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Chapel Hill Services to the Gifted Handicapped. a Project .0 1_28_ 2 5 2.2 3 2.0 11.1 111 '8 1.25 1.4 1.6 ,1 1,1 ;1 111111N 1 HAI?! DOCUMENT RESUME ED 168 243 EC 113 868 AUTHOR Leonard, Judith E. TITLE Chapel HillService_s to the Gifted Handicapped. A Project Summary. INSTITUTION Chapel Hill Training-Outreach Project, N.C. EPONS AGENCY Bureau of Education for the Handicapped. (DHEw/0.6), Washington,. D.C. PUB DATE 78 'GRANT G007500237 NOTE 283p. AVAILABLE FROM Chapel Hill Training-Outreach 'Project, Lincoln Center, Merritt Mill Road, Chapel Hill, North Carolina' 27514 EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTCRS Curriculum; Delivery Systems; *Demonstration Projects; *Disadvantaged Youth; Enrichment; *Gifted;' *Handicapped Children;'Identification; Prescnoti Education; Remedial Programs IDENTIFIERS *Gifted Handicapped ABSTRACT . The monograph reviews the first 2 years of a model program to identify gifted-handicapped and.gifted-disadvantaged children(2 1/2-6 years old) and to provide them with a preschool program that would offer a balance between stimulating enrichment activities and therapy and remediation in developmentalareas, delayed because of specific modality deficits or limited environmental experiences. Following a project overview are sections which address the following components: need for services;. guidelines and inservice training for'identification; two studies including "Education and the Gifted-Handicapped Child" by A. Raper, et al and "Parents and the Gifted-Handicapped Child" by -D. Cansler; delivery or services; the curriculum model; dissemination, training, and outreach; staff development; the family program; results bf'taa 1975-77 and evaluations; and resources. Appendixes, which make up a' large portion of the document, include referral forms,a copy of the Gifted-Handicapped Project Parent Manual, program evaluation forms,.a sample workshop agenda, and a copy of the Parent Inventory Scales. (SBH) *************************************************.*********************-,. Reproductions supplied by EDRS are the best that can be made * /1/ from the original document. U.S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION TM DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM J THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS' OF wIEW OROPINIONS CD STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF CHAPEL HILL SERVICES EDUCATION POSITION OR POLICY i=t LLI TO THE GIFTED HANDICAPPED A PROJECT SUMMARY by Judith E. Leonard with contributions by Joy W. Greene . Funded by a grant from The Bureau of Education for the Handicapped to the Chapel Hill Training-Outreach Project "PERMISSIONroREPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Anne R. Sanford Project Director Lincoln Center Judith Leopard. Merritt Mill Road TO THE EDUCATIONAL RESOURCES Chapel Hill, North Carolina 27514 'INFORMATION CENTER (ERIC) AND USERS OF THE ERIC SYSTEM." r) Chapel Hill Services to the Gifted-Handicapped:A Project Summary Copyright © 1978 by the Chapel Hill Training-Outreach Project, Chapel Hill, North Carolina Printed by The Seeman Printery . P.O. Box 8677 Forest Hills Station Durham, North Carolina 27707 Funding provided by the Bureau of Education for the Handicapped, Depart- ment of Health, Education and Welfare (grant No. GOO-75-00237, Grant Authority 91 -230 Handicapped Children's Early Education Assistance Act, Title VI). Views expressed herein do not necessarily represent those of the Bureau. Printed in the United States of America ACKNOWLEDGEMENTS Many people including former and present staff, studentsparents, consultants and volunteers have worked together over the past threeyears to develop and implement the program described in thismonograph. Although they are too numerous to mentioneveryone by name, a few must be recognized individually. I would like. to express appreciation and specialthanks to: Anne R. Sanford for her innovative and creativeideas and philo- sophy upon which this programwas developed, for her guidance, and for her commitment to handicapped children and their families. Joy Greene, the coordinator of the Gifted-HandicappedProject for 1977-78, for her contributions in updatingthe Project Summary to reflect the developments of the Project's thirdyear, including the consultation and outreach efforts.. Donald Bailey, former educational servicescoordinator, for his integral role in developmenE of the identificationand curriculum models. Jacalyn Burst, a social work graduate student,for her.profes- sional work and for developing the manual forparents. Carolyn Callahan, evaluation consultant, forher insight and eX4-. pertise in planning and interpreting appropriateevaluation strategies. Project Staff- DeCrothy,Cansler,.Justine Malley-Crist, Mary Scott Hoyt and Sylvia Smith, for their hard work,their skill, and enthu- siasm.. The staff of the Divisilen for Disorders ofDevelopment and Learning and of Operation Breakthirough Head Startfor their support and cooperation. The staff of collaborating agenciesacross the state of North Carolina for their cooperation and assistance inestablishing a statewide consultation network for gifted-handicapped children. Janet Fennessy, for her patience and expertisein typing, and most importantly, to' the children and/their parents, for beingwho they are Judith Leonard Zit CONTENTS Introduction Judith Leonard Project Overview 2 Judith Leonard Need for Services Judith Leonard Identification 13 Judith Leonard and Joy Greene Studies of Gifted-Handicapped Adults 28 Education and the Gifted-Handicapped Child 28. Anne Raper, Gary Mesibov, Ann Turnbull Parents and the Gifted-Handicapped Child 34 Dorothy Cansler Delivery of Services 42 Judith Leonard and Joy Greene Curriculum Model 48 Judith Leonard DisS'emination, Training, and Outreach 65 Judith Leonard and Joy Greene .Staff Development/. 70 Judith':Leor\ard Family Program 72 Dorothy Cans\ler ti Evaluation 1975-1977 \ 82 Judith Leonard Evaluation 1977-1978 101 Joy Greene. Resources 147 Dorothy Cansler, Jacalyn durst, and Judith Leonard AppendiceS 156 INTRODUCTION In 19G8, at a time when therewere more than a million handicapped preschool children in the United States with onlya very small percentage receiving appropriate special ed cation services,Congress passed the Handicapped Children's Early Edu ation AssistanceAct (Public Law 90-538). This act created the "First Chan e" network of theHandicapped Children's Early Education Program, Bureau of Education for theHandicapped (BEH), United States Office of Education\. This legislation was constructedso that young children with ph/sical, emotional, health-impaired, and/or men- tal handicaps could be served in emonstration projects. In addition to serving childien with varying kinds ofhandicaps, th'; projectswere'to demonstrateouts ending services Forchildren from birth to age eight and their families irr a variety of urban and rural locations throughout the country. By 1975-76, a total of 145 projectswere funded by an appropriation of fourteen million dollars. Although the,projects.are divided into five.categories- .demonstration, model, experimental, technical assistance andstate implementation grants, demonstration projects are the focus of the HCEEPwith theemphasis of such projects on adopting, modifyingor initiating a model approach for outstand- ing services for young, handicapped childrenand their familieS. Itis through the "First Chandp"network for modeldemonstrationthat the Chapel Hill Gifted-Handicapped projectwas funded in 1975. In accord with the disseCnation component of!the thirdyear of demonstration and in answer to the many requests for information that have beenreceived, the efforts of the first twoyears of the project are described in this Project Summary. PROJECT OVERVIEW Continuing its dedication to the successful education of special child- ren, the Chapel Hill Training - Outreach, Project began its model demofistration program for the gifted-handicapped in 1975, under the direction of Anne R. Sanford. Historical and current data provides evidence of the great contri- butions which have been made to society by gifted handicapped men and women who were singularly strong and determined in spite of overwhelming odds. Helen Keller, Franklin D. Roosevelt and George Washington Carver are examples of the gifted-handicapped who overcame unusual physical or economic handicaps to demonstrate unique abilities or talents. Undoubtedly, there were many other boys and girls who, like their well-known peers, could have contributed greatly to society if they had: (1)the stamina and support to withstand unequal and unfair societal prejudices or (2) sponsors who provided the educational intervention necessary to overcome physical or economic handicaps. Today, although many gifted children with handicaps are in early inter- vention programs, the program is often one that recognizes only that the child is handicapped. This results in deficit-oriented programming, and often piace- ment of a gifted-handicapped child in an environment which is not nearly as stimulating as required for development of full potential. As the Chapel Hill Project began its effort, the need for such a program was evidenced by: * a lack of research * a lack of services * a lack of assessment technology tc accurately evaluate potential and achievement in children with varying handicaps at a young age * a lack of awareness that people with handicaps can exhibit a wide range of levels of intelligence, potential, and special artistic abilities the demonstrated effectiveness of early intervention * The contributions of gifted individuals
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