Curriculam For Vocational Education-Series-3

?'au. P' • r. WUt 'tai .
Wt —
Transition of Persons with Mental

Retardation From School to Wor'-
SERIES3 r
At Thressiakutty
Dr. L. Govinda Rao
curriculum for
Vocational Education
Retardation from School to Work
SERIES - 3
A.T. Thressiakutty
Dr. L. Govinda Fi'ao
National Institute for the Mentally Handicapped

(Ministry of Social Justice & Empowerment, Government of India)
Manovikasnagar, Secunderabaci - 500 009. Andhra Pradesh, I N D I A.
Phone :040-27751741 Fax :040-27750198
E-mail hyd2_dirnimh sancharnet.in hydl_nimhldhk@sancharnet.in
Website www.nimhindia.org
Curriculum for Vocational Education
Retardation From School to work" SERIES - Ill
Authors: A. T Thressiakutty
Dr. L. Govinda Rao
Research Assistants : Kumkum, T Neeraja
Copyright© (2004)
National Institute for the Mentally Handicapped,
Manovikasnagar, Secunderabad - 500 009.
All rights reserved.
ISBN 81 89001 0000
Designing: Ramana Chepuri, Sec-bad. Ph 040-27539227

Printed at: Sree Ramana Process Pvt. Ltd., Sec-bad-3 Ph: 040-27811750
CONTENTS
A CKNOWLEDGEMENTS
PREFACE
ABOUT THIS BOOK
PART!
1. Plastic Moulding 01
2. Tie and Dye 21
3. Meals Preparation 39
4. Gate Keeper 57
5. Helper in Packing Unit 71
6. Workerat Construction Site 91
7 Marble Painting 109
PART!!
2. Adu!t !ndependent Living Ski!!s

1. Basic academics 130
2. Workplace behaviour 131
3. Employability 133
4. Sex education 135
5. Self advocacy 138

ACKNOWLEDGEMENTS
We sincerely acknowledge the assistance of Dr.Jayanthi Narayan,

Deputy Director, Shri T.C. Shiva Kumar, Head, Department of Adult
Independent Living, Shri VRam Mohana Rao and Shri G.V.Reddy.
Assistant Administrative Officers and Shri T.Pitchaiah, Accounts Officer
and other staff in administration for their support in implementing the
project and printing this book.
The most important contributors to this book are probably our clients
- the persons with mental retardation, through whom we learned and
improved our professional skills to prepare the curriculum. Without this
experience it would be impossible to develop this book. We hope that
they will receive better services in vocational training and employment.
by using the curriculum for vocational education.
We thank one and all who helped us to complete this work

successfully.
A.T.ThressiakUtty
Dr.L.Govinda Rao
PREFACE
Need of developing a methodology for the transition of persons with mental retardation
from school to work suitable to Indian conditions was long awaited. It is roughly
calculated that there are 70 lakh adults in a population of 110 lakhs of persons with
mental retardation in our country. Approximately 8000 adults are currently receiving
vocational training at 16 Vocational Rehabilitation Centres and 436 Non Government
Organizations in India. These institutions provide either prevocational or vocational
training which are not remunerative in nature. Majority of them does not reach the
status of an employee and they continue to remain and seen as a trainee. As a result
desired transformation in the quality of life has yet to take place. Change in the
behavioural pattern of an individual as expected of an employee in the adulthood can
be seen, if planned transition from these institutions to gainful employment is
organised.
Before taking this project in 1999, considerable preparatory work has been done in
this area with the experiments of job placements in various settings - open, supported,
group and self employment which proved that the persons with mental retardation can
successfully continue on a job if there is proper selection of the job followed by
proper training.
The need for a transition model has arisen from various issues faced by the
professionals, policy makers and parents. The important issues are
• The ultimate aim of habilitation services to the persons with mental retardation
employability and independent living.
• The trend of increasing number of adults with mental retardation in special
schools due to the absence of vocational training facilities
• The life long dependence of the children on parents due to the lack of meaningful
adult services.
Therefore the major purpose of this project was to find out the current status of the
persons with mental retardation above 16 years, attending the special schools and to
develop a transition model to enable the school personnel to develop transition plans
to the students when they reach the prevocational level.
The project was implemented in 4 phases.
• Preparatory period - collection of data on the present status of persons with

mental retardation above 16 years attending the special schools.
• Selecting schools and children from various special schools and developing
individualized transition plan.
• Implementation of the transition plans.
• Preparation of the Curriculum for Vocational Education and The guide - Transition
of persons with mental retardation from school to work.
As a final outcome of the project, the methodology used for transition is prepared in
the form of a guide which is the theoretical background of the curriculum for vocational
education. The practical aspects of transition are explained in this book in the form of
curriculum for vocational education.
The persons with mental retardation who were selected for this project, were trained
in 12 jobs. Seven of them were service oriented and five were production oriented
trades. Curriculum has been developed for all the 12 trades and used to train 20
persons with mental retardation in the actual job setting. Curriculum for each trade
has 2 parts : specific job related skills and adult living skills. How to use the curriculum
is explained in the next pages.
Curriculum for Vocational Education Series-3 has been prepared as a continuation of

the project Transition from School to Work Series-i and 2 has been approved by the
National Open School as the Curriculum for Vocational Education for persons with
mental retardation. As series 1 and 2 are used by the students of BRS, DVTE(MR),
DSE(MR) and Vocational centres it has been decided to prepare Series-3 It has seven
trades. Adult Independent living skills is included as Part II in this book. How to use
this book is explained in the next pages.
We welcome suggestions for consideration in future editions.
A.T.Thressiakutty
Dr. L.Govinda Rao
ABOUT THIS BOOK...
When you look at the cover page, you see few important terms, "Curriculum", Vocational Education",
"Mental Retardation", "Transition", and "School to work". The terms reveal the content of the book, It
contains curriculum for 6 trades which are suitable to the persons with mental retardation. It also gives
guide lines for initial assessment, evaluation and certification.
CURRICULUM
The word curriculum is derived from the Latin root "Currus" which means a "Chariot" or "Course" in
English. It also closely resembles the term "Karyakram" used in Sanskrit and in many Indian languages
for any programme undertaken to be completed by an individual or a group. Hence "Curriculum is a
programme of learning or course of studies taken up by a student over a period of time to achieve a goal
in view".
In general, curriculum is defined as programme of various activities and learning experiences conducted
by an institution for the benefit of a student in his/her present and future life.
Curriculum is all the learning which is planned and guided by the teachers, whether it is carried out in
groups or individually inside or outside the school.
CURRICULUM FOR VOCATIONAL EDUCATION

Curriculum for vocational education can be defined as a systematic organization of instructional content
designed to provide students with a sequence of meaningful vocational and related activitiesconducted
by an agency for the benefit of the student for an economically useful vocation.
VOCATIONAL CURRICULUM DEVELOPMENT

The process for developing vocational curriculum packages begins with a community assessment of
vocational opportunity and proceeds towards the identification of specific competencies and requisite
vocational sequences. This process includes activities that highlight generic skills associated with most
employment situations and activities that reveal unique competencies associated with specific community
jobs. Vocational curriculum methods include questionnaires, analysis of basic vocational behaviours
and direct observations of community job situations.
While preparing the curriculum for vocational education a combination of all these methods have been
used. After identifying the suitable job, important areas of curriculum have been identified by conducting
interviews and collecting questionnaire responses from employers, supervisors and others regarding
the requirement of the specific skills for employment success.
The most beneficial method which is used for curriculum development is the direct observation of
realistic vocational options in a local community for the purpose of identifying requisite vocational
competence and skill sequences. Specific activities become functional skills when a person can perform
them in combination as a part of a vocational routine or sequence. Vocational trainers are encouraged
to provide trainees with experiences that require the performance of skill sequence rather than isolated
skills.
Analysis of basic work behaviours include behaviours associated with performing daily responsibilities,
arriving and beginning a job, working independently and persistently over a long period of time,
demonstrating social interpersonal skills on the job during break times, finishing work and departing,
receiving remuneration and using work produced income for purchases and savings.
MENTAL RETARDATION
For whom the curriculum is developed? No doubt, it is for the persons with mental retardation. As per the
2002 AAMR definition, "Mental retardation is a disability characterized by significant limitations both in
intellectual functioning and in adaptive behaviour as expressed in conceptual, social and practical
adaptive skills".
With appropriate supports overa sustained period, the life functioning of the persons with mental
retardation will generally improve. The aim of vocational education is to provide age appropriate training
and supports to change the substantial limitations in present functioning by identifying, a suitable job,
providing intensive training with reasonable remuneration and promising a better quality of life of
persons with mental retardation. The current thinking about the limitations imposed by the environment,
structures, and the society is essential for consideration in understanding the functional abilities of the
persons with mental retardation. The persons with mental retardation need enabling conditions, which
include these external factors also, Process of making the persons with mental retardation independent
of the maximum extent possible will be easy if disablement conditions existing in the society are reduced
and enablement conditions are increased.
Specific adaptive limitations often coexist with strengths in other adaptive skills or personal capabilities.
Therefore, the criteria for selection for vocational education is not the IQ, but the present level of
functioning. The best curriculum package can be selected and modified according to the individual's
needs and functioning leveL The concept and methodology of transition from school to work have been
explained in the book "Transition of Persons with Mental Retardation from School to Work - A Guide".
(AT. Thressiakutty & Dr. L. Govmda Rao 2001).
Vocational transition is a carefully planned process which may be initiated by school personnel or adult
service providers to establish and implement a plan for either employment or additional vocational
training of a student with a handicap who will graduate or leave school in three to five years : such a
process must involve special educators, vocational educators, parents, the students, adult service
system representative and possibly an employer.
In this book the curriculum for vocational education is developed in the form of Transition Plan for
Vocational Education. Sample vocational transition plans are prepared for each trade selected. These
plans can be modified according to the need of each student. The duration is flexible. The number of
tasks for each student can be reduced or increased, The basic outlines are provided for each package.
Each package has two parts. Part I includes the specific duties/tasks of the trade/job and the job related
skills such as academics, work schedule and safety precautions. Part 2 is common for all the trades. It
includes basic academics, work place behaviour, employability, sex education and self advocacy The
purpose of this part is to develop adult living skills to improve the standard of living. Thus each package
is developed in a comprehensive manner.
The production oriented trades are suitable to persons functioning at severe, moderate and mild levels
of mental retardation. A production centre on commercial line can accommodate mentally retarded
people functioning at various levels. There will be skilled, unskilled and simple repetitive tasks in
production activities. Basic skills needed for Plastic Moulding and Gate Keeper are included in this
package. These trades may require a high level of functioning compared to the other trades included in
this book.
INDIVIDUALIZED VOCATIONAL TRANSITION PLAN (IVEP)

Why it is individualized? The Individualized Education Plan (IEP) has been accepted and implemented
every where. There is no need to explain the need of IEP Individualized Vocational Education Plan has
to be considered as a part of IEP The ultimate aim of special education is employability and independent
living. IVEP aims at skills for employability and independent living skills. Therefore, it is expected and
requested to have an IVEP for each and every student attending secondary and prevocational level of
special education. This would definitely help to achieve the ultimate aim of special education. This
outcome oriented approach helps the professionals to offer the service with a wider vision and fruitful
mission to promise a better tomorrow to each and every person with mental retardation.
REFERENCES 1. Thressiakutty AT & Rao•L. Govinda (2001) Transition of Persons with Mental Retardation
from school to work Pub. NIMH, Secunderabad.
2. Thressiakutty AT & Rao L. Govinda (2001) Curriculum for Vocational Education . Pub.
NIMH, Secunderabad.
PART-I
curriculum for
PLASTIC MOULDING
PLASTIC MOULDING
1. JOBTITLE
Plastic Moulding.
2. JOB DESCRIPTION
The persons with mental retardation are able to work in plastic moulding unit.
Die setting, tilling plastic granuals, heating, operating machine, releasing handle,
ejecting moulded material, cutting and packing activities are involved in Plastic
Moulding. As these are repetitive types of works, the persons with mental
retardation are able to perform with or without supervision.
Nirman is a training cum production centre managed by the parents association

at Hyderabad. It was initiated and organized under the guidance of the National
Institute for the Mentally Handicapped, Secunderabad. Nirman was one of the
training sites selected for the research project. The students from the special
education centre, NIMH were placed at Nirman and this curriculum was developed
as a part of the project.
3. MAIN TASKS
1. Cleaning work place
2. Collecting materials
3. Die setting
4. Filling plastic granuals
5. Heating
6. Operating machine
7. Releasing handle
8. Ejecting the moulded items
9. Cutting I finishing work
10. Packing and labelling
Curriculum for Vocational Education - Series 3
4. PRE-REQUISITE SKILLS/WORK RELATED SKILLS

