This Progress Report was prepared by the follow ing Committee, working under the Program Planning Education, Bureau of Adult, Vocational, and Library Albert L. DeMond John Calvin Dupree Barbara H. Kemp Elmer L. Schick James W. Warren, Jr. February 6, 1968 INTRODUCTION This progress report describes vocational education programs for persons with special needs developed since the passage of the Vocational Education Act of 1963. This report has been prepared on a State-by-State basis. Time and the resources with which we had to work were far too limiting for the staff to produce an indepth study. Rather, we had to rely on each State's annual reports and projected program activities which were up-dated through personal contact with the State officials when possible. Where additional material was provided, we were happy to include it. Some Some 24 States have appointed a member of the State staff to work full or part-time on the development of programs for persons with special needs. Other States have made this a responsibility of all of the State staff. States have described their accomplishments and programs in considerable detail, other States have indicated limited program development and accomplishments. ... In Section 4(a) (4) of the Vocational Education Act of 1963 it is stated that vocational education funds may be spent "for persons who have academic, socioeconomic, or other handicaps that prevent them from succeeding in the regular vocational education program ..." In the Appendix is a listing of some of the major characteristics of the youth and adults which fit into this heading of special needs. It might be said that these are students who are not receiving special education and are not able to do the work required or assigned to the regular classes. This may be due to one or a combination of the following factors: (1) they are physically handicapped; (2) they are genetically mentally retarded; (3) they have emotional problems which hinder their learning processes; (4) they are slow learners and learn at a different pace from the general student body; and (5) they come from environments which are not conducive to learning and where education is not adequate. Except for those who are genetically mentally retarded, every one who is in the special needs category has the capacity to succeed in the regular vocational educational programs to the highest technician level. And there are many low skilled occupations for which the mentally retarded can qualify if given the training. The major thing we have learned since the Act was implemented is that there must be a commitment and a willingness to serve this population on the part of all vocational-technical educators as well as the top administrative staff. Without this support, both moral and financial, the extra efforts which must be made will never be put into operation. Business as usual, or in this case, education as usual, will not reduce the need for corrective programs to reduce the unemployment lines, the welfare rolls, the enrollees for Job Corps and Manpower Development and Training, and the disillusioned and purposeless. The second major thing we are learning is that there is no magic formula which, if applied, will eliminate our special needs problems. Whole new educational philosophies will have to be developed. New techniques for teaching will have to be used. Teacher training will have to be revised. It will take more millions of dollars, more dedicated staffs, and more experimental approaches to find some of the solutions. The efforts described on the following pages illustrate vocational education's contribution to serving persons with special needs. It is hoped that this progress report will stimulate more intensive efforts in the coming years. The State officials who are already involved in this endeavor know the dedication required, the amount of literature which must be perused, the contacts which must be established, the meetings which should be set up and/or attended, the site visits which must be paid, and the support and cooperation they must have. The Division of Vocational and Technical Education views this booklet as one of many tools needed to do the job. The names of the State officials responsible for developing programs for persons with special needs is given in the Appendix. If programs are described which are of particular interest, these men and women can send out more descriptive material or direct the inquirer to the persons who can. This interchange of ideas and program inputs is just an overview for the reader and the user. The imagination and courage are illustrated in the communities themselves where the activities are taking place. The youth and adults with special needs are not the only beneficiaries of additional and creative efforts. We all are. February 1, 1968 Barbara H. Kemp Albert L. DeMond SUMMARY reasons. This report shows considerable improvement in quantity and quality of programs in Vocational Education for persons with special needs, as a general rule, throughout the nation. This improvement is unevenly reported for several Many States have excellent programs which are constantly expanding to meet increasing needs. However, many of these States have not collected or reported data on these programs which show their efforts, as they have been too busy concentrating on development and improvement of programs and with the necessary follow-through activities. On the other hand, quite a few States have been aware of the need for departing from traditional procedures and routines, making special efforts to develop new, different, and effective means of serving the needs of the handicapped. Working on the stated theory that Vocational Education serves all of the needs of all of the people, programs in many instances were developed in all of the occupational areas of vocational education to serve the needs of the handicapped and disadvantaged student. These were not always reported as programs for special needs. In many instances such special programs served as a means of channeling disadvantaged and handicapped students into regular vocational programs upon removal of deficiencies, and enrollments were looked upon as regular programs. It is true that many of these handicapped persons may be served by adaptations and adjustments of present vocational education curricular offerings especially when reinforced with supplementary instruction in basic education and coupled with adequate resources for guidance, counseling, and placement in entry-level jobs. Vocational education has always acknowledged this responsibility and is able to do it satisfactorily. Notable examples of this are found in all branches of vocational education which have curriculum flexibility and job opportunities for a spectrum of abilities and skill requirements with the broadest possible range. It is felt by some educators that vocational education is losing the opportunity to serve a large portion of this important and growing segment of the population of secondary school age which has turned away from the regular school program as a solution to their problems. This feeling will continue, and doubtless increase, unless and until effective means are found to equip the disadvantaged and the handicapped with job-entry level skills, a working command of communication and computation skills, a wholesome attitude toward work, and the system of rewards for services rendered under the present organization of our economic system. A comprehensive program must be developed and put into operation which will produce highly visible and immediate results in meeting these needs. A review of what is going on in this area in every State and Territory is a good starting point for program analysis in each State. Awareness of efforts to observe the mandate of Section 4(a) (4) of the Vocational Education Act of 1963 in all other States furnishes the basis of evaluation for any State. States which have exemplary and successful programs may be reached for aid and assistance in program development. Innovative and effective techniques may be examined without the penalties of the trial and error method. Interchanges of information should be most helpful. |