A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Vocational Domain. Working Paper 85-1. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

Autor/in	Dever, Richard B.
Institution	Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Titel	A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Vocational Domain. Working Paper 85-1. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.
Quelle	(1985), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Nachschlagewerk; Leitfaden; Behavioral Objectives; Classification; Developmental Disabilities; Education Work Relationship; Employment; High Schools; Independent Living; Job Training; Normalization (Handicapped); Student Educational Objectives; Training Objectives; Vocational Education + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Entwicklungsstörung; Dienstverhältnis; High school; Oberschule; Selbstverantwortung; Berufsqualifizierender Bildungsgang; Training objectiv; Ausbildungsziel; Trainingsziel; Ausbildung; Berufsbildung
Abstract	The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. This project working paper lists vocational goals and objectives that individuals with developmental disabilities should learn in the normalization process. Creation of the taxonomy began with establishing an instructional aim--independence--meaning that the individual will be able to go where other people go, do what they do there, and not seem to be different because of his or her behavior. Identified are goals and objectives related to obtaining work, to performing the work routine, to co-existing with others on the job, and to handling "glitches" such as changes in work routine and work schedules. In addition to the goals and objectives, desirable precursors are noted, the presence of which makes instruction easier even though there is no requirement that the skill be present prior to the time instruction begins. This list of vocational tasks, in combination with four other domains (personal maintenance and development, homemaking and community life, leisure, and travel), makes up an entire taxonomy of instructional objectives for developmentally disabled persons. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01