Individualizing the Curriculum for Educable Mentally Retarded High School Students Through Prevocational Evaluation

Abstract

The multidisciplinary approach made possible through cooperative programs between state divisions of vocational rehabilitation and school districts has provided resourceful special education teachers with the means to truly individualize the curriculum for their students. Discovery that well designed prevocational evaluation rating scales are a natural mate to the curriculum guide has enabled imaginative teachers to work in concert with the student's vocational rehabilitation counselor, vocational evaluator, psychologist, workshop supervisor, parents, and prospective employer toward realistic and personalized objectives. The example of effective teamwork in the Phoenix area demonstrates how utilization of existing resources can maximize the EMR's potentials.

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