).

A conclusion
se l e c t i o n ,

teachers

and s t r a t e g i e s

1973,

be in g

( P e rne y and

reported

handicapped

p a t ter ns .

a research project demonstrated

The a u t h o r

(Meisgeier,

was

ra t e d

ular pro gr am.

on

staffing

tim e

of p r o g r a m m i n g

and m a i n t a i n i n g

was

of the

the i m p o r t a n c e

skills

education

structure

District

conceptual

that

the o r g a n i z a t i o n a l

superior

personnel

anonymity

of the

at that

leadership

in order

the ne e d s

and 70 s e c o n d a r y

S ch oo l

edu­

to

that a s i m i l a r p r o g r a m

school

and

A more humanizing

and by d i f f e r e n t i a t e d

indicated

District

the local

of the s c ho ol

of a l i e n a t i o n

experiencing.

School

in a j u n i o r high school.

organization

m a d e p o s s i b l e by s e n s i t i z i n g
stu d e n t s ,

Cleveland

of two u n i v e r s i t i e s ,

the p r o b l e m s

were

in East

in d i s c u s s i n g

teachers

be s h a r e d

an d

regular

the n e e d s
teachers,

in any p a r t n e r s h i p "

for i n t e r a c t i o n
Bir ch

(Birch,

stated

1971,

b e t w een

that,

83).

"Work

23

Describing
noted

that m o d i f i c a t i o n s

necessary
wit h
and

for

r e g ula r
regular

He c o n c l u d e d
from

l i vin g

(Brad fie ld ,

students

class
class

pupils

and

1973,

model

benefited

from

ch i l d

both

s p e c ial

these m o d i f i c a t i o n s .

does

less

that

not seem

to suffer

f o r t u n a t e p eer s"

390).

the

reintegration

in r e g u l a r

cl as s

He

inservice

training

of m a r g i n a l l y i n a d e q u a t e

programs,

supporting

education needs

and

Budoff

systems

urg ed

to p r o v i d e

to r e p l a c e

sole

and

support

for

teachers

the d e v e l o p ­

for the s t u den ts'

reliance

r e c o m m e n d e d as m a n d a t o r y p r o v i s i o n s

1972,

Bradfield

education children

He r e p o r t e d

with his

p ro gram,

cl a s s p r o c e d u r e s wer e

of s p e c i a l

"The n o r m a l

working

clas s e s .

(Budoff,

in r e g u l a r

chi l d r e n .

that,

of f l e x i b l e

sp e c i a l

Sacramento

the i n t e g r a t i o n

Concerning

ment

the No r t h

on s p e c ia l

for c o n t i n u i n g

and a d m i n i s t r a t o r s

201).

In d i s c u s s i n g

the

variables

in his

study,

Reynolds

stated:

This view s u g g e s t s that we need to st udy c h i l d r e n in
terms of v a r i a b l e s that a id in the m a k i n g of a l l o c a t i o n
or p l a c e m e n t d e c i s i o n s w i t h i n a h i g h l y d i f f e r e n t i a t e d
schoo l system.
The i d e n t i f i c a t i o n of such v a r i a b l e s
requires research demonstrating a t t itude— treatment
interactions.
This c o n c e p t of s p e c i a l e d u c a t i o n r a d i c a l l y
r e v e r s e s the p r e s e n t views of c a t e g o r i e s of c h i l d r e n in
s p e c i a l p l a c e m e n t by c a t e g o r i e s or me r e s u r f a c i n g v a r i a ­
bles.
It is p r o p o s e d t hat m a i n a t t e n t i o n go to v a r i a ­
ble s that p r o d u c e i n t e r a c t i o n e f f e c t s with a l t e r n a t i v e
t r e a t m e n t s y s t e m s r a t h e r than to s i m p l e d e s c r i p t i o n of
h a n d i c a p s (Rey no lds , 1971, 61).
A somewhat
Reynolds

r e v o l u t i o n a r y po i n t

w hen he s u g g e s t e d

h i m s e l f as a r e s o u r c e
takes

his own l i t t l e

1971,

57).

that,

of view was p o s s e s s e d

" E ver y

for his e n t i r e
group

to som e

special

school

special

and

educator
not as

c l o s et"

by
see

one who

(Reynolds,

24

In
teacher

1972 a r e s e a r c h
approach

exceptional
concluded
the

regular

in the

classroom
and

(C hr istie,

1972,

three

teachers

formal

were

of a s c ho ol

system

handicapped

children

while
was

placed

generally

were

rejection

was

judged

rejection

in the s p e c i a l

no s i g n i f i c a n t

A warning

was

courses

effort

educators

failing

and p l a c e d
group

of

who

severe

than

by Bl at t

in r e g u l a r
educable
cl as ses .

remained

or

(Birch,

mentally
classes

mentally
Data

in the

rejec te d.
isolation

This
and

1974).

(1958)

in the

in a s i m i l a r l y

same

year

conducted

813).

issued

was

recognized

to

consultation,

educable

isolated

differences

implementation

integration

training

in s p e c i a l

classes

done

1958,

the m a i n s t r e a m i n g

w ere

The a u t h o r s

university

children

to be more

a study

(Blatt,

for the

appropriate:

a control

regular

project

of

in whic h

identified

retarded

found

levels
was

a st u d y

c o l l e c t e d s h o w e d that

Ho we v e r ,

education

9).

children

classes

the c o n s u l t i n g

classroom.

graduate-level

Baldwin conducted
retarded

special

regular

to p r o v i d e

workshops,

advocated

to p r o v i d i n g

chi ld

that

stu dy

in

1974 c a l l i n g

unless

carried

careful

out.

planning

A fear was

to d e v e l o p

of h a n d i c a p p e d

for a f a i l u r e

w h i c h m u s t be o v e r c o m e .

and p r o c e d u r e

expressed

the ir a p p r o a c h e s

children

as n u m e r o u s
These

in

that

to the

barriers

barriers

wer e

are:

1.

The q u e s t i o n of a t t i t u d e s , fears, a n x i t i e s , and
p o s s i b l y o v e r t re j e c t i o n , wh i c h h av e faced h a n d i ­
ca p p e d stud en ts.

2.

Efforts
regular
ef f o r t s

to p r o v i d e t r a i n i n g and e x p e r i e n c e for
c l a s s r o o m t e a c h e r s are not k e e p i n g wit h
to i n t e g r a t e .

the

25

3.

Some
a.

problems

exist:

S t u d e n t s come and go from c l a s s e s at i n a p p r o p r i a t e
times,
S p e cia l e d u c a t i o n r e s o u r c e t e a c h e r s use d i f f e r e n t
m a t e r i a l s from r e g u l a r c l a s s r o o m t e a c h e r s and
b e c a u s e they are pa r t of s e p a r a t e a d m i n i s t r a t i v e
b u d g e t s m ay mea n that they c a n n o t get t o g e t h e r
on m a t e r i a l s .

b.

4.

In some i n s t a n c e s the re is not e n o u g h m a t e r i a l effort
in d e v e l o p i n g p r o g r a m s of i n d i v i d u a l i z e d i n s t r u c t i o n .

5.

Too f r e q u e n t l y one finds a f a i l ure to e v a l u a t e c a r e ­
fully a s t u d e n t ' s p r o g r e s s t o w a r d s p e c i f i c e d u c a t i o n a l
o b j e c t i v e s , so one has to rely on e d u ca to rs'
s u b j e c t i v e j u d g m e n t s as to w h e t h e r or not a s t u d e n t
is b e t t e r off in an i n t e g r a t e d s e t t i n g (Martin, 1974, 1Q).

Breton
mo de l

logistical

(1974)

usually

offer

stated
the

that p r o p o n e n t s

following

of the m a i n s t r e a m i n g

rationale

for its i m p l e m e n t a ­

tion:
1.

Handicapped students demonstrate greater achieve­
ment, both a c a d e m i c a l l y a n d s o ci al ly, w h e n their
i s o l a t i o n ends.

2.

A r e g u l a r s c h o o l s e t t i n g d oe s a b e t t e r job than a
s e g r e g a t e d s e t t i n g in h e l p i n g h a n d i c a p p e d s t u d e n t s
a d j u s t to and co p e w ith r e a l i t y w h e n they are adults.

3.

E x p o s u r e to h a n d i c a p p e d s t u d e n t s he l p s n o rma l s t u d e n t s
u n d e r s t a n d i n d i v i d u a l d i f f e r e n c e s in p e o p l e ; it also
help s to d i m i n i s h the s t e r e o t y p i n g of the h a n d i c a p p e d
(Brenton, 1974, 56).

In

1976

Rad er

stated:

R e s e a r c h has s h o w n that a t t i t u d e s a r e f o r m u l a t e d by k n o w ­
ledge:
the m o r e k n o w l e d g e a p e r s o n has a b o u t a s u b j e c t
the s t r o n g e r his a t t i t u d e is a b o u t that topic.
Th er efo re,
the mo r e i n f o r m a t i o n that can be p r o v i d e d to s t u den ts,
p a r e n t s , and s t a f f a b o u t the h a n d i c a p p e d , the m or e l i k e l y
they will be to f o r m u l a t e a s t r o n g p o s i t i v e a t t i t u d e
(Rader, 1976, 8).
One
prior

to

can e a s i l y

see

1973 by e x a m i n g

the c h a n g e in a t t i t u d e
the work

of P a n i t z

and

(1975).

policy
He s t a t e s

26

that p r i o r

to

1963,

in a v o c a t i o n a l
fact,

laws

wit h

asserted

that,

adoption

of

the
we r e

suc h

Results
toward

not b r o a d

enough

Also,
with

He

yea rs

the

studies

had p a s s e d

wer e

students

that mos t

to a d e q u a t e l y

s t u d e n t an d

few v o c a t i o n a l

the h a n d i c a p p e d

help

few s t u d i e s

of m a i n s t r e a m i n g
cation

classes

educators

to dat e h a v e

wi t h

a broad

has

handicapped

students

be e n

education

listed

indicated

handicapped

concept

implications

(1976)

1975,

are

children

if

int o

vocational

the p h y s i c a l l y

to be s u c c e s s f u l l y

in

79).

the c o n c e p t

vocational

st u d y done in

of g u i d e l i n e s

needs

usual

experience

here.

edu­

studies

n a t u r e and

for the r e s e a r c h p r o p o s e d

students

their

Mo s t m a i n s t r e a m i n g

One

for

special

than its i m p l i c a t i o n s

program.

still

Classes:

into

general

was

programs

the

d on e c o n c e r n i n g

of a m o r e

rather

a number

that

been

had

classes

education

them d e v e l o p

(Panitz,

in p a r t i c u l a r .

done

vocational

ha v e

in the

vocational

identify

further

few r e s u l t s

industry

a s t a n d on v o c a t i o n a l

Mainstreaming— Vocational/Pre-Vocational
Very

si n c e

the re w er e

that

in

from p l a c i n g

in a p p r o v e d pr o g r a m s .

Amendments,

S e c ond ly,

student

Ther e were,

districts

of h a n d i c a p p e d

from

taking

of the h a n d i c a p p e d

dealing

s c hoo l

handicaps

inclusion

a handicapped

was n o n e x i s t e n t .

local

Vocational

handicapped.

ta le nts .

of p l a c i n g

a l t h o u g h ma n y

the

the

available.
apathetic

laboratory

prohibiting

students

regarding

t h o u gh t

deal

to the
1976,

ho wever,

K alfas,

for the i n t e g r a t i o n

of

education

She

cl as s e s .

and m e n t a l l y h a n d i c a p p e d
integrated,

a careful

matching

27

of

the s t u d e n t and a l e a r n i n g

h i m is es s e n t i a l .
li n e

for s u c c e s s f u l

vocational
I.

II.

III.

environment

She c o n c l u d e d

wi t h

implementation

the

appropriate
following

of m a i n s t r e a m i n g

for

guide­
in

education programs:
Mak e a c o m p r e h e n s i v e v o c a t i o n a l a s s e s s m e n t
to a s c e r t a i n in so far as p o s s i b l e tha t the
s t u d e n t has the m a t u r a t i o n level, i nt e r e s t ,
and the a b i l i t y both m e n t a l and p h y s i c a l
to s u c c e e d in the cou rs e.
Integration should
be s u c c e s s f u l if:
a.
s t u d e n t ' s b e h a v i o r (as m e a s u r e d by j u d g ­
me n t s of t e a c h e r s and c o u n s e l o r s ) is not
a t hreat to e i t h e r his own s a f e t y or
others; nor is it s u c h that it will d e ­
tract from his or others' lea r n i n g .
b.
s t u d e n t e x p r e s s e s i n t e r e s t in c o u r s e c o n ­
tent .
c.
r e c o m m e n d a t i o n s of f orm er and c u r r e n t i n ­
s t r u c t o r i n d i c a t e p r o b a b l e success.
d.
r e s ult s of v o c a t i o n a l a p t i t u d e and i n t e r e s t
tests are p o s i t i v e .
e.
res ul ts of v o c a t i o n a l t h e r a p y e v a l u a t i o n
are pos i t i v e .
f.
s i t u a t i o n a l a s s e s s m e n t has i n d i c a t e d a d e ­
q u a t e p e r f o r m a n c e in an o c c u p a t i o n a l area in
at l e a s t one or m o r e of the f o l l o w i n g sites:
1.
Work and job s a m p l e s at a d i a g n o s t i c
center.
2.
E x p l o r a t o r y l a b o r a t o r y c o n s i s t i n g of
s e v e r a l m i n i - c o u r s e s or m od ule s.
3.
O the r s p e c i a l n e e d s p r e - v o c a t i o n a l
l a b o r a t o r i e s or ski ll p r e p a r a t i o n
courses.
4.
A n o t h e r r e g u l a r v o c a t i o n a l course.
3.
Summer career orientation/vocational
a s s e s s m e n t p r o g r a m at an area v o c a t i o n a l
center.
6.
Residential summer career orientation/
v o c a t i o n a l a s s e s s m e n t p r o g r a m s for i n ­
d i v i d u a l s with a p a r t i c u l a r h a n d i c a p p i n g
co n d i t i o n .

Regular vocational teachers exhibit willingness
wo r k wit h s p e c i a l ne ed s type s tud e n t s .

to

P r o v i d e s p e c i a l s u p p o r t i v e s e r v i c e s to the r e g u l a r
vocational instructor:
a.
p r o f e s s i o n a l e d u c a t i o n i n s t r u c t o r or p r e - v o c a tional c o o r d i n a t o r to se r v e as a r e s o u r c e p e r s o n

28

b.

c.

IV.

to o f f e r o n e - t o - o n e a s s i s t a n c e and to
a r r a n g e t u t o r i a l w or k for s t u d e n t when
necessary.
r e d u c t i o n of cl a s s si z e if h a n d i c a p p e d
s t u d e n t s a re i n c l u d e d so that teac her
has time to g ive i n d i v i d u a l i n s t r u c t i o n
to all stude nts .
Th e r e s h o u l d be a m i n i ­
mal n umb er of h a n d i c a p p e d s t u d e n t s (three
to five m a x i m u m ) in any one v o c a t i o n a l
class; r e d u c t i o n of the r e g u l a r cla ss
size to a m a x i m u m of f i f t e e n is also
ad v i s a b l e .
S ch oo l a d m i n i s t r a t i o n s h o u l d
e x p l o r e the f e a s i b i l i t y of a quota s y s tem
whereby a handicapped student would count
as two r e g u l a r s t u d e n t s in the d e t e r m i n a ­
tio n of c la ss size.
s u p p o r t i v e s e r v i c e s (e .g ., i n t e r p r e t e r s ,
s t u d e n t aides, i n s t r u c t o r aides, d i r e c t
readers, t u t o r i a l aides) as n e e d e d both in
and out of c l a s s period.

I n d i v i d u a l i z e d i n s t r u c t i o n to the studen ts ' i n t e r ­
est, needs and a b i l i t i e s .
Individual instruction
takes i nto a c c o u n t e v i d e n c e that p e r s o n s vary in
their l e a r n i n g ab ili ty , m o d e of lea r n i n g , study
habits, i n t e r e s t s , a m o u n t l e a r n e d a b o u t a g i v e n
topic, skill d e v e l o p m e n t , and c o m m u n i c a t i o n skill
levels.
W h i l e the re is a ba si c a m o u n t of i n f o r ­
m a t i o n in each skill area w h i c h can be most
e c o n o m i c a l l y d i s s e m i n a t e d to the s t u d e n t s on a
g r o u p - i n s t r u c t i o n basis, a f t e r a m i n i m u m level
of k n o w l e d g e has b e e n a c h i e v e d , the p r o g r a m in
each c o u r s e s h o u l d b e c o m e as i n d i v i d u a l i z e d as
p o s sib le .
Such a f le x i b l e , i n d i v i d u a l i z e d a p ­
p r o a c h s h o u l d i n c l u d e the f ol l o w i n g :
a.
i n d i v i d u a l i z e d o r i e n t a t i o n ses s i o n s .
Such
an o r i e n t a t i o n s h o u l d i n c l u d e i n f o r m a t i o n
r e g a r d i n g s p e c i a l a s s i s t a n c e a v a i l a b l e and
a tour of c l a s s r o o m / l a b o r a t o r y to a c q u a i n t
s t u d e n t s w ith l o c a t i o n of e q u i p m e n t s u p p l i e s
e s s e n t i a l to the s u c c e s s of the h a n d i c a p p e d
s t u d e n t and to p r o v i d e o p p o r t u n i t y for
h a n d s - o n trial of s p e c i a l e q u i p m e n t .
Opti­
m a l l y such o r i e n t a t i o n p e r i o d s s h o u l d be
s c h e d u l e d at a tim e w h e n the cla ss is not
in session.
b.
i n s t r u c t i o n a l t e c h n i q u e s s h o u l d be b a s e d upo n
n o n - a b s t r a c t p r i n c i p l e s w h i c h m a x i m i z e h an dson e x p e r i e n c e and m i n i m i z e t heory and r e q u i r e d
b o o k - w o r k , m e d i a (e.g., v i d e o t a p e s , movi es ,
f i lms tri ps , o v e r h e a d t r a n s p a r e n c i e s , taped
m a t e r i a l s ) s h o u l d be u t i l i z e d to r e i n f o r c e
ba si c concep ts .

29

c.

use of task a n a l y s i s (e.g., b r e a k d o w n of
a p r o c e s s into its c o m p o n e n t pa r t s and the
m a s t e r y of each task b e f o r e m o v i n g on to
the next s t a g e ) .
use of c o m m e r c i a l / s t a f f d e v e l o p e d i n d i v i ­
d u a l i z e d i n s t r u c t i o n modules.
Such m o d u l e s
may be p a r t i c u l a r l y a p p r o p r i a t e as part of
a p r o g r a m s e q u e n c e at the area v o c a t i o n a l
c e n t e r s i n c e by that level the s t u d e n t
sh o u l d ha v e d e v e l o p e d the work h a b i t s and
b a sic v o c a t i o n a l c o m p e t e n c i e s n e c e s s a r y to
wor k w i t h o u t c o n s t a n t s u p e r v i s i o n .
use of m o d u l a r s c h e d u l i n g (e.g., a c o u r s e
is b r o k e n dow n into a s e r i e s of m o d u l e s
w h i c h in turn a r e s u b d i v i d e d into s p e c i ­
fic tasks to be p e r f o r m e d ) .
Each s t u d e n t
p r o c e e d s at th e s e t a s k s at his o w n rate
of speed.
It is not e x p e c t e d that all
s t u d e n t s c o m p l e t e all of the mod ules.
The m o r e v o c a t i o n a l l y h a n d i c a p p e d s t u d e n t
m i g h t c o n c e n t r a t e m a i n l y on those s kills
p r e r e q u i s i t e to an e n t r y level job (e.g.,
s a n d i n g and t ap ing an a u t o m o b i l e or only
c e r t a i n r o u t i n e s and m a c h i n e s in an o f ­
fice p r a c t i c e co ur se) .
e m p a t h e t i c a c c e p t a n c e of h a n d i c a p p e d s t u ­
dents who are i n t e g r a t e d into r e g u l a r p r o ­
grams.
H ighly s k i l l e d i n d i v i d u a l s in the
s ame s u r r o u n d i n g s tend to h u m i l i a t e the
slow and the u n s k i l l e d .
I n s t r u c t o r s must
foster i n t e r p e r s o n a l t h e rap y (Kalfas, 1976).

d.

e.

f.

Administrative

Role in M a i n s t r e a m i n g

The school
success
(1972,

administrative

ro l e is o f t e n c e n tra l

or f a i l u r e of a m a i n s t r e a m i n g
11)

model.

Ma r r o

in the

and

Kohl

stated:

Man y ar e a s of e d u c a t i o n are c u r r e n t l y u n d e r g o i n g
rapid change, and s i n c e the a d m i n i s t r a t o r may
well be one of the most i m p o r t a n t c h a n g e agents,
his c o n c e r n s , op i n i o n s , and the level of i n f o r ­
m a t i o n d e s e r v e s p e c i a l a t t e n t i o n if he is to
i n f o r m his f e l l o w a d m i n i s t r a t o r s , t e ac he rs, and
c o n s t i t u e n t s ab o u t the c u r r e n t t ren ds and issues.
Bullock
that

(1970)

elementary

tional

child

studied

scho ol

e d u c ati on.

the a m o u n t

administrators
The a u t h o r

of s p e c i a l i z e d

had

in

examined

the area

training
of e x c e p ­

the a c a d e m i c

30

credentials,
92 s c ho ol

had

city
of

s ch ool

wh i c h

two c our se s,

had had

d e p a r t m e n t of e d u c at ion ,

all of whom we r e

system.

could

the e x c e p t i o n a l

23 p e r c e n t who

courses

the st a t e

the e l e m e n t a r y

coursework

tion of

with

administrators,

mid-western
65 p e r c e n t

filed

R e s ul ts of

s chool

and only 4 p e r c e n t

who

in this

8 percent
had

to e d u c a ­

total

who

taken

revealed

had n e v e r

as r e l a t e d

I nc l u d e d

one course,

in one

the data

administrators

be i d e n t i f i e d

child.

employed

of

had

were

taken

th ree or m o r e

in the d i s c i p l i n e .

A U.S.

Office

of E d u c a t i o n o f f i c i a l

stated:

P r o b a b l y the m o s t i m p o r t a n t f a c tor to be c o n s i ­
de r e d "in the m a i n s t r e a m i n g c o n c e p t " are the
a t t i t u d e s of the e d u c a t o r s , pa re nts , and the
c o m m u n i t y t o w a r d the h a n d i c a p p e d as a group,
sin ce t h e s e a t t i t u d e s can a f f e c t the s u c c e s s
of any m a i n s t r e a m i n g effort.
Fears and m i s ­
c o n c e p t i o n s need to be a s s u a g e d by current,
a c c u r a t e i n f o r m a t i o n b e f o r e any p o s i t i v e ga i n s
in m a i n s t r e a m i n g can be a ch i e v e d .
This mos t
d i f f i c u l t a s p e c t of a c h i e v i n g c h a n g e re qu i r e s
a u n i f i e d effort, in the m o s t basi c sense,
from those who are t r y i n g to i n i t i a t e m u t u a l
r e s p o n s i b i l i t y role d e l i n e a t i o n t o wa rd a
m a i n s t r e a m e f f o r t (Mann, 1976, 36).
Administrative
tive p r o g r a m m i n g
mainstreaming
room are
crucial

with

regard

to the i n d i v i d u a l
training

intermediate

and i m p l i c a t i o n s

school

officials.

s t u d e n t in

the

state

to sc hool

departments

district personnel

and

local

versu s

regular c l ass­

It is an is s u e wh i c h is

c h i l d but als o

programs,

for a d m i n i s t r a ­

to the is s u e of s e g r e g a t i o n

of the h a n d i c a p p e d

v a r i e d and co mplex.

university

trict

opinions

not only

personnel,

of e du c a t i o n ,
s ch ool

dis­

31

Measurement
The

of A t t i t u d e s / O p i n i o n s ;

idea of m e a s u r e m e n t

perceptions
the

has been

beginning

important

of r e s e a r c h

opinions

or p e r c e p t i o n s

as such,

not

cause

s u b j ec t

of this,

picion

that

science
centu ry .
made

responses
sta te

impediment

existed

approaches

Not u n t i l

the

to d i f f e r e n t i a t e

tions

of s o cia l

A number

which

*30's with

is g e n e r a l l y

r es e a r c h .

stated

"It may

that

cerning

the

attitude

cerning

the

The

the d i r e c t i o n

an objec t,

responses

1 9 20 's

are ma d e

following

relevant

sus­

concerning

an

untrustworthy,
of the

according

(Newcomb,

Turner

and

Turner

and

indica­

Conv ers e,

One a p p r o a c h

as a p p r o p r i a t e

Likert

of this

to t he ir

were e m p l o y e d

su cc ess .

closest

soci al

were s y s t e m a t i c a t t e m p t s

d uri ng
has

1965).
the

emerged

concerning

Converse

to our i n t u i t i v e

l o c a t i o n of i n d i v i d u a l s

continuum."

to i n d i c a t e

fundamentally

Newcomb,

come

Be­

in the e arl y d e c a d e s

recognized

attitudinal

measurement.

to q u e s t i o n s

techniques

some

and,

the general,

individuals

attitudes

state

in the d e v e l o p m e n t

late

of a t t i t u d i n a l

'20's and

are

sinc e

Att it ude s,

a m e nta l

"physical"

and/or

sciences

disciplines.

of course,

c o u p l e d with

mental

research

to thes e

are,

opinions

to the soci al

to d i r e c t

"merely"

individual's
a general

and

of a t t i tud es,

(1965)

ideas

con­

on a p o s i t i v e - n e g a t i v e

ite m r e q u i r e s

and d e g r e e

of a f f e c t

event,

or p o s s i b l e

stat e

within

a five-category

the s u b j e c t
he

feels

con­

of affairs.

The

continuum,

as

in

exa mp le:

E n c i r c l e one of the s y m b o l s p r e c e d i n g eac h of the f o l ­
lo w i n g s t a t e m e n t s .
A, s t a n d s for " agr e e ; " SA, " s t r o n g l y
a g r e e ; " D, " d i s a g r e e ; " SD, " s t r o n g l y d i s a g r e e ; " and ?
for " u n c e r t a i n . "

32

SA A ? D SD

If the sa m e p r e p a r a t i o n is r e qui re d, the
f e m a l e t e a c h e r s h o u l d r e c e i v e the same
s a l a r y as the male.

SA A ? 0 SD

Female teachers should perform
d u t i e s as males.

Hence,

each i te m

serves

to c l a s s i f y

the

r e s p o n d e n t at a p o i n t

on a s i m p l e p o s i t i v e - n e g a t i v e c o n t i n u u m
relatively

narrow

investigators
to r e l i a b l y
o bject.

Fu rt h e r ,

same

state

to deal

Likert

assumed

generalized

combining

attitude

of r e s p o n s e s

summary produces

in b a t t e r i e s
reaction

that some

responses

object would provide

wi t h r e s p e c t

of affairs.

a more generalized

an i n d i v i d u a l ' s

individual's
Such

specific

have wished

assess

of c o m b i n i n g
of the

and

a reliable
t oward

method

of c o m b i n i n g

his i t e m s

into a L ike rt

method

called

for

scores

to

five o r d i n a l

dual

across

1965).

categories

summation
battery

of

Likert

to some c o m p l e x

specific

aspects
of the

scale.

t hes e s c o r e s

a single

suggested

a

That

of i n t e g e r

of r e s p o n s e

(Newc om b,

it em s

indication

the a s s i g n m e n t of a s e q u e n c e

the w h o l e

of such

to a n u m b e r of it e m s into
scale."

a simple

T yp ically,

that c o m m o n object.

"attitude

prescribed

to some

reasonable method

toward

an

the

the same

for

Tu rner and

and

then

the i n d i v i ­
Conver se ,

Chapter
PROCEDURES

This c h a p t e r
These sections
Development
4.

Da t a

Three

AND M E T H O D O L O G Y

is d i v i d e d

i nclude:

1.

into

Population,

of the M e a s u r e m e n t

Collection

five m a j o r

Procedures,

sectio ns .

2. D e s i g n and

I n s t r ume nt,

3.

and

Analysis

5.

Data

P r e- te st,
Pro­

cedu r e s .

Population:
The p o p u l a t i o n
the

224 P u b l i c

listed

in the

ADMINISTRATORS
the

included

S ch ool

Vocational

1977-1978

are

included

st udy

OF

VOCATIONAL

by the D e p a r t m e n t
Of the total

and will

consists

of

Education Administrators

DIRECTORY

published

S t a t e of M i c h i g a n .

groups

in this

group

be c o n s i d e r e d

EDUCATION

of E d u c a t i o n

and

of 224,

sub­

four

separately.

