Suchergebnisse

Professionalization of rehabilitation services is discussed, on the basis of a questionnaire distributed to state agency directors. The criteria of a profession are considered, and the problems of funding adequate training, whether in the universities or by the agencies themselves.

A study was undertaken to ascertain the role of a field rehabilitation teacher. A questionnaire was sent to 111 rehabilitation teachers in thirteen southern and western states asking: How is the field rehabilitation teacher's time spent in providing instruction and services to the visually handicapped clients in his or her case load? Other data collected included educational levels and years of experience. The study concluded that the rehabilitation teacher's time is spent primarily in the areas of case recording, home management, communications, counseling, and travel, and this time may be affected by the educational levels and experiences of the teachers. Future research should look more in depth into the time spent in each category in relationship to the educational experience to see how one affects the other in terms of the duties, responsibilities, and job effectiveness of the field rehabilitation teacher.

Public Law 94-142 and Section 504 of the Rehabilitation Act of 1973 require that appropriate educational services be provided to all handicapped children. For some visually handicapped students, this includes orientation and mobility training. This study surveyed the 50 State Departments of Education on the status of orientation and mobility, services in the public schools. Findings revealed that, although some states have orientation and mobility services in public schools, a large gap exists between these services and services needed to fully meet the mandate.