by requirements for the degree of (Education) - NCRTM

Work experience in part-time jobs in industry where
2)
retarded can develop skills and improve work
the
habits, attitudes, etc.
Work experience on sub-contract work in a sheltered
3)
Here the retarded are assisted in skills
workshop.
interpersonal relations which relate to adjust-
in
in work situations {pp. 2-3).
ment
Adequate communication between school and employer enables the student
to put into practice what he had learned in the classroom and at the same
time the school is kept informed of each student's progress and can provide
help in those areas needing attention. The rehabilitation counselor works
closely with the teacher-counselor in implementing the Program. Their in-
dividual roles are specifie'd in the formal .agreement See Appendix A).
The major contribution of the Occupational Adjustment Program is the
establishment of an integrated approach, involving local public schools
and the Division of Vocational Rehabilitation, in providing a Program of
pre-vocational and vocational adjustment services to the mentally retarded
adolescent. The ultimate goal being the development of socially competent
and economic self-sufficient individuals. For those whose abilities are
more severely limited, a semi-dependent status in a sheltered environment
may be their ultimate achievement.
Statement of the Problem
The previous section discussed planning and development of pr.ograms
for the habilitation of the mentally retarded adolescent. Among the various
proposals made to deal effectively with the problem, inter-.agency cooperation
and work experience Programming received considerable attention. Of parti-
cular importance at the secondary level are the cooperative efforts of
education and vocational rehabilitation to prepare the educable mentally
retarded students for the world of work.
14