1TIE Conference on Career Education for Exceptional *Career"Education

DOCUMENT RESUME

D 181 631 EC 122 048

_OTHOR Kokaska, Charles J., Ed._ 1TIE Career Futures for Exceptional Individuals. .NSIIT(JTION Council for Exceptional thildren, Reston, Va. Information Services and.Publicmtions. PONS AGENCY National Inst. of Education (DHEW), Washington, D.C.

D El DATE Feb 79 NYTE 225p.; Selected Papers from CECPs National Topical Conference on Career Education for Exceptional Individuals .VAILABLE FROM The Council for Exceptional Children,Publication Sales, 1920 Association Dr., Reston, VA220914S9.95, PublicItion No. 195)

MoRS PRICE MF01/PC09 Plus Postage. )ESCRIPTORS *Career"Education: Community Involvement: Conference Reports; Counseling: Elementary SecondaryEducation; *Handicapped Children: Inservice Education; Mainstreaming: Program Development; Values; Vocational Aptitude: Vocational Counseling; *Vocational Education

:BSTRACT The 3 selected papers from the National Topical :onference on Career cation for.Fxceptional Individuals are divided into six sectiO is: career education(overview and future perspectives) ;programing and instruction; vocational.assessmentand training; counseling and career information;community involvement; and preparation of training personnel. Amongthe titles anCauthors included are the following: "Career Educationfor Exceptional Individuals: Chqllenges for the Future" (K. Hoyt);"Delivering Career Education ConteSt in Instructional Programs forHandicapped .Students" 1T : Clark) ; "Career'Education Co-Op forElementary Aged Hearing Impaired Children" (J. Richardson et al.): "ExperienceBased Career Education for Mildly Mentally Disabled Students" (C.Larson et al,.); °Career Assessment and AlternativeVocational Services for the Handicapped" (C. Celenta'ho et al.): "An On the JobTraining Program for EmOtionally Handicapped Students" (L.Cormier); "Mainstreaming and Vocational Education" (P.SulliVan and C. Creighton): "Values Clarification Approaches to.Career Colaiselingof Exceptional Individuals and Their Parents" CT.SmoNAdin et al.); "The Guidance Information System: An Innovaiive ToolfOr,Meeting the Career Education Needs of Individuals with HandicappingConditions" (K. Monaco): "Career Education: ACollaborative Planning Process Between. Community and/School". (T. Simek et al.):"PreparinV Vocational Administrators to Work withHandi6apped Students° (C.,Cameron et al.); and "Summary Report for TwoNational Working Conferences on Career De'velopment,for theHearing Impaired" (R. Steffan and J. Egelston-Dodd).(SBH)

Reproductions supplied by EDRS are the testthat can be made

from the original document. . LI DEPARTMENT OP HEALTH. EDUCATION& WELPARE NATIONAL INSTeTUTE OF DUCATION I HO. DOCUMENT HAS SuNReRo Ducts) I RAC TY AS RECEIVED FROm In, PERSON OR ORGANIZATIONORIGIN ATINO IT FoINTS OF %HOW OROPINIONS STATED DO NOT NICESSARIIT REPRE- SENT OT T IC IAL NA I ION14_ INS7I I Li Tr of EDUCATION POSITION OR POL1(

CAREER FUTURES

FOR

_EXCEPTIONAL

INDIVIDUALS

Charles J. Kokaska

Editor

Selected Papers from

CEC's National Topical Conference

on Career Education

for Exceptional Individuals

February 7-9, 1979. St. Louis, Missouri "PERMISSION TO REPRODUCE THIS MAVERIAL HAS BEEN GRANTED BY -'7

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

2 A product of the ERIC Clearinghouseon Handicapped and Gifted Children

Published in 1979 by The Council for ExeeptionalChildren, 1920 Aseociation Drive, Reston, Virginia 22091

Library of CongressNumber 79-91044

Thispublication WAS prepared with funding.fromthe National Institute of Education,US Department of Health, Education, and WelfareundsALcontract no. 400 -76- 111111110119. The opinions expresdrin this report donot necessarily reflect thrositions, or policies ofNIE or HEW. ' Printed in the UnitedStates of America CONTENTS

Preface

Contributors ix A PART I CAREER EDUCATION: OVERVIEW AND FUTURE PERSPECTIVES A

Career Education for Exceptional Individuals: Challenges for the Future,-Kenneth B. Hoyt 3

Career Development for the Disabled: A Prophecy, Edward V. Roberts 9

PART II PROGRAMING AND INSTRUCTION

Delivering Career Education Content in Instructional Programs for 15 'Handicapped Students, Cary M. Clark

Career Exploration for Gifted lind Talented Students: An Investment ?3 in the Future, Nancy Tia Brown and Carolynn A. Crusey

- Career Education for Severely Physically Disabled Students: The Key 32 . to the Future, James S. Cohen

Career Education Co-Op for Elementary Aged Hearing Impaired Children, 39 Janice E. Richardson, Delia NeuMan, and Virginia Johnson

A Career Education Program for Elementary Through Secondary Students, 51 Richard Grybos and Janice Hill

Selecting and Customizing Instructional Materials for Exceptional 55 Students, Carole M. Johnson and Joan Simon Jones

Implementing Individualized, Competency Based Educationfor Excep- 62 tional Students, Susan Reichman and R9sa1ind Eskew

A Research Utilization Model for Career Edecation Progiams, 68 Ray Sankovsky

Experience. Based Career Education for Mildly Mentally Disabled 73 Students, qarl H. Larson, Jan McMahill, and Marvin Lewis

iii 4

PART Iil V0eATIONAL ASSESSMENT AND TRAJNiNG

We're Open for Business: Career Exploration for Handicapped 79 Secondary Students, JoAnn Balmer and John P. Jewell

Career Assessment and Alternative VocationalServices for the 83 Handicapped, Carmen R. Celentano, Diane Sinni, and\Eileen Griffin 6

An On the Job Training Programfor Emotionally Handicapped Students, 88 Laurent R. Cormiet

.An Alternative Approachto Vocational Training of Handicapped 96 Individuals, Elaine A. Beason

Vocational Evaluatiou ina Public School Setting, Gregg E. Muenster, 102 Dennis R. Dorsey, and DennisJ. Buhr

Project HIRE: A Vocational Education Programfor Trainable Mentally 105 Impaired Adults, Lynda Hudson and'Mega Shuler

Mainstreaminglend Vocational Education,Patricia Sullivan and 110 Cynthia C ririgh ton

PART IV COUNSELING AND CAREER INFORMATI6N

Values Clarification Approachesto Career Counseling of Exceptional 121 IndividUals and Their Parents,Ted Smorodin, Judith H. Freund, and Marietta Kehler

A Self Help Career Planning Programfor the Blind, Robert Iteardon, 129 Sandra Barker, Paul White, and ArthurCarlson

The Role of Counseling and Guidance inFacilitating the Career 135 Education Needs of the .Handicapped, John W.Atlas and Harold Weiner

The Guidan& informaion System: An Innovative Tool for Meeting 143 the Career Education Needs of Individualswith Handicapping Conditions, Kathleen M. Monaco

PART VCOMMUNITY INVOLVEMENT

Cotrumer Involvement in Career and VocationalEducation for Handi- 149 !capped Students,, Jane Ann Raieghi

Career EduCation: A Collaborative Planning ProcessBetween Community and School., Thonas S. Simek, PhilipI. Matilsky, and J. Steven Banks

1Mainstreamihg the Handicappedinto Busineas and Industry,-Richard M. 164 . Stone

Mom and DadlCan Help: Parents' Role in-Career Education forthe 169 Handicapped.Child, Stanley F. Vasa, Allen'L.,Steckelberg, and Gary MeErs

iv v) PART VI PREPARATION OF TRAINING PERSONNEL

Effective Mainstreaming: How to Do It! Catherine Batsehe - 179

Preparing Vocational Administrators to Work with Handicapped 183 Students, Carl T. Cameron, Stuart E. Schwartz, James W. Hensel, and Carolyn Bockhaut

Training Vocational Teachers to Work witivii4ndicapped Students in ,189 a Mainstream Setting, John Gugerty and Lloyd Tindall

Project RETOOL: A National Analysis of the State of the Art of 197 Career Education for the'Handicapped, Harcild W. Heller and Jeffrey SChilit

( Career service Systein for Exceptional People:. An Overview, 202' Gordon C. Krantz

An lnservice Model for IEP Development in Career Education for 208 the Mildly Handicapped, Allen A. Mori

Summary Report or Two National Working Conferences on Career 216 Development for the Hearing Impaired, Richard C. Steffan and Judy EgelstonDodd

(.; PREFACE

T6 papers in this volume were selected from the 121 general and small group uessions conducted at the Nation.al Topical Conference on Career Education for Exceptional Individuals which was sponsored by The Council for Exceptional Children in St. Louis, yassod-ti, on February 7-9, 1979. Approximately 18 separate themes were represented.at the Conference. This diverse array of topics was organized into six sections: Overview and Future PerspectiVes, Instruction, Vocational Assessment and Training, Counseling and Career Information, Commun- ity InvOlvement, and the Preparation of.Training Personnel. Editorial expediency determined the choice of the sessions included in this book.' Many valuable panel, workshop, and "cracker barrel" sessions.could not be readily adapted to print. Materiiils that,are available in government reports and through commercial sources were not considered for inclusion. The reader may identify some 'gAps in the coverage of topics related to career education for exceptional individuals.These openings are due, in part, to our inabilit)) to transfer every discussion or presentation to the printed word.-However, it Aso representslegAimate weaknesses in the state of the art. The field of career education is young and Its extension to all exceptional learners has yet to be realized. In essence, the continued expansion of career education and the refinement of programs.and techniques for exceptional children, youth, and adults were the motivating forces behind the Conference and-this volume. A speCial word of recognition and appreciation must be extended to Dr. Donn Brolin, University of Missouri-Coldmbia, and Angeline Gialas, Assistant Executive Director of Conventions and Training, The Council for .Exceptional Children, who organized and.directed the numerous sessions, committees, volunteers,and activities that are vital to the success of a national conference. This publication would not be possible without their efforts. ,. Finally, June B. Jordan,Editoi in Chief, and Charlotte Hawkins-Shepard, Education Specialist, both of the Publications Unit, The Council for Excep- tional Children, are to be commended for their support and critical assistance In making this collection a reality.

Gharies-T. Kokaska California State University, Long Beach.

. November 1979" CONTRI BUTORS

JOHN W. ATLAS, Assistant Professpr of EducatiOnal Guidance and Counseling and Human Resources Development, Oakland University, Rochester Michigan

JOANN BALMER, Site Manager for Project Occupational ACTION, Tacoma Public Schools, Tacoma WashingtOn

J. STEVEN BANKS, Director of Special Education, Montgomery County Intermediate Unit #23, Norristown Pennsylvania

SANDRA BARKER, Associate Educational Development Specialist, Appalachia Educa- tional LaWatory, Charleston West Virginia

CATHERINE BATSCHE, Dissemination Coordinator, Handicapped and Disadvantaged Project, Illinois State University, Normal'Illinois

% ELAINE BEASON, Assistant Professor of Education, Special Education Program, Fort Hays State University, Hays Kansas

CAROCYN BOCKHAUT, Assistant Professor, Department of Special Education, University of Hawaii, Honolulu Hawaii

NANCY TIA BROWN, Project Specialist, Career Exploration for Gifted/Talented Junior High Scheol Students, Career Education/Gifted Education, Jefferson County Public Schools, Lakewocid Colorado

DENNIS J. AUHR, Assistant Supervisor, Job Placement, Special School District of. St. Louis County, Town and Country Missouri

CARL T. CAMERON, Assistaut Professor, Department of SpecialEducation/Department of Practical Arts and Vocational Technical Education, University of Missouri- Columbia, Columbia Missouri

ARTHUR CARLSON, Field Representative, Florida Commisaion on Human Relations, TalIthassee Florida

CARMEN R. CELENTANO, Director of Secondary Programs,Area Cooperative Educational SA-vice, New Haven Connecticut

GARY M.'CLARK, Professoi of Special Education, Department of SpecialEd4cation, University of Kansas, Lawrence kansas

ix 1 JAMS S. COHEN, DirectOr of Career Ellucation, Human ResourcesCenter, Albertson New \ark

'LAURENT R. CORMIER, Educational Program Coordinator,Vocational/Special Needs, Keene State College, Keene New liampahlre

CYNTHIA CREIGHTON, OTR, Coordinator, Adapting VocationalEducation for Handicappers (AVEH) Project, Capital Area CareerCenter, Mason Michigan

CAROLYNN A. CRUSEY, Project Specialist,Career Exploration for Gifted/Talented Junior High School Students, Career Education/GiftedEducation, Jefferson County Public Schools, Lakewood Colorado

DENNIS R. DORSEY,-Assistant Supevisor, VocationalEvaluatIon, Special School District of St. Louis County, Town and CountryMissouri

JUDY EGELSTON-DODD, Coordinator, Model Secondary School fOr the Deaf/NTID National-Project on Career Education, National TechnicalInstitute for the Deaf, Rochester Institute of Technology, Rochester New York

ROSALIND ESKEW, Business Education'Teacher, SarasotaCounty Student Center, Sarasota Florida

JUDITH H. FREUND, Assistant Professor, University ofArkansas, Little Rock Arkansas

EILEEN GRIFFIN, Supervisor of Vocational Evaluation, Area CooperatiVeEducational Service, New Haven Connecticut

RICHARD A. GRYBOS, Supervisor of Special Education, BOCESMonroe #2 Orleans, Spencerport New York

JOHN J. GUGERTY, Inservice Training Specialist,University of Wisconsinr Madison

'Wisconsin '

1IARO4D W. HELLER, Dean, College of Human Developmentand Learning, University of Nofeth Carolina-Charlotte, Charlotte North Carolina

JAMES Wo HEUSEL, Professor, Division of Vocational, Technicaland Adult-Education, University of Florida, Gainesville Florida

JANICE HILL, Elementary Instructional Specialist, BOCES Monroe #2 Orleans, Spencerport New York

*KENNETH B. HOYT, Director, Office of CareerEducation, USOE/HEW, Washington DC

LYNDA HUDSON, Vocational Education Coordinator,Oakland Training Institute-- Lamphere, Madison-Heights Michigan

JOHN P. JEWELL, Director of Special Education,.EducationalService District #1234 Walla Walla Washington

VIRGINtA JOHNSON, PlanningSpecialist, Kendall Demonstration Elementary School, Outreach Unit, Washington DC CAROLE M. JOHNSON, was DirectOr of the Career Education Project, The Council for Exceptional Children, Reston Virginia

JOAN SIMON JONES, Program Assistant, National Center for Research in Vocational Education, Washington DC

MARIETTA KEHLER, Resource ConsultAnt, Pulaski County Special School Dfstrict, Arkansas

GORDON C. KRANTZ, Educational Consultant, Minneapolis Minnesota

CARL H. LARSON, Project Director, ERCE-MD Program, Iowa Central Community :College, Fort Dodge Iowa

MAIIVIN LEWIS, Field Supervisor, EBCE-MD Program, Iowa Central Community College, .Fort Dodge Iowa

PHILIP I. MATILSKY, Program Coordinator, Department of Mental Retardation, Career Education Coordinator, Montgomery County Intermediate Unit #23, Norristown Pennsylvania

JAN MCMAHILL, Program and Training Coordinator, EBCE-MD Program, Iowa Central Community College, Fort Dodge Iowa

GARY D. MEERS, Associate t.ofessor, Special Vocational Needs, University of Nebraska-Lincoln, Lincoln Nebraska

KATHLEEN M. MONACO, Coordinator, Guidance.Information System, Time Share Corporation, West Hartford _Connecticut

ALLEN, A. MORI, Associate Proeessor, Department of Special Education, College of Education, University Of.Nevada-Las Vegas,- Las Vegas Nevada

GREGG E. MUENSTER, Admlnisttative Assistant for Career Education, Special School District of St. Louis'County, Town and Country Missouri

DELIA NEWMAN, Project Coordinator, National Center for Research in Vocatiorial

Education, Washington DC .

JANE A. RAZEGHI, Education Coordinator, American Coalition of Citizens with Disabilities, Washington DC

ROBERT REARDON, Associate Professor and DirectOr of the CurricularCareer Infor- mptibn Service (CCIS), Florida State University, Tallahassee Florida

SUSAN REICHMAN, Evaluation Specialist, Lamar University College of Health Sciences, Beaumont Texas

JANICE RICHARDSON, Special Assistant to 'Educational Technology Pre-College-, Programs, Galfaudet College, Washington DC \

EDWARD V. 'ROBERTS, Director, California Department of Rehabilitatton, Sacramento California

RAY.SANKOVSKY, Associate Professor, Center for Vocational and Adult Education, Auburn University, Auburn Alabama

t) JEFFREY SCNILIT, Chairperson, Department of Exceptional Student Edumation, Florida Atlantic University, Boca Raton Florida

STUART E. SCHWARTZ, Associate Professor of Special Education, University of Florida, GainesN4lle Florida

SHEILA J. SHULER, Vocational Education Coordinator, Oakland Training Institute-- Lamphere, Madison Heights Michigan

THOMAS C. SIMEK, Supervisor Special Education,'Director -- Project PISCES, Montgomery County Intermediate Unit 1/23, Norristown Pennsylvania

DIANE SINNI, Coordinator, Alternative Vocational Services, Area CoOperative Educational Service, New Haven Connecticut.

TED SMORODIN, Associate.Professor of Education, St. Louis Universi6,, St. Louis Missouri

ALLEN STECKELBERG, Career Education Project,'Depariment of SpeCial Education, University of Nebraska-Lincoln, Lincoln Nebraska

RICHARD C. STEFFAN, JR., Assistant Director of Education, Model Secondary School for the-Deaf, Gallaudet College, Washington DC

RICHARD M. STONE, General Personnel Supervisor,44ichigan Bell Telephone Co., De- troit Michigan

PATRICIA SULLIVAN, Supervisor of Curriculum and Instruction, Capital Area Career Center, Mason Michigan

LLOYD W. TINDALL, Pro ct Associate,Univewsify of Wisconsin, Madison,Wisconsin

STANLEY F. VASA, Associ4cte Professor,Department of Special Education, University of Nebiaska-Lincoln, Lincoln Nebraska

HAROLD WEINER, Assistant,Professor of Special Education, Oakland University, RoChester Michigan

PAUL WHITE, Directo, Career Services Center, Lincoln University, Lincoln University PennsyllYthia PART I

Career Education:. Overview and Future Perspectives CAREER EDU?ATION FOR

EXCEPTIONAL INDIVIDUALS :

CHALLENGES FOR THF.; FUTURE

Kenneth B- Hoyt

The 11 institutes and 118 program home/family sttucturg and the business/ sessions associated with this con- labor/industry community addressed as ference have clearly demonstrated major topics on the agenda. All of the need\for, nature of, and perti- these things stand as clear evidence

, nent methodology foi delivering ef- that CEC is, indeed, talking about feetive career education to excep- true career education. tional individuals. The substantive The single most positive thing content of this conference repre- about these program', in my opinion, sents a quantum leap in knowledge is that they represent a good mix over that found in 1973 when The between special education and career Council for Exceptional Children education. The dual commitment repre- (CEC),.working cooperatively with sented by experts in special education- the American Vocational Association, dedicated to learning more about career sponsoredrits First National Confer- education coupled with a commitment by ence on Career Education. Much of experts in career education to learn Che,credit for this belongs to the more about specialecacation is, to CEC lèadership. No professional me, 'the greatest strength of the con- . aSsociation has exhibited a greater ference and our best hope for-still sustaining commitment to career edu- greater progress 'in the future. I would like to It is the future of career education thari CEC. , express my personal gratitude to and cation for exceptional individuals respect fOr the significant conttibu- that I have been asked to address., I tions The Council for Exceptional want to do so from three perspectives: Children has made to enhancing both (A) basic emphases in career educa- the conceptualization and the ef- tion.for exceptional children that fective delivery of career education. must be highlighted; (B) the Poten, I am pleased that topics in- tial of career education for serying cluded in this effort have ranged as a vehicle tor meeting the needs of from -the early.elementary school exceptional individuals; and (C) years through the secondary school current and projected commitments of and college setting all the way to .the Office of Career Education (OCE) the adult learner. I am also pleased to this important effort. to,notelthat among the,topiss con- 'sidered some attention has been de- BASIC ELEMENTS IN THE CAREER voted- to providing career,edu6ation EDUCATION CONCEPT 'for gifted and talented persons is vAgil as for persons with handicaps. The future of career education for wgb, too, am I pleased to see the exceptional individuals will, to a

(7'-'47 1 3 laige degree, be determined by the education setting also carry fhis extent to which professionals in responsibility. It is essential that special education recognizer endorse, this most basic challenge of,career and implement each of the basic ele- education be understood and accepted ments in the career education concept. by those in special education. Of all such elements that could be named, there are-five thatare espe- Approaching Educational Change cially crucial. Career education shouldke delivered Extending the Coals.of Education through a "drawing out,"mwnot an "adding on" approach tef educational change. Career education calls for extending Career education seeks to build no tile goals of educationas preparation empire of new courses, curricule, for work beyond vocational/occupational buildings, or specialists at the class-, education. As(vocational educattOn's room level. Rather, itroperates from emphasis on pr4viding persons with a fundamental assumption that the specific marketable entry levelvoca- basic skills it seeks to impart are tional skills becomesmore and more already an inherent part of the total necessary, it becomes less and less curriculum. They can be effectively sufficient for'today's population. In delivered by simply drawing out what is addition to such specific entry level already present but currently under- vocafilonal skills; persons increasingly emphasized in many classrooms. need career education skills that will This means that if effective enable them to adapt to the change in career education is to be delivexed to the occupational society. Such skills exceptional individuals it will be include (A) the basic'academic skills; accomplished primarily through the (B) good work habitl; (C) personally efforts of professionals in special meaningful work values; (D) an under- education, not specialists in career standing and appreciat4on of the,pri- education. Specialists in career edu- vete enterprise system; (E) self under- cation will play a facilitative/ standing and understanding of educa- resource role but the prime delivery tional/occupational opportunities; agent for career education gill be the (F) career decisionmaking skills; (0 classroom teacher. Thus, the future of job seeking/getting/holding skills; career education foi exceptiOnal A (H) skills in making productive Ne of individuals is largely in the hands of leisure time; (I) skills required for classroom teachers in special educa- combating bias and stereotyping as tion. deterrents to full freedom of choice; and (J) skills required for humanizing Fusing the Career Development and the workplace for oneself. These are Teaching/Learning Processes the skills career education seeks to impart. The career education concept repre-

' If such skills aie to be imparted sents a fusion 'of the career develop- to exceptional individuals as wellas' ment process and the teaching/learning others, then this effort must start no process. The career education effort later than theTheginning of elementary, is organized around the career devel- education and extend throughout all of opment process but it is delivered, to adult education. The special education a large extent, through the teaching/ teacher in ih elemen,tary school setting learning process. In fts delivery has fully as much 'responsibility for career education asks classroom implementing career education as does teachers to increase educational pro- his or her counterpart in the secondary ductivity through (A) showing students school. Individuals charged with meet- the importance of subject matter by ing the neeas of .exceptional individuals seeing how it is needed in work; (B) in the college/university and the adult providing a positive climate of

4 1 4 f rewarding work done by the student in those pereons who cannot meet this need the classroom; (C) adding variety to through the occupationsIthey find in the teaching/learning process by using the world of paid employment. the resources of the broader community; This means that teachers of_ and (D) emphasizing and rewarding the exceptional individuals must extend practice of good work habits. Tt is their'thinking about career educatIon important to understand that, in a far beyond the world of paid employ-

' generic senbe, these are the four ment to the total lifestyle of the basic approacheS taken by industry to perSons bOng served. The prime increase industrial productivity. emphasis mnst be on the individual, Career Iducation simply seeks to adapt not on the narrow_yorld of the occupa- them to the classroom.in an effort to tional sodiety.(, The\future of career increase educational productivity. education for excaptAonal individuals The basic approach to delivering will be greatly affe-Cted by the extent career education through the teaching/ to which this concept is accepted and learning process is at least as appli- implemented by professionals in the cable to the teacher of exceptional field of special education. individuals as it is to any other teacher. The extent to which this Making Career Education a. Cquinunfty approach to teaching is applied to Effort exceptional individualslwhether they be mainstreamed or in a special set- Career education is a community effort, ting--will, to a large degree, deter- not simply an effort of the formal mine the future effectiveness of education system. The expertise re- cafeer education for exceptional in- quired for the effective delivery of dividuals. career education is found, in part, in the business/laborfindustry/government Defining the Word Work community, not in the edtication system alone, ln addition, the career educa- The career education concept operates, tion concept asks those who study it at a bedrock level, with a humanistic to recognize that the education system definition of the word work. -The word is but one among several community work as it is used in career educe- elements that act as delivery agents tion refers to the need of all human for career education:Both the respon- beings to do,to accomplish, to sibility and the accountability for achieve. It is the need to be someone career education must extend beyond through knowing that one has done some- the formal education system to the thing; the need to know that one is broader community. needed by someone else for what one In addition to the business/ can contribute. Former President iabor/lndustry/government community, Lyndon Johnson put it well when he said the home/family structure must join "To hunger for use and to go unused with the education system in a represents the greatest hunger of all." collaborative effort to deliver effec- , Thus, those who accept career education tive career education. This means that must recognize that it extends far specialists in the education of excep- beyond the world of paid employment to tional individuals must be willing to include stich areas as volunteerism, endorse and to participate in career unpaid work of various kinds, work in education as a collaborative community the home/family structure, work per- effort and to-share the authority, formed in productive Use of leisure as well as the responsibility, for time, and even the work of the student that effort. Career education cannot in the classroom. Career education's hope to succeed if it operates in an basic commitment ls to meeting this isolationist.framework within the human need for work somewhere in the formal education system. The future individual's total lifestyle--even for of career education fOr'exceptional

5 individuals will be heavily dependent career education seeks to impart. -I on the degree to which this concept is can only hope that this will become a accepted and implemented. reality in the near future. Each of.these five elements has Second, career education holds been we4.1 111ustrated in mo're than one high potential for use in special of the programs included in this con-. education'a current efforts aimed to- ference. I emphasize-them here not ward mainstreaming exceptional indi- because they are new but simply viduals into regular classrooms. It because they represent:the basic is a clear way of,showing regular elements that will determine the fu- classroom teachers' needs shared in ture of career education for excep- common with exceptional individuals and tional individuals. There is much to other individuals in the classroom. be done before they are e1ther under- Moreover, it holds high potential for stood or 'acce0ed by many profession- use in helping regular cl#ssroom als in special education. The teachers to overcome biases and stereo- challenges are.clear. typing problems they may have with respect to exceptional individuals. CAREER EDUCATION: A VEHICLE FOR USE When the exceptional individual is BY SPECIAL EDUCATION allowed to experience success through a career education activity, part'bf It is easy to see why career7 education that feeling of worth extends to the

advocates welcome the eddorsement And . teacher as well as to 'the person in- participation of professionals in volved. When regular classroom special education in the career educa- teachers study the career implications tion effort. The future of career of their subject matter for exceptional education will depend heavily on the individuals, they are certain to learn extent to which those in special educa- things that will help them better un- tion recognize antuse career education derstand and appreciate the potential as a vehicle for Aeeting their own pro- contributions such individuals can fessional responsibilities. I would make in the total society. The use like to outline three basic reasons why of exceptional individuals as career professionals in special education role models may be as important for should seek to use career education as the education of the teacher as.it IH a vehicle for accomplishing their goals. for the students. In all these ways, First and most important, the career education holds high potential career education delivery system is for,serving as a vehicle for over- badly needed by exceptional individuals. coming bias and stereotyping in the The human need to find personal meaning regular classroom both on the part of in and rewafds from work as part of regular teachers and on the part of one's total lifestyle is certainly as other students. The potential of basic to excseptional individuals as it career education in this regard has, is to all others. This includes, but to date, been greatly underused. is not limited to, the need to find Third, career education holds meaning, success, and satisfaction in equally high potential for serving work performed in the.world of paid as a vehicle for reducing bias and employment. _The adaptability skills of stereotyping of exceptional individ- career education may be e'ven more cru- uals on the part of both their parents cial to the career success of many and the business/labor/industry/ exceptional individuals than are the government community. If mainstream- specific vocational skills they acquire ing is followed, resource-persons from in the formal education system. I can- the business/labor/industry community not,imagine a truly Meaningful individ- will encounter exceptional individuals ualized edueation program (IEP) for in almost every classroom. They will exeeptional,Individuals that does not be forced to think of ways in which include an emphasis oi1 such persons could participate in the

,6 part of the occupatIonal society they exceptional individuals--one for represent. Regular teachers should perpons with handl aps and the take their students on field tripS and other for gifted anI'\db talented in- encourage them to engage in "shadow" dividuals. Of tll approximately $40 work or internship experiences in the million available for use in the world of paid employment. ,Provisions total career education demonstration will obviously have to be made for effort, more than $3.5 million has exceptiona4 Individuals as well as for been ulsed in these two categories. all others. At the very least,' this This includes a total of 38 grants will result in increased awareness of, and contracts, many of whose project and attention to, architectural barri- directors have4,-- been included as pre- . ers found in the occupational society. senters at tbis conference. The At best, it will serve as an effective second largest contract ever issued vehicle for reducing bias and stereo- by OCE was in the apea of bias ancr typing among employers as well as stereotyping and is currently in among regular clmAroom teachers. operation. Staff members froPtnOd The whole toe of bias and have participated in A wide variety stereotyping is inextricably tied to of national and state conferences the career-education concept. Those "concerned with career education for who use the career education effort as exceptional individuals. These ef- . a vehicle forlhercoming bias and forts have added to the $3.5mil1ion stereotyping should find it to be ef- figure 'mentioned earlier. fective. Because the concerns of The Rost significant action ofcareer educaYlon apply equally as the Office of Career Education, how- well to exCeptional individuals as ever has been our effort to infuse an they do to all others, it is a po- emphasis on providing effective career tentially powerful vehicle.#41 would education for exceptional inclividuals hope that it is sp recognized by pro- within all grants funded by OCE. fessionals in special education. There is no current OCE project director who has not been in attendance at

OFFICE OF CAREER EDUCATION'S COMMITMENT . a special workshop aimed at the poten- TO EXCEPTIONAL I,NDIVIDUALS tial of career education to reduce bias and stereotyping. Each of these The first piece of career education project directors has been given a legislation enacted by the Congress-- resource handbook (Newell, 1978) that Public Law 93-380, Section 406, Career specifically addresses methods and Educatilon--called for a special empha- resources.ayailable for use in provid- sis on career education for persons ing effective career education for with handicaps. The newest federal exceptional individuals. In short, legislation for career education-- we in the Office of'Career Education Public Law 95-207, Career Education have been engaged in a serious and, in Incentive Act--carries that emphasis my opinion, significant effort to still further. There is no doubt mainstream ihe topic of career educa- that te Congress has intended from tion for exceptional individualssinto the.tiginning that career education. every project we fund.. This effo4, efforts should include a conscious coupled with the specific demonstra- emphasis on meeting the career education efforts mentioned earlier, means tion needs of exceptional individuals. tha4'wellover 10% of the total OCE Operating under P.L. 93-380 for effort has been, and continues to be, the last 4 years, the Office of Career Oevoted to providing career education Education (OCE) has made a.aonscious for exceptional individuals. effort to meet-this Congressional This should not be taken to mean mandate. Of 13 categories used for that we think we have done enough. funding grant proposals, 2 have been Our hope is that, in the future, we specifically directed tOward can find an increasing number of ways

7 in which our efforts can be-linked with those ofspersons whose primary concerns lie in serving the needs of exceptional individuals. Our specific efforts in this area will be increased )11 if we have the funds available for doing so. We hope to be able to de- vote far greater-effort to providing assistance to others who are also committed.to this area.

CONCLUDING REMARKS

The need for career education for exceptional individuals is undeniably real-.-and growing bigger. Thaf-need will never be met through the efforts of the Office of Career Educationor by the small band ofcareer education specialists that now exist in varibus parts of the nation. To even pretend to take this route would be antagonis- tic to the nhture of thecareer education concept. That is, career education is an effort that seeks to be delivered through existing programs and personnel, not through creation of a new special "empire."The Juture sof career education forex- ceptional individuals is largely in the hands of professionals in the field of special education. In my A opinion, that is the way it should be.

REFERENCE

Newell, T. Career education for handicapped learners: A guide to

\ materials and techniques for adaptation. Washington, DC: Department of Health, Education and Welfare, Office of Education, Office of Career Education, 1978.

8 z r- CAREER DEVELOPMENT FOR THE DISABLED: A PROPHECY

Edward V. Roberts

It was only a few years .ago that people age, when I went, in about 4 days, like myself and many others In the from an aspiring athlete to a helpless audience were considered objects of cripple. We know how, devastating that charity. In many ways we were lucky can be for individuals and for their if we obtained the kinds of services parents who cannot know the future. I we needed to become part of the main- look back to the tline when my greatest stream. But as you all know, that is fear was what would happen when my fundamentally changed and we can talk parents died. Their greatest fear was now about basic human rights, and the exactly tie same thirig. I remember right bE people with disabilities to the doctoi tei11n my mother that I be a part of this community and every would be no hing more than a vegetable.' other community in this country. That We knoiè that disability is not fundamental right is a key to my future the overriding factor, but instead.it and to the futures of all people with is a motivation. It is believing in disabilities. Without that right and yourself and having people around you the hard work of organizations like believe in you, such as teachers who The Council for Exceptional Children know that if they have the right kind and the independent living movement of skills and knowlehge and a basic we would not have such a bright belief in you, that nothing is going future to look forward to. We must to stop you! No barrier, whether it also recognize that even though we have is a 3 foot ramp to get on to the won Basic civil rights and new mandates podium, a communication barrier for a for deinstitutionallzation and main- deaf person, reading for a blind streaming, we still have a long way person, or a barrier imposed by atti- to go. tudes about people who are labeled And just as vie are gaining these retarded, can stop that motivation. rights, we are entering an era of We know note that.we concentrated limits -- the era of Proposition 13. But too much in the past on segregation with the movement of millions of young and on trying to fulfill one need, the 'people with disabilities into our physical need. We, in fact, lost peer schools and into our communities to support. We lost so many other factors take their place wiih their peers, in terms of socialization, which is a we can begin to see a positive future, critical element in how well young one where each person has a right to people with-disabilities are going to develop his or her own potential, what- the future. As we think ever that is. about career education; we have to We know now that so many of the find innovative ways of.bringing more old attitudes caused people to feel people into contfct with their peers. such hopelessness. I remeTber the We need to find ways of assuring attitudes that I faced at 14 years of that teachers and professionals in

9 special(education, vocationaleducation, In a negative way, you cansay a person vocational rehabilitation(people like is weird or different; in a positive all 'of us here today)come together as way, you can be a celebrity. You might leaders andpave the way for the future. as well make it a positive way or you We must not bm discouragedby this lack will remain a shut-in. There wAre of funding. Funding is a matter ofpri- people around me who encouragedme to orities and alsoa matter of power., You begin to come out. They cajoled meqn must begin to think aboutour poteptial a way. From that time, then,I was constituency. Not only the parents of beginning to recognize that I hadsome 35 to 50 million peoplewith disabili- choices, and that to get anything, ties, but teachers andprofessionals had to learn how to take risks. In our field, havea profound impact on R.isk taking Is something that too the future. This constituencycan many young people with disabilities asure that every youngperson with a are sheltered from, for a variety of disabiliry is ableto achieve his or reasons. Young people with disabili- her own potential. ties often do not learn how to take When I go out and talkto leaders that next risk. I remember when I in business and industry,I do not talk was at the University of California in about weakness and sickness. There are Berkeley and Ifell in love. It became plenty of people inour society who are incredibly inconvenient to have to ready to portray the disabledas sick, take an attendant with me everywhere. weak, helpless, or unable. I talk I had been told for years 'that I could about the strengths. Those of you who not drive a power wheelchair, that I have watched ayoung disabled ch d in was too severely disabled. But I a family situation know. how that mole decided to take the risk because I had family revolves around thatchild, and a lot at stake. I crashed in the how a child thatIs assertive can beginning, but then I learned how, with manipulate the family. That is the some help, to set up the system. Each power of disability. Such strengths! of us takes risks every day. When we We need to capitalizeon those go out and step into our automobiles, strengths. We need to learn how to we are taking the risk of being either build on the strengths peoplehave dead or disabled. when they come tous. I have probably It Is important that we prepare hired and trained 50to 100 personal our society for the entry.of'millions assistants in my 25years of being a of young people with disabilities. disabled person. I am a good personnel With what we are doing here, and the manager right now. I know how to re- leadership we provide in our communi- cognize people thatI might need ana ties, we are not only preparing the that might be good forme. We need to future for ourselves, but also for learn to buildon these kinds of skills many others who will follow. Each per- and to recognize themas real strengths. son not only has the right to fulfill In terms of my owncareer develop- his or her own potential, but also to ment, one of the things that helpedme 'take risks, to be an integral part of the most was thatI was not segregated. school and community, and to choos6 Our school system in Burlingamedid not early what to do with life. With have separate schools. They had to people around as role models, young figure out a way toget me from my people with disabilities begin to see bed as a literal shut-sinto rebegin my things in different perspectives. education. I hadto overcom$ the fear We might start trying to encour- of going out and having peoplestare at age people with disabilities to me because I was different. Then, in consider teaching as a vocation. It my senior year of high school, I dis- is important to encourage those who covered it is not too badto have are interested to think about working people stare at you. You calltat in the helping professions. Nothing in a negative way,or a positWe ay. helped me more than to work with other

10 At

people with .disabilities. some tp I n gs- oround. I think the next 10 years are As you may know, we just passed' going to be the most exciting in the what I consider a revolutionary history of this whole field. And the amendment tio the Rehabilitation Act of next two or three are gotng to be cru- 1973. Thls legislation,.Public Law cial in terms of assuring that our 95-602, Antainn a 'new program for political leaders set'a priority for comprehensive services; which 4s really thi group. "Another name for independent living: It is the schools that will( become I am personally very committed to the the primary resource for vocdtional whole area of helping create environ- "rehabilitatiOn programs. It is through, ments where young people with disabili- all of you and through the school sys- ties will not have to experience tems that young people can be given "heavy".feelings about theNselves, the kind of experience that most of feelings of inadequacy, of being left their peers have. Career development out. It is through a system that deals and work experience are critical and with the whole person, family, and mdst go along with academic training. community that we will see a change in Young people with disabilities must the "image of weakness." have a chance to experience varying We have moved a long way in the kinds of professions, as do other last 20 to 30 years. We recognize people in our society. that people have limits, but that we One area we have barely begun cannot define those limits per person. to tap is the use of funds from the If there is anything I learned about Comprehensive Employment and Training in.my own life, it was this whole issue Act (CETA). Our schools can really of limits. So many times I was told use CETA Money in a way that would be that I could not do this or that. I extremely helpful and productive.in was even rejected by the very depart- getting work experience for young mentI now direct. I was told that I people with disabilities. was too disabled to work. It is an I personally am working very hard irony. to see that all the varying systems But we do not need to look back. that come in contact with young people We need to look ahead together. I with disabilities work closely together. would hope that In the next few years we Not only'are we going to have to run a can once again show that through

tight an.4 lean ship, but as a group , organizations like CEC there is nothing and ay'lders in our communities we we cannot do. are going to have to demonstrate the We believe that there are thou- effectiveness of our approaches. I sands of disabilities that we could think we have.come very far with the prevent. Together we continually need systems we have built, but ie is poss- to emphasize prevention,. When dis- ible to build on them further. ability does occur, we can minimize

. My dream is a continuum of servi- the effects of the disability and ces.- Some people call it integrated maximize the person's ability. We services, but there are other names for can help shapeand let them shape it. This can happen if,we work toge- their own lives, and we must do it as ther and support each other. a team. All too often I have-heard groups There is little doubt in my mind such as teacher's groups expressing ehat Chis next generation of young real fears and no answers. No one people is going to fulfill our prophe- is.saying;_"Hey, here is a way. Here cy. If we believe in ealh one of is a way.t6 get some money. Here are these young people and in ourselves, some new techniques to try." I would the future is going to work for us. hope that with the leadership of this We will get the results that we need. organization and of vocational rehabil- Teachers will get the kind of training itation that we will be able to turn that they need. There will be aides p.

in schools so that young peoplewho need special attentioncan get4it. ,That is my vision, and Ihope lt is your vision. Together we can make it _ possible.

-1

DELIVERING CAREER EDUCATION CONTENT IN INSTRUCTIONAL

PROGRAMS FOR HANDICAPPED

STUtENTS

Cary M. Clark

Since the 1930's there has been a group The models are similar and highly in the field of art that has followed compatible. Both make an obvious the notion that form follows function. case for an expanded view of career This means that if one wants to fashion education beyond the typical focus on a cup, a vase, or a pot, one must know occupational awareness, exploration, who will be using the object and for and preparation--the conventional what purpose. Since the field of view. education is probably more related to art than science, this notion has some THE CLARK MODEL relevance as the current problems and issues of educating children and youth The Clark (1979) model is presented are considered. It is particularly in Figure 1. The focus on the function appropriate in special education today of career education is clearly based as the pressures of meeting mandates on the-four content area components and avoiding litigation are dominating designed for kindergarten through professional educators' efforts to 12th grade. function. Under such pressures, the Part of the consideration, and tendency isa, to losct sight of "function" ultimately the acceptance, of a and reach for any "form" available. functional model depends upon what In the context of delivering basic assumptions are made to career education content to all handi- support the model. The assumptions capped students (kindetgarten through that are made in support of the Clark 12th grade) function relates to purpose, model are based on those presented in direction, and content of career educa- Clark (1979) and include the following: tion. Form_relates to approach and environment or administrative arrange- 1. Career education is for all persons ment. --young and old, gifted and retarded, mildly and severely handi- FUNCTIONAL MODEL capped, males and females, the poor and affluent, and all races and If the concept form follaws functiOn has ethnic groups. relevance in the context of this problem, 2. One's career is a developmental professionals must start with a planned, process and is subject to planning, deliberate decision on what constitutes programing, and change. the appropriate function in career 3. The nature of our society demands education for the handicapped. Cur- that'careex education consider.a rently, there are at least two models variety of work values rather than that can serve as a function model a single work ethic. (Brolin & Kokaska, 1979; Clark, 1979). 4. Career education is concerned with

15 24 FTGURF 1. A School-Rased Career Education Model for the Handicapped

Adult and Continuing Education

10Exit for Professional Job

/I Exit fof Professional, Four Year IP' Managerial, or Specialized Job University or Colleg Exit for Specialized or ml 40. Technical Job a Junior/Commufl:ostsecondary. nity College Training Community or Technical Edtication (Re)habilitation 11. Exit for Entry Level J Facility / 1 +Exit for Entry Level, Sem r i I College ocational/ Cooperative Work Skilled, or Specialized J. Prep/ Technical Education Evaluation/ _ 7-12 General d / 0r or or Education ine Airts Work-StudyWork Ad-*Exit for Entry Level Job a catiolihr4rogra ustmel

Exit for Entry Level Job if Necessary

K-6

9 16 protecting each developing person's ocoupational alternatives. freedom to make choices and deci- 5. Help pupils acquire cognitive and sions while, ht the same time, psychomotor skills needed for or assisting him or her to know what to actual job'aad/or daily , the alternatives are. lelatedlying performance. 5. Significant deprivation in any 4. Useor d6vise methods and materials aspect of human growth can affect designed to help pupils understand career development. and appreciate the career develop- 6. There are Any historical and current ment implications of whatever

limitations imposed by society upon . subject matter is being taught. the life career development of the 7. Us'e career oriented methods and handicapped. materials in the instructional pro- 7. Any person choosing to participate gram, where appropriate, as one as a producer or consumer in today's means of motivation for learning. complex and rapidly. changing world must possess adaptability skills. FORM 8. Career education for Rhysically and/ or mentally handicapped individuals At this poiut, form or delivery should differs significantly enough from be considered. Again, it is highly that for.the nonhandicapped that inappropriate to make any decisions some special attention should be regarding form or delivery apProach given to programing. until the decision and agreement on 9. Just as there iS a need for differ- function (purpose/content) has been ential programing at times between KeachecL After an agreement on func- the handicapped and the nonhandi- tion, delivery of content can be capped, there is also a need for selected from among three major some differential programing among curricular approaches (infusion, sep- the various disability groups within arate programing, or a combination of the handfcapped population. infusion and separate programing) and 10. Career education programing for the three basic educational enviDemmOnts- handicapped should be initiated as (regular class, resource room, and ) early as kindergarten. self contaJned special class). 11. A democratic philosophy of education Most professionals in special and a realistic philosophy of normal- education are in fairly strong agree- ization do not dictate that-gIl f ment regarding the nature of the major children have the same curriculum. environmental or administrative arrangement options, i.e., regular Given this model and set of assump- class, resource oenter, and special tions, the function of career education class. While there are strong advocates for the handicapped can be synthesized for one particular Alternative, there through the following list of teacher is increasing recognition df a need tasks that reflect purpose, direction, to have'arl three options available and content. .for a continuum of services. Od the other hand, there is a 1.ack of under- 1. Integrate, to the fullest extent standing of the nature of curriculum possible, the assumptions of career approaches in'career education pro- education for the handicapped into graming and the division lines are instructional activities. drawn sharply between advocates of 2. Help pupils develop, clarify, and infusion versus advocates of separate assimilate personally meaningful programing. For this reason this 'raper attitudes, habits, and values. will focus on this area of career edu- 3. Help pupils develop and demonstrate cation delivery. . - behaviors reflecting positive human Infusion vs. SepaAte Programing relationships. 4. Help pupils acquire information in The infusion approach,incorporates or

17 9 :gm integrates career education concepts following paragraphs providesome of and skills into other subject matter these advantages and disadvantages to content, to make that content more aid in determining which approach motivating,.relevant, clear,or con- should be used. crete. The primary learning objectives are, and remain, focused on the subject -Infusion. Some of the possible matter content. For example, when an advantages of infusing career education instructional objective ina science content into A traditional academic class focuses on theconcept of toxi- curriculum are that infusion: city, instructional activities might include'learning about poisons found 1. Makes abstract academic content more in the home. This presents a science concrete, relevant, and consequently, concept in the context of a daily easier to learn. living skill. 2. Increases the possiblity for The separate programing:approach student exposure to a wide range of separates career education concepts career education concepts and and skills from other subjectmatter skills, within the context of what to the, extent that the career education schools are presently best prepared concepts and skills are., and remain, to do. the primary objectives for learning. 3. Assures that if infusion is operative While.basic skill subjectsor other in the entire edu'entional program, subject matter contentmay be used as the content of the curricula in activities or means to reach the regular classes will be more career education concept or skill ob- appropriate for many handicapped jectives, tpey remain secondary to the children. primary ob4ective8 directed toward student attainment of career education Some of the possible disadvantages concepts and skills. There are three of the infusion approach in delivering basic types of separate programing: a comprehensive model of career education for the handicapped are that 1. Total cuiriculum:,Special career infusion: education curricplum with total foam oe career education concepts 1. Tends to take an "activities" and skills. approach, which means that career- 2. Separate courses: Year long course, education activities are used to e.g., "Career Development"; semester enhance the learning of concepts long courses, e.g., "Personal and skills of basic subject matter. Development"; minicourse,e.g., The concepts and skills inherent in a six or nine week courseon a the activities related to career specific cluster of skills, e.g., education are left-to incidental "Basic Child Care" or "Handling Your learning. Money."4 2. Does not lend itself to evaluation 3. Unit.steaching; Five to tensunits per of achievement of the types or year Of-jistridction on career educa- levels of learning- one would desire tion' concept(s) or skill(s), e.g., for career education concepts or , "Community. Helpers," "Manners," because the evaluation focuses "Who Am I?" or "Job Interviews." on the subject matter concepts Snd

skills. . Seletting An Approach. 3. Does not encourage, or in many cases permit, repetition of career devel- Tte selection of one curriculum opment concepts and skills that approach tc6implement in Erschool pro-, are. needed by many handicapped gram should,be made with an'understand-, children for overlearning. ing of some,of the distinct advantages 4. As it is typically used, is not and disadvantages of its use. The systematic enough to ensure that the scope and sequence.Of the desired eventually leads to certification concepts and skills are covered. regulations. 5. Depends upon the willingness and 3 As a curriculum or subject' matter ability of teachers to incorporate course, is difficult to Implement the co cepts and skills of a com- without a well developed, systematic, prehens e model into each of the sequential curriculum guide Or basic academic skill areas. In published curriculum series. Neither essence, ip is a voluntary commit- of these exist currently. ment unless the school district or 4 Requires some standardized achieve- building principal requires it, ment assessment instruments to monitors it, and provides support assess the functioning level Of in doing it through inservice train- students and provide data for ing, materials, and resources. effectiveness and instruction. These do not presently.exist. Separate Programing. There are some 5 Tends toward artificiality; that is, distinct possible advantages for sepa- there are certain content areas rate programing of a comprehensive 'relating to actual job or daily career education model for the handi- living skills that logically belong capped. Among these are some cited in basic subject matter instruction. by Gibson (1972). Separate programing: Certain aspects of consumer education, for example, should be 1. Assures,that. concentrated attention taught in math and social studies; will be given at some time during certain aspects of human sexuality the,year to the goals and objectives and body care should be taught in for career' education for a given science or health; and, obviously, leVel. suCh critical job and daily living 2. Communicates to pupils the importance skills as reading, writing, spell- of career development. ing, and arithmetic should be taught 3. Makes more of an impact and leads to separately at the elementary level. more effective and efficient learn- 6 Could become a type of tokenism ing by being the focus of learning. that is 11-4ended to satisfy the 4. Offers an opportunity to tie together advocates of career education, but the various career development con-_. effectively keep the academic areas cepts and AIM that pupils may have 'pure, by avoiding infusion. been exposed to over a perpd of time at home, in school, or the The Combined ApprOach community. 5. Serves as.a motivating technique for One does not have to choose either upcoming basic subject Matter content infusibn or separate, programing. Both and experiehces. can.be used in a combined approach. 6. Increases the undertaking of special Specifitally, the combination of infu- activities and the extensive use of sion and'separate programing is an community resources. approach that purposefully uses both infusion and separate courses and/ As persuasive as these advantages or unit teaching. This requires a for separate programing might be, there high degree of planning, coordination, are some significant disadvantages. and cooperation to work effectively. Separate programing: Otherwise, there is likely to be redundancy or gaps in the scope and 1. Adds to an already croWded, highly sequence planned. An example of this .cotpetitive curricular marketplace. approach at the elementary level would 2. As a separate course leads to be the use of infusion of career educa- specialization reluiring that it be tion content into reading, arithmetic, taught by someone with training in language arts, social studies, and the area. Subject matter programing saence instruction through carefully

19 selected career education activities' elements necessary for itto be a and materials to complementthe objec- responsive environment, nota re- tives set for these subjects. In strictive environment. addition, there would be planneda systematid presentation of units of Although there are some potential instruction (K-6) to focuson speci- disadvantages to a combination fic.eoncepts and skills incareer approach, the major disadvantage is development. This might involve 8 that there is no way to control the to 10 units per year for each grade infusion aspect of it. A school dis- level. trict or building principal can An example of the combination prescribe certain teaching unitsor approach at the secondary levelwould courses to be taught separately and be the planned, systematicuse of these can be monitored rather effec- infusion in all subjectmatter areas tively. Infusion can be urged or (academic, physical education,fine encouraged, hut there is no really and applied arts, and vocational- effective way of determining whether technical) through specifiedtypes of it has been done appropriatelyor at career education activities and/or all. materials appropriate for thecourse The strength of the arguments in

objectives. . This effort could becom- favor of a coMbination of the infusion bined with planned unit teachingin and separate programing approaches each of theseareas and well planned appears clear. If all handicapped courses focusing on major career students were alike in terms of degree develqpment needs for the changing of functioning level, the selection adolAcent fromjunior high school bf the combined approach would be through-high school oreven postsecond- obvious. However, the severity of ary school programs. Some advantages handicap is as an important considera- of a combinational approachare that it: tion in curriculum approaches as it is in considering administrative 1. Permits a balance between teaching arrangement options for providing the critical academic skills'(with least restrictive environment. In career education content incor- addition, there may be some desirable porated for application) and differentiations in types of delivery critical career education concepts based on grade level. Figures 2 and and skills (with basic skIlls incor- 3 reflect how these variables relate porated as problem solving toolsor to one another to yield possible aids to make certain job or daily different turriculum approachei;. living demands go easier). 2. Provides A compromise in the Thsues CONCLUDING REMARKS of adding to an overcrowded curriculum and,poses less of a threat to Delivering career education content subject matter specialists. in instructional programs for handl.- 3. Permits the teacher to be involved capped students is difficult. Uncer- in the total education process by tainty regarding purpose and content; retaining responsibility noircover- complexities of approaches, environ- ing all critical areas, but without ments, and administrative arrange- having to take on certain instruc- ments; and variability in severity tional goals personally. of handicaps make the task for educa- 4. Provides a unique opportunity to tie tors even more difficult. Knowing together more effectively the con- some alternatives and awareness of cepts and skills learned in both what the problems are should be the academic and career education in- starting point. That is a concern for struction. function. Once the function of career 5. Provides the handicapped pupil in education for the handicapped is esta- the regular classroom the critical blished, then some alternative forms

20 99 FIGURE 2. Recommended Approaches to Delivery of Career Education Instruction Based on Grade Level, Degree of Handicap, and Instructional Setting at the Elementary Level

Mildly Handicapped Moderately to Severely Handicapped*, 4-6 K-3 4-6 H Regular Infusion Infusion, unit Infusion, unit infusion, unit Class or and unit teaching, and teaching and teaching and Resource teaching minicourses separate sub- separate sub- Room jects (semes- jects (semester long) ter clad year long) Infusion, Infusion, unit unit teach- teaching, and Special Utg, and separate sub- Total Total Class separate jects (semester Curriculum Curriculum subjects and year long) (semester

*Moderately or severely handicapped pupils in regular grades or resource rooms will most likely be visually handicapped,aurally handicapped, and/or learning disabled.

FIGURE 3. Recommended Approaches to Delivery of Career Education Instructipn Based on Grade Level, Degree of Handicap, and Instruct.ional Setting at the Secondary Level

Mildly Handicapped Moderately to Severely Handicapped* 7-9 10-12 7-9 10-12 Infusion, Infusion, unit Infusion, unit Infusion, unit unit teach- teaching, mini- teaching, mini- tvching, and Regular ing, minicourses, and courses, and s*arate sub- Class or courses, separate sub- separate subjects (semester Resource and sepa- jects (semester jects (semester and year long) Room rate sub- and year long) and year long) jects (semeater

, long) , Infusion, Infusion, tlit unit teach- teaching, ini-. ing, and courses, and Total Total Special separate separate sub- ,curriculum curriculum Class subjects jects (semester 4. and year long) (semester . and year if lon;) *Moderately or severely handicapped pupils inregular grades or reeource rooms will most likely bevisually handicapped, hearing impaired,and/ or learning disabled. V, of deliverycan be developed.

REFERENCES

Brolin, D.E., & Kokaska,C.J. Career education for exc,ptionalchildren and youth. Columbus Charles E. Merrill, 1979.

Clark, G.M. Career education for handicapped in the elementaryschool. Denver: Love Publishing Company, 1979.

Gibson, R.L. Career development in the elementaryschool. Columbus OH: Charles E.Merrill, 1972.

22 31 CAREER EXPLORATION FOR GIFTED

AND TALENTED STUDENTS : AN

INVESTMENT IN THE FUTURE

Nancy Tia Brawn Carolynn A. Crusey

What is meant by gifted and talented? /The problem is evident; many educa- Who are the gifted and talented chil- :tors and school districts are seeking dren? How can they be identified? solutions. What can be done to develop creative potential? Should special programs BACKGROUND for the gifted/talented exist? These are questions which educa- We too are seeking solutions in tora involved in gifted and talented Jefferson County, Colorado. School education have pursued for many years. centered gifted/talented programs have In a report to Congress (Marland, existed in pilot elementary and 1972), the Commissioner of Education secondary schools for several years. stated that the gifted child is quite These programq focus on the develop- possibly,the most neglected of all ment of creative, academic, leader- students with special educational ship, and artistic pótential in needs. Yet this child may also hold 'identified students. Career educa-' the greatest potential for contribution programs (both in school and tion to society. The same report community based) have also been goes on to state that developed and implemented in many of our Schools. The programs seek to Evidence from school systems equip students with information, pro- in which the gifted can work cesses, and insights needed for life with specialists of similar beyond the classroom and to bring interests and explore occu- occupational relevance to the educa- pations strongly indicates tional experiences of students. - that career education is of In August, 1977, the Career Edu- great value in allowing cation and'the Gifted/Talented Educa- students to assess career tion Departments in Jefferson County options and in motivating received funding to develop exemplary them to go to college. The career exploration programs for gifted gifted face career problems and talented secondary students. A becaus% of multiple options Title IV-C state grant was awarded for available-to them and a model at the junior highlevel, choice among possibilities and funding from the US Office of is difficult for many... Education was received for a senior Proper career education high model. This funding allowed could be of particular sig- Jefferson County the opportunity to nificance for those with develop programs at both grade levels highly specialized talents. with a high degree of articnlation and (p. 27) coordination between the two.

23 32 The basic vehicle for implementa- are those possessing or capable tion of these programswas Jefferson of developing this composite County's existing Exploring Careersin set of traits and applying them the Community (ECC) Program. ECC is a to any potentially valuable area community based career educationprogram of human performance. Children adapted from a model developed by North- who manifest or are capable of west Regional Educational Laboratory developing an interaction among (NWREL) in Portland, Oregon. the three clusters require a NWREL provided technical assistance wide variety of educational in the adaptation of this model for the opportunities and services that gifted and thlented, which includes are not ordinarily provided student identification and sqection through regular instructional procedures, an 18 week curriculumspe- .programs. (Renzulli, 1978, p. 261) ctfic to the.needs of gifted/talented, student and teacher materials, andan In addition to the three clusters evaluation design. The pilot for the described, it is recommended that a career exploration programs for the fourth category entitled, "Nonintellec- gifted and talented was conducted dur- tive Traits," be added to this construct ing the spring of 1978 at three junior in such a way as to include the three and three senior high schools in the clusters described and highlight the county. The programs are currently in fourth, equally important, dimension the second year of operation. to be-measured during the selection In futdre years, the program is process. This dimension has been intended to provide a gifted/talented added in order to include those per- element for-existing career exploration sonal and social attributes seen as programs And a career exploration com- necessary for exceptional achievement ponent for existing gifted/talented pro- in the world beyond the classroom. grams. The materials and processes It is intended that this identi- incorporate essential elements of both fication model yield a population of dimensions into a program thatcan be gifted students from which future used by many schools and benefit leaders and producers in careers will students beYond the funded years. emerge. It is not expected that The following discussion contains every student selected will be con- highlights df project compOnents, and is sidered gifted as An adult, but under intended to provide an overview of the the Jefferson County definition the Career Exploration Program for Gifted/ chances of excluding students with Talented Students in Jefferson County. potential will be minimized. Figure 1 illustrates this model IDENTIFICATION and highlights the manner in which the, original attributes (developed and It is the recommendation of both the used during the 1977-78 school year) Career Education and the Gifted and were incorporated for use during the Talented Departments that the following 1978-79 school year. The result is a definition of giftedness be used as a model for use in Jefferson County basis for the Jefferson County Student that uses Renzulli's three ring con- Identification and Selection Model: ception of giftedness, adds the dimension of nonintellective traits, and GiftednesS consists of an inter- recognizes.the 1977-78 criteria in a action ambng three basic clus- more manageable manners ters of human traits--these Definitions of the four comnponents clusters being above average will be determined by the instruments general Abilities, high levels chosen to measure potential in each. of task commitment, and high While the majority of measurementh are levels of creativity. now standard for all Jefferson County Gifted add talented children gifted programs, the use a specific

24 FIGURE 1. ECC/CT Attributes and the Adapted Renzull1 Identification Model

40114..11i at 1.111 At Iv.. A1101;1 AVOIAtd. AN1I,111 411,11,Gal oeINV

4Self

------

OlimiNT 10 NI AR

"Ability (0 Apply CI 1 ted riargkm.cl- Al i 111011nm (Puoh ium Alttai N onyi( col Illkh Quo] II y ri0Alp I 100 (CA11.1 AIOMft .11 1101V 11 I M100114 )

NON 14111111AIll I NA1

,,,,, 1/1.11vr 411..011,1111N /Adapa A1.1114V 1400,M1101,011Y . 101 el pc ino001 OMA Id at 100 Shill. / ' I endulwhip )1,1111 N. % A I he abnye 101C,A 10PM t 110 A11111,1114,, 10 ttttt 1 deelnit A11110, Sr II !mew, 1017- /III Ond Al . h AO1 hr y nt u10, 01 pot., ed dm e t Ile, 1.0rry..M1 Sc., 14 7B-19 modm1 101 del (ell 100 of 01111.d...1, Thom, I ... Ihm Aim 1101 1.110.1va 10 111.11.0I he le., 41000 Of I 10. InO3v I.. .e"

Renzulli/Hartman rating scales (with THE PROCRAM adaptations) aia in identifying students with specific aptitudes most The ECC/GT program model is based on appropriate for specific programs. the NWREL Experience-Based Career Education (EBCE) model, modified for Measurement use in Jefferson County as ECC and then further adapted to meet the needs Through measurements the four areas of of gifted/talented students. above average ability, creativity, The ECC/GT program uses the task commitment, and nonintellective community as a major resource and traits will be equally assessed. In stresses individualized, independent keeping with the research done by learning with the guidance of achool Renzulli, students selected for the staff and community persons. At the program will be those who possess junior high level, students are qualities that reveal an interaction encouraged but not required to work in of the components. A screening com- small groups. At the senior high mittee comprised of staff, adminis- level, students generally work trators, and community instructors independently. Incorporated into the is involved in the administering of program is an emphasis on the devel- screening instruments and selection opment of higher level thinking of students who will receive maximum skills and creative production. Se- benefit from the program. lected students ars' enrolled in the Figure 2 illustrates how the program for 18 weeks for half day instruments are combined to measure blocks of time. They spend part of gifted 'attributes included in the their time in the learning center/ program's guiding definition of classroom and'part in the community. giftedness. As a result of their ECC/GT experience, 25 1' FIGURE 2. Measurement for Gifted Attributs: 1978-1979 Identification Model

an.Aup,1,,!.. gat 1.NN /1.%1 101 Lt...14 arr, III IvI 011.1011 04%1I llIlriI It 06 RAH Io N. I It 100 14.4104A hit rIvtflV Ilvis10.". Ch.,. log I1I, 1.1 Itor011411,,

4P(.1rv. H.VICW Viry oa.1011....

I.. 0.1..I lioa I.. NOS-11,111111TM 1,4it ..1..I ol It 1.1111 1(.4i ing NlAl, for itattx InlervirIJ hot.

students are awarded electivecareer of "gifted and talentedness," education credit and academiccredit decision making, values clarifica- in selected contentareas as well. tion, and career awareness. This is done through a negotiation ,-2. Employer Seminars. Community process witfi students, learning persons are invited into the managers (ECC/GT teachers) illd/or- classroom to discuss career re- subject area teachers. This nego- lated issues with students in tiation results in the development a seminar format. of individualized projectsto meet 3. Exploration. Students are placid contont area objectives and require-. in the community for 3 to 5 day ments through the yse of ECC/GT experiences in a career field. learning strategies. Students do career research prior Figure 3 is a visualrepresen- to on site visits; observe, inter- tation of the programcomponents view and experience hands on and'learning cycle. activities while on site; and complete a career analysis Learning Strategies following the site visitation. This is primarily a small group Learning Strategies (How?) referto the endeavor at the junior high, and activities ECC/GT studentsuse as a an individual one at the senior basis for learning. The following is high level. a synopsis of the seven learning strat- 4. Journals. This strategy serves to egies of ECC/GT program: provide an uninhibited communication tool between student and 1. Guidance. This involves both group teacher. It is a written log of and individual guidance focusingon feelings, experiences, and thoughts group building skills, acceptance of the students which is shared 26 FIGURE "3. FCC/GT Learning Path

EXPLORING CAREERS IN THE COMMUNITY For Gifted and Talented Students (ECCGT)

After

INDIVIDUAL ASSESSMENT LGROUP PLANNING and

S EC ON DARY STUDENTS

spend

PARTIAL DAYS FOR ONE OR TWO QUARTERS

going to

SCHOOL LEARNING CENTERS Library Media Center EMPLOYER/ Career Resource Area, COMMUNITY SITES Guidance Center

and using

INTERNSHIPS GUIDANCE CAREER, EMPLOYER WITH A. COMPETENCY PROJECTSJOURNALS ACTIVITIES EXPLORATIONS SEMINARS MENTOR CERTIFICATION

to develop.

j BASIC SKILLS LIFE SKILLS CAREER DEVELOPMENT Course skills and Personal social Identifing career interests knowledge. Study skills and aptitudes skills. Communica- Decision making Cateer knowledge tion skills. Higher Adaptability Career planning level thinking skill. Development of Indepen- Divergent production dence

27 3(; with and responded to by the three main components in the teacher. curriculum. They are basic skills, 5. Competencies. These are program life skills, and career development. survival skills that every student Following are the goals for learning must master. Competencies include in all three areas: use of public transportation, interviewing skills, telephone Basic Skills. Basic skills are skills skills, and use of audiovisual used to perform tasks, solve problems, equipment. Competency in each and learn new ideas. These skills area is certified by a community will be applied in practical and real person of school staff. situations, as well as in school. 6. Internship. This strategy is the The following are the basic skills highlight of theprogram. Students goals for students in the ECC/CT spend 3 to 5 weeks working witha program: community instructor (mentor). Students may work individuallyor 1.Course Skills and Knowledge. in small groups and are expected to Through analysis of course ob- use creative problem solving pro- jectives and cooperative planning cesses to produce a creative, with the learning manager, stu- career related product as a result dents will negotiate projects of the experience. An exploration and other activities to justify at a site is a prerequisite fo an subject area credit(s) other internship. than ECC to be received through 7. Project. These are individualized the ECC/CT program. plans for learning and are prepared 2.Communication Skills. Students for individuals or smallgroups of will be able to communicate students: They outline the activ- effectively in oral, written, ities necessary for earning course and interpersonal forms. Stu- credit and completing the intern- dents will also exhibit knowledge ship. Students, teachers, and of various organizational communi- community instructors are involved cation structures and netwirks. in the development and evaluation 3.Study Skills. Students will im- of these learning plans, activities, prove study skills for use within and products. and outside the school setting. 4.Thinking Skills. Students will The ECC/GT program is process as distinguish the types of thinking well as content oriented. The develop- skills that are aRpropriate in a ment and application of higher level given situation and apply them. thinking skills and creative/divergent Emphasis will be on the higher problem solving skills are emphasized. level thinking skills (analysis, These processes are practiced and synthesis, evaluation). applied through all of the learning 5.Divergent Production. Students strategies: The development of in- will identify, investigate, and dependence, responsibility, and time provide solutions to career re- management is fostered throughout the lated problems using community program. instructors as resources. Through the application of the Learning OuEcomes decision making process, students will (a) generate several creative, The "Why?" $tatements are the expected alternative solutions; (b) select learning outcomes that result from one alternative solution and participatiOn in the ECC/CT program. follow through with a product Teachers, administratprs, and con- which is oripinal to the student cerned community people assisted in de- and acceptable to the career field; signing the ECC/GT program:There are .and (c) evaluate the chosen solution

I 37 and results of product regarding 1. Identifying Career Interests and its effectiveness in solvipg the Aptitudes. Students will identify career related problem. personal interests and aptitudes. 2. Career Knowledge. Students will Life Skills. Life skills are really increase their knowledg6 of occu- processes, not products. They, apply patJonal opportunitiea,. to every aspect of life. They are 3. Career Planning. Students will skills people need to bring together increase their knowledge of re- and enrich their roles as citizens, quirements for entering and pro- family members, and workers. They gressing through a career field. help one find meaning in and enjoy Students will apply their knowl.1- satisfaction from the role of growing, edge of personal interests/apti- changing individuals and as contrib- tudes, decision making processes, uting members of society. The life occupational expectations (life skills goals are: style, etc.) and set career related goals and plans based upon 1. Personal Values. Students will this information. demonstrate an awareness of their personal values (i.e., personal PLANNING strengths, weaknesses, goals, 4 likes, dislikes) and the implica- Planning, organization, and management tions of those values on career are crucial in order to maximizethe planning and opportunities. benefits of the ECC/GT program for 2. Decision Making. Students will students and to best use learning exhibit a knowledge of personal manager and community instructor decision making techniques and time and effort. Major considerations processes. for program planning in the ECC/GT 3. Adaptability. Students will ex- project include: hibit an increased capacity to adapt to new situations. student recruitment and selection. 4. Development of Independence. Stu- This occurs far enough ahead of dents will demonstrate an increase program implementation to allow in independence (initiative, re- time for scheduling arrangements sourcefulness, time management) and proper notification of parents and in assuming responsibility for and students. carrying out and evaluating learning. Staff selection and trainingt. Staff are selected based upon Career Development. As with life background and experience in skills, career development skills are Career Education and Gifted processes; not products. ECC/GT does Education, management ability, not provide jobs but gives students a interpersonal skills, interest, better understanding of how to learn and willingness to support the about careers, how to find and keep ECC/GT effort. It is recommended jobs,.how to classify and relate occu- that ECC/GT staff be certified pations, and what to expect in and teachers in the subject areas be- from the world of work. Students learn ing offered for academic credit how to personally relate to careers, ob- through the program./ Staff train- tain lifelong, reusable skills by de- ing revolves around concepts and yylbping a foundation for seeking issues in Career Education and initial jobs and for making subsequent Gifted Education. In Jefferson careet changes. Following are the County a five day staff training student learning goals for the career module has been developed around .development conponent of the program: the ECC/GT model and is supplemented by training workshops in gifted and 4) continued communication with education in the areas of identifi- community instructors and sites. cation and selection, psychological In Jefferson County initial site and counseling needs, and curricu- recruitment has been the function lum design. of an administrative staff person the Community Resource Specialist. Administrative details. While each This was done to build a site building administrator deals with , "bank". At this point, however, these issues based on individual the responsibility for site re- needs and'Aponstraints, the general cruitment and maintenance has guidelines are as follows: been shifted primarily to individual schools. Each school has an Scheduling. Students are block assigned Dumber of sites which the scheduled into thisprogram for staff is responsible for main- approximately one half day. taining. Each school also has Transportation. Students use continued the recruitment effort public transportation or school with sixes to work primarily with buses from Jefferson Count/. In that school. some cases, parent volunteers help A community instructor orienta- as well, tion training plan is currently Credit. Students are awarded 1 to under development. Several tactics 2 subject area credits in addition are being.used: formalized ses- to elective career education sions, informal telephoning, credit. The subjects are usually written memorandums, etc. A language arts and others at school followup questionnaire is sent to discretion. all community instructors for Insurance. County insurance pro- evaluation purposes. Communica- cedures apply. tion with community instructors Phybigal_fasillIAL. Classrooms and is ongoing through written forms, equipment are provided by each telephoning, and personal ap- school. pointments to develop and evaluate internship projects with General _program planning.. General students. curriculum guidelines, necessary

student and teacher materials, pro- CONCLUSION . gram requirements, timelines, and behavior expectations have been de- This is the essence o( the Career signed. Many activities and pro- Ex ation for Gifted/Talented cedures continue to evolve as setIarystudents program in Jefter- students actually participate in son County, Colorado. The staff, the program. A learning manager's administration, community persons, guide, student handbook, and parents, and students committed to student materials for the program this program believe in the potential now exist.in Jefferson County. of the gifted/talented child and the value of career education. It is a Use of community resources. In a continuing program, constantly seeking program such as, ECC/GT which relies to revise and improve-it is an heavily on the Community as a investment in the future. learning resource for students, the organization of these resources is REFERENCES vital. The major considerations for the use of community resources Marland, S.P. Education of the gifted include 1) site recruitment, 2) and talented. A Report to the US site maintenance, 3) community Congress by the US Commissioner of instructot orientation/training, Education. Washington DC: US

30 39 Office of Education, 1972.

Renzulli, J.S. What makes giftedness? Reexaming a definition. Phi Delta Kappan, Noveniber 1978.

NOTE: The identification model presented in this paper reflects procedures which were used during the 1978- 79 school year. Based on evaluation res4lits and experience this model has been revised and refined for use during the 1979-80 school year.

The student outcomep and curriculum design presented in this paper, reflect IA" program development as it existed for -the 1978-79 school year. Based on evaluation results and experience, the ptudent outcomes and curriculum model have been revised and refined for use duting the 1979-80 school year.

4 93l

4. >

CAREER EDUCATION FOR SEVERELY

PHYSICALLY DISABLED STUDENTS: THE KEY TO THE FUTURE

James S. Cohen

Before outlining the major foci of the the labor/economiclorecasting field, career education program at the Human many of the future jobs of today's" Resources 6enter, I would liketo school aged students have not yet been ptesent some statistics mentioned in inventedirrther, the current labor the Gallup Poll on Education reported market in icates, through its currently in September 1978. Of the adults high unemployment rate, that there is polled, 79% believed'that career edu- a critical demand for various new occu- cation is vvy important and that high pations, such as computer technician, school students should have saleable biological engineer, and health techni, skills before graduation. ,Inaddition, cians. they felt that it is importantfor The career education program at students to know how to write job the Human Resources Center responds applications. When asked what public to these issues and is based on solid schools shouXd be doing that they research, grounded in sociology, pay-- are not doing now, those polled' chology, anthropology, vocational edu- answered that there, should be more cation,'and other related fields of emphasis on /careers. Academics (English stud5,. and mathematics) were stilla high priority, blit commercialcourses such MAJOR GOALS OF THE PROGRAM as typing and bookkeeping rated very high. Poll responses also indicated Through the Bureau of Education for that vocational education shouldnot -the Handicapped (BEH), the Human be separate from academic educa- Resources Center has been awarded a 5 tion. When asked if college is impor-- year grant to develop a model compre- tent, 36% said that it is very impor- hensive career education program for tant, 49% said that it is important, national dissemination. The program . and remarkably, 16% said that it is not has four major ge*s: too important. The cofitinuing need for career 1. To Aetermdne the career education education and work preparation is needs of severely physically dis-_ apparent to those in education as well abled children in prekindergarten as to those'in the business world. The through 12th grade. need for cateer education with severely 2. To select a battery of assessment physically disabled students is more tools to'monitor and to determine than a concern; it is a matter ofur- the career development status and gency. It may mean the difference needs of severely physically dis- btween a 14fe oi-econotic self abled children from prekindergarten qufficiencylor a life of economic to 12th grade. . dependence. According to experts in 3. To design and develop a comprehensive

4.1 career edu6ation model for severely We seek relationships between indepen- physically disabled children from dent and dtipendent variables and the prekindergarten, through 12th grade. effects that these relationships have

' 4. To test, validate, and disseminate on the stndent's academic, vocational, a career education curriculum and or technical futures. program guidelines. The independent variables we have identified include age, sex, whether or We adopted the official United not the student is in a wheelchair, the States Office of Education, Office of number of years the student is in the .Career Edu5ation definition of career progrAm, whether the student has a education in our program, i.e., career terminal illness, and whether the stn- education is the totality of experiences dent is incontinent. through which one learns about and pre- The dependent variables we have pares to engage in work as part of his identified include self concept, or her way of living. We look at career interests, familiarity, and career education as an equilateral knowledge; and reading add math seores. triangle with each side.representipg Our comprehensive career education a major component in our program's ' model for students with Aysical dis- philosophy. We have named'the first abilities, combines career deveiopTent side of the triangle Self, which is with career preparation experiences concerned with realistic information so that our students will have the skills such as the aptitudes, interests, to meet the future. Under the realm of talents, and values that .help each of career development, such areas us self us recognize who we are. The second awareness, deciSion making for, inde- side is labeled World of Work, which pendent living, career awareness, career includes the sight, touch, and taste planning, and job placSment are ad- of the working world. The base of dressed. Under the realm of career the triangle, upon which the system preparation, the choices available to and much of all life rests, is labeled our students include academic, vocational, Ability To Make Decisions. In career or technical education. However, all education everyone learns the impor- students follow an atademic educational tant decision making skills that can program. Specific foci are developed help to alleviate anxieties, improve for students which include vocational, choices, and reduce the unpleasantries technical, or other types of extended that result from false starts. edncational programing. Our purpose is The major purpose of our program to direct both career development skills is to guide students from where they and career preparatian to adequate job are'te where they would like'to go entry. through realistic self appraisal, assessments, experiences and performance COMPONENTS OF THE WEER EDUCATION evaluation. We also believe.that career PROGRAM education is for all learners; exists in all levels bf education; includes all The career education program at Human work, both paid and umpaid;-, includes Resources Center contains a wide scope the total community; and is lifetime of educational experiences that pro- education. We have kept this philo- vice opportunities for physically dis- sophy as an integral part of program- abled students who would otherwise get little exposure'to these concepts. Our program is comprehensive in.- RESEARCH PROGRAM scoPe, sequential inThature, and concentrated on the physically disabled-stu- The career education program at Human dent's academic experiences. The pro- Reaources Center is a research program. gram contains major components which The results of this research are imple- create wide opportunity for linking 'mented with students in the school. classroom lessons with the world of work. The development of programcom- selecting staff on a voluntary basis, ponents has been designed to present we conducted inservice training numerous learning moAalities to the sessions.for 2 weeks during the ummer. student through sound educationalpro- At these staff training sessions and graming. We feel that by combining inserVice workshops, teachers were and making available numerous career instructed in the conceptual frame- education components, students will work for eerier education, implemen- be able to choose thecomponents tation strategies,,as well as the compatible with their learning styles. development of 'objectives for later The following sections explore the 15 curriculum development, Regular major components ofour career educa- monthly meetings, as well as meetings tion program. dealing with &toff needs, are held throughoUt the year. Review of the Literature Many adaptetions were made to develop a classroom curriculum. An exhaustive literature searchwas The inservice training for school conducted for the career education staff incorporated techniques program wieh special attention focused 4esi4ned, to develop a curriculur on local and national model programs thafrrelates to special student needs. which include physically disabled Thus, the curriculum reflects these students. This search and the related needs and contains lessons dealing research that results from it formed with problems of gaining access to the conceptual framework from which buildings, getting to and from the job, our program evolved: There is overall feelings of nondisabled persons emphasis on providing many varied toward disabled persons, and other experiences. We have purpoiefully important topics. A major curriculum included an extensive array ofcom- component concerns student decision ponents into 'the career education making and its relationships to program that give student exposures independent living in various education dimensions to facilitate learning. Curriculum Development In addition to this intensive literature search and the documentation Six major goals were established: of available career education materials we formulated goals, established our 1. To develop a healthy, positive self- program components, and developed image. teaching strategies to implement what 2. To understand the role of "sele' we feel is a national career education in a nondisabled society. model progrant, 3. To understand the decision making process. Development of Assessment Appraisals 4. To appreciate the relationships between the decision making and These assessMent appraisals were independent living. developed to measure student, parent, 5. To develop an understanding of the teacher, and potential employers' concept of Career Clusters and to concerns and needs. Once these recognize Some of the skills and appraisals were completed and collected abilities needed in each of these by the varioUs groups, the information Career Clusters. obtained was used to develop curriculum 6. To understand the ,significance goals and plan the program. of career skills and career habits.

Staff Traiqing Twenty-one objectives were formulated dealing with each of the six goals. Steff training is vitally important to Next, we'developed a lesson format any new program that incorporates a that we believe is unique because of concept or ideas of change. After its simple layout and the ease with

34 13 which it is administered and implemen- agencies, educational institutes, and ted. A specific academic area is private employment speak,to the students designated on the leseon format. The per semester. These speakers present lesson format also includes a goal students vilth strategiecr, sineights, and statement or purpose, student objec- their feelings concerning career plan- tives, and materials needed for the ning. Simultaneously, these speakers implementation of the activity. A are able to discuss work skills, career

direction section is also included. interests, and edecational requirements ' Another interesting component of this for the work they do, as well as to see lesson format relates to evaluation. the students as potential employees. In a space at the bottom of the lesson, An important component of the Speakers' students are encouraRed to indicate Bureau is the evaluation appraisal. This whether or not they thought the appraisal is given to the students at activity was excellent, good, fair, or the completion of each semeSter's speakers poor. and generates data for use in keeping At present, over 250 curriculum programing timely; interesting,,and lessons have been developed. Each educational. lesson is incorporated into a subject )area and contains one of the 21 National Career Education Advisory Council objectives developed for use in the program. Teachers implement lessons on Our council members include Sidney P. a regular weekly basis. Marland, father of Career Education and Evaluation is a major component of President Emeritus Of the College Board curriculum development and implemen- Testing Service; Dr. Gene Bottoms, tation in the classroom. Five major Director of Ameriean Vocational Asso- areas have been identified for eval- ciation; Dr. Norman Gysbers, President uation. In the area of self concept, Elect, American Personnel and Guidance the Piers-Harris (How I Feel About Association; Dr. Harold Munson, Pro- Myself) Scale is used. In the area fessor, University of Rochester; Dr. of career interest and familiarity, Joel Magisos, Assistant Director, Ohio Center the Comprehensive Career Assessment for Technical and Vocational Education; Scale is used. In the area of career Dr. Saul Dulberg, Direc4or of Career knowledge, Science Research Associates Education, State of Connecticut; Scales 1 and 2 are used. In the area Dr. Robert Hoppock, Professor Emeritus, of reading and math skills, the Stanford New York University; and Dr. Seymore Diagnostic Scale, reading, comprehension Wolfbein, Dean, The School of Business, and mathematics sections are4lised. Temple University. The selection of these members Local Steering Committee focused on people who have made contri- The committee is composed of parents, butions to their respective fields and educators, alumni, and mgmbers of the who are aware of physically disabled business community interested in educa- persons as a population requiring tion for physically disabled students. immediate national attention. On They are specifically interested in January 16, 1979, this nationally

. the career education and eventual recognized group of educators met at job entry of these students. Regular the Human Resources Center. At this committee meetings are held so that meeting, we were given a directive to program progress and related input develop our program so that we might are discussed, so that programing spearhead the movement in career edu- continues to be relevant to and cation for physically Aisabled students meaningful for both the business and educational community. Classr000m Business Ventures

Speakers' Bureau. Classreom,Business Ventures foster the first mill work experience for students Currently,..28 speakers from businesses, at our center. Specifically, Classroom

35 Business Ventures respondsand is Student Field Trips adapted toward meeting fivespecial needs of physically disabledstudents: In this phase, students contact the sites they, wish to visit which relate 1. Creating more opporeunity for to classroom activities and student socialization, mobility, andcon- interests. They schedule the trip tact with other students. to the work site and prepare for the 2. Weaning studentsfrom parental over- visit by researching and diseussing protectiveness, as wellas focusing the types 1514 occupations and func- student effort toward businessre- tions they will see. lated involvement. The arrangements for site visits 3. Confronting physicallydisabled stu- often require adaptations not commonly dents with the implicationsof their required with nondisabled populations. particular disabilities in thkwork Specifically, field trip sites must be environment. accessible to physically disabled stu- 4. Having employerssee physically dis- dents as well as provide a valuable abled students involved at working learning experience. It is common for, in business related activities. the student representatives to call the 5. Teaching teachers toestablish work anticipated work site employer and OW- related programs with the students CUSS the accessibility of their facili- that link classroom activityto ties to people in wheelchairs. These the world of work. procedures provide dditional valuable learning experiences. A major component Since most of our students have of student field, trips is the evaluation had no work experience andsince appraisal, which the students fill out Classroom Business Ventures simulate upon completion Of the field trip. work experience, student interaction and participation in the planning,op- Work Experience Program eration, and profit making ofa business meets student needs.uTo date,the This component provides paid work following businesses have 'Uen devel- experience for students at selected job oped: Green Thumb, Inc., a plant and .sites within the Human Resources Center. related product business; Wood Work, In some cases, work site modifications Inc., a business venture in whichstu- have been made for students, suchas a dents make and sell wooden tables;Re- calculator adaptation or self paced cycling, Inc., in which students col- photography sessions. In addition, the lect, deliver, and reclaimnewspapers student's supervisor is instructed in used throughout the Human Resources how to provide adapted work skill infor- Center; The Cookie Company in which .' mation to the student worker and how young students make, bake, and sell to work with students to insure adequate cookies and cakes in order to buya_ job performance. Supervisory instruc- classroom guinea pig; Shoeshine, Inc., tion is as important as the actuarstu- in which students pickup and contract dent implementationon the job. 'A thor- for the shining of employees' shoes, ough evaluation has been developed for using profits to buy materials for students in the work experience project. project continuation as wellas for The work experience coordinator further needed classroom materials. expands our programing in this area to Future plans for Classroom Busi- include thorough prevocational evalua- hess Venturea include a radio station, tion and related curriculum development a school store, and a bank. An inte- in the area of occupational survival gral part of the Classroom Business skills. Venture is the appraisal developed to assess major components of,the venture. Developed Classroom Media Planning is appraised before the Class- room Business Venture begins, as well The development of classroom mediapro- as when changes are needed for future ducts for ese in the career education buliness ventures. program has a direct focus on the special 0 15 36 needs of physically disabled students. regulations issued from federal agencies. Thirteen slide cassette presentations We are continually seeking funding to have been developed that discuss job expand our programing, and proposal requirements, training, necessary writing, which facilitates growth in education, confronting workers on the component areas, is an integral part of job with questions dealing with physi- the Career Education Program. cally,disabled people, as well as the performance of work tasks. Programs Presentations and Conference Attendance have been-developed that deal with the importance of\mobility to and from the Anotfier important component is.the staff work sites, as'tgell as the range of re- initiated presentations and conferences. sponsibilities a disabled worker needs Presentations at career education con- to perform the job. ferences and attendance at other national In addition, students presently meetings provide new foci for our staff in the work experience project are as we become part of what is happening developing a'slide/cassette module. nationally in career education. Staff The slides will be part of a teacher membexs have presented talks to teachers, training strategy presentation dealing .administrators, and special education with the conceptual framework of ca- personnel as well as presented career reer education as well as with the education programing strategies to the implementation of career education at great numbers of people visiting the the Human Resources Center. Human Resources Center. A nyideotaped strategy film has also be.410 developed and is used with Product Development teachers in the program. This presentation shows the Director of Career We are charged, through our grant from Education implementing career educa- BEH, with developing a comprehensive tion activities with the students. career education model for national The film presents a "how ee look at dissemination. Therefore, major pro- career education, so that teachers may ducts with this in mind are being establish a comfort level, through developed. We are developing a mono- modeling, for later implementation in graph series in career education for their classrooms. students with physical disabilities. Topics include a counselor's view of Computer Assisted Project counseling physically disabled students in career education and media developed Through this project, students have in career education for physically dis- access to lessons involving mixed media abled students. In addition to the 12 and alpha numerics which enable them to monographs, a teacher developed curri-, interact with the computer on lessons culum and a related bibliography on involving job search, work values, work career education with special populations simulation, using and reading the want will be distributed as individual pro- ads, etC. Our students are fortunate ducts. A career education model slide in that most of them have access to cassette will also be developed for computers in their classroom as well as national dissemination. In addition, in the central terminal location. some journal articles have been written .Therefore, this expansion of computer and others will be written outlining programs allows the students to broaden specific components of our career edu- their employment potential through cation program. We are in the process "hands on" activities with the computer of developing a parent survey entitled, in abstract and concrete lessons. "Parents of Disabled Students Respond to the Career Education of Their Chil- Career Education Proposal Development dren." This survey of approximately 100 parents who send their children to There is a constant need to relate our the Human Resources School will be program goals to proposal requests and available'sometime in the early fall.

37 103 We also anticipate the publication of center's unique resources. However, a book developed by our National Ad- the adaptations we have madeat the visory Council entitled, Perepectives Human Resources Center in terms ofour in_Career Education: Focus on the career education program better inte- Severely Physically DisabledStudent. grate, infuse, and provide workable We also have developed a student file solutions for programing incareer record. education. The adaptability ofour entire CONCLUSION program to mere general curriculums, which would include populations of I feel it appropriate to summarize students.who do not require Special our model career educationprogram at .modification, is promoted by the the Human Resources Center with the numerous options and quality design evaluation components which are our program provides.Ake feel that unique to our program. Research incareer education programing wherever dicates that of the hundredsof career it is used, will be enhanced by the education programs, only27 have numerous specific adaptations the evaluation strategies. Our program program at the Human Resources Center at the Human Resources Center will includes. Many components, such as develop evaluationstrategies that the teacher developed curriculum, encompass all the Major hreascon- Classroom Business Ventures, Computer tained in.career educationprograming Assisted Career Education instruction, as outlined by experts in the field. and the developed media productions We have developed evaluation apprais- are entirely original, while other, als dealing with curriculum,field more traditional career education trips, the Speakers'Bureau, Class- inputs are enhanced by the modifica- room Business Ventures, a.1(1 work tions made at the Human Resources experience. We include in the npedS Center for physicialy disabled assessment surveys, the populations students. we feel are important for research purposes: students, parents, teachers, and business people. We use standardized testsas well as program specific, developed instruments appropriate for our student population. Other adaptationsare used in our program which make it unique in Aps terms of national career education programing. Since the Human Resooyces

Center is a multifaceted operation, I. which includes the HumanResources School, Abilities, Inc., andthe Research Institute, thereare unique opportunities made possible which help in programingfor career education. Some examples include theuse of speakers from Abilities,Ihc. and the use of work experiencelocations from within thecenter. Every major career education component of our program is adapted to Rome degree for physically disabled students. This is done to meet our students' special needsas well as to take advantageof our

38 1 7 CAREER EDUCATION CO-OP FOR

ELEMENTARY AGED HEARING

IMPAIRED CHILDREN

Janice E. Richardson Delia Neuman Virginia Johnson

There is increasing pressure on and programs for use in other schools school personnel to consider alter- for the hearing impaired. KDES native methods for providing support serves children from the onset of material inthe area of career educa- deafness to age 15. tion. This paper examines one option Funded by grants both from the for providing such material to ele- Pre-College Program division of mentary aged exceptional children Gallaudet College and directly from through the establishment of an inter- KDES, the career educixtion-project agency cooperative network, in this has involved a variety of strategies instance Kendall Demonstration Ele- designed to develop a comprehensive mentary School and the National Cen- career education program for KDES ter for ,Research.in Vocational Edu- that could some day serve the needs cation at Ohio State University. of other elementary schools for the This paper focuses on the need to deaf as well. infuse career education materials These strategies have focused on into ongoing instructional activities process as well as product, so that in the Aassroom. one of the chief outcomes of the project has been the development of a PROJECT HISTORY systematic method of collaboration that ensures that all project en- Collaboration is the best word to de- deavors are grounded in expertise in scribe the joint career education pro- the education of the hearing impaired ject between the.National Center for as well as in expertise in career Research.in Vocational Education at education theory and practice. This Qhio State University and the Kendall collaborative process involyes a Demonstration Elementary School (KDES) number of steps through which both at Gallaudet College in Washington, agencies have the opportunity to D.C. Now in the fourth year of a share the responsibility for the cre- proposed five year effort, the ation and critical review of project National Cente'r and KDES have worked activities and products. collaboratively to-infuse a variety The products represent an as- of career education cOncepts and sortment of approaches to the infus- materials into the school. ion of career education into an on- Under legislative mandate, KDES going school program: planning docu- operates to provide high quality pclu- ments, staff development,materials, cation for hearing impaired children collection of information, and curric- in the metropolitan Washington, D.C. ulum materials. area and to develop, test, and evalu- During the first year of the pro- ate educational materials, methods, ject (1975-76), KDES and the National

39 1 8 Center worked together to createan Task Force and the design teams con- orientation to career education for nected with each of the unit develop- KDES staff and to conducta needs ment efforts. assessment relating to career educa- The Career Education Task Force isa tion at KDES. representative group of teachers and Based on these initial efforts, specialists. Composition of the two conceptual documentswere develop- group varies depending on the scope ed during the secondyear: A Model of the work and the nature of the for the Total Kendall Demonstration project under development. The focus Elementary School Career Education of this year's work is on the revi- Program and a Scope and Sequencefor sion of the working documents, Career Education at the Kendall De- adaption of career exploration simti- monstration Elementary School. The lations, and initial unit adaption of

Model_ _ describes the steps that will the Career Awareness in Language Arts lead to the implementation ofa com- prOgram. The ta4k force is composed prehensive career educationprogram of representatives from each of the at KDES and, ultimately, at other instructional departments and special- schools for the deaf. The Scope and ists in tile areas of language, read- Sequence Is a collection ofcareer ing, sign language, and research. education goals selected andorgan- The Career Education Task Force ized specifically tor KDES students. is chaired by the Coordinator of Additionally, the project has Career Education. Responsibilities developed a sequence of four curricu- of this group include policy review lum units. These units: Feelings: and formation, staff development, Keys to Values; Decisions: Dec_F- goal setting, and overall project siovs!; Coping with Conflicts; and management. Shooting for Goals comprisea series Examples of the work undertaken of instructional packages designedto by the task force during this con- address the basic career education tract year include staff development needs of KDES. efforts, work on the revision of the Currently, the project is modi- Scope and Sequence and the Model,for fying a career education and lan- Career Educationa materials analy- guage arts program originally devel- sis to be used with the Materials oped for hearing elementaryage chil- Resource Guide, and policy decisions dren. Additionally, the modification for the present contract year. Addi- of a simulation package for middle tionally, based on input from the school age children is in theprocess. Scope and Sequence, the Model for _ As the project continues, it is Career Educatiotit and the instruc- anticipated that more and more staff- tional staff, the task force makes will become,involved in the planning recommendations regarding work to be of the career education program and in completed in the next contract year. the development, testing, and use of The design groups are formed at the career education materials produ- the initial planning stage of each ced through the ,project. Thus, by new project. Initially, a determina- the end of the 5 year period, the tion is made regarding instructional career education program will have level placement of the project under been infused throughout the school. -consideration. Based on this determination, a design group of three or KDES PERSPECTIVE four teachers is designated to woik with the instructional designer from Several mechanisms are employed to the National Center for Research in insure Kendall faculty/staff involve- Vocational Education and specialiats irint in the career education efforts. in other areas of the school on unit Two of these are the Career Education design.

49 initially, the group functions products. in the identification of objectives Based on the initial inputft6L based on the working documents. A KDES, the National Center instruc- brainstorming session follows which tional designer begins to workon allows the teachers to input activi- the plan for unit development. The ties and strategies related to the overall product objectives,or goals, topic under discussion. Identified by the design teamare The design group plays the role organized into a logicalsequence. of reactor in relation to the unit Enabling objectives are then derived plan and all draft materials. Basedon from those general goal statements their input, the plan and materials and are organized into a learning are revised prior to an inhouse pilot hierarchy. The activities suggested test. k by the design team,as well as addi- Each of the design team teachers tional activities developed by the serves as a pilot test teacher. Eval- National Center, are then organized uation strategies are designed and the into a sequence designed to aid stu- pilot test teachers receive inservice dents in the attainment of the enabl- training on both the *valuationpro- ing objectives and, ultimately, the cess and the teaching of the unit. achievement of the general product Upon completion of the pilot test,a goals. debriefing session is scheduled for An important criterion isprac- the purpose of discussion of the unit ticality. Each activity under con- design based on student and teacher sideration for inclusion in the unit experience related to the unit. is subject to many questions related to the general question, "Will it OHIO STATE UNIVERSITY PERSPECTIVE work?" Some examples include: "Is it sufficiently concrete?" "Suffi- The KDES Career Education Pro,lect is ciently.visual?" "Sufficiently 1 of approximately 90 projectscurrent- tactile?" "Does it take into account ly underway at the National Center for the actualities of the classroom Research in Vocational Education,a situation?" "Does it ask too much of research and development organization the students -- or of the teachers?" which is a component of Ohio State "Will a less complex Approachserve University. The KDES project is hous- the same purpose?" ed in the Special Projects Division of Variety is an important criteri- the National Center and is staffed by on in the sequencing of activities. four professional project staff: a In order to both enhance studentmo- project director, a project coordina- tivation and to maximize the learning tor/instructional designer, andan of a group of students 'Witha wide evaluation specialist. Two graphic range of abilities and learning mo- designers work on A freelance basis to dalities, the instructional designer design and illustrate student materi- tries to build into each unit avar- als developed through the project. iety of learning strategies. In The National Center has varying addition, the designer tries toar- kinds of responsibility for products range the sequence of these strate- resulting from the project. This year, gies to provide frequent shifts. A for example, the staff is consulting board game, for example, might be with KDES on the revision of the three followed by a discussion and a work- program documents mentioned earlier book exercise. and will edit, type, and print those Another criterion in the organi- revised documents as well. In addi- zation of the unit's activities is the tion, National Center staff have pri- specification of performance objec- mary responsibility for the design tive activities. These must be in- and production of the KDES curriculum -corporated into the unit at precise

41 5 points in the instructionalsequence ceeds with final development, pro- to measure students'progress toward duction, and delivery of the pilot both the enabling objectivesand the test version of the unit. The unit general goals. The performance ob- that is produced via this process iS a jective activities mustoccur after self contained, easily transportable students have hfida sufficient amount package that includes everything the of practice activitiesand before teacher will need to teach the unit students have needto apply the con- with the exception of basic media cept in the unit. In addition to equipment. being validmeasures of student The degree of involvement of achievement, the performanceobjective KDES faculty in the design of the activities must meet the othercri- process insures a high degree of teria of logic, practicality,and familiarity and identification with variety. the unit. The end result is a system- Finally, the goals, enabling ob- atically designed product, based on jectives, practice activities, and the input of a diverse group of ' performance objective activitiesare people, which meets the needs of a written into a comprehensive unit complex student population. plan, which is then sent to KDES for design team review. INFUSION STRATEGIES AND APPLICATIONS Meanwhile, at the National Cen- ter, the evaluation specialist begins As stated, the major focus of this to design student instruments that project has teen on the development reflect the goals and activities of of a variety of strategies to insure the plan and teacher and observer in- a comprehensive career education pro- struments that tap sucb information gram. These strategies have focused as ease of use of thp materials, ap- on process as well as products, so propriateness, and motivational appeal that the components of the project of the activities. have not only been the development of Based on KDES reaction to the program raterials, but the develop- unit plan, the National Center begins ment of kitllls within teachers for work on a first draft of the curricu- tnfusing these program materiala into lum materials. At this point, a gra- the ongoing classroom activities and phic designer works closely with the developing classroom activities that instructional designer both to deter- provide for infusion without special- mine the optimum method of graphically designed materials. ly presenting the activities thatare The infusion strategies dis- essentially visual and to suggestmore cussed in this paper and utilized at viable approaches to the activities KDES.have been taken from Leyden and that would be more effective if they Peterson (1975). Some of the activi- had a visual component. The instruc- ties have been developed by faculty tional designer and graphic designer at KDES, the others are excerpted also work with the evaluation special- from a curriculum guide developed by ist in the design of evaluationma- the Anne Arundel County (Maryland) terials that measure students' under- Schools. The first infusion model standing of concepts rather than their starts with a career development con- reeding and language abilities. cept and then presents ways that the The first draft consists of the concept could be reinforced in vari- text to be Included in the Teacher's ous subject matter areas (see Figure 1). Guide and illustrations of all the For example, the focus might be on student materials that will accompany the development of the career develop-, the Guide. After the KDES design meni concept -- people 'do many kinds team reviews this draft and suggests of work. The specific behavioral ob- any modifitations that might.be nec- jective -- the atudent will identify eesary, the National Center then pro- the different kinds of work people do

51 42 FIGURE 1 INFUSION MODEL 1

ICAREER EDUCATION CONCEPT

t OTHER SUBJECTS/ 2. xl -00 This model starts with a Career Development concept and then presents ways that the concept could be reinforced in various subject matters. 52 in the home, school, and community -- The problem situation in the can he integrated in several subject Convention simulation is one in which areas (see Figure 2). workers in a downtown hotel must pre- The second infusion model focus- parp/for a national convention thht es on the subject matter concept (see will soon be'held there. The students Figure 3)...In this model a subject work individually and cooperatively on area concept is selected. Applica- a variety of tasks to accommodate tions of this concept to identified convention guests. These tasks in-- occupational areas are then addressed. elude such activities as reserving In the example, the mathematics con- rooms for and registering guests, cept of equality/inequality (more taking customers' restaurant orders, than, less than) is the focus of planning menus, keeping guests' ac- lifebased aetivitieS which expose the counts, and doing linen inventories. child to specific occupations (see Using the Convention simulatibn Figure 4). in the classroom is an example of im- The third infusion model has two plementation pattern lA (Figure 5). variations which simply represent two A student's exploration of' branches that can occur within this careers connected with the hospitality model. In the first variation (A), industry provides the structure of the the focus is on the career development simulation. The activities involved concepts which are:integrated into are integrated in the subject matter pany different subject matter areas. areas of home economics, math, social This variation represents an expansion studies, and language arts as the of Infusion Model 1 (see Figure 5). students explore the various occupa- In the example, a career development tional roles. concept in the affective development area is the organizing force and is DISSEMINATION integrated within a variety of subject matter areas (see Figure 6). The sec- At the present time, KDES is involved ond variation (B) uses a specific occu- in the national field testing of the pation as the focus. The specific oc- first of the career education units cupation is then used to teach concepts through a cooperative arrangement in subject matter areas (see Figure 5). with the Media Development Project In,the example for variation (B), the for the Hearing Impaired. Six in- . oc6upation of landscaper has been structional programs are now involved ,, selected as;the organizing force and in the field test on Unit 1: FeelsAngh is the vehicle for other subject matter Keys to Values. concepts (see Figure 7). Dissemination plans call for re- The above discussions-represent lease of the first unit by Fall, 1979. exmmples of.teacher developed activi- Other units'will follow in approxi- ties. The strategies employed in the mately 6 month intervals. Informa- development:of these activities have tion regarding potential involvement also been used in the design of the as a field test site or dissemination KDES career-education instructional of unit materials may be obtained materials. from Jan Richardson, Coordinator of Twelve career exploration simu-- Career Education, Kendall School. lations have.been developed by the Alliance for Career Education with REFERENCE coordination provided by the National Center for -Besearch in Vocational Edu- Leyden, M. B6, & Peterson, M. P. cation. Ddring the preseht conttact Career education and physical year, KDES is invOlved in the adaption sciences. Boston: Houghtoh' of the Convehtion'simulation for use Mifflin, 1975. with Middle school students.

44 53 FIGURE 2.Ali .Example of Infusion Modef 1

Concept:. Career

Subconcept: People do many kinds of work.

Objective: The student will identify the different kinds of v7ork people do in the home, school, and community. AREA ACTIVITIES' Math Given patterns of geometric shapes (circles, rectangles, triangles, squares) the student will (a) make models of workers using geometric shapes, (b) identify the models by the types of work done, and (e) make number-stories about the workers.

Science After going on a field trip thriNugh the community, the student will list those occupations that are associated with science.

Science After discussing problems associated with insects, pests, nd harmful micro-organisms, the student will help in king an experience chart about those people associated ith the prevention and control of specific diseases.

Science student will observe some type of household appliance speculate as to the types of work &Ale and the o ipations of people involved in the entire process th resulted in_the appliance -- from miners for the raw ma ials to the different types of assembly people.

Industrial Giv the necessary tools, materials, and paints, the Arts stu nts will make cutouts of their favorite community work rs.'The students will use the cutouts to make jig- saw izzles depicting community workers.

54 FIGURE 3 IMPLEMENTATION PATTERN2

LANGUAGE ARTS OR OTHER SUBJECT CONCEPTS

CAREER.DEVELOPMENTCONCEPT ACTIVITY 1

CAREER DEVELOPMENT CONCEPT ACTIVITY 2

r...asere arm aria arm mon 111111111111110 MIMI! Min I ADDITIONAL CAREER DEVELOPMENTI ACTMTIES

A specific subjectmatter concept is selectedand then applications at the concept to specificoccupational _emits are suggested. 46 FIGURE A. .An Example Of In/fusion Model Mathematics

Concept: Equality/inequality (more than; less tilhn).

Objective: The student will be able to.compare o ts anddetermine whether there are more Type A objectsnTypeB objects; whether there are fewerType A objects than TypeB objects;

or whether there are the same number of each. '1 2

JPA LIFE BASED ACTIVITY

Bus'Driver Given the group of girls in the room that ride the school bus and given the group of boys in theroom that ride the school bus, the student determiliAs whethermore, less, or the same number of gitls as boys ride the school bus.

Custodian Given a custodian's supply room, the student determines whether the custodian has more, less, or the same number of cans of furniture cream as floor wax; floor wax as window cleaner, etc. A Landscaper Given cutouts of trees and bashes; the student determines whether he or she has more trees or bushes or thesame number of each.

Nurse Given cotton balls vd banclaids, the student determines whether there are more, less, Or the same number of cotton balls as bandaids.

Policeman Given a group of cars that were given tickets for going too fast and another group of cars that were nbt given tickets, the student determirits whether there are more, less, or the same number of cars that were given tickets as were not given tickets. .

Salesman 'Given a school store, the student determines whether.more, IN less, or the same number of boxes of cereal as crackers were sold.

47 5b3 F I GURE 5 IMPLEMENTATION PATTERN 3

CAREER DEVELOPMENT CONCEPTS

TWO VARIATIONS:

A. CAREER DEVELOPMENT CONCEPTS ARE USED AS THE ORGANIZING FORCE AND ARE INTCGRATED WITH MANY DIFFERENT SUBJECT MATTER AREAS.

B. A SPECIFIC OCCUPATION IS USED AS AN ORGANIZING FORCt AND THE SPECIFIC OCCUPATION IS USED TO TEACH CONCEPTS IN SPECIFIC SUBJECT MATTER, AREAS.

48 FIGURE 6. An Example OfsInfusion Model 3: Variation A

Career Development Concept: An individual should start developing wholesome attitudes toward all useful work.

Objective: Given teams of workers, the student will lie able to tell why each worker's job is important.

AREA ACTIVITIES

Science Given a team of workers such as astronaut, mechanics who worked on space vehicle, and janitor who cleans the space laboratories, the student tells why each job is important.

-Math Given a team of workers such as teacher who teaches math, person who wrote math book, and person who operated machine that stitched the cover for the book, the student tells why each job is important.

Art Given a team of workers such as artist who designed the book cover, person who wor1y3 in paint factory,,and printer who set up procedures for producing the artist's design, the student tells why each job is important.

Language Arts Given a team dof workers such as newspaper reporter, newspaper editor, and secretary who types newspaper stories, the student tells why each job ig important.

Social Studies Given a team of workers such as mother or father who votes, the President of the United States, and the local mayor, the student tells why each job is important.

49 58 Figure 7. infusion Pattern 1: Variation B

Specific Occupation: Landscaper ART

SUBJECT MATTER CONCEPTS ACTIVITIES

Gains control in physical Uses point, side, and end of manipulation of media. various colors of crayons to draw landscaping plan of home in student activities book.

Establishes a relationship between Draws landscaping plan for drawing,and reality. home which is practical to the chIld.

Names and identifies colors. Names colors of trees, flowers, bushes, etc., as they are pre)3ented in pictorial and written form on the flip chart.

Specific Occupation: Landscapey SCIENCE

SUBJECT MATTER CONCEPTS ACTIVITIES

States the observable properties Describes tree in terms like of an object. "as tall as a..." or "shorter than A....,"

- Classifies (groups) leaves according Determines Which of the manipulative to a scheme arrived at by the teache5 trees provided are deciduous and and/or the students as a group. which of the manipulative trees are coniferous and classifies leaves accordingly. Classifies by smoothness or roughness, long or short, and other schemes devised by the students.

59 50 A CAREER EDUCATION PROGRAM FOR

ELEMENTARy THROUGH SECONDARY

STUDENTS

Richard Grybos Janice Hill

The Monroe )2-Orleans Board of Coop- Primary (Readiness - Grade 2) erative Educational Set-vices (BOCES) located in Spencerport, New York, At the primary level, the student is has been piloting a developmental led to explore the imnediate environ- career educattion program for use with ment and determkne personal needs. The elementary through secondary neuro- student is assisted in defining his logically'impaired/emotionally dis- br her own role as well as those of turbed.(NI/ED) and educable mentally other significant people in his or her retarded (EMR) students. One of the life. major goals of the BOCES Special Edu- cation Program is to assist handicapped Intermediate (Grades 34)- students 1,,n becoming self supporting adults who are well suited to the The intermediate level maintains the careers they have chosen. Prior to importance of self awareness, but also the development of this program, handi-- encompasses exploration of many work capped students were primarily given fields. The student is helped to iden- occupational training as preparation tify the influences that affect one's for their entry into the working world. choice of career. The BOCES Career Education Program is a guided developmental process which Junior/Senior High (Grades 7-12) provides opportunities foiracquiring skills and experiences needed in poten- junIor/Senior High students are con- tial careers. The students begin by cerned with.specific fobs they have exploring their immediate environment chosen as possibilities for themselves. and clarifying their values, attitudes, Throughout the high school years, the and interests. The students then student .is refining choices, acquits-- broaden their insights and experiences ing the necessary sktils for job hunt- to include occupational awareness, ing, and dealing with actual and skill development and, ultimately, potential problems that arise in the placement in their occupational choice. working world. Thus, the student is guided.in handling difficulties that THE CURRICULUM may occur in working situations. Withip a class, students may . The curriculum is a multilevel structure function on s v eral different levels. across 13 levels, organized on a con- These level o not correspond with , tinuum to encompass primary, intermed- specific g de levels and are not iate, and junior/senior )ligh programs. intended to be taught within a

4 defined period of time. Each teacher 5. Learn to establish goals.which, must determine whether a student has although tentative, are personally satisfactorily completed one level relevant. before progressing to the next. The curriculum design provides the teacher Educational Awareness the freedom to instruct between,levels by varying the expected mastery plateau The student will: for each student. In some cases, particularly in 1. Recognize that learning a con-- classes for the educable mentally tinuous process occurring in apd retarded (EMR), it may be necessarytO out 4f school. remain at one level for a couple of 2. Recognize that educationaf experiences years and to vary.the experiences and are a part of career development. activities each year until the majority 3. Recognize that different career . of the objectives have been mastered. directions require varying types Primary anA intermediate EMR students of educational preparation. are not expected to complete all 4. Recognize the significance of elementary level objectives. The language, computational and reason- Junior High teacher will need to ing development, and the mastery of decide if the student is ready to begin content knowledge as means of the more concentrated career prepara- achieving career goals. tion program. Those students who are ready will then be placed in secondary, Career Awareness levels. All others will continue in the appropriate elementary level The student will: until it has been determined that theY tzre ready for the secondary levels. 1.Understand the variety of occupations found in the world of work. CURRICULUM AREAS 2.Understand the way in which occu: pations relate to needs and func- The curriculum was developed by a team tions of society. of elementary and secondary teachers 3. Determine the worker qualifica- and designed to be infused with existing tions related to performing the academic programs. It consists of basic tasks of various occupations. sequential terminal and enabling objec- 4.Recognize that a career includes tives, modules of instruction, and a progression through developmental management system for special education stages of educational and occup*- students (K-12) in the following areas: tional experiences. 5.pnderstand the relationship between Self Awareness career and lifestyle.

The student will: Economic Awareness

1. Recognize the relationship of The student will: interests, aptitudes, and achieve- ments to the realization 9f career 1.Understand the relationship goals. between personal economics, life- 2. Learn about self in relation to style, and occupational roles. culture through understanding and 2.Understand the tange of Social and experiencing roles. economic benefits associated with 3. Understand and recognize social, various occupations. economic, educational, and cultural 3.Understand how wealth is accumula- forces that influence development. ted through savings and investments 4. Recognize that self knowledge is and how it may influence career related to a set or system of unique and lifestyle. personal values. 4.Understand the relationship of

52 61 present and anticipated occupational 3. Develop the work habits and attitudes status to economic trends found in necessary to enter an occpation in the community, state, and nation. the career area of personal choice.

Decision Making Attitudes and Appreciations

The student will: The student will:

1. Identify and state personal goals I. Recognize the reaponsibilities to as part of making career decisions. self and others when accepting a task 2. Become proficient in identifyink or job. and using resource information in 2. Recognize individual differences and making career decisions. become tolerant in interpersonal 3. Understand that decision making relationships. includes responsible action in identifying alternatives, selecting Each level of the curriculum is designed the alternative most consistent to: with goals, and taking steps to

implement the course of action. . I. Provide activities based on the specific behavioral objectives. Beginning Competency 2. Correlate with the existing reading, math, science, and social studies The student will: curriculums. 3. Use a definition of careers broad I. Develop the skills required to enough to encompass leisure pur- identify the objectives of a task, suits and nonpaid jobs. specify resources required, out- 4. Avoid racial and sexual stereotypes, line procedures, perform operations, particularly in portrayal of job and evaluate the product. roles. 2. Become familiar with the use of 5. Portray a cross section of careers

basic tools, equipment, and materials - requiring various educational back- associated with business, commercial, grounds and skill levels. and industrial activities. 6. Relate student's own interests and 3. Develop an understanding of the skills to the instructional program interpersonal retationships result- and possible careers. ing from the interaction of people 7. Utilize a variety of activities in various occupational roles. (e.g. valuing exercises, games, 4. Develop.educational and occupational reaction stories, and role playing). competencies before moving to the 8. Create materials specific to the next stage of preparation for local geographic area. entrance into an occupation in the 9. Strengthen the student's proficiency( career area of personal choice. in decision making. 5. Develop the skills necessary for 10. Provide a management system for con- employment in the career of tinuous evaluation. personal choice. FIELD TEST RESULTS Employability Skills The Career Education Curriculum was The student will: field tested during the 1977-78 school year in primary through secondary NI/ 1. Recognize the implications of work- ED and EMR classrooms. The field test ing, with and without supervision, also included teacher inservice training independently, and with others: for the purpose of meeting three major 2. Relate information about self in goals: selecting, learning, and performing duties. I. To become familiar with the program

53 62 cl

goals and objectivee. 2. To develop career education activities which correlate with other academic4programs. 3. To have the participants become skillful teacher trainers in the full implementation of the Cdreer Education Curriculum during the 1978-79 school year.

The pilot program indicated a . need for further devetopment in broaden- , ing the scope and sequence and in correlation of carver education materials and activities to program objectives. These needs will be met during the 1979-80 school year by a committee of teachers. The eventual outcome will be activity packets Chat will correlate with the program's terminal objectives. In the'fall of 1978, full implementation of the Career Education Pro- gram beghn with inservice training of the entire special education staff. The training Wa9 provided by administrators and the pilot teachers. The teachers were provided with an overview of the curriculum itn order to evaluate their students''needs and to decide on an appropriate entry level. Inservice training stressed that career education objectives can be integrated into all aspects of the school day. Classroom teachers thus were able to successfully correlate career education activities with reading, language arts, mathematics, sotial studies, science, music, and art programs. The development and implementation of the Career Education Program has given the BOCES Monroe-Orleans #2 staff first hand awperience in putting theory into practice. We have incorporated the philosophy of career education into a K-12 special education program and generated concrete goals, objectives, and activities. the total integration has'provided teachers with the satisfattion of seeing program development result in student growth. SELECTING AND CUSTOMIZING

INSTRUCTIONAL MATERIALS FOR

EXCEPTIONAL STUDENTS

Carole M. Johnson Joan Simon Jones

Career development is a process which CONSIDERATIONS FOR MATERIALS SELECTION occurs throughout the lives of people who are handicapped as well as those As teachers and others engage in the pro- who are nonhandicapped. How that cess of selecting Materials for students, process is facilitated inside and they must attend to the characteristics outside each person's formal educa- of the student, the learning situation, tional experience can affect thein- and the concepts to'be learned (Hull, dividual's perception of personal Barry, & Clark, 1976). When print mate- and occupational needs and the careers rials are deemed to be the appropriate and lifestyles that each person se- medium for teaching a given concept to a lects and/or has the opportunity to , learner in a particular learning situa- select. One of the many methods tion, five factors should be considered% available to facilitate the career, nonstereotypic representation, readabil- development process is the use of ity, comprehensibility, concept develop- print materials. Since many handi- ment, and format and tone. capped youngsters neither acquire the information nor make the associations Nonstereotypic Representation that most nonhandicapped youth do * through inference and shperficial The need for educational materials to exposure, they need, throughout their represent the broad variety of persons school experience, well planned, se- within our society is beginning to be ad- quentially organized instructional dressed by educational product developers materials which focus upon career__ (American Association of School Adminis- development. trators, n.d.; Macmillan Publishing.Co., Teachers, because of their in- 1975; Rosenberg, n.d.; Tyler, 1977). timate involvement in the lives of These efforts, however, have primarily children, must recognize their spe- focused upon nonhandicapped meli and women cial potential for assessing, se- from diverse cultural and racial back- lecting, and customizing career in- grounds. Exceptional individuals, when structional materials to meet the represented, are frequently depicted in needs of their students. The teachers low paying,-traditional male-female oc- must also recognize that such a cus- cupations; as objects of pity,- fear, or tomization process can proceed effi- humor; and/or as having extraordinary ciently and economically, that it personal pArength for overcoming the can be a liberating processfor them, barriers hey encounter (Biklen & and that it can help their students Bogdan, 1977; Schwartz, 1977). define and encourage their own personal In order to aid those who develop, exploratory processes. select, and use educational materials, cA,

the Consortium for theRepresentation Word difficulty for a givenpassage of Exceptional Personsin Educational of material is estimated by either Materials has developeda set of guide- conparing the words in the narrative lines for appropriaterepresentation to a vocabulary list or by coUnting (1977). These guidelines offer the number of syllables in the words. assistance in determiningshowand in 'The most frequently used readability what ratio exceptionalpersons, as formulas include the Fry (1968) and members of our largersociety, should the Dale-Chall (1948). be represented in educationalmateri- Readability formulas can be als. In addition, the Consortium helpful in the initial stages of guidelines have been elaboratedupon material selection; hoWever, they and applied tocareer education mate- should not be relied upon as the sole rials (Newell, 1978). or primary decision making tool. Figure 1 presentsa materials Since each formula relies upon analysis checklist designedto aid different method for calculation, those Who develop, select,and use 'different readability quotientsmay instructional materials in deter- be derived for the samepassage when mining how persons with various several different formulas are used characteristics are depisted inre- (Harker, 1977). Furthermore, low lation to occupational roles. The readability quotients do not ensure checklist is designed to helpits comprehensibility of materials, since user answer two basic questions: the formulas do not take into account Does the material reflectthe di- the difficulty of the conceptsex- versity of people performingvarious pressed or the structure of the sen- types of occupations withinour so- tences in the passage. Relatively ciety? Does the material reflect difficult concepts can be expressed the fact tNat women andmen of dif- in simple one and two syllable words ferent races andages who are handi- using several dependent clauses and capped and nonhandicapped perform be incomprehensible to the 'laden in similar types of careers? The In addition, since readability for- checklist is also intendedto assist mulas were derived to analyze basal materials developers and selectorsin readers and standard textbooks, they attending to the frequently subtle cannot be easily or accurately cues given to students regarding applied to technical materials. careers which are appropriate for them as individuals. It should be Comprehensibility used in conjunction with theguide- lines developed by theConsortium Comprehensibility or learnability and/or those developed by Newell. (Klausmeier, Ghatala, & Frayer, 1974) refers to theease with which Readability concepts can be comprehended or learned. How concepts are expressed Readability forpulas are designedto within written materials often de- estimate the.reading difficulty of termines how efficiently and effective- print materials, with the readability ly the student is able to cOmprehend quotient dei=ived from them expressed them. If the major concept to be in terms of grade level equivalents derived by the reader is vaguely (Coreman, 1977). These formulas nor- phrased or is buried in an excessive mally take into considerationsome in- amount of verbalization, it'may be dicator of sentence length and indivi- missed by many readers. This is dual word difficulty. Sentence diffi- especially true for indiViduals who culty is often determined by divid- do not learn efficiently through in- ing the number of words by the number ference. of sentences ina 100 woi-d passage. As indicated previously,.mater-

56 AAitlyals

Type Of Occupatiori Sex Race Handicak z M F Ft 1g E le m F d i rt t i 0 I

Home living skills .

Managerial

Professional , ,

. v , Service

Skilled _

Technical .

*Indicate frame or page number

(.1 ials with a law readabilityquotient recognized as a major determiner of may be incopprehensible either because reeding difficulty." (p. 127) the concepts expressed are extremely . i Educators should aak several complex or because thesentence struc- qUestioMs as they examine career ture is difficult. The previous ex- . education materials for use with perienceof the learner is alsoa cri- youngsters whose reading functioning tical factor in determiningcompre- is below that of their peers: How hensibility-. For example, the word anich experience' has the learner had neighborhood has threesyllables and 'kith concepts of lesser difficulty may have a difficulty level ofb8.0, within the same concept class (Blount, .byt conceptuallyvery young children 1971)? I. the concept presented in may have a basic familiarity with a step by step manner? is sufficient what the wordmeans from their experi- practice.and reinforcement provided ence. How the word is used in rela- ,in the use of.the concept (Bammeifter, tion to the language in therest-of Hawkins, & Holland, 1967)? Can the the narrative could define itscomr learner's attention'be focused on the prehensibility, despite the fact that relevant dimensions of the task (Gold, its presence may cause the readabili- 1973)? Are aids.for self monitoring ty quotient to be elevated. provided (Milgram & Furth, 1967)? As teaChers and others evaluate Are numerous examples given (Tymchuk, career education materials, th'ey must 1973)? I. the learner familiar with ask themselVes how clearly thelan- the concept wOrds and,those used'in guage used expresses the central con- the examples given (Tymcha, 1973)? cepts, how context clues and other definitional cues are presented, how Format and Tone the language flows in the narrative, and what the learner's previousex- Format and tone refer to the way in perience with the concepts is. which the narrative is laid out on. the page and the feeling conveyed,by Concept Development the language it contains. Format' and tone often determine whether or not Intimately related to comprehensibi- students apProach the instructional . lity is concept development within material in a relaxed mtnner. If ale educational materials. Concept de- tone of the material is conversational velopment refers both to concept level and the format is clear, attractive, and to the :number of concepts conveyed and well illustrated, students are in a given piece or section of materi- more likely to approach.it with a al. Concepts vary in difficulty and positive attitude. For example; a include ranges from simple to complex, list of 20 vocabulary words and their

concrete to,abstract, specific to . definiti?ns typed in small type and general. double epaced, using the word to de- Clearly, teachers must be sensi- fine. itself (e.g.., landscape gardener, tive to the readiness of individual a worker who landsoapep gardene), students to acquire a given concept. is both Confusing and overwhelming. Harker (1977), in discussing Piaget's Fewer vocabulary words, well illus- theory thatiyoungsters prior toage trated, attractively laid out, and 11 years have difficulty comprehend- clearly defined are much more appeal- ing abstract concepts without refer- ing and less threatening io the ence to concrete examples, suggested reader. that "secondary.students have only Similarly, when materials con- recently acquired the ability tocomr tain page after page of single spaced, prehend abstract concepts, and that small type with little or. no variation the nature ad number of concepts in- or illustration, they tmmediately tzoduced in'oentent materials must be- lose their appeal, especially if the

58 1 68

; student is an inefficient reader. sentences or paragraphs he or she is However, simply enlarging the type is to read. Similarly, large red dots clearly.not tfie solution. Materials may be made at the end of sentencea or should be laid our in a variety of paragraphs to designate the points'at ways which are appropriate to the flow which the reader is to stop reading. of the narrative. Additionally, illu- Bullets. strations, charts, graphs, and figures Large dots are placed should be clear, nonthreatening, and within the narrative to designate self explanatory. steps in a task or y points in a list of concepts. METHODS FOR CUSTOMIZATION Boxes. Drawing 10box around directions or critical paragraphs within _Customization is a process for en- ,the narrative aids the reader in hancing the' gomprehensibility of in- identifying what he or she is to do structional materials efficiently or singles out ih't central point or and economically. It requires the concept within the material. application of one or more procedures to existing materialsr The procedures Glossaries. Referred to both before and during the use of instructional involved in customization are used materiaisl glossaries assist stu- when available print materials do not dents in comprehending the material 'fully conform to the conbiderations toi\be learned. Words printed in for selection. Furthermore, these medium letters with black marker on procedures can be used in the devel- large white or beige index cards opment of commerCially prepared or allow for flexible use. In addi- teacher prepared materials to aid corn- prehensibility. tion, the words should be defined and used in sentences on the cards. Several customization techniques Drawings or pictures cut from ma- which can be applied to print materi- gazines and pasted on the cards .als include: are also helpful. Long lists of . '1 Marginal gloss. Questions, tasks, words typed or printed on a single ,and/or statements are written in sheet of paper should be avoided, the right margin of the text and since they appear overwhelming and reference the important concePts may be confusing to the reader. within the narrative. This proce- Sequence cards. Developing se- dure aids comprehension and makes quence cards which identify the. reading active rather than passive. steps to be followed in Completing Tabs. 'Essentially .the same as mar- a task described in the narrative ginal gloss, strips of paper upon serves to focus attention on those which questions, tasks, and/or steps and .to encourage review of statements have been written are the entire process to be under- attached to he margin'of the text. taken. Tabbing is usually used when mar- Although uniqueness of indiv ttril ginal space is tOo 4iMited to add learners must be recognized in the marginal gloss. development, selection, and customization of instructional materials, it Highlights. Important or key facts is virtually impossible ar produot in the narrative are underlined developers and publishers to design with a polored Marking pen to focus and produce materials which specifi- ' the reader's attentiop.on the key cally address each child's individual facts or concepts. needs. Similarly, teachers seldom

;AD Marginal arrows. Green arrows may have the time and resources to design be placed in the left margieto and produce all instructional materi- cue the reader to the beginning of als for each child. Clearly, a.middle

59 6 q ground is required. Producers' need to' Fry, E. A rea4ability formula that understand and employsome product de- saves time. Journal of Reading, velopment techniques which can assist 1968, 11, 513-516, 575-578. them in making materials accessible to 4 a wider range of students. At the same Gold, M. W. Research on the vocational time, teachers.need to understand and habilitation of the retarded: The use similar techniques to aims, se- present, the future. In N. R. Ellis lect, and enhance or customize existing (Ed.), International review of re- materials in accordance with individuil seumbLin mental retardation. New student needs. YozEWAcademid Press; 1973.

REFERENCES Harker, W.ii Selecting instructional materialsNor content area reading. American Association of School Admini- Journal o 1977, 126-130. strators. SOX equality in educational materials (AASA Executive Hand- Hull, M. E. ,-0. J., & Clark, book, Series #4). Arlington VA. D. L. Procttt1f for teaching vocational conceptslto Special 'needs Baumeister, A. A., Hawkins, W. F., & students. Fin40. report. Austin: Holland, J. M. Retroactive inhibi- Texas Education 'Agency,ADivision of tion in short-term recall in normals Occupational Research and Develop- and retardates. American Journal of ment, 1976. Mental Deficiency, 1967, 72, 253-256. Klausmeier, H., Ghatala, E., & Frayer,

;, iklen, D., & Bogdan, R. Mediapor- D. A. Conceptual le#rning and 4e- trayals of disabled people: A study velopment: ,A cognitive review. New of stereotypes. Interracial Books York: Academic Press, 1974. for Children Bulletin, 1977, 8 (6 &

7), 4-9. Macmillan, Publishing" Company. . Guide- lines for creating positive sexual Blount, W. R. Concept-usage perform- and racial images in educational ance: Abstraction ability, number of materials. New York: Author, 1975. referents, and item familiarity. American Journal of Mental Deficiency, Milgram, N., & Firth, H. The influ- 1971, 76 (1), 125-129. ence of language on concept attainment in educable retarded children. Coleman, L. J. An examination of seven American Journal of Mental Deficien- techniques for evaluating the compre- a; 1963, 67, 733-739. hensibility of instructional materials. Education and Training of the Newell, T. Guidelines for the.repre- Mentally Retarded, 1977, 12(4). sentation of exceptional persons in career education material. Washington Consortium for Appropriate Representa- DC: US Office of Education, Office of tion of gxceptional Persons in Educs- Career Education, 1978. tional Material. Guidelines for ihe

. representation of exceptional persons Rosenberg, M. Criteria for evaluating in ucational material. Columbus the treatment of minority groups in OH: tional Center on Educational Oixtbooks and other curriculum Med and Materials for'the Handi- materials. MASCD Position Paper, capped, 1977, n.d.

Dale, E., & Chall, J.S. Aformula for Schwartz, A. V. Disability in chil- Prediciting readability.'Educational dren's books: Is visibility enough? Research Bulletin, 1948,27, 11-20, Interracial Books for. children Bul- 37-54. letin, 1977, 8 (6 & ,71p 10-16.

60 Tyler, L. L. Materials in persons. Theory into Practice, 1977, 16 (3), 231-237.

Tymchuk, A. J. Effects of concept familiarization VB. stimulus-en- hancement on verbal abstracting in institutionalized retarded delin- quent1 boys. American Journal of Mentat.Deficiency, 1973, 77, 551- 555.

c't

V IMPLEMENTING INDIVIDUALIZED,

COMPETENCY BASED EDUCATION

FOR EXCEPTIONAL STUDENTS

Susan Reichman * Rosalind Eskew

Educators:in the area ofcareer edu- proach. Competency based education cation for exceptional studentsare encompasses three major principles, very aware of the differing needs of each of which facilitates the educa- the students attending theircourses. tion of exceptional students. First, Students come intocareer education clearly stated learning outcomes,or courses with varying abilities And competencies, are the foundation of past experiences. Within one career each course. These competencies are education course each andevery stu- derived from those skills necessary dent may have-a different goalin for job success. Each competency ig mind. For example, one studentmay further developed into performance want ,to master only basic skills based, measurable objectives. In- Whiae another prefersto leave the struction developed around job Course at An advanced level. competencies and related objectives .The fact that these studentsare helps ensure that the exceptional cliissified "as exceptionalstudents student is learning theexact skills Vs also poitIs to another major consi- necessary for career success. deration. Each of these students has Second, the knowledge and skills special learning needs. These students that the students are required to learn at varying rates and often need master and the means for assessing differ4ni types of mediatedinstrur- this mastery are stated in advance. tion. One student mdght learn readi- This information is available to stu- ly using,print instruction whilean- dents, parents, employers, and others other-may need to spenda longer who want toknow what Competencies .period.of tiMe listening'toan audio- are required of the learners. THe tape on the same material. One stu- prespecification of required know- dent may do best by working witha ledge and skills aids the student in 'peer tutor,-while another requires selecting a career which is most ap- additional practice and periodic propriate to his.or her abilities review. and interests. Additionally, emplo- yeri are more likely to hire the ex- EASIC.PRINCIPLES ceptional student who hawbeen certified as competent than one who has Row does tte instTuctor meet all fhese graduated from-a lest well defined nee(lt within-the same course? One course of instriiction. effective and efficient way to deft]. Third; instruction within the , with the needs of eaa individual is course is individualiked, a neceseity' , to present instruction using an,in- in successfully Meeting the special " .4ividualized, competency based,ap- learning needs of each exceptional

f '7i") student. The required competencies and The second stage for the project, specific instructional objectives are completed in 1976, was to translate selected to match each student's this broadly conceived view into con- career goal. The focus in the clasa- crete, practical teaching stratepes. room is to help each learner aChieve With the help of 50 Nocational in-' the specific skills and knowledge structors from a variety of Florida that have been tdentified as necessary schools and occupational fields, a for successful on-the-job performance. procedural manual (Dtlivering Compe- Flexibility is maintained for the in- tency Based Vocational Education: A dividual learner with regard to in- -Teacher's Guide To Individualized structional materials, resources, and Instruction) spelling out how to im- learning time neceSsary for mastering plement these strategie!; in the com- the selected competencies and relat- petency based classroom was completed. ed objectives. The student is given The third stage for the project instruction in whatever way required was to provide a more extensive train- and for as Iong as necessary until ing method for instructors, covering competent in the chosen career. how to implement the teaching strategies required in competency based ed- CURRICULUM DELIVERY SYSTEM PROJECT ucation. The resulting instructional package is Florida's Approach to Com- Most instructors will need some kind petency-Based, Individualized Teach- 'of help and guidance in making the ing (FACIT). The goal of-the FACIT transition to teaching in an indivi- materials is to provide instruction dualized, competency based mode. Many- on how to deliver individualized, new teaching strategies are required. competency.based education in the In order to facilitate this transi- classroom. The emphasis is on prac- tion, the Florida Vocational Division, .tical ideas rather than theory or in the last 4 years, has been develop- historical information. FACIT pro- ing materials to teach preservice and videt instructors with specific tech- inservice vocational instructors a niques and strategies that can be method for delivering individualized, used as suggested or adapted to al- competency based education to their most any type of instructional set students. The developmental process ting. A wealth of examples, checklists, for these materials has been largely and,forms from many vocational class- dependent on,input from classroom in- rooms are found throughout the materi- structors concerning the feasibility ,als. of potential teaching strategies which can be implemented or adapted inalmost THE FACIT COMPONENTS any type of.vocationaleducatiom setting. , ,In.the FACIT materials, instruct.ion In 1975, the Curriculum Delivery is built around 30 teaching strate- System Project completed the first gies stateas competencies. Most of of three stages in developing these these coaetencies are further de- With the fined through'the use of explicit, instructional materials. , assistance of state leaders in voca- measurable objectives. A majority of tional education and national experts the competencies are taught by mul- in curriculum and instruction, a tiple learning options, using a framework phamplet, Individualizing variety of media. Pretests anoPpost- Instruction for Competency Based Ed7 tests are included to assess mastery ucation, was developed. This pamphlet of each objective. The'materials . ) proposed a theoretical frameWork are desjgned tobe used in differing identifying and describing the com- instructional settings, from college ponents of inditidualized, competency courses to inservice workshops, or based education. independent study.

,63 The 30 competencies are grouped goal setting: identifying sources of into six basic components, Mach of goal setting information and helping which is an integral part of imple- students solve goal setting problems. menting individualized, competency based education. The six compo- Objectives nents include: Goal Setting, Ob- jectives, Criterion Referenced The Objectives component takes the Testing, Learning Experiences, Eval- approach that clearly specified objec- uation, and Instructional Manage- tives provide the basis for all Ment. Instructors using the FACIT activities necessary in the individ- materials select components based ualized, competency based course. on their needs and interests at the It is through the use of objectives time. With the few exceptions of that each student's course of instruc- some prerequisites, each instructor tion is planned.and individualized. can select and sequence the compe- Objectives are the key by which the tencies:In a similar manner. instructor develop's, evaluates, and

Each of the six components pro- manages the instructional process. . vides instruction over teaching The FACIT materials provide instruc- strategies that are necessary to tion over four competencies concern- meet the principles of individual- ing objectives: identifying, select- ized, competency based edUcation. ing, and sequencing objectives to What exactly does each one of the meet each student's needs, abilities, six components encompass and how and interests; analyzing broad ob-. does each contribute to being able jectives into knowledge and perform- to deliver instruction in this ance subcomponents in order to pro- manner? vide complete instruction; writing instructionally complete objectives, 'Goal Setting including statements of the conditions, performance, and criterion level; and The Goal Setting component covers the validating course objectives. process a helping the student select 4,a'specific career that is both the Criterion Referenced Testing one depived and one in 'Which the stu-° dent isi'tealiatically capable of The Criterion Referenced Testing com- succeething. Some students know what ponent centers around certifying career they want and have the abili- student mastery in order to in- ties neceseary for success. Others dividualize instruction. The in- may select a career in which success structor in the competency based iS unrealistic, or, the stuslent maY syste11(4 ruses criterion referenced be undecided as to the'career choice. prete ts and posttests to deterMine

Ih Florida, most of the students en- exactly what instruction each s

ing It vocational course have al- student needs. . Criterion refer- rdy been 'helped to make a broad enced tests also provide majo caer choice, either by a counselor, i put in the process of evaluatln a wo k evaluation specialist, or other th effectiveness of instruction and perso el. But, the instructor often as part of the instructional manage- has tO elp the student narrow down ment process. Instruction is pro-

this broa& career to a specific area. vided over six competencies in this " For exampl an automobile mechanics , component: using pretests and posttests instructor may have students that to determine instructional needs; deter- achieve careerb ranging from special- mining whether a written or performance izing in beakes to a master mechanic. test should be used to assess mastery 'The FACIT materials provide instruc- over specific objectives and exactly tion in two competencies related to what type of test or rating scale is

64 esy I ' appropriate; identifying the testing formation; and using evaluation in- requirements of specific obtectives, formation to make formative changes such as the number,of test items or in the instructional processes and whether retests are necessary; develop- materials. ing and using performance:ratim methods, including chtcklists and rat- Instructional Management ing scales; developing and evaluating the quality of selection test items; The Instructional Management component and developing and evaluatingthe ties together all activities that are quality of supply test items. ongoing in the individualized, com-. - petency based course. Delivering in-. Learning Expertentes struction in this mode'resulfs in a variety of activities going on simul- The Learning Experiv9-tes component taneously. Systematic strategies are provides a framework for the indivi- necessary to coordinate student acti- dualization of instruction through the vities, tutor or aide activlties, re- considelration of task and learner. sources, test results, and product characteristics. As mentioned earlier, results. This component presents students learn at different rates and some methods for organizing these through different means. These in- activities, including keeping records dividual differences need to be taken on student progress and performance; into consideration when planning and ordering and monitoring supplies; delivering instruction. Providing allocating instructional resourees; for individual differences becomes using proctors and aides; determining even more critical for the success of grades, if required; and organizing the exceptional student. In this com- student, course, and resource records. ponent, instruction Is provided over the following competencies: analyzing Implementafion task And student characteristics as input to the develoventNof learning A question at this point might be experience; planning for instruction whether instructors can be successful based around Gagne's functions of in implementing this approach in the -instruction; choosing and usinOtiedia; classroom. To answer this question, reviewing, selecting, and adapting 13 vocational instructors were used itIstructional materials; pacing the to review the FACIT instructional student; training and using tutors; materfalp and also had the task of im- and grouping students for Instruc- plementi g the entire system in their tional purposes. ciassroons. Each instructor adapted the system to meet his or het special Evaluation needs and all of the instructors successfully made the transition from The Evaluation component covers the the ttaditional classroom to the in- ongoing process of improving instruc- dividualized, competency based ap- tion. To ensure that the learning ex-- proach. periences are doing thp best possible. Of special interest is the job in developing students' competence Sarasota County Student Center in to succeed in their selected careers, Sarasota, Florida. This center for the evaluation process mubt be used. exceptional students offers vocational Evaluation determines whether changes training in business education, build- are needed, and if so, where. An in- ing maintenance, food management, formal approach is suggested, using child care, hotel-moteiervfces, information readily available to the horticulture, and small1ngine repair. instructor. Instruction is provided Basic education courses, including

over two competencies: sources and . reading, math, social studies, science, methods for collecting evaluation in- physical education, music, art, and

65 driver's education, are also taught. for later use. Each etudent who en- Of the 13 instructors previously ters the course is also given a pre- mentioned, 3 teach in this school. ference questionnaire in order to Many of the other instructors in the determine basic learner characteris- school, both in the vocational and tics. All this information.is then academic areas, learned the FACIT used to adapt already existing learn- approach through independent study ing experiences or, when eecessary, to of the materials,and began implement- develop new ones specifically for a ing the strategies which allowed them atudent. Students are then assiped to move from the traditional to a com- learning experiences based on their petency'based approach. needs and goals. The emphasis is To look briefly at one example, always on presenting instruction in a the businese education curriculum manner which will enhance success. offers training as a receptionist, As additional motivation, various telephone operator, office machine achievement awards are given to stu- eoperator, clerk typist, file clerk, dents and progress is monitored by mail clerk, stock clerk, cashier, and stars on a progress chart. Informa- grocery bagger. Much of the in- tion on test results and rate of stu- struction is centered around an oper- dent progress is used periodically to ating business called Kwik Kopy, Inc. evaluate the effectiveness of the learn- Profits from this business are used ing experience and to make indicated to buy many of the supplies used in revisions. Instructional management the day-to-day operation of the course. techniques involving student partici- This instructor has implemented, pation, with a strong emphasis on by adopting or adapting the sttarte- recordkeeping and maintaining re- gies in the FACIT approach, parts of source inventories, are used to keep each ofothe six components. Most goal the classroom operating efficiently. setting is done in the rhool Work Finally, information relating to Evaluation Center, but the instructor specific objectives assigned, test helps students to select specific results, learning experiences assigned, careers using techniques suggested in and progressprovides.a major con- FACIT. Objectives,.already written to tribueion to each student's indivi- meet FACIT specifications, are then dualized education plan -- an effec: selected and sequenced for each stu- tive way to tailor instruction for , dent and with that student's input. each student. Tests are used, not to discourags,the student, but rather to diagnose fieeds CONCLUSION or problems, determine-readiness to move on to the next objective, and as Individualized, competency based edu- a motivational activity to keep the cation is an extremely effective way students progressing. Students in to meet the instructional needs of this school'often have a history of the exceptional student. Regardless failure behind them, so strong em- of the course content, the basic phasis is placed on success. Staying teaching strategies used to deliver with a task until it is mastered, instruCtion in this manner ate the rather than accepting failure, is same. The FACIT system provides'in- required. struction to preservice and inservice In the planning of instruction, instructors in 30 competenc es that each course objective W8S analyzed as have been identified as nec emery to to relevant taskstharacteristics, as this delivery mode. Implementation well as broken down into its knowl- Of the atrategiee suggested in the edge and performance components. areas of goal setting; objectives, Mediated instruction is reviewed for criterion referenced testi4, learn- potential use whenever it becomes ing experiences, evaluation, and in- available, With detailed records kept structimal management will help

r ensure that each student receives the best possible education.

REFERENCES

Harrington, C. T., Fagan, R. L., Freedman, S., & Reichman, S. Delivering competency-based vocational education: A teacher's guide to individualizing instruction. Tallahassee FL: State De- partment of Education, 1976.

Harrington, C. T., Reichman, S., Fagan, R. L., & Hickaby, B. F. Florida's approach to competency- based, individualized teaching (FACIT). Tallahassee FL: State Department of Education, 1979.

Johnson, B., Harrington, C. T., Mitchell, M. C., & Fagan, R.L. Individualized instruction for competency-based education. Tallahassee FL: State Depart- ment of Education, 1976. "A RESEARCH UTILIZATION MODEL

FOR CAREER EDUCATION PROGRAMS

Ray Sankovsky

Career education in its broadest sense of new resources a barrier to effective was once defined as the totality of research utilization occurs. Either experiences through which an individ- the local programs do not have the fi-' ual learns about and prepares to en- nancial resources to purchase the ma- gage in work as part of'his or her way terials, or they are reluctant to of living. adopt materials that were developed In this sense career education elsewhere. for the handicapped is not a process Another barrier occurs when the that is different in "kind" from tra- local programs have the resources and ditional career education, but rather are willing to adopt the materials, but one that is different with regard to there is no scheme or plan of action "extent" and "intensity." The handi- to integrate the resources into an on- Capped student, if he or she is to going program. be adequately prepared for a career, The research utilization of career must be exposed to and versed in the educatton materials and resources for traditional career education model the handiCapped focuses on a model that and provided with a more intense and would provide: detailed experience in career education. ,l. Information on product availability. Critical to this more intense 2. Access to the resource matertal by and detailed exposure is the availa- the local systems. bility of teacher and student re- 3. A model for integrating the resource material. It is this concern sources into an ongoing program. for resource and program materials 4. Training to local system personnel that has prompted the funding of re- on the integration and utilization search and development projects for of the materials. career education through a variety of federal offices, including the For the purpose of this paper it Bureau of Education for the Handi- is assumed that information on a varie- capped (BEH). Although-there has ty of resource materials on career edu- been an attempt, either through the catio4 for the handicapped is.already individual projects or through a availabfe:What is presented here is. network'of information centers, to a research Utilization model ormatrix provide these resources to local pro- that would provide a structured format grams, all too often the products of for both identifying the individual research and development in career student needs and for providing the education for the handicapped do not necessary career education services. reach the local programs. Figure 1 provides an overview of When local programg become aware a three dimensional model. The FIGURE 1.InteraCtion Matrix Model On Career Education For The Handicapped

00:(411111rAdlir

SETS Knowledge Developmental Phases Psychological Physiological and Informatio

1. Career Awareness 8

1 2. Career Exploration

3. Career Evaluation

4. Career Involvement e

5. Skills Training

. .

6. Placement

. ., 7. Followup and .

, Followthrough ,

---- remainder of this paper will identify internal or external influencing factors the various components ofthe model are often viewed from the standpoint of and discuss their interrelatedness.. limitations. In their truest application, the external or internal charac- DVELOPMENT PHASES teristics must be considered in terms of assets and limitations. Limitations The proposed career education for the identify only deficiencies andscreen handicapped model focuses on secondary out potential progress through theca- education programing and addressesthe reer development phases, whereas following developmental phases: assets are guideposts pointing in the direction of and facilitatinga more L Preparation for careers (aware- positive career development path. noss).- 2. Explanation ofcareers (matching SETS interests.and abilities). L Evaluation of career potential The third dimension of the research (vocational or occupational utilization model is described interms evaluation). of physiological, psychological, and 4. involvement in career activities knowledge information sets. These sets (work and relate(1 experience), can be referenced across both the in- i. Skills training. ternal and external influencing factors 6. Placement. previously described as the second di- 7. Followup and followthrough. mension.of the model. The term physiological.set refers Each of these Seven developmental to those physical characteristics of phases can be identified in timefor the student or the environment that any individual. The phases are self would influence the student'sprogress explanatory and have been discussed through the career development phases, extensively In the career education either in a positive or a negative programs. The remaining two dimen- way. For example, a severe orthopedic sions of the model, influencing fac- disability may hinder or restricta tors and sets, have not been tradi- student in the career development tiop/alcomponents of career education phases. This would be an internal- planning and will needsome additional physiological interaction. Likewise, explanation. a physically inaccessible building, classroom, or work situation would be INFLUENCING FACTORS an example of an external-physiological interaction, if the studentwere The term InfluencinE factors refersto restricted in mobility. internally or externally orientedcon- The term psycholosical set refers ditions that will either facilitateor to feelings, attitudes, perceptions, retard the lndividual'sprogress biases, and related psychological through the career developti)ent phaSes. characteristics that woulii influence Internal factors are those related the student's progress through the specifically to the student, suchas career developmental phases, either interest, motivation, drive, mobility, in a positive or a negative way. An stamina, and self concept. External example of the internal influencing factors are those that influence the factors in relation to psychological student's progress through thecareer set could be the student's self image development phase but are not within or concept. An external 4nfluencing direct control by the student, snch factor and psychological set mayre- as physical b.arriers, attitUdinal late to the attitudes of teachers, barriers, appropriate resource materi- employers, administrators,' or the al, and staff availability. public toward the student. It is important to note that the The term knowledge and information

70 6,1 set refers to level of awareness, and not a discrete component of the specific factual information, skills training phase, labeled Iolb training, background, and level of readiness training. understanding of both the student and those who are invOlved in the Psychological Set--External student's'career development pro- % gram. As in the physiological and One concept that immediately comes to the psychological sets, the knowl- mihd is the attitude of other indivi- edge and information set could in- duals toward the handicapped. Atti- fluence the student's progress, tudes can encompass such characteris- either in a positive or a negative tics as fears, biases, expectations, way. rejection, and overprotection. To what extent can such an external- THREE DIMENSIONAL INTERACTION psychological set influence the career d6velopment phases of c.he handi- The best way to demonstrate the three capped individual? The mosib obvious dimensional model would be to provide considerations such as fears and bias a few specific examples of the inter, are self explanatory; but constructs actions across the three dimensions. like overprotection have a tendency to cross over into the internal psy- Psychological Set--Internal chological sets related to the handicapped individual and generate de- The psychological set in relation to pendency and.concepts of low self the internal or student aspect re-. esteem. lates to such concepts as awareness of responsibilities, 1?eing on time, Physiological Set--Internal coping skills, decision making skills, values, independence,.assertiveness, Internal physiological sets relate positive self regard, realistic ex- to such factors as stamina, mobility, pectations, and tolerance for frus- range of motion, dexterities, and tration. Some of the internal psy- more global factors such"as. ability chological concepts are more criticill to drive an automobile. and related to the specific-develop).- mental phases from awareness to Physiological Set--External placement. For example, being on time is important throughout the ca- The external physiological set refers reer development process, but it is to such components as architectural critical, at the placement phasd of barriers, communication devices development, to job survival. This (phone amplifiers, large print read- does not mean that teaching a stu- ing material, audio cassettes, and dent to be on time can be postponed records) and detailed task analysis until the placement phase, but rath- for the slow learner. er it demonstrateq the need for developing this set throughout all Knowledge and Information Set-- phases. For example, many vocation- External al rehabilitation facilities or workshops provide skills training for The interaction of knowledge and in- the handicapped. It is a common formation as it relates to external practice for these facilities to factors includes such components as institute a job readiness phase prior affirmative action guidelines by em- to the rehabilitants' completion of ployers, cOgnitive mapping or learn- the training program. However, if ing styles, prescriptive teaching, job readiness were critical to suc- the world of work, and teaching job .cessful placement, it should be An seeking, personal-social, and occupa- ongoing function of the total .program tional guidance and preparation skills.

71 s USING THE MATRIX IN TERMS OF INTERACTION

The three dimensional interaction of the matrix cells through the career development process is unique for, each handicapped individual, and it is the educator's responsibility to be aware of the interactive elements and to facilitate the handicapped individual's career development throughout the various phases. In eseence this model provides for the development of an individualized career education plan.

Operationalizing the Model

The term research utilization becomes important when the model is operation- alized. Through reaearch utilization the many resource documents, materials, strategies, training programs, and specific knowledge that have been developed over the years in relation to career education for the handicapped are identified and used. Each of these elements is reviewed to determine an appropriate location in a slot or cell in the career education model. The model then specifies the availability and the most appropriate element to be used to overcome the barriers in the career development. process.

9;2 72

"ho 'EXPgRIENCE BASED CAREEA

EDUCATION FOR MILDLY MENTALLY

04DISABLED STUnENTS

Carl H. Larson Jan McMahill Marvin Lewis

Experience Based.Career Education for -the local schools that implemented

, the MIldly Mentally Disabled (EtCE- pilot projects. 'Humboldt Community MD) is an exploratory vocational pro- School was established as wdemon-,_ gram that helps students decide-what stration site: they want tO do for the rest oY tlieir . lives. Students determine 'interests, MEETING REQU4REMENTS FOR ACAbEMIC, then*choOse occupations and work situ- CREDIT ation& they would-like toaknow more' I, about. Experience becomes a key . Learning activityWietits specify the

word inEBCE-MD,as students observe , lessons fr academic.areab that must 4 and participate in a variety of jobs. be completed by the AtU4ent. These in the community. Placement at each activity sheet4 may be deyeloped solely 'site varies from 3 to 94weeks.gr. by the LearnIng'Cooidinator or.throfigh. During placement,: the student's w a cooperative'effort,of thejatudent and activities 'are supervised by- a Fesource Learning Coor4nator.-Most of the - person. While on eite', atudent activities are assigned to be comgeted complete academic activities ke ated, , whine the dtudentie at the site thus I , tO the work gituatiow. Satisfactory correlating tbe aC441mic experience completion of academic ssignments . with the wOrk &ituaton. Activities while participating in' CEenables the' \may=also be built prOnd other sources student to earn hlgri sctbol credit sith as books;. .palphletp,-majimines,

required for graduation. . : television,:or otfier community resour- EBCE.is for mentally disabled --ceso., One of the MTh importadt*aspects students who need exploratory-experience.Of the learning activity sheeta is that 41 before tiey enter ehe next two phases the studenf is lean i1iqd,, applying of their prograiir-work adjuetmeht and .knowledgeO.n a:real,.raOler than simu- Oork experience training. EBCE does lated, situation., not compete withAke'paid rirogram in which many"OlderrOfudents are enrolle4. .. INHOUSE DAY z. r - DEVELOPMENT OF EBCE-rit Audentsre assikned,to the-jvb.site. % ( t, (, 5yrel to 3 honrsi,4rdays a week,) with' EBCE-MDwas developed ,by IotaCentral i,fifth 'day desigliated as "Inhonsen .Cemmuni-ty College 'of Fort Midge; Iowa, , ,day. The inhouti9 ;lay is an individual with the assistance.of%a gtint.from. appointmenft, wifh the tearNig.COOrdina- the Department of.Pnblic6intstrtiEtionj: ter to evaluate cOmpleted:learning ., t .The cominunity ooll* cooperated 141.0*,- activities-and to-Aeveldp new, activity" A ArroOhead Area Education Agencyand , sheeta. In"addition,,the Learning , ., . . . . A, '6 A ,73

, )40-'2 4

1.4 Coordinator helps the student plan implementation for eacharea education further placement and givesguidance agency would consist of training time regarding the present placement. Stu- (one week) at the training center, dents may also be involvedin counsel- located at Iowa Central Community College, ing sessions or other smallgroup activ- and some funds needed to develop ities, as well as catching up on experience-sites. The cost will vary other assignments. During the approxi- depending upon the number of work mately one-half day thatthe student experience instructors to be trained is not assignedo EBCE, he or she is anti the number of sites.to be developed. assigned to the Special Classwith The cost of technIcal assfstance to Integration. each area education agency and training of work experience instructOrs PARAMETERSOF THE EXPLORATORY PROGRAM will be mef by A special grant pro- Vided through the Department of Public First, the program must becommunity \ Instruction to Iowa Central Community btised. The buSiness,AJLte,becomesan Colleee. The grant also provides for extension of the speelal education all student tpetructional-materials. classroom. Scheduling is highly likOdividualized. Each student's EBCE. THE LEARNING PROCESS. vogram is independently planned.with 1Y. the instructor as part of.their The five steps described in the individualized educationprogram (IEP). folloi4ing paragraphs explain the The program is voluntary andno pay is student acftvities in the EBCE-MD given .to the emp,loyeror the Students. exPeriential.learning process.' EBCE is exploratorS, and the students are not productive laborers. Sites Assessment change to meet exploratory needs of each student. Academic4are correla- liith,tne guidance of the Learning ted to the job site.. Cooidinator, student's' academic and chreer strengths, weaknesses, abd The Basic Parts of the Plan interests are determined.. Much effort is meode tq determine realistic interest*. "Five new area education.agenciesfor fOr mentally disabled students that'can implementation are s4ected 'eachyear. be explored in the community. The vfork experienceinstructors and special writers At.the EBCE Appalachia Elileca- education classroom teachersare tional Laboratory (AEL) developer\ identified for further training. New several instruments to help in the leaders at Iowa Central Cometunity assessment stage. They have been College are trained'andnew materials rewritten by.Iowa Central staff for provided by the funding grantare special education students. These acquired. Sites are developed in each instruments are qbntained in the

selected community and theprogram and . Student Program/Guide. In addit,ion to the process are. evaluated. Projectd- in cdmponents of the Student Program other local education agencies beyond Guide, each Student is given the SPIB the pilot schools are also developed. (Social.and PrevocAtional.Informftion Battery) frdM McGraw-Hill andseg- COST OF TUE PROJECT. ments of the..Brigance Inventpry of' Basic 4 Local and area education agencies that

are presently employing work experience , Exploration instructors'should not incur additional' Irf A 1 costs to implement EBCE-MD. The second step is for 'the students' to Implementation of this project will choese career clusters to explore. mean alteration in the present _fob The students select,.from 50 worker 1. assignments of work experience instruc- -dit groups, the two to three gremps

tors; butt costs incurred in , with whlch they wouldJike to become

, involved. Again, AEL materials were person, the Learning Coordinator Is revised for the special needs students. able to coordinate the efforts with To help with this initial selection, the academic project and trouble'shoot the Learning Coordinator has the any possible probleins. Good public student-fill out a "Request for Place- relations between the studen,t, teacher ment" form which is a result of the and resource person heVto allay student's,work in the learning guide. the 'initial fears that some people in the community have regarding placement

Placement fold'the mentally retarded, - . 1 Site placement begids after a week or Evaluation two of assessments and orientation. Each student has the opportunity to be Evaluation of student progress. is.the placed at a minimum of four sltes per final step. The Learning Coordinator year. These locations and situations completes evaluations during and at have been carefully prepared by site the end of'each student's placement developers who work with the resource on site. Resource people in the people ahead of time. Before the community help bo fill out qritten student arrives on the "scene" much forms that describe a student's groundwork has already4,been-completed. personal and work traits.

Onsite Activities Inquiry

On site the students complete activity All of these steps.are bistsed on the sheets that will earn units of credit process of inquiry, an essential component in 1 of 16 EBCE-MD courses that cover,- of experience based career education. four basic EBCE disciplines: mathe- Inquiry involves five steps: matics, English/communications, personal/social skills, and career 1. Defining the problem. education. 2. Gathering Hata.

Using an activity sheet, the stu- 3. Analyzing data. . dent will understand what he or she is 4. Generalizing. supposed to do on site to complete a 5. Communicating the conclusion. ,given project. These sheets are prepared by the Learning Coordinator with The student who is mildly mentally help from the information that the site disabledowill certainly need help in developers listed in.Experience Site the inquiry process. Yet; at the Learning Guides. These sheets become demonstration site in Humboldt, it was a type of contract between the student discovered that-a careful Learning and the Learning Coordinator and give Coordinator-could guide the' student, a real purpose to the site placement. to more inquiry than-had been previously Points (toward credits) are awarded for expected for pentally disabled students. coMpletiOn of activity sheets. Then, ,the Learning Coordinator can award Carnegie units of credit with a grade .-of-A, B, C, D, or F for student work

% on the-,project.4, The student is :involved in the evaluation process-- es the Learning Coordinator reviews the .;actiVity.sheet'and the information giithered by the student. *. A vitalp4t of onsife work is the frequent visits made by the Learning

Coordinator ioqhe places'where stu- - deprs,are praded. 'By visiting wieh students,. or possibly just the resource Y * ° 1 75

V S

PART III

Vocational Assessment and Training

s86 9

WE'RE OPEN FOR BUSINESS: CAREER 1.

EXPLORATION FOR HANDICAPPED

SECONDARY STUDENTS

JoAnn BalmerA John P.ewell

Condemn no man and consider nothing acceptable social affect. impossiblefor there is no man who Vickie, a student with medically 'does not have a future and there is diagnosed schizophrenia, was taking- nothing that does not have its hour 300 milligrams of Mellaril which made The Talmud academic functioning impossible. She joined Project ACTION and soon was There is a f action for secondary able to cut her medication Co a mini- stueirttth handicapping conditions mum. Her productivity.soared to 80% at Tacoma Public Schools' Center loca- and she began to socialize with others. ted at Hill'Garden. These students are Now, she is able to be included in a meeting their individualized education high school resource class with a half program:(IEP) goals and objectives in day work schedule at ACTION for addi- a real work environment, which is ad- tional support service. ministered-and.managed by the school Gerald is 20 yeara',old and will be ,district. ProjW ACTION allows stu- leaving school in June. He has worked dents an opportunity to increase their at the center. for 4 months and has knowledge of the work situation. In been referred to. Youth Employment for addition, they are paid for their job placement. he is'attending a driv- efforts. ing school to develop his skills for This is not a typical workshop or completing the oral driving test for classroom. These .are not typical a license. Gerald is developmentallr- young people. Their classroom is the disabled, but has skills that would world of work and they are, for the make him a,valuable employee in compe- first time, being given the opportg- titive industry. nity to explore theiztareer talents. Perry.is multiply handicapped-- deaf, developmentally disabled, and THE STUDENTS physically handicapped. He is gradu- r". ating soon and his productivity is The ACTION Center has students repre- imprelpg daily. Adaptive equipment Tbenting all disabilities. There was is necesary to brinii about success on concern by some as ta the philgsophy a teak. He has experienced a feeling of mixing all handicaiwing" conoolitions of accompllahment as a worker who has into one program. This has not b4n a broken through the bands of physical :problem. The students have something entrapment nd become a full, accom-

. to give each other. A worker with plished member'of society. verbal skills sparks the lack of.skills Bob, a moderately developmentally

in one who has little verbal ability.. disabled stildent, says he "loves to , SOcial aCCegtability is improved by earn money" so that he can buy the , having a peer model that has an things he needs. Earning maney is the

79 4 I basic reason given by many of the stu- Identifying Needs dents when asked why they work at the skills center. Host of the studenta. Although Tacoma district had some on- say they enjoy coming to work (school) going programs for disabled students and, consegnently, they return to high there was a need for coordination be- school as better studenta than they tween programs, standardized vocational

were in previous years. Bob'is making assetisment, realistic sheltered train- , money. He appears happy to be part of ing, alternative traiuing employment the work community and is confident placement, and a followup study on

that he will be able to graduate from 1978 graduates. " high school- TheTacomaPublic Schools offer Project- ACTIOroperates on the comprehensive career/vocational pro- progressive incluMbn model practiced grams for the handicapped. There are by the school district. This modells special education classes in eareer based on the premise that all children awareness and vocational training for 4. can learn and they should have the special education students. Some han- opportunity to be together in work-and dicapped students receive postsecon- play. The ACTION project Is designed 'dary.training at'the Batesyocational to carry this premise one step further Technical Sthool. Goodwill Industries by extending progressive inclusion into uivides a site for a work activity community training agencies and compe- center managed by the district. A titive employment. community lab program provides a vaTi-. ety of work settings in'the ommunity; BEGINNING THE PROJECT part of the staff connected *ith the Division of Vocational Rehabilitation .Putting Project AtTION into motion was are housed in the school district; a difficult test. The concept was new manpower monies are used for some lim-

-N, to the Tacoma omnmunity. The project ited experiences for the students; . is but one of a total set of work ex- summer work expriences are provided; perience options availabhOrwithin the and the Youth Development Conservation Tacoma Public Schools for handicapped Corps works closely to provide.outdoor youth. Consequently, it must blend .settings for handicapped youth. and augment existing programs. Some 'Although the programs in the dis- questions have to_be answered. trict arikared comprehensive, sensi-

tive teachers and administrators knew . 1. Should we pay atudents for work that there were still 'many unfulfilled accomplished in a public scpool vocational needs of the handicapped. setting? Consequently, JoAnn Balmer was hired to 2. Will relationships with unions and identify those needs. As an experi- public schools be strengthened by enced special education and regular such a project? teacher she put a needs statement to-

3. Will sheltered workshops competing gether 10 collaboration with many for the same contracts be affected 'groups which eventually lead to a by the competition? grant proposal. Should the district provide on site, actual work experience or only pro- Funding the Project vide the training necessary for a.,

job? . The basic steps in writing a grant were 5. Will funding continue as Tacoma followe0 using the Needs, Objectives, facettpossible large cutbacks in Proceduies, andEvaluationa (NOPE) con- theirbaste Onding formula? cept)., .:1Needs-,were.identified, objectives Were writteo-that correlated Project.staff and distriet administra- directly with the.Aneeds, "and procedures tors arescurrellly seeking the answers Were estOliahed and the evaluation to.these CluestiOns. .written to relate direetly to -each need

80 and objective. To further establish The project's ultimate goal tor direction input wal ethered from the student iS the selection of an

teachers, the community, supporters; alternatfVe. Available alternatives. ,pt, parents, administrators, induist_ry and offered to the student are: business leaders, handicapped individuals, as well as inside and 'outside 1. Continued classroom vOcational plo- district agencies. gram monitored oblectives, compe- Once the-grant was written, fund- tence based. ing was sought through four channels: 2. Furtluer vocational training in available alternative ,areas. I. P.L. 94-482 (Vocational Education), 3. Monitored d-ifect empl6yment. which provides monie.s for some 4. Referral to'a community develop- equipment, two assistants, a certi- mental .center. fied teacher, and a secretary. 2. District funds for building remod- An assessment report is written on eling and maintenance, operating each student before the staffing and costs, as4dell as mailing costs. IEP conference ocCurs with the stu- 3. Contract profits for the purchase ,dents and/or VArents. of needed workshop equipment, such An important link in the program as a pallet jack, automatic stapleirs, is the classroom t:ork. The extended gogOes, ear plugs, respirators, a' staff in CheAcondary s,chools and at hot glue gun, and tape dispensers. CoOdwill Industries work close th 4. State Special Education funds. the project. The severelyinvAld students who are unable to be trans- The final funding was a combina- ported to the site'work-for pay in tion of all these sources. their classroomS. The teachers collaborate with ACTION staff in an effort' PROJECT PROCEDURES to bring many of the project benefits to their students in class.

Project ACTION involveslpue implemeb- .% tation of a total preocc4ationat and Experience Opportunities occupational system for studenUI with 7 a variety Experience comes from doing. The ex- procedures include standardizede- -perience opportunities at the ACTION ment (What are'you good at? What,are Work Skirls Center are all carefully you interested-WY planned. trying out abtlities on various work tasks, and an opportunity for employ- 1,4 Five to ten contracts operate pent and/or training alternatives in simultaneously. The number of con4- the community. tracts depends upon the space availaNe for'the shop. The con- 'Studjilt Assessment traets-represent the worker trait groups of sorting, assembling, cOn- The standardized assessment instruments struction, and clerical. The con- available to Project ACTION are tracts cover a span of difficulty the Vocational Information and Evalua- allowing for a wide range of student . tion Work Samples (VIEWS) on site, the abilities anli disabilities. Jewish EmployMent and Vocational Ser- 2. One continuing contract provides job

vice (JEVS) at Tacoma Goodwill Indus- , stability to the Center's operation. tries, and the SINGig Vocational Eval- Four to eight additional shorC term' uation System at thWacoma Comprehen- contracts provide n variety of work sive EMployment ServiCes Assessment experienees,..,8ohle components of center. A line assessment (observatfbns the contracti are placed in classes of performance) is an ongoing process for severely and profoundly handl- for each student. cappedleffording these students the ,A 81 89 a opportunity to work within their class- potential for teachers. The extedted room setting. The con/racts'are ob- classroom staff isolate work skills tained through the efforts of the and reord data-that will aid staff. ACTION staff, Tacomars.administrative in future program innova4ions. staff, aad thevadvisdry committee. ,The firdt year kras been an experience.in cooperation and team work% PROJECT-SUCCESS AND FUTURE PLANS We are looking forward to added staff and further inclusion Into vocational The-positive aspects of Project ACTION classes in the district's mainstream. far outweigh the. negative ones. . The project is meetidg.the predetermined needs. Projt ACTION is cost effec- tivi. Handicapped studeuts are voca,, 4 f10 tionally asgessed and trained for eM- ployment before graduation ffom bigh school Jather than requirin.additiona.1 cost services after graduation. Poten- tial 17elief for the taxpay0- is possible 'In the future purchase of'shop eqUip- ment, further assessment instfuments', and added building renovation needs.- Troject ACTION'provides-a stepping stone for handicApped students. The scbools are doing a good.lob of educating students in academic.and liviag

skills,, but upon graduation most students are'unable to transfer their. school skills 4nto the pursuit of a satisfying car er. The Projc t also provides a bond- ing potential_ letween community,and schools. It i a pew application to an old idea and Is, therefore, of interest to school and community groups. The concept of Project ACTION is viable and it is succeeding. -Future- plans i"nclude conducting a summer pro-. gram and following up on graduates. There will also be an efrort to further A disseminate the pro4ect to other districts,and the community.so that the aVailable alternatives an'd the class- . VS room component cdn-be, exparipied to improve the career educe6ion ciirricu-f lum initiated in Tacoma's special edia.- , cation classes.. 6 Projett ACTION includes.the tinder- seTi.r0 devejopmentally disabled popula-.. tfon. A large number.of'deVelopmentally

disabled studeritsare *nrolled in the . project givilig the etaff an ppportimity -4 t 4isgaiiel4Hnew metbilds.of es0Sting eh e.students,co, increase wOrk kills. ,The'el.asstOom somponent: for th severply disabled.provides rience for stndentaApd-iec;earch 1. , 82

...I ." CAREER ASSESSMENT AND P . ALTERNATIVE VOcATIONAL SERVICES

FOR THE HANDICAPPED

Carman R. Celentano Diane Sinni Eldleen GriffJn

The Area Cooperative Educational Ser- Assessment fbr the handicapped vices (ACES) Assessment and Vocational individual is one.Method of information Center of New Haven, Connecticut, wad gathering. It is an identification established in recognition of the need process for stl-engths -and weaknesses for objective data ,regarding client's of: (a) physical dexterities-finger, skills and behaviors before training or manual, motor; (b) physical demands; placement Was initiated and the need (c) JearninA iates;.(d) ability to

for objective counseling of the client . follow instructionS-oral, written, in drder so make decisions related to or diagrammatic; (e) perceptions-color vocationaf goals. The Center provides spatial, form, orclerical; (f) services to students who are trainable academics-reaOng, math, writing; .mentally tetarded, educable mentally (g) problem solving ability; and (h) retarded, emotionally disturbed, learn--., daily livihg'competencies. ing disabled, unemployed, underemploye8, The type of work-environmnt psychiatric patients, high School drop- required or prefetrpd can Also be outs, socially maladjusted, hearing determined Snell as inside or outside, impaired, and those who, wish to make sitting or standing, and the dmount of

career changes. ward' supervision needed. Additional yoca-

tional behayiors aI-e identified, which . PURPOSE OF ASSESSMENT inclus;ie relationships with coworkers and supervisors, breaks/lünch, The ACES Assessment and VOcational attitude's, and punctuality. Center aids its clients by;. Evaluation of school age ihdi- viduals4bould answer one or more of 1.. Assisting w4th vocational planning the following q0eatiohs: by increasing the client's aware.- nss tif his or her vocatiOnal' 1.°What'a're the iPdividital's vocational skills, interests, appOpriatt work ipte'rests apd needs? (Ekploratory behaviors, And realistic information question-through evaluation' experi- about the world of rk. ences, identifitation, of these

. Evaldating vocatio al skill levels things is Tossible.) and identifying a leas where skill 2. What are thç individual's knbWledge, / development is possibles - sf(ills and aViities?' (Assespment

:. / 3. Identifying feasible short an4 long Y. .questian-ideAtify present levelvof

ts.rm goals. / , functioning.). 4. nggesbing eflective pips of action 3. Whet kinds of 4ehaviora are dis-k for the attainment,. Of vocational played by the individu41? ,(Assess-- --goali3. went questionrsimulated work envi-

. yonnifult identifies behavior

LI .ca 83 )-

11, patterns.) Interest Exploration Survey (PIES). 4. What type of occupation or lob will The center also makes use of com- the individual be successful at in prehensive/technical:hands on-assess- the near future? (Prediction ques- ment systems such as the: tion-eiata obtained will estimate the probability of success or fail- 1. Jewish Employment anct Vocational' ure in specific jobs.) Services EvaluatiOn Battery (JEVS). 5. What services dOes the individual 2. Vocational information and Evalua- need? (Planning questions-data ob- tions Work Sample (VIEWS). tained 1:41.11 identify individual 3. Valpar Wirk Sample Components. weaknesses or deficiencies.) The center also capitalizes on career, The combination' of activit's in exploration packages as determined by the assessment process may vary depen- interests and skill levels including' ding on fn4ividual needa. Examples oT 4 Project Discovery, Tomahawk,and SRA. the activities that are provided include Joh Experience Kits. Reading and math group and individual counseling; skill tests arc administered,as necessary. inventory; vocational testing and The Career EducatiOn Resource Center exploration; hands on work sampling; gives clients more information on aptitude testing; math and reading specific jobs including such things as skills analysis; access to technical the Occupafional Outlook Handbook and assistance for medical, psychological; audiovisual materials. With this, and educational evaluations; referrals the staff reviews all client's-data. to other service av,encies and eduea- The counselor/client then synthesize the tional institutions; interest? attitude, information and develop a package of and awareness testing. It is esential information to be fed into the compu- that during evaluation'clients should ten be providedwJ4hevery opportunity .to The Computer Guidance InfOrmation succeed.. SysteM (CIS) is an interactive ca-mer Procedures for implementation of information system. Its purpose is to assvssment begin with a referral from heslp the user get Aluick and meaningful coMmunity agencies and schools. From infOrmation about occupations, poet- secondary_education, or sources of this an initial client/counselor, interview takes place along with an orienta- financial iftformation. A printout of tion to"the evaluation unit. The coml- client interests and job market areas . selor identifies specific components to are supplied to theclient. be used with the client. The staff uses appropriate researched paper and pencil OUTCOME.OF ASSESSMENT tests depending on the client's sur-

' face abilities as determine'd by thi'. After completing the assessment process intake interylew or they ti..se audiovis- a plan Of action isdeVeloped by the . 'nal comporients (nonT6ders, nonverbal) client and the assessment advisor. when nece,ssary. The'plan incl'udes the results of the -Tfte standardized systems, psycho- assessment procefa as well as xecom- metrics,. and interests surveys present- mendations for ihe next steps4 train- , ly 'in.use include: Bennett Mechankal ing, education, job search services, .Comprehenslun Test; Californta Occupa- and/or career employmentdai:4Ttunities. tional Preference Survey (CoPS), Gor- The recommendation may specify that '.don flecupational Checklist, Hall.Occu-' these services be proviAed by a suit-. pational Orientation Inventory, Harr-, able service or educational agency. ington O'Shea CDM, Self-Directed gearch, Figuite.l is a schematic of the assess- Adult Performance level Survey (APO,' ment process. Adult Performance Level Occupational ALTERNATIVE VOCATIONAL SERVICES Knowledge Test, Aptitude Tests for Occdpations (Roeder), and Picture The Alternative Vocational Services

84 FIGURE I. Client. Intake and Referral Flow Chart

REFIRRAL1

1 INTERVIEW -44-ORIENTATIMI

131-.41-1

1 IMPLEMENT ASSESSMENTPROCEDURES]

4 ,

I PAPER AND PENCIL TESTS] I EXPLORATION PRE-VOC HANDS ON 1

I REVIEW OF CLIENT'.S DAi"-K-1 ---I COUNSELING SESSION]

I GUIDANCE'INFORM4TIa COMPUTh SEARCH'

.1 PRODUCE CLIENT'S INDIVIDUALIZED EMPLOYMENT TRAINING PLAN

--S-END RECOMMENDATION TO REFERRING.AGENCY

1 AGENCY FOLLOWIT]

ft I PLACEMENT

--I TRAINING

I EDUCATIONI4 r."

EMPLOYMENT1A

Of" . (AVS) Program becomespart of the cli- gram is self evaluation. The career ent's program if recommendedby the component uses activities to initiate evaluation unit. AVS is a shared the self evaluation proCess in work- time program which has three majorcom- ing situations. This is.combined with ponents: employability skills and the development of the relationship vocational academics,career counseling between personal values and work val- and development, and yocationaltrain- ues, with an emphasis on narrowing ing. ln addition, a placement.service down the career selection process. will place participants inpart or full Certified counselors work with indi- time employment when ready. viduals-and small groups to enhance those activities. Employability Skills and Vocational Integral to the process is assist- Academics ing handicapped individuals in identi- qIng specificcareer fields'of inter- The employability skills andvocational est. They will determine highest'pri- academic curriculum offeredas part of orities for job sielection.and develop the Alternative Vocational Services a personal occupational file. Indi- Program encompasses ewo major functions: viduals supplement this information to provide students with desirable em-' thrdugh'research of additional occupa- ployability and daily living skills in tional areas to satisfy interests or order to function ina working environ- needs. Instructors reinforce the em- ment and to provide academic explora- phasis of. job selection and personal tion and development inareas of stu- requirements, interests, and skills. dent interest-s and abilitiesas well as specific vocational needs. Vocational Training Program content in thisarea in cludes job seeking, job getting, and The vocational training\phase begins job keeping, along with communicotion with an initial exploratIon of various (speaking, listening, writing, and sites. At its completionl* the client reading) and computational skills. selects one of several areas for tratn- Each person is led to develop positive) ing. Clients are evaluated by staff on work habits and job attitudes. Empha- , all sites. The areas of tralft+ngare sis is placed on social skills andper- office support services inc*ding-mi- sonal development through the explora- crofiche reprOduction, food services tion of self interest andcareers. The (banquet and,fast food), hwe health curriculum concentrates on thoneyman- care, agri-horticulture, laat and agemeq, good grooming, personal hy- 'building maintenance, bookbinding, giene, and personal transportation. marine maintenance including electri- Supplementary areas deal in safety, cal ahd.sthall enginesautomotive, day use of leisure time, recreational act?: car, pest Cbritrol (exterminating), vities,consumerism, and human rela- woodworking, photography, and banking. tions. The.vocational training takes place at acival community job sites. . ,Career Development Component There is a trained profes-sional.AVS staff with these students at all times. The Career,Development component,dedls, After several months at pne Site, with attitudinal,awareness and explo-. depending upon the competency of the ration of both self and the world client, he or.she is moved to a secon- which one lives and works. The pro- dary site. At the-secondary site the gram uses various commercial and client will.be working with an indi- teacher-made activities to reinforce vidual employed,at that particular the importance of/making informal deci- site bet,only with periodic AVS super- sions,through knOwing oneSelf and provision. ihuE,k, the client mustprogress vidingthe'skills to do so. at a level of semi-independence to gain

An important factor in'this pro-.- , access to a secondaiy stte. The thi-td

86 94 step would be the movement from the the support necessary to assist the secondary.- site to paid employment. client to survive In the new environment of the world of work.

-Placement Service . With the combination of assessment and community site training, as The major emphasis of the placement opposed to classroom simulation, the service is job seeking, job getting, potential for clients to succeed has and job keeping skills. An employa- been greatly.enhanced. The successful bility skills curriculum is the major ingredient becomes the "reVerse trans- vehicle to attain tlrese goals. This ference" concept, which provides growth is necessary because the terminal goal in bpth attitudes and.behavior through of Ays is to place well trained a positive.training site experience, workers in full or part time employment and this behavior carries itself back positions. One of the placement per- to the classroom atmwsphere. t son's functions is to establish the client at a primary job site situation based on evaluation data. In addition, the job placement person is responsitile for'both continued job_site development '-'5Fid job placement. After job placement is established, there is continued followup on the placement. This includes any continuing support serviCes that may be'vneeded by the client. The program is operational from Septemb6r through June (a special summer session is also available) . The scheduling is flexible. Cljents must spend at least 2 hours per day in this program and they can participate in

' either a morning or afternoon session. The specific times for these sessions depends on the schedules of participating schools. The school district can provide their own transportation-or

contractwith the ACES Transportation . Services.

CONCLUSION

In essence, vocational assessment, training, and placement are integral to providing sound vocational planning and programs for handicapped' adolescents. The major emphasis lies in the assessment of attitude, motivation, and skill potential. The key factors are the development of realistic training sites that attempt to develop skill levels in the form of the ladder effect, thus allowing the students to ascend at their own rate of speed and potential. Inherent in the training is the reality of the job market itself and AR ON THE JOB TRAINING PROGRAM

FOR EMOTIONALLY HANDICAPPED

STUDENTS

Laurent R. Cormier

En-the fall of1977 at Hood Junior industrial arts classes. Remaining High Schbol In Derry, New Hampshire,a were a group of.atudents who had been program entitled "A PrevocationaF Identified aq emotionally handicapped,

Building Construction Program for the and who, due to the seVerity of their . Emotionally Handicapped Student" was' problems, were placed in a sheltered instituted through the combined classroom under the instruction of the efforts of Thomas Duval, a special ed- behavior specialist. It was fof ucation teacher who is also a behavfof these students that the Shed Project specialist, and Laurent Cormier, an was .written Thus, the target, popu- industrial arts instructor. This was lation the program became a group

.the first phase -of a three part. on the . of 6 to 12 White male adolescents, job traintng (90T) construction and ranging in age. from 12 to 15, who came prevocatienal program which was devel- from broken homes, had arrest rAcords, oped to combine the use of vocational were involved with drugs, had Approxi- and career edueation as a-tool to mately a third grade reading level, supplement academics fu hopes of reac- and posSes ed an extremely negative tivating the leArning process of Stu- self conce t. dents whose education had been retarded because of emotional difficulties. Project Goals

THE.SHED PROJECT The project had two major goals: first, to Ovate a success oriented Prior to this time, all special needs environment'for the student.to thej students had been combined into one extent thai it will lead to improved . industrial arts class which met once a responsibility and popitive attitudes

week. Since it was impossible for the' toward set , peers, school, And instructor to adapt a program to meet adults and, second, to, develop and

all of the students' needs, an unsa- improve the prevocational skills of , tisfactory situation with little chance the student to the degree that he or for positive learning existed. There- she will gain confideuce'and skill in fore, during the summer of 1977, the working with tools and material. Shed Project was designed. !,Under- this new program, all, ofethe special needs Method b students were no longer scheduled into one industrial arts class, but instead The Shed Project is a self support the learning disabled; the edueably program which involves bUilding an mentally retarded, and the slow learn- selling for prArfit utility storage, ers were mainstrezimed info regular sheda for customers at,thes)ob site.

88 0(; ) I

The profit is distributed to each mem- ing the course of the year, the crew ber of the-class in the form ef car- positions are rotat9d so th9ft -each, center's tools with each suident's shar student lias the opportunity to per- eing determined by his or her gttitude, forM different tasks and assume vari- 7. behavior, and skill development, ous responsibilities. .\ ^ Staff Piogram IncentiVes

Two people are Airectly-involved in Three or four buildings are construc- this project, an industrial arts in- ted Aiming a school year with the structor and the behavior specialist first being built in the'school shop, _who is the sheltered classrpom teacher thus allowing for the development of for the emotionally handicapped stu- the crew concept in a corftained area. dents. Auxiliary support is provided All other buildings are constructed by a gujdance counselor and the assis- at the customer's job site, mid it tant principal. has been found that seudent perform-' ( ance is improved outside of the school Student Eligibility. building as most students have felt threatened by the school institution.- A student must be identified as emo- A greater amount of physical and men- tionally handicapped; using a formal 'tal flexibility is also possible in assessment procedure thatjollows the ontdoor-environment. Since the state regulations. He Must also buildings are large (6 feet by 8 feet, demonstrate a desire to participate 6 feet by 10_ feet, 8 feet by 10.feet), willingly. This is determined by an, the students are able to relate to informal interview een the staff woriing with real project's, not merely... and the student, ancry student who simulated or scaled down versions. does not initially desire io partici- The students are treated as eMployees,t pate.is given the opportunity to enter being paid for their effort in the the program ae a later.time. To date, form of carpenter tools.. A reciprocal all have participated. agreement between the employee and employer stated that any damage to Rules andPrItedlres tools or materials as-the result of irresponsibility is assigned to the As a motivational factor and as a tjol employee and that his share of the for improving self esteem, the Students, profits shall be diminished by an" through discussion and interaction with amount equivalent to the value of the the staff; develop rules and procedures material. Life survival skills sp6 and also determine what the consequen- as reading, basic computation, and ces will be fer'serious misbehavior. Meaftiring are made relevant and are taught and reinforced botken the job The Crew Concept and in.the sheltered claSsroom. The . other sudents in the school deltelop' The class iS organized into a crew of a new attitude toward these handl-, workers which includes a foreman, capped students as they build and sell safety man, tool man, stock man, grie- actual sheds.' .vance man, and sqbatitute. The objective of the crew concept is to hame Schedule each individual share all responsibilities by giving him the experience of Tfeprogram.requires the'scheduling of -both, labor, and, management. Initial -//a f hour period'at the beginningof crew Olacement is determided ie an the,week for instruction, evaldation" interView betvieen the...student and the and other administtative matters. A staff in whith a student job applica- minekum of 4 additiOnal hours are tion is completed and discussed. Dui-- provided for the construction work and

89 A' 9 A

continuity is maintained.if each work either atop or be reported to the session is,composod of at least two teacher, -Two situations took place. conaecutive school peiiods. ,First:IBryan's behavior,owasigrossly inappropriate and, therefore, under Teacher-Student ResourCe Materials his name on the chart in one of'the unused squares the date would be Textbooks are not used in thisprogram, recorded, a minus placed under the and as a substitute each studentis date, and, finally, th; ,reason,recorded issued a notebook in whichtO keep under the diagonal line. Second, Gary copies of.rules, procedures, student would receiVe A plus (+). This,par- evaluation sheets, teacher made hand- ticuliar.instrument is necessary in

outs blueprints, shop vocabulary . determining individual shafts of the,

terms, quizzes,.aad aotes. Emphasis . profits. Is placed on the Visual approach io

learning, and theiefore, the safety, Daily,Loa. At the end Of each session . use, care, and maintenance,of tools, the' student, must make a ludgmcnt lumbering, and career educationare gardIng his accomplishment, deciding presented using films ind filmstrips. whether or'not he worked efficiently Students are exposed to the real world and behaved appropriately, and then he of work through field trips to such must write a description of his per-

, places SS sawmills,a housing develop- formance in his log (see Chart 2). In ment under consthiction, Afirs17/4Tchi6ct's addition to serving as'an evaluation office, and a lumber yard. As a tool, the leg provides a functional

supplement to the prograM, people, in- exercise in basic writing skills. . - eluding a county forestei, a building

inspector, a 'qur4eyor, a civil engineer, Student Evaluation RainOheets: This . a contractor, an electrician, a plumb- is a crew elialuation.tool which is er, and a concrete contractor work filled out at the end of the week. with the students at the job sites as - The foreman evaluates eackmember Of, consultants and instructors. the crew's performance and, in turn., each crew member.eval4tés the Student Evaluation .foremen's performance.\\The. instructors also complete a rating .sheet for each There are no grades given in this,pro- -student,' and by comparing theiisheets gram. Instead, an evaluation process with those of ehe students, any discrip7 reflects atudent progress by evalua- alleles. Which may need Investigation can ting performance as "highly acceptable, be noted. nacceptable," or "not acceptable.," This progress is recordedon a series Progress Record Chart. This is a sys- of dharts and most of the information tem for,recording exact psychomotor 4 is the resultof decisions made by the skills developed over the course of student'and the instructor concurrently. the year. Each student has a personal Both the teacher and the student keep copy of the chart in his notebook and J ' copies of the evaluatiObs. there is a poster size chart displayed 'An both the shop and the sheltered Behavidral Management Data. Chart 1 (classroom listing allsof the students' records bellavior extremes by denoting names. A studeneis checked off when appropriate behavior with a (+) and he has demonstrated safe, efficient, inappropriate behavior witha (3). It and responsible use of a tool, tech- is used "on,the'scene" to record nique, or.operation. This evaluation behavior immediately following an inci- process serves as a motivational tool dent. For example, Bryan torments 'in that hidden rewards are built fn. Gary by jabbing IiimL with a board. Gary For example, the first student to com nearly blows up and ,is about to retal- plete nine steps may receive'a nail iate, but instead he tells Bryan to apron, carpenter's pencil, or other

90 9 8 v, \

CHART 1 Behavioral Management Data

Each student willbe given a (f) for exhibiting positive behavior performance and A (-) for negadye behavior performance.

The following are examplesof what onsideredappropriate.and dnappropriekte behaVior:

(+) () v. f A. Avoidingta fight A. Fighting B. Verbal' Itindness to peers B. Verbal abuse of peers C. Verbal landrress to teachers C. Verbal'abuse of teachers

D. Respectful use sz) tools D: Misuse of .tools, intentional E. Carrying out teacheY, E. Following directions direfetions , F. Tardiness .F. Arrivingand performing G. Poor clean up

according to schedule. - H. Disrespect of safety rules G. Exceptional cleAh up H. ,Following:safety procedures

juiy42,11a ,

2 A 2 /g . a /1 't- A . , E ,

, , .., ,.

, ,

P , X i

9 9 "v 5 .1 , iti

CHART 2. Student Daily Loa

.DIRECTIONS:' a) Fill in your naMet b) Fill ill the date.

. ..c), To the right of the date, list out. your' major accomplishments for this date. d) Under the date, .dheek off whether or not you were an efficient worker:

DATF,

5- la- 72 1- riliasured iCut .204!s--Cor 'PrPrtered!rwill .plateS. 1y11-1 --,2-keftv;,' eystbu.4-Ifor sakcill probtems Yes No 3- Ceit.neol 14.40- rnacksic. . . .

5)3-9.8 1.;-. Mett'sured 40.,ut Uli's Avr sick waits

Yes No h

3- Clexin- , 5-)4-ng I - Cor4 nailacrifpte sitAds

I 2-Sc4e4-y Yes No

3-C\co..(17L.L._p , 5- 16-.112 Worliceci o(N Criioloic S-WAS ,t , .

, 1711 t2:=. cxce-iiJ [ /I . . Yes No . , 3- CALtn-k.40

. 5.'16-*" WOr ictaon cr%.pple s-h4s acylin .

VI 1 SoSe4.43

Yes No '

, I-te 4 . ',"' erte.LV

5"' 19rig i--In SO100t ; 6i.ustsit.iNtiedi - zynpic-I'ex9

Ei I A '. Yes .No

, 4. I I X .

. 100 -inexpensive reward. While not extreme- An investigation lead to two resources: ly-significant, this system adds soma The Comprehensive EmPloyment and Train-

. fun to the class. ing Act (CETA) Summer Youth Program and the Derry School District's plans quizzes. Short quizzes are given for developing an environmental educa- periodically. It is expldined.thef. tion facilify for tise by elementary and testing is an integral part of advance- junior high school students. A pro-. , ment in gelds such as.Construction, gram was developed which met the cri- 'electronics, and poliee and fite work. teria and goals of all 'parties involved Due tothe low reading levels of*the as a result of negotiations with the students, all quizzes are given orally county C8TA office and the school"dis- while the student foilows along on a tript. printed .cop)t. They are.corrected -Over an 8 week period, under the immediately to provide iMmediate feed- direction of the special education

back. Where.appropriate, perfotmance ,instructor and the industrial arts . . eValmations dre administered. For' instructor, a crew of 20 disadvan-

example, a seudênt would demonstrate : taged youth constructed, on a 51 the dismantling, honing, assanbly, and acre Derry School District site, a- correct adjustment of a hand plane as' 24Nfoot by 24 foot, mountain cabin, a test of his knowledge of the tool. P two "solak one holer" privies, a bird blind, and'a weather station. hey Instructor Evaluation Check Off Sheet. also cleared and developed a series This is a monthly report, which'is com- of nature. trails. The forest was pleted by the instructor through dis- managed by thinning and selling fire cussion with each4student and is woOd, with the prvfits being reinves-. considered a formal evaldation. ted into materials for the project. The cohstruction of the building Effective Behaviors in Vocational included clearing the site, excavating, Areas. Completed quarterly by the mixing and pouring pement footings;

instructors, this is a formal assess= . building a stone foundation, framing, ment which parallels the Instructor 4 siding, and roofing the structure. Evaluation Check Off Sheet but is more 'In essence, a "hig abed" was built representative of evaluating.vocational using the skills-that the stddents skills. had acquired during the school year. However,'due to the ages of the stp- Custoner Evaluation Report. This form ,dents and the tack of a pawer source, is filled out by the customer after 90% of the 'building was.consttucted completion of a storage building. Its with hang tools, primary function is to give till- in- According to,CETA's regulations, structcirs an outside perspectiVe of the employees had to be economically how the crewis perceived by the disadvantaged and, fortunately, all community. participants in the. Shed Project( qualified. Also, one half of the . THE SUMMER ENVIRONMENTAL EDUCATION students had to be female and one half CONSTRUCTION PROJECT of the total number haa to be 14 to 16 years old with the other half 16. to 1 This project was the result of the years old. achievement of positive behavior modi- Twd crews were developed, i con- , fication and the development of preL struction and4a trails crew, and stu- vocational skills in the students while dents were rotated depending upon they were participating in the Shed / interest and the acquisition offskills Project. The initial goal wis to needed at the time. -continde'the Shed Froject through the The materials for the projept, summer, but to, modify it so that the costing'approximately $1,400.00, were students.could get paid for their work. purchased through Title IV funds.

93 41,01 The youth'sklaries (minimum-Wnge).to- the industrial arta instructor-4nd the taled $15000 and were paid by CETA, special education instructor;*d with consultation from local building trades- while the,supervisoem salaries, at . $200.op per week eaeh, were jointly people slid the Pinkerton Academy vOca- covered by CRTA and the Schobl District. tional staff (the local high school, The students were limited to a 30 hour a private ageney), the 'students parti- work week. cipated in the conatruction of the The project was evaluated to,be greenhouse which included surveying, successfu4 and,it -will be continued excavating, mixing and pouring,c0n- this' summer. Current plans are to crete footings, laying the block larvest some of the timber from the wall foundation, pouring the slab, . land,Imill the lumber and. build a:bunk wood framing, applying "SUN-Lite" house so that, as part of their glazing film, roofini, building a environMental education 'progrim, ele- storage sink, and cOnstructing Ole air mentary itudents who have never spent thermal collectfts.Greenhouse equipr 'a night cfmping insthe woods could mentsUch ap flats, benches, and 6114 camp Out and still be close to home.. frames were also built. The horticultural activities itr'- SOLAR GREENHOUSE PROJECT volve a cooperative effort between the special needs atudents, the high school This project was written Ss a proposal horticuXtural Otructure, senior J.ti- which was granted by the State of New zens frbi? the Nutfield Heights Senior Hampshire under the authority of P.L. Citizens Center, 'whose facilitieware 94-482, ingovatikfe and exemplary pro- adjacent to .tht junior hfth sehool, jects. It is currently in operation. and a local nursery. As part of this The Solar Greenhouse Project phase the Students and senior citizens expands and diversifies the two pre- start seedlings of flowers and vege- vious programs by: tables, plant_lrees, propagate 0.ants, make flower arrangementsend, in the 1. Using the behavior and construction spring, Conduct anopin houie to dis skills bf the experienced studerits play and sell their plants.The as role models and leaders to the senior citizens and students also new students. plan to plant and maintain a vegr 2. Entering into the modern technology table garden at the senior citizen of solar energy as an alternative center during the summer. source. 3. Providing involvement for tie re- CONCLUSION maining special needs population in the school. The flexibility of these ihree pro- A. Introducing Nbrticulture as a new jectl has helped-to assure that. the Occupational cluster. goalf and objectives can be realis= 5. Bridging the generation gap by tically achieved. For example, at haying senior citizens working with times it is necessary to-have stu- fhe handicapped adolescents in the dents participate in one ,or more greenhouse. phases\of the program in order to main- 6.Aintegrating curriculum by having tain interest and provide for success- special needs students who are ful experiences. On other occasions in high school return as aides to it is necessary to remove the adoles- the program. cent from the program and design activities specifically matched to his The program is divided into two or her immediate needs. primary- work- clustersconstruction of To date the projects have pro- the polar greenhouse and horticultural duced acceptable results in improving activities,During'thej.all of 1978, the'following areas: under the Orection and guidince of

94 1 02 , 1104X,M7 ' LT

1. Helping the student develop to his

or her potential. ' 2. Providing duccess.orientedexperi- ences. 3. Stimulating and motivating ehe Btu-. dent through participation in full scale, realistic projects. 4. Developing world of work survival skills. 5.. MOdifying and improving behavior. 6. Improving a negative image of school .1 and aUthority.

95 1 0

et si'^..of

4.)

AN ALTERNATIVE APPROACH TO

VOCATIONAL TRAINING OF

HANDICAPPED INDIVIDUALS

Blaine A. &meson

Vocationil training for handicapped AN ALTERNATIVE APPROACH students is still in its infancy. A sajdrity of handicapped higli school This alternative approadhtq voca- graduates are either underemployed or tional training for the handicappedAs unemploYed resulting in a personal lose based on four principles: for themselves and society. This concern hps been publicly expressed 1. Handicppped individuals havea' eince thelgarly 1970's'and is still right to meaningful and competitive an important'concern (US-Department 'employment. of Health, Education and Welfare, .2. Handicapped individualsmay require 1973; Phelpi, 1976). additional trainingitime and , A major reason that handicapped specialized instruCtion to maximize graduates continue to be under- / and equaliie entry level capabilities employed or unemployed is that edu- for meaningful and competitiveem- cators fail to offer them adequate ployment. preparation. - Current educational 3. Community businesses and industries programs available to high school. dd'not,have the extra timeor Oer- handicapped students do mot provide sonnel necessary to maximize and realistic adult living and working equalize'capabilities of handi- conditions. Handicapped students capped applidants and employees. may receive exposure to the "worl 4. Educatorsare not knowledgeable of work".. through work-study progr me about specific and discrete job

% and/or develop vocationally orie#ted requirements that handicapped ,/ skills; however, this is cnly an, workers will have to meet. approximation of actual living and working requirements. Why should The objective of the alternative educators expect students to approach is to collect and analyze tranilter learning in vocational train- actual indeperident living and job ing 'Nen academic subjects must be, requirements within a community or . tauge in a totally concrete manner? geographical area and then to use The alternative vocational train- these requirements as the betas fora ing program presented in this paper diagnostic baftery and an education/ addresses these concerns. The program training curriculum (prevocational and . otters a pragmatic approach that can vocational). The diagnostic battery be economically and systematically (standardized and criterion rgferenced) developed and implemented in current is derived from a data bank of these educational programs. ,collected requirements. 2t offeib *aplicit infortation on the prevoca-. eel tional skills a student needs to

96 jt deyelovand a continuum.of-best to example, professional offices-and least potential job sources,ap.they some small retail 'stores are not.real- relate to.-a student's sttengths and istic sources if all responsibilities weaknesses. are net by the-professional or an Bases for the education/training assistant. However, even though curriculum (prevocational and voca- some handicapped students would not' tional) are derived from the data bank realistically train fot a top level of collvted independent living and position; there are positions that aid job requirements. The actual and,support others. If the place of ments are used 'as. goals and peCr/ formahcequire- emproyment is large enough, an aide criteria for the vocational training or supporeive position cbuld be a curriculum. Delineation of prerequi- realistic job and consequently would site skills of the callected require- be included in the initial list. ments are used as the bases for the prevocational curriculum. For example, Step 2:.Eliminate inappropriate or

if an actual job requirement of tot41- .unrealistic places of ealployment. . ing number of hours worked (daily, School or agency persOnnel who are ,--'weekly, monthly) is collected through familiar with each Olace.of employ- ( job analysis, prerequisites to that ment 9n the list should,be identified. \, skill'would be: They can eliminate inappropriate or', unrealistic entries based on the

1. Converting minutes to hours and . ehployers' reputation of cooperating hours.to minutes. with school programs and tille.handi-

2. Adding 4 and S digit numbers. ' capped. If it is a small enoligh 3. Adding 2 and 3 digit nUmbe'rs. community, this Information is readily 4. Adding 1 digit numbers. attainable. Afier this step the list 5. Graphically writing numarals with should be small enough that visits and without a model. to each place of employment can be 6. Counting numerals. planned. ."

% Compietion of thist.delineation process Step 3: Eliminate places.,of employ- plrovides a sequentially organized ment after inWal contact With prevocational and vocational curricu- employers. Some employers mightnot lum based'on actual independent living wish to participate.- Others might not' and job skills as opposed to a have realistic or.potential jobs for curriculum based on prekpalptions of the handicapped. St4.11 others might what a student may need b3 succeed be delighted with.the prospeict of mak- in the adult working world. ing a contribution to an education/ training program, hiring a pretrained SYSTEMATIC IMPLEMENTATION employee, or employing a handicapped individual. At the completion of this The systematic procedure for implemen- step, a definite list of cooperating tation is outlined in Figure 1. The employers should be formulated. e. following discussion will elaborate upon each step of the procedure. Stetir-4.: Delineate potential Jobs after initial interview and tour of each Step 1! Liait.busiiheases'and'induitries participating'employment source.. There in the Community or seleCted geogra- might be more than one job within each phical area. The yellow page's of the place of employment. If poisible, it telephone book is.a valuable source would be advantageous to include more of categorized occupations and ser- than one,job since only one analysis vices. It can be used as a resource to of general employee wequirements would begin the list. Each entry into the be necessary. Also, a student who is pre-

flat is reviewed.as to Whether or not Pared-for one job would already be . it is a realistic job source... For comietent in general-employee "-.1`

; r

, FIGURE-1.-Procedurei forjOpligentation-of:Vbeationol-TreinIng-Syitem-

Step 4: List of 6usineisee and industry in community ; 4

Step 2: Eliminate Inappropriateor unrealistic places of emproyment

Ste 3: Eliminate Inappropriate or unrealistic,places Of emplpyment after initial contact

Step 4: Delineate potential jobs after initial interview and tour -

Step 5A:-Interview Step 58: Interview Step 5C: Observe personnel managgr supervisor to obtain worker to task to obtain employee job requirements analyze skill information requirement s

Step 6: Incorporaee related employee information, job requirements

and skill reciuirements for all jobs ,

4 Step 7A: Design*diagnostic Step 7B: Design education/ battery. training curriculum, .... .

4. IStep 8: Assess student capabilities

/ Step 9: Match student capabilities with job reguirements'

Step 10:- Train for the,job

Step 11: Place on the job and followup

9,8 ,1

I. , informationAand.could train for t 0fitrnintkAfoqtude measures dpecific°1 ; other job with less time involve iptitudes that Zould posloibly be Afrthe conclusion o step4/a job applidable.10 the diagnostic battery. cluster should be formulat di' The If a critedon referenced evaluation jobs within.the cluster a the bases is more apprppriste, it should 4be for itplementation of thjerprogram. .developed. If inclusiOn.of all-per7 'formange and skill'requirenents intd ,Step.5: the diagnostic,battery is too cum- ,manager to obtaineneral;and related bersomeonly those reqdirements-on 'employee sinfo ton, ,(b) in.eerilew which j b suctess'is 75% to,100% the job-auperyisoT 6 obtain specific' .depend nt sh6fild be used., erformance 4nd skill Te uirementsr e'design of the vocaeional

2(c) Obsrythe wafter on the_job to-. edu ation/training curriculum is . abtain yengencilr,rate ot_perforMince organized accordin00 the follbwing 'and s 11 re9arementa.ou16b-success outline:

and for thelourpose,of task anSlyses. 4 s step is fhe mbst involved and', I. Orientation ime ,consuming, -It is'of extreme im- 's A. _Rules and,regUlatAons- portance to, gather and collect all B. Epployeo benefits # pertinnt informatidn: Thoroughness C. plant or .business layout wall directly affect.the success of D. Pay sOedule and paycheck future emplbyees who train in.the pros- E. Time keeping and time clock gram. operations- F. Applicatiori and, other forms Step 6: 'Incorporate general and relafed G. Conduct rules .*employee infOrmation and performance II. Basic Academic Skills (for and skill requirements of all jobs into specific jobs4 the data bankof informatibn. There A. peading. should 41so be'an analysis of all re- B. Mathematics :..quirements to determine degree to C. Writing which each affects job su ss. -This III. Pre=nkilI,TDevelopment (foi somewhat hubjective rattng tll be specific jobs) used tio,match student cappilities with A. Gathering work materials potential job sources and- ultimately B. Preparing work station assist in the selection of the best IV. Skill'Development Xfor specific potential job source. The..compilation jobs) of data eliminates deolicate listing A. Actual performance and skill of requirements and -strymlines the development developmetit of a. diagnostic battery B. Meeting entry level criteria. and a prevbcational aid,-Vocational V. Post-Skill-Deivelopment(foil (general information) curriculum. specific jobs) A. Closing procedures B. Cleaning,up work station 4 Step 7: Design'a diagnostic battery and education/training curriculum. C. Putting up 'work materials Using previously identified performr anct and skill requirements andtheir' With this outline as a guide, more respective ratings (see.Step 6), discrete information to be learned and select-evaluation instTuments that skills to be developed should be Speci- *ill measure the student's ability to fied. A competency based curriculum is meet each specific requirement. Many developed from the specified list ,cuirently used tests can satisfy this (Beason, 1977). process. For example, the Wechsler The prevocational curriculdm is Intelligence Scale for Children designed by sPecifying skills pre- measures discrete capabilities found requisite to those included in the within intelligence. The Detroit Tests vocational curriculum. A Suggested

99 1017 4 0 II! for4his competency hAbed 110 placement can be made.. Theorit- AltOldurriculm isl iCallyI.is well, troined Student' would 6e,an'individual who could,apply'for Personiil'HefiltkAndlinaene' and obtain employment on hli or her' NAtiireplatlqs, own,"'4111. emploivervould not necessar-40' CqmmtinicatiOn, 114 beloncinned with the applicant's , V: , 'handicap, tnt raiher with his,or fler. qualifications and ability to succeed _SteP #;;. ss stu ent c abi tii on the job. Rosner, theory does Adminiseratioil .of t e always work. .The educator might, need déelE004'dtofiosti"atter-Should hee to assist the dstudentidn obWilin* co,PAted wjth ill StoUdttlits MISis empldSrment. Dependini.op etudent a.1-1uPgrtant st.ep inthat- 1f1a 6! eWployment regulations within liaSiS tor Olenfial job WelectionV and'place oftemployment, the

.Each'stodenrs strehgthsancLweak- . studeni.might be able to iqount actql1 Aesses are.prófiled to.indicate-intra- work experielicé for high'ichoOl creeii. indivitival differenetts.fqr each stu-..' Followup a0er student empldyment IS dent. 'This:profile will be used in 'can proyidc-insight into.the Iffec- the 'individual educationaloprovem. tivenese'of both individual Student A i /- ttraining and the, total training program. ,Step 9: tch student capabilities Emp/Oyers, students, and parents wtfh jøb reguireftienta. The beit poten- should:be isterviewed at several time tial job.source .for each student should interyals after-employment is obtained-.' be matchediwith,the student's measured If additional training Is indivited, strengths and weaknesses, interest, provisions can betede ayailable. *and motivation as well aslhisor her parents',opinfon, interese, and moti- FIELD BASED IMPLEMEItTATION

vation. The job that contains the _ most requirements measured to be The Texasjehabilitation Commission' student,strengths.is considered the (TRC) grahted.financial support to best potantial jOb.source Also,,the the Tri COnnty Cooperative-, Commerce degree to which:job success is affected Public Sdhools, Commerce, Texas, for by each student strength shoOld be' the purpose.or prototype deVeldpeent', consideredft,The decision is not of the-alternative vocational train4pg, steadfast or final. flt is, rather, a program described in this paper. The .- starting point for training. ,design of the program hes been completed and it is'now being implemented., Step 10) Train for the job. The &rough the training of 30 students. training of scpdents must lie highly -There are graduates who.obtained organized, and include decisions employment and are Still employed', concerning classroom and individual as well as graduatea who ohtiolined

.student management. It is suggested eMployment and are no longer employed: , that two separate work areas be es- Research data on the entire program % tablished: , (a) a classroom in are still .being gathered. Longi- , which pencil and paper activities are /tfidinal as opposed'to immediate

taught and (b) a simulated job training results are being sought. . etation area in which actual job skills .7-TRC has prqvidedfinancial:or are developed. Individualized instruc- consultative support te othei pUblic

tion is facilitated through the use of school districts in _Teias. At the. . competency based instruction. tine this paperwas written, 83 school 4 districts in Texas-and several through:. :t7p,11: Place a student on the job and out the United States were pplementing c:lowup. Once a student reaches this alternative approach to Vocational mpetency in all requirements and con- training. 'Additionally, TRC has sistency in ftoduction rate and quality,"(published prototype materials,

100 198 V41441-1-rrglr"7.7:' (7'11 , ,k. f :

Frolect =INIArm_t_i_o_n_y_and_bOok.

. (19716Y and .prevocatiOil cPirticOlUM

'handbooks, and.distrlbuted them to ' interested i4divishials and school.

districts. a

'REFERENCES t::3 A -A, Beastrn (Adams). E., Project FIT Implemeniation handbook, Austri-1:, ,texasRehabllitation Commission,

.1976. .

*Phelps, L. A: Competency-based inservice '.'eslutation foi secondary scho61 perscinnel serving special needs stOdents in vocational educatioli:- A formative' field test evaluation. 4. -Project No% 498A1150048 of ihe US Departiefie of Health,' Education rand .Welfirk, Office of, Education, Bureau -of Occupational and Adult-Education, Mana IL, 1976.

US,Depprtment of Health, Education and Welfare, Office'of Education, Bureau of Education for the Handi- capped. Selected career,education

' -prOgrams for the handicapped. , Washington DC: 'US Government Panting Office 1973.

41,

k VOCATIONAL EVALUATION IN A pUBLIC SCHOOL SETTING

. Gregg E.ivenster" W Dennii R. DO'rsey ' Dennis J. Buhr

Carder echication is becoming accepted habite, (d) work attitudes, (s) 441M- as one of'the. most appropriatevebi- eets, and (f) academie skill' thit are

cles for br:inging people who are hand- directly related to the worldeifilioik . , icapped,from a'.level of rionemplOyabil- and independent functioning'int00100v. ity to onebf productive participation An assessment ofmanipastiveskill* ie , in society4. This vehicle shoUld be critic4 in o far as the types of jobs 'delivered by,means of a continuum of typically:obtained 11On-school cOMpler!.

,careerrelated services in order to tion often referred to.teentry level utiAze fuiiy the potentials of-exr lobe, are thoWdemanding.a.degreleof cepOonaljedividuals. Such a. comr fine a*gross motor ability...',..P.bYaieel prehensive contirtuum provides for the characteristics are clesaiy associated ... objective evalUation Cif vocational with motor skills as they reflect-0410i 7

skills prior to the preparation a* . abilities in taske.iequiring-stas4na,.' platement Stages of the educational endurance, and mobility. StudiWindi process. cate that the major reasonimedicapped Historically, vocational evalua- individuals lose.jobs is poor personal-. tion has heen performed by community social skills rather tharranyrest) defi- agencies supported by vocational re-,' cit in job skills. ALCAN assesses:this, -habilitation agencies. However, ca- trait by observatiorWof work habitsaaV reer'education and vocational evia- work attitudes. Job placement irroften . uation areAassential for all types of arrived at.by determining theavailability handicappedindividuals-7a thought not of a job and fittiag-the student to the 'shared by rehabilitation administra- job.' An assessment of vocational in- . tioni. In.an effort toprovide this evaluation eervice to the handicapped, terests Can reiult in lob placements on a noncategorical, across the board,, whieh are consistent with the desires asneeaed basis, the Special School of theistudent and should resultin Of job motivation. Districtofyot. Louis. County, Nis- ' a higher level souri, developed and implemented a' Finally, in an attempt to match the, vocational-*vakuation model under the student's abilities-with the read- t ings writing, and arithmetic require- title . of Project SCAN (Successful Ca- reer'Planning through an Assessment ments of specific jobs,, SCANdetermines of Vbeational Needs). the functional performance of each student. PROCT,DRSCRIPTION SCAN.comprises a 2 to 3 week full dity session with an open entrY7 Prolect'SCAN attempts to obtain objec- open exit system. :Students mayenter al)* inforrilation on each student in at any..time and return to theirelites.- thOreas 0 (a) Manipulative skills, rooms when it-is determinedthat thley (b)..physidal*Characieristies, (c) work have cOmpleted the evalUation. WhVa 4 -7,'Nr--.--.111,;--z,7"I. 7 : '; ,?1,,,Trr-! \Tr; YF1; .,\SMOVFIMA-, !` \'!#. : ; . at SCAN each student is given a variety some aspects taking place in the ot work eamples end minulatediwork elemqptery school. -Students! MAI.= tasks, including the commercially pro-' itiee.should be reevaluated frequently duced Singer, Valpar, ,and JEVS 4,Igw$ as they progress through the various systems. _A number of evaluation'in- stages of career preparation.

struments including the-Purdue.Peaboard, 1 Vocational assessment of handf- Hewlett Hand Tool, Pennsylvania Bi- capped students should include 'as Manual,'and other tests of the same na- many of Ole following .components as ture are used to assess basic motor are apprTiate for the individual: skills such as coordination, dexterity, RevieW and update of all additional and bilateral.ability. Both teacher school rela nformation, includ- and parent conferences are held when ing medical hological, educe- the Final'Report is written to convey tionil, and sbe4.1 data obtained the resulte tq those responsible for during the.special education eval- impletenting.the identified alternh- uation. tives. Followup of these students is conducted'by means of a team approach Administration of selecie4 commer- using teachers, job placement consul- cially produce'd.and locally devel,-

tants, and administrators. . aped instruments to ass ss voca- /

_ tional aptitudes and iri eresta. i VOCATIONAL EVALUATION S' .\ Use of work samples to evaluate Vocatioal evaluation should' be tied to potential for developing vocational the saibol system in a more closely skill. aligned manner than rehabilitation agencies can provide. The career decision- *6bservation-a d'assessment of work Making process for the handicepped is behavior. much more Complex than merely waiting until the individual is legally of age Evaluation bf ha s-onskilla in As with and finding him or her a job'. exploratory shops in the nine areas the general population, in order to of vocational education identified make an apprqpriate career decision peo- by the US Office of Education. ple need to know themselvestheir interests, abilities, aptitudes, Uee of individual counseling to strengths, weaknesses, and limita- verify the.skills and interests tions, as'well as have some basic know- identified in'the evaluatioe pro- ledge about careers. This alignment cess and to lead the student to- ip a school system is best achieved by ward an appropriate career goal. making use of the expertise of both the special education and vocational edu- INDIVIDUALIZED EDUCATION PROGRAM. cation personnel for joint programing. , SCAN is by no means,an innovative The outcome of this total process is Many school districts approadh. the final report. This document throughOUt the country have initiated should be concise, yet comprehensive similar types of systems, The Council enough to assist in the development of - for Exceptional Children .recommends ,the individualized education program the implementation of comprehenstve (IEP) in determining the most appro- vocational evaluation in all programs priate vocational placement.- serving the handicapped, _Sharon Davis At the completion of the SCNN and Michael Ward, in,the Guide for report all available staff who night Policy DevelopmentVocational Educe- have.significant input for the ItP tiOn of Handicapped Students (108), are included in the staffing: class- ;devoted a complete section to voca7 room teacher, evaluator, job place- tioeal assessment and state that it ment consultant, supervisor, and so shodld be a continuous process, with t

on. The.final report generatee se- -on the part of either (or both) will_

ries of identified alternatives 'ra- . onlrmetVe tb shortchaago tho our- ther thanjecommendations., Recommen- dont and will not.yield.the beet .

%dations are typically taken4s defin- informati5on possible. itive ii'ature Auld tend to terminate 4.Ni:rho evaluitida results can serve es the discussion rather th!di initiate #. -a legal Oafeguardrolativo,tOTdoter-. :- SY using ttie listing of alternatives minims the least restrictive:4nvi- the evaluation staff is directing the ronment within which the handicapped IErdiscussion toward in appropriate student can best be'expeCtod'to decision with ail:staff and,thei parents. actlieve. providing comment on the list. Pre- 5. Tho iiilementatioa. of such A-Orogram

quent options include returning the shoulorbe based.upoo specific:00,1MT- student to the clossroom for further tionel policies. A complement. prevocational skillAevelopment, place-. *the Part Of .the district admigistra- ment in a skill training program, tion and oteff 14 necessert placement in a vocatienal-technical followup is to'occur; otherwise tho program, referral td-iii-iloratory'' assessment is worthless. situation, referral to the Division of Vocational Rehabilitftion for training The directive is clear: vo0atiOn- or further evaluati8h, participation in al evaluation is an essential element work adjuatment training, work-study of the total career education continuum. programs, on the job training, or any lbe,Special School District has Rade other alternative'available to the setae significant gains thtough Pioject student and appropriate to his or her SCAN. Vocational evaluation is ihte- current level of funcO.oning. grai to the district's operation:and Vocational evalualtilon also sup- is mandated in the consideration'Of plies job placement persdnnel with appropeiate vocational alternatives objective information 1,to share with for the handicapped students of St. potential employers of the handicapped. Louis County. Additionally, the,har- Strengths and weaknewi6s can be relayed riage of special education and re0-1 in the terns used in the business or tional education philosophies islioup- industrial setting rather than in ported and enhanced through offotte the educational jargon. sudh as SCAN.

SUlNkRY

Some considerations areneeded before REFERENCE the school system ventures into the vodpational evaluation business: Davis, S.., &Yard, M. Vocational education of handicapped students: 1. The evaluation process has to be A guide for policy developmen4, the resUlt of a concerted effort feoton, VA: The Council for by as many persons familiar with Uceptional Children, 1978, the student as possitde. 2. The evaluation should not preclude any other prevocational/career

. education programing. It is an element of the total contiftuumt and should be used ,to reinforde schooling, not to,solely decide on which oCcupation to pursue. 3.-The program cannot function without the cooperative expertise qf special education and vocational education personnel. Territoriality

1 '1....--;1;..r,,..1.,.,411, 1 rir.c .,..1 . 11,rit...i!-.0,rr,i.ti-itfivytrlu,F;7,',. ..-.4i,.!,7',..1. ,,,, ...,11 ..;-,,4..,.. '''Aft:' t

PROJECT KU: A VOCATIONAL

EDUCATONPROGRI;11FOR TRAINABLE

MENTALLYIMPAIhED ADULTS' A

Lynda Hudsbq Sheila

Project HIRE,(Hrlp Individuals Reach document to assist specialatidn Employmeq) is, a comprehensive voca- personnel in selecting educational 1 tional educatipn/career education bbjectiveb as mandated by Public Law program for trainable mentally impaired 94-142 (The Education for All adults,(20 ç 26 years of age) in the Handicipped Children Act) for the southeast (trent of Oakland County, individualized education program. The computerization of the syatem has , Michigan. 11t program contains three major phaglep; (a) sheltered activi- allowed quick, efficient prograding ties, (b) pktraining stations, and and cumulitive achievement reporting (c) community.placement. Clients move on,a yearly basis.' 0, through tfie p see based on their individual obi ities. SHELTERED ACTIVITIES The MEAD, /SMI Life Competency Curriculum (.Oaand Schools, 1978)' The sheltered activities,program uses provides the Oa land Training Insti- work contracted from local businesties tute-Lamphere y ational Education and brought into our.facility. These 'system with proammatic goals (Bre- jobs are in the areas of light assem- lin's 22 competenOes, Brolin, 1976) bly,-packagihs, sorting, inspdction, and the individual objectives necessary salvage work, collating, binding, to aid sech client in reaching those folding, and.labeling. An effort has goals.t been made t9 obtain contracts that ill of the ,0 tO 6,000 objec- are somewhat complex so that clients Vves in the MEAD SM1 system have" can increase their-manual dexterity Contract,bids Been integrated ihto e 22 'competen- . and cognitive abilitIes, cies,7matching each ob ctive to the are based oh minimums wage andnormal.. appropriate competency. This pro- production rates.

ivides a system whereby a 1.instruFtioh . Once a contract is obtained from leads tic) the ultimate goa & set by the an employer, eacH job is reviewedsand compifincies. The'systems complete a step by step task analysis is4 as it contain& educational bjectiVes written. One hour training sessions for specific skills, career. warenesa are held with clients.until they have objectivesi And community ew eftess reaCted the criterion of accuracy objectives. The MEAD TMI/Og desighated in the task analysis. The Competency system prOvides.di ctiOn, Sraining method used is the one, scope, and continuity of inatru tion: Aescribed by Gold'(1972). Once the Its completeness allows for the ndi- , clientshave reached the criterion of viduality of each client served. accuraci with the trainer, they are Furthermore, it proVides an,e sily. ready to begin production. %ix goal accessible and understood workihg is to achieve norsal production.rates. Production, in itself, isnot hours. Jobs that require pliepts,te___ _ . . _ -sufficient'te prepere trikinablenentolly be on heir feet will w/thaust,them impaired elieno for employment. There ore work related activities thatare 6. -repeUtton. ,Contrary t9' neceieary ona job. Sone of these are,: popular belief, mentally. impaired , , 'people ate not ible to do repeii;- 1. Punctuality. '- Clients peed to attend tious.jobs any longer thannop, , work on'cregular basisexcept for Uplifted people. 9ur Clients do legitimate excused abiences. Meny modvariety iniheirjob., but siudents have attendedschool on =- they must also be able todeal, irregular baits and these habits with repetition. Carry over'into a work situation. 7.AgEmpriateworkectire. tranallY Punctuality Includes beingon time impaired individisols,are often for wOrk =4 returningon time from .ostraciied because of theirepTlear- break, and lunch. People who are ante . It -is-importaiit thatthey trainable inay have, in thepast, learn to wear :clothes that *ill !not been heldTesponsible for their blend inwiththe work 'situation. ictions and no* must be taught to This requires work with the parenti :behave responsibly. or their community. living 43enter. 2.j Working wi others. Cliento need 8.Safety. Clients lesrn all safety to work with their peers andsuper- procedures within the sheltered, t vi.sors. ThØ must also adjust to activities program. Thiey become working wlfh people they donot responsible for neintaining safe t know well. Our clients hive been conditions in the 'workshop. 4 shelte from contacts with non- concern.for safsay does carry civer impaired people. It is time to. into actual emploYment. . expose them to such people and to 9. Independent work behaviors. Clients expect that the clients will be able should beable to do some problem to handle themselves. solving on fhe job, such as re-. . Accepting,supervision.. Clients need gtocking supplies, checking for ond to maintain a positive attitude recognizing their own.errors, and f about the people who supervise them. correcting errors. If they are This is why exposure toa wide vari- unable to solve a problem, they ety of supervisors is encouraged. must ask for aseistance. It is fortunate to get along with 4, one's suPervisor, but workers need Production Records to also )1andle situations where there is a problem with a supervisol. Daily,production records Are kept for Such problems may arise evenmore each client. These production records with a nonimpaired supervisor wpo include the following data: date, job; might not understand impaired hours wbrked, total production,.pay student's cppabilities. rate, and daily earnings. These pro- 4. Maintaining produttion. This en- duction records can be msed to pre- tails a client's coniistent often- scribe a further course of action ,for: tion to the task and dealing with each client. fatigue'and boredom. Clients must The client's average hourly 'pia- be able to pace themselves to con- duction-ean be determined and measured serve energy, against normal production rates on the 3. Endurance on the Job. Most Iients same jtob. For exomple, the averAge . are not accustomed to working the hourly,production rate on the five ' day that is required in full step cam assembly for client A is is time employpent. For their first folldws:- time on a job,ein attempt.is made to stort out with fewer hours and .1E1;1.Oct. Nov. Dec. Jan. Feb. gradually build up to the maximum :athr18Fir21Tt7r-22/hr23/iir27jfor

106 1.14

: 7' ' . " " v--,-;;:tr\rs:f'

} The average normaf production rate,as records, the coordinator can esti- ---1- -obt ned fr m the-contratt vendor, is mate-the amount ofirtime-it-takes to- 80 er hour. While client A has in- -train a client.on a given job. Look- ri' , crea id hia/productiori over time, it ing.at client D's daily groduction

is still 30% of the nonimpaired per hope (days selected randomly) on . worker's. Thus, we can hoilestly dis-, a complex assembly taskliiiX ste0s) cuswthe client's productivity in we,see:. termsplickly understood by the proapective employef. The employer Monih/Day.

ipight be interested in hiring this January 19 ' 11/hr client if a wage deviation or other \ January 23 14/hr

agency contrict cOuld be arranged. . \ January 30- 15/hr Production records can be used to February 1 22/hr narrow career area choices. Client February 6 ,26/hr B's piOduction records on cam assembly are as follows: After February 6 the hourly production begins to rise rapidly: Stet. Oct. Nov. Dec. Jan. Feb. 25/hr rfilir 33/hr Tiffir Month/pay

February 8 32/hr irh Client B's production records and con- February 16 36/hr versations witb him on career choices February 23 40/hr indicate that he does not like or March 1 47/hr perform well on production type work. However, client B has successfully It took client b approximately completed a building maintenance pro- 12 days of.training before ehe became Agram at the area vocational high competent enough to perform indepen school and enjoys and would like to dently (iet the set criterion of work in the area of building mainten-' accuracy) and began a rapid rise in ance. He has subsequedtly been production. It mu5t be noted that employed in a janitorial position with eved during ihe training peiiod, as an area business. her proficiency increased, training Periodic review of the daily pro- wa's decreased. duction records can also point out the : Productionxecdrdsas assessment areas ih which a client needs more cqn.also assist the vocational educe-

skill development. Client C's records . tion coordinator or teacher in deter- on disimple two part assembly job are: mining the length of time needed for a client to reach normal pioduction' Septl.Oct. Nov. Dec. Jan. Feb. and can help determine when the-client_ 43/hr 160-71;r gieTir 118/hr 175-171ir is ready for actual community employment. His roduction reCords on 'sorting screws Client E has ,been trained and hAs been producing'an eight part cam assembly since September 1978., His monthly average production per.hour 11Fir 111/hr id/hr I1/2#/hr shows:

While client C is performing well on a Sept'. Oct. Nov. 'Dec. simple assembly task, he' definitely 18/hr. 22/hr58/hr59/hr needs more work on skill development in sorting. Therefore, this client Jan. Feb. Normal is'given work on contracts which 62/hr 64/hr 867Ri require sorting ekills in order to increase his abilities in this area. -.With training cqmpleted in October By reviewing the dailv production and his average hourly,production

107 .44) , to placenent, clients' interests and increasing_ Combined with his continued, employment,of assonbly work, lie have abilities are assessed oroa profile, locatedAcommunity mployeF in sheet. Often it is difficult for our sssetbly and produbtionswork who4s clients t6 verbally specif/ thiir willing to hire clienx E.'A:review.of career choices. Am a 'potential hid production reCords has helped us placement is available, therefore, A tO.determine.that.clieet E is.ready for job profile is wiitten and aatched,to and should be successful in a communtty es'appropriate client profile. The employment pOS 1 t ion. only accurate neasure of how clientd will do on a job, heweeer,'is to eve Mainstreaming into Regular them a chance. Vocakional Programs Befoie placement, a conference is held with the client so that he pr It is ne!cessavy to provide traiding she can learn about the potential job, c outside of sheltered work activities ask euestion,,,land specify likes and in specialized skill areas such as dislikes.I4ors often than not, clients building maintenance, nurse's aide/ will pot discover any unfavorable con- orderly skills, and restaurant skills. ditions of job until the; ar0 placed. It is also extremely important that Clients are led to understand that they the training in these areas 6 done do not have to like every aspect of by experts in those fields. their job and should the dislikes out7 (:Litheast Oakland Vocational weight the likes, another placement,can Educafion Center (SEOVEC) serves asAb be made. a.voleational training center for dial' Since the worker who.is trainable southewast quadrant of Oakland County. mentally impaired takes longer to Clients who are ready for this type of acquire skills necessery for a job,: specialized training are integrated employers are offered financial asaist- into the regular vocational training ance during the client's training period programs at SEOVEC. At the present (USDepartment of Labor wage deviations, title, we have five vocational educa- Comprehensive Employment Trainingict, tion clients enrolled: four in Vocational Rehabilitation, National building maintenance and.one in nurse's AssOciation for Retarded Citizens).: aide/orderly training. Clients attend Also, the vocational education cooidi- a 21/2 hour session daily and are nators can serve as on-site trainers.

trained on the actual equipment they . When settingkup job training will be using when they find emploii- stations, there are seiteral factors, ment. Two clients have successfully to be considered: completed' the building maintenance program and are employed in the community. 1. Mix of different types of training The vocational education staftworks opportunities, such as_restaurant, with these clients to provide support convnlescent home, factory (assent- 4, materials and instruction to assist bly and packaging), or janitorial them in learning the specific skills. shoeld be provided. This allows This kind of mainstreaming has beena clients to experience different very successful facet of the total types of training if they are not prOgram. Clients have been able.to successful at one type of enployr intitg*ate themselves socially as vent: If a client specifies an veil as academica%ly ineo.the SEOVEC interest in a particular type of program. job, an attempt is made to set up a.job training station in that area JOB TRAINING STATIONS of employment. 2. Contact with employers must be done A job training station is defined as selectively. If an employer is a community placement where a clielit coerced into taking on a trainable is being trained' on the job. Prior mentally impaired employee, it

108. Vag 116 could work to the client's detri- dboutathe quality of work and service ment.. Potential eiployers are .receiyed. Employers imlo-have success- approached on the tesisis that ye.are ful trainable mentally impaired employ- not asking for charity but for an ees ere,alao willing to endorse the. -9 opportunity to give them good, program.n, These people can be used productive employees. to exparit the fiel4d of potential 3. Transportation' is a. prevalent employers irk all phases of the program. 'problem that must be worked,out

, because most of our clieqits,do not SUMMARY own an. automobile or drivre, . . 4.,Selectine the correct clieht for Project HIRE successfully serves as a a fob should be baaed ,on the- Vocational education prograth for all . vocational education coordinator's levels...of trainable mentally impaired knowledge of the client and the adults. The ability to place clients job. If a client does not succeed, among the three phases based on their employers are often willing to try individual skills.and abilities gives \. another client if close followup . the Clients the freedom to move at has been provided by the coordina- their own rate.. tors. We are extremely'pleased with tfie 5. In order to meet the requirements success of our clients in the variety of the law, each client placea on a of work situations they find with job must have an agreement sined, Project HIRE. As we continue to raise by all parties involved in the ,our expectations, the clients continue training. Specific training objec- to meet.and surpass them--provingthat tives should also be developed. with sound vocationalyrograming 6. EvaluAtion must be done on a regu- these workers, pan take their place as : lar basis so that the employpr and productive, vspectedomembers of the employee have an opportunity to community. discuss any problem's. This is also . an assessmentthat tells when an- 00 AtEFERENCES employee is reacjang normal production rates. Brolin, D.E. Vocatiodal preparation 7. Followup by the vocational educa- of retarded citizens. Columbus OH: tion coordinator is most important. Charles E. Merrill, 1976. In e beginning, the employer and ee need someone to serve Gold, M.W. Stim0Ius factors in skill as a liaison person.. Eventually training of the retarded on a, this gap is 'bridged and school per- complex task: Acquisition. sonnel can fSde out. American Journatof Mental Defici- ency, 1972, 76, 517-526. COMMUNITY PLACEMENT Oakland Schools. MEAD THI/SMM Communityemi4oymentin thisyrderam Objectives for life competencies. takes place when a clieqt has completed Pontiac M: Oakland Schools, training and is a productive employee 1978. of a business. At this fidint, the client still needs A minimal amount of followup. School personnel can be on call if any problems occur or retraining is,needed. COliiiinication among employers becomes the best selling tool that a vocational education program can have. Employers who have contracted with the work activities protram are enthusiastic

a. 109 11 :. 17 t-

MAINSTREAMING AND

VOCATIONAL EDUCATION s

r'N Patricia Sullivan Cynthia Creighton

Equal opportunity in education and workere (Posner, 1978). employment has become a legal right In an effort to assist educators of handicapped persons. Vocational in Michigan to develop qUality main-.

education has been affected by federal stregMed vocational educatiaon programs, . and state legislation mandating -a mainetreaming model and instructiopal accessible facilities, individualized materials for.implementing such have\ education prograus for handicapped been developed. This model organizes

students, and education services for mainstreaming in voCational education . , handicapped persons In the least ie- into'three phases': strictive setting appropriate. Even with legislative mandates, 1. Phase I includes the educational' the integration Of students with .activitiep tbat-must.take place handicaps into regular vocational edu- before a haQicapped student ii cation has been slow. The California placed in a vocational program, Advisory Council on Vocational Educa- 2. .Phase II is the development.of.a . tion (1977) published the following vocational individualized education statement: prograC 3. Phase.III includes the educational Very few quality mainstreamed activities that take place whiie vocational education programa the student is receiving vocational exist. Vocational training training. for, handicapped pereons is often short-term and low-level, Vocational educators, special educators* and more challenging vocational' support staff, the students and his education is frequently conduc- or her parents'have'separate but coor- ted in inaccessible places. dinated responsibities during each of (p. xv) these phases. What follows is a chart and explanation for each phase. This lack of opportunity for quality vocational 'training is reflected in PHASE I -- BEFORE VOCATIONAL PLACEMENT poor employ6ent statistics for handi-

capped individuals. 'A survey conduc- - Personal Adjuatment Training ted by the Social Security Administra- tion indicates that one third fewer The, purpose of personal adjustment handicapped individuals are employed,. training ia to develop the personal 'than other adults. Most employed and social skills required for daily handicapped people have only part tine living and work. It has two compo- joba and thefi average wages are signi- nents: facilitating i positive self ficantly lower than those of other concept and work adjustment. PHASE I -7 BEFORE VOCATIONAL PLACEMENT

Educational Activity Roles and Responsibilities Suggested Materials ,t I. Developed in Michigan 1. Personal Adjustment Training

a. Facilitatin All personpel help students None nOw available positive self learn to, accept and value concept theinse1ves.t

b. Work adjustment Special educators and support personnel teach students the attitudes and behaviors necessary in the world of work.

2. Prevocational Education

a. Exploration Special educators,,general Career Related Instruc- educators', and support tion 1- Exploratory Packages personnel provide career exploration activities Vocational Education/ for students. Special-Education Project II -- Interest Scramble Vocational educators supply Survey information about careers

b. Assessment '61eia1 educators, support Vocational Education/ personnel, and parents Special Education Project gather information about II -- Prevocational Enab- student skills as relate ling Skills Survey to job requirements. Materials

Adapting:Vocational Edu- cation for Handicappers -- Exploring Physical Skills Manual

c. Instruction Special educators, general Career Related ItlatrUc- educators, and support tion -7-Preyocational personnel provide stu- Modules dents with pcevocational instruction and practice. Vocational Educationf

Special Education Pro- . ject II -- InstrUctional Design Materials

sY4 YacitatJAIL2peitivt_LA140 . explorationi Having a healthy self concept can give ' a student the confidence and motive- 1. Ce4ai Asispd ImitrqFtion Exolora- , tion he or she needs torsucceed in the -tory Packikos. Ten packages, each world of york.(TeChnical Education includtrig afilOstrip_and. tape and , ResearCh Centers, 1977).jt is the individualised learningmodules, respohsibility 'of all personnel who ntroduce students to jobs in'Oe- work.with handicapped students to , ollowing occupational elusteri: hal) them accept ami valuethemselves and learn how to deal with .the preju- .Agriculture/Natural ResoUrces' dice they May encounter, Autornotive end Power Service Clothing/Textile Service Work Adjustment. Wokk adjustment Construction ectivities,teach students the atti- 1. Distribution tudei and"behaviorstneeded in the _Food PreparatiOn and Service working world. FormalWOrk.adjustment Graphics and dommunication' Medi*. programs are usually the responsibility Health of counselors or therapists. Special, Manufacturing educators can also kovide activities Office aod Business that help students learn how to work with other people and demon'strate Audio tapes that read the modules responsibility ih work situatiOns. and typed,scripts for hearing No state supported instructional handicapped'students using,the materials in the area of personal -filmstrips, emavailable. adjustment training Neve been developed 2. Voeational Education/Special Edkica- in Michigan. 'tion Prolect II.Interest Scrapple Survey. Studenis rank..-piciureS ofpeo Prevocational Education, ple at work and are,givena scOte indicating which-occupational areasAre The purpose of prevocafional education mObt interesting to:them. This is to assist students in developing survey can be used in conjunction 1 the skills, knowledge, and behaviors with the Career Related InstruCtioh'

necessary for entry into vocational . Exploratory. Padkages. education4 lt has ,three comPonenti: d exploration, assessment, and instruc- Assessment. Students' job related tion. strengths and weaknesses ate determined durinethis.cOmponent of pré- Exploration. Duringjprevocational vocatiOnal train0g. This ts an exploration, students learn about important step for students with occupational areas in relation to their, physical disabilities, whose capabil-:' own interests and values. Vocational ities must be carefully compared with educators are a good source of.infor- the phySicel demands of occupati6ns. \NLmetionfor ,other professionals and for Special educators, support personnel, students exploringcareers. They can and parents are responsible for gather- 'supply information about the job duties, ing objective information About student wages, working conditions, and oppor- skills. tunifiesfor employment'in their Two sets of materials-providing fields. Special educators, along with methods and forms -for prevocational ./geriiral educators, support personnel, assessmentlhave been developed I'll / andhparents, should provide activities Michigan: and,experiences to help handicapped studOts determine which occupations 1., Vocational Education/Special Educe-, are.of highest interest to Chem. tim." Project II Prevocational ThesA material's were developed in EnabliagLSkills Survey Materials. Michigan to facilitate prevocational This purvey identifies which of 160 20 VPWrit YniV,11 . ';''';'444414;7,4i3`.'kFc'c'P7.1,; 41kr:V4.1.4;,T;4111MITVIN f ' + if ;.

social, physical, and intellectu41 Building Miintenal4'ce/Servi6e

Skille eltudents need to enter-Vbca- . ltimIdentlar'ConStruCtion

` tioniI training,in each of theoccu- ' pational clusters listed aboVe. A Material 'Handling checkliet for recording which of ketailing 1 Oe necessary' skills-a student hall . , 43, and which he Or she 1111 7, is 1Bakilft,anePastry included. t. Food Preparation

2. Adapting Vocation4 Education for Fo0 Service . Handicappers. The physical requirements of 34 occupations were deter- Bookbinding mined-for this project through Screen Printing observatiOn of workers. A,mailmal' Offset Lithography titled Exploting,,Physical Skills Letterpress Printing. . provides aMethod fot surveying a Commercial.Photography student's pHysical abilities and Drafting comparing them to job dtmands. . ,Health Care Instruction. In the thirdomponent Of Hospital Housekeeping

- prevocational trainink'students learn Child Care the psychomotor skins and academic

4 skilli necessary tOihrciaden their range \Combination Welding of opportunities in Votationakeducatton. Machine Tool Processes .Special educators ind general tducators Soft Ma'terial Processes-. are usually responsible for .prOviding prevocational instruction to handicapped, General Office Clerks students. Therapists may4provide acti- Office Machine Operators , vities and exercise to improve student 1 skills. PrevOcationaI instruction The modules are written at a third -materials include: to fourth gtade reading level, and

ss. audio tapes are availablejot . 1. Career Relattd Instruction Prevoca- students who are unable td.read; .tiondl Modules. This is'a set of 2. Vocational Education/Special Edu- student directed, iudividualized cation Project II-Instructional learning packets designed to.teach Design Material. These Materials special needs students about the provide ideas for teaching the'. vocational tools, terminology, and social, physical, and cognitive

concepts used in,the 34 vocational skills identified in the Voce- . areas listed here:. tional Education/Special EducatiOn

Project IIEnablingSkills Survey . Agrieultural Mechanics Materials.. * Landacaping and Nursery Greenhomde/FlOriculture PHASE II -,r.4DEVELOPMENT OF VOCATIONAL Forestry and Recreation IEP

; .Auto Mechanics. Plan Vocational Individualized Educe- Amto Body Repair !'kA tion'Program Small Engines Appliance Repair Thesucceisof a vocational education Air COnditioning mainstreaming program depends to a great-degree'on the developmentiof Clothing Serviee realistic and Meaningful IEP's for Clotsiling Construction handicapped_students. .Coopetation Home Furnishings- between and ,aniong' special educators, Upholstery vocational educators, support77

113 1'

?RASE' II "77E. OEVELOPMT OF VOCATIONAlLIEP t / \ Educational Activ Holes and Respons .ilitie Uggested NateTial )Devel..ed chi

Plan Vocational Special educators, support Adapting Vocational 1 IndiVidualtited personnel, and,parents Education for Handicimpara Education PI-ogram phare relevant informs= -- Program Planninglind tion about etudent. Placement Manual

Vocational educators share information about occu- OatiOns, discuss concerns related to teaching hand- licapped student.

All. personnel write)plan fdr student's vocational traiaing.

personnel,'and parents is crucial in mainstreaming of the studentr-Can this phase. Vocational IEP's should ' toobs be broken down, equipment be written 'in a meeting attended by : 'dified,teachihg methods changed?' representatives fram each of these 4. What resourcei are aVailable for

groups1 help in modifying, vocational Oro-. f." During an IEP, Veting, special grams? educators are responsible for sharing relevantftinformation about.the stu- The materials be:1.mi were developed dent'sioccupational interests and to assist educators in plammidg academic, social,.and phySical:skills; recording vocational IE10,92 k'f; the.cauies,: desiee, and stability of his or her conditions aa they Would 1. Adapting Voc aot .EdtcaIfionfOr

affect safety in a vocationalclass- , Handicappers Program Planning and room; and'the adaptive devices Ahd Placement Manual. This manual equipment used by the.student. Comp- containe IEP planning forms aid selors, therapists, and,parents can directions for using them. One also contribute valUable information. form:is provided for vocational Vocational educators are respon- educators an4 one for special sAple.for sharing information about services personnel, tp be completed their 'occupational programa. This before an IEP meetini takes place,

may.include information about the , A 'third form is used to record'the entry level academic, social, and placement decision, educational physical skills required and the goals and objectivel, and teaching performance Objectivei for the progrim. plan developed by the group at a AsYli testi,' participants should -.-. vocational IEP.meeting. The manual. disdbas the following'queetions and also contains ideas and guidelines,. record their answers in the,form of a for making adaptations in voca- written IEP: tional programs for students with physical. handicaps.

, 1. What vocational programs are appro-. priate,foi dila Student?, PHASE AFTER VOCATIONAL PLACEMENT 2, What problems mighi there be? VocatiOnal EduCition 3. How can classroom and work environ- r

mmhts'be adapted to facilitate , Vocational education is designed S. li"f4,'Wro7Y4,r

PHASE III AFTiR VOCATIONALPLACEMTEN

. , Educational Activity Roles and ResponSibilities ested Hateriils Dpveloped in Hicliilan

f Vocational Education

Skills Training Vocational educators teach' Capital Area Career Center students the skills, -- Vocational Modules knowledge, and behaviors they need for entry level Vocaiional Education( jobs. Special Education Prof)ece I Materials Special'educators and support personnel assist Adapting Vocational Edu- vocational educaeors in cation for Handicappers modifying vocational ,-- Occupational Hanualgi instruction to Meet stu-

dent's special needs. .r # -* .SuppOrt Instruction Vocational educators Capital Area Cireer inform resource personnel Center -- Occupational about student's progress Math, Measurement and and what support instruc- Reading Support Programa tion is needed. Career .Related Instruc- Special educatora, general tion -- Prevocational educators, and support Modules' personnel provide the .-vdcational support * instruction requested.

Pre-employment SupportPersonnel, special Capital Area Career educators, and general Center Pre-employment

, educators teach student Skills Program skills needed for seeking, getting, and keeping a job.

44.

115. 123 provide learners wieh the necessary Packages in Phase I. These are to skills for entry into chosen occupa be geed cooperatively by vocational tions. It has three components: and special-educators.. The guides skills training, support instruction include lists of entry level skills and pre-employment. and performance objectives for jobs in each cluster and ltat the termi- Skills Training. This is the main nology and concepts that the stu- focus of vocational education. Stu- dent must learn to perform voca- dents are taught the vocational skills, tional tasks. knowledge, And behaviors they need for 3. AdaPting Vocationil Education for entry level jobs in specific occupa- ,Handicappeis Occupational Manuals. tional areas. Vocational educators Manuala have been developed for are responaible for .providing direct each of the 34 occupations listed instruction to handicapped students. under the Career.Related Instruc- Special educatore, therapists, and tion Ptevocational Mbdules in vocational rehabilitation counselors Phase I. They contain suggestiOns are responsible for helping instructors for modifying vocational teaching .when probleme.arise and when mddifica- methods, equipment and facilities, tions in miterials, methods, or the and tasks for stUdents with physi- classroom environment are needed. cal handicaps. Three sets of materials developed in Michigan deal with .vocational skills, Support Instruction. Suppott. instruc- %,training: tion is designed to prpvide assistance 0 to students in the areas of math, 1. Capital:Area Career Center Voce- Measurement, and reading as they tional'MOdules. Individualized refate to occuliationa1 training. vocational instruction modules Vocational educatOrs should conouni- written at a law reading level are ,cate with appropriate personnel, available for 81 occupations in about students' needs in these areas. the following clusters: Support instruction is usually provid-1 e0 to handicapped students by general Secretarial and Clerical or special educators. Suggested Bookkeeping and Accounting materials include: Data PrAessing graphics-Visual. Communications 1. Capital Areg Career Center Occupa- Building Maintenance and Engineering , tional Math, Maasurement and, 'Heating.and Air Conditioning Readingtrmsart Programs. The Electrohics three p ra areindividPalized Medical Laboratdry and self instructional. They teach Food SerViee Program students the math, reading, and Health $ervice measurement skills needed in

Welding, r sPecific occupational areas. Maciline,and Tool Operations 2. Career Related Instruction Prevoca- Retailing tional Modules. These' materials, Business Service discussed under "Prevocational Parts Control Department Instruction," can also be used tp Auto Body support vocational instruction. Auto Mechanics Small Engine Repair Pre-euployment. A pmplete vocational 2. Vocational Education/Special Educe- program for any student shoUld include

. tion Project I Materials. These training in finding, securing, ind materials contain instructional 'keeping 10 job. Skill in writing guides for the 10 clusters'of occu- resumes, interviewing, and dealing paticins listed under ehe Career with supervisors-and fellow workers is Related'Instruction Exploratory especially important for handicapped

116 2 , stUdents who may encounter discrimina- -7---TUOn-in-theriob-lzaticet-..------PieemPloYment V-skills may be'teught by counselora, U, general educators, or special educators.

'- The following materials were designed, ----to-assist in this'instruction: - CitalArCa- employment Skill* Pt-Ogren). This program teaches job seeking skills. through individualized instructional modules and through practi6e with other students and adults.

.Mainstreaming in vocatSnal education .4s a complex process,. The

activities, roles, and materials , described in this chapter are designed to make the process more feasible and workable. All materials listed (ex- :, Cept Adapting-ocetional Education for Handicappers whiCh.is now being pilot tested) have been successfully used in Michigan.for at least 4 years.

REFERENCES

California Advisory Council on Voca- tional Education. Barriers and Bridges. Sacramento: Author, 1977.

Posner, B. Leis than equal. Disabled USA, 1978, 1(5), 14-15.

Technical Education Research Centers, Inc. Guidance, counseling and: support servias for high schoal students with physical disabilities. Cambridge, MA: Author, 1977. " MrArr, 4. ; ,.....-0414\`,:' " 't. t,t; INYr,

11'

(;- Frit

PART 1y

Counseling and Career Information

: ALMS CLARIFICATION APPROACHES TO CAREER Copriserutivi--pr--- T.TEXCEPTONAL.INflTVtDUA1 1S AND THEIR PARENTS , ,V411

LS Ted Smorodin Judith H. Freund ,Marietta Kehler

As can be seen from the following judgments. If there is an ultimate definitions, a major problem in working value, it is to move beyond the in the values field is a lack of con- level of moralizingAhnd indoctrina- sensus about what we are working with. tion to a procese)bf personal ,value clarification on.the part of each Values are'the same as needs. student: ', Eight categories of needs have The role of the teacher is%to been suggested: respect, afiection, create an atmosphere in which stu- skill, enlightenment, influence, dents can share their feelings, wealth, health, responsibility. ideas, and beliefs with both class- (Lasswell, 1930) mates and teacher; Students 'should

. be able to express'themeelves freely.. A value is a stance.taken in ler- and realize that in discussing value, sponse to the total environment: issues there are few absolutely right it euhances the development ot .or wrong ahswers. In order to build the human personality and its s safe atmosphere, the teacher should creative integration. (Hall, 1976) offer warm support to all students Aand show a sincere interest in A value is the result of the listening to the comments of students. valuing process which consists of Values education is a personal, the following steps: Choosing.... developmental process., Each stu- freely and from alternatives and dent must be allowed and endouraged with.knowledge of the conseqüences; to validate his or her own value Prizing...publiclY and'happily; setem by.participating in activi- $Acting...doing it 'repeatedly. ties that emphasize independence of (Baths, Hain4n, & Simon, 1966) decisitin uaking, Oireful consideration of alternatived and consequences, There are, however, some areas and willingdess to stand up for and

f of agreement. Values are what's person live,in accordance with personal,be- considers important in 'life. They de- liefs. beliefs, actions, and commit- In valoing, one makes choices and me ts to self, family, group,'society, acts upon them. There are few areas in or nation. yalues education' provides Okich an individual's valu'es have greater the student with alternatives for lifelong consequences than in, his or her analyzing arid exploring from a different selection of a career. The purpose of this,article is'to acquaint the reader , perspective. It enables students to gain,sensitivity to móral and value with values clarification approaches 7 issues and provides them with strategies which can be used in assisting-exceptioh- Xor clarifying values and making value. .al individuals with career decision.making.

121 . 12 7 4f,44-N: 7', --14,,-... ,;, '''..-r. 7 . .':, .,..'..yl'rv:''''Rq..1`.'.c1-;.:,!.:::''''f.'-,7,"r . . , ± 4,..)" ,.' . .. . .-- .2 .i..!..:r".i';' 'i`- ?1, ..' V. '3 4i.; : .

. ,- :, , . t , ;.. - , , 1 :,k,,,,.. : - , 1'7 ,1: . '. :Al.!. -.71....,....i. ' . -.'

STRATI= NUMBER 1: THE CIRCLE _DIAGRAM tiour_sesaion._ About filik...Isinwmc w- should he allowed for orowins,tbs- *. Over the years a set of value clarifica- diagrem., Then one of the students'Sen tion actiVitiss hap been developed. show his or her diasramand explain* Those activities have to Ibsthera. A _short. _question _And to careerAdecision mekingand adap- answer session follows to insure-that tability fOruee with exceptional 4ach member of the grOup thoroug4y. individuala. The,ectivity presented underetandt the conflict 'and thelktt1O00 in Figure 1 to called the Circle that occurred. , Diagram. qt is illustratedas a The next step is.to ulie a values career rotated example. sheet list of wanes that has been The first step is to have etudents. used in previous activities. .If this ,

draw a siOple diagram consisting of is the first time thet A rause 'N circles, arrows, and biases tore- clarification exercise hie been used, present so bs. conflict that the student the teacher ehOuld hand ont, the Ocet. has had iWthe last.lew months: The before starting, explaining anrof-th. conflict can be focused in'any area, morde that *lea be prolhlemetic.A. but for this example, it will be Tat;le 1 illuscrotisan stialple.0,14: assumed that the conflict is job relat- values list. Any adaptation thetWill ed. Circles are used to represent suit the students can .be used.

people, bIxes'represent institutions, , Using ihekvalues list,.the Toper , and arrows, -represent the direction students suggest values that might of the conflict. The distance behave been operating in the conflit. tween circles/boxes can be used to The individual students can'accept'or represent the felt social distance reject these Values expleining the between the actors, and the size of reasons for doing iso. After fiveor the circles/boxes can represent the six values !lave been accepted, liited, -felt rower dimension. .Figure 1 and defined; the student is askecrto illustrates a. simple conflict. ,---prioritize the listed values by In this conflict, the circle in assigning the numeral 1 to the most the box represents the boss and the important, 2 to the next, and so forti circle with the star ts the student, The students are.then asked to weight , while the other. cirCle is another the choices, Out establiihing the , worker. The diagram represAltsa relative importance of each value. ,For conflict between two workers. The example, if harmony, truth, and boss, who tn this case was felt to security were chosen, prioritized, .and represent the institution, criticized weighted as in Figure 2, it might the student,,,who evidently felt mean that all three values wire import- this was unfair. The size and dis- ant in the conflict. tance relationships are evident in The process is repeated until:all s the diegram. participints have had a chance to

This exercise is usually con- describe, list, define; rank, and , ducted in groups. Four or five weight the values operiting in their students is.an ideal number for a one conflict. The values are thereby

FIGUICE 1. The Circle Diagram . v",-.nr,v,-r;lvf-e77\7k-,primrp,111figvli;

clarified and examined. The steps Adaptations for Exceptional Individuals exercisvare reviewed_in_ Figure 3. Circle DiagreMs t'in be adapted for ex- More advanced students can ceptional individuals in many ways. carry the exercise further, as FaCilitators can be used to mike the illustrated by ateps 5,62, 4nd 7 in .drawings.for_the students... Some.re,- Figure 4. By examining their values dliction of-the abstractnese of the more closely, some may decide that drawing can be accompliahedby.using they do not like the values under, Astick-figures or, faces fotthe peoPle which they operate in a donflict involved. The teacherjmight decide to situation. Using their peer group as use only circles (or indiyiduala) and a sounding board, they can choose forego the idea of represeAting in- different values, different priori- stitutional relationships. 'The concept0 ties and/or different weights. They of social distance and power.can be can then try out thesenew values in eliminated, or the facilitator might. a role play situation, using the group include these concepts in 'the drawing 0 as participants and observera. This without mentioning them at first, leav-, strategy helps peOle practice new ing discussion bf them until the ques- techniques for dealing with conflict tion and answer period. The ti4acher. using new value clusters. can shorten or alter the yalues list and

TABLE 1. Values List

Self Worth Self Direction Order

Community Sex (Experience) Power

Food/Warmth Self Control ,Affection

Harmony Friendship Eduéation

Intimacy Empathy Interdependence

Recreation Discovery Service

Self Preservation .Congruence Cooperation

Work/Labor Equity/Rights' Learning/Insight 4 p. Relaxation Law (Guide) Simplicity

Solitude. Knawledge/Insigh Equilibrium ,

Prestige Self Assertion Honesty

. Truth Wonder (Curiosity) .Humin Dignity

Being liked/appreciated Health (PersonaW Family

. Achievement/Success Creativity Beauty/Arts

Justice' Security Competence

123 129 7.7mr-vfMr1 ',Art...V. '7,' 11,1 ,

ume a colo'rful flannel or.postor valuas (as inferred from their oniihe- ,board to make-the diagram, lob conduct) and_their_employing

, Circle diagrams can be employed tutionge 'value's (Ss impl1.0 by coepany w1th individuals having a wide range regulationi.ind'employees' counsling of exceptional conditions. The pee- reports). Another way to get at

ceding suggestions_ _are relevant to . Valdis" As_ to _refer lback_to_the use of the strategy with educable diagram strategy, or to simply go;:through-

mentally retarded and mildly handi- . the value list tn Table 1 end have capped learning disabled individuals. students discuss their values, Any The gifted- and talented can use the other values clarification techniques 'will also yield some information ebont , strategy as it was originally described, but may be expected to student values. An excellent soutee

modify it to suit their ,own creativi- book for this type of materials ie . ty and divergent thought processes. Values Clarification (Simon, Howe; Individualized or semi-indivi- KirsChebaum, t972). dualized administration is recommend- Figure 4 contains* semPle ed for sekerely behaviorally dis- employee counseling report which then ordered adolescents who may sometimes CAP staff obtained fro* a large menu- display overt verbal aggression to- facturing firm. ward supervisors, teachers, coworkers, In order to use this' employe., and fellow students. The hearing im- counseling report (or an adaptatiOn paired, can use this strategy through thereof).w1th special.education diagrams'and charts supplemented by students In work-study or'distributive manual, oral, or total communication educatien prOgrams, the counselor discussion. Visually imPaired in- should have the student's supervisor dividuals can engage in the basic fill out the form and discuss the' values conflict analysis through student's ratings. How does the prtmarily verbal meanS, reinforced by student's behavior correspond witti the manipulat4ble tactile representations, type of.performance the company wawa? where appropriate.. Finally, cerebral 'Is there aserious discrepancy bitween palsied youngsters who are incapable the student-worker's "/ values' and of oral speech can attempt these ex- the employer's "job values"?What typee. ercises; on communication boards, with of values are generalizable to virtual- the assistance of a facilitator who ly all employer/employee situations?' constructs the diagram for them. What sort of values are especially essential or even job specific to' FIGURE 2. Ptioritizing and particular occupations? Weighting Values By means of such values clarifi-

Rank Value Weight cation in carder counseling, it is , possible to assist exceptional indivi- 1. Security 100 duals to address social issues which 2. 'Truth 95 are highly relevant to career suceess. As Kokaska 4968,1978) and the 90 3. Harmony President's Committee on'Employment of the Handicapped (974) have pointed 'out, there is a strong data base to4 STRATEGY NUMBER 2: "I VALUES" VERSUS suggest that jobfaildtiii!Of handi- "JOB VALUES"' capped workers are more strongly' associated with social factors than The Career Alternatives Project (CAP) with deficits in actual work skills. . at the Special School District of It can be argued that appropriate St.,Louis County, Missouri (Milenster, values are essential to career success- Remaklus, it al., 1977) has developed and that, therefore, values clarifi- a values clarification strategy which cation is a necessary component of all helps exceptional individuals identi- career education programs. Fptther, fyithe differences between theirj values clarification is partieulaily

124 , 13 0 r

af. gut' important in the career education of fropronich Of special and career, exceptional individuals, who often education ln that it is_perception_____ eXhibit saciii disibilities as-well based rather than 'Competency 4ased.-- as learning disabilities. Values clarification thus enables the e*eeptional individual to.ascertain PERCEPTION BASIS OF VAtUES and refine'goals and preferences which CLARIFICATiON interact Valups.clarification is.enHadjunct to Values clarification is an appre- skill assessment and in2iategrative priate supplement to, although cer- process which &elitiststhIr'exceptional tainly not a replacement.for, tradi- individual in .coordinafing knowledge of

tional vocational and prevocatlonal What he or she can do (skills) with . guidance techniques Auch as psycho- understanding,of whet he or she wants metric testing, job-task sampling, -to ao (values), in choosing among' and performance and task analysis realistic career altemnatives4 -- all of which are useful means of It is not uncommon for exceptional assessing an exceptional individual's individuals to experience conius,iOn present and potential"competencies. and difficulty as they attempt.to Values clarification differs correlate abilities, interestw, and C.

FIGURE 3. Steps.in the CircleDiagram,,Exercise

1. Draw diagram. vapeople

r-1 tnstitutions

...lines of conflict'

distance diEtiance

2. Explain diagram to group. Hold question and answer session.

3. Choose values. Inconflict diagram, accept and define.

4. Pyioritize perconf6.ct/share/weight:

5, larke decision regarding acceptance ofpriorities. ,

6. ReprioritiA values in conflict.

7. Role play.new priorities.

M1. )10sployeslOgOnseling,'Itsport...

1 . tomuFlAte 4flnip1iC$ti,Sond;original Andono *.coTtiPer.nnà

jetein-onavityy). . .

WrittenWarning a Final Written ,Warning 111.teakla* fl ,

1. ( ) Abusive or threat:hing language 151. Ppatifingiol(40.* 'I.( ) carelessness tot 0-110114, 3.( ) Destro3ring4* defacingproperty Abotk,i4liroW4Auntiti 'par. 4. ( ) raleifttation.of records 17. ( ) Siiittg;44000i0A0MOmadlimmla 5. ( ) Fighting 18. ) tstlitelleski 6- t ) Glubling ) Vs** trOtsital 7. ( ) Horseplay 20. Laaeingrealties: . 8. () Insubordination 21. ) Vtolation aefoty vulva 9. ( ) Diirupting operationt ( ) tatili*Stin40011114 ( ) ampotting in unfit Oindition 23. ) Tarftisass 11.( ) Ringing another's timecard 24. ) TinrsPorted -*biome 12.( ).Slaeping on duty 25.' ( ) Unexcused 'absence . 13. ( ) Solicitation 26. ) Job -performance . 14..( )'htsaling 27. ,( ):Other:

A On other side, set forth all facts surrounding this counseling:

124 1.3 2 . 44 V1,44,

p.-

P opportunities. Intellectually handi- ingidisibledchildren, posieseed ------cappa4-personsLmight_have_an_intereat _superior.i.erporsonal_Lcoropatepotekt "in,* particular area 'hut find th0t ' .1 Poirept_t Preapure#for ;so0a1- the range of job opportunities tor. ,Aeyelopmeiwt,academicaChieyel6Ont,and

which theyare mentally capable is --- careersatlefactloriart powerful limited Vismally_and_heiring _ valliablga_which reguirei_p_mte0i9na1 impairedpersons might-find-that there ettention.---4 14as -pointed 01W-fitateip is A broader range of careers for- social variehlevere Oartic41.0Wim-. whichth0are intelieCtually to the long ter% voCation0.- qualified, but encoUnterobstacles cCeas of hanOicapped personek, Yet fitilortant in obtaining the education necessary parents of 'handicapped Orsons`some7 for job preparation. Physically times'have value hierarchies iSioCiared hanflicapped individuals might find with job status.- Such.parents might' material barriers thsit limit their feel that an offce-work,T is*re .vocational choices, valuable than a cafeterWemployee, who in turn is mpTe valnable than a

. CLARIFYING ,PARENTAL VALUES , 'janitor..It is neceasary:to'help these /parents teasseas their lawn career valmes If the restriction in career oppor- 'so that they can learn-to value all tunities is problematic to handi- work and to givo higher priority'to the capped individuals, it is sometimes worker's job satisfaction than:to job - r'traumatic to their parents. Parents status. Only then can.such PareoW of handicapped individuals dormelly assist and support their children in

experience a sense of loss over , the selection of appropriate vocations their offspring's reduced capabili- in which success and satisfaction can

ties, which represents the parents' be experienced. . LOSSof a child with normal potential If handicapped individuals and: (Cansler, Martin, & Valand, 1976), their'parents sometimes find that they Highly Intelligent, highly achieving must narrow their.interests.in order parents of mentally retarded children to match limited abilities, gifted generally experience this sense of .students and their parents have an

loss with particular intensity. ' opposite adjustment.to,make... Gifted Professionals engaged in career students have multiple talents that education for exceptional individuals must be focused in order to parallel__ have a profound responsibility to 45pecific career choices.-Gifted clarify the values and aspiration inddviduals are often thought to be so levels not only of students add advantaged'by their talents.that they clients, but also of their patents do not experience,problems in making, and siblings. career choices. However, it has been In normal children, parental as- found that they aie more like their piration levels are associated with peers than unlike them in many.areas dhildren's academic achievement. including career 'awareness (Barbe &. (Bloom, 1964; Dave, 1963) and in RenzUlli, 1975). Per all exCeptional handicapped children, parental values individuals, then, gifted and handi- and encouragement techniques are capped, and Tor their'parenta, valUes associated with kchilarees social clarification can provide a significant, competence. .In a st4cly cOnducted contribution to career education.. with learning disabled children and Values clarification' approaches'which 1 their parents, Freund and Elardo are based upon trust,,understanding, (1978) found that parents who valued and suspended judgment -- and upon the. social skills and who enburaged.their belief that if children are taught a Learning disabled offspring to per- process of valuing they. will choose form useful work in the home that wisely --, are an.attempt, tohelp contributed to the welfare of other exceptionil individuals meet-the (10.;..

family members tended to have off- . mends ofa changing and evolvingworld

spring who, relative tot other learn- of ..._.work. -* 127 133 411...tc° 4, 7110Win ' ,

REFERENCES

Barbe, B.; Otani:urn, J. pitychplog 4isident's'CoMmittle.ohtiVloYmients ,4414 Of the Mandieapped4 gducaqmit of 0" RIA50. New:' York: Halls:tad Press, 19/3.

Bloom, B.S,' .Scabill,ty and Chapge in Raths,-L.E.,aarmini Ift,i81 Simon, 14-, 4 New 'York: VAman fher,#4400tiCs. /41.9110,404.01119,444- Collik044 OR: . John Wiley, 1964. Charles E. Nartill4 1166.

Cansler, D.ro, Martin, G.H., 6 Simon, S.B.I Howe, 41:Kirachenbau01 Valando 114. ±1415.1ØnILI/JUalVatAE: H.Vilq(ke hatAbOok kmequak c9r Awls clatOred pro- of_prAgtig# t*ee, tivtoschers, srame serelpg the kandkapped. oirt4 ittu4tow. Newer-IttHart Winston-Salem MC: Chapel Hill Publishing, 1,72. Training Ohtreach Project, 1976.

Dave,'R.H. The identification and measurement of 'environmental Anoceas variables .that-are related to educational achievement. 'Unpublished doctoral dissWriation, University of Chicago, 1963. Freund, J.11:4 6 Elardo, R. Maternal behavior and family constellation as predictors of social competence in learnimg"disabled children. .Learning:Disability Quarterly, 1978, 1 (i), 80-86. Hall, B.P. .The development of consciou'sneas. New York: Paulist Press, 1976.

Kokaska, C. Career awareness for handicapped students in the elementary:.schools. Career Development for Exceptional Individualp, 1978, 1.(1) 25-35. 4 z Kokaska,, C. :The vocational preparation '6f t4 educable mentally cretarded.'',Ypsilanti rij::Eastern Michigan University Press, 1968.

P f. Lasswell, H.D. Psychopatho1O0 and 130114ics. Chicago: University of Chicago PrO8'1930.

Mueneter, G. Remaklus, N., et al. Reeource Auide for personal social learping: -Career alternatives srbject St. Louie bounty MO: Special School bistrict ot St. Louis County, 1977.

128 0-4 st

A SELF HELP CAREER PLANNING" ..PROGRM FOR THE. BLINP

0, V.

RObert Reardon Sandra Barker Paul White

Arthur Carlson .

People who are blind are-limited in- to state that the next big.problem-' their opportuhities to explore is that of knowing whit'voCational. occupational information for cateer choices Are the' desirable onei for planning in a self diredted way. The the client Which choicesilold the nature of the disability limits the most promise for work "adjUstments?.' casual observation of people per- What choices would be:best for him forming their jobs and thereby robs -to.nake? (Lofquist, 19694 219). the,blind-of much.vicarious career .1.11 ) exploration. In additiolf,-many Wacker (1976), Ginzberg (1971), people, including professional coun- and Wright (1969) have decried.public selors, try to protect. handicapped .and prcifessional attitudes that assume A; persons from exploring occupational that blind persons are incapable of interests in areas where they might rational career exploration and choice fail or become unempIqyable. and that promote career stereotypes Coker (1974) haJ indicated that for them such as darkroom technician, blind students are tracked from an computer programer and so .0n.: early age to prepare them for- Wurster (1975), oker 41974), stereotyped occupations. Best (1974) 'stocker (1974), and Carroll and

surveyed graduates of residential . LaBarre (1974). have reported on the schools for the blind and found they devefopment of new career education recommended the following changes: programs which stress developlental

"More independence of-movèment, more career exploration and planning for . vocational, academic and other deci- blinoLatudents.- In addition,A)ublished. sion making opportunities, uncensored maters.such. as Career, Planning for' information services, ancrthe oppor- the Blind (Crawford, 1966).and Careet .tunity to make mistakes and profit InforMation and Train1ng Activities for -from them" (p. 109). Vocational the Blind (Swearingen kMosleir, 19,75)' rehabilitation,counselors.are often are deiigned to.facilitate career- taught and encouraged to perform planning. Recent federal legislation career planning for their clients. (Putilic Law 94-142 and Section 504 of Public Law 937-112). Mandates that dig-. To move a client along in a voca.7- abled studentii have aVailable to them tional counseling process, the the same educational Opportunities as counselor has at his disposal nonhandicapped students: In addition, ,kertain counselor-action variables. career educatiOn for handicapped He can, fnr example, provide a students is designed to.provide- all climate, advise a client what to do, students with opportunitieS to learn-

stlectively retnforce desired be- . about and prepare for work based upcin 'havior, use suggestion, or struc- their interests and capabilities (Davis ture and manipulate environmental & Weintraub, 1978).

conditions: . . It is elementaiy The purpose of"this paper is to

129. 1 35

4,1:4,, ..T717;-' %. ;N ' ,

4 k , 11 (,i' ,t .,- ... report the experience of one . 'Counselor centeTed career guidance ,. institution:in-developing -and -evelua- .-thaytWer0FreeetivingT-LTht AltUailinWillerill Tr 4ting self directed career planning pririaril :intersusted in hevXelr'MX§ ,- prog;* fôr the vieuflly duabled. employabillty _skills meteriali 00-1 With graneaupport provided by the into brail, a andclergiprint,tbut'ihey US Officef Career Education, the aleO wapd--the eame-Opportunfty-ee ------: project soUght to meet the following ,theli7 eighttdeounterparts to .-11.npitie objectives': , in'academicand career, tiekcision

makiiig on their own , To intrease the amount of occu- After the federal grant W. '' 4. pati4a1 information available secured, the project staff identified

to visually disabled persons. four tasks: , . 2. To prbvide resources for the blind to increase fheir deci- 1. TO transcribe visual mediain;to sion.making skills. formats accessible to the visnelXY

3. To obvide,visually disabled disabled and purchase:add/11..44 , students with the opportunity material! *lei* poseAble.' for self assessment and help 2. To'adapt Rolland'sstAlf-Diregttid -them identify occupations or - .Search (1977) Into's forant tihet fieldp of study for further would enable the blind tO' take, explOation. score, and interpret theinst,ruienf: 4. To provide opportunities and To catalog audio career itifoinad- resources for leartAng employ- tion tapes in a manner that woiad eibility 'skills. allow easy access bi blind -(. students. . BACKGROAD 4. To evaluate the outcomes of the program in relation to stated,goals. The self directed career planning project grew out.of an effort to' tRANSCRIPTION AND ORGANIZATIOXOP"\ make- the Materials ,in the career CAREER INFORMATION.

center at'Florida State University, N the Cutribular-Career Information There Were over 500 separately catalog- Service (cm), tore accessible to ed topics of information in CCIS end 4 blind and_other handicapped students. 'more than 1,500 additional brochures, CCIS is an, outreach, self help orien- clippings, and briefs filed in folders. ted, multimedia based, instructional- There were also 10 modules providing a -ly designed career center (Reardon vructured way to use materials in cas Introduction; Guidelines & Domkowski, 1977; Reardon 61. . 'Minor, 1975). CCIS is based on the for Career Decision making; Self Aissumptiwthet most people, especi- Assessment; Career Information Sources; ally thOse with an adequate sense of Linking Education and Work; Emplo)pent self concept who axe given proper Outlooks: Career Planning for Black reeourcesccan process educational/ College Students; Career Decision u vocationallmformation, make rational- Making for Adult Women; Employability

career-plana, assess their own skills Skills; and Campus and Community t, and interests, and conduct an effec- Resources. tile job ttimpaign. Bxtending'this We decicled to ,use audiocassette untommon program assumption to the tapes because, putting all of these visually disabled wee the mission of materials into braille would have taken too much space in the centeranti many the project. , Much of the.early planning-for blind persons do not read braille. thi'project grew out-of diecuisions Since CCIS already had over 100 amp0g.GC/Sstaff members and a group different careers on tape, the plan of412 blind'students at the uniVersity. was to add as many new tapes-as spate, Sopa of fhese students were Very time, and funds would allow. Most,of dikOatisfied with.the traditional the new career ttipes added required. , .,,,

13°136 N44. 11:,1);%,41441.ii:6%#41 iO4; 1A-1 , \ p..

.!.*Ii4itt4t,4100g0t* 0***#.YOr ,gugPi- 6;01140 (108;44#:4)4,in )01.01118 , other ne career tapesWe also used a etc:Am eir-ph*Chaogicil testi.'They 7,-;t:tble -0f-- 0-35-1..srgeet -0eCuPatilonal the-resuAts ars inadegRately .clustets which cumtilstimilY 00,0Y9ve*IlitoMPT,00 'and thetNcounme or4 use 50% of ihe US wOrk force. The major fhp,Ts14144 to make'decieione aboiet - source of information for the tapes was their future (*cation and carfare 4' the OccupaXional-Oetlook-Handbook -(DOT) __without .their_participation.i'L (US Department of Labori 1965; 1066); such -perceptionwi-we 444.-toleyfklop-an We also recorded several career sasessment deVice thqt.coUld Of comr- planaing books,. with publishers' per- pletefy controlled'by the consUmer.-- mission. Sinceve dlexuld aot tape each he blind student. of the 30 relevent-books, we selected The Self Pirected*-Seatch'(SASI was ' the three titles most frequently stolen already being used. in,CCIS,1)ut was may from CCIS. -available in printed form. Tile proble% Oe made an effort to include ca- was solved by designing ectacaile an-, , -reers for which the blind might not be swer boardwith small pe4i foOteeping well suited. Regulations for Section score. The'boarde are labeled in.large 504 of the Rehabilitation Act of 1973 print with clear plastie braille labeli prohibit withholding information be- placed over the print labels.:' Limited. cause of a handicap. Moreover, CCIS experienee with the tactile,boerd ver- is based on-the assumption that good sion of the indicates that b1),nd career plans are poseible only if zany. students hav ositive reactione-Wthe ! sources and kinds of information artuex-SDS similar'to.those of:sighted stu- _ plored. Finally, in our efforts to Ve- dents (Barker, 1978; Barker, White, velop"occuOatienal-information we di- Reardon, & Johnson, in press). covered that there are blind artists,' .Blind students completing the 8D8 physicians, meterologists, funeral could use the results immediatety. The directori, medical technicians, nucle- three letter code produced by the'SDS ar physiasts, 'and so on. It seemed generated a list of occupational titleb that each time we thought we had foudd with u_tiLlorilitkaujige,'Dictiot a.job blind pefson's could noi do, we (1965) classification nuibers. The'ca- . found a blind person doing that jog.' réer tapes produced by cm. or purthesed It should be noted that various, elsewhere provided more than 650 differ- church and service organizations do- ent occhpational descriptions,NeachWi0 nated materials and audioerecording its own DOT nuMber. Blind students.Were equipment worth several thousand dol.:. quickly able to locate career informa- lars. Students enrolled in a speech tion of interest td them by using the course read occupational briefs used in large type or braille labels onth4 tapes. making many tapes. Studio recording space was provided by the CounselorEdu- dAREERS TAPE CATALOG, catipn Department. Finally, valuable consultation and assistanCe was provided A.large type and braillealphabetical by state and local public Service agen- lcatalog Was created in order to help cies serving the blind.. studente move immediapely into exploring

A major purchase was the Occuia- , information about careeT alternatives tional'InformationALibrary for the without first completing.the'SDS. This Blind produced by.the Greater Detroit catalogenables students to locate occu- Society. forthe Blind for $116. This pational information fram either tapes library of 35 'nineteen minute'tapes produced by project staff (arranged describes approximately 600 different according to DOT number) or the tapes jobs that are successfully performed by provided in theOccupational Information blind men and women. Library foethe Blind (arranged according 4 to OILB,numbers); THE-SELF DIRECTED SEARCH EVALUATION

Our*?fperience yOrking..toith blind The final project.report (Reardon,White,

. _ ArT*

" '4.41 A 1.`4 ., . -, Barkit.51_; cartivi, 1978) vatlabl, .14110. 1101kW4**0414*-$4i1-4": through EdUcationel Resources Infor- Pleased 'with the 'serviOse` offered TnistWronjlir$ OralealtA atoaJ.eç. F, ,!!!"."1/911.1TIVAT10010- description of,thO purpoa#0, pro- the 10,14po , cedures, .iastruments, laia; snd .9411 *Add 'results Orthe OvelUattok of Phla tain -ptolitt:-ttn-thit-ileCtion")164-10111---7-- Teleyent--"

: 'present *Obit of the ii6tiallent :outcomes Of the project. Docurintetion The adeptid' Self Directed isvoytibility vpi provided fou .eSeareh Imstrument was ,eVelutted in the both formative ali snmOstive Daytoipo 1.4110#4,44.0.0n :POS.V.- phases. The fqrmer connoted of Theyspent anavermge:4i ftwee, Month. one,to-one, administration, tech- reviewing ,the 'Praire"; :Male ro""x

nical review,.ana Pilot tasting Of v1.041rm'OOOPMPUOWIWatd that.'M , the adaptid SDS. The summative (a) Ow prmouiP0140441,ndpne phase consisted Of a fiela *test of to POtioltPata alttrtrin ;OataaW the SAS with 2Vb1imbpersons, 111aPaiAlii(b)Tirtitt*Paata.40,0104 Evaluation:findings revealed that interested in the 'Materiel"; Ind the reVis0 SDS was'effectiVeln (p) exposure to'thoproarimpininaP;tscl,

. e (a) increasiAg Oa-rimakar and con., further career pleaningrhshOvittit sistency of mccupations under con- The 1lMijoitty of the agred

sideratil; (b) decreasing the that the program wasacteptitall , need foreneral information about **rail Wasrmuce, pritentiOtion,'] self and occupations; (c) increas- potential Vielulnessiofioutent, ing certainty and satisfaction estimated ease' of use? 'qUality Oft.;;_ about vocationil plans; '(d) in- writing, quality of contents and 414' cfeaping vocational inforliation of directions and Instructions within seeking ba'havior; (e) proMoting the materials, tevievers eipresstd the ability to apply Holland's concern, however, with theapproptiati- (1977) theory; and (f) eliciting mess of the readtmg levWfor thoie positive user evaluations. Theoe with less than a collegeeducation end. results suggested that career. noted the need for sore detailedJoh guidance Instruments and materials descriptions'on the sudiotapes. designed for the general population The small number of users partici- can be adapted fot special populai- INwhIg in the spring and summer field tions without reducing their ef- test.of the program was disappointing. fectiveneis. They also suggest Several problems contributed to this that visOilly disabled persons can situation: , assuMa more control over their career planning if given the oppor- 1. The self directed natUre of Che tunity. Program made it difficult to get The entire program of materials user evaluations on all components deeigned'to facilitate self directed of the program. cateer planning for the visually .dis- 2. The time for field testdata abled was field tested in CCIS at lection occurred during the late ,Flotida State University and the spring and sumMer terms when en- Rehabilitation Center for.the Blind rollment was at its lowest at' 110paytona'Bea6, Florida, following both institutiOns. devalopmentand evaluation of the 3. It was difficult to locate a large mcidified SAS. A.total of 16 visually intact group'ol blind persons-ii di0Oblid.persons completed the user one geographicel area whosneeded ev4uatio5jorm after .participating or Wanted to use such a program. .in4he program, The melority of users Completion of the self directed :fogad the terser maternal easy to career planning program and evaluation instrumenti required- lofatm (81%) 'current (75X), and , 132 f38 a time commitment from students as their'nonhandicapped counterparts which was difficult to obtain, to assume increased control over and especially considering the responsibility for their careers. students' busy schedules. The program described in this article 9 represents, one step in this directiOn. Further evaluation activities More steps are.needed in the form of should-provide for a longer, more research and evaluation with other extensive time period for evaluation handicapped and special groups to- of user outcomes. In addition, more explOre the adaptability of existing users need to participate in \the pro- 'programs and to-develop innovative gram in order to assess its effective- materials to provide.those groups ness. Additional reseakch should in- with the same invOlvement and partici- , clude greater professional staff in- pation in career planning and decision volvement'in order to document the making as nonhandicapped persons now impact of a program like this one. enjoy.

IMPLICATIONS AND CONCLUSIONS REFERENCES

O40' Self help careei. planning for the rker, S. An evaluation of thegevel- blind can become another part of a opment of ,the Self-Directed Search-- comprehensive career education and for use tn, visually disabled in- vocational rehabilitation services dividuals. Unpublished doctoral system. Handicapped persons are too dissertation, Florida State'Univer- frequently guided tdwatd occupational sity, 1978. stereotypes by well intentioned friends and helpers. But it 1.6 appar-i, Barker, S., White, P., Reardon, R., ent that the handicapped can aspume Johnson, P. An evaluation lof the more responsibility for the direction effectiveness of an adaptation of of their career planning, if they are the Self-Directed Search for,use by properly motivated and if the neces- the blind. Rehabilitation Cbunseling sary resources are available to them. Bulletin, in press. When this begins to occur more frequently, perhaps visually disabled, ' Best, J. Career education for the persons, like most nonhandicapped visually_disabled. Philadelphia: persons, will be able to seek work Association for Education of the compatible with their interests and Vipually Handicapped, 1974. aptitudes. Having fully explored intan uncensored way -- self assess- Carroll, L., & LaBarre, A. A coopera- ment, occupational information., deci- - tive vocational guidance course for sion making, and employability skills visually impaired students--clients. materials, disabled persons can use New Outlook for the,Blind, 1974. their counselors and other helpers 68, 163-169. as resources rather than crutches. Blind persons who are already Coker, G. D. Development of a vocational working in various jobs can provide program in a residential sqkool for the invaluable information for other visually handichppedrNew Outlook for blind persons exploring the world of the Blind, 1974, 68, 25-28. work. Counselor energies previously spent exploring occupational and Crawfoid, F. L. Oareer plannin&for the employability skills information and blind. New York: Farrar, Straus, & assessing client aptitudes,-,interests, Giroux, 1966. and competehcies for handicapped persons can be expended more on Davis, S., & Weintraub, F. Job stereo- counseling and on coordinating types and career education for the services. Handicapped persons can handicapped. Journal of Career have more of the same opportunities Education, 1978, 5 (1), 24-34.

133 39 % Ginzberg,'A E:cliseerteas who 1975.Nay 09tloOk 19r tit* Blin4, : weeds lt.L who_provides it, wh2 can 1975, 69, 155-159. tmprove, it. New York: McGraw-Hill, 1071. US Depattment of Labor. a /of 9cc4pOtiOnal tAtlee3 vols.). Holland, J. L. The Soil-Directed Washington DC: US CoveTnmeht Search. Palo Alto CA: °moulting Printing office, 1965. Psychologists Press,)177.

Lofquist, L. H. Techniques of coun,- seling. mD. Malikin & H. Rusalem (Eds.), V0940,010, lehabikitation of the disabled. New York: New York University Press, 1969.

Reardon, R. &'Domkowski, D. Building instruction into a career information center. Vocational Guidance Quarterly, 1977, 25, 274-278.

Reardon, R, & Minor, C. Revitalizing the career information service. 4

Personnel and Guidance Journe , 1975, 54, 169-171.

Reardon, R., White, P., Barker, S., & Carlsen, A. A self-directed career planning program for the visually disabled. Tallahassee: Florida State University, 1978. (ERICDocu- ment Reproduction Service No. ED166590).

Stocker, C.S. This is the way we do it in Kansas. Rehabilitation Teacher, 1974, 6, 11-21.

Swearingen, M., & Mosley, B. The cl-Tma secondary program: Career information and training activities for the blind. El Paso TX: Educe- tion"Service Center Region 19, 1975.

Wacker, C. H. Where are they not? New Outlook for the Blind, 1176, 70, 19-21.

Wright, B.A. Some psychological aspects of disability. In D. Malikin & H. Rusalem (Eds.), Vocational rehabilittition of the disabled. New Yqrk: iiew York University Press, 4969.

Ar Wurster, M. V. Career education in 134 140 140103'' 'T.'

THE ROLE,OF'COUNSELINGAND GUIDANCE IN TACILITATING THE

CAREER EDUCATION NEEDS OF

THE HANDICAPPED

John W. Atlas Harold Weiner

Large amounts of energy and re- can have deleteripus effects on academ- sources have keen expended to ic development. Thus, a main objee-

develop and implement career educa- tive of counseling and guidance is to . tion programa. In spite of this,, fatilitate healthy'soc4a1 and emOtional the career education needs of development of students thereby having handicappd individuals have been a positiveimpact on academic develop- neglected. The skills necessary for ment. life/work survival remain essentially the same for all students. There- Counseling Defined fore, it is necessary that all stup- dents be exposed to career education Counseling is an interaction process experiences. involving a skilled professional ,Counseling and guidance_per- (counselor) apd an individual (counsel- sonnel,have an important role*o play .-ee) needing or seeking help. The 'in the career educational process. counselor helps the counselee in: This paper delineates those features (a) coping with or changing an undesir- of guidance and couns4ing services able condition or situation; (b) making that have direct relevance for handi- decisions and solving problems, and

capped studen . The discussion (c) learning decision making and prob- focuses on countlkelin g and guidance lem solving skills(Brammer & Shostrom, definitions, the role of the counselor 1977; Dimick & Ruff, 1970; Krumboltz in regard to career counseling, and &-Thoresen, 1976; Muro & Dinkmeyer, 1977), guidance consultation services with goals for consulting wfth individuals Guidance Defined in educational and community settings. In addition, it discusses strategies Guidance is.a. process of collecting, school connselors employ in disseminat- evaluating, and disseminating career ing career information and eValuating and educational information by a com-

product and process outcomes. . petent professional. It also includes evaluation through apecific testing, COUNSELING AND GUIDANCE IN PERSPECTIVE referral for special.setvices or placement, and advising (Arbuckle, 1966; School counseling and guidance are Borow, 1973; Dimick & Huff, 1970; support services. While teachers are Tolbert, 1978). concerned primarily with the academic There is an essential difference development'of students, many authori- between counseling ihd guidance. The ties agree that social and emotional counseling ptrategy is used only in the development are equally as important interest of the student. The student as academic development. Moreover, makes the decision in terms of what social and emotional maladjustments changes, if any, will be made. The

lis 141, guidance styategi, is employed when The solid arrows indicate direct the condition or situation requires commnicatiOn while the dotted arrowi the professional to provideinfor- indicate indirect communication. mattbn and/or directionthat the When a counselor consults with student is'expected to follow, such others and the topic iscareer related, as directions for taking a testar from a conceptual perspective the: information about registration pro- counselor becomes a Career r.

cedures. , Guidance Consultant. Several npera- tional modalities are employe4to, CAREER COUNLING SERVICES provide effective career consultation services: The counselor works withstudents to facilitate effective communication 1. Collaborating. Working jointly skills that can be appliedsuccess- (pooling resourdes) to *molt:kr. fully on a personal and social level. career educational concerns, solve Counseling also helps students to ' problems, and make decisions. make decisions and solve problemsre- 2. 'Mediating. Working to facilitat. garding social and emotionaladjust- agreement where there may he dii- ments. One-to-one or group counseling puts! and-coordinating others to provides the occasion and help that avoid duplication*of efforts. students need to do in depth ekplora- 3. Demonstrating. Showini or illus- tions of themselves; their values, trating career educationalpro- aspirmtions, talents; and educational cesses, resources, and materials. and 46ational opportunities. It is 4. Inservicing. Educating and re- also an occasion when studentscan educating on-the-job teachers in make decisions about possiblesteps career educational processes. that may be taken to achieve goals. 5. Articulating. Clarifying career . education guidance services in CAREER GUIDANCE CONSULTATION relationship to other school or SERVICES community programa and'activities. 6. Diseeminating. Making career Consultation may be vieked as an information available to students, interaction process involvinga teachers, parents, support consultant And a consultee for the personneland othersk purpose of facilitating human behavioral and organizational change These operational modalities may by and for a clieht. (Carlson, be employed when providing consuktation (Splete, & kern, 1975; Dinkmeyer& services td individuals in educational Carlson 1973; Kurpius & Brubaker, and community settings. 1976).. In the school/community setting xhe counselor frequently Administrators serves, as a consultant. School administrators, teachers, specialists, The administrator is the educational parents, community leaders, .and leader in the school and thuscan business and industryare frequently .significantly affect the career educa- conqultees. ,A consulting relation- tion program. The counselor needs to ship may emerge when anyone or a be keenly aware of administrative 'combination.of consultees interacts policies, strategies, andattitude with the cohsujtant. The goal of this .Regular conferences should be initiated consulting 'telationship is to effect by the counselor to establish and change by o for a studentwho in maintain a working rapport. Thisd-raw, this case is the client. Figure 1 port gives a counselor the chance to fllustrates the operationalrelation-, influence the establishment of guide- ships between consultant, consultee, lines and discuss the effects of those and client. guidelines on the developmentofan

136 112 FIGURE 1. Operational Relationships BetweenConsultant, Consultee, and Client.

Client

(Student)

11\

Consultant Consultee (Counselor) 10(Teacher, Administrator, Parent, Other Support Personnel Worker, Community Leader, and Business and Industry) IO.

effective career educationprogram. articulate specific students' career It is,important for thecounse- development, assess the effects of lor to be *ware thet the administra- certain techniques, slect nem tor will frequently have control of techniques, and make decisions for . budget allocations. The counselor's referral where appropriate. This responsibility is to request that is also a time when materials and allocationi be made for neededcareer resources are discussed and valu- education materials andresources. ated. This often necessitates providinga One of the most important rationale and justification for such functions of the counselor in con- requests. The counselor, because of sulting with teachers is to provide his or her special trainingin career and demonstrate career education education, is perhaps Inthe best process skills, that is, tothus- position to provide this service. trate to teachers the skills of Goals for consulting withadmini- infusing career education in the strators are to (a) learn administra- classroom. This frequently means' tive policies and attitudes, (b) deve- working with the whole class while lop an effective workingrapport, the teacher observes. (c) influence policies and attitudes The counselor also has some about career education, (d) seek and responsibility in planning and im- lend appropriate supportto admini- plementing career education inserVice strators, and (e) make requests retraining for teachers. The'major tarding career education materials rrole is to determine the areas of ca- and resources. reer education that have the greatest need for inservice training, initiate Teachers contacts, and secure.the services of consultants. In its purest form, career education Goals for consulting with teachers takes place in the classroom. Career are to (a) define career education' education involves the concept and rationale and processes, (b) assist practice of infusing career related teachers in evaluating student career experiences and activities into the development, (c) assess technique% and existing academic curriculum. Con- materials, (d) demonstrate process sultation with teachers is used to skills, and (e) plan and implement in- define and interpret career education service training. rationale and processes. Specific processes are assessed and selected Students for applicatión.. Counselors give and receive feedback, listen to specific All support services provided by counse- cokcerns, and facilitate problem lors have the ultimate goal of benefit- Aolving and decision making. It is ing students. Students should have a important to point out that counselors voice in the selection and implementa- are likely to be most effective with tion of the experiences to which they teachers when teachers view themas ,are exposed. Sometimes students will equals. A nonthreatening andnon- reveal information about themeelves judgmental atmosphere is most conducive that can be valuable in determining the to effective teacher/counselor most effective approadhes to facilitat- ceIllaboration. int their educational preparation. Counselor and teacherconsulta- Goals of consulting with students tion conferences are also used to dis- are to (a) learn of their perception* cuss specific cases. Since teachers of themselves and their progress; (b) generally have a better understanding determine career educational activities -of the educational- skills and needs they discern to be beneficial to them, of atudents, the counselor acts (c) clarify perception'', and (d) work as M facilitator in helping teachers to solve problems and make decisions, t$

Parents and emotional growth and development of students, (b) coordinate andmediate The importance of parents to the lives support services, (c) actas an advo- of children and to the educational cate for students, and (d) facilitate process cannot be overemphasized. the selection and application of help- Their insights can be invaluable. ing strategies. Their support for and reinforcement of learning strategiesare often Business ond Industry necessary for maximum effectiveness. Active involvement by parentsas role No career education program iscomplete models, resource consultants, and without the cooperation of business volunteers in variousprograms and and industry. Counselors do not have activities is essential. direct responsibility for classroom The role of the counselor isto groups of students, thus they tend to consult with parents inone-to-one have greater mobility. Counselors conferences or in regularly scheduled '--)should go wherever theirjobs take them. parent study or discussiongroups. It is their responsibilityto make Goals for consulting with parents important outside contacts whenneces- are to (a) learn the perceptions sary. Collaborative visits to business parents have about the career deve- and industry should be madeon a lopment and educational experiences -periodic basis. of their children, (b) creategreat- Goals of consultation with busi- er clarity about their children's ness'and industry are to (a) seek career development and career educa- Career role models for in-schoolex- tional experiences, (c) gainsupport ' posure for students, (b) gathercareer and reinforcement for learningstra- information, (c) seek opportunities tegies, and (d) seek their active for field learning experiences, (d) fa- involvement as career role models, cilitate the understanding ofpersons resource persons, and volunteers for in bainess and industry about the school programs and activities. needs and characteristics of students, and.(e) articulate educationalexper- Support Personnel iences, strategies and goals.

Because of their full time position DISSEMINATING CAREER INFORMATION in the school, counselors will frequently have a better overallgrasp A major function of the counselor isto of academie., social and emotional cir- disseminate career information. In 4 cumstances than other support per- order to carry out this function sonnel. Therefore, it is their re- effectively the counselor etploysa sponsibility to collaborate, mediate, variety of strategies that include and communicate with other support writing letters, telephoning,-ahd Personnel so that they may have the visiting locations to select andsecure advantage of inside information. This career Information. After information approach also helps to avoid disputes is secured, it is evaluated andcate- and duplication of services. gorized and wade available to students, The counselor consults with parents,-teachers and others. teachers as they make referrals to other support personnel. Here the Career Resource Center counselor actp as an advocate for the student. This requires collaboration One way the counselor makes information to clarify the students' needs and available is through the use ofa cen- facilitate the selection and applica- tral location where career materials tion of helping strategies. can be atored. This is frequently a, Goals for consulting withsup- room in the school or a place in the . port personnel are to (a) provide library where adequate space is avail- information about academic, social, able for browsing or directed study.

139 115 Materials are atored in an orderly to assess whether or not students an fashion and'filed for easy ccess. perform as specified in the goals. The counselor or librarian hould be 7 careful to explain the filing system Process Goals to users. Process goals are specified actions

/ Newsletter designed to enable product goals to be attained. It is important to assess A newsletter is an excellent approach. process goala to determine whether or that counselors use to inform parents not the enabling experiences were con- and the community of career education ducted as specified in the goals. activities. It is also a valuable tool to keep tachers apprised of SUMMARY various career education support services available through the coun- The preceding discussion has presented seling and guidance department. In featureok of guidance and counseling addition, the newsletter can serve to services that .can have direct relevance inform teachers of their colleague's to the career education needs of the career education activities. handicapped, The role of the counselor has been described in great detail to Career Day emphasize that:

The counseling and guidance depart- I. The counselor is an invaluable ment often sponsors day or, week long member of the career educatio4 career education activities in which program. a concentrated period of time is 2. Existing career education strate- provided for students to explore the gies can be effectively applied world of work through resource con- with handicapped students. sultants, displays, films,.and dis- 3. The counselor's role and function cussions. Additional strategies with handicapped students should such as bulletin boards, pamphlets, be essentially the same as with and other counseling activities can general education students. also be used at the discretion of 4. Counselors can broaden their the counselor. traditional i-ole by becoming'involved in delivering career EVALUATION SERVICES education to the handicapped. 5. "It is the responsibility of the The coUnselor coordinates and, where special educator to recognize the appropriate, conducts periodic evalua- value of the counselor and to in- tion and research projects to deter- sist that handicapped students mine the effectiveness of.the career receive the full benefits of education program. Evaluation and career guidance and counseling. research efforts should be addressed to specific product (student) and REFERENCES process (enabling experiences) outcomes. lc is important that evalua- Arbuckle,D. S. Pupil personnel serv- tion and research be conducted in ices inthe modern school. Boston: terms of specified goals. Allyn &Bacon, 1966.

Product Goals Borow, H. Career guidance for anew age. o Boston: Houghton Mifflin, 1973. In a career education program the product is the student. A product Brammer, L. M. & Shostrom, E. L. evaluation should be conducted to Therapeutic psychology (3rd ed.). determine the effects of career Englewood Miffs NJ: Prentice-Hall education experiences on students and 1977.

140 116 a. Icy . 715qtr-1VT :"i:'

Carlson, J., Splete, H., & Kern, R. Tilt_splistAtbiLimmtE. Washington DC: American Personnel and Guidance Association, 1975.

Dimick, K. M., & Huff, V., Child counseling. Dubuque IA: William C. Brown, 1970.

Dinkmeyer, D., & Carlson, Jr Con, sultila: Facilitating human potential and chanze processes. Columbus OH: Charles E. Merrill, 1973.

Eisenberg, S.,,61 Delaney, D. J. The counseling_ process (2nd.ed). Chicago: Rand McNally College Publishing Company, 1977.

Krumboltz,,J. D., & Thoresen, C. E. or Counseling nethods. New York: Holt,

Rinehart & Winston, 1976. C I

Kurpius, D. J., & Brubaker, J. C. -go Psychoeducational consultation definition - function -Aprepara- tion. Bloomington: Irkiliana University, 1976.

Muro, J. J., & Dinkmeyeri D.C. Counseling_in the elementary and 13 middle schools: A pragmatic approach. Dubuque IA: William C, Brown, 1977.

Tolbert, E. L. An introduction to guidance. Boston: Little, Brown & Company, 1978.

. , ry.1 r-Ags't.

THE GUIWC INFORMATION

SYSTEM: AN INNOVATIVE TOOL

FOR MEETING THE CAREER- EDUCATION NEEDS OF INDOIDUALS WITH HANDICAPPING CONDITIONS

Kathleen' M.. Monaco

Meeting the'.career development needs Labor's Comprehensive Employment and of indivtiduals with handicapping Training Act (CETA) centers. It is-- 6nditions is a major problem for being used in programs for the mentally

1/4. school systems, vocational rehabil- . retarded, physically handicapped, voca- itation centers, and career centers tionally handicapped, learning disabled, throughouf:thr United States. Three and emotionally disturbed. tasks facing teachers and counselors The process of using GIS is one of are increasing a person's self narrowing options. By giving the corn= awareness, increasing his or her puter a series of instructionston a understanding of lifestyles and typewriter-like terminal, users can career.roles, and increasing his or focus on information that meets their her skill level in decision making particular needs and interests. For and planning. Basic to each of these instance, a person using the Occupa- elements is the availability of sound tional File might direct the computer information.'The information must be to explore occupations in the Manufac- readily accessible, accurate, and turing Cluster that require_a high up, todate. The Guidance Information school education or less, involve work- System (GIS) can help handicapped ipg with machines or equipment,,and indIVIduals by providing realistic require only light lifting. yhe com-

information about occupatiOns that - puter would generate a list of qualify- reflect their interests and abilities. ing occupations from which the user It can also provide information about could select one or more to get more where to 4o for further eftcation. detailed information. In this way, each user can interact in a unique manner OVERIAEW OF GIS with the vast amount of information available. Thi GIS makes it possible The Guidance Information System is a for a user to examine-the,ways in which computer based data retrieval system his or her personal criteria for the that provides the user with access selection of occupations and/or schoolf to occupational, college, and finan- Affect the range of options available. cial aids information. This career The system allows a user to see the information system is currently being results of choices and decisions and used,In 38 states and Great Britain. compare them immediately with the ft is available in over 2,200 sites in results of other choices. a variet)yif settlhgs including junior and 'senior hikh schools, junior and DATA FTLES- community colleges, adult counseling centers, vocational rehabilitation There_ate, at present, five data files

centers, and the US Department of in the national Guidance Information ,

143 1/8

- System: the Occupational File, the good math skills. The computer print- Four Year College File, the Two Year out indicates that 20 jobs meet these College File, ,the Graduate School requ rements, including diet cleTk aide, File, and the Financial Aids File. ho,çiital guide, community health worker, The Occupational File (OCCU) is and emergency entrance attendant.. With made up of information on over 850 GIS, Ann can get more information abotjt occupations. The information in this any or all of these jobs to helpher file is gathered from federal and make some sound occupational decisi ns. state agencies, trade unions; pro- GIS increases the career awarer

fessional organizations, and business- ness of anyone who has had, is now . es throughout the country. It is getting, or is preparing.for skill updated annually and continually training in various areas of work by verified for aecuracy. Users may. .presenting a list of jobs related to choose selectors relating to inter- the one being printed. This encourages ests, education levels, career further exploration. The area of- clusters, aptitudes, and physical career education is becoming an in- demands of the occupation to organize creasingly important part of a high their search for information. There school student's individualized is additional information about salary education plan (IEP). The Guidance ranges, employment outlook, and work- information System can help meet this -- ing conditions. /n addition, the requirement by providing the student 6C-ft. file_15cross referenced to with the information she or.he needs other sources of rareer information. to make career decisions. The occupational information The date on aptitudes and training the user gets from GIS can help in the required and the physical demands of 4 career decision making process by the job are useful in' focusing on those prov:iding accurate, up-to-date in- work activities ,that the handicapped formation. The Guidance Information individual is able to krform, or in System can be an exciting part of any assessing whether a job might be re- career education program. It has structured in some way. It is also proved to be especially helpful in helpful to the counselor in planning exploratory sessions where handicapped vocational programs and skill training students often show an unrealistic activities that are related to the or narrow view of the world of work. student's or client's interests and Consider the following example: abilities. The printout of occupations Ann is a 16 year old sophomore in can also provide thecounselorwith classes for the educable mentally new ideas about occupation's that may rethrded. During a guidance session, not have been previously. considered. she tells her tacher she- wants to be The job descriptions help pre,pare the a nurse because she likes to help counselor and client to discuss place-- people. Rather than telling Ann that ment or job restructuring with pro7. it would be very difficult for her to spective employers. become a nurse, the.teacher plans a The handicapped student often has session with Ann using CIS, When Ann a need for information about twoand prints out the information on regis- four 'year colleges. The Four Yeer and tered nursing she learns that either Two.Year College Files enable users lhree to five years of vocational to explore information.on moreth.tin training or an associate or bachelor's 3,0Q0 colleges across the country. The- degree iS required. She also sees files contain information on college that a registered nurse should have program offerings, costs, campuslife, good math skills The teacher-ten- national test scores, special programs, courages Ann to plan a search based and so forth. -GIS users may examine on characteristics important to her. a list of over 500 characteristicsin They want to focus on the jobs that making choices about college selection. require a high.school diploMa or less An important feature of the'.GIS is that in the health field and do not require handicapped individuals are able to

144 14.} focus On special services that a, CONCLUSION college:offers. CIS has characteristics that allow a student to deter- The Guidance Infbrmation System is 0 mine ira college has remedial or comprehensive resource which brings tutorial programs, formal counseling together much of the data needed in the services, or services for the hear- initial stages of the career decision ing impaired, deaf, blind, mobility making process. The flexibility of GIS impaired, or learning disabled. greatly enhances its usefulness.and The Graduate School (GRAD) File makes it a viable counseling tool in contains information on over 1,000 the development of decision making and graduate schools and their programs. planning skills. GIS closes the com- Information is -available about de- munication gap between The facts and gree requirements, placement, finan- those who need to upe them tor effec- cial aid, and so on. The information time. decision making.-The Gbidance in the GRAD file comes'directly from Information System can be a-dynamic the participating schools.. It is resource to individuals with hand1chp7, updated annually and verified for ping conditions and to those who are re- accuracy. sponsible for providing them withcareer The Financial Aids Information information. File details aid possibilities from sources such as federal and state REFERpICES governments, foundations, businesses, the military,,trade.and labor organi- Time Share Corporation. A trip to the zations, and religious and charitable pyramids: Guidance information groups. A special section of the system training_set (sound film- file identifies sources of financial strip). Boston: Houghton Mifflin, aid that are specifically designated 1978. for the handicapped student. The Guidance Information System GIS guide. West Hartford; CT: Time is supported b*the Guidance Infor- Share Corporation, Houghton mation System Guide (1978), the_ Mifflin, 1978. Guidance InforTation System Implemen:--- tation Kit (1978),and a sound film- GIS implementation kit. West, Hartford, strip, A Trip to the'Pyramids. The CT: Time Share Corporation,'Noughton Guide contains all the charactei-is- Mifflin, 1978. tics of occupations,' schools, and financial aids from wtkëh a user can choose to develop a2tS search. It also delineates t instructions a user will need to operate theosystem. The ImplementatIon Kit outlines for counselors teChniques and methods designed to enhance utilization of the GIS. It also provides training . materials and presents ways of irite- grating the GIS into existing counseling and academic programs. It points oUt how the-GiS can beused effe&ive- ly with handicapped students and adults. Staff members' of Time Share Corporation are available to conduct Insrvice workshops for CIS, users at no additional cost.

P. 145 -." " v. 4:0 ,t"..'3V:tthNIKVit441,;r , ltifft,r4r,velvi3ONTIVtiriziWt "11410110';' f!.:rof, . . ,J ,

, .1 ."'; "r1 r .;;; -

CONSUMER INVOLVE4E7T INCAREERA AND VOCATIONAL EDUCATION FOR . HANDICAPPED STUDENTS

Jane Ann Razeghl

Why7.1train disabled adults as volun- do nOt extend siiilarassistance to teer-consultants in career education ,AmemOloyed and underemployed disabled and vocational education? This is pprsons. Certainly, the federal 'perhaps the first question that educe- initthtives are.the firststeps for toxs aek.,regairdinga recent project handicapped perSons toward equality of the'Ametl'ican Coalition of Citi3ens in employment opportunity, butbefore with Disabilities (ACCD). Statistics such opportunitycan become a reality, alone can provide part of theanswer: something has to happen. Most people become qualified for There are.an estimated 8 million employment through education,train- handicapped chil4ren andyouth in ing, add experience. Becatise handi- AMerica today,t'of whom About half capped individuals havenot received are receiving the, education servic- _ _ . _ _ such education, training, andexperi- es they need. One million are ence in the past, they are notcon- out of sthool altogether. , sidered qualified. If they are not 'o In a typtcal year, only 40pertev qualified, they are not,employed. of all disabled adults are em, -To acquire the necessary skillsfor ployed, compared with 75percent employment,, careers andcareer alter- of the general population. natives must be identified,appro- 41, The avprage weekly wages of employed priate career education muat bepro- disabled males are 22 percent vided, and admission to' vocational- .16wer than'those of their nondis education must be obtained for all abled'counterpartst handicapped students. Only 1.7 percent of the total fis- cal year 1976 enrollment invo- TRAINING CONSUMER CONSULTANTS cational educationprograma was itt identified as handicapped. ACCD is seeking successfully employed - .0f the handicapped students who disabled adults, many of whomare were enrolled in vocational edu- leaders in theirown communities -- cation, 70 percent were placed in for training as consultantsbecause separate classes. they are successful,,,theyare leaders, and they have achieved much oftheir These statistics clearly spell success without the laws, advocates, &It the problems: disabled adultsare or consultants. They have therefore unemployed and underemployed. While , learned how to succeedon their own. the laws (such as Section 504 ofthe Believing that such,individualsare Rehabilitatiodet of 1973) offprpro- a virtbally untapped resourte in tection for qualified individualsin this country, ACCD'is training employment.and service provisIen, they. them to work with educators, admini-

149 152. 0 rifr:

1, a

stratos, school board me6bera, stu- agencies1iad met to discuss coopera- dents, parents, and others in the comr tivw planning for the. handicapped.

munity so that people will 64teome ACCD trained all of the. consumers , awate of what interventions and chin,- (disabled adulti) Who were involved, es can be provided to achieve the ul- In ths cenferende. It provided tre- timate success -- employment -- for -mendous opportunities for these die- _ all handicapped youth. abled to interact with Even the best trained educators their'state ctors and Vssist need assistance in seeing beyond the -them in future plihning for sir handicap tOthe potential, beyond the tates. disability to the ability. They need fo know what problems disabled workers ROLE.OF CONSUMER CONSULTANTS face, what career and vocational edur cational opportunities are available, The role of consumer consultants in what educational modifications in the career education and vocational edu-1 ongoing career education and vocation- cation involves working with and al education programs'are needed, and assisting educational personnel, how to guide handicapped students parents, students, and community re- toward careers. ACCD believers that source groups and persons. Probably there ia ti place in this planning for one of the most important aspects of disabled adults and thatrthete is a: the'role for consultants is Co func- need for their perspective. It is tion as role models for both handi-, with 'these goals in mind that ACCD is capped and nonhandicapped students preparing sUitably employed disabled and educators in the schools and in adults to aerve as volunteer consul- the community. tants in'cireer education and voca- Figure 1 provides a visual imago tional education. of the various directions in which The first few months qf ACCD's consultants can become involved. Career and Vocational Education Pro-- They can offer various resources, ject were devoted to completing the services, advice, and assistance to' training materials, Reqource GUide fo1 -the career, special, and vocational Consumer Consultants in Career Educa- educators°. They can play major tion and Vocational Education (Razeghf- roles as liaisons between students,

' and Bowe, 1978), to be used in the schools, and the community. As,such workshops. Other actiAties have in- liarsons, they can perform many func- volved the development of.a feasible tions in public relations such as: model for implementation, communicating with several state education Deyeioping and sponsoring compre- agencies regarding the possibility of hensive community public rela- workshops ip their states, and review- tions programs. ing with various state consumer groups Identifying.and coordinating' the possibility of their involvement various community resources-for

in the project., instructional programs. . A significant Wiarkshop was.held -e CoOrdinating communitypeeds in. conjunction with the National Conr with manpower supply iihd demand ference on Interagency Cooperation in and conducting followup surv*ys February 1979. ACCD was instrumental to collect relevant and supper,' in assuring Ale participation of handi- tive information for deciiion capped persons in the\interagency con- making.

ference te which the state directors Serving as resource persons in . of special education, vocational edu- the classrooms, making-worksites cation, and vocational rehabilitation available for career Aareness,_ from all the states were invited. It career exploration, and work was the first time in this countxy experience opportunities for that the state directors of the three handicapped students..

15015:- 3 301. FIGURE l.Thit Consultalt's Role

401, k 7

EDUCATIONAL PERSONNEL

Admfnistrators Special educators Vocational educators Guidance personnel Advisory councils. Other&

COMMUNITY THE ROLE OF THE PARENTS Business CONSULTANT Individuals

0 Industry. IN Grows -Labor Advisory CAREER EDUCATION _councils AND Others VOCATIONAL EDUCATION

- 00.

. I

STU4,NTS

4' Individuals Classes Organizations Activities Facilitating communication be- can provide assistance in followup and tween career 4d vocational coordination of the career education educators and school per- curriculum with the staff and perspec- sonnel regarding the career tive to parents of disabled studentwon needs of disabled persons. feelings and experience*. Facilitating thi development of individual programs for disabled USE OF CONSUMER CONSULTANTS students in career and vocational classes. There are numerous areas where contum-, Coordinatineavailable school ere trained as volunteer consultants and community resources for can be used. The following is a list indirdual students to indicate of suggestions which 1,11 by ne means ex- which teachers and other edu- haustive: cational personnel will be working cooperatively to meet the I. Advisory Councils needslof these individuals. The laws indicat4 that qualified disabled individuals should be In the specific area of technical included on advisory councils for assistance, consumer consultants can vocational education, career edu- provide resources and services in terms cation, and special education at of information or actual materials the national, state,,and local on sUch subjects as the nature and levels. Other civic, professional, needs of disabled students; techni- and community organizations may ques to develop modified programs; also.be interested in using the career options including information resources which qualified disabled available on jobs; new social, popu- adults have to offer. lation, and occupational trends; 2. Parent Groups needs of business, labor, and indus- The Parent Teacher Association try in the community; and working (PTA), National Association of environment modifications to tacili- Retarded Citizens (NARC), Inter- tate employability Of disabled in- national Association of Parents of dividuals. the Deaf, Association of Citizens consumer consultants can offer with Learning Disabilities (ACLD), advice. As disabled individuals, and other such associations have they can review and provide recomr state and local affiliates mendations,on the following: through which consumer consultants may want to work. The appropriateness and rele- 3. Professional Organizations vancy,of instructional content. This would include state and Instructional materials, facili- local chapters of The Council for ties, and equipment. Exceptional Children (CEC) as well Curriculum changes, additions, as any other professional organ- and modifications. izations that do not usually ex- Program evaluation. perience direct consumer input. 4. Youth Organizations

In relation to/work, they can . Youth organizations are mentioned offer advice in identifying job because schools, are often tn need titles available and attainable for of volunteers to sponsor and col- disabled individuals; new directions sponsor such groups. Role model- for work; j analysis and whether ing provided by consumer consul- jobs can be fie by individuals with tants tan benefit the nonhandil certn dish ilities; aud job place- capped students and teachers as ment er in individual has 4uffi- well as the handitapped. Through tient ualifications to meet speci- contact with successfully fic needs. The consumer consultant employed disabled adults, higher

152 153 aspirations for handicapped for their students. ConsOmer con- students will be,more Obvious. sultants might enjoy.contrihuting a few hours,a,week to eomnseling a. Votational education youth their area of expertise or even orionizations (inteuaied assist schools in developing not separate): career\information centers for all Distributive Education Clubs' students Many sdhools sponsor of America (DECA) career fairs through either the Future Business Leaders of guidance or vocational departments. America (FBLA) Consultants representative of Future Farmers of America various'occupations could be pre- (FFA) sent and available at such func- Future Homemakers of Ameri- tions. ca (FHA) 8. College and University Teacher Office Education Association Preparation Programs (ORA) It would seem logical for those Vocational Industrial Clubs programs which are preparing of America (VICA) teachers of handicapped students b Other high school.youth to seek input and interaction from organizations and activi- qualified disabled aduits. Hope-

ties: fully, such interaction would raise . Future Teachers of America the teacher ,trainees' expectations Speech team for the students they will eventu- Drama club ally be teaching. Debate team 9. Community Speakers' Bureau Science club Consumers who are effective speak- Art guild ers make themselves available to Mountain climbing club inform community organizations Service clubs, such as about what is happening and what *eyettes, Key Club, others should be available for the handi- Cheerleaders capped students in their-community, Drill team 10. Task Forces on Curriculum ForeIgn language-clubs Today's media, materials, and lesson plans often exclude any S. Classroom Teachers mention of handicapped students Working with classroom teachers or adults. By assiating in the as resource persons or guest planning or by serving as resources speakers is another way for for the writing and preparation consumer consultants to become of such materials, consumer con- involved. sultants can ensure that the.per- 6. Inservice Workshops spertive of handicapped people iS When schools or educational agen- not omitted. These could be,task cies are planning to provide forces on any curriculum -- re- inservice training for teachers gular, special, career, or in how to teach handicapped vocational. students, volunteer consultants can be used as small group tontained in this list are just a few leaders with regular, vocational, of the suggestions that ACCD is giving or special'educators. Many the,consumer consultants. There are teachers haye not had the oppor- other areas in which their involvement tunity tq $ain the perspective would be effective. of the capable diaabled adult. 7. Guidance Department Activitiep 'CONCLUSION Many large high schools are trying to provide career centers Many educators and parents are committed

151 . 156 AwePac-Px. trAF , r

to'assisting handicapped students to reach their full Vocationalpoten-. tials. Many, however, do not em to eae thoee potentials, perhaps because the disabilities appear so pro-' mlnent or bercause they havenot been exposedtbevidence of success by disabled adults. Often teaChers in training are noi fully prepared (or teaching handicapped students until they understand *at theyare teaching for -- what probleme will befaced, what skills and attitudesare needed, what the opportunities (Orcareer achievement are, what-modifications 4 in career education proceduresare necessary, and how to guide students toward career goals commensu- rate with their interests and abilities. The critical point is thata teacher, an administrator,or a parent must believe that the efforts he or she makes are potentially `productive, that there are in fact career oppoitunities for evep the most severely disabled adult. The point is .that disabilities can be overcome and the individual may achieve to the limits of hisor her abilities. Once such an attitude has surfaced, teachers, administrators, and parents will explore ,more fully all the alternatives tocareer education and the ultimatesuccess 4 employMent opOortunities for all handicapped students!

REFERENCE

Razeghi, J4 A.,and Bowe, F. Resource guide for Consumerconsultants in career education andvocational education. WashingtonDC: American Coalition of Citizenswith Disabil- ities, 1978.

154

I 1"7 o7,

CAREER EDUCATION A

COLLABORATIVE PLANNING PROCESS

BETWEEN COMMUNITY AND SCHOOL

Thomas S. Simek Philip I. Matilsky J. Steven Banks

As a result of current federal and 14th month of a community-school state legislation, litigation, and collaborative planning process. the efforts of varipus advocacy groups, there is now an urgent need PRE-COMMUNITY/SCHOOL COLLABORATION ' to provide appropriate vocational ACTIVITIES

education for handicapped pupils. 41, ,Handicapped individuals have not had Programs for the mentally retarded have adequate access to the educational traditionally received the attention, system and have received less than forsprevocational/vocational skill a proportionate share of vocational training. With the legislative emphasis qucation provided in the public on "all handicapped children," MCIU , eaucation sector. Public Law 94-142 wanted to approach the total process of (the Education for All Handicapped career development including vocational Children Act), Sections 503 and 504' education from a single cross categori- of the Rehabilitation Act of 1973; cal model that would be applicable for ' Public Law 94-482 (Vocational all exceptionalities. A committee Education Act of 1963, as amended by composed of MCIU special education the Education Amendments of 1976), supervisors representing each area of and most recently the July 1978 US exceptionality was selected and began Office of Education position statement to review the strengths and weaknesses on comprehensive vocational education of career education services the Inter- .for the handicapped are assisting mediate Unit offered, as well as pro- handicapped persons to participate in grams in school districts within the reguitar vocational education. county and outside'of the county ond Today, parents and public school state. The committee formally critiqued officials are discuSsing the prevo- these'observed programs after each cational and vocational training visitation. Some of the observations needs of exceptional pupils in indivi- and Nestions included: dualized education program (1EP) planning conferences. How does the 1. There is a tendency to purchase special educator respond to a"parent only one of the commercially avail- who asks: "What are you doing to make able assessment kits currently on sure my child will.find and hold a the market in the regional job? I want to be sure my child will vocational centers which have pre be able to care of himself when vocational skill assessment. There I die." These typical parent concerns, appears to be a need to develop a coupled with legislative mandates, comprehensive evaluation battery have guided Montgomery County comprised of components of the Intermediate Unit (MCIU) into its' various kits available in order to

155 158 .assess prerequisite'skille Collaboration in career education is needed for courses and to assist intended to imply the need for action admialstratiOns in developing and policy formulation responsibili- new courses relative to the ties to be assumed by non-educators skill development potentials of as well as by educators. It is the handicapped student. essential that persons, agencies, and 2. Handitapped students are being organizations outside the structure trailed on one or two specific of formal education be given part of job ehtry level skills. Train- the credit wherever career education ing to job clusters would pro- succeeds... and part of the blame if vide the student with more career education implementation diverse skills enhancing efforts fail in any given communitY. employability. (P.13) 3. Could sheltered workshops be used for an on the job train- Why collaborate? Eyster (1975) ing site leading to job place- suggested four reasons. First, ment outside the center? collaboration facilitates the sharing 4. What role does the comput r of professional expertise and experience. play in matching stt com- Second, the number of people served and .petencies with job placement? the number of servides offered can be increased through interagency coopera- The visitations, coupled with tion. Third,.coerdination betweeh the critique/discussion sessions and agencies makes etich of them more visible selected readings, provided the in the community, and finally, collabo- internal staff committee with a uni- ration allows the participating agencies form knowledge base upon which they to support each other and to tap other could begin to address the viability sources of funds, reducing costly of a cross'categorical model concept duplication in time and effort. and hcw it might impact on their area of exceptionality. A suggestion to COLLABORATIVE MODEL DEVELOPMENT submit a federal/state proposal to support a career education coordina- Several modelsifor community-school tor was contemplated. As this was collaboration were reviewed (Griffith discussed further, committee members et.al., 1973; Weishan & Drake, 1975). realized that there were built in An advisory council was designed. failures in developing the proposal. Criteria for membership 'came from what It conjured up the rationalization was termed the Career Development-Life of, "If we have a problem, let's put Cycle Coordination System'shown in a person totally in charge of it... Figure 1. that way it becomes his or her pro- ¶ blem, not ours." Beware of this Membership , "add on" approach to educational change, fer career education imple- The system represented those persons, mentations,depend on changing the agencies, and organizations that would attitudes,.knowledge, skills, and affect both directly and/or indirectly actions of the participants, if a the choices of handicapped students and true refocusing of education is to adults relative to the developmeht, Octur (Hoyt, 1976). Caceer education maintenance, and decline of their could not be simply viewed as a prob- careers. The membership of the Career lem:for the education system. Any Education Advisory Council (CEAC) was planning that takes place within the selected from each component in this Intermediate Unit will evontually system. kepresentation came 'from the have an effect on the comMunity. following:,County Department of Hoyt (1976) stated: Vocational Rehabilitation, the Local

156

4.. 159 Mental Health/Mental Retardation Goals and Philosophy Agency, parents, County Guidance Association, area vocational-tech- The goals and philosophy of the nical schools, County Association council had to be written in a manner for Children with Learning Dis- conducive to longitudinal as abilities, County Association for immediate overextension of reso es Retarded Citizens, Residential and could lead to an automatic self Community Living Arrangements, destruction of the organization. It Chamber of Commerce, private schools was essential for the goals and sheltered workshops, school distagt philosophy to be acceptable to all the superintendents, and Intermedia& varied interest groups represented on Unit Career Education Coordinator. the council'aince the final document The first meeting of the CEAC would set the thrust of work in MCIU group centered on discussing how for the coming years. The final the members saw themselves as part philosophical statement of the council of a school-community career became\: education venture and identifying their concerns about career educa- Career education is a purposeful, tion for the handicapped. The first sequential process through which the objective of the council was to schools, family and total community design a philosophy and outline a cooperatively seek to assure the set of goals and objectives deter- satisfactbry career development of mining theirwork scope for the young people and their preparation -coming year.1 for adulthood and successful transition into the world of work. Further, 1Materials are available from Br. it is.,recognized that this process Philip I. Matilsky, Career Educa- is one which continues throughout tion Coordinator, Special Education, every person's lifetime, regardless Center, 1605-B, West Main St., of race, sex or condition of life, Nofristown PA 19403 and for which society is obligated'

FIGURE 1. The Career Development-life Cycle CoordinatienSystem

CAREER DEVELOMENT - LIFE CYCLE COORDINATION SYSTEM 'public & nonpublic

157 160 Ats

to make provisions. an attempt tO deal with issues crUcial to both the' community and the It was decided that career educe- schools. Some of the issues include: tion,is a process which assists each person'to become aware of themany 1. The relationship between Mental occupational opportunities endpro- Health/Mental Retardation and the vides ways to explore theseas they Bureau of Vocational Rehabilita- relate to one's interests and tion as it affecta students abilities.' Career education is entering the employment market. concerned with the relationship bgL 2. Reaction and critique of the tween self tmage and envisioned life proposed State Department of styles and career options. It is a Education's career education vehicle through which the.individual plan. may acquIre an understanding of the 3. Development of barrier free access economic system and values ofa work routes for the member organiza- oriented society. .This process should tions. allow people to develop worthwhile 4. The development of nonduplicative work related attitulies and entry level vocational evaluation systems skills. These skills shoulki include, among member agencies. but not be limited to, decision making, 5. Exploration of possible ramifica- interpersonal relationships, andan tions of noncategorical models of ess'ential command of reading, writing, vocational development. and mathematics necessary for the 6. The protision of technica/ voca- attainment of a productive ahd re- tional expertise by member agen- warding life. Career education re- cies to other member agencies. quires a mutual responsibility or 7. The use of advocacy pressure to partnership between school and affect legislative impact on community and should be more con- vocational education (e.g., cerned with its responsibility to- policies of CEAC as they reflect ward the student and the community in on the rescinding of Public Law terms of improving the transifion of 95-207, the Career Education young people into the world of work., Incentive Act.) Therefore, the council acts ap a catalyst in the implementation ofa PROJECT PISCES purposeful and sequential career education program for exceptional The collaborative planning systemchas students. begun to change tbe direction of career and vocational education programing ,Community-Schook Issues in MCIU. Not only has the Intermediate Unit (IU) begun to recognize the need

, It is essential that any collabora- for programing models that are cross tive planning process include im- categorically based, but the IU has, plications for the 'school system with the input of the Career Education within the gestalt of career develoy- Advisory Council, developed programs ment from the.Life Cycle Coordination and projects specifically designed to System approach. Special education meet critical needs in the county. personnel often develop procedures One project that was already under

and perspectives unique to the . development provided the coundil with individual.'sage and fail to meet an opportunity for direct support. the total life cycle' needs of _the Project PISCES (a Pilot Infusion student. Educational etfinocentricity System for Career Experiential Studies) ,. mupt be avoided at all costs if is a Title IV-C funded project serving collaborative approach bp -career e students, ages 14 to 21, diagnosed as cation is to be successful. socially and emotionally disterbed The-MCIU has, therefore, made (ED) or learning disabled (LD). The

158 16-1 project formally began on August 15, Education Curriculum'and the Community 1978. Conceptualization of the pro- Resource Guide, aseigt in prOblem ject was based on the common needs _solving, and provide project direction.- and concerns of ED/LD etudents and The advisory council is composed of their teachers. It was found that parents, employers, private and numerous students on the secondary public school administrators, teachers-, level were truant or dropping out of and individuals from local businesses school. Many of these students could and industries. be.included in a larger group of Unique components of Project students who could not benefit from PISCES include it, curriculum, id- traditional, special, or vocationSl. visory council, and built-in checilleP education. These youngsters needed support system '(eee figure 2, pISCER specialized guidance, direction,' -abbreviated flow chart). and a support system to assist them The curriculum is especially in realizing, experiencing, and ex- tailored for ED/LD Students-and etP- ploring the world of work. phasizes step by step approaches, repetition'and practical application Objectives of items such as the correct method of completing necessary formet and Project PISCES objectives are to: securing and maintaining a job The student maintains a curriculum note- 1. Develop, imPlement, and dis- book that focuses._on his or her in- "seminate six Career Education dividual needs. This provides the Curriculum (Experiential Educa- pupil with a current resource and a tion-Curriculum) Units address- reference that may be used after . After ing the needs of ED/LD second- , completing fOrmal education. ary students regarding self the student has completed the Ex- awareness, career awareness, periential Education Curriculum and decision making, educational his or her attitudes and aptitudes awareness, vocational skill are evaluated, a team decision is identification, and employabil- made regarding capabilities and' ity skifls. readinegs for a work-study placement. 2. Develop, implement, and dis- After a studentijob vetch has been seminate a Community Resource completed, the pupil is interviewed Guide which identifies in- and, if successful, is hired by a dividuals who are willing to community based employer. speak to student groups and/or provide work site stations, Job Placement 3. Develop and implement inservice training programs.for selected The job placement is monitored by the ED/LD teachers; parents,'regu- field director who reports this infor- lar education teachers, and mittion to the special services support employers.. team. This team consists ot a special'. 4. Develop and implement a career educatiol* teacl;er, aide, supervisor, oriented work-study program socp1 wol.ker, master itinerant r Appropriate for ED/LD students teacher, and psychiatrist/clinical who, 'at this point in thetr psychologist. Feedback is also pro- training,,are deemed inappro- /Nvided by the parents and employers. priate for placement in area In this manner all individuals in- vocational technical schools. volved with the student are aware of the most ciirrent inforthation: This Curriculum enables all those involved to assist the student in remediating both aca- An advisory council was established klemic and behavioral area.q that may be to provide input into the Experiential problematic.

159

1 62 -"P"1"NlY

'FIGURE 2.

P 1 SC E S :A PILOT INFUSIONSYSTEM FOR CAREER, EXPERIENTIAL STU5P0

ED Community lasse 'Resour6e ID Classes Guide

Experiential Advisory Council Education Curriculum

JJob/Student Succels Match f Project/ Job Complet

tiler n-class Student Resource Student Employer Referral Remediation Counseling 4

160 163 '

AN.

caused significant change in special , Project PISCES presently serves secondary ED and.I.D students. ,_13.14ne eduCation in Montgomery County, a include extension of the project to numheriof gOald have been Identified, all high incidence exceptionanties fox fudUre consideration: on both the elementary and secondary

. Elimination of program duplication among agencies within the

AN INTEGRATED APPROACH TO CAREER county. r .

EDUCATION , 2. lievelopment of noncategorical syritems of vocational prepara-

r Education Advisory Council )16 tion with entry based'on skill has enabl -the Intermediate Unit to analysis of student. begin approaching career education 3. Creation of a multiagency jab thropgh an integrated approach. The bank forsboth work-study find competitive Pi) skills (in- IU has begun to develop cross 'cate- . gorical systems in concert with the eluding job analyses qf each). Area Vocational Technical Schools 4. Increased interactions with dis- (AVTS). The council has expressed tricts and private schools to eopcern that the educational oppor- develop a county wide career , tunities offered special ileeds stuT- education-program. dentsat the AVTS were extremely 5. Continuation pf-thli-advocacy . eiecemeal in nature. -It was essential function especially as it re- for the IU to work clOsely with AVTS lates to career education staff in developing models for educe-. funding. tional opportunity and support'for 6. -Cooperation with colleges and increasing numbers of special needs universities to create training students entering the vocational programs geared to mpeting technical schools. Interactive voca- interagenby needs.' tional education, using both voca- 7. Cooperation with county com- tional and special education staff, missioners to develop viable is an innovative concept. Withqut transportation systems for input and guidance through a col- handicapped students.. laborative planning approach, inter- 8. _Development of an ongoing traek- active educational models would still ing and retraining system to be a figment of administrative imagi-. gUarantee that each indtoidual nation. is identified and served within One of the most significant inputs the bureaucracy. is the provision of technical expertise from external sources for curriculum Ihe,CEAC has recognized that collaborative planning must be an development in vocational and career . education areas. Educational ethno- 'evolutionary process. Restructuring centricity has already been discussed. the council is necessary in order to . It has to be recognized that individ- havellOaximum input idto the total uals from businesses and agencies, 'spectrum of career and vocationalde- as well as parents May havesignifi- velopment of.the student with exCep- cant,input in the development ofcur- tional needs. Figure 3 shows the ricultim models in the areas of career planned restructuring of CEAC for the and vocational development. Prior to 1979/80 year. collaborative-planning this "expertise This reorganization provides for was rarely available tospecial additional membership on either the education. council or the.subcommittee:'In addition, it will allow-for individual FUTURE OF COLLABORATIVE EFFORTS subcommittees to act on issues criti-

- cal to their interests without having Although,collaborative planning has to redirect their attention toissues

161 164 ,

,PIGURE 3. Organization of Career Education Advisory Council

CEAC SUBCOMMITTEE

Parent Advisory Committee (PAC) Peqent representation. from

. each of the disability areas. , Which are-ServiCed by the itl ,. .4 reacher Adviso4Committee (TAC)

! % I tt TeAcher.representation from each of,the-disabtlity area0 which. are servlcitd by-the IU CEAC ADMINISTRATIVE:COUNCIL Advocacy Advisory Committee (AAC) A.C2L1D., M.A.R.C., U.C.P., CRAIRPERSONS' Vision Society, RiverCrest, Ili PAC Legislativd AsRistant TAC 40. e AAC School Advisorv,Committee (SAC) , SAC 2 IU Supervisors/DirectOrs 2 A.V.T.S. Supervisors/Directors RAC CAC' 1 School Cuidance PerAon,. A.I.S. Repiesentatives In addition, I Parochial Salool Pepresentative .IU Career Edudation Coordinator - A Business Adviewry Committee'

, .

Rehabilitation Advisory ComMittee (RAC) '?; A.V.R-, MH/1.0C, GrOup,Home,Represntative Other Community RepreseAtation

Consumer Advisory'ComMittee (CA6 Consumerpresentatives4from., disability .4reas

16 2 1 p - that-do not affect them. fhis structure will, howeveri'through the mecha-: nism of an ddministrative ,council, provide apprbpriate input and communication to each of the subcommittees. It should also provide.for apPropriate consumer input (which is lacking'inthe present organizational dtructure) to career development iR Montgomery County- It has become obvious that collaborative planning efforts in Career edu- , cation are a viable and essential adjunct to thepspecial education program. Integrative planning and cooperative experfise sharing has proven beneficial for all groups involved in the procbss. For the first Eime, edp- cation in Montgomery County is no longer isolationist in its approach, hut has accepted and'benefited from an eclectic bpproach.

REFERENCES

Eyster, -G, W. Interagency collaboration::. The keystone to community education. Community Education Journal, 1975, 5(5), 24-26.

Griffith, R. et al. Advisory Committee. for CateerrEducation. Washington: Cashmere Consolidated School Dis- trict, 1975.

Hoyt, K.°Monographs on career edoca- tion: A primer for career education. Washington DC: US Government Print:- ing Office, 1976.

es Office'of Education. 4atement..of podition of the US Office of Educa- tion on approprlate,comprehens*e vocational education for all handi-

capped persons. Washington DC: 4 Author, 1978.

Weishan, o.L,,&,Drake, M. C. Commun involvement and,the. schools: -The community and sc 'based career education. ColuMbuS: , Ohio.StatyUnivrsity, Center for Vocational Education, 1975.

16 it 1 66

4 MAINSTREAMING, THE HANDICAPPED

INTO BUSINESS. AND INDUSTRY

Richard M. Stone

I My knowledge of the career education organize and professionalize a program concept is limited, ,so I will make no of hiring thelhandicapped at Michigan comments on it, other than to say that' Bell; the only sensible thing to do Michigan.Bell cooperates as much as was seek help fromthe experts in our possible with educators who are de- state. veloping progrtims in our state.. The Bureau of Rehabilitation re- _ My expertise centers on the sponded quickly to my plea forhelp. hiring of'the handicapped at Michigan .They designated people to work with Bell.. That program has been my re- us on a statewide basis,studied our sponsibility since its conception in jobs, analyzed our employment proce- 1974. It is the perspertiveof dures, and informed us of their capa- business on employment of the handi- bilities and how they Toudd help us. capped that I would like to explore. Michigan Bell was very fortunate. The inapiration for a foiaml cannot sam enough about thestate's program did not come from withinthe Bureau of R+Ibilitation's profession- They company. Some important people in - alism and excellent cooperation., Michigan asked us some questions pnt the services of theirdepartment, about the hiring of the handicapped at our disposal. We won the national and,w4ther we had any policies or award in 1978from the President's programs. We did some searching, Comittee on Employment of the Handi- talking, and head scratching, and f\-cappedas emploxer of the year.'I' finaly came to the conclusion that, think Michigan's Bureau of Rehabilita- "No, we did not have any formal pfb- tion.should have been recpgnized as ) grams or policies."However, our, the "outstanding adviSor" tothe investigation di!X convince us that employer ofPthe year. , we sh6u1d. Our employment.of the - Vital to our efforts to begin handicapped was, 'in fact, a hit and hiring the handicapped was the recog- miss affair. lOurpersonnel vice- nitioh by the Bureau of Behabilitatioh president said, "Do something about that: it," and he said it to me. 'The first thing I did was send They mus't noi'try, to,push or try- out an SOS to Lansing, the state to rush us into any program. capital,, for the first of many meet,- 'Patience with us was their.byyard. ings,with.the State Department of. . 40. This was a two way learnIngproCess. the Jiuredp-of Rehabilitation. My Michigan Bell could ribt.wear its colleaguei spd 1 were completely un-- heart on its sieeve and could mot , informed about the handicapped. We affqrd to run a welfare'piOgram, did not.eve'n know what the term nor'did the. Bureau of Rehabilita- , handicappqd meant. If I was going to tion exPect us lb: ,

4 KAI Employffient of the handicapped.was The assignment of a handicapped just one of many equal,opportunity peraon to a 'job should be based on concerns in our company. Other what the person has to offer, not critical areas, too, were demand- what he or she has lost or might ing our attention. lack... Proper placement means using the "whole person" concept... Today, I can say that hiring the evaluating the candidate on the ihandicapped at Michigan Bell is an in- basis of his or her total capacity, 7 tegral part of our -regular routine. It experience, training, aptitudes, is easy. We no longer need the Bureau skills, and physical qualifica- of Rehabilitation to hold our hand. tions. All of these factors must When a business establishes a new ,be considered is ordler to place program, especially a program such as the handicapped person.in a job hiring the handicapped, the most im- wl-léré the impairment does not In- portant ingredient for success is the terfere with job performance. sbpport of the company president and the officers. I had that, and I also had Finally, the Tlicy itself:' their mandate to prepare a corporate policy statement on the hiring of the It is the policy ofM.ichigan Bell handicapped and to establish procedures- TelephOne'Company, consistent with for processing and placing handicapped our other equal employmentresponsi- applicants. bilities, to provide equal employ.- The Bureau of Rehabilitation staff mest opportunity to handiCapped helped us write the policy and the individuals (disabkel veterans and procedures. I strongly recommedd that v terai)s of the Vietnsmera) who policy and procedures be the first r qualified for jobs which are steps,. along With those mentioned within their capabilities to perform in a manner safe to themselves, Aat is in a corporate policy their coworkers, and the general statement,and procedures? I'm not go- -public and consistent with efficient.' ing to.quote'either in their entirety. 'operation.of the bdainess. But,I do want p) convey a sense of the corporate commitment and concerns. Furthermore, rio.individUal will be . d4scriminated against because of a physical or mental handicap that Ns POLICY does not affeCt his or her ability First, our'policy statement begins with to perform the Aob. The employment a commitment- and advancement decisions will be- based solely.upon the objective Michigan Bell'recognizes that it has determination.of edch candidate's', a corporate responsibility tothe job qualifications. communities that it serves and tO the State.of Michigan to do its part PROCEDURES .in'the employment of the handicapped. This responsibllity must be consis- The policy is fine, but procedures are -tent with other corporateobjectives, necessary to be certain'thepolicy is such .cia the provisiqn of reliable, implemented. Following pre some.ex- efficiedt telephone service and 'the cerpts from our procedures% proylsion of suitable empleyment for effiPloyees already on the payroll who Centralized employment has the pri- ,may become handicapped. :mary,responsibility to carry our the"company.policy. on employment The.Commitment is followed by a defini- of the hpldicapped. tion of handicapped, and a statement on In carrying.out the companypdlicy,- placement: .

165:

-, centralized employment must remain one ot two decades to come to the point aware of Other corporate policies that we have reached in lust 5 years. and practices in the employment area. All equal employment tniori- PRESENT STATUS ties and.procedures mUstremain in full forde. Provisions for taking Where are we today?We have nearly 400 care of present employees who be-, newly hired handicapped persons on our In 1978:alone we hired 132 come handicapped must continue. , payroll. And the overriding objettive to handicapped persons for nonmanagerent provide reliable, efficient tele- jobs and 8 more for management positions. phone service must be considered On an annual-basis* Our placement of along with other legal and pro- the handicapped represent, about 5% cedural requirements. of our total hires. In our computer records ere The selection of handicapped 20,000 pending job applications state- applicants will follow normal pro- wide. About 250 of the applicants cedures as much as possible. They are identified as handicapped.-These will be expected to meet most of figures indicate that patience must be the regular employment criteria, a virtue of our applicants. Some have i.e., aptitude tests, skills such waited as long as 5 years to be hired. ag typing, permanence, etc. How- That same patience must apply to handi- . ever, in order to do this with capped applicants. Their applications r6asonable efficiency Snd to mini- receive the same consideration as all others. There is only one additional . mize possible adverse ef,feet on the;applicants And the departments, piece of'information on their'applica it will be necessaty to work close- tions -, the nature of the handicap. ly with the Bureau of R4abilita- .Normally, we offer jobs to qualified tion. people on a first.coMe-first serve basis. The mark of proper placement is In addition, we must take into when the impaired-person is no consideration multiple legal require- longer orcUpationally handicapped.- ments, especially wii'h respect to age, -It. will be fhe objective of the sex, ot minority discrimination. Our employment interviewer and the. challenge is to blend all Of these Bureau.of-Rehabilitatiou repre- elements and to maintain a posture of sentaxive-to matCh Personal fairness to all and to be certain all abifitids'with Job requirements jobs are open to everyone. so that the handicap is not job We have no so Called "handicapped affecting.. The assignment of a jobs."We match qmalifications to the

. rift handicap is just handicapped pergon to a job should , job requirenent be based on .what the petsdn has to % one more facto a factorihor which offer, not onswhat he oi she has we may have to ke reasonable accomr : " lost oy mighc.lack. modations, sA h ndicap is considered . after it has been determined that the- The translation of worcWinto applicant Is qualified. aceion was critical. At the, outset the 4 We will not, nor ,can we afford Bureau of Rehabilitation and I agreed to, relax our Standards because f a We are in bupines* t give that we shoW adiance'slowly,.. We' . handicap. would build on our succeiSes. So, at good telephone service and to mike a the beginang we were -very qareful profit. 'Without thattprofit, wewoUld about our.placements. If bur depart- not have jobS to offer.. There are ment managirs felt that our progianiflor many.qualified handicapped people. ye nhiring Ehe hahdicappedwas impeding know that fifim experience and from 910 good service or significantly affecting studies we have made...Our itUdies profits,. it could have taken verhaps show that ttie handicapped 'person's job

1661.

