Dear Editor,

Vocational placement of persons with mental retardation has been fraught with many challenges. Amongst the most significant are the identification of an appropriate vocational opportunity, and the determining of the mentally retarded persons' readiness to be placed in the same. This paper details four types of work environments and presents an instrument to select and place them appropriately in these. The vocational environments for persons with mental retardation are comprehensively sheltered employment, sheltered employment, partially sheltered employment and open work employment. We regard comprehensively sheltered work environment as one in which all supportive measures as may be required by the person with mental retardation are made available, and includes home-based employment. The measures would include meeting their emotional, intellectual and physical needs, and the provision of such special facilities as required without causing disturbance to others. Such work environments would be supervised by personnel who are specially trained to meet the needs of those who working in this environment. Sheltered employment is one where all the facilities mentioned above are available, except that the work environment is away from the homes of the mentally retarded persons. By partial shelter we mean the an environment created within an industrial complex or industry which has been specially made available for persons with mental retardation, using special fixtures, workstations and structures as may be required, and supervised by specially trained supervisors. Here the mentally retarded person has access to social interaction and the opportunity to earn industry based wages without the challenge of competition. Open employment means the placing of mentally retarded persons in marginally specially supervised open environments, generally without the deployment of specially designed environmental structures.

To assess the vocational readiness of mentally retarded persons in these work environments, an instrument was designed for ease of use, to be handled by teachers in special education as well as those trained in vocational training and employment. The instrument contains a set of behavioural descriptions which every teacher would be familiar with. A set of simple instructions are provided to determine scores that easily position the assessee in the category of employment for which he is likely to be best suited. An annexure details some of the methods to be adopted for testing in certain specific areas so that identical criteria are used by all examiners. The instrument is so constructed that a minimum level of behaviour is to be present for qualification of placement in a particular category of employment. A higher score than that means placement in areas requiring higher grades of work skills.

Graded Vocational Competency Skills (50 Items on a four point scale : 0,1,2,3.)

I. Social Competency
A. Communication (Interactive): 0 - Unable to communicate (so as to be understood by others); 1 - Makes himself understood by gestures only; 2 - Makes himself understood verbally, assisted by gestures; 3 - Makes himself understood verbally.
B. Greeting : 0 - Does not notice/recognise on meeting; 1 - Indifferent on meeting; 2 - Smiles with recognition; 3 - Greets on meeting.
C. Assisting : 0 - Does not offer to assist; 1 - Assists when coaxed repeatedly; 2 - Assists when prompted; 3 - Assists spontaneously.
D. Property Rights : 0 - Unable to discriminate ownership; 1 - Recognises property rights for himself only; 2 - Recognises property rights of others; 3 - Recognises property rights of self and others.
E. Adaptive Responsive Behaviour : 0 - Does not display adaptive responsive behaviour; 1 - Displays adaptive responsive behaviour for short spells of time; 2 - Displays adaptive responsive behaviour most of the time; 3 - Displays adaptive responsive behaviour always.

II. Safety Awareness ( refer to instructions on observation tests)
A. Fire Hazard : 0 - Exhibits child-like innocence of fire hazards; 1 - Cannot light a fire and is unaware of its dangers; 2 - Cannot light a fire but is aware of its danger; 3 - Can light, use and extinguish a fire safely.
B. Sharp and dangerous objects : 0 - Cannot use sharp and dangerous objects safely; 1 - Can use sharp objects under very close supervision; 2 - Can use sharp objects safely under general supervision; 3 - Can use sharp objects safely without supervision.
C. Electrical Hazards : 0 - Cannot use electrical switches and appliances; 1 - Can operate switches, but not plugs in sockets; 2 - Can use some electrical appliances (table lamps, kettles) safely; 3 - Can use most electrical appliances (familiar) safely.
D. On Facing Threat from Animals etc. (Rabid dog, scorpion, etc.) : (by interviewed responses) 0 - Is unaware of what is to be done; 1 - Will stand and shout for help; 2 - Will run away; 3 - Will run away and inform others of the threat/danger.
E. Traffic Hazards : 0 - Is bewildered when on the road; 1 - Can use the roads with assistance; 2 - Is not sure of himself on busy roads; 3 - Can use all roads safely.

III. Self-care Skills
A. Toileting : 0 - Has `accidents' often; 1 - Has an occasional `accident'; 2 - Anticipates but has some difficulty in control; 3 - Anticipates toilet needs and has effective control.
B. Personal Hygiene: 0 - Needs attendant; 1 - Needs some assistance; 2 - Can wash independently in familiar toilet environment only; 3 - Can wash independently in all toilet environments.
C. Dressing : 0 - Needs assistance to dress; 1 - Can put on clothes but not necessarily in order; 2 - Can dress using only one type of fastener; 3 - Can dress independently using any type of fastener.
D. Eating : 0 - Requires assistance and privacy while eating; 1 - Cannot serve himself and eats clumsily in a group; 2 - Needs to be served but can eat in a group; 3 - Can serve himself and eat in a group.

IV . Travel Competencies
A. Public Transport : 0 - Needs an escort; 1 - Needs a season ticket; 2 - Can travel point to point; 3 - Can use public transport independently.
B. Safety Requirements in Using Transport ( by interview) : 0 - Has no awareness of requirements; 1 - Is aware of those required for the use of cycles; 2 - Is aware of those required for the use of cycles and buses; 3 - Is aware of those required for the use of cycles, buses and trains.
C. Directions and Sign Boards : 0 - Cannot follow route directions; 1 - Can follow one component route direction; 2 - Can follow two component route direction; 3 - Can follow four or more component route directions.
D. Seeking Directions : 0 - Cannot seek directions; 1 - Can seek and follow one component direction; 2 - Can seek and follow two component direction; 3 - Can seek and follow four component direction.

V. Auxiliary Skills.
A. Get Ready Tasks (prior to work) : 0 - Is unaware and unable to get ready; 1 - Is unaware and attempts to complete on prompting; 2 - Is aware and completes a few `get ready' tasks on time; 3 - Is aware and completes `get ready' tasks on time.
B. Money Concepts : 0 - Does not know what money is for; 1 - Knows that money can purchase ; 2 - Knows that money can purchase but is unaware of value; 3 - Has concepts of the purchasing value of money.
C. Personal Records : 0 - Is unaware of the importance of records; 1 - Is aware that records must be stored; 2 - Stores records without being aware of their importance; 3 - Values personal records and recognises the need to maintain them.
D. Peer Sociability : 0 - Is distinctly unsociable; 1 - Is reserved with peers and others; 2 - Is socially interactive only with known peers; 3 - Is socially interactive with peers and others.

VI. Functional Academics
A. Reading : 0 - Cannot read; 1 - Can read a one word sentence and understand its meaning; 2 - Can read a two or three word sentence and understand its meaning; 3 - Can read five or more word sentences and understand their meaning.
B. Writing : 0 - Cannot write; 1 - Can write his name and address; 2 - Can write one sentence letters; 3 - Can write a simple letter with two or more sentences.
C. Number concepts : 0 - Does not have number concepts; 1 - Has number concepts upto 10; 2 - Has number concepts upto 100; 3 - Has number concepts over 100.
D. Addition/Subtraction : 0 - Cannot add or subtract; 1 - Can add/subtract one digit numbers and has concepts of them; 2 - Can add/subtract two digit numbers and has concepts of them; 3 - Can add/subtract three and more digit numbers and has concepts of them.
E. Time : 0 - Has no time concepts; 1 - Can associate events of the day broadly, with morning, noon, night, etc.; 2 - Can read the clock upto 12 hours with understanding; 3 - Can read the clock upto 24 hours with understanding.

VII. Vocational Readiness Competencies
A. Perseverance : 0 - Cannot carry out work for more than a minute; 1 - Can carry out a work activity for 5 minutes without stoppages; 2 - Can carry out a work activity for 15 minutes without stoppages; 3 - Can carry out a work activity for 30 minutes without stoppages.
B. Willingness : 0 - Is generally unwilling to take up assignments; 1 - Will take up the above but only with coaxing; 2 - Is willing to take up only familiar assignments; 3 - Is willing to take up any assignment.
C. Punctuality : 0 - Is always unpunctual; 1 - Is punctual only 50% of the time; 2 - Is punctual for at least 80% of the time; 3 - Is in position before time.
D. Receptivity to Instruction : 0 - Cannot receive and carry out instructions; 1 - Must be given repeated instructions for every step; 2 - Follows only one step instructions at a time: 3 - Follows more than one step instruction at a time.
E. Group Functioning : 0 - Can function only as an individual; 1 - Can function only in a two member group; 2 - Can function in groups upto five members; 3 - Can function in groups with more than five members.
F. Body Position : 0 - Hand support is required to maintain body position; 1 - Assumes `one-hand-free' body position occasionally; 2 - Assumes `one-hand-free' body position; 3 - Assumes `hands-free' body position.
G. Remuneration : 0 - Does not link work with reward; 1 - Links work with social reinforcement only; 2 - Links work with remuneration; 3 - Links productivity with higher remuneration.
H. Workplace (remaining in) : 0 - Cannot remain in workplace for even 5 minutes; 1 - Leaves workplace often ( 10 times an hour) without permission; 2 - Leaves workplace occasionally (3 times an hour) without permission; 3 - Leaves workplace only with permission.
I. Response to Command to Vary Speed : 0 - Is unresponsive to this instruction; 1 - Responds sluggishly with no appreciable change in speed; 2 - Responds positively but unable to maintain speed; 3 - Responds positively and maintains altered speed.
J. Tolerance to Criticism : 0 - Is hostile to criticism and ceases to work; 1 - Resists criticism and continues as before; 2 - Accepts some criticism and tries to correct; 3 - Accepts criticism and corrects with success.
K. Ability to Seek Guidance : 0 - Does not seek guidance; 1 - Seeks guidance irrelevantly; 2 - Seeks guidance relevantly but not sufficiently; 3 - Seeks guidance purposefully.
L. Responsibility for Equipment : 0 - Is careless with equipment given to him; 1 - Is careful occasionally; 2 - Is careful only of equipment used by him; 3 - Is careful for safety of all equipment noticed by him.
M. Consistency in work output ( accuracy) : 0 - Is inconsistent at work; 1 - Can work consistently for 10 minutes; 2 - Can work consistently for 30 minutes; 3 - Can work consistently for upto an hour.

VIII. Dexterity
A. Picking (a) 3 dia * 20 rivet with fingers, dominant hand : 0 - Cannot pick; 1 - Can pick one in 5 attempts; 2 - Can pick one in 2 attempts; 3 - Can pick one in first attempt.
B. Picking (b) 3 dia * 20 rivet with fingers, non-dominant hand : 0 - Cannot pick; 1 - Can pick one in 5 attempts; 2 - Can pick one in 2 attempts; 3 - Can pick in first attempt.
C. Placing (a) 3 dia * 20 rivet with fingers, dominant hand, and placing in one attempt in : 0 - 6 dia hole; 1 - 5 dia hole; 2 - 4 dia hole; 3 - 2 dia hole.
D. Placing (b) Same as above but with non-dominant hand : 0 - 6 dia hole; 1- 5 dia hole; 2 - 4 dia hole; 3 - 2 dia hole.
E. Tightening Screws 4.5 dia cheese head in tapped hole with screw driver, dominant hand : 0 - Cannot tighten with screw driver; 1 - Needs non-dominant hand to engage blade in slot; 2 - Can tighten with blade not disengaging more than thrice; 3 - Can tighten without disengaging.
F. Tightening Screws. Same as above, but with non-dominant hand: 0 - Cannot tighten with screw driver; 1 - Needs dominant hand to engage blade in slot; 2 - Can tighten with blade not disengaging more than thrice; 3 - Can tighten without disengaging.
G. Using Spanner. 6 mm nut on stud, with dominant hand: 0 - Cannot engage spanner on nut; 1 - Needs non-dominant hand to steady spanner on nut; 2 - Can tighten but with spanner assisted at least twice; 3 - Can tighten without slippage.
H. Using Forceps. 100 * 4 forceps, picking 3 dia * 20 rivet with dominant hand : 0 - Cannot pick; 1 - Can pick within third attempt, but cannot place in hole; 2 - Can pick within third attempt and can place in hole; 3 - Can pick and place in the first attempt.
I. Using Forceps. Same as above but with non-dominant hand : 0 - Cannot pick; 1 - Can pick within third attempt, but cannot place in hole; 2 - Can pick within third attempt and can place in hole; 3 - Can pick and place in the first attempt.
J. Picking and Placing . With both hands as above, in 4 dia holes 50 apart : 0 - Cannot pick with both hands; 1 - Can pick with both hands but unable to place; 2 - Can pick with both hands but can place with only one hand at a time; 3 - Can pick and place with both hands simultaneously.

Instructions to Assessor :
Fire hazard : a) Observe how the subject uses the match box. b) Does the subject strike the match towards or away from the him ? c) When he lights a candle, does he hold the match near the flame or the other end? d) Does he hold the match till the flame reaches his fingers? E) Does he extinguish the match before throwing it away?
Sharp and dangerous objects : a) Observe how he handles a blade or pen knife when sharpening a pencil b) Observe how he handles a pair of pointed scissors ( holding and cutting).
Electrical hazards : a) Operation of switches, plug and socket - he should not touch the pins while inserting or removing from the plug into the socket b) Holding the hand grip of the iron while ironing clothes and placing the iron on end when not pressing c) Switching on/off a table fan and tendency to put his fingers through the guard.

It should be noted that the use of hand tools and placement of rivets etc. have been included to assess the dexterity of the person and not to determine his aptitude for mechanical assembly work.
By interview means that the assessor presents situations verbally to the subject when such situations cannot be reproduced in the testing situation.
When the subjects are not familiar with the equipment used for the test, the assessor will demonstrate the usage to them.

Scores : For employment in comprehensively sheltered workshop : To score minimum 1 in all groups except I - A,C,D; II - C,D,E; III - C,D; IV - A to D; V - A to D; VI - A to E, VII - B,C,E,G,K,L.
For employment in sheltered workshop : To score minimum 1 in all groups except I - A,C,D; II -C; III - C; V - B,C,D; VI - A to D; VII - B,C,E, G,K,L.
For employment in partially sheltered workshop : To score minimum 2 in all groups except I - A,C; III - C; VI - A,B,E; in which groups the minimum score should be 1.
For open employment : To score minimum 3 in groups I; II; III; VII; and a minimum of 2 in the remaining groups.

ASIA PACIFIC DISABILITY REHABILITATION JOURNAL (VOL.9, NO.1, 1998)

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