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ERIC Number: ED315233
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Implementing and Evaluating the Life-Centered Career Education Curriculum.
Loyd, Robert J.; And Others
This paper describes the Life-Centered Career Education (LCCE) Curriculum and Employment Enhancement Strategies (EES) for mildly disabled students. Special education high school graduates encounter many difficulties in assuming community living and work roles. EES materials are consistent with the competencies and subcompetencies of the occupational domain of the LCCE Curriculum and address on-the-job interpersonal skills, vocational coping skills, vocational decision-making and job-seeking skills. The universities of Missouri-Columbia and Arkansas have been observing school districts using the LCCE/EES materials with learning-disabled students. The project involves six sites in Missouri, California, Minnesota, and Arkansas. Project elements to be evaluated during the 4-year demonstration project include assessment and implementation strategies, an inservice training program, a cross-agency training program, and a service delivery monitoring system. The two major components of the program are assessment and instruction. Students' LCCE competency attainment is assessed using a curriculum-based instrument measuring career education knowledge and performance. The LCCE instruction component is composed of 97 skill units, each of which includes a comprehensive discussion of important teaching considerations, lesson plans for career education stages, and lesson plan evaluations. Initial data on students in the demonstration districts indicate that many support systems and materials are required to improve career education for learning disabled students in secondary school settings. This document includes a chart of the LCCE competencies and subcompetencies. (TES)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A