Chapter 9
1. What are the 3 components
of the effective high school program for adolescents with mental retardation?
- Employment Preparation
- Teaching of adaptive skills
- Instruction in functional academics when appropriate
2. What basic civil
rights were established under Section 504 of the Vocational Rehabilitation Act?
- Promote expanded employment opportunities for people with disabilities in all areas of business and industry.
- Establish state plans for the purpose of providing vocational rehabilitation services to meet the needs
of persons with disabilities.
- Conduct evaluations of the potential rehabilitation of persons with disabilities and to expand services
to them as well as to those who have not received any or who have received inadequate rehab services.
- Increase the number and competence of rehab personnel through retraining and upgrading experiences.
3. Distinguish between career education and work-experience programs.
Career education focuses
on preparation for life and personal social skills in addition to instruction in occupational skills.
Work Experience is a
method of training in which the student may participate in occupational activities in the community under actual working conditions.
4. Identify the components
of a community-based employment preparation program.
- A curriculum that reflects the job opportunities available in the local community.
- An employment training program that takes place at actual job sites.
- Training designed to sample the Individual’s performance across a variety of economically viable alternatives.
- On going opportunities for students to interact with nondisabled peers in the work setting.
- Training that culminates in specific job training and placement.
- Job placement linked to comprehensive transition planning, which focuses on establishing interagency agreements
that support the individual’s full participation in the community.
5. What challenges face
the adolescent with mental retardation in attempting to manage personal needs?
- Education of sexual behavior
- Self determination
- Solve Problems
- Make decisions
- Sex role expectations
- Personal appearance and hygiene
6. What is the value
of recreational and leisure activities?
Recreation and leisure
activities may contribute to the adolescent’s emotional, psychological, and affective development.
7. Discuss the objectives
of a functional academics program for an adolescent with mental retardation.
The purpose of teaching
academic tool subjects to adolescents with mental retardation is to enhance opportunities for their independence in the classroom,
family, and community.
8. Discuss the school’s
role in the transition planning process.
The foundation for a
formal transition planning process begins in elementary school and comes to fruition during the high school years. High schools must organize their programs and activities to produce outcomes that facilitate success for
the individual during the adult years. The role of school personnel includes assessing individual needs, developing and individualized
transition plan for each student, coordinating transition planning with adult service agencies, and participating with parents
in the planning process.
9. Why is inclusion
with nondisabled peers an important aspect of a quality educational experience for adolescents with mental retardation?
Such interaction provides
opportunity for nondisabled peers to develop
- Positive attitudes with peers with disabilities
- The skills to support persons with disabilities during school, work, and in neighborhood settings
- Meaningful relationships with persons with disabilities.