. performance, that is, quality and accommodations for.the handicapped. quantity of work, is on a par with As indicated in OUT procedures, that of the other employees, and he or there may be a visit to the work she is apt to have a slightly better location and discussions with the attendance record. supervisor before placement. We Our 9ew hire retention rate for may raise or lower a desk or other employeed is about the same whether office furniture. We have provided or not there is a handicap. Of those interpreters for training deaf em- placed, 80 to 85% succeed. The ad- ployees when needed as well as in- vancement of handicapped employees in stall0 special signals for theM. the company is at a comparable rate When we hire a physically with other new employees. disabled person such as a wheel- Incidentally, it is important that chair user, we check out that we have the facts I have just cited. person's ability to get to the work, They are objective evidence that our location, the cafeteria, restrooms,' 'hiring of theOhandicapped program is and move between floors and through working and can be effectively used the corridors. These considerations to put to rest the occasional con- caused us to spend over one quarter cerns of officers and other managers million dollars last year to provide in the business. barrier free access in ourrbuildings.

It should be mentioned that we . There is one other plus to this. are not hiring the large numbers of program --'our nonhandicapped em- people that we did in previous years. ployees' acceptance of it. They are Like other employers, mechanization proud of what we are doing. is .1.ducing the'number of entry level One of the purposes of our film jobs. As our work force declines Everyday Champions was to inform our and machines replace people, the re- employees of the program and prepare maining employees become More criti- them for the possible placement of cal to us. Further, we count on fill- handicapped people in their work ing most of our higher level non- groups. Our feedback is that it management jobs from within.our ranks. did much more. We gained a lot of The same is true of management jobs. Points when measuring employee

Of our fi9t level management openings attitude toward management of the . 80% are flit by nonmanagement em- business. .. f ployees. We re counting heavily on We have also been amazed at the our handicapped employees to move up very positive reception of the film in the business, too. When accepted, 'by outside groups and the many copies we hope they are looking for a career, that have been purchased or borrowed not just a job. by agencies.and Other businesses.

Almost all of our new employees . The film has been a good public re- must be trained within the business lations tool. But, more importantLy, for skills that are unique to the the film has helped hatdicapped telephone. company. Therefore, we persons all across this country'find are looking for people wirth a certain gainful employment.

level of ability to learn. Appli- . The film and our award as employ- cants are given.general learning er of the year have placed us in the ability te'sts to help determine spotlight. Now, more than ever, we qualifications. We are not always cannot afford to let up and we do not looking for comerehension skdlls of intend to. However, we would like to 12th grade or above. In fact, we see more businesses with real hiring find approximately 10th grade norms the handicapped programs. for.reading, math, arid comprehension to be satisfactory for entrance into SUGGESTIONS the business. We have not had to make many I am going to make some suggestions

167 . from my perspective as a businessman. CONCLUSION First, get out and meet business people. Seek oui.the key people in My personal se ion from this companies lar can -implemen,tlan em- activity canno soured or ade-. ployment Program. Bele-some success quately expre ords. It is etories for.them. Use,ours if you enormous. Iam very proud of Michi- wish. gan Bell's p gram. nd I am very When you meet with business willing to are my views and ex-, people, remember that they are busi- periences ith educators, busines?, ness people: Their first concern is people, orrehabilitation workers:

to make a Otoduct or provide a serv---- i " reseedifithyou pio- ice. SomeW them may say, "I al- feSsionals -- your concern'and your ready 'do enough by suivorting United dication It is difficult to get Way agencies.",Your response is, bu eases to hire the handicapped, "Yes, and 5Wour support has helped us but it'ts'beginning to happen. The prepare men and women who can be a movement is growing. Apprehension valeable, productive labor source and ignorance are on the decline.

for you. ' Understanding, opportunity, and en- Do not push. Be patient, but thusiasm are on the rise. be ready to respond rapidly when a I hope that what I have presented business person nibbles at your bait. "will be of Some help to you and that The chances are that ultimately he we can consider the time spent as or she will respond. Offer to help another small step toward opening the with policies and procedures or in doors. whatever way you'can. Be willing to `.1 visit work locations and make suggestions. Meet a buginess person in his or her own environment. Be realistic. Try to keep'in mind the busineip peNen's perspective. Do not quarrel over individ- iial rejections or failures. &mit- ness people will have sound reasons that perhaps you are unable to under-

, stand. Accept them. The business people know what they are doing, or they would,not be in business. Businesses are at different levels of maturity when it comes to accepting the handicapped. You must be sensitive to this. You must adjust any presentation or proposals that you , have to matck that maturity. So, before you rush into a business, do your homework.,The more professional you arein your contacts with the business, the greater your chance of success. Finally, after you have told the business person all the advantages of hiring the handicapped, do not stop there. 'Ask him or her to buy. You are a saleaperson. Learn how to clogie the §ale.

168 71. e.

MOM AND DAD CAN HELP:

PARENTS' ROLE IN CAREER

EDUCATION FOR THE ere.

HANDICAPPED CHILD'

Stanley F. Vasa Allen L. Steckelberg Gary Meers

The pareht education program model not involved in the education program discussed in this paper was develop- they' do not care. In reality, the ,ed to meet the objectives and in- parent may lack the knowledge or feel tent of a Bureau of Education for insecure in working with educators. the Handicapped demonstration grant. The parents are the only individuals One of the goals of the grant was: who maintain a physiological and psychological vested interest in their To develop a resource implementa- child. School administrators and tion assistance package for use teachers must view each child in terms by specip and vocational educa- of the other students, the curriculum, tors in atquainting parente of the cost of education, and other con- handicapped learners with em- cerfis that do not relate to the best ployment opportunities and re- interests of the particular child. For quirements tiemonded by industry. example, when making a deci,sion about programing for a handicapped child, it An integral part of the package is likely dhat educators may choose the is a model parent education program_ alternative that requires less time, which is intended for use by special energy, or money and, therefore, and vocational educatidnal teachers leaves a greater amount of available in working with and guiding parents resources for the majority of the oe the handicapped. This model has students. three basic assumptions ab6ui Parents have a vested interest in parents and the parents' role in their child and the ultimate legal and education. moral responsibility. Historically, Ihe task of educating children has been

1. Parents carie more about their the function of the.family unit. Only children than school personnel. in the last century have public school 2. Parents have a right to know Ir._ personnel assumed this responsibility. bout and be involved in their Since the advent of the public school, child's education program. parents have become more and more-re- 3. Parents can be effective teachers, moved,4rom direct involvement in their chiles education. Recently, due to Parents care more about thelr advocacy.groups, judicial decisions, children than schoolversonnel. and legislation (specifically Public Educators can easily'assgme they care, Law 94-142), this responsibility has more for,the child since-they have been reasserted by parents. This re- formal written goa14. They rarely see 'sponsibility implies parental influence the child with his or her parents and on their child's school education. 7-often assume-that because parent6 pre The establishment of due process pro-

169 /172 r't cedures demonstrates the rights of techniques for the achieveme t of' parents in the education of the handi- these goals. The school peptsonnel are capped child. the best source of informatkon for Parents have a right to know parents about teaching. It is important about and be involved in their for the school to provide parents with child's education. Parents haVe information about training through both legal rights to be informed of what formal and informal contacts. Inherent takes place during the time educa- in the lack of formal interaction'be- tors have iasaumed the responsibility tween the school and the parents is the for their child. Parents can be and danger that the school personnel may should be provided with information, underestimate the potential parents that allows them to make significant have in making positive and rewarding contributions to their child's edu- contributions to their child's education. cation in the identification pro- Exceptional children do_not need . cess, programing for the child (the to be taught solely by "experts" in TEP process), and providing meaning- specipl environments. In fact, these ful activities and sepport in the childien can and are learning outside home. the confines of school walls or special Open communication must he classes. The career education movement established between the parents and has contributed significantly to dpen- the schools in order to involve ing the eyes of educators to the re- parents in their child's education. sources available outside of theschool. School staff members must promote Parents are in a particulerly advanta- this communication and provide geous position to use theseoutside parents with the information to make opportunities to expand their chiles the parent-school partnership a education. With the aid of teaching positive one. Typically, information sk411s, such as establishing behavioral and resources have been provided to goals, utilizing systematic reinforce- parentsthr6ughparent cO'nferences, ment, and identifying successful and IEP staffings, and written communi- unsuccessful teaching techniques, cation. More formal parent education parents Ean provide home.and community programs will be needed in tffe future experiences that contribute to their to further open communication and to child's learning. achieve better programing for indivi- From these three assumptions it is dual students. evident the parents of the handicapped Parents can be effective teach:- individual deserve and .have the right ers. This assumption has been well to take an active role in the education supported in literature (Berkowitz of their child. The parents' role in & Graziano, 1972; Denhoff, 1960; this context may be viewed.as tbreefold. Kelly, 1973; MacDonald, 1971; Welder, First, parents become advocates for Cohen, Breiter, Boston, Hirsch, & . their child in the formal educational Leibowitz,'1971). Teachers, parti- system. Second, parents aesume the ..cularly those who work with excep- role of teachers. In this role, the tional children, are often viewed as par)ents seek to provide activities and having magical abilities and large opportunities that are,purposeful and amounts of patience. In reality, rewarding learning experiences for teaching_exceptional children is a their child. In the third role, the matter of knowledge and skills.. It parents are models for their child. is not necessary that parents dele- The parents encourage their'child gate complete responsibility for the ,. throughdemonstration of appropriate education'of their child to the school, attitudes and habits appropriate to nor is it possible. Parents can adult life skills;If parents are to effectively support zbe education of maximize their child's learning, they their child if they Ire provided with need informatiOn and resources that information about important goals for will allow them to satisfactorily ful-

their children and training.in fill-these roles. ,

170 .173 PURPOSE OF THE PARENT EDUCATION qverview is intended as the initial step PROGRAM MODEL in helping parents establish goals for

% themselves and their children. Parents The purpose of this program model is become most effective in their roles as to provide parents with information advocates, teachers, and models, in the designed to assist them in assuming career development procegs aft.er these roles in their child's career establishing specific goals. development. The model provides

information to answer Ve following How Can Parents Support Their Child's ' questions: Education in Schoel?.

1. What is career education? One of the roles the parents of qie 2. How can parents support their exceptional child assume is that of child's education in school? the advocate. Parents assume thia role 3. How can parents enhance their when they actively support the child's child's career development at education 'in school: This component home? provides parents with information about How can parents support their being effective advocates. child%in the job selection and It is important to point out that 4111Ie procurement Process? 011ie role of advocate is not synonymous 1r 5. What are information resources with opposition to school programs. for parents in the career aware- The function of the advocacy is to ness, training and decision ensure that the best interests of the making process? child are being.taken\into consideration. The interests of the child may What Is Career Education? most often be served tor close coopers-. tion between the parents and the schools The parent education progr.,;m modeYF For this reason, the initial objective operates under the premise that the of this component reiterates the :parents will become active partners rationale for the parents' commitment in their child's career education. to their child's education and career If this is to eccur, parents must development. have a working knowledge of career The second objective of this com- education.. The objectives include ponent is to provide the parents with knowledge of a conceptual definition information concerning federal and state of career education; a rationale for legislation that is relevant to the the existence of career education; education and placement of handicapped basic theories of learning and career individUals. The information is ex- development; the long and short term tremely important to protect the pareets goals of career education; career rights in ensuring an appropriate education's relationship to the curri- education for their children. This culum; and career education's re- includes information about Public Law lationship to employment. Informa- 94-142 And Public Law 94-482 as Ihey tion is presented as unique to handi- relate to identifieation,procedures, capped individuals on a pragmatic the individualized education program, level. The basic theories, con- and due process procedures." Informa- structs, and goals of career.education is also provided pertaining to tion do not differ for handicapped the rights of de'child and of the individuals. parents. This inclUdes familiarization Providing parents with.a basic with Public Law 93-112, Section 504, conceptual overview of career educe-- as it relates to schools and legislation serves as a fundamental compon- tion, and the Buckley Amendment, which .ent of the program. The remaining pertains to school.records. The subsections of the prbgram apply this activitieg within the objective seek basic framework to information of a to arm the parents with the necessary specific and pragmatic nature. The information to allow them to ask for and receive services that are consis- communication froM interaction with tent, with the requirements of the parents. Likewise, parents provide the law and the unique needs of their child with awareness of work related child. Although this information ioles and their own occupations. It is' may appear to threaten the school, important for the parents to realize it should.not. The policy of keep- that the image or model they i.ortray ing the parent uninformed is not a - plays an important role in the,future wise one. In-the long run, the poli- decisions of their child. cy can often lead to parent misunder- Parents also serve as the child's standing and,hostilit ard'the first teacher. They provide the stimu- school. lation and parameters in which learning The third objective of this occurs. Parents control the environ- compodent is oriented toward pro- ment for the young child angl, to a viding parents with knowledge to aid lesser extent, as the child matures. them in making a positive contribu- Basic life skills and attitudes are tion to their child's career develop- taught by parents through..koth modeling ment in school. The information add actual training. Parefits play the

. presented addresses the parents' initial role as teacheia in the career roles in educational staffings and development process through the estab- parent-teacher conferences. It lishment of-these life skills and includes facts about: attitudes. A key factor in the success of I. Staffing procedures. parents fulfilling these roles is the 2. Identify1ng parents' responsi- establishment of clear goals for their bilities and potential contri- child. An emphasis of this component butions to the staffing. is to reyiew and apply the deScription 3. Offering specific suggestions of career education presented in the to aid parents in observing initial component to setting goals for their child. their child. A second emphasis is 4. Reporting their observaeions. on providing parents with a knowledge

5. Identifying their child's of how to structure for.success,,apply 4 needs. behavioral techniques, and determine 6. Suggesting pccommodations. if they have been effective. 7. Defining career education goals The third emphasii is on providing for their child. parents with specific strategies, 8. Suggesting ways that parents techniques, and activities designed to cdn serve as a resource to the meet career development goals. As a school. corollary, parents are also provided with suggestions for dealing with com- How Can Parents Enhance Their Child's mon problems that may arise. Career Development at.Home? How Can Parents Support Their Child in Parents make a major contribution to- the, Job Selection and Procurement the education and socialization of Process? their child through the,home environment. Parents have the earliest and The efforts of the school and the the most numerous contacts with their parents are, or should be, directed child. They assume two. important toward maximizing the handicapped in- roles in'their child's development. dividual's career success. Career They serve first as models for their :education received its first real child and secondly, .las teachers. empirical test with the'job selection Parents serve as the initial and procurement process. Traditionally model for nearly all of their child's.' tke Schools have,not played a major behaviors. The child receives his or rat in the transition of the child her first stimulatipn for speech and from school to work; therefore, the

172

4 -. , handicapped adolescent and hisor A second important element is a her parents are virtually left to resource guide designed as a reference their own resources in selecting to the use of other major.organizations and procuring a job. and agencies that provide information or This component of thefprogram services to handicapped individuals. aeeks to serve two purpotOs. it seeks to provide inforMatien to PROGRAM DELIVERY SYSTEM aid parents in supporting their child in selecting and procuring a job. After having identified the infermational Second, it relates the goals of the needs of parents and established the previous components to the culmina-- objectives of the program, the next task tion of the process. Information is is to design a delivtry system. The provided under the following topics: delivery systeb delineates what activities or materials will be presented, how 1. Specifyiog legal rights of the they will be presented, where they will handicapped in employment and be presented, and who will present them. . business compliance with appli- The delivery system is a key factor in cable legilslation. the success or failure of the program.. 2. Identifying available services The information miust be preAented in a to aid in the job selection and manner,that maintains the interest of procurement process (US Employ- the participants and alao allows them to ment Service, 'Vocational Reha- learn as effectively and efficiently as bilitation). poP61b1'e.' It also must provide a means 3. Assessing readiness for work. for special Aducators and vocational 4. Identifying available jobs. educators to be successful'in parent 5. Identifying employment assets education. and job skillS. In establishing the delivery syAem, 6. Identifying the skills and several-principles need to be consider- assets in which the employer is ed about effective parent education pro- interested. grams. The statements should be-taken 7. Presenting assets and.skills to as elements to review when planning for the potential employer. career educational prbgrams for parents. 8. Suggesting accommodations to the potential employer. Programs Should Be Goal Directed 9. Following up on ihe application. 10. Important first st ps aft4 All programs for parents should involve getting the job. a specific purpose and a delineation of r----'whatoutcomes are expected. Paren- What Are Information Resources for need tv know what will be expected of Parents in the Career Awareness, theM and what they can learn from the Training and Decision Making Process? sessions.

The purpose of this component is to Programs Should Be Limited in Duration provide parents with information that will allow them to.identify and use A major planning consideration is de-:- locally available resburces in their termining the minimum'amount of' time roles as advocates, models and needed to achieve fhe program objectives. teachers. The model uses representa- There is an optimal amount of time dur- tives of the various agencies, when ing which learning occurs most efficient- possible, fo explain their organiza- ly. Long periods of instruction begin tions' functions in aiding the handi- to compete with fatigue, boredom, and capped child and/or the parents. In other priorities for the attention of addition, suggestions are prOvided to the audience. This is particularly parents on the use of these organiza- important when the audience is not actions or agencies. customed to partitipating in formal

173 76 learning situations. 5. Are often bewildered by all of the options available to them. Program Reeources Are Limited 6. Have frustrations and concerns about services previously rendered It is necessary to realike that to their children. resources in career education for use 7. Are suspicious of the school and I, with parents are limited. Media and . j.ti functions. published materials may not be readi- 8. Pave a limited smount of free time ly available to the educators. It for inservice education. -may be necesgary to adapt and care- 9. Can assimilate a limited amount of fully examine schoal resources. The information that is contrary to

proper use of professional staff in . their individual philosophies. meeting the obje'ctives of the model 10. Have creative idea, and experiences. is a key factor. 11. lAre secretly afraid of failing in the reari4 of theirchildren. Programe Must Be Viable and Parent 12. Have developed behavior, consistent Oriented with their values, attitudes, and beliefs. Each.parent differs in specific needs, 13. Do not like to be talked down to or intereSts, and background pforna- belittled for their failures. tion. The apprapriateness of the 14. Have decisions to make and problems infornation presented influences the to solve. strength of the parents' commitment to the program and. its goals. 'Plan- Because these tenets and the pre- ners need to be aware of the wide viously mentioned considerations play variety of ways tb convey infOrna- such an important role in the success of tion to parents. he system should a career education program for parents, allow parents to take advantage of they have been included.in the user's the numerous alternative ways of ob- manual that accompanies the program model. taining information. This manual offers suggestiont to program planners on: Programs Mist Be Amenable to Evaluation, 1. Establishing rapport with the participants. It ifi necessary to insure that the 2. Collecting, selecting, and ,objectives,and goals can be measured. sequencing activities. Educators ifeed data to support the 3. Providing feedback to participants1 effectiveness of thes components of 4. Evaluating parent program success. the program. 5. Modifying the parent education pro- There are some basic tenets to gram model to meet local'needs. consider in dealing with parents in 6. Listing resource materials. providing career education prOgrams. Parents enter educational experiences The parent education program is withApprebension and a number of con- delivered in five units based on the cerns. It is important to consider areas of iftformation identified earlier. that parents: Each of the units contains activities designed to establish rapport, pre-poit 1. Have set habits and philosophies tests, and specific information about about child rearing. needed resources. Thp units include 2. Have pride. parent livolvement activities. Eval- 3. Have developed a certain'anount dation of,each unit is based on parent of reSistance,to suggestions reaction to the program and pre-post from authorities. test results: 4. Have other interests and responsibilities. 1

174

P74/ REFERENCES

Berkowitz, B. P., & Graziano, A. M. Training parents as behavior therapists, a review. Behavior Research and Therapy, 1972, 10,

Denhoff, E. The impact of parents on the growth of exceptional Children. Exceptional Children,

. January 26, 1960, pp. 271-274.

Kelly, E. Parental roles in special education programing, a brief for involvement. The Journal of Special Education, 1973, 7 (2), 357-364:

MacDonald, D. Parents: A new resource. Teaching Exceytional

Children, 1971, 2 (3), 81. dr

WIlder, L. 0., Cohen, S. I., Breiter, D. E., Boston, P. G., Hirsch, I. W., & Leibowitz, J. M. Teaching behavioral principles to parents of disturbed children. In A. M. Graziano (Ed.); BellYIPITiltELIELligl Children. Chicago: Aldine Athertal, 1971.

11.5=T.

175178 'V (.,

4 , .. ' 0 EFFECTIVE MAINSTREAMING:

HOWTO DO IT I

Catherine Batsche

. Mainstreaminghas become a COntrover- As-theplacIent olphandicapped; , sia issue in vocational education.; s , ude'nts in:regular vocational alasses. r , Up . ....ntationof the concept:J:61ot- 4he..., mainstreaming Was considered to 4i .. . ools has resulted in man7 abuses con6ist of a continuum of instructional of handicapped children, parePts, And environmentg ranging from the regular classroom.teichers% It no wonder classrOom (Or community work placement) that one aualor chose to describeiher to the resiaential Wchool- for the -school's effortsas;.4Mainstreamingi ..severely handicapped.-. Between the 6.70 One step Forward, Two Steps Back.", 'extremes there .are many alternatives. 'However, one must be.careful not Effective mainstreaming requites the 161rto confuse faulty fmplementalion of determination of 'theracist appropriate a potenviafli, souna idea witff the placement 01. eaCh student. concept itselL 'There are-benefits to . .

. be derived from inainatreaming handl- Systemaic Planning capped studehts, partiCulhrlyin..the fieldofvocational education. T6 It.has p,eelt: suggested thdt education -,procedures. used to implement main- : hastraditionally suffered from a laCk. streaming are critical Othe effec- of long rangeylAnning. The crisis .tiveness of the program both for nuanagement approach to,administration students and for teachers. has certainly been _evidentsince the implementation of. Public LaW

PROGRAM COMPONENTS - Many school adminietraeors,have found. themSelves without the sfrutture and

Since its beginning four years ago, !t;aols necessary to meet.ihe demands of. 1 mainstreaMing has been d primary the legislailon. The' Peed .to Co6ply pieWise of The JIlinbig Network.of with legislative mOdates has-often, Exemplary Occupational Education. taken higher priority tharOhe systema-.)

Programs for Handicapped and . tic planning and inservipe education.,. Disadvantaged Siudents. Through ita .negessity to'resUlt In.icfualcomOiaptee

- experience, the NetworiCstiffjeupd As a result,'some achdols h4ve been left thdt three components Were efisenlial with a hodgepodge%of acronyms (e.g,

. in ordelvfor mainbtreaming to, be JEP's, F'APE tRtOIDCC); 'astack° effective: systematic planning,. 7, Of new paperwork; a.,hoitia.e', fe4rful, Aimervice educafion,_and cooperative .apd confUsed staff; and4rylittle

instrUc.tional arrangements. Eaah of mainstreaming.' . these three components will be dis- in cirder to avold some 'of these

. . cussed throughout this pdper. If, pitfall4, The Illinois Network.staff

'should be pointed put that the Net- . reviewed several materials.thatMight Flirk developer? did not Consider °^ be hetaul to administrators.and- Mainstreaming ,to be,defined simply teachers. ,Ohe bf the materdes reviewdd

A 4 1 84 .

IS 0, was Instructional Development For at the end of the workshop. The Action SpecialAfeds Learners:.An Inservice Plan was a simple'four step lin:Wean in ReioUrce guide (PhelPs, 1976). The which participants identified their

Phelps e;aterials consist of a series . needs, selected a workshop material or - of seven inservice modules designed idea, and outlined a coUrse of action-. to h,lp te,chers improve the quality designed to implement and evaluate of individualized education programa the idea. Participants were encouraged (1EP's) at the secondary level.. The `to uee the systematic process in major'asset,to the modules is'that, ihservice sessions when they returned taken'collectively, they provide a to their local districts. systematie approach to program planning, implementation, and evaluation Inservice 'Education The module topics are asfollow:

. - The necessity to provide a systematic Module 1: Learner Identification inservite prograth for vocational staff *.and Analysis cannot be overemphasized'. Inservice Module 2: Cooperative Instructional sessions canprovide the`opportunity fOr Arrangemeots staff to express their fears and con- Module 3: Instruitional Resources cerns, to obtain needed information, to Module 4: Cluster and Content Analysis learn new techniques, and to dispel Module 5:- rnstructional Planning some fallacies about the handicapped. Module 6:;'Instructienal Implementa- It has been suggested that inser-

. tion vice programs should/be deOgned so Module 7: Evaluation of Learner that participants are doing during Progress, inservice what they.should do after the inserviee. TherefOret-if indivi- 'The modules are preceaed by a' 'dualized instruction for special needs Self Directed Needs Assessment that students is a goal, inservice activities can be Completed in approximately 10 ehould aldo be tailored to the tndivi- minutes. The results of the.Needs dual needs of the staff member. The Assessment can then be used tip select Self Directed Needs Assesiment develop- the inservice/planning modules most ed by Phelps can be used to provide the appropriate to the- identified need. basis for individualized inservice pro- Each module consists of (a) an in- grams. The, content orinservice pro- troductory statement, (b) case.stud- grams-can then be designed to proVide ies describing special needs students thwalternative necessary to meet and 'their teachers, (c) module-goal individual needs as well aq the general statements, and (d) one .to four in- activities needed by the entire group. service experiences. Ideally, each It has been the exPerience of the activity would be,completed ceopera- Illinois Netliork etaff that the most tively by a vocational teacher; a challenging aspect of inservice pro- special education teacher, and other gram is the development of partici- appropriate personnel (e.g., guidance pant attitudes which are favorable

. counselor, administrator, reading to working with special needs stu- specialist). dents. It has often been.e,Epressed ihat This'eystematic approach was vocational education teachers view

. -the processfused in a series of 13 special educators as- "overzealous .regional workshops in Illinois. advocates who want to cone in and take Approximately 600 persons attended over my program."On the ether hand, it ,the workahops, minly in teams Consis- is not Unusual to heaespecial educators %iing'of vocatibnal educators, special complain that ''those vocational educe- o educators,. administrators, and ctun- tois think-too narrowly to make ctirri- seldra. The workshel) participan culum-adjustments and.,revisions for engageein a ';fariety of activities special needs students." Attitudes basid on tneiirneeds. .such as these need_to be brought out., .pant, or tedm, completed an. Action Plait into the open, clarified, and resolved

h ' o

s so thak cooperative instructional room special education teacher, (0) planning can be fmailitated. spacial or supportive, services suckaa a Several"techniques have been speech therapist ou interpretor, 'used within the Netwotk to facilitate (d) counseling, and (e) cooperative attitude development. One method, work experience instruCtion. -Commipity the Nominal Group Technique, is de-r resources for special iieeds learners

signed to give participants the , are generally available from (a) federal, opportunity to eipress their views state, and.local governmental agencies'

. in a short, structUred period-of , such as the Mmployment Service, tine. Mutual goal setting and pri- (b) community' agencies gild organi- ority development are the anticipated zations such au Goodwill'Industries results of the.precess. Priorities (c) business, industry, and labor organi-.. determined by the group Can be used zations or associations, and (d) citizen to plan further ipservice.activities. or special interest groups such aa, the Films were also used by the Lions or Kiwanis Club. 'Citizens' Network staff'to promote attitude Advisory Councils can 'alsopbe useful in development. Films can serve as in- providing information and issistance to valuable tools for inservicing an special needs learners. entire school staff add student popu- One Problem for vocatio 1 educators lation. Through tilms, messages can is that they often lack the itformation be communicated relating to people, concerning the supportive ser ces avail- problems, and possible solutiona. able within their school distri t and / Several unique films have been community. A simple listing of the identified that can be used as a contact tlerson, responsibility, loca- part of a formal inservice program tion and phone number, And description sukh ab a workshop or institute day of the services avallable for each representation. They can be equally source can he an aid to,the vocational effective 'when used informally, for teacher,in using supportive-serices. example, during school lunch periods. Once these services have been A-list of films.is available from the identified, a cooperative-instEuctional authOr upon request. arrangement shod14 be developed that Another aspect.to consider when gOecifiea the,services needed by'a

planning inservic6 programs is the . student' and the person(s) who will be typeof incentives that might promote responsible for providing the services. implementation of the concepts learn- Student goalg and ,objectives developed ed during inservlee. A survey.has cooperatively by vocational teachers been developed tliet can help local and special teachers aie pore likely

: administrators identify incentives to result in instruction/appropriate appropriate for their staff. Some foe the student. examples of incentives used within the Network include mini grants, univer- CONCLUDING REMARKS sity credit, release time, coffee and'. doughnuts at inservice programs(!), and It is hoped that the suggestions in popcO'rn during informal film sepsions. this presentation will Tesalt in more effective implementation of the main- J f. Cooperative.Instructional Arrangements streaming concept. 'Several materials that-may be of assistance to the reader 'It is(rucialthat handicapped students.i'are availableat no cost or on a free Ireceive needed support services in loan basis through the Illinois Network: ,

. vocational education programs. Tw types of supportive serlitces ghoul be instructional Development of 'identified:Ili school resources an& 4ecial Needs 'Learners: An .e.community regoertes. .Commonly used in- Inservice Resource Guide, (Phelps, school-resources include.(S) career t1976). rkated rtiction',(b) special or Awns on Films (Brochure) .supRortive.i )strUctien such as a class- Continuum o ,Staff.Development/ o 181 v,

. Sfrr4), 17. Iniervice (Brochure). Guidance and Support Services (Brochure). Mainstreaming: It Works! (hide tape program available for 3. week loan). Mini Grants and the Nominal Group Process (Brochure).

-4% REFERENCES

Illinois Network of Exemplary Occupa- Rm. ' tianal Education Prog4ams for Handi- capped and Disadvantaged Students. rroiect Book. Normal IL4 Depaft- ment of Home Economics, Illinois :State Universify, 1978.

The1ps1 L.A. Instructional development for special needs`learners: An in-. servide resource vide. Urbana: Univ y of,Illinois, Department of ocstionsl and Technical Education, 1976.

a ft

182 Al 3 PREPARING VOCATIONAL

ADMINISTRATORS To WORK WITH

HANDIdAPPED STUDENTS

Carl T. Cameron Stuart E. Schwartz James W. Hensel Carolyn Bockhaut

During the past five years, the were modified throughout the,verifica- special education and vocational tic:41 process; resulting in the:_comr- education faculties at the Universi- .ponent8 listed on'the following agenda. ty of Florida have teamed together for inservice training,of vocational WORKSHOP SCHEDULE 'educators. Hundreds_of vocationa; teachers have attended:three week Moining Session . - summer workshopsand various other training.seminars..,This training Introduction ani d Overview concerned the techniques necessary for meeting the needs of handicapped Issuds in Special Needs/

---atudents in vocational classes. The , Vocational Education improvement of attitudes concerning

handicapped students was allar an Program Placement pptions . important component of the classes and workshops:- Saident Assessment-and Feedback and evaluation of the 'Placement. .. .a training often pointed out one of the teachers' primary concerns,-.that Curriculum Modification Cheir administrators did not show positive attitudes about,"or suffe- Afternbon Session cient awareness of, handicapped gtu- dents. With an Education Personnel Curriculum ModificatiOn Development Act Grant, the University .(continued) of Florida established a series of workshops to help meet the needs of Model rrograms- .administrators. The one day workshops were presented in'each of Florida's Update fiom the State five vocational regions. The follov/- Division of Vodational ing is a summary of the development, Education

4 implementation, and evaluation' froce-. duxes, and results of these workshops. Wrapup A A .0 PROGRAM DFOLOPMENT 1AND IMPLEMENTATION Issuesin4eciat Needs/Vocational' Educatioftc" -'-' ,.. , , .,, . need's assessment- investi7 . . 7A -gation and verification-precedure The.initial compolienf,iftvolved the p. led tolehe'aelectrion of program curi6nt issdies in yocitkonal education ,components..These program componenfs fof handicapped studenta: 'The" / .. . 183. 184 presentation was developedas follows: . 1 Materials provided 4nclude:, Administrative 'Constraintsin.Implement- 1. The production of an-introductory ing Vocational Programs (McKinnon,.1977). multi-image slide/sound presenta- Issues in Vocational/SpecialNeells tion featuring vocational and Education (Cameron,,1978). special educators discussing con- Doing Our Share: Florida's effort_to-pro-. straints to implementingprograms. _ vide vocational education fbr thehandi- This 12 minute productionwas de- capped

184151) Vocational Education's Suggeoited,Reles They were asked to identify thle, in the Staffing Process (handout) best programs in vocational t education for the handicapped. Curriculum Modification 2. From the list of recommendatihns, each program was contacted re= The exploration of curriculum modifi- questing additional information cation was developed and 4resented to And determining a date for Orienta- (a) develop skill's of the participants tion discussions. to shark with teachers in their dis- At the on site visitation, the trict and (b) assistthe partiCipants possibility of using the program in gaining a perspective for communt- was discussed.. eating with teachers! problems in Two pi:6gram we're,,gap4sted for

working with handicapped students. audiovisual proAction.. The. . Osing- lecture, audience participa- programa selected were the St. tion, and demonstration, the partici- Augustine Technical Center pants developed a list of various Special Needs Program (St. learning'styles, discussed equipment Augustine, Florida) and the

adaptions, and shared ideas on support., ,Sarasota County Student Center , serVices:available both in and out of (Sarasota, Florida). the school setting. 5. A slfde/sound (multi-4mage) In addition, emphasis was place presentation was-produced and on participants sharing problems with developed through ticte coopera- Allocation of time, money; and human tive efforts of project ptaff resources to implement these modifi- and the model program personnel. cations, which in turn may have pro- 6. Zoth.model program presenta-. vided new perspectives. tions were shown at all'the Finatly, a short prenentation workshops. In addition, crir was developed and'presented demon- teria for selecton were dis- strating currentlavailable commer- cuSsed:

cial materials, mthods for adapta- . 7 Representatives from both model tion of existing aterialS and teach7 programs were at all. workshops ,

er made materials A-criterion for tO Make, a short presentation . evaluatibn of commercial materials and_ answer questions . was also provided. . , Materials provided include: Materials provided. tnclude; Job Employgbility_ Skills,for SeCial Criteria for Model Programs-(handout) Educators (Florida Learning Resource MOdel Program: St. AUgustine Technical Center, 1975) - Center (Cameron, 1978) A Case Study Summary Model Program: Sarasota County StudenE " Performance Objective Center (Cameron, 1978)- N' Commercial Literature Update from tile-State' DivisionloT Model Programs ,) Vocational Education \ 'This component of,the workshop was The final-C mponent of the workOop a designed to provide eXposure to r° was d1gne4 to provideparticipants quality programa for handicapped stu-:- - ...with up to dte information froth the ,dents in vocational situations. The' Division of tocatioial Education -, miterials and presentation .were,de- on the,latest speCial needA legfala- veloped. as follows: tion, regulat on;.and related . areas. In Add tion, the time was,

1. nitiai Probes were initiated . used to"provide responses to questions N,. cusing.on as4ide varietof which were.so1i,diteld,Auring the day ikofesaionals:in Florida who and reviewed by the nresenter prior deal with handicappd adolescents.\ p-thia update.

p. . 1 a

'FABLE 1. Results of Workshop Evaluations

Agree Undecided Disagree Statement 1 1: The objectives were clear. 102(.95)* 3(.03) -2(.02)

2. The objectives were realistic. 101(.96) 4(.03) 0( 0 )

f 3. The objectives were accomplished. 96(.91) 9(.09) 0( 0 )

AP 4. Following presentations were valuable:

a. Issoes in vocational/special , needs programs 94(.92) 6(.06) , 2(.02)'-- ,

b. Program options 87(.90) . 10(.10) 0( 0 )

c. Student assessment 87(.83) 15(.14) 3(.03)

. . . 'd. CurriculuM modif.icatiqn 93(.89) 9(.09) 2(.02) . . \ 4 e. Model progtams 102(.94) 5(.05), 1(.pa)

f. -Update from the State t Division of Vocatioria,1 Education 96(.91) 7(.07) 3(.92) a* S. Materials provided will be. useful ,104(:96) 3(..03),

6. My tiie was well spent: 01(.94) 3(.03) ,p *Percelieof totai-:yespo'nlefor .each,item;

ra.

a EVALUATION PROCEDURES AND RESULTS in vocationaljspecial need0 eduC4- tio4. Tallahassee FL: Department Procedure of Education, Division 'of Vocation- al Education, 1978. (slide/sound) The evaluations were solicited.at the completion of eath workshop. A Cameron, C. T. (Producer). Model workshop evaluation form was develop- pTogram:_ Sarasota County Student ed to elicit'(a) general and speci- Center. :Tallahassee FL: DePart-, fic'critiques of the workshop per- ment of Education, Divisionor formance, (b) the specific presen- Vocational Edutation, 1978. (slide tations that were determined to bt sound) of most value, and (c) specific comments concerning the workshop. Cameron, C. T. (Producer). Modvl At the completion of each workshop, progra: St. Augustine Vocational the evaluations were examined and Technical Center. ,Tallahassee FL: compiled. Information provided was 'Department of Education, Division of used to make minor adjustments to fhe Vocational EducatiOn-, 19,78. (slide/ workshop format between presentations. sound)

Results Cameron, C. T. (Producer) The role of. the vocatimal educator in the

At the completion of the five work- -; staffing process. Tallahasseg FL:, shop presentatians, all evaluations Department of Education, Division.of - were comptled. Table1 is a summary Vocational Education, 1979. of resPonses- The total number of (videotape) responses for each item is alsd presented for eacq.Janking. No attempts Cegelkai P., &-Phillips,.M. Individual .at statistical tiyaluation are intend: educational programing at the . ed by use of percentage data other- secondary level. Teaching Excep- than providing a Common.unit of tiOnal Children, 1978, 10(3), 84-87. comparison for each question. This tabulation suggests that participants Corley, J. Doing our share: were ovetwhelmingly pleased with 'all Florida's effort to provide vocational edu-ation for the handi- aspects of the workshop. . capped. Florida'Vocational Journal, SUKMARY 197, 2(4), 15-18.

After reviewing the evaluation mater- Florida Learning Resource Center. job

,ialse the.projett staTf concluded that employability skills:for speCial . .'the' workshops had accOmplishéd the educatqrs.Ocala FL: Bureau, of original objective's. Possibly the Education 'for'Exceptional Students, ,.best feedback has come in the form of Divisidn of P.1.1hlic Schools, Flo"rida: requests, both locally and nattlonally, DePartment of Education, 1975. - to Y4peat the entire workshop and 9 >, the allocation of additional funding Fowler, E., & Midgefte, J. Staff Dq- for delielopmen't and 'dissemination of velopment for teachers of the media,and materials. The project staff handicapped. Florida Vocational, is interested in furthet% del4lopment ; Journal, 1978, 3(6), 29-31: of, paterials to assist vocational . aaministrators who serve special needs McKinnoh, D. A. AdMinistratIve con- studentS. seraints in implementing VocatIonal programs for_handicapped studentsin .`REFtRENCES 'comprehensive high schools in Florida. Unpublished doctoral dissertation, ,

, Camitron, C. T. (Producer). Issues University of Florida, 1971. S.

197. 8:8 Tindall; L. W. Education of all handicapped persons:A mandate for the new year. American Voca- tiona/ Jo-urnal 1978, 53(1), 26-i9. '

Wheeler, M. A master plan for students with-special needs. Florida Vocational Journal, 1978, 3(7), 11-14.

4 yRAINING VOCATIONAL TEACHERS

TO WORKIWITH HANDIcAPPED

STUDENTS IN A MAINSTREAM

SETTING

John Cugerty Lloyd Tindall

DEVELOPING WCATIONAL EDUCATION instruction in ten disability areas and FOR HANDICAPPED,STUDENTS seven centent areas, depending upon; needs of the prospective class. A The goal of the staff of the handl-- survey is used to measure,teacher capped project at the Wiscohsin' interest in inservice.training on _ 'Vocationallgtudies Ceuter.is to program modification and prescriptive

serve Wisconsinvocational, , teaching.. N technical, and adult education Teachers who press an interest teachers and community members who in taking the classre.asked to com- work with.the handicapped. This goal plete the 'survey (see\igure 1), is met by providing four services: This formHasks for the .1pecific dis-

(a) conducting inserVice training . ability areas and contenf.areas of for teachers, (b) developing greatest cOncern to them It also, asks

. materials, (c) collecting materials,4 for specifit goals, objectives, and and (d) disseminating materials., problems which teachers hope to solve Duringethe Oast two years as a by taking the course. By summarizing coMponent of.the inservice training the survey responses and developing project staff members have developed a cOmposite profile of teacher peeds, a course calied.Program Modification project staff members obV44 sufficient and l'rescriptive Teaching for informatlon to construct a tailor-made Handicapped Stu4ents to be taught in ,curriculum for teachers who will .be Wisconsin's vocational, technical, .enrolled-in the course. The survey and adult education (VTAE) districtIT pravides an, indication of the.disabili- The lt session inservice course was ty and.content;areas that concern the piloted at the Milwaukee Area Teehhi- 'prospeclive class members._It also, cal College (MATC) January to Marth indicates their 1eVel of awareness of 1976 and has since beeh repeated at the needs of handicapped students MATO and several other vocational Usually the top fobr .01r Ave disabili- technical institutes.in Wisconsin,- ty areag and the toit three or four ,. with several Oditional sessions training areas are selected for inclu- planned around:the state for the sion in the course. future. By following this process, the'.. The Vocational gtudies Center staff identifies the needs of indivi- ,_ staff works through VTAE district dual participants and sets'an example ,A0 administratorsAnd teadher inservice of individualization'to meet student A committees_to /design the course around needs. Teachers desiring' information 1 specific nee.ds of the teachers_who in areas not selected for major empha- wfll be in'the class. The.staff sis will be given materials, h.andoutd,, members are prepared to deliver: and individualrhelp to solve the problems

189 , .19 0 they may be having in teaching , ment skillj will be needed? Will the specific handicapped students. A student need a special job or a re-

model outlining the development of . desiined job? In thinking of followmp an edUcational prescription is pre,- plans, will jab superviaion, support sented at the first class session to services, or advanced training be initiate the prescription procedure) required? The student may be headed that will be used to modify vocation- toward'a nonemployment status. If- al courses (see"Figure 2). As nonemployment is the case, what wlll part of the fhservice training; the next step be?Will it be more teachers are required to modify on* education or some support service?All of their courses for students in this information may not be needed. at least two disability areas. However,.an attempt should be made to obtain enough information about the DEVELOPING A-PRESCRIPTION FOUNDATION student to make a viable prescription. Sources of information include the A physician would not hand out random student, school counse,lors, rehabilita- prescriptfons to patients in the tion counselors, and parents. office waiting room in hopes of curing When the necessary information has each respective illnes§. Neither been gathered, the teacher is ready to should such a shotgun approach he , make a prescriptfon for the individual used by Vocational educators in student. ,As an educational plan is developing.programs for hancapped -prescribed for the student, the help students. Tea&ers must have ade- the student needs outside the vocational quote background information about classroom:Oust be considered. Prevoca- each handicapped student if they are tional, academic, and auppoyt services to build appropriate vocational edu- may be neeessary to supplement the vocation programs for handicapped , cational education plan. The ,teacher learners. should ask for these Services if they The information needed to make are needed. The prescription should _a "good prescription is divided into include the tasks that are to be learn- two basic categories: (a) things -ed and the method for teaching the tasks to know before the class starts or or competencies. The prescription early in the class and (b) things to should include Course modification plans. consider after the class ends. The Nodifications may include Alteratiohs teacher needs to be aware-of areas in the course content, materials, - in the student's backgroultd that may physical environment, and teaching yield-information Valuaiqe in making techniques. Although the prescription the prescription. Some knowledge of may be readily made, the course 'the tudent'S academdc profile, modification may require much-time and especially reading ability-, math effort. Prescriptionsacalling for skills, and learning modes, is individualUed inetruction, mgterials, necessary. A review of the student's development, and physical modification independent living_profile'will pro- the classroom may not be cOmOleted vide information about his Dr her dbripg the current semester or sch6ol ability to_get along with peers, yeaf. This does not mean that handi- money management ability,_safety, and capped students mubt remain outside ihe health situations, transportation regular clarisrgom until the ultiMate _situation, and other aspStts of modifications are completed. Handicapped independent living. The student's students _are uäually able-to succeed vbcatiotial profile'Will give clues in the regular classroom with modifica- te his or ,her job skills; work ex- tions.which,are mane before or,during .periehce, interesta, and aptitUdes.. the -early stages of the class. , The teaeher must also look Hopefully, the process of building ahead with the stu&nt to the vocational education for the handicapped postclass 'environment. What will lead to competitive employment,

190. 91 independence, anA finally to the srrategis designed to compensate self esteem the handicapped justly for or overcome problems. deserve. The remaining inservice sessions The awareness phase'of the in8eV- are devoted to preparing teachers vice is meant to sensitize participants to work with students having specific to: (a) the necessity of paying close or multiple disabilities.,,Illustra- attention to the details ortheir own tions of this proCess as it relates, and their students' behavior; (b) the to the educational needs of emotion- different modes of communication which ally troubled, learning disabled, individuals knowingly or-unknowingly and hearing impaired students follow. use; (c) the influence of role expecta7 tions on attitudes and behavior; and PREPARING TEACHERS FOR WORK WITH (d) the extent to which emotionally EMOTIONALLY TROUBLED STUDENTS troubled people experience psychic pain, feelings of fear, anxiety, depression, The ultimate goal qf the prescriptive alienation, and isolation. programing approach to the education The reassurance phase of the inser- and training of emotionally'troubled vie process is designed to remind students is to assist them in their participants (a) that they have already efforts to develop a, broader reper-' successfully,educated emotionally toire of personal living, interper- troubled students (who may not-have been sonal, and vocational skillS, so so labeled) and (b) that they have the that they can develop greater func- teaching skills needed to do so even if tional control over their personal? they have yet to enroll students having acade_mic, work, and social environ- -emotional handicaps. The trainer soli- ments: cits examples of successful .classroom A key determinant of the extent 'experiences with such students and to which on emotionally troubled reviews the skills in which the teachers student will aclyieve these goals is are currently proficient. the degree Of success that he or she The probleM definition phase of the experiences in the vocational train- .inservice process includes both a'des- ing enviromfent: The student's chan crAption of the learning.characteristics of success in this environment are that mightkbe manifested by emotionally enhanced or hindered by the efLorts troubled and emotionally restored of the teachers. students and a review of categories The inservice process designed that should he considered when modifying to'improve instructors' perforMance a course for such a student. An.outline consistS of four parts: of these categories wou4k1 include:

I. Awareness -- showing how. impor- A. Assessment and-evaluation results tant it can be to perceive the 1. Do any exist? details of interpersonal inter- 2. Are they available to me? action and respond appropriately. 3. Do I have the skill necessary 2. Reastwanee,-7 soliciting input to use them? from Ole class concerning their success experiences with emotion- B. Students' employment goals ally troubled learnerg. 1. Interests 3. Problem definition -- Spelling 2. Aptitudes out the learning charaokteristics 3. Prior work'experience often associates' w104 such 4. Current functional job Skills 'students and examining those- 5, Job skills needed -- number'

aspects of theteaching process , and type for which modification should be 6. Supervision issues =- ihat is likely to be available:versus conSidered. . what., the person needh 4. Ttoblem resolution presenting .c

.11

191 19'2 7. Potential stress factors providing feedback, concernidg 8. Physical demands performance 9. Transportation L. Testing students for mastery of C. Occupational information course material 1. Availability 1. Content 2. Accuracy 2. Procedures 3. Utility M. Recordkeeping D. Modification in the school's 1. Type physical plant 2. .Quantity. 1. Classroom 2. Labs N. Grading and techniques of monitor- 1. Equipment ing progress types, criteria 4. Accessibility 5. Lavatories 0. Emotional climate of classroom 1. Feelings of nonhandicapped E. Course content 'students 1. Number of objectives, skifls, 2. Feelings of handicapped and concepts to be taught stlidents 2. Tasks/subtasks which opera= 3.. Teacher's feelings tionalize objectives a. Number P. Support services b. Succe s criteria 1. 'Types required ; c. Requi 3. e condition 2. Availability I of per nce a. In.-house services 3. Time constraints b. Outside agencies 4. Reading levels requirea 5. Math leyels required, if Q. Coordination of professional applicable services to.students 6. Orsler of presentation 1. Role definition 7. Rate of presentation a. In-house professionals b. Outside agencies A. Lesson plans 1. Selection /Ind sequencing of R. Administrative policy tasks/subtasks 1. Class placement ,a. For use by entire class 2. Grading and graduation re- A b. For use by individual quirements students 3. Support services 4. Time factors G. Text, manual, workbook a. Open entry/exit b. Fixed enrollment periods H. Teaching materials and aids fir c. Limits for completion teacher use S. Employer contact and job placement I. Learning madrials and aids for 1. Students' role teacher use a. Job seeking skills b. _Interviewing skills J. Classroom management procedures 2., Staff role definition, scope K. Teaching procedures',

1. For use with entire class T-.. Followup 2. For use with the handicapped e 1. Role defihition student on an individual 2. Planning basis -- techniques for 192 93 The problem resolution phase of disabid cannot.be taken for granted. the inservice process is presented in Teachers must be made aware of the several learning modes: (a) a hands-on differences between the learning experience, which might include class- disabled and thenonlearning(dis- room practice in the determintition of in-abled student. This can be accom, structional objectives,,task analyses andplished by using paper and pencil 0 sequencing exercises, constrpction of in: techniques and visuals designed to structiOnarmaterials, development ofa give teachers an idea of how learn- t list of survival vocabulary for the -ing disabled persons may.function trainees' courses, and the analysis and in the classroom. Teachers must appropriate modification of tests and also learn ,to identify learning manuals: (b) a field trip to other disabled students In the classroom. .------. classes or rehabilitation facilities in They can be helped in this by pro- - which emotionally troubled persons are viding them with indicators that may receiving skill training (where-possible, give cluee to the presence of a the trainees are paired'with people learning disability.'' teaching a similar or comparable skill); Following the awareness and and (c) classroom presentations; which identification of learning dis'abil- can include audiovisuals, visUals, hand- ities problems, the "open road" outs, and reSource people. solution is proposed. This paradigm The staff of the Wisconsin expresses the idea that if the Vocational Studies Center has developed visual, auditory, oetactile leak-n- a series of visuals thfit 'are designed' ing paths are blocked, another avenue to assist the trainer in presenting of learning must be used. Teaching problems frequently experienced by techniques are identified which will emotionally troubled lJarners in class- help compensate for the blocked room situations and strategies de- learning modes. signed to overcome these problems. A session on changing attitudes of Included are problems related to self learning disabled students and the atti-

confidence, self esteem, personal iso-. tudes of their classmates toward them . latioa, and'behavior extcesses. 4Is approOriAte at this'time. Completion The visuals are intended to serve of the attitude session should lead to as the.framework for a class presenta- a discussion of how the auditory, visu- tion that wouldielaborate on both the al; and tactile learners tan overcome probleins likelyito be encountered and blocked learning avenues by using.alter-, the possible solutions for them. The native learning methods. At fhis point'

rate of presentation and depth of participants are ready to design in- ' elaboration ean be tailored to the struction faT individual students witb needs and.desires of each group of specific.learning disabilities. trainees. The visuals can also serve as the catalyst for a review and PREPARING TEACHERS TO WORK WITH HEARING summary of information presented. IMPAIRED STUDENTS

TEACHING THE LEARNING DISABLED To prepare vocational teachers.to instruct hearing impaired students,: The goals of the.presdriptive program- the Vocational Studies Center staff ing,approach and the inservice process employs a training sequence similar to for preparing instructors to teach the. .that used to prepare teachers to work learning disabled are similar to the with emotionally troubled students. process defined in teaching the emd- The sequence. codsists of an awareness tionally troubled. The visuals give phase, a.ieassurance phase, aproblem details of:the steps necessary to definition process, and a problem prepare vocational teachers to teae4 resolution process. the learnidg disabled. Teacher aware- The awareness phase attempts to ness of the problems of ,the learning simulate the,experience of hearing

193 194 loss through recordings, ear muffs,' develop materials as 4ime allows. or other wiuipment. The reasshrance .Currently under development is a phase solicits success experiences series of publications designed to that trainees may have had with hear- assist vocational educators in their lug impaired- students. The reassur- efforts to instrpct handicapped ance phase carries 'over into the pro- learners. The content ranges from blem definition and problem resolu- awareness of the,particular disability tion processes by drawing out and to classroom teaching techniques. resynthesizing what the trainees Publications on visual impairment, ready know about presenting their hearing impairment, physical disabili-: course materials in a visual, kin: ties, emotional disabilities, drug esthetic, or tactile format. Durrng' abuse, and alcohol abuse have been the problem resolution phase hands-on completed and are being diseributed tasks, resovrce people, and class to Wisconsin_teachers. A series of presentations are used. sound filmstrips has also been produced. 'The Center staff has also.pro- These 'examine the steps involved in , duced a Net of visuals designed to modifying vocational programs for aid in Ow class presentation seg- students with. various disabilities

. ment of the problem resolution phase. according to a diagnostic preScriptive The content of the visuals.serves to format. structure the trainees' Oinking con- The bibliography, the publication cerning possible strategies in the series, and the filmstrip package are Aireas of: (a) classroom arrange- available for pbrchase on a cost re- . _ments, (b) the teaching proceSs covery basis. - itself, and (c) the provision of needed support services. .), Each visual can function as the' stimulus for a more in-depth presentation of the problems encountered in these areas and potential solu- , tiods which could be employed by the teacher.

MATERIAl, COLLECTION, DEVgLOPMENT, AND DISSEMINATION

The Wisconsin Vocational Studies Center operates a free loan library of handicapped and special education materials for Wisconsin residents. Nearly 3,500 items froWthroughout the nation have-been collected during . the past four years. A bibliography entitled VOcational:Education Resource Materials, A Bibliography of Free-Loan Materials_for Handicapped. and Special EdUcation, (1978) been published,and distri,buted in the state. These materials have proven valuable in prOviding an awareness of the needs, capabilities, and characteristics of handicapped people and in modifying'programs to meet those needs. The Center staff continues to

(494 4 195 FIGURE 1. Class Survey.

WISCONSIN VOCATIONAL_STUDIES CENTER , UNIVERSITY OF WISCONSINMADISON Name - Job Position

ProfeSsional Development Course on Program Modification and Prescriptive Teachilpg for Handicapped- Studelitts

Please revivw the following topic areas and mark those that you would most like to learn more about:

. .--4 - in m _ w ,o p a) . Disability a, 4., , ATeas 4., 4-, o H 0 (.) 4.1 ij -.---- 4.1 fJ ______r-if-1 -f-1 (11 Cli (1i bo .1-1 (.) W ,--I H W -f-1 0 4Z1 CI,-4 .-I W ,--I W IA) 'W ,-4 ,-I,--I 004 /-4 Training -r-I r--4r-4 gi E ._, o Plh, -HI -r-4 4: 'V x: .r4 LH P-,4

Content Areas TO1 T. f(-01 Si C-14J 1,-1 1'8to 2) -2 *41 1 _ _ _ _ _ --J.,(1 (V.r.1 w El .1-111 0 -H W ,-.1 H W 13, H X cci ..--) fl4 0>7: 0 t-i - P-1W 0--) 00 AV/ A W o-1 C) nX P Awareness of needs, characteristilcs, and capabilities Evaluation: strategy, techniques, utilization % Adaptation of classroom

A. % and building facilities, , V . . Modifying curricula appropriately

Specialized teaching ,

techniques . Job placcrent

. . . I. strategiis , Role of otheragenkies . in serving people with 4. handicaps

1. What specific objective do you wish to achieve in this course?

2. Have you had handicapped 'students in your classes?

3, What are some of.the problems which you have had in teaching the handicapped? What formal training and/or work expericpce have you had with handicapped

- S. students? *

5. Please list the resource persons whom you feel would contribute.to the success of the class. ft.

195 r 1 SO 4

FIGURE 2. Model for Development of an Educaftional Prescription.

Academic profile r- Or- gompetitive Reading level Math level EmployMent Learning modes Learning deficiencies Placement Prescription and Satisfaction Modification Tenure

Independent living profile ..Goal setting Employment Hygiene Nonemployment Implementation Grooming Instruction Safety' Teaching Social tnteraction Coordinating_ SELF ESTEEM Money management ,Modif icat ion Monitoring Revising Tasks INDEPENDENCE Vocational Profile., Sequences Activities Teaching techniques Nonemployment Aptitudes . Interests Materials # Job experiences Managemeneprocedures Adlianced educa6.on Job skills Assessment procedures Advanced training

Avocational . pursuits

Job Requirements

ReqUired knowledge Required skills Physical demands Working conditions 19q 111, Wisconsin Vocational Studies Center University Af Wisconsin-Madison

I II

PROJECT RETOOL: A NATIONAL ANALYSIS OF1THE STATE OF THE ( ART OF CAREER EDUCATION FOR

THE HANDICAPPED

AO.

Harold W. Heller 3 Jeffroy Schilit

Project RETOOL is a national continu- serve were Donn .Brolin, University of ing education effort funded by the Missouri-ColumbiA; Oliver Kolstoe, Bureau of Education for the,flandi- University of Northern Colorado; capped, focbsing on.active teacher, Betty Ross-Thomson, Division of educators in-special education. A Instruction, Bureau for Exceptional career eddcation component was added Children, Wisconsin State.Department to the project in an effort to , otEducation,\ Madison; Charles Kokaska, facilitate a better understanding California State University, by teacher educators in special Long Beach; and Jeffrey Schilit, education of the concepts and con- Department of Exceptional ,Student structs underlying career education Education, Florida,Atlantic University, for the handicapped. The career Boca Raton. education component of Project RETOOL At its initial meeting in BM has four main objectives: August 1976, the advisory committee d6termined that the first and primary 1. Continuing educatio* of teachers effort undertaken by Project RETOOL and teacher educators to under- Career Education - would be a national, stand and implement career needs assessment of persolis employed in education for the handicapped.. career education. The needs assessment 2. Development of positive teacher was considered necessary to determine and teacher educator attitudes what areas were most cruciaa and toward career education f(I the critical for university and college handicapped. teacher educators to adequately prepare 3. Consolidation of special educa- their students to serve the handicapped , tors and vocational educators in in career education capacities. The a working relationship to devel- national advisory committee termed the op career education programs for needs assessment "a national state of the handicapped. the art." 4. Use of the concept of career education in the placement of NEEDS ASSESSMENT individuals with handicaps in the least restrictilie settings. Procedures

NATIONAL ADVISORi COMMITTEE The needs assessment was conducted using the following six steps: A national advisory committee was itistituted to\focus the directiy of 1. Six individuals involved in Project RETOOL towa'rd the pursuit of career education for the handi- these objectives. Those selected to capped,were sOected (one from

197 each of the existing RKTOO handiapped population. regions) from names submitted by 3. Each regional expert was asked to the national advisory committee. develbp a structured needs These regions and their assigned assessment instrument that would career education experts were: secure the data appropriate for a a. New England (David- Gardner) true state of the are analysis. vra --Massachusetts, New 4. Each of the regional expei-ts Hampshire, Connecticut, presented their needs assessment Rhode Island, Maine, inetruments to the national Vermont. advisory committee and project - b. .Northeast (Henry Colella)-- director At the 1977 Convention New York, New Jer5ey, of The Cpuneil for Exceptional Maryland, Pennsylvania, Children in Atlanta. A synthesis Delaware, Puerto Rico, thR of the six instruments was Virgin Islands. realized resulting in one.final c. Central (Preston Smeltzer)-- instrument for purposes of the Wisconsin, Michigan, Illi- national nTeds assessment. nois, Indiana, Ohio, New 5. The regional experts administered Mexico, Texas, Oklahoma, the instrument to persons identi- Arkansas, Louisiana, fied in step 2 within their Minnesota. regions. d. Northldest (Cary Meers)-- 6. The findings from all six Iowa, Kansas, Missouri, regions were analyzed by the UsrNebraska, Colorado,-Montana, adliisory committee in order to North Dakota, South Dakota, determine on a national scale utah; Wyoming. the needs in career education e. Southe'ast (Cary Reichart)-- for Cqe handicapped. Florida,,Alabama, Georgia, Kentucky, Mississippi, The findings from the state of

North Caroiina, South Caro- the art needs assessment continue to . lina, Tennessee, Vir .a, serve as a focus for the programmatic' West V1rginia. effort of the caer education cm- , f. West (Bruno D'Alonzo)--Alas- ponent 'of Project R. L. ka, Arizona, California, Ha- waii, Idaho, Nevada, Oregon, Subjects Washington,-American Samoa', Guam, te Trust Territories. the survey was sent to 1,200 individuals (200 per region) named by each 2. file six career education experts of the six regional experts in his' were responsible for conducting- designated region. A total of 379 needs Assessment within their, (31.5%) of the survey instruments Assigned regions. Each contacted were returned. The population ranged a strarlfied sample of individuals in age,from under 25 to 65 years who iqere field based and providing with a mean-age of 37 years. The career education,_either directly respondents included 268 males and or viaancillary services, to the 111-females. All of the respondents harklicapped. Those contacted in- were college graduates, 49 with cluded special education teachers, baccalaureate degrees, 264 with ancillary support personnel, voca-. master's degrees, and 56 with doc-

4 tional educators, vocational re- torates. All of the respondents habilitation personnel, local and were actively involved in dareer edu- state education agency personnel, cation at various program levels. The university and college personnel, professional roles of tspondents and otlier individuals who serve ranged from classroom.teachers to a specialized segment of the state department officials.

198, Analysis of Data

The data were analyzed accordingto: fic objectives relating to earth . (a) demographics, (b) currieulum level within the system. and instruction, (c) scope and 3. Over 77% of the schools/agencies breadth, (d) student information, had an administrator directly and (e) opinions of futureprogram- responsible for career education. matic neeja. Because the survey 4. Curricul6m material suitable for was coneetned with the cutrent state use with mildly handicapped of the art in career education for fndividualswas available.in 88% the handicapped, a greater emphasis of the programs. Of the respond- was directed toWard the .section deal- ants 62% revealed that they aug- ing with future directions. The mented their activities by using future directions sectionwas analyz- community professionals ona reg- ed using a SpearmatLRhoto assess- ular basis as career education . similarities and'differences-among resources for the handicapped. ,. and between regional and national rankings on the future ofcareer Some examples of negative findings queltion for the handicapped: were:

Demographics: A total.of 379 Less than 50% of thearespondents questionnaires were returned which indicated that they used field presented the following composite of trips to the business, indOstry, the typical responlient: or professional community as an instrUctional'strategY. SexMale 2. While 57% of the respondents understood that they systematically Age--Between 26 and 35 evaluated their career education . program, only 38% had the results Years taughf--Between 6 and 10 in a published form. 3,: Only 50% of the respondents in- Years employment outside education-7 dicated that ,they had an advisory .0 2

. committee specificall7 appointed for the development 4,a career Years in career education--5 or more education,curriculum. V 4.* Surprisingly, only.32% of the Position--Vocational Director respbndents indicated that publish- . ed followup data were availableon Degree Status--Master's degree work and educational placements of handicapped graduates of their* Curriculum and Instruction. A number programs. 4 of both positive and negative statements were presented by the respond- The survey also indicated that the ents. The following are examples of respondents viewed career education.as some of the positive findings: essentially a secondary level program, which conflicts with the concept that 1. Approximately 83%.of the schools/ career education is part of all educa= agencies offered career education. tion programing for the handicapped. Scope and Breadth of Career Education. ,2. More than 60% of the school's/ Twenty methods/activities were ranked agencies have official policy .in terms of the frequency of use in statements on career education career education for the handicapped. for the handicapped that speak The activities that ranked highest in. to the general goals and speci- terms of their occurrence on an

199 . 201 "Almost always" basiswere the comprehensive K-12 career education \) following: program were embraced by nearly all of the respondents' schools/agencies. 1. Help students develop an understanding of themselves and Future Needs. The respondents were others. asked to rank Order 11 future needs with 2. Help students develop positive 1 indicating the,highest priority and attitudes toward themselves, 11 the lowest. The needs were ranked- , school, and work. in the following order: 3. Help students become aware of employer expectations. 1. Identify spectial,skilla for and 4. Provide opportunities for stu- train personnel in wprking with dents to test their interests handicapped persons in, career and and apIitudes through paid or vocational edUcatiOn settings. unpaid; actual or simulated 2. Increase eti variety'and number or work experience. c opportunities for handicapped 5. Help students'assess their students to explore the world of personal interests, aptitudes, work in the community. traits, needs, and values as 3. Provide comprehensive placement, an aid to career planning. career counseling, and fallowuri 6. Help students b'ecome aware of services for handicapped persons. the many occupational options 4. Increase collaboration with busi- open to them. ness, industry, labor, government, 7. Prepare all youtIF-for a "next and other community organizations. step" when they leave public 5. Improve curriciplum materials used schools, in either immediate by special educators for careers,. employment or continuing ed- education of handicapped persons. ucatien. 6. Develop and expand both secondary 8. Help students learn to appre:- . and postsecondary career education'

ciate the pIrsonal,/social, and programs for the handicapped with - economic significance of work. a supervised work experience comr ponent as a major thrust. The survey.genera117 indicated 7. Develop special techniques for ib- that the schoolg/agencies tended to fusing career education concepts use those methods/aCtiVities they into K-life career education pro- felt most comfortable performing. grams for the handicapped. - 8. Develop 4ternative methods for Student Information_Related to Caretr helping, handicapped persons make Education. Responses obtained the transition from Elchool to work ' suggested that a segregated career more effectively.

education for the mildly handicapped - 9. Evaluate career education programs wteuld be the exception. Most re- for handicapped persons more spondents indicated that teaching effectively. mentally handicapped students 10. Require every.teacher to complete general job skills wasmore important a specified prOgram (inservice, than job specific skill development. preservice) in career education. Of the respondents 68% noted that job 11. Improve the efficiency and effec- failure was related more to inter- tiveness of the teaching:Aearning personal reasons than the lack of process by systeMaticallyre- specific work skills;'70% felt it was searching and applying our ex- more important to teach the mildly tensive, modern educatiodal handicapped to cope with and adak to technology in the classroom and societal stress than teaching the the school system. student specific job skills. The broad student objettives Only trends 2,7, 10, and 11 were found commonly held as appropriate for a to be somewhat consistent Acrosd

200 regions. The ranking of these recommendations were warrant yd :

411, trends_ would tend-to indicate that after the highest priority, the 1. High prPrity shUuld given to.

regions were reflectini areas of - increasing teacher tr importance Illeciflc td.their part of efforts ln'the caree /education of the colsntry. The resulits Aid in- mildly handicapped dUO. dlcate a high degree of consensuS 2. High priOrity shoulii-be giVen=to _between regional rankings and the estahliphing proC.e is that will- ndtional composite,ranking. insur Increased4Volvement of the c mmunity 'In-he career SUMMARY dduc tion pfoces ; 3. Eff7rts should Ancreased to 'The findings of the State oT the invure appropri te evalyatio art lieLds assessmenu clearly ind17 tjie various ca eer education cated that career education is.an _methodologies lid the dissemina ion area of high interest across.the of the resulb.., country. What.waS most apparent,- 4.. High priority/ should be Oven to however, was the lack of consensus funding cyfrieulum development

a*s to the indimidual future aeedt , projects that will yield 'Validated of career eduCation for tho handi- curr.iculum products and'materials capped wheli viewed'froM a national- for useyit/h..mildly handicapped perspective. The only future need students ih career education programs. that was consistently ranked at a :High'priority shoUl_d be given to high leVel wag: "identify special - efforts 0 increase avapable .skills for anA train personnel in State; fefderal and local fvnds

wotking.With handicapped persons , for deve oping comprehensive . in career and yocational'education_ 'Career ducation, programs. setbings."-\Three other.needs

indicated con'sensuhl thinking; how.-- . In su ation, theneeefor.a cOm-c) ! ever, they were the fteeds raj,ted. ponent Qf Poject RETOOL to address the P 7th, 10th, ahd llth, ,respect ely. problem of 11providing continuing echica-. More speclfically, the ,st e.of tion to techer educators in special and the art assessment ddtermiqed that vocationaeducation was clearly professtonals involved in,cateer justified/. It is hoped thatan effective education for the handicapped in program f continuing education for various geographic regions of the teacher ducators in specia.l.education country hold their own divergent regardlg career education for the value system in terms of future 'handicaped will alter the state of the needs. However," this lack of a art ina positive direction. If so,

singular series'of Future directions Projec RETOOL will have served-a ' should not be cause for alarm or significant rore in furthering the disappointmenf. What the assessment devel pment of the nation's handicapped indicated was that major trends do indiv duals. exist in the area of career edUcation for the,handicapped which must be addressed. Theinimportance must be weighed ih terms of geographic - location, career opportunities, trained personnel, and program support from the local level to the vt° -state level. As a result of the needs assessment, the state of the art of career education at the time of the survey was such thht the followink 1 1

CAREER SERVICE SYSTEM FOR

EXCEPTIONAL PEOPLE::' AN ,r a OVEAVEFA4

Cotdon C. KtSnti.

This,papef describes'One heans of TECHNOLOGIES ftesenting aft overvieW of the Carer, rvice sYstem Cor excePtiOnal people The guidance and diaf(nosis technolo- tiniairder/tb create a well oriented gies include ordinaiy guidince and .,designfor serVice,a coordinated and counseling, intensive or clinical purpos6fu1 implementation of service guidance, vgFational evaluation'- and that transcends:hgency lines; anda the decisions about which ones, will realistic optifilism about possible be most effective. The preparation accimplishmehts. A descriptive fip- technologies include'personal training proach Is necessary here because the services or personal adjustment or actual means of presentation are in social-training, work adjustment a participatory workshop format. services, skill training and the The main tool of the presenta- decisions about which ones will be tion,aprogramed,booklet, bears the most effective. The outcome tech:- potentially misleading title of nologies include competitive emplby "REHAB:- Simulated Actiod an40Deci-, ment, sheltered employment, work_ sion." The title is; however, mot activity, addlt daytime activity, intended to refer to an agency but home activity, or optimum personal rather to a broad atray of techdolo- independence - and the decisions , gies or things that we know how to about which is optimum in this case do on behalf of handicapped people. is at,this time in career. REHAB describes serVices without All,,of the technologies have restrictions A to which of society's reasonably well accepted definitions agencies provide those services. and some are defined by law,.) Some, The relation of this to career such as skill training, appear in education is that the technologies professional literature that is are.those that facilitate ehe guid- several decsdes old. Two others, ance/diagnosis, preparation, and ;pa-cational evaluation and work adjust7 Dptcomes of handicapped people in ment, are the focus of a professional pursuit.of careers. Many of the journal that is Aow in its llth year technologies arg most often practiced of publication. Others are more by peo0e who, whether or not they poorly documented, but all' are think of themselves as such, are dp definable.

facto career educaeors. The other . The decisions,.though less com- tethnologies are practices in close monly described as technologies, are association with career education, still a critical and indissoluble set and are increasingly being incor7 of system components. Failvre tp porated into the practice of career consider them or ConSciously make * education/itself. them can greatly

I. 202 . 204 4 the service system. ,e4.iberate pro- mputer game for the purpose of -vision of options for decisitons, and 14rienting beginning rehabilitation their sequential use; can lead to a counselors to the complex'of services significaritly mere cOst beneficial in which they and relatect agencies . , career service 'System, would,be engaged (Krant4 1970). $ ';- When the actipnCand decisions Thep, to meet a need fot greater'

are-assembled into aryell Articulated portability ahd simultaneous:use J... . system, theydiffer from a glossary with several learners, it was made in the smite way that A brick house into a,semiprogramed 54 page book-

' -differs frompa brickypird. Taken as a let. It was fhat booklet, together whole, REHM is a somwhat idealized with a 3 hour learning process that .model of the curient lifate of the had Lbeen developed 'for it, that was .r arts- that fadilitate Career develop- adapted far._ presentation .at the ment of handicapped people:, Topicsy. Conference In St. Louis. REHAB, then,.is 41aimed,to be a kleaming process has been model that gives an oVerview of the found to be necessary..Although al/ career service system. Tor exceptional 9f the Content, structure, and ,.people. Thesystem, of course, pye- definitions are in the bo9Klet, ex-. existed and continues',to exist; the perience has indicated that the. 0' -model is only.a descriPtion of that person seekding An overView.will not -system, distorted in the direction gain maximum knowledge unless led of most effctive structure to through 'the process in a structured. encourage improvement in the use of manner. The process will be described the.system. Any aggregate of enti- before the content of REHAB is ties or actiens that interact is a illustrated. Aystem, aS long as a line of -sOme kind can be drawn around them. the The Learn ng Procesg issue here is what model or deserip-

, don of the system is most useful First, a 1) f verbal coverage.is made - for giving an overview, a cognitive of the servi system. The participants map, of the -service system so that do not typacally.learn anything neW pt effectiVe work can be done with this stage, since the first objecOtive individuals and in the design of is to mark off the careeWservice. service programs. The model type system from other and more general chosen for REHAB was that of the human'services. *Then, the partici- action and decision model, re4pced pants are introduced to thinking in ,In itS ultimaVe to a flowcharewhose terms of an algorithm, a "precisely ,-elements are actions or technologis stated procedure or set of instilic-

. defined in stendard terms and deci-- tions that can be applied in the same sions that must be made at certain way in all instances' of a problem" points and can be reasonably male-at (Lewis &'Papadimitriou, 1977). Before lply those points. encountering the more complex REHAB ;.t.. Algorithm, the participantS are rned- REHAB ALGORITHM Sit analyze simpler systems of.action and decisionsuch as what one does'

' REHAB began in1959 as an:attempt to and decides whengmeeting a stranger describe the local.service system ton,a lonely itoor. System thinking of with which a sheltered workshop in- this kind is learned well enough to teracted .(Krantz, 1959). -It tias play the REHAB simulation. restated ii.Crelation to a sChool The services in the career system -rehabilitaeion project.(Deno, Henze, 'for handicapped people are then dis- Krantz, & Barklind, 1975) and later cussed in a.way that is compatible that year was changed from an open, with the structure of RpHAB but does ho4zontal schematic to a flowchart. not duplicate it. The,level of vocabu- La40t, it was built into an tnteractive lary and amount of definition of terms

203 2nr-../0

t. , FIGURE 1. The Firtit Segment df the REHAB Algorithm.

Enter' fclienti/

02 Conventional guidance

ave vOcational diagnosis 7 04 Intensive Yes guidance V

Have vocational dixposis 1. 06 /es Vocational Evaluation'

07 Clientjlas1 vocational diagnosis

204 2 o is adjusfed ad hoc to the sophistica- down particular people bpt that tion of the participants. Some com- ls not what-this game is aUput).1 and promise on this is usually necessary, this fact is one of the major lessons because moat participant groups are to be learned in the simulation. mixed in their membership. Neither is there any client, in the' real world or in the REHAB model, for Client Simulation -whom there is no optimum career outcome at plateau time. The REHAB booklet is then distributgd.

Participants are told to visualize oile Review FuncSlkon ge.4 of their clients or to make up a clin ent, and to start at the beginning of A review function (1. uilt into the booklet and carry out the actions, REHAB. For examp16, iwork activity and make the decisions with fhat'cli- \ is used in the simulAtt n of Outcome ent as the steps are described in the for the hypothetical client, the text. The actions are presented in the Jbooklet directs participants to a

order that they are uSually carried , page which says, "The law requireS out in the real world..The right that the client be reviewed every hand page.is the working text, telling slx months While in work activity the participant what to do, and the to verify that the placement, c n- lett hand.page offers definitions of trnues to be appropriate," and then the technologies and other supple- directs him or her to the page which mentary information. With the first says, "If and when your client's decision that is encountered, the status should be changed, go back to Simple linear order changes; aS in the the part of the decision program that real world, at.a decision point one may offers vocational diagnosis, starting go one way or another, but not both. on page 02, and make the appropriate The booklet,tells the participant decisions." what page to go to if the decision is The participants can continue to "yes," and what page to seek if the simulate the career of the same cli- answer is "no."The right margins ent, or a new.start may be made with are numbered and notched in order to 'a new hypotheticarclient. The par- facilitate flipping pages. There are ticipants are encouraged to make no right or wrong answers, because several funs through the system with the purpose of REHAB is to teach an clients-presenting a variety 'of overview rather than to teach diag- circumstances, in order to encounter nostic skills. Participant4 often are the many combinations and alternate troubled by the faet that the REHAB decisions that are possible. With program will not "tell them whether its 10 technologies and 10 decision they guessed right," and, in the points, REHAB presents at least 120 group presentation, the instructor different career paths, not Counting must 'usually circulate to reinforce the review function. Only one allowed the participants and to reiterate path is logically contradictory, and , instructions. an adVenced learning activity is to A single hypothetilal ciient is find it. simulated through the service system in this wly. ,There are no,blind ReOvery and Synthesis alleys in.REHAB, aud for every situation there ia an answer. This can After about an.hour of simulation, lae,so because, irk the real world that with circulating ihstructor and .16 described, our society hae devised suitable breaks in the activity, the 'technologies that speak to every final step of the presentation is career need, however imperfectly. There undertaken: the recovery and syn- is nO such thingas an unfeasible case thesis orthe REHAB algorithm. For f(though'partigular agencies mmt-t turn this, workSheets and flowcharting

205 9 .

1 templaies are provided. The first thehthree sections, and the overall . task for the.participants is to lay chaft iS an easily grasped overview. out the actions and decialbns that A brief discussion completes the comprisapthe vocational::.diagnostic pr sentatioft.

Section of REHAB. Thia,se,ction , gins with, "Ready? ReaO, or not, here- 1MIL1CATIONS comes your client," and ends with "You and your client now. know, as well,as To what purpose might a participant you tan, what course ofaction.(prepa-i go through theSe procedures?. What ration and/or outcome) to .take at- this be efits *might be expected, and by Inatructions And help-are wh m?At.the iipe of this writing, given, .and no group hhs.been unable to -on y partlal.adsk4ers tan bd givenio draw flowcharts after the preparation . th se questions. described. Volunteer yartitipants Some of the answers are frankly then describe what they haire drawn, thoretical. It was the author's and the instructor reproduces and intent to present an overview that critiques what is'being described.- would give useful orientation to In its more elegant 'form, the product novices, promote communication among of this taskis shclion in Figure 1. people who jointly serve in different The reader will recognize this paradigm disciplines or d94ntly plan fOr effec- as similar to the one pfoposed by the , tive integratiop 'of ag4ncy programs, state of the art document of the Voca- and even providea. Paster template for tional Evaluation and Work Adjustment caseload malagement and management Association (Dunn, et al., 1975), and information.systema.. To an extent it is adapted from an earlier version that isNkt01 unknown, some of those' (Krantz, 1966). intents may pe, fulfilled. The resillts of a recent user Preparation and Decftions evaluation provi4Anyther partial nswer. The proqess 4as carried out The participants next recover the in two sessions viith a large class of section of REHAB that deals with prep- upper division and gra uate students aration technologies and decisions. in a special education,course at the' As before, this is done by reproduc- University of Minnesota Forty-five ing the content And structure of written evaluations wer completed. REHAB in a flowchart and following The,students were asked o self report the booklet's instructions. The pro- thei pre- and post-REHAfamiliarity cess sounds more difficult than it with he caredr service a stem for generally Proves to be. Again the handiled people. lialf of them flowchart is described by and dis- were r cticing teachers, ith one played for the participants. When fourt of the total group being ex- the preparation section is completed, perie ced in special educat on; one the hypothetical client is ready for third were preservice; 4n4 clpe out movement into an outcome plateau of of tewas the member ()fa n neduca- long or short duration. tion rofession. \ he participants were asked to Outcomes/Plateaus indicte their judgment c4\thetr pre-RHAB familiarity wittythe ser- The third and list section of REHAB, vice ystem as reflectedin\these excluding the reView function, deals selfescriptive statementa: I was with the array of outcomes or plateaus. not a all familiar with th\vocabu- Again, the participants recover it lary,options, sequences; I 1ew 'the and have it critiqued and displayed. spite in general, but could nyt The complete service system i descrbe it clealoly;I knew or had th0n displayed as a single flowchart. Used/racticed a part, but not most, Each participant will have worked out of th system; or I knew the system-

206 tte 208 .4 as well as it was presented. Later (4 wottking paper pf Project RD 1810). 1 in the evaluation 4uestionnaire, they Minnetonka MN: Research were asked to re0ort their post-REHAB. and,Development Coun 1 of the Twin familiarity with the service system, Cities Metropolitan Area, 1970. responding to the same four outions Com- Lewis, H., & Papadimitrioti, C. The 1 (with suitable changelof tense).

, parison of pro- and post-REHAB self efficiency of algbrithms. Scientific reports showed the claims of: loSs AmericaA, January 1978. of one lev0, *1; unchanged, 0; -gain. ; of one level, 22; gain of two levels, 19; and gain (le Chree levels, 3. ,Self report is notoriously Subject to bias, but the results do at least show' Va claim of learning benefit. * - \\SMAMARY Ic

he presentation described here is _ntended to give an overview of the eptire career service system for handicapped people, and to do so in w111 organized and essential form. Ttr presentation iirocess is intended to maximize the participants' inter- nalization and incorporation of the ove(rview. The interactive com r- izecl version has not been forma evaWqated; but; early and 'limited evaluatiOn of the printed version is encouraging.

REFERENCES

Deno, E., Henze, R., Krantz, G., & Barklind, K. Retarded youth: Their school rehabilitation needs _(Final

report of Project RD 681.). , Minneapkis! Minneapolis Public S400ls, 1965,

DuiD4 et al. Vocational evalua- on services in the human serviCes delivery system. VEWAA Bulletin (Special issue), July 1925.

_Krantz, G. This is Opportunity Work- shop. Minneapolis: Opportunity Workshop, Inc., 1959.

Kranti, G. Caseload accounting in the School Rehabilitation Program,(a Title I report). Minneapolis: cj Minneapolis Public Schools, 1966.

Krantz, G. REHAB: Simulated case flow

207 2 9 4-"Yov-

AN INSERVICE MODEL FOR IEP

DEVELOPMENT IN CARE'Elt,"

. EDUCATION FOR THE MILDLY HANDICAPPED

Allen A. Mori

According to the US Department of of work-school experiences. Unfor- Labor, uvmployment.among thy tunately, many school distrixts will hanAicapped is nearly 30percent. have difficulty in providing an Another 40 percent of this popula- appropriate education to secondary- tion ig underemployed. The reason aged handicapped pupils. Most pro-. / for this grim picture is.rather fessiontil personnel at the secondary obvious. School district programs level lack the specific competencies have concentrated their efforts on ,to plan appropriately for the career the young handicapped child ancl, and vocational needs of the handicappedo .to A great-extent, have neglected This is not the fault of the school the needs of adoles.cents. The districts, for the blame must be passage of Public Law 94-142 (The shared equally by state certification Education for All Handicapped Child- boards, which do not require any ren Act of 1975) guarantees that all specific competencies for pertionnel handicapped dhildren will have an who provide vocational programing'for educational prograutgermane to theiY the handicapped, and universities,, which specific needs. Included among the have been extremely slow in developing needs of the handicapped learner personnel preparation programs to ig the provision of appropriate ex- meet the demand for special needs pro- periences in career and vocational grams. Yet, research supports the education. notion that the mildly handicapped In order to ensure that a broad will have a relatively'good vocational range of.appropriL4e occupational ex- adjustment, particularly if provided ploration and preparation options with occupationally oriented training are open to handicapped learners, (Kokaska, 1968; Strickland, 1967; special educators must be prepared Kidd, Cross, and Riiginbotham, 1967; to provide prevocational experiences Chaffin, Haritig, and Smith, 1967; and early work observation and ex- Chaffin, Davison, Regan & Spellman, perience programs both in school and 1971; Oswald, 1968; Halpern, out of school. The increased empha- 1973). sis on career education for the The'inservice training of profes- handicapped will necessitate that siOnal personnel to. meet the vocation-

secondary-level personnel acquire al programing needs of handicapped , competencies in instructional, learners has emerged as a significant assessment, and counseling skills in priority. The 'remainder of this paper addition,to those required to devel-7 describes a cooperative inservice op work stations and the'coordination training'program in career educati,

208 21 0 INK

between the Clark County School Establishment ofadministrative District, Clark County, Nevada, and the Department of Special Education, support .(buildihg principal level) for program development _University of Nevada, Las Vegas. and implementation. Development of 1NSERVICE PROGRAM DEVELOPMENT awareness of ancillary personnel (counselors)to the career and vocational needs of the The planning and implementation of handicapped. this.project is diagrammed in figure Promotion.of CheAmportance 1. It bhould be noted that the of.career and vocational crucial dt education us 1nvolve in imple- \ for the handicapOed. menting the project in ale school district were worked out innumer- Objectives ous meetings with central office administrators including the The determination of the training associate superintendent of secondary needs of secondary teachersof education, the associate seperinten- tile handicapped Incareer and dent of administration, the deputy vocational edueation. associate superintendent of special The provision of specifictrain- student services, the director of ing to addresa the identified special student services, the needs and competencies. director of vocational education, and The establisOment of individual- the project director. After these ized education programs for individ- initial meetings, the directors of ual.students in the participat- special student services and vocation- ing schools. al education continued to work close- The establishment of individual lylwith the project directorto actien plans focusingupon long form the team and maintain coordina- range program planning and im- tion of the project. plementation for each participat- The next step involveda presen- ing school. tation of project details lo the The involvement of building principala of the seven tAket high

principals and counselors in - schools. While participation in planning for and 4ordinating the project was voluntary, an.effort teachers' efforts to provide was made by the team to select high career and vocational education schools which represented the five services for handicapped youth. geographic zones of the county, one The provision of continuous ruralschool, and the area vocational formative evaluation of the technical school (AVTS), wherea pilot effectiveness of all projectcom- program was initiated in 1978 with ponents and operations. ' the placement of a learning disabili- The dissemination of alless tial ties specialist functioning as.a re- project information to stimulte source person. At the meeting with external evaluation or replica-. the principals the goals, objectives, tion as well as to fosteraware- and antieipated outcomes of the ness of the needs and goals of project were presented: career and.vocational education programs for the handic4pped. Goals Anticipated Outcomes Identification-of and training in the competencies necessary That mildly handicapped pupils fOr establishing appropriate will be better prepared toenter programing in career and voca- the district's mainstream A tional education for the handi- Cooperative Education Program. capped. That the num6er of mildly handi-

Inds project is supportedby a BEH Personnel Preparation Training GrantNo. C007801566: 209 Z1.1 FIGURE 1. DeliveTy model for inservice in career education for thehandlcapped.

leeting Meeting Needs Materials School District .Principals of Assessment- peveiopment Administration Target Schools

; 4 Session II Session Sessioniv f ession I Ass'essment IEP ,Instructional ,Progrim-

11/2. _Development Mateiials Modeld

Group I Group II Grow III Group IV TheRehabililltion Community Developing Presenting Individual IAP'8 , Process Resources Action Plans- (IAP)

Iummer Institute1' 21.3

fSchools Initiate 1AP's ' 4"7"" . 4 , capped pupils in the Coopera- 1.0 Assessment of learner needs tive Education Program will 2.0 Planning for instruction increase by lao percent. 3.0 Implementifig instruction That teaches will be better 4.0 Classroom management prepared to provide career 5.0 Coordination of job training education and write IEP's procedures (Individualized Education P 6.4 Counseling Programs) in career education. 7.0 Evaluating student progress That the participating schools will develop comprehensive Respondents were askeeto .proyide plans for career.education three responses for each competency/ progrdms for their mildly task item: (a) importance, (b) fre- handicapped pupils. quency of use, a d (c)'need for further training. Sampl items are provided As a result of this meeting, as follows:

all principals agreed to partici- , pate in the program provided their 1.04 Determine st dent's occupational teachers would also agree to become interests and aptitude. involved. At meetings in the vari- 2.04 Analyze an instructional sequence c ous zones, the project director into small sequential steps

provided an extensive orientation to (task analysis). the project 'which included the pro- -3.20 Develop and use simulated job graM goals, objectives, anticipated applications and interview outcomes, content, and format. The procedures. teachers would receive credits for 5.13 Work with job placement counselor their participation as follows: to provide and/or coordinate job placement services for special

. 1. By attending the four evening - needs learners. sessions shown in Figure 1 as_ group sessions, the partici- INDIVIDUAL SCHOOL SESSIONS pants would receive one professional growth credit. The project team analyzed the results 2. By attending the summer insti- of the needs asse m nt survey in tute for one full week, parti- order for the pr ect director to cipmfts would receive three begin to developnstructional materi- graduate credits in special als for the indivial sessions in education from the University the schools. As noted in Figure 1, of Nevada, Las Vegas. The the,project director traveled to each project would provide stipends project school for a full day of to cover the cost of the tuition. inservice instruction. Substi,tu s' were provided through grant funds so -.Once again, all teachers (20 that teachers were freed from their special education and two vocational- normal daily assignments. special education teachers) agreed While there were variations in to participate in the ,Inservice the training needs both by school and training. At this point the project certainly by individual teacher(s), directlh- administereda 100 item, instruction during the individual needs assessment survey. The needs school sessions focused upon the assessment instrument, adapted from following areas: assessment; TEP the National Workshop Professional developmeht; teaching methods and Task Analysis 'Questionnaire and the' instructional material development Kent State University Competency and selecl; and program de- Survey, had items in the following velopment implementation (in this seven categories: sense, the means available to provide

211 2 14 students with actual occupational Determining reading levels of experience and training). materials While there were these variations, content in each of the in- Developing materials for instruc- dividual sessions may be generation . lized as follows: Selecting materials for.instruc- Session .I Assessment tion P Overview of cilreer'education Session IV Program DevelQpmentand for handicapped Implementation

Definition of terms (I.e., The area vocational technical career awareness, exploratiov, school concept career clusters, etc.) The Cooperative Education program Overview of criterion referenced assessment by areas Work-study progems academic, communication, prevocational interests/apti- Placement options in the community tudes,.psychomotor, social, and self help), Job anallii

Developing functional state- CROUP SESSIONS ments regarding current levels of performance As each of the individual school sessions concluded, the project team Session- IEP Deve1M1 lent and the local consultant-facilitators (a professor of rehabilitation Preparing long range goals counseling at the University of Nevada, that accurately reflect Las Vegas and the director of a 1 student needs and career goals community agency providing service_tot the mentally retarded) provided Preparing short term objectives instruction, conducted discussions, that accurately reflect the and facilitated group interaction. means that will be used to activities around the following topics: assist the student in reaching the rehabilitation process; employing the long range goals and also resources in the school district and facilitate acquisition of entry community; developing individual level skills in chosen career school action plans (IAP's); and the cluster presentation of the IAP's.

Session III Teaching Methods_and Group Sessibn The Rehabilittition Instructional Material Dev_el=ment Process and Selection- Information was provided during this Utilizing individualized in- session on the rehabilitation process structional methods and status system. Participants also viewed a 45 minute videotape portray- Developing contingency contracts ing the rehabilitation process from intake to successful employment, and Conducting parent conferences engaged in group discussions focusing

21221 5 on means to involve-more public SIMMER INSTITUTE--J school special needs students in the rehabilitation program. During the planning of this project, the project team identified the need Group Seq8fon II Employing for a culminating experience for the Resources in the School Distriet teacher participants. The project and Community director suggested that the team plan a spec.10 institute on career educa- ParticiPants heard presentations on tion. Each participant would then

the Cooperative Education Program, receive three graduate ci.edits, with . the AVTS, and other community agen-- tuitions paid threngh the project. cies providing vocational/rehabili- The project director identified and tative/assessment services in the contacte8 five national cOnsultants cotmunity. Additionally, the pro- recognized for their significant ject team brought, in the coordina- contributions to the area of career tor and liaison to the school' dis- eduCation for the handicapped. Topics trict from the Division of Vocation- covered by the consultants during the al Rehabilitation, As a result of five-day institute included: Olds session, tentative plans were drl:Wri to have the intake facet Of Philosophical and practical chan- the rehabilitation process initiated ges required to implement career right in the high schools. education, K-12, in a large school district. Gro.up Session III Developing The relationship between vocation- Individual Action Plans (IAP's) al and special education. Infusing career education into Since there is not a singular career the total curriculum for special education program for the handi- students. capped either at the secondary Program strategies to-provide level or K through 8, the project vocattonal training'in a variety team decided to have each individual of settings. school Araft a plan to provide The work experience approach as comprehensive career/vocational a means of providing vocational training for its mildly handicapped training to the handicapped. population. During this session the schools, with the assistance of Institute partrcipants included the facilitators, attempted to special education teachers, principals, develop this plan includipg goals, couriselors, mainstream teachers, objectives, resources needed, and central office administrators, and a timeline for implementation ber- state education agency perSonnel. ginning September, 1979. The institute was designed so that there were large*roup presentations , Group Session IV 7- Presenting the fas well as small group activities IAP's with ample opportunity,for the participants to interact with the During Ihe final session, the natienal consultants and the local indiladual gchools presented their consultant-facilitators. ,IAP,to other participants,,the principals,'and central 'office staff. PROGRAM EVALUATION Viscussie4and questions centered around the impletnentation of these To date, the gathering of the evalua-. plans in each of tIr schools., tive data has not been completed.

213 21 6 However, in evaluating the project's It is anticipated that the group sessions component, the service-delivery model shown in pected outcomes are changes in. Figure. I will again be utilised \knowledge, the acquisition of except'that the group sessions will --- special skills, and a positive focus on conlent germane to the needs change in attitude toward the voca- of junior high and elementary

tional needs of handicapped young- personnel, : sters. Evaluation is based on measures of satisfaction, measures CONCLUSiON

. ,of effectiveness, and documentation. The,satisfaction of the group There will eontinue to be a need for session participants will-be meas- additional inservicd (as well as pre- ured with a questionnaire and rating service) programs to assist special qspale for each session. Changes in education teachers in planning and knowledge and attitude will be eval--. implementing appropriate educational uated through a pretest-posttest in experiences to meet the career and which the tontent is Wised on a vocational needs bf handicapped previously mentioned instructional students. It appears that this content. A skili_and procedures special project-has been enthusi- component evaluation will be con- astically received by both partic- ducted at the Nonclusion of the ipants and administrators with the project. likelihood that close cooperation The individual schools' pro- between the school distriet and gram component and the sunner the university will continue to institute will be evaluated along grow for the mutual benefit of all the same lines as the group parties. sessions with measures of changes, in knowledge, attitude, and skills. REFERENCES The individual school action plans, which will be generated during the Chaffin, J., Davison, R., Regan, C., group sessions and implemented after & Spellman, C. Two follow-up thb sunner institute, will'be stuelies of former mentally re- sample-d and presented a ocumenta- tarded students from. the Kansas tion. work study project. Exceptional Children, 1971, 37; 733-38: PROJECT CONTINUATION Chaffin, J., Smiths J., & Haring, N. During the second year of this pro- A selected demonstration for the ject, inservice training will be vocational training of mentally provided to special education retarded youth. Final Report teachers in the junior high schools RD-1548. Washington DC: HEW, that serve as feeders to the senior Vocational Rehabilitation high schools selected for the AdministratiOn, 1967. initial training. The focus'of the thir,d year of funding will be the Halpern, A. General unemployment elementary schools which serve as and vocational opportunities for .feeders td the secondary schools individuals. American Journal where training was previously con- of Mental Deficiency, 1973, 78, ducted. While content will be 123-127. largely determined through the needs assessments conducted at the begin- Kidd, J., Cross, T., & Higginbotham, ning of.the school year, it is J. The world of work for the anticipated that training will focus educable mentally retarded. Excep- on infusing career education content tional Children, 1967, 33, in all aspects of the.curriculum. 648-649.

_ 214 21 17 Kokaska, C. The ocupational status of.the EMR: A,review of follow-up. studies. Journakof Special Educa- tion, 1968, 2(4), 369-377.

Oswald, E. A national follow-up study of mental retardates employed tIy the federill governrent. CrAnt RD 2425-6. Washington DC: Depart-_ ment of Vocational Rehabilitation, 1968.

Strickland, C. 'Employment of the MR. Exceptional Children, 1967, _34, 21-24.

ft!)

A. N.

2,4? 215 Art SUMMARY REPORT FOR i'WO

NATIONAL WORKING CONFERENCES

ON CAREER 'DEVELOPMENT FOR THE HEARING IMPAIRED

Richard C. Steffan JudY Egelston-Dodd

The handicapped face many barriers as gooa as closed, because he or she to suCtessful career development, will notlaspire to that lob as a DeafneSs, like sex, is h handicap personally potentiarogcmpation, The that is regarded by ffociety as a channeling of-deaf Males into,machine baril.er to obtaining certain jobs. or printing/trades and'of ,deef females

Hearing impaired individuals are into keypunch operation ovdomestio , found in jobs thai perpetuate duties is one result of the failure sterotyping of occupations. Career of schools and rehabilitative social, education Aftposures that have been and vocational services for the deaf planned ana implemented with their to counteract 'the effiWts of this

type of handicap in mind (Munson stereotyping (Egelston-Dodd, 1978). , & Egel4ton: 1974) are.particularl important for deaf perbons. Junior NEED FOR CAREER EDUCATION MATERIALS hiedchool- aged deaf adolescents AND METHODS arej-eportedly three.times more likely to steTeotype occupations by sex The need for materials and strategies' than are their hearing peers for a career education effort that

' (Egelston & Kovolchuk, 1967)," A counteracts sexisM, handicapping con-° . Correlation study of freshmen.at the ditions, mid other discriminatory ,National Technical Inatitutefor societal...influences has been docu- the-Deaf in Rochester, New York, reT mented by Stolte (1977). Deaf workers, vealed.that students who stereotyped particularly females, are not readily

_ lobs by sex also regarded deafness available as role models. Schooling as a limiting handicap (Egelston= for the deaf, even thrOugh the second- Dodd, 19771 ( ary level,.emphasizes languagedevelop= Distriutions.ofthe majority ment to the exclusion of other con- of-dearStudfntS;,at Oallaudet tent. The business cqmmunity views Collegq fil'Washington, pC, and the 1101.th pessimism the difficulty, in- Nationdl Technical:Institute for Convenience, and expense of communicat- "thei0eitf enrdlled in programs tradi- ing through an interpreter, learn- -tional* apprppriate for their ing manual communication, and instal- . sexual-identity show the effect of . ling feletyp'e equipment to serve as self selection and asigration which telephone substitutes for potential' 'are bAsed on traditional stere07 deaf-employees, The infeasibility typed notions about the capabilities and risk of a hearing handicapped of deaf individuals (Cook person'workihg with technical equip-

Rossetf, 1975) when an individual- . ment has been cited as the rationale feels that a particular job is for the loV participation of the deaf inapprciOriate that occupation-is in, careers in science'and technology.. 216219 "*.

The symposium on !Research and have a firm grasp of the theoretical Utilization of Educational Media Iramewpfk-underpinning the career for Teaching the Deaf (Nebraska,' education movement, Egelston-:-bodd 1973) focused on career education (1977) summarized the field a& and innovative career and voca- revolving oround four position. .0n tional leArning activities. At the a narrow to broad cotttinuum thp first svposium, it was repeatedly shown concept represents only the economic that material& which-are success- role of career education. Another ful 'with hearing students are not position widely covered in the pro- necessarily successful with deaf fessional literature is the specific students. Although such materials training required in the preparation may be modified (captioned, edited) for a job or some.paid employment. they do not offer the exposures and A third concept that is most compati- experiences that are essential in ble with an intervention program for the education of deaf students. hearing impaired students inclndes Rarely treated in suffitient detail teaching for employability and are the kinds of work,problems and occupational education withOut limit- attitudes that deaf workers encoun- ing, them to only the economic or ter in the safety regulations, comr work role. Career edutation, then, munications,. and human relations is both a comprehensive self develop- aspects of a job. ment and decision making process.

- This concept evolves intp position TRENDS IN CAREER DEVELbPMENT OF four which is a lifetime career DEAF INIDIVIDU4LS development approach. The intent 'of this'approach is that one's totaP/' A number of recent developments re- life span is devoted to career- present changes that impact for- development.

tnitously on career development for ' As we begin to view career thQ deaf. These positive develop- development in its broader, more en- ments include (1) the success achieved compassing dimensions, we are better by.the National Technical Insti- able to accept it as vital for human tute for the Deaf in providing maturation and intellectual develop- skills and oppartunities in many ment. Research on self esteem and technical fielas that were previously self concept of deaf children closecLto the deaf; (7) public, (Meadow, 1967) has,suggested that understanding of the deaf.and their children who have a positive self problems has increased significantly concept tend to achieve more. In ,the during the past few yeprs due to career education of deaf learners we television, anti7discrimin4aon shOuld keep in perspective the legiAlation aimed at all mE6rities, disabflity caused by hearing impair-. and a growing-national concern for ment and highlight the identification making all .handicapped persons.fully and development of each student's .participating members of American individual attributes-and skills. society; (3) career education programs using the Comprehensive Career ORGANIZATION OF THE WORKING CONFERENCES Education Matrix are being developed by the Model Secondary School for In response to numerous=jequesta from the Deaf and.Kendall Demonétration residential schools and programs for Elementary School (both ii Washington, the deaf regarding the.implementation pc) for grades K-12.. of career education, a meeting was In order for these developments ...held by the Model Secondary School for to augment the career potential of the Deaf and the National Technical deaf learners, instructional devel- Institute for the Deaf with represen- opers and classroom teacherd must tatives from the Rochester School, for

217 22(1 the Deaf, Marie H. Katzenbach ferencesL The list of readings in- School for the Deaf, and cluded the following monographs,

St. Mary's School for the Deaf. written by . Kenneth B. Hoyt, Office At this meeting, five major areas of Career E ation, Published by of need in career education'of the US Gove ment Printing Office: the deaf were identified: njntroucUon to Career Educa- 1. The definition of career tion: A Policy Paper of the education for hearing impair- US Office of Education, 1975. ed individuals needs to be \ MoDulaihe 90 Career Education: clarified, particularly as K-12 Clagsrom Teachexp and it relates to vocational Career Education: The Berg;ti- education. ful People, 1976. 2. Awareness of career education Monogyaphs pa Career Education; and its relevanee for the Refining the Career Education hearing impaired needs to be Concept, 1976._ heightened. Monographs on Career Education: 3. What we learn about imple- Refinin&the Career Education, menting career education needs Conceit - Part II, 1977. to be shared. 4. The most urgent areas for CONFERENCE RESULTS tareer development of hearing impaired students need to be In reviewing the resUlts of .the two identified. National Working Conferences 6n 5. The most urgent areas for Career Development for the Hearing career development of hearing Impaired it is appropriate to note the tppaired students need to he list of 26 issues in Table 1 and the prioritized. urgency and importance rankings of the issues in Table 2, and identify As a result of this meeting, how the results have been used as. two National Working Conferences'on the basis for the MSSD/NTID National Career Develoliment for the Hearin* Project on Career Education Impaired were conducted. The'first, The ratings of urgency and im- sponaored,by MSSD, was held in portance listed in Table 2 were re- Washington, D.C., in Fliruary 1978. ported by teaéhers, administrators, The second conference, sponsored by and counselors in attendance at both NTID,'was held in Rochesier, News 411f working conferences. York, in September 1978. A total The results of the urgency rank- of 2Q0 persons from residentiai ing by the participants of each con- schools and day programs experfenced ference showthe need for inservice in cateer education participatqd id training and development of a comL both 6nferences at whieh4 prehensive plan,for implementation Dr. Kenneth B. 'Huyt, Diredtor, Office for both residential school and day of Career Education, presented OP. programs. An, interesting discrepancy keynote addresses. exists for issue number 7, involvement Reading materials were sent-to of parents. A possible explanation of each participant apOoximately one this discrepancy may be the wide - _month before the conference. The territory covered by the state readidg materials were selected to residential piograms and the distance proviae participants with a funda- factor which prevents or severely mental understanding of career limits the. effective involvement of education concepts as described by parents. It should be noted that the Otfice of Career Education. results of the ratings for importance This liPproach succeeded in elrtinating were combi4d because there were. no the necessity of establishing a )sfgnificant differences between the common framework during the con- results from the two conferences. 218 22/ 4 TABLE 1._ List oft Issues

1. Better definition of 'career education.

2. Educate'public about employability of the deaf.

3; Development of appropriate career education materials.

4. Proper balance of career gducation with remainingcurricula.

5. Increase volume arid availability of employment outlookstudies.

6. Career educatiou needs to continue after graduation'.

7. Parents and famijies need to be more involved in careereducation process. 0

8. Include pwsonal/sociali job adjustment education.

9. Dissemination of successful programs and models.

10. Lack of funding.

11. lnservice training 'for staff.

12... Better use of community people and resources:

13. Greater visibility of good deaf role models.

14. More administrative commitment.

15. Expand work experience (co-op programs).

16. Infuse career education into regular classrooms,dorms, etc.

deaf. 17. Include career education in preparation programsfor teachers'of th

18. Begin career education earlier andcontinue.throughout schooling.

19. Establish clearinghouse for career educationof the deaf.

20. Need job placement and counselingServices after graduation'.

,21. Evaluation of success of careereduCation programS.

22. Better career guidance and counseling.

23. Better correlation between-secondary andelementary schools.

24. Comprehensive plan forimplement' ng career education goals.

25. Improved coordination and work w thvocational rehabilitation agencies.

26., Develop appropriate communicationskills to increase employability'and functioning in the community, r4,

^ TABLE 2,

Rank Order of Urgetney aild Average. Agana ol'Imporfante tot Top Eleven Isitmes ReIated fo IMpleMweiflha egrMit EduCgiflOA

...di

Issue' lat Ind Average Number Issue CombinedConi, of Importance*

(11) Inservice training fot staff. I 2.0 1,C) 4.5

(24) Compiehensive plan for imple-

menting career education gold . 2 1.0 ld° 4.3

(8) Personal/social education. 6,0 2.0 4..4

(3) Development of appropriate career educatioh Materials. 4 4.0 6.5 3.9

(16) Infusion of career education' into regular classrooms and dorm programs. 5 3.0 8.5 4.2

(18) EarIler start on career éduca- tion with tontinued emphasis throughout schooling. 6 8.0 5,0 4. 3 $

. ,(14) More administrative conmitment, 7 5.0 9.5 4.0

, (7) involvement1/4 of parents and families in the career education. 8 11.5 4.0 4.1

(9) bissemination of successful programs and models. 9 .10.0 3.7

(2) Educating the public about // employability of the deaf. / 10.. 8.0 13.5 4..3

\ (12) Better use of community resources. 10 8.0 13.5 4.1

* These data are based on ;15-scale,4Withri !wing of critical importance andl being of no importance. The data were pooled and averaged for thi comhined conferences.

220 223 MSWNTID NATIONAL PROJECT ON CAREER Egelston, J. C., & Kovolchuk, L. W. EDUCATION Stereotyping ef occupatiopa and occupational Aspiratiqns of junior The rigults of the urgency ranking high aged students using.parental education and occupatiorr, sek and were also used at4 the basis for crea- 6, tion of the MSSD/NTID National Project deafness as correlates. Paper on Career Education, which will focus' presented at American Personnel and primarily on developing inservice Guidance Association Annua1 Meeting, for educators of the deaf Chicago IL, April-1976. and on developing technical assist-

ance for involving school personnel . Gysbers, N. C.,Career.educatibn, from in comprehensive planning for imple- the pyoceedings oT Project PRICE: menting,career educat.log. These. con- Trainers Workshop, Working Paper cerns were ranked second and first in No. 53, Donn E. Brolin, (Ed.). the first conference, and first and Columbia: University of Missouri, third in the second conference and July 1975. are, therefore, the major focus of the development effort. The primary Gysbers, N. C., & Joplin, L. C. Pre- content of the inservice package now paring counseldrs for vocational under development includes career educa- guidance. Proceedings of the tion, planning and implementation pro- National Seminar on Vocational cesses, and delivery skills training. Guidance. University of Missouri, Columbia, August 1967. , The Nuorking conference participants determined what is left to he done to ready deaf students for suc- Gysbers, N. C., & Moore, E. J. Be- cessful career development. The pro- yond career development--Life ject will address those needs, begin- career development. Personnel and ning with the most urgent; while ere- Gqidance Jou,nal, 1975, 53 (9), oft atin a momentum that.will spread 647-652. nationally through regional, state, and local levels. hansen, L. S. An examination of the definition and concepts of Career REFERENCES education. Washington DC:. Na- tional Advisory Council fer Career Bailey, L. J.,& Stadt, R. W. Career Education, 'June 1977. education: New approaches to human development. Bloomington I12 Mc- .Hansen, L. S. Theory its practice: Knight Publishing Co., 1973. A practitioner looks at career guidance in the school curriculum. College Entrance Examination Board. Vocational Guidance Ouprterly,

AP- Preparing school counselors for December 1967, 97-103. . educational guidance. Report of a Conference on Guidance for Post-. Hansen, L. S. Career guidance prac- Secondary Education, Chicago, March tices in school and c9mmunity. 1966. New York: CEEB, 1967. Washington DC: National Vocation- al Guidance Association, 19700 Cook, L., 1, Rossett, A. The sex role

attitudes of deaf adolescent women , Hansen, L. S., & Tennyson, W. W. and their implications for voca- A career management model for coun- tional choice. American Annals of selor involvement. Personnel and the Deaf, 1975, 120, 341-345. Guidance Journal, 1975; 53 (9), 638-645. Egelston-Dodd, J. C. Occupational Stereotyping. American Annals of ,Herr, E. L. The emerging history of the Deaf, 1977,122 (5) 489-491. career education: A summary view.

2?1,1 Washington DC. National Advisory , Association and American Personnel Council on Career Educat.ion, 1976. and Guidance Assootation. Northern Michigan Uhiversity, Marqbette, Herr, E. L. Review ang synthesis of September 1968. foundations for career educat on. Columbus: Center for Vocational Stolte, J. Is sciene_m possible and Technical Education, Ohio State career for you? Silver Spring University, 1972. MD: National Association of the Deaf, 1979. Herr, E. L. Unifying an entire a em of education etound a.career dev kop- Tennyson, W. W., Hanson, L.'S., ment theme. Paper presented at Na- Klaurens, M. K.,'SI Antholz, M. B. tional Conference on Exemplary Pro- Educating for career kaveloromInt%

,' grams and Projects--1968 Amendments faul fupil ll'ersonnel to the Vocational Education Act, .Services, Division of InstructiOn, Atlanta GA, Mai-ch, 1969. Minnesota Department of Education, 14975. Herr, E. L. Vocational guidance and human development. Boston: Hough- US Office of Education. An intro- ton-Mlfflin, 1974. duction to career educatton. A PolicPaper of the Office of Marland, S. P., Jr. Career education: Ed C tion, Department of Health, A proposal for reform. New York: EduIdtion, and Welfare, Washing- McGtaw-H111, 1974. ton DC, 1974.

McDaniels, C. (Ed.). Vocational aspects of counselor education. A report,of a conference, Airlie House, Warrenion, Virginia, Decem- ber 12-15, 1965.

Meadow,.K. P. The effects of early manna communication and family cli-'1 mate on the deaf child's development. Unpublished doctoral dissertation, University of California at Berkeley, 1967.

Munson, H. L., & Egelston, J. C. Career deve.lopment in the education _of _the _ deaf (Final CREED Report). Rochester NY: University of Rochester, October, 1974.

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Final Report, of the invitational conference held at Warrenton tlay 1-4, 1966.

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