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R EPOR T R E S U M E S ED 012 112 EC 000 015 WORK -STUDY FOR SLOW LEARNERSIN OHIO, SELECTED TRAINING MATERIALS FOR USE IN OHIOINSTITUTES ON WORK -STUDY PROGRAMS. BY*-. MILLER, DONALD Y. DANIELSON, RICHARD H. OHIO STATE BOARD OFEDUCATION, COLUMBUS PUB DATE 65 EDRS PRICE MF -$0.18 HC -$4.24 106P. DESCRIPTORS- *WORK STUDYPROGRAMS, *EDUCABLE MENTALLY HANDICAPPED, *VOCATIONALEDUCATION, *CURRICULUM, VOCATIONAL REHABILITATION, PROGRAM PLANNING,PROGRAM ADMINISTRATION, SPECTAL EDUCATION, ON THEJOB TRAINING, PREVOCATIONAL EDUCATION, COLUMBUS THIS COLLECTION OF PAPERSWAS PRESENTED AT AN INSTITUTE AT KENT STATE UNIVERSITY INAPRIL 1964. VOCATIONAL EDUCATION AND WORK-STUDY PROGRAMSFOR EDUCABLE MENTALLYHANDICAPPED PUPILS ARE DISCUSSED IN RELATIONTO THE FUNCTIONS OF THE VOCATIONAL REHABILITATIONADMINISTRATION, THE ESTABLISHMENT AND ADMINISTRATION OF APROGRAM, PLANNING THE CURRICULUM, FORMING COMMUNITYRELATIONSHIPS, AND THE EVALUATION, PLACEMENT, AND FOLLOWUP OFSTUDENTS. EACH OF THREE OHIO WORK-STUDY PROGRAMS (DAYTON,SYLVANIA, AND WARREN) IS DESCRIDED FROM THE POINTS OFVIEW OF AN ADMINISTRATOR,A PRINCIPAL, AND A COORDINATOR.A 58-ITEM BIBLIOGRAPHY IS INCLUDED. (MY) WORK-STUDY FOR SLOW LEARNERS IN OHIO Selected Training Materials for Use in Ohio Institutes On Work-Study Programs Edited by Donald Y. Miller Richard H. Danielson Associate Professor of Special Education Assistant Professor of Special Education Department of Special Education Coordinator of Rehabilitation Kent State University Counselor Training Program Kent State University Prepared under the direction of R. A. Horn Edward Moriarty Director Director Division of Special Education Division of Vocational Rehabilitation Columbus, Ohio 1965 This publication supported in part by a training grant from the Vocational Rehabilitation Administration, Department of Health, Education, and Welfare, Washington. D.C.Contract 9zirmher VRA 65-28. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. CONTENTS Page FOREWORD E. E. Holt, Raymond Horn, Edward Moriarty 5 THE ROLE OF VOCATIONAL REHABILITATION John D. Webster 7 GENERAL PRINCIPLES OF WORK-STUDY PROGRAMS Marvin Beekman 15 CURRICULUM IMPLEMENTATION FOR THE WORK-STUDY PROGRAM Paul H. Voelker 15 THE WORK-STUDY PROGRAM IN OHIO The School Administrator's Point of View William Beitzel 45 Frank Dick 55 Wiley S. Garrett 58 A Principal's Point of View Arne Ho lmbo 63 Franklin H. Laman 67 Erwin Klein 72 A Coordinator's Point of View Hoyt McPherson 75 Maxine Putman 83 W. K. Dunton 89 SUMMARY 93 BIBLIOGRAPHY 101 FOREWORD Vocational Rehabilitation has responsibilityfor serving Ohioans of employableage, handicapped by disability, to the end that they may become productiveand self-sufficient. Public schools in Ohio haveresponsibility for educating Ohio children and youth, and for makingspecial efforts and using special methods to educate those with specialproblems or potentials. "Education," particularlyas it applies to the educable mentally retarded (IQ range 50 -75,) mustbe directed in large part toward the kind of adult adjustment, socialand vocational, which will maximize self-sufficiency. Youth achievestatutory employable age while still in school.Thus Vocational Rehabilitationand Special Education share duty and responsibilityfor serving youth, partic- ularly as such youth approachor achieve employable age. Mental retardation, almost alwayspresent at birth rather than acquired later, gives rehabilitationpersonnel (teachers, teacher- counselors, coordinators, rehabilitationcounselors, and others) the theoretical potential of constructingfor slow-learners the kind of environment, instruction, success-experienceand practice which, lead to positive attitudes, workhabits and work skills crucialto successful vocational adjustment.This theoretical potential be- comes actual fact to the extent that planners andadministrators recognize its worthwhileness, andconvince the general public and its representatives (in Congress,State legislatures, boards of education, etc.) that thought, effort,and dollars shouldgo into it. Work-study appears to bea rehabilitation technique of con- siderable value in many settings, if it ispart of a continuum of special education-vocational rehabilitationservice preceding and following it.In Ohio 340 of 799 school districts haveprograms for slow learners a total of 1,430 classespopulated by 22,000 students.This reflects strong growth .in recentyears.Practically no high school programs for the educable retarded existedin Ohio seven years ago.Today there are 214 high school classesin 125 school districts. Some of these high schoolshave added work-study to these special programs, their studentsspending part of their day or term in real work situationsas part of the curriculum. One of these, generally regardedas highly successful, was a cooperative venture of the Dayton Public Schools, theOhio Division of Special Education, and the Bureau of VocationalRehabilitation. Although 5 supported initially in large part as anExtension and Improvement Project of the Bureau, it is now, in itsfourth year, an integral part of the Dayton Public SchoolsProgram. To increase interest and knowledge aboutwork-study for the educable mentally retarded in Ohio, anInstitute was held at Kent State University in April, 1964,supported in part by a training grant from the VocationalRehabilitation Administration, U.S. Department of Health, Education,and Welfare. With sup- port from the same source, similarInstitutes will be held in March and April, 1965, in other areas ofOhio. It is our hope and belief that such Institutes will strengthencommunication and understand- ing between special education andvocational rehabilitation planners, administrators,and professional practitioners ;foster in- creased use of work-study as aneducational-rehabilitation technique; and thus contribute toward Ohio'ssocial and economic well- being by developing productive,self-sufficient citizens for whom positive labels other than "slow-learner" or"mentally retarded" will become apt and appropriate. Our appreciation is expressed to theauthors of the contents of this booklet, all of whom wereparticipants in the Institute at Kent State University in April, 1964,and who have permitted this publication of their papers as trainingmaterials for succeeding Institutes. We are grateful, too, tothe co-directors of the Kent State Institute, Dr. Miller and Dr.Danielson, who have edited this publication. E. E. Holt Superintendent of Public Instruction Ohio Department of Education R. A. Horn, Director Division of Special Education Ohio Department of Education Edward J. Moriarty, Director Bureau of Vocational' Rehabilitation Bureau of Vocational Rehabilitation 6 The Role of VocationalRehabilitation John D. Webster Consultant on Mental Retardation Vocational Rehabilitation Administration Vocational rehabilitation has becomea social force of meaning and impact inour current society. The public awareness of this and other social forces has itsroots deep in the goals and philosophy of our society. The individualhas become recognizedas unique, to be treated with dignity andto be considered an integral part of the over-allmanpower pool on which we all depend andare a part. Such concepts of need andworth are the keystones to the acceptance of need and the provision ofservice for the physically and mentally disabled people inour society. The assumptions of need and of serviceare at the first glance humanitarian in. nature. However, let us not forget thatrehabilitation is good business and that the Federal-Stateprogram of vocational rehabilitation isan economically sound program. Theeconomic soundness of thepro- gram is inherent in this primary goal: to restore to society and the world of workan effective operating member who will becomea contributor to national economicgrowth. It is also sound in the manifold secondary gains, suchas removing a person from welfare status, assisting a family witha responsibility problem, andper- haps most important givinga sense of dignity and worth toan individual. The above remarks relate toall America's handicappedor disabled persons, rinning thegamut of conditions fromamputa- tion to mental illness and fromblindness to geriatric problems. The list of conditions needingour attention is long and varied. One of the most widespread disablingconditions on the list which urgently needs our attention ismental retardation. Thoseof us who have been personally involvedin this field formany years have seen a radical and exciting changeoccurring. Tenyears ago little interest was shown in mentalretardation on a continuing basis except by a dedicated handful ofprofessionals, andan equally dedicated handful of parents. Fiveyears ago the fulcrum shifted and more people, including professionalsand interested citizens, 7 in theplight of thementally began to show asustained interest of the latePresi- thanks to theexpressed concern retarded. Today, interest of arapidly expanding dent Kennedy,the continuing of thechallenge and theacceptanceby professionals parent group, minority, theemphasis onmental to workwith thisforgotten This positivechange undergoneremarkable change. retardation has out of theattic of oursociety and has takenmental retardation training center,and on the placed it inthe school room,in the rightfullybelongs. job where it so handled and impression

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