Author: Elise Henrietta MartensPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 74
Book Description
Occupational Experiences for Handicapped Adolescents in Day Schools
Author: Elise Henrietta MartensPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 74
Book Description
Occupational Experience for Handicapped Adolescents in Day Schools
Author: E. H.. MartensOccupational Experiences for Handicapped Adolescents in Day Schools (Classic Reprint)
Author: Elise H. MartensPublisher: Forgotten Books
ISBN: 9780260442307
Category :
Languages : en
Pages : 68
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.
Occupational Experiences for Handicapped Adolescents in Day Schools. Bulletin, 1937
Author: Elise H. MartensPublisher:
ISBN:
Category :
Languages : en
Pages : 64
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.].
Learning Through Doing
Author: Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 68
Book Description
Occupational Experiences for Handicpped Adolescents in Day School
Author: Elise H. MartensHandbook of Adolescent Transition Education for Youth with Disabilities
Author: Karrie A. ShogrenPublisher: Routledge
ISBN: 0429582242
Category : Education
Languages : en
Pages : 674
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.
Career Development and Transition Education for Adolescents with Disabilities
Author: Gary M. ClarkPublisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 504
Book Description
Occupational Therapy and Adolescents with Disability
Author: Florence S. CromwellPublisher: Psychology Press
ISBN: 9780866564472
Category : Occupational therapy
Languages : en
Pages : 176
Book Description
Parents of teenagers can chuckle or weep at the all too familiar "episodes" in the lives of teenagers. Consider further what this transitional stage and all its agonies and ecstasies will mean to the adolescent with a chronic disability, to the kind of young person occupational therapists see every day. This book is a comprehensive review of occupational therapy with adolescents who are struggling with severe physical and psychological problems associated with disability. Occupational Therapy and Adolescents With Disability is loaded with practical strategies for working with this population and their parents. It reaffirms the belief of occupational therapy as a caring, humane, and ingenious profession. A diverse selection of topics is covered including self-concept/self-esteem development, autistic adolescents, special injuries in the adolescent years, life/work planning, and special practice issues.
Bulletin
Author: Connecticut. State Dept. of EducationPublisher:
ISBN:
Category :
Languages : en
Pages : 126
Book Description