._ ' ‘—,r . ‘, Eng: "3‘ t.'-‘-4' THE MENTALLY RETARDED BOY IN THE RESTAURANT BUSINESS Thesis for ”He Dawn of M. A. MICHIGAN STATE UNIVERSITY Carl Jacobson 1961 THESIS LIBRARY Michigan State University ABSTRACT THE MENTALLY RETARDED BOY IN THE RESTAURANT BUSINESS by Carl Jacobson For the past ten years, there has been a new concern about the welfare of mentally retarded boys in our homes, schools, and communities. Teachers' experiences in special education have graphically portrayed the fact that the mentally retarded boy is not prepared to sustain himself in the economic world after he has left the school system. Our school laws state that boys (and girls) must attend school until they are sixteen years of age, but remain in school after that age only at the discretion of the school authorities. "The mentally inferior child past sixteen years of age has become an increasing problem. Industry, with few exceptions, will not accept him until he is eighteen, high school provides few, if any, suitable courses, and trade schools reject him. "1 This is a real tragedy. Distress is apparent to all who are close to the field of the mentally retarded boy. Educators in this area are in the best possible position to do something to alleviate the situation, and do it immediately. The scope of the work must be minimized for one individual, and it is the intent of this paper to present a program for training in a specific area. The purpose is to quickly train and place mentally retarded boys in jobs that will make them self— sustaining. 1History of Special Education for Mentally Deficient Children in Connecticut, Connecticut Special Education Association (New Haven, Conn.: Columbia Printing Co., 1936), p. 7. Carl Jacobson Research for factual information was garnered through corres- pondence and readings of publications of the United States Department of Commerce; national restaurant associations; educators in the field of special education; supervisors of employment agencies; and, related texts in the mental hygiene and special education fields. THE MENTALLY RETARDED BOY IN THE RESTAURANT BUSINESS BY Carl Jacobson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS College of Business and Public Service 1961 ACKNOWLEDGMENTS Deep gratitude is exPressed to Eugene Bodon of the Occupational Research Division of the Michigan Employment Security Commission, Eugene Hayden, Supervisor of Special Education, Board of Education, Detroit, Michigan, and George Moroz, teacher of Special Education (in Detroit), for their fine c00pera- tion in assisting me in obtaining the factual information for this thesis. I also wish to thank Dr. S. Earl Thompson for his assistance in the organization and completion of this thesis. Dr. Thompson is now head of the Department of Hotel and Institutional Administration, Pennsylvania State University. ii CHAPTER I. II. III . IV. VI. VII. VIII . IX. X. TABLE OF CONT ENTS Page THE ACUTE AND PERPLEXING PROBLEM OF THE MENTALLY RETARDED BOY IN THE UNITED STATES . . ............... 1 THE SELECTION OF THE RESTAURANT INDUSTRY AS A SUITABLE SPHERE OF EMPLOYMENT FOR MENTALLY RETARDED BOYS........... ..... . ...... 7 A CRITICAL REVIEW OF PREVIOUS INVESTI- GATIONS OF THE RESTAURANT INDUSTRY . . 12 THETRAININGPROGRAM............. 18 A Thirty- Six Week Course of Study and Training 21 JOB PLACEMENT ..... . ........... 36 PROBLEMS AND HISTORIES. . . . . . . ..... 38 Problems of Vocational Training, Placement, andFollow-Up......... ..... 38 Case Histories . . . . . . . . . . ........ 48 Placement of Mentally Retarded Boys in the Restaurant Industry . . . . . . ........ 58 Summary........ ............. 61 ESTIMATES OF WORKER TRAIT REQUIREMENTS MADE BY THE UNITED STATES DEPARTMENT OFLABOR.... ........ ..... 62 VALUE OF PSYCHOLOGICAL TESTING ...... 7O MODERN TRENDS IN MICHIGAN'S RESTAURANT INDUSTRY............... ..... 73 CONCLUSION .................... 76 BIBLIOGRAPHY ..... . ................. 82 LIST OF TABLES TABLE Page 1. Types of Commercial Establishments ........ 8 2. Restaurant Operators Survey ............. l7 3. Estimate of Worker Trait Requirements Made by the United States Department of Labor ....... 68 iv CHAPTER I THE ACUTE AND PERPLEXING PROBLEM OF THE MENTALLY RETARDED BOY IN THE UNITED STATES Because of the recent publicity concerning the mentally retarded boy in our school systems, the public has become aware of the mentally retarded boy as a problem in our present society. Unfortunately, the lay people in our society do not comprehend the enormity of this prob- lem. For example, the man in the street today has only a vague idea of what a mentally retarded boy is like. It might be well, at this point, to look at an average seventeen year old mentally retarded boy. Educators point out that he is about five feet seven inches tall and weighs about 142 pounds. He can tell you who won the last World Series, that Mickey Mantle plays for the Yankees, what the top tune is, what the late movie was about on television last Saturday, and what a good time he had at his Uncle Tom's farm last summer. He dresses fairly neatly, smokes, can tell a joke, describe the new changes in the Ford, has a girl friend, can tell you what time it is, and how much his new suit cost. 1 This same boy has an intelligence quotient ranging from 42 to 75. He cannot add 347 and 629. He cannot subtract 159 from 622. He can- not multiply 37 by 19. He does not comprehend fractions and cannot spell WALK, or CHANGE, or THRILL’. He does not know where Athens 1C. C. Clapper, A Study of Mentally Retarded Students in the San Diego City High School, July, 1954. is, cannot read well enough to get a driver's license, or pass an Army or Navy examination. He cannot concentrate for more than twenty minutes at a time and cannot fill out a job application form. This seventeen year old mentally retarded boy has also been a problem in the home. The parents in only rare instances are suffici- ently learned to c0pe with the problem of a mentally retarded boy. If they do not have the training or skills with which to handle the prob- lem, they may have caused much damage to the boy's morale and preparation for entering society on a self— sustaining basis. Parents, understandably, are extremely biased and sympathetic and will often 1 Their failure to fail to face the realities of the son's deficiencies. face the problem presented by the mentally retarded son, in many cases, develop a false assurance in the son for the future. When this bubble of false assurance is pricked, irreparable harm may be caused by the realization that he cannot compete equally with normal boys. Too many parents instill their sons with the false hopes that if they study harder and for longer periods of time, a sudden change will take place and they will be on an equal basis with all other boys. The dis- couragement of the boy, when he finds this is false, may also develop a distrusting attitude toward teachers, counsellors, and job placement men. In other homes, a seventeen year old mentally retarded boy may be treated as totally incapable in any capacity. Strong evidence has been brought to bear in many instances where the parents callously refer to their mentally retarded sons as ”dumb and stupid. ” This constant comment on the son's inability to perform the simplest tasks, and the 1J. E. Rankin, "A Group Therapy Experiment with Mothers of Mentally Deficient Children, ” American Journal of Mental Deficiency, July, 1957. failure to trust him with any function in the home, can so completely demoralize and discourage the mentally retarded boy's attitude toward employment and self- sufficiency that he may never make an initial attempt at employment. The mentally retarded boy is a vital problem in all school systems today. This problem exists in the small and large school systems . 1 In the small school systems, in most instances, there is not a special department or especially trained personnel to handle the retarded boy. Therefore, some improvision is attempted. The boy is either set off from the group and given individual attention and instruc- tion, or is dropped to a lower section. Neither of these improvisions are conducive to the boy's welfare. Derision by the students generally follows demotion to a lower section, and discouragement and shame, as a rule, are followed in instances where the boy is set aside from his own group. With the present heavy enrollment in our school systems, and the shortage of teachers, very little time can be given for individual attention and instruction by even untrained personnel. In such a situation, there is little hope for preparation or training for the mentally retarded boy to enter competitively in the employment fields of our society. 2 In the larger school systems, where special education depart- ments are set up to handle the mentally retarded boys, another problem arises. The boys all recognize the fact that they are inferior to normal lKirk, Karnes and Kirk, You and Your Retarded Child, (New York: Macmillan Co., July, 1955). 2W. B. Featherstone, Teaching the Slow Learner, Edited by Hollis L. Casewell in Practical Suggestions for Teaching, No. 1 (New York: Bureau of Publications, Teachers' College, Columbia University, 1941). students in the school. They, therefore, tend to band together. This tendency is detrimental, inasmuch as it fails to allow them an opportun- ity for an exchange of ideas with normal students. This segregation also tends to develop a laxity in the pursuit of the subjects in the edu— cational curriculum. The segregation does not cause too much damage in the first year, but after ten or eleven years, it develops a tendency to give up. When initiative has completely departed, there is very little that can be done in the way of constructive instruction. It is then that the boys begin to develop false high hopes about getting employment when they are of age and again competing equally on a self— sustaining basis with the normal students who have long since passed them by. It is unfortunate to note that in the special education departments, along with the academic subjects in the curriculum, in most instances, only metal shop and wood shop training is available to mentally retarded boys, both of which call for high skills in industry, and in which they will not be able to compete. The practicality of these occupational skills is, in most cases, questionable. The mentally retarded boy is thwarted in his attempts to partici- pate in normal play situations in many instances. Because of his inability to read the rules, keep an accurate score, or to think and react quickly, he confines his play to simple games generally involving only the primary physical skills. This inability to take part on an equal footing in play and game situations is brought forcibly to his attention at an early age, and the resultant action is, in most instances, a negative one. He does not participate because he does not wish to dis- close his weaknesses, and the less part he takes in play and game activities, the less proficient he becomes in such activities. It is not surprising, therefore, that the average mentally retarded boy fails to share in the fun and exhilaration of play situations. It is unfortunate, because he is made aware of his inabilities in still another field and direction, and it causes an even greater breakdown of his already low morale and confidence. Because of the demands of an increasingly greater scientific and specialized economic and industrial age, the mentally retarded boy finds his status at the bottom rung of our social ladder. 1 He does not have the equipment with which to perform skilled jobs, and he is aware that he does not have the skills. He is also constantly aware of the fact that the normal high school graduate is receiving basic skills in mathematics, science, history, and social studies. He is also aware that it is with this normal boy that he must compete for employment. He knows he cannot win. His depression and fear are real and great. In many instances, his chances for employment are less than the chances of a blind person, because agencies have long been in effect to train and promote the blind person for employment. Unfortunately, the mentally retarded boy does not have the benefits of such an agency and that accounts for his present low status in our society. 2 The future of the mentally retarded boy should be one of the primary problems of education, business, industry, and the citizens of the United States because there is a place for the mentally retarded boy in our society. He can be a useful citizen and completely self- sufficient. However, the action which must be taken to make him a useful citizen must be direct and concrete. The planning must be lFlora M. Daly, and Leo F. Cain, Mentally Retarded Students in California Secondary Schools, Sacramento, California State Depart- ment of Education, 1953. 2Arthur A. Hitchcock, Vocational Training and Job Adjustment of the Mentally Deficient, July, 1954. practical. The planning must be complete. The program must be simple and must ultimately result in placement in useful employment. After employment, there must be on-the-job supervision. The mentally retarded boy may be prepared and trained for useful employment in many areas. However, this paper will deal only with a program for useful and constant employment of the mentally retarded boy in the service Operations of the restaurant industry. This paper will also prove that such a program is practical and feasible. CHAPTER II THE SELECTION OF THE RESTAURANT INDUSTRY AS A SUITABLE SPHERE OF EMPLOYMENT FOR MENTALLY RETARDED BOYS Prior to the selection of the restaurant industry as a suitable sphere of employment for the mentally retarded boy, many industries were visited, investigated, and analyzed by the author. It soon became apparent that the mentally retarded boy did not qualify in many industries and in only a limited number of jobs in some industries; therefore, the task became one of finding an industry that (1) was large, (2) afforded opportunities for boys with limited abilities, and (3) would be practical for a training program in the public schools. The restaurant industry is large. It has grown more than three— fold in the last twenty years. At the time of this writing, the restaurants in the United States represent the third largest retail business, and in California, it is the largest single retail business.1 ”Current sales figures of the U. S. Department of Commerce indicate that approximately 25 per cent of all food and drink in the United States is consumed away from home. This is done primarily in the 186, 275 commercial restaurants and in the 29, 650 hotels that, sales-wise, take in the lion's share of the total eating, drinking and living-out market. The country's commercial eating establishments are broken down as follows: lJoseph Brodner, Howard M. Carlson, and Henry T. Maschal, Profitable Food and Beverage Operation (New York: Ahrens Publish- ing Company, Inc., 1955), p. l. Table 1--Type of Commercial Establishment, 1953 Sales. Type Sales Restaurants (Food 84%) and (Beverage Sales) $8, 340, 000, 000 Hotels (Sales—-All Sources) 2, 463, 52.0, 000 Drinking Places (Beverage (85%) and Food Sales) 4, 664, 000, 000 Drug Stores (Food Sales Only) 694, 405, 000 Industrial Restaurants (Food Sales Only) 566, 500, 000 Variety Stores (Food Sales Only) 154, 700, 000 Tourist Courts (Food Sales Only) 110, 000, 000 Department Stores (Food Sales Only) 92, 997, 000 Confectionery Stores (Food Sales Only) 87, 937, 000 Miscellaneous Stores (Food Sales Only) 88, 957, 000 Total $17,263,016,000 These figures indicate the magnitude and sc0pe of the restaurant industry. "1 Among the fifty-odd retail businesses in the United States, restaurants hold the top spot in the number of paid employees. It is well to note, at this point, that the bulk of the employees in regular employment of this industry are in the semi—skilled and unskilled cate- gories. However, it is more important to note that the restaurant industry has an internal problem which can be utilized by the person training mentally retarded boys for employment in this field. This problem is one of qualified personnel, cutting turnover, and absenteeism. "Sixty-seven per cent of the most important problems for restaurants are personnel problems. "7‘ This means that the restaurant industry is ‘ 1lbid. zStuart Patterson and Wallace Patterson, “The American Restaurant Market, ” American Restaurant Magazine (Chicago, Ill: Patterson Publishing Company), p. 13. constantly on the lookout for people they can hire who are qualified to perform a Specific job, will remain on the job, and be in regular attendance. The educator who has a job training program with mentally retarded boys to fill these vacancies will find that his placement prob- lem will be alleviated by the demands of the restaurant business. Because the restaurant industry is found in the smallest and largest of our communities, any school system, large or small, will be able to make a training program in this field practical as there will always be a place for placement of the trained mentally retarded boy. Selection of a particular field of employment for mentally retarded boys requires that the industry be national in scope so that all areas that are confronted with the problem of placing mentally retarded boys will benefit. The restaurant industry offers opportunities for boys with limited abilities. This was an important factor in selecting the restaurant industry for employment of mentally retarded boys. ”In looking forward to independent social living, the mentally retarded boy has two difficulties--his own limitations and limitations of the job. "1 The educator who is training the boys for specific jobs will know his boys' limitations and the limitations of the job. Unfortunately, our history in special education has shown us that there has been serious neglect in determining the individual differences among mentally retarded boys. Among normal boys, it is a general practice for good teachers to ascertain such differences and plan the curriculum and motivation in such a manner as to get the maximum benefits from the day's learning from each individual boy. The mentally retarded boys lSuggested Activities for Mentally Retarded, Bulletin of the California State Department of Education, Vol. XXI, No. 2 (January, 1952), p. 69. 