Workforce development, human capital and productivity have been interconnected for decades concerning local, regional, state/provincial, national and even international economic success and power. Economies are driven by production, the sales of goods and services, and workforce productivity (Harvey, 2001). Today’s climate of globalization, advanced technology, high skills and demand for quality goods and services at competitive prices, driven by the demand for greater market share, are factors that have shaped all nations’ economies, especially that of the United States. The need for skilled workers and a productive workforce has been part of public policy development concerning education and workforce development within the United States for years.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Association for Career and Technical Education. 1999. User’s guide to the Workforce Investment Act of 1998. Alexandria, VA: ACTE.
Baer, R. et al. 2003. A collaborative follow-up study on transition service utilization and post-school outcomes. Career development for exceptional individuals, vol. 26, pp. 7–25.
Carnevale, A.P.; Desrochers, D.M. 2002. The missing middle: aligning education and the knowledge economy. The journal for vocational special needs education, vol. 25, no. 1, pp. 3–23.
Carnevale, A.P.; Gainer, L.J.; Villet, J. 1990. Training in America. San Francisco, CA: Jossey-Bass Publishers.
Custer, R.L.; Panagos, R.J. 1996. Effectiveness of vocational educators: perceptions of training needs and barriers for working with students with special needs. The journal for vocational special needs education, vol. 19, no. 1, pp. 17–25.
Flexer, R.W. et al. 2005. Transition planning for secondary students with disabilities, 2nd ed. Upper Saddle River, NJ: Pearson.
Frantz, N.R. et al. 1996. Standards of quality for the preparation and certification of trade and industrial education teachers. Journal of industrial teacher education, vol. 34, no. 10, pp. 31–40.
Gajar, A.; Goodman, L.; McAfee, J. 1993. Secondary schools and beyond: transition of individuals with mild disabilities. New York, NY: Macmillan.
Gordon, E.E. 2000. Skill wars: winning the battle for productivity and profit. Boston, MA: Butterworth-Heinemann.
Gray, K. 2001. The role of career and technical education in the American high school: a student centered analysis. The journal for vocational special needs education, vol. 24, no. 1, pp. 15–25.
Haggerty, C. et al. 1996. National Education Longitudinal Study (NELS: 88/94) methodology report. Technical report. Washington, DC: U.S. Government Printing Office.
Halpern, A.S. 1985. Transition: a look at the foundations. Exceptional children, vol. 51, pp. 479–586.
Harvey, M.W. 1999. Perceptions of vocational special needs: concerns and comparisons from area vocational technical center and comprehensive high school educators. Workforce education forum, vol. 26, pp. 40–57.
Harvey, M.W. 2000. How do vocational educators fare in working with students with special needs: perceptions from the field. The journal for vocational special needs education, vol. 22, pp. 25–37.
Harvey, M.W. 2001. Postsecondary employment status’ influence on future education public policy: findings from the National Education Longitudinal Study. The journal for vocational special needs education, vol. 23, no. 3, pp. 21–32.
Harvey, M.W. 2002. Comparison of postsecondary transitional outcomes between students with and without disabilities by secondary vocational education participation: findings from the National Education Longitudinal Study. Career development for exceptional individuals, vol. 25, pp. 99–122.
Harvey, M.W.; Cotton, S.E.; Koch, K.R. 2005. Secondary career and technical education program expectations for students with and without disabilities: perceptions of Indiana and Pennsylvania instructors. Workforce education forum, vol. 32, no. 2, pp. 35–57.
Harvey, M.W.; Koch, K.R. 2004. No child left behind: policymakers need to reconsider secondary career and technical education for students with special needs. Workforce education forum, vol. 31, no. 1, pp. 1–17.
Harvey, M.W.; Pellock, C. 2003. Influences of student educational labels, behaviors, and learning characteristics as perceived by Pennsylvania secondary career and technical educators: a case study approach. The journal for vocational special needs education, vol. 25, no. 3, pp. 30–41.
Hecker, D.E. 2001. Occupational employment projections to 2010. <www.bls.gov/opub/mlr/2001/11/art4full.pdf>
Hochlander, G. 2006. Ready for college and careers: no longer a second-class citizen, vocational education contributes deeper learning while raising job prospects. The school administrator, vol. 1. <www.aasa.org/publications/saarticle.detail.cfm?ItemNumber=4917& snItemNumber=950>
Kohler, P.D. 1996. Taxonomy for transition programming. Champaign, IL: University of Illinois.
Kohler, P.D. 1998. Implementing a transition perspective of education. In: Rusch, F.R.; Chadsey, J.G., eds. Beyond high school: transition from school to work, pp. 179–205. Belmont, CA: Wadsworth Publishing Company.
Kraska, M.F. 1996. Trade and industrial teachers’ knowledge related to special populations. Journal of industrial teacher education, vol. 33, pp. 47–59.
Kraska, M.F. 1997. T & I teachers and inclusion: attitudes of trade and industrial education teachers toward inclusion. The journal for vocational special needs education, vol. 20, no. 1, pp. 9–21.
Kortering, L.J.; Braziel, P.M. 2001. A look at the consumer’s perspective of secondary special education: implications for the role of vocational special educators. The journal for vocational special needs education, vol. 24, no. 1, pp. 3–14.
Meers, G.D.; Towne, V.A. 1997. Missions and milestones: yesterday, today, and tomorrow in vocational special needs education. The journal of vocational special needs education, vol. 19, no. 3, pp. 94–98.
National Alliance of Business. 1999. Workforce economics. Washington, DC: NAB.
National Alliance of Business. 2000. Percentage of high school students by type of academic concentration completed 1982 and 1998. <www.nab.com/PDF/1>
National Association of Secondary School Principals. 2005. What counts: defining and improving high school graduation. Reston, VA: NASSP.
National Center on Education and the Economy. 1990. America’s choice: high skills or low wages. Washington, DC: NCEE.
National Organization on Disability. 2000. Harris Survey of Americans with disabilities. Washington, DC: NOD.
Phelps, L.A.; Hanley-Maxwell, C. 1997. School-to-work transition for youth with disabilities: a review of outcomes and practices. Review of educational research, vol. 67, no. 2, pp. 197–226.
Rojewski, J.W.; Pollard, R.R.; Meers, G.D. 1990. Practices and attitudes of secondary industrial education teachers toward students with special needs. Journal of industrial teacher education, vol. 27, no. 3, pp. 17–32. (ED 357 535).
Sarkees-Wircenski, M.; Scott, J.L. 2003. Special populations in career and technical education, 3rd ed. Homewood, IL: American Technical Publishers, Inc.
Test, D.W.; Aspel, N.P.; Everson, J.M. 2006. Transition methods for youth with disabilities. Upper Saddle River, NJ: Pearson Education, Inc.
United States Department of Education. 2002. National assessment of vocational education: interim report to Congress. <www.ed.gov/offices/OUS/PES/NAVE/interim_report.pdf>
Wagner, M. 1991. The benefit of secondary vocational education for young people with disabilities: findings from the national longitudinal transition study of special education students. Menlo Park, CA: SRI International. (Report No. EC 300 485.) (ED 334 739.)
Will, M. 1984. Office of Special Education and Rehabilitative Services (OSERS) Programming for the Transition of Youth with Disabilities: bridges from school to working Life. (ED 256 153.)
Ysseldyke, J.; Algozzine, B.; Thurlow, M. 2000. Critical issues in special education, 3rd ed. Boston, MA: Houghton Mifflin.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Harvey, M.W. (2009). Special Needs Education and TVET: The Perspective from the United States. In: Maclean, R., Wilson, D. (eds) International Handbook of Education for the Changing World of Work. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5281-1_144
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5281-1_144
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5280-4
Online ISBN: 978-1-4020-5281-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)