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This manual has been prepared to orient school personnel in the development of programs for the transition of students with disabilities from school to adult life so that they can fulfill their responsibilities in planning and providing services. The laws under which such services are required are reviewed, and the services and planning are discussed. Planning for this transition should begin with the early years of education and be considered by special education teachers at all levels in the student's individualized plan of education. A model is presented that includes prevocational, vocational, and independent living services for youth aged 13 and older. The practical application of this model is illustrated through the example of a student who is guided into her first job. A feature of the model is preparation for a specific job and continued guidance once the student obtains that job. Specific teaching strategies are suggested for specific student needs. Suggestions are also given for evaluation and teaching of employment skills. Appendixes contain proceedings for the provision of transitional services in Puerto Rico, referral forms for various programs, and a glossary of terms related to the transition from school to adult life. (Contains seven references.) (SLD)

The Secretary of Special Education of Puerto Rico has been searching for ways to offer appropriate special education services for young people between 13 and 21 years of age whose educational level does not allow them to benefit from current prevocational or vocational services. At present groups are being organized to offer services for development of independent living skills. This manual is designed to facilitate the development of such services in school districts. Services, their development, and their functioning are described and three models are presented for offering these services: (1) independent living groups of 15 to 18 students; (2) independent living centers for more than 18 students; and (3) independent living groups at a prevocational level. A curriculum is suggested for each of these approaches, and the equipment and materials needed are described. Some examples are given of work programs that are possible. (SLD)

This collection of recipes has been prepared with attention to the needs of students with disabilities who lack reading skills sufficient to be able to use ordinary cookbooks. Presentation in this illustrated form helps them understand the processes of food preparation as it introduces a basic culinary vocabulary. The teacher can use this collection as a complement to courses in nutrition and food preparation, taking into account the abilities of the student. Illustrated units contain information on: (1) culinary terms, (2) food groups, (3) accident prevention, (4) cooking utensils, (5) table service, (6) measurement, (7) menus, and (8) recipes for various categories of food. (SLD)

This notebook is a reference source that lists suggested manual projects that can be completed by students with disabilities. The projects were developed for use with special education students and those in prevocational education. Information is included about materials, hardware, equipment, and safety, with recommendations for each project and patterns. The 46 projects include creations with fabrics, wire, and other common materials. Projects are amply illustrated. (SLD)

This guide has been prepared by the Puerto Rico Department of Public Instruction for special education teachers teaching domestic sewing. It includes informative and easy to comprehend material for students of both sexes with mild to moderate disabilities. The material is developed through varied strategies and activities that relate to the students' daily lives. Units include: (1) selection and purchase of clothing; (2) care of clothing; (3) textile fibers; (4) the sewing machine; (5) sewing equipment; (6) commercial sewing patterns; and (7) seams and finishings. Each unit consists of a series of skills to develop with their conceptual contents and suggested activities. Appendixes contain a discussion of common problems with sewing machines and eight homework sheets with diagrams. (Contains 4 references.) (SLD)

This curriculum guide, in Spanish, consists of a compilation of concepts, activities, and skills for the student with disabilities who receives services from the special education programs of Puerto Rico. Lesson plans cover the basic principles of nutrition, food handling, and food preparation for adolescents. The following units are presented with concepts, suggested activities, and skills in the following areas: (1) basic nutrition principles; (2) basic food groups; (3) daily nutritional requirements; (4) menu planning; (5) utensils and kitchen equipment; (6) safety and accident prevention rules; (7) cleaning kitchen equipment; (8) cleaning kitchen utensils; (9) measuring ingredients; (10) selection and purchase of foods; (11) food storage; (12) kitchen recipes; (13) preparation and table service; and (14) table manners. Eleven appendixes contain more specific information about food handling, safe storage, and preparation. (Contains seven references.) (SLD)

The fundamental importance of basic mathematics to daily life is emphasized in this teacher's guide for special education teachers in Puerto Rico. While it is necessary for the teacher to determine the needs and abilities of each student and adapt the curriculum accordingly, this guide presents, in Spanish, a set of lesson plans, each with an objective and suggested activities toward the objective. Activities are chosen for their practical relevance. Skills are presented in the following areas: (1) numeration, including cardinal, ordinal, and Roman numerals; (2) basic mathematics operations, including fractions and decimals; (3) measurement of time, temperature, volume, weight in the English and metric systems, and the monetary system; and (4) principles of geometry. An appendix provides specific guidance in teaching basic mathematical operations. (Contains 12 references.) (SLD)

The Auxiliary Secretary of Vocational, Technical, and Higher Skill Instruction of Puerto Rico has the responsibility of offering prevocational services to students with disabilities. In the prevocational phase, the student receives academic instruction and acquires the knowledge and skills of general employment. This teacher's guide, in Spanish, contains a list of 61 prevocational skills, with an objective for each and some activities that will help develop the skill. These skills include daily living skills that contribute to success in employment, such as punctuality, completing a task, accepting supervision, and accepting responsibility, as well as some more specific skills in comprehending workplace conditions and requirements such as the basics of Social Security and the use of the telephone. Sixteen appendixes contain more detailed advice for specific areas, including a Social Security number or preparing a resume. (Contains 4 references.) (SLD)

As part of the basic special education curriculum of the Department of Public Instruction of Puerto Rico, this teacher's guide, presents, in Spanish, a basic curriculum for writing skills for students with disabilities. Skills for handwriting (the production of writing) and composition are included. Although the student with disabilities needs individualized instruction, this guide offers a list of basic skills that the student can develop in accord with his or her abilities. The teacher can vary the sequence of ideas and select the most appropriate. The skills begin with those required for the production of manuscript and cursive writing, and proceed to those of composition, considering the relationships between the spoken and written words. Six appendixes provide some specific advice and activities for improving student writing. (Contains 13 references.) (SLD)

The basic special education curriculum of the Department of Public Instruction of Puerto Rico is designed so that the skills defined can be used to attend to the needs of children with disabilities. This teacher's guide, in Spanish, presents a basic language curriculum to help the child develop the ability to communicate effectively. It includes lesson plans to develop language skills that the teacher will select according to the child's needs and learning level. Skills are defined for children from birth through 6 years in the areas of receptive language (the understanding of spoken language) and expressive language (the production of speech). The chronological ages are suggested only as a way of providing a sequence of skills; students may progress at a very different rate. Appendixes contain some songs, a discussion of the development of speech and language, and some information about speech production. (Contains 8 references.) (SLD)

As part of the special education curriculum developed by the Puerto Rico Department of Public Instruction, this teacher's guide (in Spanish) presents a basic curriculum for reading skills. The curriculum is designed so that the defined skills will meet the needs of children with disabilities. The form in which teachers and other professionals will use it will vary according to the child's needs and abilities. Lesson plans are provided for skills as they should be developed, beginning with eight objectives for the beginning reader. Reading for comprehension is then addressed, with skills defined for details, central ideas, inference, and understanding sequence. Oral reading skills are identified, and a final consideration is applying reading skills. An objective is proposed for each skill, with various activities to develop the skill. Three appendixes include activities for increasing reading speed, an acknowledgment of contributors to the curriculum, and (Spanish) rhymes useful for teaching phonics. (Contains 6 references.) (SLD)

This curriculum guide begins with an introduction, course description, and description of the occupation of commercial fish farmer. A course outline covers five units: starting a business, establishing the fish farm, managing the enterprise, harvesting the fish, and administering the business. For each unit, the following are provided: terminal objectives, suggested learning strategies, tasks/competencies, and criteria for evaluation. The bulk of the document consists of 45 appendices, which contain information and illustrations on detailed aspects of fish farming: financial considerations of fish production in Puerto Rico, site selection, water quality, size and construction of ponds, cleaning, sources of contamination, fertilizing, breeding, feeding, diseases, harvesting, and sale. The guide includes 10 references and a list of needed equipment and supplies. (SK)

This laboratory manual on microbiology begins with an introduction relating the study of microorganisms to health occupations education and stressing the importance of teaching critical thinking. The introduction is followed by general instructions for the use of the manual and an illustration of hand washing procedures. The 13 laboratory exercises are on the following topics: use of microscopes; characteristics of microorganisms; microorganisms in the environment; slide stains (simple, the Gram method, negative, and special); suspended droplets; test of movement in agar; characteristics of bacteria; culturing media; disinfectants; and tests of susceptibility to antibiotics. Each exercise includes some or all of the following: background information, objectives, equipment, procedures, and illustrations. (SK)

The three parts of this document are intended for a 3-semester course for pharmacy assistants. The course guide contains the following sections: occupational description; educational philosophy; general objectives; tasks/competencies for each unit; course organization; brief description of the topics; student standards; and evaluation methods. Outlines and references are provided for the following course topics: theoretical pharmacy; communication skills; general mathematics; pharmaceutical computation; practical pharmacy I (lecture and laboratory); practical pharmacy II (lecture and laboratory); the pharmacy trade I-II; administration of drugs; pharmaceutical laws; descriptive pharmacy; fundamentals of chemistry I-IV; anatomy and physiology I-III; pharmacology and hygiene; typing; and conversational English. The student handbook on theoretical pharmacy contains information and quizzes on the following subjects: occupational description; history of pharmacy; pharmacy in the United States and Puerto Rico; pharmacy staff; dosage and forms of medications; synonyms or common names of medications; care and storage of medications; and bottles and caps for medications. Seven references are provided. The student handbook for general mathematics includes exercises on the following: Roman numerals; fractions (addition, subtraction, multiplication, division); decimal fractions; percent; ratio; and proportion. Three references are listed. (SK)

This handbook is intended for a 2-year secondary course for home health aides. Introductory information includes a description of the occupation, prerequisites, general objectives, and a chart depicting the number of hours and weeks devoted to each unit. The course outline covers 12 units: (1) the occupation of home health aide; (2) principles of growth and development; (3) psychological aspects of patient care; (4) ethical and legal considerations; (5) preventing infection; (6) nutrition; (7) illnesses and disorders of bodily systems; (8) fundamentals of patient care; (9) assisting with medication; (10) rehabilitation; (11) helping with home management; and (12) job search and other employability skills. Other contents are as follows: a list of competencies for each unit; teaching strategies, resources, and materials; evaluation methods; and 36 references. (SK)

This guide is intended for instructing secondary students in the occupation of clinical services coordinator in a hospital. The first part contains four units on the following subjects: the occupation of clinical services coordinator; interpersonal relationships; ethical/legal aspects; and communications (telephone, intercom, and others). For each task/competency in a unit, the following information is displayed in a six-column chart: terminal objective, enabling objective, related information, references, teaching strategies, and evaluation method. Part I has 16 brief appendices providing: (1) list of general course objectives; (2) diagram of clinical services coordination; (3) description of a nursing unit; (4-6) tests for unit I; (7) explanation of Maslow's hierarchy of needs; (8) unit II test; (9) unit III test; (10) list of patients' rights; (11) list of ethical practices for health personnel; (12) list of telephone courtesy rules; (13) learning activity on answering the telephone; (14) guide for making external phone calls; (15) guide for answering the intercom; and (16) unit IV test. A list of 36 references concludes part I. The two units in part II cover the terminology of physiology and principles of microbiology. Competency charts have the same components as part I. Part II includes 23 appendices consisting of vocabulary lists followed by vocabulary tests on the following topics: prefix/suffix and English meaning of medical terms; areas of the body; cells and skin; musculoskeletal system; nervous system; circulatory system; gastrointestinal system; respiratory system; male urinary/reproductive system; female reproductive system; endocrine system; eyes and ears; and microorganisms. A chart on the use of disinfecting agents and 36 references conclude part II. (SK)

