Post-School Vocational Adjustment of Educable Mentally Retarded Boys in Massachusetts.

Autor/inn/en	Mudd, Merle W.; und weitere
Institution	Medical Foundation, Inc., Boston, MA.
Titel	Post-School Vocational Adjustment of Educable Mentally Retarded Boys in Massachusetts.
Quelle	(1968), (245 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Background; Exceptional Child Research; Family Characteristics; Followup Studies; Individual Characteristics; Job Application; Job Training; Maturity (Individuals); Mental Retardation; Mild Mental Retardation; Parent Attitudes; Racial Differences; Social Adjustment; Social Class; Social Differences; Special Classes; Student Placement; Success; Vocational Adjustment; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Vorbildung; Follow-up studies; Kontaktstudium; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bewerbung; Berufsqualifizierender Bildungsgang; Reifung; Geistige Behinderung; Elternverhalten; Rassenunterschied; Soziale Anpassung; Social classes; Soziale Klasse; Sozialer Unterschied; Special class; Sonderklasse; Schülerpraktikum; Erfolg; Personalanpassung; Kursabbruch
Abstract	Vocational adjustment was studied by interviewing 549 educable mentally handicapped boys who had been in special classes and 90% of the parents. Findings were that most appeared to have good vocational adjustment and were not readily distinguishable in social or vocational adjustment from others of the same age and social background. However, poorer adjustment was noted in subjects who had been in special classes longer, who had used postschool training facilities, or who used formal resources in job hunting rather than informal resources. Social class was found to be a factor, with subjects from families of higher class manifesting lower adjustment and greater tendencies to stay in school after age 16, to secure postschool training, and not to be expected by their parents to hold full time employment. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01