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by requirements for the degree of (Education) - NCRTM

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available <strong>for</strong> <strong>the</strong> provision <strong>of</strong> services. Each <strong>of</strong> <strong>the</strong> participating .agen-<br />

cie has control over certain aspects <strong>of</strong> <strong>the</strong> Program in order to comply<br />

with Federal regulations.<br />

In <strong>the</strong> OAP <strong>for</strong>mal .agreement (Wisconsin Department <strong>of</strong> Health and<br />

Social Services, no date), are <strong>the</strong> following objectives:<br />

The main objective <strong>of</strong> <strong>the</strong> Program is to provide <strong>the</strong><br />

a)<br />

amount <strong>of</strong> training and experience to <strong>the</strong> re-<br />

maximum<br />

young person, so that his potentiali <strong>for</strong> job<br />

tarded<br />

can be enhanced and he can be given, greater<br />

adjustment<br />

assurance <strong>of</strong> job adjustment...<br />

(The second objective) is to investigate <strong>the</strong> several<br />

b)<br />

adjustment needs <strong>of</strong> <strong>the</strong> mentally retarded, so<br />

work<br />

<strong>the</strong> rehabilitation phases <strong>of</strong> <strong>the</strong> school curri-<br />

that<br />

can be closely related to <strong>the</strong> experiences <strong>of</strong><br />

culum<br />

retarded young person when he is in a work<br />

<strong>the</strong><br />

(p. 2).<br />

situation<br />

Successful operation requires that Program content be in line with<br />

<strong>the</strong>se objectives. Generally speaking <strong>the</strong> Occupational Adjustment Program<br />

can be divided into two major parts, school and work. With reference to<br />

each, <strong>the</strong> <strong>for</strong>mal .agreement provides <strong>the</strong> following guidelines <strong>for</strong> Program<br />

content (Wisconsin Department <strong>of</strong> Health and Social Services, no date):<br />

Rehabilitation-oriented pre-vocational courses are<br />

a)<br />

in <strong>the</strong> school and in some instances are con-<br />

given<br />

<strong>by</strong> <strong>the</strong> Teacher-Counselor. These courses in-<br />

ducted<br />

such projects as: interpersonal relationships<br />

clude<br />

fellow workers and supervisors, reactions to<br />

with<br />

ability to use criticism constructively,<br />

criticism,<br />

in<strong>for</strong>mation, and preliminary work try-<br />

occupational<br />

outs.<br />

A work experience progra m gives retarded young people<br />

b)<br />

in an industrial work situation and/or in<br />

experience<br />

sheltered workshop in order to streng<strong>the</strong>n <strong>the</strong> develop-<br />

a<br />

<strong>of</strong> work habits, attitudes and interpersonal rela-<br />

ment<br />

and provide <strong>the</strong>m with an opportunity to<br />

tionships<br />

<strong>the</strong> understanding and skills <strong>the</strong>y studied at<br />

utilize<br />

school. The work experience Program includes:<br />

Vocational training, when indicated, which provides<br />

i)<br />

retarded with specific skills to qualify <strong>the</strong>m<br />

<strong>the</strong><br />

<strong>for</strong> appropriate work in .industry.<br />

13

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