xt7bvq2s7r1g https://exploreuk.uky.edu/dips/xt7bvq2s7r1g/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1956-08 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. XXIV, no. 8, August 1956 text
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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
—

EXCEPTION/IL
CHILDREN

State Plan —— Revised 1956

BLIND

CRIPPLED

DEAF

HARD OF HEARING
MENTALLY RETARDED
PARTIALLY SEEING
SPEECH IMPAIRED

Published by

DEPARTM ENT D F EDU CATI III N
ROBERT R. MARTIN
Superintendent of Public Instruction

—
ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post ofﬁce at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XXIV August, 1956 No. 8

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TABLE OF CONTENTS

FOREWORD .............................................
INTRODUCTION .........................................

COMMUNITY APPROACH ...............................

DEFINITIONS ...........................................
Instructional Services .................................
Blind ................................................
Crippled .............................................
Deaf .................................................
Hard of Hearing- .....................................
Mentally Retarded ....................................
Partially Seeing ......................................
Special Health Problems ...............................
Impaired Speech ......................................
Classroom Units for Exceptional Children ................
Fractional Unit for Exceptional Children ...............
Approved Teacher ....................................
Teaching Load .......................................
Length of School Day and Term ........................
Housing Facilities ....................................
Hospital Instruction Unit ..............................

PLANNING FOR PROGRAM ..............................

ESTABLISHING CLASSROOM UNIT FOR EXCEP-

TIONAL CHILDREN .....................................
Determine Need for Special Education ..................
Selection of Classroom ................................
Qualified Teacher ....................................
Proposed Plan, Board Approval .......................
Community Education ................................
Iii-service Training ....................................
Curriculum, Materials, Equipment ......................
Application for Unit ..................................
Certification of Unit ..................................
Home Instruction .....................................

Purpose ............................................
Medical Examination ................................
Placement ..........................................
Referral Procedures .................................
Attendance Records .................................
Recording Attendance ...............................
Teacher Headquarters ...............................
Service Load .......................................

ADMISSION, RELEASE OF CHILDREN IN CLASS-

ROOM UNITS ............................................
Age Range ...........................................
Admission, Release ....................................

255
256
257

257

264
264
264
265
265
265
265
265
265
265
265
266
266
266
266
267
267
267

267
267

FACTORS PERTINENT TO PLACEMENT AND RELEASE. .

Blind ................................................ 268
Crippled ............................................. 269
Deaf ................................................. 269
Hard of Hearing ...................................... 269
Mentally Retarded (Educable) ........................ 270
Mentally Retarded (Trainable) ......................... 270
Partially Seeing ....................................... 270
Special Health Problems .............................. 271
Speech Impaired ...................................... 271
ADMINISTRATION, SUPERVISION OF CLASSROOM
UNITS FOR EXCEPTIONAL CHILDREN ..................
Local Administration .................................. 272
State Consultation and Service .......................... 272
Basic Housing ........................................ 273
Classrooms for Crippled ............................... 274
Classrooms for Deaf and Hard of Hearing ............... 274
Classrooms for Mentally Retarded ...................... 274
Classrooms for Partially Seeing ........................ 274
Classrooms for Special Health Problems ................ 275
Classrooms for Speech Impaired ........................ 275
Basic Curriculum Considerations ........................ 275
Instructional Aids, Crippled, Special Health Problems... 276
Instructional Aids, Deaf, Hard of Hearing ............. 276
Instructional Aids, Mentally Retarded (Educable) ...... 277
Instructional Aids, Mentally Retarded (Trainable) ...... 277
Instructional Aids, Partially Seeing .................. 278
Instructional Aids for Speech Impaired ................ 278
Teacher Preparation .................................. 279
Tuition .............................................. 279
APPENDIX .............................................. 280
Bibliography ......................................... 282
State Board of Education Regulations, 1954 ............... 284
Criteria .............................................. 286

Tuition Procedure and Forms ........................... 289

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FOREWORD

This Educational Bulletin contains the revised State Plan for
the organization and implementation of the State—wide instructional
program for exceptional children. It is based upon the 1948 Special
Education Act (as amended), the 1956 amended Foundation Pro-

gram Law, the Budget Law, and State Board of Education Regu—
lations.

In studying the Bulletin, you will find classifications of excep—
tional children, principles of administration and supervision, as well
as teacher qualifications, based upon nationally accepted educational
trends of school organization and administration related to special
education. Further, the State Plan specifically indicates children
with exceptionalities who may be included in special instructional
units, pupil—teacher ratios for each class of exceptional children
in approved classroom units, and appropriate school placement.
Consideration of these and other factors lead to a sound orderly
approach to and provision of at least a minimum instructional pro-
gram for children with exceptionalities.

Robert R. Martin

Superintendent Public Instruction

255

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 children handicapped by physical dis-
abilities and mental retardation. When the Foundation Program
Law was passed in 1954 and revised in 1956, guarantees were estab—
lished for all Kentucky school children and broader provisions were
made for Special Education to meet the needs of physically handi-
capped and mentally retarded children by permitting the establish-
ment of classroom units on a State-local partnership basis.

When the allotment of funds for classrooms units for excep—
tional children is made, consideration is given to (1) community
need for instructional services for exceptional children and (2)
approved teachers whose professional preparation qualifies them as
special teachers in the classification of exceptionality in which the
teaching is to be done. In addition, the same ratio of funds is allo-
cated for special education units with respect to capital outlay and
other current expenses, as for regular classroom units for non-
handicapped children.

The establishment of instructional services for exceptional
children is based upon the recognition that there are wide deviations
or differences among children in their physical, mental, emotional,
or social needs. Subsequently, it follows that an instructional
program — organization of the program, housing facilities, instruC-
tional methods — must differ to meet fully the educational needS
of children who deviate from the average to the extent that they
require special instruction to develop their maximum potential.

256

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COMMUNITY APPROACH

Local schools have major responsibility for determining which
children possess moderate to gross deviations from the norm; how they
deviate, to what degree they deviate, which children can profit from
special education, and the service needed to provide special instruc-
tional classroom units. The identification of children and planning
for their instruction can and should become a partnership between
the school and the community. Leadership and service is available
through the State Department of Education to determine proper and
effective procedures.

Before a program of instructional services is initiated or put
into operation Superintendents and local Boards of Education should
ask themselves questions such as: Do we need special education fa-
cilities‘.l Are we sure that the community is ready to accept the
greater expense and necessary special provisions for a classroom
unit for mentally retarded or physically handicapped children? Can
we expect full and constant co-operation from parents, professional
people such as doctors, social workers, and the like? Do we have
or can we secure a qualified teacher for approval under the Foun-
dation Program Law? How will the principal and regular class—
room teachers respond to and accept a special service program?
Does our community or a nearby community have resources such
as a County Health Doctor and/or nurse? Are crippled children’s
clinics, psychological or mental hygiene clinics or services, and
Speech and hearing clinics available? Can we properly house these
children?

Affirmative answers to these questions and others will go far
in assuring a sound beginning and a continual progression toward
a well established and functional program of instructional services
for exceptional children.

DEFINITIONS

WHAT ARE INSTRUCTIONAL SERVICES FOR
EXCEPTIONAL CHILDREN?

INSTRUCTIONAL SERVICES for exceptional children means
classroom units designed to meet the educational needs of those
children having severe physical handicaps or mental retardation
and who cannot function in a regular classroom in public schools.
Provision is made for instructional services additional to, or dif-

257

ferent from those provided in the regular program. The experiences
and activities provided parallel those for normal children as nearly
as the handicapping condition Will permit.

WHO ARE THE EXCEPTIONAL CHILDREN NEEDING SPE-
CIAL INSTRUCTIONAL SERVICES?

EXCEPTIONAL CHILDREN are children who deviate from
normal because of severe physical or mental differences and must
have special provisions made for them. Exceptional children are
defined and classified as:

Children who have sufficient loss of vision to
the extent that it is not practical or it is not
safe for them to be educated in the regular
classes, or in a sight-saving class. The usual
classification is a Snellen reading of 20/200
after correction in the better eye. Referral may
be made to the Kentucky School for the Blind.

Children Who are so handicapped through con-
genital or acquired defects (including cerebral
palsied) in the use of their bodies as to be un-
able to function with normal children of the
same age. These children are provided for in
crippled children’s classes Within an elementary
or secondary school building.

Children whose hearing loss is so severe after
all necessary medical, and/or surgical treat—
ment, and/or use of hearing aids that it does
not permit them to understand ordinary con—
versation under normal circumstances. These
children are eligible for classes for the deaf
or they may be referred to the Kentucky School
for the Deaf.

Children who have a hearing loss of 20 decibels
or more in at least two frequencies in the
speech range, or a loss of 30 decibels in one
frequency in the speech range, in the better ear
shall be considered as hard—of—hearing. These
children may need full—time special class serv-
ice or they may remain part of the time in the
regular classroom with the services of a person
trained in the teaching of lip reading, in teach—
ing children to develop auditory perception, and
in methods of teaching speech and language
development.

258

BLIND

CRIPPLED

DEAF

HARD OF
HEARING

ences
.early

SPE-

from
must
n are

0 Educable mentally retarded children shall be

defined as those Who have moderate mental
retardation, who cannot profit from the regular
curriculum and, therefore, require a special
curriculum to provide for educational, social,
and vocational needs. The I. Q. range for edu—
cable mentally retarded children is generally
considered to be 50-75. (American Psychiatric
Association Classification for Educable Ment—
ally Retarded Children)

Severely mentally retarded children require
a program for trainable children and may not
be included in classroom units for educable
mentally retarded children. The I. Q. range
generally accepted for severely retarded chil-
dren is 35-50. (American Psychiatric Associa«
tion Classification for Severe Retardation.)

Children having a visual acuity of 20/70 or
less in the better eye after surgery or treatment
has been given and necessary compensating
lenses provided are considered to be partially
seeing. Such children must, however, have
enough vision to make it possible for them to
use vision as the approach to learning. In ad-
dition, children with visual deviations such as
progressive myopia who, in the opinion of the
eye specialist, can benefit from special educa—
tion facilities provided for the partially seeing
may be classified as partially seeing and may
be enrolled in special facilities for these chil-
dren.

Children may have certain illnesses which pre-
vent them from attending regular classes. Ex—
amples of such illnesses are epilepsy, rheumatic
fever, asthma, nephritis, hemophilia, and other
conditions diagnosed by an appropriate medical
authority. These children may be on home
instruction programs or in special classes for
children with special health problems and even,
lnlsome instances, in classes for children with
crippling conditions.

0 Speech is impaired when it is not appropriate

for the age, sex, and mental development of
the child, or when it interferes with communi—
cation, or when it causes the child to be malad—
Justed. These children are eligible for speech
correction programs under the direction of a
qualified speech correctionist who shall analyze
and diagnose the speech impairment, its type
of difficulty, make recommendations concern—
mg and carry out the training program needed
by each individual child.

259

MENTALLY
RETARDED

PARTIALLY
SEEING

SPECIAL
HEALTH
PROBLEMS

IMPAIRED
SPEECH

WHAT IS A CLASSROOM UNIT FOR EXCEPTIONAL
CHILDREN?

CLASSROOM UNITS FOR EXCEPTIONAL CHILDREN shall
mean special instruction in a special class, home or hospital, pro-
vided (a) the teacher has special education preparation for the type
of children enrolled in the unit, (b) the requisite numebr of bona
fide physically or mentally handicapped children are in membership,
(0) the physical facilities, equipment, materials, and curriculum are
approved. Each classroom unit shall serve only one classiﬁcation
of exceptional children as described in the Criteria (Appendix,
Page 286).

WHAT IS A FRACTIONAL CLASSROOM UNIT FOR SPECIAL
INSTRUCTION OF CHILDREN WITH EXCEPTIONALITIES?

FRACTIONAL CLASSROOM UNIT is a unit having fewer
children than prescribed in the recommended pupil-teacher ratio.
Such units may be allotted and certified on a basis proportionate to
the minimum pupil-teacher ratio.

WHAT IS MEANT BY AN APPROVED TEACHER?

AN APPROVED TEACHER for classroom units for exceptional
children shall have special preparation in a specific area of special
teaching. This may be included in, or in addition to, a Bachelor’s
degree. For example, teachers of the mentally retarded will hold
a Standard Special Education Certificate for Teachers of the Ment-
ally Retarded. (See Certification Bulletin.)

It is expected that the teacher will devote a regular teaching
day to instructional activities for exceptional children. In addi-
tion, the teacher may be assigned to a fair share of routine respon-
sibilities of operating the school. However, in the assignment Of
routine duties, the class for exceptional children must not be left
Without supervision.

A portion of the teacher’s time may be devoted to coordinating
the program in the school system or in the community where other
consultants or supervisors are not available for this important
function.

260

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other
ortant

WHAT IS A TEACHING LOAD IN CLASSROOM UNITS FOR
EXCEPTIONAL CHILDREN?

CLASSIFICATION N O. CHILDREN PER UNIT
(MEMBERSHIP)
Crippled 12-20
Deaf 8-12
Hard—of—Hearing 10—25
Mentally Retarded 15-20
(educable)
Mentally Retarded 10-12
(trainable)
Partially Seeing 10-20
Special Health Problems 12—20
Speech Impaired 75—100 per week

Pupil-teacher ratios for home instruction units are determined
by geographical distribution of pupils, travel conditions, prepara-
tion load for the teacher, and grade spread of pupils. The pupil-
teacher ratio for home instruction units is as follows: county areas,
8—12 pupils; urban areas, 12—15 pupils.

WHAT IS THE LENGTH OF THE SCHOOL DAY AND THE
SCHOOL TERM?

SCHOOL DAY shall be the same as for non—handicapped (SBE
37—6, List No. 66) except when the child’s handicap indicates a legiti-
mate need for an adjusted day. Such changes shall appear on the
application for tentative approval for classroom units for teachers

0f exceptional children. The school term shall be a minimum of nine
20 day periods (SBE 37-6, List No. 66).

WHAT IS MEANT BY APPROPRIATE HOUSING FACILITIES?

HOUSING FACILITIES shall meet the same general standards
as for regular classrooms as stated in SBE—BG—FP—l (List No. 66).
In addition, housing plans should include needed facilities such as
Proper toilet arrangement, lunchroom service, special equipment and
Special materials according to the classification of exceptional chil-
dren being served. Housing and equipment provisions shall be
Stated on the tentative application for classroom units for excep-
t1Onal children before approval can be given.

It is expected that classroom units shall be located in elementary
01‘ Secondary schools. I11 other instances, the location of the class-
room unit must have approval from the State Department of Edu-
Catlon and must meet the regulations for “temporary” quarters.

261

WHAT IS A HOSPITAL INSTRUCTION UNIT"?

HOSPITAL INSTRUCTION means classroom or individual in-
struction at bedside for children who are confined to hospital care
but who, according to medical prescription, are well enough to
participate in a limited special education program. Generally, the
number of children in the unit at any one time will be the same as
the pupil-teacher ratio for classes for crippled children or as for
home instruction in urban areas.

PLANNING THE PROGRAM

To know the number of handicapped children in a school dis-
trict and to recognize the need for instructional programs for handi-
capped children requires certain information. How many children
with handicaps may we expect to find in the juvenile population in
any community? \Vhat professional authorities should help assess
the child’s physical and/or mental handicap? What type of special
education setting or school placement should be provided for chil-
dren with handicaps?

262

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RECOMMENDED

RECOMMENDED APPROXIMATE

CLASSI- PROFESSIONAL SCHOOL NO. IN JUVENILE
FICATION EXAMINER PLACEMENT POPULATION
BLIND Ophthalmologist Kentucky School
for the Blind; 1 in each 5000
Public School
Braille Class
CRIPPLED Orthopedist, Crippled Children
Pediatrician class in elementary 1 or 2 in each
or secondary school; 100
home or hospital in-
struction; regular
class if crippling
is mild.
DEAF Otologist Kentucky School
Otolaryngologist for the Deaf;private 1 in each 200
Audiologist residential school;
class for severely
hearing handicap-
ped in elementary
or secondary school
HARD OF Otologist Special class in
HEARING Otolaryngologist elementary or sec- 4 or 5 in each
Audiologist ondary school; lip 100
reading and audi-
tory training while
in regular class.
EDUCABLE Psychologist Special class in
MENTALLY Psychometrician elementary and/or 2 in each 100
RETARDED secondary school
SEVERELY Psychiatrist Special class in
(trainable) Psychologist elementary school 1 in each 200
MENTALLY Psychometrician or other approved
RETARDED facilities
PARTIALLY Ophthalmologist, Special class in
SEEING Optometrist elementary and/or 1 in each 500
secondary school
SPECIAL Pediatrician, Special class and/or
HEALTH Heart Specialist, Home instruction 1 or 2 in each
PROBLEMS Neurologist, 100
Orthopedist,
Family physician
SPEECH Speech pathologist, Remain in regular
IMPAIRED Speech therapist, class with provision 5 or more in each

