cupENT ONE
ED 191 21111- 'EC 130 0
AUTHOR ''Hasazi,SusanE. Ed. Mit tinder'One Cover.. Maintaining' Momentum: Implesenting - thw.Leastl,,ReatrictiveEnvironment.' ERIC Clearinghouse, on Handicapped and ''Gifted Children, Reston, Ve.' PONS, AGENCY National. _Inst._ Of,' Education CDH.EW Washington( -. D.C. - REPORT. NO asBN-0-66586106-4- PUB DATE 50, CONTRACT .400-76-0119 NOTE 205p. AVAiltABLE PRO The Council- forExceptional,Chilldren, PUblication Saes[1nit, 1920-,kasociation. Dx.4-Res oun, VA-22091- ($11 .,251. EDRs ;PRICE MP01/PC09Plus Postag DESCRIPTORS Atti;tades:Compliance (Leg *Del mery-Sfs *Disabilities: Elementary. Secondary Education:- Individualized-Ecrucatian-PrograoS;. *Mainstreaming: *Parent Teacher Cocperation; Student Placement:. *Teacher Education:- *Teach ng Methods TRACT. .' The document provides a collection of 33. previously plblished articles on implementing special educltion services in the leastrestrictiveenvironment. Articles are divided into five sections (models for delive'ry of spedial education: services'in the leaSt restrictive enkrironment; training ofprofebsionals, individualized education prolirams, instructional practices, pevceptions and, attitudes( .and- parents as partners) and include the followitng titles and authors: "Who are All 'the Children" (W. Lance) : "Mainstreaming:-.Definition, bevelopent, .and Characteristic (J./ Birch) : "Preventive Mainstreaming: Impact ofaSupportive Services Program on Pupils", (R. ccintrell- and_ M. Cantrell) ; .L.Development and Evaluation of ResourceTeacher.Program" (3...Jenkins and- w.. _Mayhall).: "An Evaluation of the Teacher Consultant Model asan. ApproaCh.- to Mainstreaming" (T. Miller and -D. Sabatino) ; "Eialuati ------ittitalstreaming Programs: Model's, Caveats, Considerations's, and Guidelinein (P. Jones 'et -al.) : "Higher Educationst Role in Mainstreaming: An Example" (H.. Mckenzie) ;"Trends and Priorities Inservice Training" (C. Rude) ; "Mainstreaming ComPatency ---Specifications-for -Elementary__Teachgrs"._(M. Redden and A. Blackhurst) :"Training _Teachers for the Severely and Profoundl Handidapped: A New ProntieP (S. Stainback at al.) ;"Special -- Education Administration competencies -Bequired=cf= the -General Education Administrator" (A. Nevin) y'n-LegislativelInte.ntand7t--PurpoSetit-- narvey)nr,"Issued_-*Regarding-the=IEi: Teachers_on.= the_Front Linen (J. Hayes and S. -Higgins) :--"s-taying -ReynoldS): ------nCi3veloping7Individualized7--Edndatatii-PrOgrairt-froUnvHandicapped_ and-E.=EdgarT: atio pror a mitifre-t7t he7 54ea id ri-PYY7-.L'eN0-11!.'71(P-- %Ten ,-Ste p s"-;t o"*: children sTs-,-,N-ekdst,hrougk- tiaterfkIS -AO7dIfitation"----1-L.--.Ooodman) "Practical Ta_k A,nlysis DArdig) (SBH _a 1101ginoliting'thwienst.flpstrictive binirpillimittontept
Edltpd by susan E. unsazi University of, Vermont
!'PEEIMISSION TO REPRODUCETHIS BY MATERIALHAS BEEN GRANTED
(A p od4c,tof the
RIC learinghouse on TO;THEEOUCATIONACRESOURCES appeand_911ted_,Crutwon-_-___,_ INFORMATION CENTE17 The Council for Exceptional - Children'-
- - $ . .. A pradbct of the EZIG Clearinghouse an Handicapped andj Gifted Children. .Published in 1980 by The Council for Exceptional Children. 1020 Association Drive, Reston, Virginia 22091
Library ofS.ongres Number 80-88006
ISBN 0-80586-1064
4. This publication was prepared with funding ffam the National -: Institute of Vxlueation, US Department of health, Education, rind Wolfara under contract no. 400-76-0119: donita re undartak Ing such projects under iavernmont sponsorship are encou aged to express freely hair judgment in professional and technical matters Mgr to publica- tion the manuscript was subrhittad to The_Councll for Exc ptional Children for critical review and determination' of professional c_mpatence. This s - -`publiCatitinEkeinet such itendards POWS pf Slime, haw-o or, do not ruices sadly represent the official Wow or opinions of either Theuncil for Excepi-= tionalChildren,the National Institute ofEducation,or, t o Departmont of
_ Health. Educatron. andWelfare ,--- -,---- -Printed In the United States of America.- Conten
Preface . .. t6..# . 6 ... gigot...06416ft Pt .0666 t Susan E. Hasaz
t 66 .... 6 ...... 6 Who Are All the Children.. . . . 6 @ 6 .I t t 6.. tt.ttii...... 4 Mabistrearning: Definition, Development. and Characteristics
4 Jack W. Birch- . ------. 7---- . ell forfar Delivery of Special Education Services in the Least RestrictiveEnvironment ., 23 ...... 24 . Preventive Mainstreaming:Impact of a Supportive Services Program R.!' Pupils Babel-IP. Cantrell, Mary Lynn Cantrell Development and Evaluation of a Resource Teacher Program ...... b OW foseph R. Jenkins, William r. Mayhall' . An Evaluation of the Teacher GonstiltantModel's an Approach to Mainstreaming Ted L. Miller, David A. Sabana . tvelea ling Mainstreaming Programa: Models, Caveats, Considerations , ..':". . . . .and Guidelines . .:. " ...... - ...... % ...... Reginald L. Mies, lay Gottlieb,*Samuel GuskinAelandKwYeshida
...... 59- Training oi Proteselenalp ,.., ...... :,. '...... Higher Education's RoleiMainstreaming: An Example .. 60 U... /lush S. McKenzie ' r 7 Trendy end Priorities neervice Training " ...... : . . Carolyn R. Elude . Mainstreaming Competbncy Specifications fir Elementary Teachers. ... . Martha Ress*Redsien. A. Edward Blackhurat Traininirreachers for the Severely and Profoundly Handicapd: A Now Frontier Susan Slainback, William Stainback. Steven Maurer Special E5itication Administration Competencies Requiredof the Go eral ...... E,ductitiori, Administrator ...... :. . .. . i An NeWn,_ ) 101 'd Ecation Programs ... . . 102 v 1 and Progress ,... I Jasper tiorvey ., ssues Ran rding theIFY:"reachers on the Front Line ., ...... lesephina Hayes, Spottie Torras Higgins N. . Staying,Qpt of j a i l : ...... , . . .,...... : ...... 2_ Maybarci C. Rey olds - Developing Intll ualized Educatiop Progiams for Young Handic p13------od Children Alice H. Haird .bigenp. Edgar' Individualized Education Programtng at theSecondary . '..., .. Patricia T. Cegelka, Misha W. Phillips
IV., Instructional practl5es ...... 123 t t 124 _ 'Eleven Stops to Good ach . .---..646.66.,. Susan HasoziRobert York = Meeting Children's Needs Through Ma a s Moctfication - ...... 128 Libby Goodman Practical Task, Analysis for Sp ucators . . ..il .--.,--rm--.7.-. . "Jolla 11. Moyer, fill C. Diirdig
..Fsraim=t6atT =.tr t.t.F64,11 *t I,_. The Assessment Too Meets our N do: Tho'One.YotiCanstrtiot . : . . . . 4
James E:MCColock. ir : , : 'r e.: ,
, . Circles andTape:Antasy, Teichor ImplementedWay to Teach .I,.:_. Fundimontal Wilting "Skills .- ... .; , ' ' ..- ., ,...... ;
Mergaret A. Mendoza, "Wilma J. Holt, Doll'cild A-4600bn , ! '),; : ' Pundit Mo,I ilknecl It.' ,i, , :. ,..+,+.. .,t.:%-.., :... ,., ...... ;.....,' n ;141 y.:FroppeeCrew. Dodo Johnston, Margery Meeks, 'Phillipyllsdn ! Group,Piacesses fer Behavior dhang1ty: : .... , ,:/....P1 . .. 4,. .. ! ... -. .. ; ,. i A t.. :.Robert Haitti, Stanton M. Morris " 4 ASeYare10-learIng IMpalred Child ite;the MainstroarW'... ..'.; " r ...-"6" 0 Tatriala.G. Colerdait, Kathleen k. Eggleston, Joseph r. COMM. Betty b. Holloway. seedy K..flaider,..!!.f . . .. _. l' . Mainstreaming;A Mattel for inclui g Elementary Stuqonts In.tho , Severely Handicapped Classroom. , ...... , : .-.; ...... , 153
. 1. Patricia Alniond, Stephanie Rodgers, David Krug , , . 1- \ V. Perceptioni and Attitudes : , -, l....;. . . . .0 ...... ;. Ti3d'pher AttitUdie'end the Lilbeling Process, , : ... , . ,,. . ...;. .', ... ',.. .-. ',,' enSrnith, -Sandra Greenberg Wouldn'tHave Seen /t ILI iledn'l Believed It" ...... ; ... : ...... ',.., Glen G: Fos tot; lames B. Ysseldyke. James H. Row. ' : .' Integra-tut:I Settings at 'the Early Childhood Lbvel: The Role of Nonretarded Peers .. ..'. 171- , ' Lou Snyder,-TonrApolloni. Timings P. Cooke - 4 k.,..-'' . ? 77 71/1.,Pw-ents as Partners. ;...... ', ..:...'...... 4 . . Parantt Groups: Their Role in o Better Life for the Handicapped ... . Q 78 -' Leo F. Cain ._ .' ; A Lost Generation of Parents ;..:...... ,' 184_ Kathryn A. Gorham ;--' . CoMmunicating with Parents: It Begins with Li ning 189 N
f oul Lichter . a PaiontsPowatful and Necessary Allies 193 Roger Kroth
Conchision . . 4The Yetto Served APerspective...... - .. , ...... ,A' . .-. ..4 4 a Herbert J. Wehm,lornes'E. Metturiad . . 1 :
S.. efa6
- In 1974, The Council for Exceptional Children published a book. of edited readings titled Main- Eirceptlonarcilldreni-lietwoon f 1968 and 1074 and presented abricepts. probleMs, and delivery-sysiems thal:wore surfacing as a response to the changeffin the field. 4- _ .`1) Since 1974; the Impact of legislapon-. litigation,' and instructional lechnakigy haveinfluenced profoundly the manner in which special education' services are delivered .tdchildren and youth., We: have moved. from ,thoory into action thus prolilding- an arena -fig observation and study of instructional practical that facilitate effective integration of handicapped and nonhendicappod .1earners-This volume, the first in CEC's Under One Covereerieljr0edes articles,related to in- plomenting special education services in the least restrictive environment that aPpearSditrExce aerial Children hnd TEACHING Exceptional froni 1,975 through 1979 as well fie in Teaches, Ploo0e Don't Close the Door, the proceedings The CoUncil for Exceptional Children's . Invisible College on Mainstreaming, published ii1976. Inherent iany discussion mainatreaming'are issues related to the definition of the papula- tion. to be 43vod as wall as the- characteristics of special education pregrams.in integrated., ettings..Th Introdatety Bection inehides an" article by Lance titled "WhatAre AI) the Children?' This ar tclreflects on the attitudes and practices related to education and treatment of Mali
- capped in ividnali from thelOth century through toddy. The infoimatiOn presented demonstrates .how attitudes,and practices :have infltiencedboththe identification. of handicapped and the quality and:expecteduteontee ,of Barflies to Reath. Birch's article on thd.dolinition, :.:develonnient,atid ctaractericlics of mainstreaming suggests-the physical; instructional; and 'ort-, Ininistrative components nebeetsary 4tY- insure .good..programing within a:. mainstream' environ4 f. , Service deliVery Modals thethave demonstrated effectiveness in providing special, education in integrated.settings.are the focui 01_,Section 1. The article by -jones,.Gottlieb. Luskin, and Veshida.-: presents issues relatedand a 'Model for evaluation of mainstream preirems. The remaining articles assess the relative effectiveness of the teacher.consultant and resource teacher models in increasing the performance:1'6f handicapPed itutienti: Section 11 begins with McKenzie-article, "Higher Education'S Role in Mainstreaming:c An .Ex. tole." which provides suggestions for ways in which teacher kilning institations can be helpful. in preservice.andineervico training of special education and Sauter education professionals who will he employed in integrated clasprobrn environments. The remaining aiticlas speak to the ipeci.: fic sUlls and training required of regular and epVcial educators_ and administrators in-ordet, to ineura that eaCh handicapped leareer receives 6. free appropriate public educaton in the least restrictive enirironment. Thalarticlee in Section lacteal With the development and implementation of individualized`ndividualized-edit. eatiOn'programs; In'.'"Stoying Out el Reynolds, suggests that complieece with regulation alone may not retult in the desired outcomes for handicapped learners._ Hesuggeststhat the th.l..; dividnaliZed adeoation'prograin process Should serve ee a means for professionals,-:Parenik and learners to iiierktagethEnkreetivelY in designing "environments for better learning and living:" -'7.Stkodial and -regulirieducateri are conatantly searching for empirically Sound and.novel teachi. = ing procedures. Section IV bohteins articles that deal with basic instructional .tealieologyientli,i.:- group ntanagertient techniques. Thu rfarticles were chosen because of their appitdebility toregolaW:Inasieorri!pnyironnients,- , ,. . ..Teacher an0.0eq?attltodes have long been recognized as critical to the succei-m of implementing special education -programs in reguler.claierooms. In Section_ V.. Smith and Greenbergeaggas
. that ."teachere l'belieg decisions taa:traia blesed against low er ebeindeoneniio 14,./.61e-hfdTtlifis-
- _ contribute to the ine propriatq labeling of these childreti." Foster., Yose Idyke, and Rme°, In their,. article, "I Wouldn't 'lava Soon It If Illedn'tTelieved'It.,',!'.dernonetrote that teacher expectancy can boluenced negtive!y by'the label emotionolly disturbed even when the student is emitting "nermelipt behavior, Finally'. Snyder, Apolldni, and Cooke, in a review of integrated settings at the early childhOodlev4,meke specific ouggeotiOns formaxiinizinithe. potential benefits of ouch Whip, : in Section VI, "Parente he Partners," Cain'sAMA tram' the development of organized went snaps,the renialning articles ouggastfiroceduresifor parents and professionals to work together in a productive and oupportive way. Finally, in the concluding section, Prelim and 'McDonald' s article remindsfus 'that,: although inch has been achieved over-theippet decade, much Is yet to be done, They suggest, that current practices in identificatioh and evaluation of handicapped students often mukb itdifficult t6 assess multihandicopped, multicultural, and Treschool exceptional children accurately. Further, they pointaout that muchrof the "yet to be serverpopulation may live andlearn in environments not traditionally censiOered a. pert of: the educational continuum. Such settings asoorrectJonal fficilitiee: group homes, preschools, end day, care t enter° all contain children 00 youth paten- tidy eligible for .o ocial. educatio4 services,. gtlestions related to curriculum i Involvement of re'gular educators, and optimum teaching;learning conditions must be adSreased in designing instructional delivery systems for these "yet to be nerd'' children and youth, This volume represents an:attempt to ulnae practices that hold promisefor achieving the :lope restrictive environment for every handicapped student;,. ;Althoughthe feasibility of mainstreaming all handicapped studentstwineacontroversial subject, therp isa growing !Jody of literature demonstrating-lhal:approviale:!nogr006,=r,environments_leakbo-:rirrangetlf:that benefit both lfandicappea and nonhatdicappea ittnentC:
77-
^7..7^^ ^7, 7 _ .. : . _ . Are, All the Childs
WAYNE D. 1..ACE
WAYNE D. LANCE is Professor of Education,University_`61 Oregon, en Director, Northwest Area Learning Resource Center, Eugene'.
Editor's note: This is the seventh in a series of articles commemorating the American BicentenniaL The series is funded in part by a grant from the- .2 Natic0 el. Institute of EducationJmA r
Education for oil"exceptional children! Two hundred years as ri nation, and us we embark on the third century, we' have declared through our laws and by personal commitment that,. at 19St, none shall be excluded. The fact of education for all, meaning equal educe-, tional opporturiitY, has yet to catei( tip with the intent. Yet, there satisfaction in knowing that the inlaid heti been expressed in so clear a mariner: Asinany great endeavor, theheginnings waie'smill, the result of visinnand of personal dedication, born out of a love for humanity manifested in the actions of men and women. Vighlettes 'selected from the history of special education serve as reminders' that - recent achiLtvementsmaynot be claimed as tributes to this generation alone, but are the fruit of seeds planted Jong age by a few in recorded. history and by many who never made the printed page. ttevolutionary 'Hartford. Connecticut, _April 15, 1817:- The Roy, Iltornas H. Strides'Callaudet, principal of the Connecticut Asylumfor,he education mind instruction of Deaf and.Dumb Persons, announced today that seven pupils were' enYolled on this opening day. Mr. Gallaudet returned, troin'Europe last August where he had 'studied the,ort of tructing the deaf and dumb for nearly 15 months, The new asylum is the first permanent.school _for the education of deaf-mutes.in this country and is supported by both private charity and an appropria- tion of $5.000 from the Connecticut 1,egislatOre 1PaY,1693).
stun August 18,_1831 The New England Asylum for the Blind- -r-incorporuted over two years ago finallyhas a director, itwas nounCed. today.- Dr. Sarnuel_dridley Howe, A physician, Plans to _ 'veti() ihe.coniinent Inter this year to observe_prograriis for the
From Exceptional Children. Octobe 76 op. 88-76. Copitrliht-0 _1976 The CAtinclifOr Ex6eiAlorlat T=. blind and to mega teachers, The school is scheduled, to open some-
. fund next year once epee has been found and staff employed (Farrell,
1050), .
Boston, October 1, 2848:An experimental schoolfor ilotic chil- dren opened in a wing of the Perkins institution today. T n children are enrolled and lames B. kicharde has been assigned as to teacher. An amount of$2,500per annum hes been appropriated by the Legis- latu?e folloWIng the receipt of krePort from a special cornmisston chaired= by Dr. SaMuel Gridlay Howe. The commission sees the , - school as a Model for the rest of the country. Quoting from Dr. Howe's report ". .. itwould be demonSfrated that no Idiot need be confihed . or restrained hy- force: that the young can be trained for industry, order, and self-respect; that they can be redeemed from odious and filthy habits, and there is not one of any age who may not be made more ofa mad and less of a brute by patience and kindness directed__ by energy and skill ".(Kanner, 1064, pp. 41-42)... r
Chicago. September 17, 1900: Demands by parents for day.school classes for their blind children were realized today us appecial class- robin opened 'in, a regdlar school in this city. Mr. )ohn Curtis, the teecher, indicated' thatthe program isconsidered jo be an experiment' to Roeif blind children can be educated nearer to their homes rather than having to reside at the state school-In the southern partOfthe ,state(Farrell, 1956).
Worcester.. Massachusetts,September,1901: . Preparatory schools for gifted children opened in Worcester this month,initiating anew concept in educalip`n. Believed to be the first such school In the United States specifically for the benefit ofunusually.brigI4chil- dren, these schools provide seventh, eighth, and ninth graders with oPportuhitia to accelerate their studies in Latin; French, German. and algibrni,in addition Ito the usual studies. After twoyears in the preparatory 4chool these studbrits Will enter highcschool withP full year's credit in these special subjects(McDonald, 1915). f.
NowYork City. Septemlier:1008: Public School No.2, under the directiarf of principal.]. FlReigart, began a new program for children With defective speech this month. Mr. Reigart stated.that the teacher he class has engaged in special study to prepare her to help these children overcome their speech problemscording to City School Superintendent'MaXwell, The experiment... demonstrates that the attempt to cure hertous speechdefects, which interfere with sue.. cite and satisfaction in life is possible and well worth while" (McDonald, 1915, P. fin
Anystnter_USA.'Septereber 15, 1980: in a specieVeteWs_release from the office of the State Superintendent df;PUblitTinstrifeticift---thi_ Superintendent announced that the goal of providing full educational -opportunity,io all children within .the'.state has been-achieved:Jfe-1 issued an invitation_ to anyone_knowitigifa child_withr:a. learning: problem who Is not receivingan'appropriateeducationicipleagan,e;C tact his-office immediately, " "The measure of u s, said the Super- inlendent, "is nothing ken than 1130"%."
The first six vignetteareflect the facts of recorded history+the lust encompasses a hope and cimfidenceinithir efforts of a myriad of par= tints, educators, legislators, and others during the remaining years of this decade.
'Changing,The recognition of the need to provide different ,treatments Attitudes and.indiVidOulp with obviously differing capaciiies for benefiting froth .`Changing Children -' educallOnal-Practicei led le the establishment-olipe.' cial education. From an historical perspective, special education may :5': ntablishmentbe viewed as developing through 'three successive stages: "(1) treat of Specialment. through 'the- segregationand restriction of resources I'vr survip &ideationvat appropriote for people- called different, (2) caring .for.peoPla regarded as different by providing resources required for their Phyal.. cal existence, and (3) instructing such -people ff 61,41. they. may be incorporated into.eiistIng, dominant social systeme (Heiny,1971, p.. 344). While examples from contemporary history may demonstrate that :ike hove yet to fully puss from stage.-one, pronouncements abound that our goals have passed beyond segregation- pod re- striction, through mere caring, to an attempt to assist the exdoptio.O. al individual to be able to meet certain culture! standards. Whether those standards should be those of the dominant social,' or of plural- istic cultures is a much debated topic and one in which there is little consensus among special- educators.
Recognition ..The ,,vignettes from the 19th century illustrate ather nicely how and Labeling 'speelar education began in thin country with a recognition. of the exceptional individual as a homogeneous element of the popolotion and with labels to legitimate the classifications (Heinyi-i971). Bartel and,GUskin.11971) supported the thesis that...the procesi of ideptIfy- ing ands° labeling individuals not, only creates a handicdp, but also xacerbatee the condition as people so :marked- are treated differ- ently. It seems Jhat.the veryprocesswhie ffenabledlorge numbers Children 'to be educated, first- in'residentialinstitutions and later in' .day schools and chaises, often led to increashig segregation continu-, ing into the adult years. As one reviews the early history of special !education in theUnited -States (Frampton kRoWell, 193n: Wallin, 1024)., it is Owen' that advances ,to ding-nobe led to greaterhomogeneity inpopulations assignecllo.speCial progrms.rind.' less.opportonity fer exceptional individuals to participate actively with -nonliOndicapped individuals.
Social = Lookin-g back upon the early years bf this century it appears that the Indictmentmore society heave aware of the extent of handicapping conditions, especially in -_the area of mental retardativn, the greater the_alarrn -eipressed through various forms Of social indictment , This indictment manifested in various forene_of discrimintifitift-. and.: segregation nevertheless causedd an-own nt ng,nrnong-.kr:atom: fegarding the responsibilities public iiC1-1-01iiihould-oiiume for the education and rehabilitation Of hndtcappd children nerd youth. - 'I thaaiLld Letidolts' Wajlin;dlrectededucattirs' attention to n more, ,ComkehetialvNieW Pflactors, both !'inti.insic did extrinsic," to Use WaIIIr's words:that tend d to "mar.' the development of the handi- capped individual (Wallin, 104).
vr_folloWing, stich le'LlAds; pupils began .to -be viewed as fdrictIoning "Happiness rneVnberi'alt heir latal environment;.Educators expanded their con.First"Motto cepts of what education ,waereally all about and the result was n broadening pf the cupiculurn especially -in day schools and day iclasses forthe excel:100d, to include a variity_of trolninqin.the_p_ tical arts:aloos, with a continuing emphasis on the basic academic skills. The curriculum developed by the special class teachers of Boa- . o or to World War I exemplified this trend rho Boston Wdy, 192 he "happiness firstall else follows" motto imposted from abro Bridle, 1917) began to permeate the philosophies of special educators about this samelfine in our history, and while segregat ion of Ihe handicapped Was the order of the day, ilievmphasis was none, theless'cirti'of making education a pleasant, and hopefully, practical p
This "caring attituile" On the part of educators led to a reexaminationMainstreaming of the chtrichlum for the exceptional and a definite movement toward 'is upon Us an individualization 6f instruction. Schwartz and Oseroff.(1075). reviewed.some 1.00 years:of liierature pertaining to individualized instruction and chncluded -that the developmental phaSes of this movement, have led to rather highly structured systems for individu- alizing instruction. Thus we moved from a "happiness first" philo- sophy to a prevailing attitude that pupils should be able to demon- strate competency in any nutnbef of areas appropriate to their career objectives, This appears to coincide-swith Hefty's (1071) stages of de- yelopment and we find ourselves pressing rapidly into stage three,e !tamely providing programs.such that the exceptional individual will be incorporated into the dominant. social system Mainstreaming is upoti usivoven into our laws, our policies, and the very attitudes underlying the way in. which we approach the development and implementation of pref./rams for the exceptional individual.
