specific age. group) to determine which students were referred to-DVR and to record <strong>the</strong> corresponding DVR client numbers so that in<strong>for</strong>mation perti- nent to <strong>the</strong> study could be obtained. There is no question that a central data bank <strong>for</strong> storage and retrieval <strong>of</strong> in<strong>for</strong>mation is essential <strong>for</strong> all state .agencies concerned with retarda- tion programming if effective program evaluation, planning and implementa- tion are to take place. 94
B I B LI OG RAPHY G. E. (Ed.) Symp.osium on Habilitating <strong>the</strong> Mentally Retarded. Ayers, Minnesota: Mankato State College--1967. Mankato, W. K. Employment possibilities <strong>for</strong> <strong>the</strong> educable mentally retarded. Baldwin, <strong>of</strong> <strong>the</strong> Mentally Retarded, 1966, 2C2 ), 124-125. Digest W. R. A study <strong>of</strong> <strong>the</strong> present social status Ballet, <strong>of</strong> group <strong>of</strong> adults a when <strong>the</strong>y were in elementary schools, were classified as mentally who, deficient. Genetic Psychology Monographs, June, 1936, 165-244. W. R., Charles, D. C. and Miller, E. L. Mid-life attainment <strong>of</strong> <strong>the</strong> Ballet, retarded" A longitudinal study. Genetic Psychology Mono- mentally 1967, 7__5_5C2), 235-239. g.rap.hs, B. D. Preparation and placement <strong>of</strong> <strong>the</strong> mentally retarded in normal Bhatia, employment. Journal <strong>of</strong> Rehabilitation in Asia, 1966, 7(3), 46-49. J. A. and Bolanovich, D. J. Development <strong>of</strong> vocational competence Bitter, <strong>the</strong> moderately retarded. MR/ Mental Retardation, 1966, Dec.), in 9-12. W. C. and Switzer, A. Adjustment <strong>of</strong> <strong>the</strong> Retarded, A Research and Bower, Project. Technical Report, RD No. 330,--Vocational---- Demonstration Rehabilitation Administration, Hart<strong>for</strong>d, Conn., 1962. B. R. Increasing job potential <strong>for</strong> <strong>the</strong> mentally retarded. Brainard, <strong>of</strong> Rehabilitation, 1954, m20, 4-6. Journal A. Economic adjustment <strong>of</strong> 121 adults <strong>for</strong>merly students in classes Brob<strong>of</strong>f, mental retardates. American Journal <strong>of</strong> MentalDeficiency, 1956, <strong>for</strong> 60, 525-535. A. A. A study <strong>of</strong> 106 older mentally handicapped boys and girls. Bruno, <strong>Education</strong> Review, 1952, 9, 1-5. Special W. R. A Study <strong>of</strong> <strong>the</strong> Effectiveness <strong>of</strong> <strong>the</strong> Mississippi Co.operative Burris, <strong>Education</strong> Vocational Rehabilitation Program. Jackson, Miss. Special <strong>of</strong> Vocational Rehabilitation, Mississippi. Department <strong>of</strong> Division 1967. <strong>Education</strong>, W. R. A C.omparison <strong>of</strong> Post-School Adjustment <strong>of</strong> Regular and Carriker, Class Retarded Individuals Served in Lincoln and Omaha, Special Public Schools. Contract No. SAE-6445, U.S. Department <strong>of</strong> Nebraska <strong>Education</strong> and Welfare, Washington , D. C., 1957. Health,
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DIVISION OF VOCATIONAL REHABILITATI
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ACKNOWLEDGEMENTS At this time I wou
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Tab le II III IV VI VII VIII- LIST
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XX XXI XXI I XXI I I XXIV XXV XXVI
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understanding and acceptance of the
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vocational schools, and vocational
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in preparing the young retarded adu
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for clinical training of specialize
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as a means of achievi.ng some long
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available for the provision of serv
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In a recent study by Goldman (1969)
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According to the American Associati
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special education pr.ograms must me
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Finally there are those schools whi
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Chapter II REVIEW OF THE LITERATURE
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who received on-campus 0JT. He s.u.
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and the subjects b.egan to work ful
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primary focus of school problems sh
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Factors other than job skills were
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involvement defined as talking with
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communities selected included one l
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a) Over i00 different kinds of jobs
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In a comparative study of the prese
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• mentally retarded students as p
- Page 49 and 50: Chapter III DESCRIPTION OF THE PRES
- Page 51 and 52: 4) Sex 5) Major disability 6) Refer
- Page 53 and 54: eferral. Therefore, those referrals
- Page 55 and 56: to eight per cent (8) in 1968-69).
- Page 57 and 58: Extended evaluation for six months
- Page 59 and 60: 1966-67 to 20% (51) in 1968-69 (Tab
- Page 61 and 62: study on the 80 people who refused
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- Page 66 and 67: 0> 0 o\ D'- o\o o\ 0 o\ o\ Cq o\ ,-
- Page 68 and 69: o\ 0 o\o o\ o\ o\o o\o o\o o\o o\o
- Page 70 and 71: °\ o\ o\ o\O C o\O C o\ C C 64
- Page 72 and 73: uO
- Page 74 and 75: EXPLANATION OF DISABILITY CODES FOR
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- Page 84: t'¢ Lt' O --I 0 Cl 0 0 1". l' 0 L
- Page 87 and 88: EXPLANATION FOR CLOSURE CODES ON TA
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- Page 109 and 110: I I. OlkJt-C'l'IYqiS OF TILE PROGRA
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- Page 117 and 118: FOR BIItGET AlUUSl',xUilxr PROGP&I
- Page 119 and 120: TITLIi VI OF Till; CIVIL RIGIrI'S A
- Page 121 and 122: STUDENTS (AGES 15-21) REPORTED BY S
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