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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1991
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED333653 |
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| _version_ | 1867181843099418624 |
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| author | Bullis, Michael Gaylord-Ross, Robert |
| author_facet | Bullis, Michael Gaylord-Ross, Robert Bullis, Michael Gaylord-Ross, Robert |
| collection | Education Resources Information Center |
| contents | Moving On: Transitions for Youth with Behavioral Disorders. Working with Behavioral Disorders: CEC Mini-Library. Bullis, Michael Gaylord-Ross, Robert Behavior Disorders Career Education Demonstration Programs Education Work Relationship Educational Practices Educational Quality Interpersonal Competence Program Development School Business Relationship Secondary Education Student Evaluation Transitional Programs Vocational Education Work Study Programs This booklet reviews the literature on transitional services for youth with behavior disorders, provides examples of successful programs and activities, and identifies key elements of successful programs. Specific sections of the monograph address the following areas: long-term life adjustment; transition studies; vocational assessment; social skills training for obtaining a job; social skills training for the workplace; necessary directions for social skills training; model programs (the Sprague Program and the Career Ladder Program); and key elements of transition programs. Recommendations are included. The report concludes that a comprehensive vocational assessment should identify pupil preferences, abilities, motivational characteristics, and instructional designs. A longitudinal vocational program should be designed to include a postschool, vocational safety net of services. The vocational education program should include a series of community-based work experiences in which general work skills are mastered. The program should also mainstream the student with disabilities into appropriate occupational training courses. Necessary academic skills must be infused into vocational activities. A career education curriculum should focus on job-search and job-keeping skills, and particular attention should be given to social skills relevant to the workplace. Vocational programs must be coordinated with, if not initiated by, the business community in order to engender substantive jobs for career ladders. (Includes 140 references.) (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED333653 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1991 |
| record_format | eric |
| spellingShingle | Moving On: Transitions for Youth with Behavioral Disorders. Working with Behavioral Disorders: CEC Mini-Library. Bullis, Michael Gaylord-Ross, Robert Behavior Disorders Career Education Demonstration Programs Education Work Relationship Educational Practices Educational Quality Interpersonal Competence Program Development School Business Relationship Secondary Education Student Evaluation Transitional Programs Vocational Education Work Study Programs Moving On: Transitions for Youth with Behavioral Disorders. Working with Behavioral Disorders: CEC Mini-Library. Bullis, Michael Gaylord-Ross, Robert Behavior Disorders Career Education Demonstration Programs Education Work Relationship Educational Practices Educational Quality Interpersonal Competence Program Development School Business Relationship Secondary Education Student Evaluation Transitional Programs Vocational Education Work Study Programs This booklet reviews the literature on transitional services for youth with behavior disorders, provides examples of successful programs and activities, and identifies key elements of successful programs. Specific sections of the monograph address the following areas: long-term life adjustment; transition studies; vocational assessment; social skills training for obtaining a job; social skills training for the workplace; necessary directions for social skills training; model programs (the Sprague Program and the Career Ladder Program); and key elements of transition programs. Recommendations are included. The report concludes that a comprehensive vocational assessment should identify pupil preferences, abilities, motivational characteristics, and instructional designs. A longitudinal vocational program should be designed to include a postschool, vocational safety net of services. The vocational education program should include a series of community-based work experiences in which general work skills are mastered. The program should also mainstream the student with disabilities into appropriate occupational training courses. Necessary academic skills must be infused into vocational activities. A career education curriculum should focus on job-search and job-keeping skills, and particular attention should be given to social skills relevant to the workplace. Vocational programs must be coordinated with, if not initiated by, the business community in order to engender substantive jobs for career ladders. (Includes 140 references.) (DB) |
| title | Moving On: Transitions for Youth with Behavioral Disorders. Working with Behavioral Disorders: CEC Mini-Library. |
| topic | Behavior Disorders Career Education Demonstration Programs Education Work Relationship Educational Practices Educational Quality Interpersonal Competence Program Development School Business Relationship Secondary Education Student Evaluation Transitional Programs Vocational Education Work Study Programs |
| url | https://eric.ed.gov/?id=ED333653 |