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This packet contains an instructor's guide, student task sheets, and an illustrated vocabulary list for a program in automotive technology for handicapped students (special vocational education). The instructor's guide consists of a matrix of modules with vocabulary divided into 30 units of study for Auto Mechanics I and 17 units for Auto Mechanics II; suggestions for using student task sheets; a list of supplemental resources; and an index of all vocabulary words used in the program. Each of the student task sheets for levels I and II includes an introduction, performance objective, earning activities, additional activities, and a crossword. Units cover vocabulary for the 47 units of study of the auto mechanics I and II program. Included in the student task sheets are illustrated lists of all vocabulary words introduced in the units. (KC)

A final report of a study to evaluate Developmental Occupational Programs in Kentucky takes the form of a planning document for use by advisory councils, parents, teachers, administrators, regional directors, and state personnel. A brief introduction discusses these special vocational programs which provide (1) instruction to enable disadvantaged and handicapped students to make meaningful career choices and develop entry level skills in addition to (2) work experience. The four basic sections are devoted to students' follow-up and informative materials on parents, teachers, and administrators. To provide a complete description of what was done in the study, section 2 is organized into six subparts: selection of samples, development of the instruments, validation and verification of them, pilot study, research procedures, and data analysis. The students' follow-up section (section 3) discusses the rationale for this phase of the study, student background information, and analysis of student data and presents conclusions and recommendations. Subsections on parents (section 4) and teachers and administrators (section 5) contain background information, data analysis, and conclusions and recommendations. Materials in the appendixes, amounting to approximately one-half of the report, include correspondance for phases 1 and 2, instruments and surveys, and selected comments of vocational teachers and school administrators. (YLB)

This manual is intended to guide Kentucky vocational educators in designing and implementing a program of occupational and English language instruction that will efficiently and sensitively meet the special needs of students with limited English proficiency (LEP). The step-by-step guide aims to identify teachers' existing capabilities that may be appropriately used with these students, plus point out new techniques and resources that other vocational educators across the state and nation have found to be effective in preparing these students for occupational placement. This program manual contains six sections, covering the following topics: (1) introduction--a look at the student with limited English proficiency, review of terms and outreach efforts; (2) assessment of LEP students; (3) selection of a program model--describes several models, such as bilingual vocational education, vocational English as a second language (VESL); prevocational English as a second language, survival ESL, basic skills ESL, literacy ESL, and considerations for selecting program components; (4) funding sources; (5) program implementation; and (6) occupational placement and follow-up. Appendixes list resources that can be used in preparing programs for LEP students, such as guides for competency-based instruction for survival skills, basic skills, home management, and general vocational and literacy ESL; teaching competencies for job-specific ESL instructors; new vocational materials for LEP students; strategies for modifying vocational instructional materials for LEP students; and professional resources for vocational educators of LEP students. (KC)

Designed to serve as a foundation for competency-based marketing and distributive education curriculum development, this package consists of task lists, performance objectives, and performance guides for use in planning an introductory level retailing course. Job descriptions are given for receiving clerks, stock clerks, and salespersons/sales clerks in retail trade. Following a marketing and distributive education curriculum sequence, a marketing and distributive education occupational task matrix is provided. Presented next are Retailing I tasks, performance objectives, performance guides, instructor's check lists, and references/resources for the following job skill areas: ordering, receiving, storing, inventorying, shipping, stocking, displaying, store operating, cashiering, customer servicing, selling, and employee training. Also listed are Retailing I psychomotor and cognitive skill statements as referenced to Interstate Distributive Education Curriculum Consortium (IDECC) learning activity packages and competency numbers. The occupations to which these skill statements pertain are receiving clerk, stock clerk, and salesperson/sales clerk. Completing the package is a list of retailing occupation references. (MN)

A product of a research project designed to improve the teaching effectiveness of vocational teachers of disadvantaged students, this handbook includes the specific procedures and materials that can be utilized in an inservice program for vocational teachers of disadvantaged youth. (The final report of this project is contained in a separate document.) The program is divided into six instructional sessions with each session encompassing two areas of study: Aggressive behavior, classroom interaction, withdrawal behavior, classroom management, supporting behavior, teacher language, reciprocating behavior, instructional concepts, closing behavior, group processes, theory, and role playing. The handbook contains all the informational notes, directions, and practice exercises necessary for each session. The facilitator's guide is also included in the handbook and contains directions, teaching aids, worksheet and transcript answers, and source of materials information for each of the six sessions. The units are designed so that, with minor procedural modifications, they can be studied and completed either during a scheduled inservice meeting or by an individual at home. (BM)

This handbook is designed to aid teacher advisors in organizing and operating a chapter of Health Occupations Students of America (HOSA) in Kentucky high schools. The handbook consists of 15 chapters covering the following topics: background and purpose of HOSA; organizational structure; organizing a chapter; membership and leadership; constitution and bylaws; parliamentary procedure; meetings and ceremonies; program of activities; budgets and fund raising; advisor responsibilities; competitive events; essential relationships (with school administration, other student organizations, other HOSA chapters, students, parents, and community and health professionals); public relations and resources; chapter evaluation; and HOSA in the classroom. Appendixes to the handbook contain a sample letter to parents of prospective members; sample HOSA forms; guidelines for a club constitution; HOSA study sheets; officer candidacy tests; campaign rules; conference and meeting guidelines; evaluation forms; and references. (KC)

This software resource directory is designed for use by teachers in the Vocational Improvement Programs (VIP)/Liaison in Kentucky who work with secondary special needs learners enrolled in a vocational education program. Section A contains a literature review of available information as it relates to microcomputers, education, and special needs learners. A list of reference books provides annotations that highlight the key concepts. Periodicals on microcomputers and special needs are cited. Section B is a software evaluation form. Section C consists of two lists: list I, "Software Suggestions," is a sample of available programs that represent vocational and academic courseware and teacher utilities; list II, "Additional Software," identifies programs recommended by external sources that are appropriate for special education and/or vocational education. Section D lists producers/distributors of software in alphabetical order. This information is provided: mailing address, telephone number, type of hardware supported, distribution policy, and a short annotation of types of software produced or distributed. Section E provides a quick reference chart for information about the types of software available from the companies listed in section D. (Throughout, resources available at the Center for Career and Vocational Teacher Education, Western Kentucky University, are so indicated.) (YLB)

This coloring book is intended to provide children in child care programs with activities that reinforce the many options for vocational careers that are available to all persons regardless of sex, race, or disability. The book contains pictures of persons of both sexes and various races as well as individuals with disabilities. Each picture deals with one of the following occupations: child care worker, homemaker, horticulturist, carpenter, cook, dental assistant, practical nurse, auto mechanic, cashier, secretary, drafting assistant, and electronic technician. A teacher's guide accompanies each activity sheet with information and suggestions for helping students use the coloring page effectively. Each guidesheet includes the following: information about the vocation, vocabulary associated with the picture, details included in the picture, a suggested preactivity for the child (including objects for play), suggestions for having a visitor to the child care center, and suggested field trip and extension activities. (MN)