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Suggestions for teaching selected life skills to adult and juvenile offenders are presented in this document. The general purpose of life skills programming is to help persons live more successfully and to function better in their multiple roles as members of a family, community, and workforce. Life skills training is treated as an educational program emphasizing the world of work, practical living skills, personal growth and management, and social skills. The first section provides guidelines in terms of the process of searching for, evaluating, and making a final selection of products for implementation of a life skills program in a correctional setting. The second part supplies detailed descriptions of a number of commercial products that are appropriate and available for use in this type of program. A quick reference chart of the resources discussed in part 2 makes up part 3. Samples of necessary forms required to carry out a life skills program are provided. (MKA)

This manual for student assistants employed in the government document section of the Eastern Kentucky University Library covers policy and procedures and use of the major reference tools in this area. General policies and procedures relating to working hours and conditions, and general responsibilities are discussed, as well as shelving rules and procedures for federal and state documents and microfiche. Circulation of government document materials and policy on keeping of statistics are included, along with sample logs and other recordkeeping forms. The basic reference sources covered include the Monthly Catalog of U.S. Government Publications, ERIC's Resources in Education, the Congressional Information Service Index (CIS), and the American Statistics Index. A subject index is also included. (Author/MBR)

This module presents information on the provisions of Public Law 92 318 (Title IX) that affect the teaching of secondary school physical education. Title IX ensures equal educational opportunities for both sexes in any federally assisted educational program. It is designed to enable teachers to identify educational practices inconsistent with the law and to select alternatives for meeting Title IX requirements for these inconsistent situations. Suggestions are also made for methods of initiating enforcement procedures required when violations of Title IX are detected. In this module, five Title IX provisions that have an impact on physical education programs are cited: comparable facilities; access to course offerings; ability groups; grouping for body-contact activities; and evaluation of students. Interpretation exercises are offered covering each of these five provisions. Examples are also presented of five situations in physical education programs that may or may not be in compliance with the law. A discussion is presented on each case, and ways in which the situation may be rectified if it is not in compliance are pointed out. A summary is offered of basic principles interpolated from Title IX regulations that can be applied to physical education programs. A sequence of steps that may be taken to correct situations which are not in compliance with Title IX is suggested. A model letter for filing a complaint under Title IX is appended. (JD)

This module, intended for use either as part of a self-study program or in a workshop, is designed to aid secondary school physical education teachers to identify effects of sex-role stereotyping on girls, boys, men, and women and to recognize examples of sex-role stereotyping in three areas of physical education: achievement, self-esteem, and physical well-being. Discussions are presented on the general effects of sex-role stereotyping on academic potential, social-emotional qualities, and occupational potential. Exercises accompany the discussions on the effects of sex-role stereotyping in physical education. A bibliography is included. (JD)

In this module, the behavior of secondary school physical education teachers is examined in three areas: modeling, language, and class management and instruction. The objective of the module is to enable teachers to identify behaviors which perpetuate sex-role stereotyping and to select and use language which is not sex biased. Exercises accompany discussions on male and female teachers' behavior and how it serves as a role model for students. Criteria for selecting unbiased audiovisual resources that may provide good models for students are presented. Guidelines are provided for using unbiased language with examples given of sexist language and possible alternatives. Suggestions are offered for bias-free teacher behaviors in class management and instruction. (JD)

Guidelines are presented to aid secondary school physical education teachers in evaluating student performance in a way that avoids sex-role stereotyping and sex discrimination. Suggestions made for conducting testing in a bias-free setting include: (1) avoid sex-differentiated role tasks; (2) organize motor-performance testing procedures so that all test groups contain girls and boys; (3) give equal support to efforts of both sexes; (4) expect the maximum effort from all students; (5) encourage students to support the efforts of all to do as well as possible; (6) show no favoritism; (7) avoid stereotyping either sex as being superior or inferior; and (8) avoid comparing individuals of one sex with the opposite sex as a group. Guidelines are also provided to assist teachers in avoiding sex discrimination when they are grouping students by ability. A discussion is presented on the relative merits of grading by single or separate standards. Examples are given of each type of standard and the ways in which it may be used to achieve equitable results. An exploration is made of ways in which individual progress may be measured in bias-free evaluation. (JD)