They

are:
30 C O M M U N I T Y
EDUCATION
102 D I R E C T O R S

COLLEGE DEANS

OF

OF

EDUCATION

VOCATIONAL

53 C A R E E R E D U C A T I O N P L A N N I N G
TECHNICAL SPECIALISTS
39 P R I N C I P A L S
224

OR D I R E C T O R S

The d i r e c t o r s of
the D e p a r t m e n t of
directors

vocational

E d u c a t i o n as

of v o c a t i o n a l

DISTRICT

OF AREA

VOCATIONAL-

CAREER

education

Implementors

education

33

VOCATIONAL-TECHNICAL

employed

CENTERS

a re l i s t e d

by

and c o n s i s t of
by

Intermediate

34

S c h ool

Districts

employed

by

local

3 positions
tio n

for

sonnel

and

vary

directors

education
somewhat

the D I R E C T O R Y

attempted

by

for o v e r a l l

programs

the e m p l o y i n g

tion

administrative

appropriate

DIRECTORY
analysis
ti o n a l

as p o s s i b l e

education

224 e m p l o y i n g
C,

and

D.

of M i c h i g a n ,

a nd D e v e l o p m e n t
In o r d e r

the

specific

tionnaire
vocational

was

to ga i n

questions
developed

education

The q u e s t i o n n a i r e
1.

who were

to i n c l u d e

1977,

is l i s t e d
is

listed

in the

listing

an

agencies

of

into

8,

the State

to a n s w e r

r e s e a r c h study,

listed

A,

Instrument:

administered

administrators

the

s urv eye d.

the i n f o r m a t i o n n e c e s s a r y

w h i c h was

voca­

to d e s i g n a t e

the b o u n d a r i e s

in this

of

in A p p e n d i x

sho wn

the M e a s u r e m e n t

is d i v i d e d

78).

as a c c u r a t e

A complete

agency

within

asked

as

the o p i n i o n s of M i c h i g a n

the e m p l o y i n g

of

of E d u c a ­

and a c c o r d i n g l y

administrators

agencies
of each

education

The D e p a r t m e n t

of Ed u c a t i o n ,

in o r d e r

location,
of

of p e r s o n s

of this stud y

administrators.

of each

Education p e r ­

have been d e t e r m i n e d

concerning

The a d d r e s s

the a p p r o x i m a t e

Design

agency.

education

education

of

the p r e p a r a ­

d i r e c t i o n of v o c a t i o n a l

(Department

wer e s u r v e y e d

for the o t h e r

ho wever,

the D e p a r t m e n t

categories

vocational

education

T itles

by d i s tr ict ;

for the p u r p o s e s

have bee n u n c h a n g e d
All

ag encies.

to s e c u r e a l i s t i n g

responsible
in

of v o c a t i o n a l

to all

a ques­
224

in the p o p u l a t i o n .

the f o l l o w i n g

categories:

D e m o g r a p h i c — i n c l u d i n g i n f o r m a t i o n a b o u t each v o c a ­
tional e d u c a t i o n a d m i n i s t r a t o r su c h as a c a d e m i c
p r e p a r a t i o n , e x p e r i e n c e as an a d m i n i s t r a t o r ,
e x p e r i e n c e in p r e s e n t po s i t i o n , size of a d m i n i ­
s t r a t i v e unit, age, and sex.

35

2.

General opinions
concept.

3.

Perception

4.

P e r c e p t i o n of the
t e a c h i n g staff.

5.

Present
system.

6.

O p i n i o n s r e g a r d i n g p o s s i b l e s u c c e s s of m a i n s t r e a m i n g s t u d e n t s with v a r i ou s h a n d i c a p p i n g
c o n d i t i o n s in v a r i o u s v o c a t i o n a l p r e p a r a t i o n
programs.

Wher e
was

e m p loy ed .

the m a i n s t r e a m i n g

of th e i r own level

status

opinions

t o wa rd

level

of k n o w l e d g e

of m a i n s t r e a m i n g

have been

Appendix

of kno wl edg e.

sought,

E contains

of their

in their

scho ol

a Likert-type

sca le

a cop y of the i n s t r u m e n t

used.
The i n s t r u m e n t
cerning

is p r e f a c e d

the m a i n s t r e a m i n g

questing

that

as p o s s i b l e

each

not n e c e s s a r i l y
Assurances
strictly

concept

individual

in e x p r e s s i n g

t hat

confidential

either

their person

li s h e d

r e s ult s

administrator

opinions

of

and

their
that

data

position
tor,

held,

responses

data

was

concerning

designed

the ir own and
them.

be kept

will

be m a d e

Specifically,

i n f o r m a t i o n ab o u t

to r e c e i v e

the i n d i v i d u a l s

age,

ye a r s of e x p e r i e n c e

to

sex,

speci­

who wer e c o m ­

the d e m o g r a p h i c
lev el

of e d u c a t i o n ,

as a f u l l - t i m e a d m i n i s t r a ­

e x p e r i e n c e in p r e s e n t p o s i t i o n ,

the e d u c a t i o n a l

be as a c c u r a t e

will

no r e f e r e n c e

re­

the study.

the q u e s t i o n n a i r e .

contained

that are

directions

con­

or t h e i r i n s t i t u t i o n in any of the p u b ­

Part A of the i n s t r u m e n t

pleting

and b r i e f

statement

th o s e of the i n s t i t u t i o n w h i c h e m p l o y s

are g i v e n

fic d e m o g r a p h i c

by a br i e f

and n u m b e r of p e r s o n s

u n i t of the a d m i n i s t r a t o r .

in

36

Part
opinion

B of

the i n s t r u m e n t

of the a d m i n i s t r a t o r s

mainstreaming.
r e s p ons es.
used

concerning

to o b t a i n

sc al e

to o b t a i n

d e s c r i p t i o n and

B of the q u e s t i o n n a i r e

the

the c o n c e p t of

A L i k e r t - t y p e s c a l e is u sed

The s p e c i f i c

for Part

is d e s i g n e d

are as

the

directions

follows:

Af t e r r e a d i n g each ite m in Part B, i n d i c a t e the
e x t e n t of a g r e e m e n t with your p o i n t of vie w on
each i t e m by c i r c l i n g the a p p r o p r i a t e r e s p o n s e
selected:
Rating scale:
1. S t r o n g l y Ag ree
2. Ag r e e
3. U n d e c i d e d
4. D i s a g r e e
5. S t o n g l y D i s a g r e e
Each

of the p e r s o n s

to 26 s p e c i f i c
opinions

concerning

of the
the

of the v o c a t i o n a l

15 C a r e e r

Cluster

O f f i c e of E d u c ati on.

level

an entry

through appropriate

to w h i c h

mainstreamed

Programs

occupational

educational

in each

suggested

skill

as k e d
that

could

was d e s i g n e d

the a d m i n i s t r a t o r s

currently

a v a i l a b l e to them

dents.

They were

ask ed

were

to se r v e

to p l a c e a c h e c k

system currently

of h a n d i ­

by
to

s u c ce ss

be a c h i e v e d

programming.

support

school

each c a t e g o r y

if they b e l i e v e d

Pa r t D of the q u e s t i o n n a i r e
extent

in

Each r e s p o n d e n t was

in at l e a s t

which

education administrators

Preparation

the s q u a r e

their

to r e s p o n d

th ei r a t t i t u d e s or

can be s u c c e s s f u l l y

si m p l y p l a c e an X in

the

asked

c o n s i s t e d of a m a t r i x

w h e t h e r or not s t u d e n t s

conditions

U.S.

concerning

C of the q u e s t i o n n a i r e

opinions

capping

was

ab ou t m a i n s t r e a m i n g .

Part
so u g h t

questions

surveyed

was

using

to d e t e r m i n e

usi ng

financial

handicapped

beside programs
to o b t a i n

f un ds

stu­
which
for

37

vocational
as k e d

education

to r e s p o n d

cational

of h a n d i c a p p e d s t ud en ts.

to the

following

e d u c a t i o n — s p e c ial

1.

National

2.

M i c h i g a n — Added

3.

P.

4.

Section

5.

P.

L. 9 4 - 4 8 2

6.

P.

A. 1 9 8 — M i c h i g a n

7.

Education

Cost

1975

list of a p p r o p r i a t e

Education

(Amendments

of all

Act of 1968

Vocational

504 of V o c a t i o n a l

Not sure

vo­

e d u c a t i o n p r ogr ams :

Vocational

L. 9 4 - 1 4 2

They were

Education

of All

Handicapped

Rehabilitation
of

S p e c ia l

the

1976

Act

Act--1973

Vocational

Education

f u n d in g s o u r c e s

Funds

Act)

Law-- 197 1

used

Pilot-Test:
Afte r
veloped,
th o s e

the q u e s t i o n n a i r e / o p i n i o n a i r e

ten p e r s o n s

persons

positions,

or

to c o m p l e t e
persons

be ing

who e i t h e r
surv ey ed,

were ab out

who wo u l d

form

as k e d to r e c o r d

pl e t e

questionnaire/opinionaire

criticisms

or s u g g e s t i o n s

pretations

regarding

Each
in s m a l l
ba c k
and

pre-test

groups

concerning
allowed

tat e
rated

they

had

intent

enabled

similar

the

that

it t oo k

were

them

and to r e c o r d

asked
as th os e
date.

to c o m ­

or i n t e r ­

form.

individually
to o b t a i n

interpretation

received

or

feed­

of the q u e s t i o n s

of the q u e s t i o n n a i r e

in the c l a r i t y and

such

any c om men ts ,

for c l a r i f i c a t i o n

were

to

form at a later

the r e s e a r c h e r

suggestions

de­

hel d

same m a n n e r

of the s u r v e y

respondent's

Several

aided

in the

was a d m i n i s t e r e d e i t h e r

w hi ch
the

the time

for r e c o n s t r u c t i o n

cla ri ty.
which

the

positions

such p o s i t i o n s

be r e c e i v i n g

They were
the

initially

or who had p r e v i o u s l y

to a s s u m e

the q u e s t i o n n a i r e

would

held

was

and

interpretation

to f a c i l i ­
incorpo­
of the

38

questions.
some

It was

ite ms

mation

necessary

and i n c l u d e

several

recognized
special

employed

instrument

education,

expert

concerning

was

experts

asked

bo t h

in a c c o r d a n c e
experts

who

The

face

with

University

this study

in such

to s p e c i f i c a l l y
validity

the i n f o r ­

was e x a m i n e d
as s u r v e y

vocational

by

design,

e d u c ati on.

r e v i e w the i n s t r u m e n t

and c o n t e n t

E was d e v e l o p e d ,

suggestions obtained

validity.

altered

The

and s t r u c t u r e d

from the c o n s u l t i n g

q u e s t i o n n a i r e / o p i n i o n n a i r e , a cover letter

State
return

University
envelopes

stationery
were

and M i c h i g a n

then p r e p a r e d

St a t e

for m ai lin g.

Collection Procedures:

vocational

education

directly

intended

the r e s p o n d e e .

Keith

as

Goldhammer,
accompanied

importance
Michigan

of

to the s p e c i f i c

vocational

later ,

education
levels.

Michigan

i n s t r u m e n t and

results

was g i v e n

The q u e s t i o n n a i r e s

A cover letter signed

the s u r v e y

the s t u d y

to each of the

administrator

C o l l e g e of E d u c a t i o n ,

a nd p r e s e r v i c e

one week

was m a i l e d

administrators.

were mailed

vice

area s

and

The q u e s t i o n n a i r e / o p i n i o n n a i r e

si t y

to o b t a i n

revise

were co n t a c t e d .

final

on M i c h i g a n

in

administration

i n s t r u m e n t in A p p e n d i x

224

items,

Validity

The i n s t r u m e n t

Data

new ite ms

some

de sired.

Instrument

Each

to e l i m i n a t e

who

by Dean
St a t e

explained

to e d u c a t o r s i n v o l v e d

activities,
A specific

both

date,

as the due date

was

Univer­

the
in

at the i n s e r ­
approximately

for r e s p o n s e s

to

39

be

returned

to the

University.

C o l l e g e of E d u c a t i o n ,

A p r e - a d d r e s s e d , stamped

Michigan

envelope

State

was

included

for e as e of maili ng.
Each
ri gh t

questionnaire

hand c o r n e r

contained

for p e r s o n a l i z a t i o n

i n t e n d e d r e s p o n d e n t ’s name
provided.

In this

questionnaires
At the

had

way,

it was p o s s i b l e

end of a t hr ee w eek

that 66 p e r c e n t

peri od ,

for r e s p o n s e

explaining

the i m p o r t a n c e of the p r o j e c t

University

and

included
Once

asking

questionnaire

the s e c o n d

was

and

It was

ques­

deter­

completed
sent,

and

and

( A p p e n d i x G)
State

returned

return

envelope

mai lin g.

the i n f o r m a t i o n c o n t a i n e d

therein

data-processing

sorted

and

as intend ed.

to M i c h i g a n

the q u e s t i o n n a i r e s / o p i n i o n n a i r e s

ca r d s

the spac e

the r e t u r n e d

that it be c o m p l e t e d

A second
in

letter

The

to d e t e r m i n e w h i c h

rate.

At

was

in

of the f o r m s had b e e n

time a s e c o n d

form.

and r e t u r n e d

returned.

immediately.

this

in the u p p e r

of the

was h a n d w r i t t e n

b een c o m p l e t e d

tionnaires were examined
mined

a space

was

were

received

key-punched

in t o a p p r o p r i a t e

o nto
groupings

for a na l y s i s .

Dat a

Analysis

Procedurest

The da t a o b t a i n e d
was

analyzed

through

The M i c h i g a n

for S o c i a l

Science

the data.

The C o n t r o l

employed

the q u e s t i o n n a i r e / o p i n i o n n a i r e s

a comparative

approach.

was

from

St a t e

Research
Data

descriptive

University

facilities
Corporation

in this a n a l y s i s

usi ng

the

research

Computer

was

used

(CDC)

Insititute

to a n a l y z e

3 60 0 C o m p u t e r

Statistical

Package

40

for

Social

this

Sciences

package

wh ich

that

Condescriptive

2.

Cross

the

analysis

level

analyzed

can

The s p e c i f i c

employed

level

be sh o w n

cr o s s

in c l u d e d :

(chi-square
of

of the data.
this

s u b p r o g r a m s of

( d e s c r i p t i v e data)

tabulation

whe n e m p l o y i n g

cance

w er e

1.

A signficance
square

(SPSS).

.05 was

statistic)

employed

It is i m p o r t a n t

statistical
by c h a n c e

tabulations.

in the

to r e c o g n i z e

procedure,

alon e

in

chi-

a signifi­

fine p e r c e n t

of

Chapter

Four

RESEARCH FINDINGS

As s t a t e d
were

selected

the o p i n i o n s

in C h a p t e r

expressed

of M ic h i g a n .
were:

(1)

General

k n o w l e d g e le vel

of v o c a t i o n a l

in t h e i r

s ch ool

streamed

opinion concerning

education

teaching

students

present

status

Opinions

possible

handicapping

vocational

education

expectations

analysis purposes

variables

education preparation

which

were:

41

for

conditions when m a i n ­

grams .
Demographic

educa­

of m a i n s t r e a m i n g

of v o c a t i o n a l

success

staff

in v o c a ­

concerning
(5)

con­

c h i l d r e n in v o c a t i o n a l

of v o c a t i o n a l

various

in v a r i o u s

Opinion concerning

Opinion

s ystem,

the

education

(4)

administrators concerning
s t u d e n t s wit h

the State

the a d m i n i s t r a t o r

handicapped

education programs,

in

in

educa­

c o n s i d e r e d in

(2)

Administrative

mainstreaming

tion a d m i n i s t r a t o r s

by

handicapped

(3)

schools

of v o c a t i o n a l

toward mainstreaming,

programs,

concerning

of v o c a t i o n a l

variables

opinions

variables

and d i f f e r e n c e s

in p u b l i c

of k n o w l e d g e p o s s e s s e d

education

tional

four types

employed

cerning mainstreaming

the

by

The a t t i t u d i n a l

administrators
the level

five a t t i t u d i n a l

to d e t e r m i n e a g r e e m e n t s

tion a d m i n i s t r a t o r s

stud y

1,

we r e c o n s i d e r e d

for

pro­

42

1)

Vocational

administrators' academicpreparation

2)

Vocational
trator

administrators' experience

as an a d m i n i s ­

3)

Vocational
position

a d m i n i strators1 experience

in p r e s e n t

4)

Size

5)

Vocational

a d m i n i s t r a t o r s ' age

6)

Vocational

a d m i n i s t r a t o r s ' sex

Demographic
The

Profile

dat a

the r e s p o n s e s
vocational
employed

of a d m i n i s t r a t i v e

of all

summarized
obtained

education

as:

(1)

lo c a l

vocational

or

Of the

pleted

returned.

eight
and

were

seven

making

included

in

response

rate.

(3)

district

too

183

lat e
we r e

sixty

the a n a l y s i s

1 presents

eight

and

the

and

data

sent

to

224

(2)

C EPD

of c o m m u n i t y
(4)

m a i le d,

directors

183

of

education
wer e

com­

questionnaires,

included

in the

from

of p e r s o n s

vocational

completed

for i n c l u s i o n
and

deans

returned

to be

were

principals,

programs;

Of the

of A d m i n i s t r a t i v e

Ta b l e

center

school

questionnaires

One h u n d r e d

Profile

skill

compiled

consisting

224 q u e s t i o n n a i r e s

received

them usable

questionnaires

education

programs.

administered

study were

specialists,

intermediate

and

in t h i s

when

are a

being

Respondents:

administrators

vocational-technical
college

unit

in the

in s u c h

analysis

a manner

study.

questionnaires

were

for a 7 5 . 0 p e r c e n t

then
usable

Position:
responses

received

from

the

various

43

types

of v o c a t i o n a l

were

sent

to all

pals

in Michig an,

specialists,

education

of the

thirty-nine

fifty-three

thirty

directors

of local

Responses

were

dea ns

back

from

for a 6 9. 2 p e r c e n t

t h r e e CEP D

vocational

te c h n i c a l

a useable

q u e s t i o n n a i r e and of the

percent

returned

twenty-two

vocational

102

progr am s.

rate.

skill

Of the

c e nte r

fifty-

43 or 81.1

Of the thirty

or 7 3. 3 p e r c e n t
102 d i r e c t o r s

programs,

returned

of local

seventy-six

or 74.3

a useable questionnaire.

TABLE
Response

and

27 of the area

questionnaire.

a useable

intermediate

deans,

colleges

specialists,

college

center p r i n c i ­
technical

vocational

response

community

and

vocational

or i n t e r m e d i a t e

received

returned

CEPD

Questionnaires

area skill

of c o m m u n i t y

principals

percent

administrators.

1

Rate by A d m i n i s t r a t i v e

Position

(N=168)

Position

Responses

No
Response

Sample
Size

Percent
Response

Area S kil ls Ce nter
Principal

27

12

39

69.2

CE P D V o c a t i o n a l T e c h ­
nica l S p e c i a l i s t

43

10

53

81.1

D e a n — Community

22

8

30

73.3

76

26

102

74. 5

168

56

224

75

25

100.0

College

D i r e c t o r — Local or I n t e r ­
mediate District
Total
Percent

44

Profile

by A g e ;

Table

2 presents

administrators

employed

one

administrator

not

identify

age

26 t h r o u g h

se v e n
are

the age s of the v o c a t i o n a l

below

35.

schoo l

systems.

25 years

There

Sixty

eight

are

are age

is

and one who did

T h irt y of the a d m i n i s t r a t o r s

of the a d m i n i s t r a t o r s

age

36 t h r o u g h
46 t h r o u g h

45.

are
F i f ty -

55 and e l eve n

56 or older.

the a d m i n i s t r a t o r s
a fairly bell

pe r s o n s ,
la r g e r

the age of

their age.

It is i n t e r e s t i n g

fit

by M i c h i g a n

education

a small

number

of M i c h i g a n
shape

number

of m i d d l e

s o m e w h a t sk e w e d t o w a r d
p e r c e n t of

to note

the p e r s o n s

that

vocational

c u r v e wit h
of m o r e

from an age

a s mal l

the

y out hf ul

fall

in

education programs
number

elderly persons

age p e r s o n s .

26

since

of y outhful

and a much

The p a t t e r n

side

the

standpoint

wo uld

fully

be

58.4

t h r o u g h 45 age

span.

TABL E 2
R e s p o n s e by Age of V o c a t i o n a l
Education Administrators
N = 168
Variable

F requency

Percent

Age
25 or un de r
26-35
36-45
46-55
56 or Ol d e r
Not I d e n t i f i e d

1

.6

30
57
11

17.9
40.5
33.9
6.5

1

.6

68

168

100.0

45
Profile

by S e x :

Table

3 identifies

administrators
hundred

and

are male.
are

responded

forty-nine
Eighteen

female.

that

who

the sex of

or

to the

education

questionnaire.

One

or 88. 7 p e r c e n t

of the a d m i n i s t r a t o r s

10.7 p e r c e n t

the a d m i n i s t r a t o r s

One p e r s o n i n d i c a t e d

their sex was

the v o c a t i o n a l

irrelevant

on

and

TA B L E

of

th eir

refused

questionnaire
to answer.

3

R e s p o n s e by Sex of V o c a t i o n a l
Education Administrators
Variable

Frequency

Percent

Sex
Male

149

88.7

18

10.7

__ 1

.6

168

100.0

F emale
Not

Identified

P r o f i l e by

Level

of D e g r e e :

Table 4 presents
the v o c a t i o n a l

the l ev el

of e d u c a t i o n

education administrators.

completed

There w e r e

two p e r s o n s who had c o m p l e t e d o n l y

a Baccalaureate

This

responses.

represents

1.2 p e r c e n t

of

the

n i n e t e e n p e r s o n s or 70.8 p e r c e n t
degr ee .

Of the r e s p o n s e s ,

E d u c a t i o n a l S p e c i a l i s t 1s d e g r e e .
responding

hol d a d o c t o r a t e

Ninety-eight point

Eighteen

the

degree.

a Masters

had c o m p l e t e d an
of

from a r e c o g n i z e d

two p e r c e n t of

only

One h u n d r e d

had completed

28 p e r s o n s

by

the p e r s o n s
university.

vocational

education

46

administrators
or h i g h e r

included

level

in

this

s t u d y hold

a Masters

d eg ree

of e d u ca tio n.

TABLE 4
Response

by Level of E d u c a t i o n of V o c a t i o n a l
Education Administrators
(N=1 6 8 )
Variable
Frequency
Percent

Level

of E d u c a t i o n

Baccalaureate
Masters
Specialist
Doctorate
Not I d e n t i f i e d

Profile

of Yea rs

2
119
28
18
1
168

as A d m i n i s t r a t o r ;

P r e s e n t e d in

Table

as an a d m i n i s t r a t o r
the r e s p o n d e n t s or

5 are dat a

in p u b l i c
13.1

in an a d m i n i s t r a t i v e

wer e

employed

percent

had been

school

percent

l ess

for

1.2
70.8
16.7
10.7
.6
10 0.0

cap a c i t y .

four to six
employed

w ere

years,

for s e v e n

TA B L E

showing

the

pr o g r a m s .
employed

to ten

th r e e

Employed

years

forty-one

or

or 24.4

years.

5

Percent

as A d m i n i s t r a t o r

3 yea rs or Less
4-6 Ye a r s
7- 1 0 Ye ars
11-15 Yea rs
Over 15 Ye ar s
Not I d e n t i f i e d

of

or 32 . 7 p e r c e n t

R e s p o n s e by Years E m p l o y e d as A d m i n i s t r a t o r
Vocational Education Administrators
(N = 168)
Variable
Frequency
Years

employed

Twenty-two

Fifty-five
whereas

ye a r s

22
55
41
32
17
1_
168

13.1
32.7
24. 4
19.0
10.1
.6
1 00. 0

47

Thirty-two
e l e v e n and
bee n

f i f tee n

employed

Profile

for

of Yea rs

Table

Forty-seven

35.7

dee s

have

sixteen
he l d

fif te en

the

ha v e been

positions

four

held

for

or mor e

in P r e s ent

p e r c e n t of the
from

had been

employed

years and s e v e n t e e n or

that

the

in

th ei r

for t h r e e

administrators
years.

their position

th ei r p o s i t i o n

for

had

Position;
years

eleven

b e t w ee n

percent

vocational
present

of the a d m i n i s t r a t o r s

to six

between

10.1

for

years.

employed

or 28 p e r c e n t

current

position

19 p e r c e n t

6 presents

administrators

th e i r

or

y ear s or

have held
Sixty

in their

Thirty-nine

of the

fifteen

fif te en

p o s i tio ns.

hav e b e e n

for b e t w e e n

and

less.

education

seven

ye ar s

or mo r e

and

and

or

present
respon­

ten

only

years,

five have

years.

TABLE 6
Response

by Ye ar s in P r e s e n t P o s i t i o n
Education Administrators

of V o c a t i o n a l

(N=1 6 8 )
Variable

Years

Frequency

in P r e s e n t

Position

by N u m b e r

Presented
employing
Onl y

28.0
35.7
23.2
9.5
3.0
.6
100. 0

47
60
39
16
5
1
168

3 Yea rs or Less
4-6 Years
7-10 Years
11 - 1 5 Years
Over 15 Years
Not I d e n t i f i e d

Profile

P e r cen t

of S t u d ent

in Table

in U n i t :

7 is the

the a d m i n i s t r a t o r

two of the r e s p o n d e n t s

size

responding
indicated

of a d m i n i s t r a t i v e
to the
that

unit

questionnaire.

their

administrative

48

uni t c o n t a i n e d
un i t of

99 s t u d e n t s

100 to 499

999 stud en ts.
by a g e n c i e s
serving

s t ud en ts,

Fifty-seven

serving

or less.

61 a d m i n i s t r a t i v e

2,999

s t u den ts ,

administrative

unit of

of the a d m i n i s t r a t o r s

1,000 to

3,000 or m o r e

Twenty-five

are

500 to

employed

20 by a g e n c i e s

students.

TA B L E 7
Response

by Size of A d m i n i s t r a t i v e Unit of V o c a t i o n a l
Education Administrators
(N = 1 6 8 )

Siz e of A d m i n i s t r a t i v e

Unit

Responses

20
3

1.8

168

100.0

25
61
57

of All A d m i n i s t r a t o r s 1 Res p o n s e s :

Tables 8 through
received

from

11 p r e s e n t

the a d m i n i s t r a t o r s

opinion about mainstreaming,
level

of a d m i n i s t r a t o r s ,

of v o c a t i o n a l

teachers

a profile
concerning

opinions

opinions

toward

t o w ar d

s t u de nts .

General

Mainstreaming:

Opinions

about

Table 8 p r e s e n t s
administrators
toward

the r e s p o n s e s

concerning
various

of the

responses

their g e n e r a l
the k n o w l e d g e

the k n o w l e d g e level

and the s t a t u s of the i n s t r u c t i o n a l

p r o g r a m for h a n d i c a p p e d

attitude

.

1 2
14.9
36.3
33.9
11.9

2

99 or Less S tu d e n t s
10 0 - 4 9 9 S t u d e n t s
500-999 Students
1 0 0 0 - 2 9 9 9 S tud e n t s
3000 or Mor e S t u d e n t s
Not I d e n t i f i e d

Pr o f i l e

Percent

of v o c a t i o n a l

m a i n s t r e a m as a c o n c e p t

aspects

of

that co nce pt .

education
and

the ir

Contained

in

TABLE B
FREQUENCY COUNT AND P ERC ENTAGE FOR ALL VOCATIONAL A DMINISTRATORS-GENERAL OPINIONS ABOUT MAINSTREAMING
(N=168)
Strongly
Agree

1.

2.

3.

4.

5.

6.

My opinion of! mainstreaming
is positive.
Mainstreaming is usually
beneficial to student
welfare.

Agree

Undecided

Disagree

Strongly
Disagree

Missing

1

1

48

91

18

9

P

28.6

54.2

10.7

5.4

.6

.6

F

37

85

34

10

1

1

P

22.0

50.6

20.2

6.0

.6

.6

49

52

60

6

29.2

31.0

35.7

3.6

*F

Ma instreaming is usually
supported by general
education staff.

F

1

P

.6

Mai nstreaming is usually
supported by vocational
education staff.

F

2

82

35

46

3

P

1.2

48.8

20.8

27.4

1.8

Ma instreaming is usually
supported by special
education staff.

F

67

76

21

3

P

39.9

45.2

12.5

1.8

Mainstreaming is usually
supported by parents.

F

33

93

39

2

P

19.6

55.4

23.2

1.2

1
.6
1
-

.6

Strongly
Agree

7.

8.

9.

10.

11.

Agree

Undeelded

Disagree

Strongly
Disagree

M ainstreaming usually improves the quality of e d u ­
cation for the handicapped
student.

F

25

71

55

P

14 9

42.3

32.7

Mainstreaming usually i m ­
proves the quality of e d u ­
cation for the n o n - h a n d i ­
capped student.

F

10

37

66

52

2

P

6.0

22.0

39.3

31.0

1.2

It is important that v o c a ­
tional education a d m i n i s ­
trators have a working
knowledge of the concept
of mainst re ami ng h a n d i ­
capped children.

F

95

72

P

56.5

42.9

It is important that v o c a ­
tional education teachers
have a working knowledge
of the concept of mainstreaming handicapped
children.

F

102

P

60.7

39.3

F

74

89

4

P

44.0

53.0

2.4

It is important that v o c a ­
tional education a d m i n i s ­
trators have a working
knowledge about the rules,
regulations and procedures
of special education.

15

8.9

2

1.2

1

.6

_ _

-

-

„

66

—

—

—

1

.6

Missing

-----

1

.6

Strongly
Agree

12.

13.

14.

It is important that vocational education teachers
have a working knowledge
about the rules, reglilations and procedures of
special education.

*F = Frequency;

P = Percent

Undecided

Disagree

F

49

97

17

5

P

29.2

57.7

10.1

3.0

61

95

10

2

36.3

56.5

6.0

1.2

F

78

80

9

1

P

46.4

47.6

5.4

It is important that vocaF
tional education a d m i n i s ­
trators have a working
knowledge about the c h a r a c ­
teristics of the various
P
handicapping conditions,
i.e., emotionally impaired,
mentally impaired, learning
disabled, physically and
otherwise health impaired,
blind and deaf.
It is important that vocational education teachers
have a working knowledge
about the ch aracteristics
of the various handicapping
conditions, i.e., e m o ­
tionally impaired, m e n ­
tally impaired, learning
disabled, physically and
otherwise health impaired,
blind and deaf.

Agree

.6

Strongly
Disagree

—

Missing

52

the

ta b l e

is a s e r i e s

wer e a s k e d
mation

to a n s w e r

sought

of

fourteen

on a L i k e r t

in this

typ e

Wh e n a s k e d
was p o s i t i v e ,
that

they

disagree
asked

either

percent

strongly

or s t r o n g l y

72.6

only

percent

asked

vocational

strong
the

usually

vocational

wh e n

system,

wi t h

to

the co nc e p t .

streaming;

they

of s p e c i a l

indicated

a

the p a r t

of
or

five a s k e d

their

education staff

the c o n c e p t w i t h o nl y

When

the c o n c e p t

indicated

Question

an 85 p e r c e n t

undecided

a disagreement

education administrator about

the a t t i t u d e

wer e

their

s upp or t.

the c o n c e p t on

indicated

dis­

s t a f f of

supported

50 p e r c e n t

agreement

if m a i n s t r e a m i n g

they

such

or

or s t r o n g

education

about

when

to s t u d e n t

asked

that

belief

6 percent

question,

agreement

education staff

29.2 p e r c e n t

concerning

a g r e e m e n t w it h

attitude

indicated

w h i l e onl y

disagreement

indicated

a g r e e m e n t or a g r e e m e n t

disagreement

strong

disagreed

in their

staff while

the

of m a i n s t r e a m i n g

beneficial

ho wev er ,

70.3 percent

or s t r o n g l y

the ir

opinion

by the g e n e r a l

or d i s a g r e e d

strong

the

ab o u t m a i n s t r e a m i n g .

In a r e l a t e d

indicated

supported

of m a i n s t r e a m i n g

2)

the a d m i n i s t r a t o r s '

or a g r e e

indicated

was

if the

1)

general

of the a d m i n i s t r a t o r s

was

Interestingly,

syste m,

staffs'

staff attitude

ag r e e

agreement.

s c h ool

and 4)

d i sa gre e.

6.6 p e r c e n t

usually

their

if their p e r s o n a l

if m a i n s t r e a m i n g

welfare,
while

education

82.8

was

infor­

3) a d m i n i s t r a t o r s ' b e l i e f a b o u t p a r e n t s

attitude about mainstreaming,
special

The ba sic

toward mainstreaming,

administrators' belief concerning

regarding

scale.

administrators

s e c t i o n of the q u e s t i o n n a i r e

administrators' general attitude

about mainstreaming,

questions which

belief
t o w a r d ma i n -

a g r e e m e n t or s t r o n g

a 2.4 p e r c e n t

disagreement

53

with

the c o n c e p t on the p art

Vocational
of

education

the p a r e n t s

ce p t

administrators

education

believe

e i t h e r a g r e e or s t r o n g l y

of m a i n s t r e a m i n g

undecided

of s p e c i a l

with

that

75 p e r c e n t

agree with

23.2 p e r c e n t

regarding p a r e n t s ' attitudes

staff.

of

the c o n ­

the a d m i n i s t r a t o r s

and only a 1.2 p e r c e n t

disagreement.
In a n o t h e r
concerning

attempt

the c o n c e p t

to get at a d m i n i s t r a t o r

of m a i n s t r e a m i n g ,

asked whether mainstreaming
education

for the h a n d i c a p p e d

administrators

indicated

wi t h

percent

only

10.1

disagreement.
concerning

Only

this

non-handicapped

or s t r o n g

s tu den ts ,

the p o s i t i v e

the n e g a t i v e

9, 11 and

three p e r c e n t
13 a t t e m p t e d

were

of e d u c a t i o n
response

concerning
about

for a d m i n i s t r a t o r s

the c o n c e p t of m a i n s t r e a m i n g ,

special

capping

education procedures

conditions

A 99.A percent,
rate

97 p e r c e n t

was o b t a i n e d

when asked

if

and

students

92.8 p e r c e n t

for each of the q u e s t i o n s

their

teachers

should

have

to

32.2 p e r ­

a nd

knowledge

education

rules

the

vocational

to p o s s e s s

and r e g u l a t i o n s

and k n o w l e d g e

of the h a n d i c a p p e d

for

un d e c i d e d .

to o b t a i n

of v o c a t i o n a l

w h e n as k e d

dropped

administrators' attitudes concerning preparation
necessary

undecided

totaling

remain

the

or s t r o n g

however,

response

of

of

agreement

a disagreement

the q u a l i t y

were

quality

57.2 p e r c e n t

Interestingly,

improved

Thirty-nine point
Questions

the

32.7 of the a d m i n i s t r a t o r s

28 p e r c e n t w i t h

cent.

st ude n t ;

indicating

administrators

improves

an a g r e e m e n t

questi on .

if m a i n s t r e a m i n g

on l y

usually

attitudes

about

they

deal

positive
asked.

a working

handi­
with.

response
L ik ewi se,

knowledge

54

of

the c o n c e p t

regarding

s p e ci al

conditions
wit h

a

of m a i n s t r e a m i n g ,
ed u c a t i o n ,

of stud en ts;

100 p e r c e n t ,

and

respectively.

Knowledge

Level

administrators

15 t h r ou gh

vocational

the level

of k n o w l e d g e p o s s e s s e d

Ta bl e

education

ponses

administrators

29.8
ledge

about

indicate

by

94 p e r c e n t

a strongly

wit h

45.9 percent

agree

and p e r c e n t a g e
to s t a t e m e n t

response

insufficient

Statement
opinions

15,

regarding

of r e s ­
vocational
they

sufficient

have
while

know­
the

knowledge

of s p e c i a l

education

38.7 p e r c e n t

believe

the c h a r a c t e r i s t i c s
while

18,

disagreeing.

knowledge about

have

the

that

totalling

or s t r o n g l y

of s t u d e n t s

Presented

to s t a t e m e n t

and p r o c e d u r e s

vo­

about

of m a i n s t r e a m i n g

sufficient

conditions

about

other

le v e l

they h a v e s u f f i c i e n t

or a g r e e

disagreeing

and

16,

response

the c o n c e p t

that

opinions

s t ud ent s.

six p e r c e n t of the a d m i n i s t r a t o r s

they

positive

in M i c h i g a n s c h o o l s

five p o i n t

handicapping

positively

form w e r e d e s i g n e d

themselves

50 p e r c e n t

regulations

with

by

In r e s p o n d i n g

indicate

rules,

s u rv ey

that they do not h a v e

of m a i n s t r e a m i n g .

the

counts

about

indicate

administrators

responded

handicapped

In r e s p o n d i n g

knowledge

percent

regulations

handicapping

administrators

administrators

frequency

o b t ain ed .

sufficient

education

of m a i n s t r e a m i n g

9 are

and

20 on the

to o b t a i n

in

and

of A d m i n i s t r a t o r s ;

Questions

the c o n c e p t

rules

the v a r i o u s

86.9 p e r c e n t

response,

cational

the

Twenty-

they

have

of the v a r i o u s

48.8 p e r c e n t

believe

k n o wl edg e.

17 and
other

19 a t t e m p t

vocational

to get at a d m i n i s t r a t o r s '

a d m i n i s t r a t o r s ' level of

TABLE 9
FREQUENCY COUNT AND PERCENTAGE FOR ALL VOCATIONAL A D M I N I S T R A T O R S —
OPINION ABOUT KNOWLEDGE LEVEL OF ADMIN IST RAT OR S
(N=168)
Strongly
Agree

15.

16.

17.

18.

Most vocational education
a d min ist ra tor s in Michigan
have sufficient knowledge
about the concept of mainstreaming.

Undecided

Disagree

Strongly
Disagree

1

42

56

64

5

P

.6

25.0

33.3

38.1

3.0

I have sufficient knowledge F
about the concept of mainP
streaming.

13

71

34

48

2

42.3

20.2

28.6

1.2

23

66

72

7

13.7

39.3

42.9

4.2

6

59

26

71

6

3.6

35.1

42.3

3.6

Most vocational education
ad mi nistrators in Michigan
have sufficient knowledge
about the rules, r e g u l a ­
tions and pr oc edures of
special education.

*F

Agree

F

7.7
—

P

I have sufficient knowledge F
about the rules, regulations
and procedures of special
P
education.

15.5

Missing

Strongly
Agree
19. Most vocational education
ad mi nistrators in Mic higan
have sufficient working
knowledge about the
char ac ter ist ic s of the
various handicapping
conditions.
20.

I have sufficient know-

F

iha ?a c?e ?i sti os of the
various handicapping
conditions.

P

*F = Frequency;

P = Percent

6

Agree

Undecided

Disagree

Strongly
Agree

24

60

77

7

14.3

35.7

45.8

4.2

37

43

76

2 2 ’°

2 5 ‘6

4 5 '2

6

Missing

57

knowledge
tions

abo ut m a i n s t r e a m i n g ,

and p r o c e d u r e s

the v a r i o u s
ment

15,

and

knowledge

handicapping

41.1

percent

of

the b e l i e f

administrators

in M i c h i g a n

of m a i n s t r e a m i n g .

possessed

k n o w l e d g e of
cation.

rules,

the s t a t e m e n t
in M i c h i g a n

that

hav e

characteristics

range

15,

of the

Knowledge

of the

"most

of

vocational

Likert

L e v e l of

18,

employed

abo ut

cational

education

the c o n c e p t

of the

t owa rd

about

the

conditions."
responses

to

Teachers:

that

of

the

indicated

vocational

system

had

that

Similarily,

educa­

or s t r o n g l y
education

sufficient

Only

know­

22 p e r c e n t

they b e l i e v e

had s u f f i c i e n t

of m a i n s t r e a m i n g .

vocational

they d i s a g r e e d

that mo s t

th ei r s c h ool

teachers

edu­

used.

the c o n c e p t of m a i n s t r e a m i n g .

of the a d m i n i s t r a t o r s

concerning

we r e n e g a t i v e

knowledge

two p e r c e n t

indicated

in

of

19 and 20 fell in the u n d e c i d e d

Vocational

d i s a g r e e d with the s t a t e m e n t

the

of k n o w l e d g e

of s p e c i a l

handicapping

type s c a l e

point

about

education administrators

la r g e n u m b e r

17,

tion a d m i n i s t r a t o r s

ledge

responses

the v a r iou s

16,

Fifty-seven

teachers

procedures

answered

one p e r c e n t

the level

of

education

knowledge

administrators

sufficient working

An i n t e r e s t i n g l y
statements

concerning

regulations,

Fi f t y p e r c e n t

vocational

sufficient

education

regula­

to s t a t e ­

responding

Forty-seven point

wer e n e g a t i v e

by v o c a t i o n a l

that m o s t

have

rules,

In r e s p o n d i n g

the a d m i n i s t r a t o r s

with

the r e s p o n s e s

education

abo ut c h a r a c t e r i s t i c s

conditions.

a disagreement

concept

s p e ci al

that

knowledge

voc-

about

64.2 p e r c e n t

of

the

58

administrators
the ir

school

regulations
rather

system

and p r o c e d u r e s

10 s u m m a r i e s

system.

St a t u s

of

status

students
nin e

(39.9 p e r c e n t )

that

they

wer e

handicapped
42.8

percent

wit h

their

percent

satisfied

students

not m a k e

present

program.

system

such

to i n c l u d e

while ,

indicated

being

th ei r

done

for

handicapped.

administrators

Likert

teachers

in their

Students;
examination
concerning

handicapped

units.

Thirty-nine

administrators

indicated
to

system

a mainstreaming

they

would

35.8
change

that

they w o u l d

percentage

s ome m a i n s t r e a m i n g

som e

25,

if g iv en

high

26,

of

was c u r r e n t l y

students

number

while

model,

indicated

education

for

dissatisfaction

statement

that

po int

indicated

i n s t r u c t i o n p rog r a m ,

to s t a t e m e n t

for all

for the

indicated

indicated

scale.

administrators

Responding

vocational

Responding

of the

An i n t e r e s t i n g l y
that

Again,

and p e r c e n t a g e

27.4 p e r c e n t

a cha nge .

the rules,

the p r e s e n t d e l i v e r y

vocational

administrators

the

with

of the a d m i n i s t r a t o r s

the o p p o r t u n i t y

of

of the

in

of a d m i n i s t r a t o r s

Handicapped

programs

of the a d m i n i s t r a t o r s

a delivery

for

administrative

percent

ab o u t

and p e r c e n t a g e s

education

of i n s t r u c t i o n a l

teachers

ed u c a t i o n .

about

a frequency

of v o c a t i o n a l

within their

rate

opinions

Programs

11 p r e s e n t s

responses

categories

response

Instructional

Table

the

the

that

knowledge

a h ig h p e r c e n t a g e

administrators

school

a statement

of s p e c i a l

in the u n d e c i d e d

vocational

of

with

had s u f f i c i e n t

interestingly

responded
Table

disagreed

who

were

81.6 p e r c e n t

mainstreaming

taking

pl a c e

TABLE 10
FREQUENCY COUNT AND PERCENTAGE FOR ALL VOCATIONAL AD MIN ISTRATORS
OPINION ABOUT KNOWLEDGE LEVEL OF VOCATIONAL EDUCATION
TEACHERS IN MY SCHOOL DISTRICT
(N = 1 6 8 )
Strongly
Agree

21.

22.

23.

Most vocational education
teachers employed by my
school system have sufficient
working knowledge about the
character is tic s of the various
ha nd icapping conditions.

*F = Frequency;

P = Percentage

Disagree

Strongly
Disagree

Missing

33

34

90

6

1

2.4

19.6

20.2

53.6

3.6

.6

F

1

20

38

96

12

1

P

.6

11.9

22.6

57.1

7.1

.6

3

64

29

61

1.8

38.1

17.3

36.3

Most vocational education
teachers employed by my
school system have sufficient
knowledge about the concept
of mainstreaming

Most vocational education
teachers employed by my
school system have sufficient
knowledge about the rules,
regulations and procedures
of special education.

Agree

Undecided

11
6.5

TABLE 11
FREQUENCY COUNT AND PE RCENTAGE FOR ALL VOCATIONAL ADMINISTRATORS
OPINION ABOUT STATUS OF INSTRUCTIONAL PROGRAM FOR
HANDICAPPED STUDENTS IN MY SCHOOL SYSTEM
(N= 168)
Strongly
Agree

24.

25.

26.

27.

*F = Frequency;

P = Percentage

Disagree

Strongly
Disagree

11

Missing

64

29

61

1.8

38.1

17.3

36.3

6.5

8

52

59

40

6

3

4.8

31.0

35.1

23.8

3.6

1.8

F

24

113

16

13

1

1

P

14.3

67.3

9.5

7.7

.6

.6

I would change, to a s i g n i ­ F
ficant degree, the delivery
of vocational education
P
services to include a mainstreaming model.

I would change to a s i g ­
nificant degree, the d e ­
livery of vocational e d u ­
cation services by m o d i ­
fying our present program
to include more emphasis
on mainstreaming.

Undecided

3

I am satisfied with our
F
present program for d e ­
livering vocational e d u c a ­ P
tion services to the h a n d i ­
capped student.

Our school system p r e s ­
ently m ainstreams h a n d i ­
capped students.

Agree

F

5

42

44

37

5

35

P

3.0

24.0

26.2

22.0

3.0

20.8

61

in

the ir

suc h

s c hoo l

system,

wh i l e

8.3 p e r c e n t

did not o f f e r

a pr ogr am.

Findings:
Hypothesis

Hi :

"There is no s i g n i f i c a n t d i f f e r e n c e in the p e r ­
c e i v e d val ue of m a i n s t r e a m i n g as a t e c h n i q u e
for e d u c a t i n g h a n d i c a p p e d s t u d e n t s b e t w e e n d i f ­
f e r e n t a ge g r o u p s of v o c a t i o n a l e d u c a t i o n a d ­
m i n i s t r a t o r s ."
Of the
tionnaires,

166 v o c a t i o n a l
1 (.6 p e r c e n t )

(17.9 p e r c e n t )
we r e age

w er e age

36 t h r o u g h

55 years;

11

was

statement

26 t h r o u g h
57

wer e

on

one s t a t e m e n t

showing

Statement

this

(See

age

(40.5 p er cen t)

wer e age

46

ye ar s or older;

thr oug h

and

1

p e r c e n t of p e r s o n s a g e

statement.

9 8. 2 p e r c e n t
agree

of p e r s o n s
this

the age of the a d m i n i ­

Ta bl e

12)

tested.

was

The

was:

26 t h r o u g h

percent)

or a g r e e with

30

It is i m p o r t a n t that v o c a t i o n a l e d u c a ­
tion a d m i n i s t r a t o r s h a v e a w o r k i n g
k n o w l e d g e a b o u t the rules, r e g u l a t i o n s
and p r o c e d u r e s of s p e c i a l e d u c at ion .

with

percent

68

the v a l u e of m a i n s t r e a m i n g

or a g r e e

of age s t r o n g l y

35 years;

between

significance

11.

All p e r s o n s

statement,

56

ques­

of age or less;

(33.9 pe rc e n t )

differences

th ei r o p i n i o n

in o n l y

25 y e a r s

who r e t u r n e d

not i d e n t i f i e d .

Significant

found

was

(6.5 p e r c e n t )

(.6 p e r c e n t )

s t r a t o r a nd

45;

administrators

35 e i t h e r

Ninety-seven point
36 t h r o u g h 45

of p e r s o n s

from 46

or ag ree w i t h

56 y e a r s

or o l d e r

statement.

strongly

this

one

agr ee

through

statement

either

ag ree
(97.1
with

55 years
and

90.9

strongly agree

The one p e r s o n

this

25 year s of

62

TABLE 12
D I F F E R E N C E S B E T W E E N A GE
GENERAL OPINIONS

OF A D M I N I S T R A T O R A ND
T O W ARD M A I N S T R E A M I N G

Statement

THEIR

Chi-Sq.

Significance

1.

My o p i n i o n of m a i n s t r e a m i n g
is p o si tiv e.

10 .099

.861

2.

M a i n s t r e a m i n g is u s u a l l y
b e n e f i c i a l to s t u d e n t w e l ­
fare .

10.012

.866

3.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by g e n e r a l e d u ­
c a t i o n staff.

18.799

.279

A.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by v o c a t i o n a l
e d u c a t i o n staff.

23.713

.096

5.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by s p e c i a l e d u ­
c a t i o n staff.

13.793

.314

6.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by parent s.

9.0 39

.699

7.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of e d u ­
c a t i o n for the h a n d i c a p p e d
student.

1 7 .66 4

.344

8.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of e d u ­
c a t i o n for the n o n - h a n d i ­
c a p p e d student.

11.606

.770

9.

It is i m p o r t a n t that voc ational e d u c a t i o n a d m i n i s t r a ­
tors h a v e a w o r k i n g k n o w l e d g e of the c o n c e p t of
mainstreaming handicapped
children.

7 .31 7

.503

63

Statement

Chi-Sq.

Significance

1.867

.760

10.

It is i m p o r t a n t that vo ca tional e d u c a t i o n t e a c h e r s
have a w o r k i n g k n o w l e d g e
of the c o n c e p t of m a i n streaming handicapped
children.

11.

It is i m p o r t a n t
that v o c a tional e d u c a t i o n a d m i n i s t r a ­
tors ha v e a w o r k i n g k n o w ­
le d g e ab o u t the rules, r e g u ­
l a t i o n s and p r o c e d u r e s of
sp e cia l educa tio n.

3 0.166

.000 **

12.

It is i m p o r t a n t
that vo cat i ona l e d u c a t i o n t e a c h e r s
have a w o r k i n g k n o w l e d g e
abou t the rules, r e g u l a ­
tions and p r o c e d u r e s of
sp e cia l ed uca ti on.

1 0.390

.582

13.

It is i m p o r t a n t
that v oc ati onal e d u c a t i o n a d m i n i s t r a ­
tors h a v e a w o r k i n g kn o w le d g e ab ou t the c h a r a c t e r i s ­
tics of the v a r i o u s h a n d i ­
c a p p i n g c o n d i t i o n s , i.e.,
emotionally impaired, m e n ­
ta ll y i m p a i r e d , l e a r n i n g
di sa b l e d , p h y s i c a l l y and
otherwise health impaired,
bl i n d and deaf.

6. 3 3 3

.898

14.

It is i m p o r t a n t that v o c a ­
ti on al e d u c a t i o n t e a c h e r s
ha v e a w o r k i n g k n o w l e d g e
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g
c o n d i t i o n s , i.e., e m o t i o n ­
al l y im p a i r e d , m e n t a l l y i m ­
pai red , l e a r n i n g d i s a b l e d ,
p h y s i c a l l y and o t h e r w i s e
he a l t h i m p a r i e d , bl i n d and
deaf.

**Significant

at

.05 Level

64
TABLE 13
R E S P O N S E BY AGE OF A D M I N I S T R A T O R

TO S T A T E M E N T

NUMBER

11

"It is i m p o r t a n t that v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
have a w o r ki ng k n o w l e d g e ab o u t the rules, r e g u a l t i o n s and
p r o c e d u r e s of s p e c ia l e d u c a t i o n ."

Age of
Administra
tor

Strongly
Agree

Ag r e e

25 or
under

*F
P

17
56.7

13
43.3

36 - 45

F
P

31
45.6

35
51 .5

F
P

21
36.8

35
61.4

F
P

4
36.4

6
54.5

46

- 55

56 or
Ol d e r

Disagree

Strongly
Disagree

ChiSq.

Sign.

50.166

.000

1
100.0

- 35

26

Unde­
ci d e d

*F = F r e q u e n c y
P = Percentage

2
2.9

1
1.8

1
9.1

65

age

or under
The

was

hypothesis

in the p e r c e i v e d
age

groups

applies
va lu e

whe n

test ed

f i c a nce

Table

with

.05

th er e

education
can be

s t a t eme nt .

is no s i g n i f i c a n c e
between

different

administrators

r e j ect ed .

The r e m a i n i n g

square procedure

as it

The chi

14 s t a t e m e n t s t e s t i n g this
13.

a chi

that

this

of m a i n s t r e a m i n g

statement

in

at the

Hypotheses

va lue

each of the

is p r e s e n t e d

concerning

stating

of v o c a t i o n a l

to this

for

undecided

s q uar e

hypothesis

13 s t a t e m e n t s
showed

no

signi­

level.

H2 *

"There is no s i g n i f i c a n t d i f f e r e n c e on the
p e r c e i v e d v a l u e of m a i n s t r e a m i n g as a t e c h ­
ni qu e b e t w e e n the four types of v o c a t i o n a l
administrators surveyed (community college
dean s of o c c u p a t i o n a l e d u c a t i o n , d i r e c t o r s
of v o c a t i o n a l e d u c a t i o n , c a r e e r e d u c a t i o n
planning district vocational/technical
s p e c i a l i s t s and p r i n c i p a l s or d i r e c t o r s of
ar e a c e n t e r s c h o o l s ) . "
As p r e v i o u s l y
the

r e s p o n s e s of 27

education

planning

76 d i r e c t o r s
munity

skill

district

included
center

vocational
education

in this

study

principals,
technical

and

22 de a n s

are

43 c a r e e r

specialists,
of c o m ­

c o l le ges .

position

mainstreaming
number

are a

of v o c a t i o n a l

A significant
triv e

indicated,

8:

education

difference

hel d and o p i n i o n s

was m a n i f e s t e d

"mainstreaming
for

between

e x p r e s s e d on the v a l u e

in r e s p o n s e s

usually

the n o n - h a n d i c a p p e d

the type of a d m i n i s -

improves

of

to^'statement
the q u a l i t y

student."

(See

of

Table

15.)

66

Forty-three
the p r i n c i p a l s
or a g r e e m e n t

point

responding

with

the

of the p r i n c i p a l s
percent)

percent

indicated

agreement.

this
point

six

agreement.

with

to the

percent

statement

categories

administrators
can

and

the

be r e j e c t e d

valu e

te s t e d

this h y p o t h e s e s

remaining
with

Hypothesis

point

28.6

(45.5 p e r c e n t )

agreed.

with
Thirty-one
expressed

23.7 p e r c e n t

number, of e ach

states

in

of the

an u n d e c i d e d

wh ich

response

there

is

of v o c a t i o n a l
on the

va lue

number

14 s t a t e m e n t s

is s h o w n

dis­

percent

of the d i r e c t o r s

opinion

(26.2

indicated

disagreed

for S t a t e m e n t

in Ta ble

s h o w e d no s i g n i f i c a n c e

technique

percent

two

dean s

ty pes

for each of the

statements

a chi-square

four

26.1

five

with

of

agreement

point

expressed

expressed

chi-square
for

la rg e

The h y p o t h e s i s

between

only

22.7 p e r c e n t

A significantly

no d i f f e r e n c e

streaming

college

only

this

que s t i o n .

while

Forty-five

(31.6 p e r c e n t )

employment

a strong

Twenty-six

statement

while

) percent

tested statement while

the c o m m u n i t y

disagreement

four

this

statement

indicated

of the CE P D s p e c i a l i s t s

wit h

of

(43.4 p e r c e n t

dis a g r e e d .

agreement

percent

four

for s i g n i f i c a n c e

8.

The

which

14.
w he n
at

of m a i n -

The

were
13

t es ted
.05 level.

H^:

" T her e is no s i g n i f i c a n t d i f f e r e n c e in the
p e r c e i v e d level of k n o w l e d g e ab o u t m a i n s t r e a m i n g p o s s e s s e d by the four d i f f e r e n t
type s of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s . "

TABLE 14
D I F F E R E N C E S B E T W E E N TYPE OF V O C A T I O N A L A D M I N I S T R A T O R
AND THEIR G E N E R A L O P I N I O N TO W A R D M A I N S T R E A M I N G

Sta temen t

Chi-Sq.

Significance

1.

My o p i n i o n of m a i n s t r e a m i n g
is p o si tiv e.

17.220

.141

2.

M a i n s t r e a m i n g is u s u a l l y
b e n e f i c i a l to s t u d e n t
welfare.

19.156

.085

3.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by g e n e r a l
e d u c a t i o n staff.

11.571

.481

4.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by v o c a t i o n a l
e d u c a t i o n staff.

15.638

.208

5.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by s p e c ial
e d u c a t i o n staff.

10.185

.336

6.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by p are nts .

14.921

.093

7.

Mainstreaming usually
i m p r o v e s the q u a l i t y of
e d u c a t i o n for the h a n d i ­
c a p p e d student.

14.681

.259

8.

Mainstreaming usually
i m p r o v e s the q u a l i t y of
e d u c a t i o n for the n o n ­
h a n d i c a p p e d student.

2 2 .73 4

.030**

9.

It is i m p o r t a n t tha t voca
tional education a d m i n i s ­
t r a t o r s have a w o r k i n g
k n o w l e d g e of the c o n c e p t
of m a i n s t r e a m i n g h a n d i ­
c a p p e d c h ild re n.

9. 3 8 3

.153

cb

Statement

Chi-Sq.

Significance

10.

It is i m p o r t a n t that v o c a tional e d u c a t i o n t e a c h e r s
have a w o r k i n g k n o w l e d g e
of the c o n c e p t of m a i n streaming handicapped
children.

6.973

.073

11.

It is i m p o r t a n t that v o c a tional e d u c a t i o n a d m i n i s ­
t r a t o r s have a w o r k i n g
k n o w l e d g e a b o u t the rules,
r e g u l a t i o n s and p r o c e d u r e s
of s p e c i a l ed u c a t i o n .

5. 05 5

.829

12.

It is i m p o r t a n t that v o c a ti onal e d u c a t i o n t e a c h e r s
hav e a w o r k i n g k n o w l e d g e
ab o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
s p e c i a l e d u cat ion .

6.498

.689

13.

It is i m p o r t a n t that v o c a tiona l e d u c a t i o n a d m i n i s ­
t r a t o r s have a w o r k i n g
k n o w l e d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r i o u s
handicapping conditions,
i.e., e m o t i o n a l l y imp a i r e d ,
m e n t a l l y i m pai re d, l e a r n i n g
dis a b l e d , p h y s i c a l l y and
o t h e r w i s e h e a l t h i mp air ed ,
b l i n d and deaf.

6. 3 6 2

.703

14.

It is i m p o r t a n t that vo c a tional e d u c a t i o n t e a c h e r s
have a working knowledge
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
c a p p i n g c o n d i t i o n s , i.e.,
e m o t i o n a l l y i mp a i r e d , m e n ­
tall y i m p a i r e d , l e a r n i n g
d i sa bl ed, p h y s i c a l l y and
o t h e r w i s e h e a l t h i m p air ed,
b l i n d and deaf.

4.292

.891

b9

TABLE 15
RESPONSE

BY TYPE OF A D M I N I S T R A T I V E P O S I T I O N
NUMBER 8

M a i n s t r e a m i n g u s u a l l y i m p r o v e s the q u a l i t y
for the n o n - h a n d i c a p p e d student.

Type of
Po s i t i o n

Strongly
Agree

Agree

Unde­
cided

Dis­
agre e

Princi­
pal

F
5
P 21.7

5
21.7

7
30.4

6
26.1

CEPD

F
P

2
4.8

10
23.8

17
40.5

11
26.2

Dean

F
P

1
4.5

4
18.2

7
31.8

10
45.5

F
P

1
1.3

17
22.4

34
44.7

24
31.6

Direc­
tor

F = Frequency
P r Percentage

TO S T A T E M E N T

of e d u c a t i o n

Strongly
Disagree

ChiSq.

Sign.

22 . 7 3 4

.030

2
4.8

70

To test
the

this

questionnaire

hypothesis

level

technique

no s i g n i f i a n c e

s t a t e m e n t s wh e n c o m p a r i n g

of k n o w l e d g e

abo ut m a i n s t r e a m i n g

ferent

types

ingly,

the h y p o t h e s i s

square

va lue

Table

15 t h r o ug h

20 of

wer e i n c lud ed .

Using a c h i - s q u a r e
for any of these

Statements

of v o c a t i o n a l
as

education

t e s t e d mu s t

was

the p e r c e i v e d

between

the

four

administrators.
be accep ted .

for each of the six s t a t e m e n t s

sho wn

dif­

Accord­

The chi-

is p r e s e n t e d

in

16.

Hypothesis

H^:

"There is no s i g n i f i c a n t d i f f e r e n c e in the
o p i n i o n s e x p r e s s e d by the four d i f f e r e n t
g r o u p s of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a ­
tors c o n c e r n i n g their b e l i e f a bo ut the level
of k n o w l e d g e of m a i n s t r e a m i n g p o s s e s s e d by
their s t a f f . "
Statements
the o p i n i o n s
cerning

of the

the level

concerning

different

22 and

of k n o w l e d g e

education

preparation

significant

21,

vocational

the c o n c e p t

for s p e c i a l
t i ona l

number

programs.
was

designed

to o b t a i n

education administrators
wh ic h

their

of m a i n s t r e a m i n g
students

difference

23 were

who were
Of the

s taf f had a c q u i r e d

in its

implication

enrolled

in v o c a ­

three q u e s t i o n s ,

sho wn in the r e s p o n s e

typ es of a d m i n i s t r a t o r s

whe n

con­

responding

of

a

the

four

to S t a t e m e n t

21:
Statement

In T a b l e
for ea c h of the

21:

17 are
th ree

Most v o c a t i o n a l e d u c a t i o n t e a c h e r s
e m p l o y e d by my school s y s t e m have
s u f f i c i e n t k n o w l e d g e a b o u t the c o n ­
cept of m a i n s t r e a m i n g .
data

whi ch

statements.

sh o w the c h i - s q u a r e
Statements

22 and

va lue
23

71

TABLE 16
D I F F E R E N C E S B E T W E E N TYPE OF A D M I N I S T R A T I V E P O S I T O N S
P E R C E I V E D L E V E L OF K N O W L E D G E ABOUT M A I N S T R E A M I N G

Statement

Opinion

ab ou t

knowledge

Chi-Sq.

l eve l

Significance

of a d m i n i s t r a t o r s

15.

Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
have s u f f i c i e n t k n o w l e d g e
ab ou t the c o n c e p t of m a i n streaming .

15.879

.197

16.

I have s u f f i c i e n t
a b o u t the c o n c e p t
streaming .

2 0 .01 1

.067

knowledge
of m a i n -

IN

17.

Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
have s u f f i c i e n t k n o w l e d g e
abou t the rules, r e g u l a ­
tion s and p r o c e d u r e s of
special education.

7.964

.178

18.

I have s u f f i c i e n t k n o w l e d g e
abou t the rules, r e g u l a l a t i o n s and p r o c e d u r e s of
special education.

16.294

.178

19.

Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
have sufficient working
k n o w l e d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r i o u s
handicapping conditions.

1 1 .88 7

.219

20.

I h ave s u f f i c i e n t k n o w l e d g e
ab ou t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g
conditions.

18.684

.096

72

TA B L E

17

D I F F E R E N C E S B E T W E E N TYPE OF A D M I N I S T R A T I V E P O S I T I O N AND
O P I N I O N S AB OUT K N O W L E D G E LE V E L OF T E A C H E R S ON T H E I R STAFF

Statement

Chi-Sq.

Significance

O p i n i o n ab o u t k n o w l e d g e l e v e l of v o c a t i o n a l
e d u c a t i o n t e a c h e r s in my s c h o o l d i s tri ct .
21.

Most v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
school system have s u f f i ­
c i ent k n o w l e d g e ab o u t the
c o n c e p t of m a i n s t r e a m i n g .

21.179

.Q48^

22.

Most v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
sc h o o l s y s t e m ha v e s u f f i ­
cient k n o w l e d g e abou t the
rules, r e g u l a t i o n s and
p r o c e d u r e s of s p e c i a l
ed u c a t i o n .

15 .666

.207

23.

Most v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
s c h ool s y s t e m ha v e s u f f i ­
ci e n t w o r k i n g k n o w l e d g e
about the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p ing c o n d i t i o n s .

13.510

.333

♦♦Significant

at

.05 Level

73

responses

are

shown

Responding
principals
reaction
the

to q u e s t i o n

responded

w h i l e 43.5

Seventy

Hypothesis

21

(see

college

seven point

in

18),

.05 level.
of the

agree

or agree

By c o n t r a s t

programs

three

percent

the

a strongly

none of

r e s p o n d e d w it h

agree­

of the de a n s

responded

percent

The d i r e c t o r s

and 59.2

at

Ta b l e

percent disagreed.

disagreement.

in a g r e e m e n t

sufficient

wi t h e i t h e r

dea ns of c o m m u n i t y

ment.
with

to be not

responded

with

23.7 p e r c e n t

disagreement.

H^:

" T h ere is no s i g n i f i c a n t d i f f e r e n c e in the o p i n i o n s
e x p r e s s e d by the four d i f f e r e n t v o c a t i o n a l e d u c a ­
tion a d m i n i s t r a t o r s c o n c e r n i n g the s t a t u s of m a i n s t r e a m i n g h a n d i c a p p e d p e r s o n s in t h e i r s c h oo l s y s t e m s . "
The s u r v e y
determine
status

for m c o n t a i n e d

various

administrator

of m a i n s t r e a m i n g

indication

of th eir

in t hei r

desire

three

questions

attitudes
school

to p e r h a p s

designed

concerning

programs

al ter

to

the

and some

such

delivery

system.
Significant
opinions
school

ab o u t

system

the
were

Statement

Tabl e

differences
status
found

25.

following

and

the c h i - s q u a r e

shows

25.

The r e s p o n s e s

r e vea l

45 . 4

percent
w it h

of m a i n s t r e a m i n g
in the

number

disagreeing

types of a d m i n i s t r a t o r s
programs

in their

s t a t em ent :

I w o u l d c h a n g e to a s i g n i f i c a n t degree,
the d e l i v e r y of v o c a t i o n a l e d u c a t i o n
s e r v i c e s to i n c l u d e a m a i n s t r e a m i n g
model.

19 c o n t a i n s

thre e s t a t e m e n t s

between

of the

only

value

a significance
to S t a t e m e n t
principals

17.6 p e r c e n t

25

for each

level
(see

for S t a t e m e n t
Table

disagreeing

of the

of the

20)

or s t r o n g l y

directors

74

TABLE 18
RESPONSE BY TYPE OF ADMINISTRATIVE POSITION TO STATEMENT #21
Most Vocational Education Teachers Employed by my School System have
Sufficient Knowledge About the Concept of Mainstreaming

Type of
Position

Strongly
Agree

Agree

Un­
decided

Disagree

Principals

F
P

2
8.7

8
34.8

3
13.0

10
43.5

CEPD

F
P

1
2.4

8
19.0

13
31.0

20
47.6

Deans

F
P

5
22.7

15
68.2

2
9.1

13
17.1

41
53.9

4
5.3

F
P

Directors

1
1.3

17
22.4

ChiSquare Sign.

Strongly
Disagree

21.179

.048

F = Frequency
P = Percentage
agreeing
percent
with

or s t r o n g l y
of the

the

agreed

point

five

or s t r o n g l y

(46.5)

agreed

s t a t e me nt.

the o p i n i o n s

that

there

expressed

are

by

status

concerning mainstreaming

ment.

The h y p o t h e s i s

and

Forty-six

CEPD a d m i n i s t r a t o r s

The h y p o t h e s i s
between

disagreeing.

no s i g n i f i c a n t

the

can

is s u p p o r t e d ,

administrators

be r e j e c t e d
h owe ve r,

differences
and

on this

the
state­

in S t a t e m e n t s

24

26.

Hypothesis

H^:

"There is no s i g n i f i c a n t d i f f e r e n c e in o p i n i o n s
e x p r e s s e d by v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
of lar ge a d m i n i s t r a t i v e uni ts c o m p a r e d wi t h small
administrative units."
Of the
administered

168
un i t s

administrators
with 99 or

responding,

less

students;

2 (1.2 per c e n t )
25

(14.9 p e r c e n t )

75
TABLE 19
DIFFERENCES BETWEEN TYPE OF ADMINISTRATIVE POSITION IN
OPINIONS ABOUT STATUS OF MAINSTREAMING PROGRAMS IN THEIR
SCHOOL SYSTEM

Chi-Sq.

Significance

24. I am satisfied with our present program for delivering vocational edu­
cation services to the handicapped
student.

16.912

.153

25. I would change, to a significant
degree, the delivery of vocational
education services to include a
mainstreaming model.

24.109

.019**

26. Our school system presently main­
streams handicapped students.

19.358

.080

Statement

♦♦Significant at. .05 Level
administered programs
cent)

administered programs

percent)
20

with

administered

(11.9 pe rc e n t )

100 to 499
with

programs

administered

500

with

st u d e n t s ;
to 999

1,000

programs

61

(36.3

st u d e n t s ;

to 2 , 9 9 9

with 3 , 0 0 0

57

per(33.9

s t u den ts;
or more

stude nts .
Twenty-seven
survey

different

form to o b t a i n

administrator

streaming.

Of the

significant

differences

un i t

and

statements

26 s t a t e m e n t s ,
between

the a d m i n i s t r a t o r

u sed

attitudes

onl y

the

were

two

in the

concerning

were

found

main-

to r e f l e c t

size of the a d m i n i s t r a t i v e

opinion about

mainstreaming.

They

were:
Statement

17.

Most v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
in M i c h i g a n h ave s u f f i c i e n t k n o w l e d g e
about rules, r e g u l a t i o n s and p r o c e d u r e s
of s p e c i a l e d u c a t i o n .

7o
TABLE 20
RESPONSE BY TYPE OF ADMINISTRATIVE POSITION
TO STATEMENT
I would change, to a significant degree, the delivery of vocational
education services to include a mainstreaming.

Type of
Position

Strongly
Agree

Un­
decided

Agree

Disagree

Strongly
Disagree

Principals

F
P

1
4.5

4
10.2

7
31.8

9
40.9

1
4.5

CEPD

F
P

4
9.3

16
37.2

6
14.0

15
34.9

2
4.7

Deans

F
P

7
31.8

10
45.5

3
13.6

2
9.1

23
31.1

35
47.3

12
16.2

1
1.4

Directors

F
P

3
4.1

ChiSquare

Sign.

24.109

.019

F = Frequency
P = Percentage

Statement

Table

statements

responses

I am s a t i s f i e d wi t h our p r e s e n t
p r o g r a m for d e l i v e r i n g v o c a t i o n a l
e d u c a t i o n s e r v i c e s to h a n d i c a p p e d
students.

21 p r e s e n t s

27 s t a t e m e n t s .
the

24.

The
where

of the

hypothesis

various

27),

student

school,

statement.
percent

one of

For

unit.

How ev er,

for each
with

between

the

when c a t e g o r i z e d
Statements

17

the a d m i n i s t r a t o r s

in the small

99 or

the s c h o o l

and one

serving

di s a g r e e d .

disagreed

3,000

or m ore

by

number

to S t a t e m e n t

was u n d e c i d e d

of the

25 of

Responding

of the r e s p o n d e n t s a g r e e d

or s t r o n g l y

is s h o w n

administrators

24 mu s t be r e je cte d.

Table

val ue

can be s u p p o r t e d

no s i g n i f i a n c e

si z e of a d m i n i s t r a t i v e
and

the c h i - s q u a r e

with

17

(see
less

the

studen ts ,

w h i l e 40 p e r c e n t d i s a g r e e d

20

TABLE 21
D I F F E R E N C E B E T W E E N SIZE OF A D M I N I S T R A T I V E UNIT AND
ADMINISTRATOR OPINION ABOUT MAINSTREAMING

Statement

Chi-Sq.

22.298

Significance

1.

My o p i n i o n of m a i n s t r e a m i n g
is posi ti ve.

.134

2.

M a i n s t r e a m i n g is u s u a l l y
b e n e f i c i a l to s t u d e n t w e l ­
fare .

15.101

.517

3.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by g e n e r a l e d u ­
c a t i o n staff.

12.773

.689

4.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by v o c a t i o n a l
e d u c a t i o n staff.

11.432

.782

5.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by s p e c i a l e d u ­
c a t i o n staff.

16.452

.171

6.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by p ar e n t s .

6.958

.860

7.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of e d u ­
c a t i o n for the h a n d i c a p p e d
student.

2 5. 57 0

.068

8.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of e d u ­
c a t i o n for the n o n - h a n d i c a p p e d stu dent.

2 1 . 32 9

.166

9.

It is i m p o r t a n t that vocati on al e d u c a t i o n a d m i n i ­
s t r a t o r s ha v e a w o r k i n g
k n o w l e d g e of the c o n c e p t
of m a i n s t r e a m i n g h a n d i ­
c a p p e d chil dr en.

6.739

.565

7H

Statement

10.

It is i m p o r t a n t that voc ational education teachers
ha v e a w o r k i n g k n o w l e d g e
of the c o n c e p t of ma i n streaming handicapped
children.

11.

It is i m p o r t a n t that
vocat io nal e d u c a t i o n a d m i n i s t r a ­
tor s h a v e a w o r k i n g k n o w ­
ledg e abo ut the rules, r e g u ­
l a t i o n s and p r o c e d u r e s of
s p e c i a l ed u c a t i o n .

12.

It is i m p o r t a n t that
vocat i o nal e d u c a t i o n t e a c h e r s
have a working knowledge
a b o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
s p e c i a l e d u c a ti on.

13.

It is i m p o r t a n t that
vocat i ona l e d u c a t i o n a d m i n i ­
s t r a t o r s ha v e a w o r k i n g
k n o w l e d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r i o u s
handicapping conditions,
i.e., e m o t i o n a l l y i mp a i r e d ,
mentally impaired, learning
d i s a b l e d , p h y s i c a l l y and
otherwise health impaired,
b l i n d and deaf.

14.

It is i m p o r t a n t that v o c a tional e d u c a t i o n t e a c h e r s
have a working knowledge
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
c a p p i n g c o n d i t i o n s , i.e.,
e m o t i o n a l l y i mp a i r e d , m e n ­
tally i m p a i r e d , l e a r n i n g
d i s a b l e d , p h y s i c a l l y and
o therwise health impaired,
b l i n d and deaf.

Chi-Sq.

Significance

6.015

.198

9.961

.619

14.50 3

.269

6.545

.886

9.209

.685

7:7

Statement

Op i n i o n

About

Knowledge

Chi Sq.

Level

Significance

of A d m i n i s t r a t o r s

15.

M os t v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
have sufficient knowledge
a b o u t the c o n c e p t of ma i n streaming .

23.151

.109

16.

I have sufficient knowledge
ab o u t the c o n c e p t of m a i n streaming .

19.180

.259

17.

Most vocational education
a d m i n i s t r a t o r s in M i c h i g a n
have sufficient knowledge
ab o u t rules, r e g u l a t i o n s
and p r o c e d u r e s of s p e c i a l
education.

21.125

.048**

18.

I have sufficient knowledge
a b o u t the rules, r e g u l a t i o n s
and p r o c e d u r e s of s p e c i a l
education.

24.751

.074

19.

Most vocational education
a d m i n i s t r a t o r s in M i c h i g a n
h a v e s u f f i c i e n t w o r ki ng
k n o w l e d g e abo ut the c h a r a c ­
t e r i s t i c s of the v a r i ous
h a n d i c a p p i n g con dit i o n s .

1 2 .6 62

.394

20.

I have sufficient knowledge
a b o u t the c h a r a c t e r i s t i c s of
the v a r i o u s h a n d i c a p p i n g
conditions.

14.587

.555

O p i n i o n A b o u t K n o w l e d g e Level of V o c a t i o n a l
E d u c a t i o n T e a c h e r s ifr--my Scho ol D i s tr ict .
21.

Most vocational education
t e a c h e r s e m p l o y e d by my s chool
system have sufficient
k n o w l e d g e a b o u t the c o n ­
c e p t of m a i n s t r e a m i n g .

♦ ♦S ig ni fi ca n t at 0.5 Level

1 0. 724

.826

^0

Statement

Chi-^Sq.

Significance

22.

Mos t v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
school s y s t e m ha v e s u f ­
f i c i e n t k n o w l e d g e abo ut
the rules, r e g u l a t i o n s
and p r o c e d u r e s of speci al
e d u c ati on.

6. 95 5

.974

24.

Most vocational education
t e a c h e r s e m p l o y e d by my
s c h o o l s y s t e m ha v e s u f ­
ficient working knowledge
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
capping conditions.

5.299

.994

O p i n i o n A b o u t S t a t u s of I n s t r u c t i o n a l
for H a n d i c a p p e d S t u d e n t s in my S ch ool

Programs
System.

24.

I
am s a t i s i f e d with o ur
p r e s e n t p r o g r a m for d e ­
livering vocational edu­
c a t i o n s e r v i c e s to the
h a n d i c a p p e d student.

2 6. 68 9

,045**

25.

I w oul d change, to a s i g n i f i c a n t degr ee, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n s e r ­
vice s to i n c l u d e a m a i n s t r e a m i n g model.

17.435

.358

26.

Our s c h o o l s y s t e m p r e s entl y m a i n s t r e a m s h a n d i ­
c a p p e d stude nts .

12.528

.707

8.5 02

.932

If s t r o n g l y a g r e e or agree,
p l e a s e a n s w e r the f o l l o w i n g
question:
I w o u l d change, to a s i g n i f i c a n t degr ee, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n s e r ­
vi c e s by m o d i f y i n g our p r e s ­
ent p r o g r a m to i n c l u d e mo r e
e m p h a s i s on m a i n s t r e a m i n g .

**Sign if ic an t at

.05 Level

81

TABLE 22
RESPONSE BY SIZE OF ADMINISTRATIVE UNIT TO STATEMENT #17
Most V o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s in M i c h i g a n have
s u f f i c i e n t k n o w l e d g e ab ou t the rules, r e g u l a t i o n s and p r o ­
c e d u r e s of s p e ci al ed ucation.

Number
Of
Students

Strongly
Ag r e e

Ag r e e

Unde­
c ide d

Dis­
ag r e e

1
50.0

1
50.0

St ro n g l y
Disagree

99 or
less

F
P

1 0 0 - 49 9

F
P

3
12.0

8
32.0

12
48.0

2
8.0

500-999

F
P

9
14.8

22
36.1

29
47.5

1
1.6

10002999

F
P

7
12.3

26
45.6

24
42.1

3000 or
mor e

F
P

4
20.0

8
40.0

4
20.0

F = Frequency
P = Percentage

4
20.0

ChiSq.

Sign.

•
2 1 .12 5

.048

82

Responding
administrators
undecided

and

one s t r o n g l y

wh i l e

units,

(See

size

For

Table

While

a g r e e d with

the s c h o o l s

of the a d m i n i s t r a t o r s

23)

one of the

administrative

di s a g r e e d .

35 p e r c e n t

di s a g r e e d .

47 . 4 p e r c e n t

24,

from the small

administrative
60 p e r c e n t

to s t a t e m e n t

of

a g r eed

uni ts

was

for the l a r ger
the

1,000

s t a t eme nt ,
to 2,999,

or s t r o n g l y

agreed

35 p e r c e n t d i s agr eed .

Hypothesis

Hy:

" T her e is no s i g n i f i c a n t d i f f e r e n c e in the
o p i n i o n s e x p r e s s e d by v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s with a large n u m b e r of years
in their p r e s e n t p o s i t i o n s as c o m p a r e d with
a d m i n i s t r a t o r s with fewer year s."
The
ysis

cross

of the o p i n i o n s

26 s t a t e m e n t s

present

present

cent

expressed

by the

168

to an a n a l ­

by the a d m i n i s t r a t o r s

by g r o u p i n g

length

responding

positions

less

than

39 or

as

the

on the

168 r e s p o n d i n g

of t h e i r e m p l o y m e n t

23.2
to

One p e r s o n

administrators

follows:

3 years;

for e l e v e n

years.

p r o g r a m was a p p l i e d

in their

p o s iti on.

The

years;

computer

and c o m p a r e d

administrators

for

tabs

have s e r v e d

47 or 28.0 p e r c e n t

60 or 35.7 p e r c e n t

percent

for 7 to

15 years
fa iled

and

for

10 years;

four

their

have

served

to six

16 or 9.5 p e r ­

5 or 3 p e r c e n t

to i d e n t i f y

in their

for over

l e ngt h

15

of t e n u r e

in p os i t i o n .
Table
for

24 p r e s e n t s

significance.

to be not

reflected

Twenty-six

significant

established

the r e s u l t s

when

as s i g n i f i c a n t .

a le ve l

a

of the

of the

27 s t a t e m e n t s

.05 level
One

of s i g n i f i c a n c e

Chi-square

w ere

of s i g n i f i c a n c e

s tatement— number
(See Table

25).

test

23,

found
was

TABLE 23
RESPONSE BY SIZE OF ADMINISTRATIVE UNIT TO STATEMENT
I am s a t i s f i e d with our p r e s e n t p r o g r a m for d e l i v e r i n g
v o c a t i o n a l e d u c a t i o n s e r v i c e s to the h a n d i c a p p e d .

Number
of
Students

Strongly
Agree

99 or
less

F
P

100-499

F
P

500-999

F
P

10002999

F
P

3000 or

F
P

Agr ee

Unde­
cided

Di s Ag re e

Strongly
Di s a g r e e

Sign.

1
50.0

1
50.0

9
36.0

3
12.0

10
40.0

3
12.0

2
3.3

22
36.1

13
21.3

22
36.1

2
3.3

1
1.8

26
45.6

10
17.5

20
35.1

7
35.0

1
5.0

8
40.0

F = Frequency
P = Percentage

ChiSq.

4
20.0

26.689

.045

84

TABLE 24
D I F F E R E N C E S B E T W E E N YEAR S OF E M P L O Y M E N T IN P O S I T I O N
A D M I NISTRATOR'S OPINION ABOUT MAINSTREAMING

Statement

General

Opinions

T o w ard

Chi-Sq.

AND

Significance

Mainstreaming

1.

My o p i n i o n of m a i n s t r e a m i n g
is po si t i v e .

1 4.459

.564

2.

M a i n s t r e a m i n g is u s u a l l y
b e n e f i c i a l to s t u d e n t
welfare.

7. 7 3 9

.956

3.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by g e n e r a l
e d u c a t i o n staff.

9.137

.908

4.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by v o c a t i o n a l
e d u c a t i o n staff.

21.0 50

.176

5.

Mainstreaming, is u s u a l l y
s u p p o r t e d by s p e c i a l
e d u c a t i o n staff.

13.117

.361

6.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by p ar ent s.

11.734

.467

7.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of
e d u c a t i o n for the h a n d i ­
c a p p e d s tud en t.

22.894

.116

8.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of
e d u c a t i o n for the n o n ­
h a n d i c a p p e d student.

1 4 .45 3

.492

9.

It is i m p o r t a n t that v o c a ti on al e d u c a t i o n a d m i n i s ­
t r a t o r s have a w o r k i n g
k n o w l e d g e of the c o n c e p t
of m a i n s t r e a m i n g h a n d i ­
c a p p e d child re n.

3.997

.857

Statement

Chi-Sq.

Significance

10.

It is i m p o r t a n t that vocati o n a l e d u c a t i o n t e a c h e r s
ha v e a w o r k i n g k n o w l e d g e
of the c o n c e p t of m a i n streaming handicapped
c h i ldr en .

2.520

.641

11.

It is i m p o r t a n t that v o c a ti o n a l e d u c a t i o n a d m i n i ­
s t r a t o r s ha v e a w o r k i n g
k n o w l e d g e a b o u t the rules,
r e g u l a t i o n s and p r o c e d u r e s
of s p e c i a l ed u c a t i o n .

19 .315

.081

12.

It is i m p o r t a n t that vo cational education teachers
ha v e a w o r k i n g k n o w l e d g e
ab o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
special education.

10.3 90

.582

13.

It is i m p o r t a n t that vo c a tional education a d m i n i ­
strators have a working
k n o w l e d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r i o u s
handicapping conditions,
i.e., e m o t i o n a l l y i m pa ire d,
mentally impaired, learning
d i s a b l e d , p h y s i c a l l y and
o t h e r w i s e h e a l t h i m pa ir ed,
bl i n d and deaf.

8.716

.727

14.

It is i m p o r t a n t that voc at i o nal e d u c a t i o n t e a c h e r s
have a working knowledge
ab o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
c a p p i n g c o n d i t i o n s , i.e.,
emotionally impaired, m e n ­
ta l l y i m p a i r e d , l e a r n i n g
d i s a b l e d , p h y s i c a l l y and
o t h e r w i s e h e a l t h i m pai re d,
b l i n d and deaf.

5.495

.939

Statement

Opinion About

Knowledge

Chi-Sq.

Level

Significance

of A d m i n i s t r a t o r s

15.

Mo s t v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
ha v e s u f f i c i e n t k n o w l e d g e
a b o u t the c o n c e p t of m a i n streaming .

15.543

.485

16.

I have sufficient knowledge
ab o u t the c o n c e p t of m a i n streaming .

12.48 3

.710

17.

Most vocational education
a d m i n i s t r a t o r s in M i c h i g a n
hav e s u f f i c i e n t k n o w l e d g e
a b o u t the rules, r e g u l a ­
tions .and p r o c e d u r e s of
s p e c i a l e d u c ati on .

7.649

.812

18.

I ha v e s u f f i c i e n t k n o w l e d g e
a b o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
s p e c i a l e d u c a ti on.

19.486

.244

19.

Mo s t v o c a t i o n a l a d m i n i ­
s t r a t o r s in M i c h i g a n have
sufficient working know­
le d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r i o u s
handicapping conditions.

10.238

.595

20.

I have sufficient knowledge
ab o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
capping conditions.

2 0 .76 9

.187

O p i n i o n A b o u t K n o w l e d g e Level of V o c a t i o n a l
E d u c a t i o n T e a c h e r s in My Sc hool D i s t r i c t
21.

Mo s t v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
s c h ool s y s t e m hav e s u f ­
ficient knowledge about
the c o n c e p t of m a i n streaming .

21.947

. 145

Statement

Chi-Sq.

Significance

22.

Mo s t v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
s ch ool s y s t e m ha v e s u f ­
f i c i en t k n o w l e d g e a bou t
the rules, r e g u l a t i o n s
and p r o c e d u r e s of speci al
education.

14.905

.532

23.

Most vocational education
t e a c h e r s e m p l o y e d by my
s c hool s y s t e m h a v e s u f ­
f i c i en t w o r k i n g k n o w l e d g e
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
capping conditions.

2 9. 24 0

.022**

O p i n i o n A b o u t S t a t u s of I n s t r u c t i o n a l
for H a n d i c a p p e d S t u d e n t s in my School

Programs
Sy stem

24.

I am s a t i s f i e d w it h our
p r e s e n t p r o g r a m for d e ­
livering vocational e du­
c a t i o n s e r v i c e s to the
h a n d i c a p p e d s tu dent.

19.097

.264

25.

I would c hange, to a s i g n i f i c a n t degr ee, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n
s e r v i c e s to i n c l u d e a m a i n s t r e a m i n g model.

11.814

.757

26.

Our school s y s t e m p r e s e n t l y
mainstreams handicapped
st u d e n t s .

17.346

.363

16.765

.401

If s t r o n g l y a g r e e or agree,
p l e a s e a n s w e r the f o l l o w i n g
question.
I wo u l d change, to a s i g n i f i c a n t de gr ee, t he d e l i v e r y
of v o c a t i o n a l e d u c a t i o n s e r ­
v i c e s by m o d i f y i n g o ur p r e s ­
ent p r o g r a m to i n c l u d e m o r e
e m p h a s i s on m a i n s t r e a m i n g .

♦♦Significant at

.05 Level

TABLE 25
RESPONSE BY YEARS EMPLOYED IN ADMINISTRATIVE POSITION TO
STATEMENT #23
Most v o c a t i o n a l e d u c a t i o n t e a c h e r s
sufficient working knowledge about
various handicapping conditions.

Years
in p o s i ­
tion

Strongly
Ag re e

Agree

e m p l o y e d by my s chool have
the c h a r a c t e r i s t i c s of the

Unde­
cide d

Dis­
agre e

Strongly
Disagree

to 3
years

F
P

1
2.1

2
4.3

10
21.3

30
63.8

4
8.5

4-6
ye ar s

F
P

1
1.7

5
8.5

22
37.3

27
45.8

4
6.8

7-10
years

F
P

4
10.5

7
1B.4

22
57.9

5
13.2

11-15
year s

F
P

1
6.3

4
25.0

11
68.8

O v e r 15
years

F
P

3
60.0

1
20.0

Up

F = Frequency
P = Percentage

1
20.0

ChiSq.

Sign.

29.240

.022

Statement

23.

Responding
persons

with

11 to

to s t a t e m e n t

15 or m o r e

statement while
with

15 years

experience

Hypothesis

23,

60 p e r c e n t

in p o s i t i o n a g r e e d

strongly

of e x p e r i e n c e ,
disagreed.

either

The h y p o t h e s i s
supported

number

disagreed.

Those wit h

disagreed

as

For

the

those
agreed

in a g r e e m e n t

or s t r o n g l y

remaining

the

three or less

s t a t e d is r e j e c t e d

on the o t h e r

of

with

onl y 6.3 p e r c e n t

r e s p o n d e d wi t h 6.4 p e r c e n t

and 7 2 . 3 p e r c e n t

and

years

20 p e r c e n t

wh i l e 68.8 p e r c e n t
year s

Most v o c a t i o n a l e d u c a t i o n t ea ch e r s
e m p l o y e d by my school s y s t e m have
s u f f i c i e n t w o r k i n g k n o w l e d g e abo ut
the c h a r a c t e r i s t i c s of the v a r io us
handicapping conditions.

disagreed.

on s t a t e m e n t

23

26 s t a t e m e n t s .

Hg:

"T here is no s i g n i f i c a n t d i f f e r e n c e in o p i n i o n s
e x p r e s s e d by v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
as c o m p a r e d by thei r formal e d u c a t i o n . "
In e x a m i n i n g
who

are i n v o l v e d

only

the

in t h i s

a Baccalaureate

Masters

Degr ee ;

Deg ree ;

18 or

28 or

Degree;

tabs

wi t h

of the
two or

168

hol d

p e r c e n t ho l d a
a Specialist's

h av e a c q u i r e d a Do c t o r a t e .

statistical

p r o g r a m was a p p l i e d

s t a t e d on q u e s t i o n s

the level

administrators

1.2 p e r c e n t p o s s e s s

119 or 70.8

16.7 p e r c e n t

of the o p i n i o n s

as c o m p a r e d

study,

10.7 p e r c e n t

The c r o s s
analysis

responses

to an

1 through

of e d u c a t i o n o b t a i n e d by

27

the

administrators.
Significant
of

differences between

the a d m i n i s t r a t o r

mainstreaming

were

and

found

the

level

the a d m i n i s t r a t o r ' s

of e d u c a t i o n

opinions

on th ree of the s t a t e m e n t s :

about

90

St a t e m e n t

5.

M a i n s t r e a m i n g is u s u a l l y
s p e c i a l e d u c a t i o n staff.

Statement

14.

It is i m p o r t a n t that v o c a t i o n a l e d u c a t i o n
t e a c h e r s h av e a w o r k i n g k n o w l e d g e about
the c h a r a c t e r i s t i c s of the v a r io us h a n d i ­
c a p p i n g c o n d i t i o n s , i.e., e m o t i o n a l l y
impaired, mentally impaired, learning
d i s a b l e d , p h y s i c a l l y and o t h e r w i s e h eal th
i m p a i r e d , bl ind and deaf.

Statement

15.

Most v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
in M i c h i g a n h a v e s u f f i c i e n t k n o w l e d g e
a b o u t the c o n c e p t of m a i n s t r e a m i n g .

The h y p o t h e s e s
b e t w e e n a level
and

above.

is s h o w n in

S qu are

Table

Responding

Masters
75.7

rejected

v alu e

by

5,

supporting

87.4 p e r c e n t

responded

with

with

two p e r s o n s

with

24 of

statements

percent

administrators

supported
five

with

(see

statement

(96.5 p e r c e n t )

of

in
with

a gr e e m e n t ,

Specialists

indicated

d egrees,

disagreement.

82 . 4 p e r c e n t

in d i s a g r e e m e n t .

Table

28)

one

indicated

of the M a s t e r s

that

responded

or s t r o n g

holding

responded

14,

10.0 p e r c e n t

the a d m i n i s t r a t o r s

agreement

baccalaureate degrees

94.1

point

of

5.9 p e r c e n t

to s t a t e m e n t

was u n d e c i d e d ,

Ninety-six

and

27)

degrees

3.6 p e r c e n t

doctorates

the s t a t e m e n t

Responding

by

three s t a t e m e n t s

Tab le

wi t h b a c c a l a u r e a t e

agreement while

Those p e r s o n s

the a d m i n i s t r a t o r

of the s e v e n

(see

p e r c e n t of the a d m i n i s t r a t o r s

indicated

difference

is s u p p o r t e d

the

for each

to s t a t e m e n t

ca te g o r y ,

degrees

c o m p l e t e d by

by

26.

the a d m i n i s t r a t o r s
the u n d e c i d e d

is no s i g n i f i c a n t

about mainstreaming

and can be

The Chi

the re

of e d u c a t i o n

th eir o p i n i o n s

the q u e s t i o n s

that

supported

agreement,

degree

while

percent

none
of

of the
one

holding
dis agr ee d.

tho se p e r s o n s

91

TABLE 26
D I F F E R E N C E B E T W E E N LEV EL OF E D U C A T I O N C O M P L E T E D BY
A D M I N I S T R A T O R S AND T H E I R O P I N I O N S A B O U T M A I N S T R E A M I N G

Statement

Chi-Sq.

Significance

1.

My o p i n i o n of m a i n s t r e a m i n g
is p o s it ive .

13.559

.329

2.

M a i n s t r e a m i n g is u s u a l l y
b e n e f i c i a l to s t u d e n t
welfare.

1 2 . 958

.372

3.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by g e n e r a l
e d u c a t i o n staff.

1 2. 979

.370

4.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by v o c a t i o n a l
e d u c a t i o n staff.

5. 577

.935

5.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by s p e c i a l
e d u c a t i o n staff.

17.396

.043**

6.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by pa re n t s .

10.751

.293

7.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of
e d u c a t i o n for the h a n d i ­
c a p p e d st udent.

10.708

.554

8.

M a i n s t r e a m i n g u s u a l l y imp r o v e s the q u a l i t y of
e d u c a t i o n for the n o n ­
h a n d i c a p p e d st ud ent .

16.869

.155

9.

It is i m p o r t a n t th a t v o c a fri-Qna.1 e d u c a t i o n a d m i n i s t r a ­
tors h a v e a w o r k i n g k n o w ­
le d g e of the c o n c e p t of
mainstreaming handicapped
children.

1.617

.951

♦♦Signi fi ca nt at

.05 Level

92

Statement

Chi-Sq.

Significance

10.

It is i m p o r t a n t that vo cat io nal e d u c a t i o n t e a c h e r s
have a w o r k i n g k n o w l e d g e
of the c o n c e p t of m a i n ­
streaming handicapped
children.

2.049

.562

11.

It is i m p o r t a n t that v o c a ti onal e d u c a t i o n a d m i n i s ­
t r a t o r s have a w o r k i n g
k n o w l e d g e a b o u t the rules,
r e g u l a t i o n s and p r o c e d u r e s
of s p e c i a l e du c a t i o n .

3.290

.952

12.

It is i m p o r t a n t that v o c a tional e d u c a t i o n t e a c h e r s
hav e a w o r k i n g k n o w l e d g e
a b o u t the rules, r e g u l a ­
tion s and p r o c e d u r e s of
s p e c i a l ed u c a t i o n .

9.674

.377

13.

It is i m p o r t a n t that v oca tional e d u c a t i o n a d m i n i s t r a t o r s have a w o r k i n g
k n o w l e d g e a b o u t the
c h a r a c t e r i s t i c s of the
various handicapping
c o n d i t i o n s , i.e, e m o ­
t i o n a l l y imp a i r e d , m e n ­
ta ll y i m p a i r e d , l e a r n i n g
di s a b l e d , p h y s i c a l l y and
otherwise health impaired,
b l i n d and deaf.

1 3 .3 92

.145

14.

It is i m p o r t a n t that v o c a t i ona l e d u c a t i o n t e a c h e r s
ha v e a w o r k i n g k n o w l e d g e
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g
c o n d i t i o n s , i.e., e m o t i o n a l l y
im p a i r e d , m e n t a l l y i mp a i r e d ,
learning disabled, physically
a n d o t h e r w i s e h e a l t h i mp a i r e d ,
b l i n d and deaf.

1 8. 68 9

.028**

♦♦Sign if ic an t at

.05 Level

93

Sta tement

Opinion About Knowledge

Chi-Sq.

Lev el

of

Significance

Administrators

15.

Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s have s u f ­
f i c i e n t k n o w l e d g e abo ut
the c o n c e p t of m a i n streaming .

21 .942

.0 3 8 ##

16.

I have s u f f i c i e n t
a b o u t the c o n c e p t
streaming .

18 .9 54

.089

17.

Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
ha v e s u f f i c i e n t k n o w l e d g e
a b o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
special education.

4. 8 2 0

.849

18.

I have s u f f i c i e n t k n o w l e d g e
ab o u t the rules, r e g u l a t i o n s
and p r o c e d u r e s of s p e ci al
education.

9.238

.682

19.

Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s have s u f ­
f i c i en t w o r k i n g k n o w l e d g e
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g
conditions.

15 .2 30

.085

20.

I h av e s u f f i c i e n t k n o w l e d g e
ab o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g
conditions.

6.860

.866

knowledge
of m a i n -

O p i n i o n Ab ou t K n o w l e d g e Level of V o c a t i o n a l
E d u c a t i o n T e a c h e r s in My School D i s t r i c t
21.

Mos t v o c a t i o n a l e d u c a t i o n
t e a c h e r s in m y s ch ool s y s t e m
have s u f f i c i e n t k n o w l e d g e
a b o u t the c o n c e p t of m a i n streaming .

♦♦Significant at

.05 Level

8. 646

.733

94

Statement

22.

Mos t v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
school s y s t e m have s u f f i c i e n t
k n o w l e d g e a b o u t the rules,
r e g u l a t i o n s and p r o c e d u r e s
of s p e c i a l edu c a t i o n .

23.

Most v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
schoo l s y s t e m h a v e s u f f i c i e n t
w o r k i n g k n o w l e d g e a b o u t the
c h a r a c t e r i s t i c s of the
various handicapping c o n d i ­
tions .

Chi-Sq.

Significance

8.503

.745

11.170

.514

O p i n i o n Ab out St atus of I n s t r u c t i o n a l
for H a n d i c a p p e d S t u d e n t s in my S cho ol

Programs
S y s te m

24.

I am s a t i s f i e d wit h our
p r e s e n t p r o g r a m for d e ­
livering vocational edu­
c a t i o n s e r v i c e s to the h a n d i ­
ca p p e d student.

11.709

.469

25.

I w oul d change, to a s i g n i ­
ficant degree, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n
s e r v i c e s to i n c l u d e a m a i n s t r e a m i n g model.

19.386

.079

26.

Our s c h o o l s y s t e m p r e s ­
en t l y m a i n s t r e a m s h a n d i ­
c a p p e d s t ude nt s.

6.239

.904

16.570

.166

If s t r o n g l y a g r e e or agree,
p l e a s e a n s w e r the f o l l o w i n g
question:
I w o u l d c h a n ge, to a s i g n i ­
fi cant degree, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n
s e r v i c e s by m o d i f y i n g our
p r e s e n t p r o g r a m to i n c lud e
mo r e e m p h a s i s on m a i n streaming .

TABLE 27
RESPONSE BY LEVEL OF EDUCATION OF ADMINISTRATOR
TO STATEMENT #5
Mainstreaming

is u s u a l l y

supported

by s p e cia l

Hi g h e s t
Degree
Hel d by
Admin.

Strongly
Agree

B.A. or
B. S.

F
P

M. A.

F
47
P 39.5

57
47.9

14
11.8

1
.8

Ed.S.

F
11
P 39.3

13
46.4

3
10.7

1
3.6

8
F
P 47.1

6
35.3

2
11.8

1
5.9

Ph.D.

Agree

Unde­
cided

Dis­
ag r e e

education

Strongly
Disagree

staff.

ChiSq.

Sign.

17.396

.043

2
100.0

F = Frequency
P = Percentage

96

TABLE 28
R E S P O N S E BY LEVEL OF E D U C A T I O N OF
A D M I N I S T R A T O R S TO S T A T E M E N T #14
It is i m p o r t a n t that v o c a t i o n a l e d u c a t i o n t e a c h e r s have a
w o r k i n g k n o w l e d g e about the c h a r a c t e r i s t i c s of the v a r i ous
h a n d i c a p p i n g c o n d i t i o n s , i.e., e m o t i o n a l l y impai red , m e n t a l l y
impai red , l e a r n i n g d i s ab led , p h y s i c a l l y and o t h e r w i s e h eal th
i mpaired, blin d and deaf.

Highest
D e g ree
Held by
Admin.

Strongly
Agree

1
50.0

1
50.0

55
46. 2

57
47. 9

7
5.9

F
P

12
42.9

15
53.6

1
3.6

F
P

10
55.6

7
38.9

B.A. or
B . S '.

F
P

M. A.

F
P

Ed.S

Ph.D.

UnDec ided

DisAgree

Strongly
Disagree

Chi-Sq.

Sign.

1 8. 68 9

.028

1
5.6

F = Frequency
P = Percentage

holding

Speci al ist ' s d e g r e e s

disagreed
ate s

•

Howe ve r , 5.6 p e r c e n t

did d i s a g r e e
Responding

wi t h

of th os e with

holding

a g r eei ng ,
percent

degrees

Master's

15

(See

Table

disagreed

responded

ag r e e i n g ,

stating disagreement,

a g re e i n g .

persons

of those

wer e u n d e c i d e d

degrees

a doctorate

22.2 p e r c e n t

statement

the

wh i l e

with

none

doctor-

the s t a t eme nt .

to s t a t e m e n t

with b a c c a l a u r e a t e

P e r s ons

supported

and

29)

w h i l e 44.6
wi t h

with

percent

the s t a te men t.

5.6 p e r c e n t

27.8 p e r c e n t
11.1

both p e r s o n s

percent

strongly

undecided,
strongly

33.3
dis­

97

TABLE 29
RESPONSE BY LEVEL OF EDUCATION OF ADMINISTRATOR
TO STATEMENT #15
Mos t v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s in M i c h i g a n have
s u f f i c i e n t k n o w l e d g e a b o u t the c o n c e p t of m a i n s t r e a m i n g .

Highest
Degree
Held by
Admin

St r o n g l y
Agree

Agr ee

Un­
decided

Dis­
agree

Strongly
Disagree

.

B .A . or
B.S.

F
P

M. A.

F
P

30
25.2

36
30.3

51
42. 9

2
1.7

Ed. S.

F
P

8
28.6

13
4 6.4

6
21.4

1
3.6

4
22.2

5
27.8

6
33.3

2
11.1

Sign

2 1 .9 42

.038

2
100.0

F

Ph.D.

Chi-Sq.

1
5.6

F = Frequency
P = Percentage

Hypothesis

H^:

"Ther e is no s i g n i f i c a n t d i f f e r e n c e
e x p r e s s e d by m a l e a d m i n i s t r a t o r s as
f e mal e a d m i n i s t r a t o r s . "
The cro ss
the

responses

and

compared
Of the

indicated
we r e

Of the

at

the

statistical

the Chi

c o m p u t e r p r o g r a m was a p p l i e d

of the a d m i n i s t r a t o r s
with

the sex

One p e r s o n

and

questions

to i d e n t i f y

examined

149 or 88.7 p e r c e n t

10.7 p e r c e n t

i n d i c a t e d they

the ir

sex.

for s t a t i s t i c a l

S qu are a n a l y s i s p r o c e d u r e ,

.05 level.

27 o p i n i o n

responding,

18 or

refused

27 s t a t e m e n t s

to the

to

of the r e s p o n d e e s .

168 a d m i n i s t r a t o r s

t hey we r e male,

female.

using

tabs

in o p i n i o n s
compared, with

two w e r e

significance

significant

98

Statement

14.

It is i m p o r t a n t that v o c a t i o n a l e d u c a t i o n
t e a c h e r s have a w o r k i n g k n o w l e d g e ab out
the c h a r a c t e r i s t i c s of the v a r io us h a n d i ­
c a p p i n g c o n d i t i o n s , i.e., e m o t i o n a l l y i m ­
paired, l e a r n i n g di s a b l e d , p h y s i c a l l y and
o t h e r w i s e h e a l t h impai red , b l i n d and deaf.

Statement

21.

Most v o c a t i o n a l e d u c a t i o n t e a c h e r s e m p l o y e d
by my school s y s t e m h a v e s u f f i c i e n t k n o w ­
le d g e ab o u t the c o n c e p t of m a i n s t r e a m i n g .

The
between

hypothesis

Square

Tabl e

on t he se

value

is no s i g n i f i c a n t

two s t a t e m e n t s

for each

of the

and

difference

the o p i n i o n s

can be

regarding

re jected.

27 s t a t e m e n t s

The

is sho wn

in

30.
Responding

the m a l e
while

there

the sex of the a d m i n i s t r a t o r s

mainstreaming
Chi

that

to s t a t e m e n t

administrators

none i n d i c a t e d

percent

of the

expressing

Responding

respondees

agr eed .

The

and

percent

33.1

Question

f e m a les

Table

i ndi ca te d a g r e e m e n t

31 ) 94 p e r c e n t
or s trong

or s t r on g

disagreed
responded

of

agreement

To the sam e s t a t e m e n t ,

i n d i c a t ed di sag r e e m e n t

to s t a t e m e n t

the m a l e

(s ee

d i s a g r e e m en t.

f e m a les

agreement

14

wi th

5.6

the r e m a i n i n g

a gre e m e n t .
21 , ( see

Table

wi th the

s t a t e m e nt and

32)

58.8

percent

of

21 p e r c e n t

w ith 44 .1 p e r c e nt d i s a g r e e i n g

ag r e e i n g .

#1:

"What a r e the o p i n i o n s of v o c a t i o n a l e d u c a t i o n
administrators concerning possible success expec­
t a t i o n s for s t u d e n t s with v a r i o u s h a n d i c a p p i n g
c o n d i t i o n s w h e n m a i n s t r e a m e d in v a r i o u s v o c a ­
tional e d u c a t i o n p r e p a r a t i o n p r o g r a m s ? "
To o b t a i n a d m i n i s t r a t o r
question,
instructed

Part

C of

opinions

the q u e s t i o n n a i r e

administrators

to che ck

concerning

the a b o v e

contained a Matrix

each

appropriate space

whi ch
wh ere

99

TABLE 30
DIFFERENCES

B E T W E E N SEX OF A D M I N I S T R A T O R
ABOUT M A I N S T R E A M I N G

Statement

G e n e ra l

Opinions

Towar d

AND TH EIR

Chi-Sq.

OPINIONS

Significiance

Mainstreaming

1.

My o p i n i o n of m a i n s t r e a m i n g
is p os i t i v e .

1.469

.832

2.

M a i n s t r e a m i n g is u s u a l l y
b e n e f i c i a l to s t u d e n t
welfare.

1.876

.758

3.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by g e n e r a l e d u ­
c a t i o n staff.

1 .819

.769

4.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by v o c a t i o n a l
e d u c a t i o n staff.

1 .017

.907

5.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by s p e c i a l
e d u c a t i o n staff.

4. 7 0 4

.195

6.

M a i n s t r e a m i n g is u s u a l l y
s u p p o r t e d by pa re nts .

4. 7 0 4

.195

7.

Mainstreaming usually i m ­
p r o v e s the q u a l i t y of e d u ­
c a t i o n for the h a n d i c a p p e d
student.

1 .050

.902

8.

Mainstreaming usually im­
p r o v e s the q u a l i t y of
e d u c a t i o n for the no n h a n c i a p p e d stu den t.

3.366

.498

9.

It is i m p o r t a n t that v o c a ­
tional education a d m i n i s ­
t r a t o r s ha v e a w o r k i n g
k n o w l e d g e of the c o n c e p t
of m a i n s t r e a m i n g h a n d i ­
c a p p e d chil dr en.

.131

.937

1C0

Statement

Chi-Sq.

Significance

10,.

It is i m p o r t a n t that vo c a ti onal e d u c a t i o n t e a c h e r s
have a working knowledge
of the c o n c e p t of m a i n streaming handicapped
children.

11.

It is i m p o r t a n t that vocational education a d m i n i ­
s t r a t o r s have a w o r k i n g
k n o w l e d g e a b o u t the rules,
r e g u l a t i o n s and p r o c e d u r e s
of s p e c i a l e d u ca ti on.

12.

It is i m p o r t a n t that vocational education teachers
have a w o r k i n g k n o w l e d g e
a b o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
s p e c i a l e d u cat ion .

1.828

.609

13.

It is i m p o r t a n t that vo cat i ona l e d u c a t i o n a d m i n i ­
s t r a t o r s hav e a w o r k i n g
k n o w l e d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r i o u s
handicapping conditions,
i.e., e m o t i o n a l l y i m p a i r e d ,
mentally impaired, learning
d i s a b l e d , p h y s i c a l l y and
o t h e r w i s e h e a l t h imp a i r e d ,
b l i n d and deaf.

1.863

.601

14.

It is i m p o r t a n t that vocational education teachers
have a working knowledge
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i ­
c a p p i n g c o n d i t i o n s , i.e.,
emotionally impaired, menta ll y i m p a i r e d , l e a r n i n g
d i s a b l e d , p h y s i c a l l y and
o t h e r w i s e h e a l t h i mpa ir ed,
b l i n d and deaf.

* *S ignificance at

.05 Level

.678

.410

1.005

.799

10.098

.018**

I'J1

Statement

Opinion About

Knowledge

Chi-Sq.

Level

Significance

of A d m i n i s t r a t o r s

15.

Mo s t v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
ha v e s u f f i c i e n t k n o w l e d g e
ab ou t the c o n c e p t of m a i n streaming .

.825

.935

16.

I have sufficient knowledge
a b o u t the c o n c e p t of m a i n streaming .

3.159

.532

17.

Mo s t v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
have sufficient knowledge
a b o u t the rules, r e g u l a ­
tions and p r o c e d u r e s of
s p e c i a l ed uc ati on .

3.946

.267

18.

I h av e s u f f i c i e n t k n o w l e d g e
a b o u t the rules, r e g u l a t i o n s
and p r o c e d u r e s of speci al
education.

6.881

.142

19.

M os t v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n
ha v e s u f f i c i e n t w o r k i n g
k n o w l e d g e a b o u t the c h a r a c ­
t e r i s t i c s of the v a r io us
handicapping conditions.

2.610

.456

20.

I ha v e s u f f i c i e n t k n o w l e d g e
a b o u t the c h a r a c t e r t i s t i c s
of the v a r i o u s h a n d i c a p p i n g
conditions.

.981

.913

O p i n i o n A b o u t K n o w l e d g e Level of V o c a t i o n a l
E d u c a t i o n T e a c h e r s in my School District.
21.

Most vocational education
t e a c h e r s e m p l o y e d by my
s c h o o l s y s t e m ha v e s u f ­
f i c i e n t k n o w l e d g e abou t
the c o n c e p t of m a i n s t r e a m i n g .

♦♦Significance at

.05 Level

11.117

.025**

1 j2

Statement

Chi-Sq.

Significance

22.

Most v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
school s y s t e m hav e s u f ­
f i c i en t k n o w l e d g e abo ut
the rules, r e g u l a t i o n s
and p r o c e d u r e s of s p e c ial
education.

3.511

.476

23.

M os t v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my
schoo l s y s t e m ha v e s u f ­
ficient working knowledge
a b o u t the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g
conditions.

5.663

.226

O p i n i o n A b o u t Status of I n s t r u c t i o n a l
for H a n d i c a p p e d S t u d e n t s in my School

Programs
System.

24.

I am s a t i s f i e d with our
p r e s e n t p r o g r a m for d e ­
livering vocational edu­
c a t i o n s e r v i c e s to the
h a n d i c a p p e d s tudent.

1.734

.785

25.

I wo u l d change, to a s i g n i f i c a n t degre e, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n
s e r v i c e s to i n c l u d e a m a i n s t r e a m i n g model.

2.506

.643

26.

Our s ch ool s y s t e m p r e s e n t l y
mainstreams handicapped
students.

1.095

,895

If s t r o n g l y a g r e e or agree,
p l e a s e a n s w e r the f o l l o w i n g
quest io n.
I w o u l d change, to a s i g n i f i can t degree, the d e l i v e r y
of v o c a t i o n a l e d u c a t i o n
s e r v i c e s by m o d i f y i n g our
p r e s e n t p r o g r a m to i n c l u d e
m o r e e m p h a s i s on m a i n s t r e a m i n g .

3.493

.479

1J3
TABLE 31
RESPONSE BY SEX OF ADMINISTRATOR

TO STATEMENT #14

It is i m p o r t a n t that v o c a t i o n a l e d u c a t i o n t e a c h e r s have a
w o r k i n g k n o w l e d g e a bo ut the c h a r a c t e r i s t i c s of the v a r i o u s
h a n d i c a p p i n g c o n d i t i o n s , i.e., e m o t i o n a l l y i m pa ir ed, m e n t a l l y
i m p a i r e d , l e a r n i n g d i s a b l e d , p h y s i c a l l y and o t h e r w i s e i m pai red ,
b l i n d and deaf.

