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Educational and vocational programs for the trainable mentally retarded (TMR) student
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Educational and vocational programs for the trainable mentally retarded (TMR) student
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EDUCATIONAL AND VOCATIONAL PROGRAMS FOR THE TRAINABLE MENTALLY RETARDED (TMR) STUDENT by Gilda JCe Rail A Thesis Presented to the FACULTY OF THE SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF SCIENCE (Special Education) August 19 82 UMI Number: EP56614 A!l rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP56614 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ThlA the&lA, m itte n by G lld a JCe, R a il unden the doiectlon Off the. Chalnman Off the. candidate*A Guidance Committee and approved ^ by a l l m em beJU Off the Committee, haA been pneAented to and accepted by the Vacuity O ff the School oft Education o£ the UnlvenAlty Off Southern Callfan.nla In p a n tlal fu lfillm e n t of the nequlAementA fan. the degn.ee off UaAten. of Science In Education. June 28, 1982 Vote GuidancesCommittee ACKNOWLEDGMENTS I would like to acknowledge my father, Clyde Edward Rail, for making my attendance to USC possible and his total and never-ending confidence in me. I would also like to acknowledge my mother, Violet H. Rail, for her constant encouragement? my very dear friend, Barbara (Weaver) Gossard for her support and her typing of the first draft of this thesis; Dr. Williams of USC for his guidance in writing this thesis; and Mrs. J. Imamura for typing and processing of the final work. TABLE OF CONTENTS Page ACKNOWLEDGMENTS . .................................. ii LIST OF TABLES...................................... vi ABSTRACT..................................................vii Chapter I. INTRODUCTION . ......................... 1 ' Definition of T M R.................... 1 ; TMR Learning Characteristics . . . . . 4 History of Vocational Education for the TMR 4■ History of Workshops ................... 9 . i i Existing Programs.................... 11. II. REVIEW OF THE LITERATURE ................ 13 Los Angeles Unified School District . . . 13! Des Moines, Iowa School School District . 14 Cooperative School-Rehabilitation Centers I of Minnesota ......................... 141 State of O r e g o n ..................... 19 Southeast Region Special Education Service ; Center of the Los Angeles Unified School District........................... 20 Paintsville Independent School District . 211 Chapter Page Southern Wisconsin Colony and Training School . ................ DeQueen, Arkansas School District Little Rock, Arkansas School District Stockton Unified School District . Los Angeles City Schools .... San Francisco Aid Retarded Children . Montgomery Pre-Vocational School . Menomonie Public Schools .... Trenton, New Jersey Public Schools Manchester, Connecticut Vocational School Essex Educational Center ............. Albany County School #1 Owen Sabin Occupational Skill Center Grace A. Greene School .... Southwest Oakland Vocational Education Center . . . . . . . . . . Mills High School ...................... Ventura Unified School District Kenai Junior High and Kenai Central Schools North Wilkesboro and Wilkes County, North Carolina ......................... 38 Chapter Page Duval County School Board ................ 40 III. A DISCUSSION OF THE LITERATURE............. 41 IV. CONCLUSIONS AND IMPLICATIONS‘ . . . . . 64 REFERENCES ............................. ".... 79 LIST OF TABLES Table Page 1. Follow-Up for the Cooperative-Rehabilitation Center of Minnesota . . 18 2. Analysis of 26 Educational/Vocational Programs 47 ABSTRACT j This thesis focuses on the educational and voca- ! tional programs for the trainable mentally retarded (TMR) student. First, a definition and a description of the TMR student is given. A brief history of vocational educational programs is given for "regular" as well as "TMR" students. This thesis explores the existing TMR educational and vocational programs. Their curricula are summarized and their follow-up studies are included when given. These programs are then compared to find the components found in the majority of programs. The elements necessary for a successful program are discussed.- It was concluded that a successful program seems to include functional academics, independent living skills, arts, crafts and music, voca tional education, perceptual-motor skills, individual 1 educational programs, mainstreaming, on-the-job training j ; i and/or work experience, follow-up studies, renumeration I t for on-the-job training and/or work experience, community j involvement, high expectancy levels, sequential training, ' overlearning skills, cooperative efforts among special i education educators, vocational education educators and ! ! the community, parental involvement, and flexible teachers I and a flexible curriculum. Suggestions are given to ensure ' that all programs produce as productive and independent ! TMR individuals as possible. V I 11 CHAPTER I INTRODUCTION Vocational education for the Trainable Mentally Retarded (TMR) is a relatively new field of education. Every state has a TMR educational and vocational program; however, these programs are not homogeneous. Little research has been done to explore the different curricula and methods being used and the success of such programs in terms of the TMR's employability, actual job placement and longevity of the position. This paper will attempt to explore the existing programs and the successfulness of their curricula. The programs found in the literature will be examined and compared. The elements considered essential to a successful curriculum will be derived from a careful analysis of these programs. Definition of TMR Mental retardation is defined by the American Association on Mental Deficiency (AAMD) (19 73 & 19 77) as: "Mental retardation refers to significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior, and manifested during \ the developmental period " (Grossman, 19 77). The AAMD ! requires in this definition that one be assessed by an ! individual standardized test of intelligence to determine his/her intellectual functioning. Further, the AAMD sub divides the category of mental retardation into mild, moderate, severe, and profound. This thesis will concern itself with AAMD's definition of the severely retarded individual. The intelligence quota scores for this level, depending on the assessment instrument and definition used, range from 24-39 (Meers, 1980). The most popular current terms used for this classification include Trainable Mentally Retarded (TMR), Moderately mentally Retarded, Severely Retarded or Handi capped (SH), and Trainable Mentally Handicapped (Gearheart,; (19 79). The TMR has potential for obtaining self-help skills, for being capable of protecting him/herself from ! ! common dangers, for social adjustment, at least in the j family setting, and for economic usefulness in the commu- ! 1 nity (Allen, 1970). ] Although there is variation among the population j studies of TMR individuals, the prevalence of TMRs, according to Gearheart (19 79), woiild be four per thousand ; school-age children. The TMR student learns slower than j 2 a "normal" student. Most have short attention spans, and it improves very little, or not at all, with age. The TMR learns better with concrete materials presented in several modalities. They do not learn abstract concepts well, if at all. Most have handicapping conditions which compound their problems with learning. These are usually in the form of speech, motor, and/or sensory disorders. Therefore, the acquisition of many of their self-help skills are significantly delayed. The following potentials appear to be true of the TMR: 1. The TMR will probably never obtain fully independent living in the community 2. Reproduction if possible will probably always be discouraged 3. Mobility will be limited to public transportation and/or dependency on others- 4. The TMR will probably never fully be able to financially support him/herself (Gearheart, 1979) Therefore, it should be the responsibility of every public school system to include a comprehensive vocational education or training curriculum which would include self-help, social and economic skills in order that the TMR can reach his/her potential in all areas. TMR Learning Characteristics The learning characteristics of the mentally handicapped are unique to each individual. No two indi viduals have the same deficiencies in their ability to learn nor in their inefficiencies in their thought processes. The following is a list of potential learning problems which could be characteristic of TMR's: 1. Poor daily language habits 2. Inability to see relationship between goals and means to attainment 3. Deficient perceptions 4. Inability to focus on; express goals 5. Poor memory 6. Inability to form generalizations and limited abstract concept formation 7. Long-term training difficult to sustain 8. Poor incidental environmental learning (Grossman, 1977) History of Vocational Education for the TMR * Vocational education actually had its beginnings with the existence of families. Parents taught their children their skills and trades, and their children taught their children (Evans,' 19 71). This procedure of j "informal" vocational education continued for many years j and still occurs today in many families. < The first "formal" vocational schooling began with : the monks teaching only boys in vocational and professional skills. During the Middle Ages vocational education took the form of apprenticeships (Evans, 1971). Men taught, not necessarily their own sons, but other men’s sons in their own particular skills and trades. Due to the advanced technology in the early nine teenth century, many factories were developed. This established the need for many unskilled laborers. The industrial revolution which ensued brought about the breakdown of the apprenticeships which were’ widespread until then. During this time in the United States private j schools were begun to educate the factory workers and to instruct individuals in the still necessary trades. I Schools at this time stressed practical subjects, not | necessarily academic ones (Evans, 19 71). j Around the Civil War schools of engineering, j agriculture, and mechanical arts were established. These j took place of the apprenticeships which flourished a few ; i years prior to this time period but were now almost j extinct. These schools were for the "working" classes, just as the professional schools for lawyers and doctors j were for the "professional" classes. The National Association of Manufacturers estab lished in 1895, and the American Federation of Labor although disagreeing on the method of implementation, encouraged schools to teach /the skills needed by industry. The Smith-Hughes Act, Senate Bill 70 3 (PL 64-347) was passed in 1917 (Meers, 19 80). This act called for a Federal Board of Vocational Education and it was designed to meet the needs of American industry at that time. However, it was unable to keep up with America's, fast changing economy and it concentrated its efforts on industries job requirements and not on the needs of the wide spectrum in our society. An attempt to update the act was the Vocational Act of 196 3 (PL 88-210) (Meers, 1980). This attempted to correct the two major concerns of the Smith-Hughes Act. It was designed to meet the needs of both the fast changing economy and the various segments of our population. In 19 76, the Vocational Education Section (Title II) of the Education Amendments of 19 76 (PL 9 4-482) extended this act even further in the area of the effects of financial assistance for these programs (Razeghi, 19 80). Both PL 94-142 and PL 94-482 require the staff to provide appropriate educational experiences commensurate with the individual student's potential (National Topical Con- i ference Proceedings, 19 77, & Meers, 19 80). Vocational . i education now entails both specialized trade training and j technological awareness programs. Recently the public school systems have placed much more emphasis on vocational education for all students, although vocational education has existed informally since the beginning of time when parents taught their skills and crafts to their children, the formal education movement did not really begin until the late nineteenth century. Surprising is the fact that voca tional education for the TMR person was not mandated until the 19 70s. One of the purposes