This booklet is designed to provide ideas on how youth competencies in the areas of basic education, pre-employment and work maturity, and job-specific skills can be utilized to help disabled youth meet performance standards in programs funded under the Job Training Partnership Act (JTPA). Discussed in the introductory section are the following…

The Job Training Partnership Act requires that private and public sectors work together to create a service delivery system that meets the needs of disadvantaged youth and the needs of a state's work force in its business and industry. This manual, based on a Wisconsin Youth Initiative program at five pilot sites in that state, is intended to…

The manual provides information on how to help handicapped youth participate in the Job Training Partnership Act (JTPA). Section I describes the nature of the JTPA, whose purpose is to establish programs to prepare youth and unskilled adults for entry into the labor force and to provide job training for economically disadvantaged individuals and…

This booklet, which is intended to provide ideas on how Job Training Partnership Act (JTPA) funds can be used to serve disabled youth, lists and describes over 75 promising programs funded by the JTPA to provide vocational education, training, and employment services to handicapped youth. The following types of programs are described: State and…

Describes the "Replicating Jobs in Business and Industry for Persons with Disabilities" project at the University of Wisconsin-Madison. The project identifies successful role models for disabled youth and employers who have made accommodations for disabled employees. Includes guidelines for advocates of the disabled. (CH)

This paper reviews the literature related to the role of career and vocational education in retaining at-risk secondary youth and motivating them to return to secondary or postsecondary school. Selected literature from nonvocational but related areas of service is reviewed to provide the reader with an overview of the scope of the problem and the…

This presentation is designed to assist vocational educators and others involved in the development and implementation of an advisory role to ensure that handicapped individuals have an opportunity to participate in the Job Training Partnership Act (JTPA) programs. Discussed in the first part of the paper is the meaning of the JTPA for handicapped…

Intended for teachers, counselors, job placement specialists, employers, and disabled persons, this publication provides information about jobs performed in business and industry by persons with disabilities. Each of the 71 job descriptions presented specifies the type of job, disability of the person performing the job, company information, job…

The catalog describes jobs performed in business and industry by persons with disabilities. Each job described is performed by a specific disabled individual. Job descriptions are indexed by disability and job title. Each job description specifies the type of job, the disability of the person performing the job, company information (e.g. company…

This guidebook provides assistance in replicating jobs for persons with disabilities. Section One introduces the volume's format and briefly analyzes special training, job accommodations, and financial incentives for hiring employees with disabilities. Section Two contains descriptions of 53 jobs held by individuals with disabilities. The jobs are…

A seven step approach designed to help special and vocational education teachers, parents, and others to develop appropriate vocational/job training programs for learning disabled adolescents and young adults is described. Assessment and evaluation include educational, psychological, and vocational measurement. Provision of support services is…

Strategies and techniques appropriate for providing vocational education and employment to learning-disabled adolescents and adults at both the secondary and postsecondary levels now exist. The first step involves formal and informal activities to appropriately identify learning disabled students. Formal assessments should be conducted by…