.Sex of
Adminis
t r ator

Strongly
Agree

-

Ag re e

Male

F
P

67
45.0

73
49.0

Female

F
P

10
55.6

7
38.9

F = Frequency
P = Percentage

Unde­
ci de d

Dis­
a gr ee

Strongly
Disagree

ChiSq.

Sign.

10.09 8

.018

9
6.0

1
5.6

TABLE 32
RESPONSE

BY SEX

OF A D M I N I S T R A T O R

TO S T A T E M E N T

#21

Most v o c a t i o n a l e d u c a t i o n t e a c h e r s e m p l o y e d by my sc hool
s y s t e m h a v e s u f f i c i e n t k n o w l e d g e a b o u t the c o n c e p t of m a i n streaming .

Sex of
Adminis
t r ato r

Strongly
Agre e

-

Agree

Unde­
cided

Dis­
agree

Strongly
Disagree

Male

F
P

2
1.4

29
19.6

30
20.3

83
56.1

4
2.7

F em a l e

F
P

2
11.1

4
22.2

4
22.2

6
33.3

2
11.1

F = Frequency
P = Percentage

ChiSq.

Sign.

11.117

.025

1 -J5

they

felt m a i n s t r e a m i n g

Matrix

matched

tio n of
tions,

fifteen

severity

severe.

Office

career

each of wh i c h

indicating
and

U.S.

w o u l d hav e

six h a n d i c a p p i n g

was b r o k e n

into

th r e e c l a s s i f i c a t i o n s

of

the h a n d i c a p p e d
clusters

Business

(2)

Marketing

(3)

Communications

(4)

Construction

(5)

Manufacturing

(6)

Transportation

(7)

Agri-Business

(8)

Marine

(9)

Environment

and

whi ch

into mild,
we r e

Office

and M e d i a

and

Natural

Resources

Services

Pu bl ic

(11)

Health

(12)

Hospitality

(13)

Personal

(14)

Fine Art s

(15)

Consumer

Control

Services

a nd

Recreation

Services
and
and

Humanities
Homemaker Related

conditions

included

educatable mentally
mild
moderate
severe

were:

impaired

condi­

mod e r a t e ,

used in c l u d e d :

and D i s t r i b u t i o n s

(10)

a.
b.
c.

classifica­

with

(1)

1.

of E d u c a t i o n s u g g e s t e d

The

clusters

The c a r e e r

The h a n d i c a p p i n g

a success potential.

106

2.

visually
a.
b.
c.

3.

mild
moderate
severe

hearing
a.
b.
c.

4.

impaired

impaired

mild
moderate
s evere

emotionally
a.
b.
c.

5.

mild
moderate
seve re

physically
a.
b.
c.

6.

and

otherwise

health

impaired

mild
moderate
s evere

learning
a.
b.
c.

impaired

disabled

mild
moderate
seve re

Vocational Education Administrators * Opinions Regarding Success
P o t e n t i a l for M a i n s t r e a m i n g P h y s i c a l l y and O t h e r w i s e H e al th
Impaired Students
Presented
vocational
regarding

Table

the

success
health

programs

lesser

that

opportunity

showing

responses

whe n a s k e d

to give

their

impaired

of m a i n s t r e a m i n g

students

by the

predicted

wo u l d ha v e a g r e a t e r
and

da t a

potential

suggested

The a d m i n i s t r a t o r s

students

33 are

administrators

and o t h e r w i s e
cluster

in

that

potential

U.S.

the

opinions

physically

fifteen career

O f f i c e of E duc ation.

mildly

handicapped

students

than m o d e r a t e l y h a n d i c a p p e d

severely handicapped
for s u c c e s s

in

of

students

than w o u l d

wo uld

have a

both m o d e r a t e l y

and

107
TA8LE 33
TABULATIONS OF OPINIONS REGARDING SUCCESS POTENTIAL FOR MAINSTREAMED
PHYSICALLY & OTHERWISE HEALTH IMPAIRED STUDENTS IN FIFTEEN
CAREER CLUSTER PROGRAMS
N=168

Occupational
Clusters

Moderately
POHI

Mildly
POHI

%

Frequency

Frequency

Severely
POHI

%

Frequency

%

Business &
Office

142

84.5

106

63.1

46

27.4

Marketing &
Distributions

134

79.8

90

53.6

28

16.7

Communications &
Media

117

69.6

88

52.4

40

23.8

Construction

98

58.3

30

17.9

15

5.9

Manufacturing

122

72.6

71

42.3

26

15.5

Transportation

101

60.1

51

30.4

18

10.7

Agri-business &
Natural Resources

118

70.2

64

38.1

16

9.5

56

50

29.8

12

7.1

Marine Services

94

Environmental
Control

107

63.7

64

38.1

19

11.3

Public Services

125

74.4

88

52.4

34

20.2

Health

123

73.2

69

41.1

27

16.1

Hospitality &
Recreation

123

73.2

67

39.9

20

11.9

Personal Services

117

69.6

67

39.9

26

15.5

Fine Arts &
Humanities

119

70.8

81

48.2

43

25.6

Consumer & Homemaking Related

126

75

86

51.2

35

20.8

108

mildly

handicapped.

percent

of the r e s p o n s e s

handicapped
o f fic e

student

programs

success

for

p r ogr ams .

with

student

st u d e n t

handicapped

was

wh ile

predicted

prediction

otherwise

health impaired student

potential

impaired

cluster.

physically

success

for s u c c e s s

health

that

least

services

prediction

administrators predicted

the

for

for the m i l d l y

in the c o n s t r u c t i o n

and o t h e r w i s e

and

in s i m i l a r

in the m a r i n e

the l o w e s t

p h y s i c a l l y and

for the m il dl y

students

potential

was p r e d i c t e d

(84.5 p er cen t)

in b u s i n e s s

only a 2 7 . 4 p e r c e n t

cluster

the s e v e r e l y

five

who was m a i n s t r e a m e d

The l owe st s u c c e s s

occupational

po i n t

predicted success

the s e v e r e l y

handicapped

for

Eighty-four

Likewise,

the m o d e r a t e l y h a n d i c a p p e d

in the

construction

wo u l d

find

occupational

cluster.
Other
hig h

success

areas

wh e r e a d m i n i s t r a t o r s

potential

included marketing
services

for the m i l d l y

and d i s t r i b u t i o n s

(74.4 percen t) ,

occupations

predicted
handicapped

a relatively
students

(79.8 p er cen t),

and c o n s u m e r

public

and h o m e m a k i n g

related

(75 percent).

V o c a t i o n a l E d u c a t i o n A d m i n i s t r a t o r s ' O p i n i o n s R e g a r d i n g Succ ess
P o t e n t i a l for M a i n s t r e a m i n g E m o t i o n a l l y I m p a i r e d S t u d e n t s
Presented
percentages
as k e d
who

in Table

of r e s p o n s e s

to p r e d i c t

success

are e m o t i o n a l l y

in the v a r i o u s

34 are the
received
potential

s tudent,

tabulations

from a d m i n i s t r a t o r s
for m a i n s t r e a m e d

i m p a i r e d mildly,

occupational

tionally impaired

frequency

clu s t e r s .

moderately,
For

administrator

when

students

and

the m i l d l y

opinions

and

severely
emo­

concerning

109

TABLE 34
TABULATIONS OF OPINIONS REGARDING SUCCESS POTENTIAL FOR MAINSTREAMED
EMOTIONALLY IMPAIRED STUDENTS IN FIFTEEN
CAREER CLUSTER PROGRAMS
N=168

Occupational
Clusters

Mildly
El

Frequency

Severely
El

Moderately
El

%

%

Frequency

Frequency

?0

Business &
Office

122

72.6

62

36.9

11

6.5

Marketing &
Distributions

120

71.4

61

36.3

15

8.9

96

57.1

39

23.2

12

7.1

Construction

119

70.8

58

34.5

13

7.7

Manufacturing

122

72.6

60

35.7

20

11.9

96

57.1

40

23.8

12

7.1

Agri-business &
Natural Resources

122

72.6

68

40.5

17

10.1

Marine Services

104

61.9

47

28

10

6

Environmental
Control

99

58.9

49

29.2

11

6.5

Public Services

98

58.3

46

27.4

10

6

Health

97

57.7

38

22.6

9

5.4

102

60.7

45

26.8

12

7.1

95

56.5

38

22.6

13

7.7

Fine Arts &
Humanities

102

60.7

52

31

16

9.5

Consumer & Homemaking Related

122

72.6

74

44

23

13.7

Communications &
Media

Transportation

Hospitality
Recreation

&

Personal Services

110
su c c e s s

potential

a low of 57.1
ta t i o n

moderately

emotionally

consumer

an d h o m e m a k i n g

studying

clusters.
for

indicating

in p u b l i c
vice s

possible

13.7

success

w ith

only

occupational

percent

w hi le

success

only

22.6

for such

6 percent

of the

for

such

in

adminis­

students

and m a r i n e

and h o m e m a k i n g

po­

students

of the a d m i n i s t r a t o r s

in c o n s u m e r

of the

occupational

impaired

clusters

the

for the

far less s u c c e s s

a success potential

services

whi le

predicted

For

44 p e r c e n t

services

for

manufacturing

placement

predicted

from

transpor­

occupations.

occupations

in the p e r s o n a l

programs

for the

students

the s e v e r e l y e m o t i o n a l l y

training

trators

related

range

of 72.6 p e r c e n t

a successful

Administrators

clusters

occupations,

and o f f i c e

of the a d m i n i s t r a t o r s

students

tential

to a h igh

impaired

predicted

career

prediction

related

and b u s i n e s s

administrators

percent

cluster

and h o m e m a k i n g

occupations,

various

percent success

occupational

consumer

suc h

in the

ser­

indicated

related

a

occupa­

tions .

Vocational Education Administrators'
P o t e n t i a l for M a i n s t r e a m i n g V i s u a l l y
Table

35 p r e s e n t s

of a d m i n i s t r a t o r s
placement
visually
suggested
four
the

by the

that

moderately

students
U.S.

(74.4 p e r c e n t )
opinion

tabulations

i n d i c a t i n g an o p i n i o n

of m i l d l y ,
impaired

frequency

Opinions
Impaired

Office

percent

mildly

of the

percentages
successful

clusters

Seventy-four

administrators

impaired

Success

handicapped

15 o c c u p a t i o n a l

of Ed u c a t i o n .

visually

and

regarding

and s e v e r e l y

in the

Regarding
Students

students

point

expressed
cou ld

be

TABLE 35
TABULATIONS OF OPINIONS REGARDING SUCCESS POTENTIAL FOR MAINSTREAMED
VISUALLY IMPAIRED STUDENTS IN FIFTEEN
CAREER CLUSTER PROGRAMS
Nr168

Occupational
Clusters

Moderately
V.I.

Mildly
V.I,

&

Frequency

Severely
V.I.

%

Frequency

%

Frequency

Business &
Office

120

71.4

77

45.8

27

17.3

Marketing &
Distributions

118

70.2

79

47

22

13.1

Communications &
Media

111

66.1

65

38.7

35

20.8

Construction

97

57.7

34

20.2

15

8.9

Manufacturing

117

69.6

69

41.1

33

19.6

44

28

16.7

17

10.1

113

67.3

69

41.1

16

9.5

Marine Services

87

51.8

37

22

12

7.1

Environmental
Control

93

55.4

47

28

11

6.5

Public Services

117

69.6

91

54.2

49

Health

113

67.3

55

32.7

16

9.5

Hospitality &
Recreation

118

70.2

72

42.9

29

17.3

Personal Services

109

64.9

69

41.1

22

13.1

Fine Arts &
Humanities

106

63.1

65

38.7

32

19

125

74.4

83

49.4

40

23.8

Transportation
Agri-business &
Natural Resources

Consumer & Homemaking Related

74

.

28

successfully

mainstreamed

c o n s u m e r and h o m e m a k i n g
percent

related

of the a d m i n i s t r a t o r s

successful

placement

a 54.2 p e r c e n t p o s i t i v e
again

was in

visually

of the a d m i n i s t r a t o r s p r e d i c t e d
program
of

in

the p u b l i c

services

the a d m i n i s t r a t o r s

experience

for such

instructional

in the t r a n s p o r t a t i o n
for s u c c e s s

predicted

students

in

from

the a d m i n i s t r a t o r s .

impaired

student

a successful

2B p e r c e n t

instructional

c l u s t e r s w h i l e on l y 6.5 p e r c e n t
a successful

instructional

the e n v i r o n m e n t a l

control

clusters.

P r e s e n t e d in

Ta ble

and p e r c e n t a g e

administrators
streaming
career

student

st u d e n t s .
success

impaired

Success
Students

frequency

the s u c c e s s p o t e n t i a l

mentally

programs

showing

r e s p o n s e s of the v o c a t i o n a l

cluster programs.

success potential
paired

36 are data

concerning

educably

structional

of

only

Vocational Education Administrators Opinions Regarding
P o t e n t i a l for M a i n s t r e a m i n g E d u c a b l e M e n t a l l y I m p a i r e d

tions

with

The l o w e s t p r e d i c t i o n

of t r a n s p o r t a t i o n wi t h

response

the s e v e r e l y

concerning

services preparation programs

the area

for

Wh i l e only 44

an o p i n i o n

students

respon se.

a 16.7 p e r c e n t p o s i t i v e
For

occupations.

The h i g h e s t p r e d i c t i o n

in the are a of p u b l i c

success

preparation programs

express

for such

preparation programs.
was

in c a r e e r

students

education
for mai n-

in

In each of the c a r e e r

tabula­

the

15

cluster i n ­

the admini'strators p r e d i c t e d g r e a t e r

with

the m i l d l y h a n d i c a p p e d m e n t a l l y

than w i t h

Additionally,

the m o d e r a t e l y

or s e v e r e l y

the a d m i n i s t r a t o r s

for the m o d e r a t e l y

handicapped

retarded

predicted

student

im­

a greater

in all c ase s

113
TABLE 36
TABULATIONS OF OPINIONS REGARDING SUCCESS POTENTIAL FOR MAINSTREAMED
EDUCABLE MENTALLY IMPAIRED STUDENTS IN FIFTEEN
CAREER CLUSTER PROGRAMS
N=168

Occupational
Clusters

Frequency

SS

?0

Frequency

Frequency

%

Business &
Office

116

59

42

25

Marketing &
Distributions

117

69.6

61

36.3

13

7.7

77

45.8

23

13.7

11

6.5

Communications &
Media

5

3

Construction

126

75

73

43.5

18

10.7

Manufacturing

130

77.4

78

46.4

31

18.5

Transportation

100

59.5

45

26.8

14

8.3

Agri-business &
Natural Resources

122

72.6

77

45.8

29

17.3

Marine Services

94

56

41

24.4

6

3.6

Environmental
Control

88

52.4

41

24.4

9

5.4

Public Services

113

67.3

67

39.9

22

13.1

Health

104

61.9

47

28

11

6.5

Hospitality &
Recreation

121

72

63

37.5

25

14.9

Personal Services

107

63.7

50

29.8

22

13.1

83

49.4

39

23.2

16

9.5

133

79.2

91

54.2

36

21.4

Fine Arts &
Humanities
Consumer & Homemaking Related

i !4

than

for

the s e v e r e l y

handicapped

The a d m i n i s t r a t o r s
tial
the

for m a i n s t r e a m i n g
consumer

point

two

dicted

and

high

re s p o n s e .
indicated

placement

success

the m a n u f a c t u r i n g

on l y

they

for

gr a m s

for

the c o m m u n i c a t i o n s

in

46.4

predicted

programs.
for

percent

the m a n u f a c t u r i n g

percent

predicted

of

mentally

a degree

the c o n s u m e r

a nd h o m e m a k i n g

occupational

success

instructional

for

were

while

for

predicted

success

for

student

in m a r i n e

services.

programs.

success

only

13.7

and m e d i a
less

21.4 p e r c e n t

the s e v e r e l y

retarded

in

programs

and

as l o w as

the b u s i n e s s

and

office

programs.

percent

pro­

impaired

dramatically

where only

related

for

students

predicted

in the c o m m u n i c a t i o n s

of s u c c e s s

3 percent predicted

impaired

instructional

programs

impaired

students.

positive

educable mentally

predictions

the

nine

pre­

instructional

the a d m i n i s t r a t o r s

success

in

of the a d m i n i s t r a t o r s

in the

instructional

The s u c c e s s

the s e v e r e l y

a 77.4 percent

a nd m e d i a

the m o d e r a t e l y

students

also predicted

believe mildly mentally

be s u c c e s s f u l l y m a i n s t r e a m e d

student,

was

poten­

Seventy

such mainstream

percent

could

Concerning

impaired

of the a d m i n i s t r a t o r s

wit h

45. 8

s tu den t.

success

occupations.

potential

occupation

However,
t ha t

related

percent

impaired

the g r e a t e s t

educable mentally

(79.2 p e r c e n t )

A relatively

predicted

homemaking

a successful

mentally

Likewise,

only

severely mentally

3.6
impaired

115

V o c a t i o n a l E d u c a t i o n A d m i n i s t r a t o r O p i n i o n s R e g a r d i n g S u c ce ss
P o t e n t i a l For M a i n s t r e a m i n g L e a r n i n g D i s a b l e d Stu d e n t s
Presented
tional

in

education

successful
15 c a r e e r
tr a t o r s
mildly

cluster

program

disabled

the m o d e r a t e l y

students

student.

related occupations
handicapped,
programs

indicate

that

handicapped
clusters

(both

the less

learning

of e n v i r o n m e n t a l

(both at 58.3

success

successful

disabled

field of c o m m u n i c a t i o n s
potential

dent was p r e d i c t e d
tiona l

control

for the m o d e r a t e l y

successful

programs

for

for

felt
environment

and h o m e m a k i n g

placement

LD

instructional
learning

disabled

would

for the m i l d l y
be the c a r e e r

and c o m m u n i c a t i o n s
predictions
disabled

student

learning

communications

and

for least

(26.8 p er c e n t ) .

severely

p e rc ent ).

than

The a d m i n i s t r a t o r s ’ o p i n i o n s

learning

the

less

and h o m e m a k i n g r e l a t e d

Their

and m e d i a

as the

(7.1

learning

severely

student

p e rc ent ).

predicted

for the m o d e r a t e l y

consumer

20.8 per c e n t ) .

for the

student.

consumer

for the

and

level

student

and h o m e m a k i n g r e a l t e d
and

in the

for the m o d e r a t e l y

in the

(78.6 per c e n t ) ;

manufacturing

occupations

success

for

The a d m i n i s ­

the a d m i n i s t r a t o r s

handicapped,

consumer

students

progra ms .

disabled

successful

(47 p e r c e n t ) ;

s t u den ts ,

whe re

voca­

the p o t e n t i a l

consistently

handicapped

clusters

for the m i l d l y

t han

learning

or m i l d l y

wo u l d be m os t

a higher

They

of M i c h i g a n

disabled

instructional

student

severely

The c a r e e r

concerning

of l e a r n i n g

disabled

for the

the o p i n i o n s

administrators

mainstreaming

learning

success

me d i a

37 are

consistently predicted

learning

were

Table

was

Least

disabled

and m e d i a

the

stu­

instruc­

116
TABLE 37
TABULATIONS OF OPINIONS REGARDING SUCCESS POTENTIAL FOR MAINSTREAMED
LEARNING DISABLED STUDENTS IN FIFTEEN
CAREER CLUSTER PROGRAMS
N=168

Occupational
Cluster

Frequency

Severely
L.D.

Moderately
L.D.

Mildly
L.D.

/O

%

Frequency

Frequency

*

Business &
Office

119

70.8

58

34.5

17

10.1

Marketing &
Distributions

119

70.8

67

39.9

22

13.1

98

58.3

45

26.8

12

7.1

Construction

119

70.8

73

43.5

32

19

Manufacturing

125

74.4

78

46.4

35

20.8

Transportation

102

60.7

59

35.1

21

12.5

Agri-business &
Natural Resources

118

70.2

76

45.2

30

17.9

Marine Services

99

58.9

58

34.5

20

11.9

Environmental
Control

98

58.3

56

33.3

16

9.5

Public Services

114

67.9

67

39.9

22

13.1

Health

112

66.7

56

33.3

21

12.5

Hospitality &
Recreation

119

70.8

65

38.7

27

16.1

Personal Services

115

58.5

57

33.9

26

15.5

Fine Arts &
Humanities

106

63.1

46

27.4

18

10.7

Consumer & Homemaking Related

132

78.6

79

47

35

20.8

Communications &
Media

117

Vocational Education Administrators
s t r e a m i n g H e a ri ng I m p a i r e d S t u d e n t s
Presented
tabulations
success
who

in

are mildly,

administrators

ness

enrolled

sumer

predicted

indications

program

percent),

that

Ot h e r

who

cluster

(1) c o n ­

programs

programs

instructional

were

relatively

include

instructional

and d i s t r i b u t i o n

the l eas t

occupational

instructional

in b u s i ­

be s t u d e n t s

potential

The

the m ild ly

successful

(58.3 p e r c e n t ) .

manufacturing

and m a r k e t i n g

and m e d i a

related

impaired students

they b e l i e v e

wo uld

concerning

handicapped.

be most

Ho we ver ,

for s u c c e s s f u l

and h o m e m a k i n g

hearing

Main­

and p e r c e n t a g e

administrators

severely

wou ld

in c o m m u n i c a t i o n s
programs

and

Regarding

frequency

(82.7 p e r c e n t )

students

mainstreaming

instructional
h igh

for m a i n s t r e a m e d

office programs.

successful

the

education

moderately

impaired

and

38 are

of v o c a t i o n a l

potential

hearing

Table

Opinion

(80.4

(79.8 p e r c e n t )

programs

(77.4

p e r c e n t ).
The a d m i n i s t r a t o r s
potential

for

instructional

the m o d e r a t e l y
programs

(62.5 per c e n t ) ,
percent),

and

33.3

percent

of

w ere

indicating
the

hearing

and

and o f f i c e

programs

Concerning
percent

agri-business

They

a relatively

of c o n s u m e r

business

(61.9 p e r c e n t ) .
instructional

indicated

impaired

natural

severely

the a d m i n i s t r a t o r s

in the

related

resources

instructional

(62.5

programs

mor e n e g a t i v e

in c o m m u n i c a t i o n s

success

student

and h o m e m a k i n g

somewhat

a success

high

and m e d i a

for the
wi t h onl y

potential.

hearing

impaired

predicted

success

studen t,

41.1

in the c o n s u m e r

118

TABLE 38
TABULATIONS OF OPINIONS REGARDING SUCCESS POTENTIAL FOR MAINSTREAMED
HEARING IMPAIRED STUDENTS IN FIFTEEN
CAREER CLUSTER PROGRAMS
N=168

Occupational
Clusters

Mildly
H.I.

Frequency

&

Moderately
H.I.

%

Severely
H.I.

%

Frequency

%

Frequency

139

82.7

104

61.9

56

33.3

130

77.4

95

56.5

49

29.2

98

58.3

56

33.3

23

13.7

Construction

127

75.6

96

57.1

49

29.2

Manufacturing

134

79.8

101

60.1

64

38.1

Transportation

101

60.1

58

34.5

32

19

Agri-business &
Natural Resources

125

74.4

105

62.5

63

37.5

Marine Services

104

61.9

72

42.9

33

19.6

Environmental
Control

112

66.7

78

46.4

33

19.6

Public Services

120

71.4

94

56

53

31.5

Health

127

75.6

76

45.2

32

19

123

73.2

fl7„

57.8

47

28

Personal Services

119

70.8

80

47.6

39

23.2

Fine Arts &
Humanities

117

69.6

84

50

44

26.2

Consumer & Homemaking Related

135

80.4

105

62.5

69

41.1

Business
Office

Marketing &
Distributions
Communications
Media

Hospitality
Recreation

&

&

1 19

and
13.7
the

homemaking
percent
same

tional

related

instructional

of the a d m i n i s t r a t o r s

students

in

pr og r a m s .

predicted

the c o m m u n i c a t i o n s

p r og ram s.

t

Only

success

and me d i a

for

instruc­

1 20

SUM MAR Y

This c h a p t e r
demographic
ables

capped

ab out

was p r e s e n t e d

analyzed

attitudes

The a n a l y s i s
(1)

testing

the

analysis
Chapter

of h y p o t h e s e s

five c o n t a i n s

conclusions

Michigan

six

mainstreaming

of r e s p o n s e s

statements,

research

9,

vari­

Vocational

of the a t t i t u d i n a l

1 through

of the g e n e r a l

the

five a t t i t u d i n a l

toward

a profile

to the o p i n i o n n a i r e

the

findi ngs ,

by:

and

and p r e s e n t e d

from s u r v e y i n g

their

students.

strators

reviewed

variables

as o b t a i n e d

strators

has

(2)

and

handi­

variables

of all a d m i n i ­
fin d i n g s

(3)

from

findings

question number

a s u m m a r y of the r e s e a r c h

and r e c o m m e n d a t i o n s .

Admini­

from

1.
study,

CHAPTER FIVE

SU MMARY,

FINDI NGS ,

This c h a p t e r
brief

s u m mar y

Pu rp ose ,
the

study,

consists

of the

Research
(3)

CONCLUSIONS,

study

AND

of three
with

P r o c e d ure s,

RECOMMENDATIONS

ma j o r

s e c tio ns :

sub-headings

and F i n d i n g s ,

(1) a

entitled
(2)

"The

Conclusions

of

Recommendations.

SUMMARY

The p r i m a r y p u r p o s e of the
o p i n i o n s of M i c h i g a n
w ard

the c o n c e p t

vocational
ions

sought

sidered

Vocational

in this

the

vocational

s tud y

included:

was

Education

of m a i n s t r e a m i n g

e d u c a t i o n p ro g r a m s .
from

study

to e x a m i n e

the

Administrators

handicapped

The s p e c i f i c

students

in

attitudinal

administrators

which

to­

opin­

were c o n ­

1.

G e n e r a l o p i n i o n s of v o c a t i o n a l e d u c a t i o n
administrators toward mainstreaming.

2.

O p i n i o n s of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
c o n c e r n i n g the level of k n o w l e d g e p o s s e s s e d by
the a d m i n i s t r a t o r c o n c e r n i n g m a i n s t r e a m i n g h a n d i ­
ca p p e d c h i l d r e n in v o c a t i o n a l e d u c a t i o n progr am s.

3.

A d m i n i s t r a t i v e o p i n i o n s c o n c e r n i n g the k n o w l e d g e
level of v o c a t i o n a l e d u c a t i o n t e a c h i n g st a f f c o n ­
c e r n i n g m a i n s t r e a m i n g h a n d i c a p p e d s t u d e n t s in
vocational education programs.

4.

O p i n i o n s of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
c o n c e r n i n g p r e s e n t s t a t u s of m a i n s t r e a m i n g w i t h i n
their s c hoo l system.
121

122
5.

O p i n i o n s of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s
c o n c e r n i n g p o s s i b l e s u c c e s s e x p e c t a t i o n s for
s t u d e n t s w it h v a r i o u s h a n d i c a p p i n g c o n d i t i o n s when
m a i n s t r e a m e d in v a r i o u s v o c a t i o n a l e d u c a t i o n p r e ­
p a r a t i o n p r ogr ams .

Research

Procedures:

The p o p u l a t i o n
224 p u b l i c
in the

s chool

included

vocational

1977-1978 Directory

strators

published

by

S t a t e of Michi gan .
strators

s u rve yed ,

tional/Technical
Vocational
53 were
cal

30 were

Education

and

this
the

descriptive
224

with

study.

administrators

answered
right

was

an a c c o m p a n y i n g

Dean of

the C o l l e g e

l e tte r

l ett er

for p e r s o n s

who did not

period

was sent

signed

al o n g

respond

College

Voca­

school

name

mailed

Keit h

Michigan

Centers.

Stat e

a second

for

to each of

labeled

to be

in

questionnaire

with

d i s tri ct s,

the dat a

appeared

by Dr.

of

the uppe r

was m a i l e d

Goldhammer,
Un i v e r s i t y .
questionnaire

by the end of a p r e - d e t e r m i n e d

of time.

