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Sponntrod d U. S. OfficeCie ti. S. f
Rehabilitation. and the Project onPlanning qf ti mericart
aRumain P. M_Icide. Chief. arid HarolaM. Williams, Specidiat SMian on Er=
lanai Children and
Vocational
Ar*
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.;ZP) a & ar
program planning an
D
om Monja H
ion T- 7
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proj-
EDUCATION.
air 14
Office
-
A
cow
Office ofH.
tor LaRoccaEvalu-
Project on technical P
ed
S. Secridary
office of Educatkle.Lawnsice C. Cconntissiemer Mary E. Switzer, DirMor
Bullein No. 28 Series 507
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Jack
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Fla.
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59
SEL
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HE
Acknow en
sporLtMingindividuals
itNatio
Educ=nion . and -thefor their wholeh
'on of status data and inidentification of 1ocaiiUe where special effoput forth on the problem of preparing -e
ofVocational
oh led toventure
d the many
ehabilitacooperation in the
n.of Sta
idare due
,orN
employrneni Special _wl ent is dueCouncil of Administrators of Special Education in LocalSchool Systems through whew facilities the reque§ts forreports on_ local school programs were prckeeL ThesponsorIng agenci-- wish to thank also the many schoolsarid rehabilitation ae-encies which resNndeli to therequests for program descriptions Contributions ofcOnferees, listed on pages 3 and 4, were invaluable. To
author of the prwram descliptions included ingection II-of this publication grateful acknowledgment isalso made. The Project on Technical Planning of theAmerican Association on, Mental Deficiency receivessupport from the National Institute of Mental Health.Grateful acknowledgment is also m4de to Evelyn Murrayapd, Arthur Korn Of the U.S. Department of Labor:Miss Murray read the entire manuscript, and Mr. Kornc91tribute4:1 helpful suggestions regarding employmentpractices.
e
touth
Special reoognition is given by all participants to theoutstanding contributions of the late Donald H.Dabeistein who worked tirelessly and effectively onbehalf of the mentally retarded people of this Nation,
.1
II
41.
I:
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14ig A11 Ili
STUDY) this report was a tru,y1--9th with respect to- the
agencies agencies andwho ;f..),ve .ne;lbusly of their film
energy to Special 4.:-___77,_.7:-.1._pwleAlgmeW,s
however, 'Lhe
Special State Dtreetors of
e beingfor
tcst
cooperative
so
to
.
Co the
tJ
vi
place mthei
n-
y. and theII undereducatiis on preparation
-nt. Fortunately,possibilities
d- gro
increasingly aare now ex-p
balanced prt grPuOic F.ch-
es m effective
P St
I progr
fa numbie
or a
yo ih
ior hedie
:mt-a7vol
has takenmeet
m fox ten=agi retarthxi -outhare finding that an educational propreparation for an as an aduate transition
th
well-rbunded and
which
employment, .may involve activiUe which have often beennsidered to be beyond the usual sce of school
Almmunities are finding that the task of preparIng the mamarethriled for community living and employment provides a uniquepotential for the development ti a program of cooperative ictionamong public seho1, yocationh1 rehabilitation, and other
It was tor these reasons that the pre.ntcomminuty agenLies.study was planne41
The general sapience of events in develop ng the study followsIn the summer mf 1957, Mr. Herschel Nisonger, Director of theProject on Technical Pla,nning of the American Association onMental Deficiency (AAMD), made the original proposal for thisjoint project. Pursuant to this, arrangements were made for apreliminary planning conference between representatives, of theProject, the Office of Vocational Rehabilitation and the (Nike ofEducation.
During the planning conference several 'decisions were madeIt was agreed that:
This should be a joint projZ. The present study should not to cover all as
_11"
*4
EARLY 2XPANSION of public school progrAmsucable" mentally retarded kotlsfit90 largely children of
elementary Avg we levels. Th major expansion ofprograms for, those in tbe
4a) which best4ire lowever,
nis..zio, less1_. progialtri for the of retardd developed,
for more employment became4,9. o,. communities
the
to
.:%-"fsbas%ility.
/I
ofattempt
threeOf. the
Introductionrri HE
are
I. the agencies.
TH
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school curriculum, but hon1d be conftnt1 t those specth wtdct deal
with for gInf!: eznD1cYmSfl
3- The !tu7 flc!UhI be conftr1 to the uper range or Wi3hmentally retarded youtJi iuce it wa felt that the problem of the woreVtIy retarded wa uffiderit1y specialized to require separate tud
& A8 a first tei. the C)ffice of Voctioni1 R1iibillttiOfl 11U Wlice of would att-rnpt through relationship with Stateagencies, to iditify a group of commItir 1IIe1I had d;eveio
üro&!ram4iat might I helpful for purpos of study and il1U1t11t1Cfl
o A cOflTeTeflc= 1 n*Uonal leaders in fti hrj1 be called to
c1iictis t1e trot-Iern uid to wcr toward reoznmSfldat1OflL
the cooeratIofl of State Directors of Vz±iondRehabilitation and the Atb:iiai Alation of tate Directors of
Special Education the status data on pages 7-8 uid a substantial
list of loca:: onijrjtjq wrijch tiad 1evJoped c were: deVelODiflg
such programs obtained. Through CouncilNeri tue 01
AdnhI1!istThtJ=1r of Special Ethication in Locial School EE;ystems iu1
the State Directors of vr::t:cmr1 RehabilItatIon invitations wereissued to the schx,ls and ennununities listed as having programsto submit reports or sternent±
Although tne general response :as excellent many of th cti&:
repp_ their programs a being too nuich in thie formative stage
to JUStify a full report. The reports finally included reJecton the bftsis of (1) geog1iwhical distribution- (2) ranze in thze cl
school systms (3) length of time 0grflI had beTI in opeiat1on,
axial i-= uniqueness of thet 4 1 contribution.As ST1U WD tke three coorating avencies Invit&I
approxiTnaLeLy eii n1anui:s ci persmis Lo 0llflCE whichheld 4 Columbus, Ohio, March '7 10k0ZIU the A AMIIyv
, flI!
On the ageiicIr of the 1fprp gnc4 hiii G:ifirWLjOrii- a:1. What kiud anti ttru of irorains hou1d and can W-Ik ehooIs
provide relation t' rimers 01 ejg1Jv -F youth for
employment?2 What k14 id pat of rvIc cn vocational rehabilitation
agencies provide In relation to a progrtn for th habilitation of
mentally rtrded a;'it?E± How c* t- ninunity it the ubI1c sct1s and rehabilitation
agencies?
L Wbt are t rd otjthe underlying blamingphI1oopbI
programs dirtI tow3r these obitionT
Other basic questions considered dealt with whtI eiiti&i EkII1
, mentally ded 'Arson must have if he is t adjust *deq't:i
lB ne cOmmUintLTiat then inwact ui uWmat'un coind oe n rhe
S
.-
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d which may eventually demand utilization ofrimourtfm if the bait mutts are to be achi
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u J as a orIchop, orproductive but w- ritir *-1;. ithough proil *or
sad Ili the pnAlsirezperhj :I :-1-21ex1ng,fo st
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conference !
InIYOUTH
(2) and agenciesto provide leadership the train'
of and (3) each the further molts *laitytogether to develop the coordinated :Atorts v....;43ntial to
of nvAiitti and natal productivityretarded.
/ I of tile publication presentationhist the public school point of by r. Kuhn
presentation t view by I .
vatore D the of the zy lit.G1tei and Dr. Section ti contains .
summary of several pF:kgrEIt now
1 f
inhas
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general
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RAYDirector a! for
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tion,
CosaServieAssociation Retarded
CMIYork,
}ilex F. Rim., ResearchProject on
De-
Ohio.
Newark SchooLNewark, N. J.
Program Pluming .Cnualtant,of Rehabilitation.
of Health. Education and
D.C.
C.
Services
D. LYNCH Directoror Children with
Mental Development,New York, N. Y.
F. RAY Pwof Vocational
Charleston, W. Va.
E.Rehabilitt tion,
IAUL
Detroi PublicMich.
WriudiaSchools
M. Sedift,Exceptional Children andUaSe Office EducatIon,Department of Health Education and
Consultant,
1.4.41MoCCA,
Office
visor,
THOMSEN,
Dea
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*
P g.taVU
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AS.
Atin
AtA
16-
Wia&
tftgWA
4
IL&
LW
, P, and
1t4 _-=4
1,Nm
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PdnU
t4 7,f
winid
14
ma_
I)
Kuhn
Barnett
UPSU
RG
E
f,m,
which
b t-.4.n
withinci for re
n kiss
}Core
than
more
for
were
I* and
is of st_r];-Ifai
-641,
1thew
cI
expansion
school
fact
teacconditit
rr . Le,
a...
Jim
_
-
=today
decidati
of
has
increases
h appropriationst the
nate
and
1_ level.
There
is an
on
the
part
of school
3_,_51x..!re_.;-tr'
'mrs
nd
meeting
the
of all
children
with
handicapping
emphasisfor elm
A
of Education
Lw
Al
le ky
miss
of era
mentallyn r in
alai
scholarships
arte
was
of
slijtion
Da%
=--fo - 11-r7
*
3
Ai:1r
-
-
bet
In_
that
la
enrollment
'It el-
'Ones
psychologist,
and
the
r4I
_AI-
I I-
...
utiriAl
Ne.
1$)- -
Meta
st-linyzoi-v-w
r ta i
Lloyd
tookr;_t_41.
WIN
1
ICA
G.
(*aft
for
31eimm
Wr
Public
School
Responsibilities
For
the
Mentally
HE
past 44
that
of
many
retardai
children
years
ago,
each
year
witnessa;
a
for
has
been
standards
great
the
U.S.
Office
the
areas
standards
have
daft
for
to themselves
teach
in this
can
in
More
is
Use
is being
made
of the
the
social
worker.
Classto realistic
Much
is in
I IlAnna
'Witham
.
M.
Dunn.
111.
TectA
oro
of Mare*
Govenuninat
Ofaco.
a
ftBeithiI M
aack,
lionshis
Dm
s.
11.
Chistifiotadon
Roquironsentsgeoapideam
i
O.
(Wto
I s I 1_
T-=== a, fI
pastE 1 Iw_sr
1 I iw _k
iflT
g
Di
r4 order4 4-
the
rve
ITit
g
E
I I I
41- _A
_A
W _ XE-W
= =# * * kr=-g
Us,
E
employment,
-
n
are
America._
ides
t atrm sent .
andr
f= 1-444 some
er--1 L
cr
k s=
41t1
IAJ
t- 4 -
S_
s
_ _ 4 X-Fen _t-n
ete_vm
ar ____lim en-4-li number
children
E
.7%
_
f #t
or _
was foundOX'S ag
1-drr,___n to mn
by a
4=- Oi
Iry Errr_
decisionff_ committee
remain in
until
school rfl ng or placing in employmerffe tate-e: which in
this rwporudbility th nate ta-U-Sta_tt anticipate that more will
done at p=___ntby the schools in
aid selected mentally retarded youth in preparing for,were dttrIbuted a follows: work
of work-achool
that theOf
arre
effortsin
restrictions, 8* bagel
sirup germ k-"="4-4 the Mamma AlAp_ft_011_04_ nf _Mete Bv-_1440
YWNmetbm *--4" atilwR In these paragraphs are tress the vv 7n-r-nft!-F LW.
thethe preparationtraining
ANA
dAx_zze, themeetly
of new nepersonnel. now, we not in a *lion
_INFUL EMPLOYMENT
have been "retooling" to meettrei., This lus
ways of doim thin" and
o:J It fill be necessary fo tzs to 5or twulU of new developments
occurring the hnito eur-sn
taa vyw of the States in which
r^N
special education TlinniC em7Aiw-e---4 the State level.° Awas to the of
This represents response of 77.7
OX
as t what is done&misting mentally
11
tr.
e menin the
n_Asd chfly kad 941.
of 9pupils. In ail_eliiare considered in v...rwalig
°Para -1,w111 8,712 c forwith an enrollment of
for trainable retar,
pupils.Lor
ilci1 evaluationsfor school ri p_ext;factor in 17tprirt_!,714in Static
it JiL most Di the,StAtee admit children as legitof with mental :L varying from 2 ts 4 years. In 23
stl itenbg -117, are
t-=?
ofWhom toe
'.eal Zndi-.Jetting
findings :.yere the majorThe az to.
judgment,are oatabinctid in
Akri-n*Ist
ellt ot pupils is e
are 17.
tountil tir 21 : Nearly all
in school they
tO the
4titLe
ice of responsibility onolder
ite
their1[T,A-fi
.1.. -6 -
onto
+,===081%.
,
rtbtablM aQII
FM_ 7
the sthools
Ow
sezurepublic schools
made
M replies were received.
The schools, States
Achildren
States reported that teacherand
the reporting. final
26as
6retarded permitted
special classes reachpermit mentally retarded
An inquiry was made asthe part of the"mentally retarded youth. 28
schools acceptingthose reporting, 29
attempted in job placement isReports the limitations encountered
or securing, employmentpermits, 12;
was toramd date
RETARDED YOUTH
programs, 9; parental attitude 12; employenonacceptance by a vocational rehabilitation agency, 11 Twentyseven of the States report that orientation of pupils for entry intoemployment is included in the curriculum of spezial classes.
There were differences of opinion as to who should adniithe school activities relateA to a work-school program for oldermentally retarded youth. With some overlapping, the mpon,e-were: secondary school princi 2: local director of aped,education, 19; srxvial counselor, otlwr, 10
In response to a question as to adjustments, other thancurriculum which should be made in the school program formentally retarded youth, six items were highly favorell; namely,more use of school guidance facilities, additional shop surveycourses, opportunities for work experience under schoolsupervision, amistance in job finding, systematic referral to thevocational rehabilitation agency, and counselors brought in fromoutside the school
Finallyiere were 24 affirmative answers to the question,assume rftzponsibility or follow-up on
employment of older mentally retarded youth?""Should the school
There were fournegative answers and seven that were indefinite.
Some pertinent findings of the survey areI. Percentage of States which use mental age in class placement, 40
Percentage of States using a combination of screening proctxtures,6C2
8. Percentage of SLat which permit mentally retarded youth to remainin school to age 21
4. Percentage of States givingemployment, 80.
dam* for placing youth in
5. Percentage of States which anticipate that more will be attmpte4than is now being done toward school-work program, Ma.
6. Percentage 'of States reporting some curriculum pronsum foremployment orientation, 80.
Froni a study of the various State school programs, theimpression is gained that there are certain trends in the educationof adolescent mentally retarded children which should serve tofacilitate adjustment in jobs. Some of the appare$ trends are:
1. Greater enphasis on well-planned 12- school programs hm.educable mentally retarded children.
2. Retention of pupils in special classes until th ar ready &wordingto age and training to enter employnund.
S. A notable increase in the consultative services available to local schoolunits from the U.S. Office of Educathmi and from State d4martimaitaof edficatim.
ft
8 MENTALLY
ILL ;
7;
,
2.
65.7.
,
sme
PREPARATION FOR GAIN
4. Greater use of tile didpIinepupils for class placesnent,advancementAn awarez on the pail of temchersthat should exist h*-twen classroomadjustment in the comrnuni
6. More emphasis in the curriculum onacceptance of civic
tricU!rn. and spiritual values.ore intel igent use by teachers of ervkes
by the programs of distributive education,
PLVIMENT
ne and psycho cvy in e1ectinginitially and for periodic
f -he inseparable rela shipactivities and their p
along With peoplea living, homemaking_
which urt
vocational rehabilitation, and volunteer agencies.Although great progress ha been made m mee
needs of mentally retarded children, much remainsthere are certain issues which should claim the attention
be pro ideAoccupations1
the schoolbe done and
of schoolpersonnel. A few are being presented in the form of questionswith the holm that they may be worthy of our consideration
What servim- should the States expect to reveive from the IJOffk-e of EAucaWhat assistance should local school units exp-mi3t to receive fromState departments of education?
3 What should be the sourm of support for peci1 education'4. Should research on the education of mentally retaniell children be
done by local school units or left entirely to universities, State schoolmterni or Federal agencies
5. At what plat* in the school program of niientally retarded childrenshould vocational guidance be initiateA
6. How much prevocational training should be include(' in the chlcurriculum
7. Should the schools make prevision for school-work prtvrams.8. Should the schools make direct job placement?9. When should the vocational rehabilitation counselor become an active
participant in the planning of a vocational objective for the mentallyretarde4 child?
10. What services should the selmoland what aluniki vovatkaal reha
11. What ean be done t4) insure eave.rehabilitation and Ow schools at both Sta
1 rehabilitationthe, school.
n between vocationaland local levels?
The 'American Way" Ili to provide adequate school facilities forall children at public expense.. If we accept this pMlosophy, thementally retarded child is entitled to flow whool experiences thatwill enable him to adjust to life in his community and to becomea contributing member of society.
9
5.
kew ts getresponsibility, earning
7.
diversified
to
:
1.
fromexpect from
ofboth
2.
expect
Vocational Rehabilitation and theMentally RetardeA a Sta
ramuc
rehabilitationfl
ago
yepmen
rn-
with u_s mctirnmum
Puhile Lawbecame eligible for VT)CA
on the aarn- baAs as other disabNational Aiaion for Retard
movement ofa private national
Er families, andof dine, real
keen made. Nevhe1, a as oursthv attitude of ntruct1ve talon with
and qtlail of efforts to meet the ctrnpkx needs
in 1e&o,parents and citizens whogroup to furtherfriends
Curren
r.4o1w64:1 to
taticm Efforts fcw
Bore launching into the i&ue. now before us and to beresolved in order to clear pathways for substantial furtherprogms, it may he well to present r. thwnbnail sketch of thecurrent status of vocational reKabiliation hi dealing with thementally retarde& The brief struimary will make abackdrop by which to understand better tth major issuesconfronting us.
Since 1943 there has betn a cons Ant, gradual gmwth in sermgthe retarded. For example. in *Aie years 1945-6) inclusive, atotal of 2,091 mentally tetardeAl individuals were rehabilitated intogainful employment In the nara 1951-46 incluRive, ia total of3,628 such persons were rebeAlitated In 1957. State vocationalrehabilitation agencies prepared and placed into gainfulemployment 1,094 retarded persons. It i anticipated that 1,260
10
LTHOUGIFI the tr-
as civilizationis ofor
,tsabout 60 yesc.-
the mentally-services
. per: rChildren
tI
this relatively briprogress has
e los
the currant trel ty-
N
s_ichas'
recent .110 gr,--&=4"- A ---
,n"
-_4 1 ,
aset
r
kra-
*LitArn Ie
0,
wAs
ware formof the rg-ttri
oiA
St-
much
Retarded
t.
of Issues
Sa IvAtore G.
retardeA been longitaelf, the of a pro-
them of The ofhad beginning just before. Ow
the enactment of 113, in1943, retardeti
inception of8 ago, signaled a
welfareWithin period
n'teetingsignifies
of the
a the
good
In
Rehabilitation--41.1t L:zins to
_AINT M E
("4L-
extensionat
(leT
441
I
deo
d
aLr
tr8ink1 iw
Duringtr0Pi
workers_
-L_4=7A17
State
vocational
r the tft=1_4 _
two rflaio are
retardeda
conti CA_n=--St of
cci
= spending
3 CU-
4-= an aler
nellit sonea.
dith a ew--t-iondA_
n all activiti*field.
t of halm' Involving Education
Rehabilitationwhic could be
MTV=1,-- nclude:
Individual evaluation with medical,vocational ELim_roemts.
Medical care and pitaIiutn.
8. ArtaiWal applialumm with training to n cr then.
Ps
e
Vocational Reha
arn
1SS
Personal
ana
prevocational aroi vocatimal training
ekh' J)N GAINFULtr.
will rehabilitated during 1V-., probably it a. cost of about $1million of State and Federal funds.
The Vocational 4mendrnents .of 1954,the resources of the .otal program, not only
additional money for services, but forimprovement ;...v;ects, -expansion long shoe=;,-termtraining programs, and for the powerful of
rfseuch. For example, during 1958, thereare extension and improvement projects providing 8PriXia1iZN!
-/eez solely to- the mentally rear:11'11, at a total cost of about$140,0114 forrehabilitation dealing methods and forthe retarded TI1 amount Z410 in Federal money (and do nottae into aczou& traintpg efforts o!: the igencies,)
TI 1967 --A i, the special "Expansion" proj?ctg,terminated by it possible to establish or expand
worIciao and service projects the retarded, andtx.-pd 11 'Irs.:*7.ta Nen and cerebral
2.ex1 total cost of about $250,04V. In the of reseArch,sheltered workshop projects in operation at
of $1,13,500, and 10 demonstration projects are beingat a 'AN. In overall financial terms, the
'use. I * of ;Ioea:d. Ons1H 7ehait i 1 i ta ti n is$1,019,PPO exclusively forslig-4-Lxicts are
o -excitufre
euttily retarded, while the StateTh4:4-e irez
rehabilitation of00.s for th retarded. Thethe p handicgpu=lui an emotionally disturbed undoutt
.4-11.?;1 disability of mentalbut b. iflentits helpful to ?tie
; would far
Utto3hict
The Vocational program I up# oreach s 1 !or sri.ng with
These
1.
e
steal
PUP FOR E NT' 1
be
and special
tothe
law, made airfor an
at a
inthe
$450,000.
take us
and
services,the retarded.
2.
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to work and adu r living. MaoVocational Rehabililof itabilitationdifference in A A
I t fri it leVPS COM.tiP difference in
hougl e fu. ree-ogniZe tb,twee'n the mentally retarded, magroup, I wout_ 1ik to rom.% a.-radical giide to the personnel oreduation agencies Lwil they wcirk to ! +-hpita#43-3-11.4 le
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should. pr*ion or
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_t ra__VAansifivacationa.,
guide is based A
adolescents;
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classificationover- vocational prospects f retarded
1. Directly plareable group Mont school composedyoung adults for whom special educAtion proves sufficiently effectivepreparation for employment. and w60 Brvay become employed in
competitive jobs directly from school. These pem ma he assisteti infinding su table employment by counselors iioynnt ervI, famil
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for ini unr?ii v1uinLa riir=iiui Tnii= ru= ?rnr- = - - = = ::- I-
am='. vcIIE=tiT1EI- c::=:atk)!Ia: =4jIjtt:,i ho1d be directlyinvolved hi hliv=iii) case and if s to tiEL eXteflt I LheVe-that this is and that £enortsiiJU jIib IarVfE rue c sciioc! ariaT erVjc: fft=4 of au LiiIdrZthfliiiflQnTfliL:y E:r:L1 friE-rds are u:wi11y rifflcizt to :Jb1y a&cti:revccatk=iia adjustment. If there iicni1cI be u:ojiuntm agr-einent
ring us thit hi };Jrin4:1:iIe such VOUfl adtIft! :Ith :!ewExcepn8 hcuIcI not be tele to rehatilitatlon agexwie Inthe Lr!t1ca-( one mi stu:w that school ctDUflReiOF
JUtL- em!JI():czneTr SerTWEtF; are 1flE1tCtVe thatiUi=tun wi tfle person z nct SalsIactoxY t!ar1Se ot
shctttn1rg hi school srvices Do these sFicrtcmninws force aresponsibility upon T;-)catioI1aI I or iotiIc1 thcre beL frontal IJLVII ULJUJZI OCiLtV tO E tfllit Le ancies wflt T1i7V
o-bIig1tk)-IL r IHOV1Qed vith appropriations and :e:roiueI to dotheir job? I ieIib-ratelv choi:se to pose ttiis a the oiil majoris-=g'j- fctr the lirectly vceabI: griti= &aue it is of Lasie crucialinortance tc clarification jf jfrgncy functions.
J!t US LLjfii tii'n to the ef;rred ilaceizbte qrou %V alreadyhave =fflCjQi exuerierice to kiiow that ;'me :r1nied voun-adL;i1t5 are ui neeci oi Doststhool service in cr&r to thIJy
jTrat=;estudies give
hito u=rjTnpetitive eLUJ!UY1H&JHt A IM of 1tiJ1:1erOUfi
113 rrL1derable insight Inti- the chraethrisUc and:ai-iies 0! VC8101181 rehaD11ittiOn::Iaceable8 One inwortant
-- - -'
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isu bef!we u i wIhr thYo:!On&1 evanitiu:in ei tne aaoIeent orrfl14 of vocatlor,*1 hab!lltatkmn:=iiii:e the Ficihool or houM have, n
young adactIon
indivIdtin1
LmLJISLheor frithguidance
friendA,
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sptwill
need thosefurther and asaistance, as
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SO mre t zelluppo No_F Fres-p) ei4e include whocare themse1ve4 and to
therapy center" who are net of engaging in
is issu_:
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16 :EN1-ALLY !LIARDE1J YOUTH
iF 1:o :,iavT F1MW11t Iev(t twiT t1flhi t'D iCcICsD! Vt)1Tk ii1 time:
-=- =-on --K -- - - -===--- of this general ideaT)J4VIfl 1C)= LJeflIM
=- - 5= :! = -_ __-- == j the country. The programs =- =-=JI thatLz&iiu iULQretarded Ive little or no more to- wain from
tiat exDerIW-e on a :c=O 1: OW itri CI rainu fc:r aciut
living than any curriculum the scE!xmi has to u:;4r Cr cCLJ-h1 1oAEit'Iy
devise. p-[tQJI ite tn- UIWX1Lki11UEU CICJICLiWL
exists in oite CO1LJLUJ VI:eF CI111 EUJCWJ)IB &I- jr8SSt1I1I1
-- --- - to ----- in school, while, time,z;tJrni LULh aL LH- i1fl tit5
same t!U1(=11UJr tZ tJIL SCflOO I ziot tfle best place ::::-r
tiP rATd&t anTfWefltA= vmin.rn js riflfl1cflHU1fld by the fiCt
th retarE1e;3 admittedly pwie&: peronaL coati, andlnteIIe:tuaI nliul;uritv than th iwrmaL Desolt trils tict trie
=iuflg retrzIed are pncour;u tO te jobs sere iiere is far ie
----- -- -than the --' ='
supervIslcill cai offer. 01 u:vJr VX:tIC;!1L.
rehabilitaüo-n gezici retxrti rntk that there i a carcIt
of empkyers wil1i to take- the immature retarded arid et tue
same agene ts participating It' a WOrK8U! plan With ririt of
real IIOpEL fl!j 1fly agree with me that v1opmein in work
study t'nrazri bear cke ob-iective criitinv We Twrjh}j1V wflj
Lecorne txtter ware cf it values r czne stuztcnts aixi it
aisivant&ge !"ir ctflers
(JILT llmftatjf)I1g time in;ke it aiviBable to t=urn our aunticn
to iiiajor L*:ues re1Led to the third group ; nameIy aioint
and Yoim adults potential or Dartmi seMmprt Inprothictive emPtOYIrkPflt In a sizeiieied wrho' e_ucaLor
nu-=: view TflIS grOtJ-:J 'TI gt:hcxL. it d1i t* fl&d ID- 011 () dUC-hIe
students with zic rosicta for cornuetitive emJoymeiit- becauseof emotional !CK of COflOISefl IfltUiiZflc
e-ere &K-iaifamiIia1 irob1ems or accompanying physical- disabilities; and (to) more promising ttai1I8b1e' tudentR with
&EM!ltY for routine independent reI good ocIaI adJuMmeiit
and more favorable iamiiy condnior
The of sheltered workshops fOr the retrdJ hnq
Md a major impact on rehati1Itation tue to the avali*billty of
financial assistance ndr the Vocational RebaiAllttkm Act andthe apearai' of parentsponsored community grou for the
retarded Howevr the impact deriv it force from the
promising vaiu& of ueh workshis, and not from tI large
numbers tlish The MacDonald Workshop in Florida made
a study of tentiai retard:d pulat1on which could profit
from the hort4Arni personal uMmet and vocational training,and/or the k-itrin rvk of a workshop. The study
.
halfvariations are
oicent schoO,a
a strange,
convincedThe
that less.
z.
of
nya
.A.a
establishmentifjeat
a
the
PREPARATION FOR GADJYUL 1AYMENT 17
-- --pr!rw1 A about percent retardedTrFi:T it ni young UJ-1L- CULJfr. facility, p ofT z1=it liiCiflhii)
=- - = -- , : -__ = --- J :: e
over country-. Yet, that 2,000j1JIL Liit IL i I1A!1y Li-ieai-'j-ed w-rc!ii iic:v have ucn C'JTULV Iie
t a training cent:r and w:cr1JOD 1!; TflO'txpeflgjv and it coiitIiih expense i
such as to die!rFic1( ! !LJflj! IrCJfli !fiE
comm nity. ii czcniDarcd L' ;ne cost i
:owever seems to rec;Li-lre Is coznnr1ty money k;:t13 the retarcjecL amoi sve inut iatn: t11 i1ti th:t t1li
hunianitAran it must demand a heavy stake iii the overallevaluation of vahies. As yet. the bft hnjiijstr:tive and traininga;ngem-eits t=r a he1tered workhop are in th ear1
erzneruiI staves of being formulate& tverthe1es theirI=:romI: I fY and it Iv U?= to thii Ixiøjt drvin twnUgt1t Warm 111 1 nc their number t yj u jwran Li al measure -
The ttl tflt! Lraui1H1 JIL1 J1U NhflIUis Ofl which a2ts *ilueaticin a well a: rehRbiiitatiovi. It iobviuis to me that no clear set of principles iiri practices can as:ret be jj= with re5p:t t- t!i ehooF handEing of sIiekered
tuckMItFi 1kyceve. the rapid ofI
!ner-erea na trca new issues into tn ctjien aria tneyiuut be CI1JCUflttL Ftrj:r shc)diEj t==
eiii;1c:a1JIeruTdZnt4 Iw take=i cut of w=:hc-oI at age 14, 15, cr 16 and sent t theworkshops I =- Shouldzor trainizg =! thP Cfl-rmLS advocate a ctJrnL'ineri
chcjc'I and he1tered work program for sheIt:ied ei=pk'ybIe!What are the resi:ns1bilities for administrative and financialsponsorship o ocationa1 trainin of sheltered employabletudent fr'2in 14 to 1 years of ie? Shoull the schoc'Is t
obliged: t f'jiiij sijc}i VftjflhiRf TIa1flIfl- ftC1!1t1&S or is IL &responsibility for vocational r-ehabi1itation or Ith?