of vocational education is to prepare the student for a vocation once she/he is ready to leave school. Most TMR students with vocational training work in sheltered workshops. The National Institute on Workshop Standards defines a sheltered work- ,shop as a work-oriented rehabilitation facility with con trolled working environment and individualized vocational goals, which utilizes work experience and related services for assisting the handicapped person to progress toward normal living and a pro ductive vocational status. (Thompson, 1959) Public Law 565 (Vocational Rehabilitation Amendment of 19 54) gave the following statutory definition of a workshop: A place where any manufacture or handiwork is carried on, and which is operated for the primary purpose of providing renumerative employment to severely handicapped individuals (1) as an interim step in the rehabilitation process for those who cannot be readily absorbed in the competitive labor market; or (2) during such times as employment opportunities for them in the competitive labor market do not exist. (PL 565, 1954) The only participation of TMRs in formal voca tional education has only recently been introduced. Less than 10 years ago free access for TMRs aged 6-21 to public schools was finally established by two major cases. The first case was the Pennsylvania Association for Retarded Children (PARC) v. the Commonwealth of Pennsylvania. PARC's victory in 19 71 enabled all retarded persons in Pennsylvania between the ages of 6 and 21 years to be provided with free access to public education and with training appropriate to their learning capabilities. The second case, Mills v. the Board of Education of the District of Columbia, applied to and benefitted all handicapped children. This case led to a court order that required all public schools to provide for all handi capped children, whether or not they fit into an already established program (Gearheart, 1979). Now, due to these cases, the TMR is able to attend school. The school is required to teach these children how to become a useful citizen in today's society. In other words, the school has the responsibility of allowing , I every TMR to reach his/her individual potential. Due to | these cases, parental concern and public awareness, the earlier attempts to educate these children in traditional academic training were altered to encompass the development of self-help, social skills and vocational training (Meers,' 1980) . History of Workshops Workshops for the handicapped were first estab lished in Europe for the purpose of providing an opportu nity whereby the handicapped individual could become a contributing member of society (Nelson, 19 71). Most of these beginning workshops were specifically for the blind. The first of these to be initiated in the United States was the Perkins Institute for the Blind near Boston, j i Massachusetts, in 1934 (Gearheart, 1979). This school ! i and those that followed were successful in providing j training for the blind, but were not economically success- | I ful. In 1885, California legislated funds for the Indus- I trial Home of Mechanical Grades for the Blind. With this ; I as a precedent, many other parts of our nation established j similar centers. The inhabitants received training and t sheltered work (Nelson, 1917). Although these centers j were not totally self-supporting., they continued to exist. | i During the Depression of the thirties, more governmental funds were needed for the survival of the workshops. The t Wagner-O'Day Act (19 38) mandated that the United States government purchase certain products from those workshops i (Gearheart, 1979). Through this legislation came the coining of the term, "sheltered workshop." During the mid-twentieth century similar programs for various other handicapping conditions were initiated. During this period the number of workshops grew from 6 to 10 8 (Wallin, 19 6 7). Parent groups were instrumental in helping to establish workshops for the mentally retarded. These groups sponsored and actually provided the majority of these workshops. The amendment to the Vocational Rehabilitation Act in 1954 and the Rehabilitation Act of 1973 (Brolin, 1970) significantly affected workshops for ' the mentally retarded. These.acts provided standards ; ( and criteria for workshops. They also provided a variety | of types of assistance from state and federal agencies. ! ( The current trend now is the movement of the retarded from the large institutions back to the community. t Adequate community level provisions are in general lacking,! i but progress is being made. • T t 1 I I I i 101 Existing Programs , Many programs remain the same today as they were years ago. They do not educate the TMR, they merely occupy their time. They do not maximize the potential of the individual TMR, they "babysit" the TMR until she/he reaches legal age. Many programs are isolated or segregated from any other schools. They are an island unto themselves. There is little or no mainstreaming. The TMR is considered in terms of his/her mental age and nothing is done for the emotional or physical needs of his/her chronological age. Another type of program stresses the academic basics and has little to do with self-help and social skills. Most of these administrators and teachers see these necessary skills as preschool skills and as inappro priate for the chronological age of their student. In none of these types of programs does the student graduate with adequate social or vocational skills (Brolin, 1970). Most move on to institutions or move back home. They are unable to do anything constructive the rest of their lives. The few who are able to adjust socially are capable of living in private community residences which have supervision and are able to work in sheltered workshops, also with supervision. Virtually no TMR lives alone, gets married, and very few work in an "unsheltered" workplace. There are some programs which attempt to make the TMR as independent as feasibly possible. These are the programs examined in this study. 12 CHAPTER II REVIEW OF THE LITERATURE Although a certain amount of writing has been done with regard to TMR educational and vocational programs, few programs, if any,have given results of the success of these programs. This chapter presents summary of each program found in the literature which dealt with TMR edu cational and vocational training. Some follow-up studies are also included in this review. Los Angeles Unified School District The Los Angeles Unified School District (Los Angeles Unified School District, 1969) focuses on two main subject areas. These are basic skills and independent living activities. Basic skills encompass self-help, motor, communication and social skills. Daily living, workshop, on campus/off campus and leisure time skills are included in the independent living activities curriculum. The goal of this program is to develop competency in the personal and social aspects of adaptive behavior in order to cope with daily needs. The program develops sensory and motor skills. Each student is given the oppor tunity to become economically useful within his/her home or a sheltered workshop situation. Des Moines/ Iowa School District The Des Moines, Iowa School District (Iowa State Dept, of Public Instruction, 1972) concentrates on six major content areas in its program. The school id divided into seven sections; the preprimary, primary, prevocational, vocational, apartment area, performance area, indoor recreation area, and pupil personnel service area. The curriculum includes perceptual training, reading readiness skills, language and speech, motor development, number readiness, and arts and crafts. Their goals for the students were not specifically stated. Cooperative School-Rehabilitation Centers of Minnesota The Cooperative School-Rehabilitation Centers (Krantz, 1970) of Minnesota incorporate seven counties and two major cities within their state. They have an advisory board which relates the work of this school to the needs :of each community involved. With these needs in mind they j ;develop individualized programs to fit each child rather I j than make the students fit the program. They service | students who are capable of functioning in the community and are able to travel to the centers. Their students have 1 educational needs that are unable to be met within the special education programs at their home school and/or school district. When the program was first developed, it encom passed two academic related classrooms, a mechanical manip ulative shop, a home economics related area, and physical activity and music areas. The program has been revised to fit the needs of the changing communities and students over the past five years. The program now encompasses: I i 1. Academics. Conventional academics as they i relate to the "real" world. These include the concepts for| f ! money, telling time, reading skills in order to read want ! ads and fill out applications. | i 2. Arts and crafts. The purpose for these activi-; ties is to provide the student with appropriate and enjoy- ■ i able leisure time activities. \ 3. Home economics. This subject enables the 1 student to function more independently at home and possiblyi I on the job. Grooming, first aid, housekeeping, foods, I i i clothing, nursery school and family development are I included in this area. Real life situations are used in each section of home economics. 4. Independent living skills. These skills are more basic than those found in home economics. Included in this category are self-care, social amenities, simple cooking and home skills. These are taught to make the student into a more confident and secure human being. This is the first class each student attends. From this class the students branch out to other areas. 5. Job training. The students not only get I training at this center, but also get on-the-job training. ! These include nurse*s aide, food service, and maintenance. These are semi-sheltered, but are real jobs in the "real" ; world of work. The school maintains close contact with both the employer ..and employee to provide any necessary services for either. ! i 6. Language. This center uses Fernald's tactile approach to teach the alphabet, phonics, basic concepts, I reading readiness skills and language tailored to the needs of a student's specific job. Language is individualized to each child. 7. Manipulative dexterity. This center is similar to a sheltered workshop. Its purpose is to develop good work habits and attitudes. It also works on eye-hand coordination, gross and fine motor skills. The students are given both tangible and intangible rewards for their appropriate behaviors. 8. Montessori Center. This center focuses on sensory-motor learning. All students experience success at this area, because the Montessori materials are in sequen tial steps of difficulty and are self-correcting. 9* Music. This center's objective is to develop friendly, cooperative group skills. It also gives the student cultural enrichment. Each student has a special class as a homeroom and has six program periods per day. Each student moves through these six program areas each day at his/her own pace. This program does extensive follow-up with their students (see Table 1). To help with this, it provides a TABLE 1 Follow-Up for the Cooperative-Rehabilitation Center of Minnesota Status at Time of Follow-Up Jan. 67 Jan. 68 Jan. 69 Jan. ; Competitive employment 25 38 55 90 Sheltered employment 0 0 9 15 Work activity/day activity 0 0 1 7 Other public schools 2 9 5 10 Institutionalized 1 3 3 5 Other status 3 14 18 27 case manager for each student. The case manager is a pro fessional staff member who is responsible for providing continuity, central information and mobilization of resources on behalf of a limited number of students. They are similar to a student counselor. State of Oregon The state of Oregon (Yoshimura & Suzuki, 1978) advocates the necessity for a Vocational Special Needs Coordinator (VSNC). This person heads the tern effort required in planning and implementing programs. This program requires that a vocational assessment of each student be done no later than the tenth grade or the age equivalent. Then, an individualized educational plan is developed for each student. This specifies the responsi bilities of:the VSNC, the special education teacher, the vocational cluster teacher, the parents or guardians, and others as needed as well as the objectives for each student They have a vocational cluster program which students attend. This enables the students to acquire basic employ ment skills in a work setting. When a work setting is not available and/or convenient to the school, an alternative approach is used at the school to provide acquisition of ! basic employment skills. After this training the students i are given cooperative work experience. Each student is j i i trained for a specific job. This training at the school 1 is combined with on-the-job actual work experience. When the student is capable of working without simultaneous school training, she/he is placed in a job either at the work experience site or at a place similar to this job. The program is continually being evaluated and changes made where necessary. Southeast Region Special Education Service Center of the Los Angeles Unified School District The program devised by the Southeast Region Specialj Education Service Center (1968) of the Los Angeles Unified | School District located in Downey, California, states that , I J i its purpose is to provide training for the T M R which will j I maximize his/her ability to function in. the home and/or in \ t a sheltered environment. They try to sequence activities | i in order of difficulty. The program has seven subject areas. These are self-understanding and self-care, commu- ; nication, social competence, safety and health, sensory j and motor skills, quantitative concepts, practical skills, vocational skills, and recreational skills. The vocational segment of the program focuses on the development of the student's ability to perform fundamental homemaking tasks and shop skills. Shop skills teaches the fundamentals of working in a factory. They also include woodworking, custodial, domestic and yard-working skills. Paintsville Independent School District The Paintsville Independent School District (Paintsville Board of Education, 1968) in Paintsville, Kentucky has seven areas in its program. They are self- care, economic usefulness, social adjustment, language development, music, physical education, and arts and crafts. Their future plans to enlarge their program include providing the students with a guidance counselor, a speech and hearing therapist, a preschool program and a sheltered workshop or some type of vocational training for students aged 16 or older. Southern Wisconsin Colony and Training School The Southern Wisconsin Colony and Training School (Dymond, 1970) in Union Grove, Wisconsin, is a residential school for TMR's. Their program includes self-help skills, social skills, motor coordination and development, an academic area including language and number development, expressive activities which contain music, art and craft activities, and vocational education. Vocational education encompasses both work orientation and home living skills. The home living skills include personal development, foods, clothing, home care and child care. Work orientation con tains shop, woodworking, general plastics and general leather skills. There are concurrent work experience areas to which each student attends for a minimum of three months and a maximum of one year. The student learns at his/her own pace. If the skills are not obtained by one year, the student is assigned another area so that the student experiences only a minimal amount of failure if any. The last phase of this program is called industrial therapy. After the students have terminated the numerous work experience areas, she/he is assigned to a specific work area. They get a "therapeutic" salary for each day they work a full day. After the student has worked successfully referrals are made for community placements. The students live at the residential school after community placement. DeQueen, Arkansas School District i ! DeQueen, Arkansas School District (Best School Practices Yearbook, 1965) has five subject areas for their | j TMR population. These are self-care, social adjustment, ! work habits and skills, speech and language development and self-expression. There was no mention of a vocational program for their students. Little Rock, Arkansas School District Little Rock, Arkansas School District (Best School Practices Yearbook, 1965) has a Special Education Voca tional and Rehabilitation Center. This provides a work study program for high school TMRs aged 16 or older. In the classroom the students study social adjustment, health and safety habits, prevocational training, and family | J relationships. The work experience part of the program provides the students with on-the-job training. In class j the students work on work adjustment, performance and any j problems or questions they have concerning their work ! experience. I i I I Little Rock's follow-up study on their program | showed that out of a total enrollment of 107 students, 31 I 23 i were working in permanent job positions, 60 were still in i i the training phase of their program, 7 were unable to j j obtain work, and 8 dropped out of their program. Stockton Unified School District The Stockton Unified School District's (1964) goals for Stockton, California's TMR students are that they obtain adequate self-help skills, social competencies, and language ability for communication. They also want their students to obtain a measure of economic usefulness in order to become as independent as possible. Prior to age 16 the students study grooming, language, shop skills, and work and community living skills. At age 16 each student is evaluated. Based on the student's performance . on this evaluation, she/he is placed in a specific combi- j j nation of programs. The first of these combinations is j i the School Program and Home. This program is for those j students who have a delayed maturity, but it is felt that | they have the potential for one of the other programs after they reach the needed maturity level. The second program is the Terminal-Secondary Program and Activity Center. ' I i This program is for those students that benefit from an | educational program; however, are unable to functionv successfully in a sheltered workshop. The third program is the Terminal-Secondary Program and Training Center for | Handicapped or a sheltered workshop. This program is for j i the student who has been evaluated as having essential pre-j vocational skills and potential. This student is trained in tasks, work habits and for as much independence as possible. The student is being prepared for full-time employment in the Sheltered Workshop. The last segment of this program is the Termination of School Programs, Full- Time at Activity Center, or Sheltered Workshop at the Training Center for the Handicapped. This phase is entered based on the student*s progress in education, prevocational training and independence. Termination can occur any time between the ages of 16 and 21. The primary concern of each program is to provide the most effective instruction in ^ which the student can develop the maximum of independent j i living. i i Los Angeles City Schools j The Special Education branch of the Los Angeles City Schools (1964) in Los Angeles, California, provides i j a curriculum which is developmental, sequential, and j spiral. Each subject is taught, reinforced and enriched 25 throughout the program to ensure learning and retention. The subject areas are motor development, perceptual train ing, cognitive skills including self-care, environmental information, number concepts, reading and writing, self- help, communication, social-emotional development, indi vidual expression and practical skills. The practical skills include household skills, readiness for vocational skills, vocational practice, and training in custodial and cafeteria vocational skills. Success in their program is insured by their use of multidimensional approaches, including living experiences as a part of the program and by having special classes from preschool through post school. They include supervised job training experiences whenever possible. They also feel that parent education with regard to their children's potentials and limitations is of great importance to the success of their program, because the parents' attitudes affect the children. San Francisco Aid Retarded Children The San Francisco Aid Retarded Children (Katz, 1965) is an Independent Living Rehabilitation Program (ILRP) which attempts to meet the personal, vocational, and social needs of its students. Their program includes a workshop, leisure time activities, home-centered activi ties, prevocational training and individualized tutoring.' This program is for ,TMRs aged 18 to 35. They require major involvement of the other family members in the acquisition of the TMR's goals. Much emphasis is placed on the emotional factors surrounding the TMR, as these factors have been found to frequently impede his/her progress. They state that a supporting and understanding family along with control of the emotional factors are crucial to the success of their enrollees. The ILSP enrolls only those who have failed previously in other programs. They provide their students with on-the-job training and a sheltered workshop. Montgomery Pre-Vocational School The Montgomery Pre-Vocational School (Getelles, n.d.) in New Jersey has four subject areas in its curricu lum. The first subject is academics. This encompasses reading, language arts, math and social studies. The second area is industrial arts. Included in this subject are metal working skills, woodworking skills, working with plastics, furniture refinishing, graphic arts and home repair. Fine arts is the third subject area. This 27 includes both instrumental and vocal music, drawing and ceramics. Physical education is the last area in Mont- i gomery's curriculum. This school also has a workshop. ; When the students are old enough and have the necessary skills, they go to the workshop. The Montgomery Pre- Vocational School has experimented with its students to find the program the students preferred and the program which was most successful in terms of students finishing school and not dropping out. Their experiments involved altering the number of days a student could attend the workshop. Some attended school three days a week and par- ■ ticipated in the workshop the other two days. Others attended school five days a week. They experienced a high rate of dropout among the students who attended school■ five days a week. Little or no dropout was found in those participating in the workshop. j I I \ Menomonie Public Schools i The Menomonie Public Schools (Hopkins & Brock, i 1977) in Wisconsin developed their curriculum in coopera- j ) tion with the University of Wisconsin. The criterion- j referenced program teaches vocational and life function ] i ♦ skills to TMR students. Their first step is to conduct a j 28 community occupational survey to see what vocational skillsi will be needed by their students. Secondly, a TMR program J ■ introduction and survey letter is mailed to the industries in which the TMR could possibly work. Personal contact is ! made with each company. A job analysis is done each with j each company who has agreed to cooperate with the TMR program. After the student has been trained on a specific job, she/he is placed with the cooperating company. Evaluation is not for job placement, rather.it is an on going process in order to provide information for training recommendations. Students are evaluated in regard to work i adjustment, work behavior and work skills. ' They do not stress traditional academic instruction. They feel that most TMRs will in fact lose a large amount of the reading vocabulary obtained unless constantly j reinforced. In a sheltered workshop or other work setting, only necessary language skills would be reinforced. Their i goal is to give the TMR student as much independence as she/he is capable of obtaining. t i 29 Trenton, New Jersey Public Schools t The Trenton, New Jersey Public Schools (Mulligan, I 1977) have four developmental phases to their TMR program. ! Each phase contains the following skills: language arts, handwriting, general information perceptual skills, number | concepts, cooperative education which includes self-help skills and employment orientation. Each phase is more difficult than the previous one. Students pass through each phase of the program at their own pace. The students ; also participate in simulated work situations and training.; After completion of all four phases, the student attends employment orientation. They stress the verbal areas of learning claiming that these are most important to a i student's success. The purpose of the course is to ready i the students for work in a sheltered workshop. j i I i Manchester, Connecticut Vocational School Manchester, Connecticut's Vocational School (Fendall, 1970) uses a teamwork experience approach train- t N ing their TMR students. The students attend school half the day studying a vocational oriented curriculum with a special education teacher. The rest of the day the students work in a crew or group of five with a vocational 30 instructor and a supervisor. The students participate in ; I on-the-job training while learning all the skills necessaryi i to wash cars, shovel snow, wash windows, and care for ' i lawns. Each team of five students has its own supervisor. I The students receive remuneration as an incentive. This 1 is very important to the team members as it gives them a feeling of being productive and "normal." The supervisor, special education instructor and vocational teacher meet to discuss the progress of each student and make changes as necessary. Essex Educational Center The Essex Educational Center (National Association j of Vocational Education Special Needs Personnel, 1975), located in Essex Junction, Vermont, has three phases. j The students attend the first phase for one year. During j } i this year the students are able to learn skills in their j . ' . i areas of interest. The areas available to them are elec- | i tricity, plumbing, woodworking, power mechanics, graphic arts, metalworking, building and ground maintenance, home kitchen, commercial cooking, personal grooming, commercial ! sewing, domestic sewing, nursing, office occupations, and ! child care. Before entrance into the second phase, the t 31 student's skills are evaluated. They are plased in phase | i 2 based on these results. Phase 2 is an intensified pro- ; I gram in the areas the student showed the most aptitude. This part of the program prepares the student for the J regular ongoing vocational program. Phase 3 gives the student work experience. After the three phases of the program, they are integrated into the vocational program and then, when ready, are given work experience. Albany County School #1 The Albany County School #1 (National Association ; of Vocational Education Special Needs Personnel, 1975) in Laramie, Wyoming, utilizes the work experience approach with their students. The students attend learning experi- ; i ence units. These units include food service, government j services, transportation, construction and personal | i services and/or marketing. The students are not paid for ’ their work. After mastering the necessary skills of the program, students who are capable are placed on a job and I also continue with.education. ! 32 I ____I Owen Sabin Occupational Skill Center The Owen Sabin Occupational Skill (National Asso- I ciation of Vocational Education Special Needs Personnel, ' I 1975) center in Milwaukie, Oregon, mainstream their ; I students into a regular vocational classes. Regular students work with the TMR students. The TMR students are also given additional instruction and counselling by a special education instructor. The students learn skills in graphic arts, industrial mechanics, metal fabrication, child services, and agriculture. Their follow up shows that the TMR students display growth in independence and confidence as a result of their program. Grace A. Greene School The Grace A. Greene School (National Association | of Vocational Education Special Needs Personnel, 1976) in Dayton, Ohio, has a vocational program for secondary students and adults. The vocational programs include ! graphic arts, business and office education, machine tool i and work experience. The school also has contracted | services. These provide training in micro-encoding, small j l engine repair, bicycle repair, surface grinding and optical | lens grinding. Students, who are able, attend either part 33 time or full time an evaluation/training workshop. Each student's schedule is arranged to give the student the best program for him/her. Their goal is to make the communities and other school districts more aware of their program and to obtain the acceptance of both which will enable them to provide their students with the maximum of facilities and opportunities as possible. Southwest Oakland Vocational Education Center The Southwest Oakland Vocational Education Center (National Association of Vocational Education Special Needs Personnel, 1975) in Walled Lake, Michigan, has six subject areas in its program. These are auto mechanics, machine trades, food service, retail plant and floral greenhouse, landscaping and welding. The vocational instruction is individualized for each student. They receive help from a supportive instructor, guidance counselor, and job place ment assistant counselor. They include on-the-job training for their students. Their follow up in 1975 for the 19 73-74 graduates showed the following: 45% still employed in trained vocational area, 21% employed in another vocational area, 17% were not employed and 17% were unable•to be located. They also evaluate their program by giving a questionnaire i to the parents of their students. The 1975 evaluation j i showed that the majority of parents felt their children I had an improved understanding of their job, an improved attitude toward schooling,* an improved self-confidence about their future employment, more thinking about work and career plans for the future, a high interest in going to the Vocational Center, improved work habits at home or at the part-time job, and had been talking about the things they learned at the Vocational Center. Mills High School ; Mills High School (National Association of Voca- ! i tional Education Special Needs Personnel, 1975) in Little j Rock, Arkansas, has a career education, vocational program j in conjunction with the Pulaski County Special District, j t j the Department of Education's Vocational Division, the j Rehabilitative Services and the community's businesses and J i industries. The businesses hire the" students on a part- j i I time basis. Here the students participate in on-the-job j j training. The students are mainstreamed into as many j i regular high school classes as possible. This is a small program which at the time of this report had only 30 fstudents. They are setting up learning centers in the j school to provide work experience. Their goal is for the t i students to obtain the greatest possible economic, social I j and emotional independence. Ventura Unified School District The Ventura Unified School District (National Asso ciation of Vocational Education Special Needs Personnel, 1975) located in Ventura, California, provides their students with a two-phase program. These are the on-campus, or regular school phase and the off-campus.or employment phase. The on-campus curriculum includes work training stations such as gym, library, health office, attendance j office, classrooms, maintenance department, cafeteria and ! district warehouse. The "regular" students also attend j many of these stations for work training. Students attend the stations in which they show an interest and an aptitude! i At each station the student has a specific supervisor. In j the off-campus phase the students participate in work ! experience and are paid for their work. Students also receive school credit for this phase of the program. Their reported results show that the students have improved attendance, participation, attitudes toward school; and society, cooperation with others, interest in the worldj i I of work, and appearance and grooming habits. ! Kenai Junior High and Kenai Central Schools The Kenai Junior High and Kenai Central Schools (National Association of Vocational Education Special Needs- Personnel, 1975) located in Kenai, Alaska, utilize the program "Becoming Employably Skilled and Trained" (BEST). This is a prevocational and work study program. Students are integrated into regular classes and are tutored as necessary. They begin the program in the eighth grade or ; at 14 years of age. I During the tenth, eleventh and twelfth grades, the j ! students participate in a paid job experience. They work two to three hours per day. They enrolled 25 students, and 15 of these were successfully employed by the end of the program. Several of the students had offers for con tinued employment after the end of the school program. The teachers noticed- a positive behavior change in the students enrolled in BEST. Also, a favorable attitude ■ * i < 1 37 I change toward the "special education students" was noticed i due to their new program, BEST. j North Wiikesboro and Wilkes County, i North Carolina ! t I The North Wiikesboro and Wilkes County, North Carolina schools (Wilkes County Board of Education, 1975) , in cooperation with each other, developed an integrated academic and occupational preparative program for their TMR students. They named their program Project Occupa tional Adjustment Training (OAT). They serviced grades 6 to 12. The TMR students were in a self-contained classroom 1 for the entire school day to receive special education services. These students were not mainstreamed. The program consisted of academics integrated with occupational; oriented activities and job training. The program utilized many community resources such as speakers from local busi nesses and industries visited the classes. Field trips were also taken to acquaint the students with the various work places in their own community. The TMR field trips centered mostly on experience i ! related activities. They also learned the skills asso- j • ■ ‘ ' I ciated with the local industries such as painting, wood- j i working, gardening, sewing and weaving. The elementary J as well as the high school students both studied an ! | academic-occupational curriculum; however, the subjects | i I became more concentrated and specific as the grade of the student increased. The occupational preparedness was most ; heavily stressed for the TMR student. Job training began j at the high school level. Students in grades 9 through 12 J were eligible for job placement. The students who worked full time were permitted to work rather than attend school. Close contact was kept with the employer and student as this was a part of the student’s training program. The local industries and businesses provided additional train ing for specific jobs as necessary. The students were ! placed in different jobs each school year in order to have as many work experiences as possible. Those students totally incapable of functioning in the job training at \ local companies were provided with sheltered employment. Most of the TMR population obtained jobs in the sheltered j i employment. This was a sample project for these schools; j however, many of the project ideas were going to be con tinued by their educations. Prior to this project 33% of * their mentally retarded (MR) population dropped out of i school and fewer than 30% of these students obtained jobs, j There were no statistics after the completion of Project J OAT; however, it was stated that the students showed more interest in attending school during the project. Duval County School Board The Duval County School Board (Geiger, 1974) in Jacksonville, Florida, has three major components in its curriculum for their TMR students. These encompass social competency, including self-care and personal development skills; basic skills competency, consisting of sensory motor, communication and number skills; and occupational competency, encompassing vocational adjustment, domestic service, commercial service, and construction. Each of the three major objectives is broken down into smaller, very basic skills to be obtained. The students are assessed and additional training is given where and when needed. CHAPTER III i I A DISCUSSION OF THE LITERATURE There are three general purposes of education. These are allowing for the development of knowledge, providing a basis for vocational competence, and allowing the opportunity for self-realization (Gearheart, 1979). These same purposes also apply to the TMR student; however, they differ in the areas emphasized, the methods used for instruction and the degree of actual learning. A successful TMR program would then be a program i which produces a TMR student who feels independent and i productive in our society. In order to feel independent one must be able to take care of one's self from going to ; the bathroom and dressing to getting to work on time. A productive individual is one who gets paid for his/her services. A successful program should include both of these aspects in order to be a successful program. Each program found in the literature will be analyzed, and their successfulness will be examined. A review of the literature shows that education for the TMR student is not consistent across the United States. In fact, it is rarely consistent within a single state. Each state seems to be in compliance with Public Law 9 4-142 (19 75) in that they provide an educational program for the TMR student. However, not all of these programs seem to give the TMR student a program leading to independence and productivity. Each school district advocates its'own theories for a successful TMR program. The school districts curriculum guides are for the most part very vague. Few of the programs have provided a follow-up study of their programs; however, most state that they will do these studies in the future. Many of these programs were federally funded and gave no indica tion whether or not the program would be continued with decreasing or no government support.. Many of the programs found in the literature did not provide follow-up studies on their programs. Four programs furnished statistical information in connection with their programs. The first of these was the Cooperative School- Rehabilitation Centers of Minnesota. This school showed an increase in the number of students working in competi tive and sheltered employment during their follow-up years from 19 6 7 through.1970. ■ The number of students that participated in their program also increased from 31 to ! i 132 students during the four follow-up years. The program had 80% of its students employed in the last year of its J follow-up (see Table 1) . This would prove to'.be at least 1 a partially successful program by the definition given in the beginning of this chapter. The second school was in Little Rock, Arkansas. j Eighty-five percent of their students were either working in permanent job positions or in the training part of the program. This program's statistics showed that most of their students are still enrolled in their training pro- i gram, and that very few dropped out of their program (Best . School Practices Yearbook, 1965). This fact points out that in part the program is successful. The third school providing statistical follow-up was the Southwest Oakland Vocational Education Center in Michigan. Their follow-up showed that 66% of their 19 73- 74 graduates were still employed (National Association of Vocational Education Special Needs Personnel, 19 75). This proves it was fractionally successful for that year. The fourth program was in Kenai, Alaska. Sixty percent of their students were successfully employed by the end of their program. ALso, the teachers in Kenai, 43 Alaska noticed that their students enrolled in their ■ I BEST program showed a positive behavior change (National i Association of Vocation Education Special Needs Personnel,! i 1975). This would show the partial successfulness of this! program. Four schools furnished follow-up without support ing statistical information. The Montgomery Pre-Vocational School in New Jersey reported that their program with students participating in workshop activities experienced little or no dropout. The Owen Sabin Occupational Center stated that their TMR students enrolled in their program showed growth in independence and confidence. The Ventura, California schools claimed that their students had improved attendance, participation, and attitudes toward school. They also showed a greater interest in t their appearance and grooming. The North Wilkesboro and Wilkes County previously had a high rate of dropout among their MR students. Fewer dropouts were noted after their Project OAT. j Although these four schools offer no supporting statistical data, they did see improvements in their TMR population. The improvements noticed in behavior, school attendance, and personal grooming indeed indicated the I successfulness of these programs in these areas. J A careful examination of each program shows similarities among the 26 programs found in the literature.1 I Although the terminology of the subjects offered may have ! differed, the objectives were the same. Even though stated! differently, the goals of most programs are to produce the most productive and independent citizens possible in [ society. The TMR student is .not only being trained in vocational skills, but also she/he must learn self-help and social skills to survive in our world of work. There were 11 topics found through the curricula of the 26 programs reviewed. They are: 1. Academics. Thos which are related to vocabu lary, communication, handwriting and mathematical skills necessary for everyday living. ! 2. Independent living skills. These encompass ' f self-help, grooming, home skills and social skills. 3. Arts, crafts, and music. These skills provide the TMR student with pleasurable and acceptable leisure time activities. 4. Vocation training. This prepares the student for either competitive or sheltered employment. 5. Perceptual-motor skills. This aids the student in delayed perceptual and motor coordination skills. 6. Individual Education Plan (IEP). This plan insures that each student will get the maximum from the program. 7. Mainstreaming. The program contains areas where the TMR is mainstreamed with "regular" students. 8. On-the-job training or work experience. 9. Follow-up. Statistics and/or observations are kept on the successfulness of the program and students. 10. Community awareness/ acceptance and/or involve ment. As can be seen from Table 2, 58% of the 26 programs include academics in their curricula, 5 4% include inde pendent living skills, 38% include arts, crafts and/or music, 85% include vocational training, 38% include either perceptual or motor coordination skills, 50% have IEPs, 15% mainstream their TMR students, 73% provide on-the-job training or work experience, 31% keep follow-up data on their students, 12% of the programs have students who receive renumeration for their work, and 19% of the pro grams attempt to involve the community, make them aware and create acceptance of their program and students. Although Public Law 9 4-142 states that each student must have an IEP, some of these programs were written up TABLE 2 Analysis of 26 Educational/Vocational Programs -------r~ D . • - X X X 3 S- - a • to 1 LlI 3 o c n a> T > r\ p c P 2 0) C N to U i V I I™ c O -X 00 o •r— •r- C 1 r— P P *r- CD • i — S- i - c E r~ « T S r— r— r ~ «+- C-X r — tO P o C L O CD rd ro T — ro T - rd <d CD OO rd D + J d ) fO 3 3 a> 3 C L 3 - X C s - a X J C t - •r- > s - 1 * a s - u " O P 00 O O T— C DO O E C p— CD S- 2 : C C D p • r - • C L •r- to C L ) C •p - C L ) 3 O E O o r c S Q . to > <0 CD S- P * 3 O . «p» P "O e > 3 p— X c •r- o O O rd 00 2 : CU > a ro E c C I— 1 — Ll I • r — * a 3 L - P u p XJ -1- c 0 o • —• CD EO o D ro C X) a» o 0 S- 03 E _ l 3 < c o cc o LL O 5l i —i LlI c l 2 : 3 * < 1 — 1 Ll -j 1. Los Angeles Unified School District 2. Des Moines, Iowa School District 3. Cooperative School - Rehabilitation Centers of Minnesota 4. State of Oregon 5. Special Region Special Education Service Center of the L.A. Unified School District 6. Paintsville Independent School District 7. Southern Wisconsin Colony & Training School X X X X X X X X X X X XXX X X X X X X X X X X X X X TABLE 8. DeQueen, Arkansas School Dist. . 9. Little Rock, Arkansas School District 10. Stockton Unified School Dist. 11. Los Angeles City Schools 12..San Francisco Aid Retarded Children 13. Montgomery Pre-Vocational School 14. Menomonie Public Schools 15. Trenton, N.J. Public Schools 16. Manchester, Connecticut Vocational School 17. Essex Educational Center 18. Albany County Schools ■P SZ CU E >, CU -p > •r— r— c o =3 > £ s z E > — i o o Renumerati on-OJT or Work Exper; 2 (Continued) X J S- XJ . CO 13 o cn CU CO XJ . n r— ■P 3 CU c: N SZ r— LlI CO p— U 1 u •r- •r- fO 1 t — ■p +J •!— S- c E ■'r— r— r — 'r— r— «4- O SZ C L O CU *0 (0 Q. ro -X ro ro •r- CU to zs N . *p- <u =3 =3 CO C P CO X 3 1 x j i- s- X J • -P o O 3 C CO 5 SZ CU •P •r- eg CL S_ •r- S CU £ o ro Q . CO > O CU o ■P Q_*i— r— X c •r- 3 O ' - P ro to CU > r— ‘ 1 — W •p— X J XJ S- O O ■P "O T— O O <o SZ L U CU S O S_ C — 1 u_ O s: h—i CL < 1 — 1 Functional Academics TABLE 2 (Continued) 19. Owen Sabin Occupational Skill Center 20. Grace A. Greene School 21. Southwest Oakland Vocational Education Center 22. Mills High School 23. Ventura Unified School Dist. 24. Kenai Jr. High and Kenai Central Schools 25. North Wilkesboro and Wilkes County, North Carolina 26. Duval County School Board Total .......i ■o T> . C O 1 3 cn C U C O - o ,— p c P c . N C r — LU C O , _ c o - X C U CO •r— •r— ro 1 r— p P *r— <u •I— o %- • E r — r — I— •(— i— 4 - C - X to >■> E p o c Q . O Q . ro ro CL rO - X rO ro O C U CO ro o p a> (0 1 3 C U 3 \ X C U 3 3 CO C L * 1 — - a C •i— •r— > S- •I— 1 "O LU s- X 5 • P o c_> to c cn o £ C r— C U S- S- 3: c p •r* rO Q - S- •r— 3 a) c * 1 — C U 3 o E o <U O ro - X c/) > O C U O P - s Q . - i- p T3 E > 3 a . r — SL c • r - 3 O P rO C O cu > a ro E c c I— X i— I— O •I— ~ a - a S- o o P <X 5 *0 *r~ c O o (—1 C U D LU o * 3 2 ro C LU cu s : o S- C — 1 3 < o cc O Ll_ O 2 1 —1 a . < 1 —1 Lj- X X X X X X X X X X X X X X X X X X X XXX X X X 15 14 10 22 10 13 4 19 8 before passage of this law. ' This would account for only 50% of these programs incorporating this into their educa- j t tional program. Many programs were for students 16 years I of age and older, and therefore/their curricula did not I include subjects assumed to have been taught prior to I entrance into their program. This might account for the low percentages in the academic, independent living skills, arts, crafts and music, and perceptual-motor areas. Teaching academic subjects to TMR students has long been a controversy among educators. It was thought that the TMR was incapable of acquiring sufficient academic skills (Burton, 1974). Recent research indicates that Burton1s theory was incorrect. Positive learning results have been obtained in teaching functional reading skills (Apffel & Associates, 19 75), and in basic math skills (Bellamy & Buttars, 1975). Communication is important for | an independent life style. A person must communicate with others in order to make his/her wishes known. The TMR student may exhibit one or more of the following i communication deficiencies: small vocabulary, poor articu-j lation, poor grammatical sentence construction in speech, j echolalia, and inability to understand when spoken to by another person (Eden, 1976). These children do not acquirej these communication skills easily as they grow up, like "normal" children. They need to be taught these skills | i in order to achieve the optimum level of independence i possible. One must be able to at least write his/her own ; signature to cash a paycheck or even to maintain a bank \ account. The TMR must know enough about addition and subtraction to be able to go shopping. These math skills might also be necessary for his/her job performance. The TMR person must also be able to read and/or recognize certain protective and informative words such as "Stop," "Poison," "Men-Women," "Danger," etc. (Gearheart, 1979). They also would need to know necessary street signs and transportation signs. It is surprising that only 15 programs included . academics in their curricula. The fact that some schools i were purely vocational in the regard that their students i were 16 years of age and older upon entrance to their program could account for the absence of academics in their curricula. However, these programs did not mention if they evaluated new students in the area of academics. I Further, they did not state whether or not students were j instructed in these areas if the necessary academic skills j were indeed lacking or insufficient for their program. Functional academics are a necessity in the production of an independent TMR individual (Arkansas State Department J * of Education, 1969). - ‘ 51 Independent living skills'include both self-help and social skills. Self-help or self-care skills include 5 ■ eating, toileting, dressing and undressing, personal i grooming, health skills, and safety/first aid skills (Gearheart, 19 79). Many of these skills which are learned * at an early age by "normal" children, must be taught to a TMR child. The TMR has a feeling of pride and accomplish ment when she/he masters these skills. Social skills encompass both interpersonal relationships asi well as intrapersonal adjustment (Hutt & Gibby, 19 79). It is possible that the independent living skills could be the most important part of the TMR student's curriculum, because social competence is so highly prized in today's society (Kolstoe, 1972). These skills are crucial in i j community acceptance as the TMR's behavior without training; i is sometimes unusual or even bizarre. Only 14 of the 26 programs included independent ! living skills in their curricula. It is surprising that this important subject area has been excluded in many programs; however, it is possible that the entrance age of some programs is 16 or older. Even if not a part of their curriculum, these programs should evaluate their students and provide instruction when needed, but these programs j 1 did not mention this. The TMR student must acquire at \ t least the minimal social and self-help skills for living ! I and working in sheltered environments. Behrens (1973) has j noted that research indicates that most job failures experienced by TMR individuals is due to social incom petence, not job performance. This, then, should be i included in all programs. Arts, crafts, and music are taught to provide the student with pleasurable and appropriate leisure time and recreational activities. Leisure time skills must be taught to the TMR student as otherwise she/he would not have the necessary skills or the ability to structure his/ her own time. The accomplishment of these skills leads to a more positive self-image and to the development of skills which can be used in other areas of their lives. Music is a median able to reach even the least t responsive student (Hallas, 1978). This first response | from the student could lead to the initial socialization ! of the student. Music can be enjoyed both passively as well as actively. It can provide the individual with a pleasurable pastime activity and can even act as an outlet for his/her emotional conflicts. Arts and crafts teach the TMR skills she/he can i use to create, accomplish and enjoy. The teacher can | expose the Students to as many types of arts and crafts as possible. The student should be given some freedom in the j choice of which of these activities she/he wants to pursue.j Only 10 programs included this area in their curricula. I I This is an important part of the TMR students' education | i and should be found in all programs. i Vocational education usually begins for students | in the upper-middle grades, senior high or after high school or the age equivalents. Its purpose is to prepare a student to enter and make progress in gainful employment. The program emphasizes skill development for specific job preparation (Meers, 19 79). Vocational education for the TMR could be in a variety of forms from self-contained to "regular" vocational classes with resource teachers to give additional training when needed. All of these forms were ! ! found in the literature. , i 1 Vocational education will help the TMR individual to become as independent and productive as possible (Evans j & Herr, 1978). The student not only learns the necessary i j job performance skills, but also she/he learns the per- j sonal-social aspects of a job. The personal-social skills focus on human relations, self-development and worker attitudes (Meers, 19 79). Even though Public Law 9 4-142 does not mandate a vocational education program for TMR students, almost all j the programs reviewed had some sort of vocational program, j The 22 programs which included vocational education in their curricula attempted to give their students skills j enabling them to join the workforce and receive renumera- , tion for their efforts. This in turn would transform the TMR person into a productive member of our society. She/ he would also feel useful and needed. The vocational education programs differed in their curricula in that some actively used community resources and others did not. Those that used the commu nity resources trained their students for specific jobs in the community. Their goal was to then place these students in community businesses and industries. Some of the programs merely gave their students a very general . ! type of vocational training which included a variety of : i skills with no specific jobs available. Some of these schools provided job placement in the community or shel- [ tered workshops after training and some did not. Perceptual motor skills are important, because most TMR students are not as proficient in this area as others of their own age. They are capable of improving the motor proficiency if given training. These skills develop physical strength as well as motor coordination. They also teach social skills which are vital to job successfulness. 55 Perceptual-motor skills aid the student in coping effec tively with his/her environment (Gearheart, 19 79). Ten programs included this in their curricula. The TMR child is usually slower, weaker, less confident and has an imperfect sense of balance (Eden, 1976). In many cases for lack of better leisure time activities, the TMR child has been allowed to watch TV. In some cases this has created an overweight child with little or no muscle tone. The importance of perceptual- motor skills cannot be stressed enough^ These skills can also give the child pleasurable pastime activities. Appropriate social skills are also enhanced by these activities. These activities provide a way in which these students can participate and compete with others. The student’s self-concept is enhanced, his/her body is strengthened, and she/he is healthier both mentally and physically. All of these contribute to producing an independent and productive individual. The Individual Educational Program is mandated by Public Law 9 4-142 for handicapped students which includes the TMR students. The IEP has nine component parts. These are: (1) the student’s present level of performance in all subject areas; (2) the annual educa- tional performance goals for that school year; (3) short term instructional objectives, (4) a list of all special educational services required by the students; (5) the dates of beginning these services and when they will end; i (6) the degree of participation in "regular" education ; programs; (7) a justification for this type of educational . placement; (8) the list of individuals who will implement the programs; and (9) criteria for evaluation and dates for reviewing the IEP (Meers, 19 79). The special education instructors, vocational educators and the special service ■ personnel must be involved in the planning of the IEP. The IEP is very important to the student as it is indi vidualized to meet his/her own needs. If the objectives are not appropriate,’they can be revised, so the IEP remains individualized and successful for the individual. ; Only 13 programs incorporated the IEP into their i program. It is possible the other 13 were written before , the passage of Public Law 9 4-142. One would assume, however, that they are now in compliance with this law. The IEP is essential to ensure that the TMR student obtain his/her optimum potential of independence and productivity. Each TMR student is different. They are not a homogeneous group irregardless of the label given to them (Hutt & Gibby, 1979). Each child is unique and needs an individualized program. 57 The concept of mainstreaming is based on the principle that all children, regardless of their achieve ment levels, can participate in some activities together (Murphy & Banta, 1981). For example, discussions about j feelings, interests and values can be participated in by j all students. Mainstreaming must be an organized process. Teachers, regular students and other school personnel should be educated in regard to the students being main streamed. This should be done prior to the actual main- streaming. Both the regular and TMR students will derive benefits from this program as both will be able to exchange experiences with and develop an appreciation of the other student (Meers, 19 79). Hopefully mainstreaming will expel the mysteries and myths about the TMR, and people will no longer fear them or hide from them (Murphy & Banta, 19 81). The TMR person will be an accepted and "normal" part of everyone’s' life. Mainstreaming should now be a part of every program due to the encouragement of Public Law 9 4-142 (Murphy & Banta, 1981); however, only four programs in the literature had mainstreaming as a part of their programs. Mainstreaming is an important part of the TMR's. program in numerous ways. The more contact the TMR student has with the regular student, the more accepted she/he will 58 be. His/her self-concept will improve, and his her world j will be more complete. The TMR when mainstreamed is not ' ! set apart; she/he is included. She/he is forced to meet j the challenges in the "real" world, not just in their own ^ secluded, protected, "special" world. Through these experiences, the TMR person is much more able to function independently and productively in our society. Eight programs gave their students on-the-job training and/or work experience. Of these eight, only three allowed the students to receive renumeration for their services. Also, work experience and/or on-the- job training are helpful to ensure a successful work experience after school. In simulated work experience or J learning centers, one would probably not encounter the same problems as one would in a "real" work experience. 1 Without these "real" work experiences, it would be diffi cult or impossible for the TMR to adapt, as they do not adapt easily to new experiences or situations. Work experience focuses on personal development as well as employment preparation (Gearheart, 1979). Although a work experience might not give the child every possible situation she/he might encounter after leaving school, it will provide him/her with "real" situations. I 59 Follow up constitutes a major criteria for eval uating the success or failure of a training program t(Rusch & M’ ithaug, 1980). The responsibility of a sucess- ful program is to train, find an appropriate job position,! and ensure that the s'tudent remain employed. Without follow-up statistics it is impossible to evaluate these aspects of a program. The results of a statistical analysis also can point out the weak.areas of a program. These weaker areas can be revised as necessary to provide a more successful program. Without follow-up information it would be difficult for a program to be improved. It also makes it difficult to evaluate a program. Only eight of the reviewed programs provided any type of follow-up concerning their own programs. Receiving renumeration for services rendered is a > part of our work-oriented society. It has been shown in i the research that it was very important to TMR students j to receive money for their work (Fendell, 19 70). The j t students were not concerned with the actual amount of money, just with the money itself. Other incentives such as candy or tokens were not nearly as effective. "Regular" students who participated in work experiences always get paid; however, many TMRs who participate in > ] work experiences do not receive money for their work. I Receiving money for their services made the TMR feel productive and more independent, just as it does every .j worker in our work-oriented society. Regular students in vocational programs that include work experience are always paid with money, not tokens or candy; therefore, it should be a matter of course that TMRs receive renumera tion for their work. This should definitely be a part of every work experience program. Money management could > also be taught at this point. Only three of the 19 programs which had on-the-job training or work experience : paid their students. • Community involvement was a part of five programs. Most of the involvement in the community consisted of work , experience or on-the-job training for the TMR students. One program visited local businesses to acquaint their ; students with the jobs available in their community. The j community can usually provide the TMR student with job experience, contracts for services for their sheltered workshops or an actual full- or part-time job. Even rural communities and their farms can provide work for the TMR (Jacobs, 19 78). ! I * Therefore, since working leads to more independence,j one would assume a school should exhaust every possible j source for job experience and job placement. The community! | is indeed an excellent resource for both. Community i ! involvement also leads to community awareness and hope- j i , fully will end occupational stereotyping of TMR individuals 1 (Murphy & Banta, 19 81). Most "special" students have been segregated from the "regular" students for many years. \ I ( r Unfortunately, most people have a fear of the unknown. ' Until the TMR student becomes a familiar sight, she/he may ;be feared and even ignored. Obviously community awareness j i is a requisite for a successful program. The 11 items found throughout the 26 programs reviewed have been discussed and evaluated as to their importance and relevance to a successful TMR program. Each subject was found to be important to a successful program. It should be noted that none of the 26 programs possessed .all 11 topics. The Cooperative School-Rehabilitation jCenters of Minnesota (Krantz, 19 70) included nine of these jtopics. The Southern Wisconsin Colony and Training School ■ (Dymond, 19 70) possessed eight. The remaining programs i ;had six or fewer items from the list. i [ ■ Due to the fact that only eight of these programs i t had a follow-up study, it is difficult to say whether or i not those programs possessing the largest amount of the :11 items were more successful than those containing fewer. 62 One can only say that each of the 11 items should be | included in every program to ensure successful results. i i i t i 1 i 63 CHAPTER IV I I i CONCLUSIONS AND IMPLICATIONS I The previous chapters have described and investi- j gated 26 TMR educational programs. Eleven elements detected throughout the reviewed programs were analyzed as to their importance to successful TMR educational programs. All 11 were found to be essential. This chapter I will discuss other components considered to be crucial to successful programs. Implications for further research in this area of education will also be discussed. 1 There are many other facets of successful programs ; I not mentioned in the 26 reviewed from the literature. A i good program should have high expectancy levels for their ! TMR students. These students as well as "normal" individ uals will perform only as well as expected by others (Kirk, 1972). Without revised expectancies of educators, employers and the community, the TMR will maintain a low self-concept and will not perform to his/her full poten- I tial, one of the stated goals of education for the TMR student. Gold (1980) stated that the training should be sequential, that is, students should be given only one 64 new item at a time. A new step should not be taught until | the previous one has been thoroughly learned, and every ' task to be learned should be carefully analyzed into a ( i series of the smallest possible steps. Each student should progress at his/her own rate, and constant review is essential. Many programs fail because they provide too little supervisory time for a TMR student to completely learn a skill and a teamwork approach to remedy this problem is suggested (Fendell, 19 70). In the teamwork approach, TMR students work in small groups of five or less with a supervisory person. This person need not be a creden- tialed person, but someone who knows the skill to be taught. The group works on one skill until the task is i ! overlearned. The supervisory person has the time to | observe each student and ensure that each skill is learned thoroughly before going on to the next one. This leaves little chance for error on the part of the student. It is also important that the TMR student begin to develop his/her abilities as early in life as possible (Wilkes County Board of Education, 19 75). The TMR indi- j vidual is usually developmentally delayed both physically as well as mentally. This individual requires more stimulation than does the "normal” child. Therefore, it |is important that training begin as soon as possible ;(Gearheart/ 1979). Many programs begin stimulating these J children at infancy; others begin at age three. Normal development does.not take place and intensive training is \ required for these children. Also in contrast to the "normal" child, the TMR does not easily acquire knowledge t from extraneous stimuli and. is sensitive to incidental learning (Smith, 1974). Early intervention and training of the TMR leads to positive results and should be a part of every program. This would help the TMR reach his/her maximum potential. Teachers in all areas of education need to be made ; aware of the TMR1s learning and behavioral characteristics if they are to cope effectively when the TMR is main- i streamed into their classroom (Matilsky, P.I., 1977). j I This awareness is critical and can be obtained through in- j i t 1 services. Matilsky (1977) has developed various inservices 1 and/or workshops to introduce teachers to the TMR students i . and feels it is necessary for them to know what to expect from these students. If the teachers feel secure in their abilities to cope with the TMR person, they will be free to teach these students along with their "regular" students] 66 Also, the attitudes of the teacher affect the other students inasmuch as when the teacher treats the TMR student "normally," so will the "regular" students. It is also of critical importance to have a cooperative effort among the TMR educator, the vocational instructor and the community in which the student will work and live. This is essential if the TMR person is to overcome the barriers of attitudes, communication, accessibility and transporta tion . The vocational educator has the knowledge to teach the TMR the vocational skills she/he will need to survive in the work force. The special education instructor generally has not had his training and would not be able to easily instruct the TMR in this area. However, the vocational teacher would need to know the special education techniques and skills in order to effectively teach the TMR student. Thus, both .educators need the expertise of the other in order to best educate the TMR student. The commu nity's cooperation is needed to provide work for the TMR. Even if the student will be working at a sheltered work shop, the community can provide the workshop with contrac tual work. The economic survival of the workshop depends 67 on the community since without this cooperation, the work of the vocational and special education educators would be J i worthless as there would be no work for the "graduate." j Community cooperation is also needed so that there will be : an awareness and acceptance of the TMR individuals. The teachers of TMR students must be flexible in the application of their curriculum, changing their curric ula as necessary. As Baumgartner (1966) stated, "The only thing certain about a dynamic curriculum is change." Parental involvement in the TMR's educational process is very important (Armfield, 1977). The parents can contribute to their child's education by having high expectations for their children and following through at home with skills being learned at school. By participating, i in their child's education they will better understand his/ her problems, potential capabilities and experiences (Gearheart, 1979). The parents with this awareness will be able to help their children realize their maximum poten tials. Without this awareness the parents may allow their TMR child to vegetate in the house, hidden away from the realities of life never to obtain any sort of independence for the child or for the parent. A successful program includes many facets. Because! of the uniqueness of each individual involved, there is no easy solution to their education. This study has found j t f certain subject areas that have proved to be crucial > elements in a successful curriculum. To summarize, these ! elements are: 1. Functional academics— those required for everyday living. 2. Independent living skills— self-help and social . skills. 3. Arts, crafts and music— for enjoyable leisure time activities. 4. Vocational education— for enjoyable skills. 5. Perceptual-motor skills--coordination and leisure | I time skills. 6. Individual Educational Program-— for the most appropriate and profitable education possible for each child. 7. Mainstreaming— to promote normalcy and acceptance. 8. On-the-job training and/or work experience— to provide real experiences to enable the TMR student to be more successful after leaving school. ! 9. Follow-up studies— to ensure a successful program ' 1 by providing statistical information showing the ! successfulness of the program and areas of the j program which need to be modified. ^ 10. Renumeration for on-the-job training and/or work f t experience— to make the work experience more real j j and give the TMR a feeling of self-worth. 11. Community involvement— -to provide jobs and create an acceptance and appreciation for the TMR indi vidual . 12. High expectancy levels— so the TMR will be able to obtain his/her full potential. 13. Sequential training—-to ensure the TMR will be j f able to understand and learn skills. ; 1 14. Overlearning skills--to ensure later success in j i t the performance of these skills. | t I 15. Cooperative efforts among Special Education educators, Vocational Education educators, and the community--to provide the TMR student with the ! best possible education. 16. Flexible teachers and a flexible curricula— to ensure the best possible teaching methods. 70 17. Parental involvement--to produce as totally productive and independent TMR person as possible. Evaluation of a program is a process used to ascertain the value of this program, and is necessary for federal mandates and requirements such as found in Public Law 94-142 (Guralnih, 1961). More importantly evaluation provides a means of improving a program for its students. Evaluation ideally should be an ongoing process (Meers, 1979) . More often, this evaluation occurs only once or twice a year at the beginning and/or end of the year. Evaluation statistics should focus on those students attending school, those working, and those no longer a part of the program for whatever reason. Formal evaluation of a TMR student1s progress in specific subject areas is difficult due to lack of adequate assessment tools for these students. Also the many various and different educational/vocational programs make it diffi-j- t cult to devise assessment tools to evaluate all programs. Assessment devices for the emotional ,and physical develop ment of the TMR population are basically nonexistent, as one must take into account each student1s individual handicapping position (Gearheart, 1979). The use of 71 intelligence quotient (IQ) assessment devices are not actually relevant to the TMR, because she/he reaches her/ j I his peak at a fairly early age, and her/his mental abili- j ties level off at this point (Gearheart, 1979). ^ Further, evaluation is made even more difficult ! by the fact that most testing devices which predict successful job performance merely screen out hard to train individuals. They do not indicate ways to train the indi vidual, nor do they point out the strengths of the indi vidual tested. Therefore, these tests are virtually not facilitative for follow-up studies either for the student ; or the educator and/or employer. i Some of the programs found in the literature stated that they were too new at the time of publication to submit, i statistics which would substantiate the success of their programs. However, no statistical analysis has yet been published today, which for some programs, is 10 years after the program was initiated. The four programs found in the literature which provided a statistical follow-up evalua tion of their TMR student population did show some success in their programs. Many of their students were working successfully even three years after the students had completed the program. Evaluation and/or follow-up is a vital aspect of a program. It should be both summative and informative in regard to the program. It should point out the parts of the program that are successful and those that need to be improved or, changed (Rusch & Mithaug, 1980). Evaluation is necessary in program planning. A program is only successful if changes are made in the curriculum when necessary. Without a follow-up evaluation it would not be known what changes to make. Because of the difficulty of assessing the progress made by an individual student, it would be difficult to evaluate the succes of a program on that basis. Therefore, the evaluation of a program could be the evaluation of a student*s success on the job after leaving the program. These statistics would show if the program produced students who are capable of being successfully employed. This, being one of the main objectives of education, would prove in part a successful program. If, it were found that the students were not able to maintain steady work, one would have to examine the reasons for this. From these findings the program could be changed or modified as neces sary. This is crucial to the continued success of a program. The program must fit the student; the student should not be made to fit the program. The other main objective in the education of the i TMR student is to produce a person who is as independent I as she/he can possibly be. Therefore, one must find a way 1 of evaluating whether or not a student is living success fully and as independently as possible for him/her. There seem to be no assessment tools at this time to measure progress and successfulness in these areas. Although most ( of the programs included independent living skills in their curricula none of them provided statistical follow-up or evaluative information in these areas. It is logical to assume that when these skills are taught some sort of i checklist or evaluation of the learned skils is made. More importantly, however, the efficacy of these skills should be assessed after the student leaves school. Obtaining these skills, is one of the major goals in the TMR student"s education in order to produce an independent i f ' I adult; therefore, it should be definitely be included in | an evaluation. The evaluation should provide a follow-up j I l study with a statistical analysis of the number of students' I living in sheltered community homes, in their relative's I homes, in institutions, or in any other place. It should ! I also include the independent living skills they have successfully maintained after leaving school. These I statistics would help evaluate the efficacy of a program, | providing information concerning which teaching methods I were successful and those that should be modified. Also, i information would be gained relating to the living environ ments which seem to be most successful for each student. 1 This type of follow-up should be included in every com prehensive evaluation of a program. As one can see the most useful statistical data concern those of successful employment and retention of ' i independent living skills. These statistics should be kept1 to ensure the success of a program. The state and federal I } f governments mandate certain record keeping such as curricu-j \ 1 la breakdowns, IEPs, and enrollments. It is this writer*s opinion that they should also require follow-up studies of the students after they leave school. If the students are j for the most part unsuccessful in either of the two areas, the curriculum and/or teaching strategies should be changed in accordance with the areas of failure. These modifica tions and/or changes would have to be made or funding 75 would be stopped. If these modifications did not show statistical improvements in an agreed upon amount of time, j they would again have to alter their program. By having the funding contingent upon the changing of the program in ; unsuccessful areas, it would ensure that these changes would be made. This would in turn provide programs which produce as productive and independent TMR individuals as possible and even more importantly these qualities would endure throughout their lives. This procedure would not only improve the school's TMR program, it would also improve the community's concept ! of the TMR individual. If the program produced more j successful TMR employees and TMR neighbors, the community I i would see the TMR individual as a productive and independ- t ent member of society leading to more community involvement and perhaps more acceptance. One must also examine the possible problems this idea might encounter. First of all, it would require more paperwork than previously required. It would probably necessitate the delegation of more duties to some employees or the addition of any extra staff member to perform the follow-up studies, the statistical analysis of these 76 , and fill out the paperwork. This would probably mean that ; ! ; the school would need more funding to pay this person's i salary. j I In conclusion, it must be noted that there is no I magical formula one can use to design a successful TMR educational program. That is, a program that produces the most productive and independent TMR individual possible. The 11 elements found throughout the 26 programs reviewed are each crucial to a successful program; however, none of : the reviewed programs contained all 11. The other facets discussed are also very important. Very few of the reviewed programs seemed to include any of these in their curricula. It is obvious that more intensive research ! I should be done in this area by both the programs themselves! and also by objective researchers. It is important that j i • each program's statistics show a maximum number of its graduates permanently employed and living as independently as possible. These statistics can be the only useful data when assessing the success of a program. When any of the I I elements discussed or a combination of these are utilized to produce successful TMR graduates, one must ahalyze the elements contained in the program. This information can 77 then be shared with less successful programs. Educational programs for TMR individuals in the past have not been useful and practical for these students. Progress is being made, but much more is needed. Without statistical proof of successful programs, this progress will be hindered. Research is therefore essential in this area of education. i i 78 REFERENCES REFERENCES Allen, A. M., & Cartazzo, A. D. Psychological and educational aspects of mental retardation. Springfield, 111.: Charles C. Thomas, Publisher, 19 70. Apffel, J. A., Kelleher, J., Lilly, M. S., & Richardson, R Developmental reading for moderately retarded children. Educational of Trainable Mentally Retarded 10(4), 1975, 229-236. Arkansas State Department of Education. Guidebook for classes in special education. Little Rock, Ark.: Division of Instructional Services, 1969. Armfield, A. Incorporating the family as a part of the educational strategy for mentally retarded stu dents. In P. Mitier (Ed.), Research to practise in mental retardation; education and training. Vol. II. Baltimore: University Park Press, 19 77. Baumgartner, B. B. What underlies an effective curricu lum? Education and Training of the Mentally Retarded, _1(4) , December 1966, 177. Bellamy, T., & Buttars, K. L. Teaching trainable-level retarded students to count money; Toward personal independence through academic instruction. Education of Trainable Mentally Retarded, 10(1), 19 75, 18-26. Best school practices yearbook, 1964-1965. April 1965, 6 4 pp. ERIC ED 001840. Brolin, D. E., & Kokaska, C. J. Career education for handicapped children and youth. Columbus, O.: Charles E. Merrill , 19 70. Burton, T. A. Education for trainables: An impossible dream. Mental Retardation, 12, 19 74, 45-46. Dymond, Gerald E. & Others. A curriculum for the resi dential trainable child. 8th ed. 1970-Feb. 78 pp. Union Grove, Wise.: Southern Wisconsin Colony and Training School. ERIC ED 0 38821. Evans, R. N. Foundations of vocational education. Colum bus, O.: Charles E. Merrill Publishing, 1971. Fendell, Norman. Team work experience for the mentally retarded. Rehabilitation Literature 31(10), 1970, 345. Gearheart, B. R., & Litton, F. W. The trainable retarded. St. Louis, Mo.: . C. V. Mosby Co.', 1975. Geiger, William L. A catalog of instructional objectives for trainable mentally retarded students. Jackson ville, FL: Duval County School Board, 1974. ERIC ED 108408. Geteles, Frances, & Others. A cooperative vocational pattern for in-school mentally retarded youth. Orange, N.J.: Occupational Center of Essex County n.d. ERIC ED 054344. Gold, Marc W. "Did I say that?" Champaign, IL: Research Press Co., 1980. Grossman, H. (Ed.). Manual on terminology and classifica tion in mental retardation. Baltimore: Garamond/ Pridemach Press, 1977. Guaralnih, D. B. (Ed.). Webster's new world dictionary of the American language. Springfield, IL: The New World Publishing Co., 1961. Hopkins, Mary A., & Brock, Robert J. Menomonie/UW-Stout TMR program: A vocational/life function perform ance based criterion referenced curriculum. Menomie, Wise.: Wisconsin University, 1977. ERIC ED 146757. Hutt, M. L., & Gibby, R. G. The mentally retarded child: Development / training and education. Bos t on: Allyn & Bacon, 1979. Iowa State Dept, of Public Instruction. Vocational Evaluation and curriculum modification. Aug. 1972. ERIC ED 117315. Jacobs, W. J. Gleaning: Sheltered employment for retarded adults in rural areas. Mental Retardation 16_(2) , 1978, 118-122. Katz, Elias. An independent living rehabilitation program for seriously handicapped mentally retarded adults. Final Report. San Francisco Aid Retarded Children, Nov. 1965. ERIC ED 022270. Kolstor, O. P. Mental retardation: An educational view point . New York: Holt, Rinehart & Winston, 1972. Krantz, Gordon. Cooperative school-rehabilitation centers. Final Report. Educational Research and Development Council of the Twin Cities Metropolitan Areas, Minneapolis, Minn., 1970. ERIC ED 043181. Los Angeles Unified School District. Special Education Branch. Status 196 8: Report of the Special Educa tion Branch. Los Angeles Unified School District, 1969. ERIC ED 035999. Los Angeles City Schools. A curriculum guide for teaching trainable mentally retarded children. Experimental copy, Special Education Branch, 1964. ERIC ED 016317. Matilsky, P. I. Career education— the state of the art of inservice training: Council for Exceptional Children, Annual International Convention, Atlanta, GA, April 1977. EDRS ED 140588. Meers, Gary D. Handbook of special vocational needs education. Rockville, Md.: Aspen Systems Corp., 1980. Mulligan, Robert E., & Others. Comprehensive career education curriculum guide for the trainable. Kearney Board of Education. New Brunswick, N.J. Rutgers, State University, Curriculum Lab., 1977. ED 147631 Murphy, L. C., Banta, T. W. Career education for the handicapped: A model of cooperative programming for effective mainstreaming. Journal of Career Education 7^(3), March 19 81, 14 8. National Association of Vocational Education Special Needs Personnel.* 100 Successful vocational special needs programs. August 1, 19 75. ERIC ED 117442. National Topical Conference Proceedings. Developing effective individual educational programs for severely handicapped children and youth. Mimeographed report of a conference sponsored by the Bureau of Education for the Handicapped. August 19 77. Nelson, N. Workshops for the handicapped in the United States. Springfield, IL: Charles C. Thomas, 1971. Paintsville Board of Education. Curriculum guide for trainable mentally retarded. Paintsville, Ky, 1968. ERIC ED 038785 Razeghi, J. A., & Davis, S. Federal mandates for the handicapped: Vocational education opportunity and employment, meeting the needs of the handi capped; A resource for teachers and librarians, hoenix, Ariz.: Oryx Press, 1980. Rusch, F. R., & Mithaug. Vocational training for mentally retarded adults. Champaign, IL.: Research Press, 19 80. Smith, R. M. Clinical teaching methods of instruction for the retarded. New York: McGraw-Hill Book Co., 19 74. Southeast Region Special Education Service Center. An experimental curriculum guide for teachers of the trainable mentally retarded. Downey, CA. 1968. ERIC ED 029424 Stockton Unified School District. Curriculum Guide— Trainable retarded. Stockton, CA, April 1964. ERIC ED 012116. Thompson, Nellie Z. (Ed.). Working draft of recommended standards for evaluation of sheltered workshops. National Institutes on Workshop Standards. Manuscript. Washington, D.C., 1959. Wallin, J. E. Sheltered workshops for older adolescent and adult mental retardates. In L. V. Stahlecher (Ed.), Occupational information for the mentally retarded. Springfield, IL: Charles C. Thomas, 1967. Wilkes County Board of Education, Wilkesboro, N.C. Occupational preparation for the handicapped: Occupational adjustment training. Occupational Education^Research Project Final Report, June 1975. ERIC ED 115967. Yoshimura, Ralph J., & Suzuki, Warren N. Vocational education for mentally handicapped students. A procedural manual. December 1978. Oregon State University, Corvallis. Vocational-Technical Education Unit. ERIC ED 178742. 84
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Rall, Gilda JCe.
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Educational and vocational programs for the trainable mentally retarded (TMR) student
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Special Education
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