10 have generally been grouped into a "slow" group. They fail to under- stand that even among mentally retarded boys "deviations are not absolute and fixed, but rather are differences of degree. "I For example, physically, two boys may run, but not just as fast; mentally, two boys may know how to add, but not equally well or equally fast. The restaurant industry has places for the boys that are mentally retarded, and it is up to the educator and trainer to take into account the individual differences in these mentally retarded boys in selecting the job for which they will train. The restaurant industry offers jobs such as: kitchen helpers, porters, bus boys, dish washers, and counter helpers. It does not take much imagination to realize that these jobs can be filled by a person with limited abilities, as these jobs themselves demand only a limited ability. However, although the job may necessi- tate limited abilities, the person who will perform the tasks required of the job must be well-trained because the restaurant industry must work quickly and efficiently during peak periods. The restaurant industry has jobs for boys of limited abilities, and the public schools can easily set up a practical program for train- ing mentally retarded boys for these jobs. An investigation for a complete kitchen for training mentally retarded boys for the restaurant industry would contain: Dishwasher Iced tea crock Electric pot and pan washer Food cutters Glass washing machine Vegetable choppers Silverware dryer Shredder attachments Sinks Slicers Coffee machine Bake oven Milk dispenser Bake tables Water cooler Soiled dish table 1E. A. Doll, "Feeblemindedness vs Intellectual Retardation, " American Journal of Mental Deficiency (January, 1947). 11 Shelves Flour bin Dish trucks Stove Deep fryer Electric mixer Steam table Potato peeler Griddle Grill Gas broiler Steam kettle Vegetable steamer Pressure cooker Dishes Silverware Salad unit Toaster Pots and pans For porter work, the school would provide the following materials for training: Soaps and detergents Mop and mop carts Sanitizing agents Brooms and brushes Waxes and polishes Towels and wiping cloths Insecticides Waxer and polisher Scouring pads Washroom supplies An investment for this equipment would be a sound one from the cost angle, as the expense of the equipment can be pro-rated in most of these materials over a ten year period. The equipment would, of necessity, have to be modern and replacements would have to be made in conjunction with changes of equipment in the restaurant field. The boys would be working on exactly the same type of equipment as the employees in the restaurants. For this reason, and because the cost of the equipment is negligible over a long period of time, the program for training boys in the schools for the restaurant trades would be practical. The restaurant industry is one of the largest in the United States, and there is every reason to believe in its continued existence. The equipment to be purchased for training purposes would last for a number of years. CHAPTER III A CRITICAL REVIEW OF PREVIOUS INVESTIGATIONS OF THE RESTAURANT INDUSTRY ”Although the preparation of food in commercial eating places is one of the largest industries in the country, public schools offered no training for workers entering this field as a career until recently. A number of courses were offered on a college level for dietitians and for others working in managerial positions, but vocational courses to teach proper methods of food preparation were not available. This condition existed in Spite of the fact that quantity cooking is a highly skilled craft requiring training. ”1 A critical investigation of the restaurant industry failed to reveal a utilization of the semi-skilled and unskilled jobs in the industry for training purposes in the public schools. A. vocational guidance manual for the food service industry was prepared for the National Restaurant Association by the H. J. Heinz Company. However, this program was directed toward the high school graduate and did not include courses of study for the semi-skilled or menial type tasks involved in the restaurant industry. The Heinz program is based primarily on scholar- ships to high school graduates in the upper quartile of their graduating class, and who have exhibited interest in this field of endeavor. 1Eugene D. Fink, Quantity Cooking, Bureau of Vocational Curriculum DeveloPment and Industrial Teacher Training (Albany, N. Y.: The University of the State of New York, April, 1951), p. ii. 12 13 From the United States Labor Department's Occupational Outlook Handbook of 1956, opportunities are listed in this field of food service, but only for those interested in employment as managers, cooks, and chefs. Again, the semi-skilled and unskilled jobs for training are ignored. One work was discovered which showed the need for training by the schools for students interested in the restaurant trade. A pertinent feature of this investigation was a survey which indicated that ”in the restaurant industry, dishwashers, cooks, and bakers were second and third respectively in numbers employed. These jobs were filled almost exclusively by men. The dishwashers were nearly all colored, while the reverse was true among the cooks, bakers, and kitchen helpers. "Labor turnover was high for bus boys and dishwashers, and was moderately high for waitresses, porters, hostesses, and cashiers. "1 Personal correspondence with the state boards of education of the eastern and western coast, the midwestern states, and the south did not uncover a program for such training. Inquiries sent to the National Restaurant Association and Hotel and Restaurant and Bartenders International Union also met with failure in attempting to discover a training program that could be incorporated into the public schools for semi-skilled and unskilled jobs in the restaurant industry. A library check in Detroit failed to disclose any bibliographies dealing with restaurant job training for mentally retarded boys. The inability to find training courses exploiting the lesser facets of the restaurant industry did not come as a complete surprise to this author. 1C. E. Highlen and Benjamin J. Novak, ”Vocational Training for Hotel and Restaurant Workers" (published Master's thesis, Colorado A. &'M. College, 1948), p. 109. 14 J. E. Wallace Wallin stated: ”Ideally, in planning the program of practical training in the special schools, we should go out into the community and find out what the community wants, then train the pupils for the specific types of service required in the locality where the children reside. What kinds of jobs or trades does the community offer? What jobs are suitable for subnormals? What standards of skill are demanded for each kind of a job? How are workmen most efficiently trained in the industry for different occupations ? Only isolated attempts have thus far been made to carry out this suggestion. "1 However, even isolated attempts have by-passed the restaurant industry where the mentally retarded boy is concerned, even though the industry is in dire need of personnel with limited abilities who would make careers of the semi—skilled and so-called unskilled jobs, which the industry affords. There are many reasons why the plight of the mentally retarded boy in relationship to his becoming a self-sustaining individual in the community by means of vocational training in school has received such little attention. Job training has not been deemed a primary function of the public schools for mentally retarded boys. ”There is, at the present time, a strong antagonism on the part of some, to any but institutional care for the mentally retarded boy. "2 Fortunately, this view is held only by a few in the field of education. However, in dis- cussing this subject, it is surprising to note how many lay pe0ple hold to this point of View. __'L 1J . E. Wallace Wallin, Education of Mentally Handicapped Children (New York: Harper Bros., 1955), p. 250. 2E. ‘R. Oswalt, Teaching Extremely Retarded Children (Kent State University Bulletin, January, 1955), p. 14. 15 At the present time, our normal colleges do not prepare the teacher of special education in such a manner that the teacher can successfully carry out a job training program for mentally retarded boys. Therefore, special education classes do not have trained, qualified personnel for such a program. Because the mode of operation has been to educate the boys in the special education classes as much as possible in arithmetic, reading, spelling, and writing, the courses of study for the teachers have necessarily been along these lines. It is important, therefore, that a new outlook be fashioned for the teachers of Special education so that vocational training will become as integral a part of the curriculum for the mentally retarded boy as reading, writing, spelling, and arithmetic. Another reason that precludes easy training of mentally retarded boys for the vocations within his scope of learning is the inappropriate ambitions of mentally retarded boys. Because a realistic program of training for Specific job situations in the schools does not exist, the mentally retarded boy begins to fashion a mental picture of the type of work that he will do once he reaches his sixteenth birthday and leaves the school. Because there is little reality in the mentally retarded boy's thinking concerning employment, he is rudely shocked when he discovers that there are few, if any, jobs for which he can qualify without training. However, if mentally retarded boys were trained for specific jobs over a two year period, their ambitions would be directed along realistic lines. Another difficulty which has prevented an earlier acceptance of job training programs for mentally retarded boys in the semi-skilled and unskilled fields has been the failure of parents to agree to such vocational ambition and training. All too often, parents feel that as the youngster grows into early manhood, he will be able to take on a l6 socially accredited job. In interviewing parents concerning such a program in the special education classes in Detroit, the results show that many mothers and fathers absolutely refuse to have their sons trained for what they refer to as ”terrible" jobs. On the other hand, there are mothers and fathers whose sons have left the Special edu- cation classes of the school as long as five years, who are most anxious to have their sons trained for such work. They, of course, have experienced the heartbreak of their sons, who are unable to obtain or retain, a job. And they are at a point where any steady employment would be a "good” job. i A survey of thirty restaurants in the Detroit area was conducted by the author. This survey was directed at restaurant operators in the form of questions. The question and answer results of this survey are given in Table 2 on the following page. This survey indicates the acute shortage of bus boys, dish- washers, porters, men trained in the use of various disinfectants, and kitchen helpers. It also reveals the willingness of restaurant operators to hire mentally retarded boys who are trained for these jobs. I feel, at this point, that the primary need of this paper is to present a program that can be carried on in the Special education departments of the public schools which will prepare the mentally retarded boys for employment in the food service industry. 17 Table 2--Restaurant Operators Survey. W No Question ‘ Yes No Answer 1. Could you use boys trained in kitchen help in your restaurant? 30 O 2. Would you hire mentally retarded boys who are trained? 30 O 3. Would you hire these boys at the pre- vailing wage level? 30 0 4. Would you be interested in lecturing to a restaurant training class for mentally retarded boys on problems pertinent to the restaurant industry? 20 10 5. Would you allow the instructor to bring the class at least three times a year to observe in your restaurant? 19 8 3 6. Would you be willing for these boys to work directly with the clientele as some jobs would entail? 24 6 7. Do you have a shortage of help in any of the following units? Dishwashers 24 6 Bus boys 30 O Porters 3O 0 Sanitation service 27 3 0 Kitchen helpers . 3O 8. Would you be interested in an on-the- job training program for mentally retarded boys to work in the kitchen? 20 4 6 CHAPTER IV THE T RAINING PROGRAM A program for training mentally retarded boys for employment in the restaurant industry should be under the control of the Head of the Special Education Department in the public schools in Detroit, Michigan. The duties of this administrator should be threefold. The primary duty is to develop the policies by which this program would be directed. The administrator of this program would formulate the policies, with the aid and approval of the Board of Education. Among the salient factors to be considered in the policy making would be: . The physical Space in the various schools throughout the city. . Hiring and training necessary personnel to initiate and promulgate the program. . Financing the program. . Supervising the program. . Instituting liaison work among the various agencies, whose c00peration is necessary for the success of the program. . Developing a ”follow-up" program to indicate the stability of the program. This work is extremely important, as the initial success of the program will hinge upon the complete deve10pment of policies instru- mental to the program. The Space allotted must be large enough to house the equipment that the boys will operate. It must be a space 18 19 permanently assigned to this program, such as a shop class to the shop students, or a library, or a swimming pool. Everyone in that school must be made aware of the purpose of the space and the equip- ment stored in it. Inasmuch as our teachers now graduating from the normal colleges receive training and education at grade levels, i. e. , elementary work, secondary work along with specialized indoctrination of a Specific major or minor, but with no respect for vocational training and place- ment, it will be necessary to set up a program for these teachers who are to enter this particular field. This is also true for teachers specializing in the field of special education. The normal college pro- grams do not have within their curriculum a place for vocational train- ing of mentally retarded boys. The success of this program will, naturally, depend upon trained personnel, who will be in charge and direct its activity. Classrooms in regular grades and in special education depend upon textbooks, pencils, paper, maps, movies, tape recorders, etc., all necessitating at one time an initial outlay of money. It is felt that an initial outlay of money for a restaurant workshop would be accept- able to a board of education. Because the workshop must be completely outfitted, even as our restaurant kitchens are outfitted, the money needed is considerable. It is presumed by the author, at this time, that no less than two workshops will be started to launch this program, one located on the east side, and one to be located on the west side of the city of Detroit, Michigan. It is felt that the cost of these work- shops, and though seemingly high originally, is relatively low when pro-rated over a ten year period. This is the normal Span for most r estaurant equipment . 20 Constant supervision is extremely important. The supervisor Should have one general aim--to assist the teacher of the training program as much as possible, whenever possible. All new programs run into snags and difficulties. It is good to have someone who can take an objective view of the program and assist in disentangling the snags and smoothing over the difficulties. This can be accomplished in many ways. The supervisor of this program should constantly be in touch with the operators of the restaurant industry and pass on all information pertinent to training to the training teacher. The super- visor will also be in a good position to encourage the training teacher and the student trainees, and, thereby, keep morale high. On occasion, when merited, constructive criticism should be tendered. Because the training teacher must channel all his energies into the training program, liaison work should be carried on from the administrative level. This work would mean constant contact with restaurant operators and managers, employment service offices, placement bureaus, and parents of the trainees. This work is important, as it will cement understanding among all parties concerned in this program. Failure in this area might possibly mean the failure of the program. The end result of the program is a mentally retarded boy ade- quately trained for employment in a field which has an opening for him. Once he begins working, it is necessary to determine the success of the program by learning if the boy likes his work, remains at this work, shows reasonable progress, gets along well with his employer and the employees working with him, and does his job well. It is also necessary to determine if the employer is satisfied with the employee. This follow-up work is important to show the success of the program and/or some weaknesses of the program. The follow-up findings will be the 21 determining agent for the future scope of the program, and the determining agent for changes, additions, or deletions from the training curriculum. Once the policies have been dictated, it will be necessary to develop the program by initiating a course of study and training. The head of the special education department should form a committee, which would set up a course of study. The following is an embryonic study that could be instituted for mentally retarded boys who have reached their fifteenth and sixteenth birthdays. A Thirty-Six Week Course of Study and Training Week 1 A discussion of the goals of the boys in the class, and the aims of the class work shop is important during the first meeting. An under- standing must be reached by all concerned so that the realities of the program are faced squarely. The instructor in the class would then: Initiate a discussion of the restaurant industry by asking for the names of restaurants with which the boys are familiar. Find out how many boys have recently eaten in restaurants. Pass out advertisements from restaurants to show the various types and kinds of restaurants we have in Detroit, Michigan. Hold a class discussion to show the step-by- step procedure of how a customer is serviced in a restaurant. (Menus may be passed out to the class.) Discuss the hours that restaurants remain open and bring out the reasons for remaining open those hours. 2.2 With class participation, Show the preparation that is done before the restaurant opens in the morning, e. g. , who makes out the menu? Who mops the floor? Who sets the tables for breakfast? Who accepts the delivery of milk? etc. During this first week, the boys who do not already have a Social Security card will apply for one. A job application form will be placed on file in the classroom for each boy. It will contain the following information: Name . Address Birthdate . Age Father's name Mother's name Telephone number Previous work record Statement indicating the job for which the boy is applying 10. Listed references. \OGDQO‘U‘IrPWNl—I A Request for Work Permit form will also be completed and filed in the boy's folder file. The first week Should be concluded with a discussion of the needs of the restaurant industry and how the present enrollees in the training course can fill those needs. Week 2 A discussion of four primary jobs to be learned during the train- ing year will be held with the trainees: Bus boy Porter Dishwasher Kitchen helper. It is a fact that all jobs are important to the restaurant industry, and because boys trained at the work shop will be placed wherever the 23 Opening exists, all four jobs must be learned. The first of these jobs will be the bus boy. Weeks 3, 4, and 5 Material to be covered: A. The importance of the bus boy in the restaurant trades. B. The various duties of the bus boy. C. Characteristics sought for in a bus boy. This job is important to the restaurant trade because it is the bus boy who helps turn over the seats, along with the waiters and the cooks. The restaurant loses money for every minute that a table is unoccupied because dirty dishes and silver have not been cleared and put away. The bus boy must be able to work as a team, with the cook and waiter. First, before he begins his day's work, he must be certain that he is scrubbed clean, and is dressed neatly. As his work day starts, he checks with the cook for any duties that he may perform before starting the set-ups. If the cook has some tasks for him to perform, he does them, quickly and willingly, for other than the owner and manager, the cook is the boss. When he has completed his tasks, he must wash his hands and report to the head waiter for instructions. Prior to the onrush of the diners, his instructions will generally be to handle or assist with the set-ups. This will involve setting-up (placing on a serving ledge, counter, or table) condiments, silverware, dishes, cups and saucers, salads, and desserts. At this time, he works directly under the super- vision of the head waiter or the waiter to whom he is assigned. 24 Once the diners have started eating and leaving, the bus boy's duties change. Now he must quickly, but carefully, clear tables,. carry trays, empty trays and set-up linens for the waitress. When the dining traffic has ebbed close to the point of ceasing, he will generally be released by the waiter to the cook. He should report to him immediately, and learn for which tasks he is now wanted. Physically, the bus boy must be in good condition, because he must work quickly with both hands and feet. He must be strong enough to lift and carry a large, heavy tray of dishes and silverware. He must have good balance so that he can move the heavy tray into the kitchen without Spilling it. The bus boy must be able to understand and execute orders with dispatch. The bus boy must get along well with people as he must take orders from the owner, manager, cook, and waiter. He must also know where everything is to be placed when not in use. And, primarily know how to clear a table, stack a tray efficiently, carry it to the kitchen, and properly discharge the stacked tray. Training can be carried on in the classroom and work shop by allowing each boy to handle set-ups, clearing tables, stacking trays properly, carrying loaded trays, and depositing the trays properly in the kitchen. The boys should be rated on their ability to perform the functions of a bus boy by the Speed and efficiency with which they carry out their duties. Weeks 6, 7, and 8 Material to be covered: A. The importance of the porter in the restaurant industry. ' B. The various duties of the porter. C. Characteristics sought for in a porter. 25 Too often, the porter in the restaurant industry is not given his just dues when the success of a restaurant is discussed by lay people. However, when you talk to a restaurant Operator, a cook, or a waiter about the importance of the porter's work, it is then that he becomes cast in his true perSpective in the scheme Of the restaurant industry. Good porters are sought after almost as much as good cooks. The porter has three Specific functions to perform: 1) Mops the floors. 2) DiSposes Of waste. 3) Washes the garbage cans. These seemingly are simple tasks, but it is surprising what a great degree of difference there is in their performance by various porters. The difference is generally the result Of attitude and under- standing. If a porter realizes the importance of his work, his work is more apt to be good to excellent, as against the work of a porter who attaches little, if any, significance to his work, and finds his efforts usually rated as poor to fair. Mopping floors properly can mean the difference between a vermin- free, sweet- smelling kitchen,.dining room, and lavatory. And the dif- ference is in doing the job prOperly. For example, for a floor to be mopped acceptably, the following procedure is recommended: First, assemble the equipment--hair brush or dust mOp, cleaning solution, rinse water, wringer, putty knife scraper, a clean mOp, and two buckets. Then, remove surface soil of area to be mopped with hair brush or dust mop. Scrape gummy or tarred areas with putty knife. Square dirt out of corners with putty knife and out Of all deep crevices in wood floors. Prepare the cleaning solution in one bucket and the rinse water in the other. Dip the mop into the cleaning solution and start at floor areas adjoining walls, and in corners first. Use continuous 26 overlapping figure-eight movement. Avoid Splashing baseboards. Return the mop to the cleaning solution, wring dry and return to the floor to pick up excess moisture. Wring dry and dip in rinse water. Wring dry and cover the area again. This procedure insures a good mopping job. The function of disposing of waste is one of constancy and care. If waste is not allowed to accumulate inside the restaurant, waste odors will be eliminated. Waste should be carefully wrapped to prevent spilling and immediately diSposed. Too Often, porters do not look for waste to remove, but await someone's irritated call when it has become excessively accumulated. Garbage cans should be scoured daily as soon as they are emptied. If not, they become foul smelling and attract rodents, flies, mosquitoes, and the customers' attention. Laxity here makes working conditions, in some cases, intolerable, and often-times incurs the wrath of neighboring business men and their customers. Unfortunately, the restaurant operator sometimes lose their customers because Of the poor work of the porter in this regard. The porter also has general duties in keeping the restaurant clean and safe. In the winter, he may have to shovel the snow and take care Of the furnace. He may be asked to do minor repair work, wash windows, unload deliveries, and possibly run errands. In the training room, all boys should take part in mopping and dusting exercises. They should clean garbage cans and dispose of real and imaginary wastes. They should be well-versed in the clean- ing and sweeping compounds and the quantities necessary to do a good job. They should not lose sight of the important role of the porter in the restaurant industry. 27 Weeks 9, 10, ll, 12, and 13 Material to be covered: A. The importance of the dishwasher in the restaurant trades. B. The various duties of the dishwasher. C. Characteristics sought for in a dishwasher. Another important man in the restaurant industry is the dish- washer. Good dishwashers are hard to get, and most times difficult to retain because it seems that someone "just around the corner” will pay just a bit more for the good dishwasher. Check the help wanted column any day of the week and see how many requests there are for a dishwasher's services. Many years ago, a restaurant operator could always cut his overhead expenses down by getting some tramp to wash dishes for his meals and a dollar or two. And there was always another tramp to replace him if he should leave. Those days are gone forever, fortunately. The sanitation code was not as exacting as it is today, and the Old customer turnover speed was slow. Mechanization had not made its arrival in the kitchen, and the customer was not as cognizant Of bacterial infections. Today, the successful restaurant must have a good, fast dish- washer. The dishwasher must be trained to do his work acceptably to the Board of Health and to the satisfaction of the customer. The rise of "eating out" brought on many restaurants and keen competition. If a customer should find egg yolk on his plate, stain on his spoon, or lipstick on his coffee cup, he would soon become some other restaurant operator's customer. And the restaurant Operators are aware of this condition. Therefore, it is mandatory that the dishwasher performs 28 his work exactly to the Public Health Office's code, and the customer's satisfaction. The dishwasher is responsible for: 1. Transfer of soiled dishes, silver and glassware to dishwashing area. 2. Scraping and racking Of dishes. 3. Pre-rinsing of dishes. 4. Washing dishes, silver and glassware. 5. Stacking and return of clean dishes to proper storage area. 6. Cleaning of all dishwashing equipment. 7. Washing pots and pans. The dishwasher must be able to wash dishes manually or by machine. He must be able to clean his machine and know his soaps and detergents, and in what proportion they are to be used. T raining must be taken to insure good performance on the dish- washing machine in the kitchen. This is a general procedure: Preparation: 1. 2. 3. Washing: l. 2. 3. 4. Rinses: lo 20 All boys washing in the Remove food remains from dishes. Pre-flush dishes in warm water. Stack properly in dish racks. Water temperature minimum at 1400 F. Minimum washing time .20 seconds. Racks must be sprayed from upper and lower nozzles. Detergent in wash water must be continuous. Minimum rinsing time 10 seconds. Rinse waéter temperature minimum not less than 180 F. . Racks shall be sprayed from upper and lower nozzles. Machine to lock automatically when rinse water 0 temperature falls below 180 F. in training should learn the proper procedures for manual first two weeks and machine washing in the last three weeks of this program. 