Pre-Career Curriculum Guide for Deaf-Blind. Parts I-III.

Autor/inn/en	Carr, LaVernya K.; und weitere
Institution	California School for the Blind, Berkeley.; Callier Center for Communication Disorders, Dallas, TX.; Southwestern Region Deaf-Blind Center, Sacramento, CA.
Titel	Pre-Career Curriculum Guide for Deaf-Blind. Parts I-III.
Quelle	(1974), (296 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Leitfaden; Unterricht; Lehrer; Classroom Techniques; Communication Skills; Curriculum; Curriculum Guides; Daily Living Skills; Deaf Blind; Elementary Secondary Education; Eye Hand Coordination; Home Economics Skills; Interpersonal Competence; Job Skills; Learning Activities; Money Management; Prevocational Education; Rubella; Sheltered Workshops; Simulation; Teaching Methods; Time Perspective; Units of Study; Visually Handicapped Mobility + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Kommunikationsstil; Curricula; Lehrplan; Rahmenplan; Curriculare Materialien; Alltagsfertigkeit; Mehrfach Behinderter; Interpersonale Kompetenz; Produktive Fertigkeit; Lernaktivität; Enterprise education; Vorberufliche Bildung; Röteln; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitbezug; Lerneinheit
Abstract	The two-volume document provides a pre-career curriculum guide for professionals and teachers working with deaf-blind students. Part 1 contains professionals and teachers working with deaf-blind students. Part I contains introductory information. Pointed out is the void in providing adequate programs for deaf-blind students over the age of 10. Subsidiary problems to the major problem are seen to include nonexistence of fulltime vocational training programs and difficulties with securing a job position. Also covered in part 1 are student vocational needs, definitions of terms, steps in program development, interpretation of results from the parent and professional questionnaires, program goals, development of eye-hand coordination, and procedures for developing daily living skills (toileting, eating, nasal hygiene, oral hygiene, undressing and dressing, care of clothing, grooming, and posture). Part 2 contains pre-career curriculum units for the following areas: communication, social skills, telling time, schoolroom maintenance, housekeeping, hospital housekeeping, shopping, cooking, money management, and travel and orientation. Units contain instructional objectives, materials needed, procedures, and illustrations. Part 3, which makes up the second volume, presents workshop manipulative activities designed to help the classroom teacher in developing a simulated work experience program prior to sheltered workshop placement. Each of the activities is similar to jobs that are found in a sheltered workshop. Outlined for each activity is the task procedure, task objective, potential use, source of practice materials, materials for construction, and construction procedures. Illustrations are also provided. Among the 30 activities outlined are the following: paper folding, stapling, straightening bent nails, sorting, button sewing, cracking walnuts, and packing. Appended are an index to illustrations, and descriptions of agencies in seven metropolitan areas. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01