Students in secondary vocational education often have to learn and practice their skills in potentially dangerous situations, operating complex machinery or working in hazardous conditions. As a consequence, they need to be trained on how to work safely, to respect safety regulations, to wear protective gear and related equipment, to consider…

Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based…

School-based educational programs are identified as an effective means to increase awareness and promote sun protective behaviours in young people. Regardless, the adolescent age group are difficult to influence, somewhat resistant to sun protection and esteem tanned skin. The ability of Pre-Service Teachers (PSTs) to develop sun safety education…

Road safety education is a complex phenomenon which should be viewed holistically if taken into account the interconnectedness of education, infrastructure and enforcement. Effective road safety education is specifically important for learners in the Further Education and Training (FET) band, as they are active contributors to a community. The…

Stakeholder groups (150 farmers, 36 secondary agriculture teachers, 16 preservice teachers, 85 nonfarm secondary students, 128 farm students) were surveyed. They agreed on farm safety topics to be taught, but differed in levels of belief concerning the need to teach it. Farm and nonfarm students gave the lowest priority to farm safety topics. (SK)

GRADES OR AGES: Not specified. (Secondary). SUBJECT MATTER: Driver and traffic safety education. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has four main chapters: 1) "Organization and Administration of the Program"; 2) "Federal and State Regulations"; 3) "Instructional Planning and Utilization," which includes 9 units of classroom…

A project of the University of Maryland has developed a driver education curriculum for the learning disabled. Several states are making efforts to improve driver education, including rewriting materials and providing oral tests for drivers' licenses. Options for future safety programs include parent-student seminars, multidiscipline teaching, and…

Disabled secondary students (N=62) who participated in the Self Protection for the Handicapped curriculum demonstrated significant growth in "safe" responses to role play simulations involving harassment and exploitation. (CL)

In Washington, the existence of driver education programs is being threatened by tough economic times. To determine the opinions of teenage drivers about their traffic safety education (TSE) experience, the process of learning to drive, and the licensing of 16- and 17-year-olds, 10 percent of TSE students (N=1,070) were surveyed. Further data were…

GRADES OR AGES: Junior and senior high school. SUBJECT MATTER: Health, physical education, and safety. ORGANIZATION AND PHYSICAL APPEARANCE: The handbook is divided into three general areas: a) basic information and program organization for teachers, b) activity instruction, and c) health instruction. The second section includes both individual…

A comprehensive fire safety skills program was evaluated with 32 moderately to mildly retarded adolescents. The program used a fire safety program manual and lessons in basic preventive fire skills, fire safety procedures, and fire escape skills. Across-group comparisons indicated differences in performance between males and females. Fire safety…

Designed to accompany and supplement the Illinois Rules of the Road manual, this book is intended to better prepare future drivers for the written test for the instruction permit or driver's license. It includes many pictures and shows and describes driving situations a driver will probably face when behind the wheel. Parts dealing with important…

Describes the use of a problem-solving approach to assist special needs students in conceptualizing safety rules so that safety rule use will be applied in the vocational shop environment. (JOW)