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IDOCUMEIT,BESUME.B15.157,241-,'EC 111 224,1,,'Bayne, G. Keith; And OthersAn Asses;ment of Vocational Education Needs of the-* 'Disadvantaged and HandtcOped in Kentucky. Final2Report.Louisville Univ., Ky. Dept. of Occupational andINSTITUTTONCareer Education.Kentucky State pept. of Education, Frankfort. Bureau'SPONS AGBNCY'of Tocational'Education.H-28810REPORT NO.Jul' 77PUB DATE,244p.; Not available in paper copy due to 'marginal:NOTEreproducibility. of parts of the document(i0THORTITLE,.,.tEDRS PRICEDESCRIPTORS4 IDENTIFIERS',.MF- 0.83 Plus Postage. HC Not Available from EDRS.*Disadvantaged Youth; Educational Needs; *HandicappedChildren; *Needs 'Assessment; Secondary#Education;*State Programs; Surveys; *Vocational Education;*Vocatibnal ed is the final report ofdetermine the number of disadvantaged and handic pped high school'aleducation,andstudents in Kentucky, where their needs for vocarehabilitation are not being adequately served, and the approximate'rehabilitationcost of implementing each suggested program, service, or activity.Chapters cover introductory information op classifidation,misclassification, legislation, and litigation; objectives of theproject (including the development of ,a data gathering instruient);the methods *used for defining the disadvantaged and handicapped,.selecting the sample'popplation, instrument development, data.analysis and processing, and collecting data%on programs and serViCesprovided; prOject results (this chapter makes up the bulk of thedocument with tables showing statistical data);. conclusions(inclUding that projected figures indicate that 25,285 disadvantagedand 14,419 handicapped students'feel that training opportunities arenot available for them); and recommendations (such as offering a morediversified selection of occupational areas). Among appendedmaterials are the student survey' instrument, the regional directorquestionnaire; and special vocational programs unit data. *************************Reproductions supplied by EDRS are the best hat can be madetrom the original ************.*****************
-toFINAL REPORTAN ASSESSMENT OF VOCATIONAL EDUCATIONNEEDS OF THE DISADVANTAGED ANDHANDICAPPED INKENTUCKYLC1r-4La0U S DIIPARTMENT OF HEALTtI.EDUCATION & WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN ,REPRO0UCE0 EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION OR iGIN-*TING 6. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICYbyG. Keith Bayne, Ptojact DirectorKenne G. Turner, Principal InvestigatorRebecca D. Jackson, Research AssistantJuly 1, 1977Qepartment of Occupational and Career EducationUniversity of LouisvilleLouisville, Kentucky40208"PERMISSION TO REPRODUCE0THISailnA3TIR TOP 48 f;EsNerGraliNglaic1Projectfhlumber H-28810Office of Comm. ServiceKY Dept of EducationTO THE EDUCATIONAL RESOURCESINFORMATION INTER (ERIC) ANDUSERS OF THE ERIC SYSTEM"*The Research reported herein was, performed pursuant to acontract with the Commonwealth of Kentucky, StateDepartment of Education, Bureau of Vocational Education.Contractors undertaking projects under such spopsorshIp areencouraged to express fteely their professional judgment in theconduct of the project. Points of view or opinions stated donot, therefore, necessarily represent officigi State Departmentof Education position or policy.KENTUCKYCOMMONWEALTHEDLIPATIONSTATE DEPARTMENTBUREAU OF VOCATIONAL EDUCATIONt4
Irt6PageAPPENDIX C145Letter to Prents. APPENDIX D149Panel of Consultanti,APPENDIX E153Student Survey InstrumentAPPENDIX F157Instructions for Administeringihe Survey Instrument,APPENDIX GLegal Opinion on Student SurveyAPPeNDIX H.,:165inCodebook for Student SurveyAPPENDIX I161t177Regional Director QuestionnaireAPPENDIX J181Bureau of Vocational Rehabilitation DataAPPENDIX K187'Special Vocational Programs Unit Datar141e''')
e,TABLE OF CQNITENTS4 ,ACKNOWL cation and MisclassificationLegislation and Litigation.11.7PROBLEM UNDER CONSIDERATIONObjectives11III. METHODSDefining the Disadvantaged and HandicappedSelecting the Sample PopulationInstrument DevelopmentData Analysis and Processing. Collecting Data on Programs and Services Provided. .21IV. RESULTSUnivariate Freq uencies on the Sample Population.Target Population CharacteristicsData ComparisonProjected Disadvantaged and Handicapped Adult PopulationSpecial Vocational Education ProgramsBenefiting from Vocational EducationManpower Data Comparison )Projecting Vocational Education ExpendituresV.129CONCLUSIONS133VI. ,RECOMMENDATIONSAppendices137APPENDIX AParticipating High Schools141APPENDIX BPermission Letter to Survey Jefferson County Public Schools .4
