The Pre-Vocational Program

The Junior Vocational class is open to all children ages 9-14 with mental challenges but are educable and trainable.

The number of students per class is 4-5, and is self-contained in all skills areas except PE which they do together with the elementary students.

There are two teachers handling the small class.

The following are the skills addressed in this program:

A. Self-help

This is a primary learning task each student is expected to acquire. Self-help skills assist the student to become more independent. Incidentally, they also teach basic routines for self-care and encourage the development of motor functions. The areas covered here are usually referred to as ADL (activities of daily life) and cover the: feeding, dressing, toileting, grooming and hygiene.

B. Social skills

Students with learning challenges and developmental delays have to learn social skills. For most of them, social skills do not normally develop and have to be taught so they can function in the classroom and relate appropriately to their teachers and classmates.

C. Perceptual motor skills

This learning area addresses sensory functions, motor functions and sensory-motor coordination. These skills are necessary for a child to cope with the various motor demands of school work such as writing, copying, sitting, etc. These are: locomotor, nonlocomotor, manipulative, sensory-motor integration and perception.

D. Communication skills: Expressive language

This learning area covers speech, use of language in speaking and writing, and all other skills related to expressing one self.

E. Communication skills: Receptive language

This learning area covers all skills related to “receiving” the language such as understanding the meaning of language manifested in the form of following commands or instructions, reading comprehension and various forms of reading (sight, logo and decoding).

F. Number skills

The number skills given in this curriculum will provide basic and practical knowledge of numbers that the pre-vocational students may use in their daily lives, and in preparation for the vocational program.

G. Thinking skills

Basic thinking skills help develop the child’s cognitive functions and provide the foundation for higher skills such as problem-solving, classification, conceptualization, and metacognition. Though students in the pre-vocational program have been diagnosed with cognitive retardation, these skills will still be introduced in class up to the point when the student has reached his cognitive level. The activities are all worksheets, but the teacher is encouraged to provide other means such as actual objects, or situational learning.

H. Pre-vocational Skills

These are activities and lessons that refine a student’s motor skills in preparation for the vocational program, and eventually and hopefully, in doing actual work when employed. Activities will incidentally develop the student’s dexterity and coordination as well. These Pre-vocational skills focus on sorting, grouping, folding, cutting, cooking and preparing meals.

 

 

Anima Christi Center

             for Learning & Human Development

                                 WE OFFER EDUCATION THAT HEALS.

Since each child is different in terms of abilities, skills, weaknesses and strengths, individualized programs are created for each of them.

An important aspect of the program is preparing them for the vocational program.

Class schedule:

1:00 pm—5:00 pm daily.