The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and identify the…

There is a lack of studies on the school experiences of students in the pre-vocational programme in Brunei Darussalam. The aim of this study is find out what are the students' experiences at school, what they go through at school and so on. A qualitative approach was utilized whereby in-depth, semi-structured interviews were conducted with seven…

Recent curricular innovations in Sri Lanka are prevocational education and life skills, both focusing on the articulation of education with the world of work. The relative success of life skills may be a result of its not being perceived as a threat to or dilution of academic education. (SK)

A rationale and suggested approach for providing prevocational skill development to handicapped students are described. A comprehensive approach should include instruction in academic skills related to vocational training, instruction in daily living skills, guidance in personal and social adjustment skills, vocational assessment, and experiences…

The Neglected and Delinquent Pupils Project provided pre-vocational, vocational and life skills training to 450 students in grades 9-12 who resided in two group homes or a correctional facility for the neglected or delinquent. The curriculum methodology and organization were determined by each institution based on the needs of the students,…

Tests for Everyday Living (TEL) is a series of tests which assess adolescents' knowledge and performance in daily living and prevocational skill areas. Tests include a practical reading scale. Content of TEL and psychometric characteristics determined during standardization provide evidence for utility and validity of the battery. (Author)

The report presents evaluation findings of a program designed to provide supplementary education in prevocational and/or daily living skills to children and adolescents in institutions for the neglected and delinquent. Analysis of student achievement data indicated that 96.9% of the students mastered 80% of their short term objectives. A primary…

Individualized instruction and token reinforcement were used to teach six institutionalized delinquent or mildly retarded adolescents attending a special community living, prevocational class to complete job application forms with the date, their name, signature, address, telephone number, date of birth, and a reference's name, address, and…

Intended for teachers of deaf/blind and severely handicapped students, the manual focuses on teaching skills to meet the requirements for sheltered and transcommunity employment. The first section presents two approaches to teaching independent living skills (including grooming and self care). Section 2 describes orientation and mobility skills…

The book presents 17 papers originally presented at a 1978 Texas conference on educational methods for deaf-blind and severely handicapped students, covering the areas of motor development, auditory assessment and hearing loss, communication, cognition, prevocational training, and functional living skills. Titles and authors include "An Overview…

Interviews, record reviews, student follow-up, achievement tests, survey instruments, and observation were used to gather data for the 1986/87 evaluation of the Topeka (Kansas) Educable Mentally Handicapped (EMH) Program. Strengths of the program were identified and included: a dedicated, well-trained staff; a good special education/regular…

Presented is a report of a 4-month project designed to review literature on projects pertaining to deaf-blind prevocational training, to implement a model prevocational program for six severely handicapped deaf-blind students (10 years old), and to conduct two workshops in the area of prevocational training for deaf-blind students. Provided in…

An activity center was established in a special school to give educable mentally retarded adolescents and primary level children experience in social competency, money, time, and measurement skills. (MC)

Described is Project PRICE (Programing Retarded in Career Education), for educable retarded students from kindergarten through grade 12. Dealt with in three sections are a review of the literature and a discussion of such critical issues as the work ethic vs. the life ethic (concerning the major program emphasis in career education. It is…

Presented as a part of Project PRICE (Programming Retarded in Career Education) for primary through secondary age educable retarded persons, are behavioral objectives for 22 competencies in the areas of daily living skills, personal social skills, and occupational guidance and preparation. It is explained that the competencies should comprise the…