IACKNONLED n MENTS,41This prroject, wbjch included he surveyof over eight thousand juniors and seniorspleted without the assistance of the many schoolthroughout Kentucky, could not haye beenadministrators, counselors, and teachers that rticipated in the survey. Appreciation is extended toeach of the following educators fpr allowi us the time to explain the purpose of the survey;anducting of the survey:handling the necessary scheduliniandC. W. Jones, Principal /Farmington High SchoolJohn W. McCarley, PrincipalMetcalfe County High SchoolRonald D. McAlister, Princi, .1Calloway County High «oolLorenza Davis, PrincipalOlmstead High SchoolThomalH. StephensoHeath High SchoolF. Jude Talbott, PrincipalBardstown High SchoolSr. Mary LeeSt. Mary, HighPrincipalf, PrincipalhoolkKenneth Ray, PrincipalJune Durbin, CounselorGrayson County High SchoolRoy A. :. erly, PrincipalHopkinsvi e High SchoolAlbert Johnson, PrincipalBethlehem High SchoolA. Y. odge, PrincipalCritt: den County High SchoolCortland Cox, PrincipalJohn Sullivan, CounselorLaRue County High SchoolR. Perry, Principalt. Campbell High SchoolB"Byron H. Bel, Principal'Bill Wells, PrincipalAhrens High School/ Hughes Kirk High SchoolGeorge E. Valentine, Principal,Bullitt Central High SchoolFrank A. List, PrincipalApollo High SchoolC,Richard W. Vincent, PrincipalUnion County High SchoolStanley Witaker, PrincipalRon Montgomery, CounselorThomas JeffersOn High SchoolThomas W. Johnson, PrincipalProvidence High SchoolK. R. Anthony, PrincipalLongfellow Alt. High SchoolJoe H. Watkins, PrincipalShirley Cormney,Nelda Wheat, CounselorsWarren East High SchoolDennis L. AllenPortland Christian High School-Waymon Deniton, PrincipalHart County High SchoolRonald E. Young, PrincipalHenry County ,High School
'4Larry Heck, PrincipalLois Dixon, CounselorSr. Ann Frede4k Leonard, PrincipalHoly Rosarillottgaemy High Schoola*Raceland High Sch6o1Br. John Wills, PrincipalSt. Xavier High Spool,Richard Baker, PrincipalRussell High SchoolJoseph McPherson, PrincipalCentral High ShOolJames.Kendrick, PrincipalVirgie H h SchoolLuther McDowell, PrincipalMoore High SchoolJohn,Paitt, PrincipalCarlene McDevitt, CounselorDoss High SchoolPaul W. Trimble, PrincipalPaintsville High'SchoolBill Previtt, PrincipalGallatin County High SchoolWilbur R. Jamerson, PrincipalWheelWright High SchoolN. D. S9agelmeyer, PrincipalBeechvyood High SchoolHenry Allen, PrincipalWolfe County High SchoolSr. M ry Virginia Ann, PrincipalKathy Rockfort,.CounselorNotre Dame Academy High SchoolD. C. Taylor, Principal Letcher County High SchoolJohn M. Ridgway, PrincipalHazel Green Academy High SchoolGeorge Frakes, PrincipalNewport High SchOolJack M. Burkich., PrinicpalWhiteiburg High SchoolJim Barrow, Principal'Silver Grove High School,Lee Brown, PrincipalClay County High SchoolSr. Margaret Kraemer, PrincipalSusan Kendall, CounselorOur Lady of Providence High SchoolJames A. Pursifull, PrincipalBell County High SchoolGeorge Toadvine, PrincipalJack Turner, CounselorBoOne County High School0.Roaden, PrincipalEvi its High Schoolike Davis, Principaled-Davis, CounselorBarbourville High SchoolErvin Pack, PrincipalMorgan County High SchoolFrank C. Berns, principalJoy Dennis, CoutiselorUniversity Breckenfidge High. SchoolI-James A. Potts, PrincipalAnnville Institute High SdhoolDavid R. Sharp, PrincipalCumberland County High SchoolJohn H. Branson, PrincipalDavid Points, CounselorMason County High School'1Winston Ad *ns, PrincipalJohns Creek High Schoolii6
.4Phillip R. Bakes PrincjpalJamesC.;MarIcwell, CounselorShoOville High School:tames A: Sears, PrincipalMarshall Judy, CounselorSomeiset High School.Jack Portwood, PrincipalLincbln County High SchoolWilliam Case, PrincipalBourbon County High School.Cebert Gilbert, PrincipalBonnie Jackson, CouhselorRowell County'High choolAlvan C. Hadley, PrincipalMillersburg Military institute High SchoolC. Lee, PrincipalNicholas County-High SchoolAlbert Wall, PrincipalFrankfort High School.Dwight L. Price, PrincipalLa Fayette Senior. High SchoolA special acknowledgment of appreciation is extended to all the students who completed thesurvey. Tile importance of their-cooperation was never taken lightly.Special thanks must go to Dr. Frank Rap ley, Assistant Superintendent, Jefferson CountyPublic Schools; Donna lie Stratton, Sally Allen, Arthur Craig, Louis Perry, Dr. Glen Davis, and Dr.Janie Jones from the Bureau of Vocational Education, Howard Jones, Bureau of RehabilitationServices: Dr. Ernest Thro, Project Expansion, Hardin County Board of Education; and CorattaPratt, Counselor, Special Education Center, Louisville, for their-assistance, support, and advice.Finally, this acknowledgment would be incomplete without mentioning our appreciation forthg statistical assistance from Dr. Everett Egginton. His assistanceNreas invaluable in the successfulcompletion of this project.