Several school clisthets and nrvate organization have aipLiedto the US. Office of Vocational RehabilitatIon and to S:U-terhabIlltation agenci for financial Lid in establishing trainingcenter and sheltered workshons for retarded roii of 1418years r:j=f *e 1 it &n appropriate function for vxation&irehabilitation to assume Should such workshops rve aduitover- 18? Js ,
pay -aining cost8 for retarded ado1&erits from 14 to 17 years of
I nave haft:ourpy a IflO3t !mportant area workoi amiot= tothe close rjf y ginct it cuts teros at!. ytti of theretarded and has such a dcaD efft upon the rually and
aless
ana
undertaking operating
institutionalization.
of
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appearanceMAW
workshop
employable" appearance
e4
it for State el; j I I. tatiort agencies tf
example,
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Rehabilitation
=
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==-7.
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4_ummary iL
of t e no. eren,=
complete diseu,doubt:
I rtj F.
rtlICe*t 11
no
ue to lack ofthere was complet.e agr-e42includes, on the
t.was agreed th&
examples of activities
u on pare
and: h beentime,
d t.4-1. In
f E
con:fez:en
len
ecourse_ a
heon there
although there are somein operation, this field La, a
only its beginninall
to showmentally retarded youth into
is prbably
and that
of public acceptance andIn of
thecompetitive andextensive And complex a task to
be by any a wkof resources
the of maximumIn where effective been
the agencies, the burden of effort inand youth has qu te
fallen agencythe schools. Ian Orf
e bytheir seiit rv es. ChiLpoint of view oz (tally d
responsibility,Together, the nd be rehabilitation have clearlegal mandate to this responsibility.
Author aJp& a alvs azz2LAt_. ai rittoinakt*Ur%Alm a this Deettob. Altbvtrak effime was mda to represent fairly the fiaWavav
DI th authors &Amine Stits the Wrfteal t Ae Mt finding&
mwere
Th-
rt
on the
E
ornp
_
re wa
=p3-e enL
greatest at present
that of
too
a
a isIn the
emery
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PREPARATION FO GAINFUL EMPLATIONT
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anda to t®
a few the reltablitatio gency assignedmember to work full in cpeatior with .In
o.f a may as anezthe li&fon the program .and services ofrehabilitation agency.
schoolfind their y
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for example, thatdexterity are often factors job Although
objective toots offinger stex-,._4;J7ity, ett., it
if h would in the student' records significantand Alloys :wiz,: motor
Alserve. the to take
27
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wherefra in erg zergeningI or jobs
otor and might becan maL:
observe
tutors in vocational counseling. a ofassist the a
insight into student's to jobolua. the find work
pevely if he someas to the iratkals they have or now hold, forPupil interests and parent aspirations may well, ea part the --ecords.
haveoccupational experiences
since such can be to there: -4bilitation A description of the joA-;
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tg
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a may akto k student .-equir4a,5
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are
IMKPARATION FOR GAINFUL EMPLOYMENT
Job PlacAnnest
the be bycareful employer. actualplacement be made involve4a require
be byconfining itself
cesthe
cases, the hools mayhacklog of intraining it might be to
part-timea fult-thne job.
titnot the of this to go into a detaile4description of jobs into the
be placed. The usual lists of joim reported auite4 toworkerts might be somewhat outmoded and rather rwtrictedThe -rapid telchnological changes which
creating new job pmibilities for therttarckd whik some existing mum are being eliminated. Thevary considerabli frmn one wmmunity todeperding largely kinds ofindustries happen1 be kvated arm.
condwatd in an attempt to discovermentally retarded !night oftensurprising which ivt in the classiclista of job opportunities for the retarded. RetariUd
as working in a large range of occupations, except
postpkammud cow1Des
Job wacomit akum Include plain for folaktit-up if optimaladjtWanalt bi to be achkived. Plmaiwat persohnej have foundmany nifty InIzitWite cr canbe anafteigei early in tin snploye&e and s ermriemm,tbrity prevenUng lahk anumqta. A girl phic*d as abus girl In a derfa, for example, inimpreat Iuni job to be thaton Hg tabWr aftl carting tlw dirty didne to tINBy acekkent a etuttonw drtymi a bowl of amp on
UN
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reti os . in . worcontinuing adult QUCt.Ofl program will facilitate the transifrom one job to anotiwr or from one io_ locale to anfl.
An adult education przizram also ta,.__,._
in community adj A program OA_
44, MENTALLY RETARDED YPUTE
the tile floor. When the matiager thedebris in of safety, and somewhatdefensive, since notrequest her She wws about to make an issue thissimple deact4ed to talk it ver herpL9xfarnent, counselor who h her to mt4- the logic ful
from a counselorthin forced event into a situation thatcost it might possibly have closed thisjob come, for as well as
employee should be to a wideproblems, since many !Aden not directly related to employmentcan have ah adjustment Time thouid b..discuss the employee's work with the person who i-supervisor. If there deficiencies LI.' the employee'sadjustment, the a effect a famortiti
in the employee. PiAce,aatnt personnel found that itis often better and to Twilit idemployee in ta the on the job thanit to job for him: Is ins
4
7
attempt to reward c..falun: LIZ
their menig I rapicw_.
form= o'
retard enituy 711.-
,,011D,Seli 11!
lath7=
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uperviser ould havepreven:c.Yo failure and whichoecu of both
;
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nos
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Ei.;11
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job,
progress
trim
vatas
A
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e
of
immedia
position thchange
maintain
which wereIn one case, mentally youth madea the
part
Postsehool
&vialpostschool
young been foundthat employees change joim about
their peers theThe ream= uncktrlying change
dislike work, change; in Umaite, etc.
offers
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mentallystudents
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the
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tecthe mtsx
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-sso _
population es a M
all
_
may
Witp3W
els of theof our
utilization ofof the conferees_
tin WDlications ofmidere4:1 in planning
PREPARATION c.
-
FUL M PLOY NT
coutir Lc] u-mtion general Fr_Z program Willpirteie many rosier
citizens. the mentally rettAalyoung adults who fail to rmet: their
school would have an opportunity forrurthex progrms in area. The experience oriz fewekimmuni
rhave a stake in
programs for theis. at this of eimpro their &Mils in V=
a Ls ashool service#3. may assist
a' sh tem" for thawvidaals who are not immediately able to
the ofthis should resputzloili
a cvn ainFplacement Ls to he keli
the answer theby the mentally studentior ultimate placement .
employment who is not fortermination formal school
r
communities have found the
0 e Cul is nisei, rapidin No directed
preparing the mentally for adjustment shoulde I a rAr without consideration given 3 question
how and fo forthcoming changes areeii in theirlikely a
community.relish in greater matte-L:4
At4i. 43, for jobs evu).*
z-rsis-, the ou
w
the employability a:.
kiig eree east intoto Ae On. .1_.
of the
!.
e
It att
M
vOtin
Tor full
41
ME 345
the
as
es with
age
establishing
of the intereste{1program of counseling,
Somebe
a
from the
being
basis, Increasinga being
available amay be 'Righter.
specialists strois the necessity of upgrading allof the increasing
society. This would imply a greater needpeople including the retarded. the view
that both the andtechnological and social change be
7771
F171
1177
1
to-Pm:mg 201
e lusrlidfliaptSitaa
CiAl JO uo aiwz- auturvil o linvtiiWUICri pug rouovgnop Aqvu
odn=pzudCHU
04
gWV.=
JO
Ausixt wits TO =flIUWV U0 71W um m&v wlaid
aTel
4
Lf=-1-TWW-1
=- I/ the 104 4
amE
cr-pripd
DtI
vocational_
all
onw=
=A1
iLM
I
knowledge
7-74 1-17-2747 _ b
un *IP
4
4 4
retarded T'd-.44 wrWit 1
7
vocational
=
particularly4u
-4
V
4 4UI
a-wr a_, 7
examplesa
a
Puy= _
a_74_ uMa4-7_
T
4
4 41,1
earning
4
individual's
1,,
regarded_J T
4 4_ 4 4- 4.1. 1- 1 4 w= 4
7
_
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w Y4 4 ,7 W4- -4-
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r..,781=57-47.1
s_--
-74
e
-
t
rA
A ine0-3
ox the rzomupallonal
A ON RESEARCH
this
conferees that rM- nahabilitation or the re uld promo
and
in
maximumon aspects 4-biestal retardationthe thevocAtional and adjaatinP
developmentne3.number of unwarran
_
- r-
extent-1114E.
n Tej,aof the
and
F
a di n, nuth for employ
evant
of
of
wevere
Trtitu forreamreb
Pr
is Wilyfor reseArat
misconceptions have .1-0erioof new avenuw for the vocational
t f. ratan,are of
IQof
communities,'
faw
fY .4_114W6.
intelligence A
s4b1*
-sun for elibvi-tv,_exice ofr
explorationn
folk]. wing
tri-Itel veze,*r ,c1,rit. _ft
W a-41w SS
II WrAliA R. 416
I
-tot
, --i 6
.1 i
-6.
tr
'ty for 4"
ft4an
I P .n oreons0 iik=s-z1
tliflient. One or two iprinta of IQ: are, ot
Vi
two ;1J ,r1111t1
for a 1
Se MENTALLY YTHthe Neither of the extrenum of optimismconcerning the occupational market for the mentally retardeti is
view permit flexibilityplanning is muirexl
and range
towardretardeA
agre*dand support
cooivrate with workers to the fullwtpossible. The referre4 to the
factors critically tosocial- effeetive
adjustment. Though tlw ne*4 forof well
need data bearing onsocial to be
ofbeen handicappell by the a
but prevaknt, assumptions.the
social andyouth and young adulta.
a of thwie assumption&The too as a highly
an and socialto an education awl
As a belief, in manyhave used rigid
criteria for the selecdon or of individuals for placenxntin education and rehabilitation programs with or iu)for important variable& Many potentially prodwilvementally retarded have of an
community as aof score points which
workers involved essentialcourse km than
employment
_
A A
.o f ramtir:
:pijh tteators aridin aezta4
WW1
WA?
-r-52azzAkte
thi
and socialsophistication in
programs orwill alw mexI:
-Hne retEall
UI
rwmarchOle prwent,
we
proceed utmust rewgrniu
or
or the eoneven airiqua
of errrent
currentaro the ramit
Some assumej
once p,A belief
aremain in
A. A
a rapid
orts for
rer.
r"akii. .ii. :_'1,___--, at-11
s ,r474-0
7-Tx
'duAlFermat=
a raJuc,ez,bm of
_
Av-Arts_,
I-11-'eNtja-
yearsPand to
rk4A di,v22to
af or
;
e _- .
.
.11
AI.
4."-=` _
WIT
if-
3,7
L°
Ft*
"prohable error" of tiw Umt Tim problem is not so much theas the intexpretation which has been given it
One the relLearch meds with ratpe4rt to the mentallyIs for a de4ermination of tim important variables
related to social and vocational are. Once hasothers will the IQ to a
role mare neArly with its actual utility. IncriseAlkalowledv of tlw factors important in vocationaladjustment a greatereAucational Twearrii ultimately, in eAucational
Altiwugh lack of data form us to onwe hula for the eilucator that
wt know, for the mfmt part, to what extentaim- upects apetial clam
programs are important in socio-oczupational adjustmentConsegtmntly, we canmyt be surv that training tetimiquez
of provams efitire,means of preparing mentally
and community living.that the nwntally retardiA show
m while otimrs believe that mentally retardedon a job tends to that pwition
in the fonner assumption inemployers to empl)y, and placement counsekaba to place, mentally
student& Tlw results of a belief in the latter asstmiptioncan be seen in tlxvie public Bawl prwrams for mentally retarde41students whkh place on _Um acquisition of vecific jobskills to the neglect of vocational attributes.Neither of thaw assumptions is supported by reseaxch.
Folkwup studies indicate that tim mentaIly rttarded, like Umtwrmal, tend to change jobs fregtvantly in theimmediately following of sciwoling, but laterbecome nwre or leAs dabilized4n ow position.which have implications for the problem of the extent whichvocational preparatim in the sciwol should be oriented towardsped& job training, illustrate importance rellearchprwram planning.
A third very prevalent tukhm is that the rdarded do as well aa,and elm bake° than wrmals on what are ckscribe41 as repeUtive,monamous task& It is probable that this nction has, in manyinstances, led school awl rehalAlitatkn puisonnel to seek and place
in jobs relptiring repditive %maim at the of
-t&
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t
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t t I= t .4
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-
as a
i
personnel444 * - e_t
mentally
Fr
ti)
-44
commonly
_
recommendations
iino are
z
V
with
_!
---.--
F. t rr
lo LAJMt = = 4
ofye an
44* re
Lain
_I , V
ATI habiiltaLLU
take
aware t
added
- V .
In
illand
are and
-h
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wIedge wt-
W_
1 t---t -114 *
77_
f.
1
an e, iorshould be
P6140rAILIEM YOUTH
_keiief has
hoao
atTK-t-t--4 Lb
wituden,14,
it_ as
t nI
. Urain,with at east one studnormals re
protaRec Ulte
, -perhaps mcin refs.mt. ction in the
nnel to dThe
eon :a7Aa.rv to popularleAs susceptible to a_L enti3better inteilige
it not only th provkcto test belt
L-i I
e ee.by
t
pr
no
in degru ofi*Oncep 'on isworkmen's
any-or
Slc
#.
tntdein cionsid rah
by rehabill._!le placements for retarii
evidence'nion, that the re rdA W t
=
than ei)-workers of a
ut the rassumptions such as LI
listing of unsubstantiatM lief raay thereforeEL6r1+- of as to some of the directions
rtt.T*-4rdi take. Although the fir-st rwoonEibility ehtv1for the welfare of their students, they
obligation A1 r&Att4r-ch workers and toencourage such would ultimately rimult
the wajopThose cilneerned tion of
the 7-tartiehti have a futr obligation toconsideration the mu of relevant rel3e-mtra in the planningdevelopment of their prarns MUST lily theimplicit and .explicit assumptions u9.4) which their
011 vocational pz4-eparation and tit of ie -Tienmust of EaTg a&urnDUo
nicyj scadof the t
halt latiliLte the explorAdop
ha 011
A
of pc-tible opno -t--ii this wide v
little or no ex vcri .ental evidence,fourth io
of pers'niolem of e
-a
somet a
e
A
of johfl
remsr-chmav
thee .
research as
the
beprograms for
retardetibawl, which are
by which been passedthrough the years as part mental retardaUon.
of new techniques
IS*
T-ard-erAi
coLardn p
n o hemand has
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much overlap-ow mar
over and adren come fro
elementary grades of theout-of-city, out-of-Sta.
become availableevement of kw than
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and residentialI
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Also at age 1 the occupational classes be:Marily for slow learners who have an achi
or more at this age. The children come from juniorentary schools and special c private and
aal mho() out-of-city and outaJf-State schools andresidential nx.1hi& A typical mcdian chronological age for thisgroup was 144, with a range of 12,41 to 17-0. A typicalmalian IQ was 78, mading achievement, 4.8 and arithmeticachievement, 4.9.
an chronological age fora ranwe o 12--11 t--0 I Fri- 0
reading achievement, 3.1, and
e areevel of
is the most important shigle factor inevement worm in ruing and arithmetic
taiga. In addition, emotional instabilityphysical immaturity, poor health, wnsory
and adverse social and economic factors in the Mme aremart was &thaw fa. awn-ow wiiis Dr. itarth V. 84Wwilati Mortar of SpeciA
biltate Plaik !amok sad lassishos b& stall43
Harold
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iTiHE SCHOOL forI adolescents plan ofshop 0=412.24 classesof 41)
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and imettpa The two typesalthough have of
and permit pupils asin development.
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, e. thecity schools,
priv parochial,A typical the groups in
.with A OWarithmetic
or chil-
78,
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Shop Center e curriculum includes awork in language arts, rnathernMa, mew*, imith, anti socialstudies. Thew are, in some measure, MAW to the industrialarts and home wnonuca prwams, but are carried on basicallyin an "all-around" curriculum setting.
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demic
In-school workcafeteria as welltrainingassembly linetraining' aspects
Physical education,
as
wittwut pay includes work in theas experiewe in the fundamentals of lob
out applications, filing, wrappingand cashierthg These an "job-
regular school curriculumsume, art, assemblies, and other activitim
are offered as cairkhmat objectives.
Occupational Cassell* 'c curriculum rese blathe shop center program except that it is carried at a Mewkvel of basic skills awl with a brftder Wise.
44
rt. criteria areThe distinction
of the likentally retaritoo the cloypupils #. evaluated by
schools '1-4ro admission.ieterminfx1 the
&ad reeei 17,1* and
ii prtv
r
=
child. Allof the
a isof ti
of Vocational
shop center* in .'_!*.solepit saki
-
6
princht- and others ineducation ,
buildings, 6se
as cultural
suchworI ,
raufirsatelyho
buildings,
_;4-. I .;
vocational
f
-
1:: i 1, 4
J7.; .7
. f ,, I
basicfacilitiez, therefore, is
learningTesting Bureau
the
Locatim of
thesixcial
40 are
andin
filling
the
The
ArtsorfrE
=
in
_dya
_
W4work
liJuttat s w
1-1-r cim&etaI
Aft waftWirg_
ting
similar but more
0111
and diworaUcm
Physical -edueation. txamuractiv1ti are also
These are ve of the program oimployment and hi3w it is integrated with theUnit teaching is freely used. The aim for botha weitirounded program, with the preparation forrelatai objective in ti* curriculum as a whole.
On dm bads qf perfminame and achievement,transferral from ramp miter to oceupationWversa. Frmn may
the next
erm
ome nuarig
Pe
and other
Or
curriculumys and girls isemployment a
pupils may beand viceerred tokveI of
oned
htv miter and
centerconsent
timidents,
ts a a
1
47.
Thecomi:yFor
-0r4
ththe
a1111 I
HomeHome
irt _
114-1
114 arein the 'lone
include:
mix
pre. :tion"dal
clawswhich form
los tr. t-z)
#
highest
ith
A
7
PRZPARATM FOR GAINFUL EMPWYMINT 45
in of experiences shopwmk isby :
Skov senior Chigustotiosai demoGeneral znetal Mfthankal
crafts Sheet metal workShoe r&milding
andElementary machine shop
practicesPainting, anti
nuAalGeneval
imme eamomicaand more depth datum.
both groure economies eximriencesFoodsChild care and Consumer education
managemernt ElaNy in Um' hcanefurnishing Personal and family
athletics, arts,
datums,occupational they
general voeatkmal 'nimbi,the multikbiel program.
ThIpimilm on Um criteria above, shopdames an tenni:nal for emus children.somm Mukalla 14 awl aver from bothclasses may be placed on a Bawd-work program. Someaml 16 aM over, may be placed in full-time employment.
Balthwe prftram Is &signed to intevate vocationalpefttaratkei with Um thtal arrieuhrm. erm aim for all staulenta
well-rmuxbd program with pmaration for anploymentrelated *alive In Um) currkultnn as a wiwle.
r717
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are WIn_" E.-%=X7-1;L
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far.- 4AaneL..
&dj
It Jriaqith =-7,-;-U41 I I
n of theterms of histmperamen
The prograAlanti
TU.
msadi
meet
man greatly fwiliis card
requiremenphysi
_ 2.=_-,..-____-. t-n._ _ 1y e_t _ E._
to
I n suitableate 11W
eValv LlaW ina the job
..=e+--ax forof
Providing tution for mptmsinng the dut of a goodImpariAng .=0)wi-M=K--e of tM vandal of a goodImparting firsthand actual knowledge of and :m-i:weexecution of
4. ving Un incentive5. Assisting the DuLl
aptitude for6 Enabling -the
conditions of an
typ
r'f-dft=V
exper
&cadmic pursuits an4 Inoeln of7. Having t pupils rmtim that thffe are
in Gur democratic way of life.
ome basic irn1n provided in the ss.i9..g-work program1. Trying to have the stwhmt become aware of kintif as an tivWta.1
wiN) Exm will seek
Partunitift for ativanewnm
2. ilrovidiR. Studying
th; forquali&athrnis rad a
4. Determining, Insofar as possible,Ittild.
Learning the rnechani for oaining a Soda!
&araeixdb
One of the
e s mdr-1,D work°and 2
while the other i toreturn g of his 2-wft..k
X
teristic of theof
in rs,of
$: basic
:,111
in order [my
jobs &veep te them, and
is in schoolstudent
render
citizens.
!4't
-4431
that carL pjobs, le w
:
ability Ui the.and
ia by ivi* fiIiwork. ,9, under the Ui1On tit theand axupatiou. ucation.of the I work pro0:= are :
hisGI;
coordinators,Shop
1.
2.
tutu,.an for
y directvarious
pupilsof tonpla
sat ,4i-ifttivss tt}
POP/
graduallife,
#
5.
the
for weir.--
are .
rIH
fro
i
is quail/1M ge
Ity number.
MENTALLY
The School Work Program
Baltimore plan is theThe program is
simple. 2 weeks thewhoa
holding which the ftrstcycle.
this is to andbridge the gap between sciwol
that may have a better opportunity for securingthat their abilityThis in toward helping
socially acceptablebeen found
Every
social
Some the immediate
ww.ker.worker.
8. with
thinking about andanti iNsrecnial to test their
to the requiriments andoccujvatitm fry aml easy transithas frwn
and
innOttymmt.mphashing good twits.
worker.whkh jobs might
- - a- 44 I-7- -r
varices types4-
-4_
EA 4
rrft4-
Bureau in4-4
ME
- t g_ 14R t FAL.
rru-1-1
4-4=
Studying _
i E-44
4=4
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4-4_
4_44
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Providing- activitiesa
4-=_ __ _
Having1 Keeping
training= 4
a_a _-student flTl4=44 ; 444 .4
u _ _ reports
life.school-ving L_T- I Flrt'i of_ _
----_-_-. 4- _E---_
- =- --,-W a.- , __-_-:a__---4.,4
nIPtinenSICUJ jooccupatiowhool. Emphasis is plami onpupils wM have
Er 16th birthdayby thaw pupils
wk) areby further .t.w=on_
0
charts4
tL-i
.4E a 4. r4-4-474=44
the
repetitive
the
"mu-1r
or isand
shop cen
r=4A
E
ang
_44
44=
r
WI a a a a----I
related jobs.Program for
ove4 4 4 r_ _-
tr*Iring
_nt41
n of Guidance andPlazment Service Lo
Tor the boys a _exit of theciassatthetirnewhen they leave
tig the service to thoseI onwn
tt,kVI
object to job placement, or
-
w....yol and could profit
214 47
6. Filling out of Maas.7. , how Labor giving the the
the pet and8. Learning of
10 orthis
=
form is
wor harms out and
_
and hour seta
am, I loyft,yw raatis!avkips.AL
ttailide to n---z4 for raiding and nthA:drag camose.
16, for i _Lie
16. &dotalEii
17. jobs.p _=5 t*
not the kias. bmeita tit.44
19. na im stovepmeeolam.
_I :1 I_
7AN2cle isA
in businessand
assignwl tsinchn
ke ar
time
that -7is not ths)
might
PRKPAltATION FOR
thelaidges.
and how the
9. illegallythe ts
done11.
12. Studying13.
14. with
the
-whether orOeir
a
bythe
kt itCare enwurage job-seeking
whwm parentspupils willing to remain in
7- ,=S_
--_-
_-
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SCHOOLSE5- 5
_ _
E a_tff tits *
s_tiitI 1155---v51
j
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Is _ _ _ _
UI
---_-s_
_ _ _ s =-_. . - ------,---_-
Is
public
specialL
education program
5
regula:x=n
as w
_ parta
kg-1_1
Clasakamn
A tprepare each pupactivit such distwalons,
rt
on such problmit asto ch) on alearningapProp
erwriteout application
what znaktaxes, Soda'0
rtArg,-:R
-c*rd-atelearning whatgood warkex
ML Mhs *w fmnm4mw4d
IL
CINCINNATI04011 o
(143-70 ropare ortiviled
Are d:
oltal
10
harpor oe_
bp a
Time
ttmtk-pap
in (1)skills, (3) on-the
Ala outside tite
four-
thelo
.08
2nify
for t job, the
training,:,v, m =
:ovalplace
demo
filling
4*n. ad.fm
Job
In the 1,P511 poppo Ay to devekop
a
= :Li
of ii
-AtT W49w
onnati Ohio
B.
rTHE a well-develope1 mentaR
IQ) This program openmentally boys and girls between the Aga of 16 an
years scimol special classesPresently 150 boys and girls involved uthe which is an integral partathe
for mntally handicappe4children. primary responsibility for the operation of OILprogram is carried by a staff member wix) is employedoccupational toordinator. All echwabk mentally bandit:apple(youth in the program become eligiWe to ir
of training and &dual on-the-job workexperience in the classroom phase, (2) training in jot
and (4) on-the-jotschool.
Program
all clasarocan totake his in the workaday work' through
field trim roleand many first-hand &Went'
blanks,job interview, discussing aabout Security, drawing
grooming etc.
Training in &Ms
of the program all tenth graders have anektmentary job aldlla in several work arms.
Is ihipervissr. Lemurs. and Ms Dodgy isCooriftamen Pubis48
314===
41£
4 4_
A
_
44 4
minthe _4law44- #44 _ ojporttmity
4,0
_nna- 444 44E=4-
this #_
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v
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Ti Litt Er
skills,
wealN J F- I
4-a_
F ESA I EIS-tr-- I4_4 -_ I 4 _a
4-of inI4 £4.=
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is4-_-
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in 44.
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basis
ilüig_
4U4
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wga-
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worker_ rve
dexterity
E
ra-1 £.=41 t I are ivtu
rn y
theLwr1V
=
Rh..s,,rarV_
--torAina,
nit trz stwienwork pnrnaritv as
nE raufane I workthe p.
the'd .0r the mr-vr.-w
has an oprtumjob
m thatand evaitia
fion. This information is ,x_mfm.
Chm41m4 .raimums Chabide Uske
In ale fimts are
L-r
phase of um rrogram, walwiedm jobs in institutions, industries, andmama of the scimol. Time placements
"co-op" Inks. A entispent= arriv S at through emperation of
in a work4raining program. The jobnsidereti a regular part of the sebool program.
paid for this kind of anignment Wiwn not
Ft'
Studentsarea& Siringto
a
cfitibrati*In
volvellAn --,pp-
.tyma*? uaiareas.
0-31tervveeAch student.
and piac*Lartent-ftm.work areas:
d
occupationalwork
u6.p
241 to work
th
and manual
a
1.
store2tea 4sAl efara.
and
students_ rible A bro
CCMand in
Li, Is
studentPkei
a
_
41
Alt 110
toll in one °Ijob 'thinare
01to oirmizil the
confines
one
4ork
schooland
indents in j outside
ckb
pStu; :44-ilk ski
andt
all
1
PM GAINFUL EMPLOYMENT
a 10-vmk th a of three workthis period has
insight into what isin specific areas. The student also has to
social andneixled work During
and
training,of
coeteriii workers.2. (selective8. Auto4. servkft.5.
6. Mane managEnnent and studentsperiod daily).
Training Within the
After compkting the training ofbecome a of
semi. Inthey cafeteria helpers,porters, in the school office
this the
in a realthe
School
occupationalplaml
'mimeses outakb themay he on a part-tinw me "a3-op"thrfimd as a jobwimol industry
is
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youth:_--- 3 3
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1.
4
t=JUU4fl
Preparing
Pot I A r,
fl-
=
-= _ -7-- A__
ks t_
I;
ksk- 1 - £ =
er handyman
_
air and
Generals
-era! clerical.
p I- I
Collating.Stapling.
Randiti_4,ding
ior
polishing
_
and
_
,r r uft-
tt
store
=
=
in warehouse, includingin and out
ng orders,
I. Messengers.
K. CUir
11£
supplies,
R=A__ TOUT
working on the job -to them, students d tie speclam their .rrade
7rind tro: Work
Mentally handicapped haveof school pIacment in the
A. Food workers ineludin4 joloi. operutor&
2. Bus iLvoy or girl.
3. Dishwashers.r giriL
5 vrTzetabkil. minds. fru_6. Porter the4-zU
7. washer.Wai- e*m*.,
B. Package' (departmentC, work
1. assistant2. Simple. min-. repi
D. 1 in garage, including:Car washing and
2. Changing oil.3. Checking in
change5. Lubrication.6. d&nup of graragt or oil7. in repairs.
E. such Is1.
2.
3.
4,
5.
1
Grocery store clerks stock
G. Stock handlers1. uhwking supplies2.
H. Nurses &Us&
in vamie. stores.
in outside
out fe4
50
suceesMullyjaw
-4.
tor
tir-im
.,-* --- 1
-- --- .k W--__
,717-*TO77:771 M cara.r.
To insure that he occupational program operates sucA,it is nee9._Ary to have the cooperation of institutions industrimand businesses of the community. Understanding and six-ptalice
brouglit about through personal coiitt withof the pmanagv-4 n
riaexplaining the P.
ugh roaures xpIaining the program,articles describing the program,am to various civic and profiv.sio
roughand by
ob placementsurvrly of
ch are wnoccupational
-.T4onnPA
for, the
communitynonacademic youthneer supervision of
kind o work
in -the wrcanunity In en&L available'mewl b e occupational coordinator througha
industries, and business conjol- in and witr! exl
cooroInutor usually, as a firstdirector in such ludas-trimdevelopingcoordinator usiN
irs bellwick 7rxperi
"
arena.app
d explainsucation
publicthere is le in 2,1
n industry He he isla It i Wierou tan )1
the p
Hence, de&enci Lhat ilght show up on job suchpoor attitude%, improper work habits, lark of job II erte*,.. raigh
ciorretzti aims enabling the youth to better maine theresponsibiliti of evap!oyment and ell-support upon terminationof htiing.
