xt74f47gtm67 https://exploreuk.uky.edu/dips/xt74f47gtm67/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1964-07 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Exceptional Children and Youth- Administrative Guide for Classroom Units for Teachers of Exceptional Children and Youth and ASIS Unit for Special Education Work-Study Program Coordinator for Exceptional Children and Youth", vol. XXXII, no. 7, July 1964 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Exceptional Children and Youth- Administrative Guide for Classroom Units for Teachers of Exceptional Children and Youth and ASIS Unit for Special Education Work-Study Program Coordinator for Exceptional Children and Youth", vol. XXXII, no. 7, July 1964 1964 1964-07 2022 true xt74f47gtm67 section xt74f47gtm67
EXEEPTIBNAL WEE.
AND WEN-E“
Administrative Guide
for
Classroom Units for Teachers of Exceptional
Children and Youth
and
ASIS Unit for SPECIAL EDUCATIGN
Work—Study Program Coordinator for
Exceptional Children and Youth
Publishd by
DEPARTMENT OF EDUCATEON
HARRY M. SPARKS
Superintendent of Public Instruction
Frankfort. Kentucky
Eat ISSUED MONTHLY
a”; as second-class matter March .21. 1933, at the post office at
rankfort, Kentucky, under the Act of August 24, 1912.
Pos
T1331??? Return undelivered copies of EDUCATIONAL BULLE»
m
Frankf Inonwealth of Kentucky, Department of Eduazation,
ort, Kentucky 40501. RETURN POSTAGE GUERAN’E‘EEB.
VQL.)~(XXH; iuw,1964 N07
' 2 letl
FOREWORD
This Educational Bulletin contains the 1964: revision of the
State Plan for the Education of Exceptional Children including the
, organization and implementation of the Statewide instructional
program for these children. It is based upon the 1948 Special Edu-
cation Act (as amended in 1962), the Foundation Program Law,
1' and State Board of Education Regulations.
In studying the Bulletin, you will find classifications of ex—
ceptional children and principles of administration and super-
”1 V1510n. Further, the State Plan specifically indicates children With
exceptionalities Who may be included in Special Education pro-
grams, pupil-teacher ratios for each type of classroom unit, and
ElPDI‘Opriate school placement. Consideration of these and other
factors leads to a sound orderly approach to, and provision of, at
East 1? minimum instructional program for children with excep-
lona'ties.
. .Oriteria for the allotment of an ASIS unit for the Special Edu-
catlon Work-Study Program Coordinator for Children and Youth
il're also included. Information and procedures regarding the estab-
. lsllment of this type of unit are presented in Part III of this bul-
11- It should be noted that the coordinator for this particular
.g Program is allotted as an ASIS unit and not as a classroom unit
2 for teachers of exceptional children.
Harry M. Sparks
Superintendent of Public Instruction
INTRODUCTION
Beginning with the 1948 Special Education Act which provided
a small legislative appropriation, Kentucky, for the first time, gave
more pointed recognition to State responsibility in the provision
of instruction and facilities for handicapped children. When the
Foundation Program Law was passed in 1.054 and revised in 1956
and 1960, guarantees were established for all Kentucky school
children and broader provisions were made for Special Education
to meet the needs of exceptional children by permitting the estab-
lishment of classroom units on a State-local partnership basis.
‘When classroom units are allotted for teachers of exceptional
children, consideration is given to (1) community need for instruc-
tional programs for exceptional children, (2) sufficient number of
exceptional children, (3) approved teachers whose professional
preparation qualifies them as special teachers in the classification
of exceptionalit‘y in which teaching is to be done, and (4) approved
housing. The same ratio of funds is allocated for special education
units with respect to Capital Outlay and Current Operating EX-
penses as for regular classroom units for non—handicapped children.
The establishment of instructional programs for excelfibl1211
children is based upon the recognition that there are wide deviations
or differences among children in their physical, mental, soelalal1d
emotional. needs. Subsequently, it follows that an instri‘lc‘flOlla1
program—organization of the program, housing facilities, msmw‘
tional methods—must differ to meet fully the educational needs 0f
the children who deviate from the average to the extent thatrthe.V
require special instruction to develop their maximum potentlal.
