Literaturnachweis - Detailanzeige
| Autor/inn/en | Affleck, James Q.; und weitere |
|---|---|
| Institution | Washington Univ., Seattle. Dept. of Special Education.; Highline Public Schools, Seattle, WA. |
| Titel | Continuing Education Project: A Realistic Transition Model for Secondary School Handicapped. Manual for Best Practices and Procedures. |
| Quelle | (1987), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Education Work Relationship; High Schools; Interpersonal Competence; Job Search Methods; Mild Disabilities; Money Management; Placement; Program Development; Program Evaluation; School Business Relationship; Transitional Programs; Work Experience Programs |
| Abstract | The manual, developed by the Realistic Transition Project in Washington State, reviews program experiences and recommended best practices for serving mildly handicapped students in their final years of school (ages 17-21). The project focused on employment with formal class teaching secondary to community work experience. A skills curriculum covered money management, social skills for apartment living, job search, and interpersonal skills for employment. Support in job procurement and maintenance was provided each student and employers were assisted in making job modifications to suit handicapped workers. The program served 22 to 26 students with two teachers (who also served as caseworkers) and two classroom aides. Administrative support was provided in the areas of communication, coordination between vocational and special education, and staff evaluation. Changes over the program's 3 years included provision of services during the daytime rather than evening, and moving from a group-centered approach to a more individualized and flexible approach. Guidelines for similar programs are given for the following areas: student population, curriculum, class schedule, school and community resources, employment assistance, setting, staffing, administrative support, marketing, evaluation, and flexibility. Appended are sample student schedules and the project brochure. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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