Occupational Experiences for Handicapped Adolescents in Day Schools PDF Download

Author: Elise Henrietta Martens
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 74

View

Book Description

Author: E. H.. Martens
Publisher:
ISBN:
Category :
Languages : en
Pages : 61

View

Book Description

Author: Elise H. Martens
Publisher: Forgotten Books
ISBN: 9780260442307
Category :
Languages : en
Pages : 68

View

Book Description
Excerpt from Occupational Experiences for Handicapped Adolescents in Day Schools Distribution in various types of schools. Time given to occupational experiences. Types of occupational experiences. Organization plans Types of jobs filled. The responsibility of the school. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Author: Elise H. Martens
Publisher:
ISBN:
Category :
Languages : en
Pages : 64

View

Book Description
The occupational adjustment of handicapped adults is a matter that vitally concerns the schools in which handicapped children are taught. It is not a problem that can be ignored until the child becomes of employable age or until he is ready to leave school to go to work. The years which he spends in the classroom must at least furnish the foundation upon which he can build a specific occupational training. They must bring to him an intelligent guidance for making a wise occupational choice. They must give to him a basis for making that choice through self-analysis. They must teach him to compensate for his limitations through service well rendered in a field from which his handicap does not exclude him. In some cases they should furnish the actual vocational preparation which shall equip him for wage-earning responsibilities. The first step in encouraging the further development of any type of program is to find out what is being done about it. Accordingly, the present study represents an investigation of what day schools are doing in the occupational preparation of mentally and physically handicapped adolescents. It is not an exhaustive survey of all school systems, but a preliminary study of a group of representative cities in which progressive practices are under way in the education of one or more groups of handicapped children. The cities included in the study and the number responding to the inquiry for each type of handicap under consideration are given in Table 1. The term "mentally handicapped," as defined in the questionnaire used, refers to pupils who are or have been members of special classes for the mentally deficient or subnormal. For these, data are available from 43 cities. The "physically handicapped" studied include the blind and the partially seeing, the crippled, and the deaf and the hard-of-hearing. For these groups 28, 36, and 37 cities, respectively, furnished information. In most cases the questionnaires were filled in by the director, supervisor, or principal directly in charge of the educational program developed in the city for the group in question. All quotations given, unless otherwise indicated, are from the comments made by these persons, who by preparation and experience are well qualified to make evaluations and suggestions. Schools alone cannot solve the problem of vocational adjustment of handicapped persons; however, the school, rehabilitation service, employment agency, and the employer can together bring about an adjustment that without such combined effort would be an impossibility. What some schools are doing about the problem is portrayed in this bulletin. What all schools should be doing about it is suggested, directly or indirectly, in connection with the presentation of facts. It is hoped that, in light of these facts, many school systems will find it possible to make further studies of the local situations, determine what additional responsibility should and can be accepted, and take steps toward the realization of the ideals for a program of occupational experiences for handicapped adolescents. A list of selected references is provided. (Contains 5 tables and 10 footnotes.) [Best copy available has been provided.].

Author:
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 68

View

Book Description

Author: Donald D. Deshler
Publisher: Corwin Press
ISBN: 1452210829
Category : Education
Languages : en
Pages : 305

View

Book Description
Get the blueprint for building bridges that leave no learner behind! Aligned with the Individuals with Disabilities Education Act and No Child Left Behind Act requirements, this comprehensive guide empowers teachers and administrators with research-validated practices and interventions that can close the general-curriculum performance gap and break down the barriers to academic success for middle and high school students with disabilities. This insightful resource features: Practical planning advice, teaching practices, and learning strategies for inclusive classrooms Methods for designing instructional materials Tips for effectively leveraging technology Strategies for transition beyond high school Real-life examples and illustrations

Author: Illinois. Office of the Superintendent of Public Instruction
Publisher:
ISBN:
Category : Handicapped
Languages : en
Pages : 108

View

Book Description

Author: Richard G. Luecking
Publisher: Paul H Brookes Publishing
ISBN: 9781681253671
Category : School-to-work transition
Languages : en
Pages :

View

Book Description
"A practical, proven guide to creating individualized, person-centered work experiences for youth with disabilities"--

Author: Elizabeth M. Anderson
Publisher: Taylor & Francis
ISBN: 1000813797
Category : Education
Languages : en
Pages : 379

View

Book Description
For all the work on disability in previous years, there had been surprisingly little done on a subject of central importance – the social and psychological needs of teenagers with disabilities. Originally published in 1982, the purpose of this timely book was both to review the literature and to report an extensive study of the nature of the psychological problems, the quality of social life and the adequacy of the services available to a substantial group of teenagers with disabilities in the last years at school, with a follow-up study of half their number a year later. The authors show that many of these teenagers, including those with a mild disability, are often unhappy, worried and isolated from their peers. While the majority of the teenagers with disabilities, whether in ordinary or special schools, made friends at school, these friendships were rarely sustained outside. After leaving school the degree of social isolation is as great, and often worse. Among these teenagers the incidence of psychological problems was three to four times higher than for a control group, the most common being worry, depression, misery, fearfulness and lack of self-confidence and self-esteem. For the most part, the teenagers with disabilities were likely to be immature and ill-prepared to cope with adult life. These findings underline the need for a counselling service while the teenagers are still at school, and supporting services when they have left. Like other teenagers, those in this study were unprepared for the possibility of not having a job, and had not thought how to organize their lives if a job was not available or feasible. The authors draw attention to the large proportion of people with disabilities without occupation after leaving school, and the high dissatisfaction with day centres. Perhaps their most important finding is the need to rationalize the piecemeal and overlapping provision of help for school-leavers with disabilities. In the meantime, their book provides a wealth of information of direct use to those concerned with teenagers with disabilities and their families, whether in school provision, careers advice, work placement and alternatives to work, social services, counselling, medical services and further education. This book is a re-issue originally published in 1982. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Author: Karrie A. Shogren
Publisher: Routledge
ISBN: 0429582242
Category : Education
Languages : en
Pages : 674

View

Book Description
Now in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a "life design" approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.