-ED 065. 670 DOCUM#NT RESUME VT 015 827 Official Occui)ational Skills Program Handbook. Vocational-Technical Education. A Handbook for the Occupational Skills Program for Special Education Students. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of. Instructional Services. REPORT NO Pub-TAC-72-4221 PUB DATE 71 NOTE 168p. - EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Behavioral Objectives; Bibliogkaphies; Employment Opportunities; duidelines; HandicaPped Students; *Job Skills; Learning Activities; Manuals; Occupational ClusteFs; *Prevocational Education; Program Descriptions; Program Evaluation; ResOurce Materials; Secondary Grades; Services; Skill Development; *Special Education; *Teaching Guides; *Vodational. Development IDENTIFIERS Beginning Competence; Career .Awarenss ABk1RACT This handbook, for use in a prevOcational program providing' special education students in high school with occupational sktllsr provides guidelines and teaching procedures for,use in implementing a program at, district or school leVel. An overall description of the prograt delineates roles and responsibilities of all program participants, and suggested occupational skills units provide learning activities for the handicapped, resource lists, and behavioral objectives for specific jobs within nine occupational clusters. For edCh of those jobs or groups of jobs, related subject areas and materials lists are correlated with specific occupational- experiences. Program evaluation sheets, a vocabulary list,"a .bibliograp6yr, and geneializations for Oreer education complete the . handbookr developed-by_teachers, counselors, administrators. and -representatives from organized labor. (AG) ,s
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-ED 065. 670
DOCUM#NT RESUME
VT 015 827
Official Occui)ational Skills Program Handbook.Vocational-Technical Education. A Handbook for theOccupational Skills Program for Special EducationStudents.
INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of.Instructional Services.
IDENTIFIERS Beginning Competence; Career .Awarenss
ABk1RACTThis handbook, for use in a prevOcational program
providing' special education students in high school with occupationalsktllsr provides guidelines and teaching procedures for,use inimplementing a program at, district or school leVel. An overalldescription of the prograt delineates roles and responsibilities ofall program participants, and suggested occupational skills unitsprovide learning activities for the handicapped, resource lists, andbehavioral objectives for specific jobs within nine occupationalclusters. For edCh of those jobs or groups of jobs, related subjectareas and materials lists are correlated with specific occupational-experiences. Program evaluation sheets, a vocabulary list,"a.bibliograp6yr, and geneializations for Oreer education complete the
. handbookr developed-by_teachers, counselors, administrators. and-representatives from organized labor. (AG)
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U.S. DEPARTMENT OF HEALTH,it EDUCATION & WELFARE
. OFFICE OF EDUCATIONTHIS Documor HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT, POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU!CATION POSITION OR POLICY.
A HandbooKfOr theOccupatiOnal Skills Programfor Special Education Students
OFFICE OF INSTRUCTIONAL SERVICESDEPARTMENT OF EDUCATIONSTATE OF HAWAII 1971
PRINTED BY THE OFFICE OF LIBRARY SERVICES/TACPUBLICATION NO. TAC 72-4221
a
a
PREFACE
The restru.ct. ed setondary vocational-technical education-progrfulfill the needs of th many yOlngsters in search of relevant occuRatiwill unite an. individual with a suitable ,curriculum in such a way thatpursue his occupational goal--be it immediate entry into an occupatiothe coMmunity colleges, trade schools or apprenticeship programs,
. The sOccupational Skills .0rogram, a sub-program within the resfically for\ speCial education, studerits-,the handicapped, youths of ourthe DepartMent Of Education's SpeCial Education Program by providiiences for the\se'students, to help them in.their quest for a meaningfuin their adulthod.
This handbook was developed to provide sufficient guidelines forOccupational Skills Program.
8HIRO AMIOKASuperiritendent of Ed
PREFACE
red secondary vocational-technical education program for Hawaii is designed tothe many youngsters in search of relevant occupational preparation. The programdual with-a suitable 'curriculum in such a way.that he will be better equipped toional goal--be it-immediate entry into,an occupation, to'continue his training ineges, trade schools or apprenticeship programs, or to aspire, toward a profession
nal Skills Program, a sub-program within the restructured program,.. is speducation studentsthe handicapped youths sa our state. This program re nforce;sEducation!s Special Education Program .by providing actual. Occupational xperi-idents, to help them in.their quest for ameaningful and satisfying job fulfillment
was developed to provide sufficient guidelines for the implementation of theProgram.
SHI0g0 AMIOKASu:perintendent of Education
.00
ACKNOW.LEDGEMENT
We cratefully acknowledge the contributions of the following participantsof this' material:
AdministratorsTed AbearEsmond Chun
HazamaStanley Kau
District StaffLaurence qapellasLois McCa tneyMiles MuraokaRene Nishikawa
Teachers and Counselors
Morris KimuraPaul KobayashiGordon KuShimaejoGor on Kuwada
James AbeJessie AugustinAdeline ChoiDennis Dung-John Fbsta.Ronald FuchigamiArnold FujiiArthur FujitaSandra Garrett
Howard OkimotoGlenn Ourik,Thomas SaitoStephen ShibuyaRichard TairaRobert TakahashiLint oln TakenakaSachi TakeuchiRonald Uchida I
Allen YokomotoYonamine
(continued),
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-State StaffMrs-: Emiko Kudo, Administrator, VocatiOnal-Technidal EducationMr. Thomas Hatakeyama, Program Specialist, Agricultural EducatiDr. Lawrence Inaba, Program 'rSpecialist, Industrial-Technical EduMr. Frank Kanzaki, Program Specialist, Industrial. Arts EducationMrs. Barbara Nakagaliva, Progbam Specialist, Home Edonomics Ed
.- Mrs. Florence Sakai, Program Specialist, Business Education
ACKNOWLEDGEMENT (Cont.)
Labor Union RepresentativesMr. Harold De Costa, Director of Training, Carpenter-s UnionMr. David Thonipson, Educational Director, ILWU Local 142Mr. Antdne Kahawaioloa, Jr. , Business Agent, General Trades, ILMr. Takeshi Kouchi-, Oahu Division Representative, ILWU Local 14
TOyomasa Oshiro, Office Manager,, ILWU Lotal 142Mr. Alan Moon, Training Coordinator s Hotel and Restaurant Emplo
Union, AFL-CIO Local 5Mrs. Marsha White, Staff.Assistant, Hofel and Restaurant Employe
Union, AFL-CIO Local 5
Workshop ConsultantsMrs. Lenoi:a Gross, former Coordinator of Vocational Education in
of California (1969)Mrs. Glee Saunders, Program Officer for the Handicapped Persons
Washington, D.C. (1970)
Participating SchoolsAiea High SchoolBaldwin High SchoolCampbell High SclioolCastle High School
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Farrington High SchoolKahuku High SchoolKailua High SchoolKaimuki High School
Mrs. Renee Nishikawa, Beginning Teacher Supervisor,, Special EduFukumoto, .Øbordinator, Occupational Skills Program, Honolulu Distridtcompiling.fhe .materials for the original draft of this handbook.
_
Kapaa High SchoolKonawaena High 'SLeilehua High SchMcKinley High Sci
am Specialist, Industrial-Technical Educationam Specialist, Industrial Arts Educationrogram Specialist, Home Economics Educationram SPecialist, Businesth Education
ctor of Tra. ng, Carpenters Union:atiOnal D ect r , ILWU Local 142r. , Busi ess Agent, General Trades, ILWU Local 142Division Representative, ILWU Local 142ice Marla r, ILWU Local 142oordinator, Hotel and Restaurant Employees and Bartenders
\ssistant, Hotel and Restaurant Employees and Bartenders
Coordinator Of Vocational Education in the Stockton School District
,--arn Officer for the Handicapped Persons, U.S. Office of Education,
rington,High Sc.hooluku High Schoollua High Schoolmuki High School
Kapaa High SchoolKonawaena, High SchoolLeilehua Highl\ SchoolMcKinley High School
Nanakuli High SchoolWaialua High SchoolWaianae High Scho'olWaipahu High School.
.\ginning Teacher Supervisor, , S'peCtal Education, and Mr. Lawrence .'''ational Skills Program, Honolulu District, We-r...e responsible.for
,.original draft of this handbook.
10
THE OCCUPATIONAL SKILLS PROGRAM
TABLE OF CONTENTS
Page
PREFACE ,,
ACKNOWLEDGEMENT ii-INTRODUCTION
AN. OVERVIEW OF HAWAII'S RESTRUCTURED VOCATIONAL-TECHNICAL-EDUCATION PROGRAM FOR SECONDARY SCHOOLS 2
THE CD.;CUP-ATIONAL SKILLS PROGRAM 6
Objective 6Description Of the Program 6.
ROLES AND RESPONSIBITTIES OF PARTICIPATING MEMBERS OF THEOCCUPATIONAL SKILLS PROGRAM
a
The State StaffThe District Staff 9The School Administrator .
9Counselor .. 11.The
The Occupational Skills Program Coordinator 12The SpeciaEaucation !Teacher 15
_ The Job Skill Instructoi I 17
CHRONOLOGICAL ORDER OF THE OPERATIONAL PROCEDURES FOR THEOCCUPATIONAOKILLS PROGRAM 19
IDENTIFI/CATION OF HANDICAPPED PER.SONS 21-
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UNIT,OF ORIENTATION TO THE WORLD OF WORK
Page
22
Objectives for-the Unit 22Course Content Outline 22
I. Considerations for Choosing Occupations 24"II. Securing a Job 27III. Attaining Success on the Job 30
OBSERVATION 35 _J.-/-Student Preparation for Observation Check Sh.eet 35_
Student Observation Sheet 3 6
A MINIMUM PERSONAL,CHARACT.aR-ISTICS PROFILE 37
. SUGGESTED OCCUPATIONAL SKILLS-UNITS OF INSTRUCTION 40
Construction Tender (Mason, Plasterer, Carpenter, and Other/Building Construction Cra:fts) 84Termite Treater Helper 88
Mechanical Occupations
Auto Mechanic's Helper, General Mechanic's Helper -90Service Station Attendant -92Body*-Fender Helper 94
APPENDICES
EXHIBIT A.EXHIBIT B.
EXHIBIT C.
EXHIBIT D.
96
OCCUPATIONAL SKILLS INSTRUCTIONAL.UNIT PLAN 97OCCUPATIONAL SKILLS INSTRUCTIONAL UNIT
. .EVALUATIONOCCUPATIONAL SKILLS PROGRAM STUDENT
PARTICIPATION DATA -SUGGESTED EQUIPMENT AND SUPPLIES FOR THE
OCCUPATIONAL SKILLS INSTRUCTIONAL UNITSEXHIBIT E. 8URVIVAL VOCABULARYEXHIBIT F. "/PROGRAM EVALUATION FORMEXHIBIT G. !BEHAVIOR DESCRIPTION SCALE
99
100108110114
BIBLIOGRAPHY 116
.1
INTRODUCTION
This material is intended for the Occupational Skills Program in VoceEducation which is designed for the Special Education students in our highbasically is for skill development in pe-,:forming simple and specific job taof occupations which have bejen identified to be those that offer employmenstudents. The program also affords these students the opportdnity to explcareer possibilities.. The program concentrates on the development sof rolperformed under close superyision.
The Occupational Skills Program supports the Department's Special Ethe handicapped, which is to help the students develop into socially adjusteand vocationally competent contrTbuting members in our society.
1
The development of this material began in a workshop in the summerspecial education and vocational-technical teachers, guidance and counseliistrators from participating schools. The workshop group also included tlSpecialists of the Vocational-TeChnical Education Branch. The Consultantwas Mrs. Lenora qross, former Coordinator of Vocational Education in tlof California.
In the ensuing summers of 1970 and 197.1, similar workshops were hehigh Schools and districts which were scheduled to implement the OccupatThe original material developed in 1969 was further refined and revised ir1971. The consultant for the .1970 workshop was Mrs.. Glee Saunders, Pr(Handicapped Persons, U.S. Office of Education,. Washington, D.C. The cparticipants have been included in this publication.
The suggested instructional units included in this publication have beeout with representatives'of organized labor to ensure relevancy of occupatby students fornemployment.s #
This handbook includes an overall description of the program, the delsibilities of program participants arid suggested occupational skills unitional materials that shouldsbe helpful for total program planning at the di
615
INTRODUCTION
'ended for the Occupational Skills Program in Vocational-Technicalned for the Special Education students in our highschools. This progran-i.e lopment in performing simple and specific joh tasks belonging to clusterse been identified to be those that offer empl'oyment opportunities for thesealso affords these students the opportunity to explore the many different
program concentrates on the development of routine job skills that areupervision.
ills Program supports the Department's Special Education Program fors to help the 'students.develop into socially adjusted, functionally effective'nt contributing members in our 'society.
this material began in a workshop in the summer of 1.969 with',:ational-technical teachers, guidance and counseling personnel, and ad.rnin-ing schools. The workshop group-also included the State Program
bnal-Technical Education Branch. The consUltant for the 1969 workshopformer Coordinator of Vocational Education in the Stockton School District
ers of 1970 and 1971, similar workshops were held for personnel froms which were scheduled to implement the Occupational Skills Program.rveloped in 1969 was further refined arid revised in the summers of 1970 andr the 1970 workshop was Mrs. Glee Saunders, Program Officer for the
S. Office of ducation, Washington, D.C. The contributions of all theicluded in this publication.
actional units inCluded in this publication have been cooperatively workediof organized labor to ensure relevancy of-occupational skills being developedlent.
_
des an overall description of the program, the delineated roles and respon-'participants and suggested occupational skills units with related instruc-.)uld be helpfullor.total program planning at the district and school levels.
15c p.
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AN OVERVIEW OF H'AWAIPS RESTRUCTUREDVOCATIONAL-TECHNICAL: EDUCATION PROGRAM FOR SECONDARY SCHOOLS,
There is a kind f occupational program for, every student. The Department of Education hasthree newly structured programs to offer in Vocational-Technical- Education in-order to fulfill-the
-needs, wishes and potentialities of differing individuals in their preparation for the opportunitiesthat exist today and will exist tomorrow in the Working world.
Basically all three programs were designed to increase the options available to individuals:1-to take employment at entry level jota, to move toward occupational, specialization at community,
colleges, technical schools and in apprenticeship programs, or to continue on into preparation forprofessions.
ir-sht-must be noted here that`Vocational-Technical Education is separated froni Practic 1 ArtsEducation. The Practical Arts Program is ,concerned with helping the individual to resp1ndsensitively to the technological developments and to cope effectively with the consequet. es in hispersonal life. The Vocational-Education Education program, on the other hand, is aimed.at moti-vating and 'enabling the individual to proceed purposefully in his occupational pursuit.
The total program was developed in accordance with the Master Plan for Vocational Educationwhich established the following guidelines:
1. The occupational needs of individuals rather than the cafegories of occupations must begiven sharp fo6us. The emphasiS is nfore on people in nee preparation-fothanupon occupations in need of people, although the need for congruence between the two isclearly recognized.
2. The Vocational-Technical program must serve persons in all categories of occupationallife; except the professions which are served by the professional schools. This willinclude education in a Wide range of skills and knOwledge through a wide range of agegroups, for both sexes, all races, and for 'persons at various social, educational, andeconomic levels.
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3. High priority must be given to those with special needs who uffer froth academic socio--economic and other handicaps which prevent them from succ ,.ng in their pursuit of anoccupation.
4.. The program must be so planned and structured to enable individuals to eiercls-e. their--right tb select the-means throughwhich they can fulfill their personal and social goalsat the same time that career goals are'being,achieved; this is essential to the individual's'sense of worth.
:The total education of the individual should be the major concern of the vocational-_ .
technical program rather than the concern for training in teChnical skills.. Generaleaucational development and vocational-technical skills are both essential components ofoccupational success. The basic educational requirements ior most jobs have risen inlight of the effect of technological advances. The learnings which in the past have beenconsidered to be general education are essential as part of the preparation for work. Thisis being felt in the following ways:*
a. More and more jobs are dependent upon the increasing amount of general educationas a prerequisite for ,learning their specialized asPects.
b. The skills and understandings developed by general education, especially those ofa verbal, scientific, and mathematical nature, turn out to be the actual occupationalskills of more and more occupations.
c. A substantial amount of general education is needed to provide the future worker withthe intellectual tools he will need for continued learning.
. The trend towar4% an increased amount of te'chnical content in most occupations suggestsa greater need for preparing workers for technical occupations. More jobs will take, onthe character of technician ocCupations. Many of those will also reflect the growing shift
- to occupations which are oriented toward the social and personal services in changingworld of work and leisure.
*Norman C. Harris, "Technical Education in the Junior College/New Programs for New Jobs,"Washington, D.C.: Arnerican Association of Junior Colleges, 1964, p. 27. (A study. of occupa-tional trends and educational requirements.)
3.-
ef;r
6
7.EffeCtive guidance and counseling must-assume a place of major impoilance. It is clearthat the systetkiatic-pr-e-p-a-FatrOn-fOr sound Vocational choice is a necessary foundation on
. _
which-the vocational-technical education program inust be erected.
8. Vocational-technical education must be planned:as open-ended, continuous educationwith its major responsibility being to develop a readiness and a capacity for a lifetime of,learning and relearning of occupational knoWledge. In the past there has, been a tendency,for most pre-employment vocational-technical education to be planned as terminal educationalthough provisions were made for periodic updating. It is now clear, with the effects andimplications of accelerated technology on jobs, that no form of education, vocational or non-vocational, can become terminal.
9 . Vocational-technical education programs should be organized for maximum articulationfrom the seCondary level to the community colleges and from the community colleges tdthe four-year institutions.
10. The secondary programs in vocational-technical education should inc-riase the optionsavailable to individuals--to take employment at entry level jobs rfo move toward occupa-tional specialization at .communify-colleges and technical schools, or to continue on intopreparation for professionals.
11'. The secondary school programs should provide basic skills and concepts which applyuniversally to clusters of.occupations. The post-secondary programs in vocational-technical education willprovide the occupational specialization desired by individuals.
,12. The image-and prestige of vocational-technical education should be improved through-
counseling, research and other techniques.
A's a result.of instruction in the secondary school's vocational-technical education program, theindividual should bemitiliko:
. Be prepared,to enter a selected post secondary vocational-technical course of study.
Perform entry' level tasks within one or more related job families.
Assume responsibilities of a reliable worker in terms of appearance, conduct, and attitude.
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Each of the three Programs under two major categories is appropriatelown specific emphasis although-the common elements among them are the aexperiences included and a balance of academic subjects to go along with th(the three prog-rams and a brief descrIption of each are:
1. Preparatory Vocational-Technical Education
The Pre-Industrial Preparation Program is primarily for the underistudent to help him see the importance and usefulness of academic sjob task. This 'program zeroes in on the improvempnt of basic verb
/ scientific skills through correlating them with concrete occupational
The Introduction to Vocations Programs is guidance oriented and incthe possible career opportunities as well as experiences in the varictions. This program appeals to students with ying abilities, inteopposed to any one level of ability. In otpursue his interests in a highly techniCal fieldpeople may explore the opportunities in the so
II.. Occupational Skills
s, a student with sof work while another
1 services.
The Occupational Skills Program is for specific job skill develOpmeistudents enrolled in the high schools. The special education teacheicompetent instructor will work together to help these students becon
The occupational experiences for the above programs will be availablélarge clusters of occupations. They are: (1) Business OccUpations; (2)PeiOccupations; (3) Health Occupations; (4) Food Service Occupations; (5) EleciOccupations; (6) Construction/Civil Technology Occupations; (7) Mechanical(8) Technical Graphics Occupations.
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rograms under two major categories is apppriately titled and has itsalthough the common elements among them are the actual occupational-id a balance of academic subjects to go along with these experiences. Namely,a brief description of each are:
cational- Technical Education
rial Preparation Program is primarily for the underachieving disadvantagedhim see the importance and.usefurness of academic skills for performing aprogram zeroes in on the iMprovement of .basic verbal, mathematical andthrough correlating them with concrete occupational experiences.
n to Vocations Piograms is guidance oriented and includes knowledge abouteer opportunities as well as experiences in the various clusters of occupa-gram appeals to students with 'varying abilities, interests and aptitudes ag',
one-level of ability. In other words, a student with scientific aptitudes, mayests in a highlkntechnical field of work while another who likes tc work with
lore the opportunities in the social services.
'Us
al Skills Pro ram is for specific job skill development for special education,d in the high schools. The special education teaCher and the-occupationallyuctor will work.together to,help these students become employablp.
xperiences for the above programs will be available to an individual in eightations. They are: (l) Business Occupatiors; (2) Personal/Public ServiceOccupations; (4) Food Service Occupations; (5) Electrical/Electronics
It is the obj.ective of the Occupational Skills Program in Vocaprepare Hawaii's handicapped students to perform occupational tato assurrie the responsibilitiess.of a reliable worker. They shouldand skills acquired.to seek and hold 'a job in a position which is cl
Description of the'Program
TI-it:! Occupational Skills Program in Vocational-Technical Edidentified as special. education students who are enrolled in the hi
The program basically is for Skill development in performingbelonging to clusters of occupations Which have been identified to IOPportunities for these students. These tasks are those p.,rformein nature. The tasks of the specific job family at the minimal_ skiclassi.'oom situation but will be practiced on-the-job within industiagencie s .
The general areas are: Clerical Services, Related.Sales SerServices , Home, SerVits--,--ClOthing Construction and MaintenanceServices, Shop and Building Maintenance Services, Supervised FoWorker, , and Oeneral Mechanical Worker..
It is also part of this program to help these students relate tosupervision, to acquire some grooming skills and to generally beof being a reliable worker.
The basic academic skill development of these students will beducation teachers at the school. The job skill instructor who iscooperate with the speci.p.l education teacher under this plan. Alle6operate with the special education program in the schools will btional Skills Program.
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OCCUPATIONAL SKILLS PROGRAM
r
)ccupational\Skills Program in Vocational Technical Education tostudents to perform occupational tasks belonging to a job family andof a reliable worker. They should be able to apply the knowledge
a hold a job in a position which is closely supervised.
rogrankin-Vocational-Technical Education is, designed for individualsstudents who are enrolled in the high schools:
.for skill development in performing simple and Specific job tasksations which have been identified to be those that offer employmentts. These tasks are those performed under superviSion and are\routineecific job family at the minimal skill level will be_learned in a Simulatedpracticed on-the-job within industry, business, and public and private
jerical Services ; Related Sales Services, Supervised Child Careithing Construction and Maintenance Services, Ground Maintenancefaintenance Services, (Supervised Food Services, General Construciloncal Worker.
Ir7a\: am to help these students relate to. other s effectively, to 'accept'grooming skills and to generally be able to assume the responsibilities \
development.of these students will be the responsibility of the specialpl. The job skill instructor who is'a part-time hourly employee will
,Fation teacher under this plan. All other state and local agencies that,cation program in the schools will be indirectly assisting the Occupa-
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*11101.11VONIMIketlWI
An Occupatidnal Skills Program coordinator with a vocational-techincluding work experience, and with ability to work with others will beand may be loc-ated at a. high schcol within the strict. They will coorProgram within the districts.
In-service educatibn, cooperative work experience stations and inequipment are all important aspects to be considered for effective impand budgeting at the school level determine funding needs of the progra
--T6 fdr app-ristir rat tuns- ro-r"tlie-p-r ogr az ri .
The Occupational Skills Program supports the Special Education P'develop into socially adjusted and Vocationally competent contributing
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Program coordinator with a vocational-technical education backgroundand with ability to work with others will be assigned to each district
h school within the district. They will coordinate the Occupational Skillsts.
cooperative work experience stations .and instructional materials-and---t aspects to be considered for effective implementation. Program planninglevel determine funding needs of the program; allotments will depend onprogram.
s Program supports the Special Education Program to help studentsted and,vocationally competent contributing members in our community.
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I.
ROLES AND RESPONSIBILITIES OFPARTICIPATING MEMBERS OF THE OCCUPATIONAL SKILLS PROGRAM
The success of the Occupational Skills Program depends on the efforts of all participatingembers. With clearly defined roles and responsibilities, a meaningful program can be developed
at the school. The roles and responsibilities are outlined into seVen sections.
I. The State Staff V. The Occupational Skills Program CoordinatorII. The District Staff VI. The Special Education Teacher
III. The School Administrator VII. The Job Skill InstructorIV. The Counselor
t
I. The State Staff
A. The State Staff will provide direction and support for the implementation of the program.
B. The Vocational-Technical EucatiLn Branch of the State Office of Instructional Services, incooperation with the Special Education Branch and district personnel, will be responsiblefor the following specific tasks:
1. Develop information on Occupational Skills Program.
-2. Provide ori. entation' to Occupational Skills Program for all department personnel.
3..Provide in-service workshops for participants in Occupational Skills Prop-am.
4. Provide direction and guidance to coordinators.
5. Provide consultative service for facilities, equipment, personnel, and instructionalprogram development.
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6. Develop and coordinate program budget af the State level .for expansion and on-goingprograms during implementation period.
7. Monitor programs.
8. Evaluate programs..
II. The District Staff
A. The District Staff will provide,direction and support for ihe implementation of the-program within the districts.
B. The curriculum specialists and other distri9,t personnel will assurne the followingspecific tasks:
1. Locate and recommend for hiring the Occupafional Skills Program Coordinator for thedistrict.
2. Coordinate in-service activities.
3. Provide direction and guidance.
4. Provide consultative service for facilities, equipment, -and program development..
5. Make recommendations for budget requirements.
6. Assist in the development of the BI-7, (Quarterly expenditure plan).
7.. Coordinate Occupational Skills Program with the Program Coordinator of the District.
III. The School,Administrakar
A. The principal of the school or hfs designate will serve as team leader at the school.
1. Recruit a team wh ch will consist of
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following:
a. Principal\b. Vice-Principal'c. School counselor ,
d. Department chairman of special educatione. Special education teachersf. District Occupational Skills Program Coordinator
2. Designate a team leader from the following (if the principal cannot serve as the leader ):
a. Vice-Principalb.. School counselorc. Department chairman of special educationd. Special education teacher
3. See that the team leader coordinates the school's Occupational Skills Program with':
a. Total school staffb. School's special education teachersC. District Occupational Skills Program Coordinatord. Interested community groups and agencies
4. Assist the team leader, the school's special education teachers, and the OccupationalSkills Program coordinator to evaluate the program and be apprised of the needs,problems and successes of the school's Occupational Skills Program.
B. The principal of the school will determine the special needs of the program with.theteam.
1. Consider the special education Occupat'.onal Skills Program as part of the school'stotal educational efforts and consider its needs on an equal basis as all otherprograms.
2. Support the total efforts of the Occupational Skills Program by providing the resourcesessential in carrying out the program.
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3. Approve the 0-ccupational Skills Program requests pertaining
a. Purchase orders for equipment and suppliesb. Job skill instructor's payrollc. Budget kequests for the yeard. Part-time employment contracts for job skill instructor
4. Assist with the program planning and budgeting for the school
IV. The Counselor
The counselor, as an Occupational Skills team member,, has the resPstudent and teacher in assessing the many factors relating to approprThe counselor may acquaint the faculty with the. OccupatiOnal Skills ix]appropriate *referrals.. The success of the program depends upon the-members which include state and district staff, school administratioroccupational skills program coordinator,, special education teacher,The counselor shall:
1. Familiarize himself.with the Occupational Skills Program han
2. Act as liaison with faculty, parents, community groups and otthe area.
3. Assist in student refOral, psychological assessment and apprin the Occupational Skills Program.
. Provide individual and group counseling services for studentsSkills Program who have social-emotional adjustment problen
5. Offer counseling services for post-high school planning.
6. Aid and assist in an on-going evaluation .of the 'Occupational Sk
upational Skills Program requests pertaining to:
ers for equipment and suppliesructor's payrollsts for the yearployment contracts for job skill instructor
-program planning and budgeting for the sChool year.
ccupationall Skills team member, has/the responsibility of helping theassessing the many factors relating ti3 appropriate vocational goals.uaint the/faculty with the Occupation'al Skills program and encourage
The success of the pl.ogram deperlds upon the cooperation of-all-tearn. state and district staff, school administration, the counselor, ,tram coordinator, special educadon teacher, and the job skill instructor.
aself with the Occupational Skills rogram handbook.
ith faculty, parents, community groups and other agencies in
__--t referral, psychological assessment and appropriate placementnal Skills Program.
al and group counseling services/ for students in the Occupationalwho have social-emotional adjustment problems.
servi_c-e-s for post-high sChool pl\anning.__
an on-going evaluation of the Occupational Skills Program.
r5,
1
t:
7. Provide information to the Occupational Skills team in the area of occupationalcareer exploration.
8. Act as a resource to students and teachers in appropriate areas related to theOccupational Skills Program.
V. The Occupational Skills Program Coordinator
A. School Level Activities
Orientation and Planning
1. Assist special education teachers in the dissemination of information about theOccupational Skills Program.
2. Acquire information on occupational interests and needs of students from SpecialEducation teachers and Department of Vocational Rehabilitation counselors.
3. Discuss with special education and job skill instructors the objectives of theOccupational Skills Program.
. 4. Plan with special education-and job skill instructors in developineinstructional units.
5. Assist in scheduling of the instructional units in the Occupational Skills Program.
Fiscal Responsibilities
1. Determine equipment and supply needs of program With specialreducation teachers..and job skillinstructors.
2. Assist school in completing form VE No.,time.and Evening Vocational Classes."
_
3. Prepare with school administration and special education teachers, program plansand budget for ,the year (to be,submitted during the spring semester for the nextschool year).
"Request for Authority to Operate Part-\
:I"
dr
Rules and Regulations
1. Inform speCial education and job skill instructors of federal, state, and county lawsand regulations relating to employment.
Z. Inform special education teachers of Vocational Education State Plan provisions.
3. Assist in orienting job skill instructors to school rules and regulations.
Evaluation Functions
1. Evaluate each unit after completion with job skill instructor and special educationteachers.
Z. Assist with f3lacement and follow-up procedures on graduates. . _3. Assist job skill instructor in completing VE Form 4, State of Hawal., '1Morithly Report
of Attendance for >Evening and Part-time Classes."
B. District Level Activities
1. Collect and summarize school level reports'for the District Superintendent.
Z. Participate in District Special Education Teacher 11 meetings and Department ofVocational Rehabilitation meetings.
r"7-:
3. Provide resource information pertinent to Occupational Skills Program to teachersand school administrators.
4. Collect and report to State, the school by school reports for the district through theDistrict Superintendent.
5. Locate and screen job skill instructors in accordance with State Plan requirementson qualification of these teachers:
-.13-
Distributive EdUcationTwo (2) years as a paid worker in distributive occupations.
Health Educaiion-A minimum of three (3) years of experience in the area in which they arehired to/ teach.
1
'
Home Economics'EducationAdecllate work experience in the_occupation to be taught as determined bythe staff of the State Board for Vocational Education.
Offi,ce EducationOne (1) year as a paid worker in office occupations.
Technical TeachersA minimum of three (3) years of experience as a skilled technician in anoccupation .or clustei.' of occupations relating to technology to be taught.
Trade and Industry TeachersSubject matter competence gained by fulfilling a standard learning periodand a minimum of ihree (3) years of journeyman experience.
6..Assist job skill instructor with application forms for employment.
a. Form W-4, U.S. Treasury, "Employee's Withh-Ording Exemption Certificate"b. Form HW-4, State of Hawaii, "Employee's Withholding 'Exemption and Status
Certificate"
7. Orient job skill instructors to attendance record keeping and payroll procedures.
8. Recommend for appro'val all purchase order for-program needs.
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33rnrs
Other Activities
1, CornMunieate With..hus.:ineses ,-iridustries , unions and_Other-private--and-governrfie-n-t----agenCie s regarding inforMation relative to this prograrri.
2. Participate. in-godupational Skills Proer.am 'Coordinator' s me ting
V. The Special-Ed,ucation Teache'r., .
A. Orientation Procedure.
The specia. /e/ducation teacher .shoUld thoroughly exa ine'and study the OccupationalSkills Py. gram Handbooks.
, .
1. Z(xplaiiithe Occupational Skills Program to students. :,,r/ md
. / /2. Assist school administration in the dissemination of information about the OccupationalSkills Program. -/. .
-
B. Responsibilities Related to the Occupati/o/nal Skills Program
1. Prepare with school administration and the occupational skills prograrn coordinator,program and bUdget plans for.thyear (to be subrnitted during the spring semesterfor the ne:ct school year).
2. List job skill areas to be cdvered accordinil.to each individual student''.: capabilities_ .and interests-,
3. Select and assign students for the different units of instruction.
4. Provide instruction for the related academic skill development for each unit.
5. 'Schedule the, occupational skills units of insti-uction with the assistance of the occu-pational skills program coordinator and job skill insfructor..
-15- -
34 7"
6. Determine equipment and supply needs with the help of the occupational skills progriamcoordinator and job skill instructor..
7. Be -responsible for the safekeeping and inventory of occupational skills programsupplies and equipment. 9
8. Process insurance coverage for students who are unable to afford the school planpayment prior to participating in the Occupational Skills Program.
9. Clear student tranpsortationprocedures to and from job exploration_stations.-----Submit instructional unit evaluation after completion of eachu-nit to the occupational
skills program coordinator (see appendix Exhibit
Record each student's-Occupational Skills-Program experience for individual's fileon the special card form titled, "Ocoupational Skills Program Student ParticipationData," found in appendix (Exhibit C).
12. Initiate and conduct the unit on the "Orientation to the World of Work."
10.
11.
C.
13. Provide on-going counseling to occupational skills program students.
14, Plan for field trips withthe assistance of the occupational skills-piograrn coordinatorand job skill instructor.
Occupational Skil)ls Instructional Unit D-e-velopment.
1. Assist the joiskill instructor in unit planning, together with the occupational skillsprogram coosetinator. .
Z. Use the han ')pok fdr suggested activities relating to academic skills development.
-16-
VI. The Job-Skill Instructor
--illhe job skill instructors are occupationally competent in the specific skill areas in whichthey teach.
f
A. Orientation Procedure
1. Familiarize self to:
a. Agreement of coniractb. School procedures and poli6iesc. School facilitiesd. Program goalse. Schedulesf. De.scription of students that the job skill instructor will be working with
Z. Become fully oriented to theTrogram through visitations or through other media.
3. Work closely with the berson designated by the school administrator to orient thejob skill instructor:
a. The school counselorb. Special education department chairmanc. Special education teacherd. Coordinator of the-Occupational Skills Programe. Any other school level administrator
B. Occupational Skill/ s Instructional Unit Development-
1. Identify tasks a,nd sequences of tasks on the unit plan outline with the assistance ofthe coordinator and special education teachers.
2, Suggest equipment and materials appropriate for the particular skills area.
3. Suggest other resources available for the particular skills area.
-17-
;
C. -Evaluation.
1. Submit an evaluation of the completed unit of instruction using the evaluation formprovided for the Occupational Skills Program.
2. Subniit recommendations for improvement.
3. Offer written or oral individual student evaluation encompassing such things asbehavior and attitude s.
CHRONOLOGICAL ORDER OF THEOPERATIONAL PROCEDURES FOR THE OCCUPATIONAL SKILLS PROGRAM
1..Survey students' occupational interests.
2. Survey industry and unions for job needs and labor demands.
3. Locate job skill instructors.
4. Perform taSk analyses for occupations.
. Plan units.
6. Determine equipment and supplies needed for instructional units.
Submit program applications (VE Form 8).
8. Issue purchase orders for'equipment and supplies.
0.
9. Certify and hire job skill instructors (432, VT-4 Federal and State, Application Form).
10. Orient students to program and job skill instructors to rules and regulations of the school.
11. Carry out instructional activities.
12. Keep class attendance (VE Form 4).
13. Complete (VERIFY) enrollment cards for each occupational program.
14. Submit payrolls (Form A--6).
'--------1-5-:--Evaturateindividual student's performance and unit programs Exhibit "B").
16. Update student's program participation data (Exhibit-"C").
17. Prepare program plans and budget for the following year.
IDENTIFICATION OF HANDICAPPED PERSONS
Handicapped persons, as defined by-the U.S. Office of Education and adoptedin the State .Plan for Vocational Education, are identified as:
Those persons who are mentally retarded, hard of hearing, deaf,speech impaired, visually handicapped, seriously emotionallydisturbed-, cripplied, or other health impaired persons who, byreason of their handicapping condition, cannot succeed in a voca-tional education program designed for persons without such handicaps,and w o, for that reason, require special educational assistance or amodi ied vocational education program.
In the State of Hawaii, handicapped students are identifiedand generally assignedto special education, classes with special teachers for the major portion of theirschool day.
k."
UNIT_ ON ORIENTATION TO THE WORLD OF WORK
Introduction
The secondary program for Special Education students emphasizes the development of skills andattitudes necessary for the satisfactory transition from school to the adult society. The following
, unit on the "Orientation to the World of Work" provides a meaningful background for all students,---eiitering the world of work.
Objectives of the Unit
1. Evaluate own r,--rsonal qualities in terms of those needed by a successful worker2. Increase skill in managing interpersonal relationships on a job3. Comprehend the nature of the vartious jobs and the job expectations.4. Increase awareness pf the employment opportunities in various fields5. Recognize the value of making wise vocational choices and to be aware-of the factors
which influence these choices
Course Content Outline
I. Considerations for Choosing Occupations
A. The World of Work
1. Why do we work?2. Why should we work?3. Why do we want to work? ,,,17
B. Personal values and goals,
1. Interests. 2 . Aptitude s
-22-
C. Occupations
1. What types of jobs are available inin Hawaii?
a. Nature of jobsb. Place of employmentc. Educational requirementsd. Qualificationse. Employment outlookf. Job hazard-s
2. Whatare job families?3. What does each job involve?
II. Securing\ a Job
A. How to get a job
1. Personal 'contacts2. Community f.cilities3. Private organizations4. Government organizations
B. Credentials and regulations
1. Social security2.. Health certificate3. Birth certificate4. Reference letters5. Labor unions6. Labor laws
a. Minimum wageb. 'Employment of women and childrenc. Working conditionsd. Wdrk permit
7. Withholding fax8. Fringe benefits
III. Attaining SUccess on the Job
A. Applying for a job
1. Letter of application2. Application forms
k?3'. Jper sonal re sume
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4. Interviews
a. Appearanceb. Conductc. Information to exchanged. Evaltiating the job opportunitY
B. How to hold a job
1. Self-under standing2. Independence, autonomy3. Security4. Self-improvement5. Problem solving6. Motivation7. Self-discipline8. Tolerance9. Work hab/4.s
B. -Personal values and Prepare a list of values you havegoals held at different ages and stages
of life. Compare list with thoseyou now hold. Identify those sharedby your family.
After reading various reference's ,
select a panel to discuss "Howvalues are formed." What contri-
.
butes to differences 'in values heldb'y individuals and their families?
1. Interests InVite a guidance counselor to
Z. Aptitudes
,.speak to the class ,on "As's_ urningResponsibility for ,Self Direction. tlArrange to take aptitude tests,
, interest inventory tests--if pre-*vious te-sting has not been done.Evaluate with counselor.
ts
Summarize backgrounç1cperienceand futdre plahs.Evaluate present and future schoolsubjects for usefulness to individualin respect to personal develbpmentand employability.
zPrepare a bulletin board display ofhobbies or leisure time activitieswhich could be the basis for future,vocations.
44
g wise vocational choices necessitates assessing one's personal values,interests and aptitudes.
Activitles
'1-
Teaching AidsSupplies and Equipment
Prepare a list of values you haveheld at different ages and stagesof life. Compare...list with thoseyou now hold. Identify those sharedby your family,.
After reading.various references,select a panel to discuss "Howvalues are formed.." What contri-
es to differences in values heldby individuals ancl their families?
'Invite a guidance counselor tospeak to the class on "AssumingResponsibility for Self Direction."Arrange to take aptitude tests,interest inventory tests--if pre,-vibus testing has not been done.Evaluate with counselor-.Summarizi2 background experienceand future plans.Evaluate_present and futUre-Schoolsubjects for usefulness to individualin respect to personai. developmentand employability.Prepare a bulletin board display ofhobbies or leisure time activitieswhich could be the basis for futurevocations.
-25-'1%
!;i44
Teen Times, Sept. 1961. -
America, Office of Education,Dept. of Health, Educationand Welfare, Washington,D .0 .
The awareness of job opportunities is conducive .to inte.for employment.
Content Activitica.C . Oc cupations
1. What types of jobs areavailable in Hawaii?a. Nature of job .
b. Place employe.c . Education .require-
mentsQualifications
e. EmploYment outlookf. Joh hazardi
. Job fif-nilies
, Using Occupational Outlook Hand-.,
book or other available references,_ -
investigate several jobs. Includethe following dnformation:
-
\
. .Whai doefs. 'each' job,1inVolve?
d.
Nature of workWhere employed
--TraininerequirddQualificationsEmployment outlook
Define job fainilies and job leyel.s(unskilled, sex-rill-skilled, skilled',.technical , pr (Die s sional).. Identifythe charaete0Stics, training. .
needed and q(iialiiic.ations for eachleVelT DisctSs factors influencinglevel,of_job/at .which individualswork or se'lect%.s goals.Classify. jobs ac cording. to edu-cation needed. .
5
..InVite a representative from..theState. Employment IS.ervice orChamber . of CoMmerce' to/di scus semployment .opportunities -and theneed.for qualified persOnnel.''
-26-
areness of job opportunities is conducive to interest in and preparationployment.
bs areaii?
redquire-
outlook
Teaching AidsActivities Supplies and Equipment
Using Occupational Outlook Hand- Hopke, Willia.m E. , Ency-book_or other available refer'e-rices,clopedia of Careers andinvestigate several jobs. Indludethe following information:
Nature of workWhere employedTraining requiredqualificationsEmployment outlook
Define job families and job levels(unskilled,, skilled,technical, professional). Identifythe characteristics, training"needed.and qualifications for eachlevel. Discuss factors influencinglevel of job at wbich individualswork or select as goals.Classify jobs actording to edu-,cation needed.InVite a representative from the n'StateEmployment Service orChamber of Commerce tO discuss:ernployMent bpportunitie s and- theneed for-qualified personnel.
(- 6-
.
a
'Vocational Guidance. NewYork: Doubleday and Company,Inc. 1967.Occupational Outlook Handbook,Superintendent of-Documents.U . S . Printing Office, Wash.25, D.C. $4.50.
Career Pamphlets, .Metro-politan Life Insurance Co.
Dictionary of OccupationalTitles, 3rd Ed. , Superintendentof Documents, U.S. Govern-ment Printing Office, Wash.25, D.C.
See Student Check Sheets forJob Observation.(1) Student Preparation for Ob-
II. SECURING A JOBGeneralization:-__Understanding the job procurement procedures arid legal fac
, employment contributes to securing a job.
Content Activities
A. How to look for a job1. Personal contacts2. Community facilities3. Private organizations4. Government agencies
B. Credentials and regula-tions
1. Social Security2. Health certificate3: Birth certificate4. Reference' letter s
5. Labor unions
Using "help wanted" ads from alarge city list the type§ of employ-ment opportunities available.Identify each according to the joblevel.
Prepare a bulletin board using alocal map to mark the name andlocation of sources of help in findinga job in or near your area.Collect information by visitingagencies or inviting a rePresenta Socialtive to speak regarding procedures the Cto u§e, background information of of Wapplicant requested, types of, Docuemployment opportunities available. 20402Read.literature pertaining to SomeSocial Security.,Discuss cost, . Aboutbenefits, purpose and an individ-ual's resp9nsibility in obtaininga social security number. ,
Re or
Discuss procedures to use inobtaining, birth certificates andhealth certificates. Considerreasons why these are necessary.
_
-27-
Bulle!of DomentD.C.
II. SECURING A JOB
nding the job procurement procedures and legal factors involved inent contribute,s to sectiring a job.
lesons
les
ActivitiesTeaching Aids
Supplies and Equipment
Using "help wanted" ads from alarge city list the types of employ-ment opportunities available.
identify each according to the job
Prepare a bulletin board using alocal map to mark the name andlocation of sources of help in finding_-a job in or near your area.Collect information by visitingagencies or inviting a 'representa-tive to speak regarding proceduresto use, background information of
-appliant requested, types of )employment opportunities available.Read literature pertaining toSocial Security. Discuss cost,benefits, purpose and an individ-uars responsibility in obtaininga- social security number.
Discuss procedureg to use In\ obtaining. birth certificates'and
certlficates.. Corisiderreasons why these are necessary.
\
Report of the Committee on$oci'al Insurance and Taxes, tothi Commission on the Statusof Women, Superintendent ofDoCuments, Washington, D.C.20402 $1.25..Sipple Fabts for -Young WorkersAbout Work and Labor Laws,Bulletin No. 208, Superintendentof Documents, U.S. Govern-ni*t Printing Office; Washington,D.C., 11959.
49
Content ActivitiesTeaching Aids
Supplies and EquiPiiient
. Labor laws
a. Minimum wage\
b. Employthent ofwomen and chil,dren
c. Working conditions
d. WOi.k.permit
. Withholding tax
. Fringe benefits
A+.
Consult .references concerninglabor laws of Hawaii.
---Practice writing letters requestinga letter of recommendation or useof person's nameDiscuss:
whom to-askhow to askwhen to ask
a s reference
Interview-business people to learntheir viewpoim.
Examine income tax forms.Praetice making out a W-2 form.n exchange or combined classwith the Business EducationDepartment might be arrangedfortfiis diScussion.Define the term:"fringe benefits."Ask parents what fringe benefitsare available at loc-al establish-ments.Discusstake home salaty aftercomputing, deductions 'for dues,insurance payments, assessmentsand taxes.Di scu'as banking' procedure s .
Tax forms
Biegeleisen, J. I, , Getting a"Job With a Future, New York:Grosset and Duhlap Publishers ,
1967. $1.95.
Content Activities Supp
C. Applying for-,. job
1. Letter of application
2. Application forms
3. Personal resume
4. Interviewa. Appearance
b. Conduct
c. Information toexchange
d. Ealuating the jobopportunity
51.
Practice writing letters of applica-tion in "answer" to news ad.Practice filling out'applicationforms from local business estab-lishments.Write personal restime followingsuggested forms.
View filmStrip: Getting and Keeping FilmstrYour First Job (Part'I). Discuss Your Fispeciffc points to remember When' As-s:ociahaving ari interview. Panel discus-sion Of what is meant by aPpropriate'appearance for an interview.
Read several references on inter- Filmstrviewing techniques. Job. A
CompaInvite a business nian, personnel Blvd.,manager to discuss "Getting 91-10-6Role play various. interviewing $15.00situations. Discuss proper etiquettefor interviews.Have biizz groups prepare list of.information to be given to the inter-viewer. ,Other group prepare listsof questions to ask the'enaployer.Combine listS and eva1uate iternsmentioned.- _.(
DiscuSs the types of topics whichwould not be discussed.during theinterview.
kr,ar
ActivitiesTeaching Aids
Supplies and Equipment
Practice writing letters of applica-,tion in "answer" to news ad..Practice filling out applicationforms from local business estab-lishments.Write personal resume followingsuggested.forms.
View filmstrip; Getting. and Kee,Ping Filmstrip: Getting and KeepingYour First Job (Part I). DiCVSS- Your First Job (Part I), Guidancespeciftc 'points to rememl3er when Associates, Pleasantvilfe, N.Y.having an interview. Patiel.discus-/sion of what is meant by appropriateappearance for an interview.
Read several references on inter-viewing techniques.
Invr. ite a business man, personnelm-a-nager to_discuss "Getti a.ng Job."Role play,various interviewingsituationsA Discuss proper etiquettefor interAws. .
Have buzz groups prepare list ofinformation\to be given to the inter-
-- viewer. pther grou.p prepare lists
mentioned.
of questions to ask the employ-er.Combine lists and evaluate itenis
Discuss the types of topics whichwould not-be discussed'during theinterview.
FilMstrip: How to Apply for aJob,. Award Record and FilmCompany, MO East ColoradoBlvd., PaTS-adena, Califortia91106 NO. 110 and No. 11'1$15,00 each or both for $25.00
52-29-
/
Generalization:
III. ATTAINING SUCCESS ON THE JOB
Developing characteristics needed by a successful workerto manage interpersonal relationship§ Satisfactorily increisuccess in the World of Work.
A,. How to hold a job.
1. Self-understanding
2. Independence, autonomy
3. SecurityI"
4. Self-involvement
5. Problem solving
6. Moti ation
7. Sell7discipline
-8. To rance
9. Work habits
titude
Activities
Use personality rating scale toidentify strengths and weaknesse§-.-- CraMake a plan for self improvement. Ben
IllirRead life stories of people who have .
attained success in their field. ScicIdentify the Characteristics theypossessed which,contributed to their chisuc.cess.
view-film.-11Act---Y-our-Age-.-": Di sCu-s-s-The
-Impdifficulties which may result frothimrnature behavior.
Thr
Role pray situations to illustrate sig-Filnificance of having self-dliscipline, /At'dtolerance, and independence.Prep-are a bulletin board "Securityts" (refer to Security is a Thumband a Blanket, Swartz, Charles).Discuss behavior which developsfrom having security, lacking.security. Invite a minister,guidance counselor, or other qua;lified person to. speak to the .class _-
on self-irriprovement and reasbriswhy it is desrabre.
-30-
0
III. ATTAINING SUCCESS ON THE JOB -
oping characteristics needed by a successful wOrker and developing abilitylaze interpersonal relationships satisfactorily increases the probability ofss in the World of Work.
Activitie-s
ling
autonomy
Use personality rating scale toidentify strengths and weaknesse.s.Make a.plan for self improvement.
Read life stories of people who haveattained success in their field.Identify the characteristics theypossessed which contributed to their Chicago. SRA,1960.success.
The Seventeen Book of VeryView film "Act Your Age." 'Discuss Important Persons, The Mac-difficulties which may result from millan Co., N. Y. 1966.immature behavior.
Teaching AidsSupplies and Equipment ,
Thresholds to Adult Living,Craig, Hazel T. ,'Chas. A.Bennett Co. , Peoria,Illinois, 1962.,
Science Research Associates.Your Personality and Your Job.
Film: Improvre Your Personality:,Role play situations to illUstrate-sig-.---nificance of having self-discipline, Audio-Visual Center, Collegetolerance, and independence. . . of Education University of
Maine-, Orono, Maine.Prepare a bulletin board ":SecurityIs" (refer to Sectirity is a'Thumband a Blanket, Swartz, Charles).--.7Discuss behavior which deVelops/from having security, lacking /security. Invite a minister,,gui.dance counsetor, or other qua-lified person to sipeak to the classon self-improvement and reasonswhy it is desirable.
//-
Duval, Evelyn, Family Living,New York: The Macmillan Co
-
Content Activities Supp
B. Personal appearance
1. Grooming
2. Selecting appropriateclothes for a job
3. Clothing budget
4. Wardrobe planning
5: Care of clothes
6. Mental and physicalhealth
tr.77.7
55
View. film "Improve Your Per-sonality.' ,
Invite a panel of exPeriencedpeople to discuss how peonalatti:ibutes relate to success onthe job.
Use case' studies (or minute -
dramas) to depict the influenceof one's attitude on success.
Demonstrate and practice'goodwork habits in school.
Use a checklist to evaluatepersonal'grooming. Make a .
plan for Self improvement,afterconsulting various resourcesfor information.
Develop standards for appro-priate grooming and dress foran office job, kiichen helper°,1child care aide, etc. Use films,filmstripS, library referencesfor further information.Determine which clotheS you'nOw own could be.the basis fora."Career" wardrobe. Plan newpurchases which'would be nrededto complete wardrobe.
Your AtiChapinalResearcChicago
Car son,Flora Mfor Wor18623 LiValley,
- Chart:Groom].MagaziN. Y.
A.SecreCharmPublish'Plains
Film: '
tion FilOakrnon
Tips anHome EnologicTexas$2,00 f
Aciivities ' :Supplies and" Equipri-ient
View film "Improve Your Per-sonality." /
-Invite`a panel of experienoedpeople to discuss how personalattributes relate to success onthe job.
Use case studies (or minUtedramas) to depict the influenceof one's attitude on success.
Demonstrate and.practice good_
work habits. in school.
Use a che'Cklist to 'evaluatepersonal grooming. Make aplan,for self improvement afterconsulting various resourcesfor information.
Develop standardS,for -appro-priate grooming an&dress foran office job, kitch-en helfier,child;Care aide, etc:-L.Use films,.filinstrips, library referencesfor further information.
,
Determine which clotheS yOunow own could be the basis fora ".Career" wardrobe. _Plan,neWpurchases which'would be neededto complete.Wardrobe..
4.
-31-
t":7.71
Your Attitude is Showing,Chapman Elwood, Science-Research Associates, Inc.,Chicago, Ill. 1964.
Carson, ESther 0. and Daly,Flora. M. , Teenagers Preparefor Work. BO-Ok-l-sand-2__=,18623 Lake Chabot Rd. , Castro ---Valley, CalifOrnia 1958. $1.95.Chart: Glamour' Guide toGrooming on the Jpb, GlamourMagazine', 420.Lexington Ave. ,
N. Y. 10017.
A Secretary's GUide *to Beauty,Charm and Poise. MiladyPublishing Co. , 3839 WhitePlains Rd., Bronx, N. /Y. 10467.
"GOod Looks, .Associa-tion,Films, 324 Dela are Ave.,Oakmont, Penn. 17139
bse case stu'dies to illustralethe temptations of extravagantbuying with first paychecks.
Discuss importance,ofhaVing .apleasing voice; Make a taperecording of students' voices.Evaluate tone, pitch, enun'cia-.tion of words and grthmar.Ask a speedli- teacher to 'helpwith specifit problems'.
Role play answering a telephonein a business establishment.Tape these conversations ior .
evaluating student' voice.
Consult referenC'es on rules ofetiqdette, particularly,thosepertinent to the world of work.Dram/ atize right7wroing etiquette'in various situations. Severalexamples cam be found, in Guide toBeauty, Charm, and Poise,Tolman, Ruth.
t.
Role play various situationsbe- ;
tween.waitre'ss and head chef,hostess and waitress ,. waitrees.and customer, and waitresse4
3
A ctivitie sTeaching Aids
Supplies and Eauipment
_quette
Use case studies to illustratethe temptations of extravagantbuying with first paychecks.
Discuss importance of having apleasing voice; make a taperecording of students' voices.Evaluate tone, pitch, enuncia-tion of words and grammar.Ask a speech teacher to helpwith specific problems.
Role play answering a telephonein a busine s s e stablishment.Tape these conversations forevaluating student's voice.
Consult references on rules ofetiquette, particularly thosepertinent to the world of work.Dramatize right-wrong etiquettein various situations. Severalexamples can be found in Guide toBeauty, Charm, and Poise,Tolman, Ruth.
Role play various situations be-tween waitress and head chef,hostess and waitre s s , waitre ssand customer,, and waitresses
-32-
Whitcomb, Helen and Lang,Rosalind, Charm--The CareerGirl's Guide to Business andPersonal Success. New York:McGraw Hill Book Company,1964.
Teacher's Guide. Charm APortfolio of Activities.
Film: Personal Qualities forJob Success . Coronet Institu-tional Films. Black/white.11 min. film.
Tolman, Ruth. Guide to Beauty,Charm and PoiF,e, New York:Milady Publishing Corp. ,3839 White Plains Rd. 1963.
58
Content Activities Suppli
ID. Human relationships
1. Employee-employer
2. Employee-employee
3. Employee-customer
working together to show howcourtesy pays.
Role play a typical situationwhere the "Customer is alwaysright."
Discuss the personal character-istics profile.
Invite a business man to discussthe importance of personalitydevelopment and to tell whatbusiness is looking for.
Read case studies illustratingproblems in relationship in theWorld of Work. Discuss causesand how they could be modifiedor eliminated.
Make a bulletin board by using Filmstripcartoons depicting the employer- Your Firsemployee or customer rela- Guidancetionships. ville, Nevi
ActivitiesTeaching Aids
Supplies and Equipment
working together to show howcourtesy pays .
Role play a typical situationwhere the "Customer is alwaysright."
Discuss the personal character-istics profile.
Invite a business man to discussthe importance of personalitydevelopment and to tell whatbusiness is looking for.
Read case studies illustratingproblems in relationship in theWorld of Work. Discuss causesand how they could be modifiedor eliminated.
Make a bulletin board by usingcartoons depicting the employer-employee or customer rela-tionships.
-33-
Filmstrip: Getting and KeepingYour First Job, Part II,Guidance A ssociate s , Pleasant-ville , New York.
60
Content ActivitiesTeaching Aids
Supplies and Equipment
View filmstrip, Getting andKeeping Your First Job, Part II.
Through a panel discussion, con-sider ways of establishing goodrelationships. Use libraryreferences as basis for discus-sion.
Give illustrations from yourexperiences on summer or part-time jobs which represent goodor poor relationships. Givereasons for each.
Educating the Teen-Ager inHuman Relations and Manage-ment of Resources, AHEA,1600 Twentieth St. , N.W.,Washington, D.C. $1.00.
JOB OBSERVATION
Student Preparation for Observation Check Sheet
Student
Employer
Address
1. What qualities do I need to have to get the most out of observing?
Z. What should I look for while observing?
3. Do I have the skills needed to do this work?
4. What questions should I ask of the employer?
5. What are the responsibilities of the employees?
6. What do I expect to gain from this experience?
-35-
JOB OBSERVATION
Student Observation Sheet
Student
Employe r
Addre s s
Observation Report
1. How many people are employed in this business?
2. What are the hours of the work day?
3. What are some of the different jobs that are available?
4. What skills are required for the different jobs?
5. What is the average pay that these workers receive?
6. What skills were observed in use?
7. What are some of the routine procedures of these workers?
8. What jobs require cooperation with others? What ones are done individually?
9. Do I have skills to do any of these jobs well?
10. Do I show an aptitude for this kind of work?
11. What benefits did I receive from this experience?
12. Am I interested in this type of work?
-36-63
A MINIMUM PERSONAL CHARACTERISTICS PROFILE*
The personal characteristics, as indicated below, are considered to be essential to employability.
Social Skills
Self-expression: ability to communicate so that simple questions can be answered orassistance requested.
Sociability: since any job will require contact with at least one other person, certainvery basic social abilities will be required. Accepting instructions and criticismwith good grace; pleasant interchange of greetings, acceptable eating habits, no extremes ofshyness or aggressiveness--these would be minimum requirements for employability.
Work independence: even the most closely supervised job requires ability to carry outcertain small activities without constant supervision.
Appearance: although the requirements for "good mannerisms," and lack of physical anomalyvary considerably, basic cleanliness and neatness are considered essential.
Teamwork: the need to work in close coordination with other jobs varies greatly, yet as withsociability there is some need for teamwork in all jobs held by retarded individuals.
, Time Factors
Pace: the need to work at a consistent rate of speed will vary within jobs; however, the al-ilityto perform at a consistent pace for short periods is basic.
t *Peterson, Richard and Jones, Edna, Guide to Jobs for the Mentally Retarded, American Institutefor Research, Pittsburgh, Pennsylvania, February 1964.
Attendance: reliability in attendance is essential in all employment situations. Punctuality,although generally necessary, is more crucial in certain jobs and thus can be considered tobe a variable.
Simultaneity: the ability to perform more than one activity at the near same time is essentialto any job requiring manual movements. Certain jobs require more activities of a morecomplex nature to be performed simultaneously.
Timing: some awareness of time and ability to perform activities within a schedule is basicto all jobs. Considerable variation occurs as the time element becomes more crucial andthe schedule more rigid.
Performance Skills
Accuracy: performance within well-defined tolerance is not considered essential to jobsappropriate to the retarded. If the level of tolerance is lowered, e.g. , sorting and shelvingcanned goods, the need for this kind of accuracy becomes rather basic. Variation in toleranceswill occur depending upon the job involved.
Dexterity: the need to make fine manipulations varies within jobs. However, certain grosserhand and finger movements are essential to the performance in most of the job groups in whichthe retarded work.
Choice: the need to make decisions and choices occurs on a simple level in all jobs. Theexample of sorting cans involves selection between alternatives. On the other hand, decision-making while caring for a child is of a much higher level.
Direction: the ability to follow simple directions or procedures is essential to any employmentsituation. Certain jobs involve more complex procedures or more numerous and varyinginstructions.
Memory: remembering a certain few locations, procedures or a special nomenclature is abasic requirement. The need for a good memory will vary with the complexity of the workarea, the work procedures, and the specificity of the job group.
-38-
65
Caution: an awareness of "normal" hazards and the ability to take "normal" precautions isalways required; e.g. , the ability to get to work safely.
Tolerance
Repetitiveness: a certain repetitiveness or monotony of activity will be inherent in all thejobs available to the retarded. Hence , some basic ability to tolerate repetitive activity wouldbe required.
Stamina: since physical activity is rather basic to almost all the jobs, at least some physicalstrength and stamina must be an essential personal characteristic.
Perseverance: any employer will expect relatively continuous performanceworking whenthere is work to be done and resting after normal periods of activity.
These, then, are to be considered the minimum personal characteristics required for employabilityon any job. Therefore, these characteristics, at least to the degree in which they have beendescribed, will be assumed to be part of each job's personal characteristics profile. In many jobsituations, many of these characteristics will be required to a greater degree. Whenever apersonal characteristic is noted on an Individual Job Profile, it is considered to be somewhatcrucial to successful employment in that particular job.
-39-
66
SUGGESTED OCCUPATIONAL SKILLS UNITS OF
The occupational skills units of instruction suggested in thisoccupational tasks belonging to specific jobs. Performance objecguidelines for program planning. Also included are related instrhelpful to the special education teacher.. The listing of teaching agram planning and budgeting for each occupational unit area. Reisuggested equipment and supplies.
The job tasks listed in the instructional units were developedorganized labor and personnel from the Department of Education.with made to the following for their interest in the program and tiof the instructional units:
67
Mr. Harold De Costa, Director of Training, C
Mr. David Thompson, Educational Director,, I
Mr. Antone Kahawaioloa, Jr. , Business AgenILWU Local 142
Mr. Takeshi Kouchi, Oahu Division Represent
Mr. Toyomasa Oshiro, Office Manager,, ILWU
Mr. Alan Moon, Training Coordinator,, HotelEmployees and Bartenders Union, AFL-CIO L
Mrs. Marsha White, Staff Assistant, Hotel anEmployees and Bartenders Union, AFL-CIO L
-40-
STED OCCUPATIONAL SKILLS UNITS OF INSTRUCTION
1 skills units of instruction suggested in this handbook are based on sitnplelonging to specific jobs. Performance objectives are stated to provide
lam planning. Also included are related instructional activities that may beeducation teacher. . The listing of teaching aids provides a reference for pro-
udgeting for each occupational unit area. Refer to appendix (Exhibit D) forand supplies.
sted in the instructional units were developed jointly by representatives ofpersonnel from the Department of Education. Grateful acknowledgment is here-owing for their interest in the program and their contribution to the devel'ipment
,Ir. Harold De Costa, Director of Training, Carpenters Union
David Thompson, Educational Director, , ILWU Local 142
r. Antone Kahawaioloa, Jr. , Business Agent, General Trades,LWU Local 142
iir. Takeshi Kouchi, Oahu Division Representative, ILWU Local 142
. Toyomasa Oshiro, Office Manager, ILWU Local 142
r. Alan Moon, Training Coordinator, Hotel and Restaurantmployees and Bartenders Union, AFL-CIO Local 5
rs. Marsha White , Staff Assistant, Hotel and Restaurantmployees and Bartenders Union, AFL-CIO Local 5
Cluster: BUSINESS OCCUPATIONS -- Clerical Services
Jobs: Clerical AideDelivery Clerk
Objective: Deliver mail and packages to various departments within large private firm orgovernment agency
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
1. Duties and respon-sibilities of adelivery clerk
and typesSample merchandiseTape measureRulerYardstick
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Clean-upprocedures
Assist in all packer-craterfunctions, including fabri-cation of packages, boxes,crates, and any and alltypes of shipping containersfrom new materials or dun-nage, and lining, packing,nailing, and strappingsecurely within them everykind of furniture, appliance,equipment, and householdgoods of assorted shapesand sizes.
Keep packing area cleanand in orderly workingcondition.
Others
Follow health andsafety rules
Demonstrate goodgrooming
Follow work schedulesDemonstrate accep-
table mannersIntroduce unit on
sources of paperTake field trips to
package wrappingdepartment in astore
Truck or carry packagingmaterials to packagingmachine and packaging linesfrom storage areas.Mix glue for sealing cartons,using bucket and paddle.
Fill glue reservoirs in machineand at carton scaling stationson packaging line.
-48-
76
Cluster:
Job:
BUSINESS OCCUPATIONS -- Related Sales Services
Courtesy Clerk
Objective: Perform to the satisfaction of the employer the functions of a courtesy boy
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplie s & Equipment
. Fundamental rulesof bagsmanship
2.. Other duties ofa courtesy boy
3. Job requirements
4. Proper liftingprocedures
. Safety rules andregulations
Proper jobattitude
. Interper sonalrelationship
Select the correct bag orwrapping
Identify fragile items
Put groceries into bags orboxe s
Recognize hazards of cartoperation
Ask customer directionfor placement of items inautomobile
Demonstrate properplacement of items inautomobile
Observe parking andtraffic safety
Language Arts
Identify commongoods in stores
Read labelsStudy unit voca-
bularyRead market signs
and labels
Arithmetic
Tell timeIdentify bags by
size sCount objects in
sequenceKnow money valuesRecognize $ and
correctlyMeasure weightCompute salary by
hour, day, week
Cash registerGroceries
eggsbreadvegetablestofucanned goodstomatoes
Bag sShopping cart
Content Occupational ExperiencesRelated
Instruction
Clean-upprocedures
Prevent damage to auto-mobile
a. Care in opening doorb. Care in closing door
Sweep, mop, and take outtrash
Clean rooms and parkingarea
Store empty bottles
Clean windows
Others
Follow work schedulesStudy market layoutsDemonstrate good
groomingStudy health and safety
rulesDiscuss acceptable
manner sWork with actual
merchandise inclassroom
Teaching AidsSupplies & Equipment
Cluster:
Job:
BUSINESS OCCUPATIONS -- Related Sales Services
Truck Driver Helper
Objective: Perform the various job tasks as directed by a truck driver or supervisor
Content Occupational ExperienceRelated
InstructionTeaching Aids
Supplies & Equipment
Loading andunloading cargoprocedures
Handling andmoving merchan-dise
. Driving precau-tions
4. Safety procedures
5. Job attituderequirements
Assist in handling and moving Language Artsmerchandise, appliances, Identify supplies andcontainerized goods, furni- equipmentture and other materials Read labelsand equipment between Write simple mes-manufacturing plants , ware- sageshouse s , docks , whole sale U se telephoneand retail establishments, Read simple instruc-customers' houses, and con- tionsstruction job sites. Locate specific areas
on mapsAssist in loading and un-loading consigned cargo by Arithmetichand or by use of hand truckor dolly. Tell time
Count money and makeAssist in warehouse, re- changeworking damaged cargo, Measure weightshandling, stenciling, Compute salaryand building boxes.
Carry merchandise toand from truck.
Hand truckDollyMoving padsFirst Aid KitMaps of HonoluluRe source speakerFilmVisit trucking firm
ontent Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Assist in keeping ware-house, trucks, trailers,containers and terminalarca in clean and orderlycondition.
Pad, stack, and secureitems in position ontruck to prevent damageduring shipment.
Deliver and stack mer-chandise on customer'spremises and collectpayments or obtain receiptfor goods.
Others
Follow work scheduleFollow health and
safety rulesPractice first aidPractice lifting heavy
objectsProper job attitude
Count money and make change.
Do simple reading (slips,labels, etc.).
Do simple writing (recordpayments).
Cluster:
Jobs:
Objectives:
PERSONAL/PUBLIC SERVICE OCCUPATIONSSupervi
Child Care Center HelperBaby Sitter (for 2-10 year olds)Nursery School Teacher's AideAssist children to establish habits and to participate in apatterns of growth and development. Under close super,.
Practice proper hygiene for self and childrenPractice safety measuresAssist in bathing, feeding and clothing a pre-schoolAssist in preparing child for restShow simple picture story booksAssist with simple games, dances and songs for chilAssist in all clean-up activities related to child can
Content Occupational ExperiencesRelated
Instruction'
1. Growth anddevelopment ofchildr en
2 . Personal hygienefor self and child
3. First aid andsafety
4. Bathing andtoileting
5. Feeding a child
6. Clothing
Demonstrate and practicevery simple first aidtechniques. Follow simple
ten directionPractice steps in bathing Write simplechild. Use telephone
Use telephoneTidy children and area Practice askiiafter meal, que stions
Practice conyPractice games, songs, skillsand dances of children. Recognize sin
namesAssist in setting up and Read labelsputting away resource Read newspapmaterials and equipment. information
Demonstratesimple pictu
Language Art;
15i:e'l
pnimmoisaimimimailmoo
/PUBLIC SERVICE OCCURetTIONSSupervised Child Care Services
Center Helperr (for 2-10 year olds)thool Teacher's Aidedren to establish habits and to participate in activities within their, growth and development. Under close supervision:ce proper hygiene for self and children'ce safety measuresin bathing, feeding and clothing a pre-school childin preparing child for rest
;imple picture story bookswith simple games, dances and songs for childrenin all clean-up activities related to child care activities
gross
Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies and Equipment
Demonstrate and practicevery simple first aidtechniques.
Practice steps in bathingchild.
Tidy children and areaafter meal.
Practice games, songs,and dances of children.
Assist in setting up andputting away resource .
materials and equipment.
-53-,
Language Arts
Follow simple writ-ten directions
Write simple messagesUse telephone properlyUse telephone directoryPractice asking good
questionsPractice conver sation
skillsRecognize simple
namesRead labelsRead newspapers for
informationDemonstrate use of
simple picture books
Growth chartMagazine picturesFilms on baby sitting:
"To a Baby Sitter""Helping in the Careof Younger Children""Frustrating Foursand Fascinating Fivesfrom Socially Six toNoisy Six"
Practice clean-up activities Arithmeticas related to child careactivities. Tell time
Count objects inHelp children remove outer sequencegarments. Arrange serially by
numbersOrganize and participate Measure weightin games, read to chil- Compare prices ofdren, and teach simple grooming and toiletpainting, drawing, hand- articleswork, songs, and similar Compute salaries foractivities, regular pay, over-
time pay or pay byDirect children in eating, day, week, monthresting, and toileting.
Help children develophabits of caring for ownclothing and picking upand putting away toys andbooks.
Maintain discipline.
Serve meals and refresh-ments to children andregulate rest period.
-54-
Others
Follow work scheduleDiscuss proper
groomingStudy health and
safety rulesIntroduce unit on
child careDiscuss acceptable
mannersDiscuss home lay-
outs for properidentification ofareas
Suppl
35slirncaSC
pr
FullGr&Filrr
of
NewMagTele
Resmoput
Dishsp
PlasArtil
All tme
89
upational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
ctice clean-up activitiesrelated to child careivitie s .
p children remove outerments .
anize and participateames, read to chil-n, and teach simplenting, drawing, hand-k, songs, and similarvitie s .
ect children in eating,ting, and toileting .
p children developits of caring for ownthing and picking upputting away toys and
rkintain discipline.
-ve meals and refresh-.ats to children and;ulate rest period.
35 mm camera andslide projector,motion picturecamera, projector,screen, overheadpr,ojector , acetate s
Full length mirrorGrooming supplie sFilm--"A Teen's ABA
of Beauty"
Newspaper sMagazine sTelephone
Resource speakers:motherspublic health nurse
Dishe s , flatware , foodsponge and wash cloth
Plastic bagsArticle of clothing
All types of play equip-.ment and supplies
84
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Assist in such tasks aspreparing food and clean-ing quarters.
Show simple picture storybooks.
Practice acceptablepersonal healthhabits such aswashing hands,coughing, takingX-ray
Library--select appro-priate books
Broom, dust pan,brush, dust cloth
Cluster:
Job:
General Objective:
PERSONAL/PUBLIC SERVICE OCCUPATIONSHon
Homemaker's Assistant
Perform housekeeping tasks under the supervision oi
Specific Objectives: Identify materials used in flooring, walls, furniturehorne
Use proper tools and cleaning agents for housekeepinWash and iron clothes properlyRepair simple clothesClean table and dishes properlyUtilize energy and time efficiently in house
Content Occupational Experiences
1. Floor care
2. Wall care
3. Furniture care
4. Appliance care
5. Surface finishesand care
6. Window care
7. Making beds
8. Laundering
9. Ironing
Identify various floorcovering materials
Clean floor, using propertools and cleaning agents
Wash, rinse, dry and putaway dishes using sanitaryand safe procedures
Use proper cleaning agentsand tools
-58-
S9
Use gloves wherenecessary
Discuss bodymechanics (push,pull, lift, etc.)
Use short cuts ofhousekeeping
Detergents, dish-washing, tools,dishe s , glassware
Sample of variouscleaning agents
Cluster:
Jobs:
Objectives:
PERSONAL/PUT3LIC SERVICE OCCUPATIONSGround
Landscape Gardener HelperYard Caretaker
Operate the following types of lawnmowers safely:
a. rotaryb. reel
Identify properly, use, and maintain hand tools, hoes, si(hand and mechanical), edgers (hand and mechanical)
Identify different watering devices and their proper usesIdentify, handle and dispose of the common poisonous plaApply fertilizer under supervisionApply pesticides under supervisionIdentify and properly use different sprayersIdentify common weeds and utilize mechanical control meTransplant, prune, trim and maintain ornamental plantsProperly collect and dispose of trimmings, leaves and otIdentify and properly use safety equipment
Content Occupational ExperiencesRelated
Instruction
1. Gardening equip-ment and supplies
a. Lawn mowersb. Toolsc . Pe sticidesd. Fertilizer s
2. Weed controlmeasures
Use, care, service, andoperate lawn movers
a. Partswheels, engine,crank case, sparkplugs, gas tank andcontrol
b. Service--3ubrication,check fuel and looseparts
-59-
Language Arts
Identify and usesimple tools,equipment
Read labelsRead simple ins
tionsRelate simple
messages
PUBLIC SERVICE OCCUPATIONS--Ground Maintenance Services
ardener Helperker
following types of lawnmowers safely:
ry
)erly, use, and maintain hand tools, hoes, sickles, shovels , trimmersid mechanical), edger s (hand and mechanical)rent watering devices and their proper uses
idle and dispose of the common poisonous ,dants found in Hawaiiizer under supervision:ides under supervisionproperly use different sprayersmon weeds and utilize mechanical control measuresprune, trim and maintain ornamental plantslect and dispose of trimmings, leaves and other litterproperly use safety equipment
Occupational Experienc e sRelated
InstructionTeaching Aids
Supplies and Equipment
Use, care, service, andoperate la.wn movers
a. Parts--wheels, engine,crank case, sparkplugs, gas tank andcontrol
Service--lubrication,check fuel and looseparts
r
-59-
Language Arts Mowers
Identify and use Mechanicalsimple tools,equipment 1. reel
Read labels 2. rotaryRead simple instruc-
tions ManualRelate simplemessages
91
Content Occupational ExperiencesRelated
Instruction
3. Safety equipment
4. Activities in yardcleaning
5. Poisonous plants
c. Care--cleaningd. Operation--starting
engine controls and ad-justing of differenttypes and brands
e. Explanation of warranty
Demonstrate safe prac-tices
Collect and dispose ofcuttings , trimmings , andother litter
Use different tools(mechanical and manual)
Use equipment for wateringand irrigating
Use equipment for trim-ming and edging
Use basic types of fer-tilizers on lawns (directsupervision)
-60-
92
Study safety wordsUse telephoneUse telephonedirectory
Read road mapsStudy and spell unit
vocabulary
Arithmetic
Tell timeMeasure by weightStudy liquid measureUnderstand money
valuesCompare cost of
equipment andsupplie s
Compute salary tobe earned
Others
Follow work schedulDiscuss health and
safety measuresDiscuss proper
clothingIntroduce unit on
plants
Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
ent
Yard
nts
c. Care--cleaningd. Operation--starting
engine controls and ad-justing of differenttypes and brands
e. Explanation of warranty
Demonstrate safe prac-tices
Collect and dispose ofcuttings, trimmings, andother litter
Use different tools(mechanical and manual)
Use equipment for wateringand irrigating
Use equipment for trim-ming and edging
Use basic types of fer-tilizers on lawns (directsupervision)
Study safety wordsUse telephoneUse telephone
directoryRead road mapsStudy and spell unit
vocabulary
Arithmetic
Tell timeMeasure by weightStudy liquid measureUnderstand money
valuesCompare cost of
equipment andsupplies
Compute salary tobe earned
Other s
Follow work scheduleDiscuss health and
safety measuresDiscuss proper
clothingIntroduce unit on
plants
Safety charts andposters
Pictures on ways ofstoring equipment
Film or filmstrips ondifferent types ofterrain
Hoe, rake, shovel,trimmers, weeders,pruner s , shear s ,and picks
Use different methods of Introduce unit on Five common types ofweeding--using different conservation weeds and tools usedtypes of tools Invite guest Films and filmstrips
speaker s -Mix soil with other mate- State Departmentrials such as sand and peat of Agriculturemoss, to prepare plant beds, Display and explainand plant specified seeds, common poisonousseedlings, or bulbs plants
Cluster:
Jobs:
PERSONAL/PUBLIC SERVICE OCCUPATIONS--Building Maintenance Services
JanitorBuilding Custodian
Objectives: Clean and maintain a hotel room, business office, shop area, and/or its surroundings
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Care and use ofmaintenance equip-ment and materials
Operational pro-cedures in clean-ing and maintaininghotel rooms,business offices,and shop buildings
Safety rules andsecurity regula-tions
4. Job requirements
5. Proper job attitude
6. Interpersonalrelationship
. Ground mainte-nance techniques
Sweep, mop, and/or scrubhallways and stairs
Empty tenants' trash andgarbage containers
Keep building in good repair,performing routine painting,plumbing, electrical wiring,and other related mainte-nance activities using handtoolsCaution tenants regardingcomplaints about excessivenoise, disorderly conduct,or misuse of property.
Notify management concern-ing needs for major repairsor additions to lighting,heating , and ventilatingequipment.
Mow lawn, trim shrubbery,cultivate flowers, usinghand tools and power tools
-62-
94
Language Arts
Identify basic equip-ment and tools
Study safety wordsRead labelsRead and write simple
messagesUse telephoneRead simple instruc-
tionsRead registration
forms used at workstations
Arithmetic
Measure weight ofsupplies and equip-ment
Measure length ofmaterials
Study liquid measure
Work schedulesBroomsassortedMop wringersBrushes--assortedDustersDust pans
clothsDisinfectantsSpong e sToilet tissuesHand towelsDispenser sSoapLocks (various typesLampTubchairDesk and chairDresserNight stand
Cluster: FOOD SERVICE OCCUPATIONSSupervised Food Services
Jobs:
GeneralObjective:
SpecificObjectives:
Busboy/BusgirlDish CarrierWaiter Assistant
Perform the duties of the job by:1. Using sanitary practices when handling food2. Practicing safety rules when handling food3. Maintaining satisfactory personal appearance
Identify dishes, flatware and glasswareSet table properlyRemove dishes from tableStack dishes in tote boxesClean and wipe tablesWork with waitress or waiterUse and wear uniform properlyPractice proper hygienePractice safety measures
Content Occupational ExperiencesRelated
Instruction
1. Cleanliness
2. Safety rules
3. Disease germs
Wash hands correctly
Practice use of hot padsand mitts, and sharpobjects
4. Personal appearance Practice wiping up spilledfood and disposing of
5. Table needs, setting broken glassand cleaning
6. Other responsi-bilities of a busboy
10 41'
Practice folding tablelinens
-70-
Aro
Language Arts
Identify suppliesand equipment
Follow simple direc-tions
Read simple directioRead labelsStudy unit vocabu-
lary
RVICE OCCUPATIONS--Supervised Food Services
usgirl-iers sistant
the duties of the job by:sing sanitary practices when handling foodracticing safety rules when handling foodaintaining satisfactory personal appearance
,ishes, flatware and glasswareproperlylishes from tablenes in tote boxes
wipe tablesh waitress or waiteryear uniform properlyproper hygienesafety measures
Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Wash hands correctly
Practice use of hot padsand mitts, and sharpobjects
-e Practice wiping up spilledfood and disposing ofbroken glassPractice folding tablelinens
g'
-70-
Language Arts
Identify suppliesand equipment
Follow simple direc-tions
Read simple directionsRead labelsStudy unit vocabu-
lary
Soap--liquid and solidTowels--cloth and paperManicuring supplies,
FOOD SERVICE OCCUPATIONS--Supervised Food Services
Kitchen Aides
Perform all the duties of a kitchen aide by:1. Using sanitary practices when handling food and dishes2. Practicing safety rules when handling food and dishes3. Maintaining satisfactory personal appearance
Clean fresh vegetables and fruitsChop and slice vegetables and fruitsServe food in portionsRefill salt, pepper shakers and sugar bowlsPrepare coffee in different types of urns
Content Occupational ExperiencesRelated
Instruction Supp
1. Cleanline s s
2.. Safety rules
3. Disease germs
4. Personalappearance
5. Preparing vege-tables and fruits
6. Serving
7. Brewing coffee
8. Clean-upprocedur e s
114
Wash hands correctly
Clean fingernails
Use hot pads and mittsproperly
Wipe up spilled food anddispose of broken glasses
Turn on and off electricand gas units
Clean and care forappliance s
Use tote carts andtrays properly
-77-
Language Arts
Identify supplies andequipment
Read labels
Soa
To%
MaiStudy unit vocabularyIdentify common
fruits and vegetables en
Write balanced menus- re
Read menus
or
Arithmetic
Measure liquids withmeasuring cups
Count in sequenceStudy money valuesTell time
TotFirAga
foGar
leFilResGue
VICE OCCUPATIONSSupervised Food Services
des
1 the duties of a kitchen aide by:ng sanitary practices when handling food and dishesIcticing safety rules when handling food and dishesintaining satisfactory personal appearance
a vegetables and fruitslice vegetables and fruitsin portionspepper shakers and sugar bowls
>ffee in different types of urns
Occupational Experiences
Wash hands correctly
Clean fingernails
Use hot pads and mittsproperly
Wipe up spilled food anddispose of broken glasses
Turn on and off electricand gas units
Clean and care forappliance s
Use tote carts andtrays properly
RelatedInstruction
Teaching AidsSupplie s & Equipment
-77-
Language Arts
Identify supplies andequipment
Read labelsStudy unit vocabularyIdentify common
fruits and vegetablesWrite balanced menusRead menus
Job: Construction Tender (Mason, Plasterer,, Carpenter,, and Other Building ConstructionCrafts)
Objectives: Use basic building construction craft toolsPractice safe work habitsFollow instructions and directionsPerform basic job requirements under supervision
. ,
Clean up after a job
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Use basic construc-tion craft tools
Safety rules andprocedure s
Safety practiceson job sites
Job requirements
Clean-up
Operate all hand tools andpneumatic, electric,motor, combustion or air-driven tools or equipmentnecessary for the perfor-mance of work describedherein
Unload, handle, and dis-tribute all materials, fix-tures, furnishings andappliances from point ofdelivery to stockpiles toapproximate point ofinstallation
Perform general clean-up, including sweeping,cleaning, washdown andwiping of constructionfacility, equipment and
-84-
-4g3
Language Arts
Identify basic toolsand materials
Identify tradeterms, objectivesand materials
Recognize colors andtexture s
Follow simple direc-tions
Study unit vocabularyRead labels
Arithmetic
Tell timeStudy linear measureStudy liquid measureDiscuss money valuesMeasure weight
Basic building con-struction tools
Building constructionsupplie s
WheelbarrowScaffoldsJackhammerCharts, poster,, filmsJob listsResource person
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
furnishings and reMovaland loading or burning ofall debris including crates,boxes, packaging wastematerial
Age and cure concrete,mortar and other materialsapplied to walls, floors,ceilings and foundations ofbuildings and structures
Erect, plank and removeall scaffolds for lathers ,
plasterers, bricklayers,masons and other construc-tion trades crafts .
Build, plank or install andremove all staging, swingingand hanging scaffolds, in-cluding maintenance thereof
Excavate for building andall other construction; digtrenches, foundations andhole s
Measure size of objectsCompute cost of mate-
rialsCompute wagesStudy decimal and
fraction conversion
Other s
Follow work schedulesDiscuss proper clothingIntroduce unit on
housesDiscuss composition of
various building mate-rials
Clear and slash brush or treesby hand or with mechanicalcutting methods
Signal men on all constructionwork defined herein, includingtraffic control signalman atconstruction sites
Clear, excavate, fill, backfill, grade and landscape allsites for all purposes and alllabor connected therewith,including chainmen, rodmen, grademarkers, etc.
Perform all work in factories,mills and industrial plants in-cluding packers, cutters, loaders,raw materials unloaders, checkers,stuffers, production line personneland stenciling of material
Wreck or dismantle buildingsand all structures
Mix, handle, convey, Dour, vibrate,gunnit and otherwise place concreteor aggregates, whether done by handor any other process
-87-;*
Cluster: CONSTRUCTION/CIVIL TECHNOLOGY OCCUPATIONS--Shop Building andMaintenance Services
Job: Termite Treater Helper
Objective: Perform various tasks of treating buildings for protection against termites
Content Occupational ExperiencesRelated
InstructionTeaching Aids
Supplies & Equipment
Use basic termitetreating equipmentand supplies
Duties and respon-sibilities of atermite treaterhelper
Safety rules andprecautions
4. Job requirementsand attitudes
Use and storage ofchemicals
Clean-upprocedures
Dig around foundation to bechemically treated and digditches for forms usingpick and shovel
Carry lumber, buildingmaterial, and tools toworksite
Total number of students:EnrolledCompletedQualified for occupationCompleted but not
qualified
COMMENTS:
9th 10th llthMale Female Grade Grade Grad
...(Signature of Special Education Teacher)
*After completion of each unit, the job skill instructor, the coordinator, and the specteacher will cooperatively complete this form. This data will be necessary to compreport to be submitted to the District Office.
-98-
IONAL SKILLS INSTRUCTIONAL UNIT EVALUATION*
Date
EXHIBIT B
Too long Just right Too shorton Too long Just right Too short)er session Too many Just right Too little
unit, the job skill instructor, the coordinator, and the special educationly complete this form. This data will be necessary to complete the school) the District Office.
- 98-
.41a8 Ar".F,
8/70
OCCUPATIONAL SKILLS PROGRAM STUDENT PARTICIpATION DATA*(For inter-school transfei. students)
EXHIBIT C
OCCUPATIONAL SKILLS PROGRAM STUDENT PARTICIPATION DATA(For inter-school transfer students)
Name Address(in pencil)
School Birthdate
Social Security(in pencil)
No. Insured: Yes No DVR Client: Yes
Datemo. /da.
OccupationalSkills Unit School
No. of Hoursor SessionsParticipated
Exploratory,Skill Trainingor Cooperative
CompletedYes No
EmployableYe s No
.)
*After completion of each unit the special education teacher may record the necessary data andplace in student file for all students if desired. (5 x 8 card is suggested)
!,. 4
-99-
1.09.
SUGGESTED EQUIPMENT AND SUPPLIES FOR THEOCCUPATIONAL SKILLS INSTRUCTIONAL UNITS
The suggested list of equipment and supplies may be helpful for planninOccupational Skills Program. The Department of Education Storeroom equlist and the Department of Accounting and General Services price lists provpurchasing. All other equipment and supplies should be purchased from otiprices. All participating schools should properly process their purchases 1District Offices.
CLUSTER: BUSINESS OCCUPATIONS
Occupational Skills Unit Equipment
Clerical ServicesClerical AideDelivery Clerk
Duplicating MachineOperator
Related Sales ServicesPackage WrapperPacker Trainee
LD EQUIPMENT AND SUPPLIES FOR THETIONAL SKILLS INSTRUCTIONAL UNITS
pment and supplies may be helpful for planning and budgeting for theThe Department of Education Storeroom equipment and supplies
.ounting and General Services price lists provide information forent and supplies should be purchased from other vendors at reasonableols should properly process their purchases through their respective
and glas se s)UniformsSalt and pepper shakersNapkins--cloth and paperTableclothPlace matsSoapFirst aid kitBody deodorantsThermometer (for water tempera-
ture)Trays--cork bottomTrays--cocktailPots and pansPercolatorVegetables and fruitsChopping boardsSugar bowlCutting knivesHand mixerRice cookerDetergents, soapDishesGlas se sServing utensilsCan openerColander
Meat thermometerMeasuring cups
and spoonsMixing bowlsBake pansPitcherCooking utensilsEgg beater
Stanley filesDolliesDent pullerLisle ridge reamerFender hammersWelding helmet with shadesGogglesGlove sCape sleeve with bidVise grip
...
SURVIVAL VOCABULARY
The following is a list of signs frequently encountered in day-to-day lif(some opportunity to become familiar with most of them.
All Terms CashAlley ClosedAlways be CarefulAmbulanceA.F.L.-C.I.0BankBellBeware of DogBox OfficeBoy WantedBus StationCapitol BuildingCautionCity HallClosed for RepairsClosed for LunchC.O.D.Count Your ChangeCourt HouseCross CautiouslyCurveDangerDentistDetourDead End StreetDiptheriaDoctorDoctor's OfficeDo Not Ask For CreditDo Not Crowd
152
Do Not Enter Help WantedDon't Talk to the Operator HelpDownDrive SlowlyDynamiteElectricityElevator for EmployeesEmergency ExitEntranceExitExplosiveFederal BuildingFireFire EscapeFire ExtinguisherFirst AidFor External Use OnlyFor SaleFor RentFoundFragileFresh PaintGasolineGirls WantedGlassGoGo SlowlyHandle with CareHands OffHave Fare Ready
-108-
High VoltageHotelHospitalHoursI.L.W.U.InInflammableInformationKaiser HospitalKapuKeep MovingKeep OutKeep OffKuakini HospitalLaborers WantedLadies WantedLadies ToiletLive WireLibraryLook Out for VehiclesLostMeaslesMen OnlyMumpsNo AdmittanceNo Left TurnNo ParkingNo Fishing
SURVIVAL VOCABULARY
,list of signs frequently encountered in day-to-day life. Students should havecome familiar with most of them.
Do Not Enter Help Wanted No SmokingDon't Talk to the Operator Help No SwimmingDown High Voltage No TrespassingDrive Slowly Hotel No SpittingDynamite Hospital Not for Internal UseElectricity Hours Not Responsible for LostElevator for Employees I.L.W.U. ArticlesEmergency Exit In OfficeEntrance Inflammable One Way TrafficExit Information Open EveningsExplosive Kaiser Hospital OutFederal Building Kapu Out of OrderFire Keep Moving Out for LunchFire Escape Keep Out Pay as you EnterFire Extinguisher Keep Off PenaltyFirst Aid Kuakini Hospital PoisonFor External Use Only Laborer s Wanted Post no BillsFor Sale Ladies Wanted PrivateFor Rent Ladies Toilet Private PropertyFound Live Wire Public TelephoneFragile Library Post OfficeFresh Paint Look Out for Vehicles Police StationGasoline Lost PullGirls Wanted Measles PushGlass Men Only Queen's Medical Cent.3rGo Mumps QuietGo Slowly No Admittance R.R.Handle with Care No Left Turn RestroomHands Off No Parking RestaurantHave Fare Ready No Fishing Road Closed
-108-
'.153
......
Safety FirstSt. Francis HospitalScarlet FeverSchoolSlowSmallpoxSoft ShoulderStreet CarStop
Take OneTicket OfficeThin IceThis Way OutThis Side UpTripler Hospital
-109-
/.51%
Use Other DoorUpU.P.W.
EXHIBIT E( c ontinued)
WarningWantedWasteWatch Your StepWet PaintWhooping CoughWill be BackWomen WantedWomen' s ToiletWomen Only
EXHIBIT F
PROGRAM EVALUATIONOCCUPATIONAL SKILLS PROGRAM
GENERAL DIRECTIONS
1. Check the appropriate block on the top left of the page to identify your role, and write in thename of the school and the date.
2. Answer all questions that pertain to you or your duties.
3. Any elaborations may be made in the space provided below the question.
Other information to be included as evaluation data:
1. Results of student attitu.de profiles, Behavior Description Scale (Pre and Post Ratings)
2. Results of Job Placement and Follow-Up Study.
3. Entries in the Occupational Skills Program Student Participation Data form.
-110-
155
1
Special Education Teacher ED Administrator
Coordinator r1 Counselor
Job Skill Instructor ri Otherspecify Date
EXHIBIT F
School
PROGRAM EVALUATIONOCCUPATIONAL SKILLS PROGRAM
. How often do you me-et with (check all applicable)CoordinatorCounselor
to discuss student problems?
Job Skill InstructorSpecial Education Teacher
1 to 3 times/week 2 times/monthOther (specify) Daily
3. Are students provided with vocational counseling services?Yes No Not Sure Other
4. Do you attempt to counsel students in your classes?
Ye s No Other
Rate the quantity and quality of vocational guidance material available to the students in specialeducation classes.
GoodFair
as PoorOther
.- 1 1 1
t.
Y.-
6. What is your personal opinion about the Occupational Skills Program?
GoodNot worth having
Not working accordingto intent of programOther (specify)
7. How do you perceive the non-participating faculty members' acceptanceSkills Program?
Worthwhile having Other (specify)Not doing any good
8. ln your estimation, how do the students feel about the program?
Good IndifferencePoor Other (specify)
9. Were sufficient funds provided for your program?
Yeti No (explain)
10. What is your opinion about the program facilities?
GoodFair
PoorOther (explain)
11. Did you have sufficient equipment and supplies to carry on a good progr
Yes No (explain)
12. Have you written student performance objectives for your instructional
Yes No
13. Was any job task analysis done to determine the occupational competen
Yes
157
No- 112
1 opinion about the Occupational Skills Program?L Not working accordingrth having to intent of program
Other (specify)
EXHIBIT F(continued)
thP, non-participating faculty members' acceptance of the Occupational
iile havingkg any good
Other (specify)
ow do the students feel about the program?
IndifferenceOther (specify)
provided for your program?
No (explain)
about the program facilities?
PoorOther (explain)
nt equipment and supplies to carry on a good program?
No (explain)
lent performance objectives for your instructional program?
No Other
lysis done to determine the occupational competencies that need to be taught?
Other
158
f
14. Does this instructional program provide students with on-the-job experiences?
LYes No
EXHIBIT E(continued)
15. Does this instructional program provide students with simulated work experiences in theclassroom setting?
Yes No
16. What is your feeling about administrative support for the program?
WeakFair
Strong supportOther (specify)
17. Check one or more items which best describes the source of the curriculum materials used inthis instructional program.
Originals by local staffStandard state curriculum guideCommercially prepared materials
1.E3. What are the chief weaknesses of the program? (List)
. What are some of the strengths of the program? (List)
1, 159
Adapted from similar programDeveloped by special agency or
association (specify)
Other (specify)
1
Developed by Ohio State University,
Date
Management Science
Student's Name
Instructor's Initials
BEHAVIOR DESCRIPTION SCALE
Directions:
Please use the following items to describe the behavior of the student
named above.
DRAWACIRCLE around one of the letters ABCDE after each
item to show how frequently he behaves as described by the item.
A = Always
B = Often
C = Occasionally
D = Seldom
E = Never
1.
Tries hard
ABCDE
2.
Follows directions carefully
ABCDE
3.
Completes assigned tasks
ABCDE
4.
Loafs on the job
.ABCDE
5.
Resents being told what to do
ABCDE
6.
Has a chip on his shoulder
ABCDE
7.
Seems to resent authority
ABCDE
8.
Creates disturbances
ABCDE
9.
Becomes angry when mistakes are called to his attention
ABCDE
10.
Is Insolent and discourteous
ABCDE
11.
Exhibits "don't care" attitude
ABCDE
= Always
B = Often
C = Occasionally
D = Seldom
E = Never
1.
Tries hard
ABCDE
2.
Follows directions carefully
ABCDE
3.
Completes assigned tasks
ABCDE
4.
Loafs on the job
ABCDE
:,
I
5.
Resents being told what to do
ABCDE
-/-;
6.
Has a chip on his shoulder
ABCDE
7.
Seems to resent authority
ABCDE
8.
Creates disturbances
ABCDE
9.
Becomes angry when mistakes are called to his attention
ABCDE
10.
Is insolent and discourteous
ABCDE
11.
Exhibits "don't care" attitude
ABCDE
12.
Gets along well with other students
ABCDE
Pl
Note:
To be used independently by at least three teachers, counselors, or administrators
who have close contact with the student, once in the fall semester
and at another
time close to the end of the school year.
Scores to be recorded in the individual
student's profile for evaluation purposes.
Page 1
Student's Name
Date
Instructor's Initials
BEHAVIOR DESCRIPTION SCALE
Directions:
Add the numbers that appear in the circles for items 1 to 12 and
enter the total score at the bottom.
A = Always
B = Often
C = Occasionally
D = Seldom
E = Never
1.
Tries hard
54
32
1
2.
Follows directions carefully
54
32
1
3.
Completes assigned tasks
54
32
1
4.
Loafs on the job
12
34
5
5.
Resents being told what to do
12
34
5
6.
Has a chip on his shoulder
12
34
5
7.
Seems to resent authority
12
34
5
8.
Creates disturbances
12
34
9.
Becomes angry when mistakes are called to his attention
12
34
5
10.
Is insolent and discourteous
12
34
5
11.
Exhibits "don't care" attitude
12
34
5
12.
Gets along well with other students
54
32
1
= ccasionaliy
D = Seldom
E = Never
1.
Tries hard
54
32
1
2.
Follows directions carefully
54
32
1
3.
Completes assigned tasks
54
32
1
4.
Loafs on the job
12
34
5
5.
Resents being told what to do
12
34
5
6.
Has a chip on his shoulder
12
34
5
7.
Seems to resent authority
12
34
5
8.
Creates disturbances
12
34
5
9.
Becomes angry when mistakes are called to his attention
12
34
5
10.
Is insolent and discourteous
12
34
5
11.
Exhibits "don't care" attitude
12
34
5
12.
Gets along well with other students
54
32
1
Total Score
Note:
The total score ranges from a low of 12 to a high of 60.
Page 2 (Score Sheet)
BIBLIOGRAPHY
General References (Books and Pamphlets)
Cruickshank, William M. , Ph.D. and Johnson, G. Orville, Ed.D. Education of ExceptionalChildren and Youth. Prentice-Hall, Inc. , Englewood Cliffs, N. J. , 1967.
Dunn, Lloyd M. Exceptional Children in the Schools. Holt, Rinehart and Winston, Inc., New York,1963.
Garrison, Karl C. and Force , Dewey G. Jr. The Psychology of Exceptional Children. 4th Ed.,Ronald Press Co., New York, 1965.
Kirk, Samuel A. Educating Exceptional Children. Houghton Mifflin Co. , Boston, 1962.
Kolstoe, Oliver and Frey, Roger. A High School Work-Study Program for Mentally SubnormalStudents. Southern Illinois University Press, March, 1967.
Mager, Robert F. and Beach, Kenneth M. Developing Vocational Instruction. Fearon Publishers,Palo Alto, Calif. , 1967.
Ruhig, Theodore, Shigetomi, Samson and Tanaka, Irwin. A State Master Plan for Vocational Edu-cation. Department of Education, State of Hawaii, February, 1968.
"Toward a New Era for Education in Hawaii," Master Plan for Public Education in Hawaii.Department of Education, State of Hawaii, April, 1969.
Volume III Analytic Document, Special Education. Department of Education, Office of InstructionalServices, State of Hawaii, January, 1970.
Volume III Analytic Document, Vocational-Technical Education. Department of Education, Officeof Instructional Services, State of Hawaii, January, 1970.
- 116-
164
U.S. Department of Health, Education; and Welfare, Office of Education. Vocatiand Occupations. U.S. Government Printing Office, Washington, D.C. , 1969.
Curriculum Guides
A Resource Guide for the Special Education Teacher, Department of Education, Ctional Services, Special Services Branch, State of Hawaii, 1968.
Job Opportunities, Houston, Texas, Independent School District.
Learning About Jobs, Houston, Texas, Houston Public Schools.
Guide to Jobs for the Mentally Retarded, Peterson, R. and Jones , E. , AmericanResearch, Pittsburg, Pennsylvania, February, 1964.
The Illinois Plan for Special Education of Exceptional Children: A Curriculum Gtof the Educable Mentally Retarded, Springfield, Illinois, Office of Public Instruct
The Slow Learning Program in the Elementary and Secondary Schools, Cincinnati1964.
Selected Periodicals
American Journal of Mental Deficiency: American Journal of Mental Deficiency,06226.
Children: Superintendent of Documents, Government Printing Office, Washington
Children Limited: N. A. R.C 420 Lexington Ave. , N. Y. 10017.
Exceptional Children: Council for Exceptional Children, 1201 16th St. , NW, WaE
The Journal of Learning Disabilities: Subscription Dept. , 5 North Wabash Ave. ,
-117-
165f.
Education, and Welfare, Office of Education. Vocational Educationernment Printing Office, Washington, D.C. , 1969.
Decial Education Teacher,, Department of Education, Office of Instruc-vices Branch, State of Hawaii, 1968.
, Texas, Independent School District.
ton, Texas, Houston Public Schools.
Lily Retarded, Peterson, R. and Jones, E. , American Institute forsylvania, February, 1964.
Education of Exceptional Children: A Curriculum Guide for Teachers!tarded, Springfield, Illinois, Office of Public Instruction.
n in the Elementary and Secondary Schools, Cincinnati Public Schools,
1 Deficiency: American Journal of Mental Deficiency, Willimantic, Conn. ,
36.
602.
f Documents, Government Printing Office, Washington, D.C. 20204.
C. , 420 Lexington Ave. , N. Y. 10017.
acil for Exceptional Children, 1201 16th St. , NW, Washington, D.C. 200
sabilitie s: Subscription Dept. , 5 North Wabash Ave. , Chicago, Ill. , 60
-117-
r.
166
Journal of Special Education: 115 Thorndike Rd. , Philadelphia, Peni
Journal of Rehabilitation: National Rehabilitation Assn. , 1522 K St. ,
Mental Retardation: American Assn. on Mental Deficiency, PublicatAvenue, Albany, New York 12210.
The Pointer: The Assn. for Special Class Teachers and Parents ofGras s Valley, , California , 95945 .
Teaching Exceptional Childrer: Council for Exceptional Children, LD.C., 20036.
Community Agencies and Resource Centers in Honolulu, Hawaii
Chamber of Commerce of Hawaii: Dillingham Transportation BuildirDepartment of Health: 1250 Punchbowl StreetDepartment of Labor, , United States: 1833 Kalakaua AvenueDepartment of-Social Services: 1390 Miller StreetEmployment Service Division--State of Hawaii:
Industrial Offfce: 824 Punchbowl StreetEmployment Opportunity: 1040 South King Street
Labor and Industrial Relations Department: 825 Mililani StreetLanakila Health Center: 1722 Lanakila AvenueLabor Organizations: Refer to Yellow Section of Telephone Director'Manpower Development and Training: 1040 South King StreetPublic Health Nurse: 548 Kapahulu AvenueSocial Security: 1181 Alakea StreetSpecial Education Instructional Materials Services: 1270 Queen EmmVocational Rehabilitation and Services for the Blind Division: 1901 E
. for Special Class Teachers and Parents of Handicapped, Inc. , Box 1878,a, 95945.
iildren: Council for Exceptional Children, 1201 16th St. , NW, Waslangton,
,r3. Resource Centers in Honolulu, Hawaii
;of Hawaii: Dillingham Transportation Building.1250 Punchbowl Streettnited States: 1833 Kalakaua Avenuet.-vices: 1390 Miller Streetvision--State of Hawaii::e: 824 Punchbowl Streetportunity: 1040 South King Street