Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
EEX 504 ONE TRANSITION
1. Marie Michelle Glemaud Science Teacher EEX 504 Vocational and Functional Life for Students with Disabilities September 01, 2005 Professor: Dr. Walter J. Cegelka
2. Chapter 1 Part One Transition Education Services In Perspective Chapter 1 Part One Transition Education Services In Perspective Chapter 1 Part One Transition Education Services In Perspective Chapter 1 Part One Transition Education Services In Perspective Chapter 1 Part One Transition Education Services In Perspective
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6. Richard Hungerford, director of the Bureau for Children with retarded Mental Development 1941 and 1944-published Occupational Education that outlined step-by-step instructions to help teachers trained individuals with mental retardation. 1958-kolstoe and Frey demonstrated in their book titled A High School Work Study Program for Mental Subnormal students that educational, social and behavioral skills were needed beside of basic training skills to success in the work place. 1960 Gold demonstrated that people with severe disabilities could perform complex assembly task with training.
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10. The Career Education Movement 1971- Sidney Marland First presented the concept of career education. He defined it as way ofpreparation to earn a living and also a way to learn about living itself. K-12 program model. Hoyt defined career education as “the totality of experience through which one learns about and prepares to engage in work as part of her or his way of living.”
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12. The 22 competencies were groups and broken down as the following Group 1. Daily living skills 1. Managing family finances 2. Selecting, managing, and maintaining a home 3. Caring for personal needs 4. Raising children and living as a family 5. Buying and preparing food 6. Buying and caring for clothes 7. Engaging in civic activities 8. Using recreation and leisure 9. Getting around the community (mobility)
13. Group 2. Personal-Social Skills 10. Achieving self-awareness 11. Acquiring self-confidences 13. Maintaining socially responsibility behavior 14. Achieving independence 15. Achieving problem-solving skills 16. Communicating adequately with others. Group 3. Occupational Guidance and Preparation 17. Knowing and exploring occupational possibilities 18. Selecting and planning occupational choices 19. Exhibiting appropriate work habits and behaviors 20. Exhibiting sufficient physical-manual behaviors 21. Gaining a specific occupational skill 22. Seeking, securing, and maintaining employment
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15. Functional and Community-based Models for Students with severe with disabilities . Dever published the community living skills Taxonomy Smith and schloss developed the Community-Referenced Curriculum McDonnel and associates developed the School and Community Integration Project
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