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This report on strategies for overcoming employment barriers for persons with visual impairments summarizes comments and suggestions of 7 focus groups comprised of either consumers (n=49) or employers (n=19). The report first reviews the literature concerning employment barriers and how consumers in previous studies suggested these barriers be overcome, followed by the results and analysis of the consumer focus groups. Then, in a similar fashion, it reviews the literature concerning employment barriers and the focus group suggestions from the employers' standpoint. Barriers discussed are broken down into those concerned with employment, negative attitudes, transportation, print access, and employment preparation. Suggestions address such issues as consumer involvement in the Individualized Plan for Employment, provision of orientation and mobility services, procurement policies and procedures for assistive technology, and counselor willingness to recognize the consumer's "right to fail." Four appendices include the consumer and employer protocols, the consumer and employer background information forms, and the consent form. (Contains 25 references.) (DB)

A study investigated similarities and differences in the views of experienced vocational rehabilitation (VR) counselors serving African Americans who are blind or visually impaired. A total of 26 counselors, 11 of whom were African American, reported their views in structured telephone interviews. In general, there were more similarities than differences in counselor views. With some minor exceptions, White and African American counselors had similar views on their skill level, client-counselor interaction, and most useful skills, techniques, resources, and referral sources. There were differences by counselor race regarding help-seeking patterns, job and rehabilitation expectations, effects of adverse personal and socioeconomic factors, and ideal client characteristics. African American counselors increasingly stressed use of family and community resources, and were more likely to look to other professionals in seeking help. African American counselors believed that Black clients had higher job expectations but were less likely to be successfully rehabilitated. In contrast, white counselors believed that black clients had lower expectations and saw no difference in rehabilitation rates. Counselors felt that harnessing client motivation and positive expectations, and employing a family- and community-oriented attitude was the best approach to rehabilitation. The survey is included. (Contains 37 references.) (Author/CR)

Design information, floor plan, photos, and energy use data are presented of a combined 45,000 square foot junior/senior high school in Mississippi's Aberdeen School District, built in 1956, and retrofitted over time to improve its usability. Exterior and interior photos are presented showing classrooms, the cafeteria, and gymnasium. Data are presented on the school's current energy use and every area where improvements are required. Lighting retrofit information and cost/savings data on a geothermal heat pump retrofit conclude the document. (GR)

This presentation addresses the need to encourage educational facility design innovation, explores reflective practice in the profession of facility design, and discusses what a public sector university-based educational design institute does and what role the institute can play in efforts to encourage innovation in the architectural design field. The vision and goals of Mississippi State University's Educational Design Institute are described, as are what constitutes design innovation and the cultural waves that drive it. Several innovative designs are highlighted. (GR)

This report discusses the outcomes of a study that examined employment issues for people with serious visual impairments. The study reviewed data from the 1994 and 1995 National Health Interview Survey that included 128,001 people (ages 18-69) with and without visual impairments. Chapter 1 highlights age (seen as lifestage) and health status as critical determinants of the meaning and importance of employment in people's lives and suggests those facts have been surprisingly neglected as analytic tools in research on employment and disability. Chapter 2 reviews key variables relating to vision and disability status, key employment and work variables, and key social and health factors. Chapter 3 focuses on employment status and on "working" as a major life role, comparing people with serious visual impairment to the general public and to people with nonvisual impairments. Chapter 4 introduces employment data for people who are legally blind and compares them to others with serious visual impairments. The next chapter continues the focus on comparisons of people who are legally blind with others who have serious visual impairments. It shows that health and multiple impairments are powerful factors. The final chapter summarizes and discusses major conclusions and implications. (Contains 61 references and 45 tables.) (CR)

This presentation explores a theoretical framework and a practical procedure for assessing an urban school physical environment to identify its perceived impacts on the educational process, and reviews and critiques assessment models identified in the literature for assessing the quality of the physical environment. The Baltimore City Public Schools Environment Quality Assessment Project, which included five post-occupancy evaluations, is used to illustrate the potential use of the assessment procedure in practice. Project outcomes highlighted include student academic performance, student social development, and teacher instructional performance. Concluding comments emphasize the value of institutionalizing an on-going process of environmental quality assessment that has implications for integrating facilities management and educational decisions for the benefit of the educational process. The Powerpoint presentation is included. (GR)

A slide presentation examines the decisionmaking process behind whether a community should renovate their older school facilities or abandon them for new facilities. Three factors to be considered in this decision are addressed and involve the school's location, the history of the school, and the relationship of the school to the community and the opportunities the older school affords. Each factor is examined and examples of school design are provided, including modifying double loaded corridors to provide resource areas and clustering learners to promote collaboration. (Contains 12 PowerPoint slide printouts.) (GR)

Program materials for Mississippi 4-H Field and Stream are carefully controlled and made available only to volunteer leaders who have completed leader training workshops. This document describes the Mississippi 4-H Field and Stream program, discusses the leader training workshops and their significance, and provides responses to frequently asked questions about the program. The program covers wildlife-related activities, hunting, fishing, and shooting sports. The leader training workshop system is justified to continue delivering a cohesive, effective, and safe program that meets 4-H objectives of youth development and conservation education. Answers to common questions cover traditional and nontraditional aspects of the 4-H Field and Stream program, how much time county extension agents must commit to program development and maintenance, how much time is expected from volunteer leaders, why certified hunter-education instructors need further training to conduct the program, differences between 4-H instructional techniques and those of other programs, the content covered in leader training workshops, why 4-H Field and Stream is a valuable addition to other county programs, why leaders are certified through state-level workshops, who conducts the training, the need for a team of leaders, how to start a program if a team of leaders does not attend the workshops, and the experience or background necessary for leaders. (SV)

This report discusses the outcomes of a study that investigated differences in vocational rehabilitation (VR) services (expenditures, number, and duration) and outcomes (competitive sector placement and earnings) of consumers designated as legally blind in states with separate or combined (cross-disability) agencies. The sample included 35,396 consumer cases closed in the 50 states' VR systems in 1995 and 1996. Case data from 1995 were used to identify client disability and demographic characteristics related to competitive closure and to construct two covariates to control for these characteristics in the investigation of VR services and outcomes. A multivariate analysis of covariance using variables aggregated by state found no significant differences in the combined set of dependent variables across agency structure types. An analysis of covariables used to investigate differences in client earnings across agency structure types showed that client earnings at closure were significantly higher in separate agency states than in combined agency states when employing the Index of Work Disadvantage at Referral covariate, but not significantly higher when using the Demographic Predictor covariable. A second analysis of covariance determined that competitive sector placement rate was significantly higher in state agency states than in combined agency states. (Contains 82 references and 7 tables.) (CR)

The Education Design Institute developed a series of tearsheets that were used as part of a feasibility study for a pre-school. The tearsheets, which aid designers in planning pre-school environments, outline educational objectives; optimum square foot standards; general environmental concerns; and furniture and equipment for infant, toddler, and pre-school age groups. A diagram of each room along with a list and diagrams of furniture and equipment are included for each age group. (GR)

This final report discusses the activities of Project PAACS (Postsecondary Accommodations for Academic and Career Success), a project located on the campus of Mississippi State University and designed to work with the T. K. Martin Center for Technology and Disability to research the assistive technology needs of students with disabilities. Comprehensive research on the assistive technology needs of 141 college students with disabilities was conducted, analyzed and used as the basis for a model training program and a desk reference guide that provided a quick reference for ways assistive technology may improve and expand the academic, career, and employment opportunities of such students. The knowledge of disability laws and recent court cases of 400 faculty/administrators and 70 student affairs staff was also used in the development of a second model training program. The final component of the training program was a guide that provided essential information on accommodations for students with disabilities. A case study of a 27-year-old senior with a history of learning disabilities illustrates how assistive technology can be used to assist with reading, writing, taking notes, and organization. Appendices include assessment forms and training syllabus. (CR)

This study used case closure data to investigate the demographic and disability characteristics, service, and outcomes of 36,497 consumers who are blind or visually impaired served in state-federal vocational rehabilitation (VR) programs. By contrasting key measures reported by separate blindness agencies and general agencies, findings indicate: (1) separate blindness agencies served a higher percentage of consumers with socio-demographic characteristics associated with lower labor force participation rates; (2) separate blindness agencies served a higher percentage of consumers with the most severe visual impairments; (3) separate blindness agencies provided a higher number of services to consumers with the most severe visual impairments; (4) separate blindness agencies incurred greater service costs; (5) separate blindness agencies served consumers who were more likely to report client income/earnings as their primary source of support at closure; (6) separate blindness agencies rehabilitated a slightly lower percentage of all the consumers who applied for VR services, but rehabilitated a slightly higher percentage of the subgroup of consumers who were accepted and VR services were initiated; (7) separate blindness agencies closed a lower percentage of legally blind consumers as homemakers; and (8) separate blindness agencies closed a higher percentage of legally blind consumers into competitive labor and in sheltered employment. (Contains 29 references.) (CR)

