by requirements for the degree of (Education) - NCRTM

DIVISION OF VOCATIONAL REHABILITATION INVOLVEMENT 

WITH EDUCABLE MENTALLY RETARDED ADOLESCENTS WHO 

WERE IN PUBLIC SPECIAL EDUCATION CLASSES IN 

WISCONSIN DURING THE 1965266 SCHOOL YEAR 

by 

JAMES.EDWARD ALLEN 

A thesis submitted in partial fulfillment of the 

requirements for the degree of 

MATER OF ARTS 

(Education) 

at 

the 

UNIVERSITY OF WISCONSIN 

1971

Approved by:

ACKNOWLEDGEMENTS 

At this time I would like to express my sincere thanks to the follow- 

ing people whose generous assistance has made this study possible: 

Dr. Patrick J. Flanigan, my major professor, for his guidance and 

counsel throughout my graduate studies and in the preparation of this 

thesis. 

Dr. Edward Pfeifer, Dr. William Sather, Mr. Rodney VanDeventer and 

Mr. Jon Funseth of the Division of Vocational Rehabilitation for their 

and support. 

help 

Kenneth Blessing, Mr. Victor Contrucci and Mr. Victor Lind of 

Dr. 

the Division for Handicapped Children for their cooperation. 

Mr. James Organist for his critical review and comment and Miss Helen 

Hartwig for her preparation of the manuscript. 

Finally, my wife, Ann, for her help and encouragement and my children 

Julie and Tom, for their patient sacrifices. 

ii

TABLE OF CONTENTS 

ACKNOWLEDGMENTS ii 

LIST OF TABLES iv 

Chapter 

II 

I 

III 

IV 

BIBLIOGRAPHY 

INTRODUCTION 

Background 1 

Historical 

of the Problem 14 

Statement 

of Terms 16 

Definition 

Retardation 16 

Mental 

Education Class 18 

Special 

for Special Education Services 19 

Eligibility 

Adjustment Program 19 

Work 

Workshop 21 

Sheltered 

for Vocational Rehabilitation Services 21 

Eligibility 

fe rra I 22 

Re 

Source 22 

Referral 

ance 22 

Accept 

Closure 22 

REVIEW OF THE LITERATURE 23 

2 3 

Preparation 

Influencing Adjustment . . 28 

Factors 

36 

Outcome 

40 

Summary 

DESCRIPTION OF THE PRESENT STUDY 

RESULTS AND DISCUSSION 46 

Referrals 

1 osures Rehab i lit ated .. 

C 

Closures--Not Rehabilitated . 

SUMMARY AND RECOMMENDATIONS 88 

APPENDI X A i00 

APPENDI X B 114 

APPENDIX C 118 

iii 

.o

Tab le 

II 

III 

IV 

VI 

VII 

VIII- 

LIST OF TABLES 

COMPARISON OF THE NUMBER OF COUNTIES SERVED, 

DISTRICT 

SCHOOL DISTRICTS AND COUNTY CLASSES REPORTING 

LOCAL 

THE NUMBER OF EMR'S REPORTED, REFERRALS TO DVR 

EMR'S, 

CLOSURES REHABILITATED AND NOT REHABILITATED 

AND 

FOR THE PERIOD OF TIME PRIOR TO JUNE 30, 1969 56 

COMPARISON OF REFERRALS ACCORDING TO SEX, AGE AT 

DISTRICT 

OF REFERRAL AND REFERRAL SOURCE FOR THE 1966-67 AND 

TIME 

1967-68 FISCAL YEARS 57 

COMPARISON OF REFERRALS ACCORDING TO SEX, AGE AT 

DISTRICT 

OF REFERRAL AND REFERRAL SOURCE FOR THE 1968-69 

TIME 

FISCAL YEAR 59 

COMPARISON OF STATEWIDE REFERRALS ACCORDING TO SEX, 

YEARLY 

AT TIME OF REFERRAL AND REFERRAL SOURCE FOR THE 

AGE 

1966-67, 1967-68 AND 1968-69 FISCAL YEARS 60 

COMPARISON OF REFERRALS, CLOSURES REHABILITATED 

DISTRICT 

NOT REHABILITATED, TOTAL CASE SERVICE COSTS FOR 

AND 

CLOSURES, AVERAGE COST PER REHABILITATED 

REHABILITATED 

AND NUMBER OF CASES STILL ACTIVE ON JUNE 30, 1969 

CLOSURE 

FOR THE PERIOD OF TIME PRIOR TO JUNE 30, 1969 61 

COMPARISON OF THE NUMBER OF ACTIVE CASES AT THE 

DISTRICT 

OF THE FISCAL YEAR, THE REFERRALS TOTAL NUMBER 

BEGINNING 

CASES SERVED AND CLOSURES DURING THE FISCAL YEAR AND 

OF 

OF CAE$ STILL ACTIVE AT THE END OF THE FISCAL 

NUMBER 

YEAR FOR HE 1966-67 AND 1967-68 FISCAL YEARS 

COMPARISON OF THE NUMBER OF ACTIVE CASES AT THE 

DISTRICT 

OF THE FISCAL YEAR, THE REFERRALS, TOTAL NUMBER 

BEGINNING 

CASES SERVED AND CLOSURES DURING THE FISCAL YEAR, AND 

OF 

NUMBER OF CASES STILL ACTIVE AT THE END OF THE FISCAL 

THE 

YEAR FOR THE 1968-69 FISCAL YEAR 63 

COMPARISON OF STATEWIDE NUMBER OF ACTIVE CASES AT 

YEARLY 

BEGINNING OF THE FISCAL YEAR, q]-IE REFERRALS, TOTAL 

THE 

OF CASES SERVED AND CLOSURES DURING THE YEAR AND 

NUMBER 

OF CASES STILL ACTIVE AT THE END OF THE FISCAL 

NUMBER 

YEAR FOR THE 1966-67, 1967-68 AND 1968-69 FISCAL YEARS 64 

iv

IX 

XI 

Xl I 

XIII 

XIV 

XVI 

XVII 

XVIII 

XIX 

COMPARISON ACCORDING TO FISCAL YEAR OF THE NUMBER 

DISTRICT 

ELIGIBLE CLIENTS WHO HAD BEEN PREVIOUSLY ACCEPTED FOR 

OF 

REHABILITATION SERVICES AND THE OUTCOME OF 

VOCATIONAL 

PREVIOUS SERVICES 6S 

THOSE 

COMPARISON ACCORDING TO FISCAL YEAR OF THE NUMBER 

DISTRICT 

REFERRALS WHO WERE PLACED IN EXTENDED EVALUATION OF 1 

(STATUS 04 OR 06) AND THE OUTCOME OF THE EVALUATION 66 

COMPARISON OF REHABILITATED CLOSURES (STATUS 26) 

DISTRICT 

TO DISABILITY CODE, TOTAL CASE SERVICE COSTS, 

ACCORDING 

COST PER CLOSURE AND TIME INTERVAL FROM REFERRAL 

AVERAGE 

CLOSURE FOR THE 1966-67 AND 1967-68 FISCAL YEARS 6? 

TO 


DISTRICT 

TO DISABILITY CODE, TOTAL CASE SERVICE COSTS, 

ACCORDING 

COST PER CLOSURE' AND TIME INTERVAL FROM REFERRAL 

AVERAGE 

CLOSURE FOR THE 1968-69 FISCAL YEAR 69 

TO 

COMPARISON OF STATEWIDE REHABILITATED CLOSURES 

YEARLY 

26) ACCORDING TO DISABILITY CODE, TOTAL CASE 

(STATUS 

COSTS, AVERAGE COST PER CLOSURE AND TIME INTERVAL 

SERVICES 

REFERRAL TO CLOSURE FOR THE 1966-67, 1967-68 AND 

FROM 

1968-69 FISCAL YEARS ................... 


DISTRICT 

TO WORK STATUS AND GROSS WEEKLY EARNINGS IN 

ACCORDING 

DOLLARS FOR THE 1966-67 AND 1967-68 FISCAL YEARS 


DISTRICT 

TO WORK STATUS AND GROSS WEEKLY EARNINGS IN 

ACCORDING 

DOLLARS FOR THE 1968-69 FISCAL YEARS 73 


YEARLY 

26) ACCORDING TO WORK STATUS AND GROSS WEEKLY 

(STATUS 

IN DOLLARS FOR THE 1966-67, 1967-68 AND 1968-9 

EARNINGS 

SCAL YEARS 

i=I 


YEARLY 

EMPLOYMENT ACCORDING TO DISABILITY CODE AND 

COMPETITIVE 

WEEKLY EARNINGS AT TIME OF CLOSURE FOR THE 1966-67, 

GROSS 

AND 1968-69 FISCAL YEARS 

1967-68 

COMPARISON OF STATEWIDE REHABILITATED CLOSURH.S NON - 

YEARLY 

EMPLOYMENT ACCORDING TO TYPE OF EMPLOYMENT, 

COMPETITIVE 

CODE AND GROSS WEEKLY EARNINGS AT TIME OF 

DISABILITY 

FOR THE 1966-67, 1967-68 AND 1968-69 FISCALYEARS ?6 

CLOSURE 

COMPARISON 'OF REHABILITATED (STATUS 26) AND NOT 

DISTRICT 

(STATUSES 08, 28 AND 30) CLOSURES WITH TOTAL 

REHABILITATED 

OF CLOSURES FOR THE 1966-67 AND 1967-68 FISCAL 

NUMBER 

................ 

YEARS 

77

XX 

XXI 

XXI I 

XXI I I 

XXIV 

XXV 

XXVI 

XXVII 

COMPARISON OF REHABILITATED (STATUS 26) AND NOT 

DISTRICT 

(STATUSES 08, 28 AND 30) CLOSURES WI3I 

REHABILITATED 

TOTAL NUMBER OF CLOSURES FOR ]HE 1968-69 FISCAL YEAR 78 

COMPARISON OF STATEWIDE REHABILITATED (STATUS 26) AND 

YEARLY 

REHABILITATED (STATUSES 08, 28 AND 30) CLOSURES WITH 

NOT 

NUMBER OF CLOSURES FOR THE 1966-67, 1967-68 AND 

TOTAL 

FISCAL YEARS 

................... 

79 

1968-69 

COMPARISON OF NOT REHABILITATED CLOSURES (STATUS 

DISTRICT 

ACCORDING TO DISABILITY CODE, TOTAL CASE SERVICE COSTS 

08) 

DOLLARS, TIME INTERVAL FROM REFERRAL TO CLOSURE, AND 

IN 

FOR CLOSURE FOR THE 1966-67 AND 1967-68 FISCAL 

REASONS 

YEARS 80 

COMPARISON OF NOT REHABILITATED CLOSURES (STATUS 

DISTRICT 

ACCORDING TO DISABILITY CODE, TOTAL CASE SERVICE COSTS 

08) 

DOLLARS, TIME INTERVAL FROM REFERRAL TO CLOSURE AND 

IN 

FOR CLOSURE FOR THE 1968-69 FISCAL YEAR 82 

REASONS 

COMPARISON OF STATEWIDE NOT REHABILITATED CLOSURES 

.YEARLY 

08) ACCORDING TO DISABILITY CODE, TOTAL CASE 

(STATUS 

COSTS, TIME INTERVAL FROM REFERRAL TO CLOSURE, AND 

SERVICE 

FOR CLOSURE FOR THE 1966-67, 1967-68 AND 1968-69 

REASONS 

FISCAL YEARS 83 

COMPARISON OF NOT REHABILITATED CLOSURES (STATUSES 

DISTRICT 

AND 30) ACCORDING TO DISABILITY CODE, TOTAL CASE 

28 

COSTS IN DOLLARS, TIME INTERVAL FROM REFERRAL TO 

SERVICE 

AND REASONS FOR CLOSURE FOR THE 1966-67 AND 

CLOSURE, 

1967-68 FISCAL YEARS 84 

COMPARISON OF NOT REHABILITATED CLOSURES (STATUSES 

DISTRICT 

AND 30) ACCORDING TO DISABILITY CODE TOTAL CASE 

28 

COSTS IN DOLLARS, TIME INTERVAL FROM REFERRAL TO 

SERVICE 

AND REASONS FOR CLOSURE FOR THE 1968-69 FISCAL 

CLOSURE 

YIAR 86 

COMPARISON OF STATEWIDE NOT REHABILITATED CLOSURES 

YEARLY 

28 AND 30) ACCORDING TO DISABILITY CODE, TOTAL 

(STATUSES 

SERVICE COSTS, TIME INTERVAL FROM REFERRAL TO 

CASE 

AND REASONS FOR CLOSURE FOR THE 1966-67, 1967-68 

CLOSURE 

AND 1968-69 FISCAL YEARS : .... 

vi 

87

Chapter I 

INTRODUCTION 

Historical Background 

Mental retardation is regarded by the American Medical Association as 

the most handicapping of all childhood disorders. Its scope is widespread. 

A generally accepted estimate of its prevalence is three per cent of the. 

general population. 

a general population of 185,000,000, this 

Assuming 

estimate would designate some 5,500,000 people 

minimal 

retarded. With this rate of prevalence and this 

as 

about 126,000 babies born each year in the 

population, 

States will be considered retarded at some time 

United 

their lives. If, however, the American Association 

in 

Mental Deficiency classification is followed, then 

on 

children and adults whose intellectual ability is 

all 

than one standard deviation below the mean are 

less 

mentally subnormal; and the incidence of 

considered 

persons in the United States alone would be ap- 

such 

31,000,000 (Robinson and Robinson, 1965, 

proximately 

p. 

41). 

The total impact is great when considering the financial and emotional 

strain brought to bear on the individual, his family and community. 

Prior to 1950 relatively little attention was directed to the problem 

of mental retardation by either Federal or state governments or, in fact, 

by private, groups. Gradually during the 50's interest mounted. Demands 

made by parents, educators, and other involved lay and professional, groups 

stimulated the activity of foundations and legislative bodies. The 

National Association for Retarded Children which origi, nated in 1950 grew 

to be a significant force in behalf of the retarded. These parent, groups. 

are now represented in every state. They serve to improve community

understanding and acceptance of the mentally retarded and have been influ- 

ential in helping to establish sheltered workshops, rehabilitation facili- 

ties, special school classes, and recreational facilities for the mentally 

retarded. 

In 1961 national attention was focused on the overall problem when 

President Kennedy appointed the President's Panel on Mental Retardation 

and commissioned its members to develop a national coordinated pr.ogram of 

research and services to combat mental retardation. A thorough study of 

causes, prevention, and treatment resulted in comprehensive plans to lessen 

the problems associated with retardation. Emphasis was placed on assimilat- 

ing and coordinating the knowledge skills, and experience of many disci- 

plines to deal with the problem. 

From the start, education and vocational rehabilitation had signifi- 

cant roles to play. Traditionally, they uphold the philosophy that every 

member of a democratic society, including the disabled, has the right to 

a secure and satisfying life, and that society is obligated to provide 

the necessary special services to equalize the opportunities of the dis- 

abled as compared to the non'disabled members of society. The goal for 

the mentally retarded was apparent: to provide education and training from 

early childhood through adulthood to assist the individual in reaching his 

highest and most satisfying level of functioning in the personal, social, 

and vocational spheres. If the nation's mentally retarded are to be econom- 

ically productive, appropriate habilitation services must be offered as part 

of the total educational pr.ogram. As recommended by the President's 1962 

Panel on Mental Retardation, these services must inclde provisions for: 

a) Vocational evaluation, counseling and job placement 

b) Training courses in appropriate vocational areas

Joint school-work experience programs operated cooperatively by 

c) 

and vocational rehabilitation..agencies 

schools 

Clearly defined and adequately supervised programs for on-the- 

d) 

training of retarded workers 

job 

Employment training facilities for those who require further voca- 

e) 

preparation after completion of the public school program 

tional 

Sheltered workshops for retarded workers capable of productive 

f) 

in a supervised, sheltered setting 

work 

Vocational rehabilitation services in conjunction with residential 

g) 

institutions 

Counseling services to parents to provide them with an adequate 

h) 

of the employment potentials of their children and 

understanding 

provide guidance which will enable them to participate more 

to 

in the rehabilitation process 

fully 

Coordination .of vocational counseling with the entire school 

i) 

(p. 119). 

Program 

The above provisions represent only a small part of a very comprehen- 

sive study, of mental retardation, its problems and treatment. Te Commit- 

tee's report served to provide a national challenge and guidelines for 

action. It stimulated further expansion, coordination and improvement of 

services on state and local levels. 

In Wisconsin the public machinery had already been geared to serve 

the special needs of the. retarded. Special classes staffed by specially 

trained teachers were in operation. Rehabilitation centers and workshops 

were being constructed on a widespread basis. Vocational rehabilitation 

services to the retarded were expanding. Formal cooperative school-work 

programs were being established between DVR and local school districts. 

An important consideration not to be .ignored is the fact that Wisconsin 

legislation permits comprehensive services to the retarded and is substan- 

tially supported by State aids. 

Educational Programs in Wisconsin have historically included provisions 

for handicapped children. Under Wisconsin statutes senior h.igh schools,

vocational schools, and vocational rehabilitation .agencies all have a 

responsibility to provide for the education and training of older mentally 

retarded students. The statutes do not place sole responsibility on any 

one of these agencies; therefore, the inference is that it is the mutual 

responsibility of all. Within the public school structure the junior and 

senior levels of high school have a responsibility for providing a modified 

or "special" Program for the educable adolescents possessing sufficient 

intellectual ability, social maturity and motivation to strive for social 

and economic competence in accordance with his or her abilities. For the 

trainable student whose level of intelligence and adaptive behavior are 

too low to benefit from a high school special education Program, separate 

curricula and facilities are provided (Wisconsin Department of Public 

Instruction, 1967). 

State laws have been passed which support local communities in their 

efforts to provide special education services. The first legislative 

provision for state support of special classes for the mentally retarded 

was made in 1917. Since that time, expanded aids and reimbursements have 

been legislated to encourage the establishment and expansion of special 

classes and services. In 1939 the Bureau for Handicapped Children was 

organized as part of the State Department of Public Instruction to inte- 

grate all areas of services for handicapped children into one •agency. Then 

in 1968 under the Kellett reorganization of state agencies it became the 

Division for Handicapped Children's Services. General areas of responsi- 

bility include: a) leadership and consultation, b) planning c) research 

and evaluation, d) coordination, e) certification, f) public relations, 

g) aids and reimbursements [Wisconsin Department of Public Instruction, 

no 

date).

as physical or mental disability, advanced .age, low educational attainment, 

ethnic or cultural factors, prison or delinquency records, and factors 

associated with poverty. The goal is providing those rehabilitative ser- 

vices necessary for each eligible individual to achieve employment consis- 

tent with his abilities and interests. This would include people whose 

highest productive capacity is part-time, sheltered, homebound, or self- 

employment. Services include a complete diagnostic evaluation to assess 

the nature of the problem and its handicapping effects, plus the provision 

of counseling restorative services, training selective job placement and 

those supportive services necessary to carry out the rehabilitation plan 

based on each person's unique set of interests, abilities, and needs. 

