A Study To Identify the Appropriate Vocational Education Related Competencies Needed for Graduation by Handicapped Students. Final Report.

Institution	North Texas Univ., Denton.
Titel	A Study To Identify the Appropriate Vocational Education Related Competencies Needed for Graduation by Handicapped Students. Final Report.
Quelle	(1990), (120 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Daily Living Skills; Disabilities; Employment Potential; Graduation Requirements; High Risk Students; High Schools; Individualized Education Programs; Interpersonal Competence; Job Skills; Material Development; Profiles; Rating Scales; Skill Development; Vocational Education + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Handicap; Behinderung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Abschlussordnung; Problemschüler; High school; Oberschule; Individualized education program; Individualisierendes Lernen; Interpersonale Kompetenz; Produktive Fertigkeit; Lehrmaterialentwicklung; Charakterisierung; Profilanalyse; Rating-Skala; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Berufsbildung
Abstract	A project developed competency profiles identifying entry-level skills and employability skills to be acquired by handicapped students before graduation. Research literature was reviewed to identify generalizable skills, employability skills, self-help skills, and job skills. Feedback was obtained from practitioners in the field regarding rating scales that would accurately reflect learner achievement in the competencies on the project-developed Career Portfolio. Competency profiles with rating scales were developed and field tested. The Career Portfolio recorded graduated levels of mastery and demonstration of skill requirements for graduation by handicapped students in five areas: self-help/independent living skills; employability skills; work-related social skills; job-specific skills; and generalizable skills. A prototype was also developed to facilitate the implementation of the multiple entry/exit concept in vocational education. A series of multiple entry/exit point guides (MEEPG) were designed to assist educators in selecting the most appropriate career goal for each handicapped student within the context of a regular vocational program setting. Minutes of the September 1989 advisory committee meeting, the MEEPG evaluation form, and a set of field test instruments are appended. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC