The development and validation of a test instrument for use in evaluating the knowledge vocational education personnel possess for teaching the handicapped

Typescript (photocopy).The purpose of this study was to develop and validate a test instrument, entitled Competency Inventory on Vocational Education for the Handicapped (CTVEH), to evaluate the knowledge vocational education teachers possess about teaching handicapped students. This study had four major objectives. The first was to identify competency domains and the specific competencies needed by regular vocational education teachers who work with handicapped students. The second was to determine which domains contain knowledge based competencies considered most measurable by experts in vocational and special education. The third objective was to develop the CIVEH for use in evaluating knowledge of the domains formulated in Objective 2. The final objective was to gather validity, reliability, and norm data on the CIVEH. A review of the literature found over 600 competency statements for vocational teachers to teach handicapped students in vocational education. By identifying only those competencies stated as appropriate for working with mainstreamed handicapped students, eliminating duplication, and incorporating specific competency statements under more general competency statements, the total number of competencies was reduced to 21 general competency statements. These competencies were grouped into the following four domains: 1. Knowledge of the concepts of least restrictive alternatives and its implications for the instruction process. 2. Knowledge of the characteristics and learning differences of handicapped students. 3. Knowledge of informal assessment and the variety of instructional techniques and procedures for implementing the educational plan for handicapped students. 4. Knowledge of the admission, review and dismissal process, and the individualized educational programs for handicapped students. Using the four domains and general competency statements, 150 test items were generated to serve as the item pool. A panel of eight experts in vocational education and special education examined the items and competency statements to determine if each item conformed to the competency statement for which it was written..