The q u e s t i o n n a i r e
Part

The

of E d u c a t i o n ,

A follow-up

was

specifically

form.

admini­

Vocational/Techni­

to c o l l e c t

wh os e

of the

of Are a C a r e e r

instrument

by the a d m i n i s t r a t o r

Admini­

education

District

developed

l i st ed

102 wer e D i r e c t o r s

Principals

and was

hand c o r n e r of the

of E d u c a t i o n

or i n t e r m e d i a t e

Planning

The

Education

of C o m m u n i t y

Pr o g r a m s ,

at lo ca l

c o n s i s t e d of al*l

administrators

vocational

.Deans

39 wer e

A questionnaire

study

of V o c a t i o n a l

the D e p a r t m e n t

Education

Specialists

this

education

Of the 224

Education

Career

in

was

divided

A c o n s i s t e d of d e m o g r a p h i c

into

four ma j o r

information

categories.

including

123

administrator's

age,

en c e

posit io n,

in p r e s e n t

academic
eral

sex,

preparation.

opinions

about

Part

ab o u t

knowledge

th e i r

a d m i n i s t r a t i v e unit,

s c h ool

regarding

level

capping
of

condition

15 c a r e e r

U.S.

Offic e

designed

thei r

available

punched,

using

from

for

about

the

within
s ta tu s

within
opinions

category

of h a n d i ­

mainstreamed

programs

knowledge

teachers

administrator

be s u c c e s s f u l l y

in each

as s u g g e s t e d

Part D of the q u e s t i o n n a i r e

which

of the

were b e i n g

financial

us e d

gen­

opinions

students

in ea c h

and

support

by the
was

programs

by the a d m i n i s t r a t o r

or

system.
from the q u e s t i o n n a i r e

168 a d m i n i s t r a t o r s .

and p l a c e d

Institute

opinions

C sought

preparation

The data o b t a i n e d
responses

experi­

(1)

about

(3)

education

for h a n d i c a p p e d

of Ed u c a t i o n .

school

(4)

or not s t u d e n t s

to d e t e r m i n e

currently

and

Part

cluster

unit,

regarding:

(2) o p i n i o n s

of v o c a t i o n a l

could

d ata

about mainstreaming,

programs

system.

whether

B sought

mainstreaming,

of a d m i n i s t r a t o r s

thei r

of a d m i n i s t r a t i v e

e x p e r i e n c e as an a d m i n i s t r a t o r ,

level

of i n s t r u c t i o n a l

size

Social

a comparative

in the

Michigan

S c i en ce

These

d ata

State

University

Research

descriptive

included
wer e coded,

facilities

research

key

computer

for a n a l y s i s

a p pr oac h.

Findings:
The data p r e s e n t e d
responses
trators
sent

of the

168 M i c h i g a n

(75 p e r c e n t

to h im/ he r.

in this s t u d y

response)

Of the

were

Vocational
who

Education

returned

168 r e s p o n d e n t s ,

compiled

from

the

Adminis­

the o p i n i o n a i r e
27 w ere

are a

skill

124

ce n t e r

principals,

43 a r e a c a r e e r

vocational/technical
education
de an s

at lo cal

specialists,

directed
square
ea c h

findings

research

is p r e s e n t e d

related

question

on the

tes t s t a t i s t i c a l

of the

district

district

of v o c a t i o n a l

l e v e l s and

22

coll ege s.

A s u m m a r y of the
and

planning

46 d i r e c t o r s

and i n t e r m e d i a t e

of c o m m u n i t y

hypotheses

education

to whic h

the s p e c i f i c
this

f o l l o w i n g pages.

analysis

9 hypotheses

to

was

(.05 lev el

tested

with

s t u d y was
Using a chi-

of s i g n i f i c a n c e )

findings

as

follows:

H* . :
There is no s i g n i f i c a n t d i f f e r e n c e in the
p e r c e i v e d val ue of m a i n s t r e a m i n g as a t e c h n i q u e
for e d u c a t i n g h a n d i c a p p e d s t u d e n t s b e t w e e n d i f ­
fe r e n t age g r o u p s of v o c a t i o n a l e d u c a t i o n
administrators.
Significant
ex i s t

differences

on r e s p o n s e s

to the

in

the o p i n i o n s

Statement

number

of a d m i n i s t r a t o r s

11:

S t a t e m e n t n u m b e r 1 1 - -It is i m p o r t a n t that v o c a ­
ti o n a l e d u c a t i o n a d m i n i s t r a t o r s h ave a w o r k i n g
k n o w l e d g e abo ut the rules, r e g u l a t i o n s and
p r o c e d u r e s of s p e c i a l e d u c a t i o n .
All p e r s o n s
agree

or a g r e e w i t h

of p e r s o n s
the

26 t h r o u g h

of p e r s o n s

Statement

36 t h r o u g h 45

administrators

The one p e r s o n

25

11.

year s

and old er

years

yea rs of age e i t h e r
Over

yea rs of age

46 to 55

56 years

35

old or

agree

ninety-seven

agree,

agree

and

w it h the

younger

strongly
p e r ce nt

98.2 p e r c e n t
over

of

90 p e r c e n t

tested

s t a t e men t.

was u n d e c i d e d .

hk.s
There is no s i g n i f i c a n t d i f f e r e n c e on the
p e r c e i v e d v a l u e of m a i n s t r e a m i n g as a t e c h n i q u e
b e t w e e n the four t y p e s of v o c a t i o n a l a d m i n i s t r a ­
tors s u r v e y e d ( c o m m u n i t y c o l l e g e de a n s of o c c u ­
p a t i o n a l e d u c a t i o n , d i r e c t o r s of v o c a t i o n a l e d u c a ­
tion, c a r e e r e d u c a t i o n p l a n n i n g d i s t r i c t

125

vocational/technical
or d i r e c t o r s of a r e a
Significant
exist

on

s p e c i a l i s t s and p r i n c i p a l s
center schools.)

differences

responses

to

in

Statement

the

opinion

of a d m i n i s t r a t o r s

8:

Statement number 3— M ainstreaming usually improves
the q u a l i t y of e d u c a t i o n for the n o n - h a n d i c a p p e d
student.
Forty-three

point

principals

responding

ment

t he

while

disagreeing.
toward

four
agree

directors
The d e a n s

disagreement

percent
or

of

strongly

tended

45.5

area

agree

to d i s a g r e e

of c o m m u n i t y

with

the

with

with

colleges

percent

skill
the

31.6

al s o

center
state­
percent

tended

so s t a t i n g .

Hj.:
T h e r e is no s i g n i f i c a n t d i f f e r e n c e in the
p e r c e i v e d lev el of k n o w l e d g e a b o u t m a i n s t r e a m i n g
p o s s e s s e d by the four d i f f e r e n t t y p e s of v o c a ­
tional education administrators.
No

significant

of a d m i n i s t r a t o r s '
about

differences
opinions

the p e r c e i v e d

vocational

level

education

of

(at

between
.05

ty p e s

of a d m i n i s t r a t o r s

level

about

tended

mainstreaming

level

knowledge

administrators
to

different

by

types

of

significance)

about

mainstreaming

existed.

agree

possessed

the

The

different

the

knowledge

vocational

education

about

of

administrators.
H^.:
T h e r e is no s i g n i f i c a n t d i f f e r e n c e in the
o p i n i o n s e x p r e s s e d by the four d i f f e r e n t g r o u p s
of v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t o r s c o n c e r n ­
ing t h e i r b e l i e f a b o u t the l e v e l of k n o w l e d g e of
m a i n s t r e a m i n g p o s s e s s e d by t h e i r staff.
Significant
exist

on

differences

responses

in

the

to S t a t e m e n t

21:

opinions

of

administrators

Statement number 2 1 — Most vocational education
t e a c h e r s e m p l o y e d by my s c h o o l s y s t e m h a v e s u f ­
f i c i e n t k n o w l e d g e a b o u t the c o n c e p t of
mainstreaming.

126

The p r e d o m i n a t e
stat em ent .
est

The c o m m u n i t y

disagreement

trast,

pattern

with

43.8 p e r c e n t

was one of d i s a g r e e m e n t

college

77.3

dea ns

percent

indicated

so i n d i c a tin g.

of the p r i n c i p a l s

were

with the

the s t r o n g ­
By c o n ­

in a g r e e m e n t

with

the s t a t em en t.
H e * : There is no s i g n i f i c a n t d i f f e r e n c e in the
o p i n i o n s e x p r e s s e d by the four d i f f e r e n t v o c a ­
t i ona l e d u c a t i o n a d m i n i s t r a t o r s c o n c e r n i n g the
s t atu s of m a i n s t r e a m i n g h a n d i c a p p e d p e r s o n s in
their s cho ol system.
Significant
tors

exist

differences

on r e s p o n s e s

in the o p i n i o n s of a d m i n i s t r a ­

to S t a t e m e n t

25:

S t a t e m e n t n u m b e r 2 5 — I wo u l d c h a n g e to a s i g n i ­
ficant degree, the d e l i v e r y of v o c a t i o n a l e d u c a ­
tion s e r v i c e s to i n c l u d e a m a i n s t r e a m i n g model.
A large
cent

and 47.3

response

to

of the d ea ns

percent

administrators

in a g r e e m e n t

and the d i r e c t o r s

respectively)

this s t a t e m e n t .

the C .E .P. D.
wer e

gro up

wit h

indicated

Forty-six
and

point

(45.5 p e r ­

an u n d e c i d e d
five p e r c e n t

22.7 p e r c e n t

of

of the p r i n c i p a l s

the st a t e m e n t .

Hg.:
There is no s i g n i f i c a n t d i f f e r e n c e in
o p i n i o n s e x p r e s s e d by v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s of la rge a d m i n i s t r a t i v e units
c o m p a r e d w it h small a d m i n i s t r a t i v e units.
Significant
tors e x i s t

differences

on r e s p o n s e s

in the o p i n i o n s

to S t a t e m e n t

17 and

of a d m i n i s t r a ­

Statement

24:

S t a t e m e n t n u m b e r 1 7 — Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n h a v e s u f f i c i e n t k n o w l ­
edg e ab o u t rules, r e g u l a t i o n s and p r o c e d u r e s of
s p e c i a l e du c a t i o n .
S t a t e m e n t n u m b e r 2 4 --I am s a t i s f i e d with our
p r e s e n t p r o g r a m for d e l i v e r i n g v o c a t i o n a l e d u c a ­
tion s e r v i c e s to h a n d i c a p p e d studen ts.

127

Responding
smaller

to S t a t e m e n t

districts

tended

vocational

education

streaming,

w hi le

felt
all

this way.
categories

Responding
istrators

to

Statement

from d i s t r i c t s

from 60.0 p e r c e n t

d e nts

disagreed.
systems

of

about m a i n -

from large

districts

of the a d m i n i s t r a t o r s

in

u n d ec ide d.

th os e

s ch ool

knowledge

respondents

percentage

from

that a d m i n i s t r a t o r s

sufficient

not as man y

were

the a d m i n i s t r a t o r s

to b e l i e v e

lacked

A large

17,

24,

52.0 p e r c e n t

of 1 0 0 - 4 9 9

students

of the d i s t r i c t s

By con t r a s t ,

of 1 , 0 0 0 - 2 , 9 9 9

disagreed

of over

47.4 percent
students

of the a d m i n ­

3,00 0 s t u ­

of those

agreed

and

with

from

the s t a t e ­

ment .
Hy.:
There is no s i g n i f i c a n t d i f f e r e n c e in the
o p i n i o n s e x p r e s s e d by v o c a t i o n a l e d u c a t i o n a d m i n i ­
s t r a t o r s wit h a larg e n u m b e r of years in their
p r e s e n t p o s i t i o n s as c o m p a r e d with a d m i n i s t r a t o r s
with fewer years.
Significant
tors

ex is t

differences

on r e s p o n s e s

in the o p i n i o n s

to S t a t e m e n t

of a d m i n i s t r a ­

23:

S t a t e m e n t n u m b e r 2 3 — Most v o c a t i o n a l e d u c a t i o n
t e a c h e r s e m p l o y e d by my s c h o o l s y s t e m have s u f f i ­
cien t w o r k i n g k n o w l e d g e abo ut the c h a r a c t e r i s t i c s
of the v a r i o u s h a n d i c a p p i n g co n d i t i o n s .
Sixty p e r c e n t
experience

a g r e e d with

of t h o s e with
Sixty-eight
also

of p e r s o n s

eight

f i f t e e n or more

the s t a t e m e n t .

t hr ee or less

poi nt

wit h

years

of th os e

However,

experience
with

11-15

years

of

72.3 p e r c e n t

d i s ag re ed.
years

d i s ag re ed.
Hg.:
There is no s i g n i f i c a n t d i f f e r e n c e in
o p i n i o n s e x p r e s s e d by v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s as c o m p a r e d by their formal
ed u c a t i o n .

experience

128

Significant
ex is t

differences

on r e s p o n s e s
Statement
supported

to

in the o p i n i o n s

Statements

5,

14 and

of a d m i n i s t r a t o r s

15;

n u m b e r 5 - - M a i n s t r e a m i n q is u s u a l l y
by s p e c i a l e d u c a t i o n staff.

S t a t e m e n t n u m b e r 1 4 --It is i m p o r t a n t that v o c a ­
t i o nal e d u c a t i o n t e a c h e r s ha v e a w o r k i n g k n o w l ­
edge ab out the c h a r a c t e r i s t i c s of the v a r i o u s
h a n d i c a p p i n g c o n d i t i o n s , i.e., e m o t i o n a l l y
impa i r e d , m e n t a l l y i m pa ire d, l e a r n i n g d i sab le d,
p h y s i c a l l y and o t h e r w i s e h e a l t h i m p a i r e d , blin d
and deaf.
S t a t e m e n t n u m b e r 1 5 — Most v o c a t i o n a l e d u c a t i o n
a d m i n i s t r a t o r s in M i c h i g a n have s u f f i c i e n t k n o w l ­
edge abou t the c o n c e p t of m a i n s t r e a m i n g .
Responding
mast e r s ,

ma st e r s ,

reat e

to S t a t e m e n t

and d o c t o r a t e s

agreeing

with

the s t a t e m e n t .

holding
strators

to

disagreed

Statement

with

a mixed

were

respectively).

strong

with

with

agree­

of the r e s p e c t i v e
Persons

cate­

baccalau­

u n d ec id ed.

15,

the r e s p o n d e e s

un d e c i d e d .

pattern

the s t a t e m e n t

undecided.

expressed

or wer e

number

wit h

the r e s p o n d e n t s ,

94.5 p e r c e n t

baccalaureate degrees
reacted

were

14,

and

Responding

and

n umb er

96.5

either

administrators

agr ee with

degrees

94.1,

degrees

5,

and 82.4 p e r c e n t

baccalaureate

specialists

me n t wi t h

number

and d o c t o r a t e s

75.7 p e r c e n t

holding

Reacting

gories

Statement

specialists

(87.4 p e r c e n t ,
Persons

to

between

Other
agree,

admini­
undecided

disag re e.
H g .:
There is no s i g n i f i c a n t d i f f e r e n c e in
o p i n i o n s e x p r e s s e d by m a l e a d m i n i s t r a t o r s as
c o m p a r e d with f ema le a d m i n i s t r a t o r s .
Significant

exis t

differences

on r e s p o n s e s

to

in the o p i n i o n s

Statements

14 and 21:

of a d m i n i s t r a t o r s

129

S t a t e m e n t n u m b e r 1 4 --It is i m p o r t a n t that v o c a t i o n a l
e d u c a t i o n t e a c h e r s have a w o r k i n g k n o w l e d g e about
the c h a r a c t e r i s t i c s of the v a r i o u s h a n d i c a p p i n g c o n d i ­
tions, i.e., e m o t i o n a l l y i m pa ir ed, l e a r n i n g d i sa ble d,
p h y s i c a l l y and o t h e r w i s e h e a l t h impair ed, bl i n d and
deaf.
Statement number 2 1 --Most vocational education
t e a c h e r s e m p l o y e d by my s cho ol s y s t e m have s u f f i c i e n t
k n o w l e d g e ab o u t the c o n c e p t of m a i n s t r e a m i n g .
Concerning
n one

disagree.

Statement
Five

point

14,

94.0 p e r c e n t

six

percent

of the men

of the w o m e n

agree,

dis­

agree.
Responding
mo r e

than

the

to S t a t e m e n t

21,

the men

tend

to d i s a g r e e

women.

A s u m m a r y of the

f in di n g s

related

to the

research

question—
What are the o p i n i o n s of the v o c a t i o n a l e d u c a t i o n
administrators concerning possible success e x p e c ­
t a t i o n s for s t u d e n t s w i t h v a r i o u s h a n d i c a p p i n g
c o n d i t i o n s when m a i n s t r e a m e d in v a r i o u s v o c a t i o n a l
education preparation programs?-Concerning
stude nts ,
likely

the p h y s i c a l l y

the 168

respondents

an e d u c a t i o n a l

handicapped

than

handicapped.
mildly

it w o u l d

be more

for the m i l d l y

for the m o d e r a t e l y

handicapped

and s i m i l a r l y

handicapped

The g r e a t e s t

gr am s

in the B u s i n e s s

least

s u c ces s

and

potential

as c o m p a r e d

success

Office

to the s e v e r e l y

potential

enrolled

exists

in i n s t r u c t i o n a l

c u p a t i o n cluster.

that

impaired

be a c h i e v e d

handicappecK§rtudents

enrolled

indicated

health

could

for the m o d e r a t e l y

program

and o t h e r w i s e

exists

in i n s t r u c t i o n a l

occupational

for s e v e r e l y

programs

for

in the

pro­

clu ste r.

impaired

The

students

Construction

oc­

130
Concerning

the e m o t i o n a l l y i m p a i r e d

tional

education administrators

career

clusters

that

the less

indicated

severe

success

potential

for m a i n s t r e a m i n g

The

highest

potential

for s u c c e s s

wit h

and

the a g r i - b u s i n e s s

ful m a i n s t r e a m i n g
impaired.
success
ever.

Only

in the

57.7 p e r c e n t

emotionally

of the

impaired

homemaking

The H e a l t h
accommodate

students

and M a r i n e
less

administrators
dicting
paired

will

13.7

success

the m i l d l y

have

the s e v e r e l y

a low s u c c e s s

expecta­

that c o n s u m e r

mainstreamed.
to s u c c e s s f u l l y

of the h a n d i c a p p e d

students

according

for

the s e v e r e l y

to the

the a d m i n i s t r a t o r s

handicapped

emotionally

pre­
im­

st ude nt .
to the i n q u i r y

handicapped

about

s t u d e n t s wi l l

cent

success

expectations

transportation
the

c luster.

For

administrators

placement

in p u b l i c

the

show

program.
for

such

severely
28 p e r c e n t

impai re d,

believe

be s u c c e s s f u l

instructional

expressed

the v i s u a l l y

administrators

related

ful

how­

expected

and h o m e m a k i n g

c a p p ed ,

im p a i r e d ,

we r e

p e r c e n t of the v o c a t i o n a l

mildly

a success­

for the m i l d l y

be s u c c e s s f u l l y

clusters

and

clusters

predicting

percent indicating

might

programs

responses predicted

w ith on l y 6 p e r c e n t of

Responding
74.4

for

resource

r e s p o n d e n t s sh o w that

student

tion w i t h a hi g h of only
and

of the

Health cluster

The o p i n i o n s

program

the g r e a t e r

in the b u s i n e s s

and n a t u r a l

instructional

voca­

of the

instructional

exists

72.6 p e r c e n t of the a d m i n i s t r a t o r s

the

for e a c h

the h a n d i c a p

the

office

students,

that

in the c o n s u m e r
Forty-four per­

students

in

the

visually h a ndi­
predicting

service instructional

programs

success­
and

a very small percentage predicting success

for the e n v i r o n ­

mental occupations.
Abou t e d u c a b l e

mentally

predicted

for eac h

of

potential

for the m i l d l y

the c a r e e r

exists

for

Of the

168 r e s p o n d e e s ,

achieved

with

cluster.
with

L i ke wis e,

in the

130

the m i l d l y

On the ot he r

than

opinioned

the s e v e r e l y h a n d i c a p p e d

in

o nl y

in

suc ces s

of the

that

handicapped

success

for the m o d e r a t e l y

handicapped

opinion

ext re m e ,

a greater

a greater

the m o d e r a t e l y

the s e v e r e l y h a n d i c a p p e d

the a d m i n i s t r a t o r s

clusters

handicapped

and s e v e r e l y h a n d i c a p p e d .
potential

i m pai red ,

than

for

administrators.

success

co u l d be

the m a n u f a c t u r i n g

5 predicted

the b u s i n e s s

s u c ce ss

and o f f i c e

clusters.
Concerning
indicated

that

administrators
mainstreaming
homemaking
success

learning

of

believe

success

mildly

related

for

clusters

for

impaired

than

the

Reacting
s t ude nts ,
that

for

percent

with

greater

about

of the

in b u s i n e s s

in c o n s u m e r

and

fields

who

the

and

of

disabled

with

only

a positive

7,1
r e sp on se.

for all caree r
is less

severely

h a n d ica ps .
hearing

vocational
impaired
offics

by

possibility

exists

disabled

the m i l d l y h e a r i n g

mainstreamed

le a s t

expressing

success

to i n q u i r i e s

82.7

The

response

be a c h i e v e d

students

and m e d i a

learning

for those

can

the

education

the s e v e r e l y l e a r n i n g

administrators

expectation

stud ent s,

the v o c a t i o n a l

handicapped

pr o g r a m s .

A higher

state

that

in c o m m u n i c a t i o n
of the

disabled

78.6 p e r c e n t

is i n d i c a t e d

enrolled
percent

the

impaired

education

will

administrators

be s u c e s s f u l l y

pr o g r a m s ,

with

132
onl y

6.5 p e r c e n t

control

responding positively

i mp a i r e d ,

predicted

for each of

potential

for the m i l d l y h a n d i c a p p e d

tial

severely
exists

severely
Of the

c l ust er.

On

the m i l d l y

Concerning
indicated

streaming
making

believe

mildly

for the s e v e r e l y

communication

and m e d i a

administrators
expectation
learning
wi t h

disabled

who

is less

be

and

success

office

students,

with

clus ter s.

the r e s p o n s e

education

in c o n s u m e r

by m a i n -

and h o m e -

p o s s i b i l i t y of s u c c e s s

learning

exists

c oul d

disabled

w ith

on l y

enrolled

7.1 p e r c e n t

response.

for all c a r e e r
severely

is

in
of the

A higher
clusters

impaired

t han

for the

for t h o s e

greater handicaps.
Responding

students,
tors

le a s t

fields

the

can be a c h i e v e d

expressing a positive

for s u c c e s s

5 predicted

students

The

for

the m a n u f a c t u r i n g

vocational

that s u c c e s s

related programs.

indicated

in

disabled

handicapped

than

tha t s u c c e s s

on l y

of the

success p o t e n ­

of the a d m i n i s t r a t o r s .

in the b u s i n e s s

that' 78.6 p e r c e n t

administrators

a greater

handicapped

the l e a r n i n g

s u c ce ss

for the m o d e r a t e l y

handicapped

ex treme,

handicapped

a greater

than

130 o p i n i o n e d

the o t h e r

severely

clusters

in the o p i n i o n

respondees,

the a d m i n i s t r a t o r s

Likew ise ,

for the m o d e r a t e l y

handicapped

168

the c a r e e r

handicapped.

a c h i e v e d wi t h

the

the e n v i r o n m e n t a l

occupations.

For e d u c a b l e m e n t a l l y

and

for

state

to i n q u i r i e s

82.7 p e r c e n t
that

about

of the

vocational

the m i l d l y h e a r i n g

full y m a i n s t r e a m e d

in b u s i n e s s

the h e a r i n g

education

impaired

a nd o f f i c e

impaired

will

administra­

be s u c c e s s ­

p r o g r a m s , while

only

133

60.1

percent

can be s u c c e s s f u l

their

o pin io n.

media

cluster

consumer
the

and

severely

in t r a n s p o r t a t i o n p r o g r a m s

The a d m i n i s t r a t o r s
least

likely

homemaking

pick

for s u c c e s s

as the mos t

in

the c o m m u n i c a t i o n
(13.7)

and

percent)

and

likely

for s u c c e s s

for

study,

the

handicapped.

Conclusions:
Ba se d on the
clusions

were

1.

position,
and

sex h av e

2.

l i t tle

effect

education

it is b e n e f i c i a l

their

st a f f

tion,

m an y

academic

experience

administrators'
held

in
age

by M i c h i g a n

administrators.
education

of the c o n c e p t

to the w e l f a r e

of the a t t i t u d e

is not

unit,

on the o p i n i o n s

vocational

supportive

not aw a r e

following c o n ­

that a d m i n i s t r a t o r s '

of a d m i n i s t r a t i v e

Michigan

generally

are

be c o n c l u d e d

e x p e r i e n c e as an a d m i n i s t r a t o r ,

size

vocational

of this

reached:

It can

preparation,

fi ndi ngs

supportive

administrators

have a negative effect

of m a i n s t r e a m i n g

of s t u den ts.

of thei r
toward

believe

on the

administrators

Ho wever,

co ncept.

of e d u c a t i o n

feel

many
that

In a d d i ­

that m a i n s t r e a m i n g

"quality

and

s t a f f or b e l i e v e

the

are

will
for the

non-handicapped"
Because

attitudes

c ess

of s t u d e n t s

that

staff attitudes

provided
aid

with

the

p lay such

in e d u c a t i o n a l
be a s s e s s e d

opportunities

the d e v e l o p m e n t of p o s i t i v e

an

important

s e tt ing s,

in s u c ­

it is i m p o r t a n t

and e d u c a t o r s
of i n - s e r v i c e
attitudes

role

nee d

to be

experiences

to

toward mainstreaming.

134

that

3.

Administrators

generally

both

administrators

and teachers

of both

characteristics

concept

of m a i n s t r e a m i n g ;

p e r c e n t a g e of both
the d e s i r e d
nu e s

conditions,

background.

legal

aspects

and t e c h n i q u e s

paration

progr ams .

st a t e

the

signed
tio n

need

quality

has

p ro gra ms.

to a c h i e v e

uc at ion .

It is i m p o r t a n t

to d e t e r m i n e

of q u a l i t y

a successful

Michigan
severe

ave­

of h a n d i c a p p e d
pre­

in i n - s e r ­

consistently

in the ir

and

of d i r e c t i o n
success

in v o c a t i o n a l

that

programs

for p r o g r a m m o d ­

in v o c a t i o n a l
be m a d e

education

the h a n d i c a p

education

the l ess

mainstreaming placement

programs
needs.

administrators

the l i k e l i h o o d

in all

ed­

of c u r ­

and p r o g r a m m o d i f i c a t i o n

vocational

de­

in v o c a t i o n e d u c a ­

that an a s s e s s m e n t

efforts

the m o r e

to p r o v i d e

by u n i v e r s i t y

students

mainstreaming

rent m a i n s t r e a m i n g

3.

do not p o s s e s s

many persons

believe

achieved

Th er e is a l ack

level

a high

personnel.

to m a i n s t r e a m h a n d i c a p p e d

ification

that

involve

do not
been

the

concerning handicapping

to be d e v e l o p e d

Administrators

desired

that

and

of m a i n s t r e a m i n g in v o c a t i o n a l

d e p a r t m e n t of e d u c a t i o n
4.

a need

of the e d u c a t i o n

This w ill

whic h

conditions

and t e a c h e r s

Th er e e x i s t s

important

a working knowledge

it a p p e a r s

of i n f o r m a t i o n

students

vice p r o g r a m s

ho we ver ,

it is

have

of h a n d i c a p p i n g

administrators

of d i s s e m i n a t i o n

believe

vocational

believe

of

pre­

p a r a t i o n p rog ra ms.
6.
iga n D e p a r t m e n t

A discrepancy exists

between

of E d u c a t i o n

U.S.

and the o p i n i o n s of M i c h i g a n
tor s

concerning success

and the

Vocational

expectations

the go a l s

Office

Education

of the

of E d u c a t i o n ,
Administra­

for m a i n s t r e a m i n g h a n d i -

Mich­

135

capped

students

dat e e x i s t s
achieve

P u bl ic

a 100% success

ployability
not,

in

in v o c a t i o n a l

skill

yet ma n y

possible

instruction

Law 9 4 - 1 4 2
r ate

and

vocational

for h a n d i c a p p e d

students

Procedures

if i c a t i o n ,

program development,

staff development

goal

achievement

ne e d

in v a r i o u s

student

and r e s o u r c e

of e m p l o y a b i l i t y

success

em­
or
not

instructional

for p r o g r a m m o d ­

vocational

allocation

for all.

level

handicapped

believe

to be d e v e l o p e d

A man­

Law 9 4 - 4 8 2 to

an entr y

w h e t he r

administrators

programs.

ing,

Publ ic

for at least

for all s t u d e n t s

progr am s.

counsel­

to aid in the

RECOMMENDATIONS

The following recommendations are made:

(1)

That t e a c h e r e d u c a t o r s in v o c a t i o n a l e d u c a t i o n and
s p e c i a l e d u c a t i o n d e p a r t m e n t s use the f i n d i n g s of this
st u d y to aid in a n a l y z i n g n e e d s for p r e - s e r v i c e and ins e r v i c e instruction..

