ERIC Number: ED332456
Record Type: Non-Journal
Publication Date: 1990-Dec
Reference Count: N/A
The Total Impact Model: A Community College/Trade School Collaboration for Learning Disabled Young Adults. Final Report.
Perin, Dolores; Flugman, Bert
The report describes a federally funded 3-year demonstration program for the vocational training of urban young adults with severe learning diasbilities who have left high school special education programs. The program, "The Integrated Skills Vocational Training Program," involved the collaboration of a not-for-profit trade school, the City University of New York (CUNY) community college, the CUNY graduate school, and a rehabilitation agency. Training in eight vocational areas (building maintenance, mailroom/reprographics, jewelry manufacturing, upholstery, furniture finishing, custodial services, food services, and data entry) was provided to 47 young adults (out of 276 who expressed initial interest). Students also received training in basic literacy and interpersonal skills. Participants had been out of school a mean of 3 years. Positive change was found using both pre-post tests and periodic competency ratings. Seventy-eight percent of program completers (49% of entrants) obtained competitive skilled jobs, with most earning less than $6 an hour. Issues in providing services to this population are raised concerning recruitment, selection, classroom-based training, and transfer of training. Thirteen appendices provide a sample calendar, lesson plan forms, other program forms, and publicity and dissemination information. Includes 57 references. (DB)
Descriptors: Adult Students, Basic Skills, Cooperative Programs, Demonstration Programs, Higher Education, Institutional Cooperation, Integrated Activities, Interpersonal Competence, Job Placement, Learning Disabilities, Literacy Education, Postsecondary Education, Program Effectiveness, Slow Learners, Vocational Education, Vocational Rehabilitation, Young Adults
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Administrators
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: City Univ. of New York, NY. Inst. for Research and Development in Occupational Education.
Identifiers - Location: New York (New York)