.L'
The mtuiora1 coordinator warm tinxtill cooperation i working out any .prOkm thatfrom t employer is vleMura that
gatisfderpLc;tiail ;4-41.1ent iLf
in whichwork
rem.
e
the limitationsare rolun
ansfet hein the
bring
tap
coordinatoriII
nts 4-
_Ii-
:eodeat
a
areustment for tilt,
1.11 te; npto;Employers
that is generally-illipItd.:-;ptiax, and =-41t*iitnaliy stable.
PREPARATION FOR GAIIML EMPLOYMENT
to the51
Is
featuregroups
al*a
utionA,re The
step, the
the (upational program.the approach that w_luyals and
thatstill
the thisthe as
be
Service4 to Employer
employersmight arise
arrangement Fri* also ifproblems solvell the student will be
Job 'Lie heldbetween the wordinator and employer suggestions
that may -about a betterstudent. The work also
and assets each
A
p
52 MNTAILT RARDD TOUTfl
srv; to the Stud.nt
Prior tz- placing a student IE in outside work a1giiment iron&i interview between the tLX1F3nt and cc-tipatfcnaI
Xrain*tor- heId in the thWzv1ew tne arithito-r di&:uiiwith the thdent- hi aet and nmttion III iwtion to uiprospective jOt The COordinator dacrHs the dtnnd of thej=ob ard generally trf er1eia th tudnt to the01 the emjIovr. The coordinator viw with the !uuent mimeof the things !eirni in c1wrxnn activi!Jc Fuch a hcw ti' di
j &= on the inLew The cirdInator ch&k!- With ttt to if he lisa a work ccrtificte a Scizd S&urft: cartnc
the mp1dyer' nani and umrer The student ii
rew:ILrei that th coortcr is avallab and interted ic &probins w)ik nilght ariri
Aft!r the student ii employed. rjuJr ccr1erenees are his_the coordinator to dicuz ny prob eims which hi w1en Thendent Is gjvn hp in wam of handIiig and ovixcoming dilfi:w'titULtiOfls that are comt:red on the job. Student ern1oy
know that tkuv ar tn øt. jr tnuth with th rdbanr in theevent of any emergency.
Ev&tuti afT Youth ii Wewk 5kuatic
At completion of the pecriL*d work nnent each-tuden emIovee i evaluated on a standard form bY his work
Evaluation cOntereflc& are ao held tetwen tnec4:upaUoflat c*xrdiTjXor nnd the work uDervior. The
occupational coordinator got over the nfernce arid evaluationfora with the thderepkyee The evaluation i- &s1 by thecupticinai cc'rthriator and the cIar:im teAcher in ileitis,
individual vork throtgh problem area& This prt4uris followed for ch work piaceme:t until the= atudenterIoy is
able to rpond effectively to new work aituation or until thestudent is sepat,el from the school for other reason&
tore
telephone
V.
ons
dent fa then
byve
upervisor.
ts
ff
i
seeto vt to the job. The given
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ranging
The
program
of
four
major :I
The
vocational
includes
World
Wa,
Job,
dvarzwaea.
senior
umor
arid
semior
tart
promoted15 the
upirs
unior
hik.
elwv34
ofnoL
aru
ory
a
ftimite41-
-
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ii
as-at&
The
re in the
czpial
'nate
school
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guide
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e
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atie
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s M
traded
around
aty
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People
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63
De
VeIke
inin wiw
bols
and
tivx4e
J
hih
thoo
into
S
ath1tth
15 n
tTaL
U
and
or
two,
qualifieti
senior
high
speti
ys
and
ci
veal
Prvparatory
pu
Hs are
are
they
their
at a*_-16 to 21 yeArs,
guidanm
placeme
ti
to the m Guide
for
7* of
Pupils.
This
is mils
areas
Area
I, and
Area
Arm
'
III.
IA
area
Work.G
etting
Ready
a Job,
(5)
Keeping
a
(6)of Workw
,
and
(8)
Job
TrainingT
he
curriculum
is devekped
in three
levels,
for
the
various
age
groupings.
This
cycle
presentation
permits
the
various
topics
to
be introduced
to ail
pupils
at their
kvel
of interest
and
experience
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two half-days_E xxt g=g=
placement&
a
eTh I 1 Elf4 intiQ
1
f
g_--
X _ I I,
their "ups
=
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1 -g Vtf I -.= V
=
LJ.
54 MENTALLY RETARDED YOUTH
Special emphasis is placed on the vocational area during the lasttwo years of the .pupil's school camer Particular at_ isgiven to those topics which deal with job area$ for thepupil is best suited, how to obtain and hold a job, and training insome of the kinds of work for which the pupil may have specialinterests and abilities.
Beginning at 12 years of age, each ,boy and girl is ,i.ven manyschool experiences ,which are designed to develop generalizedvocational skins. These experiences include a 'variety of shorpkandhomemaking prograins which provide pupils with opportunitiestciecisyne familiar with various, industrial and homemaking jobs.in addition t. these courses, pupils are even experiences incertain types of maintenance jobs in the school and commun.",
With placement, the partment of Special Educationput into operation, 5 years ago, pilot programs in two centers formentally retarded boys. in thew the teachers of1.6 years of. given pe week t* gointo and find j&s., for the boys
work with supervisors in the l'Tce ofRehabilitation in medical and for
recently thirdnature, has been instituted for older girls.Although these programs hAve hal and downs",have proven to be fairly satisfactory in assisting some of the boysnd girls adjust into the oecu-pAto.tAd world.
9
L.
v.
respe4 to
a
#
--_ = _ ------
=
recir1 school
mary_ McEver
sevee.Mi
u-=EA= i V=e1
ere .q ariDtl
FA_
opM,_.-tro
41a
in Jarkson-ms,
sthoo..140_:rte
n reading, writingealth, shop, and homemaking.
well. The student's socialemphasiz, and he is aided in tilt development of
along: with others, personal habits, followingks, and characteristics of this nature
on begins with an introductionacUon in choosing, getting and
adjustment in society. Health needs receive
w*,..eupatioareas,
=
tinuouthese years as the public health num
works with the student and his family on health
Matinnal rehabilitationstudentvn vocational
_nr
Ant_
LavaniGeneral mon sometim
ectly involved with theexaminations provided
reveal physical problemse attention of specialists for
recorrtnendMions. Psychological evaluations, oriented towardvocational pothnuai are also provided by vocational rehabilitation.Vocational wunseiing wiih student and parents is initiated at this
"any parents who previously had unrealistic views of theirbecome more interested in their children's education
when their vmational future bftomes a factor. Conferences with_aehm and coordinating community resources for training are
alw) a pwt of the work by vocational rehabilitation. Participationof vocational rehabilitation cliOng the early devekymental years-prov valuable in preparing the student to make his contribution
as habilitation seem more practical than rehabilitation.In tM Dsotriet Me^ Dimbibm a Votmtional Rigiabilitatien
Jacksonville, _
55
in7
Glenn es mai 1
Junior Program j==
Wt4
At the a. of iS, mentally eienter a s which anindustrial arz shop, and homemaking rooms. There are
of ages 18 to 16 in this centrally locatedstudent receives continued instruction
arithmetic, socialprogram as
iI
instructions, sicking toe udent'semployment and
keeping a job, and.on durIn
proi,
at 16.
which are brought to
children
-to society
Ili= Mares arwash'r
Florida
The
has
spelling,
age
age.
I bi a
110...fvh
1111
1111
1111
11M
0101
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INV
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IMP
INIM
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1Poi
som
moo
loO
limm
mom
mon
lem
omm
onIl
iII
, Iii1
11 C
A r
/pq:
The Special
A:44v
AS!
fl tlng tr-Pe nr Ur10i
substantiala"
146a
ne `-tIXf CI&V-- V
hismaturity
Technical
as printing,stockroom.
school.
-various shops eanu mten
The nhigh
ftJ
VW _
classes.7a!
ant,for
4-1 A4 -V-v
carpentry outboard motor,initial
of general tw
thMkx.in slit- =-4 A V
=4.-- 4 4
in the twiroom of Exese.ey show initiative
aon. TheIf
have office practice, typing, home nurs.ng, and homernakingThe program established lor the wondary level retard
student calls for instruction m job responsibilities. The students seen as a future employee and his academic work is presented
in relation toreached histime h6 reaccontributing
thiL _he program assumes that the student has.n traditional academic achievement by the
nior high level At this level his role asemphasized in every phase of school work.
Occupational infórrn&io is presented through school assignmentsand he is made aware of community resources or job requirementswhile getting useful instruction in English or social studies. Theteachers continue in their attempts to help the student towardsmaturity, and to assist him with personal and social problems.
The shop awning enables the student to perform in competitionwith adults and students of regular high schml ability. Inindustry he will be competing with these persons, and it is well toadjust to the situation n h1 formative years. The students inspecial classes integrate instudent council and clam
Vocational counseling andvocational rehabilitation participates
all other school activities such as
guidance is a major area _n whichin the special class program
It is during the senior high years that the student demonstrateshis development of independence and self direction. The studentis encoura: to think of his future role as an employft and toperceive realistically his ability to do certain jobs. When aninterest is expressed in a certain employment area, thisdiscussed with the student in terms of the knowledge he has ofhimself and the data compiled about him. Teachers continuouslyremind students of their future role as employees and citizens.
56 WALLY RETARDED YOUTH
ior High
(depending upon theyears in the special high the hers
have *ned a knowledge of potential to profitif to
profit from structured training, 'he is recommended classes inthe me- 11°01 which is a school and adult daytrade may,. English,
studies and Boys are placedmachine, diesel, or in the
is
they are given trade shop ris
maximum
citizen is
is
-
-
Program
training.
related
a
Patterned
seior.
PREPARATION FOR GAINFUL EMPLOYMENT
the
as beennen
time work if ti,main in shop
u 1) rra
vers perative training program1 a school-work program for retarded
rdinated by the vocational rehabilitationstudent is maLure enough to assume
_hers and colingelor recommend partnt desires it. Some tudent,s prefer to
training Is being effec Part-time11 the program are salad helper, nurse
aidP, electricians' helper, general laborer, and bindery workerrhose not m part-time work are in shop training or toolroomhelper in outboard motor, machine maintenance, carpentry, autobody fender, diesel maintenance, and printing. The studentcapable of specific trade training will have part-time job trainingafter thorough shop training.
The part-time work training is crediteti as part of the schoolwork of the student and a grade is rendereti for the work. Onthe job, the student is under school regulations for attendanceand must be on the job at least 3 hours per day. In a job coveredby the "wage and hour" law, special allowance is made in orderthat the student can be paid a subminimum wage during initialtraining. Problems that arise on the job are discussed with theclassroom teacher who in thrn brings employmtnt problems tothe counselor's attention. Contacts are maintained withemployers and parents in this teacher-parent-employer-counselorMain mployers seem satisfied with their role as "teacher" andf course, receive value from the student's work. The student
becomes adjusted tri his role as an employee, yet hws security inknowing that his classroom is available to,.overcome problems thatmight arise. If the student finds this job unsatisfactory, hereturns to the classroom for help with his problems until he isready for another placement. The vocational rehabilitationcounselor is face4 with the task of overcoming the skepticism ofemployers in locating potential job opportunities. In locating anappropriate placement the rehabilitation counselor considers theabilities, interests, and attitudm of the student, and evaluates theemployer in terms of Ms interest and understanding. The StateEmployment Service assists in advising as to job trends, providingoccupational information, and indicating prospective areas ofemployment.
Rather than being faced with the frustrating peri of trial anderror in various jobs these students receive training in shop or
57
9
t%04(to
after ofthe regular highstudents
the somejob responsibilities, the
if such jobsstudent
.* , I
,- , 4
`" &it 5
. a
,r
i , I .'_! , ", - /.
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. '" .-- --..W. . , -" =- F..V. i_I-L., = = t ..--, ._-<-* i-7.. rrS. it 3. -='! 7. r 1i_ : ,J4.4,,s- r ,/, A-7 -.. 5 si 0 .......A. . 7 ? . 1--__= .-1,=1,2SM- - -
Trainkg
68 YOUTE
on-the-job w ieh they can "sell" m compefrom regular school. They have exixrien self-co dance,developed social skills, and feelings of adequacy, and haveto adjust to regulations. The total effeztivenew is reveal
th dents
earnWin the
success of former student& They may remain in their trainingjobs, find jobs through family or friends, or find placementhrough Vocational Rehabilitation or State Employment ServiceVocational rehabilitation continues follow-up until the thdentseems successfully employ
Education is thethere is noThis is a commumProfessional persons
on of the mentally retardoralonly ability to t* develonsibility and a challenging
as Public Healthuch guicenter personnel, State employment counselors, social wand vocational rehabilitation counseiors, physicians, psychiabistsand psychologists are rendering services to these young persons.Just as important are the 6mp1oyers who offer part-time trainingor allow field, trips through their firms, recreation workers whoinstruct in crafts, the Rai Cross home nursing instructor whogives her time for training, the hair dressers who give time forpersonal care instruction, and businesws or clubs yaw providematerials for use in shop and clan elperiences. Many rmurasmust be coorslinated in helping teachers to dire4t retardedstudents toward making their rightful contribution to wieldy.
4=
Tr?' F - -z _;-!
*1=
_
-=4
4
-.
t,i7
capacity to' beone.
oftials,
.,;
4
.
A
. ,.; .2 ';'
,
. ,
t$0,1 ;
- ,t - . 1.;. .
, . ' L .1 1 41, , 1:o. , t-g
MENTALLY
for retardedon the goal of achieving for the sm
mlf-support Implemen philosophyon of respqmsibiliti that Lead to activities
scope of the usual school p LAnsing isof 100_ a public school population" children enrolled in the special education plo
for the mentally ratar-detiThe program for Mixable mentally retarded children is divided
into four phases: early elementary for children from 6 to 9 yearsof age; late elementary for children 9 to 13 years of age; juniorhigh for children 18 to 16 years of age; and senior high forstudents from 16 to 21 years of age. Although this reportdemribEs only the programs at junior and senior high schoolevels, it should be recognized that Oreparation of the student for
employment and community adjustment is a total developmentalsequence of ;reparation which begins with the child's first day at
E-=
ma
school.
The Jimkr High School
Each of the four junior high schools in Lansing contains athree-room unit built m the program needs ofe retarded children from 13 to 16 years of age. This unit
consists of a girl's center width contains equipment for trainingin ham eumomks awl other living skills centered around the
A boy's unit contains simp Kuipment which is utilized toimprove manqal sidlls, to facilitate the development of goodverzal work babila _AM aftitucks, and to provide experience in
livirgr Each unit also contains a room which kJ suitablewellas as a centiar for counseling of
Two mgrowo I,. operated for trainable maktaliy Manta *Whom one for ettiWaltreat IV to 9 yens et age it d Se ether for (Mires trim% 9 to 14 years of wt.
