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This document contains 44 occupational skill standards for the housekeeping management occupational cluster, as required for the state of Illinois. Skill standards, which were developed by committees that included educators and representatives from business, industry, and labor, are intended to promote education and training investment and ensure that students and workers are trained to meet industry standards benchmarked to international competitors. The standards include work to be performed, conditions of performance, performance criteria, performance elements, and performance assessment criteria (product and process). The 44 standards of the housekeeping management occupational cluster are grouped into the following nine areas: (1) safety and security; (2) customer relations; (3) inventory; (4) guestroom cleaning; (5) public area cleaning; (6) back of the house cleaning; (7) financial; (8) scheduling; and (9) housekeeping mid-management. The document's introductory section provides information on skill standard development and requirements, occupational earnings and employment information, and performance skill levels. Five appendixes include a glossary of 24 terms and lists of members of the Illinois Occupational Skill Standards and Credentialing Council (IOSSCC), the IOSSCC Hospitality Subcommittee, the IOSSCC Housekeeping Management Cluster Standards Development Committee, and workplace skills. (KC)

Woburn Nursing Center (WNC), a private nursing home owned and operated by Salter Healthcare Services (SHS), developed an integrated, comprehensive staff development program and handbook. A literature review focused on staff needs, responsible agent, and handbook development. The following activities were undertaken: a review of ERIC documents, journals, and tests relating to staff development programs; examination of handbooks from local nursing homes; consultation with staff development coordinators from other Salter Homes for program content; solicitation of input from professional peers working in specialty positions; and review of Commission for the Accreditation of Rehabilitation Facilities, Joint Commission on the Accreditation of Health Care Organizations, state, and federal standards and regulation manuals, and facility documents. The development phases of the handbook were conceptualization and design; initial draft; revision; preparation of complete draft; and final review and revision. (The report contains 25 references and the staff development handbook. Seven sections cover the following: SHS; staff development program guidelines; orientation program; staff competency; performance improvement; education of residents; and instructional methods. Section 8 provides sample forms and materials: employee satisfaction survey, orientation form, competency and skills checklists, course guidelines for mandatory inservice training, teaching outline, inservice evaluation form, and description of inservice fair.) (YLB)

Classroom techniques for teaching vocational English as a Second Language to hotel housekeepers are offered. The materials consist of a list of specific performance outcomes (use of content language to make verb/object combinations of hotel housekeeping tasks, use of functional language to create communication strategies for negotiation and planning), communication teaching points, and targeted SCANS (Secretary's Commission on Achieving Necessary Skills) competencies, and a ten-step procedure for teachers to use in preparing and implementing an instructional unit. The steps cover such activities as anticipating student needs, preparing materials, building language use patterns in the classroom, forming student teams or groups, building discussions within groups, using independent study, setting goals, debriefing the groups, evaluating progress, and celebrating accomplishment. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Britain's National Vocational Qualifications (NVQs) are work qualifications that measure what an employee or potential employee can do as well as how much he or she knows and understands about a particular job. Used as written proof of usable workplace skills that can be put to profitable use by an employer, NVQs range from basic Level 1, for everyday routine tasks, up to Level 5 professional skills, providing a way to develop skills and build a career ladder that benefits both employer and employee. This packet contains NVQ competency lists for the following catering and hospitality occupations: (1) serving food and drink, levels 1-3 (bar, counter, restaurant, table and tray; take-away; supervisory management of counter, drinks, table, and food, drink, and wine service); (2) reception and housekeeping, levels 1-3 (general guest service, housekeeping, reception, portering, and supervisory management of housekeeping, reception, and portering); (3) supervisory management, level 3 (food and drink service--counter, drinks, table, wine service; food preparation and cooking, housekeeping, reception--functions, general, and portering); and (4) management, level 4 (food and drink service, food preparation and cooking, housekeeping, and reception--functions and general). (KC)