Check whether the trainee has the minimum work readiness skills, to begin the
training.
Tasks Pre-requisite skills
1. Cleaning work place - Sense of hygiene
-
3. Die setting - Eye hand coordination
4. Filling plastic granuals - Normal vision
5. Heating - Concept of hot and cold
6. Operating machine - Eye hand coordination & hand function
7. Ejecting items - Fine motor skills
8. Finishing - Fine motor skills
9. Packing - Proper hand function
Apart from the above said pre-requisite skills maintaining physical health,
punctuality and discipline in the work place are also necessary work readiness
skills.
5. ADMISSION CRITERIA
Age 16 years and above
Entry level The functional assessment which is used at prevocational level is

suggested for the entry level assessment.
Observation : After placing the trainee for one month in a plastic moulding unit,
observe the behaviour of the trainee and assess the work readiness skills.
6. TEACHER TRAINEE RATIO

Individualized training is needed to train in plastic moulding. A minimum two
students can be trained at a time.
7. MODE OFTRAINING
- On the job training is necessary as the trainee has to make moulded items
using the machine.
- Task related academics and the part 2 of the curriculum is taught in the
class room and community.
8. CURRICULUM
The course curriculum is divided into two parts. Part I is essential to learn the
skills which are necessary for the job, "Plastic Moulding". Part II helps the trainees
0
to acquire independent living skills to continue on the job.
Transition of persons with mental retardation from school to work
9. DURATION
Duration is flexible from 12 months to 16 months depending on the tasks and
the ability of the trainees which gives a cushion of 4 months to take care of the
functional variations.
10. TRAINING SCHEDULE -TRANSITION PLAN

A vocational education plan is given below. It is flexible depending on the nature
of duties, mode of training and the ability of the trainee.
Time schedule -Transition Plan for Vocational Education

PLASTIC MOULDING
Duration I
Percentage Skills to Percentage of Skills to Evaluation
of time in be taught in time at work be taught &
the class and site (Plastic at work Information

prevocational
class room community moulding) place
1st 75% time Basic 25% • Cleaning & • Assess on the

academics collecting checklist
quarter
materials • Decide the staff
responsible
• Involve parents
llnd 50% time Task related 50% • Filling • Continue

academics plastic assessment.
quarter
granuals • Send the evalu-
Heating ation report to
parents & Prin-
cipal of school
Illrd 25% time Sex education 75% • Ejecting • Continue

Self advocacy moulded assessment.
quarter
items
Finishing
works
IVth Employability 100% • Packing and • Final evaluation

labeling • Decision on
quarter
placement
• Decide whether
training is to be
extended.
0
The time schedule is flexible as per the. need, duties and ability level of the trainee.
11. REINFORCEMENT
Token economy could be used to motivate the trainees.
12. EVALUATION I EXAMINATION

Internal Use the checklist of plastic moulding for training and evaluation. The
instructor should evaluate the trainee once in a month / 3 months on the checklist.
75% marks for the tasks on the checklist will be given by the internal examiner
for final examination.
External : 25% marks for the tasks on the checklist will be given by the external
examiner by asking the trainee to demonstrate the tasks.
13. CERTIFICATION
Score in each area should be mentioned and counted while preparing certificates
(see the evaluation sheet). This would help the parents, placement officer and
the employer to take decision on what type of tasks / assignments can be given
to a particular trainee/employee.
This would help to continue the training in specific areas in which the trainee
needs further training and exposure.
14. PLACEMENT
Based on the performance level of the trainee, placement decision is made.
Transition of persons with mental retardation from schoo/ to work
COURSE CONTENT
Plastic Moulding
Part - I Part II
1. MAIN TASKS AREAS 1. BASIC ACADEMICS

1. Cleaning the work area 1. Self and family
2. Collecting materials 2. Job site information
3. Die setting 3. Money transaction and banking
4. Filling plastic granuals 4. Signals and symbols
5. Heating
8. Finishing work
2. TASK RELATED ACADEMICS 2. WORK PLACE BEHAVIOUR
1. Counting and measurement 1. Etiquette and manners
2. Equipments 2. Personal interaction
3. Work schedule 3. Regularity and punctuality
4. Communication I social behaviour
5. Quality and quantity of work
3. SAFETY PRECAUTIONS 3. EMPLOYABILITY
1. Operation of machine 1. Self awareness
2. Safe use of materials 2. Job exploration
3. Biodata preparation
4. Developing self confidence
5. Staying on job
4. SEX EDUCATION
1. Anatomy and physiology
2. Maturation or body changes
3. Psycho social sexual behaviour
4. Same sex behaviour
5. Opposite sex behaviour
6. Marriage and parenthood
7. Leisure time and recreational activities
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
4. Organizing self advocacy groups
0
PART-I
Periodical Evaluation
MAIN TASK AREAS
Dates
1. Cleaning the work area
1234
Takes waste cloth for cleaning
1
2. Puts oil for lubricating the machine

ED JE
3. Keeps used materials in their respective place
4. Cleans the work place
DEl ED
Total 0000
1. Identifies plastic moulding materials
2. Collects them from their respective place
DEED
E El LIE
3. Keeps materials in sequential order
DEEE
3. Die setting
Total 0000
1. Cleansdie
2. Closes it with clamp
DEED
3. Releases adjustable handle for die setting
DEED
4. Keeps die under the heater
DEE El
5. Tighten the adjustable handle
DEED
6. Fixes the die into centre point of the heater
DDE E
DEED
7. Checks the pouring point of heater and filling point of die DEED
4. Heating the heater

Total 0000
1. Fixes plug on switch board
2. Puts on the switch
DEED
3. Checks the temperature
DEE E
DEED
Total 0000
Key for Scoring:
I-Independent, M-Modelling, VP- Verbal Prompting, PP-Physical prompting, TD- Totally Dependent
Score forlndependent (I) is I. V PP & TD are not given numerical scores. All"/"s are couritedas land total is given
in the column total". Under periodical evaluation no.4 shows the final evaluation results.
Transition of persons with mental retorcfation from school to work
5. Filling plastic granual 1234
1. Measures plastic granual EU U U
2. Keeps measured plastic granual into small jar UUEU
3. Fills the machine with measured plastic granual fl
4. Operates handle UUUU
Total 0000
1. Holds handle with both the hands U EU U
2. Rotates handle in downward direction UUUU
3. Releases the handle UUUU
Total 0000
1. Looses the adjustable handle UU U U
2. Takes out die UUUU
3. Opens die with the help of screw driver UUUU
4. Takes out the moulded items U EU U
Total 0000
8. Finishing
1. Identifies different types of cutting equipments U EU U
2. Holds scissor or cutting blade in proper manner EU EU
3. Holds moulded items in right hand UUUE
4. Catches cutting blade with right hand UUEU
5. Cuts extra part of moulded items UU U U
Total 0000
1. Counts upto 100 and keeps it separately UU U U
2. Makes the bunch of moulded items UUUU
3. Packs in plastic cover EU U U
4. Labels it with name sticker UU U U
5. Hands over to the supervisor UUUU
Total 0000
II. TASK RELATED ACADEMICS
1. Counting and measurement i 234
1. Reads the numbers upto 100
2. Counts meaningfully upto 100
3. Measures in gms. 10 & 20 gms.
4. Has the concept of more or less
2. Equipments
Total 0000
1. Identifies the different types of dies
2. Names the different types of machines
fl DEE
3. Names all materials used in plastic moulding
3. Work Schedule
Total 0000
1. Reads the work Schedule
2. Reads the time on a clock
DEED
DEED
3. Aware of day, date and year
DEED
Total 0000
Ill. SAFETY PRECAUTIONS
1. Operation of machines
1. Aware of common danger and hazards while handling
electrical equipments
2. Presses handle carefully
DEED
DEED
3. Operates electrical switch board carefully
DEED
Total 0000
2. Safe use of materials
1. Pours plastic granuals in granual container safely DEED
2. Handles all raw materials amd finished items carefully
DEED
Total 0000
SUMMATIVE EVALUATION - PART - I

1. MAIN TASKS AREAS Dates:
1234
1. Cleaning work area 4
2. Collecting materials 3 LI LIED
3. Die setting 7
4. Filling plastic granuals 3

5. Heating 4
DEED
6. Operating machine 3
7. Ejecting the moulded items 4
8. Finishing 5 LI LI LI LI
9. Packing and labelling 5
Total 38 0000
2. TASK RELATED ACADEMICS
1. Counting and measurement 4

3
fifi
2. Equipments
3. Work schedule 3
Total 10 0000
3. SAFETY PRECAUTIONS
1. Operation of machine 3 ED n
2. Safe use of material 2
Total 5 0000
Curriculum for Vocational Education - SerIes 3
FINAL EVALUATION SHEET

TITLE OF THE COURSE
PLASTIC MOULDING
Areas Total skills Skills achieved Remarks
Part - I Evaluation
Dates
1234
1. Main task areas 38
2. Task related academics 10
3. Safety precautions 5
Total 53 0000
Part - II
2. Work place behaviour 150
3. Employability 20
4. Sex education 62
5. Self advocacy 30
Total 280 0000

Scoring for parl..I I refer pages 130 to 140
LIST OF ITEMS AND MATERIALS

Names Identify Reads Writes Add the names of more items
1. Plastic moulding
machine
2. Plastic granuals
3. Die for electrical cap
4. Die for plastic cap
5. Waste cotton
6. Oil
7. Plastic wire
8. Screw driver
9. Iron plates
10. Plastic cover
11. Weighing machine
12. Small jar
13. Electncal switch
board
Activity : Tick the items which you have, add the names of items which are not
mentioned in the list
MAJOR ACTIVITIES
1. Die setting
3. Ejecting
4. Finishing
5. Packing
Cleaning the machine
Taking out plastic granuals

Filling plastic granuals
Operating machine
Curriculum fbr Vocational Education - Series 3
Puts on switch
Ejecting the mouleded items

Finishing work
Packing the moulded items

Curriculum Thr Vocational Education - Series 3
PLASTIC MOULDING MACHINE
PLASTIC GRANUALS
r
a,
t I
DIE I WASTE COTTON -i
I-
OIL I PLASTIC WIRE
r I-
SCREW DRIVER IRON PLATES

ccj-t
PLASTIC COVER J JAR
.
.
WEIGHING MACHINE
1
ELECTRICAL SWITCH BOARD1

curriculum for
vocational Education
TIE AND DYE

TIE AND DYE
JOBTITLE
Tie and Dye.
2. JOB DESCRIPTION
Tie and dye has been taught to the persons with mental retardation in many
vocational training centres. Through this technique, various items such as
kerchiefs, pillow covers, prints on sarees, bed sheets etc. can be made. The
persons with mental retardation are able to perform various activities involved in
tie and dye if properly trained.
3. MAIN TASKS
1. Preparation of cloth
2. Tying
3. Dyeing
4. Fixation of colours
5. Finishing work
Based on particular design, tasks may increase or decrease.

The following pre-requisite skills are identified for the persons with mental
retardation in tieing and dyeing section.
1. Preparation of cloth - Proper eye hand coordination
2. Tying - Fine motor skills
3. Dyeing - Colour concept
4. Fixation of colours - Fine motor skills
5. Finishing work - Concept of size and shapes
skills.
Curriculum fbr Vocational Education Scrios 3
Entry level : The vocational transition plan is a continum of special education.
Therefore the prevocational level assessment checklist which is used at
prevocational class is suggested for the entry level assessment.
Observation After placing the trainee for one month in tie and dye section,
observe the behaviour of the trainee and assess the work readiness skills.

It is advised to have 2 trainees at a time. The training can be given in a formal
way to the trainees under supervision.
7. MODE OF TRAINING
- On the job training is suggested as he/she has to learn the skills in the
actual job setting.
- Task related academics and the part 2 of the curriculum is taught in the
class room, lob site and community.
8. CURRICULUM
skills which are necessary to work in tie and die section. Part II helps the trainees
to acquire the adult living skills which are important to continue on a job and to
become less dependent.
9. DURATION
Duration is flexible from 6-12 months depending on the tasks and the ability of
the trainees.

A model of training schedule or plan for transition is given in the next page. It is
flexible depending on the nature of duties, mode of training and the ability of the
trainee.
11. REINFORCEMENT
Token economy and stipend system would motivate the trainee.

Internal Use the checklist of tie and dye for training and evaluation. The instructor
should evaluate the trainee once in a month / 3 months on the checklist. 75%
marks for the tasks on the checklist will be given by the internal examiner for
final examination.
Transition of persons with mentoi retardation from school to work
External 25% marks for the tasks on the checklist will be given by the external
13. CERTIFICATION
14. PLACEMENT

TIE AND DYE
Duration Percentage Skills to Percentage of Skills to Evaluation
prevocational the class and site (Tie and at work Information

class room community Dye Unit) place
1st 75% time Basic 25% Preparation • Assess on the checklist

quarter academics of cloth • Decide the staff
responsible
• Involve parents
llnd 50% time Task related 50% Tying • Continue

quarter academics Dyeing assessment.
• Send the evaluation
report to parents &
Principal of school
lllrd 25% time Sex education 75% Fixation of • Continue

Self advocacy colours assessment.
quarter
lVth — Employability 100% Finishing work • Final evaluation

quarter • Decision on placement
• Decidewhethertraining
is to be extended.
The time schedule is flexible as per the need, duties and ability level of the trainee.
Curriculum tbr Vocational Education - Series 3
COURSE CONTENT
Tie and Dye
Part - I Part II

1. Preparation of cloth 1. Self and family
2. Tying with different materials 2. Job site information
3. Dyeing for the background 3. Money transaction and banking
4. Dyeing for the designs 4. Signals and symbols
5. Fixation of colours
6. Finishing work

1. Materials and equipment 1. Etiquette and manners
2. Concept of numbers 2. Personal interaction
3. Concept of colours 3. Regularity and punctuality
4. Measurements 4. Communication I social behaviour
5. Work Schedule 5. Quality and quantity of work
1. Safe use of materials and 2. Job exploration
equipments 2. Job exploration
5. Staying on job
4. SEX EDUCATION
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
PART -I
MAIN TASK AREAS
Dates
1. Preparation of Cloth
1234
1. Soaks the cloth for 3 to 4 hours in water
DEED
2. Uses maild detergent and rubs DEED
3. Rinses it in water DEED
4. Squeezes and dries it in sun DEED
5. Irons the cloths
DEED
Total 0000
2. Tying with different materials
1. Makes a design on the cloth DEED
2. Ties the stones / pulses on the line at every inch DEED
3. Ties a different itme in the centre of design DEED
Total 0000
Tying by knots
4. Takes the cloth to be designed
LIDELI
5. Makes marks with pencils for knots EEELI
6. puts knots on those marks DEED
Total 0000
Tying by stitching or tacking
7. Draws a design on the cloth
DEED
8. Along with the design tack it with a needle ant thread ELIDE
Total 0000
3. Preparation of colours and dying for the background colour
1. Selects dye and makes it as a paste
DEED
2. Adds water in it DEED
3. Boils for five minutes
DEED
4. Adds soda ash ELIDE
Key far Scaring:
I-Independent, M-Modelling, VP- Verbal Prompting, PP-Physical prompting, TV- Totally Dependent
Score for Independent (I) is 1. VP PP & TV are not given numerical scores: All 'l's are counted as I and total is given
in the column total". Under periodical evaluation no.4 shows the final evaluation results.
1234
5. Puts the cloth in the dye
6. Stirs it for 10 to 15 minutes EEEE
7. Adds common salt EDEE
8. Heats for 45 minutes DEED
9. Takes out and washes in cold water DEED
Total 0000
4. Dyeing for the designs
1. Puts the rubber gloves DEED
2. Takes the tied or knotted fabric EDEE
3. Dips it in plain water DEED
4. Dips the wet cloth in direct colour solution DEED
5. Boils it for 5 minutes DDE E
6. Opens the folds and stirs it again DEED
7. Rinses the cloth in water EDED
8. Dries in the shade ED E E
9. Repeats the process to get fast colours DEED
Total 0000
5. Fixation colours
1. Takes water in a bucket DEED
2. Mixes 2 spoones tixogin chemical in it DEE E
3. Keeps the cloth in it for 1 hour DEED
4. Takes out the cloth ED ELI
5. Puts in a plastic bag and ties it DEE E
6. Takes out after 10 to 20 hours EDEE
7. Dries the cloth in the shade DEE E
Total 0000
6. Fixation colours
1. Opening the thread very carefully ED ED
2. Removes stones/pulses tyed DEED
3. Rinses the cloth in water DEED
4. Dries it in the shade ED ED
5. Irons it DEEE
Total 0000
II. TASK RELATED ACADEMICS Periodical Evaluation
1. Reading and writing 1234

1. Reads the name of materials and equipments
DEED
2. Writes the names of materials which are used for tie and dye
DEED
2. Concept of numbers
Total
0000
1. Counts number meaningfully upto 20
2. Counts number with stones or seeds
mm
mm
3. Concept of colours
Total
0000
1. Matches different types of colours
2. Identifies different types of colours
mm
mm
3. Names different types of colours
4. Combines two different types of colours
DEED
DEED
4. Measurements
Total
0000
1. Has concept of more or less
2. Measures water in litre
EmE
3. Measures colours in grams
LIEEE
DEED
4. Takes required quantity of chemicals
5. Takes required quantity of salt
mm
mm
5. Work Schedule
Total
0000
1. Reads the work schedule
2. Follows the work schedule
mm
mm
Total
0000
1. Safe use of materials and equipments
1. Uses different types of materials and equipments
DEED
2. Ties small sones and seeds carefully
3. Handles hot vessels carefully
EWE
DEED
Total
0000

1. MAIN TASKS AREAS Dates:
1234
1. Preparation of cloth 5
2. Tying with different materials S
DEED
3. Dyeing for the background 9
4. Dyeing for the designs 9
5. Fixation of colours 7
LIE LID
6. Finishing work 5
LIED LI
Total 43
1. Reading and writing 2 DEED

2. Concept of number 2
LIDED
3. Concept of colours 4 DEED
4. Measurement 5 DEED
5. Work schedule 2 DEED
Total 15 0000
1. Safe use of materials and equipments 3

ELIDE
Total 3 0000

TITLE OF THE COURSE
TIE AND DYE

Part - I Evaluation
Dates
1234
1. Main task areas
ElEl El El
El El [II] El
3. Safety precautions
El El El El
Total 61
0000
Part - II
El El El El
El El El El
3. Employability 20
El El El El
4. Sex education 62
El El El LI
5. Self advocacy 30
El El El El
Total 280
0000
Scoring for part II refer pages 130 to 140
Curriculum for Vocational Educotion - Series 3
1. Colours
2. Cotton cloth
3. stove/heater
4. Buckets
5. Washing soap
6. Cloth pins
7. Iron box
8. Spoons
9. Thread
10. stones (varies sizes)
11. Rubber gloves
12. Table
13. Salt
14. Washing soda
15. Pulses
MAJOR ACTIVITIES
1. Tieing stone
2. Dyeing
3. Rolling cloth
4. Stitching
5. Ironing
6. Folding
Preparation of cloth for tie and die
Washign cloth
Tying with stones
Dying the tied part

Tying by knots
Heating
I
/
?jj
Ironing after dying
TYING BY STICTCHING /TACKING
TYING BY STONES / PULSES

PAPER THREAD )
o
V 44W///n/ / 4M/ y N/*/JS'?
PULSES I WASHING SOAP -#4
GLOVES
TABLE -, SPOON
It r
COLOURS -, BRUSHES I
I I-
COTTON CLOTH SALT )

Curriculum for
PREPARATION OF MEALS
[ 1
1. JOBTITLE
Preparation of meals.
2. JOB DESCRIPTION
Preparing meals in day to day life is important for livelihood. The persons with
mild and moderate mental retardation can prepare meals and serve as helpers,
if systematic training is given.
3. MAIN TASKS
1. Preparation of rice
2. Making dal
3. Cooking curry
4. Preparing fried curry
4. PRE-AEQUISITE SKILLS/WORK RELATED SKILLS

The following work readiness skills are identified for preparing meal.
1. Preparation of rice - Eye hand coordination
- Ability to follow instruction
- Concept of cleanliness
- Pincer grasp
2. Making dhal - Ability to follow instruction
- Ability to differentiate between
pulses and rice
- Fine motor skills
3. Cooking curry - Fine motor skills
4. Preparing fried curry - Hand function
Physical health, hygiene, punctuality and maintaining discipline in the work place
are also necessary apart from the above mentioned work readiness skills.
Age: 16 years and above
Entry level : The functional assessment checklist is used at prevocational level

for IEP planning and implementation is suggested for the entry level assessment.
Observation After placing one month in preparation of meals, observe the
trainee's behaviour and assess the work readiness skills.

It is advised to have one or two trainees with mild and moderate retardation at a
time. The training can be given in a formal way to the trainees under a supervisor
of the canteen, restaurant and house.
7. MODE OFTRAINING
- Task related academics and the part II of the contents are taught in the
class room, job site and the community.
-
The main tasks of the job are taught in the real work setting - restaurant,
house or canteen.
-
On the job trainng is preferred.
8. CURRICULUM
skills which are necessary to work as a helper for cook. Part II helps the trainees
to acquire the adult living skills which are important to continue on a job and to
become more independent.
9. DURATION
Duration of training is flexible from 12 months to 16 months depending on the
tasks and the ability of the trainees.

trainee.
11. REINFORCEMENT
Token economy and stipend system could be used to motivate the trainees.

Internal Use the checklist of preparing of meals for training and evaluation.
The instructor should evaluate the trainee once in a month I 3 months on the
checklist. 75% marks for the tasks on the checklist will be given by the internal
examiner for final examination.
13. CERTIFICATION
14. PLACEMENT

prevocational the class and site (Meals at work Information
class room community preparation) place
1st 75% time Basic 25% • Preparation • Assess on the checklist

quarter academics of rice • Decide the staff
responsible
• Involve parents
lInd 50% time Task related 50% • Making del • Continue

quarter academics assessment.
report to parents &
Principal of school
lllrd 25% time Sex education 75% • Cooking • Continue

quarter Self advocacy curry assessment.
IVth — Employability 100% • Preparing • Final evaluation

quarter fried • Decision on
curry placement
• Decide whether
training is to be
extended.
COURSE CONTENT
Preparation of meals
Part - I Part II

1. Preparation of rice 1. Self and family
2. Making dal 2. Job site information
3. Cooking curry 3. Money transaction and banking
4. Preparing fried curry 4. Signals and symbols

1. Names/identifies all items 1. Etiquette and manners
used for cooking 2. Personal interaction
2. Work schedule 3. Regularity and punctuality
4. Communication / social behaviour

1. Safe use of cooker 1. Self awareness
2. Job exploration
5. Staying on job
4. SEX EDUCATION
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
Transition of persons with mentol retardation from school to work
PART-I
MAINTASKAREAS
Dates
1. Preparation of rice 1234

1. Cleans stones and dirt from the rice
2. Puts water into rice
3. Washes rice with water FIlED LI
4. Puts washed rice into cooker fl DLII
5. Pours double amount of water into rice DEED
6. Keeps the lid with whistle to the cooker ELILILI
7. Puts on the stove till 3 whistles LI LIELI
8. Puts in sim flames for 2 minutes ELILILI
9. After 2 minutes takes out from the stove LILILILI
Total 0000
2. Making dal
1. Cleans dhal LILIELI
2. Washes dhal with water LI LI LI LI
3. Keeps dhal into cooker LILIELI
4. Keeps salt, haldi, tomatoes, chillies into it LI LI LI LI
5. Keepsongasstove ELILILI
6. According to types of dal makes whistles LI LI LI LI
7. Takes out from gas stove LI LI LI LI
8. Waits for few minutes to cool it LI LI LI LI
9. Opens lid of cooker LI LI LI LI
10. Keeps frying pan on the stove LI LI LI LI
11. Pours oil into frying pan LI LI LI LI
12. Takes curry leaves, mustard, zeera and fries in the oil LILILIE
13. Keeps fried masala into dhal LI LI LI LI
Total 0000
Key for Scoring:
I-Independent, M-Modelling, VP- Verbal Prompting, PP-Physical prompting, TO- Totally Dependent
Score for Independent (I) is 1. VP PP & TO are not given numerical scores. All/s are counted as I and total is given
in the column 'total". Under periodical evaluation no. 4 shows the final evaluation results.
3. Preparing fried curry Periodical Evaluation

