The perception of high school guidance personel [sic] of technology education and the placement of special need students in technology education classes

Abstract

The change from Industrial Arts to Technology Education was more than just a namechange in this discipline. Many people outside of education may not know the change of philosophy and content and the same may be said of individuals in education. The discipline is still referred to as shop and is looked on as a place of hands on learning and vocational education. Technology education curriculum differs from its predecessors, but not all schools have changed to it completely. Elements of old programs still exist, and in some cases, nothing has changed except the name. If the discipline has an identity problem this can affect student success and can cause problems when students are placed in technology education classes. Guidance counselors without knowing the class content may improperly place students in a technology education class. In the case of special students, services and support staff may be required; the class may not meet the student’s individual educational program. The significance of this study may lead to better understanding the needs of special needs students and how technology education can successfully contribute to their education. This study examined the perception of technology education by guidance counselors and how this perception related to special education students in high school. The study addressed several questions. What is technology education as perceived by guidance counselors? What decisions are used to place students with special needs into certain technology education classes? The study concluded with an examination of the results and recommendations that may lead to improved results for both students and instructors.