Vocational Education for Mentally Handicapped Students. A Procedural Manual.

Autor/inn/en	Yoshimura, Ralph J.; Suzuki, Warren N.
Institution	Oregon State Univ., Corvallis. Vocation-Technical Education Unit.
Titel	Vocational Education for Mentally Handicapped Students. A Procedural Manual.
Quelle	(1978), (123 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Basic Skills; Cooperative Education; Educational Strategies; Educational Testing; Evaluation Criteria; Evaluation Methods; Guides; Individualized Instruction; Job Placement; Job Skills; Mainstreaming; Mild Mental Retardation; Moderate Mental Retardation; Normalization (Handicapped); Program Development; Skill Development; Special Education; Student Evaluation; Student Placement; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Basic skill; Grundfertigkeit; Kooperativer Unterricht; Lehrstrategie; Handbuch; Leitfaden; Individualisierender Unterricht; Employment service; Employment services; Arbeitsvermittlung; Produktive Fertigkeit; Programmplanung; Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Schülerpraktikum; Ausbildung; Berufsbildung
Abstract	For the Vocational Special Needs Coordinator (VSNC), educational administrator, and special education teacher, this manual suggests procedures and materials useful in enabling educable and trainable mentally handicapped (EMH and TMH) students to gain and retain employment. Designed primarily for the VSNC who heads the team effort required in planning and implementing programs, the manual is organized into sections, each with sequences of tasks--major, minor, and subtasks--grouped around a major purpose. Section 1 gives sequences and ways to determine student skills, abilities, and interests; 2 outlines how to develop an individual vocational education plan for each student; 3 suggests ways to enroll EMH students in regular cluster programs that fit them for cooperative work experience; 4 offers alternative approaches to "mainstreaming"; 5 provides cooperative work suggestions to help polish and supplement skills; 6 can be used to guide a program of special vocational education for TMH students; 7 covers job placement and referral, while 8 deals with ways in which information can be collected to aid in documenting and evaluating program success. Forty pages of appendixes contain tests, skill evaluation forms, and other suggested forms. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01