Teaching Methods; Technical Education; *Vocational

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Linari, Bcnald F. A Plan for the Implementation of Chapter 766 in Vocational/Technical School Environments. Proceedings of a Special Education Summer Workshop, July, 1974. Blue Hills Regional Technical School, Canton, Mass. Massachusetts State Dept. of Education, Boston. Div. of Occupational Education.; Office of Education (DREW), Washington, D.C. Jul 74 106p.

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MF-$0.76 BC-$5.70 Plus Postage *Educational Legislation; *Educational Planning; Educational Strategies; Models; Program Administration; Program Development; Program Evaluation; *Regional Schools; Regular Class Placement; Resource Teachers; *Special Education; Teaching Methods; Technical Education; *Vocational Education *Comprehensive Special Education Act Chapter 766; Massachusetts

ABSTRACT

The document is an attempt to provide a comprehensive approach to the determination and development of purposeful educational plans in occupationally related areas for special needs children. The synthesis of information compiled from this plan was intended to provide school systems with an accurate account of the requirements of Chapter 766 of the Comprehensive Education Act of 1972, and the core evaluation process; the information was also intended as a potential model for any school system in Massachusetts. The document is the result of an 11-day workshop at which professionals from various areas of special education presented pertinent information-related to the education and training of special needs students; participants developed and summarized major issues and concerns to assist in the successful implementation of Chapter 766 at a regional technical school. The resultant materials are organized under four broad headings: (1) developing vocational/technical education for students with special needs, :2y planning instruction for special needs students, (3) major administrative concerns, and (4) summary of workshop participants and final recommendations. Appended are two forms: (1) student information for determining vocational potential and programing, and (2) a survey of services for students with special needs in regional vocational/technical schools. (Author/AJ)

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A PLAN FOR THE IMPLEMENTATION OF CHAPTER 766 IN VOCATIONAL/TECHNICAL SCHOOL ENVIRONMENTS

Proceedings of a Special Education Summer Workshop

July, 1974

Prepared by

Ronald F. Linari Administrator of Special Education

William A. Dwyer Superintendent-Director

U.S. DEPARTMENT OF HEALTH. EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION

THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

Q1 Mr. John W. LeRoy, Jr., Chairman Mr. Walter W. Donovan, Vice Chairman Mr. Bernard H. Baher Mr. Nathaniel N. Wentworth, Jr.

Mrs. Alena Wisgirda, Secretary Mr. Albert L. Willis

Mr. Paul M. Ballantine

School Committee Members

ACKNOWLEDGMENTS

Gratitude is extended to Dr. John Manning, Acting Associate Commissioner and Dr. Charles Buzzell, former Associate Commissioner, Massachusetts' Division of Occupational Education, for their assistance in the development of the summer workshop ands.upport for special needs students. Appreciation is also expressed to all of the workshop participants whose dedication and sincere interest was evident throughout the workshop. Their efforts are substantiated throughout the contents of this document.

Karen Otazo, Ann Maclntyre, and Peter Carroll are also to be commended for their contributions to the writing of the document. Thanks is also given to the professionals who presented and provided substantial information and expertise to make the workshop a success, to Susan Toner for her untiring efforts in typing this document, to William Coughlan and his graphic arts department at Blue Hills for the quality printing work and to Joseph Desjardins and his art and design students for the cover design.

A special tribute is dedicated to the memory of Mary Elizabeth Hammond, whose endeavors for special needs students of the Blue Hills region were numerous, outstanding and unforgetable; also to the late Richard H. Hungerford, whose contributions to the occupational education of special needs children and young adults were incomparable and whose influence was greatly responsible for the preparation Of this document.

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FOREWORD

When the Comprehensive Special Education Act became Law in 1972 (Chapter 766), the Massachusetts General Court clearly stated that all children with physical or mental handicaps must receive "equal educational opportunity" through flexible, individually prescribed programs in which alt publicly supported educational institutions would participate. This mandate naturally included public vocational-technical schools, whether municipal or regional in scope.

Local vocational administrators in the Commonwealth are responding to this charge with initiative and in predictably commendable fashion. Serving the handicapped is not an unfamiliar field, to them, and they are well aware of the great potential contributions which their kind of program can make to the handicapped student.

Across the Nation, Vocational. Education has traditionally played a key rote in occupational rehabilitation, in providing special needs students with, the motivation, skills and hope which can help them to be independent. This role was strengthened, in 1968, when the U.S. Congress stipulated that ten percent of the Vocational Education Act (P. L. 90-576) program monies were to be reserved for the handicapped. Since that time, several of our Massachusetts vocational-technical schools have received national recognition for their innovative programs serving the mentally handicapped, the hearing impaired, the visually impaired, and the learning disabled.

The development and publication of this plan, aimed at bringing all vocational- technical schools up to the quality level implied in Chapter 766, is additional evidence of the kind of Leadership which we must continue to exert, as professionals in Vocational Education.

We must, however, remind ourselves that our leadership activities must extend beyond vocational- technical education as we have known it. New programs in more broadly defined Occupational Education are growing around us: in comprehensive high schools, in career development cluster programs, in occupational competence projects, and in career awareness activities in the tower grades. All of these resources must be developed in harmony and must reinforce each other, if the mandate of Chapter 766 is to be met.

Many of these newcomers to Occupational Education have not yet acquired the general experience of vocational- technical administrators, nor do they have the necessary special skills for delivering occupationally based training to the handicapped. They need, and most certainly deserve, our heti). We in the Division of Occupational Education therefore hope that this publication wilt be shared with our new collaborators in Occupational

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Education; and, that it will prove to be another vehicle for bringing all of us closer together. The Division, itself, is fully committed to the successful implementation of Chapter 766 and welcomes this plan as one of many needed efforts aimed at achieving this objective. Its authors, and all Massachusetts VocationalTechnical Educators who were involved, are to be complimented on this product of their combined talents and dedication.

Patrick J. eagraff Associate Commissioner for

Occupational Education

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