Is off Campus Work Placement Necessary for All Educable Mentally Retarded?

1968 ◽  
Vol 35 (4) ◽  
pp. 323-326 ◽  
Author(s):  
Clifford E. Howe
Keyword(s):  
High School ◽  
Work Experience ◽  
School Setting ◽  
Mentally Retarded ◽  
The Other ◽  
School Program ◽  
Work Placement ◽  
Educable Mentally Retarded ◽  
Intensive Work ◽  
High School Program

A comparison was made of the postschool adjustment of two comparable groups of educable retarded persons; one group had off campus work experience and the other had a program limited to the school setting including on campus work experience. The results of the study indicated that those without off campus work experience were achieving as well as those who had been placed in work situations in the community as part of their high school program. The majority of both groups were making an adequate adjustment. It is suggested that on campus work experience may be adequate for the majority of the educable mentally retarded. The multiply handicapped and those who test in the lower IQ range of the educable retarded may be the ones who most need more intensive work experience.

scholarly journals Technology in the technology subject

Learning Tech ◽  
2021 ◽  
pp. 127-143
Author(s):  
Mette Møller Jeppesen ◽  
Lars Bo Henriksen
Keyword(s):  
High School ◽  
School Program ◽  
Technical Science ◽  
Technical Examination ◽  
High School Program

The Danish higher technical examination programme (HTX) is the only high school program in Denmark that specialises in technology and engineering. Central to the HTX curriculum are the profile subjects; technology and technical science. In this article, we take a closer look at these subjects, or more precisely, we examine the concept of technology embedded within them. The ministerial order regarding the subjects places the concept of technology within the ‘technology model’. We will examine the background for the model, its potential and limitations and the model's place in teaching through empirical findings from fieldwork in order to examine whether the technology model lives up to its described purpose. Overall, it can be argued that the model works but it can also be argued that the teachers should be aware of the model’s shortcomings and discuss these with students, so they obtain a more dynamic and dialectical understanding of technology.

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