Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act. Third Edition. Essential Tools: Improving Secondary Education with Transition for Youth with Disabilities

Autor/inn/en	Johnson, David R.; Sword, Carrie; Habhegger, Barbara
Institution	National Center on Secondary Education and Transition, Minneapolis, MN.
Titel	Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act. Third Edition. Essential Tools: Improving Secondary Education with Transition for Youth with Disabilities
Quelle	(2005), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Technical Education; School Personnel; Youth; Disabilities; Education Work Relationship; Program Effectiveness; Documentation; Transitional Programs; Secondary Education; Career Exploration; Career Planning; Career Information Systems; Individualized Education Programs; Special Needs Students; Adolescents; Young Adults; Interpersonal Competence; Guides + Suchen Sie Ihr Suchwort? Technikunterricht; Schulpersonal; Jugend; Jugendlicher; Jugendalter; Handicap; Behinderung; Dokumentation; Sekundarbereich; Berufserkundung; Karriereplanung; Berufsbildungsinformationssystem; Individualized education program; Individualisierendes Lernen; Sonderpädagogischer Förderbedarf; Adolescent; Adolescence; Adoleszenz; Young adult; Junger Erwachsener; Interpersonale Kompetenz; Handbuch; Leitfaden
Abstract	Work-Based Learning (WBL) is an effective approach in delivering career and technical education and training to youth with disabilities. This handbook provides guidance to schools operating WBL programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, school personnel can proceed with confidence to operate effective work-based learning programs consistent with the Fair Labor Standards Act (FLSA). The handbook has three sections. Section one introduces the events and actions leading to the development of WBL and guidelines promoting this approach consistent with the FLSA. Section two presents answers to the questions most frequently asked by school personnel in carrying out WBL programs compliant with the FLSA. Section three describes the WBL experiences of eight students ages 14-21. Sample forms, agreements, and supporting documentation required under the Individuals with Disabilities Education Act and FLSA are included in the examples whenever possible. This document also includes contact information for offices and personnel of the U.S. Department of Labor Wage and Hour Division and organizations involved in planning and delivering transition services for youth with disabilities, as well as information on Supplemental Security Work Incentives available to transition-aged youth with disabilities. [This document was originally published in November 1999 by the National Transition Network (NTN) through a cooperative agreement between the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), and the Institute on Community Integration at the University of Minnesota. The document was originally authored by Brian Cobb, William Halloran, Marlene Simon, Michael Norman, and Partricia Bourexis. The third edition was revised, updated, and edited by David R. Johnson, Carrie Sword, and Barbara Habhegger.] (ERIC).
Anmerkungen	National Center on Secondary Education and Transition. Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu; Web site: http://www.ncset.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10