-)AGREEMENT OF NONDISCRIMINATIONTitle Nit of the Civil Rights Act of 1964 states that no person in the United States shall, on thegrouncis of race, color, or national origin, be excluded from participation in, be denied the benefitsof, or be subject to 'discrimination under any program or activity, receiving Federal financialassistance. Therefore, the vocational education research, exemplary and dissemination program ofthe Commonwealth of Kentucky, like every program or activity .nAceiving financial assistance fromthe Department of Health, Education and Welfare, must be oper.ated in compliance with this law.11.
AABSTRACT-.TI I(.;OF PROJECT:AN ASSESSMENT OF VOCATIONAL EDUCATION NEEDS OF THEDISADVANTAGtD AND HANDICAPPED IN KENTUCKYPROJECT DURATION:January 1, 1976 - Jude 30, 1977OBJECTIVES:41. Identify the number of people in 'Kentucky, secondary age leveland above,' who meet the criteria for disadvantaged andhandicapped as specified in the State Plan for the Administration. of Vocational Education and the State Plan for Rehabilitation.2.Identify those vocational education programs currently availablein Kentucky that specifically address :themselves to thehandicapped.3.Identify those vocational education, programs currently available,Kentp-cky that specifically address themsejves to theindisadvantaged.4.Identify that portion of the target populations of disadvantagedand handicapped that could benefit from vocational education.-5.Compare supportive services provided for the target populations to"supportive services provided for non-target populations.6.Identify the extent to which present programs, services andactivities provided by Vocational Education and Rehabilitationhave met the vocational needs of individuals in- the targetpopulations.7.Through follow -up data above, determine proportion of targetpopulation currently working in employment related to theirvocational education or rehabilitation training.PROCEDURES.8.Dtvelop written recommendations based on information gainedthrough objectives 1 through 7.9.Prepare detailed cost analysis regarding the implementation of therecommendations specified in number 8.This project will involve a sample survey of students and their teachersto determine the target population of disadvantaged and handicappedpersons. A formula for projecting the target population to persons whoshould receive post high school vocational and rehabilitation trainingwill be developed. Follow-up .information of graduates of existingprograms will be reviewed and synthesized to determine theeffectiveness of present programs., Where such informationunavailable, alollow-up swill be conducted.is
e/Recommendations for programs and services will be based upon thedata collected and a detailed cost analysis will be completed. Theresults of this study will be made available to the State BUreau ofVdcitional Education, Regional Vocational Education Offices, andHlli.C1)NTR1BUTION TO-EDUCATION:.p,.local school administrators.AThe results of ,such a needsts93ssment will provide the base line datanecessary to develop sound vocational and rehabilitation programs toserve the needs of those individuals who meet the criteria ofdisadvantaged and handicapped. Based upon a knowledge of 'thestudents to be served, recommended solutions and a detailed. cost.analysis, each regional vocational office, and LEA can begin planningand implementing' the necessary programs and services which will.,enable students with special needgto enter the mainstream of Americansociety.4ti16
:Chapter 1INTRODUCTIONIt is common for most papers, reports, or articles on education for the disadvantaged and/orhandicapped to begin by noting that education for all has long been an American goal, but in tacthas not always included all individuals. The discrepancy between guch stated goals and whatactually exists is not new, however the amount of current interest to reduce the discrepancy IS. As 9result of the civil rights movement4of the 1950's and 60's and the Civil Rights Act of 1964, equalopportunity in education has become a nationbl concern. This concern has resulted in additionallegislation and litigation to insure that equal opportunity in education includes disadvantaged andhandicapped pers6ns.A review of literature shows that recent legislation and litigation.has caused aniincrease in thenumber of disadvantaged and handicapped persons being served. Nationally the number \ ofdisadvantaged persons served by vocational education doubled between 1970 and 1972 to almost1.6 million. Similarly, data compiled in Kentucky from fiScal year 1971 through 1975 shows thatdisadvantaged enrollment in vocational programs increased 249%. During the same time,handicapped enrollment increased 157%. These figures are impressive, but when compared to thepercentage of change in total vocational education the percentage of change becomes 8.79% for thedisadvantaged and 0.71% for the handicapped.imated that more thanIn 1974 the Department of Health, Education and Welfare (HEW)two million handicapped individuals had been afforded education and rebilitation opportunitiesduring the previous five years. HEW also stated that despite the growth, approximately 60% of the "estimated seven million handicapped in the United States did not receive appropriate educationalservices enabling them to have equality of opportunity.Vocational education arid "rehabilitation programs at.e essential components in providingcomprehensive educational services to the disadvantaged and hatidicapped.,Yet, an overview reportof the National Advisory Coun0 on,Vocational Education ori the 1974 Annual Reports of theState Advisory Councils stated that the disadvantaged and handicapped were not being servedadequately. The inability to identify disadyntaged and handicapped persons and assess their needswas identified as the reason for the inadeOacy. Education in a free society, which is intended tgprovide equality of opportgpity for all indWiduals, is predicated upon the identification of needs soall individuals can odevelop indefinitely pogitive ways. Vocational education is challenged, as is alleducation, to design and implement prArams that provide equblity of opportunity forindividuals.all-Classification bnd MisclassficationThere is a tendency on the part,pf ost people and institutions to stereotype individuals intogkups. These simplistic categorization of individuals with other generalized characteristics hasresulted in a rising revolt against the teggrization of human beings. This current,issue is mostvividly illustrated in American med by the movement to eliminate sexstereotyping. Theeducational system has been under an k since much,of its instructional material places women in.stereotyped roles. In addition, special .'ed ucation has been especiallY,vulnerable to attack because intt1sr
defining itself it has tended, not only to list various categories of exceptional children, but to usenegatively loaded terminology to do so, the mentally retarded, the visually handicapped, the hearingimpaired, the emotionally distUrbeci, and the socially maladjusted (Reynolds and Below, 1974).VocatioiLl educators and legislation writers haite borrowed from or created similarterminology. The use of label's has been especially evident in legislation for the disadvantaged andhandicapped. Such labeling of individuals appears to be a necessary evil, which results fromattempts to insure that, money, appropriated is spent to educate those children who qualify fol.special services. The Congress has ordered state educational agencies to develop and submit to theU.S. Commissioner of EduCation long range, detailed plans to achieve full educational opportunityfor all handicapped children within each Of the states. Suffice,it to say, in order to prepare andprovide teachers and programs, educational administrators must assess the needs of individuals bygrouping students with \similar characteristics. As researchers, the project has obtained informationon individuals and has grouped individuals by the classifications used by state and federal agencies.It is not this projidt's intent to add to the problem, but -rather to provide information to agencies sovocational education can become accessible to.all students. "It appears that we will always havelabels, so the challenge of those of us who use them is to understand their limitations as descriptorsOf groups,(Lcil, 1974, p. 421)."Legislation and Litigation"Where there is smoke there is fire." This cliche is very appropriate when discussing thelabeling issue. Llbeling is the smoke to the educational fire that has resulted from the eduCational-neglect of disadvantaged and handicapped persons. This report has already indicated that equalityof opportunity for disadvantaged and handicapped persons is.still in the process of becoming areality. At the present time, approximately -16 states are under judicial or legislative injunction toprovide zero - reject education and appropriatelprogramining in the most integrated 'setting.In general,,court cases have concluded that states cannot grant services to some and withholdordered that access to education-is to bek provided to allFiendicapped children within the context of a presumption that placement in a regular program isthem froin others. The courtpre'erable to placement in a specialorogram (Gilhool, 1976).ln 1974 Kentucky enacted specific policies directed at meeting the commitment of providingfull educational opportunities to all hand' pped children.' This action was the result of the CorisentAgreement approved by, the Court in ivil Action NO. 435, titled Kentucky Association forRetarded Children v. Kentucky State Boar of Education.Similarly, legislative enactments have sought to eet the unique needs of the disadvantagedand handicapped and assure that their rights are protected. Such legislation began with the passageof the'1963 Vocational Education Act. Through this ipt vocational education was td.be providedm from succeeding infor persons who have academic, .Socioeconomic handi aps that preventregular programs. Unfortunately, the 1963 Act did no tie funds to pe ormancel Lacking this tie,few programs and services were provided.On October 16,.196
Millersburg Military institute High School. C. Lee, Principal Nicholas County-High School. Albert Wall, Principal. Frankfort High School. Dwight L. Price, Principal La Fayette Senior. High School. A special acknowledgment of apprec
