This document consists of materials used in a presentation on the Brown County (Kansas) Vocational Work Program to train students in general work behaviors and skills and to prepare them for paid employment in the community. Introductory materials describe the program's purpose, structure, and objectives. The text of specific regulations governing…

This handbook acquaints special needs students with programs and opportunities available to help them make the transition from school to working. The guide helps students identify their personal strengths, identify goals for the future, determine skills needed to reach those goals, and determine help needed from others. The body of the guide…

This handbook describes a high school dropout prevention program that integrates academic education, vocational education, and a support system in order to provide students with multiple options for their future careers and personal lives. The following information is provided: the program's philosophy; major components (vocational education,…

This manual is intended to enable academically disadvantaged and disabled youth to acquire basic communications and English skills while also acquiring a salable vocational skill. The following topics are covered in the individual units: related vocational information (abbreviations); related vocational skills (job search, job application forms,…

This teacher's handbook is the second part of a two-volume curriculum designed to assist teachers providing instruction in vocational English as a second language (ESL) to Indochinese refugees. The main section of the guide, consisting of 24 hands-on core lessons, includes learning activities geared toward helping students develop prevocational,…

The document makes up volume I of a report on the philosophy and activities of Project AMES (Actualization of Mainstream Experience Skills), a model program for vocational training and independent living skills instruction for 34 moderately and severely retarded students (6 to 21 years old). Following an introductory chapter, Chapter 2 briefly…

A project was conducted to develop a model, strategies, and procedures for introducing change skills instruction into vocational programs. During the course of the year-long project, the following were to be accomplished: development and presentation of a conceptual model that provided a rationale for introducing change skills instruction into…

A study was conducted to secure information relating to the following questions: (1) Are high school graduates leaving school with sufficient basic business skills to adequately manage their personal business affairs? and (2) what role is the business education department playing to provide all students with these basic business skills? A list of…

A study was conducted to determine (1) the entry level skills that are required for admission to selected North Dakota programs for the vocational education of the severely handicapped; and (2) the articulation, if any, between nationwide prevocational training programs' exit requirements and the North Dakota programs' entry requirements. Using a…

The discussion guide is a compilation of questions and background information, directed to educational planners and related to three major areas of concern: Education for Citizenship, Education to Make a Life, and Education to Make a Living. Education for Citizenship presents a list of general questions of a philosophical nature, followed by…

The manual presents 869 instructional objectives for trainable mentally retarded students. Objectives are grouped into three content areas: social competency (self care and personal development skills), basic skills competency (including sensory motor, communication and number skills), and occupational competency (vocational adjustment, domestic…

This book focuses on transition--the facilitation of the postsecondary adjustment of students, particularly those with disabilities, to work, leisure, and independent functioning in the community. Chapter 1 reviews definitions of transition, highlights a transdisciplinary transition model, and reviews federal legislation to facilitate transition.…

These guidelines were prepared to provide direction toward implementing a functional instruction curriculum that leads to independence and occupational skills for Ohio's developmentally handicapped and multihandicapped students. The curriculum uses a three-part definition of adaptive behavior, involving independent functioning, personal…

This paper is a product of Project COMPETE, a service demonstration project undertaken for the purpose of developing and validating a model and training sequence to improve transition services for moderately, severely, and profoundly retarded youth. The paper describes the Taxonomy of Community Living Skills, an organized statement of…

A product of joint effort between the Colorado Department of Institutions and the Division of Developmental Disabilities, the guide presents hierarchically arranged instructional objectives to determine goals for developmentally disabled persons. The most advanced skills are listed first with basic skills following for four major categories:…