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ERIC Number: ED223833
Record Type: RIE
Publication Date: 1982
Pages: 78
Abstractor: N/A
Reference Count: 0
Related Reading and Mathematics Project. Final Report, 1981-82.
Monmouth County Vocational School District, Marlboro, NJ.
A project was conducted in the Monmouth County (New Jersey) Vocational School District to examine the combination of in-shop vocational education with reading and mathematics instruction for special needs students. Related mathematics and reading teachers worked with students in small groups and individualized settings in the school shop to teach and reinforce mathematics and reading concepts necessary for the students to succeed. The vocational instructors, in conjunction with the related teachers and a learning disability teacher consultant, identified students' deficiencies. A team effort was then established to remediate student deficiencies through the team approach within the shop. To provide practical help for the students, a series of workbooks was developed incorporating the job skills needed in entry-level jobs of various occupations, such as plumber and carpenter. In addition to these workbooks, approximately 26 performance records, which include content objectives and corresponding activities (such as puzzles, word searches, and use of fractions through measurement), were completed. As a result of the project, students increased their sight-word skills and gained more confidence in reading the numerical material used in the shop. Recommendations were made concerning length of sessions, pretests for handicapped students, and program design. Appendixes include the reading and mathematics skills matrix, word lists and tests used for pre- and post-testing, and copies of student intervention schedules. (KC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: New Jersey State Dept. of Education, Trenton. Div. of Vocational Education and Career Preparation.
Authoring Institution: Monmouth County Vocational School District, Marlboro, NJ.
Identifiers: N/A