Project EXCEL is a federally-funded workplace literacy program involving hotel enterprises in the San Francisco (California) Bay area. Its focus is on identification and instruction of literacy skills essential to job success for limited-English-proficient (LEP) workers. Training is intended to enable employees to understand written work orders, enhance communication with supervisors and co-workers, and encourage greater involvement through team building and critical thinking. This training module is designed for hotel room cleaners in one participating hotel. An introductory section gives an overview of the curriculum and offers suggestions for classroom presentation. The curriculum consists of five instructional units on these topics: furnishings and arrangement in the hotel room; reporting problems and requests; appropriate and inappropriate behavior in the hotel room; describing actions; and accent reduction for Chinese-speaking workers. Each unit contains vocabulary lists and exercises using listening, speaking, reading, and writing skills. The listening script and answer key are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Project EXCEL is a federally-funded workplace literacy program involving hotel enterprises in the San Francisco (California) Bay area. Its focus is on identification and instruction of literacy skills essential to job success for limited-English-proficient (LEP) workers. Training is intended to enable employees to understand written work orders, enhance communication with supervisors and co-workers, and encourage greater involvement through team building and critical thinking. This training module is designed for hotel housekeeping staff, and focuses on provision and improvement of customer service. The curriculum consists of five instructional units on these topics: the importance of service; polite versus direct speech; body language and nonverbal communication; cultural factors in appearance; and time factors in service. Each unit contains preparatory questions and exercises using listening, speaking, reading, and writing skills. The listening script and answer key are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Project EXCEL is a federally-funded workplace literacy program involving hotel enterprises in the San Francisco (California) Bay area. Its focus is on identification and instruction of literacy skills essential to job success for limited-English-proficient (LEP) workers. Training is intended to enable employees to understand written work orders, enhance communication with supervisors and co-workers, and encourage greater involvement through team building and critical thinking. This training module is designed for hotel stewarding department workers in one participating hotel. An introductory section gives and overview of the curriculum and offers suggestions for classroom presentation. The curriculum consists of six instructional units on these topics: making and responding to requests (two units); asking for clarification; describing where things are (two units); and reporting problems. Each unit contains exercises in listening, speaking, reading, and writing skills. Four paper-and-pencil quizzes on place-settings and holloware are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Project EXCEL is a federally-funded workplace literacy program involving hotel enterprises in the San Francisco (California) Bay area. Its focus is on identification and instruction of literacy skills essential to job success for limited-English-proficient (LEP) workers. Training is intended to enable employees to understand written work orders, enhance communication with supervisors and co-workers, and encourage greater involvement through team building and critical thinking. This training module was designed for LEP workers in the housekeeping department of one participating hotel, and focuses on worker safety and hotel health insurance procedures. It was also intended for a predominantly Chinese-speaking audience. An introductory section gives an overview of the curriculum and offers suggestions for classroom presentation. The curriculum consists of six instructional units on these topics: parts of the body; water, fumes, and falls; fire and shock; safety signs and other accidents; reporting accidents; and hotel security. Each unit contains worksheets and written exercises. Answer keys and the listening script to accompany the units are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Project EXCEL is a federally-funded workplace literacy program involving hotel enterprises in the San Francisco (California) Bay area. Its focus is on identification and instruction of literacy skills essential to job success for limited-English-proficient (LEP) workers. Training is intended to enable employees to understand written work orders, enhance communication with supervisors and co-workers, and encourage greater involvement through team building and critical thinking. This training module is designed for hotel housekeeping staff in one participating hotel. The curriculum consists of six instructional units on these topics: hotel-related vocabulary; discussing location of items; use of numbers; describing specific housekeeping problems; special requests; and review. Each unit contains worksheets with illustrations. The review section is designed specifically for use with an audiotape recording (not included here). (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This guide is designed to help program developers establish a literacy program geared to specific occupations. It uses examples from English second-language literacy education for the hotel housekeeper. The guide consists of seven sections addressing the following aspects of program development: getting started and overall planning; selecting a business partner; developing and modifying curriculum (including a lesson plan worksheet); funding and volunteers; computer based instruction; sites, worker incentives, and participant evaluation; and useful forms and flyers for establishing a new program. Each section contains different kinds of materials for administrator, teacher, and student, including a number of sample curriculum units and lesson plans, worksheets, and handouts. Some materials that apply specifically to working with the Anchorage Literacy Project are provided. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed to improve the English speaking and reading skills of non-English-speaking hospital housekeeping and food service staff, the course focuses on the skills needed to communicate effectively on the job. The materials for the 24-hour course include the following: a course outline; objectives; a topical outline; a curriculum outline; vocabulary; 12 lessons for English as a Second Language (ESL) Level II and 16 lessons in Basic ESL for dietary and housekeeping hospital staff. Lessons consist of objectives, information, and exercises. Topics covered are as follows: understanding and applying directions, patient relations, understanding forms, and reporting information. (KC)

This document offers materials for a year-long course on general basic reading skills that was part of a workplace literacy project developed by Mercer County Community College (New Jersey), and its partners. The document contains the following: (1) outlines (each of which contains objectives, a topical outline, and list of textbooks) for two parts of the course; (2) diaries describing how a teacher conducted each part of the course; (3) lists of sample vocabulary; (4) lists of supplies, equipment, and procedures for particular work tasks (cleaning a restroom, cleaning a water fountain, and cleaning a showerroom); (5) handouts containing questions for the learner to answer in writing; and (6) spelling assignments. Ten references are listed. (CML)

Developed as part of a project to upgrade the workplace vocabulary and comprehension skills of Pennsylvania workers in light industry, health, hotel and hospitality, and food service occupations, this document consists of four parts: a project report, a trainer's manual, a tutor handbook, and assessment report/resource packet. The project report explains the development of materials to train tutors in the use of functional context methodology for workplace literacy. The trainer's manual discusses the design of training workshops and presents the contents of the tutor handbook with notes to the trainer added in the left margin. The tutor handbook consists of an overview, instruction for tutors on how they can increase workers' vocabulary, and instruction on how they can help increase workers' reading comprehension. The section on how to build vocabulary is organized around the following questions tutors should ask themselves: What words does the student know? What words does the student know that have workplace-specific meanings the student needs to learn? and What words does the student not know at all? The section on how to improve comprehension is organized around the following questions: What does the student already know about the material? Can the student answer literal questions that are answered directly in the printed material? Can the student restate the material in his or her own words? and Can the student combine what he/she already knows with new information gained from the reading and apply it to a workplace situation? Both sections include printed text examples from the workplace that have been used with students. The fourth part of the document describes the study that identified the vocabulary, reading comprehension, schematics, math, writing, critical thinking, speaking, and listening skills needed by those who hold any of 29 second-level jobs in 5 occupational areas in Pennsylvania. The conduct of a literacy task analysis upon which the instructional materials were based is discussed. Seven appendices contain: (1) a list of businesses in the study and sample letters contacting and thanking employers; (2) a list of occupational areas, job titles, and employers involved; (3) copies of data collection forms; (4) lists of instructional techniques, a materials bibliography, and sample classroom materials; (5) a list of vocabulary, comprehension, schematics, critical thinking, writing, math, speaking and listening tasks specific to each occupational area; (6) a list of vocabulary, comprehension, schematics, critical thinking, writing, math, speaking and listening tasks common to occupational areas and to specific jobs; (7) list of skills specific to each job; and (8) list of skills needed for entry-level positions. (CML)

This packet contains lesson plans and an evaluation for a janitorial unit designed to teach reading and writing skills to grocery store janitors. The lesson plans were developed, using the Laubach literacy method, for a workplace literacy project at Carr Grocery Store in Anchorage, Alaska. The lesson plans, which are correlated with Laubach skills books level 2, include conversational skills (dialogue, vocabulary, grammar, pronunciation, and free conversation) and reading and writing skills and practice. The lessons focus on topics from the workplace such as cleaning floors and restrooms, general cleaning, work attitudes and behaviors, and workplace conversation. The evaluation requires employees to demonstrate knowledge and use of work-related forms and job duties. A custodian's guide prepared for the Anchorage, Alaska school district custodial employees provides information on care of tools and equipment, fire prevention, and a detailed cleaning guide. (KC)

This packet contains four sets of lesson plans designed for the workplace curriculum for housekeeping employees at the Sheraton Anchorage Hotel (Anchorage, Alaska), as part of the Anchorage Workplace Literacy Program. The lesson plans, which are correlated with Laubach literacy method skills books levels 1-3, include conversation (dialogue, vocabularly, grammar, pronunciation, and free conversation) and reading skills, and writing skills and practice. The lessons focus on topics from the workplace. The fourth set is composed of a photo unit which focuses on work request forms, using pictures of common items found in a hotel and suggesting ways to request help for repairs to the various parts of the items. (KC)