The complexities of,trininstreaming.becomc evident as one considersFar More the implications la definition- supplied by Kaufman, Gottlieb; than Placement .; Agent rin Kukic (107,0: Mainstreaming refer' s to the temporal, instructional, and social in- tegration of eligliOe exceptional children with normal peers based' on an ongoing, TOividuallydetermined, educational planning and programming process and requires clarification of responsibility among regular and special education addlinistrative, instructionai, -and supportive personnel (p. 4).-
. ,-, A :described by The Council for Exceptional Children, mainetreatn lasts far moTe than the placetnent of a child into a regular program for
. a period of time each day (Caster, 1975). The:interactions .okthe 4 _ instructional vartablep.Vhs_ockal and temporal_factors,musLaiLbe accounted for in coejunction with the process off planning and -the ---
lain talents Momentum ------,
ii 7il IFI'I'. T. l:? a.
d ,.
,
61 1 I"' r 1r
r E :i :l'' -II:' . . .
. . . : .1. Elm k. - 111.1i.1.3 . . . ' a i ... z . NA4 it i . = .
. Wirw T. / J. 6 I 1 1 . . 1 11 1 1 .r .. ,, . , h ImM161.611
97 I. 1 1 Fs i
11 i 11 1 1 I n n IIII I "V
v v -,, i' . rm u r co, ur . z u T V 41.VI IV ,
1 11 1 0 1 A A III I= ; it I M = I= pr I17 i ! i " .', .'-', . ...--...... --- - . ....-. --...-...... -- -.....--... ..--.
1 1 - -.,-r- 4 -r- - -m --, - - a . ..., 1111-'VP 17
,,i1-..-,.-0,11-Al%-, . -14. 'a 'e4 ',i . - '..4 , , -. . ' '..'
, - ...... -.-.-.-_-, . -, = ..=...... ,,...... -:--.-.,.. a 1.. u_ f....iv .4. f. . i i 1 / , . - - - - . - - -. - .
t)174.*:.:7 Sri ,14..1-1.' . FR. 1.1 r 41 lir/ 01 ! I`. T
1-1 Re irafarrigatli-1 1 r .1. .
. ' 7, .,..77 -
n 91147iI, I'Irrrt4
±
t
. .. .: .:: - '. 1 : . fit!' :: . : .1= ":'
..r . , II.H I1 1 .I.
-- . - - - . ' . -,:' ..:. : : ... gi' .. - .-...... - . - . -- - .- ..-...... -. t, wan. ue,---a -1.1- Id, . 1, m - -.1 ------
{At 14 1 4. PI H IIIII A I-I LAMIA..SIN li, lir lir I I 41 At r ,,II a a III I A ' A in 1 1.6i p 019111 I. to. II i irl A PI 1 1 I 1 1 I 1 E 11 1 0 I . 1 1 : 1 1 I II I 1 1 1
M 1 1 M
l 11 I Ill 1 11 1 II 1 1 1 1 I I 1 111111 II I 1111 11 . I I ' III I M 1 1 111 I 1 111.11 Isi. mi. . I IM III MI M ME I I MEE IEMI 1 II 1 El 1 WEMM IEM II 1 . 1 EM MMIE 1 1 ' 161° V il v
. . 6 . I I . . 1 - T .. A ..m i. A m .6 Al' Aan..6 " t Ma , r I .1 I I . 1 . - . ILA I .11116.1. . 11 IL i .. . 1 1.1Un.n.06= Lk! i , i 16%
1 . 1 II 1 1 1
I I 1 I 1 1 II 1 111 II . 11 Ili 1 1 1 = 1 M = WIN 1 1 7 M MII M E 1 . II 1 1 I El IM II IM I 1 1111 I MI 1 1 1 1 1 1 1 11 w 111E1 1 1 lllllI I 1111 1 1 1 II I II 1 11 NM I. 1111 I 1 . 1 II I MI 11 11 I 1 ..11 - M WM= M MW ME I M 1 M M 1 MI I
TT 6
!
I . y _ 1 1 . M M M . M M . 1
i i r- /-' r . / ill IIII I IN et .. 1 " 1 S R M i . . 4 1 I I 14, . , 5 : ...... - ..... ' -...... -..-..... : ....- - - . .-...... - - .. ..- -...... - ... fl! ......
, I.
. i .L.
i 1 / .
1 A II 1 't ', .. 7.71; ',. . r... , ,11,,I.
rr
- - 9. r ,¼ iii - -rd. 11 -11. "4'l' -.1'90-.' . ' -m - . ... 'I . . .1. .. . r .-. r' . : :: 11- 1-1 /n p nnori 1171ripIIMIMAN 1pp-p Enn'ril.1-11r . r . i pprn.pr,up %MIAMI11111 I oI1a..11W1-19-o
ii la' W ... PI S,
1 A IL 11 . . li 1 . ..hil .6 t
.,,, . y T r T M. 1II 1111 . . ..- 11 'I -i 7 -. , . .,.. c: 'A / ; .1 .1 . I.1. I .. V I- 1- I 1 ......
.. . ' ..- rm- Tw r , - w . . 'Y ,- 5 C:1.. . r. 74 . . . : ' . - .. , . r .... = .. 1 1 i .11.11..L.I..11...L .1. .I .1=11..11 .I1 .. . ,......
! 'T .1-1 n
1 OP. 7 VI17. 717;11 ;rm.. r
1-1
Ere _
-L12. 11 *d1.7.2..EcWin-p.Te- MP-4..--vini:rieje -7.
n err I I0.1-W 1 Rig t _ ti
I.
: . :
-r 77"77- --
;;; ' ; ; 3, I 1 II 11dfn i Y
6 ; iff f 110NIMINI1 IN
1 TRIO16,a1,1444m-i1: _
qiF;1014#1.4t4 4" I. I111111f ill'
4 jig -0-a7117-aiit ke
ill 411,11 oivaiii ill .1
!,10.:,01:1104 11 "10, Ito
itio I 116 I it,,i,mi,r.,,5_1$.1sk.*.rilftal.1014
Jai
I 16 1. 111
6 011,-(61115.1j1
-to gjg x
:. 7.
I/ TIM ft I 7 ,,z-;....a. 7.-.9
r111. 111.
'LP '.-zr"e='='="- - . 7. W. -
'10 If.14 MP MR
11.1.11.1.
Z. - -41.
47. '.- .1 .NYV.
a glinr:,6
!J!
.1.i. --,7)-76:0-3k7.762N4...-mr rj .-M-r:"7-',..?....-Ftii if it lig Ig gr. g 011 Lf_02
45,1:11t
t * I__Alitnttli-aule4JIP111 _ 6 65
17041 i _ 0=61 I Et timinainevaiggiadidziagiy itof eifir R1
I 0
gi A do
1 Mir4MCAVS1116(11-1-01114-114M0140 tirTi 111111.111
_ 15_d keL00 1 0 liis 0gtgg_d t gig al o" MO _66i _aN
6 6 I 0 = Ia1 -la salla- 6M,31W 7 = 5 a agrinom 6P(mu= if
6 _ 1 0 I 1 I I
_ -a 6 TIE --061it ID artalfErif
I 0 a 0 6 12 1 I 1 MO ru WAR IL131 0.11ALP0 Off g go.101 to
I 6 1 6 a' 11101- i -6 org-
40 ID 0 iI III /i 4 4 it lit
g agSWIMIg- I1
1 I 6 161 07 _Yr egt li I- -0
i i I 1 1 1 1 1lit1 ME01 If t 0 in
a Ing 5 ti g ,gigfe I110 Cif eki _ 11 I ;2,
r i If 114` I I, 4
1 ix± _ft
T ;
;1I.
1 14f I ri .11 4 2rr
.1 I; :§414-44i
121i ,d171ffirjr16.1 ' I T"
.I . ii.
$7Teliffilli .'ji. 1 i i.t
a I . Mai -/' t',..
-- ,,eI
r 5 iii IN Is iII::L 1,i , : 1 i,_ 4 'Il 14;2 11___.___ a :4, __ .111.4 -I1
foido-TifingrallaW 7 TLIRri ';11:Ir*ItillielitellitYlifirillilig- 717 1 111 11 LP H 1 .1 / VI. ' ...... 1.11=11 ln1.111119MANP1' ..NT !.., ......
1
%dr
. 1.. 1... I' 1.1.1. ..111 wISIP ,II.1 d
1 .. . . .1 iIt7 I 1 .. . i . ,i.
FT.14171,'1.7,.7;e0 151 ?P!'..'1,11
1 ' 4 .1! 411 11. mral Jy 11 1 71 704 ;, Cr' .Irma?fiti AI 1- r 00:1-611 4111.1.9.1.110ir 11111.1.161 TWA _....,, T yr, .1. , alai.,I. , pi,er
1
, T:: I .i 1
1 FIVE MLA NS 0 We all know lliat education is a complex matter. We know that It can be dangerously, misleading to reduce Involved educational pro. cedures to simplistic "either-or" choices. At the same ..time, we all know how necessary It Is to'cut through nonessentials in or& to reach and to deal with major problems. It Is the latter spirit that I point out that there are five other highly volatile issues which .are intimately linked with 'whether special education emphasizes maim streaming or whether special education pursuesItstraditional separated and self contained posture. The five other issues polarize as follow 1. Centralltetkir) versus decentralization 2. Inclusion vests exclusion, 3, Categorical versus noncategorical 4. intagratibri versus segregation 6. InstitutlopalliatIon versus normalization For some pe9Plei, these are significant socloaducatIonal phenom- ena.-For othars4 they are catch phrase.kays to domagogary. For same _ people, these Brie concepts to be examined objectively. For others, the expreulon strain under almost intolerable emojlonal loadings. ey will beexamined to see It is my ho #ithat the relationships among the above five pairs of wilither they are points one position? and instreamipg will be given careful, professional con'. contln m rather than unbridgeable sideratidf) fig hope they will be examined to see whether they are extremes. points ntinuum tether than unbridgeable extremes.I hope these cio,i) epts will u rtain their potenfal usefulness` In role to sp cleI edudritIon In general and in relation to the mains ing self contained continuum In particular. 0 I kn .of only one school district in America which deliberately moved to the goal of systemwide mainstreaming for all exceptional children &long as 17 years ago, and then did Its best to implement that goal. That is ,Tacoma, Washington:' Perhaps there are other dis- tricts that made such a comprehensive commitment early. If so', It would be good to find them and to learn from them. But the story of Tacoma and Its neighboring counties will come out later, so I will simply acknowledge Its historical role here. '
Definition. Developrnent, and Characteristics _ As I have said elsewhere, The. principle of educating handicapped pupil. in local schools prong with their brothers and sisters and the rest of the neighborhood youngsters is neither:new for revolu- tionary. Nor Is the idea of IndividualliIng teaching for all pupils. Until recently, however; both mainstreaming and Individualizing were considered to be concepts which were desirable but not readily attainable for very many ifxcep- tional childrefn; 'the gap between the wish and the fact has begun-td ihrInIcA number of School systems art-Totov-- Ina that -special education of excellent quality can be arranged, for exceptional children In their neighborhood schools In regular clan groupings. Mainstreaming, like any new movement whiCh calls the changes In attitudes; behaviors, and 'In .socioeducatioral structures, hascertaln natural enernles..They are Ignorance, tradition, and prejudice.,,et us that we can help to provide hard facts andArealistIc interprets- 'don; to diipel Ignorance. Let IA make every effort to assure respect for tradition, but not enslavement to it, and let us meson rather than simply react; limiting prejudice and making the judgmept process.our ally.
la
REFERENCES
Birch, J. W. Peering Impaired pupils In the mainstream of education. The Uni- versity of Minnesota: Leadership Training institute, 1975. Birch, J. W. Mainstreaming: Educable mentally retarded chile/4n In regular classes. The University of Minnesota: Leadership Training institute. 1974. Birch, J. W. & Johnstone, Et. K. DesloIng schools and schooling for the handl capped. Springfield IL: Charles C. Thomas, 1g7b. odelsifor Delivery Special Education Services in to Least Restrictive Environment
011
r Preventive Mainstreaming: Impact of a Supportive Services Program on POrilie
ROBERT P. CANTRELL ho concept of mainstreaming, simply MARY.LYNNCANTRELL Slated, requires that "exceptional" chil- dren be'oducated in theiaini environment Abstract: Although there are Many all other e\hildren wherever possible. Support reasons for maintaining exceptional for the notion of mainstreaming has grown children within the mainstream of out of earliel. concerns over the doubtful effi- public education, there Is little empir- cacy of the traditional approach of separating ical data directly supporting the ratio- "exceptional" children from their peers for nale of mainstreaming, The present special, educationalservices (Blatt,1900; Investigation *valuated the effects of a Johnson, 1902: Dunn, 1908: Filler, Robinson, - support teacher prograrn in main- Smith, Vincent-Smith, Bricker; & Bricker, taming exceptional and potentially 1974). Conceptual support forrnainitreamOg xceptional children within the regu- on on even broader exceptionality base than school program. Program effective- mental retardation can bederived as a logical ness Was evaluated In terms of achieve- octinsion of an idea advaniad 12 years ago by ment scoresitepostkelrefrequency of referrals for traditional specie' Nicholas Hobbs"(1903),Project Re-ED, the services. First graders from 20 schools reaLxation of Hobbs' ideas, has proven to be a distributed across five school systems in successful model for a number 'of programs Tennessee served ite Subjects. Low for emotionally disturbed children across the 10 (range 50:99, No333), middle 10 country. Ea...tiffany the Re-ED approach .(range 91004, N357), and high 10 involves: (a) viewing the childas partof an (range 10-139 ty388) subjects dif- ecological subsystem, (b) analyzingthedis- fered significantly In achievement score cordonCee Irtthat subsystem which led in la- changes as a function of the axallabil- ity of support teachers to the classroom teacher. In addition, significantly Editor's note: The current contention between ;per more control school pupils were cis' educstorsArio endorse mainstreaming, normal- referred by thratescherS fOr psycho- ization, or least restrictive alternatives, and regular logical services the following year The educators who claim they hays been trained to teach results are discussid In terms of empir- only the normal child might be mitigated by consid- ical support for, the mainstreaming ering the Implicatione of this article. Would the abil- concept. ity to and 'baud* toward working with an excep- tional child for part of a day or week be improved by including spoolsl education content end methods courses In tischer preparstlon programs for regular' ROBERT P. CANTRELL, Is ASSoolste elementary education programs? Would It be Professor of Special Education, and adventageous for more special=edinstIon training MARY LYNN CANTRELL la-Aiikr-- programs to prepare their students to become tint Professor of Special Education. resource shift members, conference teachers, con- George Peabody College for Sult4nts, or support personnel? MAT Teachers, Nashville, Tennessee.
for Exceptional Children 24 Prom Exceptional Odktrsn. Agra I SIM, pp- 38t-383. Copyright V 1978 The Council == 3o holing the child ae "different" "proble- acteristics which ifilliete the labeling of chi!! matte," Tind(e) utilizing the beet applied droll as. deyient, providing teachers, with knowledge currently available in the fields of immediate access to remedially° or proven- education and human behavior to reduce the the programing for these children should discordances to such an extent that the child Iower the probability of referral for services can be maintained within therecologicaUsub- outside of the classroom! Thus the specific- systeM, Althciugh the Re-ED approach, was hypotheses .tented were:.(a) first grade chi!. 'Implemented within the framework of a short dren in classes for which expert consultation term residential netting, these concepts are was !wettable would havesignificantly certninly applicable to public schools which higher achleverneht scores titan children in are the inevitable locus of maintaining efforts. classeswithout such consultation when The PreVention.InterventIon project (PIP) achievement scoreswere,adjusted for pre- was designed to solve children's problems I vention achievement and IQ scores, and prioteto referral for formalized survicep which (13 teachers with access to expert coneulto . demand labeling and pciesIble exclu tl would refer fewer children for psycholog- elan- from the opportunities normally avail-- lc tl and special services than teachers for able to nonprublem children. The program has h n such consultation was not available. used public school teachers working in con- Junctionwith "support" teeChers trained in' Method the ecological analysis and kolution of chit- Bublects dren's problems. Support teacher training Involved two pile of first grade teachers in experimental phases. The first phase consisted of six weeks schools (pupil NE723, teacher NE 37) and of intlinslye training of the support teams dur- control schools- (pupil N -355, teacher N' B) ing the summer prior to the first year of inter- for whom scores were obtained on the Otis- vention. Training was implemented with the Lennon Group Intelligence Test and prey'ear aid of program modules in the followingareas:- Metropolitan Achievement Tests (Primer, (n) behavioral principles, (b) basic evniu- form F) at the beginning of thefirat year of the atian techniques, (c) program relevant Prevention-Intervention PrOject were used for assessment,(d) acedernic programing, this analysis. TWo elementary experimental (e) methods of contingency management, schools and two elementary control schools (I) groupprocess, and (g) coordinatedecolog. from each of five school systems in Tennessee ical planning. The second phase of support were part of this project. Of the two control teacher training consisted of Intensive case schools in each system, one was designated an consultation and ongoing feedback provided "active" control and the other was-used as a for each case opened durizig the school year.. "hold-out" control. 'rhe active control schools The purpose of this fuddle Is to report the. participated in pupil achievement testing and offectreonystudent achrevement of the ',walla- classroom otmervation procedures during the bttya ofsupportive resources from PIP. The firstf year. The hold-out control schools did not participate in the pupil _testing or observe- focus is on the achievement scoresi- of first- grade students, the target groups for the first prOceduree. HoweVer, the hold=out con- _ __ year of PIP. Student achievement has to chool teaChers were included in the pupil referral data gathering process during the pro been an accepted,although debated, measure . of teacher effectiveness, and ei such com- )ect's second year, prised one dimension from which differences -_- :- between teachers in experimental and control Procedure schools could be assessed. An additional Experimental school teachers had availableto dimension for comparing experimental ver- them trained support teachers from their - stiff control teachers is the relative frequency school system who worked with them to solve of referring children for special education or the problems of any Child Or children forwhom' psychological services. Dunn (1905) and Cris- a teacher was concerried;w ith no specification __ topolos and Renz (10130) have Jegitimately_LT_olany set of appropriate referralcriterth:Two 7 -- asked why some children are singled-out for=-=:-support teachers-serviced-botkexperimerital=: special education placement while-others ofr-schoollt-inT-etith=systwoi-..5140-ortteacifere comparable intellectual_ evel are_maIntalned-=----N010)-_,111111FreceivellEsixmwreek-egofrinten-siVe_-( in the regularslassroom tor extenoeu-pt rious:--tretninsiin--nreakjound-osefilkby-ieuchersidn of time. Regardless ofthe discritninable chart he_ Re- Eti-scit- o_ofs_tinti_Were_
Mointailling Mt:anent= consultation from the. Staff who hod trained of the student's yre-aphievemeni standard them. They also used a structured, problem scores averaged over the achievement areas of solving procedure in heuristic format (Can- listening, reading, end numbers served as pre- troll & Cantrell, 1074) as an aid in problem dictor voriabies in a multiple regression analy- identification, analysis, intervention plan.- sis against the post year standard acornmeans ning, enactment . and problem monitoring. averaged over; listening, reading, and numbers Both experithental and control school in ordek to obtain predicted achievement teachersreceived computer' printouteof scores (Manning 8i, DuBois, 1002). Residual extensive classroom observation kopedures gain sages were next obtained by subtracting reportedelsewhere(Cantrell,Wood, & predicted achievement scores far each pupil Nichols, 1074), as well usjhe opportunity to from actually obtained pasty/ear achievement view,videotopes made during tile observation scores, ,;Using this procedure, students who activities. The video taping and observation achieved above What would have been pre- feedback provided to control school teachers dieted- on the basis of their IQ and pro- served is a partial means of dealing with the .fichloveinent levels received a positive iesidr-- Hawthorne effect. unl score while students who achieved below Referrals of pupils by experimental and whatmquld have belin predicted on thabasisof control school teachers to each system's psy- 'their entering IQ scores and pro-achievement chological services unit were obtained from scores reFe(ved a negatively weighted residual each school system..Six categories of reasons score', These gelatinl scores served as the for children being referred by exiierimental d pendent variable for a 2 )4 3 analysis of m- and control school classroom teachers to pay= ance. Experimental school students versos thological services units within the five school control 'school Students composed one dimen- systems were used: (a) suspected Intellectual sion. Titre lQieveis of students -omposed the handicap, (b) suspected perceptual handicap, second diensien. Table 1 prawn he IQ die- (c) underachievement,(d) physical .han- tributiml c nracteristics of experim. ntal and dicap, (c) suspated emotional handicap, and control school groups. Although there was a (f) othera miscellaneous category. Across significant difference in IQ scores ( ( el 2.69. p < the five school systems these categories were .01) of the IoW IQ experimental and control either those alreinly aced by each system's school groups, this was not Judged of milli- psychological services unit on their pupil ref- clent importance to detract from the ultftnate, erral forms or werecontent analyzedinto these results since each child's residua achieve- categories when teachers-gave only written ment shore was individually weighted by his reasons for referral. own IQ score and pre- achievement score. Pupil referral data were analyied by means of.a chi square one sample test (Siegal, 1050). Statistical Analysts ai All childrenin experimental and control Results schools -(iir whom IQ. pre-achievement. and postyear achievement measures were avail-;,. Means and standard deviations for the expert- able Were pooled -Mina sioglemul tip! eke e s;t:-='mental control s at each of the_three sion analysis. Each student's IQ and &mean levas-areipretiented in Table 2. As can he
TABLE 1
_ r IQ Distribution Characteristics of Experimental -.- _ and Control Groups
=low '232- 81- 0 7,6 5_1 1_01. 78,1- x.10 71 R.4IdID 245 9 7 4- 41 91- 1i2. cairnV-104 align Its 246 1.14,4 if-4-105713 '42113-2.=7 , 05L135,_____
26 WpactorSuppbtt orvirott n.from this. able,. low, Middle, a d high IQ Tables 4 and 5prasent tllepupil referral data experimental sclfool students all flirted higher from the 10 experimental and 10 control residual scores than did conyol school stu- sabots used in Oils study. Over four times dent's- al comparable IQ Iffils. In addition, more first grada pupils and two times more there was loin; variability of achievement second grade pupils were referred by "active" scores for the experimental school students and "held- nut" control school teachers than by than for the control school students. Analysis experithental school teachers( XII10.78; of variance of the achievement residuals dem, p < .001). The highest frequency of referrals onstroted that these difference's were by control school lynchers were in the areas of cant. Table3 presentsthose results. suspected intenttunlly handicapping condi,
TABLE 2
radar_ Bivlationsof Achievement Rest us' Scores
So
Law to 232 -3.390 22.835 . 101 -8.056 29.338 Mid 10 245 6.930 18,900 '22.281 High 10 246 .506 12.1129 142 -3.119 14.672 Total 723 1.088 19.031/- 355. -3.251 22.285
TABLE 3
Analysis of Variance for First Grad* Students' Achievement nesIdusis
Sourco dl
Experimental vs, Control (A) 4610,62 1 4610.62 vela (B) 14739.55 2 7369.78 18.83' 10 Levels (AB) - 459.46 -.. 229.73 .59 -Error 419634-.37 1072 7 391,45
TABLE 4-,
Tit 1 Numbsr of Referrals fromExperimental and air School Teachers for Psychological Servic
Exporimonral First
econd grade
etainbs Momentum_ z TASLq
Types of ReferII from Esperlmen el end Control School *Niche's for Poycholog eel Services
Intellectual'. Persoptual Under . Physical Emotional Groups . handicap -handicap achievement.. handicap . handicap Other .
