DOCUMENT RESUME Parmenter, Trevor R. TITLE Developing Independence TfiroUgh Work Prep ration_ Minerma Street Special_ School Augmanted Evaluation of Innovations Program Project `(76/644©) SPONS AGENCY Australian..SchoolsCommission, canberra. PUB DATE 78 NOTE 342p.; The preparation of thiS report wa supparte by the New South Wales State/ Evaluation;Sub- committe of the Australian-Schools ComMission- 'FDPS PRICE MF01/PC14 Plus Postage. DESCRIPTORS_ Conceptual Schemes; *Educabrs Men_ lly-Handiiappe Evaluation Methods; Foreign Countrie_s;Men4:atly. Handicapped-; Models; *Systems Approach; *Work Experience Programs -IDENTIFIERS- *Australia ABSTRACTu, 'Using a systems model ,with its componerits,of inputs -process, atel,witputs; the report evaluates a work eitperiencpprogram formildlyretaded.students at an-Australian special school, Data;,,, -colleted at each Stage of the 'evaluation is presented. Inputs into the system include a_description,of. the population and:itsteeds,, Along with the situational variables that impinge. upon jt...These include the characteristics and value systems of the S-chool -and -i community- and the current economic climate. The aims. and objectives of the-'program-Hare .outlined4 together .with the special programO, techniques, and resources which. were applied. These cover such areas-. as reading, mathematics, Occupationaltherapy,,indastrial arts,- social development, science, and language development-. The dynamics of the organization cif-the proCeSs -variables' are described. -Objecttve assesSment,both criterion-referenced and normative, of the.prograti outcomes are made in each of thecomponentareas. Ratings of the effectiveness of the program -by teachers, parents, students, and. employers are analyzed, along with the predictive value of vocational guidance-tests administered -to each student prior to -the Commencement of the program. (DDS) 4****** Reproductionssupplied by FDRS are the best that can be.made *- * from the' original document.' *** *** ******************************** ** * **** ** VI IV DEPARTNiA T,OFHEALT14. CA 1 FARE AL INST TE OP /EDUCATION T 14A$ BEEN REPRO- Y, AS RECEIVED: F ROM ORGANIZATION ORIGIN- S OF VIEW OR OPINIONS. NEctssARILy REPPE. TIONiLAN5TiTUTE Or T ION OR- POLICY DEVELO I N G ENDENC THR-OUGIC ORs1 .PR'ePARATION Project Director: Graham W. Searl Trevor R. ,Parmenter -PERMISSION TO REPRODUCE THIS "4MATEITAL HAS BEEN GRANTED BY /7 7: /C5-.--91L4-;-- TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).' The preparation 'of this Wort was supported by the New South Wales State Evaluation Sub-committee of the Australtan Schools Commission tit The utily of a sy6tims mod94;.4with.L-,s -nents o and-. Outp s, to'evaluatea iitprkxperiencie'p ogram fo intelnctual ly h4ndicappe'dAtude.t,s a .special school- , the general context of eduOtionatr arch. ....,-- . k.... Data collected at each -stage of I 1 Oa titin is-..-present I i. inputs into the system includea de'seriptionf the pypulat .n and is needs, together'with the si.taation'al ovariabl L ., which impinge'uponrt.- These include thp ,characteriestics.andlvalue. ,ystems, of theschooland -it4' community and the current economi-Climate,,, , . Secondly, the aims and objectives of the pr.digram'-seenbyethe4'chogl as .a solu,tiOr to these, needs are mtlInedntoge,ther with thespertal progi^ams, techniques ;and resources w'hielligeree.applied. 'she,dyr i c the organization of theprocess vari-ablWare descrikd.' Thirdly, objectiveassessment,both!qriteriop ref4rivenn4antiOrrtiatiivev ofthe program outcomes are made in-ach.e,the.e oent fla.t'eis.- Ratings of theeffectiveness,of the;.program.byteachesv pai.eitts,-stbde4s and employers are analyzed;as toads the predictiv e vale of vocationar guidatnce tests administered to eachstudent' Rrior to the comma;ent of the pkograrn. ACKNOWLEDGMENTS `A number of people contribute towardsthe compiltion of'this. report. -Special thanks are due to Mr. Graham Seari and the staff. of Minerva Street School . Tho:PrintipalAnd:staff-of GYmea-Technicil, College The Employers who participated in the Work Experiericei3tTgram. The Students of Minerva Street Special School and their parents Mts.- Vivienne Riches, Senior Research Assistant, Macquarie UniveeSity.- Mrs. Margory Hauritz, Research Astistant, Matquarie'Niversity. Mrs. Pam Auld, Typist, Macquarie University. CONTENTS Acknowledgements COntents Preface aackground to Repo 'CHAPTER.. Page 1 EVALUATION STUDY DESIGN 1 Introduction 1 Aims of Evaluation 2 Types of EValuation 2 The design 6 2.0 INPUTS 9 2.1 The School 9 2.1.1 The- .Staff 10' 2.1.2 .Evolution.ofSenior Schobl Programs 10 2.1.3 School's Vilue Sy5tem 11 2.1.4 Additional Resources 13 2.2' Dcstrition of Student Po ulation 14 2.2.1 In ivi u C aracteristics 17 2.3 The .Corrmunit/ 28 2.3.1 Locality- 28 2.3.2 Socio-economic Status 28 2.3.3 Eduoa0on 28 2.3.4 EmpTymentl 28 2.314.1 Qualifications 29 2.3.4.2 Attitude of Employers to Emploent of Handicapped 29 2.3.4:1 EmOloyers in Work Experi nce Prf ogram 30 2.3.5 - Ctimulunity Agencies 30 2.3.5.1 Civic Industries Sheltered Wor shop 0 2.35.2 Commonwealth Employment Se 0 2.1.513' Vocational Guidance Bureau 1 2.3.5.4 Health Commission 2.3.55 Service Clubs. 31 2.3.5.6 Y.MI:c.A. 3f 2.3.5.7 Police.Boys Clip 31 vr2 *2.3.6 0t ham` S ls . 32 2.3.7 Technical olleges 32 2.3.8 Residential Facilities 32 2.3.9 Continuingducation Facillties 32 2.3,10 Recreational Facilities- 32 2.3.11 Supportive Facilities 33 2..12 The Parent kid 33- 2.4 Economic Factors. Affectin Employment 35 THE PROCESS 39 AimsandOWeCtives 40-39 3 1.1 Langue-O-Developrnerit * .1.1 -Language Development -,- Guide., ineVehePki 1St- 43 -. 47 3.1.2 ,.Reading -' . 3.1.2.1 Reading. Evaluation for.Senior Students ' 49 1.1.3 Mathematics e. 51 3.1e.3.1 Special -Program-- Mathematics N.-- 52- 3,1.4 7 Budgeting,Banking,Investing andPurchasingn. 73 78 -3.1.5 Science. Studies - 3.1.6 =,-Home :Science. 80 3.1.7 - Industrial-Arts .82- 3.1.81. ,Social- Studies-- 83 3.1.8.1 Social'CoMpetence checklist. 94 311,9 Personal DevelopMent .. -._ .89 3.1.9.1 Personal Adjustment and Social Development -'91-, 95 3:1.10 ,. Vocational -Education 3.1.10.1- Vocational- Assessment 99. 3.1.11'-' 'Occupation,a1 Therapy 106 3..1:12 Technical Education Program 119 3,.12.1 Gymea Technical College - Welding Course 121 -125 _ 3.1,12.1 '-- Automotive.Engineering ..PanelForming. -and Panel Beating 127 3.2.1. arental Invoivinent 132 -3.2..2. .orrInurly-yoyernent. 134. 3.3 . =Program 136 142 4.0 OUTPUTS 142 4.1 17 Individual Re orts 4.1.2 n ivi tia or xperience, V.G.B. Ratings-and 144 Final Outcomes 4.1.2.1 Surrrnary. of Final Outcomes 151 4.1.3 Outcomes of Technical C011ege ,Courses 152 152 4.1.3.1, Wel ding 157 4:1.32 Automotive Engineering v . 159 4.1.3.3 Panel beating , Vocational. Assessmentand Record of Student '153 inTechnical College Prograrp 4.3.5 proposals for Girls to Attend Technical College 167. 4.2 Personal /Vocational Checklist 169 4.3 Aritudes ofGroups Toward tFe Program 172 4.3.1 Summary of Teacher,Oprntons 172 4.3.2 Surveyof EmployerAttitudes 176 4.4 Social and Personality Factors 178 4.4.1 Assessment of Social and Prevocational Awareness. 178 Self Concept of Ability as a Worker 181 4.5 'Comparisbnof 1/1G.B, Ratingswith Employer 184 Outcomes CONCLUSIONS 185 Dynamic ature of the Program 185 lua on of Outcomes 186 Criter on.-Referenced Testing : 186 Technical C011 ege COurse . 18.7 Attit.uderg of Teachers ta the Program 187. Emotiogpf Adjustmdrit -- 187. Advantages of a Systems *del- of Evaluation 188 REFERENCES) APPENDICES 1. Plan of the SchooJ 191 2. .Survey of School Leavers - 1974 192 3. Sur Vey of School Leavers - 1976 200 4..v Nfap Of Sutherl and' Shi re 2Q6 5. Survey of Parental Attitudes 207 6.. Time Table 2-10 7. Hpmework Assignments .218 '8. Duties of G. Roberts 226 9. Employers Who Have Participated 228 10. Personal/Vocational Checkl 230 S urvey_of_Teacher_Opinions 241 12. Employer Survey Form -250 3. Self Concept of Ability as a Norker. Scale 251 4. The .1.116,1 d of -WOrk 259 Tebbe Sommaryf Cnaracter\istic5, Indi idual Student Results National Registered Une Regi.stered. Unemployment - Sydn littnernpl oyment by Area ings on Personal /Vocational= Checkjist Results. of SPIBPost Work Ekperietice tornparisons of Scores ori.Self Concept of Ability as a Worker Scale ST CIF FIGURES Figure -Title 1. Systems Model_ for. Evaluation 4 2. An Iput, Intervention, Output System 5 .The:transilion.from -schbol to workls---of7importince to all youh- ., people..Tothose with ahandicap of some sort= it is of crpcial. importance -. ;'.' _They -are. ill - equipped, either intellectually, physically, emotionally or socially :singly.or in combination to cope with thiS thange whiCh,sadly,Vis often' forced upon theMlirematUrelyandthey4- ... too easily become the haplesS casualties of ourincreasingly flUicl competitive society. They haveto contend with corisi .erable:prejudice from the community. Theyye:pften-handicapped further by parents who are Unrealistic or unsyMpathetic concerning theirchild's aspirations, . needs and potential. SOrveys of school leavers whichhave.been made eachtwo ears Since-this school 'opened. reveal distressing instancesof fail6rem of. instability in employment,` of unhappiness, ofsocial isolation. Past schopl.life for many,of'ourex4mpils ias. to6.Often. been lived in a limbo-world.. Our programme evolved from an urgent need to solvethese problems.- it'has been a gradual, if accelerating; evolution.-and we are conscious of the work'of those who proceeded us atthis school -and those who developed like programmes. Principal between the years 1970 -74, Mr. PatLees, Efortunately had the vision and the drive to promote this causevigorously and We wobld suggest that their most significantachievement was tc establish the right of our pupils to education beyondthe age of sixteen years. For, sUddenly, the school was faced with new-prob,lems, thesenior classes ceased-to be mere:holding depositories;- positive ways.and means had to be found to meet the realneeds bf our senior Pupils.