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Oswego Update Project
A Graduate Research ProjectUpdating Course Outlines in Technology Education
June 2004
“Land and Marine Transportation”
In collaboration with:
Developer:
Mr. Richard Kratz, Graduate Research, SUNY – Oswego, [email protected]
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, [email protected] Mr. Eric Suhr, Laisson, New York State Education Department, [email protected]
Content Consultants:
Mr. Earl Billings, Cato-Meridian High School, Cato, [email protected]. John Mulcahey, Port Byron High School, Port Byron, [email protected]
Original Writing Team (1984):
Donald Jambro, Greece Athena Senior High School, RochesterThomas Barrowman, Queensbury School, Glens Falls
Post Field Test Writing Team
Richard Jump, Oneonta City Schools, OneontaClayton Sauberan, Southside High School, ElmiraGary Shelhamer, Dryden Central School, Dryden
Digitally available atwww.oswego.edu/~waite
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Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.
Hundreds of sections are offered in New York State each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:
provide a solid graduate research project for the developers involved (learning by doing)
involve known, successful teachers as consultants to the process through a common interview template
honor the work and dedication of the original writing teams
refresh course objectives and teaching strategies
forge a more uniform format between and among course outlines
update the bibliography of each course to reflect the last ten years of literature review
include Internet resources both useful as general professional tools, and as specific content enhancement
develop an index showing how NYS M/S/T standards are accomplished for each course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York State. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.
Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education
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Overview of the Course
Course Goals
This course is designed for students wishing to pursue careers in the area of land and marine transportation, either as a mechanic, designer, research developer, business owner, transportation engineer and/or civil engineer. Students in this course can not only expect to learn about past developments in land and marine transportation, but will also apply this knowledge to current and future explorations in this area, as they learn and develop a mode of transportation during this course. Emphasis in this course will be placed on students developing skills which will aid them in assessing not only transportation safety, but will aid them in looking at potential environmental issues which can ultimately affect society and other living systems as a whole, as they relate to past, current and possible future applications in land and marine transportation.
Course Description
Students in this course will study how transportation technology has changed over time with respect to land and marine transportation, and explore the resulting transportation systems we have today, safety, and environmental concerns. Students should have taken entry-level courses in transportation and electricity before taking this course. During the first module students will learn about safety issues as they relate to land and marine transportation, along with personal safety precautions. Students should practice safe work habits and research potential safety issues as they relate to using different materials.
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Course Skills, Knowledge, and Behaviors to be Developed
Students should leave this course with an enhanced appreciation for the vast systems and subsystems which have developed over time with respect to land and marine transportation. Safe work habits developed during this course should provide students with the foundation and knowledge that will enable them to better evaluate current practices used to protect; self, others and the environment. Applying specific knowledge to real world applications, of land and marine transportation, will complement and enhance their skills.
Content Outline (18 Weeks)
Module 1 – Introduction1. Safety
1.1. General1.2. Personal Protective Equipment (PPE)
1.2.1.Sight1.2.2.Hearing1.2.3.Touch1.2.4.Environmental1.2.5.Clothing1.2.6.Personal Flotation Device (PFD)1.2.7.Helmets1.2.8.Air Bags
1.3. Fire1.3.1.Extinguishers
1.3.1.1. Location1.3.1.2. Type1.3.1.3. Application
1.4. Chemical Handling & Storage1.4.1.Location1.4.2.Manufacture Label
1.4.2.1. Handling1.4.2.2. Application 1.4.2.3. Clean-up1.4.2.4. Storage
1.4.3.Material Safety Data Sheet (MSDS)1.5. Material Handling & Storage
1.5.1.Handling1.5.2.Processing1.5.3.Clean-up1.5.4.Storage
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Module 2 – History2. Land Transportation
2.1. Non-Motorized2.1.1.Animal
2.1.1.1. Sled2.1.1.2. Carriage
2.1.2.Human2.1.2.1. Cycles
2.2. Motorized2.2.1.Motorcycles
2.2.1.1. Dirt2.2.1.2. Street
2.2.2.Snowmobile2.2.3.Automobile2.2.4.Truck
2.2.4.1. Pickup2.2.4.2. Vans2.2.4.3. Shuttles2.2.4.4. Busses2.2.4.5. Tractor/Trailer
2.3. Rails2.3.1.Trains
2.3.1.1. Steam2.3.1.2. Diesel2.3.1.3. Electric
2.3.2.Trolley2.3.3.Subway2.3.4.Monorails
3. Marine Transportation3.1. Hull Styles
3.1.1.Flat3.1.2.Vee3.1.3.Round3.1.4.Multi3.1.5.Submarine
3.2. Non-Motorized3.2.1.Rope3.2.2.Paddle3.2.3.Oar3.2.4.Sail
3.3. Motorized3.3.1.Propeller3.3.2.Jet3.3.3.Nuclear3.3.4.Magnetic
3.4. Environmental Impact3.4.1.Land Erosion3.4.2.Human & Aquatic Life
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4. All Terrain 4.1. ATV’s
4.1.1.3 Wheeler4.1.2.Quads
4.2. Hovercraft4.2.1.History4.2.2.Theory4.2.3.Applications
5. Navigational Systems5.1. Maps
5.1.1.Types5.1.2.Legends5.1.3.Symbols
5.2. Stars5.2.1.Constellations5.2.2.Methods & Tools
5.3. Compass5.4. Seaway
5.4.1.Buoy5.4.2.Sound5.4.3.Lights
5.5. Roadway5.5.1.Paths5.5.2.Trails5.5.3.Roads5.5.4.Highways5.5.5.Interstates
5.6. Sonar5.7. Radar5.8. Satellite
6. Transportation Safety6.1. Traffic Safety
6.1.1.“Rule of the Road”6.1.2.Seat Belts6.1.3.Car Seats6.1.4.Bumpers
6.2. Marine Safety6.2.1.“Rules of the Waterways”6.2.2.Flotation Devices
Module 3 - Resources for Technology 7. Materials
7.1. Woods7.1.1.Types7.1.2.Properties7.1.3.Applications
7.2. Plastics7.2.1.Types7.2.2.Properties7.2.3.Applications
7.3. Metals7.3.1.Types7.3.2.Properties7.3.3.Applications
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7.4. Textiles7.4.1.Types7.4.2.Properties7.4.3.Applications
8. Mechanics8.1. Simple Machines
8.1.1.Leavers8.1.2.Pulleys8.1.3.Wedges
8.2. Energy and Power8.2.1.Energy
8.2.1.1. Work8.2.1.1.1. Potential Energy8.2.1.1.2. Kinetic Energy8.2.1.1.3. Varying Forces8.2.1.1.4. Elastic Potential Energy8.2.1.1.5. Power8.2.1.1.6. Average8.2.1.1.7. Instantaneous
8.3. Electricity8.3.1.Testing Equipment
8.3.1.1. Manual8.3.1.1.1. VOM
8.3.1.2. Computer Controlled8.4. Fluid Dynamics
8.4.1.Density8.4.2.Viscosity8.4.3.Buoyancy8.4.4.Surface Tension8.4.5.Fluid Flow8.4.6.Pressure in a Fluid
8.4.6.1. Pascal’s Law8.4.7.Hydraulics
8.5. Thermal Dynamics8.5.1.Temperature
8.5.1.1. Scale8.5.1.1.1. Fahrenheit8.5.1.1.2. Celsius8.5.1.1.3. Kelvin
8.5.2.Mechanism of Heat Transfer8.5.2.1. Conduction8.5.2.2. Convection8.5.2.3. Radiation8.5.2.4. Solar Energy
8.5.3.Laws of Thermal Dynamics8.5.3.1. First Law of Thermal Dynamics8.5.3.2. Second Law of Thermal Dynamics
8.6. Safety 8.6.1.Environmental Considerations8.6.2.Component Placement8.6.3.Operator/Passenger Location
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Module 4 - Systems for Technology9. Vehicle Systems
9.1. Electrical Systems9.1.1.Lighting Systems9.1.2.Ignition Systems9.1.3.Charging & Starting Systems9.1.4.Computer Control Systems9.1.5.Solar Cell Systems9.1.6.Fuel Cell Systems
9.2. Fuel Systems9.2.1.Gas9.2.2.Liquid Propane9.2.3.Diesel
9.3. Environmental Systems9.3.1. Emission Control Systems
9.4. Lubrication Systems9.4.1.Lubricants9.4.2.Constant9.4.3.Intermittent
9.5. Suspension Systems9.5.1.Frame9.5.2.Springs9.5.3.Shocks9.5.4.Tires
9.6. Front wheel vs. Rear wheel Drives9.7. Four Wheel Drives9.8. Axles & Differentials
10. Transportation Systems10.1. Highway Systems10.2. Material Transfer 10.3. Marine Systems10.4. Rail Systems
Module 5 – Impacts of Technology11. Vehicle Purchase12. Transportation System Design13. Troubleshooting14. Maintenance15. Vehicle Surfaces16. Environmental Impact 17. Careers
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General Instructional Strategies
Module 1 - Introduction
In this module students should become familiar with current safety measures used in the development, production and operation of land and marine transportation systems. Students will develop an understanding of appropriate methods for handling and storing chemicals and materials, by utilizing information obtained from Material Safety Data Sheets (MSDS). In addition students will explore current safety trends in the area of land and marine transportation to assess their effectiveness and practicality.
Performance Indicators/Supporting Competencies
Students will be able to:
List the types of fire extinguishers. Identify Personal Protective Equipment (PPE) for the eyes, ears, and face. Describe the purpose for each type of PPE discussed. Explain how each type of PPE is used. Explain what type of fire each fire extinguisher is applied to. Utilize a Material Safety Data Sheet to determine appropriate safety precautions are
observed before using, changing or storing a chemical or material. Examine current safety practices for effectiveness. Develop safe work practices in a variety of different work environments. Determine appropriate locations for storing flammable materials.
Suggested Specific Instructional Strategies
Discuss the development of personal protective equipment (PPE), the laws that regulate their use, and the conditions that each need to be used under.
Invite a safety professional to discuss related safety issues. Have the students put together a set of Material Safety Data Sheets (MSDS) in a book
that are based on materials around the shop. Discuss fire related issues and have the student’s research various products using MSDS
to determine appropriate storage. Demonstrate the use of firefighting equipment (i.e., extinguishers) and discuss the
various types of extinguishing agents. Have student’s develop a poster related to PPE, and/or fire related issues. Develop a safety issue center that demonstrates various safety issues and have the
students determine what problems exist and provide possible solutions. Have the students research an area of safety related to land or marine transportation and
present it to the class.
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Module 2 - History
Students should develop a historical understanding of the vast areas of land and marine transportation modes. By broadening their awareness of these modes students will also develop a better understanding of the varieties of transportation methods used to navigate on land and water. As a result of this module students should develop an appreciation for the resulting advanced transit and navigational systems which developed due to past technological advances, in the area of land and marine transportation. Students should study one of these transportation modes in depth, during this module, by modeling and presenting. Additionally, students should provide information on the historical transit and navigational systems which developed as a result of their mode of transportation.
Performance Indicators/Supporting Competencies
Students will be able to:
List methods of transportation on land and water Identify various technologies utilized in land and marine transportation. Explain technological developments in land and marine transportation Make use of navigational equipment used in land and marine transportation Examine modes of land and marine transportation to determine future needs and/or
trends. Look at various land and marine transit systems to develop an understanding of why they
exist. Construct a prototype of a land and/or marine transportation mode. Decide what systems or subsystems are necessary in given transportation scenarios.
Suggested Specific Instructional Strategies
Have the students produce a pictorial timeline of historical developments in both land and marine transportation.
Have each student select a particular mode of transportation and have them construct a model, which indicates the type of transit system used and the type of navigational system used at the time of its development.
Provide the students with various navigational methods and have them go on a treasure hunt using these methods to locate a treasure (i.e.; maps, measurement tools, GPS…etc.).
Discuss types of transportation developed Have a guest speaker in from the Coast Guard to discuss the marine transit system; past,
current and future or visit a local Coast Guard Station Make models of various land and marine transit systems (i.e.; road, rail …etc.) and
discuss each as you present the related modes of transportation. Have the students design and produce posters dealing with transportation safety in either
the land or marine transportation system.
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Module 3 - Resources for Technology
In this module students should develop an understanding of various materials and the physical forces that potentially affect them. Students should use this foundation in conjunction with instruction in the principle of engineering to design and develop a mode of transportation, either as an individual, team or class project. During the development of this project emphasis should be placed upon design safety in the areas of environmental consideration, component placement and operator/passenger location.
Performance Indicators/Supporting Competencies
Students will be able to:
Identify materials used in the development of land and marine transportation. Explain characteristics of various materials used in the development of land and marine
transportation Utilize engineering principles to create a mode of land or marine transportation. Examine applications of simple machines utilized by land and marine transportation. Produce a mode of land and/or marine transportation using suitable design safety Criticize how various resources are used in land and marine transportation modes.
Suggested Specific Instructional Strategies
Develop either cooperatively or individually displays that indicate various type of materials and their related properties.
Have student’s test various materials in predetermined settings to see how they react under various forces (i.e.; temperature, weather, compression, tension…etc.).
Demonstrate simple machines and relate their function to different applications in land and marine transportation.
Have the students work either individually or cooperatively on a particular transportation design problem and develop a working model which adheres to the criteria provided.
Provide students with access to a variety of resources including; the internet, books models and prototypes, to do research and other various activities.
Design and develop a transportation model that has several design flaws and have the students provide feedback about why and how these design flaws could be corrected.
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Module 4 - Systems for Technology
During this module students should explore various vehicle subsystems used in land and marine transportation. Each subsystems covered should conclude with current developments in these areas. Students should also be introduced to the vast transportation systems which have developed, as a result of technological advances, and how our current society utilizes these systems. In addition, current trends in the area of urban development with respect to transportation systems should be discussed.
Performance Indicators/Supporting Competencies
Students will be able to:
List various systems used in land and marine transportation. Explain how and why each system has been applied Relate developments in land and marine transportation systems to current societal wants
and needs. Examine trends in land and marine transportation systems to evaluate potential future
needs. Generate a model that displays current transportation system. Assess transportation system developments in urban, rural and suburban areas Determine current trends in land and marine transportation systems.
Suggested Specific Instructional Strategies
Students should have access to a variety of transportation systems
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Module 5 – Impacts of Technology
Emphasis in this module should be placed on environmental impact, as a result of land and marine transportation. Students should look at past and current issues which have developed as a result of advances in transportation technology to assess future needs, and the potential effect of current trends on society and other living systems. Students should develop an understanding of how small changes in transportation habits can affect society as a whole.
Performance Indicators/Supporting Competencies
Students will be able to:
Identify environmental issues as they relate to land and marine transportation. Explain how land and marine transportation choices have affected the environment. Relate past practices in land and marine transportation to current environmental issues. Examine land and water use to deduce what effect current trends could potentially have
on society and the environment. Formulate a written opinion based upon research on current transportation practices with
respect to society and the environment. Weigh future societal needs in the area of land and marine transportation to address
current environmental concerns.
Suggested Specific Instructional Strategies
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Bibliography
Books
Blymer Engineering Inc. (1998). Environmental compliance manual for land transportation.New York, New York: The McGraw-Hill Companies.
Carlson, D., Wormser, L., Ulberg, C. (1995). At road’s end: transportation and land use choices for communities. Covelo, CA: Island Press.
Casanellas, A., Garousi, A. (2000). Great discoveries and inventions that improved transportation. Milwaukee, WI: Gareth Stevens Audio.
Dittmar, H., Ohland, G. (2003). The new transit town: best practices in transit-oriented development. Covelo, CA: Island Press.
Forman, R., Sperling, D., Clevenger, A., Bissonette, J., Turrentine, T. (2002). Road ecology: science and solution. Covelo, CA: Island Press.
Hawkes, N. (1995). Transportation on land and sea. Brookfield, CT: Millbrook Press.
Hofmann-Wellenhof, B., Legat, K. (2003). Navigation: principles of positioning and guidance.New York, New York: Springer-Verlag New York, Inc.
Khisty, C., Lall, B. (2002). Transportation engineering: an introduction. Upper Saddle River, NJ: Prentice Hall.
Motavalli, J., Schiffer, M. (2001). Forward drive: the race to build “clean” cars for the future. San Francisco, CA: Sierra Club Books.
Newman, P., Kenworthy, J. (1998). Sustainability and cities: overcoming automobile dependence. Covelo, CA: Island Press.
Tamai, G. (1999). Leading edge: aerodynamic design of ultra-streamlined land vehicles.Cambridge, MA: Bentley Publisher.
Vielstich, W., Gasteiger, H., Lamm, A. (2003). Handbook of fuel cells – fundamentals, technology, applications. Hoboken, NJ: John Wiley and Sons, Inc.
Winkowski, F., Sullivan, F. (2003). The first century of the automobile.Edison, NJ: Castle Books.
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DVD, VHS, and Other Instructional Technology Resources
DVDHistory Channel
Hog Heaven: The Story of the Harley-Davidson Empire DVD (Item Number: AAE-70921)
TLC
Extreme Engineering DVD Set (#689208)
VHSAS SEEN ON TV
How a car is built (ASIN: 6303683541)
History Channel
Modern Marvels-Gasoline (Item Number: AAE-43530)
Hog Heaven: The Story of the Harley-Davidson Empire (Item Number: AAE-40416)
The Great Ships: The Sailing Collection set (Item Number: AAE-40040)
Great Ships: Navigation (Item Number: AAE-42564)
Great Ships: Design/Construction (Item Number: AAE-42559)
Great Ships: Propulsion (Item Number: AAE-42560)
Great Ships: The Submarines (Item Number: AAE-40309)
TLC
Extreme Machines
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General Web Resources
Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME) ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of TechnologySuffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYS
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TECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education
Specific Web Resources
Automobileshttp://www.automotive-technology.com/http://www.autoworld.com/news/glossary.htm
Bicycles http://www.ibike.org/links/techlinks.htm
Boatshttp://www.boatingbasicsonline.com/course/safety/3_5.phphttp://www.discoverboating.com/glossary/index.asphttp://www.boat-ed.com/or/course/p1-4_whatkindofengine.htmhttp://www.uscgboating.org/ (United States Coast Guard)http://www.uscgboating.org/vsc/VSC_A.html
Generalhttp://www.sciencetech.technomuses.ca/english/about/land_trans.cfmhttp://faculty.washington.edu/~jbs/itrans/http://www.kelvin.com/trla_toc.htmlhttp://www.americas-society.org/bna/infrastructure/trucking.html
Fuel Cellshttp://www.fuelcells.org/http://www.fuelcells.org/career/educ.htmhttp://www.fuelcells.org/fct/
Historyhttp://mts.tamug.tamu.edu/Sections/start_here.htm
Hovercrafthttp://www.hoverclubofamerica.org/
Maglevhttp://www.calpoly.edu/~cm/studpage/clottich/fund.htmlhttp://mail.american-maglev.com/index1.html
Motorcycleshttp://home.csumb.edu/t/tibbsryanz/world/website/motorcycle_history.htmhttp://www.nationalmcmuseum.org/FlashTimeline.asp
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Solar Powerhttp://www.eeexchange.org/solar/frameset.htmhttp://www.formulasun.org/education/seles9.html
Submarinehttp://americanhistory.si.edu/subs/const/anatomy/#
Trainshttp://www.keveney.com/Locomotive.html (Animated Steam Engine)http://www.trainweb.org/railwaytechnical/diesel.htmlhttp://www.austral.addr.com/old_trains/english.htmhttp://www.trains.com/Content/Dynamic/Articles/000/000/002/045mdwjs.asphttp://www.sdrm.org/faqs/boilers/page38.html
Transportationhttp://www.dot.state.ny.us/http://ntl.bts.gov/tldir/
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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at: www.emsc.nysed.gov Go to MST icon)
Content Standards Performance Standards
Performance Indictors Within This Course
Standard 1“Analysis, Inquiry, and Design”
Mathematical analysisScientific inquiryEngineering design
Standard 2“Information Systems”
RetrieveProcessCommunicateImpactsLimitationsEthics
Standard 3“Mathematics”
Mathematical reasoningNumber and numerationOperationsModelingMeasurementUncertaintyPatterns
Standard 4“Science”
Physical settingLiving environment
Standard 5“Technology”
Engineering designTools, resources, and technological processesComputer technologyTechnological systemsHistory of technologyImpactsManagement
Standard 6 – “Interconnectiveness: Common Themes”
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Systems thinkingModelsMagnitude and scaleEquilibrium and stabilityPatterns of changeOptimization
Standard 7 - “Interdisciplinary Problem Solving”
ConnectionsWork habitsSkills and strategies
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Appendix B - Students with Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).
Strategies for Modifying Instructional Techniques and Materials.
1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.
3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.
4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.
Infusing Awareness of Persons with Disabilities Through Curriculum.
In keeping with the concept of integration, the following subgoal of the Action Plan was established.
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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.
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Appendix C - Student Leadership Skills
Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.
Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.
Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.
Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.
More information in Technology Education can be found at the Technology Education Student Association web site at:
http://www.tsawww.org
