Career education for the trainable mentally retarded: Issues and concerns

Abstract

The paper reviews the development of the career education concept generally, and more specifically as related to trainable mentally handicapped individuals. Issues and concerns of direct relevance to this population are discussed.Significant changes in the provision of education for the retarded have taken place in the past two decades, the most notable being the de-institutionalization movement and the provision of free, appropriate public school education for all school age handicapped individuals in the U.S. (Williams, 1981).The career preparation of retarded adolescents has been an area of concern for many years. Work-study programs have become part of many schools' curricula to meet the vocational and community adjustment needs of students preparatory to leaving the school. However, a survey of 2,804 parents and guardians of retarded individuals showed that 84.4070 of severely retarded and 59.8% of moderately retarded persons had never held a job (Ginglend and Carlson, 1977). Stacts (1976) estimated that less than 2% of the handicapped school population is being served by vocational education. These figures illustrate the need for the development of relevant, appropriate programs.It is not sufficient that the mentally retarded simply fade into the ranks of the unskilled and semi-skilled workers; it is important that they become socially and occupationally prepared to function as contributors within the community setting. Career education, taking a broader perspective than does vocational education, is a total educational concept, providing knowledge, skills, and attitudes that students need for the various life roles and settings they will encounter during their lifetimes.