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ERIC Number: ED339566
Record Type: Non-Journal
Publication Date: 1990
Pages: 13
Abstractor: N/A
Reference Count: N/A
Life Survival Skills for Mildly Handicapped Students in Rural High Schools.
Thurston, Linda P.; White, Warren J.
This paper describes the activities of 50 rural special education teachers in providing life survival skills education to secondary learning disabled and behaviorally disturbed students as part of a special education inservice program at a land grant university. The program offered a yearlong, 9 credit hour, sequence of courses, which included courses presented via interactive audio telecommunications, an intensive summer session, and a supervised field practice at school. Research shows that when mildly handicapped students seek employment after high school, they often lack skills in socialization and vocational adjustment. Currently, most schools of education do not adequately prepare teachers to develop and implement a life survival skills program, which will benefit mildly handicapped adolescents in the transition from school to adult life, especially in rural areas. The teachers conducted an assessment of the life skill needs of their students and of the employment life skills needs of their rural communities. Local employers, school personnel, former students, parents, and school administrators were involved in the assessment. Subsequently, each teacher designed a life skills program based on the results of the assessment and on the characteristics of the rural schools setting where the program would be implemented. Some of the specific programs designed and implemented by the teachers were: (1) a Vocational Guidance class; (2) social skills training; (3) integration of life skills into reading and math instruction; (4) career education in content areas; and (5) on-the-job training. Barriers to the programs included lack of funds, time, jobs, and transportation. (KS)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A