An Intervention Program for Occupational Stereotyping by Deaf Students.

Autor/in	Egelston-Dodd, Judy
Titel	An Intervention Program for Occupational Stereotyping by Deaf Students.
Quelle	(1978), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Deafness; Educational Resources; Employment Opportunities; Hearing Impairments; Instructional Materials; Intervention; Labeling (of Persons); Models; Occupational Aspiration; Self Actualization; Sex Discrimination; Special Education; State of the Art Reviews; Teacher Developed Materials + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Bildungsmittel; Berufschance; Beschäftigungschance; Hearing impairment; Hörbehinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Labeling-Ansatz; Analogiemodell; Berufsneigung; Berufsziel; Self actualisation; Selbstverwirklichung; Sex; Discrimination; Geschlecht; Diskriminierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsstand
Abstract	A number of studies of deaf adolescents, deaf college students and deaf females have shown that stereotyped aspirations and notions of sex-typed occupational roles are typical of deaf subjects. Deafness, like gender, represents a handicap for holding certain jobs. Societal pressure to fit the doubly stereotyped occupational roles mandated by their sex and their hearing impairment has resulted in channeling of individuals into inappropriate rigid and/or limited career choices. A paradigm for the production of materials and strategies to intervene in the process of occupational stereotyping is described. Four channels of learning are presented as the philosophical context for a career education program: (1) the self, (2) the conceptual, (3) the informational, and (4) the experiential (Munson, 1971). Suggestions for the design of materials and strategies under each of the four input modes which specifically address the societal values related to sex and deafness, are offered for program coordinators, teachers and counselors. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01