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Designed to help special needs students develop an awareness of their own individual characteristics, values, interests, aptitudes, abilities, and personality, this self-inventory is the first unit in a nine-unit secondary level careers course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. The first section on assessing one's personallty type contains eleven self-assessment activities including defining one's idea of happiness; speculating on one's future life style; assesing one's personal habits, strenghths, personality traits and type, interests, and weaknesses; and isolating positive and negative personality traits in a group of fictitious persons. In section 2 students are required to assign numerical ratings to various personal values and goals. After an initial discussion of the terms aptitude and ability, the third section contains five activities designed to measure student aptitudes (instructions for taking the COPS inventory, a skills ability inventory, a work and study preference inventory, follow-up activities to the GATB test, and practice in using the Occupational Outlook Handbook). A career profile posttest concludes this unit. (The other eight course units which include activities on job applications, interviews, and changes as well as budgeting are available separately--see note.) (MN)

Designed to enable special needs students to understand the basics of personal income management, normal living expenses, banking, and comparison shopping, this set of activities on budgeting is the eighth unit in a nine-unit secondary level career course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. Chapter 1 consists of eight exercises devoted to reading a paycheck, calculating net income, understanding the reasons for and mechanisms of constructing a budget, planning to meet fixed monthly payments, and allowing for monthly fluctuations in utility bills. Exercises on basic banking vocabulary, understanding bank depositor agreements and savings and checking forms are supplied in the second chapter. Also included in the chapter are thirteen exercises in writing and recording checks and balancing a checkbook. The four activities which constitute the final chapter on comparison shopping deal with buying hair spray, shave cream, and a new car. (The other eight course units which include activities on job search methods, job applications, job-related forms, job interviews, and changing careers are available separately--see note.) (MN)

Designed to improve the change making skills of the special needs student, this set of activities on coin identification, how to make change, the dollar bill, and figuring change is the final unit of a nine-unit secondary level careers course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. A total of four basic coin identification activities involving the addition of various coins and breaking various coin values and combinations into cents constitutes the first chapter. In the second chapter on making change a total of seven activities require students to perform basic addition, subtraction, and coin converstion operations as they complete sets of simple problems involving small household items and groceries. Chapter 3, which deals with the dollar bill, provides an activity on the various coin combinations equaling one dollar and four sets of problems dealing with grocery purchases. The eight activities supplied in the final chapter provide additional practice on the topics covered in the first three chapters. A posttest concludes this unit. (The other eight course units are available separately--see note.) (MN)

Designed to enable special needs students to learn how to hold a job and how to change jobs when necessary, this set of activities is the seventh unit in a nine-unit secondary level course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. In the first chapter entitled "How Do I Keep My Job?" good and bad work habits and attitudes are covered in six activities which involve the analysis of hypothetical situations, discussion of basic work habits, and discussion of common causes of promotions and firings. A total of fourteen hypothetical situations on the subject of getting along with employers and co-workers are presented for analysis in chapter 2. Reading and discussion questions supplied in the third chapter on changing jobs cover assessing one's true feelings about his or her job, quitting a job, steps to take after being fired, and resigning. A posttest concludes this unit. (The other eight course units which include activities on job search methods, job applications, job-related forms, job interviews, changing careers, and budgeting are available separately--see note.) (MN)

Designed to enable special needs students to understand and complete various job-related forms, this set of activities devoted to forms encountered before and after one obtains a job is the fifth in a nine-unit secondary level careers course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. The seven activities included in the first chapter on pre-employment forms discuss the importance of social security, social security cards, birth certificates, work permits, health certificates, and group insurance forms and contain practice forms for students to complete. Employee withholding allowances and bonding are explained in the second chapter. Exercises in completing sample forms dealing with each of these two areas are supplied. A posttest concludes this unit. (The other eight course units which include activities on job search methods, job interviews, job applications, and keeping and changing jobs are available separately--see note.) (MN)

Designed to enable special needs students to arrange, complete, and follow up a job interview, this set of activities on job interviews is the sixth unit in a nine-unit secondary level careers course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. The eight activities in the first section on handling the various phases of the interview include readings on the purpose of job interviews, arranging interviews, dressing for interviews, and ending the interview. Also provided in this chapter are a sample interviewer's checklist, a practice worksheet, sample questions and answers, and tips on taking a vocational test. A series of interview do's and don't's questions relating to these constitute the eight activities in chapter 2. Following up the interview is the subject of the third chapter. It includes a sample follow-up letter, a role playing exercise, and an activity requiring students to assess the personal difficulties they are likely to encounter in interviews. A posttest concludes the unit. (The other eight course units which include activities on job search methods, job applications, job-related forms, and keeping and changing jobs are available separately--see note.) (MN)