59
,_
. _ _ _ _
d4
=1.
7.7
A
HE LANSING PUBLIC SCHOOLS PROGRAMadolescents based
thisinvolve'beyond thecommunity with
sinsf 22,000.
Program
with
training
1415111111:111"474
f.
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;t
t
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ILL--"17=1 . -
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-A
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- gr=--a.r=7=-= - a 774, 7 77a7..s ,777 i .E -,417 _nT.-w %. . 117 1 7.7 7.-.. '-7=k
Z
a
Lansing, Michigan
Mqrvin
T isseltdiscipline, and
thea
special accord
Ime.
for kik acathmik*-ida*inte tad want&
I
; z , ,
. A
60
r=-4 One-half ol ayhalf day
such as in muents are
Threefor theand pare
art.
74__ILIS Wispacialin
unit
net t from the pw-i
etc proximatealed in -ac
morof a
agr dent,"At
from
Im-v_raM-5 ttt
am for retarded students n Lansing isdesignated as a work-training program For the first 2 years inthe high school prozram students spend one-half of each day
at a job understudents are
return to school one
within the schwi and the other half of eachschool supervision. During the third yearmaintained inevening ato maintairegular Mggraduating
employment full time ana
KM.
en the student demonstrates that h- is aDiesuccessfully in employment, ne receives aploma and graduates with the regular school
'vo
To be eligible for admission to eiter the junior orschool program. ( udents must obtain an IQ between 50and 80 on a standardized test of intelligence; (2) they must bedeveloped socially to the extent that they are able to functionadequately in a work-training program and ( there must be ademonstrated interest on the part of the parents and childcompleting a high school program. Eligibility for admission tothe high sthool program is determined by a committee composedof the director of special education, the school psychologist, juniorhigh school principal involved, junior high school special educationcounselor, the high school principal and the high school specialeducation coordinator. Children are initially admitted on a90-day trial basis
MENTALLY NAT YOUTH
,Mentally retArded students art enrolled in thestudents. each is spent in Ek.e
for 'ed children, and the other spent regularclasses where the re student 2,3T
phytildai education, 4.of the junior hith school width.
qualified J&1 teachers d counselor- are responsibleintegration of the program and for counseling of
in =:,ech junior high &Afoot. At the age of 16, ndafter 3 smears in the high arein terms their to profit the hith school
Satior Schoolsal
The high school progr
y-
most
Nkr .
himselfschool
cifilk
Admission
senior !-
the
in
a
A
4
. .? : t, IA r
t
=7:5
aitudents
program.
High
;
4
=WE EV4 ^ALSI
The instruction
tfr
Lue F&"-4 I
I f-!ri =,A,I
Eff%fing"ITI_44 4 4 Cc
4 am Li
E " Fa- ats V 74- =t& Z t.=
.g M r-rult4_.4 4 4
_ 1 _
et T _ _ara
opportunitiesg#
in relationr
a=a ff ir_7.77; 44 4-4
-MM
1 1 1ME .
-VV
program-g-fi V'# pig
individually
(kJ_
t _ t I
1=Vtt 1_
EU7.tal_ child
FMPL YU?:
n
Ti nrnle#_ -a #_a -
_
Li Om4.4
N*4-^ k_ 4 .4N
training
- a I%
.,_.._ -=a_
4 4 - I f744 1 r M /___. . _T. _-- _--
maximum nodal
_
_
Ertf 144 4 4_4 .74 -±
W
_
#V al *1 maEs4
tan,_mt.
applications.
_
# #uueTiL L1)
_
t"Zzga
2
4_ . E-.- -z=--- z -.g g---`,. ;=;-....i.
I
#'ff-Nt:iiI E.
attendance for
in regular_
n I.
rro
on
eight credits fopry-gram.
Approximate full-time employmentof &ddIUuli
4.or_ _ 1"
5. Satisfaei
heth C
ftri _ I_ a_a
" hours -AA
iev-arlier
6. Completion of a gn7. Re-iir-cona,-:
th
tiOn o_ the pHnei
h School Day
-1
Tor
."k du
subjects in
MMAM
- _till 44--4---4 the 4---1
a_.
47T.
rt
or four hours
the st-u-
.e..
Each pupil is assigne4 to a regular homeroom_ He is requiredto spend at least one-half of each day in school for the first 2 yearsof the program and the equivalent of rgours a week during thethird year if he is obtaining on-the-job training. The academicprogram is integrateti with the work-training program on thebasis of the student's needs interests, and abilities. Mentally
FLI =I= ; 51
PREPARATION
in high school tioucate the for nd
and usefulness in efor 11 students:
. to cdngnature study, he:1
for work experience, in the use oftraining in job and the completion of jobOpportunity for enrollment emic is
on the basis of the and the abilityof th mit the instniction. The
is nrichei by educational tours to _.'c-llsineasesin by in school functions,
nd by recreational
tick
The following are the standards orstudents:
1. School 8-yearA minimum of the 2 years of the high &ekes),
S. the third year,eel
School for full-timeequivalent.
in issaartilott.
A Typical
;
, .4.- ' -
1 1. '. I c. ,:f- . ., . -
'..:.'. .,=...,i,Z ..,- 1...7. . ...1. --,-_-%-t. 4.8.404rei, ,= 3 ''.f
FOR
regularand
a pericKI.
high
.41.51-=
au on unit the
stuxiai _am ,__or me,in all ext.--rxurne-kble
h
the problems
Work Tr -a_nd Corn_
The phthat menfor su
rienc*an act*pte4
r wday in sujob placements.out to the Com:nun-students led to theThe formation of tilt%that the problemand commun.'community.
Tr-4-
the
ezi
'd
specialtarded
_
education
W
ac.=e is e
--xuz
student
uta Tin
east be
tal p
tudent on the job and inblems
o Job training for menformation of a vic job placemen _mt
committ is a reflettion of the phiimphy_paring the retarcleA student for vocational
.ustInent is a rns1jty of the total
Px isvel Anzpary
workon
of
The major problem in the development of the work-trainingprogram was in the location of suitable empyrnent exmlenmfor the student and in the interpretation of the child's limitationsof the coordinator of thespecial high school program for the mentally ntaited a civic jobplacement committee undertook rápOnslbility for surveyingkind of suitable jobs available to the retarded in tINinterpreting the problem to businew and industrial leaders, fin&methods of developing work opportunity available. After muchsearching by Lansing special education tmewnnel a local civic
to the employer. Under
62
retard students fr
health education,and .weras,
XXI-- Yri
v find it pr.ita le to enroll h many ofmkt ms, glee club,
cafeterias athrnc nglish, civics,within the special atThe sttr-enth in the the
prog;
totheorganizations,CEMS
Itch u clubs,and inter
instructors interpret ofregular high 1 teachers and alsoindividua assistance that may to Ifrom those itlar classes in which
-r&crkay. o'N. the
letA itesktiork agn
T rwptasilali .j of joblit,-!kr- of theis in the high program
theThe invel
to
stu teach pupil with
et
61..*VP10_;
of
guidance
.
at 6
'm_j' 1 I
A
4
the regular high school classes, band,gymnasium, foods, clothing, art, typing, personalsocial general mechanics, woodworking, andscience are taught
student's level of ability.retarded areparticipate activities
asw.mbly musicsiathletics. The
to thethe
his profiting
Responsibility
program m
the provision actualfinding and th
Each special clawwhool a part each
Wing poteatialin the frivol's reaching
the
the
aaF 1AA
_--=....4-;,._,=inatt
--ArA
M aa -171
A t-a
--- _EVE
=rA-- A a ww- ==r;
V-T
aUl i 1 4- the
=
nsor e4a
_ =_aAra I -- --- LI LA ;
aiir11y
- A A tM
,71
"VIC
1TA 1 el I f
A2-
problems
=A-=
-tg__-t tr.
of
flflflflg t L-Fat" U4,_ _ r a I a. a a_ _
ai
This eTU
_4= w g--VA A
j-
enrolled,program
wtirk pEach studen
w=v4a_
Jtendalivco-mmiD
For
t
-VA-AAM--
theA A
itAttc_in
w_rk-traminva personal inventory ahek-
asmmitte
of work exriereitz
is a ttrm usedpr ni
sWid
Dtw.
A.=1AA
co
shtne4
P-
the
tz refer
Twownber teams of the
If aDy liithe MAqi
UTOW=1"
ob placement mminof various bu.&inm=-- an_
of a retarded student beingon the part of the xaen
job sibilitistudent that mkt be successfully plivvi on thejob. This rftxtlxxi of wuring employmenthas proven to be a highly siwam.Eful one. It often
development of a permanent source ofwrtanitli% for retarded students in the school
tor of the high school program in meeting withyea* seeks to establish the rtmutrements of a
to discuss with the employer hisrdinator also amists the
necessary wage and hourworking permits for students, and
At-e
group ti,4
opecati Excalibur
EMPLOY NTf.1
in the68
'but Club ain job
.esidon
2_ 2[19Ver
,
the jobof tk,t; job placement is aware. of
z: volt 40 laws minors'milts. student
in the
employer evaluationfor job plau-fient is
After e
the Wight
+,,
t w qt.
eb
profitable te tk
in to kveand
with
,14
4:044
whichto project known as
ity Lamingvitaks 1.eing out" job
in the
---Damt in the high
J._
7"a /1
personnel
IGO
r, with him I -x:it
-114.a
p
the potential wn.11;...'71'w,-40",:- j
=3 i..onsibilitia towhere
tigipIagreements, labor
I
tienL Thein obtaining
=
ME
thely
The Lansing
for students.coordinator school,
psychologist and a vocationalteam.
reluirements for schoolpermits, and employersor to be enrolled,
the has availablea record, an
personally by thethe type
IN isOperation Bird This theExcalibur Club to thepossibilities available in and ttiTitistriescommunity.make appdatments keyindustaies to eirOore the
is simwnemployer, of the specialschool andti* type of
opportunitieseventuates in theemployment
The
andthe
employer mcesearypermits,
.....I
.sin
alX
iiiiii
nilil
lIII
IIII
IIIi
IIII
MM
IIIA
I
.7L
k
E=
efforts in
=
has
CO
ev--
Au
andV
a
amu
$1 an hon
Lafor rneT
personneof theemDcounseloropportunitiesvaluation-
needed.reit-am
arde4
nui Verati *alai
Cx1
etarde.consultant
engageder
neAs
in theMntrig may tn-2
P
n
=or=
d in
4equate_
e icy
schoolfor
and
ngtionator
atk-r-fteiments an
providinstudent,, --m-
onal WAHL __mg
g
ae
.64 A1114-i, -TOUT
counsels the employer as to the abilities and climb lilies of anystudent employed. The coordinator also counsels both studentand parents in relation to potential job opportunities and inrelation to the initial of the student adjusting to the job.
The F eraof Labor been most cooperative in the development of thework-training program in the Lansing Public Schools.the Federal Wage Hour Law, firms in interstate
are required =c) of $1 per hour.a firm engaged in interstate may
application a special certificate authorizing a subminimumwage for any handicapwAl person in the job-training programwho is unable to earn the legal minimum. Consultation with teDepartment of Labor is important development asuccessful joh-training program where 1s than
Federal Wa. tair
and Hour Division of the U.S.
School ReitaliBit
The State Department of 1-rocAona1 Rehabilitation assists thePublic in providing vocational train"'
students. Local vocAloserve in a to the
high school program job finding, wagemillions. i vocational rehaiitivron
may with the in jobobtainiNg the
and personal, social asThe Department of Vogettio Rehabilitation
7aployers who provide special trainina st,cotabittin instances where this of
is necessary.
greeiments and Divisum
Wage
make
of
CooPeration
may alsofor
type SPeC1 assistance
An _ £
t,and
girls EA"a--=
A
4a2,-I LI
does
Tr co
Overview---11,a1
thprofiting
furrizt-r--T In tumk--- ci-Ai
r1=W: competitively
flat 1" I Wi_
fa
e P LTAifiu
r
orA
trainable
L--
1E= =
A _
roA
a
ant
cTt t
and
;
child wt-a)
avidtaaL
deva_
f work,and Fc-7
minz on a
a
a
c-h atudem-
n_atu _t /titbits,
bi,J
IIinte4wU=_.
prepare_ ate-in hIth
to 4 a
_
tin
tla=
of
his
around corm; which serve thin different age arts,e te. heAlth 1ucation musk, art,
experiences ari ing from these coresprovide **lemon understandings and facilitate social relatio
and zu
andye-
studiesving
to
Ow- *ozt of Claxge
Lynch
SpeCial clam provisions are rnace lor approximAtelyeducAble mentally and WO severely retarded boys
the public schools of New York City. Pupils are groupedon the basis of intellectual, physical, social, and emotionaldevelopment- into thme tracks, and each they arefurther on the but of agt socialiatunty.
T roA 1 is for &thimble chi'capable of from earefri.expooriemekm. The trt-a thiseximpetitire
bitities heand ppropriately mlect M. vocationalgl-011) is ultimate
semiskilled jobs.rack 2 is for the educable Child waccie indita Ivamy never permanent basis, he
have the potential for part-4174e, ir seasonal .:41-ploymeaLor. for through sheltered employment
S the does not demonstrateor partial gelf-suppsort.
retarded
11.
program in New Yorkprovide :
for tie mentally
1. Normal wi.4.1esonie au _. y, F?tIO that &addphysical, mental or motional newts 0? time
a. which will eritaMe _ meet life realisticallyost his abilitim
3. Ihicupaslexsil level commensurate 'with the
4. The ofrecreative that will furtherouttalon
5. .21' for each that
ill work,`I
limitations, 114
D 1.. builtmist
mathematics,
ute
serve
--
New York City
Katherine
10&00
whcAe
attilitits that,unployable on
a
The Cityseeks to
pupiL
to society.
are *elmaistent with capadthn
The is
socialThe
, 66
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4
A
MEN ALLY HIL7 1M) YOUTH
&t_A well ss adult, living. Chrono, t.-ocial, and intellectual are ircprtant.
considerations in content adapted to -theintar-mtp., needs, and of the child. each levelpupils show a wide r&xe of mental ability. The curricu1
.
all
wear*-41 to mett these vatthtioan essential 'concornitnt. o
or classes infrom 13 to
menivi are andprtwide an overview
Health, D ning,prevoca o
upon -Lite occupational trainactivities which contribute toadjustment of indiv4du
junior high
Cmur,!_viing andmg-ram at le-sw
school wherecilmaspondingly
currictfu
ui finLe
and7
is ef.t
trem,e4 as aredir-8,
of th_ftm_nem, &via
citizenship, mathematics,program.
schot)1 permit and.are Allowed t.A3 enter theHomemaking, millinery,woodworking. electric wirin
in Mditipvt-1,wn.a
qff
unior hibA of the pupils warran,
shops of the high sclh)oiand, driNwmakiP
met-El shop and industrial arts arvamong- the areas of training omen toregular school program.program for the educAble mentally r*pupil's ability to attain certain standardshi? amRpteii,-
Chez* pupils within theo the enor high dicl
is preilicate4 onfo admission. To
maturity and emotional stability as s of
-of reAding and mg
attendance, punctuality. and citizenship. A. minimum level
pupil is considered for admission who evidencedpotential for employment
n school level tustress the course ihii relates tx) areas to the
o Ifl As nterthe wreThe 'Worker ars Citizen and ,a Sacia4 B chserv to e *ewe previon hoo1Among the areas of training in t regaiat high school program
mentally reczelNirinz sheet meta,
&tut to regular dame* is binge
machine
eci- -clothing, i1y
trinp, olood-corkinaL,axles. art!
, sewingothers of tai
66
for presen
the
I ve f%kri a wide range i-aclievement, the kJ
of empfoymentguidance
bearingchildren.
the andstudi,
scienc, music, and art included inthe as the regular facilitieA of the
the theygeneral
setof da
the.
a biggooc1 remrcis
gradeis No
not high
senior
income.
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fr.
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thrvocaamai
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r--der to Evtewnpluh j
ugt
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-tte41 rtud-mts
The agez. the Handicatally retardwi
The New Y
Lwono Lra5
City
41b
,er&lnne_i of thix
pitrai
sWt mpIoy1kGrt ervk hae awigne4,-se gelermis arette Employment by mea-at-- of a tpal
up by a comittft of represeztativeA of the NFAueRtion Promm and the New York
Employment6. The Division of Vomtionlii 1lAthabilitation
Employment anti Guidanoe Agency hare we. kthe Spe4fial Claw Program in 4ew York Cin demonstration project dftirt
young retrdw men and women who had ti-dal for metsesaftd employment in industry
their ttelttitatma.
r.fr4-4-r:&
1-elst_Ey a
de titerradYorkStu
the Fettleprativdy with
or th p&t yearssalmge a group of
__Ftia-at hale or notermination of
andeffec
renu
nt
Tlw= Good_nier
in 42fi
ofpupas_
plamnentYork
SpedalSerrim
hoots
tS
_ of theson with
s_11
bt_ LJTKi
rtivary
pnt tli-k
an
On
on
el
LIBL=t- rh V =F-
t- lor=
=
ew
withlor the rt
In bra
p
-h
e, vYr:ka.
tri
ew
CI
thre*a unique to
at the
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Effort
Employment
ri
increase
employment
Et-el
--1A A--4/w=q ==
in
A
Mentalw
RETARDED
Af4
_,-w
._=-.Et w_w= _
rder
iitate
* I
fromm 1-4._o, s_4- -4= = A g aA_ 4----
A_ 4 -41 FP I
g4-
A= _ A
iVIA = eiLtfill
ninnjoint
ot the_crepr
g
Q YiFLc Lc-A
Lo
g4=n /Ea EAk_A_A 4
designed
=Y
DivisionEn
=
4
c
were atmedical e
4) persona_employpurchp-ed
ionThe progra
over a 30--weekly h
Aual simulatedas devotednee the n_
considered fowho demonsuccessfully piaexamples of t_
neral helpers,merchandisingof ree,ing card,_
Individual1 0 1
placement.
pprlo
UI
wit,n thof
an
(5) placemein-eption of coup.
'cation from t
=,4
nd narents7Lance if
a A pa, were
ance Service.f triweek
-during thessions of 3 hours
-yea_ Ao oftl* devoted to discussion, instructIon.experience. The third meeting each w
4
ndustrial field trips under school supervision.of the program two groups have been
With the exception of a few DIa for clinical care,
competitive indll-
Other Community
9
helpers
--tonce
all member wereThe following
secured: Busboys and dishwashers,deliver ys (particularly inumbrella factories, and packers
In an effort to secure the most adequate social and vocationaladjustment possible for mentally retarded students w Yorkspecial etiucation personnel are in continuous cpntact with parentassociations, community zroups hospitals, clinics, social and civic
ncies, religious and philanthropic leaders and key personnel in
.j
A
YOUTH
.0
Agenc To Retarded Youth
Beginning in September 1955, New York City Bureau forWith the Division of
vVocatiopal the EmploymentGuidance Service cooperated in a project to
the- vocational fitness and of a selectedgroup of Nmentaily 16 17 ofThese ptipiis ones who demonstrated little potential. forsuccessful in at the of Lheir e,
public school training.In to determine whether or vocational and
employability of these people could be the ofVocational has for the past 3years with mall groups of these pupils. These selected
: (1) psychological tests; (2)(3) counseling (for students ;,
Adjustmept training;All sen i4s
by the Division Vocational
consistedschool the
and
to
needin are,
types of jOsstock
chains) , in
)
68
Triple
Ir
EDUCATION
nta Barbara, 1a1ornia
a program .hati Dresen
ARBARAkRAM for mentally retarded students is
HIGH
Murphy
-1"
re approach to the education ofmentally retarded students on the high school level by developinga curriculum in terras of the experiences encountered by thestudent on real work situations in the community
This program attempts to give the student the status ofbelonging to an accepted school program while at the same timepreparing him for his ultimate role in smie
tudents in this program are allowed and urged to participatein all regular school functions. They are members of the studentbody, attend assemblies, join special interest clubs, participate inschool sports and engage in all school sponsored activitiesi_t_ndents assigned follow a definite course outline, approved by
the local Board of Education, and which meets the Star'srequirements for graduation. The 10th-grade students in thisprogram do not participate in an outside work experience. Theirprogram is designed to prepare them for the work-educationprogram in the 11th and 12th grades.
It must be remembered that as in all such programs, class titlesare kept as similar as possible to the titles given the classes ofregular students at high whoor These titles do not limit thecontent of this course ; in actual operation, the program isoperated as a core program and cuts across many subject areas.
Students at the 11th and 12th grade level, attend class for fourperiods in the morning and are on work assignments in thecommunity for 2 to 4 hours in the afternoon.
One teacher in this program is given the responsibility for jobfinding, placement and supervision of the student on the job. Heis released from teaching duties in the afternoon to carry out thisassignment. Since this requires considerable travel he is givena travel allowance in addition to his salary.
I Mr. Murphy Director of Special Um:L*0(4n nd Mr. Rogers 1 a teacher in th SantaBarbara Public &book70
Leonard Rogers and Thomas J. 1
--- 'HE SANTA.T
a
11)
N FOR GAINFUL EMPLOYMENT 71How Jobs Are Acquired
A large percentage of the jobs are found by the teacher throughpersonal contact with prospective employers. lAxal employmentazencies an contacted but generally are able to give very little
of JOB sought are according to the interwts andabilities of the student. For example, one student, with secondgrade reading ability, was placed in a job in a gas station_ Hewas unable to make change correctly when he began, so he couldonly service cars. As he learned in school how to make correctchange and the answers to many other problems he hadencountered on the job, he was gradually given many additionalduties til by the end of the whool year he was pumping gas,nge, washing cars, changing tires, parking cars, ande mechanics.
Caution should be observed in obtaining jobs that defeat thepurpose of the school program. It is desirable to find jobs thathave definite routine requirements, that provide some type offlupervision, and will be of the same level as the type of job thestudent will ftd when he finishes high school. A largepercentage of the work is on a paid basis; however, the learningvalue of the work experience is emphasized rather than thesalary. In fact nonpaid experiences are encouraged when thestudent enters the program, so that he can explore various fieldsof endeavor to find the work in which he is most interested. Thepay scale of the students on the various jobs has ranged from$0.75 to $125 per-hour.
How Stud.nt Are Placed
The teacher begins making contacts for employment beforeschool starts, in the fall. Many of the students are still on thesame jobs frtYm the previous yaw, so when school commences inUm fail, four cdt six students are placed on a job the first
A
help.The q04.
outden
I.
.. A
..? las
,*-
I.. r
1!4
.t.
*" .-1
s-
1,- .. rik,z tr?;
== .: ="= I = =, £.64=-7. 17 -7,te t-L t a r SJ
makingassisting
afternoon. Theme ride with tixt teacher in tlie teacher'sco..' The stwienti ranaining M schoolfo. the two aftèrnooii periods untilsecond vmekon jobs.he seeks joba for
tniii
miu
dili1
1111
1111
1111
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1111
1111
11i0
li111
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inill
tillim
ifflim
ind.
ii.vm
o
programneed anattitudes aplanned as athat this close,
MENTALLY RETARD YOUTH
not yet piprogram
mmuni e
has opened ustudent.
If an erncontact, andat his pnecessary.
_art
are a_fl
ose who10 Ne_---=
the program, but experience has taught ustimate sort of contact of sidiL
opportum es for counse
ISh
havingiilv one or two emi--)
is usualgenerally
nve placedan employ
Zi-
employer oncontacts before a s4-ideu
Duringas to whether or Tio,program to tiand other pertmem
Btu-
rt-time job .sand outlines the capabilities,
ormation regarding the student
(le teac.ble1 H pxplaing
descriptionfor whom
he is seeking work experience. If the employer is possiblystudent is brought for an interview. It is
that the student is not sent on his own It isinterested, thimportant to nfelt that this isbeen our experiencecapable of
e of the strengths of th_that these students usually
ig the first
Length of Stay on a Job
mogram since it hasar_ not willing or
rview on their own
Since the major emphasis oration of a work situatirather than a permanent job placement, students are generalgiven a number of work experiences throughout the school year.Length of stay on a job will vary from the student whoimmediately finds a job that suits him and the employer to thestudent who will require a number of job experiences throughoutthe school year.
Reasons for changing jobs are numerous. One boy worked for2 months in a laundry until he was no longer needed. He thenwent to work in a garage as a mechanic's helper, but after. 8weeks the employer felt he was still too inexperienced to continue.However, he was placed in another garage where he was assignedto assist with car radio repairs and he worked there for a numberof months. His next assignment was in a service station wherehe remained on the job until summer vacation.
72
since those who areintensified counseling relation
work, school, This hfal not beenof
in a car togethernot available to
theis available the teacher makes first
the employer receptive to a workof business, contacts areHowever, since it not possible to an
rshe first call, it requires three o, forcan
the first . with inquiresa the
employer
is job
.
,
his
see
suPREPARATION
er-w-s_ -on by the School
PLOY
ic conferences with the employer are part of theprogram No definite schedule is maintained however,employer is contacted at least one time each week. A deftnischedule would restrict the teacher from taking care cf m_fmg
nne.
immediate attention. These are generallyin terms of the job
an the employerat a mor frequent intei
conferences. These are made Lo keepstudent awar sponsibilities to school atm employer, and
roN.de the teacher with information regarding the needs ofe pupil on the job so that these needs can be met during the
school class sessionEmployers are asked to complete a job evaluation .,rrn on the
students four times a year. This evaluation form lets the teacherknow what progress the student is making and enables him towork on any problems the student might have.
Claswoo
The students spend their first three period_ in the morning withe special training class teacher.
Although these are listed as English, mathematics, scienceand/or social studies, actually they are treated as a core program,with the experiences from the work situation as a basis for theprogram.
Pupils are encouraged and given opportunities to share and tellof their work experiences. They list the various tasks their jobsdemand and explain sometimes with demonstrations how a taskarmed.
As they begin to earn wages and work by the hourmathematics takes on a new meaning. Ray, who workedservicing cars in a gas station, felt uncomfortable because his bosshad to make change for him. He immediately informed theteacher that he wanted to learn how to make change. Varyingworking hours, changing jobs and salary increases make thefiguring of wages a continuing problem which all are eager totackle. A few students who have made over $25 a wee* areanxious toS lean about filing income tax returns.
Many parents reported on the changes in their ,child's attitudestowards homework. One couple stated Taymond seems to have
48
FOR GAINFUL 73
each
problems titrepupil misunderstandins requirements.
Mlle checks of the pupil are made. the
of histo
Program
is
;
ihat
t.
4
1111
1111
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1111
1111
0131
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ingi
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in..
74a
=MAIMArn" Rayts mother stated that ma
t.4, his job and car. She furthershe appreciated the fact that he worked overtime uneach day, because she d1dnt have to worry anymore about whathe was doing between the time KIM let out and dinne_ tim
The English pi is based upon everyday n
we'lft=w
P
anci corn. or deposit slips; ,adjj,-1nlanA tele
T_Tt
movietUrwri fig,for freematerials
on jo
brIlugbasis for
The womany are
Scores of letters are Ting-=
ateriais relathi to a pupi
t
and observingkrreatftt in_ere*,
to variousmeTifie interacts
hc
their oral EngJih reports.education program lends itself to exp oring at schooltha, are normally difficult to discuss in the typical
cum%
ii -yr=4M-43Q
py rtso this fo
arethe
school situationcleanliness,responsibiparenwork-educaneeds ofother program
z:iome of Llem arms are: pemnal hygiene andand coarty, civk and familyfrom the reaction and reports of the
and employera, it is Miceprogram comes closer to m
manners,
twac-_
hese mentally re,ardwz.Ofe atternu
theh school students than any
at one high school
5
t.,yiTuTH ,
'grown thisch4,-.4? from TV
6 :00
=.24! li
uek thrivIT as fowl- out job. applications, incomeforms, money orders, bank about job
bus schedules, union rotiu di:°pewbooks and pamphlets related to their joio;
tape rordi.i of descriptions of their jobs,requirements. One of their is is
As i_ice
are sent to the pupils'tot *Asti and shared ,:i!:tzt the
Judgingstudents, 1. a
type of
'
p;
T
=
pa_
3
4.
1.
I 2.
t
f
4
RETARDED
stated that
;
requested turn
1 I W
v
senior_= &.*
X _a_ settee'
and a rerta
ut-1
. -i----,- ,_. .:--fAon ofin eiperi a ew n.an wiks
el of the State Employmon courmelor felt that a more elaborathprogram alio 4 evalua
It was also felt that a more couo ds nhooprogram
mmendation wto participashou
'Med wit a affma
in the total program, the retw:tor this being that many of the proposed clients for the pmgramhave, at one time or another, received services or aid from manyof the other agen c% within the community or State.
The following agencies participated in the Sidney project for:Jrie 1957-58 school term: Sidney Public Schools; Division ofRehabilitation ervic , Nebraska State Employment ServiceUniversity of Nebraska Teachers CVlege, Psychological Testing
earn; Cheyenne County Welfare Mpartment, Sidney; WestNebraska Psychiatric Unit, Scottsbluff; Sidney Chamber ofCommerce; and the State Department of Education, Division ofpedal Education. Although all of thme agencies participated
n the Sidney Project in one way or another; the Sidney Publicchools and the Division of Rehabilitation Semices, Scottsbluff
Distrkt Office coordinated the activities and service; of the othercoopera
as being75
= =
=
ebr
-4
r;
D trawym dholm
r4 ElLr is a fAty of approzi tely Is.population in the is appro
the junior hi I school aAllesthe o Idney projwt, tt agencies wereft invol71,
Sidnet5 blie m t.11ix Stata Employmentat Sidney, and the Sco et: bluffRehabilitation. iht, the cifformulated Ai so.i. LD 1957. ,
taW
School officials; trto Service,
diagnostic be used the&lel*. inten-sive and-npe be theAnother number of ,es
be askei 6;.
jflggj.:es. I ,
. ri7_ # ) 1 r
.4 f Z.-
r 4,111. k_
r
1.4
J.
Schoolon PI)
:eWAS
mentallycompan
en .
ctnereach pu_
f
ME.
_nous group tesE
ne-
WT A
rID
YOUTH
prat:.-
tw-pe
1-)up
informationas part of
bileasibieach indi
- = =
=
LisV:
ub1
-
attic:war
T
or
requirements con,in
aL aneach was to plthey would ameach afternoon whoreading. English ar *
pupils in a
Arrangements were made each pupil to be adniinisteredtieneral Aptitude Test Battery' the Nebraska State EmploymentService. The employment also rosided vocationalcounseling to each applicant Division of Rehabilitation Servicesand Sidney Public Schools personnel explained the program to theparticipan ice{ ior each individual's cwperation Schoolpersonnel indicated to the pupils that they would be giventoward graduation if hey participated in the nroj_
The Division ot Rehabilitation Services authorized generalmedical examinations for all of th se participating in the pro etand for those where th, family physician or the medicalconsultant had Indicated a need, special medical examinationswere authorized. Gomplete oe1al, vocational, and psychologicalinformation concerning each client was obtained from therespective agencies.
During the first week of the 1957-58 school term, while thestudents were completing the general medical examinations andthe aptitude toting at the Employment Office, employmentcontactek,were made by the school guidance director, theinterviewer in the Nebraska State Employment Office, and by thevocatio rehabilitation counselors The program was explainedto n f it *,1 118 prospective employers in the Sidney community, the
76
etard TPy evaluation consisted ofmulti! each had been
-the ades, personal and social andinformation that had been included
school The committee thenmewl that approximately 30 pupils in the senior kith14211141.1 given, psychological tests by the University of Nebraska
testing team.tut of the 30 that were tested by the psychological
testing team, 12 were chosen 4 participate in the project on thebasis of the requirements the Division of
State Nebraska. Employability andwere among the in choosing
the project.elpaitts had been selected, further plannin. wastizzt-,
the participating agencies for .the purpose ofarriving .LF the agencies of the 74-Ari_
I indicated that,Vrr-a special this group for three periods
instruct thestudy
the
servi
andcredit
r
; I
be
thedone tf
Irk all ofprOtIct. k,..boo1 personnel
v
rk from
ar-ta
id that eat:a.
ers Lind,h
by
tha' ti'Jul each
re
--'-abilitaWelfare-
counselor or by a 7_fLiew
;of&ch pupilOf the pupils
ve inOf the TO who werework-study situation.
el aduring the
projezse, two drop
V ere not ro,tr--i from the pro)n of Rehabilitation Services and
fromdirectoItaCI-Z
.n the p
eight w
partmenL were actively wor._
ith
ne
placed in aUt of whoa
imarilv becausee
with thees. The two pupils that were not placeli in a work-
study situation were reevaluated several time during the schoolyear by the screening committee, who decided that specialemphasis should be placed train their social and personal
rather than upon their vocationale continued in the project under this plan.
that were considered active in the project,not placed in a work-study situation iveause it
adjustmadjustment.
Of the eightwo of th
at
as felt that their present level of personal adjustment wasequate. The six remaining were placed in work-study
*ons These work situations were: produce man in a largepally, farm hand, radio and TN, repairman's helper,
m clerk in a large variety% store, section hand on theand as mechanic's helper in an automobile garage.
School officials, the director of Cheyenne Welfare Department,interviewer for the Nebraska State Employmen mice, and
the rehabilitation rounselor evaluated the project n erous timwduring the school year. The primary objective of th project wasto help the mentally retarded student to itclfust within his owncommunity, and to become satisfactorily employelly It is the
IDSItIPAMTION EMPLOYMENT 77
*t& of whom te in the project in whateverway they
The employers were participant would be free toLi s.m. C.1112:00 noon, 6 days week, from 8:0C
t i6:043 p.m. on Saturday. The thatthe pupils wouP be attending high during the afternoon ofeach slay, and special e would be playa's:, upo setttthe curriculum so that the subject matter would correlatetheir work activities as much 1- possible. It was explainedthat a training fet would 64 paid employer if he vs desiredand if he felt circumstances ted such. DuringJuts period, 'Lite home of etch individual pupil was visited, either
theCounty Department.. The guidance of theSidney Public Schools 11.!c. rn;A:e previous the
12 chosen to 1. I
the project 1957 school term.active in the
Of butthe
Cheyenne CountyWe limit, clients andtheir
this time,They
pupilswere
--11:44_6ry
railroad,
the
FM GAINFUL
agreeml tocould.
aa.m.
thatwith
also
ININ
IINIM
MIIM
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nidi
miti
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llini
imiii
iiiiii
mum
miu
num
b....
-Trg
ra L
nextev
mdi
ctift'T:
al
e
WrnpleIM
medical exaniing of
employment coin the mmmuni
e p
tud
year'sd
L1J
as
era.-
ect
completedprvgramf
t has '-rA-Nm
aLso felt that.eir work:
as le_1s
While the. Eistuden mentallyof the projet has proven tindustrial or agrarian, bycommum les e hadjust sucti_zljully toemploy.
1
that
v-w
o pit-Arne'
L thewel
it iswi
exanound that many ein
'd. ra on
. of
andin ativanev
that moreern
of the abilities of_is. should receive some monetary
done it was found that theand did notezt involved only, a
retarded,
-de
h*
g_
Tn
t thege o.
ation of mak
up ofu
e tal v retarded ne.a c-471
f the tf the cooperatingojIEH.tve has been fulfilla, t !Ae- is
the project to ntinue to function as it did theThe students wko participated 14e11 pi
results. ii May, Thecontinue in the
program haveream
employersdesire 9 in
tir
Ii ng th pilot projeci it w felt that ao oproem:set and methods could be improved. it usthe b by a an" .ocompetent to sit andstudents. Another nt,i;1111 emphasis is the provision of a
1&iat of the to the parents.p a rt of the total p r m e z s ..is .4 general special
cf thethe also eIt
si'dotaid 7be primr),,alui.::With taakm 44' poi
ill jobmodifications in
It is .1
from 'Where this w notsatisfied cooperate u f
Ifi.e41 as it is feltz-z.7
e theto
community anil to
theraj
a
9
78 MENTALLY nem= YOUTH
feeling agencies thisbut a great need for
past year.were the
Several willproject The in the
pilot a this capacity
thehoped that all of
participantsafiaLwAs the
Another
be
madethe of
make
mall
small,
thebecome
a
a ons
Wo
fl-£
t-c-uzatit_-
age Or
artiord Put a
re_ha
ha,-4 beerficaiLy
ap
a efor the iwt
OrtTl district office of
H wan Vóc:allhighhLal or
a part
menta. disaMen_ with
nThe Mw.41
tion wi-
Afti?r receiptpersolinel followed by
wa, public hoIs have up a pvision of Vocational Rehabiliell with the goal of providing
_n-the-job tr g or work adjustment fo_he 17 to 21-year age group. The prugram c
m work under a grveial teacherlueation program, and a half day in
phase of the program.Following the half day of Khool an on-the-job or worustment ming program is earneA out for each students includes in addition to the actual training, job COMMemployer and day to day supportive counseling byff and other available personnel.
The public nhwis provide the special teacher, classrooms forthe projt, and day to day supervision of the student while on thetraining program. Students are referred to the Division oflocational Rehabilitation with all available Psychological reportsand social case histories prior to the actual development of on-the-job training program&
The Division of Vixational Rehabilitation cooperates in theprogram by accepting eligible studen for services of the division.
79
re
inand
hall daythe
=ork adju,
V
=.3
Lonsu Attl
-
VOCATIONAL TATIONrelationship with the
:-'or the exm program in: theent ments provide for referral for
ilitation at the time tne individual privactsLit the16 and a; in of ser ic431!,
trainingschool
public school mentallythe State vecationa
Rehabilitationprincipals
project.Da
'
i
case t
41: k
t
courseca3ign
Theon agency is in charge of referrals
cy h spre names it- th
of the :Foe counselorinterviews
t--it
"..t.lital ;t1 rnof .
n City
of
T
,
the
undere
i
,"_
3
Other of Cooperationrr HE ALABAMAI AGENCY ims a close
State
needhi m
systemretarded.
to thisAs its procedure, the
sendsstudenth
listschool with the
theother woperating spec...ific
qualifiedspecial
bythe special
80
Theindivemplo
aainijig portion
placement and followupcompleted,rehabilitaEmploymenin li-vaphase of the prygram
ne of -buimlicx) tdentfrom the distribu
Publi
develothe DivisionEmployme
rehabilitation
MENTALLY RKT
counselor w-ander rwr,of ththe p
afteron jointly
couneve
C011114- ng
_tk
aptitude
n theon
where necnt
by shc
-thjobJob
irogram105 th
The pucation curled
ret&rdat iuweucation pr gram
program has been developed in thIs in which special classrooms have been
providM, and on-the-vration with the Moines DVocAtional Rehabi1itaUon and the low
alongar high
n exduout f
re
The Des Moint project differs from the one in Mma)hat for the first semester the student attends school full
given specific courses in English and social studiesMs actual ne-tis in communication, and understanding of hisresponsibilities to the community, its facilities and jobopportunities, requirements of specific jobs, cvnd informationrelating to good work habits and job etiquette. The sezondsemester program consists of ons-11-44 v at school and one-halfday at work in a seated job situation similar to the Mason Cityproject.
In Illinois the vocational rehabilitation counselors routinelyvisit every public school in the State to determine whether thereare any potential cases
In Minnesota the Division of \ ocational Rehabilitation and theDivision of Special Education are under the A=FistaxitCommissioner of Rehabilitation and Special Education so thatthere is a close aszoriation of these twa program. For a numberof years a repmentative of the Division of VocationalRehabilitation hits served in* liaison capacity between the StateDepartment of Education and the State Department of PublicWelfare in the area of training and rehabilitating the exaptionalyoung adult Also, in Minneapolis the Division of VocationalRehabilitation and the Division of Special Edwation in the
of
y inand
to
Yetn
will school officis in staffingcase4 in with students, teachers,and interested p-larc.-. provides
medical student and for theof in Cases
is carTiec-and te State Employment Service.
Service also provides testing, and assis'ajtv_- suitable training facilities for work aij
is ievelopitiothe,
Mental
A similar Des oinezet aside,.
iaJ teachers trainingin .04!i!
o State41
timeis,
Is
The
thebeing dm
programs
Service.
geared
ncirograrn for
Tr=LLt
PREPARATION FO
vt-o[
Pt
numb4-3
at pm*-vocational
yearsth-
eQunsvthe I
or menrita and also
aL-te41 in on-the-job train
ucation intruc
ht-To
ur
ar, and accepts
ndividuakbyTic
situation_ In manyinvolved in the
rehabilitationto provide vocationalretarded adolesceKnox County area
g developed by the Tennesseecy with the Knoxville City P
and prevocational trainints. ial counselor is o
-Tye only the mentallyThe Special EucationVocaUona1 Rehabilitation erence
held in July 1957 at 'outhern Methodist University stimulatedinterest in vocational adjustment of the mentally retarded Theneed for closer cooperation between rehabilitation and vecialeducation wai; emphasized, and plans initiated at the contereneeare now being implemented. Some of the activities relating tovocational adjustment of the adol&seent mentally tetarded are:
1 Recently the Texas Board of Education granted authority to thecommissioner to appoint a Speial Education-Rehabilitation AdvisoryCommittm The committee will be compose41 of the Director ofSpecial EAucatiou, Director of Vocational Rehabilitation, schooladministrators, special education teachers, rehabilitation counselor,special education professors, and lay pecTle.
2. Meetings of Iowa tAkials and vocational rehabilitation personnelhave been held in Dallas, Fort Worth, Houston, and other cities todiscuss the structure ay operatim of special educat:ion-rehabilitatitinunits.A counnlor has been employed by the Texas VocationalRAMAIitiation Division to work specifically with mentally retardedatkqesamItz in the !Joust= area
tate vocationalEducation
Larded
3
GAIN:7.W 81
have operated for a o.7 ayoung mentally retarded adults in
few Jersey development of a Stat-e-wide program for theiitation of the mentally z-etardwir is riveivinz
considerable attention The latest aspect of thisdevelopment is the assignment of a rehabilitationcounselor in Newark tvl system who works cooperativelywith the staff of the board of education for the development ofplanA zor the rehabilitation ot mentally retardexi adultswho are ia school.
in North Dakota, the, in each districtoffice works closely withreferrals from them retarded who meettle are determined tests to have.employment po3t8. Those for are for themost partinstutem,,the special is alsotraining:.
A 1jsof
1P415
for mentallyA be assigned to the
tis
.
8.
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tha, -
VW-
e hvif-way house rIlKe hi ea_
units will no= btArex ica, nam, Texas,
and specre .1,
rs
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servicesThe West V
dcationd who vccati nal
uca
Ai.=qr
kave c-A7;*-rfljnth=
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renal-al 'donw
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supervisor of senie_ea or mentally hndJe&pedthe of - '4 and
handicap childen of the office of theSchools in promo mato
de41. v !nal counme tarsare in regular y with the sp-txfal
I
4. A
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t&bUth
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Therapy Mental- _2=e_cwof Mental April
w"-,r...RAM, A. 4. Ck-cupations.P _ .J 9 :309413, D:berI Economic Adjustment of 121. AL:albi, Formerly
laso for Mmtal P8tS Amttart icrAm4 of Aibmtai60: .4542 Janudry 19M.
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VG N. R.Matra. Ohio Stalls University
JanusOW
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SCA T.1 4-41'4,-- Bulletin 1959,
3. a,v-A,....em Printing .
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Students
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Project*,.
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ournal of
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R. D. and Surma ofEx-Pupils in AmerioanD eflcie,
F. ht., cam F. Vocatkmalin California
californda State Departiosent Edswatio 8 1953E.,
thew 58 :3584a, 1948.
&heels, Eductatitm.G. Tostaera of Mentally Board gducatimof DetTott, 1%6.
Drlitturame B. G.April
t the Mentally Retarded. Joumal949
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Reirtrdtd
on
the School
Journal
Of
=itil
Defl4enoy,
GU
miur,:,
"Ti
ocational
Rehabilitation
ServicesRetarded.
Am
erico,
meracI
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G.
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y L
57:M4446,
April
194.3
Ham
m,
J.,
S. Hom
e
Mental
Dfthe
s.-oumai
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T,
aywn-T
.
in
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Lem
tioton,
AC Prinin
spring
Conferm
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of U
York
ej for
1957,
No.
5 )o; tke
1937Pa The
Woods
s
Program
Developm
ent
on
the Level.
I
195Confm
-ntia
of the
3. E.,
and
Dow
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Promote
- Schools.
IV.'
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The
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-41
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