Chapter 3

The classification system for the disadvantaged is designed to include all persons who have academic or economic handicaps and who require special services and assistance to enable them to succeed in vocational education programs (Section 195 (16)). This excludes youth and adults with mental, physical, or emotional handicaps.

Further interpretation in the Federal Register, Vol. 42, No. 191, Section 104.804, Appendix A, defines "Academic disadvantage" to mean that a person:

(1) Lacks reading and writing skills;

(2) Lacks mathematical skills; or

(3) Performs below grade level.

"Economic disadvantage," for the purposes of this definition of 'disadvantage,' means:

(1) Family income is at or below national poverty level;

(2) Participant, or parents or guardian of the participant is unemployed;

(3) Participant, or parent of participant, is recipient of public assistance; or

(4) Participant is institutionalized or under State guardianship. Although the following paragraph is directly applied to Subpart 4,-Section 140, Special Programs for the Disadvantaged-it also applies to the disadvantaged under Section 110(b).

"(d) Eligibility for participation in the special programs supported under Subpart 4, Section 104.801, is limited to persons who' (because of academic or economic disadvantage):

(1) Do not have, at the time of entrance into a vocational education program, the prerequisites for success in the program; or (2) Are enrolled in a vocational education program but require supportive services or special programs to enable them to meet the requirements for the program that are established by the State or the local educational agency."

To be eligible for special vocational programs, program modifications, and related services under the set-aside and special funds for the disadvantaged, a person must meet the following conditions:

• The individual is excluded from a regular vocational program because of the effects of a disadvantage or

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● The individual shows evidence of being unable to succe regular vocational program because of the effects disadvantage, and

● The effect of the disadvantage is admuded bag

fessional person rates counselors.

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1.2 Reading and/or Writing Deficiency

Individuals in this group experience sufficient difficulty with reading and writing in English to the extent that their capacity to learn the vocational education subject matter is reduced significantly to, the point that they do not substantially comprehend the course material.

1.3 Computational Deficiency

These individuals have an educational background in mathematics which is not adequate to perform computation activities at the level required by the vocational education program.

2.0 Economically Disadvantaged

Individuals in this category are not succeeding or cannot succeed in a regular vocational education program for one or more reasons as described above pertaining to academic and vocational performance: the individual or his/her parents or guardian is a public assistance recipient, family income is at or below poverty level, unemployed, or the individual is institutionalized.

It is more difficult to pinpoint the effects of poverty which do not relate or affect the academic performance on a person's ability to succeed.

One effect may be on attitudes, motivation or behavior which would reflect on a student's ability to succeed in a program, and therefore, reduce chances of subsequent employment. An expenditure for the services of a special counselor to work with such students would be beneficial. Special preservice and inservice training for teaching and support personnel could also help to enable the staff to cope with students whose economic circumstances have hindered their educational progress.

Obviously, the school system cannot solve the financial problems of those in a low income category. Circumstances do arise when students or potential students cannot attend class because they do not have proper clothing or food, or the means of transportation to get there. Several possibilities suggest themselves, such as contact with welfare and social agencies and special transportation arrangements. Under no circumstances can Federal VEA funds be used to provide food, lodging, medical and dental services or other items such as clothing which students may need, but which are not directly related to the provision of vocational education. Provision of such services should be made through arrangements with other agencies.

● The individual shows evidence of being unable to succeed in a regular vocational program because of the effects of a disadvantage, and

• The effect of the disadvantage is identified by a qualified professional person (teachers, counselors).

The categories of disadvantages have been selected for ease of identification and classification by the classroom teacher. The categories may be used for reporting information to local and State administrators. Such information is essential for planning and analyzing the effectiveness of vocational education programs and supportive services provided to the disadvantaged. The statements following each category are provided as examples of the types of disadvantages in that category.

1. Academically Disadvantaged

These individuals do not have adequate skills to succeed at the time of entrance into or while enrolled in a vocational program. Due to poor education preparation, they require supportive services or special programs to enable them to meet the requirements for entrance into the program or to continue and complete the program. It is important that these prescribed skills be required for the occupational area in which the individual plans to be or is enrolled. In other words, the academic background for enrolling in an electrician program where mathematics is necessary, is different from enrolling in a clerk-typist course where reading and writing are primary.

There are two cautions here. (i) A student may not be classified as disadvantaged because he/she does not have the prerequisites for a vocational program. For instance, a person who wishes to enter an electronics course but never took the science courses cannot be categorized as disadvantaged for this reason alone. (ii) If through testing and observation, a person shows little or no manual dexterity or other basic occupational requirements, a student should not be considered disadvantaged but should be counseled and encouraged to enroll in a program in which he/she has the demonstrated ability and interest.

1.1 Limited English-Speaking and Comprehension Ability

Individuals in this group experience sufficient difficulty with the ability to communicate in English that their capacity to learn is reduced to the point that they do not substantially comprehend the course material.