Making the Transition: A Teacher's Guide for Helping Students with Special Needs.

Autor/in	Asselin, Susan B.
Institution	American Vocational Association, Alexandria, VA.
Titel	Making the Transition: A Teacher's Guide for Helping Students with Special Needs.
Quelle	(1987), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Community Resources; Daily Living Skills; Disabilities; Disadvantaged; Education Work Relationship; Educational Planning; Employment Potential; Exceptional Persons; Individualized Education Programs; Job Placement; Job Skills; Mainstreaming; Secondary Education; Skill Development; Student Needs; Student School Relationship; Teacher Role; Vocational Education; Vocational Evaluation; Vocational Followup; Work Experience Programs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Alltagsfertigkeit; Handicap; Behinderung; Bildungsplanung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Individualized education program; Individualisierendes Lernen; Employment service; Employment services; Arbeitsvermittlung; Produktive Fertigkeit; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Schüler-Lehrer-Beziehung; Lehrerrolle; Ausbildung; Berufsbildung
Abstract	This guide is designed to help vocational education teachers prepare students with special needs to make a successful transition from school to employment. The guide is organized in five chapters. The first chapter provides a definition of transition and a model for transition from special education or vocational education to the community. In Chapter II, the various types of special needs and disadvantaged students are described. Chapter III discusses career preparation for special needs students. Elements include academic preparation, career awareness and orientation, independent living skills, vocational exploration, vocational assessment, work adjustment, vocational education, job placement, follow-up, and postsecondary education. The teacher's role in planning for special needs students to become employed is discussed in the fourth chapter. Some of the teacher's responsibilities include interagency agreements, individualized education programs, and individualized transition plans. The final chapter suggests program components that can ensure successful transitions, including community resources, vocational skill training, employability skills, work experience programs, and follow-up. A vocational special needs student follow-up questionnaire and a list of 18 references are included. (KC)
Anmerkungen	American Vocational Association, 1410 King Street, Alexandria, VA 22314.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC