Transition to Non-Categorical Vocational Training That Utilizes Computer Assisted Educational Intervention and Nontraditional Child Study Team Functions.

Autor/inn/en	Adams, William H.; Bielicki, Raymond J.
Titel	Transition to Non-Categorical Vocational Training That Utilizes Computer Assisted Educational Intervention and Nontraditional Child Study Team Functions.
Quelle	(1982), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Computer Assisted Instruction; County Programs; Individual Needs; Individualized Education Programs; Models; Program Descriptions; Program Design; Program Development; School Districts; Special Education; Special Needs Students; Student Evaluation; Student Placement; Vocational Education + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Individualized education program; Individualisierendes Lernen; Analogiemodell; Programme design; Programmaufbau; Programmplanung; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Schülerpraktikum; Ausbildung; Berufsbildung
Abstract	Because it must place special needs students as well as regular students in vocational training programs, the Salem County Board for Vocational Education has initiated a non-categorical vocational training program model. Developed in response to the general practices concerning placement and a need for an individual vocational plan for students who are classified as special needs students, the model involves the following processes: (1) integrating basic data from the academically-oriented Individualized Education Program (IEP) with vocational assessment results in a plan of education intervention through non-categorical placement; (2) implementing educational intervention or services based on the individual student needs through the supportive relationships of nontraditional child study team members applied directly to staff and students; and (3) directing efforts toward desired outcomes in the areas of entrance-level occupational skills, development of related academic skills, and a pursuit of behavioral progress involving reliability and general responsibility factors related to employment. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01