Employment of the Educable Mentally Retarded Who Have Received High School Occupational Education.

Autor/in	Tarrier, Randolph
Institution	City Univ. of New York, NY. Inst. for Research and Development in Occupational Education.
Titel	Employment of the Educable Mentally Retarded Who Have Received High School Occupational Education.
Quelle	(1978), (79 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Development; Cooperative Education; Delivery Systems; Field Interviews; Job Placement; Job Training; Mainstreaming; Mild Mental Retardation; Models; Program Development; School Visitation; Secondary Education; State of the Art Reviews; Superintendents; Vocational Education; Vocational Followup; New York + Suchen Sie Ihr Suchwort? Berufsentwicklung; Kooperativer Unterricht; Auslieferung; Employment service; Employment services; Arbeitsvermittlung; Berufsqualifizierender Bildungsgang; Analogiemodell; Programmplanung; Sekundarbereich; Entwicklungsstand; Schulrat; Ausbildung; Berufsbildung
Abstract	A state-of-the-art study was developed to describe the present status of the job placement procedures for educable mentally retarded (EMR) students who have received high school occupational education in New York State. Fifty-four local school superintendents were contacted to participate in the study. Forty-four board of cooperative education services (BOCES) sites, the five largest cities, and the second five largest cities were included. This sample represented 90% of the EMR students in high school. Questionnaires were mailed to each participant, and site visits were arranged for "types" of placement procedures. Thirty-seven questionnaires were returned. Through site visits and extended interviews with staff in thirteen locations representing nine school systems, additional data were collected. To analyze and describe the data, two models were developed: (1) models of delivery describing the developmental nature of occupational education experience which leads to job placement and (2) models of placement which describe the different modalities of placement in New York State. No uniform pattern of placement and follow-up was found in the state. Each program has evolved a system of placement determined by local conditions. Taken collectively, a developmental process leading to successful job placement is apparent--students are exposed to vocational education when they enter high school, they continue into exploratory courses on skill development, and eventually are placed in full-time jobs. (The survey questionnaire is included.) (Author/CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC