Academic Impacts of Vocational Training on Transition Age Students with Significant Cognitive Disabilities

Author/Creator ORCID





Masters of Education

Citation of Original Publication


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This study was completed to determine if mathematical, reading, and adaptive living skills can be addressed within a multi-level vocational training program for students of transition age diagnosed with significant cognitive disabilities. This study used a quasi-experimental design comprised of a small group sampling. Participants included six students ages 16-21 previously diagnosed with a significant cognitive disability receiving instruction outside the general education classroom within a public separate day school. The results of this study indicate that vocational training resulted in a positive improvement in mathematics, reading, and adaptive behavior for students with significant cognitive disabilities. It would be valuable for future researchers to implement a similar vocational program in another school setting or for an extended length of time to determine if a greater performance age increase occurs or if the results are comparable to other members of this population.