This handbook is intended for use in teaching the concepts and applications of information processing to secondary and technical institute students preparing to be secretaries, typists, and office clerks. The guide begins with a list of the competencies to be developed, followed by lists of the terminal and enabling objectives for the two phases of the course: theoretical concepts and computer applications. The course outline covers the following topics: (1) in phase one, modern office automation, input, word processing, types of word processors, output, and methods of information dissemination; (2) in phase two, the basics of computer use, file management, function keys, text revision, formatting a document, printing, pagination, and advanced functions. Instructional strategies are described for three phases: exploration, conceptualization, and application. A chart gives the following information for each unit: chapter, topic, page numbers from the reference text, and suggested number of days. The guide also includes grading criteria, suggestions for the instructor, a list of print and audiovisual resources, and a 14-item bibliography in English and Spanish. Appendices include the following: chronology of computer history; information on use of diskettes; procedures for copying, formatting, and using Word Perfect; a table of editing symbols; method for determining achievement of basic skills; forms for recording student achievement, including basic skills, word processing, work habits and attitudes, and written and oral reports; sample lesson plan; and exercises. (SK)

This advanced accounting handbook is intended for a 2-semester course for 11th-grade students preparing to be accounting clerks. The guide begins with a course description, a list of competencies to be developed, and terminal and enabling objectives. Two outlines based on recommended texts cover the following topics: review of the accounting cycle; department and payroll accounting; adjustments; partnerships; business objectives; accounts receivable and payable; corporate accounting; and sales. Instructional strategies for developing thinking skills are suggested for the phases of exploration, conceptualization, and application. A number of evaluation methods are described: pretests, assignments, quizzes, examinations, projects, and assessment of work habits and attitudes. A resource list suggests texts, audiovisual equipment, and materials. Other contents include suggested number of days for each topic and six references. Appendices include the following: Spanish-English vocabulary list arranged by chapter and forms for evaluating work habits and attitudes as well as for written reports. (SK)

This handbook for elementary and intermediate accounting is intended for teaching the basics of recording and calculating business transactions to students preparing to be accounting clerks. The guide begins with a description of the 2-semester course, a list of competencies to be developed, and the terminal objectives. The course outline for elementary accounting covers seven topics: importance of accounting records, double entry, debits and credits, analysis and recording of business transactions, transcribing to a ledger, worksheets, and closing a ledger. The intermediate course covers special types of accounting records, balancing statements, and making adjustments. Teaching strategies are provided for the phases of exploration, conceptualization, and application. A number of evaluation methods are discussed: pretests, assignments, quizzes, longer exams, projects, and assessment of work habits and attitudes. A resource list suggests texts, audiovisual equipment, and materials. The guide also includes suggestions concerning the number of days to allot to each topic and a list of four references. Appendices contain the following: Spanish-English vocabulary list, organized by chapter; elementary accounting pretest with answers, quiz for chapter four and intermediate level examination; forms for evaluating work habits and attitudes, student projects, and oral and written reports; and an averages table for use in grading. (SK)

This handbook and teacher's guide are for a 37-week course on the human body, intended for secondary or postsecondary students in allied health occupations. The syllabus lists general objectives and the number of hours and weeks devoted to each unit. A course outline is provided for five units: anatomy and physiology terminology; general organization of the body; cells; tissues, membranes, organs, and systems; and 11 body systems--integumentary, skeletal, muscular, lymphatic, respiratory, digestive, endocrine, urinary, nervous, sensory, and reproductive. Other contents are as follows: competencies for each unit; teaching strategies, techniques, materials, and resources; evaluation methods; and 19 references. The teacher's guide gives the following information for the unit competencies, displayed in a six-column chart: terminal objective, enabling objective, related information, references, teaching strategies, and evaluation method. Thirteen references are provided. (SK)

Recognizing that different groups of students have different reasons for learning a second language, different language needs, and different intellectual capacities and abilities, this guide presents recommended language skills for an eclectic approach to English as a second language instruction. The language and reading scope and sequence for grades one through twelve include (1) attitudes and values that take into consideration the sociocultural context in which the second language operates, (2) a list of concepts that explain in a very simple way how language operates and how the meaning is related and expressed by the forms within the sentence, (3) language functions or acts that explain what the students can do through language, (4) the grade in which the linguistic skill should be initiated, and (5) specific time distributions per grade for the skills listed. (HOD)