Examining Barriers and Facilitators of Community Based Vocational Instruction for Students with Significant Disabilities
Date of Award
Master of Education (MEd)
Special Education and Rehabilitation
This study examines the barriers and facilitators of community based vocational instruction (CBVI) for students with moderate to significant disabilities as identified by special educators. Community based vocational instruction (CBVI) involves students with disabilities receiving repeated instruction on vocational and other job related skills in community settings (Kim & Dymond, 2010). An electronic survey was sent to high school and transition special education teachers from four states including Utah, Oklahoma, South Carolina, and Colorado. One hundred thirty-five participants completed the survey. Almost two-thirds of the respondents had a master’s degree and one-third a bachelor’s degree. The majority of respondents were high school and transition special education teachers. There was a wide range of teaching experience among respondents. The survey data were complied to identify the major barriers and facilitators of CBVI. The results show that major barriers to CBVI were staffing and transportation. Facilitators to CBVI were adequate and knowledgeable staff, transportation, and established community vocational training sites. Significant findings from the survey include increases in CBVI teacher training resulting in greater CBVI engagement among students. Rates of CBVI among transition age students exceed those in high school. Findings will add to the research literature by operationalizing barriers and facilitators to CBVI, providing data from special educators on rankings of both, and offer perspectives of educators on ways to create opportunities for increased community experience for youth with disabilities.
Gripentrog, Lavinia, "Examining Barriers and Facilitators of Community Based Vocational Instruction for Students with Significant Disabilities" (2015). All Graduate Plan B and other Reports. 535.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .