This dissertation has been microfilmed exactly as received 69-11,684

NIEHM, Bernard Frank, 1923- A STUDY OF COUNSELING, PERSONAL ADJUST­ MENT AND PARENT EDUCATION SERVICES IN OHIO WORKSHOPS FOR THE MENTALLY RETARDED.

The Ohio State University, Ph.D., 1968 Education, guidance and counseling University Microfilms, Inc., Ann Arbor, Michigan

© Copyright by

Bernard Frank Nlehm

1969 A STUDY OF COUNSELING, PERSONAL ADJUSTMENT

AND PARENT EDUCATION SERVICES IN OHIO

WORKSHOPS FOR THE MENTALLY, RETARDED

DISSERTATION

Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

By

Bernard Frank Niehm, B.S., M.A.

******

The Ohio State University 1968

Approved by

Adviser DEDICATION

This study is fondly dedicated to the memory of

Emil A. Niehm, a great but simple man who served as uncle and father alike to a family of six orphaned children when their need was greatest.

ii ACKNOWLEDGMENTS ) If one were to research the structure and content of the acknowledgment page of 100 doctoral dissertations the researcher would likely come up with the cone 1 us"on that they are all pretty much alike. In each case 'he auth-'”- at' s to acknowledge or thank the many individuals he let:is have contributed to his effort to create a coe iinrnt uV value to society.

Pew, if any, doctoral candidates truly accomplish the task alone. Many individuals are working m the wings guiding, directing, encouraging and supporting the effort.

It is to this supporting team that 1 too express my sincere appreciation at this moment of satis fin-11 on i or- a task

completed„

The list of individuals is ruu h too tong and oniv a few

can be mentioned here but the many others are forever re­

corded within the memory of this author.

With this explanation the wid '• <-r e * pr e s s e s a s incero

"thanks" to his senior adviser Ur. Viola Cassidy. Her

friendship and guidance over the years have been and con­

tinue to be deeply appreciated

To Professor "Emeritus" Herschel W. Nlsonger for the

effect that his guidance, his philosophy and his stimulation

have had In shaping my professional and personal philosophy

of life. To Dr. John Ohliger and to Dr. Donald Cavln who served on the writer's reading committee.

To Mrs. Charlotte V. Hoiston for her encouragement and editorial assistance,

To Phyllis Emory for her counsel and assistance in gathering the data.

To Mrs. Eleanor Sapp for her assistance in editing and typing the final dissertation draft.

To many workshop personnel and to the staff members of the Bureau of Planning and Grants, Division of Mental

Hygiene for their fine cooperation.

Last, but also first, goes my thanks to my wife, Eunice for her help and support through the many years of school that have now culminated in this work.

iv V i i'.i.

February. ?» 1923 Boj-’fi ™ Sandusky, Ohio

1351 ...... B.h.f'dhio hhaie University, Oolivkbua, Ohio

XU51-1°5? . . . Teacher an/1 principal of -regular and. . slow learner. classes 3andus.ky- fuftlio Dchools, lanclusky, Ohio

Iy53 ...... k,Ohio State University, Colirobus, Ohio

1957-1961 . . , Chief, Educational, Vocational and Occupational Therapy Services, Vineland Training School, Vineland, hew Jersey

1962-1963’ . . . health, education and Velfare Fellowship in urea of iroepfcional Children at Ohio , State . University, Columbus, Ohio

j066-1565 . . . ' hrocut;ire .director, Franklin County Council for Retarded Children, Colunbus, '■ Ohio

Ikc't-j,y66 . . , .Director, wiio lorrshop rlanniny fro loot on i-.ent.ul ho ta rn a tio n , OpIirVbus, '.-•h.io

’16- Coordinator, Cental hetardation t. harming i n O hio moreau of ir lancing; and brunts, Jivision of rental hygiene

FU.hi.Iiwnhi.uah

'mtudy of sheltered .•;or}--,ho p s for the henbally Retarded," /lie ..Training dchool -Bulletin, Vol. 5J'a tio. 3- (February i9!>'-) * hp. &?-? 1. , |

‘•.application- of deccnmendafc ions« jub-tiorkshop on education,'1 ■wmio 1o .i;H;:e oa xracL u a l , frobioj-is of Co orh.xnatij'tr and Inte­ gra, t £ ng a l l ."//iTy; 1 of- 3 j ■- o J .a ten,, t o t h e hr ea. t nerxt -1rein injgfcsuKi fi;;niayL:ir/:it ’of1" ,ih'nv6l3/uti.tll.f' no ta'Kled," T he 1:f£n? '■ iuhool, Fineland, 1-j, JuuTie", 1959, pp. 113-116, "Intern robing and Reporting information to Using Personnel: Suburop on 1 Education," Conference on Practical Pr-ob- of Coordinating, and Integrating ' ft 11 S'ervlces Re 1 ated F o “'bhe rjj'entment-Trainlng and" Management of the Mentally Rpta~'')o-:l, The "Training School, Vineland, N.J. , pp. S9-93, June,“1959.

"Workshop on Application of Recommendations," The Training School BuI3.et.ln, V . ’. s ;i 6, No. 2, pp. 47-*19, August, 19 99 .

"The Moderately Retarded Young Adult," The Training School Bulletin, Vol. 57, No. 3, pp. 83-84 , November, i9 6 0 ."

(With Joseph hr od d ) "A Program for Adjustment and Habilita- tion of v.c carded v oung Adult Males," The Training School Bulletin, Veil. 5 8 , No, 1, pp. 23-29, May^ ^61.

(With Hoyt McPherson) Insti t e on Sheltered Workshops under the Fair Labor Standards Act. Ohio Association for Re­ tarded Children, fcoliitnbns,’ Ohio, May 11, 1965.

(With Hoyt McPherson) Procedures Manual for Participating Comrnuni ties, Onio Association for Retarded Children, Coium- b uo , o h i o ’,* 1965 .

A Sv rvey — Psrsonne1 Requirements of County WeIfare Supervised Violkshops 'Sorvlng~"the“ Mentally Retarded. Ohio Association for Retarded Chf Idren, Columbus, Ohio, December, 1966.

(With Ho.vt McPherson) he gal Standards for Sheltered Workshops for ti«a Mentally Retarded in the United S~t.ates~i OKlo AssdeTe.tion for Re tarded Chi idren, Columbus, Ohio, 1966.

~:raInlng Needs of Personne1 in Sheltered Workshops for the ~"T:entalTy B£t a r ’d 0T T OhT o A s so c i at ion" f or~Iie t ar d e ’d Chil­ dren . -Columbus, Ohio, Decamber, 1966,

RoalVre “ 00 on Work-Study Programs in io, Ohio Association f 7 i r " uillrdetT”ChiTdrerr7”cbl’u’xrus , Oil 1.066 .

(With Coyt McPherson) Work-Study Programs in Ohio and Other Sto ox, Ohio Association f“Tr“F.etarded^ChiIdren’, Columbus, C M - , '1967.

(With Hoyt McPherson, eds.) 1 Directory of Sheltered Work Ope artunities for the Retarded In Ohio, Ohio Association for"Retarded’Children, Columbus, Ohio, pp. 1-38, 1966-3 96?,

vi Conference on Sheltered Workshop Needs of Adults with Cerebral Ta.l-Ay .. rnTcTTCs soc1at i on for Retarded Chi Idren i“ Columbus, of January, 1967.

AREAS OR STUDY

Major Area: Exceptional Children, Dr. Viola Cassidy •

Hi nor Areas: Educate en&l Psychology, Dr. George G. Thompson,; Guidance and Counseling, Dr. Herman Peters;Adult Education. Dr. Andrew Kendrickson.

vii CONTENTS

Page

ACKNOWLEDGMENTS ...... iii

VITA ...... '...... v

TABLES ...... :ix

Chapter

I. INTRODUCTION ...... 1

General Statement of the Problem Specific Statements of the Problem Basic Questions to be Considered Hypotheses Scope and Limitations of the Study Definition of Technical Terms Importance of tiie Study General Method of Investigation Organization of the Report

II. REVIEW OP Till'! SHELTERED WORKSHOP MOVEMENT . , . . 32

Section One. General Disability Workshops

Historical Development Growth of Present Day Workshops Types of Workshops Functions of Workshops Summary of Trends in Development of Workshop Services

Section Two. Sheltered Workshops for the Mentally Retarded

Historical Development Number of MR Workshqpp Goals for MR Workshops Services in MR Workshops Staffing Needs Staff Positions and Functions

viii CONTENTS (qpntd.)

Chapter Page

III. PROCEDURES 83

Source of Data Determination of Data Needed Data Check List Research Procedures Summary

IV. REVIEW OF FINDINGS 92

Section I— General Facility Data Section II— Workshop Programs and Services Section III— -Workshop Personnel Data Summary

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .... 157

Summary of the Review of the Workshop Movement Coordination qf Workshop Services Major Findings and Conclusions Derived from the Workshop Data General Workshop Data*--Summary of Findings Workshop Programs and Services--Summary of Findings Client and Parent Supportive Services— Summary of Findings Workshop Personnel— Summary of Findings Conclusions Recommendations

Appendixes A ...... 196

B ...... 204

C 211

BIBLIOGRAPHY 229 TABLES

Table Page

1. Number of Mentally Retarded Persons In Ohio Estimated to be in Need of Specialized Services by Age and Degree of Retardation, January, 1966 ...... 3

2. General1 Facility Data on Mental Retardation Workshops in Ohio, 1 9 6 7 ...... 9^

3. Distribution of MR Workshops Based on County Population, Ohio, 1967 97

Grouping of MR Workshops in Ohio by Year Organized ...... 101

5. Distribution of Workshops by Number of Clients Served, Ohio, 1967 103

6. Distribution of Workshops by Age and IQ Range of Clients, Ohio, 1967 ...... 10^

7. Staff-Client Ratio for Forty-four MR Workshops, Ohio, 1967...... : ...... 107

8. Number and Percentage of MR Workshops by Stated Purposes, Ohio, 1 9 6 7 ...... 109

9. Number and Percentage of MR Workshops by Retar­ dation Level Served, Ohio, 1967 ...... H I

10. Number and Percentage of Workshops by Kind of Program Being Provided, Ohio, 1967 Ill

11. Number and Percentage of Workshops by Number of Programs Being Provided, Ohio, 1967 ...... 113

12. Number and Percentage of Workshops, by Kinds of Work Operations Being Carried on, Ohio, 1967 . 115

13. Number and Percentage of Workshops, by Number of Different Work Operations, Carried on, Ohio, 1967 1...... 116

x TABLES (Contd.)

Table Page

14. Availability, Frequency and Staffing of Client Counseling Services in MR Workshops, Ohio, 1 9 6 7 ...... 118

15. Components of Personal Adjustment Services— Number of Workshops Providing Each Component . 123

16. Number of Components qf a Personal Adjustment Program Presently Being Provided by MR Workshops . . , ...... 124

17. Selected Data on MR Workshops Sponsoring Parent Education Meetings and Frequency of Meetings, Ohio, 1967 ...... 128

18. Number and Percentage of MR Workshops and Other Agencies Sponsoring Parent Education Meetings, Ohio, 1967 130

19. Frequency of MR Workshop Sponsored Pareht Meet­ ings, Ohio, 1967 . . • t . . • 1 ...... 130

20. Frequency of Parent Meetings Sponsored by Councils for Retarded Children as Indicated by 26 Workshops ...... 131

21. Number and Percentage of Workshops, by Avail­ ability, Type and Frequency of Counseling Services, Ohio, 1967 134

22. Number and Percentage of Workshops Providing Parent Conferences and Responsibility for Requesting Conferences ...... 135

23* Response of Workshops to Question--At What Stage in the Client’s Training is Parent Education, Guidance and Counseling Most Essential or Ef­ fective to Client’s Vocational Progress .... 137

24. Response of Workshop Directors to Question— Have the Parents of Clients Been Made to Feel They are a Part of the Workshop Team and Have an Important Role in Development of Vocational Goals and Program for Their Child ...... 138

xi TABLES (Contd.)

Table Page

2 5 . Titles of Workshop Personnel Providing Counsel­ ing .and Guidance Service to Parents— Number of Workshops Using the Same Titles ...... 140

26. Number and Percentage of Workshops by Staff Size, Ohio, 1 9 6 7 ...... 143

27. Number and Percentage of Workshop Personnel by Job Classification, Salary Range, and Sex, Ohio, 1 9 6 7 ...... 145

28. Number and Percentage of Workshop Directors by Classification, Salary and Sex, Ohio, 1967 . . 146

29. Educational Attainment of Total Workshop Person­ nel ...... 147

30. Educational Achievement of Workshop Directors . . 148

31. Major Area of Professional Training of Workshop Personnel with or Working Toward a Degree . . . 149

32. Major Area of Professional Training of Workshop with a Degree or Working Toward a Degree . . . 150

33. , MR Workshop Experience of Workshop Personnel in MR Workshops ...... 152

34. Experience of Workshop Directors in MR Workshop . 153

35- Number, Sex and Salary Range of Personnel in Ohio MR Workshops by State Personnel Classification.

36. Educational and Occupational Data Table Relative to Personnel Employed in Ohio's MR Workshops by Classification ......

37. Characteristics,of Workshop Directors by Job Classification, Sex, Salary, Education, Workshop and Other Job Experience ......

xii ILLUSTRATIONS

Figure Page

1. Location of MR Workshops and Percentage of Urban Population in Each County Having a W o r k s h o p ...... 99

2. Listing of Other Types of Work Experience of Workshop Directors Other than MR Workshop E x p e r i e n c e ...... 15^

xiii CHAPTER I

INTRODUCTION

The past several decades have been a period of many changes in the field of mental retardation. Great strides have been made in the areas of prevention, diagnosis, medical treatment, education and training. These advances serve to reflect an even more significant advance in society's under­ standing and acceptance of this severely handicapping condi­ tion. The Report of the President's Panel on 'Mental Retar­ dation states that mental retardation ranks as a major national health, social and economic problem.1 Generally accepted national incidence figures place the number afflicted with mental retardation between five and six million persons in the United States. Such figures are arrived at by using

3 percent of the total population. Based on the same 3 per­ cent ratio Ohio has over 319,236 persons who are mentally retarded. However not all of these are assumed to have need

of specialized services and/or facilities. The most recent

•'•President's Panel on Mental Retardation. A Proposed Program for National Action to Combat Mental Retardation (Washington, D. C.': Superintendent of Documents, U.S. Govern­ ment Printing Office, 1962), p. 1.

1 2 planning estimates prepared by the Bureau of Planning and

Grants, Ohio Department of Mental Hygiene and Correction,

place the number of mentally retarded children and adults in

Ohio who were in need of specialized services at 168,893 in

1966 and a projected figure of 182,609 by 1970.2 These esti­

mates are believed to be conservative and represent approxi­

mately one point six percent of Ohio's general population.

The one point six percent figure is based on the rationale

used by Nisonger and Gardner which suggests that the number

of mentally retarded in need of specialized services in the

total population will range from 1 to 3 percent depending upon

the age group studied.^ The statistical data found on Table

1 is based on these ratios and show the estimated number of

mentally retarded persons in Ohio by age group and degree of

retardation who might be in need of some kind of specialized

services.^ The table indicates that there are an estimated

63,900 adults and 15 percent of the mildly retarded school

age youth who might need specialized training and employment

services. These services may include transitional or short

^Bureau of Planning and Grants, State of Ohio Mental Retardation Facilities Construction Plan 1 9 6 7 . Ohio Depart­ ment of Mental Hygiene and Correction (Columbus, Ohio, 1967)3 pp. 43, 45.

3He rschel W. Nisonger and William I. Gardner. A Man­ ual on Program Development in Mental Retardation. A mono­ graph Supplement to The American Journal of Mental Deficiency Jan. 1962 (Washington: The American Association on Mental Deficiency, 1962), p. 18.

^Bureau of Planning and Grants, loc. cit. TABLE 1

NUMBER OF MENTALLY RETARDED PERSONS IN OHIO ESTIMATED TO BE IN NEED OF SPECIAL­ IZED SERVICES BY AGE AND DEGREE OF RETARDATION, JANUARY, 1966

6 through 20 21 Years or Degree Total, All Ages Under 6 Years rtifpn of Number Percent Retardation M.R. Total Pop. Number Percent Number Percent Number Percent

Total 168,900 1.6 22,500 1.5 82,500 3.0 63,900 1.0

Mild or Educable 115,700 1.1 15,000 1.0 68,700 2.5 32,000 0.5

Moderate or Trainable 42,600 0.4 6,000 0.4 11,000 0.4 25,600 0.4

Severe or Dependent 10,600 0.1 1,500 0.1 2,800 0.1 6,300 0.1 4 term training leading to competitive community employment and/or long term training and sheltered employment. In this connection the sheltered workshop is receiving increasing recognition in Ohio and throughout the United States as an important extension or adjunct to work study programs.

However its primary use in Ohio has been in the habilitation

of the trainable mentally retarded (I.Q. 50 and below).

Today, after over a decade of trial and error devel­

opment, sheltered workshops are recognized as a major resource in the "habilitation"-^ of the mentally retarded.

They have grown in number from two known workshops for the mentally retarded in the entire United States prior to 1953

(one of which was in Ohio) to over three hundred in 1966.

Of this number thirty-nine were reported to be located in

Ohio in 1 9 6 6 .^ This figure has since increased to well over

50 in Ohio. If we were to include those general disability

workshops geared to servicing the physically handicapped but

->Thc term "habilitation" will be used in this study in preference to the generally accepted term of "rehabili­ tation." Only when quoting from the literature will the term "rehabilitation", be used to refer to preparation of the retarded for social and vocational adequacy. "Rehabilita­ tion" implies restoration to vocational competency whereas the retarded have never been trained but are learning for the first time (also see definition, page 20).

^Bernard P. Niehm and Hoyt D. McPherson (eds.), A Directory of Sheltered Work Opportunities for the Retarded in Ohio, Compiled by the Ohio Workshop Planning Project on Mental Retardation (Columbus: Ohio Association for Retarded Children, 1966), pp. 1-38. 5 which also serve the mentally retarded, the number would total more than sixty-two workshops serving 2,335 mentally retarded.^ Although the number of mentally retarded pres­ ently served in Ohio is only a small fraction (less than

4 percent) of the number of adult retarded estimated to be in need of services; workshops have demonstrated their potential value, based on numbers habilitated to jobs, both as a work oriented transitional training facility and as a long term training and employment facility.

In spite of the use of the sheltered1workshop as a rehabilitation resource for the physically handicapped in the

United States since 1840, their relatively recent use as a vocational training and habilitation resource for the men­ tally retarded has posed many problems. One of the major problems stems from the dual role the workshop of today has as a habilitation resource and a production and employment

facility. Historically, workshops for the handicapped have had a custodial orientation and were used primarily in pro­ viding sheltered work situations. The major emphasis was

on developing the work skills and productivity of the handi­

capped worker. Today the rehabilitation concept includes

efforts to work with the total person. This enlightened

concept includes social, physical, mental and vocational'

"^Bureau of Planning and Grants, op. cit. , p. 51. rehabilitation. Many workshops are still not staffed or equipped to provide both rehabilitation services, and long term employment. This same problem exists in workshops for the retarded.

A second major problem relates to the kinds of ser­ vice sheltered workshops for the retarded (hereafter to also be known as MR workshops) should provide and the priority or emphasis to be given each of these services. The basic kinds of services being used in MR workshops are quite simi­

lar to those used in the longer established workshops for the physically handicapped. However, it has been recognized

that the amount of emphasis given to the various workshop services may have to be altered to meet the unique habilita­

tion needs posed by the mentally retarded. These unique habilitation needs of the retarded are readily apparent and

stem in part from their slower rate of learning and social

maturation. Frequently the problerii of slower learning and

maturation has been compounded with deprivation of physical

and social experiences leading to serious problems of

personal-social adjustment.

There is some evidence to suggest that while both

general and specific job skill training are vital to success­

ful job placement, the personal and social adjustment factors

are often the more crucial determiners of vocational success

or failure and must be given equal if not primary emphasis 7 in programing. Successful habilitation of the mentally re­ tarded is not determined solely on the basis of school and vocational programs that stress development of self-help and work skills. To a considerable degree the attainment of social, arm. vocational adequacy lies in the personal and social adjustment the retarded individual can also make to his family and to his community. He cannot make these adjust­ ments without help. There will be need for supportive coun­ seling and guidance services prior to and beyond job place­ ment. There is sufficient evidence to suggest the need for guidance and counseling services at every stage of the client’s program from initial intake and vocational evalu- atioh, through training placement and followup.

The need and significance of parent education and parent counseling in the successful habilitation of the men­ tally retarded is also being recognized by workers in the field. The Report of the President's Panel suggests a need for early and continuing parent education and counseling services that will provide parents with an adequate under­ standing of the employment potential of their children and enable them to participate more effectively in the rehabili­

tation (habilitation) process.® The Report of the President

^President's Panel on Mental Retardation, op. cit., p. 119- 8 distinguishes between parent education and counseling as

follows:

Parent education and counseling are related but different; both are important. Skillful counseling always provides a certain amount of education, but it is usually aimed primarily at the specific personal problems presented by an indi­ vidual parent. Education is a more formal pro­ cedure intended to convey information concerning the nature and implications of retardation and a wide range of suggestions that will be useful in dealing with children. Most parents need some help and a great deal of basic information.9

Kanner states that "parents can no longer be dealt

with merely as passive recipients of authoritatively pre­

sented wisdom, but are deeply concerned persons who can and

should be prepared for the task of becoming understanding

and active participants."10

Early understanding and acceptance by parents is

essential to the growth and development of the child. Yet

without adequate counseling many parents face the task with

negative attitudes and unrealistic estimates of the child's

potential. Thurston states:

It has long been realized that the parents of a handicapped child assume a vital role in the establish­ ing of effective treatment and rehabilitation plans. To understand and help the child, it is necessary to

9Ibid., pp. 9 k , 95.

10Leo F. Kanner, "Parent Counseling," Children Limited Magazine, April, 1956 (A publication of the National Associ­ ation, for Retarded Children). 9 understand fully the attitudes and emotional reactions of the parents toward him and his disability . ^

Nisonger and Gardner have asserted that initial coun­ seling of parents at time of diagnosis is not enough, it must be ongoing:

I Experience has shown that parents need and wel­ come assistance in understanding the nature and sig­ nificance of mental retardation in home care and training and in planning for the future of their children. They need access to counseling from the time they learn they have a retarded child through the critical periods of adjustment which in some cases may be for life. 12

In counseling with the parent of a retarded individual consideration must be given to the personal, social and voca­ tional problems of the retarded individual. The report of the MacDonald Study at Tampa, Florida contained a statement to the effect that the success of the sheltered workshop In assisting the client would depend to a great extent upon the cooperation, support and understanding of the client's f a m i l y . 13 The retarded client, in addition to physical handi­ caps, and social immaturity is apt to have some emotional problems which may or may not be related to his

■^John R. Thurston, "Counseling the Parents of the Severely Handicapped," Exceptional Children, 26:7 (March, I960), pp. 351-353. 1 p Nisonger and Gardner, loc. cit.

13fiobert G. Ferguson, Habilitation of Mentally Re­ tarded Youth, MacDonald Training Center Foundation (Tampa, Florida, August 1959), p. 122. 10 own and his parents awareness of his disability. There is considerable indication that many social and emotional diffi­ culties manifested by the retarded have their origin in the home where the pattern may have been overprotection or rejection by parents and/or other members of the family.

Thus we see the attitudes of parents toward their retarded children as being of extreme importance in the habilitation of the mentally retarded.

A 1963 report on Special Problems in Vocational Reha­ bilitation of the Mentally Retarded states, "Experience dem­ onstrates that evaluating the retardate's needs for coun­ seling must include consideration not just of the client, but of his family and community as well."1^

DiMichael states:

Rehabilitation counselors have found it neces­ sary to devote far more time in counseling with family members of the retarded than with other handicapped. Retarded clients with promising pos­ sibilities become hopeless or unfeasible of rehabilitation when the family acts as a drag rather than a strength in making vocational plans.

Jacobs also points up the need for parent involvement.

He states that because retardates are more dependent upon

11. H . Department of Hon I ID , i.>inentiun and Welfare, Special Problems In Vocational Rehabilitation of the Mentally Retarded. Proceedings of a Conference sponsored by the Uni­ versity of Wisconsin and supported by the Vocational Reha­ bilitation Administration Series No. 65-16, 1963, Reprinted 1965, p. 49.

•'•'’U . S . Department of Health, Education and Welfare, Preparation of Mentally Retarded Youth for Gainful Employ- rpent, Office of Education Bulletin 1959 , N o . 2 8 Rehabilita- tion Services Series No. 507, p. 18. 11 their parents than are normals, it Is usually necessary for parents to be closely Involved in vocational p l a n n i n g .16

General Statement of the Problem

The need for providing early and ongoing parent educa­ tion and counseling services to families having mentally re­ tarded children or adults has received a great deal of atten­ tion and visibility in the literature during the past decade.

There are also numerous studies dealing with successful job placement of the mentally retarded that reflect the need for client counseling and personal-social adjustment services as an integral part of any habilitation program for the mentally retarded. It is through structured personal adjustment training that the client learns to accept and to carry out as,signed tasks; to relate effectively to other trainees and work supervisors; and to develop a positive self-image.

Proper dress, manners, ability to travel independently, to handle money and to utilize community facilities and services are all components of this personal adjustment. The workshop is able to provide a unique situation in which family and client counseling and personal adjustment training can be correlated with remunerative work in a realistic work setting.

4

• ^ A b r a h a m Jacobs, Joseph T. Weingold and Max DuBrow, The Sheltered Workshop--A Community Rehabilitation Resource for the Mentally Retarded. 12

In the early development of MR workshops the need and importance of having client counseling and personal adjust­ ment train.i ng arid parent education and counseling were not always recognized or were given secondary priority due to a financially compelling need to obtain work and meet contract deadlines. In addition to the relative newness of many MR workshops there had been a lack of state level leadership.

Guidelines and state standards relative to workshop functions and services had been1 non-existent in almost every state.^

This situation contributed to the wide variation in goals, services, staffing, and financing of MR workshops. A number of these workshops have provided the work environment but have not provided the necessary array of habilitation ser­ vices including personal adjustment training, client and parent counseling and parent education.

In summary the entire field of habilitation of the retarded is relatively new and unexplored. The development of sheltered workshops and services for the retarded remains at the pioneering and/or trial and error stage. The role and relationship of parent education, counseling and personal adjustment service to the total range of workshop services remains for all practical purposes undefined and in need of further exploration and analysis.

■^Bernard F. Niehm and Hoyt D. McPherson, Legal Stand­ ards for Sheltered Workshops for the Mentally Retarded in the United States (Columbus: Ohio Association for Retarded Children, 1966). 13

Specific Statement of the Problem

To date there has been no successful attempt to deter­ mine the nature and scope of existing counseling, parent edu­ cation and personal adjustment services in Ohio's MR work­ shops. There has been no assessment of the availability of these services to workshop clients and their families. Nor has the!re been a study of the experience and educational back­ ground of the workshop staff who provide these services.

In view of these factors the focus of this study will be concerned with the following specific objectives:

1. To determine the nature and scope of guidance and counseling and personal adjustment services available to clients in MR workshops In Ohio.

2. To determine the nature and scope of parent educa­ tion and counseling services available to families of the clients.

3. To determine the staffing patterns of Ohio's MR workshops especially as they relate to the qualifications and professional competencies involved In parent education, guidance, and counseling and personal adjustment training.

. To analyze the results with respect to the needs of clients and family, in terms of degree of emphasis given to these services, and in terms of the relationship of these services to other major workshop services. 14

5° To develop guidelines and recommendations relative to the role of sheltered workshops in providing personal adjustment, counseling and parent education services, the specific kinds of services to be provided, their relationship to other workshop services; and the staffing patterns neces­ sary to carry out these services.

Basic Questions to be Considered

The specific objectives of the study have been restated

in the form of basic questions to be answered.

1. What is the scope of counseling and guidance ser­

vices for the mentally retarded in Ohio's- MR workshops?

a. How many MR workshops provide these services?

b. How iruqaeiv are these services being offered

to clients ?

c. What is the relationship to other workshop

services ?

d. What are the number and qualifications of

staff providing these services?

2. What is the scope of personal adjustment training

in Ohio's MR workshops?

a. How many workshops have personal adjustment

training?

bo What is the nature of these activities?

c „ What is the relationship of personal adjust­

ment to other programs of the workshop? 15

d. What ape the qualifications of personnel

presently participating In personal adjustment

training?

3. What is the extent of parent education and counsel­

ing services for families of clients in Ohio's MR workshop programs ?

a. How many workshops provide these services?

b. What Is the nature of these services?

Co When and how often are these services being

offered to parents and family?

d. What are the qualifications of staff members

providing these services?

4. What are the staffing patterns of MR workshops?

a. What is the training and experience background

of workshop staff?

bo How many workshops have professional staff to

plan and carry out parent education, counseling and

personal adjustment services?

-Co What Is the relationship of staff providing

’these services to other workshop staff? !

5. Based on a thorough analysis of existing programs

and a review of the literature can guidelines and/or recom­

mend‘d i Mi- he developed that will aid in the establishment

of parent education, counseling and personal adjustment

services in new and existing MR workshop programs? 16

Hypotheses

This Investigation is largely fact-finding and explor­ atory in nature and does not appear to lend itself to the development of formal hypotheses to be tested. The follow­ ing statements might more appropriately be considered in­ formal or working hypotheses that will assist in guiding the direction of the study, rather than formal hypotheses to be tested:

1. Formal counseling and personal adjustment services

for clients will be found more frequently in the

longer established MR workshops.

2. Formal counseling and guidance services for par­

ents will be found more frequently in the longer

established MR workshops.

3. The development of formal counseling and guidance

services for clients and parents will be more in

evidence in workshops having professional staff

at the "director" and "supervisor" levels.

H. The proportion of professional disciplines repre­

sented on the workshop staff will be greater in

the longer established MR workshops.

5. Workshops for the mentally retarded will generally

have all programs of service found in workshops for

1 the physically handicapped and other handicapped.

However in view of the habilitation rather than 17

rehabilit ation aspect s o f the problem a major dif­

ference will be in the priority and emphasis to be

given to the various services.

6. In the habilitation of the mentally retarded devel­

opment of personal-social skills is likely to be

more important than training in general or specific

job skills and will need to be given greater

emphasis than job skill training.

Scope and Limitations of the Study

The focus of this study was primarily on the deter­ mination and analysis of parent education, counseling and personal adjustment services presently being provided in sheltered workshops for the mentally retarded. This includes the assessment of workshop manpower as it affects these ser­ vices. The area of investigation was limited to 45 of the over 50 known MR workshops in the State of Ohio.

There were several limiting factors which were evident during the collection and analysis of data. The relatively short time sheltered workshops have been used in the habili­ tation of the mentally retarded posed some problems in the collection of valid data. Many of the programs and practices are still at the trial and error stage of development. A majority of the dc> workshops included in the study have been in existence for less than three years. This has not afforded enough time to develop and try out a comprehensive range of 18 programs and witness their effectiveness on the client's social and vocational adjustment. The development of' guide­

lines and standards has been in process but there remains a wide variation in goals, programs, and staffing patterns.

Lack of uniform le: mi.no,ogy and definition of services has

created difficulties in the collection of data.

Definition of Technical Terms

Terminology being used in this relatively new field of

sheltered.workshops for the mentally retarded have been

derived from several fields and disciplines. In the transi­

tion some terms have kept their original meaning or intent,

some have taken on new meanings and connotations. Others

were never fully defined even in their original setting. At

the present time professional organizations and disciplines

working in mental retardation, rehabilitation and sheltered

workshops are attempting to clarify and standardize the major

technical terms now m use. However this is still far from

being accomplished in fact. In order to minimize confusion

and misinterpretation that may occur, the writer will attempt

to clarify and define some of the key terms as they apply in

this particular study.

Employment.—

1. Competitive— The general commercial labor market in

which employment Is on the same terms for handicapped and

non-handicapped persons. 19

~ Long-term cr extended work opportunity.--Employment over an extended period of time in the workshop for the client who has not yet achieved a work adjustment and/or rate of productivity adequate for competitive employment or for whom a job opportunity has not yet been found.

3. Termlna1.— Permanent employment in the sheltered workshop for those clients who, after a considerable period of workshop services, have not benefited sufficiently to be placed in outside employment, and whose health and security depend on steady work under modified conditions.

Evaluat ion— Tryout period during which the trainees capacities are tested and his potential for training and work are evaluated pricr to setting up vocational objectives and beginning a persona,, adjustment and/'or work adjustment and training program tor the mil vidua 1, (Evaluation which be­ gins at this try cut period is assumed to be continuous through­ out the training period,' Frevoi;a"ioral evaluation is con­ cerned with evaluating, the client’s abilities including work habits, work Tolerance, toordination and attitudes toward work .

Foi low-up — r rc-udes that after the trainee is placed into either :cmpet11\ ye or sheltered employment his progress on the jot sha(. 1 pe r i od . c. a I Iv reviewed and re-evaluated until such time as i" is do*erminei he has been successfully placed, 20

Formal program — Refers to a program or service pro­ vided by the workshop which has been clearly identified and described in printed form for use of staff, referral agencies and the public The term "formal program" implies that there is planning, structure, and continuity to the service. It is also coordinated with the other services and objectives of the total workshop program. It is further assumed that a specific staff member is responsible for direction and coor­ dination of the program or service, It is possible that other staff members may participate in providing the service on an incidental or non-st ru:turei basis,

Informa1 pr o g r a m.--Re f e rs to programs or services of the workshops which are said to exist or to be functions of the facility but are not visit* le in a printed form with stated purposes and obje:t:res, There may not be a person specifically designated to be responsible for its direction and coord in at l on w 1 1 h o t b e r s e r i c e s .

Habilltat i on--Rehat-i 1 i t a t: on

The term "h abi . ” at i on" differs from "rehabilitation" in that rehabilitation implies restoration of a previously existing skill or skills, "habilitation" as used In this study Implies learning for the first time. The retarded are not trying to relearn things previously acquired. This is an Important distinction and has implications for the devel­ opment of training programs The. retarded have not experi- 21 ienceid job success or Independent living. They are learning or developing habits, attitudes, experiences and motivation for the first time,

The American Association on Mental Deficiency gives the following definitions of habilitation and rehabilitation:

• HabiIitat ion. Imp revement in a skill or level of adjustment as with respect to an increase in the ability to maintain satisfactory employment."1^

2. Rehabilitation.— "Restoration of a skill or res­ toration of efficiency to a level compatible with partial or complete vocational and social independence ^

Mental retardation or mentally retarded.— The term as defined by The American Association on Mental Deficiency groups mental deficient, mental subnormaiity and similar terms under the heading "mental retardation," The terms mild or edueabie, moderate and severe or trainable, and the profound are also included under this umbrella term. Thus

"mental retardation" is an overall term which is defined as

"sub-average genera.:, intellectual functioning which originates

-^Rick Heber, A Manual on Terminology and Classifica­ tion in Mental Retardation, Second Edition Project on Technical Planning A.A.M.D. ! Columbus, Ohio: The American Association on Mental Deficiency, Washington, D.C., 1961), p , 91,

19Ib1d ., p 9b. 22 during the developmental period and is associated with im- 20 pairment in adaptive behavior,"

"Adaptive behavior" refers primarily to the effec­

tiveness of the individual in adapting to the natural

and social demands of his environment. Impaired

adaptive behavior may be reflected In: (1) matura­

tion, (2) learning and/or (3) social adjustment.21

For purposes of this study the following terms will be used to indicate levels of mental retardation:

Educable Mentally Retarded (EMR).— A term used to

refer to mentally retarded persons who are capable of

some degree of achievement in traditional academic

subjects such as reading and arithmetic. Also used to

refer to those mentally retarded children who may be

expected to maintain themselves Independently in the

community as adults, or to that group of mentally

retarded obtaining I.Q. scores between 50 and 70, 75

. or 80 .. 22

Trainable Mentally Retarded (TMR).--A term used to

refer to mentally retarded persons whose disabilities

are such that they are incapable of meaningful

2°lbi_d. , p . 3,

2llbid.

?2Ibld,, p, 96. 23

achievement in traditional academic subjects but who

nevertheless, are capable of profiting from programs

of training in self-care, social and simple job or

vocational skills, Also used to refer to that group

of mentally retarded obtaining I.Q. scores from 25 or

30 to 50.23

Custodial or Severely Mentally Retarded.--For purposes

of this study the term will refer to mentally re­

tarded persons who as a group will have difficulty

mastering personal self-care and would not profit

substantially in a sheltered workshop. I.Q. scores

for this group will range from 25 and down. They

could profit from social and occupational training

centers (in Ohio such centers are generally designated

as adult activity centers).

Parent education,— As defined by Lyle "parent education deals with the understandings and skills needed by parents in guiding the development of their children, Including the understanding of themselves as well as of the physical, men­ tal, emotional, and social development of children at each stage of their growth,"^

^3lbid, , p , 91-

2^Mary S, Lyle, "Home and F’amily Life Education," Handbook of Adult Education in the United States, Malcolm S. Knowles (ed„), Adult Education of the U.S.A., Chicago, Illinois, I960, p. k79- 2 ty

':a ”m t fd'j'H* : ' , w urn 1 ‘ n vh.iu s tudy Is the method or pro:c&t try v d . i . d ; ^entf men* ally -tarded youth and adults are h u n : : ..r:r,a": .rt and helped to understand the vocational nee.;::.- ar;,; j . r e :.P * a 1 a of th eir child and how they as parents end 1 -i: . cun assist in the rotational habilita­ tion of the menial retarded family member.

Pe rs ofia 1 a jj a a t me ri t. c ouns e x 1 ng . — Fers on all adj ustment counseling, somet ..me a reicrred to as work adjustment coun­ seling , may taro the forms of psychiatric, psychological, vocational, or sotnn rare work counseling. If a workshop is at its outset irrnr : nr: del and doe::, not have professional personnco. r . a l i l.nai to r.uc/ide tn:c type of counseling It is general Iv r,t I. v • !t e r s ’ a ; : members who come in contact with the e o : :r :rr ru- :ull jrhnec counseling is the process t h rou gh w l: i. p a d i: a j r ; e d p e r m i o on : o u raged Lo revise his attitudes cornu b i ms e : f and he:, re lat:. onships to others so that he can c m m s 1, a ‘h e wtand : work

Persona., as ware, a dj us' men l hanseling may concern

Itself with ’he : dw h h peruana, appearance, his social skills, hi,: a c i It i,v f n ret o _ ong with co-workers and super­ visors , tils readme.,;:, m lueiup pood working habits and his capacity to adj us ‘ t o the erno: on a 1 demands of time 25 pressures, dollar incentives, noise, the group situation, and the day-to-day discipline of training.^5

Personal adjustment training.— The development and conditioning of work habits, work attitudes, work motivation, work tolerance, and social interpersonal relationships P f) required for productive employment.

Sheltered environment.— A setting adapted to client needs for work adjustments; an atmosphere adapted to the client’s physical and emotional tolerance, controlled working conditions and work experience for evaluation, training and adjustment purposes; a protected situation to prepare clients to meet demands and discipline of a real work situation.

Sheltered workshop.— A sheltered workshop is a work- oriented rehabilitation facility. It utilizes work as the principal therapy and provides work experience and related services in a controlled working environment for assisting the handicapped person to progress toward normal living and a productive vocational status.27

^National Association of Sheltered Workshops and Homebound Programs, Sheltered Workshops— A Handbook, Second Edition, National Association of Sheltered Workshops and Homebou,nd Programs, Inc., Washington, D.C., 1966, p. 31.

“^National Institutes on Workshop Standards, Experi­ mental Evaluative Instrument. Washington, D.C., The Insti- tute, I960.

^ N a t i o n a l Association of Sheltered Workshops and Homebound Programs, op. cit. , p. 1. 26

Trans 1tlonal Workshop.--The term "transitional" re­ flects emphasis on movement of the client whether his destination is the open labor market, extended em­ ployment, additional education (academic or indus­ trial; or farther supportive services. The Transi­ tional Workshop is specifically structured as a work setting, not as a school, hospital, rehabilitation center or activity center. It offers vocational ex­ ploration and intensive training (work tolerance, work habits, work performances). It is a professional service with the focus upon the client. The reason that the client is in the workshop and the goal set for him as an individual must be made clear to him as well as to agency staff.

Extended or Long-term Workshop.— The terms "extended" or "long-term" are used to denote a continuing service for clients who in the transitional experience have adjusted to the learning and practice of work but are unable to sustain the demands of competitive employ­ ment. Extended employment is remunerative employment.

Most workshops today provide both transitional and long-term services in the same setting.29

^ Ibid. , pp „ 2 , 3 -

, 29 1bid , , P .; 3.. 27

Supportive services.— The trainee has many needs other than the need for vocational evaluation, personal adjustment, work training and work experience and placement. He will often have multiple needs including medical, psychological, social and recreational, domiciliary and other ongoing sup­ portive guidance and counseling services. The extent to which a workshop will choose to meet these needs is an indi­ vidual matter for each workshop to determine. The National

Institute on Workshop Standards defines supportive services as those enabling services which facilitate or strengthen, complement or supplement, the principal services of the work­ shop toward the comprehensive rehabilitation of the client.30

Vocational training.— An organized form of instruction which provides the knowledge and skills essential for per­ forming the tasks involved in a given job or occupation.31

Importance of the Study

The development of the sheltered workshop as a work training and work placement resource for the mentally retarded has moved forward at a rapid rate since the early

1950s. With the steady increase in state and federal funding of programs It is anticipated that the future growth of MR workshops will be even more spectacular.

30NatlOnai Institute on Workshop Standards, op. cit., p. 82.

3^-lbld. , p . 83 . 28

However, there is some question as to wh-ether the devel­ opment of workshop programs and staffing have matched the rapid growth of MR workshops. The kinds of services being provided have often been limited to work training, occupa­ tional activity and long term sheltered employment. Evidence would indicate that a number of recognized habilitation ser­ vices such as vocational evaluation, parent and client counseling, personal and work adjustment training, placement and follow-up have not always become formal components of MR workshop programs.

The lack of professionally qualified rehabilitation and other allied personnel has also been evident in MR workshops.

Thus in spite of the increasing need and demand for MR workshop services and facilities and the increasing amount of federal and state participation in workshop development, guidelines and program and staffing standards have not gener­ ally been established or are still in a period of transition.

In this regard the need for client and parent counsel­ ing, parent education and personal adjustment programs within the workshop setting, have received minimal recognition and support from agencies which sponsor MR workshops. The need to define and to evaluate the nature of these services in

terms of their functions and in terms of the kind and qualifi­

cation of staff needed to provide such services' appears essential to the development of standards and to any future 29 qualitative growth of MR workshops as valid habilitation

facilities.

General Method of Investigation

The method of research used in this study Is best

described as Normatlve-Survey, utilizing a personal interview

check list and questionnaire approach to data gathering. The

techniques used have been both analytic and descriptive in

nature.

The study has been designed primarily to survey Ohio's

sheltered workshops for the mentally retarded with regard to

determining the nature and extent parent education, counsel­

ing, and personal adjustment services that are available to

workshop clients and family. It was also the purpose to in­

vestigate staffing patterns with specific attention to the

relationship of the kinds of staff to the kinds of services

being provided.

The basic resources for data gathering Include: (1)

45 MR workshops in Ohio, the majority of which are listed in

the Directory of Sheltered Workshop Opportunities for the

Retarded in Ohio - 1966-67, ^ ' 2 ) records and reports avail­

able to the investigator through the cooperation of the

32Bernard P. Niehm and Hoyt McPherson, A Directory of Sheltered Workshop Opportunities for the Retarded in Ohio 1966-67. Prepared by the Ohio Workshop Planning Froject on Mental Retardation ''Columbus: Ohio Association for Retarded Children, 1966), 46 p.. 30

Bureau of Mental Retardation, Department of Mental Hygiene and Correction, (3) records and reports available from the

Ohio Workshop Planning Project on Mental Retardation, a re­ search project of the Ohio Association for Retarded Children,

(*0 parents of workshop clients, and (5) review of the literature.

Organization of the Report

This introductory chapter included a brief overview of sheltered workshops for the mentally retarded, a review of pertinent problems and issues leading to a statement of the problem, basic assumptions, limitations of the investigation and the general method of investigation.

Chapter two presents a review of the literature. Major topical areas include a historical review of sheltered work­ shops, organization and functions and services of workshops, growth of MR workshops and present status of programs and services within existing MR workshops.

Chapter three develops the methods and procedures used

in obtaining the data for the study. The size and scope of

the study, the source and organizational procedures used in

data gathering, and a general description of the kinds of data

obtained are also included in Chapter three.

Chapter four presents an analysis of the data obtained

from the study. The findings are described and interpreted

in detail. 31

Chapter five provides a summary of the findings and presents the major conclusions and recommendations that have been derived from the study. CHAPTER II

REVIEW OP THE SHELTERED WORKSHOP MOVEMENT

Agreeing on a general definition of "sheltered work­ shop" becomes more difficult as the number and type of work­

shops increase. Today there are numerous kinds of sheltered workshops serving a wide range of handicapped individuals.

The goals and functions of workshops have also changed radi­

cally in recent years. With these changes has come an

increase in the number and variety of services available to workshop clients. There has not been an equal volume of

literature reflecting the many facets of this growth and

development. In view of this paucity of available literature

on the subject of workshops, this review has been done in

considerable more detail than might normally be warranted in

a review of the literature.

The first section of this chapter will be directed to

a review of the general workshop movement. Specific attention

will be given to: (1) a brief review of the historical growth

of the sheltered workshop movement; (2) a look at the various

kinds of workshops; (3) the goals and functions of the various

kinds of workshops; and (4) the range of services to be found

within the various workshop settings. The second section of

this chapter will be devoted to the growth and development of 33 sheltered workshops for the mentally retarded. Major atten­ tion In reviewing the literature will be on (1), the number of

MR workshops; (2) their goals and functions; (3) basic and supportive services being provided; (4) staffing patterns;

(5) and major problems and trends.

I SECTION ONE

GENERAL DISABILITY WORKSHOPS

Historical Development

It has only been in the past several decades that the sheltered workshop has become an integral part of a rapidly expanding concept of rehabilitation and/or habilitation which seeks to involve the total person. There has been a movement

away from the traditional concept of the sheltered workshop

as a terminal employment facility serving handicapped persons

unable to obtain and hold a job in regular community employ­ ment. Workshop training under this earlier concept was

limited to specific job training to improve the client's

ability to function in the sheltered workshop. Whereas, the

trend today is one that implies rehabilitation of the total

person socially and vocationally to a point that he might

become a participating member of society. Thus we find

training directed toward a competitive employment and com­

munity living rather than terminal workshop placement. 3*»

Some writers have traced the formal beginnings of the workshop movement to the efforts of St. Vincent de Paul in the early seventeenth century. Others regard the workhouses established under the Elizabethan Poor Laws as the forerunner of the modern day workshop. Other accounts of the develop­ ment of sheltered workshops suggest that various forms of the sheltered work concept may have existed as far back as the first century and beyond. While it is not too pertinent to this study that we determine the specific time and origin of workshops, it is of interest to note that the workshop is believed to have had a longer history than any other present day facility for rehabilitation.33

In a paper originally delivered to a Conference spon­ sored by the National Rehabilitation Association (June 10-11,

1957), Chouinard3^ reviewed some of the early patterns and

trends in the development of workshops and their Influence

on present day workshops. The five patterns of facilities

development discussed are: the charitable, the religious, the

educational, the medical and the rehabilitation approach.

Charitable emphasis.— In biblical times the disabled

were often looked upon as having been cursed by a divine

source. There was little help to be given to these

33Thompson, loc♦ cit., p. 19.

34Ibid. 35 unfortunate persons. Later the church began to care for certain handicapped as objects of charity. The crippled were

frequently given shelter and protection in abandoned monas­ teries. Later England recognized the community's responsi­ bility for providing and maintaining workhouses and/or poor- houses. Continental Europe saw many handicapped placed in asylums during the 1700s. While these efforts reflect a

charitable approach to the problem, the primary goal was one

of custodial care to relieve society of the burden.

Religious emphasis.— In the 1600s St. Vincent de Paul was interested in using work as a therapy for body and

spirit. He developed a small hospital where old people could

find shelter and work in keeping with their needs.

The Salvation Army and later the Volunteers of America

used work as a way of assisting in the spiritual growth of

the aged, the alcoholic and the indigent.

Goodwill Industries was founded in 1902 by a Methodist

minister to provide work and remuneration in a workshop set­

ting for those in economic need and to provide a spiritual

emphasis to the workshop setting.

Educational emphasis.— There were early attempts made

in Europe and later in the United States but it was not until

the nineteenth century that any notable effort was made to

teach the physically handicapped. With the realization that

the blind and other physically handicapped could be trained there also came a need for Job placement after training. In this connection the first sheltered workshop was established in this country in 1840 to serve the blind. However, the focus was still primarily one of custodial care. The reha­ bilitation emphasis did not come until the twentieth century.

Medical emphasis.— For many years the workshop move­ ment concentrated on assisting persons having orthopedic disabilities. Emphasis on the study and practice of ortho­ pedics in the eighteenth century led to custodial homes,

clinics and hospitals for the crippled in the middle 1800s .35

In some of the early tuberculosis centers the workshop was used as a means of developing work tolerance in conjunc­

tion with medical treatment. These workshops took two forms,

(1) a rural colony or settlement in connection with the TB

sanitarium; and (2) the urban workshop which permitted cer­

tain TB patients to live at home.

Rehabilitation emphasis.— In the period surrounding

World War I physical medicine began to make itself known.

Organized rehabilitation programs began to appear. Among

the first was the Institute for Crippled and Disabled in New

York in 1917. "Pioneers in rehabilitation began to sense

that physical restoration and work training for the adult

disabled were closely related."36

35Ibid., p. 21.

36Ibid. 37

Thus, although the forerunners of the workshop concept date far back into time, the real beginnings of the sheltered workshop movement came in the nineteenth century. Even then the actual recognition of its potential as a rehabilitation resource did not come until well into the first half of the twentieth century. World War I and the years following was a period of rapidly changing social philosophy. The activi­ ties of voluntary agencies, the increased emphasis on the development of public health programs, the increasing atten­ tion given to special education of the handicapped and the return of large numbers of casualties of World War I, pro­ vided considerable pressure on Congress to make federal aid grants available. Passage of the Smith-Hughes Act in 1917 created a national system of vocational education. In 1920 the Fess-Kenyon Civilian Rehabilitation Act wai passed mark- ing the beginning of a national program of guidance, training and placement. Passage of the Public Law 113 known as the

"Vocational Rehabilitation Act Amendments of 19^3" specifi­

cally provided for physical restoration and also included mentally handicapped persons. However, this did very little

to serve the retarded for at that time there were few work­

shops or rehabilitation facilities equipped with program or

staff to meet such a need.

A report of the Committee on the Severely Handicapped,

of the National Society for Crippled Children and Adults indicated that by 1936 there were 270 sheltered workshops of various types in the United States, By 19^1S there were 500 known sheltered workshop programs.^ Some were beginning to be concerned not only with the physically disabled, but also with the mentally retarded. These workshops were not dis­ tributed equally throughout the country, and many of them gave more attention to employment than to medical treatment and/or vocational training.

By 19^6 it was quite apparent that many problems still existed in the provision of care to the physically handi­

capped, The Congressional Committee on Labor, Subcommittee

on Aid to the Physically Handicapped after a two year inves­

tigation of the aid being given by federal, state and local

government and private agencies to the physically handicapped made known its findings. It recommended: (1) that federal-

state services should be broadened; (2) that the physically handicapped could profit by education and training.36

In August 195^ Public Law 965 also known as the Voca­

tional Rehabilitation Act of 195^, was passed. Vocational

rehabilitation services to the mentally retarded and the

3?The National Society for Crippled Children and Adults, Inc., Rehabilitation Facilities for the Severely Handicapped, Report of the Committee on the Severely Handi­ capped, 19^7, p. 29,

36committee on Labor, Aid to Physically Handicapped, A Report on Aid to the Physically Handicapped, 79th Congress, House of Represnetatives 2731 (October 10, 19^6, pp. 12-13). 39 mentally 111 were considerably strengthened by this act. The purpose of this 1954 Act was to give the states the means to expand and construct rehabilitation services, to expand and improve staffing, and to provide service to a greater range of clients. However, this did not insure that each state would take positive action in behalf of the mentally retarded.

In some states the amount of action exerted by state rehabil­ itation agencies depended upon how much stimulation they received from the community.

The Vocational Rehabilitation Amendments of 1965 and

1967 also expanded the financial support available through the State Vocational Rehabilitation Office in such areas as new facilities and services for all handicapped.

Growth of Present Day Workshops

As noted in the preceding section of this report the workshop movement in the United States began with a workshop

for the blind in Massachusetts in 1840. For the next one hundred years the physically handicapped were the principal beneficiaries of the sheltered workshop movement. It has

only been within the past several decades that an increasing number of persons with less visible handicaps of a mental

and/or social nature have been provided with this service.

A recent research bulletin of the U.S. Department of Labor,

listed some of the newer groups being served through work­

shops. They are the mentally retarded, the mentally ill, narcotics addicts, the socially inadequate, welfare recipi­

ents and even school dropouts.^9

This same report indicated that approximately 100,000

persons in the United States with physical, mental, social or

emotional disabilities who were unable to obtain and hold

jobs in normally competitive job markets in 1965, were given

the opportunity to learn desirable work habits and receive

"work conditioning" and job experience in the more than 1,000

ilQ sheltered workshops. While there are many other forms of

rehabilitation facilities which do provide services such as

evaluation, counseling and guidance and even work training,

similar to that provided by workshops, the major difference

is that in addition to providing a wide range of rehabilita­

tion services, workshop clients have the opportunity to per­

form work for pay under sheltered conditions.

Workshops of the future are expected to play an even

more important role in assisting and motivating handicapped

persons to become productive members of society, through a

work environment that combines rehabilitation services, such

as evaluation and training, with paid work experiences under

39-U.S. Department of Labor, Sheltered Workshops— A Pathway to Regular Employment, Manpower Research Bulletin Number 15, March 1967 (Washington, D.C.: U.S. Department of Labor, Manpower Administration, 1 967), p. 3.

^°Ibid., p. 1. 0

4l controlled working conditions that are adapted to individual needs. They are now providing work experience and skill training to recognized long-term unemployed who lack the educational and socioeconomic background that will enable them to compete in our society. Although complete data are not available on the extent of unemployment among the educa­ tionally and socioeconomically handicapped who could be helped through sheltered workshop programs there is consid­ erable evidence that many unemployed workers could be made more employable if exposed to employment adjustment programs of sheltered workshops.2^

Types of Workshops

The change in society's attitude toward the handicapped is reflected in rapidly changing concepts of the sheltered workshop. Whereas long term sheltered employment was once the only purpose of workshops, the modern day workshop finds itself developing many rehabilitation oriented programs and services. Although work experience and short and long term employment remain the basic characteristics of the workshop program there are an increasing number of innovations in

services and in types of workshops being developed.

A report of the National Institute on the Role of the

h p Workshop in Rehabilitation^ listed a number of complementary

4lIbid., p. 2. lip Thompson, loc. cit. , pp. 33, 34. 42 types of workshops which are emerging to meet todays needs.

They are: (1) the short-term and long-term workshop; (2) the single disability and multiple disability workshop; (3) the workshop for the young adult and that for the aged; (4) the transitional workshop for the congenitally handicapped and that for the later disabled; (5) the workshop with and with­ out production emphasis; (6) the workshop offering special­ ized services and that offering comprehensive services. The report goes on to state:

The evolving general concept of.the workshop appears to be that of a center providing work environment and work experience for evaluative, diagnostic, therapeutic and employment purposes, and relying upon community rehabilitation re­ sources for other specialized evaluative and supportive services.

The program of services such a workshop would offer include: (1) pre-vocational training, (2) vocational evaluation, (3) vocational training, (4) transitional work experience, (5) vocational adjustment, (6) semi-permanent employment, (7) placement and (8) permanent employment.43

To provide a flexible and varied work environment to carry out this program the report suggests that the program be developed upon a diversified work structure embracing five major work areas: (1) manufacturing and marketing of new products developed by the workshop; (2) industrial or sub­ contract work; (3) salvage and repair; (4) operation of a small business enterprise; (5) business, personal and main­ tenance services.

^ ibld., p. 34. 43

Functions of Workshop

Functions of workshops are based on their stated goals and objectives. Assuming the basic objective of sheltered workshops to be rehabilitation of the individual, the primary function will be one of providing work experience leading to vocational adequacy or economic sufficiency. However, the importance of personal-social development must be considered along with the vocational aspect. Review of the literature reveals that most workshops are focused upon specific needs.

Each workshop must determine its own needs and resources. No individual workshop can achieve all purposes that have been charged to workshops in general. Thompson lists some of the more important workshop functions which relate to work ex­ perience . 44 fj0t every workshop will provide all of these functions.

L To provide a laboratory for vocational diagnosis

and evaluation.

2. To provide a practical and realistic setting, for

vocational braining and adjustment.

3. To provide a setting for a sustained focus on the

needs of the individual, especially for motivation,

vocational exploration, and try-out.

44ibid,, p. M3. 44

4. To provide a controlled environment with a gradu­

ated amount of shelter between physical restora­

tion and vocational rehabilitation,,

5. To provide therapeutic work experience.

6. To provide follow-up services.

7. To provide gainful employment.

8. To provide purposeful activities not necessarily

remunerative.

The overall functions of the workshop is the same under all conditions--the provision of work experi­ ence with rehabilitation values. However, certain factors are determinants of selection and emphasis on specific functions.

Community needs, resources, leadership and degree of coordination of rehabilitation sources determine the specific functions assumed by the local work­ shops. The nature of the handicapped population influences the selection and emphasis of workshop functions.^5

In order to carry out the functions of the workshop, the staff should be selected to meet the needs of the program the program should not be built around the staff. The work­ shop staff should be oriented to the handicapped individual and to the community rather than centered upon the agency.

A staff which sees the function of the workshop as rehabili­

tative. will need different qualifications from one that sees

production as the primary function of the workshop.

45Ibid., pp. 43, 440 Summary of Trends In Development of Workshop Services

Sheltered workshops of today are still operated by many of the charitable, social, religious, educational and other public and private non profit agencies and organizations.

Many of the long established workshops continue to be more agency-centered than individual centered. Their pri­ mary service remains that of employment and their primary 46 goal, production. However, Gellman states that consider­ ation of the problem of transforming terminal and transitional employment shops into rehabilitation workshops is a sign of the maturation of the workshop movement. He further states that although proportionately fewer of todays workshops can truly be termed "rehabilitation" workshops, the services offered by most do enable their handicapped clients to achieve some degree of rehabilitation:

These services include in addition to the op­ portunity to work and to earn a wage-vocational evaluation and adjustment, vocational training, per­ sonal' and social adjustment, and— where possible— placement in the normal job market and follow-up. Where the workshop is positively oriented toward providing rehabilitation services, the degree to which it succeeds is directly proportional to the training, skill and ability of the workshop staff, board understanding and the workshop budget devoted to rehabilitation services4?

^William Gellman, "Rehabilitation Services in a Work­ shop Setting," Journal of Rehabilitation, Vol. XXXI, No. 1 (Jan.-Feb. I965T7 p. 34. 46

Gellman suggests that the transformation of the shel­ tered or terminal workshop Is taking place in two stages:

(1) the movement toward a transitional workshop using voca­ tional acculturation programs to prepare disabled persons

for employment; and (2) the conversion of the transitional workshop Into a vocational adjustment workshop utilizing a

h O "controlled working environment" to deal with problems of vocational development, work identity, or social learning which result In an Inadequate work personality.*^

Whitten defined a "vocational adjustment center or

facility as:

. o . a facility which utilizes work as the princi­ pal therapy aimed at development of maximum work potential of the handicapped individual. It will provide ancillary medical, psychological, religious and social services as required to achieve its ob­ jectives o 5°

Gellman lists the following as essential components

of the vocational adjustment w o r k s h o p : ^

"Controlled Working Environment" Is defined as a situation effectively simulating or duplicating working conditions and atmosphere that would prevail In competitive employment but having the ability to control or modify the situation depending upon the needs of the individual client.

^Gellman, loc. cit. , p. 34.

5°E. B. Whitten, "Directing Workshops Toward Rehabil­ itation Needs of the Handicapped," an address to the National Institute on Role of Workshops in Rehabilitation, Bedford, Pa., April, 1958.

^•’•Gellman, loc. cit. , p. 35. 47

1. The workshop focuses on the vocational area and provides ancillary or other types of ser­ vices required by clients directly or through referral to cooperating agencies0

2. Evaluation of clients is systematic,periodic, and multidisciplinary to permit individualized vocational goals and work programs for each clients

3« The workshop and workshop programs are incor­ porated into and are part of a vocational coun­ seling program which, in turn, is integrated into the community pattern of rehabilitation programs.

4. The workshop has a controlled working environ­ ment which, through use of professionally trained foremen, permits modification of subjective and objective factors in the workshop as required to develop, strengthen, or maintain an adequate work personality.

5. The workshop uses work as a therapeutic tool and as a situational technique for evaluating, improving, or sustaining employability.

6. Workshop programs are Individualized to offer each client a program which is adapted to his specific needs and enables him to learn how to function in a work setting.

7. The workshops serves as a laboratory in which counselors can formulate and test hypotheses re­ garding client work behavior and attitudes and In which clients can learn to know themselves as workers and as members of a work group.

8. The workshop has a professionally trained direc­ tor and professionally trained counselors and shop foremen to provide a qualitative individu­ alized service.

The specific rehabilitation services which are implied in the components of the vocational adjustment workshop are described in considerable detail in the report of the 48

Bedford Conference 1 9 5 8 They are listed here in summary form:

Case finding - A systematic method of Identifying the handicapped individual in the population and of estab­ lishing early contact with him to facilitate his re­ habilitation.

Evaluation - The complete study of the handicapped individual's physical, psychological, educational, social, vocational, and economic status.

Physical restoration - Those services designed to im­ prove the handicapped person's physical and mental functions. They include such services as surgery medical treatment, hospitalization, prostheses (in­ cluding limbs, sensory aids, dentures, braces, etc.), surgical applleances, medical maintenance, convalescent care, and various therapies.

Counseling - To assist the handicapped individual to understand himself and his needs, his potentials and limitations; to help him determine realistic rehabili­ tation objectives and utilize available services in attaining them; to aid him in the removal of barriers that stand between him and maximum adjustment. Coun­ seling includes an interpretation of social behavior toward the handicapped person; of society's limita­ tions in bringing to him all the services that would be ideal in helping him to move to goals for which he has a maximum adjustment potential; and of the specific areas in which the particular agency can help him. Counseling is needed throughout the rehabilita­ tion period.

Training - To enable him to work for the first time, to return to his former job, or to enter a new occu­ pation. Training services should focus upon the de­ velopment of skills that can be used in attaining economic sufficiency.

Adjustment - Helping the client move from a world of dependence to a work of independence is a disturbing experience for the handicapped person. Services needed for augmenting his personal, social, and

^Thompson, loc, cit. , pp. 11, 12, 13. 49

vocational adaption are maintenance, new socializing experiences, and prevocational training.

Placement - For a large number of handicapped persons, employment is the goal. If vocational rehabilitation is to be successful, the handicapped individual and the appropriate job particularly suited to his specific capabilities and limitations must be brought together. This sort of selective placement differs markedly from the ordinary employment service.

Follow-up - Continued assistance in adjusting to his work situation and to his wider social sphere. He may also need continued medical supervision or social casework services. Further interpretation to family, employer, or community may be required. Adjustment of specialized equipment may be helpful. Continued counseling after placement is a need which in many instances exists independently of other needs.

It is reasonable to expect that few if any existing workshop facilities would have all these rehabilitation ser­ vices. The majority are likely to be limited at best to several of these rehabilitation services on a formal level.

The basic or traditional workshop services such as job skill training and/or work experience on a short or long term basis remain the dominant ones. 50

SECTION TWO

SHELTERED WORKSHOPS FOR THE MENTALLY RETARDED

Historical Development

The establishment of sheltered workshops designed specifically to serve the mentally retarded is a relatively recent innovation in the use of sheltered workshops. Although several rather prominent writers in the mental retardation field have indicated the first MR workshop was established in

New York City in 1953,-^3 there is evidence to Indicate an earlier MR workshop was established in the State of Ohio in

19*»9.

Primary credit and responsibility for the early growth and development of sheltered workshops for the retarded in

Ohio and throughout the United States can be attributed to local associations for retarded children. These associations were made up primarily of parents of retarded individuals along with a sprinkling of friends and interested profes­ sionals. A few parent associations were organized prior to

1950, but the majority came into existence following the organization of the National Association for Retarded

53Abraham Jacobs, Joseph T. Weingold, and Max DuBrow, loc. cit., p .

5^0hio Association for Retarded Children, Sheltered. Workshops in Ohio for the Mentally Retarded, Ohio Association for Retarded Children, Columbus, Ohio, April 1958. Revised November 1959, p. 37. 51

Children in 1950. During the.1950s and into the 1960s these local associations were the primary sponsors of MR workshops.

The National Association for Retarded Children continues to devote considerable effort to the gathering and dissemination of workshop data and the promotion of legislation relative to training and employment., The perseverance and effectiveness

of the parent movement has been demonstrated in the tremen­ dous gain in services for the moderately and severely retarded.

In this regard Wallin lists three reasons for the

strong parent effort in the early 1950s to develop specific disability workshops for the mentally retarded.

First and foremost, the exclusion of thousands of children and youth as uneducable on the basis of cer­ tain assumptions which have been under challenge for decades. The parents could not reconcile themselves to having their children doomed to a life of idleness and neglect, which was the inevitable result for the majority of school exclusion.

Second, many parents were reluctant to Institution­ alize their progeny as long as they could care for them at home. Some would not listen to institutional­ ization under any conditions. Moreover, institution­ alization often meant relegation to waiting lists before admission, which sometimes entailed years of Idleness and neglect during the most promising period of habilitation.

Third, many parents feared, rightly or wrongly, that if the mentally retarded were entered Into the workshops for the physically handicapped they would be discriminated against and receive only perfunctory attention.55

55j. e . Wallace Walln, "Sheltered Workshops for Older Adolescent and Adult Mental Retardates," The Training School Bulletin, Vol. LVI, No. 4 (February, I960), pp. 114,115. 52

Number of MR Workshops

The growth of workshops for the mentally retarded has

Increased from one known workshop in 1949 to over 320 through­ out the nation by 1964, according to a directory prepared by the National Association for Retarded Children,^ A majority of the MR workshops established during the 1950s were spon­ sored by Associations for Retarded Children to serve the mod­ erately and severely retardedo By 1966 there were estimated to be between four to five hundred MR workshops in the

United S t a t e s ,57 Many general disability workshops were also serving the mentally retarded, A report of the Depart­ ment of Labor indicated that as of April 30, 1966 there were

296 "certi floated"^ mr workshops in the United States.

This figure represented approximately one-third of the total

900 workshops certificated by the Department of Labor as of

S6 National Association for Retarded Children, Direc­ tory of Sheltered Workshops Serving the Mentally Retarded, National Association for Retarded Children, 420 Lexington Avenue, New York, New York, 1964,

5 '^Unpublished Study of the Ohio Workshop Planning Project on Mental Retardation, Ohio Association for Retarded Children, Columbus, Ohio, 1966.

5^The term "certificated” is used by the Department of Labor to designate these shops which have received special certificates issued by the Department of Labor which permit wage payments below the legal minimum to specified categories of handicapped workers,

59u.S, Department of Labor, "Sheltered Workshops— A Pathway to Regular Employment," loo. cit„ , p. 27. 53

April 30, 1966, General disabi lity - -i. < 1 hor-e serving all or several types of disabilities, r>-■ ■ 1." 1 1 • rgest group with 331 workshops. Of the certificated wur .,ticps serving a specific disability group, the largest group by far were the MR workshops„ Based upon the demonstrated and pro­ jected rate of growth there will be more MR workshops in the

United States by the end of’ 1968 than the combined total of all other types of workshops, The greatestgrowth in shel­ tered workshops between 1955 and 1966 was in shops serving the mentally retarded.^

In spite of the seemingly rapid growth of MR workshops only a small proportion' of the retarded who can benefit are actually being served, A 1967 U.S. Labor Department report states that only about 3 percent of the mentally retarded of working age (16-6^) who might benefit from training in a sheltered workshop situation, are actually in such a program at any given time during a year.^l

The development of MR workshops in Ohio, as in other states, has been almost exclusively a phenomenon of the

si.-' - " ' i i •) i’ the twentieth century. Examination of data

from a study by Nlehm (1955) indicated one workshop in 19^9

k°lbid, , p , t

6lIbid. , p=l 2. CL p and five in 1955 . A survey conducted by the Workshop Com­ mittee of The Ohio Association for Retarded Children indicated approximately ten MR workshops in Ohio by 1958. ^ Thirty- nine MR workshops were reported in Ohio by 1966. ^ By 1967 there were forty-seven known MR workshops in Ohio. This has

since increased to over fifty and it is anticipated by the

end of 1968 the number will be well over sixty in Ohio.

Goals for MR Workshops

The pattern of evolution for general workshops from a purely "custodial and employment facility" for the handi­

capped to a "rehabilitation oriented facility" has been reviewed in the first section of this chapter. The pattern

of development for MR workshops has been somewhat similar to

the general workshop movement. Many of the MR workshops were

started as a solution or alternative to keeping the retarded

youth at home after they become too old for the community

62Bernard F. Niehm, "A Study of Shelter Workshops for the Mentally Retarded" (unpublished Master's thesis. The Ohio State University, 1955).

63ohl o Association for Retarded Children, Sheltered Workshops in Ohio for the Mentally Retarded. Ohio Associ­ ation for Retarded Children. Columbus, Ohio, 1958, Revised 1959, P. 22.

^Bernard F. Niehm and Hoyt McPherson, A Directory of Sheltered Work Opportunities for the Retarded in Ohio, The Workshop Planning .Project on Mental Retardation, a research project of the Ohio Association for Retarded Children, Columbus, Ohio, 1966. 55 classes. The majority of the MR workshops were established initially to serve the moderately and severely retarded (IQ

50 and below). Emphasis was on occupational, social and recreational activity. While there was some hope that workshop training might lead to competitive community employment, most

MR workshops were viewed as occupational activity and terminal employment facilities. Thus we see the early MR workshop goals as work training leading to terminal employment com­ bined with provision of social and recreational activities.

These early goals were gradually replaced with broader habilitation goals which emphasized training leading to maxi­ mum social and vocational adequacy, whether in a sheltered or competitive work situation. Many of the early writers and working professionals involved with the mentally retarded assumed the goals set forth for general workshops were appli­

cable to the retarded. Experience gradually Indicated the need for some modification. I

Zehnder states the purposes of the sheltered workshop will differ depending on degree ’of retardation of the clients 6 R served. J For the mildly retarded workshops would serve

primarily as center for vocational training and transitional

work experience. These training workshops would assist in

building work attitude and vocational skills within a work

^5john Zehnder, "Sheltered Workshops for Mentally Re­ tarded Adults," Exceptional Children, Vol. XX, No. 5 (February, 195^), p. 2l6. 56 oriented environment* The goal of such a workshop would be the preparation of trainees to be independent and useful cit­

izens of the community. Workshops that are to serve the more severeiy retarded, those individuals who may never be able to perform adequately except in a closely supervised, noncom- petive workshop situation, must be oriented to provide ex­ tended training and long term employment for the client*

Zehnder further suggests that the functions must be manifold

if the retarded person is to experience a satisfactory life.

He concludes that the purpose of a workshop for this group of severely retarded would be to help them to be as independent,

useful, and happy as possible*

Ferguson states that goals specific to a particular

workshop will oe dependent upon a variety of factors peculiar

to the community m whi cr. the facility operates* Examina­

tion o f the stated goals of a number of facilities offering

vocational habile tatIon service to the mentally retarded

indicate that there are many more similarities than differ- Cf ences in their expressed purposes *w J He lists a number of

principles that might serve as a guide to formation of basic

phi iosophy and goal definition for new workshops* They are:

1* The ycung adult retardate is entitled to an oppor­ tunity to engage in meaningful and satisfying

n ^ "'Racert G *' Ferguson, Hafcllitatlcn of Mentally Retarded fouth, MacDonald Training Center Foundation, August, ‘1959, Tampa, Florida, Fart 1, pp* , 35« 57

productive activity to the extent to which he is capable within the community in which he resides.

2. Vocational adjustment opportunities can most economically and most efficiently be provided for the retardate in a sheltered setting which permits a variety of experiences aid situations designed to aid in the growth of social and economic independence.

3. A first step in vocational habilitation of the re­ tardate must Include a realistic appraisal of his capacities, interests, motivation, and social competence; and a second step must include train­ ing and educational efforts designed to capitalize on his present and potential assets.

^ . The retardate may need to be stimulated to appro­ priate activity and purposeful effort, and can best be guided in this direction through the use of concrete and specific materials and situations, and through the use of a variety of activities and settings which simulate "on-the-job" conditions.

5. The retardate should be provided the opportunity to function as part of a group, and should have the opportunity to earn peer, family, and community acceptance based upon his value as a contributing member of society.

He also listed some secondary objectives for a workshop program.^7 They are:

1. To provide assistance and information to parental groups as well as clients.

2. To become a centralized point for information, resources, and services for the mentally retarded in the area.

3. To function efficiently in public education by re­ ceiving visitors, providing speakers for groups, and maintaining close contact with local represen­ tatives of the press, radio and television.

67Ibid., p. 25.

i 58

4. To provide opportunities and resources for train­ ing in various aspects of the field of mental retardation.

Wallin, an early leader in the field of mental retar­ dation and advocate of comprehensive workshops suggests that a workshop is best defined in terms of its objectives and ' 6 8 * functions. He then defines a comprehensive type of work­ shop as one that attempts a program of development that in­ cludes all phases of the individual's potentialities physical, educational, psychological, vocational, social, ethical and spiritual. Wallin believes the process of job adjustment in­ volves a many-sided program of basic life adjustment. With the mentally retarded it is just as important perhaps even more important to develop skills in the art of living, per­ sonal and social skills, as it is to develop manipulative dexterity. He states that it is easier to develop manual skills to succeed in some routine job than to develop enough

social judgment, responsibility, and finess to live accept­

ably or independently in society. Therefore the workshop must provide a program of job training and social growth and personality development. Wallin suggests eight goals or pur­ poses of a comprehensive MR workshop. They are summarized

as follows:

1: Organize the sheltered workshop as a genuine resource for developing vocational or occupa­ tional competence and for paid employment in

^Wallin, op. cit. , pp. 116-120. 59

some area of trained skill along the line of manu­ facturing goods for sale, performing work under a contract or subcontract, repairing or salvaging objects, preparing for some kind of service job either in the workshop itself or in homes, insti­ tutions, industrial plants, or commercial estab­ lishments in the community.

2. Train as many clients as possible for employment in competitive jobs in outside industry. That should be the constant ideal. No one should be kept working in a sheltered workshop who can func­ tion successfully in the community labor market.

3. Make the workshop more than an aggregation of materials, tools, and machines. A workshop is above all a buzzing assembly of struggling, pul­ sating specimen of humanity who are wrestling with serious problems of adjustments to the social order. The clients have vital individual needs to meet in the direction of socialization and per­ sonality integration. Therefore, while the work­ shop is not primarily a recreation center where the retardates can foregather to fraternize and to have a good time, nevertheless, adequate opportun­ ities should be afforded for worthwhile social contacts that will make for social enjoyment, stabilization, and improvement.

M. Develop all possible communications or language skills, so that the retardates can communicate with associates by word of mouth— and pen— so they can make themselves understood, and partici­ pate in conversation and discussion. This will pay off in social acceptance in the home,'- factory, school, and community, and thereby yield deep personal satisfaction. The ability to employ oral expression may not be of any particular value in many jobs, but it is of vital importance for social adjustment.

5. Develop practical, usable skills so far as pos­ sible in the literary fundamentals of the three R's which, after all, constitute basic communication tools in civilized society. They should be taught to apprehend street signs, traffic signals, warning and directions signs in factories; bus, house, and phone numbers; days, months, and years; stamps, coins, and bills; to sign their names, to make out bills and receipts. 60

6c Overcome, so far as possible, the great variety of personality maladjustments that militate against the successful life adjustment of many of the mentally handicapped,, Such maladjustments, usually acquired through social malconditioning in early life in the home, school, streets, and play- courts, include: anxieties, tensions, timidities, morbid fears, hostilities, mental conflicts, obsessions, compulsions, regressions to lower levels of adjustment, resort to escape or defense mechanisms of many varieties, day dreaming flights for reality, other forms of reality'dodging, inhibitions, repressions, emotional disturbances, and the like .

7. Provide counseling and guidance all along from the very beginning of school entrance— personal, edu­ cational, social, and vocational guidance. Pro­ grams of guidance and enlightenment should include the parents, who are often bewildered and dis­ tressed by confrontation with complicated problems with which they are unable to cope.

8. Provide discriminative job placement and suppor­ tive follow-up.

Jacob, Weingold and DuBrow state the primary goal of

the workshop is to assist the client to optimal functioning through emphasizing vocational performance and personal adjustment«^9 And in so doing, they stress the need for a

client-oriented approach. This goal is accomplished through

the workshop using work as its medium. Thus a major activity

of the workshop is remunerative work, performed according to

specification and standards of quality and paid according to

the individual's ability to produce. They stress the need

for work to be performed in a setting which simulates industry.

At the same time cautioning that although the physical

^Abraham Jacobs, Joseph T. Weingold, and Max DuBrow, loc. cit., p. 37. 61 setting is like a factory there are Important differences between a sheltered workshop and a business.

The workshops primary concern Is the welfare in its broadest sense, of the clients it serves. As a social agency, it may find it necessary at times to sacrifice economy of production to the training values of the job.70

In discussing several definitions of sheltered work­ shops, found in Public Law 565 and the Manual on Sheltered

Workshops of the National Association of Sheltered Workshops and Homebound Programs, Jacobs, Weingold and DuBrow state:

Both of these definitions give the impression that remunerative work is paramount in the opera­ tion of sheltered workshops and that training, coun­ seling and other vocationally oriented techniques are adjuncts to the basic paid employment. Even though remunerative employment is the key to this area of vocational rehabilitation, we feel that these apparently adjunctive services are of equal impor­ tance and in some stages of rehabilitation of the mentally retarded require even greater emphasis.71

Cohen states:

Although the workshop must, of necessity, concen­ trate on the vocational attributes of the individual, there is a great need for additional services in the remaining areas of the retardate's activities. Activities relating to non-vocational areas.such as travel, communication, the ability fo handle money, self-care, appearance, and recreation must be con­ sidered. Since sheltered workshops offer a great opportunity to develop such skills and provide work conditioning for the disabled, they should be util­ ized as an integral part of the overall planning for

7°lbld., p. 37.

71lbld., p. 5. 62 72 the retarded in a community setting.

Cohen also stresses the need for adequate counseling and guidance services to ensure maximum use of the individual's potential. He states that providing selective job place­ ment services, interim support, and adequate follow-up as needed until the client can attain an optimal level of func­ tioning is an essential goal of today's workshop for the men­ tally retarded.73 1

It is quickly evident from a reading review of the literature that there is some conflict and variation among workshop leaders as to the specific goals for workshops serving the mentally retarded. On the one hand the MR work­ shop is viewed as a facility to provide diversional activi­ ties for post-school age retarded. Others view it as a terminal employment resource. Still others see the major goal to be one of providing vocational training and transi­ tional work experiences leading to placement in the compet­ itive employment market. Some writers have placed emphasis on job skill training combined with remunerative work experience. Other workshop authorities have encouraged

72julius S. Cohen, "Vocational Rehabilitation of the Mentally Retarded— The Sheltered Workshop," Mental Retarda­ tion Abstracts, Vol. Ill, No. 2, 1966 (National Clearing­ house for Mental Health Information, U.S. Department of Health, Education and Welfare, Washington, D;C., 1966), p. 163. 73ibid. 63 more emphasis on the building of personal and social com­ petencies .

Services in MR Workshops

The nature of the services being provided will reflect to a considerable degree the philosophy and goals set forth for the workshop. Services provide the means of turning goals and objectives into action and accomplishments. Ser­ vices are defined in this study as those structured activi­ ties which are carried on within or in direct connection with the workshop. They are a planned part of the workshop pro­ gram, and staff are assigned to carry them out. Research of the literature reveals a wide variation in number and kinds of services being provided in clients in MR workshops.

In September 1953 the National Association for Re­ tarded Children published a report of its Sub-Committee on

Sheltered Workshops. The report concerned a survey made by the sub-committee in the fall of 1952. Nine workshops were visited, four of which made some special provision for the retarded. Specific MR workshops were almost non­ existent at this period in time. Some of the findings of the survey were: (1) educational and experience background of staff varied greatly from persons with college degrees in

^ National Association for Retarded Children Educa­ tional Committee's Sub-Committee on Sheltered Workshops. Report on Sheltered Workshops. National Association for Retarded Children, September 3, 195 3 64 psychology, vocational counseling, industrial experience, etc.

However, the major emphasis was placed bn personality and

Interest in the retarded; (2) volunteers were used in obtain­ ing contracts, driving buses, clerical work, etc.; (3) four to five hour days were the limit set for most retarded; (4) emphasis was on work contracts, salvage and production of new material; (5) no mention was made of evaluation, personal adjustment, placement and/or follow-up.

A 1955 survey of seventeen sheltered workshops serving the mentally retarded Indicated that: (1) a strong emphasis was on work; (2) provision of habilitation services such as evaluation, counseling, placement and follow-up were inade­ quate in all shops and in some non-existent; and (3) quali­ fications listed as Important for staff members included: professional training in education and related fields, busi­ ness background, industrial experience, love, patience, con­ sideration and understanding.75

A survey conducted by the Ohio Association for Retarded

Children in 1958 contained little Information on available programs of service other than work experience (such as sub­ contract new production, salvage, service training, etc.).

Several workshops mentioned recreation, parent counseling and 7 f) parent meetings.'

^Bernard F. Nlehm, loc. clt.

7^0hio Association for Retarded Children, Sheltered Workshops in Ohio for the Mentally Retarded, Ohio Association for Retarded Children, Columbus, Ohio, April, 1948 Revised, November, 1959. 65

The National Association for Retarded Children con­ ducted a survey in 1956 and 195 7 of fifty-six member units operating sheltered workshops for the mentally retarded.^

The results indicated that most of the workshops provided at least one vocational rehabilitation service. A large number emphasized recreation-social activities. The majority reported full-time staff members directly involved in program operations. Part-time staff were reported by many workshops.

More than half the workshops engaged in light industrial type assembly operations as well as use of power and hand

tools on various skill levels. Many of the workshops pro­

vided arts and crafts type of activities giving vocational

training a less important position or emphasis in their

overall program. Many of the workshops cad not become in­

volved in making application for the United States Depart­

ment of Labor's Special Exemption Certificate which permits

the payment of less than minimum wages to handicapped

clients involved in inter-state commerce. Vacations or

other fringe benefits were usually not provided by the work­

shops .

Less than one-third of the workshops provided any

placement and follow-up. Pew workshops used interviews,

^National Association for Retarded Children, A sum­ mary of Sheltered Workshops Survey of Fifty-six Member Units / Operating Sheltered Workshops. National Association for Retarded Children, Inc., New York, New York, January, 1959, 16 pages - 66 parent counseling, employee reports and/or reports on train­ ees to cooperating agencies to assist in the placement and/or follow-up processes-

This same study indicated that recreation often had a higher priority in the workshops than did actual vocational activities- It was noted that while recreation is worthwhile and meaningful there is some question as to the extent such programs should function within a vocationally oriented pro­ gram. The report further suggested that if social and recre­ ational activities were essential elements to the client's program then there appeared to be a need to offer such activ­ ities to the retardate in a non-vocational setting.

Some of the conclusions of this study indicated the need for parent guidance and counseling.78

1. Parent roles need to be clearly defined since the success of any given sheltered workshop pro­ gram will be measured by the amount and kind of parent participation in these sheltered workshops.

2. Parents are in the best position to provide their children with a large variety of life experience through their active home and family life.

3. Parental guidance and help are of immeasurable value when their children are undergoing pre- vocational activities in the school. Parents need to be thinking ahead and prepare their chil­ dren for the sheltered workshop experience.

Parents need to work closely with the sheltered workshop in order to fully understand th® limita­ tions and the attitudes of existing programs so

78Ibido, p. 11. 67

that realist 1 2 goals can be set for the retar­ dates s They need to understand the program goals and objectives m advance so that the proper bene­ fits may accrue to the retardate,

5.- Parents need to assist the workshop in discharging their responsibilities to the retardate. Personal adjustment training is not accomplished in a mat­ ter of hours or days, but is a continuous process. The parental and home atmosphere which is full of love, understanding, acceptance, and mature coun­ seling and guidance in these important matters will be an invaluable aid toward the total program goals. Motivation, incentive, and the will to succeed for the retardate have their foundations and roots in such homes.

Another report relative to the development of sheltered workshop services lists tne following aspects of service for a max.1 mum hafc illtac 1 on program: ? 9

1 = For maximum habiiiiation a program must be two pronged, it must develop through all available training devices the maximum resources of the per­ son for self management, and, then through sup­ porting services, bridge the gap which still re­ mains between his resources and the conditions of t h e social environment

2 ■. An adequate hat ill t; at i on program can function only on a case work basis sufficiently flexible to provide for the individual’s needs and ehar- acteristi:s, This precludes the lumping together of people in standard!zed programs- the programs mus t be andiva dual1 z ed.

3 .. Programs which are based upon maximizing the re­ sources of a person require a system of assess­ ment and appraisal which will follow the course .opmento This means a

?9acodwili Industries of America, Work Evaluation and Employment Preparation Servlees for Mentally Retarded Adults, A Report on the Institute on” Sheltered Workshop Services for the Mentally Retarded, 19 6 1 •' 19 — d North Street, N,W. : Wash­ ington 6 , D,C,), pp , 13,16, retooling of instruments to assess strength in­ stead of weaknesses,

4, Counseling is an essential aspect if the mere manipulation of human beings is to be avoided,

5, The most vital aspect of the life adjustment of the retarded is the development of an adequate social life,

6, By not over-protecting and underestimating the retarded, a sense of personal worth and dignity can be built which will carry them toward greater habilitation,

A 1962 research publication of the National Associ­ ation for Retarded Children, on sheltered workshops for the retarded, emphasized personal adjustment training and travel training being as essential as any job skill training in order to obtain suitable employment. This same report described six services or program phases as essential in operating a sheltered workshop for retarded adults. They include (1) screening and admissions, (2) evaluation, (3) personal ad­ justment, (4) vocational or job-training, (5) selective place­ ment, and (6) follow-up,®0

Cohen stresses the need for counseling and guidance services to ensure maximum use of the individual’s potential.

He also stresses the necessity of providing selective job placement services, Interim support and adequate follow-up as

Rn National Association for Retarded Children, Funda­ mentals in Organizing a Sheltered Workshop for the Mentally Retarded, National Association for Retarded Children, 19^2, PP.? 5,67 69 needed until the client has adjusted to his adult life situ­ ation and his optimum level of functioning has become evi­ dent . ^

A I960 conference report on the vocational rehabili­ tation of the mentally retarded states that all training is designed to increase personal adjustment.®2 This includes training in basic work habits, attitudes, social skills and activities. Personal adjustment training for the mentally retarded is an essential aspect of his job training.

The same report also points up the importance of positive supervision and control of the trainee during hours away from the shop including the need for appropriate recre­ ation. ®3 Papent counseling is also cited as an area that should receive major attention from workshop personnel.

Parnicky suggests the need for counseling services to assist the client at the time of his transition from training to job situations, the need to help parents help the client to become independent and also the need of alleviating employ­ er's misconceptions about mental retardation.®1*

®-*-Cohen, loc. cit. , p. 163. Q p Rehabilitation and Research in Retardation, Proceed­ ings of a Conference on the Vocational Rehabilitation of the Mentally Retarded, Southern Methodist University, Dallas, Texas. February 10-12, i960, Sponsored by National Association fori Retarded Children and the Office of Vocational Rehabili­ tation. U.S. Department of Health, Education and Welfare, 1966, p. 68.

®3Ibid., p. 6 9.

®i*J. J. Parnicky, "The Newly Graduated Retardate," Rehabilitation Record, 196^, Vol. V, pp. ?6-29. TO ! Feingold sees the social aspect of workshop activity

as more important than vocational or personal adjustment ser­

vices.®^ The better the psychosocial dynamics of the work­

shop are understood, the more effective the rehabilitation of

the trainees will be.

Dybwad states that successful placement of a mentally

retarded person will depend on the quality of counseling

service the individual is receiving.^ While some counseling

functionsmight be assumed by other community agencies some

counseling is directly job and shop related and must be taken

care of by the workshop staff, which should1include or have access to a trained counselor.

DiMichael states that his experience with retarded

clients of sheltered workshops has dramatized the fact that

rehabilitation of the retarded person involves and depends

upon rehabilitation of the f a m i l y .

The Massachusetts Study points out that there is no

standard term to designate a personal or work adjustment

®^Sol Feingold, "Social Interaction in a Sheltered Workshop," Cerebral Palsy Review, Vol. XXIV, No. 4, 1963, pp. 12-14. , or ODGunnar Dybwad, Challenges in Mental Retardation (New York and Londong: Columbia University Press, 1964), p. 157.

87jerome H. Rothsteln (ed.)., Mental Retardation— Readings and Resources (New York: Holt, Rinehart and Winston, 1961), p. 373. 71 i O O program. It Is called pre-vocatlonal training, work con­ ditioning, social adjustment, job adjustment, work adjustment, work personality development, etc. The extent this service is developed varies among workshops. Some may use psycho­ logical counseling,social casework and client group discus­ sions; others have nothing other than a non-threatening e nvironment.

Prom the review of the literature relating to ser­ vices it appears that the same kinds of rehabilitation ser­ vices found in general disability workshops are also needed for the retarded. A major difference appears to be the emphasis given to each service and having an approach which recognizes the problem as one of habilitation rather than rehabilitation. There appears to be greater emphasis on the personal and social adjustment aspects of workshop activity.

There also appears to be more stress placed on the impor­ tance of parent counseling and family involvement than found

in the general workshop literature.

It appears that there is some concensus anong workshop

personnel that parent and client counseling should be con­

tinuous throughout the habilitation process— that counseling

should be handled by a trained vocational counselor working

^Richard V. McCann, Sheltered Workshops in Massa­ chusetts: A Descriptive arn. FuncTlcnal Study. Sponsored by the Massachusetts Rehabilitation Commission and Vocational Rehabilitation Administration of the Department of Health, Education and Welfare, 1963, p. 2 7 . 72 with the client and his f a m »y — that pex-sunu i adjustment training should be continuous throughout the sheltered work­ shop program— chat all workshop staff will contribute to the client's adjustment— that a constant interaction with parents at all stages of a client's workshop program is essential to maximal success., There is also considerable evidence from the literature review to indicate that less than a majority of the MR workshops are providing these services in fact.

Staffing Needs

Review of the literature reveals considerable vari­ ation in staffing patterns between general and MR workshops.

A1 ivveaied is the rather critical shortage of trained man­ power. Training programs for workshop personnel are almost non-existent in colleges and universities. There is also a related problem as to the kind of training and experience workshop personnel should have,

Neff suggests this uncertainty is due in part to our lack cf a large body of experience due to the newness of the workshop movement, The difficulty is compounded by the many types and v a n at ions 01 workshops. He cites the two work­ shop extremes: At one extreme, there is the truly sheltered work facility, designed to provide some measure of remunera-

^9walter S. Neff, "Training and Recruiting Workshop Personnel," Journal of Rehabilitation, Vol. XXXI, No. 1 (January-February, 1965), p . 50'. 73 tive employment for people who cannot compete for jobs in the open labor market„ The primary objective here is to provide work in an environment which is essentially benign and pro­ tected; the client’s length of stay may be Indefinite or long-termo At the other extreme is the short-term, transi­ tional facility (also becoming known as the rehabilitative workshop),, Here the primary objective is adjustive rather than protective, and the work environment may be designed to simulate all major aspects of ordinary unprotected employment.

Many workshops offer both types of programs within the same facility with varying emphasis on one or the other program depending upon the kind of shop; its philosophy, its objectives, and its structure„

Neff also suggests that the sheltered workshop which is designed to provide long-term sheltered employment really needs two kinds of personnel: (1) a workshop manager (and supporting staff) who can operate the shop efficiently from the point of business practices, and contract procurement; and (2) a workshop foreman who has patience and understand­ ing and sufficient ingenuity to adapt production methods to the needs' of people with severely impairing disabilities .90

It is suggested that with luck we can find such people in

industry, among the retired or unemployed or among those

90 7 Ibid., p. 50, 74 whose ideals impel them to use their industrial skills to aid

the handicapped,

Neff views the rehabilitative workshop as having a more demanding need for professionals and specialists in the

training of the clients , While acknowledging that there is

not total agreement relative to the need for trained manpower,

he states there is an increasing trend toward use of pro­

fessionally trained personnel (as differentiated from the

industrially trained personnel) in key workshop areas.

Both general and MR workshops which have been oriented

to sheltered empioymenT m the past are beginning to develop

rehabiit* ari ve or habi iitative functions or components in

their programs, This has added to the demand for trained

professionals with certification in vocational guidance and

counseling.. In MR workshops the emphasis has not been as

strongly oriented toward vocational counselors but toward

professionals ■with special education, social work and/or

psycho logical background.

Often a professional is brought into the shop as the

administrator or direr, tor but wi li also do counseling, and

placement work with clients t. Or a professional may be

brought in primarily for the evaluation, counseling, job

placement, etc. In this type of shop people trained in in­

dustry and/or related areas will provide for the management

and work supervision of the shop. 75

While there is some trend or experimentation in some

general workshops to require the entire workshop staff, work­

shop director, shop supervisors or foremen, counselors, and placement workers to be university trained professionals,

this trend is not yet evident in MR workshops.

The rationale for a totally professional staff is based on the belief that such a workshop is essentially a therapeutic medium— albeit of a non­ verbal type— making fairly heavy demands on its staff for professional knowledge and experience, for considerable flexibility in role-playing, and for mastery of techniques of assessment and evalu­ ation. 91

The major drawback or problem in using all profes-

sinal staff is the problem of training them in the skills and methods of industry if they are to assume these roles.

Trevethan in discussing the changes that are taking place in todays thinking about workshops, recognized the need

for standards and accreditation in all areas of workshop

development, organization, program,, facilities, funding and

staffing. With respect to personnel he suggests the need to

recognize the role and importance of certain non-professional workshop staff as follows:

It has taken us a long time to realize that some of our best rehabilitation takes place at the work bench* and that the supervisor is an important mem­ ber of the rehabilitation team. He holds the power to make or break the program and all the good work of the doctor, the nurse, the counselor, the thera­ pist, and others who have had a part in writing the

91lbid. 76

the rehabilitation prescription can go for naught if it is not supported by the foreman at the bench. He may not be the holder of academic degrees. But he has been trained in the school of experience and in altogether too many instances we have minimized our achievements because of our failure to make the super­ visor at the bench a member of the rehabilitation team.92

In discussing the need for competent management Treve- than states that the workshop manager of tomorrow will be knowledgeable in many areas. His chief contribution will be in the area of administration. All levels of supervision will be upgraded and more and more the chief function of the workshop manager will not be related to some technical skill.

He will not be required, as was his predecessor, to be proficient in production. Rather, his respon­ sibility will be to Integrate programs and weld per­ sons of many and diverse talents and skills into a smoothly working unit. Many of these persons will have proficiencies in certain productive areas greater than his own. He will recognize this fac­ tor and skillfully seek to use his individual talent for the enrichment of the whole.93

Staff Positions and Functions

The literature search revealed no uniformity in titles

or job description of workshop personnel. Nor was there any

agreement as to ratio of professional staff to non-profes­

sional '.■/ '.he ratio of staff to clients. Jacobs, Weingold

ana l.< l. < a«i na ve suggested the following kinds of workshop

9?f. j c Trevathan,. "The Winds of Change — A View of the Future," Journal of Rehabilitation, Vol. XXXI, No. 1 (Janu­ ary -February^ 19657," p.

93ibid. 77 personnel. They Include: workshop director, social worker, vocational counselor, psychologist, shop manager, evaluation and training supervisor, workshop supervisor and assis­ tants .

Jacobs, Weingold and DuBrow go on to state that the qualification and training of staff are defined only for the established profession of social work, vocational counseling, psychology and clerical f i e l d s . 95 The other staff are hired mainly for certain personal characteristics although it is suggested that industrial training isiseful, especially for the shop supervisor.

McCann in a 1963 study summarizes the staffing patterns found in the Massacusett’s workshops for the mentally re­ tarded : 95

1. Each center had a workshop director responsible for administration work and who is usually in­ volved in service aspects as well, providing counseling or teaching. Most directors are educators by training with specialization in counseling or special education.

2. Each workshop employed supervisors who provided academic social and/or vocational training and production activities. Most supervisors were at least high school graduates, some with college or other specialized education.

9^Jacobs, Weingold and DuBrown, loc. clt. , p. 8 7 . 95ibid.

^McCann, loc. cit. 78

3. Although counseling services were mainly provided by workshop directors, some workshops had special staff or consultants for this service.

The following staffing pattern and qualifications are suggested by the National Association for Retarded Children.

They appear to be more representative of the ideal than repre­ sentative of existing staff patterns.^

Director

Role - The workshop director shall be the chief administrative officer of the workshop and shall have the responsibility of managing and admin­ istering the actual business and professional activities of the workshop.

Qualifications - Person with administrative ability in health agency work or with vocational rehabilitation background. Individuals with busi­ ness or industrial experience who are interested in this work should also be considered.

Evaluation Supervisor

Role - Observes trainees in a wide variety of simulated or real work situations within a sheltered workshop to determine the individual’s readiness for employment. Establishes different ways in which to test trainee readiness using objective processes which can reveal motivation for work, job interests, aptitudes for work, manual ability, coordination and all those other neces­ sary factors essential to employment for the retardate.

Qualifications - Persons with vocational testing or guidance, with industrial background or person­ nel work should be considered. Individual should have knowledge of vocational rehabilitation prin­ ciples, mental retardation and psychology.

97National Association for Retarded Children, Funda­ mentals in Organizing A Sheltered Workshop for the. Mentally Retarded, National Association for Retarded Children, Inc. , New York, New York, 1962, pp. 21-24. Personal Adjustment Supervisor

Role - Provides trainees with those skills neces­ sary for peak job performances other than specific job skills which are provided by the training supervisor. Develop individual capacity for learn­ ing fundamental skills for everyday responsibili­ ties in such areas as work habits, travel training and work behavior. Conducts individual job per­ formance. Attempts to improve motivation for employment by applying those techniques and methods which account for the development of wholesome personality factors.

Qualifications— Persons should be sought with train ing and experience in rehabilitation counseling, psychology or group work. Persons with special education backgrouhds should be'considered.

Training Supervisor

Role - Controls and coordinates all production activities of a sheltered workshop supervising the work of the various production departments directly or through subordinates. Interprets and executes over-all program of job training. Recommends changes in program to meet individual needs of trainees. Consults with supervisors and subordinates to plan and develop production policies, procedures, specifications and cost and time estimates for contract or other work performed.

Qualifications - Persons for this job should have vocational training experience or be thoroughly familiar with production or work scheduling. Experience in production work, particularly bench assembly work would be valuable. Retired fore­ man or plant managers often make excellent super­ visors, or a retired vocational trade school teacher.

Job Placement Specialist

Role - Interviews and otherwise gathers infor­ mation on trainees' readiness for job placement in the open labor market. Matches trainee capacity with job demands. Solicits jobs for the trainee by contacting prospective employers 1 in the community. May make on-site visits for 80

this purpose or for reasons of follow up after a job has been secured for the trainee„ Maintains periodic contact with placed worker until such time as It Is determined a satisfactory job placement has been made„ May provide job adjust­ ment counseling if needed.

Qualifications - Persons for this job should have background in personnel work, vocational guidance, employment interviewing or industrial psychology.

The most recent handbook on Sheltered Workshops of the

National Association of Sheltered Workshops and Homebound

Programs emphasizes the importance of selecting a highly qualified and experienced individual for the position of director, since he is generally empowered to develop job descriptions for all specialized positions in the workshop

and to select all other workshop p e r s o n n e l , 98

Reference is also made to the combined business and service function of the workshop necessitating the division of personnel into those providing professional services I (medical, social, psychological, counseling) which con­ tribute to the client's readiness for work and those who provide technical services (training, supervision, production, sales) which aid clients in acquiring work skills and in do veloping his productivity,

q 8 National Association of Sheltered Wo - xshops and Home-bound Programs, Sheltered Workshops— A Handbook, National Association of Sheltered WorkshopiT'ahd''Tiomnnoundf Programs, Inc. , Washington, D. C, , Revised Ivi: ). i on , ' :)A6, p. 19. 81

It is fairly safe to assume that the majority of the

MR shops will not have the broad array of professional per­ sonnel and services that have been reviewed in this section of the reporto It also appears evident that many of the staffing patterns suggested for MR shops are similar to those found in general workshops. Perhaps the major difference to be implied from the review would be that MR workshop person­ nel should have knowledge and experience in the area of mental retardation in addition to their special trade or professional discipline.

Summary I

This chapter has traced the origin and growth of the sheltered workshop concept as It applies to general disabil­ ity workshops and workshops specifically designed to serve the mentally retarded. The review has been focused on the number and kinds of workshops , goals and functions of work­ shops and the services and staffing patterns found in work­ shops. The scarcity of well documented research In the area of sheltered workshops for the mentally retarded was evident throughout the literature review.

Chapter III will be concerned with the procedures utilized in the collection and analysis of the study data. CHAFTER III

PROCEDURES

What- services are available to clients receiving train­ ing in mental retardation workshops? What services are avail­ able to families of clients? Specifically, what client coun­ seling and personal adjustment services are being provided by

Ohio’s MR workshops? , What parent education and parent coun­ seling is being provided? What are the staffing patterns in

MR workshops that provide these services? To the writer’s knowledge, the answers to these basic questions have never been determined on a state wide basis for Ohio's MR workshops.

Therefore this study was designed to investigate the

nature and scope of these services as they presently exist.

The Investigation has also been concerned with determining

the nature of these services and the existing staffing pat­

terns as they relate to the workshop services.

The method of research was primarily Normative-Survey

using a personal interview, mail questionnaire and check list

approach to data gathering. Procedures followed in conduct­

ing the study have been both analytic and descriptive ih

nature. They included review of the literature relative to

the development of MR workshops, study of records and reports

of existing MR workshops; field observation; and personal I 3 3

rr. ?. st udy has

Th? majority of

■' ■; ■ ; . e d D\ i t u- .y sf Shelter- 99 he tarded it . r i o .. Th 13

: K R r it r *“ cp e s taoilahed

■ r ' t in.; Lade workshops

. r e :i t a u.st of

. n .-•■*.■ ar. t e s receiving reim-

- ' a .. Ric: :t,:oai; State i i. c "c : ' i ctIre up dated

.. : f :i . ■■ d :: er op M,R

. :rv riiii •. : Or. 1 o Oy May of a c. p ■■ i :■ ..r.ded .a i e in 1967

. - : ..gat ic re too new

' : , p • i a r c: u ■■ „ i enc e 1 e and

i : i ii dy . Sere ral

dy raced ;r the investigator's

■ y ' * 3 ^_^ ory of c. ' u ri- P H jh lo ;n Reiarded 84 judgment that they did not appear to have moved beyond a very rudimentary stage of workshop development.

The final tabulation of workshops identified as MR workshops, and known tc have been • established prior to the end of 1967 , was * 7, Cf this number, 45 were included In

t £ £; w 'I* -3 y ^ t '0 |p -

In addition to the 15 MR workshops and personnel as a direct source of informat!on, additional sources of informa­ tion included records and reports from the files of the

Bureau of Mental Retardation, State Department of Mental

Hygiene and Correction and the Ohio Workshop Planning Project cl the Ohio Association for Retarded Children* It was an­ te c: paced that tnese Latter sources of information would pro­ vide additional data not readily obtainable from the work­ shops by the investigator.. They were also viewed as a check on the data being obtained in the field through interview, observation and ques ticnnalre survey *

Peterxinafion cl Data Needed

The .needs of the study were outlined in the statement of specific objectives to be pursued during this investiga­ tion* These objectives were further defined and put in the form of basic questions to be answered during the study and give, specific indication as to the kinds of information needed. They are restated as follows: 85

1„ What is the scope of counseling and guidance ser­ vices for the mentally retarded in Ohio's MR workshops?

a. How many MR workshops provide these services?

b. How frequent are these services being offered

to clients?

Co What is the relationship to other workshop

services?

d. What are the number and qualifications of

staff providing these services?

2. What is the scope of personal adjustment training in Ohio's MR workshops?

a. How many workshops have personal adjustment

training?

bo What is the nature of these activities?

c. What is the relationship of personal adjust­

ment to other programs of the workshop?

do What are the qualifications of personnel

presently participating in personal adjustment

training?

3. What is the scope of parent education and counsel­ ing services for families of clients in Ohio's MR workshop programs ?

a. How many workshops provide these services?

bo What is the nature of these services?

c. When and how often are these services being

offered to parents and family? 86

d„ What are the qualifications of staff members

providing these services?

4„ What are the staffing patterns of MR workshops?

a. What Is the training and experience background

of workshop staff?

bo How many workshops have professional staff to

plan and carry out parent education, counseling and

personal adjustment services?

Co What is the relationship of staff providing

these services to other workshop staff?

5o Based on a thorough analysis of existing programs and a review of the literature can guidelines and/or recom­ mendations be developed that will aid In the establishment of parent education, counseling and personal adjustment services In new and existing MR workshop pro'grams?

Several working hypotheses, were also developed In conjunction with the statement of objectives. They are dis­ cussed in Chapter I, pages 16 and 17= These statements also gave direction as to the kinds of data that was needed.

Based on these considerations the data was grouped

Into three major groupings and several lesser groupings for purposes of data collection and analysis.

The three major categories of groupings were (1) gen­ eral facility data, (2) workshop programs and services data, and (3) workshop personnel data. The general facility data section included items rela­ tive to: (1) number of workshops, (2) ownership of facility,

(3) purpose of facility, (4) number, age and intellectual characteristics of clients, (5) number of workshop personnel,

(6) size of facility, and (7) type of work operations being carried on within the workshop settingo

The second or workshop programs and services data section Included: (1) kinds of basic services provided by the workshop and (2) the kinds of supportive services provided by the workshop,

A major sub-grouping of this section included more detailed information on personal adjustment services, client counseling, parent counseling, and parent education. The in­ formation sought in these areas included type of service,

(Individual or group) frequency of services, staffing of services and whether services were formal or informal.

The third major data grouping pertaining to workshop personnel included information regarding (1) the number of workshop personnel,-(2) their title and salary range by workshop and by classification, (3) Job qualifications, and

(4) educational experience and work experience background of personnel directly Involved with clients and their parents.

Data Check List

A check list was developed to facilitate the coor­

dination and collection of the data needed for the study. 88

The instrument was designed to be used primarily by the in­ vestigator, as a guide to kinds of data needed and as a means of recording the information in a uniform manner. An attempt was also made to Keep the number of questions td a minimum and yet adequately cover the areas believed important to the studyo Whenever possible the questions were presented in a form that would enable the investigator to record the answer with a yes or no response, a check m^rk, a brief work or a phrase. In some instances a sentence or a number of sentences were required to adequately record the answer. A copy of the

Data Check List Is in Appendix A of this study.

Research Procedures

The current sou:ses of data available to the investi­ gator, as well as the Kinds of data needed were important determinants of the methods and techniques to be used in data gathering. There were also several other factors that influ­ enced the investigator to utilize several survey techniques.

Use of the mailed questionnaire technique was given serious consideration in view of the large number of workshops to be investigated and the extensive time and mileage that would be involved in traveling to all ub workshops. However, on the negative side, the chance of getting a high return on the mailed questionnaire appeared to be somewhat remote.

A second factor of equal concern to the investigator, was the possibility that the data reported on a questionnaire 89

return would not always reflect a true or unbiased response

to the questionsf A third reason negating the mailed ques­

tionnaire as the main technique to be used in data gathering was the opinion of the investigator that a considerable amount

of direct observation of the workshops would be prerequisite

to analysis of the data. Another consideration was the fact

that information relative to job classification, education

prior job experience, and salary might be considered too con­

fidential by the respondent completing the questionnaire to

place it on the return. There was also a distinct possibil­

ity that much of the data on workshop staff would be more

readily available from the Bureau of Mental Retardation than

from the workshops,

Based on these and other lesser considerations, it was

determined that a combination of the following techniques

would be utilized. They were: (1} the personal and telephone

interview, (2) field observation of workshops and services,

(3) the mailed questionnaire when necessary and appropriate,

and (A) review and analysis of records and reports pertaining

to workshop personnel and services.

In regard to the fourth technique, arrangements were

made with the Bureau of Mental Retardation, State Department

of Mental Hygiene and Correction to utilize information in

their files on workshop personnel and services. Reports of

the Ohio Workshop Planning Project on Mental Retardation, a 9° research project, of the Ohio Association for Retarded Chil­ dren, were also made available to the Investigator. These two sources provided a means of checking on the accuracy of data received through the other techniques described in the previous paragraph.,

Several outcomes are anticipated from an analysis of the data. They include: (1) an increased knowledge of the kinds of counseling and guidance services being provided for workshop clients, (2) an increased knowledge of the kind of education and counseling services being provided to parents,

i,3) an increased knowledge of present staffing patterns and problems in these a r e a s , (1) increased insight into the role

of the workshop in providing for the guidance and counseling

needs of clients and parents and how these needs can be

achieved, (5) establish a basis for development of guidelines

relative to future program and personnel needs in these areas.

Summary

Chapter 111 has provided an explanation of the methods

and procedures used in the study. The Kinds and Sources of

the data needed were discussed as well as the Instruments

and procedures utilized in the collection and assembly of

data.

Chapter IV will be concerned with the presentation and

analysis of the study data. Tables will be used extensively

to clarify and summarize the data, All percentages used in 91 the presentation of the data have been carried out two decimal places and rounded off to the neartest tenth of one percent. The findings will be discussed briefly as to their meaning or importance to the study. CHAPTER IV

REVIEW OF FINDINGS

The central purpose of this study has been to investi­ gate the nature and scope of parent and client counseling services, personal adjustment services and parent education activities in the MR workshops of Ohio, Directly related and of major significance to the study was the determination of the educational and experience background of workshop staff who provide the services. In this chapter the data will be presented and the findings discussed In the order In which they were grouped on the Data Checklist, an Instrument devised to facilitate the uniform collection and recording of infor­ mation, The content of the checklist is based on a series of questions developed in the problem statement and Is divided into several major groupings or sections (see Appendix A).

The first section pertains to general facility data (sponsor­ ship, organization, client and staff size)., The second sec­ tion pertains to workshop programs and services with special emphasis on client counseling and parent education and counseling services. Section three pertains to workshop personnel, their job qualifications, educational background and work experience. The data presented in a majority of the

92 93 r ai? ..e5- have teen der I ved. from the several sources described m Thapter III onfr ore lures and will not. be restated for r. - h f 2 b S o

5e r tion I--General Fac: „:ry Data

Ten quest'one make up the General Facility Data Sec­ tion , They were designed to provide general information about the workshops m terms of the population characteris­ tics of the area served, organizational structure, number and charaftrlstiu o: the client and number of staff- Although the data in this section does not provide specific answers to the basic quest: cr.s of the study, it does provide an essen­ tia. overview c:client characteristics and organizational structure c: MR workshops , Much of these data have been assembled it. Table I .. Maj cr areas of Information include:

county population estimates, founding date, founding agency, number of clients, age range, IQ range and number of staff.

A numerical code has been used in Table 2 to Identify each of

the workshops. This coding system will be used whenever re fsrenee Is made t; specific workshops - Much of the data presented in Tac le 2 is summarized In Tables 3, k, 5, 6 and

7 to facilitate the presentation and analysis of the find­

ings -

Distribution of workshops by county population ---The

distribution of MR workshops in Ohio on a county population

basis is shown in Tab .e 3. There were no established TABLE 2

GENERAL FACILITY DATA ON MENTAL RETARDATION WORKSHOPS IN OHIOa , 196?

County Pop= Year MR Estimate Workshop Founding No. Age IQ No Workshop 1966^______Founded Agencye______Clients Range Range Staff

1 111,651 1961 CRC 16 23-33 19-46 3* 2 41,543 1962 CRC 16 21-46 30-64 2 3 100,271 1963 CRC 34 17-26 25-58 4 4 38,816 ' 1966 County 12 21-27 30-47 2 5 80,078 1966 County 30 16-37 27-63 5

6 227,043 1961 County 27 16-27 20-70 2 7 141,601 1958 CRC 37 22-49 33-68 3 a 104,858 1964 CRC 32 18-47 3 9 32,521 1964 CRC 9 19-33 22-84 2 10 109,181 1964 County 31 19-42 25-73 3*

11 51,534 1965 County 7 21-30 30-49 2 12 1,769,738 1955 Nonprofit6 60 16-41 35-90 6* CRC 13 47,646 1966 County 6 20-24 35-43 1 1/2 14 39,418 19 66 County 18 20-52 30-64 2 1/2 15 76,876 1967 County 22 19-54 30-58 2

16 70,722 1961 CRC 30 15-27 3 17 791,549 1959 CRC 64 17-30 24-52 9* 18 60,407 1964 County 13 18-46 30-53 2 CRC 19 115,716 1964 County 12 21-30 30-55 1 CRC 20 943,846 1956 CRC 34 21-48 1

VC AB LE 2 ( ContcL

County Pop., E~ t. /mate Pounding No, Age IQ No -ks^op Agency e C t i e n 13 Range Range S ta f f 0 C i 1 > - ~ 5 9 C 30 19- -1 2 3-" 4 i P p n County 1 ? 17-77 30-- ■ •? ?3 ' 5 " Co ^nty 10 19-53 i 2 e 9 6 , " " County 20 .17-29 2 2-5 I 3 7 * p c; ~'~i * , ” ■* - - CRC 4 3 17-3 1 3 3-66

>5 ■ 0 ; , 0 - ^ CRC 29 19-54 2 i-6 6 3 1/2 County ~ 7 36,176 ■ 6 CRC 27 17-50 30-7 3 3 28 2^8,09c 7 CRC 42 18-70 2 2 9 ug^,209 1,49 CRC 118 18-6 C L 7 - 9 7 8 iQ 316,920 19 55 CRC 49 20--9 23-52 5

< i 65,699 1958 CRC 22 17-45 36-" 4 2 32 79,98 3 156 3 CRC 29 17-36 30-84 4 3 2 79,151 15 6 2 CRC 16 18-31 32- ?•: 1 < '4 596,542 19 55 CRC 80 20-56 4 "'n/> 35 109,07a 1561 nu 2 4 2

36 132,223 1355 CRC 31 16-4 - 30-03 3 3 “7 61,476 196 4 CRC 22 .17-29 41-59 2 1/2 367,606 .196 3 CRC 10 8 16-41 20-60 9 II 39 1965 N on p ro fit0 - 8 1 -*0 s66 1953 CRC 151 16 - 4 " l 6 - 6 l . ? 1/2

it “♦ i. 1965 N onprofit0 i “ — - ^ 23-s5^S A ”? 75 CRC 3 7 21-45 2 3-6 - 4 d 3 '’7,189 19' 7 County 11 i L» -U 8s ,051 1966 Count 7 18 18-29 20-58 3 U ‘'J 80,030 1962 CRC 20 16-49 40-80 / 1/'- ta i 1472 151 TABLE 2 (Contd.)

aThis table does not Include MR workshops organized in 19 6 8 ; nor does it include several other facilities that have some of the components of an MR workshop, but which cannot, at this point in time, be classi­ fied as sucho

^These population estimates are taken from the Ohio Development Department, Economic Research Division, 'Population Estimates for Ohio, January 1966 (Columbus, 1967)„ c The letters "CRC" indicate a local council or association for retarded children was the founding and/or sponsoring agency„ The term "County" indicates Child Welfare Board or Welfare Department of a county was the founding agency„ When both CRC and County are used, a non-profit agency and county governmental agency were cosponsored the workshop.

^Staff totals (with asterisk) indicate the inclusion of a clerk/ secretary in staffing count„ This person usually has no direct contact with clients and therefore has not heen used in determining client staff ratio for purposes of this study„

e"Nonprofit" signifies such an agency or board, other than a local association for retarded children, was the founding agency. 97

TABLE 3

DISTRIBUTION OF MR WORKSHOPS BASED ON COUNTY POPULATION, OHIO, 196?

Estimated Percent Percent Population Number of of Number of of 1966 Counties Total Workshops Total 0- 19,999 7 8.0 0 0 20,000- 39,999 33 37-5 4 8.9 40,000- 59,999 10 11.3 4 8.9 60,000- 79,999 10 11.3 8 17.8 80,000- 99,999 7 8.0 4 8.9

100,000-119,999 7 8.0 7 15.5 120,000-139,999 1 1.2 1 2.2 140,000-159,999 1 1.1 1 2.2 160,000-179,999 0 0 0 0 180,000-199,999 1 1.1 1 2.2

200,000-299,999 3 3.4 3 6.7 300,000-399,999 2 2.3 3a 6.7 400,000-499,999 1 l.'l 1, 2 . 2 500,000-599,999 2 2.3 3 6.7 600,000-699,999 0 0 0 0

700,000-799 ,999 1 1.1 1 2.2 800,000-899,999 0 0 0 0 900,000-999,999 1 1.1 3° 6.7 1,000,000-and over 1 1.2 1 2.2

Total 88 100 .0 45 100.0

aTwo of the three workshops indicated are both in the same county.

^Two of the three workshops indicated are both in the same county.

cThe three workshops indicated are all in the same county. 98 workshops in the seven counties of less than 20,000 popula­ tion. The largest grouping of workshops, eight in all, were found in the ten counties with a population range between

60.000 and 80,000. The next largest number of workshops, seven in all, were found in the seven counties ranging in population from 100,000 to 120,000. Thus all but three of the counties in the 60,000 to 80,000 population range had workshops and all seven of the counties in the 100,000 to

120.000 population range had workshops. Three of the total counties having workshops had more than one workshop. Two of these counties had two MR workshops and one county had three MR workshops. It is also of interest to note that every county with over 100,000 population had at least one

MR workshop.

Discussion.— Although population of a county may be one factor in the development or lack of development of workshops in some of the smaller counties; it seems that the urban or rural status of a county may also be one of the critical factors. Figure 1 shows the geographical loca­ tion of MR workshops and the percentage of urban population.

The majority appear to be located in the more urbanized rather than rural counties or counties in close proximity to urban population areas. 99

52.QZ

JHJLTON LUCAS WILLIAMS 92.6%— OTTAWA WOOD TRUMBULL CUVAHOOA l o r a in : HENRY L 99.6% 67% DEF1 ANCB PORTAOR 51.2% ! 66.3% 78.9%j ' ^ ““,r 36.8;

PAULniNO T _ _ L r MAHON1NO PUTNAM

[ a s h l a h d \ WAYNE STARK CRAWFORD [RICHLAND . i ' t —-- A * S COLUMBIANA jS6.8%|5l.7^ 38.h% p 7 i . 7 % ALLF.N 66.8% HARDIN J~CARROLL MERCERnr—l 1 MARION SCARAWA AUCLAIZ 61.6% | rjKFFERSON KNOX

LOGAN COSHOCTON HARRISONUNION | fstlBLBY DELAWARE

LICKING OUKRN3RY CHAMPAIGN MUSKIHOuM

MADISON r 92.2% NOBLE AIRPIHLD T PERRY I MONROK PREBLE MONTGOM F. ■JU6.8%L1 L □ PEE PICKAWAY ^ ' L. I MOROAN

j [ ^_^._nioCKINO.J l._^ -- J J j i •—i— WASH1N

BUTLER WARRKN , J |— i I------/R O S S ------1 I ATHENS f

YINTON

hio h la n o HAMILTON K CLERMONT 9U.6% 7 7 JACKSON'------

OALLIA ADAMS

SCIOTO

f1 La w r e n c e |

Fig. 1.— Location of MR Workshops .and Percentage of Urban Population in Each County Having a Workshop.a

aSource of Urban percentage data for U.S. Department of Commerce, Bureau of the Census, U.S. Census of Popula­ tion, I960, Number of Inhabitants, Ohio, PC (1) 37A.

^Hamilton has 3 MR workshops.

°Summit and Stark each have two MR workshops. 100

Distribution of workshops by year organized.— As shown in Table ^ the first workshop was organized in the year 19^9.

By 1953 two workshops were in existence in Ohio and by 1955 six had been established. Since 1955 one or more workshops have been established each year. Thirteen or approximately

39 per cent • n i ho '15 workshops were established in the first twelve years ot workshop development and 32 or over 71 per cent of the M5 workshops were established during the past seven years .

IXc . i n --The early 1950s was a period of rapid growth ci cconi'i for retarded children throughout Ohio.

The year 1951 marked the passage of legislation which pro­ vided for state financial support for community classes for the trainable mentally retarded in Ohio. By the mid 1950s there was strong pressure to provide programs for those becom­ ing too old for the community class program. These events coincided with the increasingly rapid development of work­ shops after the mid ; 9 bn A review of Table 2 indicates that over thirty of the •'*'.) workshops were founded by local

Councils for Retard' j r . >.'■ ■ n . Twelve were sponsored by a county governmental agvncy -and. the few remaining were spon­ sored by a joint arrangement between governmental and non­ profit non-govt rn'm.v,’ .. 1 -igrvv; ,

Number and cha» a.01er.iat.ics of clients served. — As in­ dicated ear lier m Tab u , j total of 1^72 clients were 101

TABLE 4

GROTPING 0? MR WORKSHOPS IN OHIO BY YEAR ORGANIZED

Lrganl zed Number of Workshops ■ ■ Percent- 15-9 1 2.2

-'? i w 0 0.0

1951 0 0.0

-■ o ?■ .-•*» »• »- 0 0.0

19 53 1 2 0 2

n :*y■ Q S -Uu U 0.0

- 9 5 4 8.9

.5 56 1, 2.2

15 5 2 4.4

*9 3 6 2 4.4 't 15 59 * 2.2

1951 1 2.2

- r~ S 4 8.9

19 t 5. »*» 11.1

.963 6.7

' £ ~ u. 6 1 3 »3

' ':i •- 5 11.1

19 5-6 6 13.3

15 6 7 3 6.7

70 1 & 1 u 5 100.0 102

:s:,ng in forty-four of the U5 workshops in the study group for a sear, average of 33»5 clients per workshop. Table

ihcvj the grouping of workshops by numbers served. Fifteen w tr«c shops. ,35 percent) had client enrollments of less than

twenty,.*".:th four- of these having an enrollment of less than

1 enThe smallest had an enrollment of six. Thirty-five

i 79< 5 percent ) of the workshops had client enrollments of

less than forty. There were only three workshops with an

enrollment of 100 or more, the largest having an enrollment

o V I ^ 1 c 110 n t £ 0

The chronological age range for clients in forty-one workshops ranged from 15 years to 70 years. The lowest age

varied as shown in Table 6 from 15 years to 23 years with the

majority of the workshops ranging from 16 years through 21

years. The highest age varied from 24 years to 70 years.

Although a cluster of four workshops indicated a top age of

d'i years, there was a rather uniform distribution from 24

years to ?C years,

The IQ range for the 35 workshops shown in Table 6 ,

indicated a low of 16 IQ and a high of 97 IQi The lower IQ

for the workshops ranged from 16 to 4l IQ with a uniform

distribution except for the grouping of 11 workshops at IQ

.30. The high IQs fpr the various workshops ranged from 43

IQ to 9n IQ with a rather even distribution of workshops. 103

TABLE 5

DISTRIBUTION OF WORKSHOPS BY NUMBER OF CLIENTS SERVED, OHIO, 1967

Clients Number of Per Workshops Percent Workshop

0- 9 4 9.1

. 10- 19 1 L 25.0

20- 29 10 22.7

30- 39 10 22.7

40- 49 3 6.8

50- 59 0 0

60- 69 2 4.5

70- 79 0 0

80- 89 1 2.3

90- 90 0 0

100- 109 1 2.3

110- 119 1 2.3

120- 129 0 0

130- 139 0 0

140- 149 0 0

150- 159 1 2.3

Total Response 44 100.0

No Response 1

Total Workshops 45 104

TABLE 6

DISTRIBUTION OP WORKSHOPS BY AGE AND IQ RANGE OF CLIENTS, OHIO, 1967

Age Range IQ Range Lowest Number Highest Number Lowest Number Highest Number Age of Age of IQ of IQ of Served Work­ Served Work­ Level Work­ Level Work­ in Yrs. shops in Yrs. shops Served shops Served shops

15 1 24 1 16 1 43 1 16 7 26 2 17 1 46 1 17 9 27 3 19 1 47 1 18 6 29 3 20 3 49 1 19 6 30 3 21 1 51 1 20 4 31 2 22 2 52 2 21 6 33 2 23 3 53 1 22 1 36 1 24 1 54 2 23 1 37 1 25 2 55 1 * 41 4 27 1 58 3 42 1 30 11 59 1 45 •2 32 1 60 1 46 3 33 2 61 1 47 2 35 2 63 2 48 1 36 1 64 2 49 3 40 1 67 1 50 1 41 1 68 2 52 1 70 2 53 1 ' 73 2 54 2 - 74 i 60 1 / 80 1 70 1 ■ 84 2 '86 1 90 1 97 1

Total 4 I 35 35 Discussion.— Although the number of clients per work­ shop ranged from six to 151, the mean average was 33.5 clients per workshop. In Tables 2 and 5 it was also shown that the

client size of a majority of the workshops ranged from approx­ imately 15 to 40 with a piling up around 30. These figures are very similar to those in a 1967 U.S. Labor Department

Report which stated that an average of 55 persons were served per workshop in 1966, and that half of all workshops had

fewer than 30 clients.11^ There is reason to assume that the small size of many of the MR workshops will affect the ser­

vices. A small workshop will generally not be able to offer

a full range of services. Also, the smaller workshop will

likely have fewer staff and thus have less opportunity for staff specialization. In workshops limited to one or two

staff, they must often become a "Jack of many trades" rang­

ing from administrator, to counselor, to floor supervisor,

and perhaps to maintenance man. This implied need for

versatility of staff in a small workshop could be an impor- r tant consideration in the hiring of both professional and

non-professional staff.

While 17 of the workshops indicated they have clients

17 years of age and under, the majority have a higher cut

Department of Labor, Sheltered Workshops--A Pathway to Regular Employment, Manpower Research Bulletin ■ Number 15, March 1967 (Washington: U.S. Dept, of Labor, Man­ power Administration, 1967), p. 8. 106 off point between 18 and 21 years. As more pre-workshop programs and adult activity centers are developed, it is anticipated that there will be a trend to limit workshop ad­ mission to these clients 18 years and older who demonstrate readiness in vocational areas including social and emotional maturity„

The IQ range shown in Table 6 and supplementary data in Table 2 give considerable evidence that the majority of

Ohio's MR workshops are serving almost exclusively the train- able mentally retarded. Many of these clients do need ex­ tended workshop training and sheltered employment rather than short term training and transitional work experience. This has a number of implications for program and staff planning.

Staff-cllent ratio.— The ratio of staff to clients for

of the 15 workshops in the study group is one staff for every ten clients. The total number of clients and staff are shown In Table 7. These totals are derived from the data originally presented in Table 2 (Chapter IV, p. 9l).

Although there was a wide range in the number of clients being served in the various workshops, the average number

of clients per workshop was 33-5 clients. There was also a wide variance in number of staff per individual workshop,

ranging from one staff to 17 1/2 staff members. The

arithmetic average Is shown to be 3*3 staff per workshop. 107

TABLE 7

STAFF-CLIENT RATIO FOR FORTY-FOUR MR WORKSHOPS, OHIO, 1967

Category Number

Workshop Clients 1472 (client range 6-151)

Workshop Staff 1 H6a (staff range 1-17 1/2)

MR Workshops kk

Average =■ Ratio of 1 staff to 10.1 clients.

Average*3 = 33.5 clients per workshop.

Average*3 = 3.3 staff per workshop,

aWith clerks it Is 151.

kArithmetic Mean.

Discussion.— The staff-client ratio is one staff to

every ten clients. This ratio of staff is well within the

number specified in the Ohio Department of Mental Hygiene and

Correction's, Rules, Regulations, and Standards for the

Establishment and Operation of Programs for Training the

Mentally Retarded, effectively January 1, 1967, which state

In Rule: MHL-1-23D that "the overall ratio of clients .and

salaried staff In a training program shall not exceed fif­

teen (15) clients to one staff member. Volunteers may be

considered in staffing ratios. __ State of Ohio Department of.Meptal Hygiene and Cor­ rection, Rules, Regulations and Standards for the Establish­ ment and Operation of Programs for Training the Mentally Re­ tarded. State Dept, of Mental Hygiene and Correction, Bureau of Mental Retardation, January 1, 1967, p. 3 6 . 10 8

Section II— Workshop Programs and Services

Section II contains 33 Items designed to collect in­ formation on workshop programs and services. Items 11 through 15 are designed to provide an overview of purposes, the major programs and the kinds of work operations carried on within the workshop. Items 16 through 43 comprise a sub­ section of Section II and are designed to obtain more specific information relative to counseling, parent education, and personal adjustment services.

Purposes and programs.— The first item in Section II, item 11, asks the question, "What are the stated purposes of the workshop?" Responses were taken from printed statements of purposes for 40 of the 45 MR workshops. In the original tabulation made there were a number of variations in the terms used to identify the purposes. Terms that appeared to have an identical or similar meaning were combined. Table 8 summarizes the various purposes stated by 40 workshops. Some workshops listed several major purposes. The purpose most frequently indicated was terminal employment. It was men­ tioned by 22 workshops (55 per cent). Vocational training was mentioned by 21 workshops (52.5 per cent). Occupational activity was listed by 15 workshops (37*5 per cent) and social adjustment was listed by 11 workshops (27*5 per cent).

Training was listed seven times (17*5 per cent) but it was not clear whether vocational or personal adjustment training 109

TABLE 8

NUMBER AND PERCENTAGE OP MR WORKSHOPS BY STATED PURPOSES, OHIO, 1967

Number of Percent Purpose Workshops3, of Total

Training 7 17.5

Vocational training 21 52.5

Job training 3 7.5

Work experience 7 17.5

Terminal employment 22 55.0

Remunerative employment 2 5.0

Personal and social adj ustment 11 27.5

Occupational activity 15 37.5 '

Placement for transient clients 3 7.5

Custodial care 1 2.5

Therapy 4 . 10..0 . . .

aNumber of workshops add to more than 40 since several indicated two or more purposes.

.. were being referred to or whether both were not implied, therefore training was kept as a separate category. Work 1 experience was also mentioned seven times (17.5 per cent).

Therapy was indicated four times (10.0 per cent) and custodial care once (2.5 per cent). Although several workshops men­ tioned remunerative employment as a purpose, it is a fairly well accepted principle that there will be remuneration in a 110 workshop if not as earned payment for work accomplished, then

for incentive and training purposes.

Discussion.— The problem of terminology and of defin­

ing terms remains a major problem in the workshop field.

Occupational activity and terminal employment (both are

listed in Table 8) for the retarded are often not seen as

having distinct differences. Terminal employment implies

some ability to be productive whereas, occupational activity

implies very minimal productivity and the use of work solely

for keeping one occupied. Both terms do convey terminal

status. The purposes stated in Table 8 reflect the emphasis

given to work training and terminal employment. Very few

workshops emphasized training for community placement as a

purpose or objective. Although some workshops were serving

edueable retarded, the majority a workshops specifically men­

tioned that their primary purpose was to serve trainable

retarded. Table 9 indicates the degree this situation pre­

vails in Ohio MR workshops.

Programs.— Items 12 through 15 served to collect data

on the number and kinds of programs being provided by MR

workshops. Table 10 indicates number of workshops providing

a particular program. Of 41 workshops responding 32 (78.0

per cent) stated they have an evaluation program. Thirty-

three (80.5 per cent) indicated personal-social adjustment

was a significant part of their program. Thirty-seven Ill

TABLE 9

NUMBER AND PERCENTAGE OF MR WORKSHOPS BY RETARDATION LEVEL SERVED, OHIO,, 1967

Number of Group Served Workshops Per Cent

Primarily serve trainable 33 73.3

Primarily serve educable 1 2.2

Serve both educable and trainable3 11 24.5

Total ^5 100.0 investigation of the psychological data on clients in MR workshops stating they serve both educable and trainable indicates that the number of educable is a rather small per­ centage (generally less than 15 per cent) of their total client population„

TABLE 10

NUMBER AND PERCENTAGE OF WORKSHOPS BY KIND OF PROGRAM BEING PROVIDED, OHIO, 196?

Number of Workshops Programs______Providing Program3______Per Cent Evaluat ion 32 78.0

Pens cna'l-s ocial adj us tment 33 80.5 Travel training 3 7.3 Vocational (ski 111 training 37 90.2 Work experience 41 100.0 Placement training 24 58.5 Follow-up 1 2.4 Number of workshops responding 41 No response or inadequate data 4 aThe majority of workshops reported more than one pro- g ram, 112

'.90.2 per cent) listed vocational training. All workshops provided work experience. Twenty-four (58.5 per cent) have a placement program and only one (2.4 per cent) a follow-up program,, Travel training as a program is only provided by three (7, ; per cent) workshops.

The number of programs provided by any one workshop varied from 2 to 7 programs as shown in Table 11. Eleven

(27,5 per cent) of the workshops provided 5 of the 7 pro­ grams. Only four (10 per cent) provided all seven programs.

Six workshops (15 per cent) were only providing two of the , seven programs

Discussion,,— Prom the data presented in Tables 10 and

11 it would appear that a large majority of Ohio MR workshops are providing a wide range of programs. However, the major­

ity of these programs cannot be judged formal programs, by the definition stated In Chapter I, p. 20 to be used in this study, In the definition formal program refers to:

, o „ a program or service that has been clearly identified and described in printed form for use of staff, referral agencies and the public, The term "formal program" Implies that there Is planning, structure and continuity to the service. It is also coordinated with the other services and objectives of the total workshop program. It is further assumed that a specific staff member is responsible for di­ rection and coordination of the program or service. It is also possible that other staff members may par­ ticipate In providing the service on an incidental or non-structurai basis,

On the basis of this definition a majority of the work­

shops .do not have the kinds of program indicated in Tables 10 113

TABLE 11

NUMBER AND PERCENTAGE OF WORKSHOPS BY NUMBER OF PROGRAMS BEING PROVIDED, OHIO, 1967

Number of Pro­ grams Being Number of Per Cent Provided Workshops of Total3-

2 6 15.0

3 4 10.0

4 6 15.0

5 11 27.5

6 9 22.5

7 4 10.0

Total responding 40 100.0

No response 5

aBased on number of workshops responding. and 11. In fact, it is the opinion of this investigator, based on the criteria presented in the definition of "Formal

Program," that of the 32 workshops indicating they have an evaluation program,less than eight meet or have the potential to meet the criteria of a formal evaluation program. The same situation exists, perhaps to a lesser degree, in terms of personal-social adjustment, vocational training and the placement programs. The writer takes the position that many of the programs in the MR workshop, if they do exist, exist

only on an informal basis. That is they meet the criteria 114 stated and/or implied in the following definitions:

"Informal program" refers to programs or services of the workshop which are said to exist or to be a function of the facility but are not visible in a printed form with stated purposes and objectives. There may not be a person specifically designated to be responsible for its direction and coordination with other services.

Workshop operations.— Items 15 and 16 requested infor­ mation on the various kinds of work operations being carried on within the workshop. This was obtained for 40 of the 45 workshops in the study group. The work operations were listed under Manufacturing and Industrial Areas and Services

Area. The manufacturing and industrial area was subdivided into four categories; contract, manufacturing, crafts, and salvage and repair. The service area was subdivided into four categories; janitorial, maintenance, domestic and other. As shown in Table 12, thirty-four or (85 per cent) of the workshops carried on contract work; 32 (80 per cent) carried on manufacturing; 19 (47.5 per cent) used craft activities and 20 (50 per cent) did salvage and repair work.

Under Services Areas II ( 27.5 per cent) of the workshops listed janitorial service, seven (17.5 per cent) listed main­ tenance work, eight (20 per cent) listed domestic, and 2 (5 per cent) listed other (car wash). Thus the data show con­ tract work was used by the greatest number of workshops with manufacturing a close second. The service areas were used

least by workshops to provide work experience. 115

TABLE 12

NUMBER AND PERCENTAGE OF WORKSHOPS, BY KINDS OF WORK OPERATIONS BEING CARRIED ON, OHIO, 196?

Work Operations Areas Number of Workshops Per Cent Manufacturing and Industrial Area

Contract 34 85.0

Manufacturing 32 80.0

Crafts 19 47.5

Salvage and Repair 20 50.0

Service Area

J anitorial 11 27.5

Maintenance 7 17.5

Dome s ti c 8 20.0

Other 2 4.0

Number of workshops ho

Insufficient data 5

Total workshops 45

The number of different work operations carried on in any one workshop varied from one work activity to seven work

activities as is indicated in Table 13.

Twenty-seven (67,5 per cent) of the workshops carried

on three or more different work operations„ Only four work­

shops carried on less than two work operations. 116

TABLE 13

NUMBER AND PERCENTAGE OP WORKSHOPS, BY NUMBER OP DIFFERENT WORK OPERATIONS CARRIED ON, OHIO, 1967

Number of Number of Programs Workshops Per Cent

1 4 10.0

2 9 22.5

3 11 27.5

8 20.0 i 5 3 7.5

6 3 7.5

7 2 5.0

Total 40 100.0

Discussion.— The high percentage of workshops using con­ tract and manufacturing might be explained in part from a

financial point of view. Both areas bring in the greatest number of dollars. Contract work generally requires less

space, less expensive equipment and trainees are more read­

ily oriented to the task and there can be a greater staff and

client ratio. New production also has advantages in that

something is being created and workers are working with new materials in contrast to salvage and repair work, which has

been highly identified with workshops of the past. It per­

mits considerable* variation in work and can often be organ­

ized to provide year round employment. A good sales outlet 117 can bring in high return if article is useful, well con­ structed and competitive rather than trying to sell an article on emotional appeal. Salvage and repair takes much more space than contract and requires better trained, more highly skilled workers and more supervision. Services area also require more space, more equipment, more staff supervi­ sion and a much longer, training time for clients. It is an area, however, that has the potential of being a good labor market for well trained clients.

Subsection II— Client and parent supportive services and client counseling.— A major objective of this study was the determination of the counseling services available to clients. Questions to be determined were, How many workshops provide these services? How are they related to other work­ shop activities, and what is the staff's responsibility in providing them? Items 16 through 20 have been designed to gather this information. Thirty-nine workshops stated they do provide some form of counseling for their clients as is shown in Table 1-U. There was insufficient information on the other six workshops. Thirty-seven of the workshops or

approximately 95 per cent provide some form of individual

counseling. Eleven (28.2 per cent) provide group counseling

or guidance. Eleven (28.2 per cent) provide individual and

group counseling. In answer to the question of how often

clients receive counseling, the responses most frequently 118

TABLE lb

AVAILABILITY, FREQUENCY AND STAFFING OF CLIENT COUNSELING SERVICES IN MR WORKSHOPS, OHIO, 1967

Number of Category Workshops Per Cent

Workshops providing counseling 39 Type of Counseling

Individual 37 9 b .9 Group 11 28.2

Individual and Group 11 28.2

Number of Re­ spondents making similar comments Comments on Frequency of Counseling As needed 12 On request 9 When needed 6 Regular Intervals 5 On request and irregular Intervals 2 Routine and Regular 1 Routine and on request 1 Routine and regular intervals 1 Incidental as related to work 1 When necessary 1 Response to question— Number of Who does counseling? Responses Staff 20 Director 8 Supervisor 2 Psychologist 2 Social worker 2 Counselors 1 Bureau of Vocational Rehabilitation 1 Social Service Department 1 Program Administrator 1 mentioned were, "as needed" and "on request." Other re­ sponses of lesser frequency are indicated in Table 14.

In response to the question of responsibility for counseling, many of the workshops indicated they had not designated a particular person but viewed it as a role for all staff members. Twenty respondents indicated staff did the counseling, eight indicated the director. Other person­ nel designated were social worker, counselor, psychologist, supervisor, Bureau of Vocational Rehabilitation and program administrator.

Discussion.— In spite of the increasing volume of

literature dealing with the importance of formal client

counseling services to any vocational habilitation program

for the mentally retarded, this aspect of MR workshop devel­

opment has not been given top priority. Client counseling programs are of an informal structure in a majority of the workshops, often of an incidental nature and limited to

solving immediate, on the spot, problems and issues that

arise between clients, between a staff member and client or home problems, etc. A number of factory are present that may have created barriers to the development of formal client

counseling programs. Many workshops are relatively new and

therefore deeply engrossed in the mechanics of organizing the

workshop and its services. Financial considerations have

placed limitations on number and kind of workshop staff. There have been few guidelines and no state standards prior to 1967 to assist in development of workshop services and facilities in Ohio. Many of the workshops have been and are presently administered and/or controlled by persons lacking the educational or experience background that might make them aware of the need for client counseling. The lack of trained staff will be examined in greater detail in Section

III on shop personnel qualifications and experience.

Personnel adjustment services.— Items 21 through 25 of the Questionnaire Checklist, asked the question, Does the workshop provide personal adjustment training and If so the nature of the service? The responses were somewhat difficult to categorize and analyze due to problems of terminology and definition of personal adjustment services. The terms per­ sonal adjustment, work adjustment, social adjustment, pre- vocational training, work conditioning all have similar meanings to workshop personnel and are often used interchange­ ably. Irrespective of which term is finally used,there is some general agreement that the mentally retarded do need experiences that will assist them in their personal, social and vocational adjustment. The areas or factors to be em­ phasized in personal adjustment training include: develop­ ment of self-concept, Improvement of personality and social skills, personal appearance, work habits and attitudes in­ cluding relationship to others at home and at work, learning 121 to adapt to work pressures and group activities involved in work, use of leisure time, and development of recreational interests and activities. In summary personality adjustment regardless of the terminology to be used implies planned ex­ periences or opportunities to learn new behavior and to mod­

ify inappropriate behaviors or attitudes. One means of

assessing whether a workshop has a functional personal ad- ■

justment program is to survey the various components or method: used In the development of these personal adjustment

factors described above. A summary of the more frequently

expressed methods of assisting clients in^ personal and/or work adjustment are:

h Personal contact by staff members with on the spot

correction and support.

2. Individual counseling.

3. Group sessions.

4. Organized and extensive social and recreational

activities.

5. Planned field trips.

6. Development of work habits.

7. Routine occupational training.

8. Exposing client to realistic tasks.

9. Guidance and counseling of parents.

(a) Individual conferences

(b) Group meetings 122

IQ, Continuing education in academic, citizenship health, safety, etc, I 11, Functional programs in use of money and in travel che cks,

These methods or activities can be translated into nine components of a personal adjustment program. Table 15 shows the number of workshops providing each of the compon­ ents, All workshops in the study were credited with providing

(1) daily personal contact of staff for on the spot counsel­

ing, (2) work training and (3) development of work habits

through work experience. Individual client counseling was

provided by 39 (86.7 per cent) workshops. Group counseling

and guidance was provided by 11 (2h„h per cent). Organized

social and : v . .. rograms were provided directly or in

conjunction with other community agencies by 35 (77.8 per

cent) workshops, Parent counseling was provided by 32 (71.1

per cent) workshops. Parent conferences by 3^ (75.6 per

cent) workshops and parent group meetings by 14 (31.1 per

cent ; workrhor

As shown m Table 16 not all workshops provided the

nine components of a personal adjustment program. However,

all workshops provided at least one component in addition to

the three credited to all workshops. Thirty-six point four

per cent of the workshops provided four additional compon­

ents, Only six '13,6 per cent) provided all six additional

component- •! •./ n _■ i ... >„o. * i >.i ustment program. 123

TABLE 15

COMPONENTS OP PERSONAL ADJUSTMENT SERVICES— NUMBER WORKSHOPS PROVIDING EACH COMPONENT

Personal Adjust­ ment Component Number Per Cent

Personal contact of staff il5a Assumed

Development of work habits through work experience 45a Assumed

Work training and experiences 45a Assumed

Individual client counseling 39 86.7

-=r

Group client counseling and J=T CM guidance activities 11

Organized social and recreational program 35 77.8

Parent counseling 32 71.1

Parent conferences 34 75.6

Parent group meetings 14 31.1

Number of workshops Indicating they have a personal and/or social adjustment program— 33

The investigator assumed those components identified by small (.a) were being provided by all 45 workshops. 124

TABLE 16

NUMBER CP COMPONENTS OF A PERSONAL ADJUSTMENT PROGRAM PRESENTLY BEING PROVIDED BY MR WORKSHOPS

Number of Addi­ tional Personal Adj ustment Number of Components3, Workshops Per Cent

1 2 4.6

? 6 13.6

3 7 15.9

u 16 36.4

5 7 15.9

6 6 13.6

Responses 44 100.0

Insufficient data 1

Total 45

aNine components were identified on Table 15. However, all workshops were credited with providing three of the nine' components= This table includes only the number of addi­ tional personal adjustment components being provided by the workshop .

Pis cussion.— Two rather interrelated problems were especially evident in trying to determine the existence of personal adjustment programs in MR workshops„ The problem of semantics was evident with numerous terms being used in the literature and by workshop personnel to convey the con­ cept of personal adjustment training as defined in this study. Other terms used included social adjustment, work 125 adjustment or work conditioning, and pre-vocational adjustment or r raining. The second related problem was that of defining areas and activities that would be included in personal adjustment training such as, social skill training, grooming, work tolerance or work hardening, work habits and attitudes, relationship with others and the methods .by which these objectives are achieved, such as, individual counseling, and staff contact with clients and parents, social and recre­ ational experience arid guid/u w-.-i i-, . 'wp-.w i - no os.,

Although a majority of the workshops seemed to have I one or more of the components of a personal adjustment pro­ gram, they were not generally formalized or necessarily

coordinated with Client and total program objectives. Much

„-f what hat been termed a personal adjustment program by some workshops is in reality a social and recreational program.

Perhaps the outstanding weakness in the personal adjustment programs found in MR workshops is the lack of an ongoing,

individualized counseling program which is in essence the

core of a personal adjustment program.

Travel training, — items 26 and 2 7 relative to travel

training were included in the Questionnaire Checklist because

of the increasing significance ability to travel will have on

the employability of the mentally retarded; on his ability to

remain in the community, and future costs in programing.

Travel training, as a formal program, is almost nonexistent 126 in MR workshop programs. Only three workshops are known to have had even the rudiments of a travel training program.

Discussion.— Existing travel training programs are generally on an individual need basis rather than on a formalized program that all workshop clients can partici­ pate in, A number of workshop personnel have suggested that many parents do not want their child (adult) using public transportation. However, it is recognized that the number of terminal workshop clients will steadily increase. School buses will be inadequate and the cost to the taxpayer will eventually become exorbitant. Parents who now provide trans­ portation to workshops will not always be around to provide transportation. Employability of clients outside the work­ shop is also limited when they are unable to travel to and from the job. If clients are to continue to live and work effectively in the community, their ability to travel about the community, for purposes of work and leisure, will be an

Important factor.

Parent education.— Considerable emphasis has been placed on the need for parents and families of mentally re­ tarded to be knowledgeable about mental retardation and

about the diagnosis and prognosis for their own child in

order that effective program planning can result. There is

an increasing volume of literature encouraging a close

J i a.i s in between parents and professionals in the vocational 127 habilitation of the mentally retarded. In essence, the view­ point that parents should have an intimate role in the plan­ ning and implementation of the client’s vocational training and eventual placement has been strongly emphasized in the literature. Items 28 through 31 in the Questionnaire Check­ list were designed to determine how many workshops provide or sponsor parent education meetings and the frequency with which these meetings are held. Much of this information is summarized in Table 17 and further detailed in Tables 18 and

19. The majority of the workshops do not provide an organ­ ized program of parent education. As indicated in Table 18, of the 38 workshops responding in sufficient detail 14 (31*1 per cent) stated they held their own parent meetings, 24

(53-3 per cent) did not have meetings. Twenty-six stated that the council for retarded oiildren provide general parent meetings. In those instances where the workshops provide parent meetings it has frequently been in the form of an open house, promotion for financial reasons (perhaps a new levy, expansion of the facility, etc.). Some workshops do have orientation meetings for parents of new clients. This is

frequently a meeting where the parents have opportunity to meet staff, see the facilities, discuss workshop programs,and review rules and regulations. The frequency with which parent meetings were held by the workshops is shown in Table

19. Five of the 14 workshops indicated they did not have ✓ TABLE 17

SELECTED DATA ON MR WORKSHOPS SPONSORING PARENT EDUCATION MEETINGS AND FREQUENCY OF MEETINGS, OHIO, 196?

Work- Parent shop Meetings? Frequency Comments of Respondents3

1 No CRC meeting held four times per year. 2 No CRC meetings monthly except summer. 3 No i* Yes As part of regular monthly CRC meetings. 5 No A No Bi-monthly CRC meeting. 7 Yes When need arises CRC also holds bi-monthly meetings. 8 No CRC has meetings monthly 9 No CRC meetings four times per year. 10 No 11 Yes Bi-monthly 12 Yes Monthly with parent organization. 13 14 No Only as part of monthly CRC meetings. 15 No CRC meetings held monthly. 16 CRC meetings held monthly except in summer 17 Yes Open house twice per year CRC meetings held monthly 18 No CRC meetings held monthly. 19 Yes CRC meetings held once per month. 20 No CRC meetings held monthly. 21 No CRC meetings held monthly. 22 23 Yes Whenever necessary 24 No CRC meetings. 25 Yes Twice per year 26 No CRC holds meetings five times per year. 27 CRC meetings monthly. 28 No 128 29 Yes Every three months TABLE 17 (Contd.)

Work- Parent shop Meetings? Frequency Comments of Respondents3 30 Yes As need arises 31 No Only CRC meetings. 32 Yes At least annually 33 No CRC meetings are held. 34 No _ CRC holds meetings monthly. 35 No CRC meetings are held. 36 Yes With CRC once per month, 37 Yes Several times per year 38 No 39 40 41 42 No 93 No Only parent meetings are those of CRC. 44 No 45 Yes Monthly meetings with CRC but attendance is poor. Total. 14 24

aWhile the majority of the workshops did not initiate or sponsor parent educa- tion meetini they commented that their local Council for Retarded Children (CRC) did have parent meetings. These meetings are held for all parent members and non­ parent members, The programs vary to include topics on all age and intelligence levels of mental retardation. Programs specifically geared to the parents of work­ shop clients may te as infrequent as one program or less within any given year.

Responses 37 No Response 8 Total H5 130

TABLE 18

NUMBER AND PERCENTAGE OF MR WORKSHOPS ,AND OTHER AGENCIES SPONSORING PARENT EDUCATION MEETINGS, OHIO, 1967

Workshops Sponsoring Workshops Responding Parent Meetings Number Per Cent

Held own parent meetings 14 31.1

Do not have parent meetings 24 53.3

No response 7 15.6

Total 45 100 .0

Other Agencies Sponsoring Parent Meetings Number

Councils for Retarded Child ren 26

Total 26

TABLE 19

FREQUENCY OF MR WORKSHOP SPONSORED PARENT MEETINGS, OHIO, I967

Per Cent Frequency of Meetings______Number of Workshops of Total As need arises 3 21.4 y times per year 1 7.2

2 times per year 3 21. 4 1 time per year 1 7.2

Bi-monthly 1 7.1 Monthly meeting with local Council for Retarded Children 5 35.7

Total ill 100.0 131 their own meetings but were part of the larger Council meet­ ings. Of the nine holding their own meetings one met six 1 times per year, and another met four times per year. Three workshops indicate they met twice a year and one indicated one time per year. Three workshops met whenever the need arose. It was not clear as to what the nature of the need might be.

A number of workshops indicated that parent meetings were held by their local Council for retarded cnildren. The frequency with which these meetings were held is shown on

Table 20„ It was not clear as to how many meetings were held by six of the councils. None of’ the remaining 20 met less than four times per year and 15 indicated monthly meetings.

TABLE 20

FREQUENCY OF PARENT MEETINGS SPONSORED BY COUNCILS FOR RETARDED CHILDREN AS INDICATED BY 26 WORKSHOPS

Number of Frequency of Meetings Councils Per Cent Monthly meetings 58.0 5 times per year 1 3.8 4 times per year 2 7.6 ' 6 times per year 2 7.6 Number times per year not indicated (for majority it will be monthly) 6 23.0

Total 26 100.0 132

Discussion.— From the data presented it appears that parent education as a major program or activity of the work­ shop does not exist. Of the 14 workshops stating they have parent meetings, only nine held their own meetings„ Only two of the six, with stated meetings, met more than twice a year.

The remaining three stated their meetings were held as needed.

Parent meetings sponsored by councils met much more frequent­ ly but chances that more than one or two meetings per year would be given over to a topic related primarily to the work­ shop is remote. Personnel of the workshops originally estab­ lished by parent organizations do not seem to emphasize parent education as an important adjunct of the workshop program than do personnel of workshops sponsored by the county governmental agency.

Parent counseling.— The critical importance of the family's attitude toward the client, the family expectations for the client and knowledge of what is being done to help the client had been discussed in the literature review,

Chapter II. Based on the assumption that the parent and family have a primary role and responsibility in the habili- tation of the mentally retarded client, items 32 through 43

of the Questionnaire Checklist were designed to collect data

on the nature of MR workshop activities and practices in

this area of service0 A summary of the information gathered

on the availability, type and frequency of counseling 133 servicer: is presented in Table 21. 'Thirty-two (82 per cent) of the 39 workshops for which data was available provide some form of parent counseling. Seven stated they provide no counseling. In response to the question as to type of coun­ seling 32 (82 per cent) workshops indicated individual coun­ seling and seven of the 32 also indicated they provide group cpunseling. A majority of the workshops responded to the question of how frequent parent counseling was given, by stating that frequency Is based on need of parent or work­ shop staff to have conference.

Discussion.— Parent counseling while available to parents on request does not appear to be an organized pro­ gram in a majority of the MR workshops. Reports this writer has had access to, personal observation of many of the work­ shops in question and an analysis of the qualification of staff bear out the writer's suspicion as to the minimal quantity and quality of parent counseling.

\ Parent conferences.— The parent conferences provdde a third major means of communicating with parents and bring­ ing the individual parent along as an important part of the habilitation team responsible for the programing of his son or daughter. Items 36 through 38 of the Data Checklist re­ quested1 information on the provision for parent conferences, responsibility for requesting conferences, and staff members are Involved in parent conferences. As shown on Table 22 of 134

TABLE 21

NUMBER AND PERCENTAGE OF WORKSHOPS, BY AVAILABILITY, TYPE AND FREQUENCY OF COUNSELING SERVICES, OHIO, 1967

Number Counseling Practices , of Per Cent Workshops

Workshops Providing Parent Counseling 32 82.1

Type of Counseling

Individual 32 82 .1 Group 7 17-9 Individual and Group 7 17.9

Do not provide counseling 7 17-9

Total responses 39 No responses 6 Total workshops 45 Number of Respon­ dents making similar Comments on Frequency of Counseling comments

Upon request— no set schedule 11 As needed 2 As problem arises 1 Once or twice per year. 1 At specific points throughout the client's training 1

the 38 workshops responding to this question 35 (92.1 per

cent) stated they do provide parent conferences, Only three

(7 .9 per cent) reported no conferences. Twenty-three (62.2 per cent) workshops stated that either the workshop or par­

ent was free to request a conference. Ten indicated the - workshop initiates the conference. 135

TABLE 22

NUMBER AND PERCENTAGE OP WORKSHOPS ;ROVIDING PARENT CONFERENCES AND RESPONSIBILITY FOR REQUESTING CONFERENCES

Workshops Workshop Practices Number Per Cent

Provide Parent Conferences 35 92.1

Do not provide parent conferences 3 7.9

Workshops - responding 38 100 .0 No response 7 1 Total workshops 45

Responsibility for Workshops Respondinj Requesting Conference Number Per Cent

Workshop request conference 10 27.0 Parent requests conference 1 2.7 Either can request conference 2 3 62.2 Do not have conferences 3 8.1

Total responding 37 100.0 No response 8 , Total workshops 45

Comments of some workshops respondents in response to question--Does workshop provide parent conferences 9

When need arises

When requested

Yes — for new parents

Yes--Twice annually and special if needed. 136

' ;'jm 39 asked the question— Are there specific times when parent education and counseling would be most effective and/or necessary to the client's vocational progress? The following three alternatives were given to the respondents:

A. frior to entrance into workshop program B. During evaluation and trial period C. Continuous (through training and beyond work placement)

They were permitted to check more than one if they desired.

Thirty-two of the ^5 workshops made 51 choices, as indicated in Table 2 3° The greatest number of responses were for category C with 22 (93.1 per cent) of the responses, Cate-, gory B was second with If) responses, The responses were also tabulated by individual and combination of responses made. Of the 32 respondents, 11 (3y-3 per cent) indicated as their only response that parent education and counseling should be continuous throughout the training period and into work placement and follow-up period. Three respondents in­ dicated Category A and three B. Five (15.6 per cent) respon­ dents cnecked all three categories, four selected A and B and three selected B and C and A and C.

Item bi of the Data Checklist requested on opinion from workshop directors to the question— Have the parents of clients been made to feel they are an integral part of the workshop team and have an important role in the development of vocational, goals and program for their child? As shown 137

TABLE 2 3

RESPONSE OF WORKSHOPS TO QUESTION--AT WHAT STAGE IN THE CLIENT'S TRAINING IS PARENT EDUCATION, GUIDANCE AND COUNSELING MOST ESSENTIAL OR EFFECTIVE TO CLIENT'S VOCATIONAL PROGRESS

Response3, Stage or Period in Client's Training Number Per Cent A. Prior to entrance into workshop program 14 27.5 B. During evaluation and trial period 15 29.4 C. Continuous (through training and beyond work placement) 22 ! 43.1 Total Workshops Responding 51 100 .0

Number and Combination of Respondents responses made Number Per Cent

Number of respondents indicating only A 3 9.4

Number of respondents indicating only B 3 9.4

Number of respondents Indicating only C 11 34.3

Number of respondents indicating (A and B) 4 12. 5

Number of respondents Indicating (B and C) 3 9.4

Number of respondents indicating (A and C) 3 9.4

Number of respondents Indicating all three 5 15.6

Total Response 32 100 .0

Workshops not Responding 13

aMany respondents checked more than one category. in Table 24 thirty-three of the 45 workshops responded.

Twenty-three (69.7 per cent) responded yes and eight responded no with two uncertain. Comments were also requested of the respondents in connection with this same item. A brief sum­ mary of these comments are attached to Table 24. 138

1 TABLE 2H

RESPONSE OP WORKSHOP DIRECTORS TO QUESTION— HAVE THE PARENTS OF CLIENTS BEEN MADE TO FEEL THEY ARE A PART OF THE WORKSHOP TEAM AND HAVE AN IMPORTANT ROLE IN DEVELOPMENT OF VOCATIONAL GOALS AND PROGRAM FOR THEIR CHILD?

Response to the Question Number Per Cent

Yes 23 69.7 No 8 2^.2 Uncertain 2 6.1 33 100.0 No response 12

Total ^5

Additional comments from 28 of the respondents to the question stated in this table relative to whether parents have been made to feel they have an Important role in vocational plan­ ning for their child.

Comments of Workshop Personnel

Yes— Parents have chance to discuss their ideas and feelings at meeting. Yes— The active parents do. Yes— I would hope so. Yes— We have used many of their ideas. Yes— We thoroughly discuss placement with the parent and also discuss training. Yes— Most are active. Yes— Parents are happy to have communication with staff. Yes— We do not know. Yes— Each parent Is informed of procedures and projection of their child's program. No — We hope to initiate parent conferences soon that will help. Yes— Our parents feel part of the team. Too early in the development of our workshop to determine if parent needs are being met. Yes— As much as possible. 139

TABLE 2 4 (Contd.)

Yes— This has been our goal— we attempted to form a "Mother's Club" in order to try to develop a closer relationship between parents and the program. The Parent Council saw this as an attempt to undermine the functions of the council. We then discontinued the plan and re­ turned to individual counseling. Yes— As far as planning and training— however little place­ ment has been done. No — About 50 percent of Interested parents. Yes— Most parents do— Parents on workshop board help with parent contact. No — Not in past but we hope to do more with parents in the future. Yes— I feel they do, we have fine cooperation. Yes--We have good parent relations through the Council for * Retarded Children. Yes— Some come to shop to help with clients. Yes— Our workshop is small so we feel parents have better contact and know what we are doing. No — Our parents are not active enough to have them feel they are part of team. No— Except for a few who are really interested. Yes— Some active and others seem satisfied with program as it is . No — This has been considered a terminal station for clients. There has not been a program to further parent-work- shop relationships. Yes— I think they are most appreciative of the service. Yes— Those who are interested,

Item 42 requested information relative to the profes­ sional background and title of staff personnel responsible for parent services. The titles of those directly involved or responsible for parent services are shown in Table 25.

There are 12 different titles ranging from administrator to workshop assistant. Workshop supervisor was the person men­

tioned by the greatest number of workshops as the person re­ sponsible for parent services. The title of workshop TABLE 25

TITLES OF WORKSHOP PERSONNEL PROVIDING COUNSELING AND GUIDANCE SERVICE TO PARENTS— NUMBER OF WORKSHOPS USING THE SAME TITLES

Number of Workshops Titles of Staff With Personnel of Similar Title

Program Administrator 7

Workshop Director 8

Psychologist 1

Workshop Supervisor I and II 16

Workshop Coordinator 1

Workshop Manager 1

Guidance Counselor 1

Developmental Specialist 1

Workshop Specialist I and II 6

Instructor 1

Workshop Assistant 1

Horne Vis.i f ;r 1

Number of respondents indicating more than one position or title,

Number of workshops listing one title or position 15 Number of workshops listing two titles or positions 13 Number of workshops listing three titles or position 2

director and program administrator were the next two men­

tioned by eight and seven workshops. The workshop specialist

was mentioned by six workshops. Only one workshop indicated

the use of a developmental specialist and one a psychologist. m

Based on titles it would appear that the workshop assistant would be the least qualified and the developmental specialist the best qualified. This staffing and individual qualifica­ tions of the personnel will be discussed in detail in the next section of the findings on personnel.

Discussion.— The pattern of parent conference is sim­ ilar to parent counseling patterns. The services are given on a rather informal or incidental basis. In other words if the parent does not request a conference he is not likely to have one unless major problems become visible. In Table 23 the respondents,, who were generally workshop directors,, indi­ cated by their answers that they were aware of the need for ongoing or continuous counseling with parents. Prom the comments made by workshop personnel and recorded in Table

24, many directors feel their Individual workshop is doing a good job of keeping the parents informed and interested.

These same comments also indicate that a number of the respondents see keeping the parent informed and interested more a parent responsibility, than a workshop responsibility to develop the interest and participation of the parent.

Section III— Workshop Personnel Data

The third section of the Data Checklist was concerned with educational and occupational background of workshop per­ sonnel. Major areas of investigation included, state per- 142 sonne .assification, salary range, number of workshop per­ sonnel, educational and work experience.

State personnel classification.— A majority of the MR workshops are subsidized by the State Department of Mental

Hygiene and Correction at the rate of $300 per client per year subject to meeting state rules and regulations relative to programing and staffing. All workshop staff must be classified according to Ohio Department of State Personnel standards to obtain state reimbursement. In order to be able to compare the staff In terms of classification, job qualifications and educational background, the investigator attempted to obtain a State Personnel classification on each workshop personnel. This was possible for over 90 per cent of the personnel In the 45 workshops included in the study.

All workshop personnel do not have job classifications and titles specific to workshops. This is due in part to the recency of the development of workshop standards and work­ shop job titles and classification. Many workshop personnel had previously been classified as teachers or instructors and the classifications had not been changed as of the time of this investigation, A description of the nature and quali­

fications for each position are presented in Appendix B.

Workshop personnel characteristics.— Data has been collected on the number, sex, salary, educational and experi­ ence background of Ohio MR workshop personnel. This infor­ mation has been organized and tabulated in Supplementary Data 143

Tables 35, 36 and 37 (see Appendix C). For greater conveni­ ence much of the material has been summarized in smaller units of material for presentation In tab ie form In the remain­ der of this section on workshop personnel. Table 26 briefly presents the grouping of workshops by size of staff. Eighty- one per cent of the workshops had a staff size of four or less. Forty-three per cent (19) of the of the workshops had two or fewer staff.

TABLE 26

NUMBER AND PERCENTAGE OF WORKSHOPS BY STAFF SIZE, OHIO, 196?

Staff Size Number of of Workshop Workshops Per Cent 1 7 15.9 2 12 27.3 3 12 27.3 4 5 11.3 5 2 4.5 6 1 2.3 7 1 ' 2.3 8 1 2.3 9 2 4.5 18 1 2.3

Responses 44 100.0

Insufficient data 1

Total Workshops 45 144

The classification, sex and salary range for staff are summarized in Table 27. Data was available on 139 of the 146 workshop personnel comprising the staffing for 44 of the 45 workshops included in the study. They were grouped under 15 job titles ranging from program administrator to bus driver and welfare aide. The number of male staff is 54 and the female is 85. Salaries range from a high of $659 to a

low of $140 per month. The salary level for administrators, developmental specialists, instructor-supervisor, and work­

shop supervisors I and II and instructor III ranged from a

low of $360 to a high of $659. The majority of personnel in

these five top supervisory and specialist levels (43) had

Bachelor degrees or its equivalent. Two had Masters degrees,

one in Rehabilitation and one in Education. Workshop

specialist I and II and instructor I and II salaries ranged

between a low of $240 and a high of $460. There were approx­

imately 60 personnel in these classifications. Very few had

degrees but the majority had high school educations. Work­

shop specialists I and II and Instructor I and II made up 46 I per cent of the workshop personnel. The five top classifica­

tions including Instructor III position made up 31 per cent

of the -workshop staff. Of this group the majority have a

vichelor decree,

The salary range, sex and classification of workshop

d rectors was also reviewed separately from the rest of the 145

TABLE 27

NUMBER AND PERCENTAGE OF WORKSHOP PERSONNEL BY JOB CLASSIFICATION, SALARY RANGE, AND SEX, OHIO, 1967

Number Monthly Sex of Per Classification Salary Range Male Female Personnel Cent Program. Admin. $659 2 2 1.4

Devel. Specialist 525 1 1 .7

Instru. Supv. 550 2 2 1.4

Workshop Supv. II 589-630 1 3 4 3.0

Workshop Supv. I 420-624 11 5 16 11.5

Instru. Ill 360-550 7 11 18 13.0

Instructor II 451-460 1 1 2 1.4

Workshop Spec. II 325-500 9 11 20 14.4

Workshop Speca I 240-420 8 20 28 20.1

Instructor I 174-380 3 11 14 10.1

Instruc. Ass't. 125-305 5 12 17 12.2

Equip. Operator 300-345 4 1 5 3.6

Clerk IV, Sec. 265-400 2 4 6 4.3

Bus Driver ' 1 1 .7

Aide 140-264 3 3 2.2 Total 54 85 139 100.0 Unclassified 2 4 Number of workshops classified 40 Number of workshops unclassified 2 Number of workshops Insufficient data 3

Total workshops 45 me workshop staff.. The classifications as shown on Table 28 ranged from administrator to one classified as clerk III.

TABLE 2 8

NUMBER AND PERCENTAGE OF WORKSHOP DIRECTORS BY CLASSIFICATION, SALARY AND SEX, OHIO, 1967

Sex Directors Classification Salary Range Male Female Per Cent Number of Total Administrator $659 1 1 2.7

Instru. Supv. 550 2 2 5.4

Workshop Supv. II 458-630 2 3 5 13.5

Workshop Supv. I 1420-600 9 5 14 37.9

Instru. Ill 360-550 2 1 3 8.1

Instru. II 451 1 1 2.7

Workshop Spec. II 416-460 3 1 4 -10.8

Workshop Spec. I 268-300 3 3 8.1

Instru. I 300-360 3 3 8.1

Clerk III 380 1 1 2.7

Total 19 18 37 100.0

Unclassified 4 4

The greatest single number of directors, were classified as workshop supervisors I (14). Five were in the supervisor II

category. Combined, the number of workshop s ipervisor I and

II made up 51 per cent of the total number of workshop d. .rec­

tors. Over 32 per cent were in the w>rkshop specialist and 147 instructor I classification with a salary range of $300 to

$460« Nineteen of the w>rkshop d. rectors were male and 18

female.

Educational achievement of workshop personnel.— The

data collected on the educational level of workshop person­ nel has been summarized in Table 29. Pour workshop person­ nel had less than a high school diploma. Sixty-four (50 per

cent) workshop personnel had achieved high school diplomas.

Twenty-nine (32 per cent) had one to three years of college.

Twenty-five (20 per cent) had Bachelor degrees. Four had

Masters degrees. For a more detailed analysis of the Educa­

tional background see Appendix C, Supplementary Data Table 36.

TABLE 29

EDUCATIONAL ATTAINMENT OF TOTAL WORKSHOP PERSONNEL

Workshop Personnel Educational Attainment Number Per Cent Less than high school 4 3.1 High school diploma 64 5 0.4

Six months college 1 .9 1 year college 12 9-4

2 years college 12 9.4

3 years college 5 4.0

Bachelor 25 19.7

MA 4 3.1

Total 127 100 .0 148

A similar analysis the educational achievement has been made for 35 w rkshop directors as shown in Table 30.

One director had less than a high school education. Thirteen

(37 per cent) of the directors had high school diplomas.

Twelve (24 per cent) had one to three years of college. Seven

(20 per cent) had Bachelor degrees and two had a Masters degree. Seventy-five per cent of the Ttforkshop directors have less than a Bachelors degree, whereas 77-5 per cent of the general workshop personnel have less than a Bachelors degree.

A more detailed individual analysis can be found in Appen­ dix C } Supplementary Data Table 37.

TABLE 30

EDUCATIONAL ACHIEVEMENT OP WORKSHOP DIRECTORS

Director Educational Attainment Number Per Cent

Less than high school 1 2.9

High school diploma 13 37.1

1 year college 5 14.3

2 years college 4 11.4

3 years college 3 8.6

Bachelor degree 7 20.0

Masters degree 2 5.7

Total responding 35 100.0 Insufficient data 10

Total workshops 45 ,1^9

Major area of professional training.— Information rel­ ative to the area of professional training of workshop per­ sonnel with a degree or working toward a degree is presented in Table 31. Fifty-three persons represent 22 different areas of professional training. Of the 53 persons 29 had

TABLE 31

MAJOR AREA OF PROFESSIONAL TRAINING OF WORKSHOP PERSONNEL WITH OR WORKING TOWARD A DEGREE

Workshop Personnel Professional Area Number Per Cent Agriculture 1 1.9 Agronomy 1 1.9 Art and Design 2 3.7 Business 9 16.9 Education 18 33.9 English 1 1.9 Engineering 2 3.8 Fine Arts 2 3.7 Language 3 5.7 Liberal Arts 1 1.9 Geography 1 1.9 History 2 3.8 Home Economics 1 1.9 Music Lit 1 1.9 Occupational Therapy 1 1.9 Political Science 1 1.9 Social Admin. 1 1.9 Speech 1 1.9 Rehabilitation 1 1.9 Registered Nurse 1 1.9 Theology 1 1.9 Vocational Ag. 1 1.9 Number of workshop personnel with or working toward a degree 53 100.0

degrees and the remainder were working on degrees. The area

of education was indicated by 18 persons or 33.9 per cent of 150 total group. Business was the second major area with 16.9 per cent. Art and design, engineering, fine a*ts and history were next with two persons (3.7 per cent;. Rehabilitation, speech and occupational therapy were listed once as a major area.

The major areas were somewhat similar for directors as is shown in Table 32. There were five major areas listed.

TABLE 32

MAJOR AREA OF PROFESSIONAL TRAINING OF WORKSHOP DIRECTORS WITH A DEGREE OR WORKING TOWARD A DEGREE

Director Professional Area Number Per Cent

Business 3 15. 8

Education 12 63.1

Modern language 2 10.5

Rehabilitation 1 5.3

Vocational Ag. 1 5.3

Total 19 100.0

Of the 21 directors with degrees or one or more years of college training, 19 had indicated a major professional area.

Twelve (6 3.1 per cent) were in education, three (15*8 per cent) were in Business, two (10.5 per cent) had Language as a major drea while one had rehabilitation and one had voca­ tional ag. A comparison of Table 31 with Table 32 shows 18 151 of the workshop personnel had education as a major area and

12 of the 19 workshop directors had education as a major area.

Experience In MR workshops.— The growth of MR work­ shops has been phenomenal since the first workshop was developed in 1949, less than 20 years ago. There were only

12 MR workshops in Ohio prior to I960, there are now over

50 workshops. Based on the short time MR workshops have been in existence, it might be assumed that most individuals will have far less than ten years of experience in MR work­ shops. That such an assumption would be true is shown in

Table 33. Of 69 workshop personnel only 12 (14 per cent) had more than six years of MR workshop experience. Of this group one had 22 years, three had 10 years, three had 9 years one had 8 years and three had 7 years experience. Forty-two per cent had less than two years experience and 71 per cent had three or fewer years experience. For the workshop director it might be assumed that as a group they would have more years of experience. Table 34 shows the years of MR workshop experience of 34 workshop directors. Only 14.6 per cent of the workshop directors had more than six years experi ence eoim-e.roc'l to 14 per cent for all workshop personnel. I Whereas 71 per cent of the total workshop personnel had three or fewer years experience, only 20 per cent of the directors had less than three years experience. 152

TABLE 33

MR WORKSHOP EXPERIENCE OF WORKSHOP PERSONNEL IN MR WORKSHOPS

Experience Workshop Personnel in Number Per Cent MR Workshops

Less than year 3 4.3

1 year 26 37.8

2 years 11 16.0

3 years 9 13.0

4 years 2 3.0

5 years 5 7.2

6 years 2 3.0

7 years 3 4.3

8 years 1 1.4

9 'years 3 4.3

10 years 3 4.3

22 years 1 1.4

Total 69 100.0

Other types of work experiences.— A final area of in­ quiry was that of finding out some of the prior experience of workshop personnel. These experiences are listed in consid­ erable detail in Supplementary Data Table 36 in Appendix C.

A brief representative sampling of the more frequently 153

TABLE 34

EXPERIENCE OF WORKSHOP DIRECTORS IN MR WORKSHOP

Experience in Directors MR Workshop Number Per Cent

Less than 1 year 1 2.9

1 year 8 23.5

2 years 5 14.8

2 1/2 years 2 5.9

3 years 4 11.9

4 years 3 8.8

5 years 2 5.9 CO CO 6 years 3

7 years 1 2.9

9 years 3 8.8

10 years, 1 2.9

18 years 1 2.9

3^ 100.0

Insufficient data 11

Total 45

mentioned work experiences are shown in Figure 2. The first eight are ranked somewhat in the order of the frequency of their occurrence. The remainder were randomly compiled.

Some of the more frequently mentioned background experiences are industry, working with mentally retarded, public school 154

Other Types Work Experience

Industry (factory) Working with retarded Public school teaching Maintenance Sales Insurance Clerk Business Public school administrator Rehabilitation Social worker Janitorial Management Engineering Sheriff Army Self-employed Clerical Scouts Nursing Bus driver Aide Store manager Hospital Occupational therapy Cashier Waitress Office work Watchman Bookkeeper

Figure 2.— Listing of other types of work experience of workshop directors other than MR workshop experience. teaching, maintenance work, sales insurance, clerk, business.

There does not appear to be any pattern or clearly visible evidence to indicate that workshop personnel come from any particular experience background more than others. The only trend noted during the study has been that in the professional area the major background seems to be education and for the non-professional staff there may be a trend toward more having an industrial orientation. 155

Discussion.— The number of workshop staff per work­ shop for the number of clients is very adequate and well below any maximum set by State workshop standards. The salary levels for workshop personnel while minimal are in keeping with the minimal and maximal levels prescribed by 114 State Personnel Salary Table. The educational level of workshop personnel was generally low, in terms of their re­ sponsibility to clients and parents. The majority have only a high school education. Workshop specialists I and II and

Instructor I make up the largest group of staff and carry a great deal of the burden of training the clients. Even at the workshop director level 37 per cent of the directors had high school diplomas and only 20 per cent had BA degrees.

Yet these are the individuals developing program, interpret­ ing reports, counseling with parents and clients. In the area of professional training, the largest single area was education with business second. Rehabilitation and related professional areas were almost non-existent. It is rather astounding that in a field where vocational habilitation is emphasized that at best only two or three of the workshop personnel of all of Ohio's MR workshops have vocational rehabilitation background. At the same time it is under­ standable when one realizes that the retarded have been

ll^The Salary Table was established July 25, 1967 through House Bill 421 (1967 Ohio Laws, Volume 32, H.421). 156 viewed as non-feasible for vocational training. The large number of education majors in the field is in part due to many moving into the new and challenging workshop field from their classroom positions as there was a demand for work­ shop instructors.

At a time when the need to develop sound workshop pro­ grams is increasing, well over 50 per cent of the workshop personnel are new with less than two years of experience in workshops or in many instances a similar lack of experience in working with the retarded.

This chapter has presented the data collected and the findings have been discussed briefly. Chapter V will review the purposes of the study and summarize the results. The conclusions and recommendations of the investigator will also be outlined in Chapter V. CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The primary purpose of this study has been to assess the nature and scope of counseling, parent education and per­ sonal adjustment services as they presently exist in Ohio MR workshops„ To the investigator's knowledge there has been no determination of the availability of these services to work­ shop clients and their families. Directly related and an integral part of the assessment of services was the assess­ ment of the training and work experience of workshop staff.

More specifically the study has been concerned with develop­ ing descriptive data on (1) the general characteristics of sheltered workshops, (2) the types of programs and services provided, (3) the scope of counseling and parent education

services that are directly related to the client's adjust­ ment and the parent's understanding and participation in the

training program, and (^) availability of qualified staff to provide the services.

It has been the further purpose of this study to

analyze the results in terms of: (1) the degree of emphasis

given to personal adjustment, counseling and parent educa­

tion; (2) the relationship of these services to other major

workshop services; and (3) the development of guidelines and

157 158 recommendations relative to the role of MR workshops in pro­ viding personal adjustment, counseling and parent education services.

Basic questions.— The specific objectives of the study were restated in the form of five basic questions to be

answered:

1. What is the scope of counseling and guidance ser­

vices for the mentally retarded in Ohio's MR workshops?

2. What is the scope of personal adjustment training

in Ohio's MR workshops?

3. What is the extent of parent education and counsel­

ing services for families of clients in Ohio's MR workshops?

4. What are the staffing patterns of MR workshops?

5. Based on a thorough analysis of existing programs

and a review of the literature what guidelines and/or recom­

mendations can be developed that will aid in the establish­

ment of parent education, counseling and personal adjustment

services in new and existing MR workshop?

Hypotheses.— The six hypotheses to be tested were:

1. Formal counseling and personal adjustment services

for clients will be found more frequently in the

longer established MR workshops.

2. Formal counseling and guidance services for par­

ents will be found more frequently in the longer

established MR workshops. 159

3. The development of formal counseling and guidance

services for clients and parents will be more In

evidence in workshops having professional staff at

the "director" and "supervisor" levels.

4. The proportion of professional disciplines repre­

sented on the workshop staff will be greater in the

longer established MR workshops. 1 5. Workshops for the mentally retarded will generally

have all programs of service found in workshops for

the physically handicapped and other handicapped.

However, in view of the habilitation rather than

rehabilitation aspects of the problem a major dif­

ference will be in the priority and emphasis to be

given to the various services.

6. In the habilitation of the mentally retarded devel­

opment of personal-social skills is likely to be

more important than training in general or specific

job skills and will need to be given greater empha­

sis than job skill training.

The remainder of this chapter will present a summary of the role and programs of the MR workshop as determined from the review of the literature, review the major findings and conclusions of th^ study as they relate to the basic questions and hypotheses„ 160

Summary of the Review of the Workshop Movement

Role.— The MR workshop of today has a dual role in that it is both a habilitation resource and a production and employment resource. Because of the sheltered work setting it provides, along with its training services, it is proving an excellent habilitation resource in the training of men­ tally retarded youth and adults. Although workshop training is only one facet of the total habilitation process by which the mentally retarded are assisted in developing their maxi­ mum potential socially and vocationally, it is the culminat­ ing facet. For some, it becomes a means of attaining commun­ ity employment and independence, for others, it provides long term, sheltered, productive employment; and for'still others, purposeful work activity.

The work shop can best be utilized in meeting these training needs which are related to work and/or work experi­ ence. Integrating the work experience and environment of the workshop with other habilitation services provides an effec­

tive habilitation program.

Program needs and services.— The kinds of programs and

services needed depend upon the needs of the individuals to

be served. The provision of these programs of service also

depends upon the resources of the community. Thus, in

planning for a comprehensive array of workshop services the

needs of the handicapped (in this instance the mentally 161 retarded) and the needs and resources of the community become the perimeters or programming limits. Community factors that affect the development of programs and services are (1) the population of the community, (2) Its geographic size,

(3) Its status as a rural or urban community, (4) its profes­ sional resources, (5) the number and kinds of generic health and welfare agencies within the community, and (6) the knowledge and understanding of the problem by the community.

In terms of meeting the needs of the individual to be served, it is safe to assume that there are a number of identifiable habilitation programs and services that are generally needed by all mentally retarded. The following are representative of those most frequently described in the literature:

Evaluation. This program begins with identification or casefinding followed by evaluation and prognosis culminating in a program of training for the individual to be served.

Evaluation does not stop at that point but is a continuous process or service throughout the training period.

Vocational training. All training is directed toward a goal of maximum vocational adequacy. This will include the development of general and specific job skills.

Personal-social adjustment training. Personal and social adjustment is prerequisite to successful vocational habilita­ tion of the mentally retarded. Through an organized program of personal and social adjustment training the client devel­ 162 ops good personal habits, good work habits and attitudes, and improves his social skills and adaptability.

Work experience and employment. This program provides a controlled work situation in which the client learns to integrate his social and vocational skills into an effective working pattern. The work experience provides a realistic means of evaluating the, client's social and vocational growth and adequacy under realistic work conditions. Finally, the work experience provides stimulation and motivation through the work activity, and the remuneration that accompanies the completion of work. The level or amount of remuneration pro­ vides the client with a means of evaluating his own progress.

Placement. Training must lead to satisfactory placement of the client in a regular job in the community or in shel­ tered employment. This type of service to the client entails knowledge of community work opportunities, knowledge of the client, and the effective working together of workshop per­ sonnel with community agencies and with business and indus­ try to find suitable work placement.

Follow-up. Placement without follow-up can be disas­ trous for the individual client and for further placement of other clients, if an employer has an unhappy experience with a client. Follow-up assistance to employer and client can forestall or remedy problems before or as they occur. *

Follow-up must be on an organized basis that provides 162 ops good personal habits, good work habits and attitudes, and

Improves his social skills and adaptability.

Work experience and employment. This program provides a controlled work situation in which the client learns to integrate his social and vocational skills into an effective working pattern. The work experience provides a realistic means of evaluating the client's social and vocational growth and adequacy under realistic work conditions. Finally, the work experience provides stimulation and motivation through the work activity, and the remuneration that accompanies the completion of work. The level or amount of remuneration pro­ vides the client with a means of evaluating his own progress,

Placement. Training must lead to satisfactory placement of the client in a regular job in the community or in shel­ tered employment. This1 type of service to the client entails knowledge of community work opportunities, knowledge of the client, and the effective working together of workshop per­ sonnel with community agencies and with business and indus­ try to find suitable work placement.

Follow-up. Placement without follow-up can be disas­ trous for the individual client and for further placement of other clients, if an employer has an unhappy experience with a client. Follow-up assistance to employer and client can forestall or remedy problems before or as they occur. ,

Follow-up must be on an organized basis that provides 163 maximum support to employer and client on whatever ongoing basis each situation dictates.

Supportive Services. The effectiveness of the training program, in meeting the client needs, will be directly re­ lated to the extent that there is an integrated flexible meshing of one program into the other, and to the extent that the needs of each client (physical, social and emotion­ al) and his family are assessed and met throughout the train­ ing period. These objectives can only be accomplished with the aid of ongoing supportive services such as: (1) medical services (periodic examination treatment and therapy when required), (2) continuing social casework and family counsel­

ing and guidance services; (3) client counseling (psycholog­

ical vocational and social and personal adjustment); (4)

training in self help or independent living (which includes

ability to travel, to use public resources, effective use of

leisure time).

Other supportive services. Availability of several

other services are becoming increasingly important to the MR

client’s capability to live and work in the community, es- ■

pecially after the parents are gone. They are organized

social and recreational programs and domiciliary services (in

the form of group homes and boarding homes) and protective

services (protective supervision, counseling and guardian­

ship ). 164

Coordination of Workshop Services

A common thread that ensures unity and coordination throughout the client's workshop experience from admission through placement and follow-up is the counselor and the counseling process. The counselor-client relationship is the basic component of the personal adjustment program; and is interwoven into every other program or phase of the client's training. It may even be essential that this ser­ vice be extended beyond the placement and follow-up phase.

The need for parental understanding and support of the client was also emphasized throughout the literature review as a major factor in the client's ultimate success both in his daily living and area of work. The need for parents to be made part of the team in planning and carrying out the client's training program was given considerable emphasis.

Approaches to working with parents and family include par­ ent counseling, parent conferences and parent education.

However, they must be well planned, meaningful and readily available to parents. It was evident from the literature review that client counseling, personal adjustment training, parent education and counseling, are more than supportive services. They are in essence the primary means of medi­ ating or linking the client, the habilitation services and the work experiences into a coordinated and unified series of 165 social, vocational and work experiences that will serve the individual habilitation needs of each client.

Major Findings and Conclusions Derived from the Workshop Data

The following summary and conclusions from the find­ ings are based on the detailed analysis of the data presented in Chapter IV. The basic data for the study was obtained from records and reports, personal interview and surveys, and field observation of the ^5 Ohio MR workshops that made up the study group. A check list was developed to facilitate the uniform collection and recording of information by the inves­ tigator. The information was categorized under four broad headings: general workshop data; program and services; counseling, personal adjustment and parent education ser­ vices; and workshop personnel.

General Workshop Data— Summary of Findings

The first MR workshop in Ohio and in the U.S. was or­ ganized in 19^9 in Ohio. By 1955 Ohio had five MR workshops and by 1967 approximately fifty. Over 75 per cent of the workshops have been established within the past seven years

or since 1961.

Approximately two/thirds of the workshops were founded

and initially operated by associations for retarded children.

Presently the majority are being jointly formed and operated 166 through joint county governmental and non-governmental agency arrangements.

The study indicated there were no MR workshops in counties of less than 20,000 population and that all counties of over 100,000 population had one or more workshops. A majority of the workshops were located in counties ranging

from 60,000 to 80,000 population. Only three of the coun­ ties had more than one workshop. These were counties of

over 200,000 population.

The location of MR workshops were concentrated in and

around the more urbanized rather than rural counties.

A total of 1472 clients are being served in 44 of the

45 workshops in the study. They range in size from six

clients in the smallest to 151 clients in the largest.

Average number of enrollees per workshop was 33.5 clients.

Thirty-five per cent of the workshops had enrollments of

less than 20 clients and 79 per cent had enrollments of less

than 40 clients. Only three workshops had 100 or more cli­

ents .

The chronological age of clients ranged from 15 to 70

years with the major cut off point for admission between 18

and 20 y There was generally no maximum age. The

IQ's ranged from a low of 16 to a high of 97> with the great

majority falling between 50 and 25 IQ. 167

Staff-client ratio was one staff to every ten clients.

The number of staff per workshop ranged from one staff to

17 1/2 staff members for an average of 3*3 staff per work­ shop .

Workshop Programs and Services— Summary of Findings

The majority of workshops indicated more than one pur­ pose, The more frequently stated purposes included, voca­

tional training, work experience, terminal employment, com­ munity placement, personal adjustment, occupational activity,

therapy, custodial care. Terminal employment and vocational

training were mentioned most frequently with over 50 per

cent of the workshops mentioning each of these. Few work­

shops mentioned transitional training for community place­

ment as a primary or even secondary purpose.

Approximately 73 per cent of the workshops stated their

primary purpose was to serve the trainable. Approximately

25 per cent indicated they served both educable and train-

able with 2 per cent indicating they were primarily serving

educable retarded. A problem of semantics and need for

greater clarification in the definition of terms was also

evident in reviewing the stated purposes.

The number of specific programs provided by any one

workshop varied from two to seven. Sixty-five per cent of

the workshops provided four to six services. Twenty-five 168 per cent provided two or three services. The programs men­ tioned by workshops included: evaluation, personal adjust­ ment, vocational training, work training or work experience, placement, follow-up and travel training. Vocational (skill) training and work experience were mentioned with the greatest frequency. Personal adjustment and evaluation came next with

78 to 8l per cent providing these services. Travel training was indicated by only three of the workshops. While it would appear that a large majority of Ohio ¥h workshops have a wide range of programs and services, the majority of these cannot be judged formal programs as the term has been defined in this study— Chapter IV, p. 112. Of the 32 workshops indicat­ ing they have an evaluation program, less than eight meet the criteria of a formal program. The same situation exists in personal-social and other programs. The work experiences and work training programs of workshops appear to be the most highly or formally organized program in MR workshops.

All workshops carried on one or more work operations that provide remunerative work experience for the clients.

Major types of industrial work Included contract, manufactur­ ing, crafts, salvage and repair. Service work and training included janitorial, maintenance, and domestic. Contract and manufacturing were used most frequently. Service work was

least used as a training or work area. Sixty-seven per cent

of the workshops carried on three or more different work

operations. Only four workshops carried on less than two 169 work operations. Reasons advanced for the high percentage of workshops using contract work are it requires less space, less expensive equipment, less supervision, and inf;::: time fat' training the mentally retarded. Whereas salvage, repair and service work take more space, require better trained, more highly skilled workers and more supervision.

Client and Parent Supportive Services— Summary of Findings

Client counseling.— Thirty-nine workshops stated they do provide some form of client counseling. Thirty-seven or

95 per cent provide some form of individual counseling.

Eleven or (28.2 per cent) provide group counseling. Fre­ quency of client counseling varied among workshops but the general response was "as needed" and "on request." In re­ sponse to the question of responsibility for counseling, 20 of 38 directors indicated they had not designated a particu­

lar person but viewed it as a role for all staff members.

Eight indicated it was the director's responsibility and

several mentioned social worker, psychologist, supervisor,

program administrator.

The type of client counseling in Ohio workshops with

some exceptions, has been of an informal nature, or even of

an incidental nature. In other words, limited to solving

immediate, on the spot problems and issues that arise be­

tween clients, or between staff and client. 170

Factors which may have worked against the development of formal counseling programs are the newness of many work­ shops and the preoccupation of staff in the mechanics of or­ ganizing its services and finding work; financial barriers limiting the number of trained staff; the smallness of many workshops and inability to carry specialized staff; and the lack of guidelines and state standards prior to 1967.

Personal adjustment services.— All workshops provide some components of a personal adjustment service such as daily personal contact with staff, work experiences, and or­ ganized social and recreational programs. However, the formal components of a personal adjustment program such as client counseling and guidance, parent counseling, confer­ ences and parent education programs, are questionable and/or nonexistent in a majority of the workshops.

Semantic problems, definition of terms and clarification of what personal adjustment programs entail and activities to be included, appear to be one barrier to improvement of this aspect of workshop service. There is also a need to coor­ dinate existing components of personal adjustment services with all other interrelated apsects of the client's program.

Many workshops do have well-organized social and recreational programs; but some view these soecial and recreational pro­ grams as their personal adjustment components. In summary,

the major weakness appears to be in the lack of an ongoing 171

formal'counseling program to form the nucleus or hub of the

adjustment program and tie it in with the many other program

areas. This again becomes a problem of lack of qualified

counseling personnel. >

Travel training.— This aspect of the client’s training

has received little emphasis in Ohio MR workshops. Through

parental cooperation and operating levies, busing service has been provided by a majority of the sponsoring county

agencies. Travel training as a formal program is almost

nonexistent in MR programs. Only three workshops are known

to have the rudiments of a travel training program. Some

workshops see it as part of the larger personal adjustment

program. A number of workshop directors have suggested

parents do not want their children traveling unsupervised.

However, as the number of long term workshops increase, school

buses will be inadequate to handle the volume and the cost

exorbitant to the taxpayer. Employability of a client out­

side the workshop is limited as long as he is unable to

travel by public transportation. Parents who might provide

transportation will not always be around to provide this ser­

vice. Thus for effective living and working within the

community setting, the ability to travel independently

becomes increasingly important.

Parent education.— Meetings of parents to learn more

about their problems and concerns has been a basic means of 172 communication among Councils for Retarded Children since their inception in the early 1950s. Yet from the data gathered it appears that very few workshops make any exten­ sive use of the parent education technique. The Report of the President's Panel on Mental Retardation is one of sev­ eral major reports to emphasize the need and significance of early and continuing parent education and counseling services that will provide parents with an accurate assess­ ment of the employment potential of their children.

The same report suggests that "most parents need some help and a great deal of basic information."11^ Numerous reports and publications emphasizing the nr od and impor­ tance of knowledgeable parents part i o i pat J ng in the habili- tation process have been cited in Chapter I.

Analysis of the data indicated only 31 per cent or 14 of the 45 workshops held parent meetings. Of these 14 only nine actually held their own meetings more than twice per year. From the data presented it can be concluded that par­ ent education as a major program or activity of the workshop does not exist. The nature of the parent meetings that are sponsored by workshops have generally been in the form of an

115 ' President's Panel on Mental Retardation, op. clt., p. 119.

ll6Ibid., pp. 94, 95. 173

open house, parent orientations especially in the case of new parents,, and at times promotional meetings to raise money

or decide on expansion of facilities.

Parent counseling.— The importance of parent counseling has also been given much attention in the literature. Again

the emphasis is on well-informed parents with positive atti­

tudes toward the client and realistic family expectations for

the client. These goals can only be achieved through close

parental contact with the workshop and easy access by parents

to counseling services. A major objective of this study was

to determine the kinds of counseling services available to

parents from the workshop. The findings indicated that 82

per cent of the MR workshops were providing some form of

parent counseling. A majority of the workshops stated that

frequency of parent counseling was based on request or need

of a parent or the workshop staff. The data also suggested

that while some form of counseling is available to parents,

a majority of the workshops do not have formal (organized)

programs. Analysis of staff qualifications bears out the

contention that parent counseling is minimal and on an infor­

mal basis.

Parent conferences.--The use of parent conferences

follows the same general pattern as counseling practices in

workshops. It is used by a majority of the workshops (92 per

cent responded that they provide conferences) but primarily

in an incidental fashion. In other words on a need basis, or 174 as a problem arises, A few workshops have established a schedule for having parent conferences on an organized basis

Optimum time for parent education and counseling ser- vi cos---The results of a brief survey to workshop directors requesting information as to when parent education and par­ ent counseling would be most effective, indicated that con­ tinuous parent education and counseling is needed. Some suggested it should continue even beyond the placement period for a client.

Parents as part of the habilltation team.— Workshop directors were requested to respond to the question "Have the parents of clients been made to feel they are an inte­ gral part of the workshop team and have an important role in the development of vocational goals and program for their

child?" Of the 33 directors responding 23 (69.7 per cent)

said "yes" and eight responded "no" with several uncertain.

From the comments that accompanied the response it can be

concluded that most directors feel their workshop is doing a

good job of involving parents. Some did not see the build­

ing of parent interest as their responsibility but more the

responsibility of the indi y\ <'•> al parent to be interested.

Staffing for parent cuucd.U.cui and counseling services.

— The personnnel responsible for parent services ranged from

program aiministrator to workshop assistant. Workshop director and workshop sipervisor were mentioned by the great 175

est number of workshops as the staff members responsible for parent services. Workshop soeclalist I and II were mentioned with the next greatest frequency. One workshop indicated the use of a developmental specialist, one a psychologist and one

a counselor.

Workshop Personnel— Summary of Findings

This section of the study was concerned with staffing

patterns and the educational and occupational background of workshop personnel. Major areas of investigation included

state personnel classification, salary range, number of work­

shop personnel, educational and work experience. The inves­

tigator attempted to obtain the State Personnel Classifica­

tion for each workshop personnel in order to compare in terms

of job title, job qualifications, and educational background.

A few workshop personnel were still unclassified at the time

the data were collected.

Workshop personnel characteristics.— Data was avail­

able on 139 of the 146 workshop personnel comprising the

staffing for 44 of the 45 workshops included in the study.

Eighty-one per cent of the workshops had a staff size of

four or less. Forty-three per cent had two or fewer staff.

There were' 15 job titles ranging from program administrator

to bus driver. Of the 139 personnel data available, 85 were

female and 54 were males. Salaries ranged from a high of

$659 per month to a, low of $140 per month. The salary 176 ranges were also broken down by position. Of the 139 only

6.5 per cent were at the workshop supervisor II or above classification. This level and above requires a BA degree or its equivalent. Fifty-six per cent fell into the workshop specialist I and II and instructor I and instructor a sistant category. While a few have a degree or some college work the requirement is high school graduate and experience.

Educational background of workshop personnel.— The majority of the top five levels of staff (6.5 per cent) had

Bachelor degrees or its equivalent. There were only two

Masters degrees in the entire workshop personnel. Few of the majority of the 130 (93 per cent) remaining workshop per­ sonnel had degrees. Fifty per cent had high school diplomas and 29 per cent had one to three years of college.

Educational background of workshop directors.--Seventy- five per cent of the Directors had less than a Bachelors degree. Twenty per cent had Bachelor degrees and two had masters degrees.

Major area of professional training.— Fifty-three per­ sons of the 139 represented 22 different areas of profes­ sional training. The largest single area listed was educa­ tion. Eighteen persons (33.9 per cent) listed this area.

Business was the next highest major area with 16.9 per cent.

In addition to numerous other areas rehabilitation, speech and occupational therapy were listed only once. The break- 177 d o w n o f major professional area was similar to Workshop

Directorso Over 63 per cent were in education and 15 per cent in business,

Experience in i'll? workshops.— Of 69 workshop personnel only 12 (14 per cent) had over six year: nr rn: workshop ex­ perience o Seventy-one per cent had three or fewer years experience„ Forty-two per cent had less than two years experience.

The experience of director indicated only 14.6 per cent with over six years. Twenty per cent of the directors had less than three years compared to 71 per cent for the total workshop personnel.

Other types of work experience.— Workshop personnel had a wide range of experience backgrounds. Some of the most frequently mentioned previous work experiences are industry, working with retarded, public school teaching, maintenance work, sales, insurance clerk and business. There was no pattern to indicate that workshop personnel came from any particular experience background. The only slight trend noted during the study has been that in the professional area the major background seems to bo education and for the nonprofessional staff there may be a trend toward an indus­ trial orientation.

Summary.— The number of workshop staff per workshop is adequate and well within the range set by State standards.

Salary levels for workshop personnel are low but within 178 standards set by State Personnel* Educational qualifica­ tions were low with a majority of the personnel having no more than high school educations* Even at the director level 37 per cent had high school diplomas and only 20 per cent degrees* The educational level of workshop personnel is considerably below the level it should be for persons responsible for program development, counseling with parents and clients, interpreting reports and records.

There were several with a rehabilitation background and a few others from specialist fields such as speech, occupational therapy, etc., but the majority had an educa­ tional background at the degree level,

A second factor of concern is that over 50 per cent of workshop personnel have less than two years of experience in workshops and in many Instances little or no experience in working with the mentally retarded.

Conclusions

This study has been conceived with the Intent of deter­ mining the nature and scope of counseling, parent education, personal adjustment services and related staffing patterns,

as they exist in Ohio mental retardation workshops. The

specific objectives were restated In the form of basic ques­

tions to be answered and six hypotheses, formulated to assist

in giving additional direction to the study rather than as

formal hypotheses, to be tested. The questions have been 179 discussed within the preceding section of this chapter and will be further detailed in this concluding section. I Although the hypotheses were formulated to give addi­ tional direction to the study rather than as formal hypothe­ ses to be tested, the following conclusions seem evident with respect to the stated hypotheses:

Hypothesis 1.— Formal counseling and personal adjust- 1 ment services for clients will be found more frequently in the longer established MR workshops.

The data does not substantiate the hypothesis that formal client counseling and personal adjustment services will be found in longer established workshops.

Hypothesis 2„— Formal counseling and guidance services

for parents will be found more frequently in the longer established MR workshops.

The data does not substantiate the hypothesis that

formal counseling education and guidance services for par­ ents will be found more frequently in longer established MR workshops„

Hypothesis 3.— The development of formal counseling and

guidance services for clients and parents will be more in

evidence in workshops having professional staff at the

"director" and "supervisor" levels„

Although the data does give some indication of a great­

er awareness and perhaps sophistication on the part of staff

regarding the need for counseling and guidance services for 180 clients and parents, there is no significant evidence of formal programs in workshops having professional staff at the director and supervisory levelo There are indications that workshops staffed with professionals at the director and supervisory level are tending to move toward more

formalized programs„

Hypothesis 4„— The proportion of professional disci­ plines represented on the workshop staff will be greater in

the longer established MR workshops.

The data does not give sufficient evidence that

longer established workshops have a greater proportion of pro­

fessional disciplines represented on the workshop staff.

Hypothesis 5.— Workshops for the mentally retarded will

generally have all programs of service found in workshops

for the physically handicapped and other handicapped. How­

ever in view of the habilltation rather than rehabilitation

aspects of the problem a major difference will be in the

priority and emphasis to be given to the various services.

The data indicate that all services found in workshops

for other disabilities are found in MR workshops. However,

the range of services are presently found in few MR work-

shops. This may be due to newness, lack of knowledgeable

professional staff and financial means. t The data also indict * < U ; 1 uhi.ir work experience is

a prU'.1' . ;t:.nr »• i • f ’in workshops there is greater emphasis 181 on personal-social and related services in MR workshops than generally found In other workshops. These services are also viewed as continuous even beyond the training period. There is also greater emphasis on habilitation toward long term sheltered workshop placement than toward competition place­ ment, The training period In all areas is expected to involve a much greater length of time.

Hypothesis 6 ,— In the habilitation of the mentally re­

tarded development of personal-social skills is likely to be more Important than training in general or specific Job

skills and will need to be given greater emphasis than job

skill training.

The data from the literature review indicate that the

need for personal-social skills development needs more empha­

sis than job skill training. Data from Ohio MR workshops

also gives evidence that there Is a need for personal-

social skill development and that greater emphasis is being

placed in this ?>rea of" workshop programing,

it; ’.'-I U: • • • nclusions are grouped in terms of the

areas or components of workshop services.

General

MR workshops have resulted from a strong parent' movement

in the early 1980's to provide services to the moderately and

severely retarded children excluded from public schools. 182

The majority of all MR workshops were founded by non­ profit associations for retarded children in the late 1950’s and first half of the 1960's.

Tho ivGO'S have been the period of greatest growth of I new workshops. The past several years have a period of greatly expanded public support of MR workshops. They are increasingly receiving public tax dollar support.

The majority of MR workshops are small with an average enrollment of less than ^0 clients. Only one workshop served more than 100 clients.

The majority of MR worV.h'-i^ n;-vo loss than three staff members with a staff client ratio of one staff member to ten clients.

The smaller workshop will have need for fewer staff and

thus less opportunity for staff specialization. Staff in the small shops will need to be proficient in a number of areas.

This implied need for versatility of staff in the smaller

I workshop could be an important consideration in the hiring

of both professional and non-professional staff.

A large majority of the MR workshops are serving, al­

most exclusively, the trainable mentally retarded.

The majority of MR workshops see their primary purpose

as one of long term training and give considerable emphasis

to sheltered work training and terminal employment. 183

Most workshops provide a number of work experience and habilitation services; but these services are basically in­ formal in their organization.

Industrial and manufacturing are the major kinds of work experience provided by workshops.

Formal training in services areas (janitorial, domes­ tic, maintenance) are still minimal but receiving increasing attention.

C' i.i-ont (;oun:; c.1 i1 jg

Few workshops have anything that approximate a formal client counseling program.

Only a small number of workshop staff presently re­ sponsible for counseling are qualified by training and/or experience to provide' .form,') I counseling to clients.

Client counseling Is not a continuous cycle throughout the various training phases of the individual client's pro­ gram, but primarily of an incidental nature.

A large number of the workshops, especially those with fewer than Mo clients, will find it financially difficult to provide the full time services of counseling specialists.

With one or two exceptions, there areno rehabilitation

counselors or related specialists in Ohio MR workshops.

The i ' o i o level of workshop personnel and salary

levels in a number of workshops will need tp be changed be­

fore aprrociab1e progress can be anticipated. 18H

Although the problem of small workshops providing specialized counseling staff has been discussed, it has evi­ dently not been the only significant factor or key in deter­ mining whether the workshop has qualified counseling person­ nel as evidenced by the lack of qualified staff which exists to almost the same degree in the larger workshops.

Personal Adjustment Training

A majority of workshops have indicated they have a per­ sonal adjustment training program; however the essential counseling component is often nonexistent.

Many workshops have well organized social and recre­ ational , programs.

Although a majority of the personal adjustment programs must be classified as informal, there appears to be an aware­ ness that this is an important aspect of the client's train­

ing.

Generally all staff members participate in this program

on a daily incidental basis utilizing situations as they

occur to assist the client in making a better adjustment.

There is a need for local inservice training and

statewide workshop and training conferences, for workshop

personnel. There is a need for workshops to attempt to make

greater utilization of other community resources in the areas

of manpower and facility resources. 185

Travel Training

Travel training as a formal program does not exist in more than three MR workshops in Ohio.

If the employability of the MR client is to be maxi­ mized and if he is to live and work effectively in the com­ munity with minimal cost to society and with maximal personal

satisfaction to himself, it is imperative that Ohio MR work­

shops begin in ;i.nfensi vo travel training programs.

Based on a review of studies in this area independent

travel of the majority of the mentally retarded, educable

(IQ 50 to 80) and the trainable (IQ 50 and below) is not an

unrealistic goal.

Parent Education

The importance and need of parent education programs

for parents of the mentally reatarded has been well estab­

lished.

The need for knowledgeable parents participating in the

habilitation process has been urged by many professionals

directly involved with the habilitation of the mentally

retarded.

The Ohio MR workshops have not effectively made use of

parent education methods in keeping parents and/or community

well informed and knowledgeable.

Although omncils for r tarded ciildren have made

significant use of parent education meetings as a technique j 186 to keep parents informed and to bring group thinking to bear on the major problems facing parents of the mentally re­ tarded, MR workshops have made little more than taken use of parent education techniques.

With scattered exceptions parent education programs do not exist in MR workshops.

Some workshops work cooperatively with their local cjuncil for retarded children in providing some parent education.

Councils for r;tarded children continue to use parent meetings, with many having meetings on a monthly basis. It can be assumed that a percentage of their meetings are de­ voted to the retarded youth and adults.

Parent Counseling

While parent counseling is generally stated to be avail­ able to parents of workshop clients, the majority of the work­ shops do not have a formal program.

The frequency of parent counseling has been on a re­ quest or as need dictates basis. It can be assumed that counseling on this basis is of a remedial rather than a pre­ ventive type of counseling that attempts to anticipate and ward off problems and crisis situations.

The majority of MR workshops do not have qualified staff to conduct parent counseling. 187

Much of what Is called parent counseling by workshops is more In the nature of parent conferences which deal pri­ marily with the exchange of information.

The small size of many workshops, the lack of informed leadership, the lack of adequate finances and lack of trained rehabilitation manpower knowledgeable in the area of mental retardation, appear to be major barriers to the development of adequate counseling services.

Workshop_ Personnel

The number and ratio of staff to clients is adequate and well within the standards set by the State.

While salary levels for workshop personnel are low, they are within the minimal range prescribed in the State

Personnel Salary Table.

The educational level of workshop personnel is rela­ tively low in terms of the role they must assume with cli­ ents and parents. The majority directly involved with the clients are limited to high school education.

Approximately 25 per cent of personnel directing work­ shops had a B.A. degree or above.

Less than four of the workshop personnel were pre­ pared in the field of vocational rehabilitation. Those having college background were from the educational and business fields. 188

The lack of trained professional and non-professional manpower in MR workshops is well documented. It cannot be

anticipated that quantity or quality of workshop programs

can be achieved without this trained manpower.

Major barriers appear to be a lack of understanding

of program and manpower needs of MR workshops, lack of fi­

nancial support, lack of long term university training pro­

grams for professionals, lack of short term training pro­

grams for non-professional personnel, and lack of profes­

sional rehabilitation workers to enter the mental retardation

field.

Recommendations

The following recommendations are directed primarily

to the Department5 of Mental Hygiene and Correction and the

Bureau of Vocational Rehabilitation as the two major state

agencies having the primary responsibility for developing

workshop facilities and services for the mentally retarded.

Client Counseling

A. In view of the practice and need for widespread use of

staff to provide informal counseling on a daily basis it is

recommended:

1. That local Boards of Mental Retardation and other

sponsoring agencies provide inservice training sessions, on

counseling for all workshops staff. 189

2. That the Department of Mental Hygiene and Correc­ tion take a leadership role in providing state-wide inservice training programs dealing with the counseling process and the role of counseling in the training of MR clients.

3„ That the Department of Mental Hygiene and Correc­ tion give greater emphasis to the counseling process in MR workshops through increased reimbursement to those workshops providing qualified specialists and services.

B. A large number of MR workshops are small, having less than

40 clients per workshop. For them to provide qualified pro­ fessional counseling staff may be an impossible financial burden, therefore it is recommended:

1. That the State Department of Mental Hygiene and

Correction in conjunction with the Bureau of Vocational

Rehabilitation provide additional financial support to MR workshops that provide formal client counseling services.

2. That the Bureau of Vocational Rehabilitation and the Department of Mental Hygiene and Correction study the

feasibility of providing counseling services on an itinerant basis ibr the very small workshops that may not need or

financially be able to support a full time counselor.

3. That local communities investigate the use of

existing services from local agencies, area rehabilitation

centers and from nearby colleges and universities. 190

Personal Adjustment

A. All workshop staff have a role In the personal adjustment training of clients on a daily basis. While much of thj.s is done on an incidental or informal basis it provides an impor­ tant training resource. Because of the key role in personal adjustment training that must be assumed by all staff in any face to face relationship with clients it is recommended:

1. That inservice training be conducted in this area for all workshop staff at the local level.

2. That the State Department of Mental Hygiene and Cor­ rection take the leadership role in setting up state-wide institutes, workshops and conferences on the rold^odi'dttaff in personal adjustment training.

B. The problems of semantic and of 'definition of terms have created barriers to setting up clearly defined components and objectives of a personal adjustment program. Therefore it is recommended:

1. That the State Department of Mental Hygiene and Cor­ rection take a leadership role in developing a standard terminology and in clarifying the methods and objectives of personal adjustment training.

C. The facets or components of a personal adjustment program are so varied and widespread as to reach outside of the con­ fines of the workshop. Therefore it is recommended:

1. That workshops include and utilize other community 191 agencies, staffs and resources in providing a wide range of personal adjustment experiences.

Travel Training

A. If the mentally retarded are to function effectively in the community and if maximum value is to be received from the tax dollar spent in training the mentally retarded it is recommended:

1. That county Boards of Mental Retardation and other sponsoring agencies institute travel training as a major aspect of the client's training program.

2. That workshops launch a program to inform parents and community of the importance of travel training to the client and the community, its effectiveness in other localities on a demonstration basis, and the role parents and community can play in assisting with such a program.

3. That the State Department of Mental Hygiene take the

leadership in the encouragement of travel training and that

it be a factor in program reimbursement by the State to

sponsoring agencies.

Parent Counseling

A. Much of the parent counseling carried on in MR workshops

is on a "when needed" or "on request" basis. This type of

counseling may have remedial value but it is not an antici­

patory or preventive type of counseling. The staff in most 192 workshops are not qualified to do any type of in depth

counseling with parents. In view of the importance of par­

ental attitudes and understanding to the sudcess of the client

it is urgent that steps be taken to provide qualified staff

to counsel with parents. It is therefore recommended:

1. That the State Department of Mental Hygiene take p.

leadership role in assisting workshops in developing adequate

parent counseling programs.

2. That help might be in the form of increased reim­

bursement for workshops providing counseling personnel.

3. That local Boards of Mental Retardation work with the

county Boards of Mental Health and Mental Retardatiop in

establishing additional counseling personnel in m.mtal health

and r. ntal retardation clinics.

4. That efforts be made by workshops to obtain addi­

tional professional counseling staff through contractual

arrangements with the Bureau of Vocational Rehabilitation.

Parent Education i

A. The literature on habilitation of the retarded has em­

phasized the need for informed parents working in close

liaison with habilitation professionals in the vocational

programing of their children. Organized parent education has

been encouraged as a means of helping parents become informed

and knowledgeable regarding mental retardation and more

specifically the programs involving their own child. 193

Therefore it is recommended:

1. That MR workshops be encouraged to develop parent education programs.

2. That the State Department of Mental Hygiene and Cor­ rection through the Bureau of Mental Retardation provide

leadership and staffing assistance in this area.

B. Councils for retarded children have had much experience in the use of parent education meetings. Many of the councils

continue to have monthly or bi-monthly meetings. Some work­

shop administrators have taken advantage of the opportunity

to utilize these meetings to promote greater understanding I of the workshop program to parents and the general public.

It is recommended:

1. That councils for retarded children encourage the

use of their parent meetings by the workshops.

2. That those council members who are also parents of

workshop clients encourage the organization of parent study

groups for parents of workshops clients.

3. That workshon administrators actively encourage and

assist parent attempts to set up workshop parent groups.

C. The number of workshbps and other adult habilitation and

work programs will continue to expand in all communities

throughout Ohio. The problem of training, housing, protec­

tion and work opportunities will increase ana Intensify. The

importance of knowledgeable parents will be increasingly more 194 importanto The need for helping parents become informed is the joint responsibility of the parent, the workshop and the

councils for retarded children and other agencies concerned with serverg the mentally retarded. Therefore it is recom­ mended:

1. That the Ohio Association for Retarded Children take

a leadership role in conjunction with the workshops in the

development of guidelines and resources necessary in the

development of parent education programs.

Workshop Personnel

A. The findings of this study show that salary levels for workshop personnel are minimal. The educational level of a majority of the workshop personnel, having a primary role in working with clients and parents, is a high school education.

Some will have one or more years of college training, in

addition, but few have B.A. degrees. Of those with degrees

less than four were prepared in the field of vocational re­

habilitation. Those having one or more years of college

training generally have it in the area of education pr busi­

ness . Pew have more than one or two years of experience in

the area of workshops or mental retardation. In order to

correct the critical shortage of trained workshop personnel

it is recommended:

1. That workshop personnel training programs be initi­

ated at the university level. 195

2. That personnel training programs be initiated p .t state and local levels for non-professional workers.

3. That steps be taken to upgrade the present salary levels for both professional and non-professional personnel.

4. That professionals in the rehabilitation and pelated fields be encouraged to enter the mental retardation field.

5. That the Bureau of Mental Retardation, Department of

Mental Hygiene and Correction take a leadership role in implementing Recommendations 1, 2, 3, and 4 above.

6. That the State Citizen Committee on Mental Retarda­ tion actively encourage and support the Department of Mental

Hygiene and Correction in establishing workshop manpower recruitment and training programs.

i APPENDIX A

196 APPENDIX A

DATA CHECK LIST

A Study of Counseling, Personal Adjustment and Parent Education Services in Ohio Workshops for the Mentally Retarded

SECTION I

General Facility Data

1. Name of MR workshop:______

2. Address: (City) (County;

3. County population (1966 estimate):______

4. Year workshop founded:______

5. Pounding agency:______

6. Corporate structure:______

7. Number of clients:______

8. Age range of clients:______

9. IQ range of clients:______

10. Number of staff:______

SECTION II

Workshop Programs and Services

11. What are the stated purposes of workshop:

197 198 12. Check programs which are provided by workshop.

a Evaluation (medical, psychological, personal, social, vocational)

b Personal-social adjustment training

c Vocational (skill) training

d Work experience

e Placement program

f Follow-up program

13. Indicate which programs receive major emphasis.

14. Check work operations carried on within the workshop.

a____Sub contract

b____Prime manufacture

c____Crafts

d____Salvage and repair

e____Service (domestic, janitorial, landscape, mainten­ ance, etc. Indicate in space:______

f Other (Indicate)______

15. Which work operation is carried on most extensively by the workshop?______;______' 199

3UB»UICTlOri II

Client and Parent Supportive Services

Client Counseling and Guidance Services

16. Yes__No Does the workshop provide client counseling?

17. Yes _ No Is there a printed description of the program?

18. Indicate type of counseling being provided to the client?

a Individual counseling b Group counseling and guidance

1. Upon request 1. Regular interval —— — — 1

2 .___Routine 2.__ A s need arises

3 .___Other (Indicate)______

19. How is client counseling related to rest of workshop program?______

20. Who is responsible for counseling?

Personal Adjustment Training

21. Yes No Does the workshop provide personal adjustment training program?

22. Yes No Is there a printed description of the program?

23. Describe activities included in personal adjustment program.______

T 200

2*1., Indicate areas to be emphasized in personal adjustment training.

1. Self concept ___ t. Work habits

2. Personality 5. Relationship to others

3. Personal Appearance __ 6. Other (list)______

25. Indicate which of the following methods are used in devel­ opment of these personal adjustment factors.

1. Personal contact by staff members with on the spot correction and support Yes No

2. Individual counseling Yes No

3. Group sessions Yes No

t. Organized social and recreational program Yes No

5. Routine occupational training Yes No

6. Development of work habits Yes No

7. Exposing client to realistic tasks Yes No

8. Guidance and Counseling of Parents Yes No

(a) Individual conferences Yes No

(b) Group meetings Yes No

Travel Training

26. Yes No Does workshop have a travel training program?

27. Yes No Is there a printed description of the program?

Describe program.______

Parent Education

28. Yes No Does the workshop provide or sponsor parent education meetings? 29. Yes No Is there a printed description of the program?

30. How frequently are the meetings held?______

31. Yes No Does the workshop provide any other form of parent education? If yes, indicate______

Parent Counseling and Guidance

32. Yes_No_Does the workshop provide parent counseling?

33. Yes_No_Is there a printed description of £he program?

3^. Indicate the type and frequency of parent counseling provided.

a Individual counseling b Group counseling and guidance 1 . Upon request 1.__ Regular interval

2 . Routine 2.__ As need arises

3 .__Other (Indicate)______

35. How is parent counseling related to the rest of the workshop program?______---______

36. Yes_No_Are parent conferences a part of the program?

37. Yes_No_Is there a printed description of the prograjn?

38. Who must initiate conferences?

a Parent

b Workshop

c Either may initiate conference

39. Yes No Are there specific times when parent education, guidance and counseling are most effective and/or neces­ sary to the client's vocational progress? 202

40. If yes, indicate at what period or stage in the client's program they should be held.______

41. Yes No Have the parents been made to feel they are an integral part of the workshop team and thereby have an important role in the development of vocational goals and programs' for their child? Comments______

42. Describe the staff who provide counseling and guidance services to parents. (Title, professional discipline,etc.

43. Indicate other supportive services provided by the work­ shop.______

1 SECTION III

Workshop Personnel Data

44. Indicate number of personnel according to categories listed below.

a Director i Social worker

b Supervisor II j Vocational counselor

c Supervisor I k Occupational therapist

d Developmental Specialist 1 Nurse

e Workshop Specialist II m Business manager

f Workshop Specialist I n Secretary,clerk,typist

g Workshop assistant o Bookkeeper

h Psychologist p Maintenance & janitorial Q Others (Indicate) 203

List educational and experience background for all personnel having training, supervisory or therapy role with clients on attached forms.

SURVEY CHECK LIST

Counseling and Personal Adjustment Services in Sheltered

Workshops for the Mentally Retarded

SUB-SECTION III

Workshop Personnel

Individual Data Form

Name (initials only): i______Female______Male____

Program or job title:______Full Part time______

State parsonnel job title and classification:______

Educational Background:

High School______

College______

Degree______

Major area______

Minor area______

Experience Background:

Time on present job______

Previous job experiences

Approximate dates Description of work

Other: APPENDIX B APPENDIX B

State Personnel Classification and Job Specifications

Titles and job specifications presently being used in work­ shops are ranked in the order of highest state salary level to lowest under State Personnel Department Salary Table effec­ tive July 25, 1967. A summary description of each position in terms of nature of the work, job qualifications and salary range are included:

Administrator, Mental Retardation Program— $763 - 1,118

Nature of work— This is a professional administrator under the direction of a county Board of Mental Retardation, where mental retardation programs within the jurisdiction of the agency actively serve more than three hundred and fifty retarded individuals.

An employee in this class is responsible for administration and supervision, as assigned by the employer. Supervision is exercised over instructor-supervisors, instructors, hom^ training personnel, workshop personnel, and supporting per­ sonnel. Specific problems of budget, administrative policies and practices; constructions facilities and public and parent relations may be assigned at the direction of the employer*

Qualifications— Graduation from an accredited college or university and five years administrative or supervisory ex­ perience in the field of health, education, welfare, business or other closely related field of which one year must be in the supervision or training of the retarded; or high school graduation and nine years administrative or supervisory ex­ perience in the field of health, education, welfare, business or other closely related field of which one year must be in supervision or training of the retarded; or other equivalent combination of training and experience. A Masters degree in Vocational Rehabilitation from an accredited college or university may be substituted in lieu of two years adminis­ trative or supervisory experience but not specific experience with the mentally retarded.

205 206

Dg ve loo•• lental specialist— $659 - 979

Nature of work— This is professional work in providing and/or coordinating client developmental services for the mentally retarded. Work is performed in a sheltered workshop or similar appropriate facility.

This position shall not be used in lieu of administrative or supervisory personnel in a workshop.

An employee in this class provides services to or for men­ tally retarded clients, in evaluation, skill training, adjustment training, counseling, employment, placement and follow-up or needed related programs.

Counsels parents of clients or others responsible for clients in all areas pertinent to the preparation for employment, placement, continued employment, or termination of employment

Interprets client's needs to other workshop personnel.

Interprets clients to employers.

Qualifications— Graduation from an accredited college or university, plus a minimum of two years experience in the instruction and training of moderately or:severely retarded. A Master's degree in vocational rehabilitation from an accredited college or university may be substituted in lieu of two years experience.

Instructor, Supervisor — $659 - 979

Nature of work— This is professional administration and supervision of education and training programs for sixty or more retarded individuals.

An employee in this class is responsible for specific phases of administration and supervision as assigned by the employer

Supervision is exercised over instructors, assistants and supporting personnel subject to review by superiors'.

Qualifications— Graduation from an accredited college or university including the special training requirements of the Ohio Departmental Hygiene and Correction plus five years ex­ perience in the instruction, training and/or supervision of training programs for the moderately and severely' Retarded. A Master's degree may be substituted in lieu of two years experience. 207

Workshop Supervisor II— $598 - 893

Nature of work— This is professional administration and super­ vision of workshop programs for more than one hundred men­ tally retarded individuals.

An employee in the class is responsible for specific phases of the administration and supervision of the workshop program as assigned by the employer.

Supervi 'ion is exercised over wo’-lcshop soecialists . super­ visory personnel, developmental, specialists and supporting personnel, subject to review by superiors.

Employees in this class may supervise more than one workshop in a large program.

Qualifications— Graduation from an accredited college or uni­ versity and four years administrative or supervisory experi­ ence in the field of health, education, welfare, business or other closely related field of which one year must be iri the supervision or training of the retarded; or high school grad­ uation and eight years administrative or supervisory experi­ ence in the field of health, education, welfare, business or other closely related field of which one year must be in supervision or training of the retarded; or other equivalent combination of training and experience. A Master's degree in Vocational Rehabilitation from an accredited college pr uni­ versity may be substituted in lieu of two years administra­ tive or supervisory experience but not specific experience with the mentally retarded.

Workshop Sueprvlsor I— $572 - 858

Nature of work— This is specialized work in the administra­ tion and supervision of workshop program for more tlpan l^wenty- five but less than one hundred mentally retarded individuals.

An employee in this class is responsible for* specific phases of the administration and supervision of the workshop program as assigned by the employer. ’

Supervision is exercised over workshop specialists, develop­ mental Specialists and supporting personnel, subject to review by superiors.

Employee may function as a building or section supervisor in a large workshop program.

1 208

Qualifications— Graduation from an accredited college or uni­ versity and three years administrative or supervisory experi­ ence in the field of health, education, welfare, business, or other closely related fields; or high school graduatiop and seven years administrative or supervisory experience in the field of health, education, welfare, business or other closely related field; or other equivalent combination of training and experience. A Master's degree in Vocational Rehabilitation from an accredited college or university may be substituted in lieu of two years experience.

Instructor III — $520-780

Nature of work— This is specialized instruction and/or admin­ istrator in the field of education and training of the mentally retarded.

An employee in this class conducts instructional services to retarded persons in a training center, applying current and special methods in accordance with areas of instruction or the type of individuals assigned.

In those counties where limited programs make it necessary, the instructor III may be required to combine the duties of instruction with administration.

Qualifications— Graduation from an accredited college or university.

Advancement in classification within this series shall be made dependent upon the obtaining of additional college credits as required by the Ohio Department of Mental Hygiene and Correction.

Instructor II — $*158 - 676

Nature of work— This is a specialized work in the instructing and training of the mentally retarded.

An employee in this class applies special methods of instruc­ tion that will develop life-adjustment skills, abilities and understandings. Employee works with considerate independence, receiving general and professional direction from the direc­ tor or supervisory instructor.

Qualifications— Completion of two years of full-time college training at an accredited college or university. (60 semes­ ter or 90 quarter hours.) 209

Advancement in classification within this series shall be made dependent upon the obtaining of additional college credits as required by the Ohio Department of Mental Hygiene and Correction.

Workshop Specialist II— $399 - 589

Nature of Work— This is a specialized work in supervising, instructing and providing occupational training for the men­ tally retarded. Work is usually performed in a sheltered workshop or similar appropriate facility.

An employee in this class provides occupational or personal training for mentally retarded clients in shop practices and simple industrial or productive skills. Supervision is re­ ceived from a workshop supervisor or welfare elxecutive.

Qualifications— High school graduation and four years of trade or industrial experience; or completion of two years training at an accredited college or university (60 semester- 90 quarter hours) and two years of trade or industrial experience.

Workshop Specialist I— $333 - ^89

Nature of work— This is specialized work in training and occupational supervision for the mentally retarded. Work may be performed in a sheltered workshop or similar appropriate facility.

An employee in this class provides supervision for mentally retarded clients in shop practices and simple industrial or productive skills.

Qualifications--High school graduation and two years of trade or industrial experience. A certificate or diploma from a recognized trade school may be substituted in lieu of the two years experience.

Instructor I — $319 - ^68

Nature of work--This is a specialized work in developmental training of the retarded. 210

An employee in this class applies special methods to provide habit training, physical development,motor coordination, social and communication skills. Employee works under the professional direction of the supervisor of instruction.

An employee in this class will be employed only in Develop- mental Classes or Adult Activity Centers.

Qualifications— High school graduation plus two years ex- perience in working with retarded persons. i

Instructor Assistant — $305 - ^51

Nature of work--This is specialized work in assisting an in­ structor in the training and teaching of the mentally re­ tarded. An employee in this class will receive direction and supervision from an Instructor.

Instructor assistant may not be used in lieu of an instructor but the instructor assistant may be assigned to assist more than one instructor.

Qualifications— High school graduation plus six months experi encein working with groups of children.

The class specification which appears above is intended to be sufficient merely to identify the class and be illustrative of the kinds of duties that may be assigned to positions allocated to the class and should not be interpreted to describe all of the duties performance of which may be re­ quired of employees holding a position assigned to this class APPENDIX C 212

TABLE 35

NUMBER SEX AND SALARY RANGE OF PERSONNEL IN OHIO MR WORKSHOPS BY STATE PERSONNEL CLASSIFICATION

Salary Number of Number of Level Positions Positions Work- by by Classi- Sex______by Work- shop Classification Rjsltion flcation Male Female shops

1 Instructor II $*<51 1 1 Instructor I 174 1 1 Clerk IV (Sec.) 400 1 1 3d

2 W/Shop Spec. II 460 1 1 W/Shop Spec. I 330 1 1 2

3 Instructor III 550 1 1 W/Shop Spec. I 330-360 2 1 1 Equipment Oper. 300 1 1 4

4 Instruetor-Supv . 550 1 1 Assistant 220 1 1 2

5. W/S Supervisor I 550 1 1 Instructor I 325-380 2 1 1 Equipment 325 1 1 Ass't. Instr. 135 1 1 5

6 W/Shop Supv. I — 1 1 W/Shop Spec. I — 1 1 2

7 Supervisor II 1 1 Instructor III 437 1 1 Assistant 145

8 Director Unclass • — 1 1 Equipment Oper. - 1 1 Bus Driver - 1 1 3

9 Instructor I 300 1 1 Assistant 240 1 1 2

10 Clerk III(Supv.) 380 1 1 W/Shop Spec. I - 1 1 Vs Admin. (Instr.) - 1 1 _ 3

11 W/Shop Spec. I 275-300 2 2 2 213

TABLE 35 (Contd.)

Salary Number of Number of Level Positions Positions Work- by by Classi- Sex by Work- shop Classification Position flcatlon Male Female shops

12 Administrator 659 1 1 W/Shop Supv. I 624 1 1 Vi W/Shop Spec. II 399 3 1 2 6° Clerk Typist III 305 1 1

13 W/Shop Supv. I 550 1 lc Instructor Asst, 240 1 lc 2

i4 Instructor III 360 1 1 Instructor I 300 1 lc W/Shop Spec. I 300 1 lc 3

15 W/S Specialist II 458 1 1 Instructor Asst, 305 1 1 2

16 Unclassified 1 1 Unclassified - 1 Unclassified - 1 3

17 W/S Supv. I 440-550 2 1 1 W/S Spec. I 276-310 6 1 5 K Clerk II 315 1 1 9

18 W/Shop Spec. I 300 1 1 Instructor I 205 1 1 2

19 W/Shop Instruc. 2 66 1 1

20 W/S Supv. I 1 1 21 21 W/S Supv. I 1 1 1

22 W/S Supv. I 572 1 1 W/S Spec. I 333 1 1 2

23 Instructor I 300 1 1 1

24 W/Shop Supv. I 420 1 1 W/Shop Spec. II 400 1 1 Instructor Asst. 240 1 1 3 214

TABLE 35 (Contd.)

Salary Number of Number of Level Positions Positions Work- by by Class!- Sex by Work- shop Classification Position fication Male Female shops

25 Instructor III $525 2 1 1 Instructor II 460 1 1 Assistant 125-150 2 1 1 Equip. Oper.II 330 1 1 Clerk I 265 1 1 7

26 W/Shop Supv. I 550 1 1 Instructor I 300 1 1 Assistant 180-252 2 2c 4

27 W/Shop Spec. II 416 1 1 W/Shop Spec. I 383 2 2 3

28 Unclassified 1 1 Unclassified 1 1 2

29 W/Shop Supv. II . 630 1 • 1 Development.Spec . 525 1 1 W/Shop Spec. II 500 1 1 W/Shop Spec. I 365-420 4 1 3 Equipment Oper. 345 1 1 8

30 W/Shop Supv. 598 1 1 Instructor I 348 4 2 2 5

31 W/Shop Supv. I 550 1 1 W/Shop Spec. I 275 1 1 2

32 W/Shop Supv. I 525 1 1 W/Shop Spec. II 345-380 2 1 1 W/Shop Spec. I 276 1 1 4

33 Unclassified - 1 1 1

34 Unclassified 1 1 Unclassified - 1 Unclassified - 1 Unclassified - 1 4

35 Unclassified - 1 1 2

36 Instructor I 360 1 1 W/Shop Spec. I - 1 1 Instructor Asst. 200 1 1 3 215

TABLE 35 (Contd.)

Salary Number of Number of Level Positions Positions Work­ by by Classi­ Sex by Work­ shop Classification Position fication Male Female shops

37 Instructor Supv,. $550 1 1 W/Shop Spec. II 325 1 1 Assistant 1 1 3C

38 W/Shop Supv. I 550 1 1 W/Shop Spec. II 360-480 7 2 5 W/Shop Spec. I 288 1 1 9

39. Unclassified - 1 1 1

40 W/Shop Supv. II 589 1 lc Instructor III 526 13 5 8 Instructor Asst,. 195-205 4 2 2 18

41 Unclassified - 1 1

42 W/Shop Supv. I 600 1 1 W/Shop Spec. II 400 1 1 W/Shop Spec. I 300 1 1 Clerk-Sten. 300 1 1 4

43 Unclassified - 1 1 1

44 W/Shop Spec. II 430 1 1 W/Shop Spec. I 240 1 1 Child Wei. Aide 140 1 1 3

45 W/Shop Supv. I 550 1 1 Child Wei. Aide 264 1 | 1 Volunteer Aide - 1 1 3 aThls column includes the number of staff positions re- garless of whether employment status is part or full'time or whether the staff person works directly with clients. For purposes of figuring staff-client ratio the number of staff will be figured on basis of full or part time and not on total positions. Secretarial staff although included in several workshop totals here, will not be included in determining client-staff ratios since they do not provide direct client service. ^Indicates a secretarial position is included in the total. cIndicates one of the positions is half time. TABLE 36

EDUCATIONAL AND OCCUPATIONAL DATA TABLE RELATIVE TO PERSONNEL EMPLOYED IN OHIO'S MR WORKSHOPS BY CLASSIFICATION

Workshop Personnel Occupational Experience by Classi- Sex Educational Background MR W/Shop Other Work Experience fication M F H. S. College Major Area Experience and Training Admin.A-l X B.S. Educ. 4 yrs . School Administration , * A-2 X B.S. Ed. (Boc .Stud.) 2 yrs . 6 w k s . W/Shop Course (VGRS) W/S Supv. II * B-l X M. A. Rehabilitation 10 y r s . Rehabilitation Center B-2 X M.Ed. Educ. 22 y r s . *13 yrs. teaching and supv. * B-3 X 1 l/2yrs Educ.(Elem.) 9 yrs . Teaching and Supv.(TMR) * B-*J X B . A. W/S Supv. I * C-l X B.S. E d .(Soc.Stud.) 2 yrs . Caseworker (CWB)d * C-2 X B.S. Educ. 5 yrs . C-3 X B.S. : Agriculture 1 1/2 y r s . Grad.1966— little prior exp. * c-*i X 3 y rs. Educ. 9 yrs . Factory,teaching(TMR) 6 yrs. C-5 X B.S. Art & Biology 7 yrs. Janitorial-Performer(guitar) * C-6 X * C-7 X B . A. Gen. Business 1/2 yr. Trainee in management prog. Insurance salesman CO * O 1 X yes 7 y rs. Engineering,Die-making, Electronics * C-9 X yes 6 y r s . 16 y r s . in TMR work *C-10 X B. A. Educ. 3 y r s . Teaching TMR *C-11 X 1 yr. Voc. Ag. 1 yr. Sheriff,Air Force,Self- Em­ ployed,Supt . Children's Home- Correctional Officer *C-12 X yes 3 yrs. 6 yrs. working in TMR-6wks; 6 wks. w/s course VGRS *C-13 X yes Retired businessman in 216 selling field TABLE 36 (Contd.)

Workshop Personnel Occupational Experience by Classi- Sex Educational Background MR W/Shop Other Work I fication M F H. S. College Major Area Experience and Training •C-13 X yes Self-employed insurance, supervision and clerical, 4 yrs. bldg. and grounds supervisor *C-15 X yes 1 yr. Army ordinance,policeman & sheriff,bookkeeper #C-l6 X 2 yrs . Education 2 yrs. Public school teaching- Girl Scouts-Ag.Ext.Work Develop­ mental Spec1 • D-l X B .A. Theology 3 yrs . Salesmanager,church work, factory,shipping control W/S Spec.II *E-1 X 2 yrs. 3 yrs. Maintenance,working with TMR E-2 X 3 yrs. RN Doctor's office,hospital E-3 X yes Factory,Air Force,bus driver E-4 X 1 yr. Bus. Col. 10 yrs. Factory,clerk,self-employed *E-5 X 1 yr. Bus. Col. 1 1/2 y rs. Self-employed(drugstore-rol- ler rink) Marines,factory E-6 X 1 yr. Teacher aide, nurse aide E-7 yes Store manager,machine oper., salesman, laborer E-8 X E-9 X yes Hospital therapy,factory E-10 X yes 1 yr. E-ll X yes Teaching ceramics at hospital & Cerebral Palsy Centers E-12 X yes Occupational therapy at state hospital r \ j TABLE 36 (Contd.)

Workshop Personnel Occupational Experience MR W/Shop Other Work Experience at ion M F H. S. College Experience and Training______E-13 X E-14 x Yes E-15 X Yes E-16 X 1 yr. 8 yrs . 1 yr.teaching TMR,instructor in S/workshop *E-17 X Yes 3 yrs. E-18 X 2 yrs . Business 1 yr. Credit analysis-salesman, export engineer Spec.I F-l X no 6 yrs . Factory,saleslady,5 yrs. teaching TMR F-2 X yes 1 yr. Drill & punch press oper. mechanic service station F-3 X 1 yr. 5 1/2 yrs Factory work F--4 X yes 2 yrs. laborer and domestic work *F-5 X f -6 X yes F-7 X 2 yrs. Arts ?- I-sign Mechanical work, wood and metal work F-8 X yes 3 yrs. Cashier,car hop,sales clerk F-9 X Bus. College 1 1/2 yrs. Office,receptionist,nurse aide,cafeteria supervisor F-10 X yes 1 1/2 yrs. Office sec. sales demon­ strator, cashier F—11 X yes 1 1/2 yrs. Sales clerk,comptometer oper. MR W/S supervisor 2 yrs. F-12 X yes 1 yr. sales clerk,waitress,press oper.,store manager 218 F-13 X yes 1 yr. Bldg. maintenance, die & Jigs work TABLE 36 (Contd.)

Workshop Personnel Occupational Experience Educational Background MR W/Shop Other Work Experience fication M F H. S. College Major Area Experience and Training ' *F-l4 X 1 yr. Bus.College 3 yrs. Sales instructor and W/S supv. F-15 X 1 yr. English 1 yr. Gen.Factory & crystal re­ finisher and teacher ass’t. F-16 X yes * Machine operator maintenance stock handler F-17 X yes Machinist, attendant county home F-18 X yes 3 yrs. Die-room machinist F-19 X yes 10 1/2 yrs. School and W/S for retarded F-20 X 1 yr. Acct. & Bus. 2 yrs. 24 yrs. in acctg. & purch. F-21 X l yr. 9 1/2 yrs. Timekeeper,practical nurse assistant credit manager F-22 X 1/2 yr. Sec. substitute teacher TMR F-23 X B . A. Ind. Eng. 30 yrs. Ind. Engineering F-24 X yes Aide in Cerebral Palsy and MR Program F-25 X yes Machine oper. & conveyor oper.,waitress,cook,w/s asst F-26 X W/S Ass’t. G-l X yes Army,maintenance,school bus operator G-2 X B.A.,M.A . Language 1 yr. 46 yrs. Univ.teaching (French and Latin) G-3 X yes G-4 X no G-5 X yes G-6 X yes Office work G-7 X yes G-8 X 2 yrs . Aide in TMR Program TABLE 36 (Contd.)

Workshop Personnel Occupational experience by Classi­ Sex Educational Background MR W/Shop Other Work Experience fication M • F. H. S. College Major Area Experience and Training G-9 X no 10 yrs. in TMR program (driV' ing bus & ass't. teacher) G-10 X yes G-ll X yes G-12 X yes J-13 X yes Retired(business & industry) G-14 X yes G-15 X yes G-16 X yes 5 yrs . 8 yrs. aide in MR Program also beauty school(owner/ oper)Sunday School G-17 X yes G-18 X yes Instructor Supv.*H-1 X 3 yrs. Educ. 2 y rs. 14 yrs. in-MR program-sub- stitute teacher public school, summer camp worker H-2 X yes Instructor III *1-1 X B . A. Modern Lang. 1 yr. Completed 18 hrs.spec.educ. 2 yrs. in MR pre-shops, sales bookkeeping 1-2 X B.S. Fine Arts* 11 yrs.OSU instructor in Occup.Therapy & training of nurses *1-3 X yes 1 yr. - ' *I_l} X 2 yrs. Educ. 5 yrs. Little prior work experience 1-5 X 2 yrs. Educ. 29 yrs. teaching in Yugoslavia 220 1-6 X B. A. Language 6 mos. Social worker 1 1/2 yrs. 1-7 X B.A. Fine Arts 1 yr. Engineering draftsman TABLE 36 (Contd.)

Workshop Personnel Occupational Experience by Classi- Sex Educational Background MR W/Shop- Other Work Experience fication M.F. H. S. College Major Area Experience______and Training______T^TT x B.S. Agronomy 1-9 x B.S. Educ.(Acctg.) Public School teacher

1-10 x M.A.,A.B. Liberal Arts 1 yr. Construction,night watchman Geography office clerk 1-11 x B.A. Home E c . 1 yr. Ohio Bell Tele.Service representative 1-12 x A.B. History 1 yr. Sec/Bookkeeper Health,Educ., Welfare Exchange Teacher 1-13 x B.A. Bus.Admin. 1 yr. Inspector,night watchman bonded courier,maintenance 1-14 x B.S. Music.Lit. 1 yr. Teaching TMR children 1-15 x B.A. History Taught English & Geography 1-16 x B.A. Speech Ohio Bell Tele.Service Representative ^substitute teacher 1-17 x B.S. Soc.Admin. 6 mos. Camp Director,caseworker, self-employed 1-18 x B .Ed. Elem.Ed. 1 yr. Substitute teacher for public schools Instructor II *J-1 3 yrs. Educ. 1 yr. Factory supv. of assembly while attending college J-2 2 yrs. Educ. Teaching Retarded Children also Public School Teacher J-3 yes J-4 yes Instructor I K-l x yes K-2 X yes K-3 yes PO *K-4 yes TABLE 36 (Contd.)

Workshop Personnel Occupational Experience Educational Background Other Work Experience fication M .p. H. S. College Major Area Experience and Training

K-5 X yes K-6 X yes 2 yrs . Hair dresser,p^yr*oll clerk, 3 yrs.W/S ass't. *K-7 X yes K-8 X yes 5 yrs. Sec.,clerk,buyer*8yrs. working with TMR - K-9 X 2 1/2 yrs. Educ. K-10 X yes Waitress,kitchen work, K-ll X 3 yrs. Elem.Educ. 2 yrs . Hospital, 26 years teaching English K-12 X yes 2 yrs . Sales in store,aide in Head Start Program K-13 X 2 yrs . Political 2 yrs. Shipping clerk in factory, Science 2 mos. in Management train­ ing. j K-14 X yes - K-15 X 2 yrs . Equip. Oper. L-l X yes 1 yr. Waitress,shipping clerk, companion and driver J CM 1 X 2 yrs . Engineering 2 1/2 yrs . Mechanic,restaurant owner, bus oper. CWB L-3 X yes Clerk IV M-l X yes 7 yrs. 10 yrs. clerk/sten.,secre­ tarial duties for school for retarded Clerk III

*N-1 X no 4 y rs. Industry factory welding, 222 etc.

N-2 X yes - TABLE 36 (Cgntd.)

Workshop Personnel Occupational Experience by Classi­ Sex Educational Background MR W/Shop Other Work Experience fication M.F. H.S. College Major Area Experience and Training Clerk II 0-1 X 1 y r . B us. Univ. 3 yrs. Bookkeeper, Nurse Aide, inspector 0-2 X yes

Clerk I P-l X yes

aThis table represents educational and occupational data on 37 of the 45 work­ shops In the study. Only those workshops with State Personnel Classification are used In this study.

bVGRS refers to Vocational Guidance and Rehabilitation Services, an agency of the Cleveland Welfare Federation.

CTMR refers to trainable mentally retarded children and/or adults.

dCWB refers to Child Welfare Board.

l i N ro «_o TABLE 37

CHARACTERISTICS OF WORKSHOP DIRECTORS BY JOB CLASSIFICATION, SEX, SALARY, EDUCATION, WORKSHOP AND OTHER JOB EXPERIENCE

State Educational Work­ Personnel Attainment Maj or Workshop Other shop Classification A) Sex Salary H.S. College Area Experience Work Experience

1 Instructor II M 451 3 yrs. Educ. 1 yr. Working with MR 2 yrs. - factory assembly work 2 W/S Spec. II M 460 2 yrs . Educ. 2 l/2yrs. Maintenance-factory

3 Instructor III F 550 B .A. Modern 1 yr. Working with retard* Lang. children 2 yrs.-ins sales bookkeeping 4 Inst. Supv. F 550 3 yrs. Educ. 2 yrs. Teaching retarded phys. ed. and sub. teacher-public schools

5 W/S Supv. I. M 550 B.S. Educ. 2 l/2yrs. Cas eworker Social Studies 6 W/S Supv. I M B.S, Educ. 5 y r s . Production supv. in industry— social work with welfare

7 W/S Supv. II M M. A. Rehab. 10 yrs. Rehabilitation Center

8 Unclassified M 4 y r s . 9 Instructor I F 300 4 y r s .

10 Clerk III M 380 Less 4 yrs. Indus try-welding f j Z Z than TABLE 37 (Contd.)

State Educational Work- Personnel Attainment Major Workshop Other shop Classification A) Sex Salary H.S. College Area Experience Work Experience 11 W/S Spec. I F 300, 12 Administration M 659 B.S. Educ. 2 yrs VGRS Course 6 Social weeks Studies 13 W/S Supv. I F 550 2 yrs. Educ. 2 yrs Girl Scouts— Pub­ lic School Teaching

14 Inst. Ill M 360 1 yr. 15 W/S Spec. II M 458 2 yrs. Business 1 yr. Owner of Skating rink, drug store, factory work 16 Unclassified F 7 yrs 17 W/S Sypv. I F 550 3 yrs. Educ. 9 yrs Inspection and Supervision (fac­ tory) teaching MR six yrs.

18 W/S Spec. I F 300 1 yr. Business 3 yrs VGRS Training Sales other disability.W/S 19 W/S Spec. I F 268 Educ. 2 yrs 10 h rs. spec.ed. 20 W/S Supv. I M

21 W/S Supv. I M x Engineering,die- making ,ele ctroni c 225 TABLE 37 (Contd.)

State Educational Work- Personnel Attainment Major Workshop Other shop Classification A) Sex Salary H.S, College Area Experience Work Experience 22 W/S Supv. I M 572 B.A. General 1/2 yr. Insurance-Salesman- Business manager,trainee in Woolworth Program

23 Instructor I F 300 X 6 yrs. 8 yrs. with MR as­ sisted witu older children

24 W/S Supv. I F 420 X 6 y r s . 16 y r s . in MR work

25 Instructor III M 525 1 yr. 5 y rs. Little prior work experience 26 W/S Supv. I F B.A. Educ. 3 yrs. Teacher— Tr. re­ tarded 4 yrs .

27 W/S Spec. II M 4l6 X 2 yrs. Store manager machine oper. maintenance sales­ man 28 Unclassified F B.A. 6 yrs. 32 yrs. exp. in Goodwill W/S

29 W/S Supv. II P 630 M.Ed. Educ. 18 yrs. 43 yrs. of teach­ ing MR

30 W/S Supv. II F 598 2 yrs. Educ. 9 yrs. Clerk-teaching in MR 226 TABLE 37 (Contd.)

State Educational Work- Personnel Attainment Major Workshop Other shop Classification A) Sex Salary E.S. College Area Experience Work Experience 31 W/S Supv. I M 550 1 yr. Voc.Ag. 1 yr, Airforce-Dep. Sheriff, Self- Employed, Supt. Children's Home 32 W/S Supv. l F 525 3 yrs 6 yrs. working in area of MR 6 wks. VGRS W/S course 33 Unclassified F

34 Unclassified M

35 Unclassified F 36 Instr. I F 360 1 yr. 37 Instr.-Supv. F 550 38 W/S Supv. I M 550 Retired Business Man in selling field 39 Unclassified M 3 yrs 40 W/S Supv. II F 589 B.A. 41 Unclassified M 9 yrs Welder-Golf teach- er-Businessman 20 yrs. self-employed in ins.,Clerical- Bldg. & Ground Supv. 43 Unclassified F 1 yr. 1 yr. 4 yrs. Goodwill Industries TABLE 37 (Contd.)

State Educational Work­ Personnel Attainment Major Workshop Other shop Classification(a) Sex Salary H.Sc College Area Experience Work Experience 4H W/S Spec. II P 430 3 yrs.

45 W/S Supv. I M 550 x 1 yr. Army ordinance Pol. patrolman Bookkeeper

aThe term Unclassified is used in those instances where the State Personnel Classification has not been determined. 228 BIBLIOGRAPHY

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Goodwill Industries of America. Work Evaluation and Employ­ ment and Employment Preparation Services for Mentally Retarded Adults. A Report on the Institute on Sheltered Workshop Services for the Mentally Retarded, 1961 (1913 North Street, N.W., Washington 6 , D.C.

Heber, Rick. A Manual on Terminology and Classification in Mental Retardation. Second Edition froject on ttec'h'ni- cal Planning A.A. M.D. (Columbus, Ohio. The American Association on Mental Deficiency, Washington, D.C., 1961).

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Fundamentals in Organizing a Sheltered Workshop for the Mentally Retarded, National Association for Retarded Children, 1962.

National Association of Sheltered Workshops and Homebound Programs, Sheltered Workshops— A Handbook, Second Edi­ tion, National Association of Sheltered Workshops and Homebound Programs, Inc., Washington, D.C., 1966.

Niehm, Bernard F., and McPherson', Hoyt D. (ed.) A Directory of Sheltered Work Opportunities for the Retarded in Ohio, Compiled by the Ohio Workshop Planning Project on Men- tal Retardation. Columbus: Ohio Association for Re­ tarded Children, 1966-1 9 6 7 .

229 230

Nisonger, Herschel W. , and Gardner, William I. A Manual on Program Development in Mental Retardation. A Monograph Supplement to the American Journal of Mental Deficiency January, 1962. Washington: The American Association on Mental Deficiency, 1962.

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Rothstein, Jerome H. (ed.) Mental Retardation— Readings and Resources. New York: Holt, Rinehart and Winston, 1961.

Thompson, Nellie Zetta (ed.). The Role of the Workshop in Rehabilitation, The National Association of Sheltered Workshops and Homebound Programs, Washington, D.C., 1958.

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______. Special Problems in Vocational Rehabilitation of the Mentally Retarded. Proceedings of a Conference sponsored by the University of Wisconsin and supported by the Vocational Rehabilitation Administration Serj.es No. 65-16, 1 9 6 3 , Reprinted 1 9 6 5 .

U.S. Department of Labor. Sheltered Workshops— A Pathway to Regular Employment, Manpower Research Bulletin Number 157 March, 1967. Washington: U.S. Dept, of Labor, Man­ power Administration, 1967. 231

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Feingold, Sol. "Social Interaction In a Sheltered Workshop," Cerebral Palsy Review, Vol. XXIV, No. 4, 1963.

Gellman, William. "Rehabilitation Services in a Workshop Setting," Journal of Rehabilitation, Vol. XXX, No. 1 Jan-Feb., 1 9 6 5 .

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Parnicky, "The Newly Graduated Retardate," Rehabilitation Record, Vol. V, 196M.

Thurston, John R» "Counseling the Parents of the Severely Handicapped," Exceptional Children, 25:7 (March, I960).

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i