Experimental 2 7 1 5 0 Control 12 34 0 10 6
Note: Discrepancies In totals arefunction of soma leathers referring children for more than-one pfoblem.
lions, underachievement; and emotionally. against the child" in order to assureithat. the handicapping conditions. child receives any services at all Such cases against children may lie necessary simply DiscuOlon because traditional psychological services are often the only recourse available to These results support the hypothesis that tea-chore.. regular clhssroom teachers who have access to It is temptihg to MI:rteThat borderline resourcepdsonnel trained in ecological analy- Intelligence childrencanbe maintained within sis and intervention strategies can effect eig- the reguldipublic School classroom if inten- nificant achievement gains for studante at all sivelyand'. specificallytrainedsupport levels of IQ functioning,/ It is iraportant to note leachers are made available to deal with the that no one IQ level of experimental schoolinu- academic, behavioral, and ether problems dents achieved more i/at the expense of any such children pose for the regular classroom other IQ level: High Istudents within experi teachers. Further, the finding that high IC)chil- mental schools conti ued to achieVecommen4. drop were notpenalized by such an activity in curate with expectat one for their own drivel- their achievetnont growth supports the argu- opmental rates . oven though consultation ment that mainstreaming is possible in public centered primarily on the problems of lower schooltinserooms,assuming adequately functioning pupil . Standard. deviations for trained, sufficiently motivated, supportive each of the experentnl school groups were personnel who provide aid and on site, case consistently low r than coMparable control related training for regUlar classroom , groups.Thli s pports the contention that teachers. experimental sc ool teachers tended to teach pupils at each Ilevel in sucha.way that more homogeneity of growth rates was maintained- erence within their classes than in control school _ classes. These results lend credence to current Blatt. B. Some-persistently recurring assumptions concerns for individualization of instruction concerning the Mentally subnormal. TroillIng in regular classrooms and provide some of the School Hallatin, 1000, 57, 49-50. first empirical support for the concept of -,.Cantrell, M. L., a Cantrell, R. P. A systematic ,mainstreaming. approach td solvingchildren's problems uttitxtng The finding that psychological services re- n heuristic model. Paper presented at themeeting ferral rates were lower the following year in of the mid-South Educational Risearch Associa schools where immediate aid was available to . lion, NoW Orleans, Ndvember,1974. teachers for pupils having difficulties has Cantrell. R. P., Wood, II.., & Nichols, C. A. Teacher some" important implications. First of all, knowledge of behavior principles and classroom these results imply -that leachers view the leaching patterns. Paper presented at the Amen availability of immediate support seryicesas _ iarLEdocotionaLReityarCh'itsfocintion'conyen-: sufficient in the majority of cases for-dealing with pupil problems. Secondly, it may-wellbe_-,=F:-;=fi;Renvil.4.--xriticaLexamination.of 'that -teacher ices units may necessitate "building a case 1009, 3,-371;379. - laintjet-of SuopottiWS-- 28 "- - - _ Dunn, L. M. Special education for the mildly ,The project eported herein was funded coopera- retardedIs much of II justifiable? Exec/Marini tive& by thefElomentary end Secondary Education Children, 1000,35, 5-22. Act (ESEAb title Ill (Section 300), US Office of Edu Pillar, I. W., Robinson, C., Smith, R. A., Vincent- oation;45ludation Professions DevelopMent Act Smith, L., Bricker, D. D.; & Bricker, W. A. EvaluaL (EPDA), US Office of Eduction; Bureau of Educe- ;. (Ion end pl'ogroming III mantel rgierklation. In N. lion for the Handicapped (rki), US Office) of Edu Hobbs (Ed.), Putur'es of children. SittiFrancitica: cation; Tennessee ESEA Title III; BEH through the jossay`Bass, 1075. Tennessee Department of EdOcation; Tennessee' Department of Mental Health; Tennessee Depart-% Holtbs. N. The process-of re-education. Paper pros- ment of Education; and five Tennessee school sys- ?entail nt First Annual Re-ED Workshop_, Gatlin- toms; Metropolitan Nashville - Davidson County, burg, Tennessee, September, 1003. . Memphis City, Kingsport City, Robertson County, Johnson.. G. q., Special education for the menially and Hamilton County. The. opinions expressed Putarde d n paradox. Exceptional Children, 1002, herein do not necessarily reflect the position, policy, 2(1, 02-09, or official endorsement °Mho US Office Of Educa- tion or any of the above mentioned state and local Manning, W H., & DuBois,' P. H. Correlational agencies. Additional Materials explaining the train- eiltods in research on-human learning Palcep. ing of. support tobchers, types of consultation (Ion and motor Psychological,,Seports, extended to support toachdrs and the characterip Monogr. Suripl. 3-V10, 1002, tics of those pupils specifically targeted for Individu- real: S. Non.poromutric mut/mica for the allzedinterventions are avail/able from the authors rid sciences. New York; McCraw-Hill. 1050. upon request.
4 ,
'rviiiintiffihig Moment Opnierikand of a ResourceTeapheik Prpg.tanvi
JOSEPH R. JENKINS, urrent educationalenvironmentsfor chil- WILCIAM F. MAYHALL Idardrig 'problems con- .1hrlitili4ef'-rsourceiconsulting teacher . . pkgrantwor-sorlielorm.orsell contained arie- Abstract; Thetrillcal features of the resource specialist model Include a cial -deaden. The self contained spebial class Commitment to provide (a) Ben/loom was a radical development of the 1030's, Core school tasks, as defined by the which grew rarlidls$ in the 1040's and 1050's. classroom leacher-(b) Close.- The rationale forsuch classes was compel coOpekation with the child's ling. Children could be grouped ,with other classroom leacher, (c) one to one children of comparable ability, lessening Instruction through cross age and unfair, demands on .their iand ennbling peer tutors, (dj direct and delly..teachers to serve a more liinited ability range. measurement of student progress, The number of children per class could be htn and (e);dally instruction where direct ited, providing more desirable teacher-stu- services are required. Components of the model were examined dent ratios. The special teachers would have individually In controlled settings and special training and experience and could only those components which proved employ curricula designed especially for effective were incorporated Into the handicapped learners. These self contained model. Finally, summative evalu- special classes proliferated,. but their record. ations wore conducted, which tested has been mediocre (Cegelka & Tyler, 1070).1n the efficacy of the entire model. generel,;mildly handicapped chiidien seem to achieve no better in,speciat classes thanliheir' do in regular and there Is no clearevi deriaGthat::ietick:!eiriaSes- produce superior soicialacljtistMent(&leyero±,viitz,--10074 Carroll, . _ ; 007);, Rt source teacherprograms,- which have becorne=--prominentHincthe .are an -- attempt to overcome some, prblcrrms JOSEPI71 H. JENKINS is Associate .canted with special maintaining, Prolifiabi:Deptirtmearbf high mildlyhandicapped Education:.University of Illinois at childpen. Despite a strong rationale far their Lirbiihri-Champaign; WILLIAM f:' adaption and a great- dent of interest in the MAYHALL is Psychologist, i_as Crudes literature- (Flarnmili s4iEWtederholdl, 1072;,_ Public Schools, Las Crudes, 1973;;StibritinO; J971),thereiii-Conc Mexico. The work reported hereinri-. flicting evicidnea*,-,Wfiethetresonice teacher ---_ supported in part by the US Office-of progranmiire_any.,nfore7elledivejliiiii the al Education;=_Bureau of Education for rhutves of- regular or 5.pccial class place the ilandidappecia==Contradt Atel: --- OEC4-412905-4521, Southwest meat. EmPtficTel'evidiiiii0011:1- hailansLRescur -etenteraNtawAtexido----dewiiird7orh-sociaV.ad vent ages-o resource State Un iversity La fTCycidWiii=--Jb poFrrca rwWrli it37rl
'56 FroExeoptirVr- pto mber waTre-11V29 Copyr101110:10765rIft,C6tiffEliWEKeptianelthildrtifn= .(18 4 Evidencefrom.Ainsworth (196 core tasks are distinguishe&froingOre Rodeo' (1971); Berson', )(abler, Fiscus, and tasks by-their consequences, InadequalOPe.. Ankney (1872); and Tilley (1970) indicates formance on core Ineksmaylead a teacher to that- children receiving resource services rell.brilatglreqdlnary measures (such.ae're- benefit no more than children placed in regu- tehtiork.!'cir. referral to special education), lar or special classes, Whiclicratickfri rejection of the child from the These Inconsistent results mayvtleruffrarn mainstream.'
thcvaMety of experimentallircidOnVbeing In feedbag, for example-, core tasks include. models mayN *tie effec- sounding outunfamiliar words, reading; tive the'ri4thersibut the sigrdildtint -Variables orally upon.request, and answering compre of '-sitccialiefplrprOgrarne4aave not yet been pension questions. A child's failure to per- identifiticleVailft tense variables hove been form adequately on one or more of these core delineated, changing spacial educationoar- tasks alerts his teacher to the.,fiacit that he is vices to resource programs is no guarantee not progressing in_the mainstreelit. The crite- -that such programs will enjoy differential rie for 'at ceptable performance on these core success. tanks will vary from teacher to teacher, with :This article describes a resource teacher. some teachers requiring more proficient word program, the Resource Specialist Model, that attack-And oral reading than others. Similarly has been evaluated for its overall effective-- the reading vocabulary and ccamprehension= nobs as well as for its constituent components. qUestiong will vary with the classroom cur- It is hoped that this approach to program de- riculum. Thus, an inability to decode shart velopment will prevent- the proliferation of vowel sounds dooms a firstgrade child whose ineffective programs. teacher uses it,..ggs6 Basic Reading:440a Deicription of,the theSullivan .Programtaa: Reacleri:', For - anather child Whose first grade loacher uses Speciallsailodel Scott Foresman, tn.whtch short vowel sbunda AdocatesofresourceteaCiler' program aye etriaphasized less, performance will be believe either that these: programs provide judged On other, kinds of Words. ,better Instruction Ahait ,other., educational the'notion of core tasks set in different cur- ..arprigetimme. or)hat resource programs are ricula and with varying performance stan- batior7able,to ,helP chIldree progress in the dards has.enormoos'implications for the re- --educhtional mainstream:Itisthis latter , soairce- specialist, These standards define adVaniage that is emphasized here. When a what is to beIaught and by what criteria suc-. child is in the educational mainstream, he is case ,will be ludged..The resource specialist it accepted as a...member of a regular concentrates on core tasks in the classroom thqqry, he, is accepted because he is, acquiring curriculum while the classroom, the skills that every child Mast master to teachers performance.standards.. become-a fall contributing member of society. Though the -reftificInship'betWeen special In PracttbOhe classroom teacher defines the education services and mainstream tasks may. essential, Mainstreem skills; for-- the class- appear_ obviousspecial.education has relied- room' teacher -is empowered to recommend on .. special curricula that bore only slight that a chilli be retained in his current grade, be resemblance to reguler edudetion'e. curricu- socially promoted, -or .be removed to a special lum. As a result, placement in special pro=. setting (all rejections from the inanstrearn). grams -was mord often permanent thanlem- (The significance attached, to a particular porary. When children are placed in curricula skill Will var#,,ecross :schoot districts and whose objectives differ significantly from schools and even acroieclaSergaMs regular education, the0achiancee:are slim - the same school. Acceptable mainstream per- that they will master mainstream tank :When..: formaace is, thuil, ayelative Tatter, Neverthe- special education services concentrate on less, it' Seems t certain core school ilidka' ".reduCiag psycholinguistic, motor,or 'perm- and classroom behaviors receive special at- teal deficits, they,.have little direct effect on--7 tention from teachers. Classroom teachers care claihroom-taSks'AFlainthill ety,Larseni77: observe ,.childpn:,..performt08.:,..ibese:' &L.Nyiederboltit establishcriteria- for, aCceptable Our point la_roftbet fOrmance, ands_ judge perform_aucc-Igaifistakilliy:idefickteilolecgessAlythvrorminf...some
. these criteria. 'Asseisrfierificir-ebrelaika-ifiribsoltile sense ratherthat -it nits ss the`c+ana informal just -as it is-:for-noncore_taaks -But = tern_ of theclussroomteacher whO-definedthe
Maintaining Momentum - 7 mainstream, A- claseroOto: teacher'clbes not in global terms such tie immature, aggros . 'refer a child -becalms that teacher notedan, e ive, uncooperative,inattentive,- and auditory sequential memory deficit. Rather, hyperactive. The purpose of this first step the teacher' refers a !child who rdads,plod- is to replace these global gescriptioni with dinglyVilth a high error rate. The tendency to more 'specific descriptions of actual per-. accept the aims of regularaducation charac- _formance, such as unauthorized talititig,.: terizes several other resource and consulting being out of place, dispinying.phyaleal: teacher -programs (Deno, S., st Gross, 1975; aggression and not assign Lilly, 11073; McKenzie, 1072). On the other merits,
.hand, for children with severe handicaps 'a focus on mainstream academic tasks is probe- 2. Menotti.°performanceChacrepariey.. 4' bly inappropriate. The riblealve of dnititerVentionprogram is
I the reduction of the distrepancy betvveen Who It ikavad 1- current and acceptable performanciofcore Aresource Specialist ynaysy in, ategori- tasks or behaviors (as delineatedin stop 1).: cal, cross categorical, iir,:ciadategoitcal re- Thus, current performance must hejned-7 source'program (Hammitt. B ared and acceptable perfor manta nuist OW the objectives, the deliliory, ,find the determined. Performances VoCineastired-:: service itself are fundamentally the same for over several days, preferably by the refer'l any of these programs since the funding ring teacher, who also bestabliehescriteria source for the program, not the resource ape- for acceptable performance. della, determines who can be Berve&-in resource program. 3 Plan and itiiiSternent $n late vention pro gram.: Type of Service Interventions may be essentially instruc- The resource specialist program employs tional, such as providing a number line,- both direct and indirectiervieecThe nature using flash cards, or providing a claeeroom and' _severityofthe problem determine tutor,, or they Ray include arevision of whether a child will receive direct services 'reinforcement contingencies. In the latter from the resource' specialist or.indirect ger- case, the resource specialist relies heavily vicethrough consulietion With the class- on-principles of applied behavior analysis. teacher. For examplei .conduct, social 'Current and pihential reinforcement con- behavior, and minor academic' problems cart tirigancies are identified which may influ- t. . b handled through structured consultation once perfiRmance. . bilesever°, academic problems usually require direct seevices;N. 4. Revise the intervention program.' Selection of direct or indirea akite- is The classroom teacher continues. to mea- based on information obtained through a re- sure performance to determine if the per- ferret' interviewhich' focuses onicientificat, formance discrepancy has been reilOetior tioti a'Oroblem areas.' Sometimee, classrooin if program revision is necessary. Daily observation and Informal testing are also measulereents...are employed not only to required. In addition,'. formal testing may, inspre prograd accountability but also to depending on state requirements, be neces- provide the information needed to make a sary' to establish a child's eligthility for ser- program self corrective... vice. The `resource specialist and the refer ring innoher then jointly pinpoint, care taskil 5 Provide intermittent consultation: and behaviors; identify current &id aceepte, ate' per,roriii6nOP- levels ; and finally select.. Tha final step in thesindireet, service pro- implernertt,.-and evaluate an tatervention pro' scas lay5slyeemeinteiiancaChecks to insure - gram. the. progressing sails- eatorlly. , Indirect service, The indirect- service function has been analyzed into five batik steps:- = Direct servicee.E.-Theaclasstoomcurricultim.7_ the _'performen_ce criterik_aierthyithe clayeys room tochar,end: thecore'tasks;all,fielp:to- i. Identify core tasks or behavioi.s:-= define what the resource specialist will teach. Referring:teacherti Often -Ilosource-ToachorProgram - -r, . _ -= age the claseroom reacher to inedify the regu- groupthettluction.Farther,pyevlotis lar curriculum by suggesting alterritite mate- reit has-indicated that instructional rialsand procedures,Many claseroom ffltctivenese declines rapidly ai teacher- teachers recognize that all curricula tire not pupil ratio increases: most rapid suited to slower, students and are quite will,: decline omits as this ratio increases from., ing to incorporate a second. MM.° suitable 1:1 to 1:2. The rulinb'er'Ofire.feirals usually serive.. exceeds the capacity for one to orip Instruc- Theeix stepsin-tbe directfservite,process tion from-the resource speciellit,Ihus, re- ere! source specialists 'Ore encouraged ,to, re- .-..truit, end Rupert/lee tutors from'the 1, Identify ceritasks. -community or fromother claeerbonikinihe During the iefertal interview the resource school. ( specialistdelermines the academic areas jn _instruct from a data which-- 'the :referring:" teacher- hoif noted serious performance discrepanciee. The The -resource teacher obtains informaliOn specialist thiterrnines what curricula are formaklnt;insirtittlanal dedisi,oner by re-, used, the core tasks, and the approximate cordinifrenO,'Jbarting direct end dailymen- standing of the referred child in the curric- ': Eniras4f 11.10 childP,O(rOgithdlnee Exinnina ulum as compared with his peers: lion of therted:-perforMenee permits the teacher' todetermine.IV:dealt-0dpet- 2, Assess core leek performance. formanco changes ',ire. occurring,- to esti-. Assessment of performanceon core tasks. male when an ciblective will be met, and to is individual and is macictin relation to the ascertain that a performance has reached classroom curriCulum:Ir'lleading assess- criterion, Perhaps -more importantly, the ments can be accomplished through a mod- 'charted record of progress can demon- ified informal reading inventory in which strata the accountability of .n resource pro- the child reads from diffeceilt levels of the gram, series and answers comprehensloh ques- tions. In arithmetic, the resource specialist O. Terminate direct services. ,deterrninis the sequence in which basic ,,,..When: the child'scurrent performance operations are taughtfifie the curriculum reaches a level comparable to that of other
and. assesses whjcii iineiliave been mas- children who are making satisfactory pro- tered. In spelling, vocalulary le,jsampled gress, direct serv'ines are terminated. The prograisively through the series. classroom teacher. may adopt a part or all of the instructional progiem developed bye_ 3. Plan and implement an 'Intervention pro- the resource,t1061alist. gram. Following the individual asadesrnent. . , _the EialuatlOii of Program Components!: teechers reconvene to determine what, per- There are numerous potential componentsrife formance levels are necessary tot insure ource_trogram, many, of which can be continued participation in the educational empirically, examined. In th& development of mainstream ant tto devise an interveption the resource sPeCielishmodel the effects of one program. A time is scheduled for the stu, to one instruction, cross age tutorial instruc- dent to receive special assistance in the re. tion;,directservice. drily measureent,m and daffy instruction were individuAy evelu- rued. Summaries or !belle evnivations follow: Provide one to one daily instruction. The'rationalefor,one to one instruction is One 10 one instmetion 'anyany performance discrep- An expektriertt by Moody, Bau,sell, and Jen- ancy serious enough to warrant direct ser- kins (1973) studied the effeeti of various Klee& from a resource specialist is serious teacher-pupil ratios (ILL 1:2: 1:5, and 1:23) on- enough to warrant the strongept inetruc- children's learning. Figure 1 depicts the clif- tionalorrangenierit known,ledividuelized firences in leareinunder these teriche'r:Pa%__ one to one ihstrUdtion. Seorid, referred pit ratios.--Ther-7,grefurest lonuotcues_es:,-the_===_- children have already'deMonsirate&that-inri.trruction ratki'chinges.frUrn a tutorial'( 'they do not progress satisfactorily under:setting t -FitiltiaVgri;dip iettinir
:ftteletainIng Momentum LIRE 2. Word recognitions prop anion FIGURE 1. Me roup and with Om age tutors Instruction. Ing teacher -pups ratios.
es continue as the ratio is increased, mentally handicapped and learningdis hied These data argue strongly for providing indi- . children produced similar vidual. instruction to handicapped children who have-fallen:far behind their classmates Direct fiervice 4 Agerutara Astudy by Mayhall, Jenkina, Chestnut, Rose, ur tngrinut receive- More referrals Shroeder, and Jordan (1975) compared the hetrii"tource Weiler can handle indiyidu- efficacy of direct and indirect service to the even-though instructional effec- Children shoWed greater progress with direct service from theresource specialist (see tiVe Jinn: as ,the instructional ratio 1t1,...the demand for 'Figure 3). This effect is assumed to be doe to e-xp.' oftatirasults in resource the fact that while the resource 'specialists Children's inetruction..is focused their efforts exclusively upon the pro referred childrenthe classroom leachers . all grdnpa.- A.-danger rich , divided their attention between several class exiats tit; ihnt conditions in the . resew- tnysiertible the same room activities. lassro m ± `one whichVuti,e already
>0E4. Otion to this prOblinn consists of 4 if}tipingt highly individualized tutorial prosiosge and peer tutors .letaufla now whiff worlider the direction of a resource e*C1..ai 4000 tfacheriit'fi./. A spirckcapfstudies inyeading, spelling,and liritheaftic (Jenkins, MaYtialt, Peschka, a Jen- klrs ',.4kompared children's learning who given eml groUP instruction by a re- schlice teacher.00d when given instruction,by_ dross age. andkileer tutors. The tutors were. trained and supervised by a resource teacher, The results 'Of these studies overwhelmingly support theimperiority of one to one brass age tutoring over small group teacher instruction. ,Figure 2 shows the comparative learning of FIGURE Word recognition progress with direct th4tee' educable mentally handicapped chil- condo insource room and with Indirect *entice In dren under these conditions. Seth child the classroom. 'learned More when instructed by a tutor than he did when taught by a resource teacher in a Daily Measurement:- Small group_ . As also reported by Jenkins et al., To -determine the effects, of daily measure- ouches ,:in 'other akin. areas with educable inent and feedback-openchildren's academic
_Rosourco Toucher Program _. prrforrrin-fic-cr=the5resource7specirilrit-tintFinc iitird enTi-f eti I v "fig -inlitinetiiiii-wit-- itw --6.-4---i-6-ic-rwe,--.--.-- . e riiiittaffrpo it p e rth It I ed-AWVIewahewsuITA eit;-.iy_ifeltro_annnte-iffitiliar_e0 e n ------,Ma klin=I I ePe-5 alai Airn-vo 6 5 eildi49-74-Wo-rTI.,_._ - ,--7.- n----1 OW Ei _ tu._h-ii_:, --.'=-..--
I- kArtn-cm .i ii---- ,y .-ffilMy_ip-r e --
Imam . --- ' 2 A '
JE -11-1-- i t 17-i- 3.44.
E-----____ V -111-__S= W6M- -_,Iietatiroirleirgintigheiit rirth &-i-iy
7 = -...... - Lai 1 irl_ZillreAtWAKI ,' third=rTifIlLaillil'''':El'ii_e_timek.frolat FITIAMM=IMAIllifilk-Afilirrid7r- rklea.: to_ -0, 1-n-i-t-i-t k i Fl-lbreir -b-gfikfts-D-T--,-- _ me gp-e_ ro-t-Ty rit-111
FIQUITEAA 1 n witWieclAglOrah elf
c rni n Antcroon= 197-3 re Wr-e-ati P unman rt tkitas rferfaliffnib /tin bti ned-lcre fryr dkiJi fit-fLg -j-trin--14wameetiettett licAtIrucl_krn rilyrfrmirn1flhi-Tlnni on 1t =fit WM-Mt e.ry-UVIrjvi rtanw. s pe. Wc._tienin chili!e"-TitriFNEM-bil :A==nte c nj! -VIVUL-7--r, "ALungp_ukg.lAixuat404, 4felhi9T-ttFEMSZrnYrVriiIlyMitrllEiMlTtAISIFliriTiriyt I nrt=n-4-=-ni-nrifirn _-41W-ai-i_rv-varzirwintygt ruin -jj'flj1 JAM trA41 IN liftgriniEw. _rh! c r hiTE Teti- gr. 1- kitriAllria Im-t,p-tiffrrtiAime_litirgintritta-rtigIT 1111-ttenklitiCift. re 0 1 0f4ilmwaiincgi- :1111 1Ij. iunurtijjflTijt Mt ft tit illittity_113-91.ensLeeiP-121111RT-T It 1 Iii =1:
I. = iivarrin-tr-trwitinn-wimmularenx n-P4 Mir ti Iwi !BINs inn re: fl-thrilg-DVA Ptraw-1 ill=t7eNti 1 )1 ontrfattari WitTiQtn-nk-PAclint.s-A-ententacil4WildiU Atirgfitfri-fit TU
._ = :17 JO Ali sifft- 4 scArs_:Wet-II-11111M !=ap-tratkr-rnilmnIril-rirreici-atirmkgrow41Whio 'WiT4* tI il.LIt tor.wera t-4-1 Pris' I1i _e514117011*J441: I '!-vrertim__Ii Trre--kr 11 son rcra_x_p caul fiflunroilWiAmtwarafigfir wegc_vir MO VIIII riI3iTitjI:n x-rri civic( ri_ritErarninKvirytra_wifirrffirm-4--/n _r_,_T-11:=1. !ifffr,-=r--4441- ,A,K=TATTreffiliTt-
5 Yratt -44417a1 - It,17=-ABAlliZift411 .40--litvt%77-70 ;al ITT fs i'4W.--r=t. tam irbif ,W-P-M-Trttr%htti-ift- -61---trimil--7 7 r--w---m--Frmilwrly-irs-ligrtetl -urmr- =a- Tito1 eamIrjf,41mAiIi,=00..titftion-thlwrIt _ -tfra-irek -tual__-f-gay airk 147d
kr obau fitlqa--gemiAvsAzi.:1 zT we-pf- ssr_rornzteirarrt --V11-t 11, Jet. 7-rffmr__
Atm Brktit frriftWilfrifttrtydfll.h1.- s rr 1I14-1Er-Ity-r wirt-1 srr = amitzem=mfi=t17,=a-7-. ej;L:JH mirr icRrx- uitsFrnrCT1f A s-grz:mTeantwm. yr,F11-1, r , trim_ n,R
)-Trily,Trverivraf imitrr
- frEiTiWi _ illcruff,-,AW r I r gm.rum.t=r
.kincE las r1111i..
