Programming Retarded in Career Education (Project PRICE). Working Paper No. 1.

Autor/in	Brolin, Donn E.
Institution	Missouri Univ., Columbia. Dept. of Counseling and Personnel Services.
Titel	Programming Retarded in Career Education (Project PRICE). Working Paper No. 1.
Quelle	(1974), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Career Education; Curriculum Design; Daily Living Skills; Exceptional Child Education; Interpersonal Competence; Literature Reviews; Mental Retardation; Mild Mental Retardation; Models; Program Descriptions; Secondary School Students; Vocational Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Lehrplangestaltung; Alltagsfertigkeit; Interpersonale Kompetenz; Geistige Behinderung; Analogiemodell; Sekundarschüler; Ausbildung; Berufsbildung
Abstract	The paper describes a career education program for educable mentally retarded (EMR) high school students which was developed by Project PRICE (Programing Retarded in Career Education). Recent research relevant to the career education movement is reviewed. Career education is defined as preparation for all aspects of successful community living, its key concepts outlined, and the values of initiating such a program discussed. Three areas of change necessary to implement career education in the total school system (such as a shift from content-based to process-based curriculum) are suggested. Presented is a model program designed to develop 22 competencies in three primary curriculum areas of daily living skills (such as managing family finances), personal-social skills (such as obtaining a positive self-confidence, self-concept), and occupational guidance and preparation (such as occupational awareness and exploration). Academic instruction is considered as auxiliary to skill development. Personnel who should share responsibility with the special education teacher are identified, and ideas for implementing the model are discussed. The changing roles of special educators, regular school personnel, community personnel, and family in a career education curriculum are explicated and postsecondary services are recommended. An epilogue describes topics to be focused on in future Project PRICE working papers, such as career education materials for EMR students. (LC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC