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

Abstract

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.