This curriculum for hotel employees is based on the analyses of worksite tasks and interactions. Hotel housekeepers were observed on the job, supervisors were consulted, and existing resources were reviewed to determine the language and basic skills needed to effectively and efficiently perform job duties. Twelve curriculum units were developed, each based on a job task (competency) integral to carrying out the duties of the position. Each competency is then analyzed for language, knowledge, and other basic skills needed to perform a job task successfully. Each unit addresses three language proficiency levels, with vocabulary, basic skills, and culture points pertaining to all levels. This guide includes an introduction to curriculum organization and definitions, notes on use for lesson planning and evaluation, a form for assessing job task needs (coordinated with curriculum units), lesson plan form, progress report form, guide to resources cited, and curricular units. Unit topics include the following: personal identification, reading work schedules, maintaining positive guest relations, providing supplies on request, learning if and when to service a room, following job instructions or describing a job, reporting progress and performance evaluation, reporting lateness or absence, giving directions to places within the hotel and vicinity, reporting and preventing accidents and emergencies, reporting problems or repairs needed, and reading paychecks. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This document describes a workplace literacy program designed to improve the literacy skills of entry-level workers in the housekeeping, food service, and laundry departments of Grady Memorial Hospital in Atlanta. An introduction describes the goals of the program and the employees served (low-literate adults who relied on word of mouth for most of their information in the workplace). Section 2 gives a rationale for using the whole language approach in workplace literacy programs. Section 3 describes the development of the program's curriculum, including a literacy analysis, determining job-specific literacy demands, determining instructional objectives, developing instructional activities and procedures, and assessing the programs. Section 4 describes instructional logistics, such as scheduling classes, recruiting students, and using tutors. Section 5 provides a model for developing hospital-based workplace literacy programs and includes a literacy task analysis and descriptions of instructional sessions. Assessment instruments and instructional materials are provided in the 112-page appendices. The document contains 16 references. (CML)

This curriculum guide provides instructional materials for an 8-week training program, entitled Hospitality Occupational Skills Training (HOST) Cooperative. It offers an alternative skills training program to meet the needs of disadvantaged, minority populations and of employers who must recruit more highly skilled workers from those populations. Eight instructional units are provided: orientation; hotel industry enhancement; employment-related critical incidents; preparation for communication skills; introduction to occupational skills; employment critical thinking skills; management for employability; and job seeking skills. Eight to 15 activities are presented for the 4 days over which the training is spread during each week. An information sheet for each activity provides the activity title; length of time to complete; vocational education and adult basic education competencies covered by the activity; and suggested teaching activities. (YLB)

This policy manual provides guidelines for participants in the Northwest Educational Cooperative's (NEC's) Hospitality Industry Training Program. It sets forth the program expectations that participants must meet before they are sent on interviews. Topics covered include: attendance and punctuality; attitude, including respect for others, communication, conflict resolution, giving and receiving criticism, and appropriate behavior; personal appearance; chemical dependency; probation; NEC's practice work-site internship; and cooperation. (YLB)

These publications are two of three that comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of institutional maintenance management and services. The reference book is a student text that provides information needed by employees in the institutional maintenance industry. Each chapter contains a chapter focus (the Texas Essential Knowledge and Skills standards addressed in that chapter), chapter vocabulary list, "essential questions" boxes, and chapter highlights. Topics of the 18 chapters include careers; self-employment; job success; client relationships; communication skills; organizational goals, procedures, and policies; safety; sanitation; housekeeping equipment and supplies; floor care; above-floor care; planning maintenance tasks; time management and work simplification; disinfection techniques; laundry procedures and equipment; and proper care and handling of linens. There are a list of 8 references and 18 web sites, and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB)

This packet contains a student manual and instructor key for a course in housekeeping for health care facilities in secondary health occupations programs. The student manual is divided into six units: (1) introduction to housekeeping; (2) interpersonal relations; (3) infection control and safety; (4) general cleaning procedures; (5) cleaning areas within a facility; and (6) laundry. Every unit contains several lessons, each consisting of the following components: objectives, key terms, information sheets, and activity sheets. Written evaluation forms (tests) and skill evaluation forms are included for every unit. The student manual, which can be used for individual study or in a classroom setting, also contains 12 references and a glossary defining 72 terms. The instructor key contains instructional strategies, a competency crosswalk, and answers to written evaluations. (KC)

Designed to assist teachers and administrators in developing curricula for secondary vocational home economics programs, this publication provides materials for the two programs that comprise vocational home economics education--consumer and homemaking education (CHE) and home economics related occupations (HERO) programs. The CHE program is presented in course outlines for seven content areas: child development, care, and guidance; clothing and textiles; consumer education; family living and parenthood; food and nutrition; home management; and housing, home management, home furnishings, and equipment. An objective for each course is also indicated. The HERO program is presented in narrative form. A checklist of procedures to be followed in developing a HERO program curriculum is followed by a complete listing of the HERO program code areas: child care and guidance management and services; clothing, apparel, and textiles management, production, and services; food production, management, and services; home furnishings and equipment management, production, and services; and institutional, home management, and supporting services. (YLB)

The study of task identification in institutional and household maintenance presents statistical correlations of task frequencies obtained by questionnaire in 10 task clusters for the occupations of executive housekeeper, supervising housekeeper, housekeeping director, custodian, homemaker/home health aide, hotel/motel housekeeping aide, nursing home housekeeping aide, hospital housekeeping aide, and residential maid. One-way matrices present, for each occupation, task clusters and tasks within each cluster arranged vertically in descending order of overall mean frequency of performance. Two-way matrices correlate task information for all nine occupations, with occupations arranged horizontally and task clusters and individual tasks within each cluster arranged vertically in descending order of commonality of performance as indicated by overall mean frequency scores. A two-page bibliography is included together with five appendixes, which provide a list of resource personnel, a task checklist and instruction sheet, personal descriptive data of employees in the nine occupations, mean frequency tables for task clusters by individual occupations, and alternate job titles by occupations. (JR)

The curriculum guide, one of a series prepared to assist teacher-coordinators in promoting and teaching home economics cooperative education programs, provides a course of study for the housekeeping management assistant occupation. In addition to a brief overview, job description, and job analysis of the occupation, the guide's four main sections are: instructional materials for students, answer sheets for study questions, unit tests, and answer keys for unit tests. For each of these sections the guide covers the following 10 topics in a unit format: what is a housekeeping management assistant; use of equipment and supplies; cleaning guest rooms; cleaning patient rooms; cleaning the private home; providing building services; maintenance of floors; general cleaning; cleaning bathrooms, restrooms, and shower rooms; and management of laundry procedures. Each unit provides objectives, tasks, work experiences, and study assignments. (JR)

Focusing on service occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providng current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include building custodians, pest controllers, private household workers, occupations in the restaurant industry, hotel occupations (bellhops, bell captains, front office clerks, housekeepers and assistants, and managers and assistants), and occupations in laundry and drycleaning plants. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

One of three individualized courses included in a lodging curriculum, this course covers basic housekeeping operations and procedures. The course is comprised of seven units: (1) Care of the Room, (2) Working with Staff, (3) Work Improvement Techniques, (4) Organizing, Planning, and Scheduling, (5) Housekeeping Material and Equipment, (6) Floor and Carpet Care, and (7) Health and Safety. Each unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The remainder of each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and front desk, departments of rooms division, and the purchasing department of the business division. Section 2 covers the eight competencies needed by all hospitality industry employees regardless of the job, including for each competency one or all of the following: a general objective and correlated behavioral objectives, teaching techniques/methods, and resources. The next three sections cover competencies for twenty-four specific jobs within three divisions of the hospitality industry: food and beverage division (both preparation and service), rooms division (housekeeping and front desk), and business division (purchasing). For each of the jobs covered, one or all of the following is included: general objective and correlated behavioral objectives, teaching methods, and resources. Section 6 lists the instructional resources, such as books and pamphlets, films, and filmstrips. The last section is a hospitality industry vocabulary list. The appendix includes a simulated job interview, directions for a job application by letter, a sample job description, and sample worksheets. (EM)

This career preparation curriculum outline for the hospitality/tourism industry is intended to provide secondary and postsecondary learning outcomes for completion of program requirements. The guide is organized into four sections. Section one presents an overview of the program, of the philosophy of career education, and of the organization and evaluation of the program. Sections two and three contain 28 modules on the hospitality/tourism industry and tourist services. Included in these two sections are the following: (1) aims and purposes for students enrolled in the program; (2) general course aims that indicate the general knowledge/skills required to achieve a satisfactory level of performance; (3) goal statements and learning outcomes for each module with student outcomes for the expected levels of achievement; and (4) student activities designed to support the learning outcomes of each module. Topics covered in the modules include school and community-based cooperative career preparation; human relations; organization of the hospitality/tourism industry; government and industry interrelationships; career opportunities; safety and sanitation; kitchen management; nutrition; fruit and vegetables; stocks, soups, and sauces; meats and poultry; seafood; co1d foods; baking and desserts; breakfast cookery; dairy products; community-based cooperative career preparation; employee responsibilities; food service; business operations; front office procedures; reservation, registration, and rooming procedures; accounting; safety and security; housekeeping; first aid; and marketing. The final section of the guide contains resource materials for public relations, food service, housekeeping, front office, general industry, and marketing topics. (KC)

This guide is intended to assist teachers responsible for instructing future child care workers. The competency-based course outline provided covers the following topics: planning activities or programs for young children, performing child guidance activities, performing food service activities, performing housekeeping activities, and performing clerical activities. The course outline is organized in the form of duty sheets. Each duty sheet contains some or all of the following: a performance objective, a task, the source of the standard, conditions for performance of the task, enabling objectives, resources, suggested teaching activities, a criterion-referenced measure, and a performance checklist. The activities provided are designed to train students in the performance of job-relevant tasks. All three domains of learning--psychomotor, cognitive, and affective--are addressed. Activities are provided for use with a number of instructional methods, including group discussion, independent study, and team learning. Appendixes include sample case situations; a bibliography; a cross-referenced table of duties, tasks, and performance objectives; definitions of key pertinent terms; and sources and references. (MN)

This executive summary reviews results of a survey of 154 publicly-funded programs providing personal assistance services to disabled individuals. Introductory chapters identify the need for a national personal assistance program and policy, the concept of personal assistance and attendant services, the potential user population, and U.S. sources of funding. Key findings are reported in a section on survey results, focusing on the areas of program goals, number of programs per state, program age, administering agencies, funding sources, eligibility, services, hours of service availability, maximum amount of service allowed, types of service providers (individual providers, contract agency providers, and government agency providers), determination of services allowed, medical supervision, degree of program conformity to the Independent Living Model, program utilization and expenditures, availability of services across the United States, and the estimated need versus adequacy of the system to meet that need. Tables include, among others, "Programs with the Highest Independent Living Orientation,""Comparison Across States of Expenditures and Total Clients of Attendant Service Programs," and "Comparison of Home Care Survey Estimates of Need for Assistance with Number Actually Being Served." The report concludes with 17 recommendations to guide the development of national policy on personal assistance services. (JDD)

Data were gathered from 154 U.S. programs providing personal assistance services for the disabled. The survey identified approximately 850,000 people receiving community-based, publicly-funded personal maintenance, hygiene, mobility, or household assistance services, with physically disabled individuals being the most often served. The report explores the growth in the need for personal assistance services, explains the World Institute on Disability's rationale for studying this situation, and identifies the potential user population. Background information describes several federal and state programs providing personal assistance services. Survey data includes such information as number of programs per state, year of implementation, goals, state agencies administering the programs, and their funding sources. Analysis of program structure focuses on eligibility, services, hours of service availability, maximum service amounts allowed, direct service providers, determination of services allowed, and medical supervision. Also examined is program conformity to the Independent Living Model, in which the personal services attendant is managed by the user and no medical supervision is required. The study analyzes service recipients and program expenditures, and compares the availability of attendant services across the United States. The report concludes with an analysis of the need versus adequacy of the system to meet that need and makes several recommendations. (JDD)