Training with a Vocational Outcome for Adults with Intellectual Handicaps.
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| Title: | Training with a Vocational Outcome for Adults with Intellectual Handicaps. |
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| Language: | English |
| Authors: | Hart, Cathy, Boehm, Barbara |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 1992 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Access to Education, Adult Vocational Education, Community Colleges, Curriculum, Developmental Disabilities, Job Placement, Nondiscriminatory Education, Nontraditional Education, Normalization (Handicapped), Program Descriptions, Special Education, Special Programs, Two Year College Students, Two Year Colleges |
| Abstract: | To show that training programs for adults with intellectual handicaps can be successfully carried out regardless of the size of the community, information is provided on vocationally oriented programs in place at two Canadian community colleges: the Consumer and Job Preparation Program (CJPP) at Douglas College, in New Westminster, British Columbia (Canada), and the Work Skills Development Program (WSDP) at College Northern College, in South Porcupine, Ontario (Canada). Following a brief introduction, part 2 of the presentation discusses the history of both programs, indicating that the CJPP was initiated in 1981 and the WSDP in 1990. Part 3 reviews the philosophy behind the programs at both institutions, highlighting the common commitment to overcome limitations and barriers for students with developmental handicaps. Part 4 provides brief descriptions of the admissions requirements, demographics, funding, and curriculum content for each program. Neither the CJPP nor the WSDP requires reading or writing skills to enter the programs, but participants must have support from a legal guardian and an employment goal. In addition, the curricula and processes of both programs feature class participation/personal skills, human awareness, social skills, and orientation to work. Part 5 describes work placement and job exploration in the two programs, indicating that the CJPP places students for 3 weeks working 3-4 hour shifts, while the WSDP prefers full-time work programs, 2-10 weeks long. Concluding sections describe the benefits of the programs for students, the colleges, and the community. Sources of additional information are provided. (MAB) |
| Entry Date: | 1993 |
| Accession Number: | ED354971 |
| Database: | ERIC |
| Abstract: | To show that training programs for adults with intellectual handicaps can be successfully carried out regardless of the size of the community, information is provided on vocationally oriented programs in place at two Canadian community colleges: the Consumer and Job Preparation Program (CJPP) at Douglas College, in New Westminster, British Columbia (Canada), and the Work Skills Development Program (WSDP) at College Northern College, in South Porcupine, Ontario (Canada). Following a brief introduction, part 2 of the presentation discusses the history of both programs, indicating that the CJPP was initiated in 1981 and the WSDP in 1990. Part 3 reviews the philosophy behind the programs at both institutions, highlighting the common commitment to overcome limitations and barriers for students with developmental handicaps. Part 4 provides brief descriptions of the admissions requirements, demographics, funding, and curriculum content for each program. Neither the CJPP nor the WSDP requires reading or writing skills to enter the programs, but participants must have support from a legal guardian and an employment goal. In addition, the curricula and processes of both programs feature class participation/personal skills, human awareness, social skills, and orientation to work. Part 5 describes work placement and job exploration in the two programs, indicating that the CJPP places students for 3 weeks working 3-4 hour shifts, while the WSDP prefers full-time work programs, 2-10 weeks long. Concluding sections describe the benefits of the programs for students, the colleges, and the community. Sources of additional information are provided. (MAB) |
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