NotesFAQContact Us
Search Tips
ERIC Number: ED341201
Record Type: Non-Journal
Publication Date: 1989
Pages: 430
Abstractor: N/A
Reference Count: N/A
Job Club: The Effects of an Adapted Job Club Program on Job-Finding Performance of Learning Disabled Youth. Final Report.
Vermont Univ., Burlington. Dept. of Special Education, Social Work and Social Services.
This document presents the final report with two attachments: a teacher training guide; and the curriculum guide for the Job Club Project, a job search curriculum for non-college bound high school students with and without learning disabilities. The study used a post-test, control group design with a total of 162 students (90 in the experimental group, of which 43 were learning disabled). The study found that substantial increases in job-seeking skills were associated with participation in the job club curriculum. Students with learning disabilities profited more from the job club training than did nondisabled students. However, participation had no significant effect on work status outcomes for either male or female students with or without learning disabilities. Also, gender differences were evident in part-time versus full-time work status. Appendices document the teacher training workshop and the student interview protocol and include a paper on the project. The teacher training manual describes the project and curriculum; identifies unit goals and activities; and details tasks involved in program implementation, evaluation, and follow up. The curriculum guide provides specific instructional guidance for the 11 units covering: introduction, self assessment, data books and application forms, the mini-resume, the resume, job leads, telephone contacts, interviews, letter writing, the structured job search, and course wrap-up. Appendixes provide forms and a bibliography of 50 items. (DB)
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Vermont Univ., Burlington. Dept. of Special Education, Social Work and Social Services.