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"education"

The consequences of the passing of American Public Law 94–142 on the provision of occupational therapy services in the schools is contrasted with the present situation within the Australian educational system. The need for increased provision and documentation of occupational therapy services in Australian schools is discussed. Occupational therapy consultancy programmes are evaluated in terms of extending the availability of occupational therapy services in schools. 1981 Occupational Therapy Australia Limited

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In the 1977-1979 period 84 thalidomide-affected young people who had followed secondary education up to level 1 (Sekundarstufe 1; school leaving age approx. 16 years) had been interviewed regarding their choice of occupation and vocational integration experience. The group consisted of young people with purely orthopaedical impairments, who were rank-ordered in four degrees of disability severity according to the extent of medical lesion. A parallel group of non-disabled young people, selected on the criteria of sex, age, educational level, vocational objectives, and occupational status of the father, had been matched to the group under examination. A general deficit in occupational information is apparent in the youths. Only 38 percent had received general vocational information at school. The young people themselves seem to have been aware of this deficit as 62 percent contacted the vocational counselling service. The efforts to find a job, if undertaken at all, frequently are initiated by the employment office, not by the disabled themselves. The occupational goals of the physically disabled are significantly more often coined by institutions. Also, their failure to secure an apprenticeship contract is significantly higher. In answering the occupational questionnaire the physically disabled express more distinct vocational confidence and concreteness, while stating at the same time that they consider their occupational opportunities restricted. On the whole there is a risk of the physically disabled - possibly already due to a specific socialisation process the disabled individual may undergo - letting their occupational decision be determined by external influences.

General principles for using the physical therapy competencies in clinical education are presented. Several systems for using the competencies in a physical therapy internship curriculum are described.

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A report is presented on the role of the medical profession in occupational guidance, especially for adolescents with disabilities. On the basis of the new guideline about Application for an Apprenticeship, (1977), the tasks for the different health care departments and their responsibilities in this field are set out. In addition, the author outlines the many possibilities for occupational integration of adolescents with some form of disability.

Because competency-based orientation programs meet Individual learning needs, they create a practical and cost-effective transition to the practice setting. The model for Initiating competency-based orientation presented here will guide staff development educators who wish to Implement such a program at their hospitals. © Lippincott-Raven Publishers.

Int. J. Rehab. Research, 1980, 3 (2), 239-241. Statement of problem and aim: The State of Rheinland-Pfalz has introduced special forms of basic vocational training1 for adolescents having no vocational training or employment relationship and whose performance in the present vocational course is not expected to allow them to participate in the course of the basic vocational school year. Learning disordered adolescents, i.e. pupils with individual, only partially well defined, light or short-term learning disturbances take part in the special basic vocational school year SO 1 (BGJ/SOl). This one-year, full-time educational course is supposed to remedy, as far as possible, existent learning disorders, qualify the pupil for certain activities or functions within the ambit of his vocational aspirations, and enable him to enter into a vocational training relationship. In addition, learning disordered adolescents with good marks can achieve an educational standard equivalent to the high-school diploma which they lack - something which is of extreme importance for their future development. The learning disabled are, as a rule, former special school pupils with retarded intelligence who are educated in the special basic vocational school year SO 2 (BGJ/S02) with the aim of providing them with a general vocational orientation to enable them to perform occupational functions or activities, i.e. they should be put in a position of being accepted for particular occupations requiring a qualification (parag. 48 U Vocational Training Act) or prepared for employment. © Williams and Wilkins 1980. All Rights Reserved.

In rural areas limited opportunties for work and vocational training occur. Distance from towns results in disadvantages not offset by commuting, particularly not by 15-16 year olds with limited mobility. The lack of training facilities is mainly due to the industrial structure, dominated by firms making consumer goods and basic industry rather than by capital goods manufacturers with a greater demand for qualified labour, and offering more and better training facilities. Rural training facilities offer few long term occupational prospects, as demand for skills decreases due to stagnation and rationalization. Another disadvantage is that the firms offering vocational training here are usually small or medium sized with sub-standard programmes and workshops, technical colleges are missing. Commerce and services, in rural areas show little specialization. The lack of training facilities particularly affects females. The baby-boom of the 1960s, is now causing higher demand for apprenticeships without a rise in supply. These disadvantages influence overall development, particularly the capital goods industries which regional policy tries to establish. Adequate facilities such as technical training centres could be a more effective development factor than financial incentives to firms to locate there. Thus the migration of the more highly motivated, young people to find training facilities could be conteracted. Moreover, the existing labour force would acquire a higher level of skill. Such factors could influence firms looking for a new location in a positive way. Financial assistance to firms willing to settle in rural areas and educational policy have to be coordinated to prevent the drift away. -from English summary