1234
1. Washes vegetables to be fried DEED
2. Cuts the vegetables into small pieces DEED
3. Keeps frying pan on the stove DEED
4. Pours oil into frying pan EDEE
5. Keeps curry leaves mustard and oil
6. Fries mustard and curry leaves and keeps
EEEE
vegetables to be fried EEEE
7. Fries till it becomes brownish colour DEED
8. Keeps salt, haldi and chilli powder and mixes it properly EEEE
9. Keeps ready for serving mm
Total 0000
4. Pre paring curry with gravie
1. Washes vegetables to be cooked DEED
2. Cuts vegetable and chopps onion
EEEE
3. Keeps frying pan on the stove
EEEE
4. Pours oil into frying pan
EEEE
5. Keeps onions, green chillies, curry leaves and mixed masala
EEEE
6. Fries it till becomes reddish/brownish
EEEE
7. Keeps vegetables into it and mix it
DEED
8. Fries it til it become brownish
DEED
9. Keeps chopped tomatoes into it and fries
DIED
1O.Mixes grinded masala DEED
11. Fries it and pours little water for making gravie
EEEE
12. Keeps off the stove when it looks thicker OEm
13. Keeps lid on it
DEED
14. Keeps ready for serving
DEED
Total 0000
1. Names I identifies all items used for cooking 1234

1. Names and identifies quality of rice
2. Names and identifis different types of pulses
3. Names and identifies different types of vegetables
fl
4. Can measur the water ELIDE
5. Can measurement the oil flEE
Total 0000
2. Number concept
1. Reads and writes numbers upto 10 LI LID LI
2. Follows numbers in the given recipe ELIDE
Total 0000
3. Work Schedule
1. Readstime LILILILI
2. Follows the time schedule in recipe LI LI LI LI
3. Follows the instructions given LI LI LI LI
Total 0000
1. Handling cooker
1. Holds cooker carefully LI LI LI LI
2. Aware of different parts of cooker LI LI LI LI
3. Pours oil into frying pan carefully LI LI LI LI
4. Anticipates possible hazards in work place LI LI LI LI
Total 0000

1. MAIN TASKS AREAS Dates: —— — ——
1234
1. Preparation of rice 9
flfl
2. Making dal 14 DEED
3. Preparing fried vegetable 9
4. Preparing curry with gravie 14
DEED
Total 46 0000
1. Names/identifies all items used for cooking 5
DEED
2. Number concept
3. Work schedule
2
3
DEED
Total 10
0000
1. Handling cooker 4 DEED

Total 4
0000

TITLE OF THE COURSE
Part - I Evaluation
Dates
1234
Total 60 0000
Part - II
3. Employability 20
4. Sex educaUon 62 U
5. Self advocacy 30 SSS
Total 280 0000

1. Rice
2. Dal
3. Knife
4. Waste cloth
5. Water
6. Vegetables
7. Haldi powder
8. Dhania powder
9. Salt
10. Apron
11. Rice cooker
12. Stirrng spoon
13. Vessel
14. Frying pan
15. Cooking oil
Activity Tick the items which you have, add the names of items which are not
Taking out rice
Cleans the rice by picking up stones and other things

Pouring water to wash
Washing rice
Putting in the cooker
Cooking on the stove

SALT / WASTE CLOTH
Er t
TURMERIC POWDER -
KNIFE J
COOKING OIL DHANIA POWDER

STIRRNG SPOON ,
RICE COOKER J
curriculum for
Voccitioncil Education
r GATE KEEPER
GATE KEEPER
1. JOB TITLE
Gate Keeper
2. JOB DESCRIPTION
The persons with borderline intelligence and mild mental retardation (IQ 60-70)
can be trained to take up the duties of a gate keeper. Re can be posted near the
main security gate where he can also get the opening and closing gates
assistance from the security incharge of big institutions. The simple tasks which
can be performed without confusion will be suitable for people with mild mental
retardation and borderline intelligence.
3. MAIN WORK
1. Opening and closing gates
2. Maintaining visitors book
3. Using/attending phones when necessary
4. Directing vehicles
(Depending on the need of each office more tasks can be added to the above
mentioned tasks)
4. PRE-REOUISITE SKILLS
The following prerequisite skills are identified.
1. Receiving the visitors - Proper eye contact
- Independent mobility
- Clean and neat dress! uniform
- Discipline
2. Maintenance of visitors book - Concept of letters
- Reading and writing
- Concept of numbers
3. Communication - Ability to receive
- Social skills
- Ability to comprehend
4. Passing messages to concern person
- Ability to convey the messages
between person to person
Curriculum br catlonal Education - Series 3
Age : 16 years and above
Entry level The vocational transition plan is a continuum of special education.
Observation : If the student's level of functioning matches the pre-requisite skills
for watchman training, the student can be considered as eligible to initiate training.

It may not be possible to train a number of gatekeepers at a time. One selected
trainee is most suitable for an office under the close supervision of one efficient
trainer/person.
7. MODE OF TRAINING
On the job training is the most suitable method of training.
8. CURRICULUM
The curriculum is prepared in two parts. The first part related to the core work
routines, work related academics and safety precautions. The second part
includes basic academics, work place behaviour, employability, sex education
and self advocacy.
9. TRAINING SCHEDULE - TRANSITION PLAN

A sample transition plan is given below, It is flexible depending on the nature of
duties, mode of training and ability of the trainee.
10. DURATION
Duration is flexible. Decide on what a trainee can learn and calculate the duration.
If needed, extend the duration so that the trainee will be able to learn more
tasks.
ii. REINFORCEMENT
Token economy and stipend system would motivate the trainee. It is necessary
to teach the second part of the curriculum with proper reinforcement.

Internal Use the checklist for watchman for training and evaluation.The instructor
should evaluate the trainee once in a month / 3 months on the checklist. 75%
marks for the tasks on the checklist will be given by the internal examiner for
final examination.
Transition of persons with mental retardation from school to woik
13. CERTIFICATION
the employer to take decision on what type of tasks! assignments can be given
to a particular traineelemployee.
14. PLACEMENT
Based on the performance level, placement decision is made.

GATE KEEPER
prevocational the class and site (Gate at work Information

class room community Keeper) place
1st 75% time Basic 25% Receiving • Assess on the checklist

quarter academics visitors • Decide the staff
responsible
• Involve parents
llnd 50°/a time Task related 50% Communicating • Continue

quarter academics with visitors assessment.
report to parents &
Principal of school
Illrd 25% time Sex education 75% Passing • Continue

quarter Self advocacy messages assessment.
lVth Employability 100% Allowing • Final evaluation

quarter visitors • Decision on placement
to meet • Decide whether
concern training is to be
person extended.
COURSE CONTENT
Gate Keeper
Part - I Part II

1. Receiving the visitors 1. Self and family
2. Communicating with visitor 2, Job site information
3. Passing messages 3. Money transaction and banking
4. Maintainig visitors book 4. Signals and symbols
5. Directing vehicles

1. Basic concepts 1. Etiquette and manners
2. Work schedule 2. Personal interaction
3. Regularity and punctuality
1. Taking care of visitors book 1. Self awareness
2. Job exploration
5. Staying on job
4. SEX EDUCATION
7. Leisure time and recreatjonal activities
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
Transition of persons with mental retardation'from school to work
PART-I
MAIN TASK AREAS
Dates
1. Receiving the visitors
1234
1. Gets up from his chair when visitors come
2. Opens the gate U DEE
3. Greets appropriately
Total 0000
2. Communicating with visitor
1. Asks visitor's name DUEL
2. Asks visitors from where do they come
3. Asks the purpose of their visit EL EL
4. Allows visitors to get in EL EL
5. Closes the gate U DULl
Total 0000
3. Passing messages
1. Takes messages over the phone DELL
2. Conveys it to the concerned person DELL
3. Takes permission from the concerned person EL EL
4. Allows the visitor after taking permission EEL U
Total 0000
4. Maintaining visitor's book
1. Makes column for entry of name and address EL EU
2. Writes visitor's name and address ULEE
3. Writes the purpose of their visit U U LU
4. Takes visitor's signature EL EL
lotal 0000
Key for Scoring:
1-Independent, M-Modelling, VP- Verbal Prompting, PP-Physical prompting, TO-Totally Dependent
Score for Independent (I) is 1. V PP & TO are not given numerical scores. All I"s are counted as I and total is given
in the column "total". Under periodical evaluation no.4 shows the final evaluation results.
Curriculum br bcaUonat Education - Series 3
5. Directing vehicles Periodical Evaluation

1234
1. Identifies IN and CUT gates for vehicles
JELL
2. Allows to enter the vehicle only through IN gate
3. Writes down the vehicle number in register
J LI
4 Requests to park the vehicle in the given place
LILILL
LIE
5. Directs to go out through the OUT gate
JELL
Total
0000
1. Basic concepts
1. Reads the names of staff members
2. Reads the names of visitors
Jfl
3. Has the concept of numbers
LI LIE LI
4. Reads the vehicle number
LI LIE LI
LILILI LI
0000
2. Work schedule
1. Reads the time
2. Reads the office work schedule
LIE ELI
ELI LI LI
3. Follows the work schedule
LEE LI
Total 0000
1. Taking care of visitor's book

1. Keeps the book in respective place
LIE LI LI
2. Carries the visitor's book safely to the concerned person
3. Takes guidance from the main security guard
LI LI LI LI
whenever it is necessary
LI LI LI LI
Total 0000

1. MAINTASKS AREAS Dates: ——

1234
1. Receiving the visitors 3
2. Communicating with visitor 5 Dunn
3. Passing messages DUDE
4. Maintaining visitor's book 4 ED U U
5. Directing vehicles 5 DUDE
Total 21
0000
1. Basic concepts 4 DUE LI

2. Work schedule 3 ELIDE
Total 7 0000
1. Taking care of visitor's book 3

III LI LI LI
Total 3 0000

TITLE OF THE COURSE
GATE KEEPER
Part - I Evaluation
Dates
1234
fl U U U
fl U U
Total 31
0000
Part - II
fl fl U U
3. Employability 20
4. Sex education 62
UUU
5. Sell advocacy 30
UUUU
Total 280 Q000
Scoring br part II refer pages 130 to 140
Attending phone
Receiving visitor
Curriculum far Vocational Education - Series 3
Guiding visitors
Entering in the visitors book

Guiding vehicles
I- I-
TO R C H BATON
I I-
TELEPHONE WHISTLE J
r
BOOK PEN -J
curriculum for
HELPER IN PACKING UNIT

E
1. JOB TITLE
Helper in packing unit.
2. JOB DESCRIPTION
This is a job which needs proper eye hand coordination. This is suitable for the
persons with mental retardation. This job includes collecting, weighing, packing,
transferring and storing the materials.
3. MAIN WORK
2. Filling the required items in the cover/packet
3. Sealing packets
4. Labeling
5. Storing
6. Delivering
7. Cleaning work place
4. PRE-REQUISITE SKILLS
The following prerequisite skills are identified for the persons with mental retar-
dation in packing unit.
1. Collecting materials - Pictorial reading

- Proper Eye-hand coordination
- Ability to follow instructions
- Safety skills
2. Filing the required items in the - Eye hand coodination

covers/packets - Sense of cleanliness
- Concept of quantity
3. Sealing packets - Safety skills / aware of hazards

- Concept of sequence
4. Labeling the packets - Eye hand coordination

- Fine motor
5. Storing the packed materials - Ability to follow instruction

- Proper coordination in both hands
6. Delivering the packed materials - Ability to follow instructions
7. Cleaning work place - Concept of cleanliness
Physical health, punctuality and maintaining discipline in the work place are
also necessary work related skills.
Age : 16 years and above
Entry level The vocational transition plan is a continuum of special education.

Observation : After placing one month in packing unit i.e., packing pulses, laddu,
sugar, besan etc, observe the trainees behaviour and assess the work readi-
ness skills.

It is possible to train 2-4 trainees with mild and moderate mental retardation at a
time in a packing unit. The training can be given in a formal way to the trainees
under supervision.
7. MODE OF TRAINING
Task related academics and the part II of the contents are taught in the class-
room, job site and the community.
8. CURRICULUM
skills which are necessary to work as an assistant in super market, sweet shop
and general stores. Part II helps the trainees to acquire the adult living skills
which are important to continue on a job and to become less dependent.
9. DURATION
Duration is flexible from 6-12 months depending o.n the tasks and ability level of
the trainees.

A model of training schedule or plan for transition is given below. It is flexible
depending on the nature of duties, mode of training and the ability of the trainee.
Time schedule - Transition Plan for Vocational Education

prevocational the class and site (Packing at work Information

class room community unit) place
1st 75% time Basic 25% • Collecting the • Assess on the

quarter academics material checklist
• Decide the staff
responsible
• Involve parents
llnd 50% time Task related 50% • Weighing • Continue

quarter academics material in assessment.
kgs • Send the evalu-
• Labelling ation report to
parents & Prin•
cipal of school
Illrd 25% time Sex education 75% • Sealing the • Continue

quarter Self advocacy packets assessment.
lVth — Employability 100% • Storing the • Final evaluation

quarter finished items • Decision on
placement
• Decide whether
training is to be
extended.
11. REINFORCEMENT

Internal : Use the checklist for giving training in packing unit for evaluation. The
instructor should evaluate the trainee once in a month I 3 months on the check-
list. 75% marks for the tasks on the checklist will be given by the internal exam-
iner for final examination.
External 25%•marks for the tasks on the checklist will be given by the external
13. CERTIFICATION
Score in each area should be mentioned and counted while preparing certifi-
cates (see the evaluation sheet). This would help the parents, placement officer
and the employer to take decision on what type of tasks / assignments can be
given to a particular trainee/employee.
14. PLACEMENT
Based on the performance level, placement decision is made.
COURSE CONTENT
Helper in Packing Unit
Part - I Part II

1 Collecting materials for packing 1. Self and family
2. Filling the items in packets 2. Job site information
3. Sealing the packets 3. Money transaction and banking
4. Labelling the packets 4. Signals and symbols
5. Storing the packed material
6. Packing in carton box & delivering

1. Materials and equipments 1. Etiquette and manners
2. Basic concepts of quantity 2. Personal interaction
3. Reading and writing 3. Regularity and punctuality
4. Concept of measuring 4. Communication I social behaviour
5. Concept of time schedule 5. Quality and quantity of work

1. Avoiding common dangers and 1. Self awareness
hazards 2. Job exploration
2. Handling packed material safely 3. Biodata preparation
5. Staying on job
4. SEX EDUCATION
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
PART-I
I. MAIN TASK AREAS
Dates
1. Collecting materials for packing
1. Asks permission to get materials to be packed

2. Collects pulses, sweets, sugar etc. in kgs
3. Closes the store room
flfl
4. Cleans the pulses, rice, sugar etc.
ED DLI
2. Filling the items in covers/packets
Total 0000
1. Selects the appropriate cover/packets
DEED
2. Counts/weighs the item to be filled in
DEED
3. Puts the correct quantity in the packet
DEED
4. See that the item is not spilled out while filling
DEED
5. Keeps it in a place for sealing
ELIDE
3. Sealing the packets
Total 0000
1. Puts the switch ON
ELIDE
2. Checks rod/plate before keeping the packet
ELIDE
3. Keeps packet on the surface of machine
DEED
4. Presses the machine over the packet
DEE U
5. Takes out and continues sealing
DEED
4. Labeling the packets
Total 0000
1. Takes out the stickers
2. Pastes on the packet correctly
EEEE
E LI LI LI
3. Keeps aside in sequence
ELIDE
key forscoring:
Total 0000
I-Independent, M-Modelling, VP- Verbal Prompting, PP-Physical prompting, TD-Totally Dependent
Score for Independent (I) is I. V PP & TD are not given numerical scores. All "l's are counted as I and total is given
in the column "total", Under periodical evaluation no. 4 shows the final evaluation results.
®
5. Storing the finished materials Periodical Evaluation

1234
Informs supervisor about finished material
1
LILILLI
2. Keeps the packed material in their respective place
JELL
3. Transfers the material
4. Hands over the keys to the supervisor
DELL
LILILIE
6. Packing in carton box and delivering the materials
Total 0000
1. Opens the carton box
LI DEE
2. Keeps the material sequentially
LEE U
3. Closes the box and ties with wire
LEE LI
4. Delivers the carton box to super markets or customers
ELIDE
Total 0000
1. Materials and equipments
1. Identifies the sealing machine
2. Identifies the materials used for packing
DELL
LI EEL
2. Basic concepts of numbering
Total 0000
1. Reads the number upto 50
LI LEE
2. Counts upto 50 meaningfully
ELIDE
Total 0000
3. Reading and writing
1. Reads the name of the material
LI LI LI LI
2. Writes the name of the material
LI LI LI
3. Reads label print
4. Reads survival words
JELL
U LI LLI
Total 0000
Curriculum jbr *catlonal Education - Series 3
4. Concept of measuring Periodical Evaluation

1234
1. Has concept of more and less
2. Weighs in kgs
Total 0000
5. Concept of time schedule
1. Reads the time
2. Follows the time schedule
DEED
Total 0000
1. Avoiding common dangers and hazards

1. Descriminate between cold and hot
E DEE
2. Aware of danger while using electrical appliances
DEED
Total 0000
2. Handling packed material safely
1. Holds packed material with hands
DEED
2. Keeps packed material away from temperature DEED
Total 0000

1. MAIN TASKS AREAS Dates: ——

1234
1. Collecting materials for packing 4
2. Filling the items in packets 5
2. Sealing the packets

3. Labeling the packets
4. Storing the finished materials
5
4
flfl
5. Packing in carton box and delivering 4
Total 25 0000
1. Materials an equipments 2
2. Basic concepts of numbering 2 DEED
3. Reading ad writing 4
DEED
4. Concept of measuring 2
DEED
5. Concept of time scheduel 2 LI DDE
Total 12
0000
1. Avoiding common dangers and hazards 2
DEED
2. Handling packed materials safely 2
DEED
Total 4
0000

TITLE OF THE COURSE
Part - I Evaluation
Dates
1234
fl U U U
fl fl
Total 41
0000
Part - II
fl U U U
U LI U LI
3. Employability 20
U LI LI U
4. Sex education 62
UUUU
5. Self advocacy ao
UUUU
Total 280
000D

1. Sealing machine
2. Pulses
3. Sugar
4. Gram
5. Sweets
6. Waste cloth
7. Weighing machine
8. Weights
9. Polythene covers
1 O.Carton
11 .Wire
1 2.Cellotape
Curriculum for Vocational Education Series 3
Filling the packets

Transition of persons with menial retardation from school to work
Taking for sealing
Sealing the packets

Arranging the packed items
Keeping in a corton
Delivering the packed items

I-
SEALING MACHINE J
I- t
I
GRAM 1 SUGAR JAR )

I
WASTE CLOTH
WEIGHTS )
C I
POLYTHENE COVERS -I CELLOTAPE )

r
WIRE
Curriculum for
WORKER AT CONSTRUCTION SITE

[
Worker at Construction Site
1. JOBTITLE
Construction site worker
2. JOB DESCRIPTION
Many skilled and unskilled works are available in construction site. Some of the
unskilled jobs are suitable for the persons with mental retardation. As a group of
people work together, there is no need to keep them always under supervision.
The persons with mental retardation can easily perform the tasks as a
construction site worker and can earn their livelyhood.
3. MAIN TASKS
1. Digging for foundation
2. Mixing concrete
3. Filling the foundation with concrete
4. Assisting for putting steel bar
5. Carrying bricks, concrete and other raw materials
6. Cleaning the materials
1. Digging for foundation - Eye hand coordination
2. Mixing concrete - Normal vision and hand function
3. Filling foundation with concrete - Follows instructions
- Adjusts in a group
4. Assisting for putting steel bar for Avoids dangerous and hazardous
foundation situation
5. Carrying bricks, concrete and raw - Physical fitness
materials
6. Cleaning the materials Concept of cleanliness
Physical health, punctuality and maintaining discipline in the work place are
also necessary apart from the above mentioned work readiness skills.
Curriculum Ib, Vocational Education - Series 3
Entry level The functional assessment checklist which is used at prevocational

level is suggested for the entry level assessment.
Observation Place the trainee one month at construction site, observe the
trainee and assess the work readiness skills.

1:1 training and supervision is essential in the initial stage. Gradually develop a
group of 5-8 trainees with mild and moderate mental retardation under one trainer
depending on the functional level of the trainee.
7. MODE OF TRAINING
Construction site work is suggested for training. The trainee should select the
task as per the capapcity of each trainee. Task related academics can be
introduced in the class.
8. CURRICULUM
The course curriculum has two parts i.e., Part I and Part II. Part I is essential to
learn the skills which are necessary to work at construction site. Part II helps the
trainees to learn adult living skills to become more independent.
9. DURATION
The duration is flexible. Decide on what a trainee can learn and calculate the
duration. If needed, extend the duration so that the trainee will be able to learn
more tasks.

A model of training schedule for transition is given in the next page. It is flexible
depending on the nature of duties, mode of training and the ability of the trainee.

CONSTRUCTION SITE WORK
prevocational the class and site (Construc- at work Information
class room community tion site work) place
1st 75% time Basic 25% • Cleaning the • Assess on the

quart or academ cs materials checklist
Assisting for • Decide the staff
putting steel respcnsible
bar • Involve parents
Hnd 50% time Task related 50% • Digging for • Continue

quarter academics foundation assessment.
report to parents &
Principal of school
IlIrd 25% time Sex education 75% • Mixing • Continue

quarter Self advocacy concrete assessment.
Filling the
foundation
with concrete
lVth — Employability 100% Carrying • Final evaluation

quarter bricks, • Decision on
concrete and placement
raw materials • Decide whether
training is to be
extended.
11. REINFORCEMENT
Token economy or daily wage stipend system could be used to motivate the
trainees

Internal : Use the checklist of construction site work for training and evaluation.
The instructor should evaluate the trainee once in a month I 3 months on the
checklist. 75% marks for the tasks on the checklist will be given by the internal
examiner for final examination.
13. CERTIFICATION
COURSE CONTENT
Construction Site Work
Part - I Part II

1 Digging for foundation 1. Self and family
2. Mixing concrete 2. Job site information
3. Filling the foundation with concrete 3. Money transaction and banking
4. Assisting for putting steel bar 4. Signals and symbols
5. Carrying bricks, concrete, water
and other raw materials

1. Materials and equipments 1. Etiquette and manners
2. Basic concept 2. Personal interaction
3. Work Schedule 3. Regularity and punctuality

1. Safe use of materials 1. Self awareness
2. Job exploration
5. Staying on job
4. SEX EDUCATION
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
PART-I
MAIN TASK AREAS
Dates
1. Digging for foundation
1234
1. Measures the size of the photograph
ELIDE
1. Takes spade with hand
DEED
2. Holds the spade appropriate manner
ELIDE
3. Puts pressure while digging
DEED
4. Digs only measured area
ELIDE
5. Takes out earth while digging
EEEE
2. Mixing concrete
Total 0000
1. Sieves sand
DEED
2. Mixes sand and cement under supervision
EEEE
3. Mixes required stones in the sand and cement
under supervision
EEEE
4. Pours water of required amount
DEED
5. Mixes the sand, water and stones well
EEDE
Total 0000
3. Filling the foundation with concrete
1. Brings tub
2. Keeps mixed concrete into thatta
EEEE
3. Takes mixed concrete to the required place
Total 0000
4. Helping for putting steel rod for foundation
1. Picks up steel rod as identified
DEED
2. Carries it to the work place
DEED
3. Helps in tying th steel bars
EEEE
Key for Scoring:
Total 0000
I-Independent, M-Modell lug, VP- Verbal Prompting, PP-Physical prompting, To- Totally Dependent
Score for Independent (I) is I V PP & TD are not given numerical scores. Allis are counted as I and total is given
in the column "total". Under periodical evaluation no. 4 shows the final evaluation results.
5. Carrying bricks, concrete and other raw materials
1234
1. Holds bricks with both hands
DDE E
2. Carries cement when required
3. Carries concrete mixture as instructed
4. Sprinkles water after concreting
DEED
Total 0000
1. Cleans tub
DEED
2. Cleans the work place, where concrete and sand has mixed DEED
3. Washes all the material which is used for construction DEED
Total 0000
1. Materials and equipments

