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dc.contributor.advisorHoyle, John R.
dc.creatorSwinney, Sandra Neese
dc.date.accessioned2020-08-21T21:08:48Z
dc.date.available2020-08-21T21:08:48Z
dc.date.issued1978
dc.identifier.urihttps://hdl.handle.net/1969.1/DISSERTATIONS-323481
dc.descriptionVita.en
dc.description.abstractThe objectives of this study were to identify the entry level skills that a panel of experts considered prerequisite for students entering a program in homemaking and to determine the extent to which practitioners in the field s of special education and home economics expect handicapped students to possess the entry level skills. To accomplish the objectives of the study, four research questions were used as guidelines for conducting the research: 1. What are the s k ills necessary for successful entry into homemaking as determined by practicing homemaking teachers? 2. Are there any differences between responses of special education practitioners and home economics teachers when asked whether handicapped students would possess the entry level skills? 3. What is the extent to which special education and home economics teachers expect handicapped students to possess the entry level skills? 4. What do special education and home economics teachers suggest as support services to help handicapped students obtain the missing entry level skills? Procedure: The first objective of the study was achieved through two rounds of a Delphi survey. The items on the survey were judged according to usage and importance in the homemaking classroom. Items that were judged to be used moderately and considerably by a panel of experts were retained for use in a third round. The tasks were distributed in four categories and included reading skills, computational skills, social maturity skills, and special considerations (psychomotor and perceptual skills). The second objective of the study was achieved through a third round of the Delphi survey. The respondents were special education practitioners and home economics teachers who were currently in a school setting. These respondents examined the skills in relation to whether handicapped students would or would not possess them upon entry into homemaking..en
dc.format.extentxi, 142 leavesen
dc.format.mediumelectronicen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectHome economicsen
dc.subjectVocational guidanceen
dc.subjectPeople with disabilitiesen
dc.subjectEmploymenten
dc.subjectVocational rehabilitationen
dc.subjectEducation (Vocational)en
dc.subject.classification1978 Dissertation S978
dc.subject.lcshPeople with disabilitiesen
dc.subject.lcshEmploymenten
dc.subject.lcshHome economicsen
dc.subject.lcshVocational guidanceen
dc.subject.lcshVocational rehabilitationen
dc.titleIdentification of prerequisite skills needed by handicapped students entering vocational homemakingen
dc.typeThesisen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
dc.type.genredissertationsen
dc.type.materialtexten
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries
dc.identifier.oclc4679995


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