29 Dishwashing should be performed daily, using the various soaps and detergents. The relationship of the bus boy and the dishwasher Should be graphically portrayed in time trials Of teams working. In this phase of the training, it is advisable to visit a restaurant and watch a competent dishwasher at work. Weeks 14-30 After training in the jobs Of bus boy, porter, and dishwasher, the class will begin its training in the more exacting function of kitchen helper. Because this part of the training program embraces food handling and preparation, and because it necessitates knowledge of all the equipment in the kitchen, it is the longest and most difficult part of the course. It is at this point in training mentally retarded boys that difficulties will arise and some will fail to learn enough basically to qualify as kitchen helpers, although they may be sufficiently well- versed to hold one of the three other jobs for which they have been trained. The kitchen helper is semi- skilled and where he is exercising sufficient responsibility, he may be classified as skilled. The kitchen helper will be employed in the larger restaurants, and if he adheres to his trade, will be in possession of a constant and well—paying job. The kitchen helper will work as an aide to the cook and take all orders from him. His primary reSponsibilities will be to: 1. Prepare meats and vegetables for cooking. 2. Make salads. 3. Assist in making desserts and baking. 4. Do most of the pantry work. 5. Clean the cooking equipment. 30 The first four weeks will be devoted to learning the various kinds and cuts Of meats, vegetables, fish, and poultry. The second four weeks will be concerned with soups, and salad making, and a continuation of the study of meats. The third four weeks will be devoted to baking and dessert preparation, and a continuation Of the study and preparation of meats. The last four weeks will be spent in learning the duties involved in pantry work (filling bread orders, butter, crackers, and mis- cellaneous items required in serving units), and cleaning of the various cooking tools. Here is a cleaning schedule that would adequately cover the kitchen helper's job requirements: I "Open-top gas range. 1. After top grids are entirely cooled, soak in water and a good grease solvent. 2. Remove incrusted material by scraping with a blunt scraper. 3. Grates and burners should be boiled in a solution of sal soda or other grease solvent. 4. Clean clogged burner parts with a stiff wire. Closed-top gas range. 1. After top plates have cooled somewhat, rub vigorously with heavy burlap or steel wool. 2. Remove any grease or dirt lodged under flanges, lids, rings or plates. Electric range. 1. To remove grease film, use warm water and a mild soap or detergent. 2. Rinse with clear water and dry. 3. Take care that water does not get into the electrical elements. 4. Wipe surfaces made of iron with an Oiled cloth to prevent rusting. Ovens . 31 . Do not clean oven until it is cool. . If racks and shelves are removable, take out and clean. Use a blunt knife to scrape carbonized matter. Use brush, hot water and soap for final cleaning. . Clean inside of oven by scraping any burnt-on particles with a blunt knife. Brush out scrapings with a wire brush. Clean heat control, but do not loosen or remove dials. . Clean outside of oven. The method will depend upon the finish. Broilers. . Allow broiler to cool before cleaning. . Wash grid and tray after each use with hot, soapy water. . Remove carbonized material with a blunt knife, steel wool or an abrasive. Rinse with clear water and dry. Rub with an Oiled cloth to prevent rust. Deep-fat fryers. 1. Z. U'lrp Drain Off fat and strain out sediment. Clean kettle with a hot soap solution, cleaning soda and a stiff brush. . Rinse with hot, clear water. Add vinegar. . Rinse again with clear water. Drythoroughly. . Cover kettle when not in use. Steam kettles . 1. 5. Wash immediately after each use. If this is impossible and food particles have hardened on the surface Of the kettle, close drain valve and fill with cold water. Let stand until food particles are softened. . Wash with hot water and detergent. . Rinse with clear water. . Wash outside with soap and water. Scour when necessary. Dry thoroughly. COmpartment steamers . l. 2. 3. Clean daily. Wipe out water pan and interior, flush drain line. Remove shelves and clean slides. 4k 32 . Do not allow accumulations to collect in pan. . Always leave compartment door ajar when not in use to prolong gasket life. . Keep wheel screws clean. Lubricate frequently but not exc e s sively. Mixing machines . . Wash bowl and beater after each use. . If the material in the bowl is an egg mixture or flour batter, soak bowl in cold water before washing. Dry beater and bowl and store in proper place. Clean beater Shaft and body of the machine with warm water and mild soap. Hand scrubbing and harsh soaps wear Off the paint. . Oil motor and fill grease cups as directed by manu- facturer. Food grinders . 1. 2. 3. 4. Remove adjustment ring, knife and plate. Wash in hot, soapy water. Rinse and dry thoroughly. Wash, rinse and dry other parts Of grinder. Slicing machines . lo 2. 3O 4. 5 Clean slicer after each use. Use hot water, mild soap and a clean cloth and wash thoroughly the parts which have been in contact with food. Wash or wipe with a damp cloth other parts of machine. ~ Dry thoroughly. Apply special tasteless oil. . Avoid very hot water or steam. TOO much heat may reduce the lubricants at friction points. Vegetable peelers. 1. After each use: a. Flush the inside Of the peeler with water to remove all pearings. b. Remove the disc and rinse the base thoroughly. c. Empty and clean the peel trap. d. Wipe the outside of the machine with a damp cloth. . Motor and mechanical parts need regular inspection, oiling and adjustment . 33 Coffee urns. 1. DO 0'! Remove urn bag as soon as coffee is made and wash in cold water. Soak bag in cold water until it is to be used again. . Empty urn after each meal. . Rinse thoroughly with clear, hot water. Scour with a good detergent or Special urn cleaner to remove discoloration. Baking soda is also effective for this. . Rinse thoroughly first with hot, then with cold water. . The gauges Should be cleaned once a week with a Special brush. . A good nickel powder will keep the outside surface shining. Apply, allow to dry and rub with a soft flannel cloth. Toasters. l. .4; Wipe toaster case with a soft, damp cloth. If case is greasy, use a nonabrasive cleaning compound. Take care tO prevent water or cleaning compound from getting into elements or on conveyor chains. Remove crumbs from crumb tray daily. Oil mechanism as directed by manufacturer. . Consult manufacturer's directions for specific instructions . Hot-food units. 1. 20 3. Remove containers. Wash and dry. Clean inside and outside Of each unit of hot food table. Use hot water and a washing compound. Rinse and dry thoroughly. If unit is heated by steam, drain water and remove top sections to clean. 4. If unit is heated by electricity, be careful not to get water into the electrical elements. Refrigerators. 1. Clean regularly at least twice a week. 2. Wash shelves and walls using warm water and a detergent. If necessary, scour with a stiff brush. Rinse with a weak solution of baking soda or borax. Dry thoroughly. 34 3. In walk-in boxes, floors should be mopped daily. Drain pipes should be removed and flushed with hot water and soda frequently. 4. Defrost refrigerator regularly. "1 Weeks 31-36 Review: The last six weeks of the training course should be Spent in review of the salient factors involved in each job. Demonstrations should be held for other pupils in the school, and parents of the boys that are taking the training. PrOSpective employers should be brought in to see what the boys have learned to do and Offer suggestions or criticisms. The demonstration should include the Opening Of the kitchen, preparation of tables, set-ups, meat, vegetables, baking, cooking, and finally washing of dishes, and cleaning of equipment, followed by a mopping Of the kitchen and feeding area. The demonstration should encompass, as much as possible, a full day in the restaurant kitchen and dining room. The review should cover, in addition to the practical learning by doing functions, the following: 1. Aims of the training program. . History Of the restaurant industry. . Needs in the present restaurant industry. 2 3 4. Personal hygiene. 5. Attendance. 6 . Punctuality. lHospital Food Service Manual, Publication M27-54 (Chicago: American Hospital Association, 1954), pp. 212-215. 35 7. Where and how employment may be received. 8. Working hours. 9. Salaries. 10. Security. 11. COOPeration. 12. General rules for restaurant employees. This training program is based on'a selected student group, screened by the committee formed by the Head Of the Special Education Department. In their screening, the committee are to select boys in the proper age group, who like working with people, are interested in the restaurant field, whose habits tend towards neatness and cleanli— ness, are fairly regular in attendance, have exhibited traits of depend- ability, are physically strong enough to perform the duties involved in restaurant work, are amenable to the salaries offered in this field, are willing to work unusual hours, and whose parents are in agree- ment with such a training program. The administrative committee should restrict the number of students to fifteen in a class. This will allow the teacher in charge of the training program to give individual instruction and supervise the work adequately. This will allow the boys an opportunity for expression, because the classroom will not be crowded. CHAPTER V JOB PLACEMENT The success of any vocational training program must ultimately lie in the placement of the trainee in employment for which he is trained. Logic dictates for the success of this training program, inasmuch as the restaurant industry has given assurance that it would be more than happy to accept trained boys into their restaurant systems. This attitude is not a reflection Of their interest in the welfare of the mentally retarded boy in the community, but, in most instances, is a reflection of their dire need for trained semi- Skilled and unskilled employees. The internal problem in the restaurant industry, with which restaurant operators seemingly are unable to cope, is the large turnover of their semi-Skilled and unskilled personnel. The reason for their inability to handle this problem is that they do not have the time or facility to train people for this job. They also realize, that to expend time, energy, and money in this direction, gives them no assurance that the person they train will remain in their employ for any length Of time. Therefore, they are, in this instance, happy to c00perate in placing boys that are trained, in their employ. Thirty restaurant Operators were interviewed along this line, and all thirty stated that they would gladly assist in placing the trained mentally retarded boys into jobs. The Michigan State Employment Service was contacted, and they, too, responded favorably. It has been their experience that more 36 37 requests in the semi-Skilled and unskilled lines Of restaurant employ- ment are received than in any other semi-skilled and unskilled industry. The follow-up committee recommended by this study would have as one of its tasks a close contact with the restaurant trades. They would be in a position to make recommendations to prosPective employers. They would, also, determine possibilities for on-the-job training in the restaurant trades. Inasmuch as this is a program directed toward a specific industry involving a specialized group of boys, it is felt that these three agencies would adequately handle any job placement problems which might arise. Each boy called up for placement would take with him, from the school in which he was trained, a brochure indicating the type of train- ing which he received, the period of time over which he received it, his specialized ability in a particular restaurant job for which he was trained, observations and recommendations of the training teacher, and a proposal for a follow-up program from the school in which he received his training to assure the employer that the best possible attempt would be made to sustain the trainee on the job as a worth- while employee . CHAPTER VI PROBLEMS AND HISTORIES The Problems of Vocational Training, Placement, and Follow-Up The State of Michigan has made legal provisions and established public facilities for the care, treatment, and rehabilitation of handi- capped children. Handicapped children include those who are mentally retarded. The ultimate result for the legal provisions is to provide every handicapped person of working age with the services and Oppor- tunities necessary to achieve, to the fullest extent possible, the satisfaction of becoming useful and productive members Of society. In order that this may be accomplished, the State has supported with funds Special education classes. It is hoped that the preparation for the achievements of these goals would have its inception with specialized training in special education. Unfortunately, at present, the programs set up in special education are not directed Specifically to achieving these goals, and are primarily academic in character. The primary purpose Of special education should be the education of the mentally handicapped for economic self- sufficiency. Nothing should be left to chance in planning an educational program suitable to the needs and abilities of children with a special educational handicap. Such a program should encompass goals that are realistic, as well as functional, and provide every opportunity for these children to develop to their maximum potential. Motivation is important in the success or 38 39 failure of the program; therefore, in order that the experiences and activities may be purposeful, the immediate aims and Objectives should be designed to meet the growth and personality needs from day to day, both individually and collectively. If the program is to be effective, special methods and procedures must be adapted to the special learn- ing disabilities of the child with an educational handicap. The program should begin as early as possible and extend through the child's normal school life. It should provide for the sequential building Of skills and attitudes from the first years of school experience on into work experi- ence. Pre-occupational readiness experiences should begin early with simple activities and proceed to the more difficult in an orderly sequence. The controversy Of the special class versus the regular class may never be completely resolved. In defense of the former, Dr. Hedwig Pregler made a study at the Colfax School in Pittsburgh, which diSproved the theory that children Of different intellectual levels develop and maintain real and lasting friendships. Attention is called to the fallacy of believing that "because we group children together in a regular classroom, we have trained them to accept each other for what they are. " Dr. Kenneth R. Blessing says: "Where once the special class was criticized as undemocratic and tending to stigmatize, we now think of it in terms of a special need and as a means Of equaliz- ing Opportunities. " In studying the feeble-minded employed in industry, Coakley found that not mental level but desirable personality traits and characteristics determined primarily an individual's success on the job. Dr. Milton Abraham Young has spelled out in excellent detail the specific requirements in eight of the most cOmmon job areas, including the job vocabulary, in which the educable mentally retarded are, or have been, employed in the State of Connecticut. The study is limited to Connecticut because the mentally handicapped individual is much 40 more likely to Spend his whole life in his home town than is the person of average or above mental ability. For this reason, his educational program must suit not only his limited abilities, but it must also be suited to the conditions of the little world in which he is most likely to live--his home community. Most educable retarded persons can become partially or wholly self- supporting, provided they have received adequate training, prudent counseling, and the support of an interested and understanding community. 1 Many, many educators in the field of special education are in general agreement with Dr. Young. However, the acute problem with the mentally handicapped in our special education classes today lies not in the classroom, but on the day when he is informed that he can no longer attend classes and must make his own way in the world. For too many, it is the first experience with economic reality. Unfortunately, too many are unable to COpe with the problem and consequently become a problem to their families and to their communities. Without skills, and without preparation to even adequately apply for employment, they become disenheartened, confused, and, ofttimes, rebellious. Their limited intelligence makes them easy prey to suggestions that result in breaking the law; anti-social because they become suddenly aware that they cannot compete economically; withdrawn and submissive because their employment attempts have resulted in failures; and, some danger- ously aggressive because they cannot qualify to drive a vehicle or serve in the Army or Navy. Therefore, all educators should point up their training for the mentally handicapped so that on the day the mentally handicapped person leaves the special education classroom, he will have lMilton Abraham Young, Ph.D. , "Academic Requirements of Jobs Held by the Educable Mentally Retarded in the State of Connecticut, " American Journal Of Mental Deficiency, Vol. 62, No. 5 (March, 1958). 41 then prepared for some specific types Of jobs. This knowledge will make him confident in seeking out employment, and give him some assurance that he will hold a job when he receives it. Therefore, it appears reasonable that every effort Should be made for those who are mentally retarded to provide them with vocational training while they are in Special education. Vocational training in special education will bring about some problems. The problems will stem from the fact that the training will be unlike that which is now offered in Special education classes. The classical curriculum that offers woodshop experiences, ‘metal shop experiences, and craft experiences will have to be forsaken for a curriculum that will be devoted to preparing a youngster for gainful occupation. At the present time, the experiences received by mentally retarded students in Special education classes from the classical curriculum have a general value, but are not pointed up for a Specific vocation. It is unfortunate that a youngster who does not have metal- working or woodworking skills spends his time in such classes. It would be to a greater advantage to utilize that time in preparing him for employment which would be gainful. The new curriculum would have to be based upon a close inventory of the mentally retarded youngster' s abilities and disabilities. This inventory would have tO be constantly perused to determine the specific jobs he would be capable of handling, if training were provided. Once these job areas were established, a selection should be made and train- ing instituted. The vocational teacher in Special education should have specialized training for working with mentally retarded students. The teacher training should include knowledge of job classifications and job descrip- tions. The teacher should also be well-versed in the job skills 42 required and have an established program to promulgate these skills to the learner. The teacher would, in effect, be a vocational-counselor teacher. This teacher should work in close harmony with the parents, the academic teacher, employers, the Michigan State Employment Service, and the Office Of Vocational Rehabilitation. It is important that the parents be brought into this program, as active participants, because they should be aware of the preparation being made for their children. It may be possible, occasionally, that the parents may Offer assistance in the training program, but even if no assistance is given, this Offers a fine Opportunity to give the parents a clear idea of the capacities of their child, and what might be reason- ably expected Of him vocationally. The academic teachers could Offer assistance by teaching job vocabularies and giving training in filling out job application forms. They could also bring out in the classroom the importance Of proper attitudes and behaviour on the job. These experiences could be given more credence by bringing in employers who could Speak to the classes and point out the important factors in getting and holding a job. The Michigan State Employment Service has indicated that they are glad to cooperate in the placement of youngsters who are mentally handicapped. They are a fine source Of information for the frequency with which jobs occur that mentally handicapped children might qualify to perform. They will also supply the primary reasons why youngsters fail to keep their jobs. The Office of Vocational Rehabilitation strives to place mentally handicapped youngsters in gainful employment, and Offers to some on-the-job training programs. They are also staffed to give a follow- up service on those youngsters who have been placed in jobs or placed in on-the-job training programs. 43 These two agencies can Offer a fine service to mentally handi- capped youngsters in special education but are handicapped by the fact that after the student has left school, he is not prepared, in any manner, for any employment. Therefore, they face the problem of instructing the Special education student in proper job attitudes, good behaviour, cleanliness, promptness, courtesy, etc. , all Of which could have been accomplished by a directed program in the classroom. Because they are not staffed to do this work, many placements result in failure. However, their experience points out that many mentally handicapped students can learn the job and perform it adequately enough to be retained as a regular employee. This type Of gainful employ- ment provides occupational independence, social competence planned to encourage adult competency in the future, and personal adequacy. It gives a feeling of worthwhileness and social status in the community. The follow-up on a student who has been placed in employment or on-the-job-training should also be a function of the school. No one has a greater insight into the weaknesses and strengths of the handi- capped child than the school who has educated and trained him. There- fore, the school should maintain contact with the student and employer while the student is employed or taking training. The Office of Vocational Rehabilitation in Dearborn, Michigan, has indicated that many "graduates" of Special education failed to hold their jobs because Of a misunderstanding between the employer and employee. Many Of these misunderstandings could have been cleared up by the school which the boy attended because Of the intimate knowledge the school has of the boy. In order for the new curriculum to be effective, a close relation- ship would have to exist between the school, the Office of Vocational Rehabilitation, the employer, and the student. Records indicate that 44 where such a relationship has existed, a fair degree of success can be expected. The state of Rhode Island began a full-scale attack on the vocational problems of the mentally retarded in August, 1955. The following agencies were represented in the initial planning of this attack: The Parents Council for Retarded Children, The Community Workshops of Rhode Island, The Rhode Island Division of Rehabilitation, and interested citizens. As a result of that combined effort, the com- munity workshops began, in October, 1956, to provide transitional and simulated work experiences, stressing employment in the community. The community workshops program was a work evaluation and training program, which focused on the personal adjustment Of the client with a View to making him a desirable worker in any one of a number Of unskilled jobs. It is a threefold program. In the first part of the program, the mentally retarded students are in a homogenous group. They are given special testing and evaluation to ascertain their level Of proficiency in both academic and vocational areas. Emphasis is laid on creating basic work attitudes, such as neatness, promptness, reliability and dependability. The second part of the program is carried out in a non-homogenous group setting, which includes various types Of clients with physical disabilities. The mentally retarded students there receive both guidance in adjusting their personal rela— tionships with the "normals, " and rudimentary training in simple work skills. At this point, also, further work evaluations are made by the Occupational Therapist. The third part Of the training is reserved for those students who have sufficient manual dexterity to profit from community workshops, pre-industrial shop, which is a replica Of a jewel factory (the jewelry industry occupies a prominent place in the Rhode Island economy). For clients too deficient in manual dexterity 45 to engage in such work, there are work training programs set up in the various hospitals and nursing homes. Students there are taught the rudiments of service work tasks performed by bus boys, tray girls, ward aids, etc. The cost of all training in the community workshops program for the mentally retarded is paid by the Division of Rehabilitation on a per capita basis. As a result, the Division of Rehabilitation has deve10ped close administrative ties with community workshops in the establishment of admission criteria, training policies, and Operative procedures, as these concern the project. A Special counselor is assigned to the mentally retarded project. At its inception, this pro- gram was a special area that the vocational rehabilitation counselor worked in addition to carrying a regular case load. Within a year, the number Of mentally retarded cases increased so greatly that the project has become a full time job. The counselor received specialized training in the field Of occupational therapy and soon began to acquire a fund of concrete experience in working with the mentally handicapped. The counselor is responsible for the finances that go into the project, regulates its intake flow, and sits on the community workshops pro- fessional advisory committee, a body that governs admissions and program policy. In addition, the counselor is reSponsible for the coordination of the variety of services available to the client and for interpreting these services to him in such a way that they are seen to have a realistic purpose and a measure of continuity. The Division of Vocational Rehabilitation in working with mentally handicapped students requires: 1. Medical examination. 2. Psychological examination. 3. Psychiatric examination. 4. Medical treatment for physical disabilities. 46 . Overall work evaluation by the vocational counselor. . Private tutoring in basic reading, arithmetic, and speech. . Counselling and guidance. . Referral to either private or public social case work agency to work out specific problems of the mentally handicapped student's personal adjustment. 9. On-the-job training in which the agency pays the employer to train the client. 10. Placement: a. Direct counselor to employer recommendation. b. Counselor makes the client aware of job opportunities and their locations after thorough job evaluation. c. By referral to proper agencies, i. e. , Department of Employment Security, Catholic Charities, Urban League, etc. mxlO‘U'l Of the aforementioned services, the first three were necessary in all cases. Their experiences have indicated that any combination of services from four through eleven, or all of these services, may be needed to insure a successful rehabilitation. The counselor is responsible for the’decision as to which services are necessary, and that will increase the mentally handicapped in gaining satisfying employment. In reviewing and appraising Rhode Island's plan for solving the vocational problems of mentally retarded students, it was determined that many previously incapable Of procuring and/or holding jobs needed only counselling and placement before they were able to reach their vocational goal. Many others reached this goal only after directed training prior to placement, or those who received on-the-job training. In cases where the Division of Rehabilitation became directly involved with the me‘ntallyjretarded person's employment, it was felt that there 'was nothing more dangerous to a successful rehabilitation than having the employer feel that he is dealing with an unknown quantity. Therefore, it became a strong point in their technique that the employer was made to feel as if he were part of the rehabilitation, with further 47 services Of the counselor for follow-up available as needed. Twenty- six closures were obtained during the first fiscal year through this selective placement. Case loads ran between 130 to 150 cases. It was estimated that an average of about nine referrals and five acceptances per month could be expected in a program of this type. Only one-third Of the case load is in the ACCEPTED status, due to the thoroughness of the evaluation process before acceptance. One-fifth of the entire case load is receiving services paid for by this agency. Approximately the same percentage is considered ready for employ- ment. Admittedly, a program of this kind is not as productive as many others. In the nature Of the case, it is more time consuming, and it does present problems nOt ordinarily encountered in the ordinary rehabilitation caSe load. However, this effort has been very rewarding, and the amount of closures received justifies its existence in a rehabilitation agency program. Rewarding too, is the fact that rehabili- tations represent not only the successful rehabilitation of one person, but in many cases, the successful rehabilitation of an entire family. Even those who, after service, were still not able to obtain and main- tain employment, reached a high level Of living skills they had never known before. 1 The Rhode Island attempt points out that, with skilled personnel, and a directed program designed Specifically to make one gainfully self— sufficient, success can be achieved vocationally with mentally handicapped children. A. study of a sampling of case histories taken lBrina E. Chernov, and Ed. J. Carley, "Facing the Challenge of Mental Retardation, " Journal of Rehabilitation, Rhode Island Division of Vocational Rehabilitation, Providence, Rhode Island, No. 1025, Vermont, Washington 5, D.C., (Sept. and Oct. 1958). 48 from the Office of Vocational Rehabilitation in Michigan will sub- stantiate this premise. These case histories are recent and were 5 elected at random . Case History Number 1 Clyde Woods 4450 - 25th Street Detroit, Michigan Referred by Chadsey Special B on May 3, 1956. Age 15. Report of Psychological Examination: C. A. 11-9 M.A. 8-0 DLA 1.0. 68 .3 :> O |-'\O Motor Speed Free Association Social Adjustment Verbal Opposites Visual Attention Span for Letters Designs Audible Attention Span Oral Directions Disarranged Pictures \quloooooooow I WWOOOO‘I-‘l U1 l \O This mentally handicapped youngster had all the disadvantages Of a broken home. His mother and father separated, and he has been brought up for the past eight years by his grandfather and grandmother. At the present time, his father is ill, unemployed, and unable to Offer any financial assistance. His mother is living with her other children somewhere in Louisiana. A call to the Chadsey School brought out the fact that the boy was unable to benefit further from classroom experience, and employment, preferably on-the-job training, was recommended. The boy's previous work experience consisted only as a part-time carry-out boy in a small market, and as a shoe shine boy in a barber Shop. His primary interests were in woodworking, but he exhibited no abilities in this area. 49 The Office of Vocational Rehabilitation deemed that on-the-job experience was necessary because of his limited abilities: 1. His mental retardation is a disability, which results in a functional limitation. 2. The functional limitation is determined to be a handicap to employment. A simple program was sought out for this boy by the Office of Vocational Rehabilitation, inasmuch as tests and observations indicated his attention Span for visual and audible material was restricted, and he has difficulty in following oral directions. Therefore, a sixteen week on-the—job program was instituted at Gardins Market in Oak Park, Michigan. The fee to the trainer was established at $12. 00 per week. He instituted his training on January 10, 1958 at $23. 00 per week. On January 15, 1958, his pay was raised to $35. 00 per week, and on January 31, 1958, he received another raise to $40. 00 per week. His job outline as a stock boy called for primary duties of: 1. Placing stock on shelves. 2. Carrying out merchandise. 3. Receiving and unpacking stock. 4. Price marking. This boy made a wonderful adjustment to the work situation. He appreciated the efforts the school, the Office Of Vocational Rehabili- tation, and his employer made in his behalf. His work reflected his appreciation. He is now working full time, and his employer states that he is honest, punctual, clean, courteous, and trustworthy. The employer states that he is a very valuable asset to his business. The success achieved in this simple job has been beneficial to the young man. He is more poised and confident. His outlook on life is mature, in that he knows that he is economically self— sufficient. He gets along well with the other employees and the customers. He is friendly and beginning to verbalize more adequately. He has deve10ped insight to 50 his limitations and seemingly has accepted them. His grandparents are proud and happy Of his good work record. They no longer feel that he will be a burden but can look forward to the time when he might conceivably assist them financially. It is possible that this young man may have made this adjustment without the assistance of the referring school, the Office of Vocational Rehabilitation, and his present employer, but it is highly improbable in light of past experiences of "graduates" of Special Education. Case History Number 2 Ronald Baliko 16829 Lindsay Detroit, Michigan Referred by Chadsey Special B on September 23, 1957. Age 18. Report of Psychological Examination: C.A. 11-7 M.A. 8-6 DLA 1.0. 73 g»? or Free Association Designs Social Adjustment Motor Speed Verbal Opposites Visual Attention Span for Letters Oral Directions Audible Attention Span Disarranged Pictures O‘O‘xlmmeOI—I I O‘WOO‘OUJO‘ I 0 During the initial interview at the Office of Vocational Rehabili- tation, this mentally retarded young man was found to be brash, aggressive, confused, and eccentric. He seemed completely unstable and quite ill at ease. It was thought that his aggressiveness was a compensating factor for his lack of assurance. It was also determined that, although he had left his mother and was living with his father at 51 6930 North Vernon, in Dearborn, Michigan, he depended upon his mother for his allowance and clothing. The separation of mother and father was undoubtedly a factor in causing his state of confusion. Although the psychological tests indicated a limitation Of in- ductive reasoning and difficulty in following oral directions, it was deemed advisable to give him training in the "Automobile" area, because his interests were so highly centered in this area. Consequently, he was referred to the Wolverine Trade School, where he took training as an automobile mechanic. On June 6, 1958, he reported back to state that he had completed the course of training at Wolverine Trade School with a B average, but was unable to find employment. His atti- tude had not changed, and a subsequent interview indicated that he had violent arguments with his mother and no longer saw her or received assistance from her. On January 10, 1958, he was placed in on-the-job training at Herks Royal Service. This is a nineteen week program, for which the trainer receives a fee of $12. 00 per week. The job outline is as follows: 1. Learn how to give courteous service--clean windows, check water, check tires, etc. Learn how to fix flat tires. . Adjust brakes. Keep office and adjacent areas clean. Make and take phone calls. Operate the towing truck. O‘U1I-PUJN Ronald has completed his training program satisfactorily and is happy at his work. He gets along well with his employer, who states that he is honest, conscientious, courteous, and punctual. He further states that he performs all jobs carefully and constantly keeps him- self busy with small tasks when trade is slow. However, follow-ups with Ronald indicate that, although he has resolved his employment 52 problem, his family life causes him much anxiety and anguiSh. When he began to work as a regular employee, his mother came to the station and demanded money. Ronald was advised not to give it to her, but to pay a reasonable room and board bill should he return to live with her. In this instance, the young man has made a rather fine vocational adjustment, but lack of understanding and care by the parents has created a deep emotional problem, which may affect his employ- ment. Should he resolve his family problem, it is felt that he would be well on his way towards becoming a stable, useful, self— sufficient individual in the community. Case History Number 3 John Ware 805 Anderson Detroit, Michigan Referred by Chadsey Special B on May 1, 1959. Age 18. Report of Psychological Examination: C.A. 11-9 M.A. 8-9 DLA LO. 53 Z Motor Speed Social Adjustment Visual Attention Span Verbal Opposites Auditory Attention Span Free Association Oral Directions Pictorial Absurdities Designs Disarranged Pictures mmo~o~o-loooo~o I O‘C‘xowwO‘QOOQE> U1 I John is the child of a broken home. He lived in Alabama with his maternal grandmother until her death recently. His school attendance was irregular, as he frequently stayed home to care for her while other members of the household were at work. He is a very pleasant, 53 well-mannered, Shy boy, six feet two inches tall. He gets along well with people, and he is popular with the members of his group. At the present time, he is living with a cousin and six others in the house. His oral reading comprehension and word analysis are a low third grade level. Although slow to take oral directions, one repetition generally is sufficient for him to remember and do what is asked. John's low I. Q. precluded the idea of securing employment of his own, and he was referred to the Columbia Medical Hospital for a thirteen week on-the-job training program as an orderly. His training began on May 27, 1959. The job outline is as follows: 1. Making beds. . Passing trays. Feeding patients. Helping patients dress. Combing and shaving patients. Pushing patients in wheel chairs. Accompanying patients on walks. . Reading and addressing mail. CDKIO‘U'IIPUJN The fee to the trainer for this on-the-job training is $12. 00 per week. In the short time that John has been on the training program, he has already exhibited a good attitude towards his training and a sincere desire to succeed. He likes the work and gets along with all of the staff members. He is neat, clean, and punctual, and his first two follow-up reports indicate that he will successfully complete this training and be retained as a regular orderly at $57. 00 per week. John had made numerous attempts at seeking out employment for himself and was unsuccessful in all his tries. He was discouraged and disoriented. However, Specific training has buoyed his Spirits and, at present, he has a healthy outlook towards his immediate future. 54 Case History Number 4 Stanley Bogan 14800 Robson Detroit, Michigan Referred by Chadsey Special B. Age 17. Report of Psychological Examination: C.A. 7-10 M.A. 6-2 DLA LQ. 78 M. A Social Adjustment 9-6 Free Association 9-6 Motor Speed 9-3 Visual Attention Span 8—11 Designs 8-6 Verbal Opposites 8-0 Auditory Attention Span 7-0 Pictorial Absurdities 6-9 Oral Directions 6-9 Stanley comes from a family that is close and in moderate socio- economic status. His father is a detective, and he has two brothers, both of whom have normal intelligence. The family was quite concerned with Stanley's inability to perform regular school work, and they assisted him in every way possible. They were sympathetic with his disability and accepted it realistically. Stanley himself has fairly good insight to his problems Of employment and accepted the fact that his chances of securing employment on the basis of his school experiences were limited and that his best possibilities lay in completing an on-the- job training program. This attitude has made him cooperative and easy to deal with. His only work experiences have. been as a pin-setter, a newspaper boy, and a carry-out boy. Stanley's general understanding Of social concepts is immature. Limitations are apparent in the visual area and auditory recall power 55 is restricted. However, he is quite capable of taking directions on an elementary level. A thirteen week training program for Stanley was instituted at the Lakeside Medical Hospital for a job as an orderly. Stanley showed a preference for this training and has performed all the functions Of the training program adequately. The job outline is the same as in Case History Number 3. The parents of this boy were pleased with his progress on the training program and feel, from his reSponses, that he will be happy to remain in this employment. Since working on the program, the family feels he has developed interests in the community and is happier and more alert. The fact that he is self- sufficient has given him confidence and a poise bordering on social maturity. Case History Number 5 Maurice Wilder 7470 Wykes Detroit, Michigan Referred by the Detroit Board of Education on February 15, 1957. Age 19. Report of Psychological Examination: C.A. ? M.A. ? DLA LO. 55 This young man was born in Mississippi and attended school there for a few years. His father divorced his mother, and the where- abouts of the father at present are unknown. His mother is employed as a domestic and has four other children. The family lives in a low socio-economic area and is hard put to make ends meet. The boy's school record in Detroit indicates that he has constantly been neat, clean, well-mannered, but shy and withdrawn. He has never exhibited any particular vocational or social interests and performed all of his 56 functions in a mechanical, robot-like manner. His only previous work experience has been as a part-time helper in a gas station for $1. 00 per day. Because of his low intelligence and apparent disinterest in what went on around him, it was felt he was a poor vocational risk. However, on July 16, 1958, a twenty- six week on-the-job training program as an orderly was instituted for him at the Columbia Hospital. The fee to the trainer was $15. 00 per week. Despite his lack of mental abilities, Maurice, responded to the training program exceptionally well. He performed all his tasks carefully and properly and more than adequately completed the job training program. The hOSpital liked his work so well that he is now regularly employed as an orderly at $57. 00 per week. This self- sufficiency has created new attitudes. The boy is happy and takes pride in the fact that he is regularly employed and can assist his mother. She, too, in turn, is extremely pleased with his employment and feels she no longer has to worry about how he will get along. This is another instance of success brought about by specific training for a specific job. Case History Number 6 Raymond Lewis 5166 Martindale Detroit, Michigan Referred by the Detroit Board of Education. Age 17'. Diagnosis: Impaired speech and hearing; mentally retarded. I. Q. undetermined because of deafness. Nebraska and Wechsler-Bellvue tests were attempted but the scores were too low. 57 This young man comes from a broken home. His father deserted his mother in 1947, and his address at present is unknown. The mother receives Aid to Dependent Children assistance for herself and five children. The boy keenly feels their poverty and hopes, by means Of employment, to alleviate their present economic condition. The boy's physical and mental disabilities precluded work in the regular grades and almost his entire education has been carried on in special education. He was unable to find any employment, and his record is devoid Of any work experiences. After evaluation of his case, it was determined to give this young man on-the-job training as a janitor. A contact was made with the Bonded Maintenance Company for thirteen weeks training, with a fee of $10. 00 per week to the trainer. One follow-up has been made, and his employer states that Raymond is a hard worker, who is neat and careful, but that his deafness some- times makes it very difficult to communicate instructions to him. However, he compensates for this disability with the manner in which he performs his work. The employer feels that he is making exceptionally good progress and is extremely happy with the way in which he has learned to handle and care for the floor machines. He has performed all his functions so well that it is felt he will soon be able to take regular employment as a janitor. Mental retardation and the mitigating influences of his physical disabilities sharply curtailed his employment prOSpects. It is not prob- able that he would have been able to secure employment on his own initiative. Training for a specific job in this instance seemed the only solution for gainful self— sufficiency. The boy is happy and interested in his work. The employer is happy to have him and feels he will be an asset to whomever may hire him permanently. 58 Placement of Mentally Retarded Boys in the Restaurant Industry From September, 1955 to September, 1959, the Special B schools in Detroit; Lyster, Capron, and Jacoby, had placed thirty-one mentally retarded boys in positions in the restaurant industry. Eighteen of these boys are still employed on a full time basis. Here is a listing of their jobs and length of employment: Arthur Gray Porter 22 months David Daniels Dishwasher 16 months Walter Godboldo Dishwasher 24 months Archie Griffith Cook 10 months Ray Williams Dishwasher 15 months Ken Snowden Porter-Food Handler 34 months Lorenzo Hayes Dishwasher 27 months Clarence Porter Porter 22 months Romero Dees Porter 18 months John Blount Cook 15 months Ronald Powell Porter 36 months Curtis Ross Cook 40 months Marvin Newton Dishwasher 20 months Andrew Grimes Dishwasher 19 months Donald Winchester Porter-Food Handler 14 months Clarence Jefferson Dishwasher 24 months Ernest Stafford Cook 11 months Wilson Stevenson Porter-Food Handler 12 months The mentally retarded boys still employed have an average I. Q. of 61. Those who were unable to retain their employment had an average I. Q. of 54. The range of mentality of all the boys placed in 59 the restaurant industry in the past four years ran from a low of 44 to a high of 73. The restaurant industries that have accepted these boys for permanent employment are as follows: Cunningham Drug Stores Boesky's Restaurants Elias Brothers Big Boy Restaurants Round's Bar-B-Q Sid's Restaurant Flowood Restaurant Cafeteria - Brent HOSPital It is interesting to note that better than fifty per cent of the mentally retarded boys who were placed in positions in the restaurant industry have remained in employ. It is felt that had these boys received training for positions in the restaurant industry, an even greater percentage would have been retained. From September, 1957 to September, 1959, the job upgrading program Of the Board of Education under the direction of Special Education placed forty-one mentally retarded students in positions in the restaurant industry. Nineteen of these students are still employed on a full time basis. These jobs are as cooks, dishwashers, porters, and waiters. The average I. Q. of those still employed is 65. Those who were unable to retain employment had an average I. Q. of 60. The range of mentality of these students ran from a low of 54 to a high Of 81. Seven students who have steady employment work for the restaurant in the Lakeside General Hospital, and five students are employed in the Columbia Medical Hospital restaurant. Mrs. Norma Silver, the assistant administrator of the Lakeside General HOSPital, rates their 60 mentally retarded employees in the restaurant from good to excellent. She has stated that as more positions become available, she will draw the new employees from the mentally retarded Students in the upgrad- ing program conducted by the Board of Education. This survey has indicated that of seventy-two mentally retarded boys placed in positions in the restaurant industry, thirty-seven have been trainable to an extent that they have been given regular, full time employment. The work that they do is Simple; however, the restaurant industry has found qualities in the mentally retarded boy that are quite Often lacking in a normal boy. Most times, a mentally retarded boy does not have the aspiration to move on to a new and strange, albeit, better-paying position. Therefore, the employer does not have the problem of replacing him. Because it is difficult to find employment, due to the mentally retarded boys' lack of abilities, once employment has been found, it is held. Whereas a normal boy may find the same tasks untolerably monotonous and dreary, the same is not true with a mentally retarded boy who cannot project his imagination. Therefore, the mentally retarded boys remain satisfied with repetitious, routine perfOrmances. Parents of mentally retarded boys encourage their sons to retain their employment. Parents of normal boys would not be satisfied to have their sons employed as porters and dishwashers, and would do all they could to get them to seek other employment. Mentally retarded boys take instruction well, if it is given slowly and carefully. It is felt that with suitable training of mentally retarded boys for particular positions in the restaurant industry, even more boys could receive and maintain employment in this area. It is heartening 61 to know that the people who have hired these boys and have supervised them find them capable and dependable. Summary This investigation clearly points out the need for directed training for specific jobs for mentally retarded boys. There is no doubt that limited mentality does not preclude the learning of simple, repetitious tasks. It also does not preclude neatness, courtesy, loyalty, punctuality, and initiative. Unfortunately, many boys who are released for special education classes do not have any employment or job skills and are unqualified for job opportunities as they become available. It is felt that it should be the function of the school to provide Opportunities to learn job skills in selected job areas. It is further felt that a service would be performed, not only to the mentally retarded youngster and his family, but to the employer, who has need for unskilled and semi- skilled workers, and most important of all, to the community. Each person has a right to be self- sufficient, if he is able. Too Often, no attempt is made for the mentally retarded youngster to prove his abilities and, thereby, become a credit to the community. The restaurant industry has indicated a dire need for persons who could learn to perform simple tasks competently and remain on the job. This field has not been exploited because of a lack of vision in our Special education programs. The restaurant industry cannot take the time to train employees for menial tasks, but is willing to take those already trained. Inasmuch as the market for such work is available, the schools of special education should provide job skills to their students to qualify for this work. CHAPTER VII ESTIMATE OF WORKER TRAIT REQUIREMENTS MADE BY THE UNITED STATES DEPARTMENT OF LABOR An intensified study is being conducted by the United States Department of Labor on estimates of worker trait requirements for jobs in the restaurant industry. The study1 as illustrated in the following pages and on the charts (pages 68 and 6’9), illustrates the Aptitudes, Interests, Temperaments, Physical Capacities, Working Conditions, Training Time and Industry which is required by the worker in order to perform the individual job he is to undertake on the different work stations in the restaurant industry. Here again, we are primarily interested in the lowest menial jobs, such as the dishwasher, kitchen helper, bus boy, silverman and porter in order that the slow learner may become acquainted with the problems and job routine requirements of a restaurant. The United States Department of Labor in Detroit, Michigan, was most generous in allowing the author the following information though not yet completed by the Bureau. Most of the information Obtained was compiled into a nine level scale entitled "Specific Voca- tional Preparation. ” It's code was S. V. P. This scale indicates the time required to learn techniques, to acquire information and to develOp the facility needed for the average performance on a specific job. The scale is as follows: 1Estimates of Worker Trait Requirements as defined in the Dictionary of Occupational Titles. U. S. Department of Labor, Bureau of Employment Security. 62 63 S. V. P. Training Time1 Short demonstrations only. Short demonstrations - 30 days. Thirty Days - 3 months. Three to Six months. Six months - 1 year. . One to Two years. Two to Four years. . Four to Ten years. Over ten years. \DmxlO‘Uer-UJNl—i The Bureau also set up a scale entitled "General Educational Development. " This scale "includes those aspects of education that contribute to the worker's reasoning development and ability to follow instructions; and to the acquisition of 'tOOl' knowledges, such as language and mathematical skills. The six level scale is provided for rating purposes. Each level reflects an increasing degree of reasoning development, mathematical development and/or language development. "7‘ The subjects used in this study by the government were also tested individually for aptitudes, temperament, interests and physical capacities. Aptitudes: These refer to the specific capacities and abilities required of an individual in order to learn or perform adequately a task or job duty. Five levels are provided for each aptitude with the exception of intelligence (G), which reflects only four levels. Although many jobs require no more intelligence than that possessed by the lowest 10% of the working pOpulation, it was found that reliable ratings could not be made for that level of the intelligence factor to the same extent as 1U. S. Department of Labor, Bureau of Employment Security, United States Employment Service, p. 36. zIbid., p. 37. 64 for the other factors. Further research is being conducted in this area. The aptitude levels are indicative of that proportion of the working population possessing the aptitude to a degree necessary for satisfactory job performance. The following scale is in effect. 1. The highest 10% of the working population. . The upper third exclusive of the highest 10%. The middle third of the working population. The lowest third exclusive of the lowest 10%. UlerJN . The lowest 10% of the working population. Eleven aptitudes are included in this component as follows: Intelligenc e Verbal - Numerical Spatial Form Clerical Motor Coordination Finger Dexterity gmmonmzWN H O 11. 12. Variety and change . Repetitive, short cycle. . Under specific instructions. . Direction, control, planning. . Dealing with people. Isolation. Influencing people. Performing under stress. Sensory or judgmental criteria. . Measurable or verifiable criteria. Feelings , ideas, facts . Set limits, tolerance or standards. Physical Capacities: These factors reflect the specific physical aspects of occupations that must be performed. They include a five point rating scale for strength: S - Sedentary L - Light M - Medium H V - Heavy - Very Heavy 66 The rating scale was divided into six groupings: 1 . Strength. 2. Climbing - Balancing. 3. Stooping - Kneeling. 4. Reaching - Handling. 5. Talking — Hearing. 6. Seeing. Working Conditions: I - Inside. O - Outside. B - Both. Working condition grouping was divided into seven areas: 1. Inside - Outside. 1. Cold. 3. Heat. 4. Wet - Humid. 5. Noise - Vibrations. 6. Hazards. 7. Fumes, odors, etc. A few of the skills the slow learner would be able to perform and a Short description of each is as follows: Bus Boy: Cleans tables, returns dirty dishes to the kitchen, replaces soiled table linens, sets table with clean silverware and glassware, fills glasses with ice water and serves extra butter. He may also clean and dust floors, furniture and equipment. Kitchen Helper: Assists the skilled personnel in the kitchen by helping them prepare food, vegetables and baked goods. 67 Short Order Cook: Prepares, cooks and serves all kinds of foods which require only a short time to prepare. Silverman: Washes, removes tarnish from and polishes flat and hollow silverware. He may also sharpen cutting knives and assist in other kitchen duties. Dishwasher: Scrapes and stacks dirty dishes, silverware and glassware in rack; inserts rack in dishwashing machine; removes rack; and dries, sorts and stacks them for reuse. The individual occupational Job Title Chart shows estimates of worker trait requirements on their Specific jobs. Although most of the jobs listed are well beyond the slow learner, there are many tasks in the restaurant area which can be performed by these people as proven by the survey made by the United States Government, Depart- ment of Labor. This chart, page 69, should be of great value to teachers who are preparing young peOple for future jobs in the restaurant industry. 68 Table 3-—Estimate Of Worker Trait Requirements Made by the United States Department of Labor. 1234567 .OOM .mnOOO .mogsh mOneNmE Qofimnnfixnomfloz 38531.63 Odom BOO opflmpsOuopfimcH Working Conditions I --Inside 0- — Outside B- - Both 123456 mcfioom menisci I msfivflm H. wfiflpsmmnmfiflomom mnflo mam [mango 8m wflfioflmammiwsfifiaflnv neweeeem Physical Capacities S--Sedentary Lr—Light Mm-Medium H—-Heavy V— - Very Heavy 1234567890 soflommmflem 0.383609% .ofifimsmH HmfioOmQOZ OELSOHO Josefina/sq adoficfioorfi .oflfinofiom mmooH .OHQoonH omfimonnfi 69.333 Hmfioom 3.0.8qu Osfldom OomOQOO mmocfimsm 3.00.30 was meEH Interests 1234567890XY mpnmpsmum .HO moocmnoaoh .mfiafiH pom mpomm .mmOOH .mwflfloom @3330 OBSEEO> .HO OEMHSmmoE SEOOEO Hmncoawpsh. .HO >nOonm mmonnm MOOQD wfianotofl mamoom wmfionodflcH QOESHOmH Becca fig mcfleem wcwccmfifl 40.3qu .Qofloonflfl mquoSnmeH oflfloomm HOOQD cacao eeonm efieseaem owsdflO was 3.03.”? Temperaments SVP GVN SPQ KFM EC GED soflpdsfigflnomfifl .HOHOO QofldcflonooO Ooomipfldmxoknm 5.33on H9332 .330”..on nowflfim GOBdOflOnOOO .HOOOE S8230 850m Hcflcdm Hmoflnogsz HMQHO> monomfifiofi: management Hemofleookx oflfloomm OQOEQOHOc/OQ HSQOES oBOM HmnoQoO _ . a m P s s...“ t V r . osss S a r mnYn 6 es VJS 0&0 m Yrsslum3mdm fl.) Owwm_nmem0m1w. A 1Vees.mv. 2.3 m g r V/VJO aim—nun... n . e0 d n n .1 P 142m6 o o n D. V... .0h.mh.m .lA O421633StSt a ._._.... . r e ._...... _ T 6 98765432 1 e. D UBBwafi WW mHo>owH Aptitude s 2-—Upper 1/2 less 1 3-—Middle 1/2 4——Lower 1/2 less 5 l-~ Upper 10% 5-—Lowest 10% Continued Table 3 - Continued 69 D. O. T. Job Title Train. Time GED SVP Temperaments 23456789101112 Interest 1234567890 Baker Butcher Meat Check Room Man Cook Cook Apprentice Cook Helper Pastry Cook Helper Pastry Cook Vegetable Cooky Mixer Cooky Mixer Helper Counterman Curb Boy Dishwasher Hand Dishing Machine Fishman Ice Handler Ice Crusher Kitchen Clerk Kitchen Stock Clerk Kosher Cutter Kosher Cutter Helper Lot Boy Maitre D'Hotel Meat Packer Fancy Meat Flenser Meat Cutter Meat Counterman Peeler Peeler Machine Poultry Dresser Rug Cleaner NN[\JNhPUWLMwI-PWI-PWHPl-waI-P-U'lWLMHBNI-PLNLMWI-PU'IWU‘IU‘I NNNNWQPPNOONOWPPUWNNWONWFPNFPWNNOO-xlelxl Aptitudes GVN SPQ KFM EC 344 435 433 55 333 335 333 54 444 444 444 54 344 434 443 54 344 434 433 53 445 445 444 54 445 445 444 55 444 445 444 55 344 435 444 54 445 445 444 55 333 544 34354 444 544 444 54 444 445 444 55 333 334 333 55 333 444 443 54 445 445 443 55 445 445 444 55 333 443 444 54 333 443 444 54 445 445 443 55 345 445 343 55 444 433 433 54 334 434 444 54 444 444 443 54 445 445 443 44 333 334 443 53 333 434 443 53 445 445 443 45 445 435 443 54 445 445 443 54 445 445 444 54 NNNNN [\JNNNN NNNN [\J NNNN U) UJUJUJUJ OJ WWWUJ 45 9 OO I-—'1-'1-—'1—'I—-' HHHHf—l |_.l I-‘P-‘HH 23 0003000300 O\O\ 90 90 O 90 Physical Working Capacities Conditions 123456 1234567 5 4 I 4 4 6 I z 6 L 4 I M 4 I 34 M 4 6 I 3 7 M 4 I 4 H 4 I 3 M 4 I 34 H 4 6 I H 4 l L 4 5 I L '4 5 o L 4 I 4 M 4 6 I 5 L 4 5 I 4 H 4 I 2 M 4 I 2 M 4 I M 4 I L 4 6 I 4 7 M 4 I 4 7 s 6 I I M 4 I 2 H 4 O 4 M 4 I 2 L 4 5 6 I H 4 B L 4 I M 4 I 4 H 4 I 4 CHAPTER VIII VALUE OF PSYCHOLOGICAL TESTING Psychological testing, if used in a very simple form, can be Of great value to the instructor in determining the caliber of the student. Psychological tests used by the Pope's Cafeterias of St. Louis, Missouri, bring out interesting facts which can be helpful in the place- ment, selection and advancement Of employees. These tests could be given to the slow learner to determine the capabilities of the student. NO test, they had found, can take the place of a carefully planned and skillfully conducted employment interview. They found that turnover and the personnel difficulties of the restaurant industry were the result Of careless and casual methods of hiring. Educators of the slow learner can be most helpful to the restaurant industry in the placement of good sound students that have been properly schooled for the menial jobs Of the restaurant. Teachers could give the students simple psychological tests, the results of which would be available to the employers upon request. It is also important to find a test which would accurately rate persons with limited ability to read and write. POpe's Cafeterias, after consulting several psychologists and testing services, decided to use an intelligence test distributed by Science Research Associates of Chicago, called the S. R. A. Non-Verbal Form. This test requires no reading ability. Testing time takes about ten minutes. Checking the results of the non-verbal test against 70 71 longer and more comprehensive intelligence tests they found that the non—verbal test is reasonably accurate. It was concluded that, as a general rule, persons with high scores will not be content to perform duties of a monotonous or repetitious task. ”People who score above average on the intelligence test tend to become bored when their mental ability is not being used. “1 A person with a high score usually considers monotonous work hard because it requires physical exertion rather than mental exertion. "On the other hand, people who score lowest on the intelligence test usually consider a job easy when it requires little thinking. ”2 Generally, workers whose intelligence test scores are lowest do not resent monotony. The worker whose score is below average may Object even more to a job which requires thinking than he will to one which demands heavy lifting or excessive stooping. Here again, the mentally retarded boy can be of service to an employer. While tasks are repetitious, there is a tendency for less intelligent people to be attracted to the job. Evaluating the different methods used in hiring personnel, POpe'S Cafeteria managers found that: l. The interview is still the basic tool for both hiring and judging people for advancement. 2. The use of an intelligence test and a hand- eye coordination test is also valuable to the interviewer. 3. It is almost impossible to hold intelligent peOple on a permanent basis unless they are given challenges which keep their intelligence occupied. lHarry H. Pope, Restaurant Management (December, 1957), p. 36. 2Ihid. 72 4. Where tasks are repetitious, there is a tendency for less intelligent people to be attracted to the job. CHAPTER IX MODERN TRENDS IN MICHIGAN'S RESTAURANT INDUSTRY In the United States, in 1959, more than one and a half million men and women were employed by approximately 200, 000 restaurants, cafeterias, caterers, lunch counters and refreshment stands. In addi- tion, thousands Of workers in restaurant occupations were employed by food service departments of hotels, department stores, industrial restaurants, hospitals and other establishments which serve meals in connection with some other business. The average eating place employed about five workers in 1959. However, some large restaurants had more than 100 employees. An estimated 90, 000 restaurant workers were employed in Michigan in 1959. Of these, an estimate of 12, 000 men and 4, 600 women were restaurant managers; 3, 500 men and .900 women were bakers; 6, 100 men and 11, 500 women were cooks; 800 stewards; 2, 900 waiters and 38, 700 were waitresses. The balance (9, 000) were employed in other restaurant occupations. More than half or about 47, 000 restaurant workers were employed in the MetrOpOlitan Detroit Area. Organizations The following are four Unions which represent restaurant employees in Michigan: 73 74 Hotel and Restaurant Employees Union - Local 705 100 Selden Detroit 26, Michigan Front Office 81 Checkroom Employees Union - Local 880 100 Selden Detroit 26, Michigan Chefs, Cooks 8L Pastry Chefs Union - Local 234 82 W. Montcalm Detroit 26, Michigan Detroit Bartender s Union Local 562 Fort Wayne Hotel Detroit 1, Michigan These Unions are the major bargaining agents for the employees with the restaurant owners. Their agreement includes working con- ditions, wage rates, hiring conditions, vacations, grievance procedures, insurance plans and other conditions of employment. Employers may belong to the following organizations: Michigan Restaurant 81 Caterers Association 425 Farwell Building Detroit 26, Michigan National Restaurant Association 1530 N. Lake Shore Drive Chicago 10, Illinois The approximate monthly earnings for restaurant employees in Detroit for 1959 were: Bus boy $142. 00 Oysterman Waiterl (8 hours) 129.00 Dishwasher (6 hours) 118. 00 Kitchen Helper $301. 00 194.00 210. 00 1Waiters are normally paid on a steady day basis. are usually augmented with tips. Their wages 75 The Opening of Detroit's new $54, 000, 000 Cobo Hall created a great demand for waiters and waitresses to serve food to the tremendous crowds attending conventions. The City's hotel and restaurant managers, with the cooperation of the Unions, Sponsored an accelerated training program for waiters and waitresses. As a result of their efforts, the "Detroit Waiters and Waitresses Training School" was established in the Veteran's Memorial Building. Although more than 2, 000 persons sought admittance tO this school, it Opened on October 15, 1960 with a pilot class of 14, which was to complete its training in one week. This super-accelerated program is far from adequate in the training of waiters and waitresses. It points out the great need for classes of this type to be integrated into the special education curriculum of the public schools. If this were accomp- lished, both the students and the restaurant industry would realize many benefits. Good service is very important in satisfying customers. Wayne State University and the University of Michigan coached instructors for the training school through their joint adult education program. These classes were held at the McGregor Memorial Center at Wayne. The Michigan Employment Security Commission volunteered to screen applicants for training at the school. As each class completes its training, the personnel must undergo rigid tests at the Detroit Department of Health before temporary food handler's cards are issued by the department. Great emphasis on the personal hygiene of the trainees is drilled into them by the department. More important today than ever before is the truth of the adage ”Cleanliness is next to Godliness. " CHAPTER X CONCLUSION The history of our country, in one respect, is recorded as a social, cultural development. There has been a constant improve- ment in our attitudes to make the life of the unfortunates in our society more and more bearable economically. One has only to trace the history of social security, unemployment compensation, Old age assistance, aid to dependent children, welfare agencies, etc. , to determine the concern felt for those less fortunate than others. Certainly the plight of the mentally retarded boy is one that should receive the consideration of our legislators, educators, business- men, and lay public. Mentally retarded boys in our complex and competitive society are indeed unfortunate. They are burdened by handicaps not readily apparent. They have suffered through the years by the rejection or over-protection of parents, relatives, and friends. They have been segregated by the public school systems and their stigma thereby publicly proclaimed. A concentrated effort should be made to alleviate their present condition by a practical approach to their economic problems. This effort should be made because the problems of the mentally retarded boy are so much greater than the problems of the normal boy. Miss Marion Funk Smith writes, ”Normal children find life filled with problems. So do the slow children. But for the slow child, less '76 77 equipped tO meet challenges generally, the problems are more difficult, the obstacles greater. "1 Because the mentally retarded boy will enter into our society, regardless of his educability, he immediately becomes either self- sustaining or dependent, either on his family or social institution. For too many years, this has been accepted by society as his only due. From the day that he accepts dependency, his inability to perform equally in an economic world classifies him in the eyes of the public as feeble-minded. This is most unjust. "Inherent in every definition of feeble-mindedness is the recognition that the main criterion for diagnosing the condition is not the psychological but the social one. The Army test, for example, proved that a great many individuals who tested far below twelve years of mental age were none the less socially and economically efficient. A man might show a mental age as low as eight years and still be a respected, socially useful member of his particular community. To be rated feeble-minded, social and economic inadequacy must be present. ”2 It is my contention that social inadequacy is rarely present in the mentally retarded boy who attends our schools, and the only reason that so many are classified as economically inadequate is because no one has made too much of an effort to train the mentally retarded boy for an occupation that called for limited Skills and abilities. And yet, such jobs are in existence. It became necessary to find an area in industry or business which had a need for limited skills and abilities. The search ended 1Marion Funk Smith, Teaching the Slow Learning Child (New York: Harper Bros., 1954), p. 17. zAlbert Deutsch, The Mentally 111 in America (New York: Columbia University Press, 1952), p. 365. 78 with the restaurant industry. The industry is large and is growing larger each year. And as it grows, an internal problem is growing with it--low-skilled worker turnover. Sixty-nine per cent of the present restaurant industry's problem lies in the fact that they are l The workers unable to keep their employees in the low- Skilled jobs. in these jobs are either drifters, with no thought of giving their occupation permanency, or are workers who have taken this work only as a temporary measure. The restaurant industry would welcome, with Open arms, an agency that could provide them with trained semi- skilled personnel. Here, then, was an Opportunity not only to provide employment for mentally retarded boys, but to assist one of our largest industries in solving its largest internal problem. It was necessary, at this point, to determine whether the industry would accept trained mentally retarded boys. This question was answered by interviewed restaurant operators, who said they would accept mentally retarded boys for employment as bus boys, porters, dishwashers, and kitchen helpers, if they were already trained to do that work. The answer was unanimous and emphatic. The problem, at this point, was who would administer and prO- mulgate a training program that would prepare mentally retarded boys for such employment? The restaurant industry, as anxious as they are for trained employees, was in no position to attempt such a project. They had neither the facilities nor the personnel for such a program. It could not be adequately financed by the restaurant industry, because the contributors to such a program could not receive a guarantee that lStuart Patterson and Wallace Patterson, ”The American Restaurant Market, " American Restaurant Magazine (Chicago: Patterson Publishing Company). 79 a boy trained in such a program would come to work for him. The only agency that could successfully carry out this program is the public schools. They have the facilities, can train the personnel necessary to operate the program, and can call on school funds to give life to such a program. A survey, by telephone, indicated that in the Detroit area, the Special Education Department was wholeheartedly in agree- ment for such an enterprise. Work of a similar nature in a limited capacity had been attempted in the past, and although moderately successful, failed to survive, not because of the lack of money or space and facilities, but for the lack of trained people to Operate the program. That is why, in the main body of this paper, recommendations have been made that Special education teachers be given vocational training so that they may adequately hold these positions. The next problem was that of a course of Study, and of a training program that would be simple, complete, and feasible. This program was developed in conjunction with the suggestions Of restaurant Operators, the National Restaurant Association, Special education teachers, and vocational training instructors. We were all in agreement that the room in which the training would be received should be large enough to house all the equipment used in a modern restaurant. That the classes to receive this training would be limited to fifteen boys so that adequate instruction, supervision, and individual attention might be given. It was felt that the only method Of training was to give actual experiences with the equipment called for on the job for which they were training. This course of study was to cover thirty- six weeks of training. In con- junction with the actual live experiences with the equipment, and job situations, the teacher in charge of training would also prepare the student by inculcating the importance of attendance, punctuality, cleanli- ness, neatness, cooperation, courtesy, sociability, security, and independence. 80 In order to make this training program succeed in its effort, a job placement procedure was organized. Restaurant Operators throughout the metrOpolitan Detroit area are to be advised by letter of the function of this training class and invited to participate as either an interested future employer, or as a lecturer during the program. The Michigan State Employment Service would be advised of this program, and a request made of them that they call boys trained in this program for possible job placement. Public and private place- ment bureaus were also so advised. The Detroit Public School Place- ment Agency offered their assistance. PrOSpective employers were advised that these boys receiving restaurant industry training would welcome on-the-job training in their establishments, as it is understandable that many restaurant Operators have individual characteristics in their restaurants and would like their employees to train according to their own program. A follow-up program was devised to determine the success of the trainee after accepting employment. The studies made by such a committee would be the standard by which the program would receive further support and development. This program should be successful. A study recently made enhances this prediction. “The authors of this study have concluded that 'the elements that enter into the failure or success of the mentally defective in life are in no sense different from those that affect the lives of normal persons' and that a large proportion of this group may, with proper training and adequate supervision, develop into 'decent, self- supporting citizens. "'1 And, "expanded facilities for vocational 1V. V. Anderson and Flora M. Fearing, A Study Of the Careers of 322 Feebleminded Persons (New York: National Committee for Mental Hygiene, 1923), p. 31. 81 services are needed. "1 In conclusion, the hope is expressed that an Opportunity for initiating such a program may soon present itself. PeOple in the field Of education have an obligation for promoting to the Optimum the possibilities of self— sufficiency in our society for mentally retarded boys. ”Education should strive to aid each individual to make satisfactory adjustments to the realities of life. Mentally retarded boys should receive a training which equips them for work in certain vocations. "2 1School Adjustment of Mentally Retarded Children Compared with Normal Children (Louisiana Youth Commission, Baton Rouge, and Tulane University of Louisiana, New Orleans, La. , January, 1955), p. 95. zChristine P. Ingram, Education of the Slow-Learning Child (Yonkers-on-Hudson, N.Y.: World Book Co., 1935), p. 37. BIBLIOGRAPHY Anderson, V. V. , and Fearing, Flora M. A Study of the Careers of 322 Feebleminded Persons. New York City: National Committee for Mental Hygiene, 1923. Brodner, Joseph, Carlson, Howard M., and Maschal, Henry T. Profitable Food and Beverage Operation. New York: Ahrens Publishing Company, Inc., 1955. Chernov, Brina E. , and Carley, Ed. J. "Facing the Challenge of Mental Retardation, " Journal of Rehabilitation. Rhode Island Division of Vocational Rehabilitation, Providence, Rhode Island, NO. 1025, Vermont, Washington 5, D.C. , Sept. and Oct. 1958. Clapper, C. C. A Study of Mentally Retarded Students in the San Diego City High School, July, 1954, Daly, Flora M. , and Cain, Leo F. Mentally Retarded Students in California Secondary Schools. Sacramento, California: State Department of Education, 1953. Deutsch, Albert. The Mentally 111 in America. New York: Columbia University Press, 1952. Doll, E. A. "Feeblemindedness vs Intellectual Retardation, " American Journal of Mental Deficiency, January, 1947. Featherstone, W. B. ”Teaching the Slow Learner." Edited by Hollis L. Casewell in Practical Suggestions for Teaching, _No. 1. New York: Bureau of Publications, Teachers' C—OjIlege, Columbia University, 1941. Fink, Eugene D. Quantity Cooking. Albany, New York: Bureau of Vocational Curriculum Development and Industrial Teacher Train- ing, The University of the State of New York, 1951. 82 83 Highlen, C. E. , and Novak, Benjamin J. Vocational Training for Hotel and Restaurant Workers. Published Master's thesis, Colorado A. 81 M. College, 1948. History Of Special Education for Mentally Deficient Children in Connecticut. New Haven, Connecticut: Connecticut Special Education Association, 1936. Hitchcock, Arthur A. Vocational Training and Job Adjustment Of the Mentally Deficient. July, 1954. HOSpital Food Service Manual. Publication M27-54. Chicago: American Hospital Association, 1954. Ingram, Christine P. Education of the Slow-Learning Child. Yonkers-on-Hudson, New York: World Book CO. , 1935. Kirk, Karnes 8: Kirk. You and Your Retarded Child. New York: Macmillan Co., July, 1955. Oswalt, E. R. Teaching Extremely Retarded Children. Kent State University Bulletin, 1955. Patterson, Stuart, and Patterson, Wallace. "The American Restaurant Market, " American Restaurant Magazine. Chicago, Illinois: Patterson Publishing Company. Pope, Harry H. Restaurant Management. December, 1957. Rankin, J. E. ”A Group Therapy Experiment with Mothers of Mentally Deficient Children, " AInerican Journal of Mental Deficiency, July, 1957“. School Adjustment of Mentally Retarded Children Compared with Normal Children. New Orleans, Louisiana: Louisiana Youth Commission, Baton Rouge, and Tulane University of Louisiana, 1955. Smith, Marion, Funk. Teaching the Slow Learning Child. New York: Harper Bros. , 1954. Suggested Activities for Mentally Retarded. Bulletin of the California State Department of Education, Vol. XXI, NO. 2, 1952. 84 United States Department of Labor, Bureau of Employment Security, United States Employment Service. Wallin, J. E. Wallace. Education of Mentally Handicapped Children. New York: Harper Bros. , 1955.