A survey of 166 employed persons with visual impairments investigated major barriers to employment, how these barriers were overcome, and their perceptions on why they were successful in overcoming barriers when many individuals are not successful. Results of the survey indicate that the primary barriers to employment were employer attitudes, transportation and mobility problems, print access, adaptive equipment and accommodations, and lack of job opportunities. Approximately 44 percent of the participants attributed their employment to successful networking with coworkers, customers, and others rather than to a service delivery system. Approximately 40 percent of consumers attributed their ability to become employed to their own direct business contacts through cold calls to employers, job fairs, and other methods. A much smaller number attributed their employment to assistance from government agencies, rehabilitation providers, or school personnel. The need for national policy changes or initiatives to overcome barriers to employment for individuals with visual impairments is urged. Recommendations include an aggressive public awareness campaign by the Equal Employment Opportunity Commission with regard to complaints filed under Title 1 of the Americans with Disabilities Act to help make employers more aware of their responsibilities. (Contains 70 references.) (CR)

This study examined the lives of 10 individuals with blindness or severe visual impairment who maintained competitive employment despite their vision loss. The study was designed to provide information regarding the personal characteristics and current practices related to work environment alterations which enhance competitive employment retention. This was accomplished by using a step-wise format, with each individual project building on the information generated in the previous project (this is the third part of a three-part project). Through this process, the individual characteristics of persons likely to be successfully retained in competitive employment and the interventions that facilitated this process were identified. Emphasis is placed on strategies the rehabilitation counselor can use to facilitate effective job modification, job restructuring, training/retraining, and/or cooperation with organized labor, thus promoting retention of competitive employment. Each of the ten case studies presents the perspectives of the client, rehabilitation counselor, employer, and significant other. Results of the study indicate the importance of technology in assisting the majority of the subjects in retaining their employment. Findings also indicate the major factor that, if improved, would facilitate successful job retention more than any other. This is promotion of meaningful communication among all the persons involved in the rehabilitation process. Survey materials are included. (CR)

The Randolph-Sheppard Act of 1936 established the Randolph-Sheppard Vending Facility Program, more commonly known in most states as the Business Enterprise Program (BEP). The BEP is described as a program that provides persons with blindness with remunerative employment and self-support through the operation of vending facilities on federal property. A study interviewed 40 BEP directors to investigate the number of male and female facility managers and the reasons for the disproportionately low number of females. The study also sought to identify recruitment strategies to attract more females into the BEP. Results of the study found the percentage of females being referred to the program, being accepted into the program, completing the program, becoming licensed operators, and being assigned a facility is significantly lower than the percentage of males. The report recommends that State Licensing Agencies actively encourage female facility managers to serve on their Elected Committee of Blind Vendors, recruit both male and female minorities to participate in the BEP, examine their rules on placements to determine if females are at a disadvantage, actively market the program to create new facilities, consider implementing a policy of requiring vocational rehabilitation counselors to visit BEP facilities physically, and to conduct recruiting programs at residential schools for the blind. (Contains 61 references.) (CR)

This report discusses the results of a national study of 89 rehabilitation counselors that investigated the methods by which an individual could retain competitive employment after the onset of a significant vision loss. The purpose of the study was to identify and describe strategies that contribute to successful job retention and identify best rehabilitation practices in regard to job retention for the visually impaired. Rehabilitation counselors were interviewed who described 189 cases of which they had first-hand knowledge. The study found that as a result of retention efforts among the 189 cases reported, 88 percent of the workers with visual impairments were able to remain in their existing job setting, 2 percent were able to obtain a promotion, 25 percent experienced an increase in salary, and 67 percent had no change in salary. Data also indicate that strategies involving job site modifications were the most frequently used by counselors, particularly modifications related to access and safety issues such as changes in lighting, enlarged print, and low technology adaptations in general. Recommendations for interventions in job retention for individuals who are blind or visually impaired are made for five primary areas: technology, communication, networking, assessment, and timeliness of response to a request for intervention. (CR)

This final report of the Career Development Project focuses on implementation of a career model to enhance the transition of college students with disabilities from college to professional employment through training of both students and professionals and development of informational and technical materials regarding career development and job search skills. Students with disabilities were provided career enhancing services through a choice of two methods: (1) enrollment in a three-credit course in career planning for students with disabilities, or (2) individual career counseling sessions with project staff. College faculty, school personnel, career placement personnel, and vocational rehabilitation counselors were provided training on assisting these students. Among materials developed by the project was an employment guide for students or service providers, which has been disseminated to over 45 states. A model project was implemented at Mississippi State University. Much of the report consists of appendices which include examples of student and faculty newsletters, data on student gains from the career planning course, three project-related articles in national journals, questionnaires on student self-perceptions, examples of letters of commendation for the guide, a listing of project-related presentations, and the project timeline. (DB)

Persons aged 16 to 75 in 1,803 Mississippi households were interviewed over 6 months in 1990 to develop a profile of the literacy proficiencies of the adult population of the state. Results were reported in three areas of task types: prose literacy, document literacy, and quantitative literacy. Some of the findings were the following: (1) Mississippi has very few total nonreaders among its adult population; (2) older adults who have had less formal education had more severe problems than others; (3) literacy problems extend across racial lines, educational experiences, and income levels, but there are very few non-English-speaking adults in the state; (4) prose literacy was generally better than document literacy, and quantitative literacy was usually strong; (5) members of households that receive public assistance function at considerably lower levels of proficiency than those in households receiving no public assistance; (6) approximately 35 percent of adults are reading below intermediate levels; (7) skilled and unskilled laborers function at lower levels of literacy than those who are professionals, managers, technicians, or in clerical or sales positions; (8) educational attainment, race, and parents' education level are most clearly associated with literacy; and (9) 38 percent of high school graduates and 12 percent of college graduates function below the intermediate level on the prose scale. (An appendix discusses survey methodology. A list of 18 references is provided.) (KC)

This report examines Mississippi's current and future childcare needs, drawing from two statewide telephone surveys conducted in 1988. Part I of the report provides an overview of four key topics: (1) childcare as a business issue; (2) childcare as an ongoing family life issue; (3) patterns of childcare arrangements in the United States; and (4) projections of the supply and demand for childcare nationwide. Part II offers estimates of the current usage of childcare in Mississippi, indicating that 35% of parents of children less than 5 years of age said they used a daycare service for those children, with the rate dropping to 8% for school-age children. Part III considers the potential demand for daycare and after-school care, focusing on the interest in childcare services among parents who are not currently using these services. In part IV, childcare needs are projected from 1988 to 2000. Tables show statewide projections and provisional estimates for counties. A comparison drawn between current childcare slots and needs reveals a significant gap between probable needs for the near future and the apparent certifiable capacity to deliver childcare services. Finally, part V uses survey data to assesses the public's support for funding childcare services in Mississippi, revealing that in both surveys, over 60% of the respondents indicated that the state should provide additional funding for childcare. (AC)

Surveys on competencies for teaching gifted and talented students were completed by 96 elementary and secondary teachers of the gifted. Ss were asked to rate actual and desirable competencies and to report on a number of personal and demographic variables. Findings revealed 12 areas demonstrating the most significant discrepancy between actual and desired competence including familiarity with screening and assessment instruments and methods, curriculum development to foster affective and cognitive processes, development of interpersonal skills to strengthen self concept, and communication of program goals and objectives to regular classroom teachers and the public. Teachers with more teaching experience and education expressed a more positive view of their actual competencies. Implications for teacher education were noted. Questionnaires are attached. (CL)

This monograph serves as a guide to career development and transition planning for youths with blindness and low vision. An introductory chapter provides a sketch of the history of organized work for the blind in America as well as a set of narrative definitions of terms frequently used in the literature of special education, vocational education, and rehabilitation. The second chapter examines the career development literature related specifically to individuals with blindness and low vision. Chapter 3 looks at discrepancies and needs from an adult adjustment approach. The fourth chapter is devoted to the need for career development, career education, and school-to-work transition programs. Finally, chapter 5 offers recommendations for enhancing career development and transition programs for blind and low-vision youths. The monograph also provides a list of 70 references and an annotated bibliography citing 87 of the more significant writings since 1965 on such topics as higher education, mobility, multihandicapped individuals, and vocational education as these areas relate to career development. (Includes 75 references.) (JDD)

This is the final report of a project set up to: (1) design and implement a multidisciplinary model of a diagnostic/prescriptive remedial demonstration center for training professional personnel who work with children experiencing specific learning disabilities and to (2) develop effective diagnostic/prescriptive/remedial procedures which will be transferable regionally and nationally. Included are short sections on the strategies employed to bring about project goals. More than two thirds of the report consist of appendices, including a summary of activities: formal and informal diagnostic tests, summaries of program evaluations by parents, school teachers, case coordinators, and trainees, and the summary of the evaluation of program goals. (MS)