by requirements for the degree of (Education) - NCRTM

2) The personality of trainee in combination with the personality of
the instructor;
3) The quality and appropriateness of traini.ng, given;
4) The effectiveness of the placement person in helping the student
find a good job (Cowan and Goldman, 1959).
Research indicates that the factors influencing vocational success
are numerous and often difficult to measure; quite fequently the results
are contradictory, especially in the area of personal characteristics.
This does not mean that these factors are, therefore, insignificant to.
job performance, but support is given to placement based on a careful con-
sideration of the individual's abilities, needs, and interests. Various
studies concluded that job success or failure may well depend on situations
or factors over which the retarded individual has no control. One thing is
certain: community support is essential and this requires inter-.agency
cooperation in areas of public relations, vocational training placement
and follow-up.
Out come
This section will include results of various follow-up studies des.igned
to assess the socio-economic adjustment of the mentally retarded placed in
competitive employment.
An extensive follow,up study (Oswald, 1968) of MR's employed by the
Federal government was completed recently. The Federal government's pro-
gram to employ the mentally retarded begain in 1964. Within three years
a total of 2747 placements were made across the country. Data were col-
lect%d on all these employees; some of the s.ignificant findings are as
follows
36