Monroe County Community Schools Curriculum for Classes for Severely and Profoundly Retarded Learners. Working Paper 85-5. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

Autor/inn/en	Dever, Richard B.; und weitere
Institution	Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Titel	Monroe County Community Schools Curriculum for Classes for Severely and Profoundly Retarded Learners. Working Paper 85-5. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.
Quelle	(1985), (33 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Curriculum; Daily Living Skills; Elementary Secondary Education; Homemaking Skills; Independent Living; Normalization (Handicapped); Severe Mental Retardation; Student Educational Objectives; Travel Training + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Alltagsfertigkeit; Selbstverantwortung
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. The curriculum described in this project working paper focuses on personal maintenance and development, homemaking and community life, and travel, with the aim of taching severely/profoundly retarded learners to be "independent," defined as exhibiting behavior patterns appropriate to particular settings. In the domain of personal maintenance and development are listed goals related to body maintenance, illness treatment, establishing and maintaining personal relationships, and handling "glitches." The homemaking and community life domain focuses on environmental cleanliness, food, budgeting, social relationships, and handling "glitches." The travel section deals with development of mental maps, use of conveyances, interpersonal interactions while traveling, and handling "glitches." The curriculum was developed for a public school program and aims to assist severely/profoundly retarded learners to become integrated into the community. The goals and objectives included are benchmarks for programming, rather than program goals and objectives per se. The curriculum also provides a list of desirable precursors, which are preexisting skills which are helpful in learning to perform the stated objectives. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01