This module, intended for secondary school physical education teachers, identifies the four major components of a curriculum and the factors which must be considered in curriculum development. Examples of the factors which must be considered in curriculum development are given, and guidelines are offered for eliminating sex-role stereotyping and sex discrimination in the construction of a secondary school physical education curriculum. Seven sections explain and provide exercises on: (1) definitions of sex-role stereotyping, sex discrimination, and educational equity; (2) definition of curriculum; (3) key factors in developing a curriculum; (4) fourteen guidelines for eliminating sex-role stereotyping and discrimination in physical education programs; (5) sex-integrated physical education programs that work; (6) a typical curriculum; and (7) building an unbiased curriculum. A bibliography is included. (JD)

This module is intended to enable secondary school physical education teachers to recognize: (1) that inaccurate assumptions about biological differences have been used to justify different opportunities for boys and girls in physical education; (2) some common misconceptions about girls and women; (3) that tendencies to generalize about physical performance differences form the basis for sex-role stereotyping; and (4) that there are ways to conduct physical education programs which consider performance differences yet do not discriminate against either sex. A discussion is presented on the biological differences between girls and boys and the faulty assumptions that are made as the result of stereotyping. Structural, physiological, and performance differences between girls and boys are summarized. Errors arising from generalizations about differences between the sexes are pointed out. Restrictive attitudes toward physical activities for girls are considered in the light of myths about the physical attributes of females. Suggestions are made for what teachers might do to ensure equal treatment of boys and girls. These include curriculum choices, instruction styles, and methods of evaluating students. References for further reading are included. (JD)

This module, designed to help physical education teachers reduce sex bias in secondary physical education classes, may be used as part of a self-study program or in conjunction with a workshop or seminar. The objectives of the module are to enable teachers to recognize stereotyping, become aware of how stereotyping affects individuals, and to recognize examples of sex-role stereotyping in physical education classes. Discussions are offered on the subjects of stereotyping in general, sex-role stereotyping, sex discrimination, educational equity, sex-role socialization, and sexism. Exercises are provided on each topic. References for further reading are included. (JD)

This handbook is designed to accompany seven instructional modules which were developed to help physical educators reduce sex bias in secondary physical education classes. Module topics are: (1) introduction to stereotyping and discrimination; (2) sex-role stereotyping and its effects; (3) biological sex differences; (4) Title IX; (5) curriculum development; (6) teacher behavior; and (7) student performance evaluation. Although the modules are intended for self-instruction, they may be used in teacher workshops and in a variety of classroom settings, including methods courses and student teaching seminars. For each of the modules, activities are presented that include readings and films considered fundamental to the understanding of the topics presented. A reading on each module topic is also provided along with suggested group activities. Supplementary resources are listed, including print materials--books, articles, resource lists, journals, and magazines; non-print materials--16mm films, filmstrips, audio cassettes, and multimedia kits; and resource centers--organizations, publishers, and projects which are concerned with nonsexist education and women's issues. Each entry in the list is briefly annotated, and suggestions for use are provided. Alternative schedules for studying the modules are suggested, including four- or eight-hour workshops, seven- to eight-hour self-instruction, and selecting certain modules or activities on one topic. (JD)

This update of a 1977 training manual is designed for use by student assistants in the government documents section of John Grant Crabbe Library at Eastern Kentucky University. A brief introduction is followed by: (1) floor plans of the library; (2) a description of the documents collection including types of works and classification systems; (3) explanations of the major indexes and finding tools; (4) information on the policies for the circulation of materials; (5) explanations of the statistics on public service functions that are collected on a daily basis; (6) policies directly related to student workers; and (7) a discussion of the responsibilities of the student assistants. Three appendixes include a glossary; a list of abbreviations; and a list of letter designations for federal agencies and commissions. (CGD)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with developing special vocational education programs for incarcerated individuals. Addressed in the individual sections of the module are the following topics: the rationale for vocational special education within correctional facilities, the skill areas and knowledge necessary for offenders to obtain and maintain competitive employment, procedures for writing skills as complete behavioral objectives, identification of current and future training sites/situations for programs, procedures for obtaining instructional materials and recommended activities for inclusion in a vocational special education program, and formulation of specific plans to design a vocational special education program. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with identifying and using instructional strategies and methods that are critical to the instruction of handicapped juvenile and adult offenders. Addressed in the individual sections of the module are the following topics: the direct interventionist approach to instruction, systematic models of instruction, levels and methods of assessment, selection and writing of behavioral objectives, task analyses, antecedent-response-consequence instructional units, the role of student attention and learning, ways of securing and maintaining student attention, classroom organization, transitions and classroom management, and the role of independent seatwork activities. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the terminology and issues/concepts of special education. Addressed in the individual sections of the module are the following topics: the distinction between normality and abnormality in statistical, medical, and social terms; different areas of exceptionality; factors that influence schooling in the United States; major problems of the U.S. educational system; the emergence of special and remedial programs in American schools; the significance of major legislation and litigation in the right to education for the handicapped movement; the concepts continuum of services, mainstreaming, and least restrictive environment; and current issues in special and correctional education. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the Education for All Handicapped Children Act (PL 94-142) and individualized education programs (IEPs). Addressed in the individual sections of the module are the following topics: the major policy considerations in the drafting of PL 94-142 and its provisions, ways of identifying students for special education, the major components and procedures for development of an IEP for students with different types and degrees of disabilities, mainstreaming and least restrictive environments, major considerations in placement decisions, current legal issues in special/correctional education and implementation of PL 94-142 in the correctional setting. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with basic assessment and evaluation procedures for use in identifying and evaluating disabled students. Included among those topics addressed in the individual sections of the module are the following: the direct intervention approach to instruction, a systematic model of instruction, reasons for and methods of conducting assessments, the purpose and procedures of educational diagnosis, domain-referenced testing, assessment of behavioral and social skills, and the difference between testable explanations and explanatory fictions. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with developing a curriculum for providing the direct interventionist approach to instruction; assessment and evaluation; factors influencing curriculum decisions, curriculum management; and considerations in developing reading, mathematics, communication and language, career and vocational, and functional living skills curricula. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the characteristics of special populations and issues in the education of incarcerated individuals. Addressed in the individual sections of the module are the following topics: the nature of various physical, emotional, and behavioral disabilities and impairments, the functional aspects of these handicapping conditions, and similarities between handicapped offenders and other incarcerated persons with skill deficits. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the U.S. criminal justice system. Addressed in the individual sections of the module are the following topics: the major functions of the criminal justice system, differences in the treatment of juvenile and adult offenders, and the major types of correctional education programs. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

Intended to help young people acquire independent daily living skills, this book is the participant's guide to an advanced youth training curriculum for developing communication skills. The guide's first session introduces the basics of communication, while the subsequent seven sessions (each intended to take approximately one hour) focus on communication in all aspects of life: on the job, with family, in the community, during leisure time activities, with friends, in the marketplace, and at home. Intended for use in a group setting and by youths who have already completed a more basic curriculum on independent living, the guide contains many activities which provide opportunities for youth to practice communication skills such as getting along with a roommate, approaching a landlord with a problem, dealing with criticism on the job, and negotiating with a car dealer. (SR)

Intended to help young people acquire independent daily living skills, this book is the group leader's guide to an advanced youth training curriculum for developing appropriate communication competence. The guide's first session introduces the basics of communication, while subsequent sessions focus on communication in all aspects of life: on the job, with family, in the community, during leisure time activities, with friends, in the marketplace, and at home. Intended for use in a group setting and by youths who have already completed a more basic curriculum on independent living, the guide provides many opportunities for youth to practice communication skills such as getting along with a roommate, approaching a landlord with a problem, dealing with criticism on the job, and negotiating with a car dealer. The group leader's guide organizes activities by one-hour sessions, with specific objectives identified at the beginning of each one, activities described in detail, and instructions and handouts. A 22-item list of resources on program development, youth training materials, and supplemental materials concludes the guide. (SR)

This curriculum guide is designed to develop an increased awareness of the changing roles of males and females and to provide current relevant information regarding the changing roles of males and females. The guide is divided into five major concepts: (1) perception of masculinity and femininity, (2) physical/biological determinants of male and female characteristics, (3) social/psychological factors influencing roles of males and females, (4) legal discrepancies affecting male and female roles, and (5) males and females in the world of work. Each section (concept) follows a typical format that includes the following parts: supporting concepts, behavioral objectives, specific performance outcomes, and generalization. The remainder of each section is comprised of a table that presents supporting content and generalizations, teaching strategies and learning/evaluating experiences, and resources. Appended to each section are student exercises and assignments, student evaluations, and a list of resources. (LRA)