7-1711r4
te,4
f
al III I a I
IIIPUrTfrEh fr1=-1441-1- T-i-= I T -TERTANtZ _i=ft-
.
leria7 714,11.144r -174Tpttk,,ak, Iffiftwitilitkimmays-es,awcre,turtd-Witifm_ -W-e.Ce7reIftiFirftfirirg---rilTIMWI-11114M-A'b. fetteil7:(Mliftelif-iXtrWi aiT tirtit P 11,T fittith fit d4rter141=Irli1MX 1:11414W-Anfilta ft a frpirriLifitm tirtfirratmehlevemifit_ ri i ewe r t;r1,---'7 =WI' gii I:MAU 1=1517rjfi Li seTme n. wralm----=tilt-=:n&theFs-rmimcerrealgiavIRrntWL, Mr-:eM-_11--sirre-f~d--77.1= --Eft TRW= IVA-
r-nnirtni dm, ' Moo VT1 r its H Y Wk g tt=d4JPrerintAATIAT m e l e f t n a r s Iww1= ie t 1T` Tirnr- bMWTE II nf-litut ' 31`. Sa:RAWr = 4=1.W_ ±rx-thie-= VA ut, RIM IglainglWel- ALLIM_25.465511U-73/ -ars-11. ifit_t=w-a4Mufrsv_wlitell_was_ tit Mari 1 yetirF4awiew-rfkrrlii 3rr -,111asalcEuxt-fiF Le 4
= 1 n-re
rrfrdix mroweturrita -1-7 h -met _ rgr-FITI114 rn MAMT Vrit4110 _Yttnitibcatialqaultbrjutpn-witnt
Thmtlit.-
_IreltrAtataurAnreenruitrwfirtafilnAti o tal5tfutilTIA
- LS rrfrre-gomr .41A, rrj = iind -= .111_Trufmxx- =11 -,:&e-4..eititn.3== muY-L-EiL
rola otor_ _ Alifarrstrign-TrItritiftw-AW441.11,- 'rte Riwcame --littriv Titrailarm m=w
tilt. ft fo
ft4- Fidrift.14-et-or tratr.f.11 OL 1 )4( k
1111- U
11110 or
4 r -
1$1M-411 1WWItifftIittiVE-32_er -,31-ltd1 FIAIr-pu wire - warn im:_tAlgTeraTIA-T-re-s-:_lItr,i 11/,7-3 r ft7 -1 Be 1-1-611:71)__ Luiz e His - 1iF :l laniFIX= nn_teWslal ri 1aihel rdWeMi 1-1~1 a ----_-trgmrel ,---t,--.1 ITL=r_rt 01XE:Mtka gni ogy._0. , Yi ,W- ---ffnifyr.lifieWILa eRre-Rut eit-AnilAstirairrili -I tontit-th, -- _Altai ri-e-1---im -etrWIMM--6-vrfft 1,3-51 friWirtJ 'nT n- Frff--'1,ffitruin --6-MIMitifth-I6-_ffiirilLi-difill-1 1 fa -11-1-1- -v=;- I --Trtr=rri: iiii aftli-dteifititri-c-WriTMVIViii IcliVn---7-1 artAl, IItItilifiltM_ V Is. itynrnfrk = =-- : Ticiri-11___, tapec rifIW r-i WI=_-_ WpF.MERYInsarr~ f h TI1111%: rimer 'tip7'i v=T17ff-- AnwrinteSnatrar-4 vrrwrEa, A in-n-c44111_v_zs _ go td-gAr Hann 1 ---rs1M rnn1 11--4,-5-,_A-X-D-eli-__I.i.T_be-_,S-e----rilAltsi_e real tv-i. rtnk,rt_Et,__Emi-TAA, -A- ffrrtrmpTawwuw r-tr firum Ices=anclii fivers( ty-WalnIng- In -Bin, vn-r-rri far---wh-0.61s--mItEItnin7=E f11.,ain- METT-11-CIUMB-1-1 ern-a hytnc--- irr-Wfm-r&I, ___tarRIrL-j Pit Lit ViiIIIII,
---iftrawre - _t--41-r, T-TfAlM_UM_v= --.Tilw-Hi Trvir-traffiyr11 -nriels-1-778-_ ::_Vg_cr.
-NI Era frn-71-1-1-.1.7_11 iT tau a1 IzGa1 =5=. mn-snifrirONth-n-r
bwif Tm-T-Jr, T trutimr_reitiriftirrkkenirlifftw: ifrisfit zit12.1ataD --- 0°r K=IT =MT ff_MiftiliThr-ra7- tlftli-frutfrirk------1,,MaarilTrWPrirChkiMterekilTV-d----'ff'rF 7:FI1IILY-MM taurnviirin _oxffricrimertryttril=-411_,R-ew=ei-ogitAwianT
.-sanf---7MTPMWar- kits,j.i T . trp-w 1-4-,tt-t-rtg ifThiHatfliftiffiftia 141111- t .=.14-twr igott O0AI= e t mtg. Isa-teLl -it -r rrittnittlist --4T14-11m-fn-lire-r-rigtiariat-rwm_ sus trams° -mpLtetr 414.7Z. italWA Ate
A test pittablo
It IQnciar.c.a LM "Guam acreettitt ittrir-rtNitts_tmi utprifturi firOVFM,, oriwzroKtWiti-stmirst TIRTMErrthilATFTri re6 a P-11 a 6 6/ I. 41r3:1_ 'netfM1WANOWTreinliPlit43-14:1d,WidiXffinin-*14 OtPX1Wn_ a Affl,ffl,fx tiOnl nclur fttrAITI
girlf-riss tnATMEMSWAffiMag t r rrrNu. t ffttmera-tAtillii Li twat" Imnatt-rprtm-tralt 1st ritfrEti = :-rtn-tifWK-11 tt. AFJ a L firlsrestirkturgoLro-..Mrtrstinta4 blind= Raii. .Lart -=LETiM WWrnffir= 10; rt Atisi.-telalitrt i-firtiffirWs= nMa.,_-,i-cxwAftPr4;c-tc-M_WwarrTaig
i )---c-M-Yr_ii-r-ra.WiTrru TIMT tom- 111k sr l hill imiliaclflr115-FR thrit ire-i t _ mind° Mfais,111111M VI 169 iK2, 014141444.141fh am. net eloc.daia, If K-ottelv tan rt r .14 - 11--iftwo :Mao litus-tn-dyt,o _lits-MV-M4Win_ffcmtg-iiffl li-1- 411141rttiEt3 trYWIT outai1 tb6 : itAW4LITIErtp --BiltiAn Iffil-dvitirr -4imuL 101111M-1j rt Est four rti .7 no* E=TatttE0.K.WttitWelittott Mow-elk_ b04 orsrr 2=1-Irreig erg 40at 113100 IA Wv-41-11;r-111-r4r-n1 Ian *AO rtz Ter Att-T-Tri4=filrVEIV- ova LaccrttIRKIT flrflukt plata flab gig ort-Pri tta-Mri tttt 474 = Vb db. 01X-11==-V..-TPT -srffr-awbre=wrrtm, I atllet m rpm h tp-oW: -airdWifferi_i' - Y- ---- =t rt-e-----. , ---dil --7-11-0 $_.--nW,ntahAJmprISTirrat 6r,--TY-3:_ett_rr.- ITft-i-ngiTittitt:r.__ ur_o-.A ill-W_ :--- MIMI incinVIVai---4.11.1 lift -104-aoracm I-MUU1-071-MUTTLAYMIAM-Tillirifir.a 4=1; -..-4--4,=-K,i =ffe-d4t7al------nt _LWt-r(= -"-= w Film-Tram rffi- Tftineui us -41 E5:rd -dilarntrliiii -1-1-1Tagaritmuu r= 111 ' s - 1r Word PTglmnimmInit_ tria3- H 14.1 :TIMM D 31 3 -,31r 'IL fl nrt A sivtimini-, Ricual I W -mu ,a1H- Iri4tit- &At .ar-din- grim- rOagiat, a_W Tra N=irOIT _t-mo-irw, MEMl ° °1 g.61.11111111-.M. 'a -FL rrllit Iiirta-TE4t11-a=e1-1 I -irfligr'=a f-== 1--ftiftanirTriamitrm-i '-frriaftt It -Orid YtraZtil' ,=frfr-Vr -172 la a ft-,vacli-W*ttupOttimiur mug: -111T_T1i-- -1F-11i,41111ER-mh5-LThaltinjW groxwth amatiKitifiatwilikKJIA , 11-1-VI riff 1,4,tri%117 ri -Hat _ 40.iza----Srawrria-VIRT-trim ART- 0 2gia-.11*EVIEZE ; tindaTrA;._ 1-at 17r-431- 5RFriWr_a.- srrrrciull rogil .11-fr=R7. -.1131411.Y Twallm-rt-tp= 114111-ffill ITT cd524M-Hfrititftwi=Wf Tea Mint IThirilti__414.-0)=. ittri,--t-v (Tiri. ,141:1161:1_11-tki 2 so r MUM Tt-rff*9 ElnaraTETZTIL-IM i -aratuf-xrciara="tiVaerrt.,---f trWirrirafiM artimuraLi. 71t, frotittrg.,44-artfi -1 _ ZIA77-,T= z---E-Fvw_ft247 F IiiiirOfinfonflutt urratill-n--Will-mr/twrt= * 1-1131-11=6 M7 Affigb7drilAMATIV6111filigAn'Ats fray,- ii_Lti VITTTraT e T. Tfk-Iras !Sir -e g 1-10 Fi tilM-411 luL`3zrrrT hart- VIMITIMIIM' _ sitters-A-rlorrcrtif2 1171-11iMr--1-170 rd- Tit Fri JECIM=33=rni141-71-411--0 s JI 111/Pmfit-k-=--M1 tii[MA=Traid suchrtir ottov.L10-61WIT__ *rti-tkaw Jsziolzo _To niaL AVOW aMti-111- awmt.% Wari elJTJM-M 1WItli I Vt-iliTtOliwn-Krot W M , s_ maw e _ MW a IrtrirEltr-Trarm-M-- Tr TM-rat_ _MI 7- tmripr_oA risscs s t 1-1:011tr-Ts y `r LH a X pr --err=frit MV414-furritimp-fit -flaw-el-1[in--ff.-4 M-1M i n 9- WwiTirt, - : Ih-Trit,R_F- _--U-==.-[=.-- 'uliiin.-,r4-- rAtiltiairtrAirif.tii_ioi-arif :-rif-. ritiktIk. el , dffi-lri, [ Ara 4Thil. MIT ir I-__Ell- ill lr-fili -17101,ma 7 5 ihx-ritas4sitmi&ILL rrial w = A Th=1V--11,A11-itir'rtik T Pint Ittimswit .airtaitirmt r Vii? V T o al- eal _To e , 6-G 2-9-4-0-017_at 44 I( g tau _ ARIA _a_uM 1_ al- -4.A4 -a- wifiNikaAla5K-6 IBM S WW1 MI i a I 6 a a a 4 - a , 1 azirra. a x111 fia a cr.a W a a{ a 1 s asa 4; 10 I a i at a at 0 13 0 a ; S 110 1 6 wal 6 Joint L -ai aorta iof TO -al -I 1/11 5 0 at L 4/111 1990 4 -9' 4 a -90-6 .90 atic.Nu to aal algaa a 417 k7W7Warli-rZa 8- OM -a a WU-J-6 al a I 1,a. a agl 01,3kOa a = e` e 1111 e as a 1- - alaril.K=a a= a--ta if at.... a a a a a a -a a=i6traarTil 140-1 04al- a a ii I a a-la 1 9 aI;179ata-K aCa:44 -C114 r1 a ;',1 Vi WAY aNI a a'algitrgarrg; a S L !79 a -9- ear I ma a a a a iMto, 6 i. t a alaatar6 fraTETT Iraa *ilia.4u ' Maid ---Civi- ina 4=1T1- raltra611111-4 0 a a a a 7all a MI a =6- sat _ Li -- "-+-'±@ l7 '40044glaiatE-r a a 1 La 0 a a 4 Ia al MI a sa i t aril a aTiarak-ligli as a k tas Zaa glair -1 a a a Oui Va-caGiaiikuMaIM-Saaaru-Yaaaatial21 -,Eak:ultrrifiargWaial al. 4 ea: a cat ta 9 0 a 4L-qo at e a el -IF41370L a I "--"r acsa-- .rmarvinmaa 01911101 affal 4 till 0 =a -aruiri ,ar= I ; orw_lialm am a-6 a a a 1711794-4 ai-icoriti.da -4dtrill I rirrirmaxrdinrtfruntitas-miTt=Turami Ti .backw tirichNtrornitiM4asWirad 1 T-Artly rwWriffirfrrraf grrrtitir1-rrit,-.-sp.croirrationlyrta 4rreararirateas=wrill-a7s=atiar- el wx-rd g==. greidadalliM ilEglrffitgly-MMATIA-nrit map Trrr-Frr--wiri_rdar_tn_rim-army ---ftw=r-mimArt -irfvfldfrfn 70Witiusrniflara -WtMr tfie trATOletI gig 7 (1 -uduant4Trffai itt HITEJA ttriFirileratral- ' ejl PRIMilurrprvrna a -ViTgUith71_, Urri !7( = die MiaptIMILIM FIT Or I Alativrimunsitleatitmtk haft !a MET& err e -nrat- 1---irtgE0 -Miff-AW t---n:=6- 4 .ffrv-irtiw-rti wEirrY. =5g AilraVmm-E.prrma rriarfok-riryllf-It=m410113 trkim 711tirinwiglitr&mylittralrff-grustat Tigto o1 b-iiia W A LIMO In aW d/WialMara=11 ItratafttiValiirr TriZIffirrin7Mi 7 g ttFVLM8 WilaITWAUftra-- 4-mtimftrt- T ad=4. 1.11-1-1V1116 fi IrA17_13.t Cr IR II Ira* fit Iv a ,14- ipmr-c. u-rm-rmi Wiw.rost,(.-- rumnimmoLinong_arif fp_nt trAM: 45 cAti-triwarnrkeria tVerWilfral Rai lipattWiKr CO. d =7.11 atailkdiraM -111- irs ta fautdrit_m_x_.di ffricrunth Irt run tprreldiTiriff am thrr4A-viir-rwriffixiEr: = - gf1 ira --E-MrEnti 114rul ilaurrti Termurmusit-tater=ra-igh-ritgrrietakwii -imawatm_gti He ew-rel r_p_o_- Ira ran _ .111,1111 _Otter uly-thirrr-arrrir RTary-1414.--N1=rm Trurr.off_ -=TWORTIMrtit.r_ flir rumitrevrtnwr-tivitt 1.f41 EMI -m-vicerrt wrir ifkl-1,i1v4I I I via,daK-Art-t timertilur -3- :TOM_ rd r-r-rtami;Li =1TrMart-A-drartfillWATIT.val-iirti-wremming-mwmurt r*! tiUtiThWtnni TMwi iiii1______class to the Integrated child? How. Salleht -Vocational research. The methodology needs .subgroups within the regular elm? How to Incorporate qualltatiVe an.well as. quarkilla- &real is the association between ethnio dye procedures arid intensive analyst,' of indi- backgsound and grouping? Does the integrated vidual cases as well as methods-far accumulat- child perceive that ha or she bea-nesa real ing information over cases, school systems, mernber'of this higher ability gran? and studies'. Perhaps the best place to begin Aside(rein suchgeneralsocial-. conceptualization and the development of psychological theretical formulations, a methodology lawith,analyses of the nature of number of more limited conceptualizations the mainstreaming treatment. could be of value. Certain critical factors tend to btrigitarett Thum the purled of time (n-regu. Evaluating-Educational TreatMents ler and special classes Is rarely taken Intoac- In Mainstreamed Settings count. For example, should, it he assumed that B things change immediately upon entry into.the Instructional Time . _ - 'regular dais and remain constant over months or years, or is there adaptation? Perhaps the The main thrust of mainstreamed education to .oppuslte.occurs: Initial success is followed by date has concerned class placement. That la, depressed' perforMance and self accepta-nce. mainstreaming: has been defined by schools In Even when important factors are identified, terms of the amount of time a handicapped overly simplified' relationships are assumed. child spends in regular claases, for academic Curvilinearrelationshipsneed-tobe and/or nonacademic purposes. Although few considered. For example, increasing the data are available regarding the benefits that amount of supportive services received by a accrue to handicapped children who are regular teacher may not continue to have placed in regular classes for differing amounts favorable impact but may instead reach an op- . of time, the data that d© exist suggest that lima! Jovel after which it interferes with amount of time integrated Or so has relatively -achie'vement and acceptance. Perhaps ta.g. little impact on the way other children foal 74Much intrusion of special efforts begins CO about them (Gottlieb, 1995; Gottlieb & Baker, break up the structured efforts of the regular 1075 That is, children who are mainstreamed program and tends to not the child apart from for em oximately 10% of the school day do hat others. differ s gnifleantly in social status fromchit- Finally,thorn is a need to deal more fully- dren.w 14 are mainstreamed for approirately with the complexities of the individual case 00% of the school day. the individual child, the individual school One reason for such apparently dleappoint- perhaps using the qualitative methods of the leg results could be that these studies did not anthropologist (e.g., Edgerton,. 1075) or consider the quality of educational- treatments perhaps the quantitative methods of be- that were provided to the handicapped chil- dren when they were in the regular classes. It haviorists (o.g., Herson & Barlow, 1970). , Methods must then be developed for, ac- Is to this therno=--the manner In which hand--- cumulfiting these complex data over indi- 1r:ripped children are instructionally integrated vidual cases in such'a way that the resulting and the way thatinstructional integration is to information Is usable for decision making .at be evaluate!! by tenchersthat We now turn. the program level (e.g.. Glass, 1970). It is The discussion will spot focus on formal as- necessary to know whether, overall, the pro- pects of evaluating mainstreaming programs gram is relatively' effective, but It is also which necessitate appropriate statistical necessary to know whop,- certain kinds of analyses but rather on more informal concerns programs are more effective for certain kinds of which usually emerge when school personnel , children and school systems than for others, undartake self study or self evaluation of their To conclude, one of the greatest needs in fu- school'spool's programs. ture approachestothe .evaluationof mainstreaming programs is to provide an' Integnittort adequate conceptualization of the processes- Kaufman et al. (i975)-wroto that Insct ona involved. Both theory and matliodojogy need --integration coriearnalliorXtenrto- ich'the-7.- to avoid the oversimplifiLion' of traditional s_:luindicaPpe&child_shares in -the- Instructional faintatning MoMentum 49 environment of the regular class. In artier for poor models and/or by proVidliti. them, with- the handicapped child to shrift) in the Instruc- competitive situations that they ultimetely tion that is offered in the regular class, at leak must experience if they are to ,succeed as three conditions must he satisfied. First, the adults, ,While these are laudable goals, fey :a handicapPed child's educational needs must handicapped they shouldbe recognized be compatible with the instruction that is of- for what they arm social genii], not academic tared to the nonhandicapped children. An il- goals. There is little meson to expect hand... lustration of a lack of compatibility is the shun. 'capped children to improve thetr 'academic_ lion %Imre a handicapped child ,is assigned art competence if the primary purpose for work while classmates are engaged In reading mainstreaming them is .to promote social lessons. The second condition that must exist competence. To summarize: this point,- en for instructional Integration to occur'ls for the evaluation of mainstreamed educetional minder class teacher to be willing lb modify treatments. must begin by' obleining a clear instructional Practices to accommodate a child statement on whether or not the purpose of whose learning style or ability may be seri- placing the hanflicapped child in rbgular ously discrepant from the remaining students class IS to improve academic performance. in the class. The third facet of instructional If it is established that a handicapped child integration is the need for a coordinated effort is placed in a regular class for a specific between the regular Classroom leacher and the academic purpose, the logical question that supportive personnel available in the school or must be asked is whether the ongoing lessons. district. are consonant ,With the stated goals. What ac. Educational treatment!, that are delivered live slops la the regular class teacher !Will; to Under:thci rubric et ,malnstreamed. education facilitate the 'child's likelihood of accomplish-' can be evaluated, than, with regard to the ex. Ing the goals that wore established on the:. .tent that they achieve the conditions Just pro- child's behalf? There is no simple answer to 'tented under the heading of instructional, this ouestion, bocausculie Material the teacher integration. Each element of instructional offers the handicapped child, or any child for -integration can then be considered in relation that matter, depends on the type of classroom .to the quality of the educational treatment that the teacher manages. libwever, although no It was intended to achieve, and indexes regard- precise data are available, data that .do exist log its successful implementation can be suggest that few regular teachers are taking the auggestedt r time to provide the handicapped child -with special materials or teaching methods. Agard r Stalling Goals and Objectives' (1075), in a study of several hundred regular classrooms, foundrthat approximately 75% of Historically, one of the criticisms that has.h _ regular class instruction' occurred in largo levied against special education research has groups with the teacher standing front and boon its failure to specify the nature of the edu. center. Under such circumstances there is only cations!program that handicapped children arremote likelihood that the regular class receive. Although. this criticism was originally providing anything ''special'!-- to the -,:..tljuchi'r is voiced by Kirk (1904) in his comments regard._ Maitistreamedliondicapped child. Therefore, a lag special classes, it is equally applicable second consideration In evaluating programs with regard tit handicapped children in for hadicappen dchildren is to obtain Onscrip- mainstreamed settings, Before dny evaluation Ova iriformation regardiniki-li e content of of educational programs in mainstreamed set- cademic activity that they are engaged in tingegs is possible, there must be a-cleat while in the regular classroom. meat about the academic_goals and objectives he handicapped child is expected to at- Assessing Teacher to Accommodate In the regular classroom. In the absence of tips tlandlcapped Child, such a statement there is little reason to expect that a meaningful educational program will be The centent that -a handicapped child partici- developed. prim, the primary goal in placingLL-patei=ifiTis dictated in largo part the-regulor bendicepped children-in krogolar class is not -class teacher's willingness -to- tailor- the class -for academic puspOiei but to promote theirs lcrigbW-SAO accomrriodetif=thillrid Within! needs vial behavior by exposing them tolippropriate---of-e=handicappedichildThisibrings-Ais,to the valuniiiikMalattiirarrOnariagrams=- second major aspect of instructional in egra-., rooms, which are most affed by trained that 1,011ingness to .modify instruction to ac- spode) education teachdrs, One index of the ccimmodate the handicapped child. (Naiveness of 'ail academic program for Wnethernr not a teacher will providean ap- mainstreamed handicapped children, is thex- propriate educational program fqr a handi- tent to which regular and special class teachers capped child depends on a number of factors interface and share responsibility for the including the teacher's self perceived ability to child's educational program, Ideally, an articu- _teach a particular child, the extent to which the lined program inyolving coordination between handicapped. child deviates frOm the medal regular and special class teachers evolves from performance level of the children in the class, regularly Bthodulad meetings in which the and the teacher's attitude taerd that child. teachers discuss Materials, Methods that have Research evidence doeslifiet to show that boon appropriate for the child, and, in general, the, overwhelming majority of rogulpr class the child's level of progress in the regular teacheill feel that thorani ill'Inulppad to dell,classroom; All too often thq coordination-be- with handicapped children.' As an example, tween regular and apecial class teachers is qickling and Theobold (1075) found that 05% conducted on a catch-as-catch-can basis, with of the regular education teachers they queried the special education teacher discussing a par- felt they lacked the necessary skills to teach. ticular child over lunch, sometimes; during a exceptional children. These findings are con- hroak, semetimed; or after school, sometimes. It meant with Agerd's (1975), who found that the is difficult to, imagine an effective, well articu- majority of regular class teacheki.stood front lated program being developed front such and center and lectured to the class as a whole. haphazard meetings. This is less of a problem In other words, these teachers were not doing when the mainstreaming concept involves anything .extraordinary to accommodate the having the special education teacher eaglet the needs of exceptional, children in their classes. ehandicapped child directly in the regular The picture that develops regarding regular classroom rather than in the resource room, class teacher activity vis-a-vis exceptional children also conforms to data from moretradl- aseengring Child Progrftle tional attitude studios whore regular clots Yet another concern when evaluating/ the affix- teachers' attitudes toward retarded children tiveness of mainstreamed education for a par- were negative and became increasingly more ticular child is the -stops that are routinely negative after a year's experience teaching taken to monitor the child's progress. Once a them. This was shown, for instance, in the program has 13;mn established for a child, how udy conducted by Shotel; fang, and McGetti- long will it be imp_ lernented before someone gan (1972). Overall, those atudies.indicate.that decides whether it is an appropriate pro ram Vr regular class teachers harbor generally nage- ter that child? It Is unreaionable to ex that tive attitudes, and their instructional practices a single educational plan Is likely too appro. are not geared toward accommodating chil- priate for all children all the time. Bwhen is dren whose ability levels and needs are widely this decision made? And by who nEv-alua- discrepant from those of the majority of pupils dons of mainstreamed programs should In their dame. Therefore, a second point to:consider whether there are any mechanisms consider when evaluating educational treat- built into the system to decide whether the ments In to identify precisely what the teacher educational treatment is proving effective, by is doing to tailor instructIonaleftrategiesIo ac- whatever criteria are vhkrnd by that school sys- commodate handicapped children. Here, too, tem. straightforward descriptive data will suffice. The Issue of what is being taught to rchandi- Until now, the discussion has focused exclu- capped child is far moroimportant thel where sively on the regular class teacher, but clearly it is being tadght. A review of the'llterature on this is only half the picture. It is obvious that the effects of mainstreamed versus nordnain- tin educational program for. mainstronmed streamed education on the academic: per- ' handicapped children requires the cooperation formance of-mentally retarded, children7T._ of regular and special' education teachers. A suggests that ilicire 104901E0E1y difference in portion of handicapped children's the achievement gains made hythOse children academic instruction is obtained- in resource iegardlcisiZolahlittplantThere-AS,tirttiF Maintaining MoOtanturn live evidence, however, that instructlenal Hely of sources. Among more obvious date strategies can affect achievement of retarded-- needs are those on student achievement and on children, as, was demonstrated by Haring and attitudes of adminstrators, teachers, parents, Kruk (1976). Unfortunately, despite the vol.' and pupils. ,,flats on .school 'attendance rites, uminous amount of prose on mainstreaming student adjustment and acceptance, and pro- that has appeared In the published literature gram costeffectivenesamill be needed as well. pitifully, few writings have discussed the Ideally, such information should be obtained merits of various approaches to mainstreaming on nunrnainstrearned pupils, since there hal while also presenting relevant data to support b oncern that mainstreaming may impact their assertions. in fact, empirical studies of. nega tfpon the edjustrnent aed acideve-', mainstreaming, especially with regard to its ment of tregular class pupil. Some, includ- Impact on the academic achievement of handi- ing students, hers, parents, and adminia- capped. children, have boon few and far be- trators, believe the time teachers lake to -tWeaft. Federal legislation-has mandated that provide instructio the mainstreamed stu- handicapped children are to be educated in the dent makei the teacher lean accessible to mgu- least restrictive environment to the maximum lar students. Moreover, the classroom envi- extent feasible. It is difficult to imagine how ronment is thought to be loss stimulating end the maximum extent feasible is going to bade- demanding because of the presence of such tennined In the absence of empirical verifica- students. Convincing data wilt need to bo ec- tion that the practices subsumed under the cumulated on such matters to allay the minty- general rubric of mainstreaming are worth-_ Ingonoted. . while Insofar as they have a positive effect on A description of certain dependent measures handicapped children's educational per that ought to be Included in mainstream evalu-. forrnence. Thus, while it is critical that pro- ution reports is presented in Table 1, which gram evaluatiop provide data describing the also Includes the /measures' 'means of assess- typo of treatment implemented, it is also Quen- ment. tin! that data be collected describing the con- There are a number of factors to be sequence of the, treatment. considered in using the measures described. First, concerning -attitudinal measures, no Dependent Measures scales of known validity and reliability have If the true -impact of mainstreaming is to be been developed for use with mainstreamed known, information will be needed from ,population's. There are a number of problem; Measure -__-"Method of assessment Student aCtileve Si arid anziliedlititiifeeillibinit-hiciedTems . = Attitudes of administrators, teacher% paronts.