(2)

That the r e s u l t s of this s t u d y be a n a l y z e d by v o c a t i o n a l
g u i d a n c e p e r s o n n e l for i m p l i c a t i o n s to c o u n s e l i n g h a n d i ­
c a p p e d s t u d e n t s , p a r e n t s of h a n d i c a p p e d s t u d e n t s , and
o t h e r p e r s o n n e l who deal with the h a n d i c a p p e d .

(3)

That the State of M i c h i g a n V o c a t i o n a l E d u c a t i o n D e p a r t m e n t
p e r s o n n e l a n a l y z e the r e s u l t s of thi s s t u d y for i m p l i c a ­
tio ns to t h e i r i n - s e r v i c e and fund a l l o c a t i o n fu n c t i o n s .

(4)

That r e s e a r c h be c o n d u c t e d to o b t a i n o p i n i o n s of M i c h i g a n
sp e c i a l e d u c a t i o n a d m i n i s t r a t i v e p e r s o n n e l p a r a l l e l i n g
this s t u d y w h i c h o b t a i n e d v o c a t i o n a l e d u c a t i o n a d m i n i ­
s t r a t i v e p e r s o n n e l o pi n i o n s .

(5)

That r e s e a r c h be c o n d u c t e d to o b t a i n the o p i n i o n s of
p a r e n t s c o n c e r n i n g the c o n c e p t of m a i n s t r e a m i n g their
h a n d i c a p p e d s t ud ent s.

(6)

T hat r e s e a r c h be c o n d u c t e d to o b t a i n o p i n i o n s of v o c a ­
t i o n a l e d u c a t i o n t e a c h i n g p e r s o n n e l c o n c e r n i n g the c o n ­
cept of m a i n s t r e a m i n g .

(7)

Tha t r e s e a r c h be c o n d u c t e d to d e t e r m i n e cost e f f e c t i v e ­
ne s s of m a i n s t r e a m i n g p r o g r a m s in the v a r i o u s v o c a t i o n a l
education preparation programs including a comparison
b e t w e e n s e c o n d a r y and p o s t - s e c o n d a r y p r o g r a m s .

(8)

That e x p e r i m e n t a l r e s e a r c h be c o n d u c t e d
e f f e c t i v e n e s s of m a i n s t r e a m i n g p r o g r a m s
c o n d u c t e d in M i c h i g a n schools.

136

to c o m p a r e
c u r r e n t l y b ein g

APPENDICES

APPENDIX

Deans

Community
Alpena
Bay

A

of V o c a t i o n a l / T e c h n i c a l

College

Community

de Noc

Address
College

Community

Alpena

College

Delta College
Gle n Oa k s
Gogebic

Community

College

College

Gr a n d

Rapids

Henry

Ford Community

Jackson

Community

Kellogg

Valley

Michigan

Lansing

College
College
College

College

Grand

Dearborn
Highland

College

Benton

Wa r r e n

Macomb County Community
( C e n t e r C a m pus )

College

Mt.

County

Montcalm

Community

County

College
College

Community

H arb or

Lansing

College

Monroe

Cr eek

Roscommon

College

Community

Park

Kalamazoo

Macomb County Community
( So uth C a m p u s )

Mid-Michigan

R a pid s

Battle

College

Community

Centreville

Jackson

Community College

Community

C en ter

Ironwood

College

Community

Kirtland
Lake

J uni or

P ar k C o m m u n i t y

Kalamazoo

Escanaba
University

Community

Highland

Education

College

137

Cle men s

Harrison
Monroe
Sidney

138
Community

College

Address

Mott (Charles Steward
Community College
Muskegon

County Community

North Central
Northwestern
Oakland
St.

Michigan
Michigan

Community

Clair

College

College

County

Petoskey
Traverse

City

B l o o m f i e l d Hil ls
College

College

College

Community

Community

Muskegon

Port

Huron

Livonia

Michigan

Washtenaw Community

Sh ore

College

College

Southwestern

West

College

County Community

Schoolcraft

Wayne

Flint

College

College

Dowagiac
Ann A r b o r
Detroit
Scottville

APPENDIX B
Directors

of V o c a t i o n a l

Education

District

Address

Alma Public
Ann

Ar bo r

Bay

Cit y

Tec h

Schools

Public
Public

Schools

Ann A r b o r

Schools

Bay

C en ter
S ch ool

Berrien

Springs

Birch

Run

District

A rea

School

Public

Bloomfield

Hills

Intermediate

Bridgman
Calhoun
Center

Public

Central

Montcalm

Chippewa

Valley

Clarenceville
Clarkston
Clawson

District

Clintondale

District

Schools
S c h ool s

Schools

Public

Run

Bloomfield

Hills

Coldwater
Bridgman
Battle

Cre ek

Center

Line

Stanton
Mt.

Schools

CommuTiaty S c h o o l s

School

District

S c h ool

Public

Springs

Birmingham

Schools

P ub lic

Berrien
Birch

School

Intermediate
Li n e

District

Schools
School

Harbor

Berkley

Schools

Birmingham

Branch

City

Benton

Berkley

Cli o

Alm a

District

Clemens

Farmington
Clarkston
Clawson

S c h oo ls

Mt.

Ar e a S c h o o l s

Clio

139

C l e m ens

Hi lls

140
District

Address

Coloma Community Schools

C o lom a

Comstock

Comstock

Public

Schools

Corunna

Public

Davison

Community

Dearborn

Schools

Public

Corunna

Schools

Davison

Schools

Dearborn

Delta-Schoolcraft Intermediate
Sc h o o l D i s t r i c t

Gladstone

East D e t r o i t

East D e t r o i t

Farmington
Fenton

Public

Public

Ferndale

Roc k

F r ase r

Garden
Genesee

Gr a n d

Public

Grosse
Hazel

Highland

Park

Flint
Flushing
F r ase r
Freeland

Schools

G a r d e n City

School

Community
Public

Public

Rock

Schools

Points Public
P ar k

Flat

District

Intermediate

Rapids

Wa r r e n

Schools

Community

Gra nd B l a n c

Ferndale

Schools

School

Huron Valley Schools

District

Schools

Schools
Schools

Schools

Public

Hi ll s

F e nto n

Schools

Community

City

Farmington

Schools

Community

Public

Freeland

Schools

Schools

Public

Fl i n t C o m m u n i t y
Flushing

Schools

Schools

Public

Fitzgerald
Flat

Public

Schools

Flint
Gra nd B lan c
Gr a n d R ap ids
Gr o s s e
Ha z e l

P oi nte
Park

Highland
Milford

Park

141
District

Address

Inkster Public Schools

Ink ste r

Ishpeming

Ishpeming

Jackson

S ch ool

Public

Kalamazoo
Kearsley

District

Schools

Public

Jackson

Schools

Community

Kalamazoo

Schools

Flint

Kent

Intermediate

School

Lake

Or ion

Public

Schools

Lake

Lake

Sh ore

Public

Schools

St.

Clair

Mt.

Clemens

L'Anse

C eus e

Public

District

Schools

Grand

Rapids
Orion

Lansing

Public Schools

Lansing

Lincoln

Park

Lincoln

Livonia

P u b lic

Madison

District

Menominee
Midland
Monroe

Clemens

Mt.

Pleasant

Muskegon
Oakland
Park

Petoskey

Schools

Public

District

Schools

Schools

School

Schools

Monroe
Montrose

Schools

Intermediate

Heights

Menominee

Schools

Public

Madison

Midland

School

Community

Public

Schools

Schools

Public

Park

Livonia

Public

Intermediate

Mt.

District

Schools

P u bli c

Public

Montrose

Oak

School

S ho res

Mt.

Clemens

Mt.

Pleasant

Muskegon
District

Pontiac
Oak

Park

Schools

Petoskey

Plymouth Public Schools

Plymouth

142
District

Address

Pontiac

Public Schools

Pontiac

Portage

Public

Portage

Por t

Hu r o n

Redford

Ro me o

Area

Union

Rochester

Schools
School

Schools

Community

Community

Romulus

District

Huron

Detroit

Schools

Rochester

Schools

Community

Port

Ro m e o

Schools

Romulus

Roseville

Public

Schools

Roseville

Roya l

Public

Schools

Roy al

Oak

Saginaw

Township

Saginaw

Public

St.

J ohn s

Saline
Sault

Area

Southgate

Taylor
Tro y

Public

Utica

Schools

Saline
Sa u l t

Ste.

Cla ir

Schools

Tro y

Schools

Ut i c a

Public

Schools

Belleville

Van D yk e

Public

Schools

Warren

La k e

Consolidated

Shores

Taylor

VanBuren

Walled

Marie

Southgate
St.

District

Community

Johns

Southfield

Schools

School

Public

Schools

Schools

Community

Lake

St.

School District
Public

Saginaw
Saginaw

Schools

Marie

Southfield

Schools

Schools

Public

Ste.

So u t h

Community

Oak

Schools

Warren C on solidated Schools

Walled
Warren

Lake

143

District

Address

Warren Woods
Waterford

Public

Township

Wayne-Westland
Wayne
West

Bloomfield
Public

Ypsilanti

S cho ol

Community

Intermediate

Wyoming

Schools

S ch ool

S ch ool

Schools
District

District

Schools

Public

District

Schools

Warren
Waterford
Wayne
Wayne
We s t

Bloomfield

Wyoming
Ypsilanti

APPENDIX

C

Career Education Planning District
Vocational/Technical Specialists

District Number

Address

1

Bergland

2

Hancock

3

Kingsford

A

Marquette

3

Escanaba

6

S aul t

7

Charlevoix

8

Ste.

I nd ian

9

Marie

Riv er

Alpena

10

Traverse

11

Roscommon

12

Eas t

13

Cadillac

14

Ludington

15

Clare

16

Bay City

17

Midland

18

Ithaca

19

Big

20

Fremont
144

City

T awa s

Rapids

145

District

Number

Address

21

Muskegon

22

S t a n to n

23

Saginaw

24

Caro

25

Bad Axe

26

Sandusky

27

Marysville

28

Lapeer

29

Flint

30

Corunna

31

Maso n

32

Gr a n d R a pi ds

33

G r a n d Haven

34

Lawrence

35

Kalamazoo

36

Ba t t l e

37

Jackson

38

Ho w e l l

39

Pontiac

40

Mt.

41

Detroit

42

Wayne

43

Ann Arbor

44

Monroe

Cr eek

Clemens

146

District Number

Address

45

Adrian

46

Hillsdale

47

Centreville

48

Cassopolis

49

Berrien

50

Allegan

51

St.

52

Charlotte

53

Ionia

Spri ng s

Johns

APPENDIX D

Principals

- Are a C ar ee r

C en ter

Address

Alpena

Public

Bay-Arenac
Branch

Schools

Skill

Area

Coldwater

Capitol

C ar eer

Delta-Schoolcraft
S c hoo l D i s t r i c t
Detroit

Public

Dickinson

Bay City

C e nte r
Vocational

Area

Alpena

Center

C a l h o u n Area
Ce nter

Eato n

Ce n t e r s

Education

C e nte r

Creek

Ma so n

Intermediate

Schools

Gl a d s t o n e

Detroit

Area V o c a t i o n a l

Intermediate

Battle

S ch ool

Center

Kingsford

District

Charlotte

Gogebic-Ontonagon Intermediate
Sc ho ol D i s t r i c t (Gogebic
C o m m u n i t y Col le ge)

Bergland

Gogebic-Ontonagon
S c hoo l D i s t r i c t
P u b l i c Sch ool s)

Bergland

Intermediate
(Ontonagon

Genesee

Area

Ski ll

Ja c k s o n

Area C a r e e r

Center

Flint

Center

Flin t

Ken t

Skills

Center

(Dow nt own )

Gran d

Rapids

Ke n t

Skills

Center

(East B e l t l i n e )

Gran d

Rapids

Lansing

Public

Schools

Lansing

Lapeer County VocationalTechnical Center

Attica

147

148

Center

Address

Lenawee

Vocational-Technical

Livonia

Public

Schools

Mecosta-Osceola
Mt.

Pleasant

Adrian
Livonia

Career

Public

N e w a y g o Area
Ce n t e r

C e nte r

Ce nter

Big R a pi ds

Schools

Vocational

Mt.

Education

Pleasant

F r e m on t

Northeast Oakland Vocational
E d u c a t i o n C ent er

P o n t iac

Ottawa

Grand

A re a

Vocational

C e nte r

Petoskey

Public

Schools

Regional

Career

Technical

Sanilac
Saul t

Career

Ar e a

Petoskey
Center

Center

Skill

Ha ve n

Ypsilanti
Peck

Center

Sault

Ste.

Southeast Oakland Vocational
Education Center

Royal

Oak

Southwest Oakland Vocational
Education Center

Wa l l e d

St.

Marysville

Clair

Ta y l o r

County

School

Traverse
Van B u r e n

Bay

Sk il l

Center

District
Area

Sk ill

Area

Traverse

City

Lawrence
Career

Warren Consolidated Schools
Preparation Center

Wayne-Westland

Center

Center

Wexford-Missaukee
Center

Lake

Ta ylor

Vocational

W a l t e r C. Av er i l l , Jr.
Opportunities Center

Mar ie

C ar eer

Vocational

Community

S c h o ols

Saginaw

Sterling

Cadillac

Wa y n e

Heights

APPENDIX
MAINSTREAMING

E

OPINIONAIRE

OF
VOCATIONAL

EDUCATION

ADMINISTRATORS

Opinionaire

of:

GENERAL DIRECTIONS:
This o p i n i o n a i r e is d e s i g n e d to o bt ain
the o p i n i o n s and f e e l i n g s of A d m i n i s t r a t o r s of M i c h i g a n ' s
Vocational Education programs concerning mainstreaming.
M a i n s t r e a m i n g is a te r m to d e s c r i b e the p l a c e m e n t of p h y s ­
ically, m e n t a l l y , and e m o t i o n a l l y h a n d i c a p p e d p e r s o n s in
regular instruction programs.
M a i n s t r e a m i n g is an o u t g r o w t h
of r e c e n t c o u r t and l e g i s l a t i v e d e c i s i o n s whi ch s t a t e that
e v e r y s t u d e n t is l e g a l l y e n t i t l e d to an e d u c a t i o n in "the
le a s t r e s t r i c t i v e e n v i r o n m e n t " p o s s i b l e .
To date, ve r y l i t t l e is k n o w n a b o u t m a i n s t r e a m i n g and,
a c c o r d i n g l y , your aid is e a r n e s t l y sought.
What is w a n t e d
is your own p o i n t of v i e w a b o u t e ac h of the s t a t e m e n t s in
p a r t s B and C of the o p i n i o n a i r e .
Part A m e r e l y se eks d e m o ­
g r a p h i c da t a to aid in a n a l y z i n g r e s u l t s o b tai ned .
Vour
a n s w e r s will be ke p t s t r i c t l y c o n f i d e n t i a l and at no time
wi l l i n d i v i d u a l s or s c h o o l s s y s t e m s be i d e n t i f i e d .
Af t e r r e a d i n g e a c h item in p a r t B, i n d i c a t e the e x t e n t
of a g r e e m e n t w i t h your p o i n t of view on each ite m by
c i r c l i n g the a p p r o p r i a t e r e s p o n s e s e l e c t e d .
Rating

scale:

1
2
3
4
5

-

Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree

150
PART
Questions
in f o r m a t i o n .

1

.

2.

Age:
) 25
) 26
) 36
) 46
) 56

A

one t h r o u g h s e v e n are r e q u e s t e d for d e m o g r a p h i
P l e a s e c h e c k the a p p r o p r i a t e r e s pon se.

or un d e r
- 35
- 45
- 55
or ol der

Sex:
( ) Male
( ) Female
Leve l of e d u c a t i o n
( ) Baccalaureate
( ) Masters
( ) Specialist
( ) Doctorate

(check h i g h e s t

d e g r e e held):

4.

W h i c h t itl e m o s t c l o s e l y d e s c r i b e s you r p r e s e n t p o s i t i o n
) Area S k i l l s C e n t e r P r i n c i p a l
) CEPD Vocational-Technical Specialist
) Dean - C o m m u n i t y C o l l e g e
) D i r e c t o r - V o c a t i o n a l E d u c a t i o n - Local A g e n c y
) D i r e c t o r - V o c a t i o n a l E d u c a t i o n - I n d e p e n d e n t Sc hool
District

5.

How m a n y ye ar s have
administrator:

)

0 - 3

)

4 - 6

you been

employed

as a f u l l - t i m e

)
7 - 1 0
) 11 - 15
) Over 15
6.

How m a n y y e a r s h a v e
position:

( )

0 - 3

( )

4 - 6

you b e e n e m p l o y e d

in your

present

( )
7 -1 0
( ) 11 - 15
( ) Over 15
7.

N u m b e r of v o c a t i o n a l e d u c a t i o n s t u d e n t s
s e r v e d in your a d m i n i s t r a t i v e unit:
)
99 or less
) 100 - 499
) 500 - 999
) 1 0 0 0 - 2999
) 3 0 0 0 or mor e

currently

be ing

PA R T B

GENER AL OPI NIONS TOWARD MAINSTREAMING.
Strongly
Strongly
Agree
Agree Undecided Disagree
Agree
1.

My opinion of mainstreaming

2.

3.

5.

6.

7.

8.

9.

1

2

3

4

5

Main str ea min g is usually beneficial to
student welfare.

1

2

3

4

5

Mainstrea mi ng is usually supported by
general education staff.

1

2

3

4

5

Mainstr eam ing is usually supported by
vocational education staff.

1

2

3

4

5

Mainstre ami ng is usually supported by
special education staff.

1

2

3

4

5

Mainstr eam in g
parents.

1

2

3

4

5

Mainstrea min g usually improves the
quality of education for the h a n d i ­
capped student.

1

2

3

4

5

Mainstrea min g usually improve the
quality of education for the non ­
handicapped student.

1

2

3

4

5

It is important that vocational
education ADM INI STRATORS have a
working knowledge of the concept of
mai ns tre am ing handicapped children.

1

2

3

4

5

151

4.

is positive.

is usually supported by

Strongly
Agree
Agree Undecided
10.

It is important that vocational e d u c a ­
tion TEACHE RS have a working knowledge
of the concept of mai nst re ami ng ha n d i ­
capped children.

Disagree

St r o n g l y
Di s a g r e e

1

2

3

4

5

tion ADM INISTRATORS have a working
knowledge about the rules, regulations
and procedures of special education.

1

2

3

4

5

It is important that vocational e d u c a ­
tion TEA CHERS have a working knowledge
about the rules, regulations and p r o ­
cedures of special education.

1

2

3

4

5

tion A DM IN I STR ATO RS have a working
knowledge about the characte ris ti cs of
the various handicapping conditions,
i.e., em otionally impaired, mentally
impaired, learning disabled, physically
and otherwise health impaired, blind
and deaf.

1

2

3

4

5

It is important that vocational e d u c a ­
tion TEACHERS have a working knowledge
about the character ist ic s of the various
handicapping conditions, i.e., e m o t i o n ­
ally impaired, men ta lly impaired, learning
disabled, physically and otherwise health
impaired, blind and deaf.

1

3

4

5

11 . It is important that vocational e d u c a ­

12 .

1 52

13 . It is important that vocational e d u c a ­

14.

2

O P I N I O N A B O U T K N O W L E D G E L E V E L OF A D M I N I S T R A T O R S
rongly
A gr ee
Agree Undecided

15.

16.

17.

19.

20.

Most vocational education ad mi ni s­
trators in Michigan have sufficient
knowledge about the concept of
mainstreaming.

1

2

3

4

5

I have sufficient knowledge about the
concept of mainstreaming.

1

2

3

4

5

Most vocational education ad mi nis ­
trators in Mic higan have sufficient
knowledge about the rules, re gu la ­
tions and procedures of special
education.

1

2

3

4

5

I have sufficient knowledge about
the rules, regulations and p r o c e d ­
ures of special education.

1

2

3

4

5

Most vocational education a d mi ni s­
trators in Michigan have sufficient
working knowledge about the c h a r a c ­
teristics of the various handicapping
conditions.

1

2

3

4

5

I have sufficient knowledge about
the cha racteristics of the various
handicapping conditions.

1

2

3

4

5

153

18.

Strongly
Disagree Disagree

4

OPINION ABOU T KNOWLEDGE LEVEL OF VO CATIONAL
EDUCATION TEACHERS IN MY SCHOOL DISTRICT.
Strongly
Agree
Agree

21.

22.

23.

Undecided

Disagree

Strongly
Disagree

Most vocational education teachers e m ­
ployed by my school system have su f­
ficient knowledge about the concept of
mainstreaming.

1

2

3

4

5

Most vocational education teachers e m ­
ployed by my school system have suf­
ficient knowledge about the rules, r e g u ­
lations and procedures of special
education.

1

2

3

4

5

Most vo cational education teachers e m ­
ployed by my school system have suf­
ficient working knowledge about the
ch a rac ter is tic s of the various h a n d i ­
capping conditions.

1

2

3

4

5

I am satisfied with our present program
for delivering voc ati on al education
services to the handicapped student.

1

2

3

4

5

I would change, to a significant
degree, the delivery of vocational
education services to include a
mainstre am ing model.

1

2

3

4

5

OPINION ABOUT STATUS OF INSTRUCTIONAL PROGRAMS
FOR HA NDI CA PPE D STUDENTS IN MY SCHOOL SYSTEM.
24.

25.

Strongly
Agree
Agree

26.

Undecided

Disagree

St r o n g l y
Di s a g r e e

Our school system presently mainstreams handicapped students.
If strongly agree or agree, please
answer the following question;
I would change, to a significant
degree, the delivery of vocational
education services by modifying
our present program to include
more emphasis on mainstreaming.

PART C

This question seeks your opinion regarding whether or not students in each category
of handicap can be successfully main str ea med in each of the fifteen (15) career cluster
prepara ti on programs suggested by the U. S. Office of Education.
Please place an X in the
box you believe success in at least an entry-level occupational skill can be achieved
through Vocational Education programming.
See Chart on next page.

Business & Office
Marketing & Distributions
Communications & Media
Construction
Manufacturing
Tr ansportation
Agri-business & Natural Resources
Marine Services
Environmental Control
Public Services
Health
Hospitality & Recreation
Personal Services
Fine Arts & Humanities
Consumer & Homemaking Related

•

Severe

Moderate

Learning
Disabled

Mild

Severe

Moderate

Physically
Otherwise
Health
Impaired

Mild

Severe

Moderate

Emotionally
Impaired

Mild

Severe

Moderate

He<iring
im Paired

Mild

Severe

Moderate

Visually
impaired

Mild

Severe

Moderate

OCCUPATIONAL CLUSTERS

Mild

|

Educable
Mentally
Impaired

157

PA RT D

F u n d i n g P r o g r a m s c u r r e n t l y being use d £or ad d ed
f i n a n c i a l s u p p o r t of s e r v i c e s to h a n d i c a p p e d studen ts :
P l e a s e p l a c e a c h e c k ( ) b e s i d e p r o g r a m s l is te d
w h i c h your s cho ol s y s t e m c u r r e n t l y is using to o b t a i n
for s u p p o r t of v o c a t i o n a l i n s t r u c t i o n of h a n d i c a p p e d
students.
National
______ M i c h i g a n
______ P.L.

Vocational
-- A d d e d

9 4-1 42

______ S e c t i o n
—
1973

(1975)

E d u c a t i o n Ac t of

Cost V o c a t i o n a l

504 of V o c a t i o n a l

______ P.L. 94 -4 82 (A men d me nt s of
E d u c a t i o n Act)
______ P.A.
______ Not

198

—

sure of

Michigan
all

1968

Education

E d u c a t i o n of All

funds

Handicapped

Rehabilitation

Act

Act

1976 V o c a t i o n a l

Special Education

f un di ng

below
funds

so u r c e s

La w —

currently

used

Th a n k you for your a s s i s t a n c e in our e f f o r t s to i mp ro ve
education.
P l e a s e r e t u r n this form in the p r e - a d d r e s s e d
and s t a m p e d e n v e l o p e to:
Dr. B i l l i e T. Rader
M a i n s t r e a m Su r v e y
Ro o m 30 3
E r i c k s o n Hall
M i c h i g a n Sta te U n i v e r s i t y
Eas t L a n si ng , M i c h i g a n 48824

1971

APPENDIX

MICHIGAN

STATE UNIVERSITY

C o l l e g e of E d u c a t i o n
E r i c k s o n Hall

Dear

F

Fellow

Office

of the Dean
East L a n s i n g

. Michigan

. 48824

Educat or:

The 1 9 7 0 ' s h av e b e e n m a r k e d by ma j o r c h a n g e s in civil
r i g h t s and l e g i s l a t i v e d e c i s i o n s c o n c e r n i n g e d u c a t i o n of
handicapped individuals.
Much of this a c t i o n has m a n d a t e d
c h a n g e in p r o c e d u r e s in your a g e n c y and a c c o r d i n g l y has
i m p l i c a t i o n s to the i n - s e r v i c e and p r e - s e r v i c e p r o g r a m s
o f f e r e d by M i c h i g a n S t a t e U n i v e r s i t y , The M i c h i g a n D e p a r t ­
m e n t of E d u c at ion , The U n i t e d S t at es O f f i c e of E d u c a t i o n and
othe r a g e n c i e s c o n c e r n e d w it h this pr ocess.
A st udy is b e i n g c o n d u c t e d at M i c h i g a n 5tate U n i v e r s i t y
to o b t a i n the o p i n i o n s of M i c h i g a n V o c a t i o n a l E d u c a t i o n
A d m i n i s t r a t o r s c o n c e r n i n g the c o n c e p t of m a i n s t r e a m i n g h a n d i ­
c a p p e d s t u d e n t s in v o c a t i o n a l i n s t r u c t i o n p r ogr ams .
Your
o p i n i o n s are n e e d e d to make our s t u d y c omplete.
You are
as k e d to c o m p l e t e the e n c l o s e d o p i n i o n n a i r e and r e t u r n it
this w ee k in the p r e - a d d r e s s e d , s t a m p e d envel op e.
P lea se
be a s s u r e d that your r e s p o n s e will r e m a i n c o n f i d e n t i a l and
will be r e p o r t e d by a g g r e g a t e g r o u p s only.
As one of the l e a d i n g e d u c a t o r s in M i c h i g a n V o c a t i o n a l
E d u c a t i o n , the i m p o r t a n c e of your help in this s t u d y must be
emphasized.
P l eas e al s o know of our a p p r e c i a t i o n of your
c o n t i n u e d s u p p o r t and c o o p e r a t i o n to i m p r o v e e d u c a t i o n a l
p r o g r a m s in Mic h i g a n .
Sincerely

Ke it h
Dean
KG: as
Enclosure

158

yours,

Goldhammer

APPENDIX

MICHIGAN

STATE UNIVERSITY

C o l l e g e of E d u c a t i o n
E r i c k s o n Hall

Dear

G

Fellow

Office

of the Dean
East L a n s i n g

. Michigan

. 4 88 24

Educa tor :

A p p r o x i m a t e l y th r e e w e e k s ago a q u e s t i o n n a i r e was
m a i l e d to you a s k i n g your o p i n i o n c o n c e r n i n g m a i n s t r e a m i n g
h a n d i c a p p e d s t u d e n t s in v o c a t i o n a l i n s t r u c t i o n a l p r ogr am s.
We have r e c e i v e d an e x c e l l e n t r e t u r n and it now a p p e a r s
that our s t u d y wil l be h i g h l y m e a n i n g f u l .
Our r e c o r d s show
that your r e s p o n s e has not yet been rec e i v e d .
We hope it
can be i n c l u d e d in the data to f u r th er s t r e n g t h e n the
findings.
P l e a s e take a few m o m e n t s and r e t u r n the q u e s t i o n n a i r e
in the p r e - a d d r e s s e d and s t a m p e d e n v e l o p e whi ch was sent to
you p r e v i o u s l y .
Be a s s u r e d that your o p i n i o n will be kept
c o n f i d e n t i a l and th a t dat a wil l be p u b l i s h e d o nly by
composite groupings.
Your

opinions

and c o o p e r a t i o n

are g r e a t l y a p p r e c i a t e d .

S i n c ere ly*

159

Billie

Rader*

Ph. D

Dean's

Mainstream

Project

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76 t h

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198

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78th

Legislature.

P u b l i c Act_____

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93rd
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