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Dugger, William .E., J.r.j And OthersSpecial Needs Guide for Industrial Arts Yrograms.Virginia Polytechnic Inst. and State Univ.,Blacksburg.Office of Vocational and Adult Education (ED),Washington, D.C.,Nov 81300-78-1565 -

26p.; For related documents see CE 031 589-t91 and ED198 258.American Industrial Arts Association, 1914Association Dr., Reston, VA'22091 (Set of guides and.standards, $4.00, plus postage. Postage for 1-10copies, $0.60; 11-50, $0.90; 51-100, $1.25).

EDRS PRrCE 0 MF01/PCO21 Plus Postage.DESCRIPTORS Accessibility (for Disabled); Curriculum Development;

*Disabilities; *Disadvantaged; EconomicallyDisadvantaged; Educational Facilities; EducationallyDisadvantaged; Educational Resources; ,FacilityGuidelines; *Gifted; Guidelines; Individualized,Instruction; *Industrial Arts; InstructionalDevelopment; Physical Disabilities; *ProgramDevelopment;- Program Guides; Program Implementation;Student Evaluation; *Student Needs; Teaching Methods;Vocational Education4 ,

IDENTIFIERS *Special Needs Students' 4

. This guide gontai,ns information for use in modifyingindustrial arts programs to serve special needs students. Listedfirst are a series of stanciards.pertainPng to special needs studentsin induitrial arts programs. F01101411'9 a discussion of serving

,students with special neidsAin industrial arts, §uidelines:Ire.setforth .for identifying special ffeeds learners, In an examination of'accoMmodating special. needs students in the indUstrial arts prOgramthe following topics are covered: individualizing programs,Aodifyingthe physical environment, and modifying curriculum,find.instructionAlapproaches. Specific instructional strategies are provided for the

* various special needs areas. 'Described next.".areaways to- identify andUse resources to facilitate industrial arts- instruction. (A.series ofr40ted industrial arts program guides are available ieparately-7seeote.) {MN)

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******************************************************************$***** Reproductions supplied by EDRS are the best that can be Made, ** from the origiiral document. i , **********************************************************t****.*********4

2 SpecialNeedsGuide

for iIndustrial ArtsPrograms

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Developed and disseminated pursuant toProject No. 498AH80061 (RFP 78-129),Contract No. -300-7,8-1665 with theUnited States Department of Education.

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US DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

CENTER IERICIThe document has been reproduced asrecsived from the person or organization/rigmating It

Minor changes hayr been made to improve'reproduction quality

Points of view or opinions stated in this docuwent do not necessarily represent official NIEPosition or policy

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MN,

AP-

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Idii(101144 k-1)(Aole4; J r.

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

Standards for Industrial Arts Programs ProjectIndustrial Arts Education

Virginia Polytechnic Institute and State UniversityBlacksburg, Virginia 24061

November' 1981

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Contents

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Preface

Standards Related to Special Needs 5Serving- Students with Special Needs in

Industrial Arts ..... 7,

Identifying Special Needs Learners 9Accommodating Special, Needs Students in the

Industrial Arts Program .: 14Identifying and Using Resources to Facilitate

Industrial Arts Instruction i. 21AcknowledgMents 26

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Standards Relating to Special Needs

Among the 235 standards which appear in the document entitledStandards for Industrial Arts Programs, there are 19 which directlyaddress students with special needs. These are, listed below.Philosophy

1.1 3.b) The philosophy identifies the needs, abilities, and interestsof all learners regardless of race, sex, creed, nationalorigin, or handicapping conditions.

Instructional Program -*

2.2 3. Course objectives are utilized as a basis .for developing theV industrial arts domponent of the individualized Education

Program (IEP)

Student'Populations Served3.1 2 Students who are academically and/or economically dis-

advantaged are provided special services and assistance, asrequired, to enable them to succeed in the industrial artsprogram

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3.1 4.

3.1 5.

6.

IStudents who have physical, mental, and/or emotional

impairments are provided special services and assist-ance, as ,required, to- enable them to succeed in theindustrial arts program.Students identified as handicapped and requiring addi-tional or modified eduoational services or materialsare enrolled- only after the Individualized ,EducationProgram (IEP) has been prepared.Students identified as gifted and/or talented are -put-vided learnin activities consistent with their abilities. ,

Industrial arts is provided for' students,, regardless of tfieircultural differences.

InstructIondi Staff4.1 5. The industrial arts teacher is prepared, through preservicei

ipservice education, to provide experiences for students witspecial needs.

(Administration and Supervision5.1 5 Teacher aides or paraprofessionals are provided in classes

where enrollment of students with special needs necessitates.their assistance.

5.5 4 b) Demogi-aphic data about all industrial arts stuents areavailable by grade level and by course, including. butnot limited to course enrollments by racial and ethnic

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categories, by sex, and by tybe and number of stZdentswith special needs. . .,

Support Systems," , ,.

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6. 1.b) Personnel are available to assist the industrial artsteaclier in serving students with special needs.

6.2 8. A)cessibility for the handicapped is ensured ,through thee imination- of architectural barriers. .

f.%6.2 12. Specially designed- or modified toots, machines, andequipment are provided for 'students With special needs.,

6.2 16. Books and other .instructional rriaterials are providedto meet 1,he unique requirements Of students withspecial needs. . '

lnstructi(nal Strategies . .- 7.1 6. Teachers provide input to the IndiVidualized Eddcation

Program (IEP) committee for handicapped students enrolled'in irtdustrial arts. . .

.. .7.2 ,' 1.e) instructional strategies' appropriate' for serving,

studentswith special needs have been ident4ied and incorporated inthe industrial arts program.

7.2 3. Each identified handicapped student enroiledw industrialarts is evaluated annually through procedures and Criteria.tiescribed 'in the Individualized Educbtion.Program (IEP).

Safety and Health ; I

9.'2 2.f) Special safety and health accommodations.are provided forstudents with special needs. /

9.2 4.e) Specially adapted personal 01--aettion..devices are available

fo1 and used by students with special needs.

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Serving Students WithSliecialleeds in Industrial Arts

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All children are special,. however,some have more 'need for specialized.education' because of the diversity oftheir unique socl, cognitive, or neuro-

, rnuscula functioning.' This includeschildren who,' are handibap pecf, disad- Lvaritaged, or gifted and t lented. Edu-cational' methods and rocedures,instructional programs and aterials,and schoql facilities must be modifiedfor the 1rpose of individualizing pro-grams and instruction to ensure that allchildFen yvill .develop to their fullestpotential.

. Recent federal legislation has, pro-. vlded the impetus .to modify existing

educational practices far special needsSFearners. such legislation vs reflectedin Public Law 94-142, the Education for

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All. Handicapped Children 'Act 'of 1975;Public Law 94 -482, the Vocational

"'Educational Amendments of 1976; andSeCtions,503 and 504 of the Rehabili-tation Act of 1973. All of tnesaemphasize' the .need to identify- andinfuse educational strategies and tech-niques:to Meet the challenges, of pro-iiding viable educational programs,Jorspecial needs persons. Further, thelegislation encourages public educa-tion to'provide instructional programswhich will be#the least restrictive_edu-cational alternative fOr handiEappedstudents.

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'Congressional action on behalf ofspecial populations has been influ-ehced by recowition of such fa'ctors as:

1. Extremely high unemploymentrates among out-of-school youth

adults Tram special needsgroups

2. Under-utilization of the work,force throbli'both discriminatoryhiring practices and underem-

. -ployment.3. Occupational stereotyping with

,regard to the types of occupationsforrwhich special populatiorisshOuld -receive training.

4. Lack of appropriate industrial arts,instruction and vocational training

. 'opportunities for student withspecial need's. .

5. Inadequate" preparation df professional staff to provide appropriateindustrial arts and vocationaleducation opportunities for learn-ers with special needs.

The issue of providing specializedinstructional .progra?hs for gifted andtalented students has not been addres-sed in the recent federal legislationregarding special (needs populations.However, educators have 'recognizedthe need to provide an enlphasi'S -onimproving educational opportunities toenable mentally superior children todevelop their intellectual potential.These students' should provide a readyresource of, future industrial arts edu-cators as well as an enlightened groupof technologically literate citizens.

It is evid'ept that we are failifig todevelop and utilize a subsfantia-I por-

tion of our human resources. Oursociety's continued economic growthand national security depend upon theintellectual development and -produc-tivity ,of all citizens. Therefore, it isimperative that industrial arts educe-tors ensure that each special needsstudent is 'prepared with the necessarySkills to make a meaningful contribu-tion to society and self.

'Some industrial arts educators havebeen sensitive to the nOeCis'of special'students and have endeavored toaccommodate them in their classeswithout difficulty. However, othershave experienced problems in doing so,possibly be'causesof a lack of infbrma-tion relative to teaching children withspecial needs and/or the absence ofsupportive services from other profes-sional sectors: Therefore, this guidewas.. developed to provide appropriateinformation about learners with specialneeds and recommengatiorg regardinginstructional strategies which. wouldserve to support inVustrial arts staffworking with exceptional students.

Iden;tifying Special Needs Learner*

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WhatIndUstrial. ArtsProfessionalsNeed to Know

. Industrial arts professionals need notbec-dncerned with the detailed identifi-cation process 'for special needslearners. That is the responsibility oflOcal education agencies. However,industrial arts prOfessionalS should'-become familiar with .ome generalcharacteristics of. learners' who' are

. identified as "special needs" in'orderthat-the%) might better plan appropriateeducational le-arOlg,exileriences.

,Industrial arts professionals should,realize.thate,"special needs" is an inclu-,sive term which' ,aescribes studentswith unique charaCteristics that may.impede their ability to develop to theirMaximum potenlial in regular school.Programs. Generally, a broad under-standing of th ique learbing char-acteristics of childre who are handi-capped, disakvanta ed, or -gifted/talented can 15e 'helpful to industrialarts personnel as they design and/ormodify industrial arts programs forspecial needs learners.

LearnerCharacteristicS

DisadtiantagedDisadvantaged students have aca-

demic or econ&rilic disadvantages

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which impair their ability to function inregular industrial arts programs. These

, students typically may be members offamilies witii low incomes, low prunderachievers, or culturally or lin-guistally isolated (e.g. unfamiliar withAmerican customs or the English lan-e..

Generally, disadvantagedchildren are of normal or above intelli-

, .c.gence but fail tO,achiee in the regularSchool environment.

Academically_ disadvantaged Students often display language difficul-ties, reading or writing problems,severe computational tliffigulties, orother 'general learning problems.These 'students may be frequentlyabsent from school, have a short atten-tipn span, and display low motivationwhen in clasS. They are. often- self-conscious, easily discouraged, have a

low self-concept, and express feelingsof isolation.

Economically disadvantaged stu-de is t itally are members of familieswh se inc mes ar,e below the national,pdverty level, or 'their parents areunemployed or are recipients of publicassistance. Generally, .these studentsexhibit many' ofjhesarrie behaviors'asacademically disa-dvantaged students.

Gifted and TalentedGrfted and talented students

those who, by- virtue of outstandingabilities, afe capable of exceptionallyhigh petformance academically, physi-cally, or creatively. Hovslever, these stu-dents will not lire up to their full.

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potential unlqss a challenging instruc-tional environment js provided. Teach-ers should not assume that giftedchildren will be abl' to take care of .

themselves because of their superiorintelligence. The lifted also have uni-que needs and, as a. result, require <,enriched and challenging activitiesguided by a caring' and stimulatingteacher. In fact, unless'they are chal-lenged, these students' talent andcreativity may be directed toward dis-ruptive behavior

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HandicappedHandicapped students are learners

who have specific or general handicap-ping -conditions that may interfere wththeir functioning in a regular schoolenvironment. These handicaps niaysensory, physical,ernotional, or anycombination of the three. There a'eseveral terms used to classify studentswith handicapping conditions. Amongthese are the mentally retarded, hear-ing impaired, speech impaired, visuallyhaildicapped, seriously emotionallydisturbed, orthopedically impared;other health ,impaired, deaf-blind,multi-handic pped, and learning dis-abled. Beca e.of these ir'npairments,handicap ecr3 students may needspecial education and related services.

Industrial arts professionals willmost often be prdviding educationalexperiencef for those students who fallInto the category of high-inciflencehandicapped, (those who comprise

approximately 80% of the total popula-tion of handicapped, learners). Amongthdse students are the learning dis-abled, mildly retarded,opeech impair-ed, and mild to moderate hearing orvisually impaired. These children havebeen able to achieve success in theregular school environment with sup-portive services and modifications ineducational curriculum. and teachingstrategies

'Low incidence handicapped childrenmay occasionally be placed in regularindustrial arts, programs, however,most will be placed in self-containedsituations such as "sheltered work-shops" or other institutional settingswhere their needs are more apprOp-riately met. Among the students whofall into this category are the severelyand. profoundly retpcled and theseverely emotionally disturbed. Pro:foundly deaf or blind and orthois.edically

ThandiCapped children also fall into therow incidence category. However,because of -their general learningpotential some have been able to func,tion. successfully in regular access/barrier-free school programs.

The placement of low incidencelearners in. `mast restrictive environ-ment must be determined through.anextensive evaluation conducted byqualified specialists. Industrial arts

(educators should be involved in theevaluation procedure particularly tohelp assess a student's potential tofunction in an industrial arts learningenvironment. .Generally, these specialneeds student's will require supportservices in addition to ,,an access/

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barrier -free building; for example,interpreters, educational tutosrs,'/aides;-nd adaptive production jigs or fixtures.

-The dollowinq provide a brid cfcrip-ti n of various handicapping condi-tions. While not a tOtally inclusive

ylisting-, these guidelines will facilitate abetter understanding for industrial artsprofessionals of the general physical,intellectual, and social characteristicsof the handicapped;

Mildly retarded students will bindinto society if given appropriate educa-tional experiences that enable them toliVe and work independently. Typically,these students have q_r1Q between 50

0 and 80, and can be expected to learn toread and-perform math skills at a levelaveraging between third and fifthgrade. Also, mildly retarded studentsare: often characterized, by poor self-conceptsynd show deficits in adaptive(social) behavior.

Moderately retarded students tendto learn at a slower rate than do themildly retarded. The moderately retard-ed Can be taught tasks or activities

- which require single skills under ade-quate supervision. These students nor-mal ly have- IQ's below 50, andintellectually, do 'not develop

are46 percent of "normal." Many are nowbeing integrated-into public school pro-grams as a result of P.L. 94-142.

- The severely .retarded haVe an IQ1,

range of 25 to 40 and require suwvi-sion in the majority of tasks that theyperform. Many of these persons tend tofunction well in p sheltered workshopenvironment. - ,

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. The profoundly retarded Sre thosestudents with IQ's 'below 25. They,

'require a maximum amount of s,upervi--sion, -especially with tasks requiringself-care. Generally, the mainstream-ing of severely ancrproloundly retardddin the public schbol rhay4Treity be per-ceived as an appropriate placement.

Learning disabled children have nor-mal or above average intelligence butexhibit a specific learning disorder inone or more basid processes involvedin under-Standing or using spoken orwritten language. Their learning prob-lems, are not due to visual, hearing,motor, or enVironmsntal handicaps,nor are they the' reS of mental retar-dation, or emotional disturtances.Typical disorders which may be thecause of a learning disability areperceptual handicaps, brain injury,minimal brain dysfunction, dyslexia,and developmental aphasia.

Hyperactive or hypoactive childrenare perceived as having a behavioralhandicap because they exhibit inap-propriate.behavior or, feelings that inter-fere with their normal functioning inschool. Most of these children canadjust well to .the regular classroomwith/. appropriate medical, psychologi-cal, and educational intervention.

The severely-emotibnally disturbedor severely behaviorally handicappedstudent -exhibits undesirable behaviorsor feelings over a long period of timthat adversely affect eduptionalformance.' Such children haveinability to learn which cannot be.explained by intellectual, social: or

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health factors. School related charac-teristics may include poor interper-sonal relationships with peers andteachers; a general, pervasive mood ofunhappiness or depression; periods ofself - stimulation or withdrawal; and, atendency to develop physical symp-toms or fears assorted with personalor school problems. The term includesautistic or schizophrenic children, mostof whom may profit substantially frominstruction as determined throughcomprehensive evaluation./ ,- )

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Visually impaired students are han-dicapped in a normal educational.pro-gram by their difficulty or inability /osee. Under this heading, students areclassified as partially sighted: legallyblind, or profoundly 'blind. However,many have demonstrated the ability todevelop proficiency-in using indUstrialarts equipment with some modificationof the learning environment. 0

Partially sighted or legally blindstudents are tho§e who can learnto read print, but whose vision islithited (even with corrective devi-ces) ,and who peed modifications

. in order to succeed in a normaleducational program. Partiallysighted' persons have a vision of20/70 to 20/200.after correction -

with lenses. Leglly blind personshave less than` 20/200 vision withspectacles. ,

The profoundly blind comprise themost severe visual ,classification.They cannot tel light from dark-ness and as a result, cannot seeprint but can benefit from instruc-

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ton in braille. These ,studentsmust depend totally on their other

® senses to function satisfactorily inan educational program.

Orthopedically handicapped stu-dents are normally limited in mobility,sitting, and/or the use of tools andequipment because of muscular; skele-tal, or neuromuscular impairment.Inc luijed in. the related causesof ortho-pedic 'handicaps are cerebral palsy,.spin8 pifiA curvature of the spine,muscular dystrophy, hemophilia or()flier defects in regs, arms, neck, orhips. Orthopedically handicapped stu-dents are generally average or above \.

average'in intelligence and can *him-_

tion, in a regular school environmentwhich has been adapted and,made bar-rier /access free.

Hearing impaired students have aloss of hearing which affects,their per-formance in a normal eduoational-set-ting. Their -.sense of hearing can belithited in many ways. For example, ifstudents cannot hear the ordinarysounds of activity arbund, them, thenthey are considered deaf. However,when students can hear, but only

°hear part of what is said, then they are.considered hard-of-hearing. Hearinglosses may be mild, moderate, severe,or profound.

Har&of-hearing individuals havesome ability to hear and understandthe spoken ward. Although somewords may be audible, the pitch and

'frequency of these sounds may make itdiffioult for these persons to ascertain

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their meaning. Sounds are not neces-sarily just softer to these individualsbut may also be garbled and distorted.Some hard-of-hearing students mayrequire the use of hearing aids and/orrely on lip reading. Likewise, deaf indir-viduals must always require the use ofan interpreter .and/or, lip reading.

Speech impaired students normallyhave speech patterns which are noti-ceably different from the norm. Thereare many forms of speech impairment,ranging from complete Inability tospeak to minor articulatory deficits.furthermore, there are2 many causesfor speech diffici.ilties' ranging fromdelayed speech and hearing impair-ments to cerebral palsy and cleftpalate.

Other health impaired studentsare so categorized Because they dem-onstrate limited strength, vitality, andalertness. The condit tons of. the oth'erhealth impaired student are caused bychronic health problems such ,asheart conditions, Wberculosis, rheut-matic fev'et, nephritis, hepatitis,asthma, epilepsy,, leukemia,' or diabe-tes.

Stddents classified as multihandi-capped exhibit a combination of two ormore of thetpreviously mentioned hen-.dicaps. For example, a student may bedeaf andbind or orthopedically disabledand mildly retarded. As a result, specialaccommodations are necessary tofacilitate their educational develop-ment.

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AccommodatingSpecial Needs Studentsin the Industrial Arts' Program

Education methods and procedures,instruction* programs and materials,and school*cilities, must be modifiedfor the purpose of indievidtializinginstruction to serve special needsyouth in industrial arts classes. Theindustrial arts teacher cannot accomp-lish this task alone. Other profession-als from such -areas as specialeducation, rehabilitation, school psy;chology, guidance, and the communityin general can help. These cooperativeefforts can ensure that industrial larts'programs for special needs learnersare appropriate and have the funda-mental 'elements for success.

The teacher remains the central fac-tor governing the special needs stu-Jent's potential for success in indus-trial arts. The teacher's attitude,

t personality, and self-concept will heIpgovern his/her performance. Teachingchildren from speicia needs popula-tions is Very much like working withnon-special needs .students, Eachneeds empathy; guidance'/direction,understanding,, and an appropriate andchallenging learning environment,carefully managed by a knowledgeableteacher. There are, however:somesubtle as well as obvious characteris-tics of certain learners that require achange of teaching style. For example,teachers who tend to Aid" or "tease-

, their students may find 'that childrenwith poor self-concepts .or low self-esteems may interpret this as `ridic-ule, "cruel," and "inappropriatepunishment." Likewise, special needschildren want "empathy'.'under-

. standing of theirk limitations and the

desire to het) remediate them (and alsoto build upon strengths) ratter thw"sympathy Teachers must continue tdbe "firm" but "fair," "consistent" andyet 'flexible,' and "concerned and car-ing" enough to challenge special needsstudents to achieve new goals andexperiences.

Understandably, most industrial artsteachers may be a little anxious' aboi,itworking; with "different" students.Determining what industrial arts con-

,tent is appropriate to teach Or emphas-ize; how to establish performancecriteria; how to modify the laboratory;how to allotate a reasonable amount oftime to inptruct, tutor, and supervisespecial 9deds children in the labora-tory; and how to organize for laboratoryinstruction may be a few of a teacher'squestions or concerns. Also, what isthe industrial arts teacher's role in pre-pa ring the Individualized EducationProgram (IEP) required by federal lawfor each handicapped child?

While it is difficult to generalize, itha§ been the experience of many suc-cessful industrial arts teachers thattypical industrial arts instructionaltechniques lend themselves to variousgroups learners. The emphasis on"learning by doing,'"teachingthrough"demonstration," and "modeling,: andOrganizing instaiction in t "Step-by-step" procedures in a logical sequenceof events helps to improve a'student'sability to conceptualize and "imitate"'observed responses.

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The Individualized EducationProgram (IEP)

The Individualized Education Pro-gram (IEP) provides an excellent sourcefor student assessment:identificationof individual needs, and developmentof instructional activities for thelearner. Each IEP should include as aminimum:

A statement of the child's presentlevel of educational performance.A statement of annual goals,including short-term instructionalobjectives .

A staterrigt of the specific special-education and, related services tobe provided to the child, and the'extent to which the child will beable to participate in the regulareducational programs.The projected dates -for initiationof services and the anticipated

- duration of the services.Appropriate objective criteriaand evaluation procedures andschedules for determining, on atleast an annual basis, whetherthe short-term instructional .objectives are 'achieved.

Industrial arts teachers should,become involved in the deyelopmeifofthe IEP as either members of the devel-opment team or as consultant to atteam. The information presented in theIEP should serve as a guide for curricu-lum modificatjons'needed to accommo-date specific handicapped studentsinto industrial arts programs and also

- document the need for supportiveresources.

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Modification of-the PhysicalEnvironment

Generally, modification of tools,facility, or equipment are only neededfor certain handicapped individuals.For example, students in wheelchairsneed some special adaptations. todesks, machinery and workberfches;but,- these problems can usually beworked out on an indiCiidual basis.Elevators, ramps, wall railings, wideaisles, and specially-designed rest-room facilities are a few examples ofbuilding changes that may be neces-sary to accommodate some ambulatorystudents.

Some adaptation must be made toenure the safe and effective usetools and4equipment in the industrialarts laboratory. For example, teachershave _made "jigs" and "fixtures" toallow visually impaired students to usepower machinery and tools to manu-facture products. Also, a combinationof

flashifrg lights and bells should beused as a signal system in thelabora-tory to accommodate both hearing andvisually impaired children. Work sta-tions may need to be examined for ade-quate safety .devices and objectsshould be removed which may causeinjury to cerebral palsied or epilepticstudents.

By and large, industrial arts teacherspossess general technical "know-how" when ircomes to designing spe-cial adaptive- equipment. However,consultation with. special educationprofessionals is a "mu/sr whenassessing individual needs and makingsubsequent adaptation.

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Modification of Curriculumand Instructional Approaches

ion of cdrriculum materialsan instructional approaches may Jaenecessary to meet the individual needs'of various special needs students. Forexample, industrial. arts teachers-mayneed-to provide morevisual materialsfor learning &tabled or disadvantagedyOuthi while employing various behav-,ior modification teaching strategies forcertain groups of mentally retardedlearners. Furtherkore, activities mayneed to be restructured for talentedand gifted students to make them prechallenging.

When -modifying curriculum mte-rials and instructional approaches it isnecessary to apply Sound, educatio. nalprinciples that, will help students,especially those who have specialneeds. The following is a list of somegeneral instructional strategies andtechniques which might be'used whenplanning and organizing industrial,drtsprograms for special-needs'youth:

Use both visual and verbal teach-ing techniques.Vary teaching techniques-- -make4sa of modeling,' imitation, dis-Cbssioo/lecture,, and other tech-niquetitReinforpeik appropriate behaviorsthat are 4n context with desiredlearning, obkornes. An adequatefeedback sjistem should beeprovid-ed, whether it be verbal or non'-verbal, oral or written. Lessonsshould be planned so, that imme-diate feedback is provided.

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Organize instruction to guaranteesome-degree of successful learningoutcomes. Do not perpetuate the"failure syndrome" associatedwith some special needs youth."Utilize assessment- data to ascer-tain the optimum level at whichthe special ,needs learner canwork. Work that is too easy willnot drallenge the learner. Like:wise, if the material is too hard,it could cause unnecessary anxietythus reetkicing student motivationand ability to learn.Repetition is an important teach-ing. techniqUe for most 'learnersand usually. creates a positivemomentum for teaching "handson" learning activities.Help students develdp a sequentialand simple way of correctingproblems which might occur.Keep steps small and build on pre-viously learned tasks.Special education teachers andtutors can correlate the teachingof related subject matter toindustrial arts production activi-ties. Also, remedial instruction inbasic-subject skills may be provid-ed.

Special needs students should bemade to feel a part of theindustrial arts class, rather than"separate" or "special." Facilitatetheir active ipatticipation in groupactivities such as mass productionand laboratory maintenance , sothat they perceive themselves asan integral part of the learningteam. .

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Technical or related career infor-mation should, whenever possible,be integrated with laborattiactivities to show the immediateapflication of the information.,

In addition to the aforementionedgeneral instructional strategies andtechniques which apply to ajl special'needs youth, there are Some specificinstructional straregies which have adirect relationship to respective specialneeds areas. Th-ese strategies are out-lined in the following chart.

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Special Needs Area Suggested Instructional Str tegies

Disadvantaged .1. Provide current periodicals and books writtenon appropriate reading levels.

2. Encourage group projects that facilitate socialdevelopment.

3. Offey praise and encouragement.4: Use a wide variety of instructional media pnd

materials.5. Prdvide relevant.and concrete activities.

.6. Relate "hands -on" experiences to developmentof communication and social skills.

7. Provide activities that are short in duration.

Gifted and, Talented 1. Encourage research and development activities.2. Provide activities that are 'challenging.3. Avoid activities that call for routine and drill.4. Build abstract reasoning and conceptualization

into activities,

Learning Disabled 1. Give written and oral tests.'2. Provide visual clues to problem solving tasks.

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Special Needs Area Suggested Instructional Strategies

3. Daub le space typed handouts.4. Keep, assignments simple (reduce to one task).5. Introduce vocabulary words before teaching an

activity.'6. Have the student repeat steps of assembly tasks to

,you.7. Underline key words in reading assignments.8. Utilize tape cassettes, films, and filmstrips.

Mentally Retarded 1. Organize material in small steps.2. Proyide immediate feedback. Utilize positive_ reinforcement as much aspossible.3. Use tutors, aides, or pegrteaching techniques.4.. Use imitation and m6deling technibues.5. Provide visually oriented instruction.6. Use demOnstration techniques.

. Emotionally Disturbed 1. Use a highly structured, routine orientedmethod of teaching.

2. Explain the standard of acceptable behavior: befirm, fair, and consistent in discipline.

3. Use behavior management teaching strategies(e.g.igositive reinforcement). -

4. Reduce visual and auditory distractions.5. Set one goal at a time and approach goals irr

a step-by-step, sequential fashion.

OrthopedicallyHandicapped

1. Do not "coddle." Allow the student to dohis/her own work and utilize the same evaluationstandards as with non-ambulatory students.

2. Employ the "buddy system" for such activitiesas obtain4g "hard to reach" stock or forreaching inaccessible switches or handles.

3. Focus on the'student's abilities rather than thestudent's\disability.

4. Make necessary modifications to the physicalplant, tools, and machines.

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Special Needs Areas Suggested Instructional Strategies.

. Visually Handicapped 1. Do not raisyour voice. The blind are not

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necessarily hearing_ impaired. -'2. Speak directly to the blind student, not td a third

party.,o 3. When 'talking to a blind student, use the words

you normally use. Do not try to avoid words'like "look" and "see," which are partopf every-one's vocabulary. to,

, 4. If discIssing a form or passing out materials,describe these to the visually impaired.

5. When teaching or xplaining something to a blindperson be consis ent in your directions sincehe or she cannot watch what you are doing..Explain fully and whenever possible let the sense,of touch substitute for vision.

6. Say what you are doing when you demonstrate.Check your terms to avoid abstractness (forexample, "This fastens on there").

7. Make clear how similar parts or processes can bedistinguished by touch or sound. 1

8. Make',sure that you say everything you write on,the chalkboard.

9. Encourage sighted classmates to be helpful butnot do the student's work.

-10. Seat the visually impaired student in a positionwhere he or she can her you clearlyand hasadequate lighting.

11. Keep the students informed of any changes innarrangements of furniture or equipment.

Hearing Impaired

9

1. T6 help the hearing impaired student lip-readbetter:a. Always face the. student when speaking.b. Articulate clearly and with normal speed,

enunciating each word but without ex-aggerating or overpronouncing.

c. Speak in a natural tone of, voice.d. Stand still when talking and keep within

close range of the student.

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e. Rephrase sentences if the .,student, doesn'tseem to understand, you may be using wordshe or she is not familiar with, or aparticular combination of lip movementsmay be very difficult to lip-read.

f. Avoid standing with your back to a windowor other light source.

g. Let your expressions and motions includeemphasis and feeling.

2. Be sure that the student is payingwhen you assign him or her a task.

3. Try to maintain eye contact with the student.4. Write on the board without speaking; then turn

back to the class and speak.5. Use many visual aids and written materials.6.1"Provide outlines and vocabulary lists for any

complicated topic being discussed.7. Seat the student advantageously when he or she

is participating in a group.8. Provide the student with a brief outline or

script printouts, to follow a lecture, movie,or filmstrip.

9. Hearing impaired students ,may haVe difficultyreading the lips' of male teachers with largequantities of facial. hair.

attention

Speech Impaired

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1. Never call, atterttion to a special speech problem.2. Pay careful attention: when the student is

streaking.3. Don:t say words for students when they Le

difficulty in getting them out.4. Provide success-oriented, non-speech activities.5. Use the consultative services o'f a speech thera-

pist. :wit

rr 6. Label tools. in the laboratory.7. Use diagrams, pictures, and charts where possible

in the, place of written material.

Identifying and ,Using Resources toFabilitate Industrial Arts instruction

There are. a number of excellentbooks, articles, projects, agencies, sup-port services, and organizations thatprovide assistance to teachers of spas.cial needs students. In most instances,more supportive services are 'readilyavailable for special needs studentsthan for non-special 'needs popula-tionS. 'There are 'more descriptiverecords, available test data, uniquecounseling services, and diagnosticrecords regarding abilities and disabili-ties. For example, the IP should pro-vide a 'wealth of information. to helpindustrial arts teachers _accommodatespecial needs students in the labol-a-tory.

Supportive serves within localschools may include special edudationresource teachers, otearning disabilitytutors, Temedial reading teachers, voca-tional counselors, EMR work studycoordinators, work adjustment teach-ers, and vocational evaluation special-ists. Teachers of special needs stu-dents are members of a professionalteam and have a number of dedicatedindividuals who are available to provideassistance and support. Teachersshould ctsult with their colleagues toidentify focally available services andsupportive resources.

Teachers usually deal with resourceinformation in One of two ways. Someteachers. feel a need to know allaspects of the student's abilities anddisabilities in order to feel secure aboutworking with that individual. Theseteachers generally review all available

)ecords and contacts with supportiveservices. Other teachers do not care to

examine student records or otherrelated data, but pr fer bp have a briefconversation with t e special, educa-tion teacher, counselor, or schoolpsychologist.

Some educators beLieme that infor-mation regarding a child's 'tabilities(whether strengths or weaknesses)tend tallifluence the teacher's attitudeand behavior toward the child and mayhave an impact on the child's behavior.Therefol'e, it is important to think posi-tively about a child's potential and havetrust in his/her ability to progresswithin a specialized program.

. The education of special needs stu-dents is not a task that industrial artsteachers must face alone. There are anumber of governmental agencies'andcivic organizations that provide supportservices to parents and teachers' ofspecial needs students. For example,the Lions. Club may provide visualexaminations, medical treatment, orglasses for visually handicapped child-ren. Likewise, the Bureattof VocationalRehabilitatiOn or the Area ComrriunityMental Health Center should be'ton-tacted for medical and/psychologicalevaluations, counseling, and or spe-cialized equipment which the schoolcannot supply but is needed to ensuresuccessful functioning within theindustrial arts 'program. Check the Yel-loW Pages of the local telephone direc-tory for other agencies, addresses, andtelephone numbers.

Each school functions a little differ-ently regarding the utilization of sup-portive. services operated within the

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school. Teachers should become awareof their school's policies goVerningsuch services, and should Olin' The

, available services whenever needed.A lisof major regional and national

agenci es-and professional associationsthat provid6--supportive services for,teachers of special needs persons fol-lows. Educators should feel free to con-

, tact these agencies for professionalassistance in developing. instructional

- materials and services.

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°ResourceAs

NationalDisseminating Centersand ProfessionalAsSociationsAmerican IndOstrial Arts Association

1914 Association DriveResqin, VA 22091

AmericagoVocational )5sociation2020 North 14th Si TeetArlington, Virginia 2201

The Educational Reso rces Information Clear-irighouse on Handicapped and Gifted

Council for Exceptional Children1320 Association DriveReston, Virginia 22901

National Association for Gifted Children217 Gregory DriveHot Sprigs, Ark,ansas 71901

National Center for Educational Media andMaterials for the Handicapped (NCEMMH)

The Ohio, State UniversityFaculty for Exceptional Children1945 North High StreetColumbus, Ohio 43210

National InStrtictional Center for SpecialEducation 'Materials (NICSEM)

University of Southern CalifgrmaUniversity P'arkLos Arigeles, California 900107

Area LearningResource %enters(ALRC) RegiOns-

Thirteen regional Area LearningResource Centers (ALRC) have been

11 established to provide assistance tolocal educational agencies in identifi-

.

cation,,evltf§tion, .selectioil, anddeveloprrfent 'special 'educationmaterials. Centers also provide inser-k

.vice training, re6arding the selectionand utilization of instructional mediafor special needs learners..Edutatorsshould contact their special educationconsultant at the .local, state, orregional levels /to determine. if Asso-ciate Special Education IrlstrtictionalMaterials Center,s e'XI,St)Ti their state to.

-provide acicliiidhal assistance.e

ti

Region .;Northwest ALRC

University of OregonClinical Services Buildickg-

. Jhird FloprEugene, Oregon 97403(503) 686-3591

California LRC600 South Commonwealth AvenueSuite 1304Los Angeles, Calforreia,90005

Southwest ALRCNew Mexico StateLas Cruces, New Mexico 88003

7Midwest ALRC,Drake Universityj336 26th StreetDes Moines, Iowa 50311

. (515) 271.39*

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Texas ALRCThe University of Texas at:Austin,College of Education Building19 SOeedwayAu in, Texas 7871'2(512) 471-3145

Great Lakes ALRC ,

,Michigan Department of EducationP.O. Box 30008Lansing, Michigan 48909(517) 373.9433

,ALRC No- 7Materials Development andDisseminationSpecialized Educational ServicesIllinois,Office of Educatio'n .

100 North First StreetSpringfield, 4llinois 62777

- (217) 782-2436Ohio ALRC

.933 High StreetWorthington, Ohio 43085(614) 4U-2650

Northeast ALRC168 Bank Street "

`1-lightbwn-, New Jersey 08,520(fa) 448-4775

New YOU State ALRC55 Elk StreetRoom 117Albany, New York 1223.4

° -(51 ) 474-2251,Penns vania ALRC

573 North Main StreetDoylestown, Pennsylvania 18901(215) 345(8080

Mid-East ALRCUniversity of Kentucky123 Porter BuildingLexington, Kentucky 40506

s"4(606) 258-4921Southeast" ALRC

Auburn University at MontgomeryHighway 80 EastMontgomery, Alabama 36117(205) 279-9110, Ext. 258

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Special EduOation,RegionalResource.- "Centers

A network of 12 Special EducationRegional Resource Centers was organ=ized to locate and verify successfulpractices used in the education of han-dicapped -students. Specifically, agen-cies provide assistance to deter-mine proven methods of identifyinga-nd evaluating handicapped childrenaccording to /federal and 'state, legalrequirements; program development inrural and urban areas;- and otheraspects of educastion for the handi-capped, including, placement in. a leastrestrictive environment and individual-ized education program planning.

N.E. RRC/Trinity CollegeColchester AvenueBurlington, Vermont 05401

HY RRC/400 Huntington HallSyracuse University150 Marshall StreetSyracuse? New York 13210

Mid-Atlantic RRC _

George Washington University1901 Pennsylvania. Avenue, Nyv.Washington, D.0 20006

Mid-South RRC/University of Kentucky

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Research FoundationPorter Building, Boom 131Lexington, Kentucky 40506

South Atlantic RRCFlorida Atlantic University1230 North University DrivePlantatiOn, Florida 33322

Upper Midwest RRCBurton HallUniversityjof MinnesotaMinneapolis, Minnesota 551.05

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Sodthwest RRCP.O. Box 44064Capital Station626 North Forth StretrrBaton?Rouge, Louisiana 70804

MKI, West RRCDrake University1332 26th StreetDes Moines, Iowa 50311

Inter Mountain Plains 1,9ionalResource Center

Utah State UniveriityExceptional Child CaterLogan, Utah 84322

RRC West3325 Wilshire Blvd., Roof 1345Los Angereiv California 90010

. NW/RRC Clinical 'Service Building1590 Willamette StreetEugene, Oregon 97401

Tri4State Midwest RegionalResource Center

The Ohio State University.356 Arps Hall1945 North High StreetColumbus, Ohio 43210

Selected RefeiencesBdffer, J. J., Jr..(Ed.) Dimensions of

Vocational education to serve specialneeds persons. Columbus, Ohio: TheOn) Department of Edutation,Division of Vocational Education,(Second-Edition).

Dahl, P: R.,-Appleby, J. A., & LipeD.Mainstreaming guidebook Mr vo a-tional educatorstepching the handi-capped. Olympus Publishing Com-pa ny, 1 978.

/

Dugger, W. E., et al. Report of thesurvey data. Standards for IndustrialArts Programs Project. Virginia

) Polytechnic Institute and StateUniversity, September 1980.

Gygerty, J., Roshal, A. 'F., Vadevvell,M., & Anthou,, L. Tools, equipment ,

and .machinery adapted for thevocational -education and employ-ment of handicapped people. Maai-kon,. Wisconsin: Wisconsin---Voca-tional.Studies Center, 1961.

Karnes, F., & Collins, E. C. Handbookof instructional resources andreferences for teaching the gifted. -Boston: Allyn & Bacon, 1980.

4ambert, R: H. A bibliography ofmaterials for handicapped andspecial education. Madison, Wis-consin:consin: University of Wisconsin,1975.

Phelps, L. A., & Linz, R. .Career-exploration and preParation for thespecial nee learners. Boston: Allyn& Bacon, 1 8.

Standards for Industrial ilst,s PrograMs.Virginia Polytechnic Ingtitute anState University, November 1981.

Torres, S., -(Ed!) A primer on indivi-dualized education programs for

rVicapped children. Reston, Vir-ginia?The Foundation for ExceptionalCh/ildren,- 1977.

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Acknowledgments

'Recognition and appreciation areextended to"the following persons andgroups who developed this "Special.Needs Guide for Industr4I Arts Pro-

. grams." Special gratitude is extendedto Charles Pinder for coordinating thewriting and editing of this document.

Special Needs Guide Authors,

James J BufferProfessorThe Ohio State University

Mlichael L Scott ,

State Supervisor of Industrial ArtsOhio Department of Education

Special Needs GuideConsultantPafricsa Poplin

Assistant POofessorVirgo la Polytechnic Institute. anciUniversity-

.

Special Needs GuideContributorsMary Cuderno

Lenape High SchoolNew Jersey

Walter DealAssociate ProfessorOld Dominion UniversityVirginia

Stanley A. GraiewskiState Supervisor of Industrial Arts

. New JersRonald J. utz

ProfiissorCenial Michigan UniversityMichigan

Horace SevignyRowser Education CenterVirginia

State

Standards Project StaffWilliam E Dugger,

Project DirectorE Allen Bame

Associate DirectorCharles A Pinder

Associate DirectorC. Daniel Miller

Assistant Director"

David W MarshResearch Associate

-Lloyd J. Riebe;Research Kssociate

La Verne H youngResearch Associate

Mary GilesResearch Consultant

Mark SandersResearch Consultant

James D. DixonGraduate Research Assistant

Robert W GrahamGraduate Research Assistant

James A. riolmesGraduate Research Assistant

Robert ManleyGraduate Research Assistant

Frank PesceGraduate Research Assistant

Marshall TurnerGraduate Research Assistant

John VanderveldeGraduate \Research Assistant.

Joyce DavidsSecretarial Staff

Margaret. DellapinaSecretarial Staff

Teresa GreeneSecretarial Staff,

Lynn GriggsSecretarial Staff

Betty SturgillSecretarial Staff

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"Five M'eMber AdvisoryCommittee

Robbie AndruskyPearl River High SchoolLouisiana

s"James E. Good .. .Supervisor of Vocational EducationGreece, New York e

David L. JeldenProfesso.r .

- University'of Northern Colorado).Willis E. Ray

ProfessorThe Ohio State pnivsity

Ralph V. SteebState Supervisor- of Industrial ArtsFlorida

Art WorkMary Gardner Good

Hilton Central High SchoolNew York

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Design and LayoutNark'Sanders

Assistant ProfessorVirginia Polythnic Institute and StateUniversity

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