- Attitude questionnaires, IntorvIrote, obsetvations . _, Student adjustment _ reations,=Inventorlosand questionnaires Student accept Sodemetric method% e6servations inventories, and quiStionnalrei Costteffectivertesk-- Examination of eipeiiditurei-in- to s ed_altomativk 1V EvaltratinxStilinat nVilrograms-- attendant to the use of such instruments 'grave as was once believed to be the case,, cludiiig the tiateblishmentof their validity. ; Yoshida (1070) and his, associates (Mayors, A special problem is developing settles that MacMillan, Sejoshida, 107Aa; NYstrom, not so transparent that their purposes are Yoshida-, Meyers, & MacMillan, 1077) have easily deteCted; with the consequence that the explored a varlet), of techniques for using con- 'respondents may manipulate their responses . ventional standardized tests with populations and thus dieter nature of their true at- of exceptional children, including educable tituden. There are,however,-problorns Thatpre- mentally retardedchildren returned to regular cedeacttial scale development and use. These classei (Yoshida, .1070) nd edecationally concern the political realm and respondent handicapped children (Nyeltrorri el al., 1077). protection from Invasion of privacy. In the lat- Thb authors of these curdles have denfon- ter case, the rights of subjects to their own sinned that through use of procedures minds and thoughts may prohibit use of cow such as out-of-level testing; in' which ventIonel attitudinal scales with students or atandardized tests mom appropriate-to the stu- with teachers and others (e.g.; permits and donee level. of functioning tire administered, school administrators), These same potential' rather than thosehased on chronological age or problemArmayiropede the collection of data on grade placement, data on the mainstreamed siudentinljustment and social acceptance. the child's level of achievement can be obtained. requimment that students ,reveal their likes Thus, a mainstreamed child in the fifth grade and dislikes for their classmates will be liner- may he .81Vell an achievement test appropriate ceptable to many school administretort, Par- for students in the second or third erede, the ents, teachers, and the students themselves. decision about appropriate loyal being made The requirement that students (and others) on the basis ofteacher,judgment and/or the he protected from undue Invasion of privacy student's past academic performance. The will make it difficult to obtain some of the question that eriseeis whether or-not the kinds of data needed for comprehensive evalu- psychometric properties of the tests (e.g., re-., ation of mainstream programs, Little thought liability, validity, and the percentage of re7 appears to have been given.to alternative non- spondonts scoring abovo'chance levels) tiro af- reactive methods of accumulating data on at- fected by such testing:procedures. Yoshida's titudes, acceptance, and adjustment, but the (1070) work 'with educable mentally retarded use of observational schemes and unobtrusive students returned to regular classes Iridicated that these test properties are not affected at all, methods may prove beneficiAl and Is mom-. mended. indicating that reliable information onstudent There are also special considerations in the / achievement may be obtained using the out- use of achievement tests. The advantages of of-level procedure, It should be obvious, that andardized achievement tests are well necessity for-use of the out-of-level procedure known: They have been developed on largo suggests. ipso -facto, that the mainstreamed numbers of children; they possess edequate re- child probably is not approximating grade liability for group assessment; and they cover level achievement expectations. If the child the range of objectives often found in many were, unmodified tests could be used, school programs. On the other hand, they have Addressing similar concerns (1.0., modifying not typically included, in their stanalization tests for use with the handicapped), Nystrom of population, children who are carQidates for al. (1077) investigated the effects of group size mainstreaming. A consequence of this neglect (testing in groups of two, four, or eight stu- is that attention may not have been given to the dents) and group behavioral characteristics phrasing of questions, to format, or to ether (behavior In testing situation)-on the achieve- concerns that might make the test more useful ment scores of mainstreamed educationally for application to the mainstreamed student. handicapped students. They found no differ- Moreover, since most standurized achievement ences in test pefformanee or frequency of dis- tests are designed to provide informition about ruptive behaeloi by group size-under the the performance of students In the vast middle perimental leitingTcreTcrlitleniTinrcontrasted7. range, the content is probably not valid or roll- :=-.with the reportlIcaL03%-iii-Lho students were. able for .students outside that unable to cornplete_the,testirigin_thollreguler Fortunately, the aboVe problems are:not- asr aanabOree-jhesfnallfgrouv.rnothodoMd- Maietataing Memantlim ministering achievement tests to educationally for children;froni greatly handicapped children Is clearly the method of Socioeconomic backgrounds. chol40, ' On the basis of their work With the adminis . Evaluation within the cohtoxf of tration of" the Metropolitan AchievementTAM Public Law 94-1'42 (MAT) to a large population of decertified Evaluation is a key feattire of Public law d4. edUcable mentally retarded children,Mayll'ai 142, the Education for All HandicappedChit. at al, (1975a) evolved a seties.ef quite innova dren Act. S&ction 618 of the Act is devoted: live procedures designed. to speclIficallY to evaluation. In this section the. maximize motivation andtest nails of the Commissioner. of Edueation is onjohied:.to examineVs witheut sacrificing the standardization "nrasure and evaktuite the ItripaCt of the pro. of the test proper.-For example, students were told gram-- authorized ..r.and the ejfectivenesiof that they were not being evaluated for placement State efforts to psalm the free appropriatopub----y-, In any special program. ware asked to respond to lic education of all handicapped children" (p, all questions oven if they had Only partial com- 03). prehension of specific questions, responded only Many considerations relevant to evaltettion ., In teet booklets to eliminate errors'due to unfernil- of Public LAW 04-142 have boon given in pre- lathy with separate answer sheets; were given ex- particularly those related to the tended rest periods to counter fatigueindfrustra- cedingpages, tion caused by a novel situation. Within the test Act's requirement that the Commissioner of proper, no suggested Procedure wes modified; Education provide for. the evaluationofpro- time limits for completing the subtosts were fol- grams and projects by deVelopingeffective. lowed strictly, test batteries were administered militia and procedures of evaluation, the whenever possible on' separate days, especially nt testing and validation of the methods and pro . 2.th lower levels of the MAT. (p. f) cedures,land the conduct of actual evaluetIon studies designed tritest the effectiveness of the Although experimental, the Wqrk of Meyers . programs and projects. However, twoof the et .al..- has great promise fr adapting specific major evaluation activitius .specifled tests .with standardized achievement by the Act deserve special ettenliod(a) the mainstreamed and other poptilations of hand- quiroment that the numbers of children being 'capped children.si - served arid' not served (The Numbers Game) be reported annually and(b) the requirement -- Racialand socioeconomicbias.The "that the Coinmisslciner shall conduct a statis- mainstream program evaluatoralsoneeds to be tically valid survey for assessing the effective- sensitive to the questions of potential rested n6ss of - individualized education programs" and socioeconomic bias in cognitive tasty (p.85). -Those questions' roved, ultfmately, to whether the testa are valid for the population(s) to The NumbersGSM: which they are applied. 11076) pre-T named a list of assumptions" made Public Law 94-142 requires, federal, state, and by test users as a basis upon-which tests are distecrofficials to provide data on the number interpreted.Those relevant topreRent concerns. of children served; that is, number of children Include the following: (a) Each child under= . mainstreamed, number removed from self con- stands the question being asked in the same tained speciaj clakses, decrease In the number way.'(b) A child's cognitive function IS observ- of minority grbup children in self contained e only through the Anglolanguage and the special classes; and en forth. While this infor- Anglo value frameworkbased uponAnglo ex- motion has Its purposes and Is among the peribnces. (c) All people have the same expert- easiest to obtain, it is also among the Most use- .. micas; therefore the same questions canbe less, primarily because of issues that it does asked of everyone. A corollary assumption is: not address, for example, the appropriateness A question rneans.the same thing in all onvi- of the alternative educational placement and moments; (d) A 4601 or name for a cognitive resulting improvoinent (creek of it) In social component is 'a precise descriptIor-of-the adiustment.-iacedemic acid vernent, and other whet° component(Hilliard,, 1975,p. 10). 0b . _calker-ries presumed to amorepantmainstrearn viousikAbese assUreptIona'caririet-be accepted placamont a:1.vatious agencies _ . Maiatrentniriii Programa-- quired to provide Bitch data in connection with IEP effeetivoness In this way. Moieover, the preci- the .r,0411 !temente of Publ in La* 04-142,-'deeper elan and frequency ofdocumentationthat would explOrations iditristruptional practices',OR he required to collect reliable and valid data, mike suggdeted in earlier sections of this article, the use of such methodsprohibitive,Therefoye it Wilt be undertaken:; may be most desirable_ to consider multiple ead varied measnrep,of effectivenbsscost, resources, , . . geituating the IndIvidualliediduestion satisfaction, and pupil measures. At rate;fde- tormlning appropriate measures of effectivenesa *pork° Concept . Il be an* Initial and difficult task. (nn. 35-30) Evaluating Cho appropriateness of individ7 .-1tallied education programs (IEP's) will be is true, but not enough, to say that more among the knottiest probloms that 'evaluators research is needed. Students are in classrooms of mainstream 'programs Will Inca. This is true now, and, Individualized education nograms. __for programs designed to facilitate academic. must be developed for Own now. H4v, than, Is achievement, social growth and development, evaluation of the effectiveneis of JPs to be both. Although there has been" progress mad07;The authors believe, givethe currant (Matilda, 1971g: qftestiona about ate availabil: state of knowledge about relationships he- ity of appropriate measures for assessing the twaininstructional laChleverhente- arid accomplishments of students in special popu- academic arid Octal growth in populations of lations hive narbeen entirely/resolved (Jones, exceptional children, that MP's' can be ovalu- 1073, 1970). ate(' Only for their content appropriateness The most critical problem, hoWever, con (face validity);- that is, the assessment of-expe- - corns the assumption that valid information is rienced teachers about what is likely to work available in thegrovith and development of and what Is'not likely to work (with sensitivity academic and social abilities pfapacial pOpula- to the need to monitor instructional activities (Iona, that something Is known about the con= constantly' and to modify programs when (Nona under which such growth and de- changes are appropriate) seems to reflect, the velepment take place or about the upper leVel state of the art with respect to the evaluation of of growth" various kindi of achievement for IEP's. It would be helpful if programs of re- ' arer:ft-populations of Mainsitrearnable and/or, search and development could be carried.,on handicapped ahildren. ftegrcittably, no-'auch eiringaldethe. ongoirig instructional activity, kilt:m.1°dg° eitets. It cannot be salwith any but often this Will not be -possible, primari certainty how much growth change cart be ex- because- of limited personnel and fiscal re- pected to occur In students with various pro- , sources. Some rosbarch end evaluation activity files taught by method A or by method 13, the will be conducted, to be sure, bat there would answer to which is critical to assessing the also seem to be great value inhavinga forum adequacy of individualized edlication pro- In which ranchers and program develepers grams. could present the results oftheir experiences Furthor, Morrisey and Safer(1077), In ad- with various kinds of mainstream models and dressing probiems related to the evaluation of procedures, Including their 'data and hunches individualizededucationprograms, noted: about what seems to wor! and what does not. Although convention I wisdom suggests To measure programa/1'a effectiveness in terms of that rigorous evaluation designsaro necessary. pupil ,change Indicators (e.g. echieyeinent) it to determine the effectiveness of educational would be necessary to confirm that Ant was pre- programs, teachers can play a critically impor- scribedwas implemented, and that the variance tent role in the evaluation of mainstreaming. It which was observed/measured could be ac- Is the teachers, not the evaluators, who aro in counted for In terms of the'implerrientallon. This constant contact with the children,materials, would be a' particularly difficult change since related activities will have varying correspon- and daily problems that arise. Whether or not dence to elements of the prescribed educational mainstreaming will prove effective roots plan and take up varying amounts of the instruc- primarily in the hands of the teachers. Tho Lionel day. These problems, coupled with the In- educational treatments they provide mustat hermit difficUlties In pro-test/post-test methods of leastbe evaluated by thom, however infor-,. meaaurina/recardinpoetperformance. suggest many. There isnothing to be_gained: from Ig-,--....-- that it may be methodologically difficult to assess----norIng_thisimpertanttsource7OVinformation; MahltainingiVoMenium 77` EVALUATION CONSIDERATIONS Is the purp°se of the evaluation described? 2. Is the reader given sufficient Information to determine whether the evaluation Is formative (iffor In llenal,Improvement) or surnmative (I.e., a final program evaluation) or both? Are theevaluation procedures and results clearly reported? .4, Is sufficient Information provided to enable replication-et the evaluation? 6. Art the evaluatitin procedures practical? f 6,` Is the Intended' audience spat:Med? . . 7. Is there's dokription of the model(1) of mainstreaming employed, h sufficient data to permit an under- Mending of the kind of educational procedures followed? 8. Is information provided on theiength of time that the mainstreaming empfbyed has been operational In the school(s) evaluated? 9. Is the number of hours of Instructional Integration given? ke,dela given on school dietriC1 locatiOn and ells and on school and Wmmunify characteristics? _ . Are thesubject/I, Including regular classmates, described adoquateljo age, grade, aux, previous educe- tionel history, socioeconomic class; racial group' membership)? = . 12. Are the means by which students are selected for mainstreaming described? 13. Is there Information on whether the mainstreamed pupili-were formerly enrolled In sell contained special , classes? 4. Is length of time the children were mainstreamed prior to evaluation activities given? 5. Are sample sizes adequate? 8. Waa there nsisonable sample stability during the evaluation peried? 7. Is Information on the experiential background of the teacher(s) provided? Are evaluation Instruments described? Do the instrument, pOsittlis satisfactory validity and reliability for the population of mainstreamed students inveived In the evaluation? _ Are statistical procedures appropdale?' 21. Is attention glyen to the approptiatenesi of.placement? 22. 18 there assessment of Instructional quality? 23. Is. Inforirlation provided on student achievement? 24.. le Information provided On the attitudes. of students, teadhers, administrators, and parents? 25..ls information provided on student adjustaient? 26. Is Information provided on the social ac coptarice of the mainstreamed etudent? 27. Are data on the attendance rates of mainstreamed students presented? 26. Are cost-eflactivtmess data provided? 29. Is attention given to program impact on nonmainstreamed students? 30: Are political realities described and taken Into account in program planning and program evaluation? Are names and addresses of program planners and evaluators provided so that additional inquiries can be 'made? FIGURE 1. Considerations for preparing and assessing program evaluation. moreover, teacher experiences and Insights ere Well. To are ent that common guidelines are likely to Inform research and evaluation ac- followed, 1 11 also become possible.to ac- tivitiesin a way that will make thorn much -cumulate information from a largo number of more useful than is presently the case. separate evaluation activities. Evaluations, are conducted for'many.pur- poses. Some evaluations are-conducted for Guidelines for Preparing and Appraising local use only, and others are intended to bo Mainstream Evaluation Reports generalized widely. In presenting guidelines Most of the Information on the evaluation of herein, the authors are assuming that the eval- mainstream programs comes from unpub- uator Intends to communicota the procedures Ilshed studies. There would seem to be a criti- -and results-to an autilenci-viler than those cal need for a set of guidelines bywhich 7-having inrimate'involvemultiwith the project. reports can be appraised.=_:_ideally-such_ If this Is .the gbjectiyo,-r9porting mayneed to be guidelines should,be followed_by.individuals case for strictly_ in preparing mainstream-m_.-evaltietibrmeportsav u reportbmEtalilialtirsmwhotje.nott_wish tra_lt ifielvtithitroomtnglirograms _ 1 1 provide completo data on populationn, prôce S.A fflchrdon (EdL), The mentally ratordd duros ando rorth ahould keep their róporta ciety. Daitiniore;University Park Vres, 1O7. ou1of major disnonirioion channels (e.g Gickling, E,E. & Tilooboid, JT. Main troaming: f- EI4IC, ExcopllonaUchlld Edudatlon Ronodrcas, 1.fect or effect. !ptirhl of Special Education, 1975 otc) since partial and inconpIote evaluation tudiea do more to confuse. than to clarify. Glans,G,V. Primary, secondary and motn-onaiyin of It iaobyiouuly:.impossible to apocify what arth The Educational llesearcher, 1970 10, ought to ho included in onch evaluation report, Goldstein, ii,, Moss & Jordan, J. The efficacy .øf ince report rontont will yaryas a function of special class training on the development of men- avaiuntion purposue and intended aurlIenco. tally retarded children (Cooperative ResoHrch Fro-. Nav.rirthelbsto'givo thu rvaclor a sense uf thu Ject No 6i0). WanhfrigtonDC: US Office of Etiuca- range uf factors that ought to ha considered in tion, 1965. proparing or appraising mainstream uvalu- Goodman. H,, Gott!leb, J,, & Ilnrinon RH, Social' tIótiroports a fullcôrnehoimIvó net of uccaptanco of IMU children lnte?rated into anon- : ovaluation guidelines for such work.:ja - gradet.elemuntnryschooL AmerIcan Journal of fontod in Figure 1. The huthora recognize that Mental DefIciency, 1072, 77,,41217 Cottilub, J, Predictors of social statuamong the roult ofany.single ovnluation will rarely mainstreortied mntully retarded pupils; P5por be reported Insuchdotal ,. presented at a'rmual meeting of AmorioviAsnOcia. tion wi MontI Doflcioqcy, Portland, 1075, -Concluding Remarks Gottliob, J., & Bakur J.L. The relationship between . s amount of time integrated andiheaoclomntric This nrtklo has attempted to presont a variety RIUtU.! of retarded children. Paper pruented at an- of tonsiderutions related to (ho evaluation of nual motlng of Amurlcnn EducatiorwlReoaith mainstronming programs, and toot forth Association, WaIiingtonDC, lolL gultiolines for the preparation and appraisal of GottIieb, J,, & Budoff, M. Sociul aceaptability of re- mall trauming evaluation reports. It should ho tarded children in nongredod schools differing in npprrrunt from the foregoing analyses tknt architecturo. Amoricah Journal ofMental Deli- dertcy, 1873,76, 15-10. probloms rølaterjto the evaluation of : maifretroaming prograrris are: not ineurrnount- Gottliób. J., Gatnpol, Dli., & Budoff, M, Classroom ablo. By giving early attention to matters ad- behaviors 0f retarded children before end after re- iMtogratlon into regular classes. Journal of Special dsessed here, many pitfulls characterizingP'° Education, 1975. 9. 307-315. vious special education evaluation efforts cart Guskin, S.. & Spicker, H. Educational research ii bo avoided, and it will become possible to USe mental retardation. In WE. Ellis (Ed.). Inferno. evaluative procedures to improve instructional ...... tionalreviewof research in mental retardation practices and in time, t9 Jnow thO effective- (Vol. 3). Now York: Academic Press, 1008. noes of mainstruaming offbrte. . }Iaring.N.G., & KrUg, D.A. Placement in regular pro. grams: Ptoceduren and results.'Exceptionql Chil- :; References . drun1975,41, 413-417. lierson. M.,& Barlow, D.H, Single cope experimental Agard, LA. The classroom ecological structure: 4 designs: Strategies for studying behavioral approach to the specification of the treatment .. change. Elmsford NY: Pergamon, 1976. problem.Paper presented at annual meeting of th8 Hilliard, A. The streng,tfis end of cagni- ArI)erlcan Educational Research Association, - tivqtenta for young ctildrn. In J.fl, Andraws (Ed.), Waehington.DC, 1075. One child indivisib'Içs. Waahington DC: National fludoff. M.,& Gattllob. J. Special class EMR chijdren Association for thu Ejlucation of Yculig Children, malnatreamed: A atudy of an aptitude (learning 1975. potential) x treatment interaction. American Jones, R.L. Ac1couritnbility in spuial education: ournalof Mental Deficiency lo7o ili, i4i Some prublenn. Exceptional Children,. 1973. 39, Coleman. J.S.campbell, E.Q.,llobson\C.J.,MacPart- 031-642. 1. lend.J..Mood. A.M.,Wainfleld, F 0,& York, R.L. Jones, R.L. Evahating mainstream programs for Equalityofeducationalopportunt. Washington minority children. Itt R.L. Jones lEd.). Mainstream- DC: US Government Printing Office, 1 900. ing and the minority child. Restart VA: The Court- Dunn, L.M. Special education for the mildly re-f--cil for Exceptional Ghildren1970.- - larded is much of it Justifiable? ExsbptIonal Cliil ___ Kauffflari MAiuidi) & j,prnI -- dren 1908. 35.-5-Z2. MainitreomingLathadsid thóiiiMImñthiiit Edgerton RU Issues related to the quality of life Dooin among mentally retarded persotiiiMJ=Bhb&IKnUfdiiiii=M JCttliibJAgardfAKkfMB t,_..a_r_ ..;Alsinstressnfrigi.Toweid an axplicationof the con- ,Publicbow 94-14'2, Educationfor All Handlppod.n,. street.Focus on Exceptional Children,' 75. 7: _Children Act,Ntvernger 20, 1075, 1.12.: Elicitor, S. Raforonce-group theory and ability gropp. Kelley, H. Two functions of referencigroups, inG.E. Inv A convergence of spciological theory nail' Swanson trial. (Edo:).Ileadingeinsocial piychol. educatIonal_.research. Sociologyof Education, ogy..New york: Holt, 1052. 1070,49,-05-71. c kirk, Research in aducation;In H. Reverie & R. &nmet, M.1., Sommal, H.S., & Morrisey,P.A. Heber (Eds.),Mental retardation: A review arm- Competency -hased teacher educatiim 'in speck!, deorch. -dhidegot University. ofChleagd!Prdeil education. A' review of research. and tralning,pro- 1964. % grams, Bloomington:Center for Innovation Mayers, C.E., MacMillan, et -Yoshida; R,K. Car- Teaching the ilandicapprid, Indiana University; relates of success inthe transition of MRto regular 1070. class (Final Report ORE 0.73-5263), Washington' Shotal, J.R., lane, & McGottlgan, Teacher DC:Bureau ofEducation for the Handicapped, allitudas associntedwith the integration of hand- 11A75.(I1RIC_Docurnent Reproduction Service No icapped children.Exceptional Children,1072,pi. EL) tin441).(a) 077-003. Meyers, C,E., MacMillan, D.L., & Yoshida, ELK.' Stufflehearn, D. Rdievanca of the CIPP model, for- 'Evaluationof special edu'dcitlon programs. Peper educational accountability.Journal of ilelearch presefite& at the Second Annual. Conference on and Deyelopment in Education, 1971, 11E-25. MasserementendEvaluation, Los Angeigs County Thlagaralan, S., Sornrnal, D.S. ornmni. JN,IIn. Schools. IsAngeles,Februery1975, (b) structionaldevelopment for training tedoliersAor Motlisoy, P.A., & Safer,.N. haplications for special oxcoptionaichildren: A source boolc.Roston VA: educationThe individualized, education :;_Tbe Council for Exceptional Children, 1974. 'gram: Viewpoints, 1017,53, 308. Yoshida_ Gut-of-lovaltesting,of spoclal educa. Nystrom, K., Yoshida, R.K., Meygra, CE,, & MacM11- Had studonts with a standardized achievement Ian, D.L. Standardized achievement measurement battery.Journal of Educational Measurement, with the Mainstreamededucationally 1074,13, 215.221. handicapped-41orrnallzation or further segrega- - Zimiles, H. An analysis of FurrentIssues in the oval. don?. Unpublished paper, Neuropsychlatric IhAti- . option cif educational programs. In J.tiellmuth tate,' Pacific State ilohaerch Group,:Pomena, (Ed.), Thedisadvantaged child (Vol. 2). Seattle: California, 1977. Special Child Publications 1MiTififfMairis reerningTff_grianis educatiop role mainstre4ming n-exankipie hugh s.ckenzle From Teacher Pleasainon't CJoae the Door-The Exceptionni Child In the tvialikstroam, lune B. Jordan. Editor. Reston VA: The Council for Exceptional Children. 1076. pp. 110-133. 6 . . Higher ducan's mle In mainstreaming tsJh challenging and re$terdiag. fu/ to have school clisniCts, their state department of education, and an institution of higher ducotloo:wotkIng-togothfr to - chleve inalnstriamog. Vtthout regular educators so nabled to provide successful mainstreamed special services, maInstoarnIng will be'but a passing fad and our children will utter. 11; Key members dp the community v., Must have clearly communicated to Atlierh the rationale for main. "iiieamingthe benefits It wilt ' bring to all children and members . of the community, and how it will tee reasonably Implemented v'in that community's schools. Mainstreaming is perhaps more _b .to the quest for tnbllity than many' other ducatlIal programs. and their state education have r and incentives to enlist theopport ofa teacher training nst)tution In the cause of mainstreaming special ducation,. VERM6NT'S MAINSTREAMING 0 The purposes of this ohm:Star are first to describe those factors we In Vermont have- found helpful In successfully achieving mainstream- ing of children eligible for s ecial education, and second to describe hoiN one institution of iiighiPteciudatro-nthe University of Vermont has assisted in achieving_ Mainstreaming. The chapter concludes with a summary of Vermorlt's progress to date In mainstreaming and with a general discussion of 4nlistIng an institution of higher educa- tion's help In this exciting endeavor. _FOUR fACT01_4 lineruL la.Sinca_21987,_,Vermont has beenvorking to efrainstreerned______MAINSTREAMING special education. Progress has- been slow; tx.1 real and it con - tinues, kwfactors have been of continue in .achieving this progreis. It Is helpful to have school districts, their state department of educa- tion, and an institution of higher education working together to achieve mainstreaming: The school district may develop and imple meet- mainstreamed special education on:Its own. If -one or more I districts, t, etr.stt individuals in a district are skilled in the exercise of power, brilliant deportment of education, end on in developing a school district's own teacher training program, and Institution of higher learning work skilled In finding Innoyative ways to meet state department of educa- _together tion requirements, successin mainstreaming may eventually be achieved. it.should be obvious, on the other hand, that neither the state department of education nor aninstitution.Of higher education can expect to successfully implement mainstreamed special educa- tion services on its own. Each must, at the very least, have the cooperation of local school districts. It is the school that must ulti mately implement mainstretjning. It Is thb schools' teachers who will Higher Education's R _ diaXibp=ritiriiffarn ingmtcalinIbech vwfWvi ---rrift=h141i 1 =I 111- LE143021:111-1 Vii_ciffughegi_tatotr-de p r-tiffebW: ear, mra rtg- n rumental ifi,effaiViWf1=16-W1,1171-d=p-dizietrialli-41=-Itiffispec fat_tiltreiti- 1r nfizi I it/nest-ER h--e11-11--ril ilirrs ttftwiT-1 tad i h te----f ittit °AlaArnie amt) Ee( II t .ff.,--trwa smfa awl t n t trwi ThEttlihmarnavik-Witi-dglagrn-Aitis tie a rtia-riff affai_Mitle gin1-6--Wa-f-ffie.iftrairdbti-thi:tWirt-iiity .provitiTy lactil =nreel fltIsten 014 blim c _ICIt _Alia I ri I tre a in rineui 46; u I _Cr co cilmfasIrm a fu_ u-ti6ets 7ritrit _revs nr-trducator iftaliTitroaltiinlh,Ary-hl i-r rrturtr =tem p m _1bp-rfi n77 cli fettilinowar.d7thil ocfiriWiz--'34ArcOs in I oho LettutriottOVip lh ttte rllettles 4-11-41 Icit4Tist 'arra I nitrialffitiarirviatiii*Twit 1141A11111111iltVrntinichitUlti It At- -11-regelaT malm7 stit kmniTafipi=M=luccestlialLy=iac lite vif,:ma incrun ra 11AL:if rlfTAT=tNW-eili-=EIM=tei=fia=tWA4fM4TkiarrtfftteIfan d "wow] gRIAlririthvicint _MffEtilINNOMIn stWWLMatf_vo_kk-sk-mi _ orTOWlitatmittai a s1=-Fff-tiit4Fia sirdr-o f,1rrri ru701tg a I vidKallw Ei a sset-T tralAt 4 oreirymta-&-orm-70---e rtf lit,,,vwf_Mricriffitvet:te = way -1- at ttri,-44rulF41--11-intiaTIWIt="0064-111 ed61.1- ITIC47-ee 1,MUTIMIZT Tria- 7 tRwm ces-Are4b ei-ms itwa-rnwand4 irgn irt It VI 64 Mon r a requipmeri a r = rappor pqrsurin-_ -1-1-M re tie ru-cra:11.114-krt W61'111107'rni.wrn7-r, &WM rutairuziots-Mit_aff er.:%117(.--Effitcic-atieFu pe-ntinuel-ems ruiwod is=wit f flirt ram I rfrarithra-sourcery a 1-td (rem-3_s _AIL A. Nil .31:7-- ice-tou ----.1-altig-6-ttia -ago Lrtnixsst uteri`Ttifotti numuur laakftWafrififfillitafaitty-a *QAT ripatril Art, a iWtiftWrIttP=':1=4brieVrAlijraniSTAWOCCVPI rirril= unikor --n-kiliinirornin-,-r- aid if -enralutrairrforixtratitrafttuftirtrwittovaliri11-4-411 +is -iitsWArifirEbr t- h .1.4 lip n lap9.4e.imienttille(97+41- oteltliatobli V.Iffg_Thtlknlailrft.=t&Tt-rn-am-s-MamM-g-wrrt-&rh-q to it1.-=Thti_-e-o-MmLftirdtfMiiW-a1ttdf-6excirer-sltfi-at-t-kfT84tbwp'_dEi flialost .-----01aUtittrartfA--e-w-dbirri-trrairffaitifft TrnpTernentim-inITIratM--_ffing0110,-Itate-wiTiez-Wrinntitiffy-TranFrilwt5e artitatitti-o-naWbeffe-Trfmun-Mur1 11-teritZt-VFaffit-M-amishit .11 egkl" specluca itart a Vat-r-e-WIhis-._ TT& ques1la1mfaVility=1_ . = [Ica turta 31 sirab u Etri ey IJM _t-&mom ail rut- crem-7= TIT stit11114 kgggle, gloatlll& AlI :*R4KtEelan3Vdaini4LeKtWa.. 1-Xteo-MerrOth-thi &an- etaIlthf idhirrtreirtarsbt7 .LJ TI ua 4 f&T 1. DielMiffing7whcrAWbrithitrusf= a u-ca, ca EwlirrYttout _cresu 1-177tit7itturmitts fraltrifflet". rst. lt=ilitt=fttiltiratiblayfiTrtmtal.W 3;1301-01Mat -Wittenthilti 11MVISJO 1 ru ametiATC-ecilLteltiatTirrix1r617-_Wifft.73-u-Er-a-_ AVM c 'Mr _--rnain--tratatc fad litilt6d .111=-TitritIbilTatst Li ret _e- gu 'rhis fljitei, 14-0=UrtytWritwrr 41- 1 art phyr.MIrril 4r-it fift I au retro rrt,_0 n-tb_43 ,W0-qt-gtiVAV_ Lworivrrjb v wr '-gPrltiTffinWd=g iTfi triWKil miceM.14W a fl.r-' If& ifetatit ratettz titbA3iRiatitr1TarViCtimpi -1141LiZ4i1ifh- to-LINt_Tfilitpit4t-wn-sque umt-TitTarr-fitrire pratuJi (War r-tfie-1 &It p ro so n in II -0 tro itil4tztiotilkfrttritti.ti usew.y.ittei4iftiVe pAtwforth 0 =alick-__ticlul p eiticatt itiovbra iffilTe a nil 'AV/gip-Mit WW1 WaNf Fi1fli r n a hist rnernitig=itppron-ch-t fiesttAfilTiViTil frragraire-n9rdivrett-,A.,w, --0.4 I tritiftliecin sii t I wortitit tia_np piro acit,7 -t.*-trt-crirrirg-i71: Kilitatii Itrt-tifno tittitigArtsprzg~mar o it-awl a 3 _m6la :10i=r3=A---A-1 CLclittdaetri--- JJ 1 1 o y =Pi _ELAM- -4--totituririt-r(mne70~0-10-- /I -WSW7 71rEtu saR7AT:07-f.=-Mi.=I= tm7crarrtkr.rs c 11,1 isDr_ s=lte-re_me fillirt-g:tor The State ideriane il."-alfirtmLILO_ 10_11 .1111D._. OW*.sift 110 if;or- fill vas-nweitiltin a- _Mt- fs7fERectm-tra KriiritiVre---MTMat- nitvils Iffem friF,~±11j1=iffiriii_kreffIBT=Mitt-A1 s-wit,wrri-rwerforSwrirra,r-Wrenttsrisurria hre-rhr*-inv-ho/17 -fitt-tre-tut-ce---Will-th-thillttafa-miti-Orlivie-rsity-ha-d-tcf-tintlertnke Ertfr-ta-ettsp~a14j4a.rtraitis t 11-a-m-itrarei F-A, a,LA St r 1 =I Sfri O 6,0 a Ste-131- rtsti:= :Winiblinfkr-11.711=- 110--artgrisent=o1Q6dfiatihet_--a----- .7M1RIM jiiThItl ,ta-rtstritina rs- c-ft-sougETt_ Mb frmti-rtittrall-int-Vhizi-diftlitti-ikr ti-rritylb-di_-_-re bit{ cac ors- -w-R-is c --IstrmaluirrO cts-r-cu lislFzIsrtariflire--Intmispx-miaram umfirEttttrtattatifinu PTIMArtiff ay al= at= Tiff U -AB-7M Al _ttefultaitAYM-_171-wwiLblaasr I 71ty-rwmCal- A -eFfeilL _tfirffv-weitiertietaca. su mess z , frc 1--14601114-- dia-tdMattirrs-tyet-csrrre-rrrarnsw-e- rift-=',A TT! IC faa ibiA AA e MIAM-TEMIRCEtaltlA lEzAwataTa5r415""a, kAilld tr&trit-at _ e r_neri rFsa=marriTgunm- rfrt-wr3itVs=m---f:y=iri = 1E03:1 atii-Mes=irftwirtc M4IMM-Mf t =Off& AIM HIMtit=1111-MeV I B.11111711EPM4ValANN 1,miamisa91 I alba `real rift l 4n_ru1 - a_.1 a Itilsigkoam-A4 1.41M Amna MI "r-a701 p-mriti ta-a.MM "Tfli_Mtelitifte WY_ al 9 /Pi:BLIP/JM ii t / 19791I16,1 lxra=tlact-t- iS ii Emun 6 -EriTn:ittia=01,=n 1kw- Inn rfff ItiWA- eiritv S ituti = _or _IJAM ftrFir ircrowatiribreMkar can-difitM rcuTOBWro iiMELaMM 11tEgff 7 ti:4- 61-4 -81-011W- _Imprimmftyr-_-sorne-onemvvbeaLl 107- o on =n1-7 -,-a M7fflz CO' n 4rETEW acuromatYdWcTzir z---4 6 vur rt-Verro45M w 1-11E-. r w E Y Ai -1 r i irin 1 Al*a- .----o,tiwt4WW1:th_zW--Mff On rtirritoctasiteilff~-ii-tiffiTillit7 ofeame- '---tri---ir-_ani_riffi-h-67- Ariwifirt.---Wals.--fitaf e_ -th-a--o*- Ira ivrroring 41 V..tni=ritalgtr. mit_r_rr -Afffr-WeWMWOTtrial sT 11417 irirmlitIW-114-141- rfrigni-- -t-mirtirtiwiti-Affill-m-sd---u 41 '''B WrEft-sirminrri_Wip_sm41044felats .ct TiTfflirTi _in 146_itiritt- i MUT itrarfim-twrt_i n 7-imxiffrofi- _v:- : titI n: n - :--I rre Watt len ents-vemiftt riat ZERM-:c-ygar7- C(E-7/SMMMM77831a1 gradde-retlim-marinrerre4S-uf- flE twfifyirrericia assraorTtrifl w =al* tzrcfcussWl-wiTtt-ilia-WBer-ThtW 13-1-a-rdiviitterent-ft-th-a m M rfq 7inw5- Awajjar-0 Magr-_--airrgirtrsfflguatifardLevi-ddilat friat_Ihm_-5rirvtwtWaw KDIEUTAECtE:MVisry f -41 b 1:riEt7:: teguirri--;- S' edit (A-4A ta-U-Td_4,.,,Pa-renii=01:7-1 -ren rrifi64. a-tam: 1' "I=*Matra ffili-VMTNI a _tea 11xce trauravirr E. rtv 1:150111. WEIniVa-7-1FWMITE:=1fiti-_end=ff_t=i _ ff-o/wwwitirgrr=a-nrtwarin rain- ngtAiktilWr I= _arm ont,s= t a l t a l o i a EN wird rwirm--11, kre-aultinali 41W-a tromiiN IA con_ u Maki art---kaa-rrn 0777M U _. -47_44Teter =SOT 1111 C=M:qMtIM_.=11.1)1Se:5_ T&I & I V NA CT 4014- i kriialigt -Of 1-1&- Inca telakaokilWI 1 Jut; .6 014 a iut a ly yy INVliMIOT11112.. re= Miterit& on = Asu. an =tuts u = 40 'kap if hiNT,5 M&1=1M11 Nv a -la= a. BM nta");(Thre mi._:rgenntarw iant-tnu ZVI:7;1M riWolti Wit. 'Irl_rirn-Tiay._1WT--a- a-mattitilrfg--- OLMISUlti7..-_. it-FICY=b-d-fed=tfiltr:50-1-011-gille-MECCiiiikii=4Mibtelf n 'itiWillatiti-0Letileyouflabirxm. e r,12-tx 0-- railtri-I-le&Ere n --rt-tiwt-emenarg, -A :4. htrizaltv4-earrrecl4fIc_ IT LWA-A-911T4 D M -mit-a="wVar ; alir;-*01:1Alm_aWin ti a° ° . ate4:- listaa 1111- otrArall r WW=daidff _MMI:j0 EntrMit-nMlatIltr- Ir. art to. _--=-1-&"="- itele CM !Ma IfMM-iZlftra I IMV-Linr #-440 ro taw. 11-1 _tkfti=d-stx---tar-xrstm:-r-And ,tne internsliiogfficW6nd rat -7 rAt+70r4- FTIVWSI I rs to.War alai= Ka MTS.ar- ilsketwIfizip g1=-':-tj-7' AIVROMM- 47 frr ff2na.M111-ag tPaq lio o I al is 1111a la aWIR 01°4 _Ji aches on`- -47/ acs Arn .14z,---p-rovi de. -1The---teirisvilifg-Wacti then -dawmtbkrzimulffiri-q-wmgramv ffa ri 6/6711Vf eta Ti frnaNtrarffeW-Sfilen-iiii0-t0Tri Tus IRMITEarbil UM. TiLdnlitLeffiliLdre_ _Trifffnitai 33.--AintrogiZr_f r rT 1 UZZ-pc rm ssizrt-uf=-thtfr-I sW-01-1xifryir-n-p-et 1-7-"hr e iratgo oriafrala irfoalArfajetifaija ara-1:-Eu-En cass: _ CACFrflikrrsTrsrraj Psr i tzl nipcVetic 6= Itirf rral 11*_ Vast:mm-40 at v410-U1 wiTIPMMTI011,-LI VI/TM-WM1n 117E1 A fF MOIRA WTi6 kV al 1 01A mar Tutu_(ltz,-- 1101,4t 00 -1 ft Z_ =.0-rXM TioffLoWitikay 77M3S * e a * _ 011-1- 100 -- -9 -00- - Olage . .artai a .1-ffa 0 0: 9 0 a sle iall_: 1-1111111 a a e -111-wwm. I -gm 1 424:4Ma li 3 114-4-1tal el: if' _4- ai4 a a.a kt, TiT a -- P !MCA P a- a- V a -re-1 6 1-7 lifiiitrr'17 ra DiPAX. 6 . Ya . 0*, a 1014.12 a -a 1< 41 e Trg-- alder . .1 - .66 6 a I:- _ 0 IP a s a 9 Tie/-3; a el =rit=e74-eiLL,1-= .1-0 4=1 Tios al 1 _El it i aa a 41 a a-a a 4415r i4714-61 p 1 ahrgl a -01 66 410 fts. 0 re"=" au-4_4. I a = .E e a a 6 le a Ka -ID a a --r- i WiTrikt-111 all 0 1 11 WO Ora .0 41 as as 411 OW- 0 a a I S. -V . 1 . e a ail$ I n caen_diti=fh-Et=lifni vets ilv-M=Wrfpitite=p7roaraTrizlhiyi lrowarturn--; gatsFrti` II :a4mm:crsirpri My-.mji .Ii, H 11 ena Ktid rtil==qTam a)-41-Califfiqatactita-Annli-oaVatffi-ii our:Tiroi0171 inn T u-n- u a t-t71M-Tiii7ATM-mt- We:grim: rM-vii--tatiViME-raztrnEwomovi _arwrrTearm-rwd- a e a EvraV itierriaT -atUla-Mflei VW_ Tb-ti E traieraTv_ at fff. - w 7 7 RES Vim wv.±Vleitt AIMKATM-TREA SI LELEAM17 -pmertTAup-wirawrektiarEfre tf --tin--Xtaftuiffit-niaiffiftMl ?_i.! il _ s i-I c llitfit6R, a diI_ 1.7.14kiesanlrilarrio-ctaati la lit V lc TOMB orUW- ITTAINIF I .11,1ADis i-Wlar-KEMitloWil-flir-ally-44to vzti_a_raclar Eti-111---WWiWtva-abk-th-e-*-Van I st-ap- (11k34-11T4n rn NigT(nUtiri__ n'ffrrisffic_i= * ./ 01:A. a ton 0 0al the-tonsuffi rr ern, hit mittm-rftf_rian-ratTa_re-trittrienir_utitalwauti_ neirtiww_Luq5UffietilvilwffilfVfnuilvstrormi _itirix&rozzaarweifTelTrTiriErwspi_tANTiusltiWEvesni iswvitim f a r a l t v i - a r d t h a i r W d r i oT Link- = I War& 4 ZWffirsI rz.sign axes' Olt nue= rp7refa 1=--.= -ha ewn ta7 Tun = mmrryzneff-rn-l-hi5=tatulltat.rit imirrt-thm . -assJ -t-LLTRIment- .1tratagtteatretty=traThittlatarittrtle_:,__ 01ObIo 0ammi=m1fiEviri ritiffitfOrgiZT* teli ar--;:i traps 110 to g -LWVII (BMW *40-0T40131 *0_10.pa acv cur glOwt: = g 17111117M t la -i="-di-t9i=WaTUIALIRM=Ift=ME Mitt = Asti tifffitYiWidrality,W7raqirettid-ifitajiri4=1-MiraVaffiFftlstfTtlildtq1557M o-1rev rfy3 I`i_tTtF,gftrvM-- VceVIVA2 -W_Etra: 4 F Teta"="35M--- ArretirrowAMWArrico- an *011 itatil*/ --MumTrun,==17.1 _ a' g = fat -111-01. t --at qo tb- -0M11 07inict4 Lux= Fon- mimbumEril i sTi-Ars--i-rffarrojti :t1313210E-Attinff_._:=oatv--64 WIF tola*toS.211_1 Waraff-g5 --veTtliAnicrwftn=f F firttg. 117 -T141, _ajfitaki h-Ort th*g_olit. mOsirirtatinte_ a Alaariataloi Iwzno anti 00114 Wing eitg nalor=fin lea-q4 (lig eilastolgvi g g0 a /IL a."11 Mat4Leatar443. I f-J1 ,__Ift=atirtairlaft=1-LregLiait emitiottArttlee tTlYrl.611141trun '.tiff -11 -t4. 11M .011M7-7/-0 tet-W-= 1111.-MT ahretat rLfren,--arEtet 134 a- tiEtftindMIM= a r4 E low ag w comitu- a-- -71-077/WrkiVitrl F F 1rrm rhatnliaciffillut latogm. 'r,z):1MoljiaoAraltnata Lae& 0 117freljfft tr im ----fr.:h=1*EffeveT ---=16dtf-Ctt=frt- JA-40/10 -ffflfii-n-tmenrKaF-MRtu-=tmrEtf-A-rrenTi 1EWWW1`omng-protaIum wbthina-nris_ iii" i i-TrAmtiaritwriumlitirtilutrffurutM-11postatffee- uca-e-t i _e-r-sreara u riari 1 -Tt -of a rea tom11.811Wi MaeraiertJamatfull~arrVID-C .2- WNW_ p e` :I ird eitiOURM affe;&ACM J9w1 Itrritutr-Wfrz- =9 ETft I Kra --firceft thim itrwn.Mit Adt-Ifti on al IV-ibietti-iires:40----r-UvTr--tr-Levr7r-WaTowrt Trim TU - a -, -0-6jufffiv 0su =111-0-VIM _ m _n i inurri, --gir4ga-dio MTN-1W'a -inat-7. r y_s4tit--- ft-b:1-60----ifeftlitliatetilli-f-r-Ontlit---1WWItiry-AM -NM fi rs re-OW=0-1930M' tiiir_ardubrovery sia .aWeilh7113-07da-vlarT-01rour, WW1 -n31:4 tILiM% ellnliWror -174-fts-trufaTT0 -1Wircazft C41510P-Lf = Amint - til=mtim-fulii1=10,1ptmbie f ai 4-4; ram Tis=or fie Rs ritvgfiteum-&-tn --tes[TOY&Itraer ----etTilifipframuis1-111-00hIritft-Tri0 tri al n tit althl 0 I: I nr" With the specification.of Instructional objectives described above, well as the pairing of each of these Instructional objectives With a irticular number of years (or parts at years) of Instruction, all ctors of a mainstream accountability system are 'prpvided, A child judged eligible for consulting teacher services when he Is not hieving-oblectives at the specified minimum rate, as, measured by teacher and thd consulting teacher, and when the teacher states at he/shahas_ exhausted his/her repertolM in trying to accelerate Is child's rate, Thus, in our example of the K'8ichool with its 180 strut tional objectives for arithmetic, a child. with 12 years of rtructlon would be expected at minimum to have achieved the fi I of the 180 arithmetic objectives.- If the teaches-measures indi tod that the child had achieved only 24'of these objectives apd /she had exhausted his/her, repertoire in attempting toeccele ete e child's learning, the child would be eligible for- =mainstrea Oda' edueation and referred to the consulting-toaher The following evaluation criteria of consulting teecher_servicvs ye been accepted by the'state.:department T1; educationi=the= and school districtiain--Vermontv----1frthechild'aTptelif-7. hieving-initruttionarabjectives'his',:beenliiiCriaie-e12I6.7thFiLiciert at if is: .(/ 71Ritrixtional:objehricrfd71cfstruzgriApparent that 7 the --Chitd I-have odhieWt1411--ininiMUni offersle474,K:5 soh-obi-Offifs six=yea itminimum rata expect o every-ch d,lhat, I1=- he=aChieVel-tw-d-rribilthi-af:abjectives- for -` ©no month of Instruction. Monfentuin 7 ire the above example of the K-5 school with 180 arithmetic objec- tives, and our child- with -3.2 years of Instruction, who achieved only 24 objectives (at minimum he should have achieved 9t3 objectives), to lodge consulting teacher services successful, the child's rate would have to be accelerated either to(a) achieving approximately 56 instructional objectives per Instructional year, or (b) achieving 60, instructional 'objectives per instructional year Concurrently,moos- i1fENCe--61her children's rates of 'achieving instructional objectives .continue to be checked to insure that their achievement rates remain satiifictory. In regard to determining appropriate exit -froni rnainitream special education services provided by consulting teacher anti classroom - teacher; when the eligble child has achieved the minanum number of objectives-expected of every child with his same number of years of instruction, and when he continues to achieve these objectives at the minimum rate expected of all children, he is no longer eligible for special services provided by the consulting teacher. (For a graphic explanation of this accountability system, see Christie & McKenzie, 1975, and Egner & Lates, 1975.) . This approach of,s,oecifying This approach of specifying instructional objectives for language instructional oblectisrs is and arithmetic, and specifying how many of thaw instructional not intended to limit total amountsobjectives must be learned for each one-tenth year of instruction is of learning for any child. not intended to limit total amounts of learning for any child, nor does itin Vermont practice. What it does do is place a floor, or minimum rate, of -learning that is expected of each child. In helping teachers and principals develop instructional objectives and fificiimum, rates for their acquisition, consultigg teachers insure that Alginum The primary criterion for selecting 'earnings needed by children are errWasized over minimum learning minimum inftructional oblectives the school might believe it can deliver to children. In other words, is that they be the minimum the primary criterion for selecting the minimum instructional °bloc- trip/red Mira child to e a tins is that they be the minimum required for a child to have a unable chance for success in his reasonable chance for success in his current community and in his current cornmunit,y and in his future future life. This is a difficult task and one In which much research and development is required. __An additionalsafeguard, to insure. that_the minimum is not too Minimum is that-consulting teathervthrough their principals'arrango for school directors to review and approve specified instructional -objectigeiras-Viellifloi=kareTyti=iiilliothei'mernbori-of=the corn- mum tio-_-_16 do so:Stft hbThifdeTba165-51.-aiplition in thifscieCifieition and_epprovalLof_objectives.,provides:_balance_to_the judgmentL-of.pro- fessinnal edueators. ;PliOa?ESS:IN specierediffitia-riThasexpanded frelfiM963-likOl- --/il/NSTR' ElmtNa=when-fivetrmont superntendencievandnine elementary=schools:in _ these=sUOtrianenciasiwere-nvolvedffth&programrtaIheAallof 1975 when tendenCiesAvithl-cver4,50.:.a.Ltheiraelementam- -and-wcondary,level_-schoolin-pAvid_ jeInstrearn,smclat,_eglucation, end you hilt= iv -iia r 7by--VermorW -Ith-oordittii01,-_-e-W-011-StiVi2-toniuffiritffeattizen-Wfrifihirit-Stfirctr 7 L7_uiid4TheL9 75=76 3,- harcity-TaiVi=137 0 =Feg-i-ififr-Elas1M-tirrae-aeherl-WillreceiVe-training-Trom-consultiFla hers throisgh consultation.workshops - an_d -6ucs-Offered =for- iniY/rstrram=speciEtdiii-aticiir- nli7e111 f_Ve r mon telex cediTr thLT 1t s=nafu' Mosi of the 47 mainstream special educatiort programs offered in the fall of 1978 In Vermont will be directed toward elementary level children, with three preschool programs which are home based with the parents sateachers, and five which are based in secondary schools. Scho istrict requests for consulting leachers far outstrip the University's current capacity to train them, and the state depart- ment of education has requested that the University train and place Requests for consulting teachers over 200 consulting teachers by 1983. (See Fox, at al, 1973, pp.la outstrip the linkers Iy's current 40-42 for additional comments on progress.) capacity to train. Thus, it appears that the Special Education Area of the University of Vermont has been able to make contributions to Vermont's efforts in mainstreaming special edbcation. Over 3,000 children and youth in Vermont eligible for apeclal education have been served by consulting teachers intraining and graduate, consulting teachers through provision of consultation and training to regular classroom teachers. In the selection and training of consulting teachers, the University has made errors as new programs tend to do. However,Over UO0 Akar special because of the close cooperation with the state department of educa- education haw been seeped by tion and school districts, and the valuable input and evaluative dataconsulting levellers In-training aria these agencies have provided, this training' program has been able to graduate consulting teachers. Improve continually 'so that services to children and youth have become Increasingly effective, as has the Veining of regular educators In the skills of mainstreaming, Because of evaluative data, installatton of this mainstreaming approach Is no longer an agonizing effort of all concerned. Now Mainstream services can be tailored to meet the individual needs of a school, and the program's development and Implementation proceed Now mainstream services can be smoothly to the satisfaction of most of those involved. It has meant allured to meet the Individual needs a tremendous commitment on the, part of the faculty, staff, andofdschool. students of the Special Education Area at the University of Vermont to makes this contribution to mainstreaming efforts. The rewards have also been tremendous. Members of the Special Education Area am well received and well respected by their professional concaves In the state department of education and Vermont school districts. -Their Worth-while effort = have provided the opPortunity to_develop competency and field based teacher training programs which-have led_ to the provision of successful mainstreamed services to thousands of Vermont's children and youth eligible for special education. Itis hoped that the preceding _material demonstrates to -those -HO_W-rafFiLl.Sr flELPFROAr_A readers from colleges and universitiesthat higher eduCatiari't role In _TEAL -ift-k AJNl1YG mainstreaming- is both challenging and rewarding.:JL is alsohoped-M_Sfirt/TION-- that it demonstrates-to readers freim-scHool districts and de pate of educatiop that institutionkol,higher-educationrCad--tentrIliz ute_tOithe:effeCtiVil,impleinentatio-rr gf Y-mainstrearri c.ateduta _,tional.services _ latterls_the_cate;:-thenLthi'ciattion_vfehow one enlistsAhe suerPOrt- of higher:7edti-Catiarr:Orlies rneariirtgfOi:-.Thare is noSinipl _ answer_to this-OuesticiniiisinitifutionsZbijiiiIiiir edueatioil-VaNk--41 do the settings inwfilehlhate.fritiftutions-operate fieboVer;_ and unforturfaiiitce.=m-7-an-y-irliiiiitiOTIThfli lion carry_ out terictier'ireining:proerarni'which'ins-not=fiekT4-,:-S-e-dfield -"ip; ---a-nd-lhu-1--find-it=diffietilt-to:fake-the--thift-from-oampus retliva-tofarrodeffive=ev-gerithruTeM=Fifergy _ Met lalnlii erne7ntura . with mainstreaming from teacher training institutions will require conside'rable expenditure of energy and 'resources. It Ise problem of changing Institutions and thus may be considered a problem in the exercise Of power. It is certainly a priitilern In how to share effec- tively with higher education the challenges and rewards that main- streamiog Involves, It also seems that the public schools and state departments of education have intheir power those things which can change a teacher training institution, and it is particularly recommended that several public schools and their state department of education cooperate in enlisting the support of a teacher training institution. Public schoPli hava student teacher placements and other practice,. opportunities to offer teacher training Institutions. Public schools hire, or,not, the graduates of f-a given teacher training Institution. lbbIlc schools homaccez to special Public schools cari, or not offer teacher training institutions oppOr- . fonds arlch can be shared with (unities for research. Public schools have access to special funds, such teacher (mining InstItulloris for is Title I and Title III, ESEA, which can be shared with teacher Joint prolects, training institutions for joint projects. A -Ws Ilighlisidanowv State clepartnients of edutatlon iet 'and enforce rules and polities for all of public education, including the certification of educational professionals who are trained' by the Irilititutibns of hichigr educe. Con. State departments of education hive access to sucrfunds as those falling under the Educapon of the Handicapped Act, Part B, which could be used for joint mainstreaming projects with a teacher mining Institution and public schools. Thus, it is clear that public schools with their state department of education have sufficient power and Incentives to enlist the support PuGlic schools, with their state of a teacher training institution in the,cause of mainstreaming special department of education, haw education. With the skilled and judicious use of these Incentives, sufficient potter and Incentives to -public schools and a state departMent of education sho-uld be able enlist the support ofd teacher gradually to bring a given teacher training institution into a coopera- training Instihition In the course tive mainstreaming effort. These incentives will need to be shared of mainstreaming special education. with the teacher training institution, but only as the teacher training institution commits Itself to meaningful participation. Although Institutions of higher education are not generally noted for progressive changes in their teacher training programs, it seems clear that public schools and a state department of education in _; concert could successfully bring about changes by wielding the:- power they hold in a' carefully planned sequence. If public schools -- and their state departments of education believe that higher educa- , tion can help In mainstreaming, and if they are willing to exercise the-- power they have with higher education, higher education will join with them to achieve successful mainstreaming. REFERENCES . Burdett, C.S., & Fox. W. L. Measureinent-andivaluaiion-of reediriffbehaviort Austin 11.(; AustinWiters Group. 1073: . CL. & Mckanzio, 14, S.- MinimuntohjectivesLA measumrnent system provide evaluation of-special aclucation-iiniegUlai-;-elasstddins. RestofiA/A-.._ CCC Information Center. 1075. (ED 102 780) . . Christie," IL-.7S., McKenzie, H. S-----7&-BurdettrGr_S: The coniultin4,terithe approach to special --education:--_ffeii-eiviEif-trainInVfor classroom teachers. Focus_on_Exceptional Ewer,- A., 8s Late*, DJ. The=Vernvnt consultinveacher program: Case prawn- tation.:ln,C.-:-Ar.- Parker 1Ed.):Psychalogical.zeonsOltatiintielping,techeri nowt special haeVA Reston-VA:-The Council for Exceptional Childranr1975. Fcx; Garvin, J. S. -Ari=iiitiddlittitirtyrovi7f0-0.-iirr=:-Eietarobert'approecii-to=special --.----edticritio7737-IPEFFIFDenovi(E'diiRnstrikreVraFiiirrmaners4nt-re-x-ceprioria -children. Reston-YA: The Council,foe-Exceptionel_Childrefi education=and,:consultingneacneriF,._ Evart;: &=Liiintrner lynch lEdilrlinoleffenti 7 avioral- rams- _ _ _ - -teficolien7f_Viiile-i7CtianWajiWILTRilearch_Pteis; 1072 McHerfrier:14:=S:WEOriTtrv_Aw:19:T.±Kilight, & teachers -to=asaist eforrientary=tAthrif-* titMIST atiemertt and:wit/ enatt--iiiaddicappetr-tfx_o--71-Wmst,,Crill -127027,1 =?Arlinta_ Frifitottint. Trend: and Priorities in !risen/ice:Training CAROLYN R. RUDE DUCATORS are continuing tool the im- pact of n shift In emphasis In children who havo problems niveillig school expects- lions to the problems schoola have In mooting Abstract: A comprehensive personnel children's mods. This citango, reflocted in tho dovolopmont system In each slats should new laws rogarding education of handicappod provide insoNico training to moehchanging children, has heighteneckconcorn for oppor- omphasos In the education of handicapped tunities to develop attitudes and skills to ac'.. children. Training topic and personnel group complish now task'. Traditionally, inservice priontios are Identified from inservieo training has boon used to update skills and to, Initiated try ofich stag._ tralning Plans introduce innovation into education. As a way Possibto trends are soon In the focus and" of ensuring that appropriate insorvicu training level of training needed for various groups. programs ere avellriblit to tnneltors,atiministta- Doilvory of Insorvieo traininti,ta becoming tors, owl others, a comprehensive personnel . divorslflod in torm&ot training providers, rnedos, and rosourcos. Nowovar, Mato dovolopment system is called for in the regu- plans do not roiloct awareness of thoso lotions for Public Law 04-142. the Erlycation vatiori moans of training dolivory. for All Ilandleap/ter! Children Act, Pert It This 1 the flood for evaluation and monitoring of system provides a structure far each steleedu- Inservico octivitiosindicatesa future priority. cation agency (SEA) to use to plan, implerount, -1-.L...... -L ...,._ ,...--_.,__:-='ond:ovaluatp insentico training opportunities. == --,al sink) rind local lovell, _. 1:- k4 - -_- -- .-7__ __- A._-----_,,----=' # - - Etti aging nationwide trends andpriliriffes-- -'- = : CAROLYN R.= E isp end Aisoclete-,- -,- '-. nit were: dnitlifirid through enter d-datkirTa1.----- itiatiserVicm_4eini -- ---7----:Direotor.- a stitt by state review of the porsonnel dovel- Experfrnerthition , Development and Plans - --- E_Velejtion-A SPOPrograrn,:cnrrogTo:dr-OReny-i-6-ric_tion-n!tho Annual,Program -_-_.Education,--UrriVorsity or`iews:10WO7Clry.--Ar,--7fdr,1977.40,submitted to-Alto-liureittrof-Erio. thaftiftlicthis=stediWaildonesho was tallatt:fik_lho.JlandicappodARE11). This ro-___ __AdministratiVeAssistant.-Evaluotiamviewicompleted hy_Tho_Council for Exce-P-._ _F_Latin_e_m_o_o_kfin_d---- fBrok___ er-OSsaft_al.)Ption-iotitifThil'CliildionAKidertiwgrairt;fronYIBEIVshows _insorvico _end ProsorvicoTrainirig=7th-At_thescopo---of iniffrxic-tr_trainingvories oriets-OmpromonrationiorPuhitCOsw- ai o n kfrensta- ta at-ws-t E r 7 t-hE-___ L- ,3trati- i--i,,- . 2-13rolectyconduct il ttiCiemidontiridiitliffnsfOrtininiWtOPla Wxeeptio-el tho-Tioronv____tergut grasps,- reirriIiVirtli-vorvcnn-d don-d.piirsuanf,foi=grantfrom_ n-i. lif oil _ Ela-ier i for eit-- 2 ) & --Lriddition-alarM- ni-g4re-olfSkirid-:-C-i-11=1----rutt--- OffidoxkEductiticTM=DepairrnenL ul klealtl-i, -volop ffaiLtLv.i-tift7liftintrirsystriti tdrrEariaran--Tho______expressed_herelfr_hawevarr_dd-not- i-- Ztit, hWeSseljtViblitittrthe_p-altionibr--- Paerd-- , VSr VffiatitEdiztidokifild noof Kist -4-10611:=Maiff----d--M11 -P--Viait=Ailitail----'11-73a' endor-ternenVoyfff&tmOrtratiEdocatilliirbrairffflikiitilulAtisimikmpfugr_anitilii--; ----1-°'- shouldbe_:_intemod-----Aiale -J. _-r_ __ :1: , From:Et e opt 10 riar etr,Excetiirortfit. sults in a list of, training content areas Mows to the second ranked topic, particularly in lm- planners to set goals and establizth priorities plornentationof the individualized education .among. the goals. Effective and successful in- program (1F,P). The third and fourth ranked rVlce programs are more likely to resillr-when needs concern finding and evaluating the training is directed toward the needs of the handicapped child for the purpose pf provid= training .recipients (ilentschul, 1077; King, Ing services. Least restrictive environment, the Hayes. tar Newman.,1077). Various formal and fifth topic, includes thd development of altar= informal needs assessments were planned or native settings and matching of the hands -. used by the SEA's _reviewed to evaluate train- capped child to the most.appropriate setting. leg needs, Assessment procedures that re, The sixth ranked topic is more general in na- suited in a 'kiwi priority content areas were turf, and covers the essentials of compliance described by fewer than half of the states. These, with the federal law. Communication skills are assessments most frequently evaluated the necessary for conferences with parents, (Au- = priority needs of local education agency per- caters, and others who are increasingly in= solte'. the largest group of potential training --volved in the education of handicapped chil- recipients.':, dren.LCoordlnationlof services is essential for Priority topics of inservice trainingneeded the affective- interaction of thosfi w_ ilo_ -deliever differ across states. For example; Connecticut's' -- -.Serviceittillisil children. first priority is to build communication entlin;_==-Marir state-s--also listed .ti)PICS-- that were turpersonal relationships. The Distriq of planned forinservice training programs,Over- lumbia's first priority is self help skills for-6,- Lall:,themis:sento difference between topics,_ verely multiplyliandicappOdstudiiiiti,===lifioiNreqU'Untly7-41eoded-Ond'-thae4ioir 'while Kentucky's first priority is awareness-of -quetilly plannta.CIskiirded training topics relat- committee inembers' roles and responsibill! ing to communication and coordination of ser- ties for assessment- and referral.:-ArrOtrutall not plat-Ifni-dr-while protection view of the needed training topics indicates, in evaluation, procedural safeguards. and the the relative importance of each topiciand re-role-of:surrogriteoaruntswere, fre_quently_ salts in a rank ordered list of the highest prior.- planned but were not listed as high priority Ity training topics nationwide (See Table1). .. needs. Comparison of these two sets of priority The two sets of topics ranked as highest - trainimutopics -indicates a future trend-if the .= priority concern the day to dayinstructionalstatededslire;ne toho75rfiet. It appears that the and behavioral management of the--,hancli- 7- currenrfocus-of inservice training on day to cappecLchild-rhuse topiCs'areVeSeVrelated evaluation: placement, and instruc- tionalproblemo.villIontInuir_whileYemphasis linjlitthprotifrai=eblatudLtatift-S-Will=40.ill.-4yuy=to, training _concernsior.effe :Ilv_uproVision.orser-- TABLts-1 FlainklOrdfra5t.illIOntityPelo-litiTH annt 17-Groups. Topics7NitlenwIdo iris_ :es t i mated= that7260010_ special :educe t lila personitel_aturomeT2_ Millitiii_i.egtiliOd tica t ors, epia requirenar4lEe-Ar_ain_Mg=to=iWle-Inert7 jriiAiIaniaf7P_:ibITc-E-a%4-6;tli-4-2ViiiunEtTAT wry.TConinn tetkonjim_Alanr.._ - 1 -ef ruend-eal _=WCiMeresiefmreim-reanage Regular edirCatersorca-ciirreiltio-cur-414iderat '- ant IMVfunds.q71711-Tr$_-__ if I: ,itm---Tatin u- i----turkefuraierogranif itedard/reSources -mallet riL1-7----tiart MAW e.i clualizmt: L-_Eder-:& ldWity_ATC411w761:6-004-7 a nii cr lttostilW ehtrul'AffiWm-Ill to rflaVnti-M-rTfrafix-diferiarttintng S-5-_-=.-"-rWti_rastrictiv7-4m3Aree_tft-Llorw---16-ritrAT-pubw, s-rd--rif=ragir l'sr-At,11-691,---ptiSoraa-7--witri-sit 7 gorernuniarion 411011---cl a s sraermtmichmt_ Wirrtz Kr __ 0 _.065M-in-stiCT-mAtaryce._ -:____MO-uriNJWIlliflitluga-tors,..ffe ly_TIM______nr tiummumeroriPt .es$..foria._ _MabligielropMerntratum - stance, the need to influence the attitudes of Administrative .personnal fisted were prin- the general population toward the handl- cipals, special education directors, supervi- cappe'd. The review ache state inservica train..sors, and coordinators. Other target groups warn leg plans revealed that training was,planried hearing officers, surrogate parents, parents, and for four broad groups of individuals who affect volunteers. Four states mentioned training for the education of handicapped children: in- school boards. State, regionals, and intermO. structional, support, administra6e, and oth- diate unit personnel were- identified for train- ers. ing as were college and university personnel; Instructional personnel to be trained include Several states plannpd training for prbilite and regular and Special education teachers, teach- parochial school 'personnel, for the general ers in the more specific areas of sovere-pro- public, and for-community organizations and foUnd and preschool handicapped, fiaraprofes- agencies. Alaska was the only state that planneti sionals. and teacher aides. Physical education to provide training to the state legislature. and vocational education teachers are listed, Overall,-the highest utiority personnel to he' and Indiana indicated training olcontent area trained aro special edOcation. teachers;'admin. teachers on ICP's and least restrictive env,iron7 istratqrs:'_rogular eduCation teachers, supervi- Support personnel listed as training re=-.,.±sors._findCtiai=dinatora5 psychologists; educa. cipients by the majority of states includo psy7, tionay.diageMitlictana: haaringofficers; chologists and educational diagnosticians and-. surrogate parents; and parents. The priority speech and audiology personnel, as well as_--toOic areas planned.for th se personnel grobps school, flurries. -medical personnel, and social arri_displayrIdlti.,Table..2...P's rank=ati- onelof _.workers.-Wicationril rehabilitatiortmorkers:anaL' 7 theiLto-pAhriloAif.iijiItWfor 11-bikowof the work study coordinators were listed lesS fre-f--,group-ilisted;.0thef-topiCs are ranked for each quently.' Occupational therapists, recreational gF9IIP . . ,0 ..'