Delivering Transition Skills to Special Populations across the Curriculum. General Handbook.

Institution	North Texas State Univ., Denton. Div. of Occupational and Vocational Education.
Titel	Delivering Transition Skills to Special Populations across the Curriculum. General Handbook.
Quelle	(1991), (2545 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Academic Education; Daily Living Skills; Disabilities; Education Work Relationship; Educational Finance; Educational Resources; Employment Potential; High Schools; Instructional Materials; Job Skills; Learning Activities; Mainstreaming; Mild Disabilities; Normalization (Handicapped); Special Education; Special Needs Students; Teaching Methods; Vocational Education + Suchen Sie Ihr Suchwort? Akademische Bildung; Alltagsfertigkeit; Handicap; Behinderung; Bildungsfonds; Bildungsmittel; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; High school; Oberschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Produktive Fertigkeit; Lernaktivität; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	This handbook was created to help teachers develop in special populations the skills necessary to make the transition from school to work a successful experience. It is aimed at teachers of students who have mild to moderate disabilities and who are expected to graduate from high school. The handbook contains four sections. Section one includes a list of 128 transition skills accumulated through a literature review and a field test in Texas. The skills are grouped into six competency areas: mathematics, communication, job-specific skills, employability skills, work-related skills, and self-help/independent living skills. Section two provides instructional activities showing how transition skills can be taught in a variety of discipline areas, such as academic education, vocational education, and special education. An index relates each skill to an appropriate activity. Each recommended instructional activity includes a course title, grade level, unit title, lesson title, and description. Section three, curriculum review, includes an annotated list of currently available curriculum materials that could be used to teach transition skills. Each entry includes the skill, grade level, title, publication type, author, date, price, source address, and description. The final section describes the funding sources used to support transition activities for special populations in the Garland, Texas, Independent School District. Descriptions of eight national transition resources are also given. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC