Status of the professional preparation of teachers serving learners with disabilities in career and technical education programs

In recent years, increased attention has been focused on postsecondary training and support for students with special needs in Indiana. Of the total percentage of students enrolled across the state, a large number of students with disabilities received instruction in one or more career and technical education (CTE) courses. While educators have voiced their concern about the instruction of students with disabilities in other areas of the nation (Harvey, 1999, Kochhar, 1998, Serwell, 1991), no studies in Indiana have been conducted since Cotton’s (1994) study regarding the preparation and training of CTE teachers related to the instruction of individuals with special needs. This study was designed to assess instructors’ level of training prior to entering the classroom and their comfort level in providing instruction to individuals with disabilities. Of the CTE instructors who responded, all taught at least one student with disabilities and over 70% had not taken more than three hours of college credit related to the instruction of students with special needs. Furthermore, 43% had received less than three hours of inservice training related to the needs of students with exceptionalities. Teachers and administrators must be prepared to work with this select population. It is imperative to identify the primary concerns of teachers and administrators who work closest with learners who have disabilities. The study can be used to help determine the most effective ways to offer inservice support to instructors who work with students with special needs