Speech correction-
ist, Audiologist

for speech correc-
tion

263

100

ESTABLISHING A CLASSROOM UNIT

FOR EXCEPTIONAL CHILDREN

The school superintendent, representing the local Board of
Education, has primary responsibility for initiating, establishing,
and administering the instructional program for exceptional chil-
dren in his community. The superintendent must clarify for the
Board of Education and other administrative personnel that class-
room units for exceptional children are not ASIS units but are
allocated under KRS 157.360 (5). He, with others of his professional
staff, community representatives, the leadership and consultation
services of the State Department of Education, must determine the
advisability and the means of providing this important part of the
total instructional program. Should the unit or units serve excep-
tional children only from his district? Or, should he plan to develop
a program so that it will serve a larger geographical area? Is it
possible to plan a cooperative instructional program with adjoining
school districts which have or which may be planning for facilities
for exceptional children? If the latter, can he enter into an accept-
able tuitional contract agreement with the servicing district? In
solving these problems, consideration must be given to the actual
steps in establishing and maintaining instructional classroom units
for exceptional children.

9 Study juvenile population in the community to DETERMINE
estimate the number of physically handicapped NEEDS FOR
and/or mentally retarded children who should SPECIAL
have Opportunity in special education facilities. EDUCATION

0 Evaluate by medical examination and psycho-
logical assessment physical and/or mental con-
dition of individual children.

0 Select from medical, psychological, and school
progress reports children who can profit from
special education facilities. This is the function
of the Admissions and Release Committee.

9 Plan for each classroom unit for one Classifi-
cation or type of exceptional children. (See
Criteria, Appendix, page 286).

0 Survey classroom facilities to locate appropriate SELECTION
classrooms (central location; approved size, OF CLASS-
lighting, decoration, etc.). ROOM

0 Survey possible teaching personnel to select QUALIFIED
Evellhprepared and certified special education TEACHER
eac er.

264

0t
211
th
In

ard of
,ishing,
Ll chil-
‘or the
; class-
ut are
ssional
ltation
ine the
of the
excep-
Levelop
{3 Is it
joining
,cilities
accept-
,ct? In
actual
1 units

[NE
OR

[ON

ON
is-

I
i
7

Prepare for the approval of the Board of Edu— PROPOSED
cation a plan describing the program, physical PLAN, BOARD
set—up, teaching personnel, general policies, APPROVAL
procedures, and rules of admission and release.

Plan and carry out a program of community COMMUNITY
education to gain the acceptance and support EDUCATION
of parents, organizations, agencies, principals,

teachers, etc.

Provide for supervision of classroom instruc- IN—SERVICE
tional units for exceptional children. Include TRAINING
in—service training for supervisors, pupil per-

sonnel directors, building principals, and regu-

lar teachers.

Select a committee, including the special CURRICULUM,
teacher, to arrange for an adjusted curriculum MATERIALS,
or to design an instructional program specifi- EQUIPMENT
cally for the classification of exceptional chil-

dren in the classroom unit. Consider special

instructional materials and equipment needed.

Request tentative approval of the State De- APPLICATION
partment of Education for authorization of FOR UNIT
classroom units for the instruction of excep-

tional children by filling out the “Application

for Tentative Approval for Classroom Units for

Teachers of Exceptional Children” in accord-

ance with KRS 157.360 (5). CLASSROOM

UNITS FOR EXCEPTIONAL CHILDREN ARE

NOT ASIS UNITS.

Activate the classroom unit after receipt of CERTI-
“Tentative Approval” from the Department. FICATION
Keep all records, curriculum plans, etc., readily OF UNIT
available for audit by the Division of Education

for Exceptional Children Which in turn will

certify the unit to the Bureau of Administra-
tion and Finance for continuation of the allot—
ment of foundation funds to the district.

HOME INSTRUCTION

Since instruction for children who are home-bound differs from

other special education facilities in aspects related to administration ,
and Supervision, the following guides may be helpful to school au- 1
thorities who find it necessary to initiate home instruction programs.

In all instances where the child can participate in another type of

Special education facility, and when other facilities can be provided,

home instruction is to be avoided.

0 Home instruction provides for educational op- PURPOSE
portunity only for those children who are
Physically unable to attend regular schools.
Children receiving home instruction should
have sufficient intelligence to profit from this

individualized educational opportunity.

265

The medical statement should include medical
diagnosis, prognosis, and such recommendations
as the examiner cares to make. These medical
reports should be on file in the Superintend—
ent’s office for audit at any time.

The physical and educational needs of school
age children who are to receive home instruc—
tion should be the determining factors in plac-
ing children in membership. There must be im-
partial assignment where physical and educa-
tional needs indicate that such assignment is
advisable.

Responsibility for the assignment of children
to a home teaching program, in the final
analysis, belongs to the Superintendent of
Schools.

Assignment should be made only when proper
medical reports certifying that the child is un-
able to attend the regular schools, because of
physical conditions, are presented by a quali-
fied professional authority; reports should be
received before placement is made.

In determining which children are to receive
home teaching, it will be generally understood
that a child who is of school age and whose
physical handicap will prevent him from at-
tending regular school thirty days or more
will be considered.

When the child is homebound because of a
communicable disease, the service cannot be
offered.

Children may be referred by doctors, public
health nurses, teachers, parents, and others. To
be effective, proper study of the child’s needs
should be made and a summary report supplied
to the Superintendent. The Superintendent, in
conference with the home teacher, the director
of pupil personnel, and others whom he may
wish to include, should determine on the basis
of physical and educational needs whether or
not the child is to be assigned to the home
teaching program.

Attendance records should be kept for children
on the home instruction program. There must
be a regular record book with monthly reports
on enrollment, withdrawal, and attendance,
made to the director of pupil personnel of the
school district. The home instruction program,
in the case of reporting to the director of pupil
personnel, is considered as a separate school.

266

MEDICAL
EXAMINATION

PLACEMENT

REFERRAL
PROCEDURES ( CI

(:1

ATTENDANCE in
RECORDS Sp
ar.
sh
fu
at

o A child enrolled in the home instruction pro- RECORDING

*TION gram and receiving instruction on the basis of ATTENDANCE

‘ the minimum standard of two (2) visits per
‘, week is considered as being in school attend-

ance five (5) days. Each visit should be a mini—

mum of one hour. One visit per week is re—

corded as two and one-half (21/2) days attend-

ance. Attendance records kept by the home

teacher should be maintained on this basis.

INT

0 Since the teacher in most instances is respon- TEACHER
sible directly to the Superintendent, there HEAD-
should be arranged in or near the Superintend— QUARTERS
ant’s office a place for her to work, make .
reports, write case summaries, etc. A specific 5
and scheduled time for the teacher to report ‘
to headquarters is to be encouraged.

0 In most counties, travel conditions, the neces- SERVICE
\ sity of teacher preparation, and grade spread, LOAD
means that the service is from eight to twelve
children per teacher. In urban areas, teachers
carry a service load of from twelve to fifteen
, children.

ADMISSION, RELEASE OF CHILDREN 1
IN CLASSROOM UNITS FOR
EXCEPTIONAL CHILDREN

" Children with handicaps frequently exhibit wide differences of
ability and maturity at the same calendar age level. There is need for
special care, treatment, training and/ or education as early as possible.

AGE RANGE FOR
ENROLLMENT IN

L SPECIAL EDU-
'RES ; CLASSIFICATION CATION UNITS

PHYSICALLY HANDICAPPED 5 and 21 years AGE RANGE
MENTALLY HANDICAPPED

EDUCABLE 5 and 21 years

TRAINABLE 5 and 21 years

\Vhat procedures are applicable to admission and release from
, classroom units for exceptional children?

The most advantageous manner of determin— ADMISSION,
.NCE ing placement, admission, and release from RELEASE
Special instructional services is the “Admission
and Release Committee”. The Committee
Should be made up of the following and may

function in a group setting or by other coordin-
ated plan:

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1. The Superintendent or local supervisor of
Special Education.

2. The building principal.

3. A qualified psychologist and/or guidance
counselor.

4. The special education teacher and the class-
room teacher of the group where the child
is enrolled.

5. Other professional personnel connected
with the class or the individual child.

What factors should the committee consider?

The very nature of instructional units for exceptional children
requires consideration of each individual child—his problem, his in-
tellectual, social and emotional potential for gro