by requirements for the degree of (Education) - NCRTM

as a means of achievi.ng some long r .ange. goal proved to be futile. Ulti-
mately the project was terminated; the small classes failed to provide
justification for its-continuance. However, it did demonstrate the need
for work adjustment and training as part of the total school Program so
that larger numbers could be served while still in school, allowing for a
smooth transition from school to employment.
During the period from May, 1955 to July, 1958, the Division of Voca-
tional Rehabilitation in cooperation with the Division for Handicapped
Children sponsored an Extension and Improvement Project (Wisconsin Depart-
ment of Health and Social Services, no date) which indicated that:
le mentally retarded are most likely to benefit from
a)
occupational adjustment Program if they can be
an
identified while still in school.
A specialized work training Program emphasizing the
b)
habits, work attitudes, adjustment patterns and
work
value, of work can make mentally retarded
positive
employable.
individuals
A sheltered workshop is an effective resource for
c)
and/or a 10ng term adjustment Program.
placement
The mentally retarded can be placed in productive
d)
mp 1 oymen t.
e
Sub-contract work offers an adequate activity for
e)
in work habits, attitudes, and other adjust-
training
ment patterns.
A follow-up relationship to maint.ain adjustment on th
f)
and/or assist in finding a new job is a definite
job
need (p. i).
This stimulated another research and demonstration project which began
in April, 1959, and was completed in June, 1963. In this School-Work Ex-
perience Project (Jewish Vocational Service, 1964) work experiences were
offered to a select group of retardates during their last year in school.
Part of the school day was spent in the ilassroom, the remainder in work
ii