Collaborating with Rehabilitation Centers for At Risk Students.

Autor/inn/en	Johnson-Sligar, Theresa; Sligar, Steven R.
Titel	Collaborating with Rehabilitation Centers for At Risk Students.
Quelle	(1992), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blindness; Community Colleges; Cooperative Programs; Coping; Counseling; Daily Living Skills; Deafness; Developmental Studies Programs; High Risk Students; Institutional Cooperation; Rehabilitation Centers; Remedial Programs; Shared Resources and Services; Special Needs Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Blindheit; Community college; Community College; Bewältigung; Counselling; Beratung; Alltagsfertigkeit; Gehörlosigkeit; Taubstummheit; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Problemschüler; Institute; Co-operation; Cooperation; Institut; Kooperation; Rehabilitation center; Rehabilitation centre; Rehabilitation centres; Rehabilitationszentrum; Förderprogramm; Gemeinwirtschaft; Sonderpädagogischer Förderbedarf
Abstract	Since 1983, DeKalb College (DC), in Clarkston, Georgia, has had a special program of services for deaf students, including interpreting, notetaking, tutoring, career advisement, and remediation. In 1988, the Georgia Sensory Rehabilitation Center (GSRC) opened in College Park, providing such services as evaluation, counseling, independent living, and job-seeking skills, and adult and computer literacy training to Georgians who are deaf and/or blind. Shortly after GSRC opened, a memorandum of understanding was established between DC and GSRC to promote the sharing of resources and expertise. The five areas of service identified in the memorandum were academic placement, remediation/preparation, coping skills/strategies, community services, and counseling. To assist underprepared students, special developmental and pre-developmental courses were created. The six areas addressed by the agreement were the referral process; information sharing; decision making; service provision; exit and follow-up procedures; and documentation issues. Specific provisions, such as assuring client involvement at all levels of decision making, and primary involvement of GSRC in independent living skills, and of DC in academic development for clients in GSRC's residential program, were also included in the memorandum. Currently, the institutions operate a joint program which employs two part-time DC instructors who provide 10 instructional hours per week. GSRC provides 1 day of evaluation and 2 days of study skills and career information workshops. Five of the original six students completed the six-quarter program. (PAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC