Thesis (Ed.M.)--Boston University / Purpose of the workbook: It is the purpose of this workbook to present a series of special activity gtion sheets to be used a.s teaching devices and resource material in basic shop mechanics. These activity guides or instruction sheets have been devised for the use of pupil and teacher in classes for the mentally retarded ( cominonly called special classes). Scone of the workbook material: The activity guides herein presented have been developed and graded for 14 to 16 year old boys to whom the special class is a terminal room. The sheets are to be used in the industrial arts program, either in the section of the special class room used. for this purpose and taught by the special class teacher, or in the regular shop classes in unit shops and general industrial arts shops.

This study was conducted to identify certain effective practices currently being utilized in teaching multiple activity industrial arts classes. The study was concerned with those practices being used in middle school, junior high school, and intermediate school general shop classes where multiple activities were being taught.

The purpose of this study is to determine the pupil load in relationship to the amount of equipment available for use in industrial arts classes in the junior high schools of Texas.

The problem of this study was to ascertain the status of Texas secondary school industrial arts programs in regard to serving physically handicapped students and to analyze the attitudes of industrial arts teachers toward the physically handicapped students in industrial arts classes. The purposes of this study were, (1) to describe the nature and extent of participation by industrial arts programs in Texas secondary schools in complying with federal and state laws concerning the education of handicapped children, and (2) to acquire and interpret information which may be included in college courses for preparing industrial arts teachers and/or in-service programs for industrial arts teachers. Among the major findings revealed by an analysis of the data are the following. 1. Of the 366 industrial arts teachers surveyed, 86 per cent had no pre-service courses and 79 per cent had no in-service instruction concerning handicapped students; however, 67 per cent had experience teaching physically handicapped students. 2. Of the 37,659 students who were served by 355 industrial arts teachers during the 1977-78 school year, 727, or 2 per cent, were physically handicapped; 171 students were in separate special classes and 566 were integrated into regular classes. 3. Of the 727 physically handicapped students, 47 per cent attended senior high schools; 87 per cent attended schools with an enrollment of over 550 students; 83 per cent were in an urban or suburban educational setting; and the four predominate industrial arts areas in which they were enrolled are, in order: Drafting, Woodworking, General Shop, and Metalworking. 4. The attitudes of industrial arts teachers toward physically handicapped students and the attitudes of industrial arts teachers toward the integration of physically handicapped students were slightly positive. The industrial arts teachers' attitude toward the potential success of physically handicapped students in the world of work was positive. The industrial arts teachers' assessment of their own competencies to teach physically handicapped students was neither positive nor negative. 5. The attitudes of the industrial arts teachers were not significantly influenced by their age, education, teaching experience, type of school organization, type of educational setting or total enrollment of the schools in which they taught. Female teachers and teachers with experience in teaching physically handicapped students were significantly more positive in their attitudes toward the physically handicapped.