PERSONNEL

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POLICY DEVELOPMENT GUIDELINES

At this time there is a shortage of teachers prepared to work with handicapped students in vocational education. This means that local educational agencies must rely on inservice training to provide staff with the information and competencies needed to meet the needs of handicapped students.

Both P.L. 94-142 and P.L. 94-482 provide funds to states to be used for inservice training of personnel. Vocational education personnel training funds under P.L. 94-482 may be used for "training, including inservice training, for teachers and supervisors and trainers of teachers in vocational education to improve the quality of instruction, supervision and administration of vocational education for persons who are ... handicapped."

Inservice Training Plan

The inservice training plan should include:

• Identification of the areas in which training is needed (such as individualized education programs, modifying vocational programs for handicapped students, teaching methods to use with handicapped students, least restrictive vocational environment).

Specification of the groups requiring training (e.g., special teachers, regular vocational teachers, administrators, supportive services staff).

• Description of the content and nature of training for each area of training need. • Description of the training to be provided.

• Specification of funding sources and time frame for the training.

• Specification of procedure for evaluating the extent to which program objectives are met.

POLICY AREA 806

Personnel Evaluation

Periodic evaluation of vocational education personnel should be con-
ducted by the local educational agency.

POLICY DEVELOPMENT GUIDELINES

The evaluation procedures already in place in the local educational agency should apply to personnel providing vocational education programing for handicapped students. Such evaluations can identify needs for inservice training to assist personnel in developing instructional competencies.

POLICY AREA 807

Position Descriptions

Position descriptions specifying responsibilities and minimum qualifica-
tions for training and experience should be in writing for all personnel
involved in vocational education programing for handicapped students.

POLICY DEVELOPMENT GUIDELINES

The local educational agency should refer to job titles and position descriptions developed by the state educational agency to guide its development of local titles and position descriptions, since these may vary from state to state. Job descriptions that illustrate the interaction of each role with programing goals should be developed.

POLICY AREA 900

Funds for Vocational Education Programing for Handicapped
Students

State and local funds should be provided to meet the basic costs of vo-
cational education for handicapped students. These funds may be supple-
mented with federal funds, which are available from several sources. The
local educational agency should establish procedures to guide the effort
to obtain federal funds. These procedures should include:

• Designation of an individual responsible for identifying sources of
funds.

• Specification of procedures for determining priorities for use of funds
from various sources.

• Establishment of procedures for developing proposals, grants, budgets,
etc. for obtaining such funds.

• Establishment of communication with the state agencies that adminis-
ter allocations and grants provided to the states from the respective
federal agencies.

POLICY DEVELOPMENT GUIDELINES

It was never intended that federal funding of vocational education pay all the costs of vocational education. The bulk of the funding must of necessity come from state and local governments. Just what part is borne by state funds and what part by federal funds varies among the states. The local educational agency should be familiar with the state's regulations and requirements guiding the state's spending and allocations of vocational education funds from state and federal sources.

Sources of Federal Funds

Federal funds for vocational education of handicapped invididuals are available from several sources. The Acts that authorize such funds include:

Vocational Education Act of 1963, as amended by the Education Amendments of 1976, P.L. 94-482. Under this Act, 10 percent of Basic Grant and Program Improvement and Supportive Services funds are set aside to meet the excess costs of vocational education of handicapped persons. In addition, states are required to match federal expenditures with state and local expenditures. It should be noted that state and local special education funding may be used to meet the matching requirements of P.L. 94-482.

• Part B of the Education of the Handicapped Act, as amended by P.L. 94–142. Funds are provided to state and local educational agencies to assist them in the education of handicapped children. These funds may also be used for vocational education.

FISCAL MANAGEMENT

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The Rehabilitation Act of 1973, P.L. 93-112. Money is granted to rehabilitate handicapped individuals so that they may prepare to engage in gainful employment to the extent of their capabilities.

• Comprehensive Employment and Training Act of 1973, P.L. 93-203. Funds are provided for job training and employment opportunities.

• Elementary and Secondary Act of 1965, as amended by P.L. 93-380. Funds may be provided for innovative programs, evaluation centers, and training in life skills.

Types of Services That May Be Funded with Vocational
Education Set-Aside Funds for Handicapped Persons

The following list provides some examples of the types of services that may be funded under the Vocational Education Amendments of 1968 (Kay, Kemp, & Saunders, 1973). This list is not exhaustive and other services may be added.

• Advisory/coordinating committees required to help formulate programs, to act as liaison between school and community, and to support legislation. Allowable costs include:

Formation and servicing of the Advisory Committee for the Handicapped. Formation of and participation in state and local coordinating committees, including clerical help, travel expenses, and salaries of faculty members who attend meetings.

• Survey/evaluations-conducted by staff members or under contract, including: Identification of handicapped population and the geographical areas in which it is concentrated.

Assessment of effectiveness of methods, materials, equipment, and techniques used in providing vocational education programs for handicapped persons. Identification of other agencies, organizations, or individuals concerned with the handicapped and the extent to which they provide vocational education. • Recruitment/promotional activities-designed to reach handicapped persons and potential employers and to develop community participation and support, including:

Advertising through newspapers, television, and radio.

Announcements through posters, flyers, brochures, and other visual media. Speaking engagements with community groups, including local chapters of social welfare organizations.

• Identification of handicapped-needed to identify and classify specific problems of individual students, including:

Counseling services for students and/or their families (pay for time over regular duties can be provided).

Preparation of diagnostic and evaluation tools.

Education testing to determine academic level, interest, and abilities.

Vocational or work evaluation.

Staff development-required to prepare teachers to work with handicapped students, including:

Teacher training programs (both preservice and inservice).