Suchergebnisse

Die vorliegende Arbeit befasst sich mit dem Problem des Einsatzes von arbeitsmarktpolitischen Instrumenten zur Verhinderung von Arbeitslosigkeit. Das Hauptziel ist es, das in Österreich bereits seit Jahren praktizierte Konzept der Arbeitsstiftung, dahingehend zu untersuchen ob die Möglichkeit einer Implementierung auch für Deutschland in Frage kommt. Zu diesem Zweck wird im ersten Teil der Arbeit das österreichisch Konzept vorgestellt, sowie die Besonderheiten herausgearbeitet. Des Weiteren wird im Hauptteil untersucht, inwieweit die deutsche Gesetzeslage ein solches Instrument zulässt und ob grundsätzlich ein Bedarf an einer weiteren Maßnahme der Arbeitsmarktpolitik besteht. Abschließend wird ein Modell für die deutsche Modifikation der Arbeitsstiftung vorgestellt, sowie zielorientierte Vorschläge für die Umsetzung präsentiert.

Students with severe intellectual disabilities should be based in the same schools and classrooms in which they would be based if they were not disabled. However, a regular education classroom base in a home school is a necessary, but not sufficient, condition for minimally acceptable education. These students should spend some of their time elsewhere. Nine of many factors to consider when determining the amount of time and the kinds of instruction that should be provided in regular education classrooms and other settings are addressed. The ideological and instructional assumptions underlying the benefits that can accrue from functioning in both regular education classrooms and elsewhere must be realized.

All students with severe intellectual disabilities should attend the schools they would attend if they were not disabled; that is, their home schools. In a home school, each student must have an individualized educational program (IEP) that requires individualized instruction in chronological age-appropriate regular education classrooms; individual instruction on school grounds, but not in regular education classrooms; and individualized instruction in a wide variety of integrated nonschool environments that will actually be used during nonschool days and hours. The resources necessary to develop, maintain, and enhance an array of social relationships with nondisabled peers and others over long periods of time and individually appropriate therapy services are also considered critical components of each IEP. The focus here is whether students with severe intellectual disabilities should be based in special education classrooms or in chronological age-appropriate regular education classrooms in home schools. Ten challenging issues related to these two options are addressed.