by requirements for the degree of (Education) - NCRTM

who received on-campus 0JT. He s.u.ggests that the in-school work experience
would be especially useful for those students with less ability who require
closer supervision [Howe, 1967).
]]e philosophy and operation of the work-study concept can be better
understood by examining a few typical programs.
The results of a 1968 Pocatello, Idaho demonstration project, in which
16-year old mentally retarded students began work in the community while
attending school, indicate that vocational rehabilitation and involvement
in a work experience program during adolescence can lead to employability
and independent functioning. Special education classes and special teaching
techniques were used to prepare junior and senior high school EMR's for
employment. Work evaluation and employment experience were provided for
ninth grade students in the form of on-campus training. This in-school.
work experience was directed toward the development of good work habits,
realistic self-evaluation, improved interpersonal relationships, self-
confidence, and maturity. At the .age of 16, subjects were placed in jobs
in the community and were employed from three to four hours a day. The
school continued to provide supervision of each subject and gave the em-
ployer an honest evaluation of each subject. Employers provided realistic
work situations, job instruction, and evaluation, and .agreed to consult
with the school on the job performance and problem areas of each subject.
were paid a salary and this made them enthusiastic about their
Subjects
and provided opportunities to teach them to man.age money.. All students
job
placed in jobs proved to be capable of performing them. Failures were due
a lack of social acceptance or poor. groomi.ng.
to
and Bolanovitch (1966) reported on a work-study project at the
Bitter
Work Experience Center in St. Louis, Missouri, which demonstrated that even.
25