Travel costs and salaries of faculty members who attend seminars, conferences, workshops, and special institutes. • Modifications of schedules-needed to provide additional time for faculty to assist students identified as handicapped. Additional faculty time and related expenses may be required when any of the following situations exist: Extension of school day, week, or year. Addition of another semester. Instruction on an individual basis. Flexible scheduling of students to permit entry into and exit from programs as appropriate with progress. • Modifications of curriculums-required to enable individual students to continue in regular vocational education program by helping them compensate for their handicaps, including: Allocation of additional time to develop skill. Specially designed workbooks or textbooks. Analysis of tasks within occupations to identify possible modification in instruction, equipment, or methods. • Development of curriculums-required to provide students with a specially designed program to suit their individual needs, including: Research, experimental, and demonstration projects. Contracts with consultants, specialists, or teachers. Salaries of teaching staff and curriculum specialists. Individualized learning packages. Orientation programs to develop social skills and attitudes and consumer education. Orientation programs to observe various occupations. Special supplies and instructional materials. • Modification of equipment: For the visually handicapped: Instruction in Braille. Large-print materials. Signals keyed to hearing rather than to sight. Special safety devices, such as guardrails around moving parts of a machine. For the deaf and hard of hearing: Printed rather than verbal instructions. Signals keyed to sight rather than to hearing. Sound-amplification devices. For the orthopedically handicapped: Adaptations of regular equipment, such as hand controls added to machines usually operated by foot controls. Special desks and work tables for students in wheelchairs. Ramps for students who cannot use stairs. For the mentally retarded: Simplified equipment. Simplified instruction guides and manuals. FISCAL MANAGEMENT 77 For those with cardiac and other physical impairments: Additional facilities for restrooms. Handrails in washrooms and in corridors. • Supplemental educational services'-designed to assist students in regular or special vocational programs, including: Psychological services to test, diagnose, and evaluate emotional and mental Guidance and counseling services, including referral and followup services. Transportation services in addition to those provided regular students. Facilities required for reaching and teaching handicapped students, including: Purchase/rental and operation of mobile units to serve as classrooms, diagnostic centers, or counseling and guidance units. Rental of nonpublic space to serve as classrooms in locations more accessible to students. Contracts with private nonprofit schools that can provide programs and services not available in public schools. • Cooperation with business community-required to enlist support for goals of vocational education for handicapped individuals through job offers, teacher training, and upgrading of skills. The following costs are allowable: Additional staff to coordinate, supervise, and guide work experience or work study programs. Arrangements for summer jobs in private business firms for teachers to update their knowledge and skills. POLICY AREA 901 Fiscal Accountability Each local educational agency administering vocational education for It should be consistent with state and local requirements and accept- 'Some of these supplemental services are available for handicapped persons through other public agencies. Those sources should be used whenever possible. Requirements for record keeping should be kept to a minimum so that • The personnel responsible for decisionmaking and management of ex- • Expenditures for vocational education of handicapped students should Fiscal decisions should be based on written individualized education POLICY DEVELOPMENT GUIDELINES The local educational agency should become knowledgeable about the state's requirements for record keeping regarding funding for handicapped students for purposes of reporting to the state. While specific requirements may vary from state to state, general requirements call for data concerning types of services provided, personnel involved, students served by type of handicapping condition, and costs of providing these services and personnel. References Accent buyer's guide. Bloomington, III:: Accent Special Publications, 1977. American national standard specifications for making buildings and facilities accessible to and usable by the physically handicapped. New York: American National Standards Institute, 1971. Federal Register. Wednesday, May 4, 1977, Part IV (Rules and regulations for Section 504, Rehabilitation Act of 1973, P.L. 93-112, Nondiscrimination on basis of handicap). Federal Register. Tuesday, August 23, 1977, Part II (Rules and regulations for amendments to Part B, Education of All Handicapped Children Act of 1975, P.L. 94142, Education of handicapped children). Federal Register. Monday, October 3, 1977. Part VI (Rules and regulations for Education Amendments of 1976, P.L. 94-482, Vocational education, state programs and Commissioner's discretionary programs). Kay, E. R., Kemp, B. H., & Saunders, F. G. Guidelines for identifying, classifying, and serving the disadvantaged and handicapped under the Vocational Education Amendments of 1968 (DHEW publication (OE) 73-11700). Washington, D.C.: US Government Printing Office, 1973. Linari, R. F. A plan for the implementation of chapter 766 in vocational/technical school environments. Canton, Mass.: Blue Hills Regional Technical School, 1974. Michigan State Department of Education. Michigan inter-agency model and delivery system of vocational education services for the handicapped. Unpublished mimeo, undated. Suggested publications for developing an agency library on work evaluation and work adjustment. Menomonie: University of Wisconsin-Stout, Stout Vocational Rehabilitation Institute, Materials Development Center, 1977. Torres, S. Special education administrative policies manual. Reston, Va.: The Council for Exceptional Children, 1977. Work Evaluation Systems The following list of work evaluation systems was developed from information gathered during the conduct of this project and may not be complete. These systems have not been evaluated by CEC and no endorsement is implied. COATS (Comprehensive Occupational Assessment and Training System). PREP, Inc., 1575 Parkway Avenue, Trenton, NJ 60607. The COATS work samples assess the individual's interest, performance capability, and general behavior relative to various job situations. The work samples, derived from job analysis of occupations within the USOE career clusters, approximate actual job environments and simulate a complete range of work activities (i.e., physical movements, performance standards, etc.). JEVS WORK SAMPLES. Jewish Employment and Vocational Service, 1913 Walnut Street, Philadelphia, PA 10103. JEVS work samples contain activities in a simulated work setting that measure skills that make up the major part of actual jobs. The samples are in order of increasing complexity, and the results are interpreted by "Worker Trait Groups" found in the Dictionary of Occupational Titles. The traits include such things as handling, sorting, filing, and drafting. MACDONALD VOCATIONAL CAPACITY SCALE. MacDonald Training Center Foundation, Research Division, 4424 Tampa Bay Blvd., Tampa, FL 33614. The MacDonald Vocational Capacity Scale (VCS) is a measuring device consisting of eight separate tests administered in an evaluation setting during a 2 week period. The main purpose of the VCS is to predict the vocational potential of retarded young adults. The eight factors tested are work habits, physical capacity, social maturity, general health, manual skills, arithmetic achievement, motivation, and the ability to follow instructions. MOVE (Multidimensional Objective Vocational Evaluation). Hester Evaluation System, Edward J. Hester, Ph.D., Business and Industrial Resources Specialists, 120 South Ashland Blvd., Chicago, IL 60607. The MOVE is a computerized method of measuring vocational abilities. The evaluation system of 32 tests uses a person's scores along with additional personal characteristics to determine how that individual's abilities relate to the jobs listed in the Dictionary of Occupational Titles. MCCARRON-DIAL WORK EVALUATION SYSTEM. Dr. Lawrence McCarron, Department of Psychology, Indiana State University, Terre Haute, IN 47809. The purpose of the McCarron-Dial system is to determine the correct placement for mentally retarded individuals in programs ranging from day care to more responsible positions in the community. MICRO-TOWER. ICD Rehabilitation and Research Center, 340 East 24th Street, New York, NY 10010. The Micro-Tower system of vocational evaluation contains 13 work samples that measure aptitudes required for a range of unskilled and semiskilled jobs. Perceptual motor skills used in graphic illustration, mail sorting, and filing are tested. Motor skills necessary for electronic connector assembly, bottle capping, or packing, and such perceptual skills as blueprint reading, zip coding, and record checking can be evaluated. Numerical and verbal skills used in computing payrolls, making change, taking messages, and understanding want ads are measured. In addition, Micro-Tower uses group discussions, audiovisual presentations of occupational information, and behavioral and attitudinal scales for very comprehensive evaluations. Micro-Tower was designed for use with disadvantaged and disabled children and adults. |