Seven severely handicapped adolescents were trained to work in various community-based jobs. All but one reached a minimum level of 80 percent independent performance in an average of 11 on-site visits. Results demonstrate that work experience programs can be integrated into total educational curriculum for severely handicapped students.…

Explores the challenge of expanding nonacademic employment opportunities for sociologists and training sociology students for such employment. Suggests several interrelated strategies for these students that address issues of marketing and public relations as well as curriculum revision. (Author/BSR)

Vocational education is one effective educational resource for teen parents because it emphasizes many of the skills necessary for making the transition to the work force or postsecondary education. (JOW)

The author discusses results from various studies that demonstrate the link between dropping out of high school and youth unemployment. Factors influencing the decision to quit school are discussed, as well as differences between female and male dropouts' labor market success. (CH)

The article describes effects on handicapped students of Great Britain's "Technical and Vocational Education Initiative." The initiative provides vocational and general education programs (often modular) which frequently include structured work experiences and is designed to bridge the gap between school and work for 14- to 18-year-old…

The article describes the "Youth Training Scheme'" designed to provide British students over age 16 with a two-year vocational training program to develop job competence or a range of occupational skills. Special provisions for special needs students include improving program accessibility and extending the age of entry. (DB)

A counselor analyzes problems posed by a family's decision to have a party to celebrate their 19-year-old Down Syndrome son's high school graduation and new job. Consideration of other family members' needs and attitudes resulted in a positive experience and more open communication. (DB)

There is agreement that students need stronger basic skills when they leave secondary programs; employeers seek entry-level workers with problem-solving and decision-making skills as well as math, science, and communication skills. Basic skills instruction must be an imperative component of vocational education programs. (JOW)

Discusses a study of 500 people to determine how individuals who voluntarily changed occupations (questers) differed from nonchangers (traditionalists). Indicates that the concepts of career education must be integrated into vocational education to help adolescents and adults understand themselves and develop an attitude of flexibility and…

Many resources (including grants and training) that are available from state Developmental Disabilities Councils are of interest to parents of disabled persons about to leave the public education system. The Councils for each state and the District of Columbia are listed. (CB)

Analyzes the impact of an administrative effort to increase the educational attainment of correctional officers employed in a medium-security facility department of corrections. Educational attainment is found to be negatively associated with correctional officer job satisfaction when other variables are held constant. (Author/CH)

The authors present lessons learned from six case studies that offer considerations and directions for integrating education and work. Lessons are on the topics of (1) how to establish productive partnerships, (2) perceptions and involvement of the community in economic development, and (3) how to integrate education and work to serve adult…

Offers author's own course design as an example of the innovative curriculum practice of involving students in real-world professional work experience. (MS)

The authors cite the need for six types of activities in secondary special education: (1) occupational awareness, exploration, and basic work experience; (2) in-depth career/vocational assessment; (3) instruction in job-related academic skills; (4) instruction in job-related interpersonal skills; (5) support services to other disciplines; and (6)…

Points out problems with using the case approach in the classroom to duplicate real business situations. Discusses the advantages of using student experiences that are analogous to those instructors attempt to reproduce in the classroom. (EL)