On-the-job respect
Mentally handicapped adapt
University students studying in the EMU
Skylight often peek up from their books to
watch the workers around them.
The eight “severely handicapped —
more commonly called mentally retarded"
— students have generated much curiosity
since they began working in the Skylight
about three years ago.
The work program is the brainchild of
Martin Sheehan, vocational specialist with
the Lane Education Service District.
Sheehan, who received a doctorate degree
in special education trom the University,
developed the program because there were
no such vocational opportunities available
to the severely handicapped student.
Until recently, most severely handicap
ped adults were kept primarily in institu
tions or adult day programs that offered
“low-level infantilizing activities," like
basket weaving or watching television,
Sheehan says.
“There are a lot of myths that the severely
handicapped can't work," Sheehan says.
But we re seeing that severely handicap
ped people can make it in soc iety (provided
'There are a lot of myths
that the severely handicap
ped can't work'
— Martin Sheehan
they) have close monitoring throughout
their lives."
The Skylight, which serves as a cafeteria,
study area and general gathering place, is
the central work site for the vocational pro
gram. It is one of only a handful of similar
programs in the United States that cater
specifically to the moderately to severely
handicapped person, Sheehan says.
Because of this, the local program is
highly regarded by special education pro
fessionals around the nation. In fact, other
states have modeled similar programs after
Sheehan's.
Most University students would find the
handicapped workers' jobs boring. Clean
ing pots and pans. Bussing tables. Washing
dishes.
The workers, though, "love their jobs,"
Sheehan says, perhaps because for most of
the workers, these are their first jobs.
"I sure do (like my job)," Mark says. "It's
my first time doing pots and pans. I never
get bored. I like working here. The people
are very nice. People don't bug us here," he
says.
Most University students also support the
program. "I think it's a great program. It's a
good opportunity for the kids and for the
University," says journalism senior Lynn
Ward.
Most of the students work every week
day. for two to six hours. Along with their
job duties, the students learn "functional
living skills" most people take for granted,
such as taking a bus to and from home
alone, buying things in a store, punc hing a
time clock, arriving to work on time, and
presenting themselves in an "appropriate"
manner.
Besides Sheehan, the students have a
"trainer," Penelope O'Shatz, who closely
monitors nearly everything they do while
they are working. O'Shatz also makes sure
the students don't get lost en route from
sc hcx)l to campus
Wherever there is a worker, O'Shatz is '
usually c lose behind watching the students'
every move and catc hing problems before
they arise. This close monitoring
distinguishes the relatively new program
from others that have preceded it.
Most programs in the past, Sheehan says,
followed the "place, train and forget
model," which is inadequate' for the severe
ly handicapped who need constant, dose
monitoring.
Part of this close monitoring includes
charting each student's progress on
specific tasks, including appearance and
behavior. And before they start work each
day, the* students check a picture-cue
board, which has photographs explaining
each step of their jobs.
Close monitoring also includes lots of
reinforcement. As a trainer, O'Shatz "walks
a fine line in giving them positive reinforce
ment and telling them what I want." On a
particularly frustrating day for one worker,
O'Shatz corrected him "one time too
many" and he let out a bellow that could be
heard throughout the Skylight's levels, she
says.
When students do exhibit "inappropiate
behaviors," O'Shatz gently but firmly
reprimands them.
"We expect appropriate behaviors,"
Sheehan says. "And if we don’t get them we
let the student know that if you want to
work here you have to act in an appropriate
way. A lot of people say He's got the body
of an 18 year-old but the mind of a 2 year
old.' We re saying he's an 18 year-old so
let's treat him like one."
Unlike most people, the severely han
dicapped workers generally don't have
fragile egos, which makes O'Shatz's job of
giving constructive criticism easier.
"You can say to them, 'You know, it really
looks weird when you stick your linger up
your nose.' There's none of that ego in
volvement," she says.
Occasionally, the workers do exhibit
"weird behaviors," she says, and University
students will look on curiously. One
University student wondered whether or
not the workers were "on display" bec ause
w
%>M 83f-“>* j#*™*
■
■ ■ • .
Penelope O'Schatz closely monitors the job of a mentally handicapped worker in
the Skylight.
people stare at them.
But her students “are not really aware
they're different. Generally I think they feel
good about themselves, especially being
here and working," O'Shatz says.
Besides, Sheehan says handicapped
students “have got to learn how to handle
ridicule." Integrating retarded students in
to the mainstream is risky compared with
cloistering them in safe, segregated institu
tions. "But this is the dignity of risking and
the danger ot living," he says.
"We're basically against any kind ot in
stitution tor any handic apped person‘in this
nation. They have a right to homes, sc hoot
ing and a place in soc iety. They have a right
to the same things as anyone else."
Story by Joan Herman
Photo by Brian Erb
SYD’S
Creative Salon
"Fall Special"
by Shane
$2495
Perm
haircut not included
Long hair - $7 extra
$12°°
Complete
Haircut Ot Style
(good thru Mov. 23rd)
485-8597
9am-9pm Tues. thru Sat.
1122 Alder
Lotsa gilts &
free gift wrap
at your
Bookstore.
FILMS
WORKSHOPS
SPEAKERS
From:
U S. State Department
Chicago Religious Task Force
Democratic Revolutionary Front
of El Salvador
Hondurao Consulate
Hoover Institution
Institute for Food & Development Policy
CRISIS IN
CENTRAL
AMERICA:
AN EDUCATIONAL
CONraENC^^
NOVEMBER 17-19
Sponsored by ASUO. For more information
contact ASUO office: (503) 686-3724.