Lifelong Learning and Career Development Needs of the Severely Handicapped. Working Paper No. 1.

Autor/inn/en	Flanagan, W. Malcolm; Schoepke, JoAnn M.
Institution	Missouri Univ., Columbia. Dept. of Counseling and Personnel Services.
Titel	Lifelong Learning and Career Development Needs of the Severely Handicapped. Working Paper No. 1.
Quelle	(1978), (33 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bibliografie; Adult Learning; Career Development; Career Education; College Role; Daily Living Skills; Developmental Programs; Educational Needs; Federal Legislation; Lifelong Learning; Literature Reviews; Mental Retardation; Physical Disabilities; Rehabilitation Programs; Severe Disabilities; Social Bias; Two Year Colleges; Vocational Rehabilitation + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Berufsentwicklung; Arbeitslehre; Alltagsfertigkeit; Entwicklungsplan; Educational need; Bildungsbedarf; Bundesrecht; Life-long learning; Lebenslanges Lernen; Geistige Behinderung; Physical handicap; Körperbehinderung; Severe disability; Schwerbehinderung; Berufliche Rehabilitation
Abstract	Citing other studies, this paper provides a background overview regarding the design of a lifelong career development model for severely handicapped individuals which is now in progress at the University of Missouri-Columbia. The Rehabilitation Act of 1973, the Education for All Handicapped Children Act, the Educational Amendments of 1976 (Vocational Education), and the Lifelong Learning Act of 1976 have made it imperative that such programs be developed. Lifelong learning is defined and the extent that its philosophy has pervaded modern society is described. Societal changes require new conceptualizations of self, work, and the world as a whole. In this context deficiencies in opportunity for the handicapped are documented and a new conceptual model to alleviate these needs is outlined. Principles to follow in setting up a delivery service must include viewing the client as an active agent, capable of making decisions as a partner in the process of education and rehabilitation. Through the development and implementation of the Lifelong Career Development Project, it will be possible for handicapped individuals to find the support and coordinated services necessary to enable them to function at their fullest potential and effectively meet their lifelong learning needs. The role of the community colleges to implement these goals is also discussed. A bibliography is included. (Author/MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01