Literaturnachweis - Detailanzeige
| Autor/in | Meers, Gary D. |
|---|---|
| Institution | Nebraska Univ., Lincoln. Dept. of Vocational-Technical Education. |
| Titel | Introduction to Special Vocational Needs. |
| Quelle | , (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Career Education; Curriculum Development; Disadvantaged Youth; Educational Needs; Handicapped Students; Program Design; Special Programs; Student Needs; Teaching Skills; Vocational Education Arbeitslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Benachteiligter Jugendlicher; Educational need; Bildungsbedarf; Programme design; Programmaufbau; Programmplanung; Sonderpädagogische Förderung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausbildung; Berufsbildung |
| Abstract | The document contains two readings and a competency list meant to serve as an introduction to the area of special vocational needs. A special vocational needs program is defined as a program designed for those in need of vocational training who cannot succeed in a regular vocational program due to a handicapping condition (mental, physical, or emotional) or the effects of disadvantagement (academic or socioeconomic). A teacher competency list, offered as a guide for pre- and inservice teacher education programs, presents competencies developed under seven major headings: program planning, curriculum development, method of instruction, evaluation, guidance, human relations, and management of learning and behavior. The first reading discusses five components of a model (identification of program goals, specification of competencies, defining indicators of success, developing modalities of instruction, and program evaluation) and their utilization in a systematic approach to designing career education programs for the special needs student. A sequential procedure for curriculum modification to meet all student needs is described in the second reading. It includes status assessment, progressive instructional unit change, learning style analysis of a unit, readability measurement of printed classroom materials, and exploration of possible unit weaknesses. (Author/MS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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