1. Identifies the equipments used at construction site ED D E
2. Identifies construction materials
(bricks, sand, cement, broken stones etc.) DEE E
3. Oils and cleans the machine DEED
Total 0000
2. Basic concept
1. Matches shapes
DDD D
2. Descriminates big and small DEED
3. Has concept upto 100 EDD E
4. Has concept of measurement DEED
Total 0000
3. Work schedule
1. Reads the work schedule
DEED
2. Follows the work schedule DEED
3. Arranges materials at the work place DEE D
4. Keeps everything in order after the work is over DEED
Total 0000
Ill. SAFETY PRECAUTIONS Periodical Evaluation

Safe use of materials 1234
1. Aware of danger in handling machine
2. Handles filled Ihatta with concrete carefully
3. Takes precautions while carrying raw materials
4. Takes medicines under supervision
Total 0000
1. MAIN TASKS AREAS Dates —- —-

1234
1. Digging for foundation 5
2. Mixing concrete 5
3. Filling the foundation with concrete 3
4. Assisting for putting steel bar 3
5. Carrying bricks, concrete, water and other 4
raw materials
6. Cleaning the materials 3
Total 23
0000
1. Materials and equipments 3
JJfl DL
2. Basic concepts 4
3. Work Schedule 4
Total 11
0000
1. Safe use of materials/equipments 5
DELL
Total
0000
Tronsition of persons with mental retordorion from school to work

TITLE OF THE COURSE
CONSTRUCTION SITE WORK
Part - Evaluation
Dates
1234
1. Main task areas 23 DEED
DEED
3. Safety precautions 4 DEED
Total 38 0000
Part - II
1. Basic academics 18 DEED
2. Work place behaviour 150 DEE II
3. Employability 20 EEEE
4. Sex education 62 EEEE
5. Self advocacy 30 DEED
Total 280 0000
Scoring for part II reler pages 130 to 140

1. Sand
2. Cement
3. Boulder
4. Bricks
5. Water
6. Steel bar
7. Cement beam/slag
B. Thatta
9. Spade
10. Sieve
11. Bucket
12. Jug
MAJOR ACTIVITIES
1. Digging
2. Screening
3. Filling
4. Carrying
5. Cleaning
6. Mixing concrete
Sieving the sand
Digging for foundation

Currkuiurn jbr Vocational Education - Series 3
Helping in concrete works
Helping to tie steel rods

Watering
Cleaning the materials used

Curriculum r cotional Education - Series 3
_U_
SAND
r
CEMENT 2
aaa
BOULDER BRICKS 1
WATER JUG
I-
SLAB PLATES j BUCKET 1
I- I—
THATTA I SPADE I
I
STEEL ROD -I
Curriculum for
MARBLE PAINTING
[ I
MARBLE PAINTING
JOBTITLE
Marble Painting
2. JOB DESCRIPTION
Marble painting is a unique art work, no design can be reproduced. The
experience proves the marble painting activity can be undertaken to train mild
mental retardation within minimal resources. It has a very good demand in
National and International market. The marble painting can be done on greeting
cards, spiral note books, covers, gift envelops, paper bags, file folders, letter
pads. wall hangings etc.
3. MAIN TASKS
1. Sprinkling the colours
2. Blowing on the colours
3. Placing the card
4. Taking out and drying
5. Counting
6. Packing
7. Labelling
Based on a particular design tasks may be increased or decreased.

The following pre-requisite skills are identified for the persons with mental
retardation in marble painting unit.
1. Sprinkling - Eye hand coordination
- Fine motor skills
2. Blowing - Blowing ability and stamina
3. Drying - Fine motor skills
4. Counting - Reading number
5. Packing - Hand function
- Neatness and hygiene
skills
Age: 16 years and above
Entry level : The prevocational level assessment checklist which is used at
Observation : After placing the trainee for one month for marble painting, observe
the behaviour of the trainee and assess the work readiness skills.

Two to four trainess can be trained for marble painting. The training is also possible
for a small group of 5 to 7 trainees for marble painting under an instructor.
7. MODE OF TRAINING
- On the job training
- Group activity
8. CURRICULUM
marble painting. Part II helps the trainees to acquire the adult living skills which
are important to continue on a job and to become less dependent.
9. DURATION
Duration is flexible from 6 to 12 months depending on the tasks and the ability of
the trainees.
10. TRAINING SCHEDULE-TRANSITION PLAN

trainee.
11. REINFORCEMENT
12. EVALUATION / EXAMINATION

Internal : Use the checklist of marble painting for training and evaluation. The
instructor should evaluate the trainee once in a month / 3 months on the checklist.
75% marks for the tasks on the checklist will be given by the internal examiner
for final examination.
13. CERTIFICATION
Score in each area should be mentioned and counted whUe preparing certificates
14. PLACEMENT

MARBLE PAINTING
prevocational the class and site (Marble at work Information
class room community paintng) place
1st 75% time Basic 25% Sprinkling • Assess on the

quarter academics checklist
• Decide the staff
responsible
• Involve parents
Hnd 50% time Task related 50% Blowing • Continue

quarter academics assessment.
• Send the evalu-
ation report to
parents & Prin-
cipal of school
IlIrd 25% time Sex education 75% Drying • Continue

quarter Self advocacy assessment,
lVth ——
Employability 100% Packing and • Final evaluation
quarter labelling • Decision on
placement
• Decide whether
training is to be
extended.
Curriculum for *cationai Education - Series 3
COURSE CONTENT
Marble Painting
Part - Part II

1. Sprinkling colours 1. Self and family
2. Blowing 2. Job site information
3. Drying 3. Money transaction a nd banking
4. Labelling 4. Signals and symbols
5. Packing

1. Reading and writing 1. Etiquette and manners
2. Colour concept 2. Personal interaction
3. Number concept 3. Regularity and punctuality
4. Work schedule 4. Communication I social behaviour

1. Handling of cards 1. Self awareness
2. Safe use of colours while sprinkling 2. Job exploration
5. Staying on job
4. SEX EDUCATION
3. Psycho socia! sexual behaviour
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
Trarjs,t,on of persons with mental retardation from school to work
PART-I
MAINTASK AREAS Dates
1. Sprinkling enamel colours 1234
1. Takes water in medium size vessel DEDD
2. Sprinkles 4 to 6 drops of enamel colour DEED
3. Sprinkles golden on silver powder upon enamel DODD
Total 0000
2. Blowing
1. Takes blower DODD
2- Keeps head near to vessel DDDD
3. Blows air to spread the colour evenly DDDD
4. Places paper/card upon water DDDD
Total 0000
3. Drying
1. Lifts paper/card DODD
2. Holds the card about 15 to 20 seconds in the same
downward position DEED
3' Keeps upon the floor or on strings
DEED
4. Leaves the cards to dry completely
DDDD
5' Checks the cards whether it is dried or not DEED
Total 0000
4. Packing
1, Courts the number of cards
2. Keeps in appropriate plastic cover
3. Sticks plastic tape upon the cover
Total 0000
5. Labelling
1. Selects the stickers for labelling DEED
2. Takes out stickers from catalogue ED ED
3. Pastes stickers on the packets DD DO
4. Presses sticker with palm 0 ED D
Total 0000
Key for Scoring
I-Independent. M-Modelling. VP-Verbal Prompting, PP-Physical prompting, TO-Totally Dependent
Score for Independent (I) i.s I VP PP& TO are not given numerical scores. All •"s are counted as I and total is given
in the column total". Under periodical evaluation no. 4 shows the final evaluation results.
Curriculum jbr Vocational Education Series 3

1. Reading and Writing 1234
1. Identifies different types of enamel paint
DEED
2. Identifies colours
EU ED
3. Draws different types of pictures or design
2. Colour Concept
Total 0000
1. Matches the colours
EEDE
2. Identifies the name of colours
DDE U
3. Differentiates enamil paint with other paints
3. Number Concept
Total 0000
1. Reads number
ED ED
2. Reads and writes number meaningfully upto 20
EU ED
3. Counts cards with number
DEE U
4. Work Schedule
Total 0000
1. Reads time
EELIID
2. Follows the time schedule
ELIDE
3. Follows the instructions given
DEED
Total 0000
1. Handling of cards
1. Holds card carefully
DEED
2. Lifts paper/card from the water without disturbing water DEED
3. Places cards upon the water
ELIDE
2. Safe use of colours while sprinkling
Total 0000
1. Takes precaution while sprinkling the colours
DEED
2. Avoids the clotting of colours in water
LIED U
Total 0000
Transition of persons w,th mental retardar,on from school to work

1. MAIN TASKS AREAS Dates: —

1234
1. Sprinkling enamel colours 3
2. Blowing 4 EHIIDEI
3. Drying 5 DEED
4. Packing 3
5. Labelling 4
Tot& 19
0000
1. Reading and writing 3
2. Colour concept 3
3. Number concept 3
4. Work schedule 3
Total 12
0000
1. Handling of cards 3
2. Safe use of colours while sprinkling 2
Total 5 0000
Curncufum for Vocational Education - Series 3

TITLE OF THE COURSE
MARBLE PAINTING

Part - I Evaluation
Dates
1234
fl
fl J
Total 36
Q000
Part - II
U LI U U
fl J U LI
3. Employability 20
UUU
4. Sex education 62
UUUU
5. Self advocacy 30
LI U U U
Total 280
0000
Tronsition of persons with mentol retordotion from school to work

1. Paper/Card
2. Vessel with water
3. Enamel paint
4. String
5. Blowing pipe
Activity Tick the items which you have, add the names of items which are not
MAJOR ACTIVITIES
1. Sprinkling
2. Blowing
3. Holding

Taking water in a tray
Sprinkling oil colours in the water

Putting the card in the water
Taking out cards and keeping them for drying

Taking out the dried cards
Packing the cards in envelops

p - I-
TRAY DUST BIN
SMALL BRUSH ENVELOP A
RACKS
THREAD S.- BLOWGUN )

I
jjtjjj
CARDS WATER JUG )
I
21'- PAINTS )
PART -II
Curriculum for
PART -II
ADULT INDEPENDENT LIVING SKILLS

1. Basic Academics
2. Work Place Behaviour
3. Employability
4. Sex Education
5. Self Advocacy
PART - II
ADULT INDEPENDENT LIVING SKILLS
1. BASIC ACADEMICS
1. Self and family
2. Job site information
3. Money transaction and banking
4. Signals and symbols
2.WORK PLACE BEHAVIOUR

1. Etiquette and manners
2. Personal interaction
3. Regularity and punctuality
4. Communication! social behaviour
3. EMPLOYABILITY
1. Self awareness
2.Job exploration
5. Staying on job
4. SEX EDUCATION
5. SELF ADVOCACY
1. Basic rights
2. Rights of living
3. Decision making
PART-Il
MAIN TASK AREAS
Dates
1. Self and family 1 234
1. Tells name and address SEED
2. Aware of own age and date of birth DEED
3. Tells the name of family members LIDEL
2. Job site and work schedule
0000
1. Tells the address of job site LILLEI
2. Reads the bus numbers and travels by bus
3. Reads the names of coworkers DELL
4. Writes leave letter DELL
5. Identifies the rooms and telephone numbers SEED
6. Uses clock or watch to follow work schedule EELS
Money transactions and banking
Total 0000
3.
1. Identifies money and make changes LISLE
2. Calculates wages LILIES
3. Makes necessary expenditure SEED
4. Saves money in bank DEED
5. Withdraws money when necessary flfl LIE
Total 0000
4. Signals and symbols
1. Reads/Identifies survival words DUEL
2. Follows traffic signals LISLE
3. Reads arithmetic symbols ELIDE
4. Makes simple arithmetic calculations using calculator ELI LI LI
Total 0000
KEY FOR SCORING Independent Dependent
Independent (/) as counted as I while totalling and entered in the column for total.
c
Dependent (X) is not given any numerical scoring
Tronston of persons wth mental retardcoon from school to work
Areas Dates
1234
1. Self and family
2. Job site and work schedule
3
EEED
6
3. Money transactions 5
4. Signals and symbols 4
DEED
Total lB 0000
PART - II
2. WORK PLACE BEHAVIOUR Periodical Evaluation
Dates
1. Etiquettee and Manners 1 234
1. Wears properdress EEEE
2. Dress is washed and pressed
3. Hair is combed
DEED
DEE E
4. Shaves regularly/maintains menstrual hygiene DEED
5. Keeps finger nails neatly EEE E
6. Takes care of toilet needs
EEEE
7. Takes clean food DEE E
8. Follows mealtime manners
EEEE
9. Seeks assistance while taking medicine DEE E
10. Avoids smoking
EEEE
Total 0000
2. Personal Interaction
1. Respects supervisor ED E E
2. Cooperates with coworkers EEEE
3. Controls emotions
EEEE
4. Requests help if necessary EEEE
5. Avoids quarrels EEEE
6. Maintains friendships EEEE
7. Respects others belongings EEEE
B. Takes care of personal belongings
EEEE
Total 0000
Scoring system A/ways - 3, Often - 2, Rare - 1, Never - 0
ED
3. Regularity and Punctuality

1. Comestowork regularly
EDDE
2. Reaches work place on time
3. Attends to arrival routines
DEED
DUDE
4. If late, follows job site rules
5. Says politely the reason for late coming
DUDE
6. Informs when takes leave
7. Comes back to work place after break
fifi
8. Utilizes the break time appropriately
9. Continues work till closing time
10. Follows the departure routine
EDDD
4. Communication/Social behaviour
Total 0000
1. Follows instructions
2. Communicates needs
DEED
DEED
3. Avoids unnecessary talking
EEEE
4. Uses telephone when necessary
DEED
5. Uses "Sorry, Thank you, Please" properly
6. Maintains eye contact while talking
EDED
7. Avoids shouting during work
8. Asks relevant questions
LIDDE
ED DD
9. Avoids unnecessary complaints
10. Accepts corrections
DUDE
U
11. Works in a group without disturbing
EDDE
12. Joins social activities in the work place
DEED
5. Quality and Quantity of work
Total 0000
1. Shows improvement in quality of work
2. Works satisfactorfly
LiD ED
fifi D D
3. Reports work problems DEED
4. Increases speed of work
5. Uses tools safely
DEED
6. Leaves tools and products in place
ELIDE
DEED
c EEDD
7. Avoids stealing things from work area
Transition of persons with mental retardation from schoo/ to work
B. Keeps work area clean

DEED
9. Reports missing/broken items
10. Continues or stops work as per instruction
DEED
ELI LID
Total 0000
SUMMATIVE EVALUATION
Areas Dates
1234
—— ——
1. Etiquette and manners 10x3

2. Personal interaction 8x3
3. Regularity and punctuality 1 0x3
DEED
4. Communication/Social Behaviour 12x3
DEED
5. Quality and quantity 1 0x3
DEED
Total 50x3
000 0
PART - II
3. EMPLOYABILITY Periodical Evaluation
Dates
1. Self Awareness 1 234
1. Aware of the functions of various body parts EEEE
2. Aware of own interest and abilities
DEED
3. Identifies emotions
DEED
4. Aware of personal needs
DEED
5. Accepts the physical self DEED
Total 0000
2. Job exploration
1. Visits job sites
DEED
2. Maintains contacts
3. Looksatads
DEED
DEED
4. Discusses with parents/friends EEEE
Total 0000
3. Biodata preparation 1234

1. Aware of the use of biodata
2. Reads the items
3. Neatly fills up the form
4. Keeps biodata in personal file
4. Interview skills
Total 0000
1. Keeps up appearance
2. Maintains posture
3. Listens and responds
Total 0000
5. Staying on job
1. Follows the rules and regulations
2. Learns how to use various means of transportation
JULIE
(cycle, autorikshaw, bus, train, etc.,)
3. Seeks proper assistance if needed
JULIE
DULl LI
4. Discusses problems and takes help.
JULIE
Total 0000
Areas Dates —— —
1234
1.Self awareness
2. Job exploration
ELIDE
4
DELI
3. Bio data preparation 4
DDE
4. Interview skills 3
DUDE
5. Staying on job 4
iii LI U
Total 20
0000
PART-Il
4. SEX EDUCATION Periodical Evaluation
Dates
1. Identifies own sex-male/female
2 Identifies own body parts including sex organs
3. Indicates similarities in male and female
4. Indicates the differences in male and female
5. Identifies the private body parts
6. Aware that private body parts are to be treated as private
7. Aware of the need of undergarments
8. Uses appropriate undergarments
2. Maturation or Body changes

Total 0000
1 Differentiates between boy and man DEED
2. Differentiates between girl and woman
3. Relates his/her own body changes when he/she was small
4. Understands the body changes occu red as he/she grows
FOR MALES
5. Understands the need of shaving
—
6. Shaves with/without supervision R
7. Keeps genitals clean
8. Changes undergarments whenever wet/necessary
9. Washes undergarments
10. Keeps body parts clean
FOR FEMALES
5. Understands when menstruation starts
6. Informs mother / guardian if necessary
I
7. Uses appropriate clothes and napkins
8. Changes napkins as per the need
9. Cleans body parts as and when needed
10. Washes own undergarments

Total 0
3. Psycho-social sexual behaviour 1 234

1. Aware of appropriate social behaviour
2. Aware of inappropriate social behaviour
3. Does not change undergarments in public
4. Does not touch private body parts in DEED
5. Understands the need of privacy
public
DEED
6. Discriminate between private and public UUU
7. Aware of the consequence of indecent LEE
behaviour with opposite sex
8. Aware how to deal with own emotions UEUE
9. Does not use indecent words in public [DEE
especially to a person belong to opposite sex
10. Discriminates the friendly behaviour UUUE
between friends and strangers
DEED
4. Same sex behaviour Total 0000
1. Tells the names of own friends of the same sex
2. Talks friendly in groups of own sex
UEUE
3. Engages in group activities
EEEU
4. Shares their likes and dislikes DEED
5. Does not touch/pull unnecessarily when they are together DUDE
6. Helps each other in dressing and grooming [DEE
EEEE
5. Opposite sex behaviour Total 0000
1. Differebtiates same sex and opposite sex
2. Talks appropriately to the people (opposite sex)
U DEE
3. Engages in group activities where males DEED
and females participating
4. Keeps necessary manners when males and ED EU
females sit/work together
5. Aware that they should not touch and EU EL
pull each other unnecessarily
6. Aware the social norms when males &
DEED
females work together U U E
7. Respects others (male respects female and vice versa)
8. Uses polite words in communication. DEED
DEED
Total 0000
Transit,on of persons with mental retardation from school to work
6. Marriage and parenthood 1234

1. Comprehends the word "marriage" DDE E
2. Aware of the purpose of marriage DEED
3. Understands the relationships in married life DEDD
4. Aware of various emotional feelings DEED
5. Understands how children are born DEED
6. Aware of the responsibilities if he/she gets married DEED
7. Has the skills to live in a family EDDE
8. Able to bring up children DEED
9. Develops appropriate communication skills in married life DEED
10. Seeks help in family related matters DEED
Total 0000
1. Able to communicate his/her interest
2. Select few hobbies/interested activities
DEED
(games, stitching, gardening listening music etc.) DEED
3. Does not sit idle during leisure time DEED
4. Chooses an activity and engages in that activity
during leisure time DEED
5. Takes help to practice new leisure time activities DDE E
6. Goes out with friends/brothers/sisters/family DEED
7. Plays simple games in a group DEED
8. Watches TV without disturbing others DEED
9. Expresses feelings of happiness, joy, disagreement etc., DEED
10. Plans and spends a day out with a friend DEED
Total 0000
Areas Dates
1234
— —— —
1. Anatomy and physiology 8 DEED

2. Maturation or body parts 10 DEED
3. Psycho-social sexual behaviour 10 DEED
4. Same sex behaviour 6 EDED
5. Opposite sex behaviour 8 DEED
6. Marriage and parenthood 10 DDDE
7. Leisure time and recreational activities 10 EDED
Total 62 0000
PART-H
5. SELF ADVOCACY
Dates:
1. Basic Rights 1234
1. Makes a selection in a given situation
2. Takes responsibility of own actions.
LUIIW
3. Appeals when rights are denied.
4. Aware of the need for voting.
mm
mElD
5. Asks for explanation.
6. Aware of right of an employee (wages, leave, leisure).
mm
muu
7. Expresses freely the needs and rights.
DODD
Total 0000
2. Rights of Living
1. Makes shopping with own money.
2. Selects own clothes to buy and wear.
mm
mm
3. Strives to have a fair paid job.
4. Selects own food.
mm
[LULl
5. Attends religious activities.
6. Participates in social functions
DUDE
7.
8.
Chooses own friends.
Celebrates a birthday.
umu
[DUD
9.
10.
Goes out on a holiday.
Plans leisure time.
mm
Dunn
Total
0000
KEY FOR SCORING independent
Dependent NJ
independent (.') as counte as I while totalling and entered in the column for total.
3. Decision Making 1 234

1. Aware of what's happening in the surroundings
2. Understands what is told
ElIDED
3. Plans vacation
DEED
4. When asked for signature takes help if needed
DEED
5. Look at alternatives
DEED
6. Decides while voting
DDDD
Total 0000
4. Organizing Self Advocacy groups
1. Arranges a meeting of few friends
DEED
2. Discusses own problems
DEED
3. Finds simple solutions
DEED
4. Fixes up date for meeting/activities
DEED
5. Conducts a meeting
DEED
6. Visits the needy friends
DEED
7. Plans and chooses appropriate activities
DEED
Total 0000
Areas Dates :
1234
1. Basic rights 7
DEED
2. Rights of living 10
DEED
3. Decision making 6
DEED
4. Organizing self advocacy groups 7
DEED
Total 30
0000
PART-Il
Dates
1. Basic Academics 1 234
1. Self and family 3 ELSE
2. Job site information 6 5555
3. Money transaction and banking 5 SELL
4. Signals and symbols 4 LEES
2. Work place behaviour
Total 18 0000
1. Etiquette and manners 30 ELSE
2. Personal interaction 24 SLED
3. Regularity and punctuality 30 LEES
4. Communication/social behaviour 36 ELSE
5. Quality and quantity of work 30 DELL
3. Employability
Total 150 0000
1. Self awareness 5 LEES
2. Job exploration 4 LEES
3. Biodate preparation 4 LESS
4. Developing self confidence 3 EELS
5. Staying on job 4 EELS
4. Sex Education
Total 20 0000
1. Anatomy and physiology 8 SSLE
2. Maturation or body changes 10 SELL
3. Psycho social sexual behaviour 10 SELL
4. Same sex behaviour 6 SEES
5. Opposite sex behaviour 8 SSEL
7. Leisure time nad recreational activities
10
10
ELSE
5. Self advocacy
Total 62 0000
SELL
6 55
1. Basic rights 7
2. Rights of living 10
3. Decision making
4. Organizing self advocacy groups 7 SSSL
Total 30 0000
Grand Total 280 000 0
BASIC ACADEMICS -WORK SHEET
LEAVE LETTER
Name of the employee / Trainee
Place of work
Date(s) of Absence
Reason for Leave
Date Signature of the employee! Trainee
Signature of the Parent/Guardian
MV ADDRESS
Name
HNo.
Street
Place
P.O.
State
Pin
Phone
Job site Address
Phone
BASIC ACADEMICS - WORK SHEET
My Family Name
1. Grand father: ______________

2. Grand mother: _________ _______
3. Father: ______ __________
4. Mother: ______ _________
5. Sister: _________________
6. Brother: ________ ________
7. Uncle: ________ ______
8. Aunt ____ _____________
My Work Place
Address _______________________
My Work Place Name
Manager:
Officer: _____________________________
Supervisor: ________________________
Go-worker: ________________________
BASIC ACADEMICS - WORK SHEET SURVIVAL WORDS
MAN WOMAN
GE NTS LADIES
POISION HOT
t!J) FRAGILE
c DANGER
t UP
1
DOWN
p
j&rJ
BEWARE OF DOG
BASIC ACADEMICS - WORK SHEET

r —
0
0 5
Q 5 TRAFFIC
SIGNALS STOP
,—
WALK CROSS
Transition of persons with menta/ retardation from school to work
WORK PLACE BEHAVIO UR -WORKSHEET
ARRIVAL - 9:00 A.M. TEA - 11:00A.M.
LUNCH - 1:00 P.M. TEA - 4:00 RM.
DEPARTURE - 5:00 P.M.

Curriculum for Vocational Education - Serie. 3
WORK PLACE BEHAVIOUR -WORK SHEET
PUNCTUALITY
/
/Adjusting the alarm
to get up early
0
Getting up 6:00a.m.
EID
Wake up
hearing alarm Pray God Arrange bed
and put off alarm
Getting ready
for job
7:00 a.m.
B rushing
0 7:30 am.
EID
8:00 a.m.
Taking break
Toil eti n g Dressing & fast and going
Bathing Grooming to job site
Reaching work 9:00 am.

place
Reaching job
0 1:00p.m. 5:00 p.m.
0
site & signing Lunch Break Returning home
Go to bed 9:00 p.m.

0 9:30 p.m.
0 10:00 p.m.
EID
Dinner time Watching T. V. Goes to sleep
Activity : Draw the time on the clock

c
WORK PLACE BEHAVIOUR - WORK SHEET
REPORTS WORK PROBLEMS
OK! I will give

complaint as
soon as possible
Thank you
sir!
c
Curriculum far Vocational £ducjtuon - Series 3
WORK SCHEDULE
Arrival at
Work starts at
0
Tea break at
0
Returns after tea at
0
Lunch break at
0
After lunch work starts at
0
Tea break at
0
Returns at
0
Departure at
0
Draw the time on the clock and write it on the line.
Trans,tion of persons with mental retardation from school to work
WORK PLACE BEI-IABIOUR -WORK SHEET
Arrival Duties
• Wish the supervisor "Good Morning, Sir"
• See that you are on time. If late apologise-
"Sir, lam late, I will not repeat this"
• Wish coworkers - "Good Morning, Raju. How are you?"
• Sign the register - Carry a pen with you always
• Go to the work place - Be on time
• Relax for 1 minute - See that everything is OK
• Start work - Be pleasant
Departure Duties
• Arrange materials used for work

• See that the work place is clean
• Wash and wipe your hands and face and be fresh
• Take your belongings. (lunch box, bag etc.,)
• Inform supervisor before you leave.
• See that you are reaching home on time.
BASIC ACADEMICS -WORKSHEET
BANKING
Cheque Withdrawal slip Pay-in-slip Demand draft
Date
Amount
Name
Signature
Functions
1. Identifying cheque
2. Identifying withdrawal slip
3. Identifying pay in slip
4. Identifying demand draft
5. Reading calendar
6. Writing amount in number
7. Writing amount in words
8. Writing own name
9. Putting signature
Words to be familiar
1. Cheque
2. Demand draft
3. Withdrawal slip
4. Pay-in-slip
5. Date
6. Amount
7. Name
8. Signature

BASIC FINANCIAL RECORD
Month Year
Tick the working days Materials used

1. Calculator
2. Calendar
Leave taken
Number of days
Number of working days

Number of days
Identification Functional words Activities

Currency notes and coin salary/wages counting notes and coins
Digits in calculator income operation of calculator
Calendar names of months reading calendar
Pass book calculator verifying accounts
Calendar
Use calculator and calendar

Curriculum for Vocationa' Education - Series 3
MORE WORIL.
MORE MONEYL.
Stipend for one day =
Stipend for 2 days 2x = Rs.
StipendforlOdays lOx Rs.
Stipend for 20 days 20 x = Rs.
Words to be lamiliar
1. Work
2. Salary
3. Stipend
4. Days
5. Money
Materials
1. Calculator
2. Calendar
3. Clock
4. Watch
NO WORK...
NO MONEYL.
c
Transition of persons with mental retordotion from school to work
WITHDRAWAL FORM
/ HO. xxxxx
SAVINGS RANK WITHDRAWAL FORM
241551T 5TTTTS B ITSST31TS!AW* -RPt
ale . It' is ta'r rh .s rueHi rat - A21J H - lie pass Beak yr ist ac-:ar,ihirr.0 ny tIre 50th dracial I a rn-i Otherwise pay n-,er.t en I be refused.
[rATE 2CC
th**t xxxxxx STATE BANK OFXXXXXXXXXX
17 ____________________ BEtANCH
Eeaeepnyaetpupeea __________________________
-- - - - e1Ifl? Ps
C and ihrtrir it-ir A -rIirnr-r re rr/e;e jr SB. Aecerip—,: No
CBT50.
7 Barrio at tIre Accesill Hurirci Signal are at the Accounl Heldei
nr
PAY-I N-SLIP
B005Bri Pa-it Li-iT-i :ANHViirANa-i P PTA-i-. Ta at rH-C. 1104

SA\/'NST BANK PA5'iN-L ii BAVINCB SANK PAY-IN-SLIP O at MIS' asia XXEXXX
I 4W In XXXXBN tT'snft 5PT5 Ki5 It Hr wrho ISPIlt TATTTW tb-irIS aTh STATE BANK OF BXXXXXX tflitTa
STATE SANK OF BIXON
Lr:,lr 20
iTEihISthj*bero syitmitr PTa LaOS' .l'ili/Nii FEB
_________________ TRees E:aKnioririei.iir-lrpi,,ii.-A.n inNS Li/il __________--

'CR THea PH :rr -y THE Ii L S ii Cii ______________________ BleNCH vu SIt iTBA-
SAViNCO BANK Ara:cr NT CF _________ seA' IIes BaNK a/Lair .iNI U- AerayJipTpsup
--
-- - TYESI.i'i;C tflPnNrAThBYSaN Sf50
rNYiT . APT V IA-i. lii - PInT :ATl
L
e_:isiLaeii:Asiiir;ilN,aiLiLT TOIL AP.PCIuNT
PT-P. b—F-. P/F. eli/BOA A-
-
TM BUrr-i PUPs
[ceiiiEri
- - P.: i.-, -eiePcii-
L—
L7
-
a rits;p, ineinsie
Burr •tWtvT
TAi'PNI FibS
TOri-IT Tl1TBTt
Ta
i-YiP
i,/ilrri-IrLiajrinBe
PK5CNCTOF'TO' BUCK Ni
UAlniTi'L'eTi'
_
irpipt S BaTr 155 /,:r0iFjFi
a
- ape-pr
Nails -hiCHNIBiAHIli. ii:i.pilia-AE1...pp-ree rn' iis:eii iii,,, 5i-1ut - /05-il stint/I t-iiT'/NI I.e .Tai. 'Scrip - iP/NNFEAiI,erPL, MITe TOLL BE :IiLai Ii li/i 15 PEAl BeTel
CHEQUE
20
Pay
'IT lTWtIor Bearer
w'it Rupees _______________________________ ___________________________
____________ 3n ___________
LI
-Az -J
STATE BANK OF xxxxxxxxxxx

Iz -- t xxxxxxxxxxx
xxxxxxx xxxxxx
xxxxxxxx xxxxxxx
Curriculum for Vocational £ducotion - Series 3

BIO-DATA
Name
Age & Sex
Dateof birth
Address Name
Father Name:
H. No.
Street
RO.
Town/Cl ty
State
Pincode
Ph.No.
Qualification : IV Class Passed/Failed

V Class Passed/Failed
VI Class Passed/Failed
VII Class Passed/Failed
X Class Passed/Failed
Marital Status : Married/Unmarried
Vocational Training : 1.
2.
Languages known Speak Read Write

1. English
2. Hindi
3. Tel u g u
4.
5.
Work experience: 1.
2.
Hobbies/talents
Signature of the applicant Signature of parent/guardian

Date
Place
Transition of persons with mentaj retardation from schoo! to work
EMPLOYABILITY -WORK SHEET
ACTIVITIES
1. Learn to adjust alarm
2. Preparation ot time schedule
3. Leisure time activities
4. Managing time while travelling
5. Making bed
6. Switching on TV, changes channels and putting off.
WORDS TO REMEMBER
1. Alarm clock 11.
2. Brush 12.
3. Paste 13.
4. Clothes 14.
5. Pen 15.
6. Register 16.
7. Snacks 17.
B. Meals 18.
9. Bed 19.
10. 20.
SELF ADVOCACY -WORK SHEET
Knowing Basic Rights.

All people are created equal.
All have certain fundamental rights which cannot be taken away.
There are 2 kinds of rights
Human Rights
Legal Rights
You are a person and you have human rights.

These rights have been written in the constitution.
Legal rights are the "Laws of Land".

If you have a disability, there are laws
to protect you from unfair treament.
r
The right to choice
The "Persons with Disabilities Act 1995" The right to life
protects the rights of the people with The right to freedom
disabilities. The right to persue happiness
The basic human rights include The right to education
r -'..
The right to have education

The right to have employment
The right to live, learn, work and move around in a The right to
society which is free from physical barriers. equal protection
The right to informed consent
jhe right to appeal. 4
SELF ADVOCACY - WORK SHEET
SELF ADVOCACY
Decision Making
Situation - 1
Tomorrow is a working day There are

two choices for you: our relatives are
coming: we are going out for a picnic.
Do you like to join us or go to work?
Situation - 2
What about
your marriage?
Curriculum for Vocational £ducation - Series 3
SELF ADVOCACY -WORK SHEET

Self advocacy is
• Knowing your basic human rights

• Standing up for your rights
• Taking responsibility for your life
• Asking for help because you want it or need it
• Self advocacy is the best way in which
you can protect your own human rights
Courtesy
(A Manual of Self Advocacy)
Conducting a Self
Advocacy programme
• Welcome Rights of Living
• Registration Shopping with own money.
• Introduction Selection of own clothes to buy and wear.
• Talk on rights of living Having a fair wage job.
• Discussion in groups Selecting food.
• Reporting Attending religious activities.
• Action plan Going for social functions.
flnnr.Iiisinn Having friends.
Celebrating a Birthday.
Going out on a holiday.
Planning leisure time.

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?'au. P' • r. WUt 'tai .

Transition of Persons with Mental

National Institute for the Mentally Handicapped

Research Assistants : Kumkum, T Neeraja

All rights reserved.

ISBN 81 89001 0000

Designing: Ramana Chepuri, Sec-bad. Ph 040-27539227

ABOUT THIS BOOK

2. Tie and Dye 21

6. Workerat Construction Site 91

7 Marble Painting 109

2. Adu!t !ndependent Living Ski!!s

4. Sex education 135

5. Self advocacy 138

We sincerely acknowledge the assistance of Dr.Jayanthi Narayan,

We thank one and all who helped us to complete this work

The project was implemented in 4 phases.

• Preparatory period - collection of data on the present status of persons with

Curriculum for Vocational Education Series-3 has been prepared as a continuation of

We welcome suggestions for consideration in future editions.

CURRICULUM FOR VOCATIONAL EDUCATION

VOCATIONAL CURRICULUM DEVELOPMENT

INDIVIDUALIZED VOCATIONAL TRANSITION PLAN (IVEP)

Nirman is a training cum production centre managed by the parents association

4. PRE-REQUISITE SKILLS/WORK RELATED SKILLS

Entry level The functional assessment which is used at prevocational level is

6. TEACHER TRAINEE RATIO

10. TRAINING SCHEDULE -TRANSITION PLAN

Time schedule -Transition Plan for Vocational Education

the class and site (Plastic at work Information

1st 75% time Basic 25% • Cleaning & • Assess on the

llnd 50% time Task related 50% • Filling • Continue

Illrd 25% time Sex education 75% • Ejecting • Continue

IVth Employability 100% • Packing and • Final evaluation

12. EVALUATION I EXAMINATION

1. MAIN TASKS AREAS 1. BASIC ACADEMICS

2. Puts oil for lubricating the machine

4. Heating the heater

SUMMATIVE EVALUATION - PART - I

1. MAIN TASKS AREAS Dates:

4. Filling plastic granuals 3

1. Counting and measurement 4

FINAL EVALUATION SHEET

2. Task related academics 10

2. Work place behaviour 150

Total 280 0000

LIST OF ITEMS AND MATERIALS

Cleaning the machine

Taking out plastic granuals

Filling plastic granuals

Ejecting the mouleded items

Packing the moulded items

PLASTIC MOULDING MACHINE

DIE I WASTE COTTON -i

OIL I PLASTIC WIRE

SCREW DRIVER IRON PLATES

ELECTRICAL SWITCH BOARD1

TIE AND DYE

4. PRE-REQUISITE SKILLS/WORK RELATED SKILLS