Tech Directions - January 2009 - (Page 17) A Peer-Reviewed Article Keeping It Safe Safety and Liability Advice for CTE Programs By Thomas V. Toglia Thomas.Toglia@enmu.edu AREER and technical education (CTE) educators, administrators, and students face greater potential for risk than most of their academic counterparts due to the physical and hands-on nature of nearly all disciplines found in CTE. As a consequence, CTE professionals must maintain a safe environment for their students and themselves (Gathercoal & Stern, 1987; Hall & Marsh, 2003). According to Storm (1993) regardless of the type of CTE program, the “responsibility for the physical welfare of the students rests with the instructor” (p. 99). Storm further indicates that “a comprehensive safety program, which guides the student toward a positive safety philosophy and emphasizes safe procedures, offers the best protection for both instructor and student” (p. 99). Since safety and educator liability are closely connected, it is important to examine the elements of a comprehensive plan for safety. I hope that the information in this article will prove helpful to all CTE educators. Thomas V. Toglia is assistant professor of professional technical education, Eastern New Mexico University, Portales. C Comprehensive Safety Program According to Frantz and others (1996), it is important for instructors in career and technical education programs to demonstrate a commitment to ensuring the welfare of their students by implementing a comprehensive plan for safety and accident prevention. Frantz further indicates that this plan should include the following components: ● Analyzing the laboratory for potential hazards. This, which I will discuss later, is an important element of the “forseeability” test applied when courts attempt to determine liability. ● Designing and implementing strategies to eliminate or control identified hazards. Not only is it important to identify potential hazards, but “it is the duty of the teacher to anticipate danger or an accident and to remove the circumstances which may cause an accident.” (Kigin, 1983, p. 20) ● Integrating safety instruction throughout the curriculum. It is insufficient to provide safety instruction only during the first few weeks of a new school year—safety must be infused throughout the entire course of instruction. ● Developing, practicing, and enforcing appropriate safety rules. Safety rules must be taught, posted, reinforced frequently, and followed by the instructor. ● Developing and practicing accident and emergency procedures. Instructors must understand thor- oughly and follow expected rules of behavior regarding accidents and emergency situations. ● Providing, demonstrating, and requiring the use of appropriate personal safety equipment. It is the instructor’s duty to ensure that students have available—and use—all required personal safety equipment, such as safety glasses, face shields, and gloves. In addition, the CTE facility must meet all federal, state, and local standards, including provisions delineated in the Occupational Safety and Health Act (OSHA). Personal protective equipment must be available, in good condition, and in sufficient quantities to ensure the safety of all students. As previously noted, CTE educators must continually analyze their facility for potential hazards and implement a plan for eliminating or controlling all hazards. In addition, students must be trained regarding “Worker’s Right to Know Laws” that mandate that information concerning exposure to hazardous substances should be available to them (Gregson, 1996; Zirkle, 1999). Consequently, CTE educators must teach students how to use Material Safety Data Sheets (MSDS) effectively by helping them learn what constitutes a potential www.techdirections.com CTE 17 http://www.techdirections.com
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