Developing and Evaluating Educational Programs for Students by Caroline I. Magyar

By Caroline I. Magyar

Schooling and psychological health and wellbeing execs will welcome the knowledge and assets during this ebook, with the intention to increase the best way they strategy the daunting job of constructing and comparing systems-level academic courses for college kids with ASDs.

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These schools are called industrial, commercial, agricultural or music high schools, and so forth, according to their specialty. In addition in 1993, there were another 32 per cent of schools with some (minority) vocational streams, leaving just over a half of the total number of schools with general academic courses. Rarely do vocational schools offer a single type of course; some provide up to ten different ones. 1 shows how the Ministry classifies them and shows how the pupils are distributed among them.

Rohlen’s Japan’s High Schools (1984) describes graphically the somewhat dispiriting atmosphere of one such school. SPECIALIZATIONS Vocational high school courses are quite specialized. Among the industryrelated courses, the most common specializations are machinery, electricity, electronics, architecture, and civil engineering, but other more specialized courses include: automobile repair, metalwork, textiles, interior furnishings, design, printing, precision machinery, radio communication, and welding.

The establishment of the Integrated Courses, along with the improvement of counselling practices in middle schools (explained in the previous paragraph as a matter of matching the different characteristics of high schools to the ‘abilities, aptitudes, interests and aspirations’ of pupils, not simply of following the imperatives of the ‘mock-test driven hensachi slicing system’ which allocates pupils to schools by measured ability decile) is an attempt to revitalize the vocational high schools. A lot of the pupils now coming into these schools have no personal interest in the school’s particular vocational field; they arrive there as ‘willy-nilly arrivals’, simply as a result of the counselling they have received as to where they will fit in the hensachi slicing system.

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