Mainstreaming the Handicapped in Vocational Education. Developing a Plan for Action.

Autor/in	Weisgerber, Robert
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	Mainstreaming the Handicapped in Vocational Education. Developing a Plan for Action.
Quelle	(1977), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Administrator Education; Curriculum Development; Educational Assessment; Educational Planning; Handicapped Students; Higher Education; Inservice Education; Inservice Teacher Education; Instructional Materials; Instructional Programs; Job Placement; Job Training; Learning Modules; Mainstreaming; Postsecondary Education; Preservice Teacher Education; Program Development; Program Effectiveness; Student Development; Student Evaluation; Student Placement; Teacher Attitudes; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsbegleitende Ausbildung; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Employment service; Employment services; Arbeitsvermittlung; Berufsqualifizierender Bildungsgang; Learning module; Lernmodul; Post-secondary education; Tertiäre Bildung; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Schulnote; Studentische Bewertung; Schülerpraktikum; Lehrerverhalten; Ausbildung; Berufsbildung
Abstract	One of a series of seven modules developed to improve the knowledge and skills of vocational educators who are or will become involved in the instruction of handicapped students in regular (mainstream) classes, this module is intended as a practical tool useful for instructing one or more handicapped students, along with nonhandicapped students, in regular vocational classes. (The module is meant to be used after the study of related modules in this series, which cover developing a general understanding, developing a positive attitude, serving the orthopedically handicapped, serving the mentally retarded, serving the visually handicapped, and serving the communication impaired.) In completing this plan for action, the author notes that it is assumed that the educator either has a particular student in mind, or has access to an information file that would be sufficient for making reasonable inferences and judgments about student needs and abilities. Each page of this module represents a step in the process; either in the planning of instruction, carrying out the instructional plan, or evaluating the outcomes of instruction. Key elements involved in each step are listed, and space is provided for write-in entries that fit the specific situation and student(s) involved. At the bottom of each page, room has been provided for comments by administrators, workshop coordinators, or professors engaged in preservice or inservice training. (Author/HD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01