Apprenticeship Programs and Cooperative Vocational Education. Can They Work Together for Special Needs Students? Technical Assistance Services: Illinois Special Needs Populations.

Autor/inn/en	Cobb, R. Brian; Larkin, Dave
Institution	Illinois State Univ., Normal.
Titel	Apprenticeship Programs and Cooperative Vocational Education. Can They Work Together for Special Needs Students? Technical Assistance Services: Illinois Special Needs Populations.
Quelle	(1983), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Apprenticeships; Articulation (Education); Cooperative Programs; Disabilities; Education Work Relationship; Educational Philosophy; Educational Planning; Exceptional Persons; Job Training; Mainstreaming; Policy Formation; Postsecondary Education; Program Improvement; Special Education; Vocational Education; Work Experience Programs; Illinois + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Articulation; Artikulation (Ling); Artikulation; Aussprache; Handicap; Behinderung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsplanung; Berufsqualifizierender Bildungsgang; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung
Abstract	Apprenticeship is primarily a training activity, is administered by the United States Department of Labor, and is probably the oldest systematic form of employment preparation for youth in this country. Cooperative education (CWE), on the other hand, has as its focus an education (versus "training") philosophy, is administered by the Department of Education, and is one of the newest forms of occupational preparation that has been established in secondary and postsecondary schools. Although both of these programs serve students, apprenticeship programs have been inaccessible to women, minorities, and handicapped persons; vocational CWE, while more accessible, also has not met the needs of disabled students. Both for serving all youth and for helping special needs students, some changes should be made in these programs. Recommended changes include the following: (1) both programs should allow for earlier entrance ages based on individual needs; (2) junior and community colleges should be supported in efforts to begin CWE/apprenticeship programs articulated with similar programs on the secondary level; (3) various alternative programs for both apprenticeships and CWE should be tried on a community-to-community basis; and (4) both secondary and postsecondary schools need to be encouraged and reinforced for placing students in work environments depending upon individual requirements; special needs students should be included. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC