xt798s4jq849 https://exploreuk.uky.edu/dips/xt798s4jq849/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1962-09 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", vol. XXX, no. 9, September 1962 text
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9 Commonwealth of Kentucky V.
EDUCATIONAL BULLETIN
EXCEPTION/IL
CHILDREN
State Plan a Revised 1962
BLIND
CRIPPLED
DEAF
HARD OF HEARING
MENTALLY RETARDED
PARTIALLY SEEING
SPEECH IMPAIRED
Published by
DEPARTMENT OF EDUCATION
Superintendent of Public Instruction
ISSUED MONTHLY
En .
“W1 as second-class matter March 21, 1933, at the post office at
Frankfou, Kentucky, under the Act of August 24, 1912.
POSTMAS TEE: SEND NOTICES OF
CHANGES, OF ADDRESS 0N FORM 3579
, V°'-- 30 SEPTEMBER, I962 No.9
FOREWORD
This Educational Bulletin contains the 1962 revision of the State
Plan for the Education of Exceptional Children including the organi-
zation and implementation of the Statewide instructional program for
these children; It is based upon the 1948 Special Education Act (as
amended in 1962), the Foundation Program Law, and State Board Of
Education Regulations.
In studyingr the Bulletin, you will find classifications of excep-
tional children and principles of administration and supervision.
Further, the State Plan specifically indicates children with exception-
alities who may be included in special education programs, pupil-
tGEIChelt ratios for each type of classroom unit, and appropriate SChOOl
Placement. Consideration of these and other factors leads to a sound
orderly approach to, and provision of, at least a minimum instructional
" , Program for children with exceptionalities.
Wendell P. Butler,
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. \Vhen the Founda-
tion Program Law was passed in 1954 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 establishment 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 prep-
aration qualities them as special teachers in the classification of ex-
CEptionality in which teaching is to be done, and (4) approved housing.
The same ratio of funds is allocated for special education units with
I'GSpect to Capital Outlayr and Current Operating Expenses as for
regular classroom units for non—handicapped children.
The establishment of instructional programs for exceptional chil-
dren is based upon the recognition that there are wide deviations or
differences among children in their physical, mental, social and emo-
flonal'needs. Subsequently, it follows that an instructional program—
Ol'gflmzation of the program, housing facilities, instructional methods
EQEEEedEffer to meet fully the educational needs of the children who
Structionlgm the average to the extent that they require SPGClal 1n-
0 develop their maximum potential.
DIVISION OF SPECIAL EDUCATION
Staff Members
la A. Edwards, Director
Malia: L. Clopper, Supervisor
Cargl at Ann Rupert, Supervisor
0 yn L. Schmldt, Supervisor
Mary Catherine Parrish
aml 0. Poe
Stel
D0
iii
FC
IN
DE
TABLE OF CONTENTS
FOREWORD ______________________________________________ 1
INTRODUCTION __________________________________________ iii
DEFINITIONS _____________________________________________ 5
Exceptional Children ____________________________________ 5
Special Education Facilities ______________________________ 5
Physically Handicapped _________________________________ 5
Mentally Handicapped ___________________________________ 5
Visually Handicapped ___________________________________ 6
Hearing Handicapped ___________________________________ 6
Speech Handicapped ____________________________________ 7
INSTRUCTIONAL PROGRAMS F OR EXCEPTIONAL
CHILDREN _____________________________________________ 7
CLASSROOM UNITS FOR EXCEPTIONAL CHILDREN _______ 7
Fractional Classroom Units _______________________________ 7
Teaching Load _________________________________________ 8
Length Of 3011001 Day and School Year ___________________ 8
Approved Teacher ______________________________________ 9
Housing Facilities _______________________________________ 9
ESTABLISHING A CLASSROOM UNIT FOR
EXCEPTIONAL CHILDREN _____________________________ 10
Local Responsibility _____________________________________ 10
State Consultation and Service ___________________________ 10
Planning the Program ___________________________________ 11
Determine Needs for Special Education ——————————————————— 12
Examination by Professional Authority ____________________ 12
Sdeotion of Children ____________________________________ 12
AdmiSSiOIlS and Release Committee _______________________ 13
seIeCthn Of ClaSSroom __________________________________ 13
SGIGCtiOn Of Teacher ____________________________________ 13
L0ca1 Board Approval of Proposed Plan ___________________ 13
community Education __________________________________ 14
Orientation Programs ____________________________________ 14
CUrriculum) Materials, Equipment _________________________ 14
Application for Unit ______________________________________ 14
Certification of Unit _____________________________________ l4
1
SPECIAL EDUCATION PROGRAMS BY DISTRICT
OTHER THAN THAT OF CHILD’S RESIDENCE ___________ 15
Contract Agreement _____________________________________ 15
Transportation __________________________________________ 15
SPECIAL CLASSES FOR CHILDREN WITH CRIPPLINC
CONDITIONS AND SPECIAL HEALTH PROBLEMS _______ 16
Definition _____________________________________________ 16
Age Range _____________________________________________ 16
Class Size (Membership) _________________________________ 16
Screening Considerations ________________________________ 16
Class Placement ________________________________________ 16
Classroom Considerations _________________________________ 17
Instructional Aids _______________________________________ 17
HOME INSTRUCTIONS PROGRAMS _______________________ 13
Definition ______________________________________________ 13
Age Range _____________________________________________ 18
Pupil—Teacher Ratio (Membership) _______________________ 13
Referral Procedures _____________________________________ 18
Placement ______________________________________________ 18
Medical Examinations ___________________________________ 19
Schedule of Vigits _______________________________________ 19
Attendance Records ______________________________________ 19
Recording Attendance ____________________________________ 90
Teacher Qualifications ___________________________________ 20
Travel Expense _________________________________________ 20
Teacher Headquarters ___________________________________ 20
HOME INSTRUCTION OF HIGH SCHOOL STUDENTS ——————— 21
HOSPITAL INSTRUCTION __________________________________ 22
COMBINED HOME AND HOSPITAL INSTRUCTION ———————— 23
SPECIAL CLASSES FOR HARD OF HEARING ______________ 94
Definition ______________________________________________ 24
Age Range _____________________________________________ ii
Class Size (Membership) ________________________________ 34
Screening Considerations _________________________________ 54
Class Placement ________________________________________ ‘
Classroom Considerations ________________________________ 3?
Instructional Aids _______________________________________ fl
2
SI
SI
SI
SPECIAL CLASSES FOR DEAF _____________________________ 26
-------- 15 ( Definition ___________________________—______.—___-_______ 26
........ 15 i Age Range _____________________________________________ 26
________ 15 Class Size (Membership) _________________________________ 26
l Screening Considerations ________________________________ 26
SC ‘ Class Placement _________________________________________ 26
l ----- 16 Classroom Considerations ________________________________ 27
———————— i: ( Instructional Aids _______________________________________ 27
________ 15 SPECIAL CLASSES FOR PARTIALLY SEEING_______________ 28
-------- 16 . Definition ______________________________________________ 28
-------- 16 ( Age Range _____________________________________________ 2.8
------ 17 l Class Size (Membership) _________________________________ 28
------- 17 Screening Considerations ______-_____________,_____-_____ 28
_ 13 [ Class Placement ________________________________________ 28
_______ 18 [ Classroom Considerations ________________________________ 29
'"""—: 18 , Instructional Aids _______________________________________ 29
------- 3 SPECIAL CLASSES FOR BLIND ____________________________ 31
——————— 18 i Definition _____________________________________________ 31
—————— 19 ‘ Age Range _________________________________.____________ 31
________ 19 Class Size (Membership) _________________________________ 31
————— 19 Screening Considerations ________________________-_______ 31
——————— 20 1‘ Class Placement ________________________________________ 31
——————— 20 ‘ CIHSSI‘OOm Considerations ____________________,___________ 31
—————— go -’ Instructional Aids ___________________________,___‘_______ 32
9 a
----- '0 I SPECIAL CLASSES F OR EDUCABLE MENTALLY
______ 21 ; HANDICAPPED _________________________________________ 33
99 1 DGfinition ______________________________________________ 33
""""" " Age Range _____________________________________________ 33
_____ 93 [ Class Size (Membership) _________________________________ 83
__ ’ Screening Considerations ________________________________ 33
_______ 24 Class Placement _______________________________________— 34
_______ 24 ‘ Classroom Considerations _____________________-__________ 34
_______ 2i ' InSh‘HCtional Aids _______________________________________ 35
2, .
——————— 24 i SPECIAL CLASSES FOR TBAINABLE MENTALLY
_______ 24 i HANDICAPPED _________________________________________ 86
_______ 2? [ Definition ______________________________________________ 36
_______ 90 ‘ Age Range _________________~___________________________ 36
3
Class Size (Membership) _________________________________
Screening Considerations ________________________________
Class Placement _________________________________________
Classroom Considerations ________________________________
Instructional Aids _______________________________________
Length of School Day ____________________________________
SPEECH CORRECTION PROGRAMS FOR SPEECH
HANDICAPPED __________________________________________
Definition ______________________________________________
Age Range _____________________________________________
Pupil-Teacher Ratio (Case Load) _________________________
Screening Considerations ________________________________
Speech Surveys _________________________________________
Program Placement _____________________________________
Classroom Considerations ________________________________
Instructional Aids _______________________________________
SCHOOL WORK PROGRAM FOR EXCEPTIONAL
CHILDREN AND YOUTH ________________________________
Definition ______________________________________________
Classroom Unit _________________________________________
School-Work Coordinator ________________________________
Admission Requirements _________________________________
Enrollment ____________________________________________
Criteria ________________________________________________
APPENDIX _______________________________________________
General Criteria for Classroom Units for
Exceptional Children _________________________________
Bibliography __________________________________________
36
36 ,
37
37
38
33
39
39
39
39
39
39
40
49
40
42
42
42
4‘3
43
43
45
45
49
DEFINITIONS
Exceptional children (KRS 157.200) are those who differ or de-
viate from what is supposed to be the average in physical, mental,
emotional or social characteristics and abilities to the extent that they
require specialized education in order to attain the maximum of
their abilities and capacities.
“Special educational facilities” means special schools, special
classes, and special instruction. All special education facilities shall
be under the supervision of the Superintendent 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 (in-
cluding 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 hemophelia 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 intelligence to profit
from instruction. These children are generally those with
Crippling conditions and special health problems.
(3- Hospitalized—Children who are confined to the hospital for
care and treatment and, according to medical prescription,
are well enough to participate in a limited special education
PIOgram.
11. Mentally Handicapped
A- Educable——Children who because of retarded intellectual
development, as determined by recognized standardized
tests, are incapable of being educated through ordinarv
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
5
refers to those mentally retarded children who may be ex-
pected to maintain themselves independently in the com-
munity as adults. These mentally retarded children would
obtain IQ scores between 50 and 75 on recognized stand-
ardized individual tests of intelligence.
Trainable—Children who because of retarded intellectual
development, as determined by recognized standardized
tests, are incapable of being educated through ordinary
classroom instruction or special education programs for
educable mentally handicapped children but whc may be
expected to benefit from training in a group setting de-
signed to further their social adjustment and economic use-
fulness in their homes or in a sheltered environment. Also
used to refer to that group of mentally retarded Obtaining
IQ scores from 35 to 50 on recognized standardized indi-
vidual tests of intelligence.
III. Visually Handicapped
A. Blind—Children who are blind are those whose visual prob
lem is so severe that the child must pursue his educatien
chiefly through the use of Braille, audio aids and speClRl
equipment, or if his vision is such that it is not safe for 111m
to be educated in the regular class or in a class for the
partially seeing.
Partially seeing—Children who are partially seeing are those
who have visual limitation but are able to use vision as ill?
chief channel of learning. The generally accepted classil-
cation for the partially seeing is a Snellen reading 0f 29/“?
or less in the better eye after correction, or those with V‘lsl‘“
deviations such as progressive myopia who, in the 0pm]?n
of the eye specialist, can benefit from special educatwn
facilities provided for the partially seeing.
IV. Hearing Handicapped
A.
RIB
Deaf—Children whose hearing loss is so severe that the)’ n
unable to comprehend and learn speech and language eves
though hearing aids may be useful to some of them. The:
children generally have a hearing loss of 70 decrbels 0
more in both ears.
l
l
DB
of 1
Chi]
wln
sior
fror
acti
as t
spe
the
3PF
tior
cep
han
edu
(ire-
gra‘
» may be er-
in the com-
ildren would
nized stand-
intellectual
standardized
gh ordinary
rograms for
vhc may be
setting de-
onomic use-
iment. Also
3d obtaining
rdized indi-
visual prob-
is education
and special
;afe for him
lass for the
1g are those
'ision as the
ted classifi-
ng of 20/70
with Visual
the opinion
[ education
rat they are
uage 5V9“
rem. These
decibels 0r
B. Hard of Hearing—Children are considered hard of hearing
who are able to understand and learn speech and language
but whose hearing is not sufficient for them to learn ade—
quately 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 hearing loss of less than 40 decibels
will probably be able to function adequately in a regular
class with the assistance of a speech correctionist.
V. Speech Handicapped
Speech handicapped means children whose speech has been
diagnosed by a speech correctionist as deviating 0r differing
from average or normal speech to the extent of hindering
adequate communication and requiring specialized instruc-
tion for improvement or correction of the handicapped.
INSTRUCTIONAL PROGRAlVIS FOR EXCEPTIONAL CHIL-
DREN moans classroom units designed to meet the educational needs
of those children who differ or deviate from the average or namal
children in physical, mental, emotional or social characteristics and
“he cannot function in regular classrooms in public schools. Provi-
51011 is made for instructional programs in addition to, or different
from those provided in the regular program. The experiences and
activities provided are parallel to those for normal children as nearly
as the conditions will permit.
CLASSROOM UNITS FOR EXCEPTIONAL CHILDREN means
3390131 instruction in a special class, home or hospital, provided (a)
e reqlllelte number of exceptional children are in membership, (b)
a e .Physmal facilities, equipment, materials, and curriculum are
tgfilivéd (C) the teacher has the required special education prepara-
unit 0E1} the type of exceptionality 0f the children enrolled in the
Ge ~. ach classroom unit shall serve only one classification of ex-
PllOnal clnldren as described in the Criteria. Children with multiple
]a I u u I I
e ndicaps should be class1fle d for educatlonfll purposes by the maJOr
ucational handicap.
re FRACTIONAL CLASSROOM UNIT is a unit having fewer chil-
gran tlmll prescribed in the required pupil-teacher ratio or the pro-
m 13 111 Operation less than a full day or a full school year. Such
7
units may be allotted and certified on a basis proportionate to the
minimum pupil-teacher ratio and/or the proportionate length of the
school day or the school year.
TEACHING LOAD IN CLASSROOM UNITS FOB
EXCEPTIONAL CHILDREN
N0. CHILDREN
PER UNIT
CLASSIFICATION (MEMBERSHIP)
PHYSICALLY HANDICAPPED
Crippled and Special Health (Classes) ________ 10-20
Home Instruction
(County Districts) ________________________ 8—12
(Independent Districts) ____________________ 8-12
Hospital Instruction ________________________ 10-20
MENTALLY HANDICAPPED
Educable (Classes) _________________________ 15-20
Irainable (Classes) _________________________ 8-12
VISUALLY HANDICAPPED
Partially Seeing (Classes) ____________________ 10-20
Blind (Classes) _____________________________ 8-12
HEARING HANDICAPPED
Hard of Hearing ___________________________ 10-20
Deaf _____________________________________ 8-12
SPEECH HANDICAPPED ______________________ 75-100 per Week
LENGTH OF SCHOOL DAY AND SCHOOL YEAR
School Day shall be the same as for non-handicapped children
except when the child’s handicap indicates a legitimate need'forfaI1
adjusted day. Such changes shall appear on the Application. 0‘
Tentative Approval for Classroom Units for Teachers of ExcePtlona
Children.
The school day for trainable mentally handicapped children, magi
be less than 6 clock hours provided the superintendent of the d-IStlile
requests such reduction. The school day for classes for tram:1 alf
mentally handicapped children shall not be less than four and 0119‘
8
l
elm
on
of l
tezu
day
tion
shal
exec
deg
Spe
(See
to i
teat
ope;
the
r001
22.
as l
and
chili
stab
for
regl
rang
mus
parl
nate to the
ngth of the
'OB
QDREN
NIT
iSHIP)
Per week
3d Children
.eed for an
ication for
Exceptiona1
ildren may
the district
1‘ trainable
nd Orl‘i‘ha
clock hours. The superintendent’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
of 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 propor-
tionately.
School Year shall be the same as for non—handicapped children.
An Approved Teacher for classroom units for exceptional children
shall have the required special preparation in the specific area of
exceptionality. 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 Mentally Retarded.
(See Certification Bulletin.)
.It is expected that the teacher will devote a regular teaching day
to instructional activities for exceptional children. In addition, the
teacher may be assigned to a fair share of routine responsibilities of
Operating the school. However, in the assignment of routine duties,
the class for exceptional children must not be left without supervision.
Housing Facilities shall meet the same standards for regular class-
2001115 as specified in State Board of Education Regulations, Chapter
«2- In addition, housing plans should include needed facilities such
as Proper toilet arrangements, lunchroom service, special equipment
alld Special materials according to the classification of exceptional
:tiitliler; 1061ng served. Housing and equipment provisions shall be
or , 11 .t 1e application for tentative approval of classroom units
exceptional children before approval can be given.
re IClassroom units allotted for special classes shall be located in
rain 31 elementary or secondary schools, dependent upon the age
ge 0f the pupils. The location of a classroom unit in other facilities
must be approved by the Division of Special Education, State De-
partment of Education.
ESTABLISHING A CLASSROOM UNIT FOR
EXCEPTIONAL CHILDREN
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 children 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 providing this important
part of the total instructional 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 program will depend in a large
measure on the soundness and thoroughness of the planning and ulti-
mate administrative policies established for the operation of the pro-
gram.
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) T0 Pfo'
vide over-all leadership and guidance and (b) to give specific serV'IC'e
whenever possible. (2.) In meeting the leadership objective, the Divr
sion of Special Education is ready for consultation with individual
superintendents and their staff. (a) To give interpretation of the 1“"
structional services required by handicapped children in each class-
fication, the needed physical facilities, the importance and kind of
special equipment and instructional materials and aids, and has”
housing consideration. (b) To prepare school personnel, parents, an
the community for acceptance of educational provision for childreli
with moderate to gross deviations from the average. (3) The 10°31
school district, in asking the State Department of Education tolfllltfl
the service objective, may secure help from staff specialists in ‘0
(a) identification and classification of handicapped children .m 9
school and the community; (b) preparation of materials of assistanlci’
to teachers, parents, board members, and the community; (C) MP6
10
mer
stru
catit
iron
Crir
Aud
tuck
of t
dist]
Plan
scho
for t
The
swer
[rd of edu-
lishing and
children in
community
ices of the
ition, must
: important
ould begin
n is to be
t in a large
g and ulti-
3f the pro-
eachers 0i
nd are not
; must be
artment of
a) To pro-
,fic service
the Divi
individual
of the in-
ach classi-
d kind 0E
and basic
rents, and
1' Children
The local
1 to flllfill
sts in the
en in the
assistance
(c) imp”
mentation of a balanced in-service program dealing directly with in-
struction of handicapped children for all school personnel; (d) clarifi-
cation and use of “lines of communication” making possible assistance
from related organizations in care of handicapped children, e.g.,
Crippled Children Commission, University of Kentucky Speech and
Audiology Clinics, Kentucky Schools for the Deaf and Blind, Ken-
tucky Training Home (mentally deficient), and others; (6) 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 in a
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?
50
What professional authorities should help assess the child’s
physical and/or mental handicap?
3. What type of special education setting or school placement
should be provided for children with handicaps?
The 'following diagram should prove to be a helpful guide in an-
swering some of these questions:
APPROXI-
RECOMMENDED MATE N0. IN
CLA PROFESSIONAL POSSIBLE SCHOOL JUVENILE
WON EXAMINER PLACEMENT POPULATION
Crippled Children class in
SgéifiiED AND Orthopedist elementary or secondary 1 or 2 in each
PROBL; HEALTH Pediatrician school; home or hospital 100
MS Neurologist instruction; regular class if
Family physician condition is mild
Pediatrician
H0
HogfioAUND AND Heart Specialist Home Instruction 1 or 2 in each
LIZED Neurologist 100
Orthopedist Hospital Instruction
Family physician
EDUCABLE
ENTA
RETARé‘é‘g Psychologist Special class in elementary 2 in each 100
TRAI Psychometrician and/or secondary school
NA
MALE-f Psychiatrist Special class in elementary
RETARDED Psychologist school or other approved 1 in each 300
Psychometrician facilities
11
APPROXI-
RECOMMENDED MATE N0. IN
PROFESSIONAL POSSIBLE SCHOOL JUVENILE
CLASSIFICATION EXAMINER PLACEMENT POPULATION
Kentucky School for the
BLIND Ophthalmologist Blind; public school Braille I in each 500
Optometrist class
PARTIALLY SEEING Ophthalmologist Special class in elementary 1 in each 500
Optometrist and/or secondary school
Kentucky School for the
Otologist Deaf; private residential
DEAF Otolaryngologist school; class for deaf in 1 in each 200
Audiologist elementary or secondary
school
Special class in elementary
HARD OF HEARING Otologist or secondary school; lip- 4 or 5 in each
Otolaryngologist reading and auditory train- 100
Audiologist ing while in regular class
Speech Correction- ‘
SPEECH ist Regular or special class 5 or more 1"
HANDICAPPED Speech Pathol- with provision for speech 08011 100
ogist correction
Determine Needs for Special Education
The first step is to make a comprehensive survey Of the juvenile
population in the community to determine the number and type 0f
exceptional children who need to be enrolled in special education
Programs. This survey must include those children who are HOt 91“
rolled in school, as well as those who are enrolled, since many of them
may not be in attendance because the school has not had a suitable
type program to meet their needs. The pro—school population should
be surveyed also.
Special techniques for the selection of children for special edu-
cation programs are discussed under the headings devoted to the
various types of exceptional children.
Examination by Professional Authority 1
et
Those children discovered through the survey should be examin1
ie
by the appropriate authority (see chart on page 9) to determine f.
current status and future prognosis of the child in View of hisllej
ceiving special education. Records from the examining authorltlet
should be kept on file in the local school district.
Selection of Children
. -r1
Select from the records and school progress reports those Chlldl'ZH
who can best profit from special education programs. This 56190“
12
1)!
sp
dc
pr
Se
tic
tio
Se
(36]
Di
Ed
L0
scr
poi
cla
APPROXI-
ATE N0. IN
JUVENILE
DPULATION
in each 500
in each 500
in each 200
or 5 in each
100
___/.
or more in
each 100
/
e juvenile
d type 0i
education
e not en-
lV of them
a suitable
on should
acial edu-
3d t0 the
examined
rmine the
3f his 19‘
,uthoritiefi
3 children
selectiof1
and decision as to school placement is the function of an Admission
and Release Committee.
Admissions and Release Committee
The most advantageous manner of determining placement, ad-
mission and release of children from special education programs is
the “Admissions and Release Committee”. This committee may func-
tion in a group setting or by other coordinated plan and should be
made up of the following: (1) The superintendent or local super-
visor of special education, (2) the building principal, (3) a qualified
psychologist and/or guidance counselor, (4) the special education
teacher and the classroom teacher who last had the child enrolled,
(5) other profeSSional personnel concerned with the class or the in-
dividual child.
Factors pertinent to placement or release of children to/from
Specral education facilities are discussed in detail under the sections
dealing specifically with the various classifications of exceptionality.
.If there is any question as to the child’s status or his ability to
profit from Special education, he should receive a reasonable trial
period in the properly selected classroom unit for exceptional children.
Selection of Classroom
Survey all classrooms to locate appropriate facilities. (See sec-
t' . . . . .
tf()115)(163a1111g wrth each type of handicap for SPGleIC recommenda-
ions.
Selection of Teacher
'S'Ul‘VCy possible teaching personnel to select a well—prepared and
Gettifiecl special education teacher. Check qualifications with the
1VlSIOn of Teacher Education and Certification, State Department of
Education at an early date.
LOCal Board Approval of Proposed Plan
SCI‘ibfiflfil‘G for approval of the local board of education a plan de-
Policieg 11.9 pl'Ogl'am, physrcal faCIhties, teaching personnel, general
Cassms’ 1310Cedures, rules for admrssron and release 'of pupils, for
Om unlt(S) for exceptional children to be established.
13
Community Education
Plan and carry out a program of community education to gain
the acceptance and support of parents, civic and business organiza-
tions, public and private agencies, school personnel, and the general
public.
Orientation Programs
Programs should be conducted to orient supervisors, pupil per-
sonnel directors, building principals and teachers, as to the aims and
objectives of Spec