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Translating Research into Classroom Practice: Workplace Independence for Students with Severe Handicaps.
Peer reviewed Peer reviewed
Hughes, Carolyn; And Others – Teaching Exceptional Children, 1989
The article describes a process for use in high-school transition programs to promote student independence within the context of vocational training. Strategies described include: evaluating student independence in community-based settings, teaching student adaptability, and transferring control of student independence to work-related stimuli. A…
Descriptors: Case Studies, Education Work Relationship, High Schools, Job Skills
Vocational Training for Secondary-Level Students with Severe Disabilities.
Peer reviewed Peer reviewed
Steere, Daniel E.; And Others – Teaching Exceptional Children, 1993
This article reviews five categories of critical characteristics of high-quality secondary-level vocational instruction programs that increase the likelihood that students with severe disabilities will obtain paid community employment upon graduation. Categories include location of instruction, curriculum, instructional strategies, transition…
Descriptors: Curriculum, Education Work Relationship, Educational Practices, Educational Quality
An Outcome-Oriented Vocational Process for Students with Severe Handicaps.
Peer reviewed Peer reviewed
Moon, M. Sherril; And Others – Teaching Exceptional Children, 1990
The article describes how a Virginia urban school system implemented an outcome-oriented work transition process with approximately 230 trainable or severely/profoundly handicapped students (ages 16-21). The article describes the system, students, and staff; developing a formal transition process; the individualized transition plan; and the job…
Descriptors: Education Work Relationship, High Schools, Individualized Programs, Job Placement