In studying vocational rehabilitation services to the mentally retarded, 

it is important to trace the development of significant legislation. On a 

national level vocational rehabilitation .agencies first became involved in 

the rehabilitation of the retarded with the pass.age of Public Law 113 in 

1943 which provided Federal funds to states for services to the retarded 

on a dollar for dollar matching basis. And for the first time, medical, 

and other physical restoration services were provided. 

surgical 

scope o£ services was urther widened cn 1954 with the pass,age og, 

The 

Public Law 565. 

for research, demonstration, and training 

Provisions 

were made. The Federal share was increased 

activities 

a formula basis to. give. greater support to states 

on 

relatively large populations and relatively small 

with 

capita income. The law initiated a new system of 

per 

grants for improvement and extension of services. 

project 

the first time, the use of Federal grants to con- 

For 

equip, expand, and modernize rehabilitation 

struct, 

and workshops was authorized (Congressional 

facilities 

1969, p. 4). 

Record, 

In Wisconsin, as in other states, this law stimulated more active 

involvement on the part of the Division of Vocational Rehabilitation (DVR)

in preparing the young retarded adult for employment by means of organized 

programs of counseli.ng, training and placement. The development and out- 

come of related projects, particularly with reference to the Occupational 

Adjustment Program, will be discussed later in this paper. 

The year 1965 saw the Program expanded and enla.rged when amendments 

to the Vocational Rehabilitation Act (Public Law 89-333) broadened its 

legal and financial base, thus increasing services to the retarded. 

was made for improvement of workshop 

Authorization 

and construction of more vocationally oriented 

programs 

facilities. (This law extended the 

rehabilitation 

for determining employability of the retarded 

period 

eligibility purposes from six up to 18 months. 

for 

this period rehabilitation services can be pro- 

During 

to evaluate employment potential.) Grants to 

vided 

to conduct comprehensive state-wide planning 

states 

agencies designated by the Governors were als0 


(Congressional Record, 1969, p. 4). 

provided 

As a result of this legislative and financial support, planning groups 

were commissioned by numerous states to study the problem of mental retar-. 

darien as it exists within each state. 

In 1967 a symposium was held at Mankato State College in Minnesota; 

representatives from 14 states met and formulated preliminary reports on 

statewide recommendations for MR habilitation. All 14 states listed man- 

power and education as their most urgent needs. Eleven states recommended 

the review and possible revision of statelaws pertaining to the mentally 

retarded. The majority of the legal and legislative recommendations were 

concerned with guardianship, financing education, criminal responsibility, 

and the definition of mental retardation (Ayers, 1967). 

In-December, 1967, the Ad Hoc Committee on Mental Retardation, part 

of Wisconsin's Statewide Planning for Vocational Rehabilitation, completed 

its final report. It contained comprehensive recommendations in the.

following areas: I) Program evaluation, 2) DVR staff development, 3) com- 

munity resource development, and 4) DVR policy. 

retarded. 

are 

Legislation continued to foster the development of services to the 

1967 Amendments (PL 90-99) further extended and 

The 

grant authorizations to states for rehabili- 

expanded 

services...In addition it required state agencies 

tation 

provide services to the handicapped without regard 

to 

their residence locations. (Thus, any mentally re- 

to 

person within the state may be considered for 

tarded 

rehabilitation services)... 

1968 Amendments (PL 90-391) increased the Federal 

The 

for basic support of state programs from 75 to 80 

share 

cent beginning in fiscal 1970 and established a min- 

per 

allotment of $i million for each state to increase 

imum 

expand services, and reach more clients. 

efficiency, 

amendments also extended programs of grants for 

These 

for special projects and for rehabilitation 

innovation, 

construction and staffing...Further authori- 

facilities 

were made available for projects to rehabili- 

zations 

those mentally retarded persons not eligible for 

tate. 

rehabilitation due to .age, severity of han- 

vocational 

or other reasons. The first appropriation for 

dicap, 

Program is being requested for 1970 (Congressional 

this 

1969, pp.4-S). 

Record, 

Other Federal bills having relevance for retardate rehabilitation 

The Maternal and Child Health and Mental Retardation 

a) 

Amendments of 1963 (Public Law 88-156). 

Planning. 

out several recommendations of the President's 

carried 

Panel on Mental Retardation. The Act provided 

1962 

to assist the states in planning comprehensive 

funds 

and community programs for the mentally retarded... 

state 

1963 Congress also authorized the hospital improve- 

In 

Program to support projects to improve services 

ment 

in state mental retardation institutions... 

The Mental Retardation Facilities and qommunity Mental 

b) 

Centers Construction Act of 1963 (PL 88-164) 

Health 

grants to states to construct facilities 

authorized 

serve to the retarded. It also provided 

mentally 

to assist in construction of university affi- 

grants 

facilities to provide an interdisciplinary 

liated

for clinical training of specialized person- 

approach 

and for demonstration of new service techniques... 

nel 

The Social Security Amendments of 196S (PL 89-9?) ex- 

c) 

comprehensive planning grants to the states, 

tended 

implementation of their comprehensive plans 

enabling 

combat mental retardation... 

to 

The Mental Retardation Amendment of 1967 (PL 90-170) 

d) 

a new grant Program to pay part of the 

established 

of professional and technical personnel 

.compensation 

community facilifies for the retarded, for the 

in 

operation of new facilities, or of new ser- 

initial 

in a facility (Congressional Record, 1969, p. S). 

vices 

e) Title XIX of the Medical Assistance Act provides financial sup- 

port for nursing and foster home care for the totally disabled, 

a program that has stimulated nursing homes to develop special 

services for the ..retarded and subsequently increased the community 

placement of state institution residents. 

f) Recent amendments to vocational education l.egislation have ear- 

marked substantial funds to be spent on Programs for disadvantaged 

youth. 

The 1960's saw the nation confront the problem Of retardation with. 

determination unmatched by any other period in the history of rehabilita- 

tion. Research and planning on local, state, and national levels received 

the necessary !.egislative backing and financial support to allow for s.ig- 

nificant Program expansion and improvement. 

Within the last ten to IS years much has been accomplished to expand 

opportunities for the retarded so that the majority may become .contributors 

to, rather than dependents of, society. The goal of education and rehabi- 

litation is to provide education and training from early childhood through 

adulthood aimed at the development of an individual who can function as 

effectively as possible as a member of his community, whether-it be in a

sheltered, semi-sheltered, or self-supporting situation. To insure an 

adequate range of opportunities, continued expansion of public and private 

agency services will be required. Such expansion must include emphasis on 

pre-school Programs, expansion of school services, improved education and 

use of personnel, continued development of prevocational and vocational 

Programs for the mentally retarded adolescent, and Programs of training for 

employment and independent living for the mentally retarded adult. 

One program of particular importance to the retarded in special educa- 

tion at the secondary level is the school-work Program, formally entitled 

the Occupational Adjustment Program (OAP). Much of Vocational Rehabilita- 

tion's involvement with the retarded adolescent in school systems has, thus 

far, been through the establishment of such Programs. Williamson (1967) 

indicated the apparent importance of these Programs when in a nationwide 

survey he found that 35 states had established cooperative school-work 

Programs. 

In Wisconsin the Occupational Adjustment Program developed as an out- 

growth of research and demonstration projects made possible under Section 

5 of Public Law 565. One such project was undertaken by the Wisconsin 

Division of Voc&ional Rohabili&tion in coopo&tion with icted Vo&- 

tional Schools in Superior, LaCrosse, Madison, Port Washington, and Mil- 

waukee. These Programs were designed to provide job preparation classes, 

work adjustment training, and placement for retardates after they left 

high school. Workshops were used to provide work experiences and training. 

Of the total number of high school graduates and dropouts, onlya rela- 

tively few actually participated in the Program. Many were never referred; 

others were not interested, i.e., they either had jobs or immediate employ- 

ment was their only concern. Efforts to encourage them to return to school 

i0

as a means of achievi.ng some long r .ange. goal proved to be futile. Ulti- 

mately the project was terminated; the small classes failed to provide 

justification for its-continuance. However, it did demonstrate the need 

for work adjustment and training as part of the total school Program so 

that larger numbers could be served while still in school, allowing for a 

smooth transition from school to employment. 

During the period from May, 1955 to July, 1958, the Division of Voca- 

tional Rehabilitation in cooperation with the Division for Handicapped 

Children sponsored an Extension and Improvement Project (Wisconsin Depart- 

ment of Health and Social Services, no date) which indicated that: 

le mentally retarded are most likely to benefit from 

a) 

occupational adjustment Program if they can be 

an 

identified while still in school. 

A specialized work training Program emphasizing the 

b) 

habits, work attitudes, adjustment patterns and 

work 

value, of work can make mentally retarded 

positive 

employable. 

individuals 

A sheltered workshop is an effective resource for 

c) 

and/or a 10ng term adjustment Program. 

placement 

The mentally retarded can be placed in productive 

d) 

mp 1 oymen t. 

e 

Sub-contract work offers an adequate activity for 

e) 

in work habits, attitudes, and other adjust- 

training 

ment patterns. 

A follow-up relationship to maint.ain adjustment on th 

f) 

and/or assist in finding a new job is a definite 

job 

need (p. i). 

This stimulated another research and demonstration project which began 

in April, 1959, and was completed in June, 1963. In this School-Work Ex- 

perience Project (Jewish Vocational Service, 1964) work experiences were 

offered to a select group of retardates during their last year in school. 

Part of the school day was spent in the ilassroom, the remainder in work 

ii

adjustment traini.ng at Jewish Vocational Service (JVS); thus, the job sit- 

uation act, ually became an extension of the classroom into the community. 

This was a cooperative effort involving the Division of Vocational Rehabi- 

litation, the Division for Handicapped Children, the Jewish Vocational 

Service of Milwaukee, and the Milwaukee County Public School System. 

Underlying this project was the theory that if meaningful work exper- 

iences could be provided as part of the retardate's academic Program, his 

potential for vocational and social adjustment could be enhanced, thus 

facilitating a successful transition from school to employment. 

Because the project demonstrated its effectiveness in improving voca- 

tional adjustment, Programs offering similar services and established on a 

permanent basis were suggested. Local school districts throughout the 

state expressed interest. For those schools without any form of work-study 

program, institution of such a Program represented a major innovation in 

their special education Programming. Among those schools already operati.ng 

work-study Programs, i.e., providing release time from school and staff 

assistance when necessary so that selected students could receive work 

experience and training as part of their academic Program, much interest 

was generated in the involvement of other .agencies and in the proposed 

cooperative art .angement. 

In order to formalize the .school-work Program, the Division of Voca- 

tional Rehabilitation and the Division for Handicapped Children developed 

a contractual .agreement which specified objectives, contents, roles, and 

financial considerations See Appendix A for copy of contract. The es- 

tablishment of each Occupational Adjustment Program OAP requires the 

mutual consent of the local school district, DHC and DVR. This cooperative 

Program is a unique art .angement .which.makes local, state, and Federal funds 

12

available for the provision of services. Each of the participating .agen- 

cie has control over certain aspects of the Program in order to comply 

with Federal regulations. 

In the OAP formal .agreement (Wisconsin Department of Health and 

Social Services, no date), are the following objectives: 

The main objective of the Program is to provide the 

a) 

amount of training and experience to the re- 

maximum 

young person, so that his potentiali for job 

tarded 

can be enhanced and he can be given, greater 

adjustment 

assurance of job adjustment... 

(The second objective) is to investigate the several 

b) 

adjustment needs of the mentally retarded, so 

work 

the rehabilitation phases of the school curri- 

that 

can be closely related to the experiences of 

culum 

retarded young person when he is in a work 


(p. 2). 

situation 

Successful operation requires that Program content be in line with 

these objectives. Generally speaking the Occupational Adjustment Program 

can be divided into two major parts, school and work. With reference to 

each, the formal .agreement provides the following guidelines for Program 

content (Wisconsin Department of Health and Social Services, no date): 

Rehabilitation-oriented pre-vocational courses are 

a) 

in the school and in some instances are con- 

given 

by the Teacher-Counselor. These courses in- 

ducted 

such projects as: interpersonal relationships 

clude 

fellow workers and supervisors, reactions to 

with 

ability to use criticism constructively, 

criticism, 

information, and preliminary work try- 

occupational 

outs. 

A work experience progra m gives retarded young people 

b) 

in an industrial work situation and/or in 

experience 

sheltered workshop in order to strengthen the develop- 

a 

of work habits, attitudes and interpersonal rela- 

ment 

and provide them with an opportunity to 

tionships 

the understanding and skills they studied at 

utilize 

school. The work experience Program includes: 

Vocational training, when indicated, which provides 

i) 

retarded with specific skills to qualify them 


for appropriate work in .industry. 

13

Work experience in part-time jobs in industry where 

2) 

retarded can develop skills and improve work 


habits, attitudes, etc. 

Work experience on sub-contract work in a sheltered 

3) 

Here the retarded are assisted in skills 

workshop. 

interpersonal relations which relate to adjust- 

in 

in work situations {pp. 2-3). 

ment 

Adequate communication between school and employer enables the student 

to put into practice what he had learned in the classroom and at the same 

time the school is kept informed of each student's progress and can provide 

help in those areas needing attention. The rehabilitation counselor works 

closely with the teacher-counselor in implementing the Program. Their in- 

dividual roles are specifie'd in the formal .agreement See Appendix A). 

The major contribution of the Occupational Adjustment Program is the 

establishment of an integrated approach, involving local public schools 

and the Division of Vocational Rehabilitation, in providing a Program of 

pre-vocational and vocational adjustment services to the mentally retarded 

adolescent. The ultimate goal being the development of socially competent 

and economic self-sufficient individuals. For those whose abilities are 

more severely limited, a semi-dependent status in a sheltered environment 

may be their ultimate achievement. 

Statement of the Problem 

The previous section discussed planning and development of pr.ograms 

for the habilitation of the mentally retarded adolescent. Among the various 

proposals made to deal effectively with the problem, inter-.agency cooperation 

and work experience Programming received considerable attention. Of parti- 

cular importance at the secondary level are the cooperative efforts of 

education and vocational rehabilitation to prepare the educable mentally 

retarded students for the world of work. 

14

In a recent study by Goldman (1969), the purpose of which was to iden- 

tify and investigate the role of barriers and facilitators of vocational 

habilitation of young mentally retarded adults in Wisconsin, an effort was 

made to test the relationship between the amount of DVR involvement and 

employment outcome. DVR involvement was measured by acceptance of subject 

for VR services, whether or not services were received, and the number and 

type of services received. Trends toward significance were observed, but 

no statistically significant relationships existed between any of the .agency 

variables and employment outcome. Among his explanations, Goldman s.uggests 

that these insignificant findings may reflect a deficiency in the referral 

process, i.e., appropriate referrals are not being made. 

The primary purpose of this study is to examine the referrals made to 

DVR by local school systems which had certified special education classes 

during the 1965-66 school year. This study provides descriptive informa- 

tion about referrals made to DVR during the three years following the 1965- 

66 school year; data regarding the outcome of VR services provided will 

also be included. In addition yearly comparisons on a district basis will 

be made, furnishing data on characteristics of referrals, referral sources, 

acceptances, closures (rehabilitated and non-rehabilitated), and case 

service costs. 

The tot'al population.used in this study numbers 2638 and is comprised 

of educable mentally retarded (EMR) individuals whose .age range is. from 15 

to 21 years. 

Descriptive data, such as that provided in this study, are of value 

to state .agencies involved in cooperative rehabilitation pr.ograms for the 

following reasons: i) to indicate the extent to which cooperation exists 

among participating .agencies, 2). to assist these .agencies in program 

15

evaluation, analysis and planning and 3) to facilitate intrastate and 

interstate comparisons among Programs. 

Mental Retardation 

Definition of Terms 

A widely accepted definition provided by the American Association on 

Mental Deficiency defines mental retardation as "sub average general in- 

tellectual functioning that originated during the developmental period 

and is associated with impairment in one or more of the following: matura- 

tion, learning, social adjustment" (Heber, 1959). The Vocational Rehabili- 

ration Administration provides classification guidelines on mental retar- 

dation as stated in the DVR Case Process Guide: 

intellectual functioning refers to per- 

Sub-average 

on an individual test of intelligence which 

refinance 

at least one standard deviation below the mean for 

is 

appropriate .age. group, or an IQ of about 85 on such 


used tests as the Wechsler-Bellevue and the 

commonly 

It is, however, important to note that 

Stanford-Binet. 

measured intelligence quotient in and of itself is 

a 

diagnostic evidence of the existence of 

insufficient 

jretardation, and that the presence of maladap- 

mental 

behavior associated with subnormal intellectual 

tire 

must also be established. It is this fac- 

functioning 

of maladaptive behavior which is particularly im- 

tor 

in determining whether an individual who 

portent 

an IQ in the 70-85 range may or may not be 

achieves 

as mentally retarded, since many people in 

classified 

borderline area may neither experience any parti- 


problems of adjustment nor demonstrate any 

cular 

of maladaptive behavior [p. 48). 

evidence 

A meaningful impairment in adaptive behavior varies, depending upon the 

.age of the individual. At the school .age level, for example, disability 

in rate of learning of academic skills is the principal basis upon which 

a judgment of impaired behavior is made. At the adult level, adaptive be- 

havior is considered to be inadequate if the individual is unable toms_in- 

rain himself independently in the community or meet basic performance 

standards in employment when given the opportunity to do so. 

16

According to the American Association on Mental Deficiency the levels 

of mental retardation and their correspondi.ng r .ange in Iq scores Cfor tests 

with a standard deviation of 15) are as follows: 

a) Borderline --70-84 IQ 

b) Mild 55-69 IQ. 

c) Moderate 40-54 IQ 

d) Severe 25-39 IQ 

e) Profound -less than 25 IQ 

State Department (of Public Ins.truction) requires 

The 

approval and a definitive statement of need on 

prior 

pupils functioning above IQ 80 before placement in 

all 

education is facilitated [Wisconsin Department 

special 

of Public Instruction, 1967, p. 14). 

Impairments in adaptive behavior are classified in terms of four 

levels: mild, moderate, severe, and profound. For the school .age retar- 

date these descriptive terms are related to education and training. 

Mild--Can learn academic skills to approximately the 

a) 

grade level by late teens. Cannot learn general 

sixth 

school subjects. Needs special education parti- 

high 

at secondary school age levels ["Educable"). 

cularly 

Moderate--Can learn functional academic skills to 

b) 

the fourth grade level by late teens if 

approximately 

given special education ["Educable"). 

Severe--Can talk or learn to communicate; can be 

c) 

in elemental health habits; cannot learn 

trained 

academic skills; profits from systematic 

functional 

training ["Trainable"). 

habit 

Profound--Some motor development present; cannot pro- 

d) 

from training in self-help; needs total care 

fit 

Department of Public Instruction, 1967, 

[Wisconsin 

15). 

p. 

For the adult the descriptions are related to social and vocational 

adequacy. 

Mild--Tose who with proper preparation can be fully 

a) 

of independent livi.ng in the community and 

capable 

17

competitive employment. They require super- 

gainful 

and guidance only under conditions of unusual 

vision 

social or economic stress. 

Moderate--Those adults capable of maintaining themselves 

b) 

the community and performing adequately in unskilled 

in 

a sheltered work environment but who need some con- 

or 

supervision and assistance in adjusting to even 

tinuing 

the mild social and econ0mic stresses of their lives. 

capable to productive work activity but 

Severe--Those 

under sheltered noncompetitive conditions in a 

only 

protected environment. 

Profound--Those who are incapable of any significant 

d) 

work activity and who require complete care 

productive 

living supervision (U. S. Department of Health, 

and 

Education and Welfare, 1963, p. 13). 

For purposes of school classification the following terminol.ogy has 

been adopted to describe and encompass the various degrees of mental re- 

tardation 

Educable.

special education pr.ograms must meet Department of Public Instruction re- 

quirements pertaining to building facilities, teacher licensure, and class 

size. 

.Eligibility. for Special Education Services 

The Wisconsin Constitution provides that all children between .ages 

four and 20 are entitled to a public 6ducation. Spe.cial education Programs 

are provided for students at educable and trainable levels of retardation. 

Eligibility for such Programs requires documentation of subnormal measured 

intelligence and impaired adaptive behavior. "In most instances, eligible 

educable pupils fall between S0 and 80 IQ and trainable pupils between 35 

and S0 IQ on a variety of individual intell.igence tests, both verbal and 

non-verbal. Occasionally, students testing at the extremes of these r .anges 

are admitted on a special approval basis" (Wisconsin-Department of Public 

Instruction, 1967, p. 16). 

Most of the participants in occupational adjustment Programs are"in 

the educable r.ange; however, such programs are encouraged for the trainable, 

whenever feasib le. . 

Wo.rk Adjustment Program 

This Program provides the mentally.retarded students in secondary 

special education classes, with the opportunity to acquire actual work ex- 

perience and training as part of their academic pr.ogram. It is twofold in 

nature, school and work, and int.egrates the content areas from each into a 

work-study Program in which the students are able to apply what they have 

learned in the classroom and to take from the job valuable experience which 

makes the classroom activity more meaningful. These work experiences may 

be obtained in the community or .in a sheltered workshop pr.ogram. The goal 

19

is to help the participating students adjust socially and vocationally so 

that successful employment can be achieved upon completion of their school 

Program. 

e terms work adjustment program, occupational adjustment rop_r_, 

school-work program, work-study program, and work experience p..rogram have 

been used interch .angeably to describe the same Program of services. How- 

ever, the terms work adjustment and vocational adjustment training or 

services refer to the specific means by which appropriate work habits, 

work tolerance, social and vocational skills are developed. 

Some schools have what is known as a "formal" work experience Program 

in which a contractual .agreement is sined annually by authorized officials 

of the local school system, the Division of Handicapped Children, and the 

Division of Vocational Rehabilitation. These .agencies cooperate to carry 

out the objectives and guidelines as defined in the contract. The teacher- 

counselor and the DVR counselor share the responsibility for placing and 

supervising students in work situations. Appendix C shows the approximate 

number of such Programs throughout the state from 1965-66 to 1968-69 fiscal 

years. 

Other schools operate an "informal" or "tutorial" program in which no 

contract is sined but DVR cooperates with the local school in providing 

vocational habilitation services to the retarded. Such Programs are usually 

found in high schools with too few mentally retarded students to have a 

special class. A school staff member, often the uidance counselor, is 

hired by DVR outside his regular hours to help in the vocational adjustment 

and training of the school's mentally retarded. The 1969 DVR annual report 

indicated that approximately 50 such programs were in operation by the end 

of the year. 

2O

Finally there are those schools which either have no work adjustment 

Program or they operate their own pr.ogram independent of VR involvement, 

i.e., they provide the students with release time plus assistance and 

supervision from an assigned staff member, usually the special education 

teacher or guidance counselor. 

.S...h.e l.tered orkshop 

A sheltered workshop is a rehabilitation facility with a controlled 

environment which promotes progress toward normal living develops employ- 

ability, and provides remunerative employment. In this respect its role 

is that of a training agency or rehabilitation facility. It also functions 

to provide sheltered employment for those who, because of severity of han- 

dicap, cannot maintain a competitive job. Workshop services include eval- 

uation, guidance, personal and work adjustmen training , 

placement and follow-up. 

Eligibility for Vocational Rehabilitation Services 

21 

selective job 

As stated in the Wisconsin State Plan for the Divisfon of Vocational 

Rehabilitation, three criteria must be met before eligibility can be 

determined: 

The presence of a mental or physical disability with 

a) 

functional limitations or limitations in 

resulting 

activities. 

The existence of a substantial handicap to employment 

b) 

by the limitations resulting from such disa- 

caused 

bility. 

A reasonable expectation that vocational rehabilitation 

c) 

may render the individual fit to eng.age in 

services 

gainful occupation [sec. 8, p. i). 

Public Law 565 permitted a decision r.egarding this third requirement to be 

extended over a period of up to .18 months in the case of the mentally

etarded. During this time those VR services necessary to, demonstrate 

feasibility can be provided. 

IS 1/2. 

Referral 

Individuals are not usually considered for services prior to .age 

Any person referred to DVR for services, i.e.,, general individual in- 

formation is made available to DVR for the purpose of acquiring DVR assis- 

tance. Each referral must complete and sign an application for services 

in order for the referral process to continue. 

Referral Source 

Any individual or agency, public or private, who contacts DVR on be- 

half of some person[s) in need of DVR assistance. 

Acceptance 

DVR counselor gathers pertinent diagnostic information on each indi- 

vidual, applies eligibility criteria and formally acknowle.dges that the 

individual is a DVR client, entitled to the services offered by the .agency. 

Closure 

Agency decision that further DVR services are not warranted; therefore, 

.agency involvement with client ceases. To be considered for further ser- 

vices at a later date, the individual would have to re-apply. 

Rehabilitated Closure (Status 26) A person who is gainfully employed 

and who has demonstrated successful job placement for at least 50 days. 

Not Rehabilitated Closure Services had to be terminated (for one or 

more of a.number of possible reasons; see pages 81 85) prior to ac- 

ceptance [Status 08) or after acceptance but prior to completion of the 

vocational objective, i.e.,, gainful employment (Status 28 or 50). 

22

Chapter II 

REVIEW OF THE LITERATURE 

the past decade much data has [sic] been collected 

"In 

substantiate the theory that the mentally retarded 

to 

considerable capabilities for social and voca- 

possess 

adjustment when given the opportunity and stim- 

tional 

for development. These findings have led to 

ulation 

Program emphasis upon educational, social, and 

greater 

development rather than a simple self-care 

vocational 

(Quiet Revolution, 1967-68, p. 31). 

concept" 

A review of the literature concerning the habilitation of the mentally 

retarded has been done to determine the direction that has been taken with 

respect to special programs and services for the retarded and the degree 

of Progress in terms of outcome. Such a review should give rise to ques- 

tions which can be further developed in the present study. The literature 

reviewed will be discussed under three headings: a) preparation, b) fac- 

tots influencing adjustment, and c) outcome. 

Preparation 

Of major importance in preparing the mentally retarded adolescent for 

an adult role in the community is the education and training he receives 

prior to entering the world of work. This section is concerned primarily 

with the contribution of the work-study or school-work Program. 

Taking a look at the value of the work-study concept for mentally 

retarded adolescents, Peck (1966) concluded that such pr.ograms are criti- 

cally important as a preparation for adulthood. In his opinion, a major 

advantage of the work-study Program is that it permits an assessment of 

the student's problems in adjusti.ngto work and provides an opportunity

for correlating school and work training activities. To be successful any 

habilitation Program must focus on three important areas: i) vocational 

adequacy, 2) socio-civic adjustment and 3] self-concept. Special education 

teachers need to be aware of the requirements for living in the adult world 

and develop school Programs which will adequately prepare their students 

for their adult roles. 

According to Kolstoe and Prey (1965) the mentaliy retarded adolescent 

needs prevocational and vocational work experience. Any special curriculum 

should include part-time job training integrated with academic and social 

development skills followed by full-time, on-the-job experience which is 

supervised by a high school teacher or counselor. Essentially, the Program 

should provide prevocational experience, job tryout and actual job place- 

ment, all under school supervision; too often job placement is for only 

four or five hours a day and is without supervision or counseling. It 

should be experience in which students work a full eight hour shift super- 

vised and guided by school personnel. They s.u.ggest a three phase Program: 

a) Prevocational evaluation 

b) Vocational tryout and training 

c) Permanent placement. 

Community businesses and industries, the schools and rehabilitation 

facilities, or any combination of the three have been instrumental in pro- 

viding work experiences commensurate with the abilities and interests of 

the individual student. Many school-work Programs have emphasized off- 

campus on-the-job training. A number of professionals in the field have 

argued that it is more realistic than on-campus on-the-job training. How- 

ever, Howe's empirical study failed to find that students with off-campus 

on-the-job training did better in the post-school adjustment than students 

24

who received on-campus 0JT. He s.u.ggests that the in-school work experience 

would be especially useful for those students with less ability who require 

closer supervision [Howe, 1967). 

]]e philosophy and operation of the work-study concept can be better 

understood by examining a few typical programs. 

The results of a 1968 Pocatello, Idaho demonstration project, in which 

16-year old mentally retarded students began work in the community while 

attending school, indicate that vocational rehabilitation and involvement 

in a work experience program during adolescence can lead to employability 

and independent functioning. Special education classes and special teaching 

techniques were used to prepare junior and senior high school EMR's for 

employment. Work evaluation and employment experience were provided for 

ninth grade students in the form of on-campus training. This in-school. 

work experience was directed toward the development of good work habits, 

realistic self-evaluation, improved interpersonal relationships, self- 

confidence, and maturity. At the .age of 16, subjects were placed in jobs 

in the community and were employed from three to four hours a day. The 

school continued to provide supervision of each subject and gave the em- 

ployer an honest evaluation of each subject. Employers provided realistic 

work situations, job instruction, and evaluation, and .agreed to consult 

with the school on the job performance and problem areas of each subject. 

were paid a salary and this made them enthusiastic about their 

Subjects 

and provided opportunities to teach them to man.age money.. All students 

job 

placed in jobs proved to be capable of performing them. Failures were due 

a lack of social acceptance or poor. groomi.ng. 

to 

and Bolanovitch (1966) reported on a work-study project at the 

Bitter 

Work Experience Center in St. Louis, Missouri, which demonstrated that even. 

25

lower level retardates can benefit from on-the-job training in private in- 

dustry if it is part of a more comprehensive Program. This project involved 

adolescents with IQ's ranging from 40-65. The project made use of the 

sheltered workshop which simulates realistic conditions of employment. 

Clients were given various work assignments and services designed to develop 

vocational potential. The program involved school teachers and parents as 

well. q]e typical client went through five phases: I) work adjustment and 

evaluation of employment potential, 2) short periods of supervised work 

experience outside the sheltered workshop, 3) training for and adjustment 

to a specific job, 4) job tryout with an employer in the community, and 

5) continued support and follow-up counseling while on the job. When client 

has successfully completed six months in the fifth phase he is given a cer- 

tificate. For many WEC trainees the transition from sheltered workshop to 

competitive employment was too abrupt. Therefore, frequent use was made of 

job sites. These sites provided for temporary work ass.ignments in firms 

operated by 30 cooperating employers. The sites were used for both eval- 

and training. 

uation 

Smith and Hating (1967) report the results of a three-year 

Chaffin, 

demonstration project indicating that a work-study method can be used 

successfully with high school .age EMR's. Ninety-one MR's with low intel- 

ligence (IQ r .ange 45-80), but who were considered to have the possibility 

Of achieving social and occupational competence after raining partici- 

pated in a series of community work samples, a training Program and a 

placement Program. The community work samples took place in the sophomore 

year and provided descriptive information on vocational abilities which 

was used to evaluate the subjects and to identify their training and place- 

ment needs. Both on-the-job training and classroom training were provided, 

26

and the subjects b.egan to work full-time in the competitive labor market 

during the last semester of their senior year. Post-school counseling, 

training and placement services were available for all project subjects. 

Twenty per cent of the subjects dropped from school. Ninety-one per cent 

of those who graduated from the Program were employed on either a full-time 

or part-time basis. This represents a gain of 20-30% since 60-70% of a 

control population became employed without participati.ng in the work-study 

Program. The Program succeeded in preparing a number of subjects with ex- 

treme vocational limitations (low IQ and/or extreme behavior disorders) 

for gainful employment. 

Burris' six-year study (1967) of a school-work program in Mississippi 

indicated that 

a) It tends to hold the pupil-client in school until an older .age 

than those without the opportunities of the Program. 

b) It has been effective in placing pupils into full-time gainful 

emp 1 oyment. 

c) It has resulted in the increased direct placement or assistance. 

in placement of pupil-clients into gainful employment, either 

part-time or full-time, although the highest percent.age of those 

who had terminated the Cooperative Program secured employment by 

their own initiative. 

d) Pupil-clients were placed in 16 different types of work classified 

according to 85 different job titles from the Dictionary of Occu- 

pational Titles, U. S. Department of Labor. 

e) Cooperative Program pupil-clients were placed into employment with 

much better incomes than those who had not been enrolled in it. 

27

f) Even though income was higher and more were held in school longer, 

no particular evidence of self-sufficiency in either group was 

prominent--this area is in need of further study. 

g) Delinquency rates did not appear to be lowered as a result of the 

Program for the mentally retarded. 

2he work-study concept has been examined; its educational value has 

been emphasized. The next section will review those studies which attempt 

to isolate factors which have a positive or negative effect on social and/or 

vocational adjustment. 

Factors Influencing Adjustment 

The ability to the mentally retarded individual to find and hold a job 

is affected by certain factors such as: personal appearance and social 

behavior, ability to perform the tasks expected, the availability of jobs 

in the community, the effectiveness of training Programs to prepare and 

ultimately place students in jobs commensurate with their interests and 

ability, the public's acceptance of the mentally retarded person as a con- 

member of society, and the retardate's self-image. Studies show 

tributing 

the mentally retarded more often lose their jobs because of poor work 

that 

habits, attitudes and interpersonal relationships than for inability to do 

the work tasks required. 

Bhatia (1966) discusses factors which are considered import_ant in 

employment for the retarded: I) preparation at home, 2) prepara- 

obtaining 

at school, 3) related professional services, 4) sheltered Workshops 

tion 

and work colonies, S) job training , 

28 

6) counseling , 7) evaluation, and 8) 

public education, Parental attitudes are crucial in aiding the adolescent 

or adult retardate in obtaini.ng successful occupational placement. The

primary focus of school problems should be concerned with functioning in 

the community, and the curriculum should include both academic and voca- 

tional training. Other aids in job preparation would include role playing 

tours of business facilities, and visits to employment .agencies. Work 

colonies and sheltered workshops can provide learning under approximately 

normal-type work conditions. The physical environment, however, is consi- 

dered secondary to the psychological requirements. Rehabilitation coun- 

seling may aid considerably in obtaining successful placement, and follow- 

up of job placements helps ensure continued and effective personal-social- 

adjustment of the retardate. Finally, misconceptions concerning 

economic 

mentally retarded worker need to be explain:., through a Program of public 


education with emphasis on discussion, publicity, and adult education 

courses. 

A number of problems relative to the employment of the retarded are: 

i) the cost of training and education Pr0gram.s which make it possible for 

the retarded to prepare themselves for employment, 2) the employer's fear 

of the risk involved, especially fear of accidents, 3) the public attitude 

that the mentally retarded person is a child, not an .adult, 4) physical 

appearance rather than ability, 5) the problem of labeling people by clas- 

sifications and intelligence quotients, 6) the need for sheltered housing 

for some retarded who are successfully employed but who still need some 

assistance in counseling and guidance during leisure hours in order to 

maintain employment (Dybwad, 1962). 

Focusing upon the retarded individual himself with regard to his par-. 

ticular employment problems, a study by the Minneapolis School System 

concluded that "behavior shaping needs to be a calculated and integral 

part of the habilitation Program. 

'' Their follow-up study demonstrated that: 

29

a) More clients lost their jobs for social ineptness than for reasons 

of inadequate skill to perform the task. 

b) Self-management characteristics of students showed a substantial 

relationship to employability, more so than to achievement or IQ. 

c) Family influence was heavily related to behavior. Parents whose 

expectations are unrealistic become barriers to suitable job place- 

ment. Students from unsupportive or pathol.0gical homes tended to 

exhibit poor prevocational traits. 

d) Those who were most unsuccessful in later adjustment (adulthood) 

were involved in more delinquency. IQ and achievement did not 

have a stable relationship to delinquency. 

Using prediction procedures developed in the project, it was estimated 

that 80% of the students in Minneapolis special classes for the educable 

retarded have potential for competitive employment, assuming adequate voca- 

tional preparation, and 3/4 of the remaining 20% show potential for terminal 

sheltered employment CU. S. Vocational Rehabilitation Administration, 1964). 

In a carefully conducted study Kolstoe C1961) compared 41 mentally 

retarded males [IQ's were between 50 and 95, the median being 76; and .ages 

were between 16 and 40, the median being 19) who succeeded in gaining em- 

ployment after leaving the Employment Evaluation and Training Project with 

41 who did not gain employment. Of 91 characteristics relating to background , 

intelligence personality, social and vocational skills, the employed group 

had definite superiority in a) physical characteristics (better appearance, 

less clumsy), b) personal and social characteristics (cooperation, cheer- 

fulness, ability to accept criticism, self-confidence, ability to mix so- 

cially with other employees, and respect for superiors), and c) work charac- 

teristics .(greater efficiency-and promptness, ability to concentrate on 

assigned tasks assembly, sorting and manipulating skills). 

3O

Factors other than job skills were studied by Cohen (1960) to deter- 

mine the reasons for failure of 57 mental retardates in 73 placements in 

the community after a period of institutional training at Johnston Training 

and Research Center, Jersey. With only a few exceptions the students were 

able to meet the skill and strength demands of the job; however, one third 

of the cases had difficulty in adjustment to the community rather than the 

job and one third conveyed poor attitude with regard' to the job. 

In 1952, Bruno conducted a follow-up study of 18-20 year old male and 

female MR's to assess their employment record within a two year period. 

Informal interviews were made to determine the reasons for job failures. 

It was found that the .boys and girls who were employed in jobs commensurate 

with their ability remained on the job longer. The study showed that most 

MR's were separated from their jobs because of poor attendance, poor punc- 

tuality, failure to adjust to work conditions, failure to get along with 

fellow workers, inaccuracy of performance and lack of continued effort 

or stamina on the job. 

Various research studies concluded that satisfactory social and econ- 

omic adjustment can be attributed to one or more of the following: i) emo- 

tional stability and/or general attitude (Whitcomb, 1945; Dubrow, 1960; 

Dinger 1961; Cohen, 1963; Shafter, 1957), 2) interpersonal relations 

Delp, 1967; Peckham, 1951; Windle, Stewart and Brown, 1961; Warren, 1955; 

Magaw and Sullivan, 1945), and 3) influence of significant persons--parti- 

cularly the family (Caller, Charles and Miller, 1967; Neff, 19S9; Peckham, 

1951; Warren, 19S5). 

There is some inconsistency of findi.ngs on the .relationship of Iq to 

vocational success. A number ofstudies find little or no correlation be 

tween the two (Bower and Switzer, 1962; Hartzler, 1951; Shafter, 1957; 

31

Brainard, 1954; Kolstoe, 1961). Other studies do find a significant rela- 

tionship (Abel and Kinder, 1942; Ballet, 1936; Phelps, 1956; Reynolds and 

Stunkard, 1960). 

In a study by Cowan and Goldman (1959), 20 cases of mental deficiency 

with no accompanying physical disability who had received vocational 

training from the State Division of Vocational Rehabilitation were matched 

with 20 untrained mentally deficient individuals for .age, sex, race, 

education, past work experience, and elapsed time since their last IQ 

testing. It was found that the trained group had a significantly la.rger 

number of vocationally successful individuals than the untrained group. 

However, success and failure could not be differentiated in terms of sex, 

chronological .age, Iq level, educational level, or past work experience. 

The authors did point, out that since the trained group was placed in their 

jobs by a VR counselor, the results could have been caused, in part, by the 

placement process itself and not due to the effects of past vocational 

training. 

Goldman completed a study (1969) in which he attempted to identify 

"barriers and facilitators" to vocational habilitation of the mentally re- 

tarded. The study was designed to test the relationship of selected subject, 

family, special education, and community characteristics to current employ- 

ment status. The original sample for the stu.dy was composed of 411 male 

students who we,re formerly in the Wisconsin Public School System. Of this 

sample, 285 families were identified and used in the study. Information 

was obtained from subject and parent by means of personal interviews which. 

were conductedby experienced VR counselors working in the State of Wiscon- 

sin. Of the 41 hypotheses only two "subject" variables (owni.ng an automo- 

bile and possessing a driver's license) and one "family" variable {parental 

32

involvement defined as talking with the subject about problems) were found 

to be significantly related to the criterion, expressed in the number of 

months employed on the current job. In addition, a multiple regression 

analysis on 32 ind6pendent variables indicated that three variables 

marital status, and proximity to the State Employment Service Office) had 

significant value in the prediction of employment tenure. It was also 

found that the total sample had been employed for a mean duration of 28 

and were earning over $95 per week. Many were married and living 

months 

normal and stable lives. In general, the parents were favorably 

apparently 

satisfied with the current job held by their sons. A somewhat surprising 

result is that neither vocational rehabilitation involvement nor the 

availability of work-study Programs showed a significant relationship to 

employment outcome, only trends toward significance were indicated. Among 

his explanations for these particular findings Goldman s.uggests that this 

may reflect a deficiency in the referral process in which referrals are not 

being made or of those referred, many are inappropriate. 

The adjustment process appears to be strongly influenced not only by 

characteristics of the person and by the type of training and other mean- 

ingful experiences he may have had, but also by the characteristics of the 

social scene in which his attempt to adjust takes place. According to Cohen 

(1960) an important factor in the ability of an MR student to adjust in the 

community is the image the community has of these students, be they institu- 

tionalized or from public schools. Havi.ng a label of mentally retarded.or, 

even worse, institutionalized mentally retarde.d presents a real problem in 

the student's adjustment. Employers and others in the community have been 

known to develop a prejudice which does not permit the student the same 

opportunity he would have if the label were not applied.. 

33

In a study by Phelps {1967) randomly selected service employers wore 

surveyed with respect to their attitudes toward employing the mentally re- 

tarded. One hundred and thirty-two service employers responded. The re- 

sults indicated that hospital and motel personnel managers were more favor- 

able to hiring mentally retarded persons than hotel, laundry-dry cleaners, 

restaurant and nursing home personnel man.agers. There was a positive rela- 

tionship between the educational level of the personnel managers and favor- 

able attitude responses toward the mentally retarded. There was also a 

positive relationship between the length of time on the job and length of 

time with the organization and the size of the organization in regard to 

a favorable attitude toward the mentally retarded. The majority of all 

personnel managers indicated that the mentally retarded could do productive 

work. 

There is much confusion regarding the term "mentally retarded" and 

often the general public thinks in terms of emotional difficulties or de- 

linquency. Realizing that sound relationships with community employers 

are the basis of any vocational training Program for the mentally retarded 

and that honesty in presenting the employee to the employer is essential, 

Payne and Chaffin (1968) recommend that this be done by describing the 

limitations without the actual label of MR. 

Hartlage (1966) demonstrated by means of an employer survey that there 

were s.inifican differences among types of industries and size of industry 

reEardin their receptivity to hirin the mentally retarded. The larger 

industries were found to be more receptive. Hartl.age also observed that 

education of employers was not significantly related to receptivity. 

In 1966 Baldwin conducted a study of selected communities in New Jersey 

to determine job possibilities for the educable mentally retarded. The

communities selected included one large city, two la.rge towns, two smaller 

towns, and two or three rural communities. Personal interviews were con- 

ducted with over 200 prospective employers, ranging from the one-man shop 

owaer to the personnel manager of chain stores. Results indicated that 

there were some job possibilities for EMR's in eac community. Most of 

the opportunities were in the field of unskilled labor, were seasonal, had 

few fringe benefits, and lacked economic security fo the future. Job 

opportunities were me.ager in some communities due to economic conditions 

within the area, misunderstanding of the terms "mentally retarded" and 

"mentally ill;" a lack of understanding of the meaning and implications 

of the term "mentally retarded," a lack of interest in the MR, or a pre- 

vious unhappy experience with a mentally retarded employee. Baldwin recom- 

mended that preparation of the MR for employment should begin in childhood 

'with emphasis placed on the development of good personal, social and busi- 

ness habits along with basic academic skills. 

Goldstein (1964) states that community attitudes are an essential 

area to consider when attempting to predict successful outcome for the 

retarded. 

Follow-up studies undertaken by Fairbanks (1933), Ballet (1936), and 

Kennedy (1948) on the employment of the educable mentally retarded reveal 

that when there is ashortage of manpower the job opportunities for the 

retarded compare faivorably with those of the normal worker. However, in 

periods o high unemployment the retarded are adversely affected by the 

competition for jobs. 

The vocational success of the retarded may be influenced by the 

following situational (non-subject) variables 

i) The relationship between student and his supervisor or instructor; 

35

2) The personality of trainee in combination with the personality of 

the instructor; 

3) The quality and appropriateness of traini.ng, given; 

4) The effectiveness of the placement person in helping the student 

find a good job (Cowan and Goldman, 1959). 

Research indicates that the factors influencing vocational success 

are numerous and often difficult to measure; quite fequently the results 

are contradictory, especially in the area of personal characteristics. 

This does not mean that these factors are, therefore, insignificant to. 

job performance, but support is given to placement based on a careful con- 

sideration of the individual's abilities, needs, and interests. Various 

studies concluded that job success or failure may well depend on situations 

or factors over which the retarded individual has no control. One thing is 

certain: community support is essential and this requires inter-.agency 

cooperation in areas of public relations, vocational training placement 

and follow-up. 

Out come 

This section will include results of various follow-up studies des.igned 

to assess the socio-economic adjustment of the mentally retarded placed in 

competitive employment. 

An extensive follow,up study (Oswald, 1968) of MR's employed by the 

Federal government was completed recently. The Federal government's pro- 

gram to employ the mentally retarded begain in 1964. Within three years 

a total of 2747 placements were made across the country. Data were col- 

lect%d on all these employees; some of the s.ignificant findings are as 

follows 

36

a) Over i00 different kinds of jobs are bei.ng performed by mentally 

retarded persons in the Federal government--48% in w.age bound 

classifications, 31% in clerical and 21% in the postal service. 

b) Of those employed in the years 1964, 196S and 1966, 62% were 

still on the job in 1968. 

c) Job mobility to higher pay. grades and changes in job classifica- 

tions were experienced in 40% of the placements. This clearly 

indicates that the MR has the capability to learn and perform 

more difficult tasks. 

d) Over one half of the employees had been enrolled in a special 

curriculum in school. 

e) The employment histories of the employees show 41% without prior 

experience, 21% with prior experience, and 25% with full-time 

experience, during the year preceding the appointment. 

Kennedy (1948, 1962), using matched samples of mildly retarded and 

non-retarded subjects, compared the two groups before and after a 12-year 

interval on a variety of sociol.ogical variables indicative of social and 

economic adjustments. Altough some differences between the groups were 

found, they were remarkably similar on economic and social variables. 

Over time both groups showed continuity in their adjustments; one differ- 

ence 'appeared after the 12-year interval in the tendency of the retarded 

to stay at the same job level, while the controls tended to show upward 

job mobility. 

In 19S6 Phelps completed a follow-up study to determine the post- 

school adjustment of mentally retarded children in selected cities in Ohio. 

Data included school records, interviews with subjects, andwith employers 

when possible. The study involved 105 males and 58 females in 19 cities 

37

who were interviewed several years after leaving school. Eleven per cent 

were housewives, 11% were in the armed forces and 67% were employed in 

other occupations. The vast majority had apparently made successful 

social and vocational adjustments. 

One hundred twenty-one mental retardates who terminated their educa- 

tion in 1941 were the subjects of a study by Bobroff (1956) which was 

conducted to determine their level of economic functioning and to see 

what differences existed between those trained in two different Programs. 

One group was given a combination of academic and vocational training in 

a segregated pr.ogram. The other group participated in vocational courses 

with non-retarded students but took academic subjects in special classes. 

notes and school records revealed the following: only e.ight 

Interview 

cent of all individuals were unemployed. 65% had four or fewer employ.- 

per 

ers during a 12-year period. Eighty-one percent of the first group and 

86% of the second group reported that they were able to find new jobs 

within a week when necessary and 72% of all subjects had found employment 

without help from family.,, friends, or .agencies. This study apparently 

failed to find significant differences in employment status between the 

two groups. 

Another study of the work-study Program appears to point out the 

value of a well-structured work experience Program for slow learners. Of 

those pr.ogra m graduates who had work experience, 89% held jobs and were 

employed 87% of the time since graduation. Only 35% of those students 

who had no work experience were employed at the time of the study, and 

they had been employed Only 24% of the time since graduation (Crawford 

and Cross, 19673. 

38

In a comparative study of the present status of a group of mentally 

retarded individuals who had been trained in special classes in Omaha and 

Lincoln, Nebraska, Public Schools with a comparable group who had received 

training in regular classrooms between five and ten years earlier, Carriker 

(1957) found that a large majority of both groups made successful occupa- 

tional, social, marital, and civic adjustments. Special class subjects 

tended to drop out of school earlier, to have poorer family background 

to have had more frequent institutional experience and more court refer- 

rals, but to have higher employer ratings. 

In 1964 a follow-up study was conducted to determine the social and 

vocational adjustment of graduates two or five years earlier from a secon- 

dary special education Program (64 males, 51 females). Assessment was 

based on personal interviews with subjects and employers. Findi.ngs: i) 21 

subjects were married; 2) 18.8% of the males, and 29.4% of the females con- 

tinued their education; 3) seven males and eight females C13% of the total) 

had received vocational rehabilitation services; 4) 40% of the subjects 

held part or full-time jobs, 38.3% were never employed, and 21.7% were 

previously employed but not at present; 5) job classification: 21.7% 

unskilled, 10.9% semi-skilled, 30.4% clerical, 8.7% .agriculture (Keeler, 

1964). 

In an invest.iation of the post-school adjustment of 45 adults who 

attended special classes for the mentally retarded with 45 adults who were 

of low economic status in secondary school, Peterson and Smith (1960) con- 

cluded that the mentally retarded group did not find jobs immediately upon 

leaving school and changed jobs twice as frequently as the comparison group. 

In addition he found that the mentally retarded subjects married less 

frequently and lived in substandard homes. 

39

In 195S, Cassidy and Phelps attempted to determine the Quality of 

adjustment to post-school life by 163 students who had been enrolled in 

special classes in Ohio for slow learning children. Information was 

gathered by means of a Personal Interview Form. In community life, the 

members of the sample appeared to follow fairly typical patterns of acti- 

vity. Only 10.5% of the total sample had never been employed; only two 

of the 163 cases were institutionalized. Success onthe job was associa- 

ted with good personal appearance, social acceptability, ability and 

willingness to do a full share of work of acceptable quality. 

In a final study, Collman and Newlyn (1956) investigated the employ- 

ment success of educationally subnormal ex-pupils from three residential 

and six day schools in England. Results indicated that subjects fell into 

four groups: I) success, 61% employed at time of interview, and held no 

more than three jobs in the first year after leaving school; 2) partial 

success, 11% changed jobs frequently, but were employed at the time of 

the interview; 3) failure, 16% failed to hold a job, were not employed at 

the time of the interview, and were not looking for a job; 4) unemployable 

12% never sought employment. Most of those employed were found in un- 

skilled or semi-skilled jobs. 

Summary 

Numerous studies of the post-school adjustment of the mentally re- 

tarded indicate that the probability is excellent that a very large per- 

centage of these students will achieve successful community adjustment, 

and that opportunities do not have to be limited to unskilled or semi- 

skilled jobs. However, such studies are consistent in stating that unless 

there is a systematic effort to evaluate, train, place and follow-up 

4O

• 

mentally retarded students as part of the h.igh school pr.ogram, it is very 

likely that their initial employment experience will be haphazard and un- 

satisfactory, not suitable to their individual abilities and needs. The 

pattern of frequent job changes might develop and continue-for some time. 

It was also pointed out that any habilitation Program concerned ultimately 

with socio-economic adjustment in the community must carefully consider 

various situational or non-subject variables as well as significant 

personality characteristics. 

In a.paper presented to the American Academy on Mental Retardation 

in 1969, Dr. Russell Nixon, economist and manpower specialist, reported 

that 

on meeting the employment problems of the 

"Emphasis 

disadvantaged has led to wide agreement 

socio-economic 

the need for an active, sharply purposeful , clearly 

on 

aggressive manpower policy of outreach, real- 

focused, 

training remedial services, job development and 

istic 

creation. The need for such an active manpower 

job 

tailored to the vocational needs of the mentally 

policy 

in our modern economy and changing technol.ogy 

retarded 

is at least equally urgent." 

Optimistically, he concludes that 

ch.ange is not changing worker re- 

"...technological 

in such a way as to significantly reduce 

quirements 

opportunities for successful vocational rehabili- 


of the mentally retarded. These changes in 

tation 

technology may actually increase such Opportuni- 

our 

Certainly, technol.ogical change presents an 

ties... 

rather than a blockade to the employabi- 

opportunity 

lity and employment of the mentally retarded." 

The literature review clearly indicates that the MR adolescent needs 

preocational and vocational work experience (Kolstoe and Frey, 1965) and 

that work study p[ograms are critically important in preparing him for 

adulthood (Peck, 1966; Crawford and Cross, 1967). Bhatia (.1966) believes 

the special education curriculum should include both academic and vocational 

41

training and that the int.egration of rehabilitation services promotes the 

continued and effective personal-social-economic adjustment of the MR, 

Cowen and Goldman's study [1959) demonstrated that a group of MR's who re- 

ceived vocational training and selective placement from DVR had a signifi- 

cantly larger number of vocationally successful individuals than did a 

group of untrained MR's who received no service from DVR. The literature 

not only supports work-study Programs but also emphasizes the importance 

of inter.agency cooperation in their operation. 

Since the amount of DVR involvement varies from state to state and 

from district to district within each state, it is the purpose of this 

study to examine DVR's involvement with EMR adolescents in the State of 

Wisconsin. 

42

Chapter III 

DESCRIPTION OF THE PRESENT STUDY 

This study was des.igned to provide descriptive information about a 

population of EMR students enrolled in high school special education classes 

throughout Wisconsin during the 1965-66 school year and referred to the 

Division of Vocational Rehabilitation prior to June 30, 1969, the end of 

the 1968-69 fiscal year. 

The first step in identifying the population was to obtain from indi- 

vidual school enrollment forms on file at the Division for Handicapped 

Children the names of all EMR students between the .ages of IS (on or before 

9/I/65) and 20 inclusive who were enrolled in DHC certified special educa- 

tion classes throughout Wisconsin during the 1965-66 school year. This .age 

group was selected because it comprised those students eligible for refer- 

ral to DVR during the period studied, thus giving some indication as to 

the amount of cooperation between the schools and DVR. The assembled list 

of names included individual birthdates, IQ scores, names and locations of 

s choo Is attended. 

The second step was to obtain from the Division of Vocational Rehabi- 

litation the names of all retardates who were active cases during the 

1965-66 fiscal year and for each of the three succeeding fiscal years. 

More specifically, computer printouts listing a.lphabetically, names and 

client numbers of the following were requested: i) all MR's between the 

.ages of 15 and 21 during the 1965-66 fiscal year (July I, 1965 to June 

30, 1966); 2) all MR's between the .ages of 15 and 22 duri.ng the 1966-67 

fiscal year (July i, 1966 to June SO, 1967); 3) all MR's between the .ages

of 15 and 23. duri.ng the 1967-68 fiscal year CJuly I, 1967 to June 30, 

1968); 4) all MR's between the .ages of 15 and 24 duri.ng the 1968-69 fiscal 

year [July I, 1968 to June 30, 1969); S) all MR's between the .ages of IS 

and 25 during the 1969-70 fiscal year [July i, 1969 to June 30, 1970). 

qJle upper age limit was increased to include those older students who re- 

mained active cases during the period studied or were referred at a later 

date. Mental retardation was identified by the primary disability code 

of 53-, 530, $32 or 534 [see page 68 for explanation). It was necessary 

to obtain a printout of all MR's within the specified .age limits because 

the computer stores information by client numbers assignedby DVR; there- 

fore, the list of names acquired from DHC could not be used to retrieve 

computer data on DVR clients. 

This then led to the third step which was to compare the DHC list of 

names with the DVR printout of all MR's within the specified .age limits 

to determine which students were referred for VR services during the period 

studied. Those people who appeared on both lists comprised the population 

used for this study. The individual DVR client numbers were now known and 

were subsequently used to retrieve pertinent computer data. Printouts from 

the 1966-67, 1967-68, and 1968-69 computer tapes were obtained. The 1965- 

66 computer tape could not be used; this was the year the system was imple- 

mented and the information was fragmented and largely unintell.igible. The 

1969-70 computer tape was in the process of being completed at the time of 

this study and, therefore, was not available for use. 

For each of the client numbers submitted, the following information 

was requested: 

i] District number 

2] Referral source 

44

4) Sex 

5) Major disability 

6) Referral outcome and reason, if closed not rehabilitated 

7) Weekly earnings at closure 

8) Work status at closure 

9) Time interval in months from referral to acceptance or non- 

rehabilitated closure (status 08) 

i0) Time interval in months from acceptance to closure, rehabilitated 

(status 26) or non-rehabilitated (status 28 or 30) 

II) Date of referral 

12) Date of closure 

13) Previous acceptance--Yes or No; if YeS, rehabilitated or not 

rehab i lit ated 

14) Current status 

15) Outcome of VR services and reason, if closed not rehabilitated 

16) Total case service costs. 

The information requested did not include types of services received 

or their individual costs because this information was stored on a separato 

computer tape and would have demanded excessive computer time and money to 

Program. 

45

Chapter IV 

RESULTS AND DISCUSSION 

Referrals 

les I-X) 

(Tab 

Data obtained from enrollment forms on file at the Division for Han- 

dicapped Children revealed .that there were 2638 students between the ages 

of 15 (on or before 9/1/65) and 20 inclusive enrolled in EMR classes in 

Wisconsin public schools during the 1965-66 school year (Table I). 

Of this number approximately 1338 were referred for VR services prior 

to June 30, 1969, the end of the 1968-69 fiscal year. This includes 45 

individuals who had been closed once but returned for services at a later 

date (Table IX). The total number referred (1338) was obtained by taking 

the number of active cases at the beginning of the 1966-67 fiscal year 

(413) and adding the number of referrals in 1966-67 (485), 1967-68 (238), 

and 1968-69 (i01), the results being 1237, I01 fewer than the 1338 stated 

above (Table VIII). These I01 cases, represent the differences between the 

number of active cases at the end of the 1966-67 fiscal year (675) and the 

number of active cases at the beginning of the 1967-68 fiscal year (776). 

These figures should be the same or very nearly the same, allowing for some 

error. The discrepancy is probably due to a computer Programming problem 

in which no 53-'s (for explanation see page 68) were recorded in 1966-67. 

The subsequent two years listed numerous 53-'s and all three years listed 

53X's. These two codes (S3X and 53-) were used interchangeably at time of 

referral to indicate that mental retardation is the probable major disabi- 

lity but the exact level of retardation was not known at the time of

eferral. Therefore, those referrals coded 53- prior to 1967-68 would not 

appear on the computer printout until eloigibility was determined and ac- 

ceptance declared, at which time the level of retardation was documented 

and the specific code (530, 532, or 534) applied. This explanation for 

the discrepancy appears to be the most l.ogical one, yet it is based on 

conjecture. An important consideration for this study is that the infor- 

mation for this group of 101 was not lost, it was just not available at 

the time of referral. It eventually became available when the 53- ch .anged 

to 530, 532, or 534. 

By way of a double check on the 1338 total, an information card was 

kept on each of the 2638 EMR students listed by DHC. The card of each 

student whose name also appeared on the DVR printouts of all MR's was 

marked. The total number of marked cards was 1295, 43 cases less than 

the 1338 stated above. This difference can be accounted for by those in- 

dividuals who received services more than once (there is a slight error 

since Table IV indicates that 45 people had received previous services). 

the actual number of EMR students referred to DVR for services 

Therefore, 

to June 30, 1969 was 1295, or 49% of the total population of 2638. 

prior 

However, the 1338 figure will be used throughout the study because it 

represents the total number of cases referred for services. 

The following referral information is based on 824 people who were 

referred during the 1966-67, 1967-68 and 1968-69 fiscal years. Not .in- 

cluded are the 413 people referred prior to 1966-67 and the 101 people 

coded 53- prior to 1967-68. Information on these people was available 

at time of closure and is, therefore, included in the sections on 

closures. 

47

Table IV shows that 56% 461) of the 824 referrals made during this 

three year period were males and 44% 363) were females. Most of th re- 

ferrals were made while the people were of school age: 39% 324) were 

referred at age 17; 85% (702) referrals occurred between the .ages of 15 

and 18 inclusive. Most of the referrals were made by public schools: 71% 

($84) over the three year period, 78% (33) in 1966-67, 70% (167] in 1967-68 

and 40% (40) in 1968-69. These figures are somewhat deceiving since in- 

formation on referrals made prior to 1966-67 fiscal year was not available. 

A high percentage of the 413 referred prior to July I, 1966 were probably 

school referrals. The same would be true for the I01 coded $3- in 1966-67 

for whom no referral information is available. Taking this into considera- 

tion, the overall percentage of school referrals made prior to June 30, 1969 

(the end of the 1968-69 fiscal year) would probably be closer to 80% than 70%. 

This would also tend to raise the overall percentage of referrals in the 

15 to 18 age range. Age at referral and referral source both indicate 

that academic programming for the EMR includes cooperative arrangements 

.between local schools and the Division of Vocational Rehabilitation. 

However, this cooperative arrangement does not necessarily mean the exis- 

tence in all cases of formal occupational adjustment programs for which 

written .areements are signed by the schools and DVR. A comparison of 

Appendices B and C will show a wide discrepancy between the number of 

school districts

to eight per cent (8) in 1968-69). The same trend is true for referrals 

from public welfare .agencies which ranged from two per cent (i0) in 1966- 

67 to 13% (13) in 1968-69. Only one per cent (i0) of the total number of 

referrals for the three years combined were from correctional .agencies or 

institutions and one per cent (7) came from private mental retardation 

0rgani z ations. 

the period prior to July i, 1969, the Milwaukee idistrict (02) 

Duri.ng 

approximately 30% (370) of the total referrals to DVR, the Madison 

received 

district (01) received 24% (302), Green Bay district (03) received 15% (189), 

Racine district (0S) received 12% (149), Eau Claire district (04) received 

nine per cent (109), Fond du Lac district (06) received nine per cent (i08), 

and Wood County (WC) received one per cent (i0) (Table V). The above 

figures are approximations because the i01 cases not included with the 

1966-67 data are not counted. 

per cent (1280) of the 2638 EMR's reported throughout the 

orty-e.ight 

were located in the counties served by the Madison, 21% (568), and 

state 

Milwaukee, 27% (712), districts (Table I). There were four districts that 

served over 50% of the EMR's reported within their respective areas: Madi- 

son, 53% (302); Milwaukee, 52% (370); Green Bay, 51% (189); and Eau Claire, 

61% (109); yet Eau Claire had within the counties it served only 7% of the 

total number of EMR's reported. In two districts the per cent of EMRIs 

served wa somewhat lss: Racine, 38 (149), nd ond du Lac, 27 (i08); 

this su.ggests a more serious referral problem. In the other four districts, 

what happened to the 40% to 50% who were not referred to DVR for services? 

Were services not needed or were the schools not aware of the services 

available to the mentally retarded through DVR? 

Tables VI and VII show that over 50% of the cases served throughout 

the state were served in the Madison and Milwaukee districts. These two 

49

districts had 59% (244) of the total number of people referred prior to 

July i, 1966, the beginning of the three year period studied. During the 

1966-67 fiscal year Madison and Milwaukee received 55% (269) of the state- 

wide referrals, served 57% (513) of the total cases served that year, were 

responsible for 60% (133) of the total number of closures (rehabilitated 

and not rehabilitated), Milwaukee's share being 45% (i00); and at the end 

of the year Madison and Milwaukee were still working with 56% (380) of the 

clients. These figures remained somewhat constant throughout the next two 

fiscal years altho.ugh referrals dropped to 49% (17) of the state total in 

1967-68 and to 42% (42) in 1968-69. The Milwaukee and Racine districts, 

particularly, tended to work with the mentally retarded early in their 

high school Program since 82% and 75% of the referrals respectively were 

received prior to July i, 1967, the start of the second fiscal year studied. 

for the other districts are as follows: Madison, 69%; Fau 

Percent.ages 

68%; Green Ba, 66%; and Fond!du Lac, 62%. These figures are only 

Claire, 

approximations since the I01 cases not included among the referral data 

for 1966-67 are not counted. 

On a statewide basis, of the 824 referrals made during the three years 

studied from July i, 1966 to June 30, 1969, 59% (485) referrals occurred in 

the first year (1966-67). This predominance of early referrals is further 

supported by the fact that 413 referrals were made prior to July i, 1966 

Table VIII). 

Of the total number of referrals during the three years studied, 45 

people who previously received VR services and were closed were referred 

.again at a later date (Table IX). In all but three cases those previously 

accepted had been closed rehabilitated, status 26. 

5O

Extended evaluation for six months (status .04) or 18 months (status 

06) was used for e.ight clients duri.ng the period studied (.Table X). Of 

the eight, six were eventually accepted for services, one was not el.igi- 

ble and one was still in evaluation at the end of the 1968-69 fiscal year. 

Rehab i lit ated 

Closures 

XI-XVlII) 

(Tables 

Of the 1338 people referred for VR services, 974 were closed prior 

to July i, 1969. Of the total number closed, 818 (84%) were closed as 

rehabilitated, i.e., each had achieved a satisfactory vocational placement 

commensurate with his individual abilities. A study of the people rehabi- 

litated during the three years studied (Table XIII) shows that 73% (595) 

were identified as mildly retarded; 24% (198) were moderately retarded; 

three per cent (25) were severely .retarded, as defined in DVR Case Process 

Guide (see page 68). These figures showed little variation from one year 

to the next. 

The total case service costs for the 818 people closed as rehabili- 

tated amounted to $1,083,747; the average cost per rehabilitated closure 

was $1,325 (Table XIII). A district comparison (Tables XI and XII) shows 

considerable variation in average costs per closure, ranging from a low 

of $423 in the Green Bay district for 1966-67 to a high of $3,021 in the 

Milwaukee district for 1968-69. Wood County shows an average high of 

$3,591 per closure in 1968-69 and a low of $67 in 1966-67. However, during 

the three years studied they had a total of three rehabilitated closures; 

therefore, these figures are not used when making comparisons among dis- 

tricts. 

51

For the three fiscal years combined the average cost per rehabilitated 

closure (refer to Table V) varied from a low of $835 (Eau Claire district) 

to $1,920 (Milwaukee district). These figures raise questions regarding 

the types and costs of services provided within various districts. The 

duration of services or time interval from referral to closure does not 

explain the high average costs in some distrcts because in these districts 

the length of time only slightly exceeds or is considerably less than the 

statewide average for a given year (Tables XI and XII). For the three 

years combined the average length of time from referral to closure was 23 

months, ranging from an average of 19 months in 1966-67 to 25 months in 

1968-69 (Table 'XIII). 

Examining the rehabilitated closures by district (Tables XI and XII), 

it is observed that in every district with the exception of Milwaukee and 

Fond du Lac, the district per cent of the state total of closures for each 

fiscal year exceeded or matched the district per cent of the total state 

case service costs. In Milwaukee, the per cent of case service costs ex- 

ceeded the per cent of closures by 15% in 1966-67, ten per cent in 1967-68, 

and 21% in 1968-69. In Fond du Lac the per cent of case service costs ex- 

ceeded the per cent of closures by one per cent in 1967-68 and 1968-69. 

Of the 818 individuals closed rehabilitated, 659 (81%) were closed in. 

competitive job situations, indicated by numbers i, 3, and 4 (Table XVI); 

159 (19%) were closed in non-competitive job situations, indicated by num- 

bers 2, 5, and 6. Numbers 7 and 8 designate those cases not employed and 

are not used for rehabilitated closures. 

Of the 659 clients closed in competitive employment during the three 

year period, the ro weekly earnings at the time of closure for 30% (199) 

of the people was $50 or less; this varied from 46% (73) of the people in 

52

1966-67 to 20% (51) in 1968-69 (Table XVII). This is somewhat disturbing 

since the poverty indicator for a single person as determined by the U. S. 

Department of Labor (U. S. Department of Labor, 1969) is a net amount of 

$1600 per year ($30.77) per week. The majority of individuals closed as 

competitively employed received gross earnings between $51 and $75 per 

week at the time of closure; this varied from 42% (66) of the total number 

closed in 1966-67 to 61% (153) in 1968-69. Table xviI also shows that of 

the 659 people closed as competitively employed over the three year period, 

76% (503), were identified as mildly retarded, 22% (144) as moderately re- 

tarded and two per cent (12) as severely retarded. There was little dif- 

ference between the mildly and moderately retarded in the percentage of 

people grouped in the various gross weekly earnings categories. The 

earnings of the severely retarded tended to be low. 

Of the 159 individuals closed in non-competitive employment during 

the three years studied, 38% (61) were unpaid family workers, 35% 

were sheltered workshop employees and 27% (43) were homemakers (Table 

XVIII). The gross weekly earnings at time of closure for 92% (145) of 

these clients was $25 or less; of this number 64% (i01) received no weekly 

earnings because they were functioning as homemakers or unpaid family 

workers. Seventy-six per cent (42 clients) of the sheltered workshop em- 

ployees earned $25 or less per week. Of the non-competitively employed 

58% (92) were identified as mildly retarded, 34% (54) as moderately re- 

tarded, and eight per cent (13) as severely retarded. 

A comparison of competitive and non-competitive closures shows that 

84% of the mildly retarded, closed rehabilitated, were competitively em- 

ployed; the percentages of the moderately and severely retarded placed 

in competitive employment were 73% and 48% respectively. 

53

Rehabilitated 

Closures--Not 

XIX-XXVII) 

(Tables 

Of the total number of closures (974), 156 (16%) were closed not .re- 

habilitated, of whom 144 (92%) were closed prior to acceptance (status 08) 

and 12 (eight per cent) were closed after acceptance (status 28 or 30) but 

prior to completion of the vocational plan (Table XXI). The statewide per- 

centages of people closed not rehabilitated as compared with rehabilitated 

were quite consistent from one year to the next. The fact that the majority 

of DVR closures were rehabilitated closures is one measure of the success 

of the agency's involvement with the population studied. However, there is 

need for more comprehensive information concerning the quality of these 

closures in terms of permanency and whether or not the type of work, earn- 

ings and opportunities for bettering oneself are commensurate with the 

individual's abilities and interests. 

Examining the 144 clients not accepted for services, status 08, it 

is noted that 72% (103) were identified as mildly retarded, six per cent 

(8) as moderately retarded and one per cent (i) as severely retarded; for 

32 clients (21%) the exact level of retardation was not known at the time 

of closure (Table XXIV). These figures seem to indicate that there was 

not a disproportionate number of moderately and severely retarded among 

the people declared not eligible for services. The following is a break- 

down of the reasons given for not accepting these people for services: 

a) 56% (80) of the people refused services, b) 13% (19) were unable to 

be contacted, moved, or died, c) seven per cent (i0) had no vocational 

handicap, d) five per cent (7) had no disabling condition, e) for three 

per cent (5) the handicap was too severe, and f) 16% (23) were closed for 

other reasons. It would be particularly interesting to do a follow-up 

54

study on the 80 people who refused services, to determine what factors in- 

fluenced these people to refuse services after they had once applied for 

them. Table XXIV also shows that during the period studied a total amount 

of $2,568 Can average of $18 per client) was spent on these cases; the 

average length of time from referral to closure was nine months. 

Of the 12 clients closed not rehabilitated after acceptance, status 

28 or 30, eight were identified as mildly retarded nd four as moderately 

retarded CTable XXVII). The reasons for closure were evenly divided. 

During the period studied $i0,00 [was spent on these 12 closures, the 

average length of time from referral to closure was 21 months. 

55

O" 

o 

$6

io o P' 

04 t 'm u3 r 

,- 

0 0 0 0 : 

o 

co o 

o 

,- 

£,4 ,-4 

00 o Lt300 

o 

$7 

o 

© 

o 

o 

o

District Codesl 

EXPLANATION OF CODES FOR TABLE II 

Madison Ii LaCrosse.Local Office) 

01 

Milwaukee 

02 

Green Bay (13 Wausau Local Office) 

03 

Eau Claire (14 Superior Local Office) 

04 

Racine (iS Waukesha Local Office) 

05 

Fond du Lac (16 Oshkosh Local Office) 

06 

WC - Wood County Project 2 

Referral Codes 

Public elementary or high school 

0005 

School for physically or mentally handicapped 

0007 

Mental retardation organization (private) 

0228 

Public welfare agency (state and local government) 

0650 

State employment service 

0762 

73 Individual, except client himself 

09 

Self-referred persons, N.E.C. 

1074 

Criminal court judges, parole officers, other [public offenders) 

128- 

Includes 49 other referral sources listed on the DVR Case 

Other 

Report 

Service 

to 1968-69, local offices were operating within each district 

Iprior 

Milwaukee. In 1968-69 these local offices became individual 

except 

for reporting purposes; however, during, the period covered by 

units 

study, they were still included as part of their parent district. 

this 

DVR project to measure the value of an intensive, saturation-type 

2A 

program within a-selected county. A DVR office was 

rehabilitation 

established for the sole purpose of conducting this project. 

58

0> 

0 o\ D'- o\o o\ 0 o\ 

o\ Cq o\ ,--I o\o 1"- o\ 

0 o\ o\ o\ 

P"- o\ D-. o\o 0 o\ o\ 

L 

D-- O0 0 'f'-O O0 ,-- 

0 

O 

6O

O 0 oo 

00 C 

o\O oX o\O oX o\ o\ \' 

o\ o\ o\o o\o o\o' o\o \o 

\o oX o\o o\ o\o \o \o 

c\ ) o\ C o\ C o\ 

O0 O\ 

0 

000 

O0 o\o 0 o\ o\ 

o\O oX o\ o\ o\ o\ \' o\ 

o\ o\ o\ 

0 

0 

61

o\ 0 

o\o o\ 

o\ o\o o\o o\o o\o o\o o\ o\o o\ o\o 

o\o 

O0 O0 

o\o o\o o\o o\o o\o o\o 

o\o o\ o\ o\ o\o o\ o\ a\o o\ o\o o\ o\ 

o o o o o o 

62 

o\ o\ 

o o 

o\ 

o\ 

o o 

o o 

o\ 

o o 

o\ 

oo 

o o 

o\O 

0 0 

0 0

0.- 

o\o o\ o\o o\ o\ o\ o\ 

o\o o\ o\ o\ o\ o\ o\ 

o\ 

0 

0 

o\ o\o o\ 

o\o 

o 

LLO 

63 

o 

o 

o 

0 

o\ 

o

°\ 

o\ o\ 

o\O 

C 

o\O 

C 

o\ 

C 

C 

64

0 

O. 

D o 

Z 

o c o 

0 0 ,.--t 0 0,-- 0 0," 0 0 0 

65 

o1

uO 

o\o 

0 

0 

o\o o\ 

0 C 

o\o 

LrO 

o\o o\o o\o o\o o\ 

o\ o\ o\o o\o o\o o\o o\o 

0 0 0 0 0 

67 

o\ o\ 

O0 

O0 

0

EXPLANATION OF DISABILITY CODES FOR TABLE XI 

The following disability codes are used to differentiate levels of mental 

retardation based on adaptive behavior. All disabilities are coded for 

purposes of recording information on the DVR Case Service Report 

Mental retardation, mild: pers'ons who, with the provision 

530 

appropriate rehabilitation services, can become capable 

of 

independent living in the community and engage in 


employment. Generally, they will require 

competitive 

and guidance only under conditions of parti- 

supervision 

social or economic stress 

cular 

Mcntal retardation, moderate: persons capable of maintaining 

532 

in the conuunity and performing adequatedly in 

themselves 

competitive employment, but Who will require con- 

low-demand 

supervision and assistance in the management of 

tinuing 

personal affairs 

Mental retardation, severe: persons capable of productive 

534-but 

only sheltered, non-competitive conditions in a 

work 

protective environment 

or 53- 

Mental retardation, level not known: this code is often 

53X 

at time of referral until the exact level of func- 

used 

can be documented and the specific code, 530 532 

tioning 

534, applied [Wisconsin Department of Health and 

.or 

Services, 1969, p. 49). 

Social 

68

Z 

o " '" o 00 L 

o\ o\o o\o o\o o\o o\o o\o 

69 

tl t c7 cr oo oo t co 

o 

- o o t, - o - 

. 

o\o o\o ;\o o\o o\o o\o o\o o\o o\o o\ 

0 ,' 0 0 ,-- 0 0,- 0 

o\ 

0 

0 

c 

o 

o\ 

0 

0

z 

0 

© 

o\o \o 

7O

I. 

71

EXPLANATION OF WORK STATUS CODES ON TABLE XIV 

Status Codes (As listed on the DVR Case 

Work 

Report) 

Service 

W.age or salaried worke'r (competitive. 

1 

ab or marke t 

i 

2 W.age or salaried worker (sheltered workshop) 

3 Self-employed (except BEP) 

State .agency, managed business enterprise 

4 

(BEP) 

S Homemaker 

6 Unpaid family worker 

7 Not working -student 

8 Not working other 

72

0 

0 

o\o o\o o\o o\o o\o o\o o\o o\o o\o 

7S 

o\ 

O 

0 

0

00 

u 0 

o 

o\o o\ o\O o\o o\o o\o o\o o\o o\o o\O o\o o\o o\O 

c) c) c) 

o\o 

0 

77

t'¢ Lt' O --I 0 Cl 0 0 1". l' 0 L¢ 0 

O0 

O0 l' l" 00 0 O0 O0 0 0 D 

O0 

78

o\o. o\o o\o o\o o\o o\o o\o o\o o\o 

0 0 0 0 0 

8O 

o o 

o o 

(D 

O. 

o 

.,-I 

D. 

0

EXPLANATION FOR CLOSURE CODES ON TABLE XXII 

i Unable to contact, moved or died 

2 Handicap too severe 

3 Refused services 

4 No disabling condition 

5 No vocational handicap 

6 Other 

81

0 

Z 

0 

o 

Z 

o- 

0 

- 

o o 

\ - o 

o\o o\o o\o o\o 

o\ 

Cl 

0 

82 

o\

o 

c 

0 

o\ o\ 

o\o \o 

0 

o\o o\O 

o\o o\o 

o\ o\ 

0 

0 

0 o\ " o\ 0 o\ :t o\ 

0 0 0 "0 

O0 

o\ 

o\ 

C! o\ 

85

84 

0 

© 

ot 

o! 

o 

o 

o 

o 

o 

o 

o 

o

OF REASON FOR CLOSURE CODE 

EXPLANATION 

TABLE XXV 

ON 

1-- Death 

2 Client institutionalized 

3 Unfavorable medical Prognosis 

Unable to locate or contact, or 

4 

area 

left 

5 Declined further services 

6 Transfer to another .agency 

7 Failure to cooperate 

8 Other 

85

0 ,- 0 0 ,...4 0 0,4 0 0,4 O : 0 

86

:Z 

0 

o\o o\ 

o\o 

0 

O 

'O 0 

o\O 

87

Chapter V 

SUMMARY AND RECONDATIONS 

The purpose of this study is to examine the Division of Vocational 

Rehabilitation's involvement with a population of educable mentally re- 

tarded adolescents who were in special education classes in Wisconsin 

during the 1965-66 school year. 

A review of the literature indicated that considerable support is 

given to the special education curriculum which includes both academic 

and vocational training. For certain individuals the integration of voca- 

tional rehabilitation services is critical to their personal-social- 

economic adjustment. In Wisconsin this cooperative effort can be conducted 

formally under the guidelines of an .agreement signed by the public school 

system and the Division of Vocational Rehabilitation. This .agreement, en- 

titled the Occupational Adjustment Program for the Mentally Retarded, 

specifies the overall objectives of the Program and the responsibilities 

of the parties involved. However, within the state there are a number of 

school-work Programs receiving DVR assistance for el.igible students yet 

doing so without signing a formal .agreement. It is the intention of this 

study to examine DVR's involvement with public schools, with or without 

formal .agreements, to determine the extent to which vocational rehabilita- 

tion services are made available to the educable mentally retarded enrolled 

in special education Programs. 

Information on referrals to DVR and outcome of services provided was 

gathered on those EMR's between the .ages of 15 and 21 who were in special 

education classes during the 1965-66 school year and referred to DVR

sometime prior to June 30, 1969, the end of the 1968-69 fiscal year. 

During this period DVR received approximately 49% (1295) of the 2638 EMR 

students listed on the 1965-66 enrollment forms on file at the Department 

of Public Instruction. 

A study of the 1966-67, 1967-68 and 1968-69 fiscal years shows that 

the majority of the referrals (71%) were made by public schools and at an 

.age when the individuals were still likely to be in school. In Chapter IV, 

page 47, it was pointed out that if the 413 people referred prior to the 

1966-67 fiscal year and the i01 people coded 53- in 1966-67 were included, 

the percentage of public school referrals would probably be closer to 80%. 

An area of concern and one for further investigation is the 1343 

students (51% of the 2638 EMR's listed) who were never referred to DVR 

during the period studied. Does this reflect a need for more cooperative 

between the schools and DVR or does this number approximate 

Programming 

number of EMR students who need no assistance from DVR? If a need 


exists, are schools .ignorant of the services available through DVR or do 

they choose not to participate for one reason or another? 

A district comparison of referrals received showed that referrals 

are more of a problem in some districts than in others. Four districts 

each served approximately S0% to 60% of the EMRs reported by schools lo- 

cated within their respective areas.. In two districts the percentage 

served was considerably less; 38% and 2?% respectively. What factors 

account for the comparativelF low percent.age of EMR's served inthese 

two 

districts? 

During the three year period, 45 people, who had been served pre- 

viously and closed, returned forservices at a later date; this represents 

approximately three per cent of-the total number referred. Not enough 

89

time had .elapsed, however, for this to be a significant measure of the 

success of VR involvement in terms of the long-term effectiveness of 

services provided. 

Only eight people in the three years studied received an extended 

evaluation. Does this mean that the most severely handicapped were not 

given the benefit of an extended evaluation and were screened out, or are 

there really only a few EMR's who need such an evaluation and that it is 

used primarily for the trainable mentally retarded? 

A study of rehabilitated closures shows that 73% were identified as 

mildly retarded, 24% as moderately retarded and three per cent as severely 

retarded, as defined by the DVR Case Process Guide (see Chapter IV, p.age 

68, of this paper). It would be interesting to compare these figures witk 

a breakdown of the total population of EMRts reported to determine if the 

percentages served within each. level of retardation differ s.ignificantly 

from the percentages reported. 

The average case service costs varied considerably among districts. 

These differences raise questions regarding the types of services provided 

as well as their costs within the respective districts. Do some districts 

use rehabilitation facilities (sheltered workshops) more extensively than 

others, i.e., for la.rger numbers of clients and/or for longer periods of 

time? What are the district policies regarding reimbursement for on-the- 

training i.e., rate of reimbursement and length of subsidized training? 

job 

study reported that 81% of the rehabilitated closures were closed 

This 

as competitively .employed; however, only information on work status and 

was reported. It would be interesting to study these closures 

earnings 

todetermine the type ofjob and the tasks performed; what 

more'comprehensively 

intellectual, personal, social andvocational skills and training are 

9O

equired to function successfully on the job; whether or not earnings are 

commensurate with the individual's abilities; if opportunities for advance- 

ment exist; and to what extent previous training contributed to job place- 

ment. Such a study, particularly if done on an ongoing basis, could offer 

data on the effectiveness and efficiency of VR services and could identify 

factors associated with success andfailure. The results would contribute 

to improved services and an increased proportion of Successful outcomes. 

Approximately 30% of the people closed in competitive employment had 

gross earnings of $50 or less at time of closure. Many of these people, 

therefore, fell below the poverty level indicator. The question arises 

whether or not 'these people should be closed rehabilitated and VR services 

terminated if their earnings are that low. It would seem that for many 

of these people very serious problems remain. It is interesting to note 

that there was little difference between the mildly and moderately retarded 

in the percentages of people grouped in the various earnings categories. 

A follow-up study of the 159 people who were closed rehabilitated in 

employment would be interesting in terms of discovering 

non-competitive 

permanent those situations are, i.e., do many of the unpaid family 

how 

workers and sheltered workshop employees eventually acquire competitive 

emp 1 oyment ? 

An investigation of rehabilitated closures could be done to determine 

what factors distinEuish those who are competitively employed from thos 

who are placed in non-competitive employment. 

Furthermore, a follow-up could be done on those people C144) closed 

not rehabilitated prior to acceptance to determine what factors influenced 

56% of them to refuse services after they applied. 

91

A comparison of Appendices B and C shows that a relatively small 

number of Wisconsin's public school districts and county classes reporting 

EMR's in special education Programs had formal occupational adjustment 

programs during the period studied. In 1965-66 approximately 17 schools 

throughout the state had such Programs; this number rose to 31 in 1967-68, 

41 in 1968-69 and 6S in 1969-70. In spite of this continued expansion, 

there is a serious question as to why more schools are not making use of 

DVR services through the occupational adjustment Program. It would be an 

study to compare DVR clients who went through a cooperative 

interesting 

program in which VR services are integrated into the academic 

school-work 

program, with mentally retarded individuals who were never introduced to 

such a program. The effectiveness of the school-work Programs in terms 

of individual vocational adjustment and independent functioning could, 

therefore, be evaluated. As stated in the final report of the Ad Hoc 

Committee on Mental Retardation (Statewide Planning for Vocational 

Rehabilitation, 1967, p. 21), 

should conduct special studies of the existing 

DVR 

Programs to measure the extent to 

(school-work) 

mentally retarded client that is served 

which...each 

DVR and the school have [sic] a program that is 


to his needs with the most feasible and ap- 

tailored 

combination of academic instruction, work 

propriate 

training, and on-the-job experience...The 

adjustment 

adjustment programs and similar coopera- 

occupational 

Programs involving DVR and the schools tend to 

tive 

stereotyped in the sense that the disposition 

become 

the mentally retarded person is frequently deter- 


more by his chronological .age and grade place- 

mined 

than by his unique characteristics, interests and 

ment 

Some mentally retarded clients are given 

abilities. 

training even though they can no longer benefit 

academic 

it. Others are denied a full Program of academic 

from 

even though could continue to benefit. Many 

training 

them are placed in lower level unskilled employment 


soon and are denied the opportunity to achieve their 

too 

92

vocational potential. Many of the mentally 

maximum 

have not had adequate counseling and training 

retarded 

their development of social skills and independence 

in 

the performance of activities of daily living in 

in 

the community. 

These special studies should contribute to the development of occupational 

adjustment Programs by focusing on the extent to which the professionals 

involved are encouraging flexibility and the tailoring of pr.ograms to 

meet individuals needs. 

The Ad Hoc Committe further recommended: 

DVR, the Bureau for Handicapped Children and 

...that 

agencies in cooperation with institutions of 

other 

learning work together to develop and utilize 

higher 

computerized data processing and retrieval system 

a 

will provide accurate up-to-date information 

that 

mentally retarded clients served by these .agen- 

about 

An efficient information retrieval system 

cies. 

in services' being rendered that are 

will...result 

timely and more precisely related to client needs. 

more 

system would also promote comprehensiveness and 

The 

of services and stimulate applied research, 

continuity 

evaluation and better 10ng r .ange planning to 

program 

the gaps in services...Research in the field of 

fill 

is as yet largely uncoordinated (State- 

retardation 

Planning for Vocational Rehabilitation, 1967, 

wide 

p. 

16). 

The problems in gathering data for this present study attest to the 

need for an efficient information retrieval system organized to permit 

all .agencies concerned with retardation Programming to collect and exch .ange 

basic information. A major problem encountered in acquiring data for this 

study was that names on file at the.. Division for Handicapped Children could 

not be used to obtain computerized information from the Division of Voca- 

tional Rehabilitation on referrals received and individual services pro- 

vided. Without the DVR client number, no information could be retrieved. 

This necessitated a long and clumsy process of comparing by hand the DHC 

list of student names with a DVR printout of all MR's served (within a 

93

specific age. group) to determine which students were referred to-DVR and 

to record the corresponding DVR client numbers so that information perti- 

nent to the study could be obtained. 

There is no question that a central data bank for storage and retrieval 

of information is essential for all state .agencies concerned with retarda- 

tion programming if effective program evaluation, planning and implementa- 

tion are to take place. 

94

B I B LI OG RAPHY 

G. E. (Ed.) Symp.osium on Habilitating the Mentally Retarded. 

Ayers, 

Minnesota: Mankato State College--1967. 

Mankato, 

W. K. Employment possibilities for the educable mentally retarded. 

Baldwin, 

of the Mentally Retarded, 1966, 2C2 ), 124-125. 

Digest 

W. R. A study of the present social status Ballet, of group of adults 

a 

when they were in elementary schools, were classified as mentally 

who, 

deficient. Genetic Psychology Monographs, June, 1936, 165-244. 

W. R., Charles, D. C. and Miller, E. L. Mid-life attainment of the 

Ballet, 

retarded" A longitudinal study. Genetic Psychology Mono- 

mentally 

1967, 7__5_5C2), 235-239. 

g.rap.hs, 

B. D. Preparation and placement of the mentally retarded in normal 

Bhatia, 

employment. Journal of Rehabilitation in Asia, 1966, 7(3), 46-49. 

J. A. and Bolanovich, D. J. Development of vocational competence 

Bitter, 

the moderately retarded. MR/ Mental Retardation, 1966, Dec.), 

in 

9-12. 

W. C. and Switzer, A. Adjustment of the Retarded, A Research and 

Bower, 

Project. Technical Report, RD No. 330,--Vocational---- 

Demonstration 

Rehabilitation Administration, Hartford, Conn., 1962. 

B. R. Increasing job potential for the mentally retarded. 

Brainard, 

of Rehabilitation, 1954, m20, 4-6. 

Journal 

A. Economic adjustment of 121 adults formerly students in classes 

Broboff, 

mental retardates. American Journal of MentalDeficiency, 1956, 


60, 525-535. 

A. A. A study of 106 older mentally handicapped boys and girls. 

Bruno, 

Education Review, 1952, 9, 1-5. 

Special 

W. R. A Study of the Effectiveness of the Mississippi Co.operative 

Burris, 

Education Vocational Rehabilitation Program. Jackson, Miss. 

Special 

of Vocational Rehabilitation, Mississippi. Department of 

Division 

1967. 

Education, 

W. R. A C.omparison of Post-School Adjustment of Regular and 

Carriker, 

Class Retarded Individuals Served in Lincoln and Omaha, 

Special 

Public Schools. Contract No. SAE-6445, U.S. Department of 

Nebraska 

Education and Welfare, Washington , 

D. C., 1957. 

Health,

V. M. and Phelps, H. R. Postschool Adjustment of Slow Learning. 

Cassidy, 

A Study of Persons Previously Enrolled i--Sal Classes 

ildren: 

Ohio. Columbus, Ohio: Bureau of Special and Adult Education, Ohio 

in 

University, 1955. 

State 

J. D., Smith, J. O. and Hating N. G. A Selected Demonstration 

Chaffin, 

the Vocational Training of Mentally Retarded Youth in Public High 


Final Report, RD N.. 1548, Kansas City, Kans.: University 

Schools. 

Kansas Medical Center, 1967. 


J..S. An analysis of vocational failures of mental retardates 

Cohen, 

in the community after a period of institutionalization. 

placed 

American Journal of Mental Deficiency, 1960, 65, 371-375. 

J. S. Employer attitudes towards hiring mentally retarded indivi- 

Cohen, 


duals. 

R. D. and Newlyn, D. Employment success of educationally subnormal 

Collman, 

in England. American Journal of MentalDeficiency, 1956, 60, 

ex-pupils 

733-743. 

L. and Goldman, M. The selection of the mentally deficient for 

Cowan, 

training and the effect of this training on vocational 

vocational 

success. Journal of Consulting Psychology, 1959, 23, 78-84. 

W. L. and Cross, J. L. Guidelines: Work.-.Study Progra______ms for Slow 

Crawford, 

Children in Ohio Schools. Ohio Department of Education, 

Learning 

Columbus: Blank Book Company, 1967. 

H. A. Criteria for vocational training of the mentally retarded. 

Delp, 

L. V. Stahlecker (Ed.), Occupational Information for the Mentally 

In 

Retarded, Springfield, Ill. Charles C. Thomas 1967, pp. 214-228. 

J. C. Post-school adjustment of former educable mentally retarded 

Dinger 

E..xc..etional Children, 1961, 27, 353-360. 

pupils. 

R. Handicapped Americans. U. S. Congressional Record, Washington , 

Dole, 

U. S. Government Printing Office, April 14, 1969. 

D.C.: 

M. Sheltered workshops for the mentally retarded as an educational 

Dubrow, 

vocational experience. Personnel Guidance Journal, 1960, 38, 

and 

392-395. 

G. Employment problems of the mentally retarded. In President's 

Dybwad, 

on Employment of the Handicapped, Employment Problems of the 

Committee 

Mentally Handicapped: A Group Discussion. Washington D. C., 1962. 

R. P. The subnormal child--17 years after. Mental Hygiene, 

Fairbanks, 

April, 177-208. 

1933, 

M. S. Identification of barriers and facilitators in the vocational 

Goldman, 

of educable mentally retarded youth. Unpublished doctoral 

habilitation 

dissertation, University of Wisconsin, 1969. 

96

H. Social and occupational adjustment. In H. A. Stevens and 

Goldstein, 

Heber (Eds.), Mental Retardation- A Review of Research, Chic.ago: 

R. 

University of Chic.ago Press, 1964, pp. 214-2S8. 

L. C. Receptivity of employers to hiring mentally retarded and 

Hartlage, 

patients. Journal of Counseling Psychology 1966, 13(1), 

ex-mental 

112-114. 

E. A. A followup study of girls discharged from Laurelton State 

Hartzler, 


Village. 

R. F., Flanigan P. J. and Rybak, V. (Eds.) Changing Concepts in 

Heber, 

Retardation--Prevocational Evaluation of the Mentally Retarded. 

Mental 

Research and Training Center in Mental Retardation, 

Rehabilitation 

of Wisconsin School of Education, Madison, Wis., 1969, 

University 

Monograph No. I I. 

C. E. A comparison of mentally retarded high school students in 

Howe, 

vs. traditional programs. Long Beach, Calif. Long Beach 

work-study 

Unified School District, 1967. 

School District Number l%venty-Five.. On-the-job training program: 

Idaho 

mentally retarded. Pocatello, Idaho, 1968. 

Educable 

I. and Hieatt, L. Style Guide for Research P.apers, Propo.sals , 

Jacobs, 

Theses. Madison, Wis. The University of Wisconsin Regional 

and 

Research Institute and Rehabilitation Counselor 


Program, 1970. 

Education 

Vocational Service and the Vocational Rehabilitation Administration. 

Jewish 

Evaluation Study and Demonstration Work Experience for the Mentally. 

An 

During Thei__rr Last Ye__ar in Public School. Final Report, 

Retarded 

404, 1964.. 

Project 

K. F. Postschool adjustment of educable mentally retarded youth 

Keeler, 

in San Francisco. Dissertation Abstracts, 1964, 25(2), 

educated 

9 36-9 37. 

R. J. R. The social adjustment of morons in a Connecticut city. 

Kennedy, 

Conn.: Commission to survey resources in Connecticut, 1948. 

Millport, 

R. J. R. A Connecticut Community Revisited: A Study of the Social 

Kennedy, 

of r0up ofMen-tall Defiient-'Its-i i948-'90. 

Adjustment 

Project No. 665, Vocational Rehabilitation Administration, 

Research 

D. C., 1962. 

Washington 

O. P. An examination of some characteristics which discriminate 

Kolstoe, 

employed and not-employed mentally retarded males. American 

between 

Journal of Mental Deficiency, 1961, 66, 472-482. 

O. P. and Frey, R. M. A High School Work-StudyProgram for Men- 

Kolstoe, 

Subnormal Students. Carbondale and Edwardsville: Southern 

tally 

Illinois University Press, 1965. 

97

D. C. and Sullivan, L. C. Relationship of specialized vocational 

Magaw, 

and community adjustment in higher grade mentally defective 

training 

boys. American Journal of Mental Deficiency, 1945, 49, 383-387. 

W. S. The success of a rehabilitation program--A follow-up study of 

Neff, 

of the vocational adjustment center. Monographs, The Jewish 

clients 

Vocational Service, Chicago, Ill., 1959, No. 3. 

R. A. The impact of automation and technological change on the 

Nixon, 

of the mentally retarded. Paper prepared for the 

employability 

American Academy on Mental Retardation, May, 1969. 

H. W. _A National Follow-up Study __°f Mental Retardates Employed by 

Oswald, 

Federal Government. Grant RD 2425-G, Department of Vocational 


Rehabilitation, Washington, D. C., 1968. 

J. and Chaffin, J. Developing employer relations in a work-study 

Payne, 

for the EMR. Education and Training of MR, 1968, 3(3), 127-133. 

program 

J. R. The work-study program--A critical phase of preparation. 

Peck, 

and Training of th.__9_e Mentally Retarded, 1966, 1(2), 68-74. 

Education 

R. Problems in job adjustment of the mentally retarded. American 

Peckham, 

of Mental Deficiency, 1951, 56, 448-531. 

Journal 

L. and Smith, L. L. A comparison of the post-school adjustment 

Peterson, 

educable mentally retarded adults with that of adults .of normal 


intelligence. E.cetional Children, 1960, 26, 404-408. 

H. R. Post-School adjustment of mentally retarded children in 

Phelps, 

Ohio Cities. Exceptional Children, 1956, 23, 58-62. 

selected 

W. R. Attitudes related to the employment of the mentally retarded. 

Phelps, 

Journal of Mental Deficiency, 1965, 69, 575-585. 

American 

Panel on Mental Retardation. A Proposed Program for National 

President's 

to Combat Mental Retardation.. Washington, D. C. U.S. 

Action 

Governmen---t Printing office, 1962. 

M. C. and Stunkard, C. L. A Comparative Study of Day Class Vs. 

Reynolds, 

Educable Retardates. Minneapolis, Cooperative 

Institutionalized 

Project No. 192, College of Education, University of Minnesota, 

Research 

1960. 

H. B. and Robinson, N. M. The Mentally Retarded Child: A Psycho- 

Robinson, 

Approach. New York: McGraw-Hill, 1965. 

logical 

A. J. Criteria for selecting institutionalized mental defectives 

Shafter, 

vocational placement. American Journal of Mental Deficiency, 1957, 


61, $99r616. 

Planning for Vocational Rehabilitation. Final report of the ad 

Statewide 

committee on mental retardation. Madison, Wis., 1967. 

hoc 

98

S. Department of Health, Education .and Welfare S_ecia.l Problems in 

U. 

Vocational Rehabilitation ofthe Mentall Retarded. Vocationa---i 


Rehabilitation Administration Service Series No. 65-16, 1963. 

S. Department of Labor, Manpower Administr.ation. Subject" Definition 

U. 

the term disadvantaged individual. Manpower Administration Order 


No. 1-69, Washington, D. C., 1969. 

S. Vocational Rehabilitation Administration. Retarded Youth" Their 

U. 

Needs. Project 681, Washington, D. C., 1964. 

School-Rehabilitation 

S. L. Problems in the placement and follow-uP of the mentally 

Warren, 


retarded. 

M. A. A comparison of social and intellectual levels of i00 

Whitcomb, 

grade adult mental defectives. American Journal of Mental Defi- 

high 

ciency, 1945, 50, 257-262. 

L. C. Nationwide categorized variables of state agreements, 

Williamson, 

guidelines in the current school work program concept. Unpub- 

plans 

lished paper, University of Wisconsin, 1967. 

C. D., Stewart, E. and Brown, S. J. Reasons for community failure 

Windle, 

retarded patients. American Journal. of Mental Deficiency, 1961, 


66, 213-217. 

Department of Health and Social Services. Occupational adjust- 

Wisconsin 

program for mentally retarded. Wisconsin Division. of Vocational 

ment 

Rehab i lit at ion. 

Department of Health and Social Services. Vocational rehabili- 

Wisconsin 

case process guide. Wisconsin Division of Vocational Rehabi- 

tation 

litation, 1969. 

Department of Health and Social Services. Rehabilitation's 

Wisconsin 

decade 1960-69. Wisconsin Division of Vocational Rehabili- 

greatest 

tation Annual Report, 1969. 

Department of Health and Social Services. Wisconsin state plan 

Wisconsin 

vocational rehabilitation. Wisconsin Division of Vocational 


Rehabilitation, 1970. 

Department of Public Instruction. Division for Handicapped 

Wisconsin 

of services. Madison, Wis. 

Children--handbook 

Department of Public Instruction. Programming public school 

Wisconsin 

for retarded children in Wisconsin. Madison, Wis,, 1967. 

services 

Department of Public Instruction. Decade of Inquiry: 1958 to 

Wisconsin 

U. S. Office of Education, 1969. 

1968. 

Mental Retardation Planning and Implementation Program. Quiet 

Wisconsin 

Plan for the Mentally Retarded. Planning 

Revolution/Wisconsin's 

No. MR P-S3-B67, Public Health Service, U. S. Department of 

Grmlt 

Education and Welfare, 1967-68. 

Health, 

99

APPENDIX A

OCCUPATIONAL ADJUSTMENT PROGRAM 1 

FOR bfALLY RETARDED 

Special Education, Vocational Rehabilitation 

A 

Service Program Operated Under 

Transitional 

Joint Agreement Between the: 


and 

of Health and Social Services 

.D.epartment 

.Division of Vocational Rehabilitation 

.Occupational Adjustment Program Formal Agreement was completely 

iThis 

during the 1970-71 school year. 

revised

I. I NI'ROIltJCI'ION 

()CCUPATIONAL AD,JUSblE,Nq" PROGRAbl FOR blI!N'fALLY RETAPd)tZD 

the period May i, 1955 to July i, 1958, an :Extension 

During 

Improvement Project sponsored by the Department of lealth 

,and 

Social Services, Division of Vocational Rehabilitation, under 

,-and 

3 of Public Law 565, in cooperation with the Bureau for 

Section 

laadicapped Children, indicated that: 

The mentally retarded are most likely to be benefited by an 

(a) 

adjustment program, if they can be identified 

occupational 

while still in sclool; 

A specialized work training progr.am emphasizing the work 

(b) 

work attitudes, adjustment patterns and. positive value 

habi.ts, 

work can make mentally retarded individuals employable; 


A sheltered workshop is an effective resource for placement 

(c) 

and/or a long-term adjustment progrmn; 

(d) "Ne mentally retarded can be placed in productive employment; 

Sub-contract work offers an adequate activity for training in 

(e) 

habits, attitudes and other adjustment patterns. 

work 

A follow-up relationship to maintain adjustment on the job 

(f) 

assist in .finding a new job is a definite need. 

and/or 

April, 1959, a second research and. demonstration project, 

In 

a School-I,'ork Experience Project in which retarded pupils 

nmnely, 

in school spent, half-time in the workshop was begun, l]is 

still 

completed in dime, 1963, indicated a tendency of a 

project, 

percentage of the young people who were in the control 

larger 

and who 1.eft school and/or graduated had not made an 

group 

adjustment to work by tle end of their first year out of school. 

a result of these demonstration-research projects, financed 

As 

tle .Vocational Rehabili.tation Administration, md conducted by 


Jewish Vocational Service of Hilwaukee, .an occupational adjust- 


progrm, including actual work experience in a community and/or. 

ment 

workshop setting demonstrated its effectiveness in 

sheltered 

work potentials of mentally retarded young persons. These 

improving 

inc]uded the cooperation of the State Department of 

programs 

Instruction and the Milwaukee County Public School Systems, 

Itblic 

blilwaukee, itefish Bay, South lilwaukee, West kllis-l','est 

namely, 

and tVauwatosa. In order to continue the demonstrated 

Milwaukee 

of these programs,-the cooperating groups requested the 

benefits 

of llealth and Social Services, Division of Vocational 

Ipartment 

Rehabilitation to provide this service on a state-wide basis. 

102

I I. OlkJt-C'l'IYqiS OF TILE PROGRAM 

-2- 

the regular identifiable, recurring life situations of 

ong 

mentally retarded young persons who are in special education 


in public schools is the adjustment in a job. e main 

programs 

of this service program is to provide the maximum 

oljective 

o training md experience to the retarded yoag person, so 

:ount 

his potentials for job adjournment can be eran,zod and he can 

that 

be given greater assurance of job adjustment. 

order to prepare retarded young persos for work adjustment, 

In 

seA,eel must ]ave more current and continuing information re- 


the adjustment needs of young mentaly retarded persons. 

garding 

on a job is not sufficient. The rehabilitatiocounselor 

Placement 

follow up and assist in solxing problems and situations 

must 

to the individual job or personal reactions that were 

peculiar 

evidenced in the individual's work experience. One of the 

not 

of this program is to investigate the several work adjust- 

objectives 

needs of the mentally retarded, so that the rehabilitation 

ment 

of the school curriculum can be closely related to the ex- 

phases 

periences of the retarded young person when be is in a work situation. 

ongoing researcJ findings related to the. adjustment of 

As 

retarded persons become known to the Department of lealth 

young 

Social Services, Division of Vocational Rehabilitation, the 

and 

Departaent of Public Instruction md the Wisconsin State 

State 

Service, as part of this total program, they are dis- 

nployment 

to the schools through news media, reports, bulletins, etc. 

seminated 

II I. CONT½'S OF PROGRAb 

objectives of the program are two-fold and integrate the 

'lqae 

material from each portion into a work-study program so 

content 

mentally retarded.young people are able to practice the 

that 

of behavior learne, in school. %Je sch.ool will be kept 

patterns 

of the areas of weaknesses which are observed in the work 

informed 

situation. 

experience 

l,'elmbilitation oriented pre-vocational courses are given in the 

(a) 

and in some instances, are conducted by the Teacher- 

school 

lese .courses include such projects as: inter- 

Counselor. 

relationships with fellow workers and supervisors, 

personal 

to criticism, ability to use criticism constructively, 

reactions 

information, and preliminary work try-outs. 

occupational 

A work experience I.',rogram developed by the Department of 

(b) 

mxd Social Services, Division of Vocational Rehabili- 

llealth 

gives retarded young people experience .in an industrial 

tation, 

situation, and/or in a sheltered workshop, in 

work 

to strengthen the development of work habits, attitudes 

order 

interpersonal relationships and provide them with an oppor- 

and 

103

-3- 

to utilize tle understanding and skills they studied 

tunity 

achool. This work experience program includes- 

at 

Vocational training, when indicated, which provides 

(i) 

retarded with specific skills, to qualify them for 


appropriate work in industry. 

Work ex])erience in part-time jobs in industry where 

(2) 

retarded can deve[)p skills and improve work habits, 


attitudes, etc. 

;'ork experience on sub-contract work in a sheltered 

(3) 

lere the retarded are assiste in skil.]s in 

workshop. 

relations which relate to adjustment in 

interpersonal 

sitm%tions. 

work 

placement, the retarded persons will once more be informed 

At 

counseling and guidance services are available at any time 

that 

are required. Tle program includes plans for follow-up. 

they 

will occur as often as needed after placement, ienever 

This 

the retarded pqrson may return to the Occupational Adjust- 

indicated, 

ment program for further services. 

IV. OCCUPATIONAL ADJUS'INT TRAINING CURRICUL[.'I 

]en a mentally retarded person is ready for the Occupational 

(a) 

.Program, he will be considered and screened by 

Adjustment 

both the Teacher-Cou:selor and the Rehabilitation Counselor. 

'i]e curriculmn used will be refined and enriched by the 

(b) 

of teachers and pup.ils involved in t]e progrm. 

experiences 

material used in the Occupational Adj'ustment training 

Content 

includes the :following" 

curricultn 

Specific materials relating to the work being done by. 

(i) 

young people in the work experience, situation, and .. 


of patterns of behavior, attitudes of their 

discussions 

workers ad the requirements of the job. 

fellow 

Discussion of various responsibilities which come with. 

(2) 

a worker, such as filling out an application for 

being 

social securit)r card, the meaning of memploent 

a 

worMen' s compensation, social security, etc 

insurance, 

I)iscussion of looking for a job, kind o£ job one looks 

(3) 

appearance, attitudes and experiences of the young 

for, 

as they actually look for jobs after a period of 

people 

experience in the progrmn. 

work 

Aritlmetic, reading, .writing, speech and other types of 

(4) 

whicl relates to the work situation. 

information 

104

-4- 

,leming of detemining t]e wage, minimum wage laws, 

(5) 

a wage, how to WOrk for an increase in salary, 

budgeting 

V. TI IE T1LXCI iER-COUNSIILOR 

other types of information relating to working and 

and 

self-support. 

The Teacler-Counselor is a member of the staff-of the public 

(a) 

and is under the aiministrative supervision of the 

school, 

superintendent and his staff. For the technical 

sc!c.ol 

of the program, the Teacher-Counselor receives the 

aspects 

and supervision of the Division of Vocational 

guidance 

i I i tat ion. 

Rehab 

The Teacher-Counsclor is responsible for maintaining the 

(b) 

of t]:e pre-vocational rehabilitation training i.n 

coordination 

the schools and the Occupational Adjustment Program. 

The Teacher-Comselor shares.with the special education teachers, 

(c) 

about the vocahional reMabilitation experiences of 

infomation 

students in the Occupational Adjustmen.t Progrmn and assists 

tle 

teachers in using portions of this material in their 


special education progrm. 

The Teacher-Counselor, in consultation with the Rehabilitation 

(d) 

refers students to the Occupational Adjustment Pro- 

Counselor, 

and with him follows their progress and makes any adjust- 

gram 

necessary to give the retarded young people their best 

ments 

to benefit from the program. 

opportunity 

The Teacher-Counselor md t}ie Rehabilitation Counselor follow 

(e) 

people after they have completed their Occupational 

young 

Training Program to assure their continuing adjust- 

Adjustment 

They suggest the retur of the young people to the 

ment. 

service or agency, if the person needs any additional 

proper 

service. 

The Teader-Counselor, togetler with the Rehabilitation Coun- 

(f) 

is responsible for making final reports on the adjust- 

selor, 

of. the retarded young people in work so that there will 

ment 

a continuing evaluative study of the Occupational Adjustment 

be 

l'rogrun. 

In conmunities where only a limited number of pupils are 

(g) 

for the work experience progrwn, the TeacheraCounselor 

ready 

may be scheduled On a part-time basis. 

VI. Tlli:, V)CATIONAL IIi/ILI'I:ATION COUNSELOR 

function of the Department of liealth and Social Services, 

The 

of Vocational Relabilitation, is to supervise the teacher- 

Division 

counselors in all significant aspects of their reha.ilitation work. 

105

All prospective stulents for the program will be jointly 

(a) 

by the Teacher-Counselor and the Relmbilitation 

screened 

-5- 

Before receiving services, tle retarded person 

Comselor. 

become a client of the Department o£ llealth md Social 

will 

Services, Division of Vocational RehabJ litation. 

The Vocational Rehabilitation Counselor refers the retarded 

(b) 

to the type of Occupational Adjustment Program which 

student 

is l¢st suited to the client. 

"lere will be a continuing exchange of infomnation betn,een 

(c) 

Teacher-Counselor and the Rehabilitation Counselor 


the students in the prosfinn. The Rehabilitation 

regarding 

and the Teaclmr-Counselor confer at regular intervals 

Cotmselor 

the progress of all students in the (ccupational Adjustment 

on 

md make reconendations with regard to special 

Program, 

of work adjustment training which might be undertaken 

types 

the school program in order to improve the potentials 

within 

emplo)nent. 


All pro£essiona] persons involved in the program will assize 

(dj 

for aspects of job i-'J.ning for the retarded 

responsibility 

when he completes the Occupational Adjustment P.r.oram 

student 

is graduated. The l'isconsin State ipl.o)ent Service 

and/or 

other agencies will also be used in obtaining this employment. 

md. 

"l]e vocational Relalilitation Counselor and t]e Teacher-Cotm- 

(e) 

will cooperate i.n estMlishing a follow:-up program to 

selor 

the retarded st[dent and his employer in assuring a 

assist 

adjustnent in the job situation. Any loss of job, 

pemanent 

need for change in job, will initiate additional services 

or 

the retarded person by the Division of Vocational Rehabili- 


tation,, and/or the Teacher-Counselor. 

VI I. I:IN/NCIAL, BUDGET AND PROCElXlRAL CONSIDH\TIONS 

'i'le Teader-Counse.lor is on the payroll and a mcmber of the 

(a) 

school system qualified md licensed to teach the 

local 

retarded. Ile is sut:,ject to tIe qualifications and 

mentally 

standards which are equivalent to the standards 

tenure 

to nployes o:f the Division of Vocational Rehabili- 

applicable 

The qualifications md tenure standards for the Teacher- 

tat.ion. 

are also those which apply to all c.ertified profcssional 

Counselor 

teacler persormel of the school system. 

sulmitting A]mual t'lms for Service to the Bureau for 

In 

Children, pursuant to 41.01(1), school districts 

iandicapted 

cotmty superintendents stroll indicate that they are 

and 

to enter into a joint agreement ,ith the I)epart- 

l:lmuing 

of iealth.and Social Services, l)ivision of Vocational 

merit 

for conducting an Occupational-Adjustment 

Rehabilitation, 

for the mentally retarded mder the provisions of 

l"rogrma 

progrmn.. It shall indicate the £ollowing: 

tlis 

106

-6- 

(i) 2]e specific Occ}pational AdjtLstment Progrn proposals; 

(2) the proce&res .for financing 

(I) and (2) may be accomplished by submitting a copy 

Itens 

Form ISE-2. 

o£ 

the delineation of responsibilities of both public and 

(3) 

personnel and Rehal)ilitation Division personnel 

school 

107 

,any proposed joint cooperative venture between the 

in 

schools, the State Department of ]hblic Instruc- 

local 

Bureau for I-andicapped Children, and the Depart- 

tion, 

of iealth and Social Services, Division of Vocational 

ment 

This criterion will be met by submitting 

Relabilitation. 

copy of the Joint Agreement for the Occupational Adjust- 

a 

merit Program for the Mentally Retarded (Form VRSE-I). 

Reports on progress of students in the work experience pro- 

(c) 

are prepared at least every six mo..nths mad 'are submitted 

grmn 

the district office of Vocational Rehabilitation'. The 

to 

are a cooperative responsibilityof the Teacher- 

reports 

the Rehabilitation Counselor ,and the person or 

Counselor, 

responsible for mediate supervision of the client's 

persons 

(d) Funds 

VI I I. RIiCOIIIS 

work experience program. 

portion of the local, school tax levy used in employing 

That 

Teacher-Counselor ,.and duly certified shall be considered. 


"state funds" for Federal matching. 

(\qlA) atching funds made available through this 

Federal 

will be used ty the Department of lealth md 

agreement 

Services, Division of Vocational Rehabil.itation, to 

Social 

the Rehabilitation case services and supervisory 

provide 

persomel indicated in the Jo.int Agreement. 

Prior to each school year (c) the school board will pre- 

local 

a budget sl,owing the percentage of time and percentage 

pare 

salaD, of teadmr-counselor personnel on the Occupational 


Program for the Mentally Retarded (see Form \;E-2) 

Adjusnncnt 

certify the availability of these :notmts to the Depart- 

and 

of ltcalth and Social Services, Division of Vocational 

ment 

Relmbilitation, prior to the start of tle progrmn (See VRSE-3). 

records maintained by the Teacher-Counselor will be 

Case 

as school md Vocational Reimbititation records and are 

designated 

available to both agencies.

-7- 

INT AGII/F.N¢I 

,J(.. 

AI/JUS'ItE,NT PR(R3R/h\I FOR 'rile MtN'i'AI, I,Y Pd::'I'AIDEI) 

OCCUPATIONAl, 

This is a rehabilitation program mutually c.onceived, developed and 

A. 

by the Local School [oard and the l)eparent of Iealth 

executed 

Social Services, Vocational Rehabilitation l)ivision in a community 

and 

to mnalgmate the resources of a comity of a special education 

effort 

rehabilitation nature.. Funds made available to Vocational 

and 

under the terms of this agreement are to be regarded 


Vocational Rehabilitation funds and are paid for the performance of 

as 

Relabilitation services according to the following elements: 

Vocational 

The nature an¢l scope of relabilitation services to clients are 

i. 

by the Department of llealth and Social Services, .I)ivi- 

detemnined 

of Vocational Relabilitation, and will be set forth in an 

sion 

outlinc. 

accompanying 

In all significant aspects of their rehabilitation work, the 

2. 

are subject to the supervision of the Division 

teacier-co,,nselors 

Vocational Rehabilitation. "i]is constitutes the technical 


of the progra. The Local School Board supervises 

supervision 

non-vocational rehabilitation activities of the teacher-coun- 

tle 

supervises the teacher-counselors in coordinating variou_ 

selors, 

and exercises administrative supervision on such matters 

activities 

hours of work, payroll and so forth. 

as 

All clients receiving services mder this program must first be 

3. 

-as eligible by the Division of Vocati(mal Rehabilita- 

certified 

however, services designated as diagnostic and evaluative 

tion; 

potential clients by the Rehabilitation Counselor do not 


require prior certification of eligi?ility. 

services under this agreement will be the usual and regularly 

No 

services of the sdool system. No adademic training 

available 

other training which is available under special education 

or 

can be considered vocational rehabilitation services. 

progrmns 

basic school learning, such as reading, aritlnetic and 

Any 

offered by the teacher-counselor will have a discernible 

language, 

vocational rehabilitation focus and can be work oriented. 

The teacher-comselor is subject to the stone or equivalent qualifi- 

5. 

and tenure standards applicable to all employers of the 

cation 

of Vocational Relabilitation. 'l'lese sm:e provisions also 

Division 

to other personnel whose services may be required by this 

apply 

program. 

Selection of the teacher-counselorsworkin in this program may 

(. 

made by the Local School Board, but is subject to the approval 

be 

of the Division of Vocational .Rehabilitation. 

108

-8- 

The Occupational Adjustment Progr:m is subject to periodic eva- 

7. 

by the parties to this agreement for the purposes of 

luation 

improvement and efficient utilization of rehal)ilitation 

program 

As a corollary to this, the services of the teacher- 

personnel. 

will no longer represent matchable state vocational 

counselors 

funds if the Vocational Rehabilitation agency ter- 

reha;ilitation 

such services under the Vocational Rehabilitation 

n',inates 

Likewise, separation of the teacher-counselor by the 

Progrn. 

School Board from rehabilitation activity is subject to the 

Local 

of the Division of Vocational .Rehabilitation if this 

approval 

joint agreement is to remain in operation. 

Out of the matching Federal funds available to it from the program, 

B. 

Division of Vocational Rehabilitation will make every possible 

t|e 

Date 

to provide a smooth transition for the mentally retarded from 

effort 

to employment. In the fulfillment of this program, the 

school 

Division of Vocational Rehabilitation will to the extent possible: 

rchase for the clients of this program, work eNoerience and work 

i. 

training from community agencies qualified to provide 

adjustmaent 

training. ;his work adjustment trainin may be obtained in 

such 

sheltered workshop, in a vocational school-job preparation 

a 

program, or in an on- the- job training program. 

Provide whatever additional case services are required by the 

2. 

eligible for the program. This may include one or more 

clients 

the following" (a) medical examination; (b) psychological 


(c) counseling and guidance services; (d) medical -and 

services; 

restoration services; (e) training, including courses in 

plysical 

experience m:d work adjustment; (f) placement services and 

work 

follow-up services. 

(g) 

Set up a staff position at the Vocational Rehabilitation Counselor 

3. 

This counselor will be directly responsible .for the 

level. 

Adjustment Program for the mentally retarded descriled 

Occupational 

the outline. 

in 

Title- 

109 

Oesignated o-ficer o:f tle Local SchoOl Board' 

D'i're'ctor, lureau f0Y.fndicaed Ch'ildren and 

Date 

Superintendent, Department of lhblic 

/kssistant 

Instruction 

te Administrate'r, Di.vision of Vocat.konal Rehabit1- 

k 

Department of llealth and Social Services 

ration,

FOR FE1)IJI\I, ?4'I'CIIING IINDIiR 5E(TFION 2, PL 89-333 

APPLICATION 

Rlil [ABI I,ITNI'ION ACT /V, IIZNI;Nq'S OF 1965 

VOCATIONAL 

cooperative agreement is in existence betvecn the Department 

A 

iiealth and Social Services, Division of Vocational Rehabilitation and 


the purpose of obtaining Federal matching funds in order to expand 


to the mentally retarded. 

services 

Date Designated off-leer of. the Local School Bo-ard- 

City and-State 

..,\pproved in accordance with 16.54, Wisconsin Statutes 

IiO 

Divis0h of Voatfonaf R'eha i- 

Xdhii-nis]trator, 

Department of llealth .and Social Services 

ration, 

late Governor, State o-f l'isconsin 

VRSIi-1 

2/70

FOR 

BIItGET 

AlUUSl',xUilxr PROGP&I FOI bU-i,FALLY PdiTAR1)lil) AT 

()CCUPATI()NAI. 

,July l, to dune 30, 

cooperative agreement is in existence letween the Department of 

A 

md Social Services, Division of Vocational Rehabilitation and tle 

leMth 

iii 

tI. GII SCi t(X)I, 

the purpose of obtaining 


matching "fthi&' in' 'order to expand services to the mentally retarded. 

Feddr%il 

submission of this form to the Division of Vocational Rehabilitation at 

The 

beginning of each academic year will update the budgets used for matding 


purposes. 

Name of Local School Board 

N.ne of Teacher-Counselor (or other personnel) 

Address" lome 

School 

Length of School Program (}lonths) 

Salary (Total) 

Distribution of Time and Salary" 

Activity 

Vocational Rehabilitation 

1.. 

. ccial Education 

S 

3. Otler 

Daily Time Schedule of Teacher=Counselor" 

Period Vocational Rehabilitation Time 

[ilsc reverse side- £or dld.[t.ibna-ggt--etai-ls-o£--ad{iviti;); 

cc" Bureau for iandicapped C]fildren 

RS Li- 2 

V 

2/70 

Time .Sala.ry* 

O. 

Special Education Time 

To compute the amount of salary chargeable to eacl actiyity, 

a 

the percentage, of thne spent, on each activiW by he total sailary, 

mltiply 

otmt of salary chargeable to Vocational Rehabilita.tion. activity, is the 

"l'te 

tlat should appear o Fore VRBt.i-3. 

uuotmt

112 

OCCUPATIONAL AllIIJSI/INI PROGRAM FOR MII¢I'ALLY Pd3TARDEI) 

AS TO AVAILABII,ITY OF FUNDS FOR VOCATIONAL REII3JILITATION 

CIRTIFICATION 

he filed with the Department of llealth and Social Services, Division 

(To 

Vocational Rehabilitation hy the responsible fiscal officer of the 


school board in advance of any disbursement of funds by the local 

local 

school board for the purposes of this program). 

I hereby certify that there will be available during the fiscal 

year ending June 30, from funds assigned for exF;:enditure by the 

a s.gn of.$ * to be paid as salary for Vocational Rehabili- 

tation services contemplated tmder the terms of a cooperative agreement 

between the Department of lealth and Social Services, Division of Voca- 

tional Rehabilitation and the 

(Signed) 

Title 

Date 

(Local Scl-o-i Board) 

This mnount should be tlle. salary chargeable to the Vocational 

* 

activity as shown on Form VRSE-2. 

Iehabilitation

TITLIi VI OF Till; CIVIL RIGIrI'S ACI" OF 1964 

(N.e of Alplicant) 

113 

called the 

(hereinafter 

"Applicant") 

AGRIiES "I'IT it will congly with Title VI of the Civil Rights Act 

IdiRk,BY 

t964 (PI, 88-352) md all requiremets posed ly or pursuant to tle 


of the llelarncnt of leath, Education and I%lfare (45 CFR 

Regulations 

80) issued pursuant to that title, to the end that in accordance 

Part 

Title VI of that Act d the Relation, no perso n in the United 

with 

shall, on the ground.of race, color or national origin, he ex- 

States 

from participation in, be denied the benefits of, or be other- 

cluded 

subjected to discrnination under any progr or activity for 

wise 

tle Applicant receives Federal financial assistance :from the 

wlich 

d IIEIBY GIVES kSSNCE 'I'IT it will flediately take 

llepartment; 

any measures necessa, to effectuate this agreement. 

any real property or StlXcture thereon is provided or improved with 

If 

aid of Federal financial assistance extended to the Applicant by 


Department, this assurance shall obligate the Applicant, or in the 


of any transfer of such property; -any transferee, for tle period 

case 

wlich the real property or stn.mture is used for a purpose for 

dring 

the Federal financial assistance is extended or for another pur- 

whicl 

involving tile provision of similar services or benefits. If any 

pose 

property is so provided, this assurance slmll obligate the 

personal 

In all other cases, this assurance shall obligate the 

property. 

for the periodduring Milch the Federal financial assistance 

AppIicant 

is extended to it by the Department. 

ASSUI,'AC:E is given in consideration of and for tile purpose of ob- 

Tills 

any and all Federal grants, loms, contracts, property, dis- 

taining 

or other Federal financial assistance extended after the date 

counts 

to the Applicant by the Deparnent, i:ncluding installment pay- 

hereof 

after sud date on account of applications for Federal financial 

merits 

which were approved before such date. le Applicmt 

assistance 

and agrees tlat such. Federal financial assistance will be 

recognizes 

in reliance on the representations and agreements made in 

extended 

assurance, and the United States shall have the right to 

this 

judicial enforcement of this assurance. "INis assurance is 

seek 

on the Applicmt, its successors, transferees, and assignees, 

biding 

the person or persomwhose signatures appear below are authorized 

and 

to sign tli.s assurmme on behalf of the Applicant. 

Dated 

(Applicant's Mailing )l-d)css) 

(Ap'lSllcant) 

Chairman Of Board, or comparalle 

(President, 

official) 

authorized

APPENDIX B

STUDENTS (AGES 15-21) REPORTED BY SCHOOL DISTRICTS 

EMR 

COUNTY OPERATED CLASSES THROUGHOUT WISCONSIN 

AND 

Madison District (0!) 

FOR THE 1965-66 SCHOOL YEAR 


Number 

Districts 

School 

and County Classes 

I15 


Number 

Reported 

EMR's 

1 2 

Adams 

5 39 

Columbia 

i0 174 

Dane 

3 21 

Green 

3 13 

Iowa 

6 40 

Jefferson 

5 i0 

Juneau 

3 24 

Lafayette 

7 119 

Rock 

3 20 

Sauk 

ford 3 14 

*Craw 

2 2 

*Grant 

2 59 

*LaCrosse 

2 13 

*Monroe 

1 2 

*Richland 

4 16 

*Vernon 

Total 60 568 

*Counties served by the LaCrosse local office 

Milwaukee District (02) 

Milwaukee 13 712 

the time of this study the Milwaukee school district had 13 junior and 

(At 

high schools with special education Programs) 

senior 

Green Bay District (03) 

town 

B 

Door 

Kcwauncc 

Marinette 

Menominee 

Oconto 

Outagamie 

Shawano 

Waupaca 

*Florence 

*Forest 

*Langlade 

*Lincoln 

113 

2 

6 

1 

3 

1 

18 

5 

8. 

3 

68 

4 

iS 

3 

5 

2 

4 

2 

3 

1 

2 13

4 75 

*Marathon 

2 14 

*Oneida 

1 2 7 

*Portage 

*Vilas 

Total 33 

*Counties served by the Wausau local office 

Eau Claire District (04) 

Barron 

Buffalo 

Chippewa 

1 ark 

C 

Dunn 

Claire 

Eau 

Jackson 

Pepin 

Pierce 

Polk 

Rusk 

Croix 

St. 

Taylor 

Trempealeau 

*Ashland 

*Bayfield 

*Burnett 

*Douglas 

I ton 

* 

*Price 

*Sawyer 

*Washburn 

Total 33 

*Counties served by the Superior local office 

Racine District (05) 

3 

Kenosha 

3 

Racine 

1 

*Waukesha 

1 

*Walworth 

Total 8 

*Counties served by the Waukesha local office 

Fond du Lac District (06) 

2 S 

Calumet 

4 29 

Dodge 

2 

1 

2 

2 

3 

2 

2 

372 

12 

15 

5 

21 

47 

2 

2 

1 

4 

13 

ii 

19 

2 

19 

2 

180 

1 

76 

55 

201 

56 

388 

116

du Lac 

Fond 

Lake 

Green 

Manitowoc 

Marquette 

Ozaukee 

Sheboygan 

Washington 

Waushara 

*Winnebago 

Total 27 

served by the Oshkosh local office 

*County 

County, Proje,c,t 

Wood 

Wood S 

State Total 179 2638 

60 

6 

116 

4 

4 

39 

57 

S 

76 

.401 

17 

117

APPENDIX C

COMPARISON OF THE NUMBER OF PUBLIC SCHOOLS WITH 

DISTRICT 

ADJUSTMENT PROGRAMS UNDER CONTRACT WITH DVR OCCUPATIONAL 1 FOR 

THE 1965-66, 1966-67, 1967-68 AND 1968-69 SCHOOL YEARS 

1966-672 1967-68 1968-69 

1965-66 

School Year School Year School Year School Year 

District 

01 12 

02 

03 1 

23 

14 26 

04 2 4 

05 2 6 5 

O6 

WC 

State 

17 31 41 

Total 

was provided by DVR administrative office where copies of 

llnformation 

contracts are on file. The records are not complete since some con- 

OAP 

have been lost and others were not submitted, even though the 

tracts 

were being conducted. 

programs 

of the OAP contracts for the 1966-67 school year are not available, 

2Copies 

were lost in the process of moving the state DVR office from one 

they 

location to another. 

figure includes all Milwaukee junior and senior high schools with 

3This 

since the contract was signed for the Milwaukee school district 

programs 

which is listed as one program on this chart. 

contract was not signed for the Milwaukee school district this yoar. 

4A 

is a question regarding the city of Green Bay schools since two had 

5There 

in 1967-68 and in 1969-70 there were four; however, for the 

programs 

school year there were no contracts on file. 

1968-69 

2 

7 

14 

55 

119

by requirements for the degree of (Education) - NCRTM

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