The criteria for establishing" a work—study program for CXCCP‘
tional children and youth, and provisions for obtaining: the 910311331
coordinator as an ASlS unit, are explained in Part III: The p111;
osophy behind the development of this dual program is based (1310
the realization that continuity between the academic phase of his
Special Education program and the on—the-job training PMS: t6
essential in providing the means for the handicapped studen ts
make an orderly transition from the classroom to the adJustmen
demanded in the work—a—day world.
'uc-
' of
ml
i011
ved
ion
Ex-
‘911.
11211
0113
111d
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'110-
DIVISION OF SPECIAL EDUCATION
Staff Members
Stella A. Edwards, Director
Oreva Grey, Supervisor
Louise Larkin, Supervisor
Elizabeth Parker, Supervisor
Margaret Ann Bryan, Secretary
Mary Catherine Parrish, Secretary
TABLE OF CONTENTS
ESTABLISHING CLASSROOM UNITS FOR TEACHERS 7
OF EXCEPTIONAL CHILDREN AND YOUTH . . . . . 7
Local Responsibility ................................... 7
State Consultation and Service 8
Planning the Program ................................. 10
Determine Needs for Special Education .......,_.....--- 10
Examination by Professional Authority .................. 10
Selection of Children .................................. 10
Admissions and Release Committee ...................... 11
Selection of Classroom .................................
iv
FOREWORD .............................................. i
INTRODUCTION .......................................... ii ,
PART I
DEFINITIONS
EXCEPTIONAL CHILDREN ............................... 1
SPECIAL EDUCATION FACILITIES .....,_,................1
PHYSICALLY HANDICAPPED 1
MENTALLY HANDICAPPED 1
VISUALLY HANDICAPPED .............................. 2
HEARING HANDICAPPED ................................. 2
NEUROLOGICALLY IMPAIRED ........................... 3
SPEECH HANDICAPPED ................................. 3
INSTRUCTIONAL PROGRAMS FOR EXCEPTIONAL 3
CHILDREN AND YOUTH ..............................
CLASSROOM UNITS FOR TEACHERS OF EXCEPTIONAL 4
CHILDREN AND YOUTH ............................... 4
Fractional Classroom Unit .............................. 4 ‘
Teaching Load ........................................ 5
Length of School Day and School Year .................. 5
An Approved Teacher .................................. 6
Housing Facilities ......................................
Select
Local
Comm
Orient
Cnrrn
can;
SPECIAL
OTHER
Contr
Trans
SPECIAL
coND'r
Defin‘
Age 1
Class.
Saree]
Class
Classr
Instrr
HOME m
Defin
Age :
Pupil
Refer
Place:
Madi<
Sohed
Atten
Recor
Teacl
Travc
Teacl
HOME 13
HOSPITA
I
Selection of Teacher ................................... 11
Local Board Approval of PrOposed Plan ................. 11
Community Education ................................. fl
' Orientation Procrrams ..................................
. 1 . . c
. ii Curriculum, Materials, Equipment ....................... 11
' Application for Unit ................................... I; . I
Certification of Unit ................................... I
SPECIAL EDUCATION PROGRAMS BY DISTRICT I
OTHER THAN THAT 0F CHILD’S RESIDENCE ......... I? '
Contract Agreement ................................... 12 g
. 1 i Transportation ......................................... 12 \\‘I
I I
. 1 ,
. 1 ;
1 PART II I
' CLASSROOM UNITS FOR TEACHERS 0F
. 2 ‘ EXCEPTIONAL CHILDREN AND YOUTH
2 SPECIAL CLASSES FOR CHILDREN \VITH CRIPPLING
3 CONDITIONS AND SPECIAL HEALTH PROBLEMS ....... 13
' Definition ............................................. 13
- 3 ‘ Ase Rang-e ............................................ 13
i ClassSize (Membership) ............................... 13
3 Screening Considerations ............................... 13
" Class Placement ....................................... 13 I
Classroom Considerations ............................... 14 r
.. 4 I Instructional Aids ...................................... 14 I
. 4 ‘ . g
‘ 4 A HOME INSTRUCTION PROGRAMS ........................ 15 3
U 5 I Definition ............................................ 15
" ‘ AUe Ranrr 15
.. 5 h _ r,e ............................................
6 I PuDlITeacher Ratio (Membership) ...................... 15
' Referral Procedures .................................... 15
I Placement ............................................. 15
7 MBdlcal Examination ................................... 16
. 7 I SChedule of Visits ...................................... 16
,. 7 Attendance Records .................................... 16
.. 3 1 Reeordmg Attendance .................................. 17
..10 ‘ eacher Qualifications ................................. 17
.. 10 Travel Expenses ....................................... 17
.. 10 TGRCher Headquarters .................................. l7
0 H ,1 .
" i1 I }0Mn INSTRUCTION OF HIGH SCHOOL STUDENTS ....... 17
I ,‘
OSPITAL INSTRUCTION ................................ 18
v
Class Placement ...................................
Classroom Considerations
Instructional Aids
SPECIAL CLASSES FOR TRAINABLE MENTALLY
HANDICAPPED ..
Definition
Age Range .....
Class Size (l\‘Ie111bership.-).
Screenin0 Considerations
Class Placement ...................................
Classroom Consideiations
Instructional Aids
LengthofSchoolDay
SPECIAL CLASSESFORBLIND
Definition .........................................
Age Range ........................................
ClassSize(Membership)
Screening Considerations
Class Placement
Classroom Considerations
Instructional Aids
SPECIAL CLASSES FOR PARTIALLY SEEING . . . . . . . . . .
Definition .........................................
"T211
Age Ranrre .... .
Class Size (Membership)
Screenino Considerations
Class Placement ...................................
Classroom Considerations
Instructional Aids
SPECIAL CLASSES FOR DEAF
Definition ..........................................
Age Range .... .
Class Size (Membership)
Screening Considerations . . . . . . . . . . . . .
.261
no 1::
u.) u;
COMBINED HOME AND IIOSPITAL INSTRUCTION 18 l
SPECIAL CLASSES FOR EDUCABLE MENTALLY
HANDICAPPED ................................... 19
Definition ......................................... 19
Age Range ............................................ 19
Class Size (Membership). 19
ScreeninO Considerations ........ 13
1
5:3
‘23 ‘
95
25‘
25
‘25
25 ‘
9.3
26
Class
Classn
Instru
SPECIAL
Defini
Age B
Class E
Screer
Class
Classr
lnstru
SPECIAL
IMPAIR
Defini
Age, B
Class 5
Seree1
NeceSs
Intelli
Admis
Teach
Classr
Currie
Instru
Lengt
SPEECH
HANDTt
Definf
Age I
Pupil.
Scree]
SDeee
Progr
Class1
Instn-
CRTTERI,
WORK.
CEPTK
GBne1
9-7
is
26
Class Placement ...................................... 29
Classroom Considerations ............................... 2.0
Instructional Aids ..................................... 30
SPECIAL CLASSES FOR HARD OF HEARING ............. 30
Definition ............................................. 30
Age Range ............................................ 30
Class Size (Membership) ................................ 30
Screening Considerations ............................... 30
Class Placement ....................................... 31
Classroom Considerations ............................... 3]
Instructional Aids ..................................... 32
SPECIAL CLASSES FOR NEIIROLOCICALLY
IIIPAIRED ............................................. 32
Definition ............................................. 32
Age Range ............................................ 32
Class Size (Membership) ................................ 33
Screening- Considerations ............................... 33
Necessary Reports and Information ....................... 33
Intelligence ........................................... 34
Admissions and Release Committee ...................... 34
Teacher Preparation ................................... 34
Classroom Considerations ................................ 3-3
Curriculum ........................................... 35
Instructional Materials and Equipment ................... 35
Length Of School Day .................................. 36
SPEECII CORRECTION PROGRAMS FOR SPEECH
HANDICAPPED ........................................ 36
Definition ............................................. 36
A51)? Rang-e, ............................................ 36
PuPil—Teacher Ratio (Case Load) ......................... 36
SCI‘eening Considerations ................................ 36
Speech Surveys ........................................ 37
I‘Ogram Placement .................................... 37
Classroom Considerations ................................ 37
IIIStructional Aids ..................................... 38
PART III
£13333? FOR ASIS UNIT OF SPECIAL EDUCATION
CE -STUDY PROGRAM COORDINATOR FOR EX-
FTIONAL AND YOUTH ............................... 3.0
General Provisions ..................................... 39
vii
Qualified Personnel
Planned Program
Students
PART IV
APPENDIX
A. GENERAL CRITERIA FOR CLASSROOM
UNITS FOR TEACHERS OF EXCEPTIONAL
CHILDREN AND YOUTH
B. FEDERAL QUOTA FOR LEGALLY BLIND
STUDENTS ENROLLED IN PUBLIC SCHOOLS. . .
C. STATE BOARD OF EDUCATION RULES AND REG—
ULATIONS, CHAPTER 26, FOR THE ADMINIS—
-TRATION OF THE TEXTBOOKS PROGRAM FOR
PUPILS WITH IMPAIRED VISION, PURSUANT
Reporting Attendance ...............................
...40
...40
TO K.R.S. 156.476 ................................... 46
. BIBLIOGRAPHY ...................................... 46
EXCE
differ or t
physical, n
the extent
the maxim
“SPEC
schools, sp
cation faci
ent of Pub
Exeep‘
are definm
1. PH
A.
PART I
DEFINITIONS
EXCEPTIONAL CHILDREN (KRS 157.200) are those who
differ or deviate from what is supposed to be the average in
physical, mental, emotional or social characteristics and abilities to
the extent that they require specialized educaton in order to attain
the maximum of their abilities and capacities.
“SPECIAL EDUCATIONAL FACILITIES” means special
schoolsy special classes, and special instruction. All special edu—
cation facilities shall be under the supervision of the Superintend-
ent of Public Instruction (KRS 157.200 (6)).
Exceptional children who require special education programs
are defined as follows:
I. PHYSICALLY HANDICAPPED
A. Crippled and Special Health Problems—Children who are
so handicapped through congenital or acquired defects
(including cerebral palsy) in the use of their bodies as
to be unable to function with normal children of the
same age, or may have certain illnesses such as epilepsy,
rheumatic fever, asthma, nephritis, and hemophilia which
prevent their attendance in a regular class.
B. Homebound—Children who are confined to their homes
due to some condition which renders them physically
unable to attend school but who have sufficient in-
telligence to profit from instruction. These children are
generally those with crippling conditions and special
health problems.
0- Hospitalized—Children who are confined to the hospital
fOI‘. care and treatment and, according to medical pre-
scription, are well enough to participate in a limited
SPecial education program.
11. MENTALLY HANDICAPPED
A. EducablFChildren who because of retarded intellectual
development, as determined by recognized standardized
tEStS, are incapable of being educated through ordinary
classroom instruction but whose intellectual ability‘
would indicate a degree of scholastic attainment with‘
the benefit of special education methods and materials.
Also used to refer to those mentally retarded children
who may be expected to maintain themselves inde-
pendently in the community as adults. These mentally‘
retarded children would obtain IQ scores between 50m,
75 on recognized standardized individual tests ofir-l
telligence. ‘
B. Trainable—Children who because of retarded intellectuali
development, as determined by recognized standardizedi
tests, are incapable of being educated through ordinary
classroom instruction or special education programsfor
educable mentally handicapped children but who ma.“i
may be expected to benefit from training- in a gl‘mlll
setting designed to further their social adjustment and}
economic usefulness in their homes or in a sheltered en-
vironment. Also used to refer to that group of rnentalllt
retarded obtaining IQ scores from 35 to 50 on reeogmzel i
standardized individual tests of intelligence.
HI. VISUALLY HANDICAPPED ‘ ‘
A. Blind—Children who are blind are those W110se‘v1sual
problem is so severe that the child must pursue lns Etlll-t
cation chiefly through the use of Braille, audio aids 31H} ,
special equipment, or if his vision is such that it 15.110‘
safe, for him to be educated in the regular class 01‘1113/
class for the partially seeing.
B. Partially seeing—Children who are partially seeing are
those who have visual limitation but are able to use
Vision as the chief channel of learning. The 'geneil'fiqu‘
accepted classification for the partially seeing liter
Snellen reading of 20/70 01' less in the better eye H as [
correction, or those with visual deviations such ve
DTOEIFCSSiVe myopia Who, in the opinion of thirties
specialist, can benefit from special education i510“ “
provided for the partially seeing,
IV. HEARING HANDICAPPED . t thei‘ i,
A. Deaf~Children whose hearing loss is so severe tlmauae’
are unable to comprehend and learn speech and 1311s °
even though hearing aids may be useful to some 0
These children generally have a hearing loss 0
decibels or more in both ears.
f them.
f T
V. NF
VI. SP
INST]
DREN Ar
educationz
the averag
‘. ability
eat with
laterals.
children
es inde-
mentally ‘
n 50 all ,
s of iii.
ellectual l
dardizal :
ordinary l
rams for ‘
'110 may i
a group
tent and l
cred 911-
:nentalh' f
zognizel l
e visual l
his Etlll- l
lids and
[t is not
or inn
ling 31“?
to use
eneralll‘
g is ll
re ElfiET
lllCll 35
:he 9F“
aciliill‘S ‘
[at the
raging“
If illem'
of 70
B. Hard of Hearing—Children are considered hard of hear-
ing who are able to understand and learn speech and
language but whose hearing is not sufficient for them
to learn adequately in a. regular school class. These
children generally have a hearing loss of from 40-70
decibels in the better ear. Those children with a hear-
ing loss of less than 40 decibels will probably be able
to function adequately in a regular class with the as—
sistance of a speech correctionist.
V. NEUROLOGIGALLY IMPAIRED
Special classes for children who are neurologically im-
paired are for those with a special learning disorder in
one area or a limited number of areas of performance
of learning. l’sycliologically, the child’s perceptual or-
organization of his environment is impaired. Educa-
tionally, the child shows pronounced learning dysfunc-
tions in some areas but. not in others. This child may
be unable to read, to do arithmetic, to formulate language
and speech, to do gross or fine manipulative tasks or
any one or various combinations of this nature or
others. Behaviorally, the child may show gross extremes
from acute hyperactivity to complete withdrawal caus-
ing much difficulty for himself and concern in the class-
room. He may not. be able to ignore background audi—
tory or visual stimuli.
The primary purpose of special classes for these children
would be to help them grow emotionally, educationally
and functionally to such an extent that they may be able
to return to a regular classroom in a year or two.
VI. SPEECH HANDICAPPED
Speech handicapped means children whose speech has
been diagnosed by a speech correctionist as deviating
or differing from average 01' 1101111211 $13090“ to the “tent
of hindering adequate communication and requiring
SpeCIalized instruction for improvement or COl‘I‘eCtion
of the handicapped.
DR INSTRUCTIONAL PROGRAMS FOR EXCEPTIONAL CHIL-
ati 1 UT‘H means classroom units designed to meet the
0113 needs of those children who differ or deviate from
mal children in physical, mental, emotional or
EN AND Y0
Educ
9 average or nor
social characteristics and who cannot function in regular classrooms
in public schools. Provision is made for instructional programsin i
addition to, or different from those provided in the regular pro-
gram. The experiences and activities provided are parallel to those
for normal children as nearly as the conditions will permit.
CLASSROOM UNITS FOR TEACHERS 0F EXCEPTIONAL
CHILDREN AND YOUTH means special instruction in a special
class, home or hospital, provided (a) the requisite number of ex- .
ceptional children are in membership, (b) the physical facilities, 1
equipment, materials, and curriculum are approved, (c) the teacher ‘
has the required special education preparation for the type of ex-
ceptionality of the children enrolled in the unit. Each classroom
unit shall serve only one classification of exceptional children as
described in the Criteria. Children with multiple handicaps should
be classified for educational purposes by the major educational
handicap.
FRACTIONAL CLASSROOM UNIT is a unit having fewer i
children than prescribed in the required pupil—teacher ratio or the
program is in operation less than a full day or a full school'yeal
Such units may be allotted and certified on a basis proportlonate
to the minimum pupil-teacher ratio and/or the proportionate length
of the school day or the school year.
TEACHING LOAD IN CLASSROOM UNITS FOR TEACHERs
OF EXCEPTIONAL CHILDREN AND YOUTH
N0. CHILDREN
PER UNIT
CLASSIFICATION (MEMBERSHIP)
PHYSICALLY HANDICAPPED
Crippled and Special Health (Classes) .......... 8-20
Home Instruction 2
(County Districts) .......................... 8'12
(Independent Districts) ...................... 8‘30
Hospital Instruction ........................... 8“
MENTALLY HANDICAPPED 20
Educable (Classes) ............................ 13‘12
Trainable (Classes) ............................ '
VISUALLY HANDICAPPED 8-12
Blind (Classes) ............................... 10-20
Partially Seeing (Classes) ......................
l
l
HEARIN(
Deaf
Hard
NEUROLi
( Class
SPEECH
Length of
Selma
except whi
adjusted e
Tentative
Children.
The 81
be less the
district re.
able ment:
one-half cl
be made 0:
The t.
0f the sch
teaching (
school (la)
Dl‘Oportior
The s
than six (
, requests s1
1111paired<
The supei
annual ha:
The t
0f the so}
teaching d
day, the 1
lionately.
Schoo
An A
dren Shall
0f exceptj
ssrooms
rams in
or pro-
‘:0 these
l
IONAL ‘
special 1
of ex-
,cilities,
teacher ‘
. of ex-
lSSI‘OOIll
lren as
should
l
rational ‘
fewer ‘
or the
II yeah
tionate
length
HEARING HANDICAPPED
Deaf (Classes) ................................ 8-12
Hard of Hearing (Classes) ..................... 10—20
NEUROLOGICALLY IMPAIRED
(Classes) ..................................... 6—8
SPEECH HANDlCAl’PED ..................... 75—100 per week
Length of School Day and School Year
School Day shall be the same for non-handicapped children
except when the child’s handicap indicates a legitimate need for an
adjusted day. Such changes shall appear on the Application for
Tentative Approval for Classroom Units for Teachers of Exceptional
Children.
The school day for trainohlc mentally handicapped children may
be less than six (6) clock hours provided the superintendent of the
district requests such reduction. The school day for classes for train-
able mentally handicapped children shall not be less than four and
One-half clock hours. The superintemlent’s request for reduction shall
be made on an annual basis prior to the beginning of the school year.
The teacher should spend the remaining one and one-half hours
0i the school day in preparation. If the teacher is assigned other
teaching duties for the remaining one and one-half hours of the
SChOOl day, the unit allotted to the school district will be reduced
DI‘Oportionately.
The school day for neurologically impaired children may be less
than SIX (6) clock hours provided the superintendent of the district
liquests such reduction. The school day for classes for neurologically
1111paired children shall not be less than four and one-half clock hours.
a] e suDerintendent’s request for reduction shall be made on an
“11131 bas1s prior to the beginning of the school year.
of t1Elle fieacher shall spend the remaining one and one-half hours
leachinicdoo'l day 111 preparation. If the teacher 1s assrgued other
(lay thb llties for the remaining one and one-half hours of the school
1 e 1111]
t' t allotted to the school district will be reduced propor-
loiiately.
School Year Shall be the same as for non-handicapped children.
An
dren
0 ex
sh approved Teacher for classroom units for exceptional chil-
a have the required special preparation in the specific area
Ceptionality_ This may be included in, or in addition to, a
Bachelor’s degree. For example, teachers of the mentally retarded
will hold a Special Education Certificate for Teachers of the Mental-
ly Retarded. (See Certification Bulletin.)
Special education preparation is not required of home instruc-
tion teachers although it is recommended. The teacher must hold
a regular teaching certificate valid at the level of the majority of
pupils he is instructing.
The teacher of neurologically impaired shall have a baccalaureate
degree, hold either a regular elementary teaching certificate, or a
special education certificate based on an elementary background.
The teacher should have three (3) years of successful teaching ex-
perience as certified by appropriate persons. The teacher should be
selected on the basis of the following characteristics: health (physical
stamina), emotional maturity, empathy, personality, creativity, back-
ground experiences, above-average intelligence. The teacher selected
shall complete additional professional preparation as: abnormal
psychology, methods and techniques of teaching children with learn-
ing disorders, teaching of reading, and speech pathology. The amount
and nature of work to be completed will be determined by Selection
Committee. This Committee shall be composed of personnel from
the local school district, and the Divisions of Special Education and
Teacher Education and Certification of the State Department of
Education. ,
It is expected that the teacher will devote a regular teaching
day to instructional activities for exceptional children. In add}l1‘fnv
the teacher may be assigned to a fair share of routine respons1b1ht1€S
of operating the school. However, in the assignment of routine dutIGS,
the class for exceptional children must not be left without super-
vision.
Housing Facilities shall meet the same standards for regular
classrooms as specified in State Board of Education Regulatloicls’
Chapter 54. In addition, housing plans should include needed '3'
cilities such as proper toilet arrangements, lunchroom servlee, Spec”
equipment and special materials according to the classification?J
exceptional children being served. Housing and qull’ment pral
visions shall be stated on the Application for Tentative Apprgvre
for Classroom Units for Teachers of Exceptional Children be 0
approval can be given.
in
Classroom units allotted for special classes shall be located
a e
regular elementary or secondary schools, dependent upon the fi-
‘ 't in other
Education,
tment 0
range of the pupils. The location of a classroom 11111
cilities must be approved by the Division of SpeCIal
and the Division of Buildings and Grounds, State Depar
Education.
ESTA]!
(
Local Resl
The S(
cation, ha
and adinir
dren in th
community
services of
Education
viding this
planning 5
the progrz
cram will
mess of th(
for the op
it me
exception;
not ASIS
State Con
(1) 13
alert to t
0f Edueat
T0 provid
cific serv
Objective,
tion with
interpreta
Children i
important
terials an
school pe
Education
from the
Departme
help f1‘01’1’
tiOH of h
Preparatii
members,
in-service
Children 1
0f Comml
:ded
ital-
ruc-
hold
I of
eate
)r a
ind.
ex-
1 be
sical
ack-
cted
'mal
aru-
)lllll
tiou
rom
and
; of
1ng
ities
ties,
per-
ilar
ons,
cial
l of
Pro‘
)val
tore
l
ESTABLISHING A CLASSROOM UNIT FOR TEACHERS
0F EXCEPTIONAL CHILDREN AND YOUTH
Local Responsibility
The school superintendent, representing the local board of edu-
cation, has the primary responsibility for initiating, establishing
and administering- the instructional program for exceptional chil-
dren in the community. He, with others of his professional staff,
community representatives, and the leadership and consultation
services of the Division of Special Education, State Department of
Education, must determine the advisability and the means of pro-
viding this important part of the total intsructional program. This
planning should begin at least a year in advance of the time that
the program is to be initiated. The success or failure of the pro—
gram will depend in a large measure on the soundness and thorough-
ness of the planning and ultimate administrative policies established
for the operation of the program.
it must be remembered that classroom units for teachers of
exceptional children are allocated under KRS 157.360 (5) and are
not ASIS units.
State Consultation and Service
(1) However, the Superintendent and his co-workers must be
alert to the possibilities of assistance from the State Department
Of Education, which has two general and broad objectives: (a)
T.O‘Drovide over-all leadership and guidance and (b) to give spe-
lelc service whenever possible. (2) In meeting the leadership
:hJective, theDivision of Special Education is ready for consulta-
plon With mdiVidual superintendents and their staff. (a) To give
lliiel'pretation of the instructional services required by handicapped
iniflgifn in each classification, the needed physical facilities, the
lel‘Iial ance and kind of _spec1al. equipment and instructional ma-
School and aids, and bas1c housmg cons1deration. (b) To prepare
edllcqtigerionnelz 'parents, and the-community for acceptance of
f1'01n(fhna prov1s10n for children With nioderateito gross dewations
Depart; azerage. (3) .The local'school district, in asking the State
1611) froiin t0f Education to' fulfill the serv1ceob3ect1ve, may secure
tion of 111 S 1Etff specialists in the (a) identification and class1f1ca-
Preparatigmlgapped children in the school and community; (b)
members :1 3 materials of ass1stance to teachers, parents, board
ill-Servicé :10 the community; (0) implementation of a balanced
Children f3); Ohuram dealing directly With instruction of handicapped
of 00mm _ a -SC,1,1001 personnel; (d) clarification and use of “lines
unlcation making poss1ble assistance from related organi—
zations in care of handicapped children, e.g., Crippled Children
Commission, University of Kentucky Speech and Hearing Centery
Kentucky Schools for the Deaf and Blind, Frankfort State Hospital
and School (mentally deficient), and others; (e) evaluation of the
various classroom units for exceptional children in school districts
providing special education services.
Planning the Program
To know the numbers and types of exceptional children inn
school district and to recognize the need for instructional programs
for these children, certain information is necessary.
1. How many children with handicaps may we expect to find
in the juvenile population of any community“?
. . . ‘ ,l
2. “That professmnal authorltles should help assess the CllllLlS
physical and/or mental handicap?
3. “That type of special education setting or