JOB TRAINING FOR LEARNING-DISABLED STUDENTS.   Term Paper ID:20220 Click to get this paper

Essay Subject: Effective vocational & career education programs. Assessment, counseling, skills, job placement.... More...

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Paper Abstract: Effective vocational & career education programs. Assessment, counseling, skills, job placement. Paper Introduction: Effective vocational and career education for learning disabled students at the secondary school level are multidisciplinary, including assessment, psychosocial assistance, vocational counseling, cognitive practice, improvement of work habits, and practical work assistance tailored to the individual's specific disability. Programs rarely address all these areas necessary to effective career education of learning disabled students. For the purposes of this paper, several programs and research are discussed which pertain to these aspects of job training for learning disabled students. This information will elucidate the reasons for multidisciplinary career programs for secondary students who are learning disabled. Two well-known instruments that assess personality and interests are the Myers-Briggs Type Indicator and the Self- Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Exceptional Children, 58, 336-345.Humes, C. Career planning implications for learningdisabled high school students using the MBTI and SDS-E. Such students need assistance intransforming their ideas into reality with practical applications (Omizo &Omizo, 1992, p. Simulated andin situ vocational social skills training for youths with learningdisabilities. Researchersfind that social skills can be taught, and one study shows the effectiveresults of a program in social skills training for youth with learningdisabilities. (1992). It was found that,with patient, individual instruction on these behaviors, learning disabledsecondary students show remarkable improvement in the communicationsnecessary to perform and retain a job (Clement-Heist, 1992, p. E. Such labeling is harmful to thestudent's self-esteem and prevents concentrating on the tasks that can beperformed. The counselor is skilled in assistinglearning disabled secondary students to develop and accept integrated andaccurate pictures of themselves and their roles in the world of work and tocompare those concepts with reality. G., & Tiffany, S. Such realistic self-knowledge greatlyenhances the likelihood of the student's success in work. (1991). School guidance counselors have traditionally used these testsfor students making decisions about their future. In the area of cognition, specific thinking patterns sometimes needclassroom practice or on-the job practice. The next step is an assessment of the maturity level of thestudent. (1992). The 1 job-related social skills included understandinginstructions, asking a question, asking for help, accepting criticism,ordering job responsibilities, accepting assistance, giving instruction,offering assistance, apologizing for errors, and persuading others (Clement-Heist, 1992, p. Such assessment reveals the need forteaching modifications and necessary accommodations to the student'sdifficulties and gives information about the student's individualcharacteristics. According to Biller and Horn, an important aspect of successful workis the ability to realistically and maturely define one's career choice(1991, p. (199 ). Most important in the process of career and vocational assistance forlearning disabled students is practice in the areas of cognition, workhabits, and social skills that are necessary for success in the work placeand in life. 282). M. ReferencesBiller, E. Only after many years offailure and misplacement did he learn that he had difficulty sequencing andretrieving information. 15). A career guidance model foradolescents with learning disabilities. Omizo and Omizo found that programs that involve the school counselorare highly effective. Adults with LD in the 199 's.Intervention in School and Clinic, 28, 6-17.Shapiro, E. (1992). Such practical strategies will reap satisfying benefits foreducators, students, and families involved in work decisions for learningdisabled secondary students. 33). One student found that the most important thing he finally learned inorder to succeed at the college level as a learning disabled student wasthe nature of his own learning disability. Then the school officials may jointly review findings withthe student and family. Career and vocational assessmentinformation for program planning and counseling for students withdisabilities. Such support is often called "transition," a new key word in thefields of special education and vocational education. Effective vocational and career education for learning disabledstudents at the secondary school level are multidisciplinary, includingassessment, psychosocial assistance, vocational counseling, cognitivepractice, improvement of work habits, and practical work assistancetailored to the individual's specific disability. Two well-known instruments that assess personality and interests arethe Myers-Briggs Type Indicator and the Self-Directed Search (Humes, 1992,p. SchoolCounselor, 39, 362-368.Niles, S. 282). School Counselor, 4 , 32-39.Ryan, A. It starts with an accurate assessment ofthe student's capabilities and the nature of his or her personality andlearning style. Such maturity pertinent for grades 9 through 12 includedconcern with choice, acceptance of responsibility, specificity ofinformation about preferred occupations, planning, and use of resources(Biller & Horn, 1991, p. Shipiro and Lentz found that specific vocational followup increasesthe success level of learning disabled students. Programs rarely addressall these areas necessary to effective career education of learningdisabled students. E., Jr. It is important to include the parents in thecareer choice because the student will need a great deal of support.Parents need to be given test results and shown methods to practice withthe student skills that will be helpful on the job (Niles & Tiffany, 199 ,p. S., & Lentz, F. 17). For somelearning disabled students, the career development process should startwith assistance in locus of control and positive self-esteem. 12). (1992). 58). This term was firstintroduced in the context of education in the mid-198 s when the Office ofSpecial Education and Rehabilitative Services identified the transitionfrom school to work or higher education for youths with handicaps as amajor national priority for federal educational policies and funding (Ryan& Price, 1992, p. Resource room teachers, classroom teachers,vocational teachers, and guidance counselors can all work as a team tostrengthen the learning disabled students in these necessary skills. Several types of accommodations have been found effective forlearning disabled students in vocational education: performance tutoring,peer tutoring, course waivers, reduced courseload, texts on audiotape orvideotape, note takers, extra time for testing, and performance-basedtesting (Ryan & Price, 1992, p. Employment so significantly impacts many areas of adult life(financial independence, family life, social relationships, self-esteem)that it is important that students, families, employers, and schoolpersonnel work as a team to facilitate the correct working life forlearning disabled students. He finally learned his own learning style (smallclasses based on discussion and sequencing) and started doing well in hiscourse of study (Ryan & Price, 1992, p. 34 ). 12). Once the student is placed in apossible job or internship, techniques such as job shadowing and mentoringare helpful. G., & Price, L. Academic Therapy, 25, 547-558.Omizo, S. It is evident from the research available that the goal of correctjob placement is rather complex. For learning disabled students,the thought processes of organizing, integration, remembering, sequencing,problem-solving, and generalizing to other situations require repetitionfor mastery. Although the studentsoften had jobs not well-matched with their skills and the level of pay wasnear minimum wage levels, more students were still working two years afterschool when there was specific followup and support (Shipiro & Lentz, 1991,p. During the course of career instruction, it is not helpful to undulylabel the learning disabled student. 36). (1991). For this reason, theunderpinnings need to be carefully examined (assessment, individualcounseling, psychosocial practice, and self-esteem work) before decisionsare even made. For the purposes of this paper, several programs andresearch are discussed which pertain to these aspects of job training forlearning disabled students. This information will elucidate the reasonsfor multidisciplinary career programs for secondary students who arelearning disabled. Manuals and directions for the work can be demonstrated onaudiotape or videotape. 98-524), schools are now required to obtain career-vocationalinterest and aptitude information on all students and to provide vocationaleducation and training programs (Omizo & Omizo, 1992, p. In the bestprograms, career-vocational assessment gives data which can be used todetermine the student's interests, strengths, and needs as they relate tothe future roles of being a family member, citizen, employee, andparticipant in leisure interests. This information is communicated to the student andfamily. W. As a result of the Carl D. Vocational- technicalprograms: Follow-up of students with learning disabilities.Exceptional Children, 58, 47-59.----------------------- 8 9). Is he or she able yet to make a decision concerning the type ofwork that best meets his or her interests and talents? In a like manner, specific work habits in the shop,laboratory, or office require the ability to set appropriate goals, gettingstarted, sustaining attention, budgeting time, completing tasks, checkingwork, seeking support and information, and working independently (Ryan &Price, 1992, p. School Counselor, 38, 279-285.Clement-Heist, K., Siegel, S., & Gaylord-Ross, R. 362). 556). A. 336). This information helps the student and family makeinformed decisions about the best work to choose and how to pursue it. Success in work highly depends on psychosocial skill. The school counselor is skilled in testing andinterviewing, techniques which are advantageous when collecting data forcareer aspirations. Learning disabled students are often less ready than non-handicappedstudents to benefit from traditional career programs. Strategies for an effectivevocational assessment program. One task may besubstituted for another, and coaches may be assigned to the student for alimited time (Ryan & Price, 1992, p. Mainstreaming with other students is better, as long as theproper support is present. School counselors also have available large quantitiesof information about types of jobs. If specific tasks are difficult, the job can bebroken down into parts which are learned individually. F., & Horn, E. It is only recently thatthe same tests have been used with learning disability students.Counselors who are familiar with the MBTI and SDS typologies will find thatlearning disabled students tend to fall into the Extroverted and Socialcategories and may need assistance in accurate perceiving (Humes, 1992, p.366). Students from resource rooms were taught theseskills with modeling, active participation, role-playing, rehearsal,directed questioning, visualization, and reinforcement. Perkins Vocational Education Act of 1984(P.L. A., & Omizo, M. 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