Job Training Placement for Retarded Youth

1964 ◽  
Vol 31 (2) ◽  
pp. 83-86 ◽  
Author(s):  
Conwell G. Strickland
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Districts ◽  
Vocational Rehabilitation ◽  
Job Training ◽  
First Year ◽  
The Public ◽  
Cooperative Program ◽  
Types Of Jobs ◽  
Training Opportunities

A survey was made to determine the types of jobs to which educable retarded youth were assigned for on-the-job training. It was based on the first year operation of the Texas state-wide Cooperative Program of Special Education-Vocational Rehabilitation in the public schools. Data received from 60 percent of the participating school districts provided information concerning 436 pupils who were assigned to 99 different jobs. The jobs were distributed among ten categories and one miscellaneous group. Findings of this study suggest diverse job training opportunities for educable retarded youth.

Employment of the Mentally Retarded

1967 ◽  
Vol 34 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Conwell G. Strickland ◽  
Vernon M. Arrell
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Vocational Rehabilitation ◽  
Mentally Retarded ◽  
Female Students ◽  
Male And Female ◽  
The Public ◽  
Cooperative Program ◽  
State Office ◽  
The Difference

A survey was made of the records in the state office of the Division of Vocational Rehabilitation to determine the extent to which educable retarded youth found employment on jobs for which they were trained in the Texas statewide Cooperative Program of Special Education in the public schools. Records for a 26 month period provided the data. A total of 1127 (787 male and 341 female) out of 1405 (977 male and 428 female), or 80.2 percent, secured employment on a job for which they were trained. The difference between male and female students was less than 1 percentage point.

Performance-Based Staff Layoffs in the Public Schools: Implementation and Outcomes

1980 ◽  
Vol 50 (2) ◽  
pp. 214-233 ◽  
Author(s):  
Susan Moore Johnson
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Unintended Consequences ◽  
Performance Criteria ◽  
Local School ◽  
The Public ◽  
Teacher Layoffs

In response to declining school enrollments, some local school districts are using performance criteria to determine the order of teacher layoffs. In this article, Susan Moore Johnson reviews efforts to implement such practices in four local school districts. The findings of the study indicate that performance-based layoff policies are not easily translated into practice. Furthermore, interviews with principals in these districts suggest that the unintended consequences of performance-based layoff practices may limit their educational worth.

Structure of Domination, Organizational Culture and the Facilitation of Feelings in the Partnership

1987 ◽  
Vol 31 (3) ◽  
pp. 330-334
Author(s):  
Devendra Bhagat
Keyword(s):  
Organizational Culture ◽  
Public Schools ◽  
School Districts ◽  
College Of Education ◽  
Governing Board ◽  
Naturalistic Inquiry ◽  
The Public ◽  
Controlling Behavior ◽  
Positive Feelings ◽  
The Cost

Creating partnerships between school districts and universities are seen as a way to attain educational renewal. One such partnership exists between the BYU College of Education and the public schools in Central Utah. Following the naturalistic inquiry technique, this study attempted to evaluate the partnership participants' feelings and the extent to which the organization affected those feelings. The study showed that there is an undue need for control of others by members of the Governing Board of the Partnership, manifested in a structure of domination, at the cost of positive feelings and the mutual goodwill of partners. Besides being incongruent with partnership philosophy, this controlling behavior has created a sense of lack of care by the organization. The article suggests ways to resolve this problem.

scholarly journals Three Midwest Rural School Districts’ First Year Transition to the Four Day School Week

2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Jon Turner ◽  
Kim Finch ◽  
Ximena Uribe-Zarain
Keyword(s):  
Special Education ◽  
School Districts ◽  
Parental Support ◽  
Day School ◽  
First Year ◽  
Rural School Districts ◽  
Free And Reduced Lunch ◽  
Elementary Aged Children ◽  
School Week ◽  
Special Education Identification

The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups.

The Use of Preprofessional Students as Communication Aides in the Schools

1978 ◽  
Vol 9 (3) ◽  
pp. 162-168 ◽  
Author(s):  
Penelope K. Hall ◽  
Claudia L. Knutson
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Undergraduate Students ◽  
The Public ◽  
Cooperative Program

A cooperative program was developed between a university and the public schools where preprofessional undergraduate students were trained as communication aides and worked in elementary schools under the supervision of a school speech clinician. The program and its outcome for the students and the children served are described.

Meeting the Critical Shortage of Speech-Language Pathologists to Serve the Public Schools—Collaborative Rewards

1998 ◽  
Vol 29 (4) ◽  
pp. 232-242 ◽  
Author(s):  
Linda I. Rosa-Lugo ◽  
Elizabeth A. Rivera ◽  
Susan W. McKeown
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
School Administrators ◽  
Linguistically Diverse ◽  
Speech Language Pathologists ◽  
School Employees ◽  
Central Florida ◽  
The Public ◽  
Practicum Experiences

This article presents a collaborative approach to providing graduate education to speech-language pathologists who are employed in public school districts. A partnership called the Central Florida Speech-Language Consortium was established among the University of Central Florida, 10 Central Florida school districts, and community agencies to address the issue of the critical shortage of speech-language pathologists in the public schools. The consortium program provided bachelor-level speech-language pathologists in the public schools the opportunity to obtain a master’s degree while they continued to work in the schools. Key innovations of the program included: (a) additional graduate slots for public school employees; (b) modifications in the location and time of university courses, as well as practica opportunities in the schools; and (c) the participation and support of public school administrators in facilitating supervision and practicum experiences for the consortium participants. The consortium program resulted in an increase in the number of master’s level and culturally and linguistically diverse speech-language pathologists available for employment in the public schools of Central Florida. Recommendations for facilitating future endeavors are discussed.

The Preassessment Process for English Learners With Potential Language Impairment

2022 ◽  
pp. 321-338
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

Mental Testing and Tracking for the Social Adjustment of an Urban Underclass, 1920-1930

1986 ◽  
Vol 168 (2) ◽  
pp. 9-30 ◽  
Author(s):  
William B. Thomas
Keyword(s):  
New York ◽  
Special Education ◽  
Public Schools ◽  
Social Control ◽  
Interest Groups ◽  
Social Adjustment ◽  
Black Children ◽  
The Public ◽  
The Social ◽  
Mental Testing

This essay examines the mechanisms used by the public school for socially adjusting an underclass of Italian, Polish, and southern black children who immigrated to Buffalo, New York, in the 1920s. It describes in some detail the activities and goals associated with the institutionalization of mental testing and tracking programs in those public schools serving these young members of an underclass. This essay suggests that as a tool of social control, testing and tracking into special education classes may have discriminated against the unassimilated newcomers who teachers and administrators feared were destined for a life of crime. Finally, the essay illustrates the reactions of interest groups to the school's tracking program, in order to show that members of and advocates for this underclass did not all passively accept the school's treatment of these pupils.

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