Guide to Determining the Vital Components Needed for a Realistic Vocational Preparation Program for Severely Disabled Students.

Sonst. Personen	Dildy, Dennis R. (Hrsg.)
Institution	Education Service Center Region 20, San Antonio, TX.
Titel	Guide to Determining the Vital Components Needed for a Realistic Vocational Preparation Program for Severely Disabled Students.
Quelle	(1985), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Civil Rights; Daily Living Skills; Individual Needs; Job Skills; Job Training; Normalization (Handicapped); Program Development; Program Evaluation; Secondary Education; Self Evaluation (Groups); Severe Disabilities; Student Placement; Transitional Programs; Vocational Education; Vocational Rehabilitation + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Alltagsfertigkeit; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Programmplanung; Programme evaluation; Programmevaluation; Sekundarbereich; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Severe disability; Schwerbehinderung; Schülerpraktikum; Ausbildung; Berufsbildung; Berufliche Rehabilitation
Abstract	This guide provides an approach to assist public schools and adult service agencies in designing programs that will maximize the ability of severely disabled students to function in non-sheltered vocational environments. The guide is composed of a list of questions to be used in a self-evaluation process; the questions concern needs assessment, measurable objectives, advisory council functions, parent involvement, use of available resources, current program features, development of a network of cooperative services, meeting student needs, and student placement. The guide is followed by a reprint of an article from the July 1984 issue of the Rehab Report of the Department of Physical Medicine and Rehabilitation at the University of Texas Health Science Center at San Antonio, which describes how special education programs can focus on teaching self-care skills, community functioning skills, and employment skills rather than teaching non-functional skills out of context. The guide concludes with a Disabled Peoples' Bill of Rights and Declaration of Independence, also from the Rehab Report. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC