ERIC Number: ED222012
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Project A.M.E.S. (Actualization of Mainstream Experience Skills). Volume I, 1979-80.
Maurer, Steve, Ed.; And Others
The document makes up volume I of a report on the philosophy and activities of Project AMES (Actualization of Mainstream Experience Skills), a model program for vocational training and independent living skills instruction for 34 moderately and severely retarded students (6 to 21 years old). Following an introductory chapter, Chapter 2 briefly describes the seven components of the Project AMES Vocational Training Model: community job assessment, student assessment, vocational training objectives identification, development of school based training, development of community training, placement, and followup. Chapter 3 lists staff development activities. Chapter 4 covers project participants, the roles and responsibilities of staff members, curriculum development, curriculum design in the vocational domain, the school workshop, student assessment, business contracts, training sites, wages, recordkeeping and data analysis, community mobility training, social-interpersonal instruction, individualized education program development, and parent involvement. Among results reported in Chapter 5 are that the students acquired new vocational competencies and the Ames community learned that mentally disabled persons are capable of productive work. Chapter 6 contains research reports with titles that include: "Increasing Production Rates of Mentally Disabled Adolescents in School and Community Vocational Training Programs--The Use of a Changing Criterion Design"; "Improving the Production Rates of Secondary-Aged, Moderately Mentally Disabled Students in a School-Based Work Activity Center"; and "Attending to Task in a Public School Vocational Training Program." Chapter 7 contains a legal reference guide for school vocational training programs. Results of a vocational education survey of intermediate and secondary public school programs for moderately and severely handicapped students are reported in an eighth chapter. The final chapter contains an outline of simulated jobs, the Project AMES employer's manual, the Parent/Guardian Inventory, the Vocational Education Survey, and the Iowa Sheltered Employment Survey. (SW)
Descriptors: Curriculum Development, Daily Living Skills, Demonstration Programs, Elementary Secondary Education, Job Skills, Moderate Mental Retardation, Normalization (Handicapped), Program Development, Program Effectiveness, Records (Forms), Severe Mental Retardation, Staff Development, Student Evaluation, Surveys, Teamwork, Vocational Education
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Sponsor: Iowa State Dept. of Public Instruction, Des Moines. Div. of Special Education.
Authoring Institution: N/A
Identifiers: Actualization of Mainstream Experience Skills
Note: For related document, see EC 150 081. Developed by the staff of Wilson-Beardshear School, Ames, IA.