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ABSTRACT

DOME!? MIME

I. CE. 023 944

Campbeil-Thrane, Luoille,'Ed..Let's Work Together: Intervention 3trategies forLearners kith Special Weeds. "It Isn't Easy BeingSpecial." Research & Development Series No, 175.Olio State Univ., Columbus. National Center forResearch in Vocational Education.Office of Education ,(DHEW) ; Washington, D.C.7939p.: For related documents see CE 023.943-947 and CF.an 952National Center Publications, National Center forResearch in Vocational Education, The Ohio StateUniversity, 1960 Kenny Road, Columbus, IH043210($3.20: six-piece set, $25.00)

,11F01/PCO2 'Plus Postage.Academically Gifted: Administrator Responsibility:Administrator 14olek American Indians: BilingualStudents: Change Strategies: Counselor Bole:D-advantaged Groups: *Educational Needs;*Edur.:tional Responsibiltty: *Educational Strategies:Guidelines: Handicapped Students: Migrants: Minority.Groups: Needs Assessment: 'Prisoners: *tpecialEducatiom: Talented Students: Teacher Responsibility:Teacher role: *Vocational Education

o Divided into four chapters, this monograph focuses onstrategies that meet equally the common needs of all students and theunique needs of special studen4s. Chapter 1, Preparing to Meet the

. Needs of Special Students: Let's Look at Our.Responsibilities,identifies special needs populations and presents a list .ofresponsibilities for teachers, counselors, and administrators inhelping the special.needs learner to succeed in a vocational-program.The second chapter explores ten educational.needs common to alllearners and discusses basic strategies that may help teachers,counselors, administrators, and others'to perform effectively withthe special student. Chapter 3.provides lists of unique needs ofseven special groups and presenti strategies for meeting 'them.Special groups included are (1) American Indians, (2) individualsNith limited English proficiency, (3) inmates of correctional

. institutions, (4) minority groups, 451 gifted/talented students, (6)

handiappeo students, and (7) migrants. The concluding chapter gives. steps to improve access to vocational programs and to improve studentperformance. (LRA)

************************************************************************ Reproductions supplied by BIM are ihe best that can be made ** from the original document.' ************************************************************************

.2

:s

c.

"lt Isn't Easy Being Special"

ty,

Research and Development Series No. 175

LET't WORK TOGETHER:

Intervention Strategies for

Learners with Special Needs

411

The National Center for Research in Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

1979u S DEPARTMENT OF HEALTH.

EQUCTION WELFARENATIONAL INSTITUTE OF

EDUCATION

IHIS DOC WWII? HAS BEES Pt PRO.Dua E X A( 11 Y AS PE(E'vEn ROMTHE PE PSON OP OPGANIZAT.ON OPIG1NA TING IT POINTS Or vEA OP OPtNIONSSTATEp DO No? NECESs4P.tr PEPRE-SEM, CIT F ICIAL NA1'ONAL INC, tut E OFE Doc A TON POS. T ION OP POI. IC

0

THE NATIONAL CENTER MISSION STATEMENT

The National Center for Research Vocational Educ*ion's mission isto increase the ability of diverse agwicies, institutions, and organizationsto solve educational problems relating to individual career planning,preparation, an'd progression. The National Center fulfills its mission by:

A

Generating knOwledge through research

DeveloPing educational programs and products

Evaluating individual program needs and outcomes

Installing educational programs and products

00erating information systems and services

Conducting leadership development and trainingprograms

3

The project presented or reported herein was performed pursuant to a Contract with the U.S.Office of Education, DepartMent of Health, Education, and Welfare. However, the opinionsexpressed herein do not necessarily reflect the position or policy of the U.S. Office of Education,and no official endorsement by the U.S. Oft Ice of Education should be inferred.

II

TABLE OF CONTENTS

Foreword

Chapter 1

Preparing to Meet the Needs of Special Students:Let's Look at our Responsibilities

1

Chapter 2

Educational Needs that are Common to All Learners:What They Are and How to Meet Them 5

Chapter 3

Unique Educational Needs of Special Groups:Ways to Meet Them

27

Chapter 4

Conclusion33

Bibliography35

s

6..

1

6

7

FOREWORD

Educators have consistemly disagreed about the most effective way'to .accommoddte theneeds of exceptional students. Various concepts such as "mainstreaming", "least restrictivenvironment"., or even classroom segregation have been applied to the special needs learner. \

Teachers, counselors, and administrators are looking fqr solutions to the problem of meetinspecial needs by assessing both the common and unique educational needs of "special" people. \Parents too must be aware of educational alternatives and opportunities which provide the best- \educational experience for the child. Once those needs are identified, strategies must be developed \to meet equally the common needs of all students, and the unique needs of "special" students.

This booklet may provide direction for anyone who works with mainstreamed or specialclassroom students to meet both shared and individual requirements.

Let's Work Together: Intervention Strategies for Learners with Special Needs is one of a seriesof National Center publications devoted to issues, problems, and answers in serving special needslearners. This ongoing series, "IT ISN'T EASY BEING SPECIAL," reflects the National Center'scommitment to improving vocational education programs and services for special needs populations.

Let's Work Together: intervention Strategies for Learners witti Special Needs is one of a .series of National Center publications devoted to issues, problems, and answers in serving specialneeds learners. This ongoing series, "IT ISN'T'EASY BEING SPECIAL", reflects the NationalCenter's cthrimitment to improving vocational education programs and services for special needspopulations.

The National Center is indebted to Luciile Campbell Thrane, Associate Director, DevelopmentDivision, for editirtg; to Sharon Malak; Program Director; to Patricia Worthy Winkfield, ProjectDirector; to Fred Williams, Marion Johnson, Nancy Lust, Lorraine Cordova, -Leila Hutchison,Lynn Brant, Betty Ann Dennistili, and Gonzalo Garcia for carrying out the work of the project.Credit is also due to the many technical panel members and consultants who made significantcontributions to the project. A special\ note of appreciation is extended to Frances Louthen,Janice Miller, and Brenda Downey for their secretarial assistance.

Robert E. TaylorExecutive DirectorThe National Center for Research

in Vocational Education

tt

CHAPTER 1

.44

43,

PREPARING TO

MEET THE NEEDS

OF SPECIAL STUDENTS:

LET'S LOOK AT OUR RESPONSIBILITIES

A major priority in education today, and certainly in vocational education, is to develop waysto respond more effectively to the educational needs of special populations. These special peopleinclude the handicapped, economically and educationally disadvantaged persons, those in correc-tional institutions, migrants, bilinguals, those with liinited English proficiency, the gifted andtalented, and minority groups such as Blacks, Hispanics, Asians, American Indians, ahd Appala-chians. Children and adults, males and females, who are educationally or economically disadvan-taged or handicapped may not be deriving full benefit from the formal educational process eitherin academic or vocational programs. Many studentrwith special needs leave school each Year with-out the necessary skills to be productive members of our society. Of the special needs groups inschool, relatively few receive adequate training for employMent.

Teachers, counselors, parents, volunteers, paraprofessionals, and administrators could betterprepare students through strategies which encourage access to a wider number and vittiety of voca-tional programs. Additional assistance and services should be extended to vocational programs andto the job. Performance levels would increase, and special people could compete more effectivelyon the job market.

All educators must be aware of five essential components of every student's growing and learn-ing process. Anyone who works directly with or infLences a student in any way must be preparedto respond to the student'sbasic physical needspsychological needsrequirements for basic educational skillsbasic survival skillscareer development needs

For special students, these five universal needs are often difficult to meet because of physical,psychological, educational, and economic barriers. There are effective strategies for meeting those

1

needs; in.some cases, creative strategies or new approaches to existing strategies may need to bedevised. In vocational programs, the success of any strategy depends upon the characteristics of thespecial group to which it is applied. Special people require special help or services in order to enter,,perform acceptably in, and complete regular vocational program. Special needs populations includemigrants, those of limited English prdficiency, the handicapped, the disadvantaged, the gifted and

talented, minority groups, and inmates of correctional institutions. Legislative and.federal sources

as well as non-governmental research groups categorize special populations as follows:

MinoritiesBlack-Americans American IndiansHispanics Including Alaskan Natives or Aleuts

Mexican Americans HawaiiansPuerto Ricans Appalachian WhitesCubans Asian AmericansLatin Americans

DisadvantagedPersons who have academic or economic handicaps, and who require specialservices and assistance in order to complete vocational education programs.

HandicappedPersons who are

mentally retardedhard of.hearing .

deafspeech impairedvisually handicappedemotionally disturbedorthopedically impairedotherwise health impaired Who have specific learning disabilities, and who,by reasonrof the,above,1. require special educational and related services2. cannot succeed in a regular vocational education program without special

educational assistance; or .

3. require a modified vocational education program.

Gifted and TalentedThose persons of great intellectual ability who demonstrate a high level of creativethinking,, psychomotor ability, and special aptitude.

Limited English ProficiencyThose individuals who are linguistically different, or whose.English-speaking abilityis restriCted by their environment.

MigrantsStudents who have moved from one school district to another during any given

year and whose parents or relatives work in seasonal agricultural or related foodprocessing induStries.

Inmates of Correctional InstitutionsPersons who are under the jurisdiction of any correctional system.

These definitions should clarify the unique characteristics of each special group.

2

Success also depends on how well teachers, counselors, and administrators relate and respondto the needs of special students. Each of these people plays a special role and has certain responsi-bilities in helping the special needs learner to succeed in the vocational program.

TEACHERSVocational teachers play a major role in the social/educational ptocess as providers of servicesto assist students to fully develop their personal and vocational potential. This can be accomplishedthrough

. assessing the student's needsto determine appropriate classroom placementto develop a viable instructional programto identify opportunities and barriers to the student's success

providing information to students concerningqualifications, educational requirements, salary, expectations, and projectedjob openings in various occupationsassessment of personal interests and aptitudeswork experience opportunitiesopportunities for selecting non-traditional occupations

support servicessurvival skills that improve

work attitudessocial and personal behavioremployabilityability to interact with peers, employers, teachers, and parents

continuous evaluation of and feedback to students on their talents and abilitiesTeachers work with students on a continuing basis. They are the one constant link in theeducational chain. The positive or negative, attitude the student assumes can be attributed tp theattitude of and classroom climate set by the teacher.

COUNSELORSThe counselor must be responsive to special needrstudents. The counselor functions ascollaborator, interviewer, coordinator, and "all-around friend" to the special student. Counselorsrelate career information

ensure valid andcontinuous assessmentrecruit into non-traditional classesmaintain linkages with community organizations that work with special studentsarrange fur resource speakers and workshopsprovide supportive counseling at critical timesassist with job development and job placement

Counselors working with special students should develop and maintain good personal relation-ships. Devotion and caring are two characteristics thin are most beneficial. The counselor mustwork with parents as well as school staff to make them aware of their feelings toward the personwith special needs. The counselor must show how negative feelings may unintentionally reinforce astudent's negative self-concept and how positive attitudes reinforce positive self-concepts.Counselors' functions are many and varied, but the role they play is crucial to the developmentand happiness of sPecial needs students.

3

o I

ADMINISTRATORS

The administrator provides necessary leadership in organizing and implementing the schoolprogram. The critical services the administrator offers to the staff include:

organized planning and promotion of pnd participation in preservice and inserviceactivities designed to improve competencies of special needs instructional and supportstaffanalyzing curriculum content, technical information, and other related subject matterassisting special instructional staff and support service staff in the selection offacilities, equipment, and instructidnal materialsevaluating program and instructional materials; identifying strengths and weaknesseswithin the operating systemadvocating the role and importance of vocational education for special needs sub-populations in economic development and community growth

, establishing linkages with business, industry, labor, and the community defined broadly.to include employers and the agriculture, health and service industries, both public andprivate, as well as advisory groups representative of those organizations which promotethe concerns of special needs subpopulations

Advisory committees should be called upon to assist the administrator. They can participate inplanning development activitiesproviding advice on administrative functions-such as

budgetingaccountingfinancing

supporting special bond issues or tax levies to provide equipment and supplies toimprove dragrams

The local administrator must have the support of the community, business, labor, industry,parents, and staff to discharge effectively the responsibilities of nianaging the vocational educationsystem. The administrator as advocate and implementor can strengthen the responsiveness of theeducational system to the special needs learner.

In the next chapter, we will explore ten educational needs common ta all students butespecially important to "'special" students, and suggest ways for the teacher, counselor, adminis-trator, and parents/vol.unteers/paraprofessiorys to respond effectively to those needs.

4

7C.t

CHAPTER 2

EDUCATIONAL NEEDSTiiAT ARE COMMON

TO ALL LEARNERS:

WHAT THEY ARE AND HOW TO MEET THEM -.

In Chapter 1, we identified five essentialSmponents in the student's growing and learningprocess. Each of tilde cbmponents includes specific educational needs. The ten needs listed beloware shared not only by all special needs groups, but also by all learners. Our success in meetingthese needs will affect the progreis of the student through this vital growing and learning process.

Shared Educational Reeds1. To increase options in a variety of occupational roles through career awareness, orienta-

tion, exploration, planning, and decision-making activities.2. To determine educational and vocational requirements, interests, and to improve instruc-

tional and support services.3. To develop i positive self-concept.4. To provide meaningful hands-on experiences to enhance occupational skills and

employability.5. To improve educational and communications skills within school and work settings.6. To provide actual work experience to develop p sitive attitudes to employment

opportunities.7. To develop coping and survival skills for p lem-solving.8. To increase access to support services.9. To encourage special needs learners to consider non-traditional educational programs.

10. To acquire the skills for seeking, obtaining, and maintaining employment.Let's explore each of these needs and look at some basic strategies that may help teachers,

counselors, administroors, and others who work with students to perform effectively with thespeciti student.

5

I

To increase options in a variety of occupational roles throughcareer kwareness, orientation, exploration, and decision-making activities.

CAREER

4rRESOURCE

CENTER

Speeal students are often underrepresentedin vocational education classes and have limited alternatives in selecting a vocational pro-gram. Special students often lack role models,community representatives, and resource per-sons who could provide information forbroader-based decision-making. Other barriersmay arise from physical, geographical orsocial isolation.

Educators, parents, paraprofessionals, andvolunteers who work with special studentsshould provide career information that willpermit individuals to make realistic decisionsabout their own destinies. Each of these groupscan increase the career options of people withspecial needs.

6

TEACHERS

Teachers need to expand the walls of theclassroom to include the community. Alterna-tive classroom experiences should include

role models as resource speakersinstructional materials on careerswritten to fit specific needs ofindividualswork experiences at actual sites orsimulations in the classroomplans for students to participate in andvisit vocational and career fairsfield trips and excursions

Teachers should make every effort to relatethe special student's instructional program tothe work world.

I.

COUNSELORS

One of the major responsibilities of a coun-seloris to help the student to learn abouthimself/herself. The total person must beviewed in order to identify strengths and weak-nesses that affect the decision-making processin selecting a lifetime career.

The counselor cannot work alone. Parents, .

teachers, and administrators must providepositive career planning assistance. Studentsmust explore

career aspirations and deciiion-makingcareer choices and selectionscareer planning as it relates to self-concepts and life styles

The counselor is the liaison who coordinatesinteraction among the community, the school,and business, industry, and labor. Counselorscalif modify, negative attitudes toward andniisconceptions about the "special" learneron the part of employers. When interactingwith ilotential employers, counselors shouldfocus on

benefits of hiring "special" peopleencouraging equal access to jobs forspecial groupstechniques thatwill aid in maximumutilization of the human resources of .special students

ADMINISTRATORS

An important responsibility of adminis-trators is to provide staff development timeand resources to permit staff to work moreeffectively with special students.

7

The administrator should encourage staffto yisit and observe actual work situationsinindustry. These lobs may relate to the kindsof opportunities.that would be available tospecial students as work experience, workstudy, or full:time employment If funds arenecessary to provide teachers with this oppor-tunity, then it is the responsibility of theadministrator to seek those funds.

'The administrator should continuallyassess the effectiveness of various classroomtechniques. Administrative avenues for com-municating and sharing information with staffmust be open at all times.

PAREWS/VOLUNTEERS/PARAPROFESSIONALS

These helpers should become as knowl-edgeable as possible rhout the job marketand employment opportunities in the coMmu-nity. They can contact or participate in serv-ice groups in the community to make peopleaware of the capability and availability .ofspecial students. Their interestqn what hap-pens in the classroom and their willingness tocomply with requests of school personnel forassistance make them a very valuableYesource.Most importantly, they offer love, understand-ing, and empathy to the special student as heor she searches for a meaningful, rewardingplace in the world of work.

13

To determine their educational and vocational recjuirements, interests, yand to improve instructional and support services.

0i:is extremely difficult for a teacher toutilize yocational materials, learning techniques,and vocational subject matter if the teacherdoes not have a.total and realistic peTptionof the student's cognitive style, educationallimitations, abilities, or disabilities. Someproblems that result from a lack of appropriateassessment are

poor performance by students in theprogram due to instruction which is

inappropriate to student achievw-nentlevel

* low expectancy levels on the part of'teachersdenial of entry to vocational-programsbased on standardized tests which areoften not true indicators of specialstudents' potential for success.

Assessment should be continuous, not onlyto measure the rate of and increase in skilldevelopment, but Aso to measure both changesin interest and the potential valoe of supportservices provided by the community. Suchextensive assessment requires the assistance ofparents, volunteers, and paraprofessionals inproviding the necessary contacts, time, andpersonal support to assist learners with specialneeds to perform to their maximum capabili-ties.;

Educators who have had limited experienceand opportunity to work with special learnersstiould become familiar with the proper instru-ments, devices, and techniques to assess accu-rately the needs, interests, and.abilities ofthese students. Teachers, counselors, and ad-ministrators should work cooperatively toprovide a comprehensive assessment and eval-uation program.

8of.

6.

TEACHERS

In the classroom setting, teacherscan use anumber of strategies to develop more accurateperceptions of speciil learners' needs, inter--ests, and atilities. These include group.discus-sions, practical examinations, and interestchecklists. Since many learners with specialneeds experience anxiety about taking tests,it isimportant that educators attempt to alle-viate these feelings of inxiety by providingsimulated tests to familiarize them with test- .$ing procedures:During these Simulation expe-riences, teachers should emphasiie that testing,procedures are not employed to exclude stu-dents from programs, but are used to providesome indication of student needs. Teachersshould be aware of and provide for the factthat some learners with Special needs mayrequire some support or adaptations to func-tion effectively within the testi! g situation.Teachers should closely monitor students' .

behavior and performance 'during thete simu-.lation experiences and make appropriate ad-justrrents or referralc if significant problemsare revealed.

COUNSELORS

In order to provide valid and continuous'assessment for improving instruction forlearners with special needs, counselors needto use multiple and unbiased assessment in-struments. Initially, an'inventory of availabletests should be developed by counselors andteachers with the assisttnce of an expertin thearea of testing andmeasurement. This inven-tory should be expanded to inc'ude an anno-tated listing of assessment instruments whichidentify the strengths and limitations of eaohtest and the biases reflected for learners withspecial needs. This approach provides an avail-able resource for weighing the advantages anddisadvantages of any instrument.

9

ADMINISTRATORS

Administrators should promote and supportpolicies that encourage the development of acomprehensive assessment program designedto aid all students in securing maximum bene-fit from courses and testing procedures.Through valid and continuous assessment,educators will havemore reliable and accuratedata with which to plan student programs andto identify specific problem areas that mac/require professional or special attention 'out-side the school.,The administrator shouldcreate an environment where informationconcerning student performance is sharedonatily with both parents and students. Thisapproach may discoUrage early school leaversand student dissatisfaction with programsthey have selected.

PARENTS/VOLUNTEERS/PARAPROFESSIONALS

This group can be a valuable resource inimproving instructional and support serviceswhich often require one-to-pne interactionand assistance on a long-term oasis. Theircontributions include

donating time and showing interestlistening and providing encouragementintroducing students to agencies andorganizations that provide services tospecific special needs groupshelping to find and administer appro-priate testing instrumentstutoringproviding support in the student'sself-evaluation and decision-makingprocessesproviding transportation

1 5

To develop a positive self-concept.

\

The development of a positive self-conceptfor learners with special needs is paramountiii order for these students to realize theirfullest potential. Poor self-concept amongthese students often contributes to

. aggressive or violent behaviortowardotherswithdrawal from individuals who aretrying to help them with theirproblemsbehavior that is counterproductive tooverall self-esteem

10

A feeling of secwity is rieeded before learningcan really begin. lniportant to the develop-ment of positive self-concept is the cultiva-iion of epositive attitude. A positive attitudemust be nurtured within a supportive environ-ment. Not only do positive attitudes of edu-cators, family, and Peers contributeto positiveself-concepts of special needi learners, butalso those positive attitudes relate directly toexpectancy levels. There is a strong correla-tion between expectancy levels and actualperformance levels.

-1 6 L

TEACHERS

Teachers of special needs learners shouldprov:de and encourage

individualized learning programsmeaningful classroom experiences rpositive reiriforcementpeer support .realistic expectations

In order to provide individualized educationalexperiences and to maintain a climate of warmacceptance, teachers need adequate preserviceand inservice training. They must first be ableto accept themselves before they can cultivatea positive accepting attitude toward the specialneeds population they are serving. Teacherattitude change is a long-term process andinvolves staff development training, positiveworking relationships with members of specialneeds populations, and information abouttheir special concerns and problems. In orderto provide positive learning experiences forspecial needs students, the teacher must alsoknow how to plan, instruct, and pace the stu-dents in individualized educational programs.'System-wide in-service training and assistancewill provide teachers with the necessary skills

-for individualized instruction.

COUNSELORS

The role of the counselor in helping specialneeds learners to develop positive self-conceptsdemands that he or she provide

small group and individual counselingsessions that increase positive inter-actions with otherspositive role modelsassistance to parents in developing or,/maintaining positive attitudes andrealistic expectationsan educational climate in which bothteachers and peers will be more accept-ing and responsive in their relation-ships with special learners

ADMINISTRATORS

The local administrator should work Withspecial learners and their families in the schoolsystem and the community to foster accep-tanceAnteraction with parents and employers,community linkages, inservice training ses-sions for all staff, sponsorship oT youth groups,and the individualization of student edaca-tional programs may enhance acceptance. Theadministrator must be aware of andsensitiveto the needs and concerns of special learnersand their families in order to make program-matic changes that will assist the.student todevelop a more realistic and positive self-image. To develop this.attitude of sensitivityand acceptance, the administrator should par-ticipate in inservice or preservice training tobecome familiar with the needs of specialpopulations. In turn;he or she will need tomake this training available to staff by pro-viding inservice training sessions or releasetime for them to improve their personal devel-opment in a variety of settings. .

PARENTS/VOLUNTEERS/PARAPROFESSIONALS

These individuals can provide situations inwhich students can achieve and experiencesuccess. Attitudes and expectations should beboth positive and realistic in order to providethis kind of help. Repeated successes over along period of time in all areas of living andlearning foster a poskive self-image, so it isimportant to provide opportunities for-suc-cess at an early age, especially in the home,and to provide a climate in which the studentfeels accepted as a valuable member of agroupthe family, the class, the community.

.To provide meaningful handvon experiences to enhanceocoupetionsl shills and employability.

a

Hands-on experience may increase thecapacity of special needs learners to functionwithin vocational education programs and toadjust to the work setting.

Students with no hands-on experience mayencounter

longer training periods once actualerr ployment beginslimited success in' vocational trainingprogramsdifficult transitions from school tothe world of workemployer dissatisfaction with perfor-mance levels once vocational educationtraining is completed

12

Many.students with special needs becomedisenchanted with vocational programs be-cause of. the necessary academic requireMentsfor entering those programs. Even studentswho have an aptitude for the skill to be learnedmay lose interest because of a lack of relatedhands-on experiences.

In order to increase student opportunitiesfor meaningful hands-on experiences, instruc-tional materials Must include tangible andexperiential learning tools. Modified materialsand up-to-date equipment should be available.Hands-on experiences should be appropriateto the learner's skill level, interest, and pasteiperiences.

41.

a

TEACHERS

In order to develop and implement learningactivities for the special needs student, teachersshould be creative in developing and utilizingtraditional as well as alternative work settings.

Any activity which allows the student to.participate actively and to develop job-relatedskills should be encouraged. Many hsnds-on .activities require little time to implement.These activities could include:

demonstration of hand tools usemanipulation of small parts assemblyidentification and proper use ofequ ipment

COUNSELORS

Counselors can expand opportunities forlearners with special needs by

coordinating work experience activitiesin and out of the school settingensuring appropriate placement incooperative programsproviding referral services to cooperat-ing Work experience programs withinthe community to allowlearners togain skill in potential work settings

ADMINISTRATORS

In order to increase meaningful hands-onexperiences for learners with special needs,administrators should

poovide necessary program suppliesand equipmentallocate appropriate space for theseactivities within the buildingprovide flexible schedules to accom-modate hands-on activitiesseek additional funding if neededinitiate and develop contacts withemployers and torrimunity agencies,to provide training opportunities ,

act as liaison td promote the pro-gram's purpose, goals, and objectives.,

113

PARENTS/VOLUNTEERS/PARAPROFESSIONALS

Persons assisting special needs learners canprovide them with direct help in gainingmanipulative skills. They can also seek co-operation in the community to make indus-trial equipment available for teaching pur-poses. They should.guard against a possibleinclination to restrict.the learner out of fearfor his or her safety.

To improve educatibn and communications skillswithin the school and work settings. '

1)

A significant problem confronting learnerswith special needs is the lack of adequatebasic education and communications.skills.They are often unable to perform adequatelyin vocational education programs because ofreading disabilities, poor language deVelop-ment, and poor communications skills. Thesedeficiencies make many students unable toobtain, maintain, and progress in suitableoccupational roles and positions.

For the most part, these problems arecaused by social, cultural, and academic dep-rivations. The lack. of adequate basic educa-tion and communications skills frequentlyresults in

14

identification as a slow learner, withsubsequent placement in specialeducation programs and classes for thementally retardedexclusion from specific vocationaleducation programs that require ahigh level of proficiency-in basic edu-cation and communications skillsrestricted development of social andemployability skillslimited occupational mobility andpotential.

pecial needs learners may require supple-mental education or remedial instructiondesigned to

improve reading, writing, speaking,and basic arithmetic skillsencourage social interaction

TEACHERS

To improve the basic aducation and com-munication's skills of speciaLneeds learners,teachers must.

become proficient in identifying anddiagnosing the basic academic andcommunications skill deficienciesdevelop simple written am:koraievaluation instruMents for use inassessing progressuse prescriptive and individualizedremedial education plansdevelop innovative methods and tech-niques for presenting materials tolimited-English spetiking studentsmake modifications to existing curric-ulum materials to increase the learningpotential of students with readingdisabilities;

COUNSELORS

Counselors can assist learners byidentifying specific language, commu-nications, and reading disabilitiesdesigning and developing appropriatediagnostic and assessment tools andtechniquesproviding-information for increasingaccess of special needs learners tospecific academic and remedial instruc-tional programs, including English. AsA Second Language,(ESL), GeneralEducation Development (GED), bi-lingual programs, and other high schoolequivalency programs.

15

ADMINISTRATORS

Vocational administrator: concerned withimproving the basic education and communi-cations skills of speLial needs learners mustassume increased responsibility for

developing comprehensive remedialeducation programs within vocationaleducation curriculaproviding adequate facilities andresources to assist teachers and coun-selorspromoting the development of indi-vidualized -education andemployability raining programs.

PARENTS/VOLUNTEERS/PARAPROFESSIONALS

Students with deficiencies in reading,writing, speaking, and arithmetic skills needone-to-one assistance. Parents, volunteers, andparaprofessionals can bring the learner to alevel,at which heior she can successfully partic-ipate in school programs and the work worldby

providing the learner with practice inspeaking and listeningc.;:recting student learning accordingto the teacher's individualizedInstruc-tion planassisting in remedial activities

21

To provide actual work experienceto foster positive attitudes

to eMployment opportunities.

It is important that special needs subpopu-lations obtain a wider range of work experi-ence opportunities. Because they lack theseopportunities, they are often unable to obtainparttime or fulltime employment during andafter high school. Cooperative work exPeri-ences, apprenticeships, and other on-site workexperiences should be made available tospecial needs learners. Some obstacles to beovercome in achieving this goal are

negative attitudes of employerslack of social skills and positiveattitudeslimited vocational opportunitieslack of modified equipment andmaterialsexcessive concern for the safety ofthe studentrigid scheduling of the school day

16

Vocational educators should provide specialneeds students with work experiences, bothpaid and-unpaid, to develop appropriate workskills, habits, and attitudes.

TEACHERS

Vocational teachers should provide specialstudents with job-related responcibilities andopportunities for

learning to be punctualdecision-makingappropriate social behavior

They should be familiar withneeds and opportunities for employ-ment in business and industryaptitudes and limitations of specialneeds studentsmotivating students to try new typesof work.

COUNSELORS

Counselors should act as student advocatesboth within the school and the community.They should take an active role in presentingthe advantages of hiring special needs studentsto employers. Counselors should provide

information to enable employers andeducators to help special students tosucceed in work experience programsand actual job situationsassistance to sPacial needs learners inunderstanding employers' expectations

a. a chance to explore work opportunitiesthat increase self-esteem

ADMINISTRATORS

The local administrator should play a keyrole in

developing work experience oppor-tunities for special needs students

.fostering acceptance of special peopleby local employers and the commu-nity by showing positively what canbe gained by hiring these people whenappropriate support services areavailable

17

contacting community organizationsaffiliated with business and industrysuch as the chamber of commerce orspecial interest groups to increaseawareness of the value of the specialneeds learner as a potential employee.

The administrator should be knowledgeableabout current skills and qualifications require-ments for special needs students to obtainemployment in the local labor market.

PARENTS/VOLUNTEERS/PARAPROFESSIONALS

By increasing work experience opportuni-ties for special needs students, this group cancontribute by

being knowledgeable and vocal in thecommunity about the need for Modi-fied equipment and the need to removearchitectural barriersrefining social and communicationsskillsproviding moral supportproviding transportationworking to eliminate attitudinalbarriers in the home, school, andcommUnity.

-

To deVelop coping and survival skills for problem-30101.1g.

Learners with special needs often lackcopingnd survival skills needed to exist in acompetitive culture. The academic, economic,and social sectois of our society all requirethese skills as well as the ability to solve prob-lems. The special learner's deficiency in thisarea is frequently the result of several of thefollowing factors

educational deprivation"naiveté

. inappropriate behavioriiolation from the mainstreamgeographic, physical, or culturaliiolationexcessive concern for safety andwell-being

18

To overcome these limiting factors, speciallearners heed special educational programs,individualized guidance and counseling, andexperience in a variety of situations tn whichthey have a non-threatening oprrortunity todeal with success and failure. Broblem-solvingrequires development of their ability to

identify problemsgenerate solutionsevaluate solutionschoose and implement solutionstest solutions

TEACHERS

The teacher's major role is to prepare stu-dents to become mature and responsibleindividuals with adequate social and personalskills. Instruction may be necessary in suchdiverse areas as grooming, dress, personalhygiene, or consumer skills. After assessingthe individual needs of the stident, teachers aro

should implement activities which providemaximum exposure to appropriate social andpersonal behavior. These activities shouldinclude

sensitivity/awareness sessions toexamine values and attitudespeer approol to validaie appropriatebehavioralangeestablishment of trust-centered rela-tionships within a groupcommunications skill development toanalyze verbal and non-verbal cues

To facilitate these activities, teachers mayuse audio-visual equipment such as lecture-tdpe se ries, video-cassettes, and tape recordersto provide immediate feedback for studentsin simulations and game scenarios. Teachersmay need additional support staff for indi-vidualized instruction and small group discus-sion. Teachers should be aware of all supportservices available and inform students aboutmethods of access to them. In this way,teachers can help students to experiencesatisfying social interactions with teachersand peers and to develop better coping andsurvival skills.

COUNSELORS

Counselors should work with parents,teachers, and administrators by leading work-shops and discussion groups on values clarifi-cation, stress and behavioral management,and setting prioiities. Counselors dan clarifythe role of parents, teachers, and adminis-trators in helping students to develop copingand survival skills, and make appropriatereferrals to external agencies such as crisisintervention and family and group counsel-ing centers, Bureau of Employment Services,

19

4

vocational rehabilitation, and mental healthprograms. Counselors need flexible schedulesin ord3r to

meet with teachersmake appropriate referrals (arrangefor transportation as necessary)interact on a continual basis withstudents, parents, and communityservice agencies.

The interactions coordinated by counselorswill reinforce positive behavioral patterns andwill foster improved social and coping skills.

ADMINISTRATORS

Administrators should provide necessaryleadership to teachers, counselors, and supp6rtservice staff assigned to wOrk with learnerswith special needs, to enable them to imple-ment successfully programs designed toincrease survival and coping skills. Adminis-trators should play a key rolein

implementing program goalsproviding support servicesevaluating program performanceobjectives.redefining program outcomes

Administrators should vieW-efforts to pro-vide special help and to reduce student anxietynd stress as an integral part of programservices for these learners.

'PARENTS/VOLUNTEERS/PARAPROFESSIONALS

These persons guide special learners as they"try their wings" at such things as modifyingbehavior patterns, using public transi*tation,and coping with frustrations. They can rrcrvide supportive, on-going guidance as speciallearners weigh alternatives and make tentativedecisions.

,..

alin11Re oci Inc)

Room

To increase accessto support services.

The Performance of all special groups isaffected when support services are not avail-able or are inadequate to meet student needs.Lack of these services may even result in theexclusion of students from programs orcourses which would otherwise be beneficialto them.

Educators must be familiar with the manyprivate and governmental agencies and organi-zations that provide services in these areas ofconcern: poverty, health, ethnic minorities,specific physical handicaps, rehabilitation, and

20

mental health. The services of all such agenciesshould be coordinated through the school(usually by guidance and counseling personnel),and special,needs learners should be put incontact with appropriate agencies. Vocationaleducators should function as a team in assess-ing the students' needs for support services,informing students and parents of servicesavailable to them, and making referrals toservice providers.

TEACHERS

Teachers should be responsive to the stu-dents' personal needs for assistance and awareof the potential resources available to assiststudent& Teachers are usually.most knowl-edgeable about student performance and canascertain through observation and daily contactwhether there is a need for additional assis-tance. Teachers, working with counselors, canprovide information to students and parentson intarnil.and external resource providers. Itis important for the teacher to build rapportwith the students in order to assess their needs.Also, some training in crisis intervention'andconflict management may be necessary inorder for the teacher to cope with specialproblems that may arise.

COUNSELURS

Tha counselors act as service providersthemselves. They are in a position to

assess studentneedsserve as an information resource tostudents, their families, and teachersmake referrals to service agenciescoordinate support servicesmaintain contact with service agencies

ADMINISTRATORS

Administrators can facilitate the establish-ment of an interagency network by linkageswith external service providers. The adminis-trator can coordinate the'utilization of allresources (both external and in-school) by

building a Well-trainecistaffmaking appropriate cffanges inorganizational structuresecuring appropriate facilities,materials, and equipment .

developing adequate transportationand communications systems forresponsive,programming.

It is the administrator's responsibility todemonstrate the need for additional servicesto appropriate funding sources.

PARENTSNOLUNTEERS/PARAPROFESSIONALS

This group is vitally important to ensuringaccessibility of support services for spacialneeds learners..Even if the school assumesresponsibility for contacting the appropriateservice agency or agencies and arranges aninitial interview, the student will usually needthe added assistance of parents, volunteers,and paraprofessionals in order to derive fullbenefit.from the services. Parents, volunteers,and paraprofessionals can .help with

transportation to health clinics andtreatment centersguidance in managing moneyassistance in overcoming cultural,racial, or language barriers

,..encouniga "special" laiumers

..to consider non-traditionareducational programs.

Special subpopulations are often dispro-purtionately represented in certain skill .areas of vocational edueetion such as homeeconomics, businessand office education andsome trade areas, many of which are becomingobsolete. An examination of enrollmentpatterns in the highly skilled, technical train-ing areas reveals a scarcity of special needssubpopulations. Attitudes are the principalbarriers to the aspirations of the learner withspecial needs. This inequity can be overcome

sthrough conscious effort more appropriateand bias-free counseling, and alternativeinstructional techniques.e

. .Definite steps can be taken to alleviate the

perpetual Cycle of underemployment andunemployment of special needs groups. Specialneeds learners are a valuable source of creativeability and leadership in a variety of occupa-

22

\ticKis. Negative perceptions toward vocationaleducation in certain communities, especiallythose which have a concentration of specialneeds subpopulations can be mitigated.Finally, from a practical sandpoint becauselabor market projections irtdicate a markedincrease in highly skilled occupations, lessemphasis should be placed on entry level skillbuilding for special needs populations andgreater emphasis placed on more technicalprograms.

RELATED PROBLEMS

A number of related issues have been ciiedas contributing to discrepancies in enrollmentOf the special needs learner. To open all areas

of vocational education to the special needslearner, the following requirements must bemet

increased interest on the part of thestudent in technical skill areasability to meet entrance requirementsfor highly skilled programs (somerequirements may need modification)increased accessibility of.programofferingsincreased awareness of career optionsby the student and by those individu-als who influence course selectionsuch as parents, teachers, counselors,and administrators.

TEACHERS

Teachers can greatly influence the student'sdecision to pursue a nontraditional program.Teachers should

invite role models to share theirexperiences with studentsactively recruit and encourage thespecial needs student in nontraditionalprogramsdevise special techniques or makeadjustments that may differ fromthose traditionally usedselect appropriate testing metkidsindividualize the student's instruc-tional program

COUNSELORS

Counselors should provide the tink betweenhome and school by coordinating in-schoolactivities that reinforce the advantagei ofselecting a nontraditional program. Counselors

23

shouldplan and participate in awareness andparent-effectiveness trainingdevelop a recruitment program forspecial needs studentscreatively assess competehcies oraptitudes needed for a particularskill areaassess test results with an open mindencourage communication betweenhome.and schoolallow for flextle scheduling

ADMINISTRATORS

-Administrators should support nontradi-tional prograni options by

developing community linkages withbusiness, industry, and laborproviding opportunities for studentsto explore all occupational choicesproviding meaningful staff develop-ment activitiesseeking support servicessoliciting funding for programs thatbetter meet the needt of special groups

PAR ENYS/VOLUNTEERS/PARAPROFESSIONALS

These individuals are often role models forthe "special" student Parents/volUriteers/para-

- professionals shouldencourage "special" learners to pursuetheir own interestsencourage the student to overcorne theobstacles of a particular disability.have a positive attitudeprovide personal assistance with vans-portation, tutoring, and other activities.

1

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One of the most crucial problem's faced.by special subpopulations is acquiring thenecessary skills for seeking and obtainingmeaningful and suitable employment. Theyare disproportionately unemployed, under-employed, anisblenerally underrepresented inthe labor foroe. Many are ill-equipped todemonstrate appropriate and desirable workskills, even though they may demonstratepotential for long-term upward mobility.Usually they7acquire entry level jobs withlittle or no opportunity to transfer or to re-fine skills. When individuals with special needscan attain only an entry level position, theymay become discouraged, demonstrate signsof being unmotivated, develop a poor work

history, experience repeated job performancefailure, or be terminated.

Special subpopülations require resourcesand support service systems which provide

counseling and guidancebasic education and survival skillsinstructionfinancial aidhealth assistancelegal servicesjob placement and follow-throughservices

A placement and follow-through program withemphasis on instruction, cóunteling, employerawareness and orientation, and use of supportservices can provide meaningful and satisfyingemployment for special needs subpopulations.

243 0

TEACHERS

TeacIfers must assume the initial responsi-.bility for developing new skills and insightsin working with special needs subpopulations.Teachers should

help students feel at ease within anactual or simulated job placementsettingexplain what is expected of theemployeebe flexible in planning and imple-menting programshelp these students achieve successproviefb individualized educationalinstructioncounsel with the full participation ofthe student.

COUNSELORS

Counselors must assume responsibility forhelping the special student accomplish thefollowing objectives

the ability to communicate one'sfeelings openly and honestlywillingness to trust authorityfiguresacceptance of responsibility fordirecting one's own life .

the capacity to cope with fear,ambiguity, and anxietydevelopment of information-seekingskillsimproved social adjustmentvocational maturity

The counselor must continually direct thestudent to clarify interests, values, and desiresby relating past and present experiences topossible job alternatives.

25

1.

ADMINISTRATORS

Administrators must ensure thatadequate linkage's with referral sourcesoutside the school exist for placement°purposesappropriate and vgried experiences inthe community are provided forspecial needs subpopulationsinterdisciplinary and individualizedcurrictila ate implemented on an open-eritry/open-exit basishome visits and work site visits invalv-ing4chool personnel, fenny, andemployer are part of the job placementand follow-through programevaluation programs provide neededfeedbackan advisory committee is establishedif a need is indicated-students receive on-the-job trainingassisterice.

PARENTS/VOLUNTEERS/PARAPROFESSIONALS

Members of this group.can greatly enhanceemployment opportunities for special studentsby

helping them to improve their socialskills. ,

providing on-site obtervation ofvarious jobspreparing them for employerexpectationsfamiliarizing potential employers withtheir abilitiesintroducing them to potentialemployersproviding support and encouragementwhen frustration or performancefailure on the job threatens theiremployment

31

CHAPTER 3

UNIQUE EDUCATIONAL NEEDS

OF SPECIAL GROUPS:

WAYS TO MEET THEM

Unique educational needs must be recognized to serve a specific special group adequately.Failure tO meet these needs may result in an unsuccessful educational expeflence for thespeciallearner. The following is a list of the unique needs of each special group, and suggested strategiesfor meeting them.

27

32

AMERICAN INDIAN

NEED STRATEGY

To provide culturally-oriented vocational Include Indian qtAture in the vocationalcurricula consistent with Indian culture and curriculumvalues ,

To increase the participation and involvementof parents and members of the Indian com-munity in the planning and development ofIndian vocational education programs

To provide career guidance and adult educa-tion programs which focus on assisting urbanIndians to secure employment and to adjustto urban life

To increase reservation-based vocational, programs for Native Americans tailored to

local tribal economic development plans

To provide adequately trained vocationaleducation instructional personnel who cancommunicate and relate to the specificneeds of Native Americans

To increase transportation services and/orresidential facilities to enable Indian studentsto participate in off-reservation vocationaleducation programs and activities

Initiate efforts to involve Indian parents andcommunity leaders in Tribal EducationCommittees, school boards, advisory com-mittees, and other groups

Establish programs to provIde career aware-ness and career development and employmentopportunities for urban adult Indians

Provide resources for equipping and establish-ing mobile vocational training units andfacilities

Recruitand select bilingual:bicultural staffand teacher aides to assist in vocationalinstructional programs; employ Native Ameri-cans from the local tribal community to assistin the teaching-learning process.

Provide adequate transportation systems andalternatives (e.g., auxiliary sites) to meet thespecific needs of Indian students

LIMITED ENGLISH PROFICIENCYNEED

To individualize vocational education programs,activities, and learning experiences related tothe needs and experiences of limited-Englishand non-English speaking students

To provide adequately trained and experi-enced bilingual-bicultural vocational, instruc-tional personnel to meet the specific needsof linguistically different students

To design innovative currictilum materials,'methods, and strategies for enhancing thesuccess of limited/non-English speakingstudents in academic and vocational educa-tion programs

STRATEGY

Provide individualized, performance-basedvocational curricula for limited/non-Englishspeaking students

Recruit and select competent bilingual-bicultural vocational staff and teacher aidescapable of teaching and working with limited/non-English speaking students

Pro.vide bilingual-bicultural vocationaleducation and training tailored to the specificneeds of limited/non-English'''speaking students

2833

INMATES OF CORRECTIONAL INSTITUVONSNEED

To provide greater flexibility in the schedul-ing of vocational programs within correctionalinstitutions to increase enrollment

To provide community-oriented, on-the-jobvocational training and experiences for increas-ing the occupational success and career poten-tial of students within correctional institutions

To increase the social interaction and =pingskills of special needs students within correc-tional institutions

Increase efforts to acquire equipment andfacilities that correspond to.the needs of em-ployers and industry in The vocational commu-nity and the local labor mafket

STRATEGY

Increase efforts on the part of vocationalinstructors and administrators to promote theimportance and prioriti of vocational educa-tion programs within correctional institutions

Increase efforts to promote the establishmentof Policies prOviding for work release voca-tional programs

Incorporate social skills and learning experi-ences into regular vocatiOn3I educatiori pro-grams

Provide practical, meaningful, and relevant .

vocational training and experiences for ,increasing the transferable skills and employ-inent potential of special needi steldentswithin correctional settings

MINORITY GROUPS

STRATEGYNEED

To increase experiences and activities thatenable minorities in academic/vocationaleducation progrems to explore their personaland cultural heritage

To increase understanding by minority stu-dents of their particular value systems andtheir relationship to the value systems ofothers

To increase awareness of various communica-tion patterns among minority students

29

Provide information, experiences, and multi-cultural activities to enable minority studentsto investigate their ethnic heritage

Promote efforts and activities to developunderstanding of, and respect for, culturaldiversity and different value systems amongadministrators, instructors, counselors, andstudents

Provide interdisciplinary approaches tolanguage arts and communications skill devel-opment in academic/vocational educationprograms and activities

34

GIFTED/TALENTED

NEED

To offer.challenging, innovative curricularand extracurricukar approaches, methods, andtechniques to encourage participation of stu-dents in leadership and academic/vocationalprograms and activities

To increase interaction to stimulate andenhance the performance of gifted andtalented students

NEED

STRATEGY

Use a variety of instructional approachesincluding programmed instruction, indepen-dentprojects, and team taaching

46 Provide flexible groupings, non-graded classes,special interest activities, and classes for giftedand talented students in academic and voca-tional education programs

HANDICAPPED

To provide access for physically disabled stu-dents to facilities, buildings, and equipmentin regular vocational education programs

To modify shop and classroom instructionalenvironments to facilitate independent move-ment of the visually impaired

To develop the social skills of mentallyretarded students with respect to peers;teachers, employers, and parents

To improve the physical coordination oflearning disabled students to enable them tosucceed in vocational/academic educationalprograms

To improve communication patterns andabilities of speech impaired students

To increase the manual communication skillsof all students and teachers in classes withhearing impaired students

STRATEGY

Eliminate and remove architectural barrierswhich impede access to physical facilitiet

Provide mobility training for vocationalinstructors to assist visually impaired studentsto move freely in classrooms and shop areas

Use innovative instructional methoils andtechniques including group counseling, rola-playing and role-modeling

Provide exercises which will improve the 410coordination of hands, eyes, and mind

Provide access to speech therapists and thera-peutic services

Teach non-verbal modes of communication

To develop coping skills of emotionally Provide counseling, and therepeutic training/disturbed students

30

services

3 s

MIGRANTS

STRATEGY

Provide continuity through prograM coordi-nation from one educational setting to another

NEED

To provide continuity of academic andvocational instruction across all ages end gradelevels

To improve attitudes and interactions ofteachers and migrant students

To develop vOcational curricula to enablemigrant students to become contributing andproductive roethbers of the community

To provide basic educational skills

To increase the involvement and participationof migrant parenfs and community membersin the vocational education system

Provide effective and ongoing teacher-studentand teacher-parent contact

Provide innovative bilingual-bicultural curric-ulum materials to enhance educationalexperiences for the migrant student

Evaluate basic skills and design and individu-' alizefirogram

31

Involve migrant parents in the educationalprocess

Vi

CHAPTER 4

v

4ti

e.

CONCLUSION

In the preceding chapters, we have looked at educational needs common to all special needspopulations as well as needs that are unique to specific groups. We have also extilored basic strategiesthat may help us begin to answer those needs.

There are two critical issues that must be addressed in analyzing any need and applying anystrategy in response to that needaccess and performance. For the special learner, access to andsuccessful performance in vocational programs aregomplicated by physical, psychological, educa-tional, and economic barriers. Educators must be sensitive to the unique and very real gifferencesof the special learner. In many instancei, there is no access to vocational programs. Maffy specialneeds learners are systematically denied access to various vocational programs because of inadequateassessment, occupational stereotyping, inadequate counseling, lack of information about availablevocational training, and physical and attitudinal barriers. For example, many gifted and taIentedstudents are directed to academically-oriented rather than vocational programs. Some physicallyhandicapped students are unable to participate in vocational education programs because of archi-tectural barriers. Other handicapped students who have sensory impairments or mental disabiiitiesneed special materials and teaching pchniques not available in many vocational education programs.Many minority students are being directed to specific areas of vocational training and excludedfrom others.

Access

Here are some steps we can take to improve access to vocational programsactively promote vocational programs and opportunities and encourage specialstudents to participate .

provide (weer awareness and exploration activities as well as occupational informationthroughout the school programuse assessment methods to measure interests and abilities that are culturally, intellec-tually, physically, and linguistically relevantbe realistic. Don't overestimate or underestimate the potential of the special learnercreate an open and accepting atmosphere that is free of barriersphysicai, attitudinal,and all others

33

Performance

The students' performance is affected by many factorsteacher effectiveness, enthusiasm, and commitmentinstructional program effectivenesirelevancy of the program and instructional approach to the needs of the individualstudent

Successful performance by special learners requires sensitivity to their unique needs.

Here are some things we can do to improve.performakeinclude instructional staff with bilingual, bicultural, experiential, or other qualificationswith which special students can identifyadapt curriculum materials to the specific needs of the special groupcreate individualized educational programs (I EPs, IWPs, IUPs) that include the teacher,counselor, parent, student, and other serviqe providersprovide cooperative work experience opportunities in business and industry; involvecommunity members as role modelsensure that adequate support services are aVailable to meet the physical and socialneeds of the special learber

Finally, vocational teachers, counselors, and administrators can increase their ability to respondto the vocational education needs of the special learner through professional development activities.Preservice and inservice training should focus on creating a positive attitude toward the speciallearner and should ensure that staff are competent to provide a meaningful and rewarding educa-tional experience for the special needs learner.

It isn't easy being special, and it isn't easy to meet the needs of special people. Special peoplerequire "special" treatment. It takes a whole team working together with commitment, under-standing, enthusiasm and love to make a difference.,

A,

411

BIBLIOGRAPHY

Iferger, Allen. The Education of the Indians: A Tragedy and a Disgrace. Elements, Vol. 4,.No. 6,February, 1973.

Bottoms' James E. and Scott, Paul. "SupportiveZervices for Special Student Groups:' VoceonalEducation for Special Groups. Sixth Yearbook. Washington, D.C.: American VocationalAssociation, 1976.

Federal Register. Rules and Regulations. Appendix A, Vol. 42, No. rat October 3, 1977.

Glaser, Daniel J. The Effectiveness ofa Prison and Parole System. Indianapolis, Indiana: Bobhs-Merrill, 1964.

Henderson, Vivian W. The'Economic Status of Negroes in the Nation and in the State, TowardRegional Realism. U.S. Educational Resources Information Center, 1966.

Marland, Sydney P. Education of the Giftedand Talented. Report to the Congress of the UnitedStates by the U.S. Commissioner of Education, 1972.

Phillips, Charles V!. "Diversity of Special Groups: Description and Needs." Vocational Educltionfor Special Groups. Sixth Yearbook. Washington, D.C.: American Vocational Association,1976.

.Public Lew 94-482, Vocational Education Amendments. 90 Stat 2213, October 12, 1976.

Tapillan, Muriel Shay. Two Million Without Skills. Washington, P.C.: U.S. Office of Education,DHEW, Bureau of Educational Personnel Development, February, 1972.

U.S. General Accounting Office. Training Educators for the Handicapped; A Need to RedirectFederal Programs, 1976.

Wall, James E. "Vocational Education for Special Groups: Retrospectively, Introspectively,Prospectively." Vocational Education for Special Groups. Sixth Yearbook. Washington, D.C.:Ameriean Vocational Association, 1976.

Wilms, W. The Effectiveness of Public and Proprietary Occupational Training. Berkeley, California:Center for Research and Development in Higher Education, University of California, 1974.

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