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Rehabilitation. and the Project onPlanning qf ti mericart

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office of Educatkle.Lawnsice C. Cconntissiemer Mary E. Switzer, DirMor

Bullein No. 28 Series 507

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Page 4: a ja H - ERIC

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:

."==.

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

Page 5: a ja H - ERIC

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

Page 6: a ja H - ERIC

91r1

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tl"rt

viii MENTALLY RARD

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

.-

preparation

Eduration

tI

Through

a

Project Staff Its host.were

in

, - ,-.4, 1 .

I

s

Cy

YOUTH

a

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tt thi 1 ontLr =f objeduct tio *rev fo re -s rded students;include to e *kola f sillj).-,ssient. In

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FUl r r 417- ":"-

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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

of

general

Michael,Herbert

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CMIYork,

}ilex F. Rim., ResearchProject on

De-

Ohio.

Newark SchooLNewark, N. J.

Program Pluming .Cnualtant,of Rehabilitation.

of Health. Education and

D.C.

C.

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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

Director of Special n,

of

Page 12: a ja H - ERIC

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greater

care

k IIImen

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ded

r* not

in

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ffl

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sizes

are

evn

ei

including

w Wk.

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rtra

-

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n the4..4-444

-ide

now

ex

speJ

ri

th enro _ _

uca

ion.

the arft

ofcurrievium

development

If

MIA

*

P g.taVU

ILM

AS.

Atin

AtA

16-

Wia&

tftgWA

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IL&

LW

, P, and

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winid

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UPSU

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than

more

for

were

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is of st_r];-Ifai

-641,

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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

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bet

In_

that

la

enrollment

'It el-

'Ones

psychologist,

and

the

r4I

_AI-

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...

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

Page 13: a ja H - ERIC
Page 14: a ja H - ERIC

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

Page 15: a ja H - ERIC

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

Page 16: a ja H - ERIC

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

Page 17: a ja H - ERIC

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

Page 18: a ja H - ERIC

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.

4.

Page 19: a ja H - ERIC

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ghting the importanceretard make the transit

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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

5.4

the program is :ailedin the sizn .te.nt.ta

should. pr*ion or

nn

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_t ra__VAansifivacationa.,

guide is based A

adolescents;

6,

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gerip =ag a1_,. *

II Ia in j.

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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115'1-1M11r4/"villiiNiAtulmgclAmthNotoigo

-=-

:: =_

GAINFUL= -=

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2 1;fei± rcc oup pOEC}L preprto to jbJ;-u;:g T;A= :: Ci EIi1= 1VP V1!: TTHQ !

tIc CW-L -J 1PN -r2pRrRc= ciirai vi:aI;a exer:e5. t=cai or p!chAtX:c

on-the-job !TT it-= - =- =--- =- =- =-== =-

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- ===------ -------- after --=- =- ---- -- -_-_ _ - - =- =- -- -- =-= = -------- = r --- =- - = = =- = _== &-:_= L _ 4--- -

4 !TMflmay p-rt II ti U1 flOfl t b1P fl=fltPin a cx:ia: t i=

=iu::v- employment even :i' a jPitPY!i1 W!!kfl

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

-- - -'

4w IJL tiii z

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,

0.ek

ar e.

_

ARATIUN FOR

A

11

_ _Fff 11 E

sptwill

need thosefurther and asaistance, as

cm

a

personal-ore. .placed conivetitive

able

SO mre t zelluppo No_F Fres-p) ei4e include whocare themse1ve4 and to

therapy center" who are net of engaging in

is issu_:

coupled with

ao,

situation, arenot available,'

i

1=z--

rk

se

Page 21: a ja H - ERIC
Page 22: a ja H - ERIC
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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

Page 24: a ja H - ERIC

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

Lhe workshop

appearanceMAW

workshop

employable" appearance

e4

it for State el; j I I. tatiort agencies tf

example,

age?

paper,

Page 25: a ja H - ERIC
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contributingagencies,

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a aa I a-4lit_ iii7=-== if I&i

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T_t I [FEEE" av a-a

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Rehabilitation

=

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==-7.

-4

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

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fallen agencythe schools. Ian Orf

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responsibility,Together, the nd be rehabilitation have clearlegal mandate to this responsibility.

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PREPARATION FO GAINFUL EMPLATIONT

dividuai students. and by providing the student withvccational services when wiled.situations may more

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

cy of information in theretarded Placement

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-;

evaluation of the andthe 2es.

OVA

greatertheby

NAn Developing oft Retarded. Employment &kiwi*

participate

asa staff

theReports that

a

soheld, their child.

therefor%teachers

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assistAn test

supplemented teacher's11

Review, It

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studwits if rfttaurants are (xmverting to &Wpm*devehvment of any work

sciwol setting must this awl be indieUgly

Page 36: a ja H - ERIC

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placement,wvices.

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Where tuting is requiral to determinetin eligibility feasibilty for agemy service, the rehabilitatkon

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of

of opportunities in the community should, noa activitir on the part of all agewits

uthis confusion

gathering auit the

agenties involved.gathered in this

to its needs. The example, may data onin its subjed on

the subject mattab of themore closely related to actual svnd1t4ons in the

can useof

with thaw wim are ready foragencies am this this

Information rehabilitative that will be mostappropriate vportunities. In toknowledge job

ameerning and skint the=plow training mentally retardedknowledge be helpful to placinnent personnel in working outa training of ea new worier.

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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

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retardednormal

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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=

1,az

uperviser ould havepreven:c.Yo failure and whichoecu of both

;

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of

nos

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vmationdand tio services

Ei.;11

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job,

progress

trim

vatas

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tat, mon (14,1

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

Page 42: a ja H - ERIC

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technological C.= _

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functionexperience

CA7)

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the

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whot

upon

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tecthe mtsx

th of

rttrrn Min

-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

Page 43: a ja H - ERIC

7771

F171

1177

1

to-Pm:mg 201

e lusrlidfliaptSitaa

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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_

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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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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

Page 44: a ja H - ERIC

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

print

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

Page 45: a ja H - ERIC

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: tk 14 7_4_ 4_'=±7--=-. k 4J =n - =,F a4*

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iino are

z

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Lain

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take

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added

- V .

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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

r

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ementary speciand from

and residentialI

ese 14-8,claim; aSinewan IW wachi ement,3.8

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

krci

iTiHE SCHOOL forI adolescents plan ofshop 0=412.24 classesof 41)

ecwrricral

and imettpa The two typesalthough have of

and permit pupils asin development.

At age 18, the center @Ldren of ft* La school

, e. thecity schools,

priv parochial,A typical the groups in

.with A OWarithmetic

or chil-

78,

en.1

fourth gradeIll kook,

4r.

selection PagY

tato_ -1#1w- -

!-J tflt, altiumghare also &

Ifi*St

s's 4

.

.IF

. . ., , o. , ,

r, 1'- r- i , , s VI :"... f... f. ,r, . .>--,. t

_. ..a.). 4ii 'dr, ..J..7...., .kr., . .i.a.pl..--;.

Baltimore,

Williams

change'slum

andThaw

classes and

Basis of atot

Armedpoor oxiwol attendam,defects,

1

Ilksesdea.

haN

Page 49: a ja H - ERIC

1111

1111

1111

1111

r1,1

1iiii

iIII

IIII

IIIS

1111

111

II

given

tha

consideration.primary

MENTALLY pabulum YOUT

A

a**1tAKTC

publicWa=

sending11

A

a

versustwo

e iuctioriJ

Dy L_4--4--*

Er=

the apviramiti--Wy.- r n =UI emenAA

ort

both arfiti M-E

final-=-

placement=

! 1-17- =

Division

. are E_

upationaia

en

UM

_ga.

aboutn junior high whoo

!LID

fifth-

c1asscs

DujjainkT

sameA

m separateand 81 in

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.

Shop and home economics are treated largelyoccupational vity rather than definitelycharacter

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

Page 50: a ja H - ERIC

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.

Page 51: a ja H - ERIC

r717

7171

1117

7111

111i

lIII

NE

IFM

T,1

1111

11'1

1111

1,"1

1111

1,15

46

--NV4- Oto .Wz k O

Fn

E

will

oce

!Et-

The inajr

in

the

A

rME1

==r1 YOL

_

t nrIs

-

V- 1a

--FIE

itiflVOW'

urnmrnat

mhos!

#z-

A-AA

LI

2 centergrogram _=-4

nt

are WIn_" E.-%=X7-1;L

n onie useful, 1

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

Page 52: a ja H - ERIC

- - 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

.4 = - _

4-4_

4_44

47

a 4"4

i

F41 a / a-4

a---

44-

aw -

4 -4 =ff1.4 LAM

-4raj) t_iirr.ig

--

--

44- _ 44. - - , E-_,=====- -_ _1- 4 4 4 I 1- 444=4, r 4=-7

=

V4_=.4 V ' 4---__ r 1

a4

= .".:_44.. _, 4- 4- 4-1--7--

(Work ww_

V 4444

LI4.2E

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

Page 53: a ja H - ERIC

7- ,=S_

--_-

_-

=_

SCHOOLSE5- 5

_ _

E a_tff tits *

s_tiitI 1155---v51

j

_n

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

Page 54: a ja H - ERIC

314===

41£

4 4_

A

_

44 4

minthe _4law44- #44 _ ojporttmity

4,0

_nna- 444 44E=4-

this #_

V_a_ g

v

I 7 -1-4----1

-. --- - --t_ _t_i_-..-

a-a__7 i _ L____.--_-

-=-the

V _ f ,4_14v

Ti Litt Er

skills,

wealN J F- I

4-a_

F ESA I EIS-tr-- I4_4 -_ I 4 _a

4-of inI4 £4.=

_-1-Ji T-1

4

is4-_-

_4 4-44-

-=-= -4E rotort x

in 44.

_a

--i= 4--

--

----=.- 4a44-

f vr=1

a=

4 1ftI *---

#44-_

-4:=4 W_tqww+

4 44 a 4- ---=--- a

_

4 4I I ,r#, I,, 4-4

1 tTXt_ -

ur

nlldin _ -v

ob

basis

ilüig_

4U4

4Ia

=

£

wga-

I

-

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

Page 55: a ja H - ERIC

IIM

IIII

MII

IIM

IIM

ION

I11

.111

1111

11.1

111

11 I

moi

rtfl

1111

1111

, MI

II ii

i1;1

1V"1

1111

1111

1111

1111

c l c

"m,

rp,N

airn

vol

l1Il

mna

111

11i

,,1,1

1111

1111

11M

1111

"113

flitou

lw,

1,1t

1

X

=_=w_

w

T

=

F.

service-s

I

youth:_--- 3 3

_= 4-

=

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

Page 56: a ja H - ERIC

.,-* --- 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

Page 57: a ja H - ERIC

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

t

Page 58: a ja H - ERIC

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1

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7 7-

U

g g

074yr

V

IX

may

17

aYy

-

11F=

-

year

77,w

_

and

-=-

=

into

=

-

=k 1 44_

y

711

t

1-11 y

high _r_

X ha

-

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=

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to

tE

remaining

--

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*

and

=

=

i

y y-y

y

1=7,

y

folio

=7_

_

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1_7

7 7

=_

7

n 1 t-

tSI

yl

,

=

- -

_

-7-sy-

or a

UL

I

at(4)

Getting

and

7

--

7 I 7_

topi

mur

Why

I'W

"L-

==

.7

77_

-----

tJi

-wided

Are

c err

o

from

At

pn1are

orirvilM

= T,Lr

teri

ekmentary

tradeof

At

ap mi-

sints.W

prvmpm

na

S5

wcttnt

ofB where

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-

-

- -

ii

as-at&

The

re in the

czpial

'nate

school

prograin

'cilium

guide

Hom

e

Derm

=,-T

atie

tffro

6dchen

s M

traded

around

aty

jjviakk;

-Are21

the(2)

People

(1)(3)

Job7)

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

Page 59: a ja H - ERIC

illitm

ortm

ciP

1,[1

01R

1111

111M

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Itriz

elip

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trailing

'1

KL-.7 older L,x7tY=5.___ 5 -

_

E

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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_ ___. x = "igI" WI: ..g 1 1 1- ,E.--- ..-- t,-w _-x ,x

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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

#

Page 60: a ja H - ERIC

--_ = _ ------

=

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

Page 61: a ja H - ERIC

1111

1111

1111

11M

0101

1111

1111

1111

13M

INV

INN

IMP

INIM

Miu

mi0

0111

3181

1111

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1111

1111

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1111

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1111

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

Page 62: a ja H - ERIC

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 .'_! , ", - /.

1.4.,-r Wee 1 _ .4....- _.e.,.. -, -- -, ,_, .., _.- ,, ,, .....-,,k-...,,,.,.,:4,..i..,t.i.r._:' ..L. g v. , .. , A 12e.) 4. f:: --t. . r -.< . . .: - e 3 ...,-,..) I , '..0 ... E, '1 '4 ni .-Jat .,,' ).-. 0, . . . i .

. '" .-- --..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

Page 63: a ja H - ERIC

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

Page 64: a ja H - ERIC

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.

'

;t

t

'

ILL--"17=1 . -

. '-

-A

1

- 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

Page 65: a ja H - ERIC

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

Page 66: a ja H - ERIC

=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

Page 67: a ja H - ERIC

.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

Page 68: a ja H - ERIC

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,

Page 69: a ja H - ERIC

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.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

Page 70: a ja H - ERIC

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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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.

cooking,

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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

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nt

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thre*a unique to

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Employment

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employment

Et-el

--1A A--4/w=q ==

in

A

Mentalw

RETARDED

Af4

_,-w

._=-.Et w_w= _

rder

iitate

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g4=n /Ea EAk_A_A 4

designed

=Y

DivisionEn

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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

Page 74: a ja H - ERIC
Page 75: a ja H - ERIC

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)

Page 76: a ja H - ERIC

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

Page 77: a ja H - ERIC

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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

Page 78: a ja H - ERIC

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

Page 79: a ja H - ERIC

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=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

Page 80: a ja H - ERIC

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

Page 81: a ja H - ERIC

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

Page 82: a ja H - ERIC

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

Page 83: a ja H - ERIC

ININ

IINIM

MIIM

IIIIII

iimi.i

nidi

miti

onno

mul

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

Page 84: a ja H - ERIC

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

Page 85: a ja H - ERIC

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

Page 86: a ja H - ERIC

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.

MinneapoliscoordinatedMinneapolis 0,chools.

In

the

age

f

Page 87: a ja H - ERIC

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ENTALLY PXTARDED YOUTIX

"h=-A -way house- for mentally retard&oil has been LabilishM in knatlil wi

tun& unde..

th_ 5 boyinduKL--

It appears

.roarthe

Achers apdin the

the of ,__

retarded .

a

0,61&-iracAim-_ from the-and hurravement

.,ion et. AL the aok-ULai reitbilitstion M 14

4eohabilit4V-D rojec director and the vmatio_,

tha, -

VW-

e hvif-way house rIlKe hi ea_

units will no= btArex ica, nam, Texas,

and specre .1,

rs

Wands, the vacs :o

servicesThe West V

dcationd who vccati nal

uca

Ai.=qr

kave c-A7;*-rfljnth=

Wa rel.

renal-al 'donw

anti

to the Divisi n of rrinal Rehailltatiovocational agen and the

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

Ji the

m

t&bUth

Fret

c

awkw

eV onai

ha e been

&fld

aa.

the

'arates

State

MM1

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Journal

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Menial

Z-_AA

:

_

W. J. Voc&tjonø1 Opoanitj _ftisW mtrs tht Ohio L-Aate_

tageR

aty Sch&" VocaUonal Diphrwol.) Baltimom_ Md 1963.

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.

r theM -e-

fly

aria

W-T-TtIM

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F. R. A of iltp_ raisals Made to; Plape41 TradeUnptfAliajA raozNir2s t

S_ Ik

PreAiet the8ciuy,31.

--Bakimmrt B.j = JO Potentials the Mentall

4-4,_MarA-Anrif 1

Prima Ix Placement of

VG N. R.Matra. Ohio Stalls University

JanusOW

T

SCA T.1 4-41'4,-- Bulletin 1959,

3. a,v-A,....em Printing .

F. ofI M-

r

GOLMANND

DALTD

Students

Eetardetl.

Am

Loam,Bureau of Special

Project*,.

im Udustrift.:20141114, October'

swz4 #s KL-1

.

-

_OM I 0, T" , _

zieseatiMental

in Mentally ardccATaxento, of

oi No. let.41-4er

SK.iqiR A. AAmeritnn of

.

AT. a

ACfw_

;-

ndustrial

,

of

SkOD -7enter=

,eritvon

75

Norna1.51 :429-4S-4, 1947.

ournal of

De

_ DAVID

:krutry, Study eti

N_

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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