Secondary educable mentally retarded students' awareness of occupational survival skills in the pre-vocational training program, 1979

Perry, Nettie B. Johnson

1970-1979

Purpose of the Study The major purpose of this study was to determine if secondary level educable mentally retarded students had an awareness of skills developed in the Pre-Vocational Training Program and the skills needed for job placement and employment continuation. Subjects The subjects used in this study consisted of fifty-five Pre-Vocational Training students. They consisted of twenty-two females and twenty-three males. Their chronological ages ranged from 14-19. All had been enrolled in the Pre-Vocational Training Program from one to four years. Research Procedures The research procedure employed in this study was as follows: 1. Permission was secured from officials at the selected urban school to conduct the study. 2. Interviews were held with students to assure participation in the research project. 3. The fifty-five subjects were selected as part of the study on the basis of placement and schedule with a selected pre-vocational teacher. 4. Permission was secured from parents for students' participation in the study. 5. The questionnaire was formulated and field tested on prep vocational training students not a part of the study and remedial reading students whose reading level approximate that of the pre-vocational training students in the study. Analysis of Study The data was presented using percentages on each item of the questionnaire to determine if pre-vocational training students were aware of occupational survival skills and skills needed for job placement and employment continuation. Results/Conclusions Differences between subjects responses to awareness to occupational survival skills and skills needed for job placement and employment continuation were consistent and increased progressively at each grade level in a positive direction.

text

application/pdf

1979-08-01

thesis

Education Specialist (EdS)

Atlanta University

School of Education

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1979_perry_nettie_b_j