by requirements for the degree of (Education) - NCRTM

•
mentally retarded students as part of the h.igh school pr.ogram, it is very
likely that their initial employment experience will be haphazard and un-
satisfactory, not suitable to their individual abilities and needs. The
pattern of frequent job changes might develop and continue-for some time.
It was also pointed out that any habilitation Program concerned ultimately
with socio-economic adjustment in the community must carefully consider
various situational or non-subject variables as well as significant
personality characteristics.
In a.paper presented to the American Academy on Mental Retardation
in 1969, Dr. Russell Nixon, economist and manpower specialist, reported
that
on meeting the employment problems of the
"Emphasis
disadvantaged has led to wide agreement
socio-economic
the need for an active, sharply purposeful , clearly
on
aggressive manpower policy of outreach, real-
focused,
training remedial services, job development and
istic
creation. The need for such an active manpower
job
tailored to the vocational needs of the mentally
policy
in our modern economy and changing technol.ogy
retarded
is at least equally urgent."
Optimistically, he concludes that
ch.ange is not changing worker re-
"...technological
in such a way as to significantly reduce
quirements
opportunities for successful vocational rehabili-
the
of the mentally retarded. These changes in
tation
technology may actually increase such Opportuni-
our
Certainly, technol.ogical change presents an
ties...
rather than a blockade to the employabi-
opportunity
lity and employment of the mentally retarded."
The literature review clearly indicates that the MR adolescent needs
preocational and vocational work experience (Kolstoe and Frey, 1965) and
that work study p[ograms are critically important in preparing him for
adulthood (Peck, 1966; Crawford and Cross, 1967). Bhatia (.1966) believes
the special education curriculum should include both academic and vocational
41