-- and physical therapists, and cebnitelors were 7Thrifircl of nndrt-andf planned '464141g also identified. varieS4o0lifferentilroupsAwarriness and __TABLE B Ining Topics_Rankedlor Perionnel PlaWtfainin4Wics" potlaIA-drntnts=Rog-uloFSytTiFiVfso-rt - aam=irtittganthata,-===toonlitt_eliptnologistMsulfpirarii:=Paront- u-cali-a - p ram --=-Ev--airtatiori;Wrceti-dures instniiil-Wal=prcteduros1 classtooriFm-anagemont 08fflab? motif twom_aMign saTu rr aurepti _terzrifth lig 66 6 ; 0 litt4Pri iE knowledge level training waaplanned to influ- to dove) training materials lind re- once attitudes and provide information on basic Sources that can be used in traditional courses aspects of OM federal and state laws and poll- and w kshops but also lend themselves to cieSandan rights of handicapped children more innovative uses. The most successful fri- end their parents. The brood variety of recipl- service activities' have been found to use ma- ants of this type of training Includes educators, terials that are tailor madd and prepackaged for parents, and noninstructional school staff, as the participants, offer early success and active well as leadership personnel in community participation, and allow self initiated, self di- w_ end- civic-organizationii4 Groups of personnel meted learning (Lawrenc0,1074: Mann, urn). with a narrower focus require more specific Stale inservice training plans offered little training an aspects of procedural safeguards,.,-information-on ,thnhuman_and nonhuman re--- educational placement, management,- and-=, sources to be used Mr-training delivery. implu = evaluation. Some training programs are ori= rnentatibn of training was generally_ planned="-: anted toward specific skill development for it via institutesworkshop; and consultation. particular group, The major source of .trainers we listed as the The majority of trainingbXperiencesple-riner_ itliteAlducritiona-g-enayTandjii-i-titutions= ""Of appear to hiii-direOeilltoWard-_-fiWarentiSS7riffd;7-liighaKedudatiiihnithough-,,,other,sources,of knoWledge levels. even for_gioupssuch rek-7 inaritioned."--7 SWIM status: ular classroom teachers who need specific skills planned to present training to key trainers who to work:_ivith,the. handicapped,--Futureplaitf- -would,irmuni-implement local inserviceitrain,_,-- ning-IshOuld in;e4trainer.lieflrainers!;_--mtideL4This mul= development for morn-grows-,1M-.t succeqs uirtg -broadscale-A.ise:_nf_trairaiffeigtittittider; ftilly-1-3'fovideFihe-ongeing7-E-oTniiCt-Tbf on-aite and knowledge develOpment._ trainer,,as-.imig as itt-tiopilLtraliting andgol . . ____ loWtipare availableflifiit-itanion _on Try dirt neededqd-lbelof-ainer itritrilint;dttantitomiWL - in the-.01-iii;t_hr hulk of intortifFenets ties has w. ere liste&in--lluFstates!=]_plans for_use in (167, been initiated lay collegesTand yiltoping. topic areas by state- education agencies. Glut there is grow bf those listed, the:majority seemedio hit locaL insrecognitionthat]rele-venEtraining-:ciffeainf State;-introgionally7develoneedprodubta.-,Snah should be delivered in a variety of ways byVitr:' leastrainert4:Increasingly, training - actiiitks-;r'o_duj-cts aro bolawconductudby-statoarifd natiorkipe- jroup-sr.'ir---apjfelits thatdti licrrticn= of effort Ingnlar-tidurationA organizationsand adiotacy- gups,-_Regioiil and intImaterialsAtiaconterneditiformatifii=-1.in_ - r ----- , - -= ally4undetk_prole-Os,c_Altoutirlierveducatom fttreitiMliiiintYmitEoordinating7inn-ovativo op -: Neal k- k-riattresources---=Proje-ct-- raj port LibilLOS--fot Ink pa-lanced: _eaucators: -kb-kb-y3Th--Trien-Ont--1146-tuRicepti-ontil- AducattlIum_dEapiTait ch n trit_iunr-,1-11MaTHV mite-ported in-arreCeriWNatitiffarrtinCatiiti ink -ti lini_Inceinurm-Ininammtat-2 ri riaritng nfid-us up persormal -ex a A All- T=l -MTh-4N rd M it o'dsti ores ALM11-- _ug rain nelinn_AntEmmt proms modllalcinfrocrivoryirriffmnitevan-d.-guitnicft,ntia-VWWith-manat-nmi'plItmitm-gl ar-cFrm-ce--s- Ta=of-ajanson-ituti- ir, 511z-At- __1111M-19.767 7iMitin u T: -714 :en tiffProLtansW,An'iMMIffiThR--kitipai 0 ti 6-5 1lTir ill 1.6t ties and outcomes (Homy, undated). An eval- References uation design thtit relates ,data on child Burke, P. J. Innovation and evaluation In personnel achievement to the needs basted objectives of preparation. Thu map. the mission and the man- inserwice training activities. assesses the im- date: Personnel preparotioh,and Public Law 04- mediate effect and lorig range impact of train- 142, Second Annual Regional Conference, DM- ing programs. The greatest nomd now is for in- /don of Personnel Preparation, Bureau of Educa- struments` to collect the date to document tion for the Handicapped, U.S. Office of Educa- discrepancies between objectives anti trainee tion. Albuquerque: University of Now Mexico, performance (Ourke;1077). 1077. 31:37. Program evaluation procedures were dis- Educallsafor All Handicapped Children Act, Implo- cussed by just over half of the states. The.pro- mentafEal of Part II of the Education of the Hand- cedure most,frequently specified was the Die- icapped AU. Federal Register, August 23, 1077.42 (1(13). ,crepancy Evaluation Model developed at the Florio, D. ii, & Koff, R. Model state legislation: University of Virginia Evaluation Research Continuing professional education for school per- Center (Yavorsky, 4970. Other evaluation sonnel. A report prepared under Contract N1E- methods assessed achieverneni-in competency 400-76-0018. Washington DC: US Department of based training programs. Monitoring system's Ilealth, Education, and Welfare, 1077, for,ipservice training activities were indicated I lentschel, D. Change theory applied to Inservicy od- by less than half of the states, frequently as part ucation. Planning and Changing, 1977, 0,(2J'103- of the overall monitoring system. Clearly, eval- 114. uation and monitoring Will have _to;reciiiire /-lowey,-K.R. Current pectives and evolving trends !ninservico education in the Witted States, more attention in statewide training filanS.--- A final repcIrt prepared under Contract Number 300-75-0257, U.S. Office of Education. Washing- -ton DC: Optimum Campine( Systems, Inc.. Edu- Conclusions cation and liuman Resources Development Dlvi- __elan;undated.. _ _' Paesunnol development-forthose involved with 7Kriii.1. C., HOOK- P. C.. & ,JaCvreari: I. Some require- handicapped children. is an emerging priority = -meats for successful inservice educatiOn, Phi Delta in education. Although statewide inservice = KaPPan, 1077 50 (0). 000'007. Lewrence, G. Patterns of effective inservice educe- training systems are currently in the initial (inn: A state of the art summary of research on ma- stageS of development, their potential is great . -,Wink and procedures for changing teacher he- for affecting the quality of education for hand- hevfors-in inservice education, 0 report prepared icappod children Federal funds jsre'cli_rsentlyififforlho state'br_F_loridd;b-a'Finitiiiint of Education. aveilablejor,trainingiand7AugpStfeRSAlavi- Tallahassee,i-1074- --__1100111nindothat--Intig term:__., ----mann. p. The politics of training teachert schools.: - -_.-=,--._ _ _ 7741-61110=snp-Vart loCaLlevtifTral (.11x-a-L.C-,eil figailtIoni,Laz_lUa,(3 .j7.=.123i3_38.--___.: letbd= to1=oducatorsproble orial7AIWISoryfCtlituaittire on thd-ilandicippeil.- h_mind Y.h.htelizedthd tic& i_a_mprogrn m 4,-,-,nyAtoAn ,-___ noodsterttFiirmutli#1.11011= cvol_irrinrtt ----_7-__, ....-.,_7- 4,1t3ffc.-A-077.1nNbiAlsst s-sfnenti=woluafLon, dpopitattiMiiirlitiiin for_ttm.-bandicappmktfild.-- 197 Duel repaWashiligion DC171TiSlIove ---_,-- iandlinenitoriri=giteChniq sl'=_iiiiiFhe7-lleveV --- menrnting-Office407-2,- ---- aped- andrefinainAnanyqstate, .-.Utimetv.e Ndflo-niath iTela Lan- ASSWiattait-Edtic lan,WA11- greatbiviieb-dAS7lorff.personnel=filing 0iiffi- i._tordleWetrChildren: - -- - - co-n- casev_.ConflicffiTil______traanarfrr_ arIn it__711-73:w-,_ta6nrt_-_wrsiiingo ItWto homfar----war-olrhi ,- ppuffuntli nr eWd uwarri w T- Xi 1 1 rriWtrt,ndJIIi_orVrTntil.--hild t a I 8 atitzr rer-EA uituff.rorenurti and ------,----7S0111-018- hill- -WW1fliEET-31--- S o 1-1-1-M117_=-_ _ 1 rvita--ffiTifrar--7'1WFT,-_-tirirrir7p.abii. I: ,, ,,,__,------______Si(171-ffirig-i-IncreaWLavallabuity.:4:uarifor -0- 111111 LaZt !rim . anti iow---ffe---n-A1_-_-- Itilwri__vis_r_of Pe _tmm :1-11- riftmm_ _tinny fromurtf-E_i_ - ft fort if 7EMppM ,--_-,,_ _ il_cr Pi P. a 11- 1-111-11141Yri irirfiffilt MINIM- tritMille effi iffit.--Alincrinum-ttyr ivirrs 1 ra-Nnw-tvinx len_ i train-lagwife rnb-SR-AtildMka-natnifird-To. ATI- Trorp-LTtrih---ad-pi-npandit=flang. trin,2,4.411- Ing-jsrialtibs--irt-1--aitsri-eri_b-tlwtralio_-bf-6-rurCT-h-a--fioitWiffa--Utitv-.nrsiiy-oh-Vilgiuiu------Ir 'dm P.v-s migirRes ear...Dm1er--13 -MU 1W-B=1-Prtalifiesrliv Mainstreaming Competency Specifications for EleMentary-Teachers and'competencies_ were grouped- into MARTHA ROSS REDDEN categories Reliability of this process was A. EDWARD BLACKHURST checked on a random sample of statements by a panel of judges. A second panel'of experts on mainstreanling provided their opinions In the majority of public schools, mainstream-=I-importance of-each statement. ingis the practice of educating handicapped children intheregular classroomwhileusing -- the services of- personnel such as-resource Results teachers to provideispecializod.instriictionforilifsPerin'esn,WerareceivedAfre-M-104.-ofA- he the students and ussistitecu to the re ular Chian------7teachera7Who: were sumeyed:Tiiii-fenilltird in teacher, To the authots' knowledge, no preiii-z--f_ the identifidatithi Of-820 critical = incidents. bus efforts have be4" reported that have When redundancies.,weroeliminated tempted to obtain empiric-al data-erf competen tioiis of jiidgan7ebtailleci'27117potific Wks-W.- cies related tOthlk ,z'"lated to mainstreaming were identified, These The purpose, of this investigation was to,j__,..werii sub-stinted by 32 competerity,..statemems,=__ identify ,spedific competencies reported by ,whichhich were:,then :grogrouped- ;intointo -4_6 broader _ regular,r, elementary classroom teachers __categories, called.functions; necesnary to mainstream 'handicapped The, ::following.6functions and32 dreroeffectivolY" "'..-.-61-iiipetoney"itatoMents" were identified, A-- `complete-list of the competencfes" y --=[statementicompletes---Alfede- claratiVe stem:An- Subjects yestigatiolo-Lw_ore----4.93 - - OrdilifeCtivoty-teadher taT- waildlY4iandi-c-ifpfed elementary teachers from 24 schools in 4 _tudents,-=wlitareAntegrated=withregulatistu ttitky;Coinitios;=_EacluchoOlmaa6i&Lat6101Int , Its second year of mainstreaming:rand-vas" pents:-iii7turoa- ns rearn,:clernentary"-classroom, a-ff electedmeeordiwseven setting-71166116lb harliiint_be_atileLto., LincidontTochnique#laiiagan- - unctictrt1 0 eta ente an- ima-1Si h iiee*ch methodology Question= - ware_ 4._oveloped 10_41111h nperffi c . "Stree-witti-,for,PantitetresarElifft _-.dentoflthrpez Inattuttioiref:2 ati-u,scho or :suppiderytiost_Mtiolif_rt:-areas-n6-i ti$tihoit a f F l currdi the aa utatrdontii aading :up hoLhu vnsLF_TotWfiriffilklitTa6ifilut 6T-1mM un_progrAmsm_ma Agfrirani 6 a um --KUM Eallowt parkaaral icA3lird- strit Td-caft-iwth-a mnitialitio-TIfil-Milai*nAla_. 1.8Prep_are members of the-regulac, class for, sistiince of volunteers (other students, par- the entry of special students into the class.. ents. etc.) to reinforCe and supplement, classroom activities. Function 2.0:AtomNeeds end port Goals 4.6 Develop a plan to use the talents of parents in supporting the learning activities of ,2.1 Gather information to determine the edu- their child and those of other students in rational needs of each student, the class. 2.2 Evaluate each' student's present level of functioning. Function6.0: Facilitate Looming 2.3 Determine for eaAistudent in the class in- dividual goals that are appropriate, refills- 5.1 Identify and.differentlate between a yule- tic, and measurable. ty of behavior management tecliniques 4 Determine group goals for the chum as a and develop skills in selecting appropriate whole and for subsets within the class. techniques to manage individual and/or 2.5 Involve parents in setting goals for their . -group behavior. J child and for the class as a whole.- 5.2 Select and apply adequate behavior man- . agement tochniquA and measures to meet Function 3.0: Plan TeachingStrategies the learning goals, not for the class and end Use of Resources each individual student. 5.3 Acknowledge appropriate behaviors in 3.f Design a system of teaching ,procedures each 'student in order to' stimulate con- that provides for individual differences in Untied effort. students. ' 5.4 Conduct- class activities ip a way to en- . , Specify and prepare a variety of activities courage-interaction between and among that will involve the entire class in group- students. lug pattdins that are varied and flexible. 5.5 Provide ample instruction and practice for 3.3 Develop and design a variety of alrnate each child ko developand refine adequate teaching strategies. coping strategies.. 3.4 Develop a plan for use of human and mate- 5,8 Plan with class for systematic appraisal rial resources. . and improvement of the psychological 3.5Developa flexible time schedule that pro-. climate of the clags. vidts for the learning, physical, and soajal - needs of each atudont. Function 13.0:EvalusteLearning = an optimal classrocclassroomclimate- _ through appropriate arrangementand--6.1 Organize 'a 'syStem=totcollect. and record __ -= .--_ = adaplallem- eV-the-physical properties,of data by which to evaluate student progress the classroom toward -goal-attainment: -- ,,---- "6.2 Eleyelnp_rLfeedbeck az' stem that -Fdnctionj40:inplemotlath164Stratagtag niihrra-a-itinusnia_datratistiident, ten_dfer._ and Use Resoureee_ - anci'parentsTon7goal nitdine-lent. ----_- 4.1 Select and_- tisaa-vtifety orti ara- 1215-vevituation,deitaArrliaoss-goaVattdifi--=- teachink,rnethe'rdslOnstrociaackstudent- ffient_inl_oidart&-rnad-anre-AtifinlitalfM* cemea'an within-the-studont's-level4e-rapablifty-:_nrt fun ti etTniChlffiattUrid;_ftilMiltIng__ ulifF7M-irrVaTrietMfopiii-Cpalle----rna Jt-tiLproVicis_o-Wrirtitnities-forit tarlitn .13i-ALIVOnity-lAantifscorit- tiOs5for-=, rah clasp blth,w1h1,Awdrna_nstroaln n-g-_amer- _er_ s rImo _11-- --p-fib-ft-a-taternents-botra-oporontinesropininn=s- tJao thrfItiffeirtl-tt tpo1ltivn rayan Arid 1gmfsaldu titers_11- 1-1s=n- ToTate.--glaftiWithAte=sperlidu-d-ont-e=v-otiik-etieTirred7s-'-raTdifiMserviiiii ulaaaresorn- acfiviticis IRV81ve-d- 4=4 Acquire? wept =end dv10 - neces -to-achlemeArlarnin -goals was- .. a ngriencttv3en-the King-W4 o npotoncios, se w& major differences were additional research to determine whether these found, TWO investigation found a greater con- competencies are valid and whether items cern for orientation strategies to facilitate, should be added or deleted-These competen-- mainstream entry, focusing on the child as part cies should be viewed as an initial list that can of the class group, and cempetencies required servo as a point of-departure for future efforts. for good teachirig In general. that may eventually lead to a more comphile Keeping in mind potential limitations re- -and valid list of rnainAtrearning competencies. lated to small sample return, validity of in- struments, generalizability, the retrospective nature of the data, and questions 'related to References possible subJectirie bias, this investigation has Flanagan; J. Measuring humanperformance. several Implicelons for application to practi- Pittsburgh: American Institutes' for-Research, cal situations. The functions, competencies. NU. and tasks could serve as the basis for prom- Roddon, M. R. AnInvestigationof mainstreaming vice and insorvice training program develop- competencies of regtrier elementary tenditers. ment: They could also be used kti develop Job published doctoral dissertation, University of ken- descriptions for. elementary teacherkcho are way; 147e mainstreaming handicapped children. Proce- dures for screening, interviewing, and select- Ing teachers could be developed. In addition, they "could serve_ as criteria for third -party MARTHA ROSS REDDEN IsDirector, Project on the. evaluation of teaching performance end as a Handicapper 1±111=:Science, Office of Opportunities' in- L- self assessment tool ,,by teachers who are plan-7f:Scionce, Arifdridert Association for the Adirancement of Science, Washington, D.C.; andA. EDWARD ning individual prefessionandevelopment :BLACKHUR§T:is -Professor_rind Chairperson, programs... parlment of Special Education, University of Kentucky, . As a final note ution, there ISA Titled for if-MornThn Training Teacherftir the Fitofoin-dIT Handicapped:- A Frontier - , The severely and profoundlyprofoundly handicapped SU4AN STAINBACK . WILLIAM .STAINSACK consist of,a group of individuals who until STEVEN. MAURER recently could generally be found on the back ward's of large slate ine.tifupons.7-hey wore frequently 'found in dribsdribs responding very Abstract: Due torecent little to the limited stimuli present. Sontag, and legisiatioh, there will bean Influx of Burke and Ycirk (1973) describe !hese-children severely and profoundly handiCappbd -iddividuals intp community based as those whmelf mutilate, regurgitate, rurni7 public eaucatien program's. Asa rosbit, nate, aggress towards others. display stereo- ,,- - teachers who possess theknowledge pathicsliocking, handwavingl_ manifest end_ skill to foster theArowth of these durable and intense temper tanfruhis, have individuals' will be needed. The onus serious seizures,`eizures .andforhaveextrenrety brit- of responSibility is on the universities to Ile medical existences Included are those who prepare cornpotantteachers:Thisarti- 0 not suck, swallow or cheyv, imitote,'arnbu-, clo examines the basic components that ate; speak, see, toilet.themselves,irespond to wilt have to beintegraterfinto the exist-1,4:_,--f_simpby verbal commands and/or those who do ing structuies of teacher Valli osseds mulfiplehrinacceps..Tliey.'have been -, programsieqto aduatolipropareP teachniinfrtio severeiV arid_pro- labeled-untroinable.-profou tardedi' -___._ fouricuy,rianuicaPpre-ketiously diltrirbiGmultiply cappedL. . . .---=. ._.:,,,.±critf-ctiees and custediar--- Ifi--Wes.,norMintikb-ehriviorisisNErinillurg-- en1We4,7G_ LiiSe).-it Utiiitir--,A.04t*Bicer-84__ :: -. :-- , Meanie_ Infifi) _bogen-dnducTingroseAch- -. -.7.-7------ii_ ' willi Ms, p_op_ufailknfinif fhnlearpink.p_p__ari= __,--- _.- e , La 1---u f-t lik=se Vera I 4.fand -p ro rokindlyLfhrin drt------a P ed4Viii- re Cos- ni el-- W Nil .e,1 ireTrifiiiiiiiir------: -afar esurrefiawxreLbefruccuxixd-warenti-3. - ur-1- eWriirdWITIUWgaVidjilir--_- M 4%77_ = le W lwP0 are fft=g--=r)VM1bWftAti _-, --, A-1: i-ar_imcfaK-Ricittim6:4KriwiL__ -fty-w-----ein 10: 8- 0--nr-*--11Tirirt---r-* rc__ ! __en-_ .,--,,..,- _ -ria3.1 BAeKi-s. . . ._--_-_-_, AsiaTeraWitotro_siiiIiriMIRIuth-emck_ o a elgin-p-Atiar-pini;Tif: ''Irril.ff 7k/Auf3E,WilGradas.rdtiuwt_v_.jykiwv_t-sw,:tij--wpgretit fo.fAiisistalit''' _14 rEattureAuttlIrriTiffro: rid---agr---agor3-grm-rrovr------.:fi----Efel'ilMli_mAls---l---RivMii-it=.A.--sse c ink------ _ _- = 0 m nTu ,.--- ioaridn,pt ffilt,fr ______firm :fur Re-r-sCTIU:t4ilifie-u-N--,-_ TTIWC-7-, -ii- dre-_-E:- _ cirin 13,trip,tw---ta2:21=th ilt=hb34-__ ==---T3--eisi,_- 8= -e:xerrtrairia-ifirtirtifililv:Minfakt-iiter..ufkrat_tri = 11-1-7-63uounizi lirdren . includethe .severely and profoundly - handicapped. understanding of vOcabulilry. It should also . be noted that early interventioncan prevent ilotig with this emphasis on the right to . the development of abnormal body . structure education for these individual?, the "deinsti. .frOin prolonged periods of bed tutionulization rest (Luckey ef philosophy" ' has .evolved Addison,' 1074).Inmany casesearlycorrect which'postulates that equal education forthis. body posillon(nk can prevent physical dolor- -group should Come under the jurisdiction of millet; frequently found in older handicapped public educatilin. lt Is noted that edUcationis individuals. (Robinatilt, 1975).- the Job or vublicoducatIonal agencies,Pot cif ,- On the other end of the life continuum,con- social setv,iciel In an institutional setting.As a result of tIcifiltilosophy, court decisions, tinned. education and training .during adult- and hood is imperative to maintain and expand parental preSsures, laws have beenpassed In ---- many- stoles lEducntion-Comlnission of the the skills of work productivity find daily _. ___ _ ..- existence, It has been recently demonstrated Statbs, 10a72) that place the responsibilityon that* the markedly handicappedcan learn to the public schools for the edu.cation andtrain- lingoftheseverely and profoundly. participate in work octiviliek (Gold, 1073) 'previously thought beyond their chpabilities.- harrdierfpped. . . -, Other events hue signaleda growing coin- In essence, a leacher/student ratio of 1:5 reitment.to the education of thisgroup. and the necessity of life long intervention will , .. , require that institutions of higher- edu-cation -Lin ..MerhhiApril,:1075, the NARC helda ' train teachers competent to aid the growth of.. Miliarial traini.ng meetingon the education- severely and profoundly handicapped inch-. of the severely.' and profoundly retarded, . vidutils. in addition, it should be nkt-ed that 2. A new Amerthan Associationforthe (a) recent Medical advances are keeping Educatiori.lif the Severely and Profoundly many children with serious handicaps alive . Flondicapped has ..been funned' (1 luting, who would otherwise nil( have lived, and 107511) . . (p) today thereTis virtuallya void of trained 1. The litireriii.of Education for the Han& teachers of -the_ severely arid profoundly capped h- as cited no one of its top Ptiorities handicapped. _, .111e- education of the severely andpro- .1 roundly handirapped (Mariin, 1075). . 4 . * .-,,,, Training Requirements The Need for Trained Teachers\ . :-.Unikrijties havefocused As the focus' changes from custodial .their teachertrain- care to--ing:in special:education-_,toward themildly education and training for the.severely-_ant nd. in, somesome cases, the moderately handi-' *roundlyhandicapped.highly cupped. The potential .special teachers will be needed in public education, educatiers __teacher has received more diagnostictech- Here the anus of responsitany tests Orilteacher nit-1 es and="COlediaticm"Pnr°nch" thr*the-- training iristitutions to designzarF=Iniplement regular =cliishroorwteacher.- With fewexcep: etlitcatiori programs specifically aimedat Heins,- the basic techniques andmaterials preparing persons, tofurther,,deelopv multiply_-:p_resentcd teachersof theMildly handicapped handicapped, severely retafded children. (SmIlh7 and teachers of so called "normal"_ students A Aikans. 1974, p. 5011-__ - .==--.=- ha-vitbeenthe-seme with changes mainly of The numberor_t rained teacherslieeded-W illh-----o pliashi --T.:------r----- :----',-- -- _be subctantial, especially if.one accepts ,,.-a -Tife-ruoctioninglevelEoLthe,severely and - tenaeristudelil ratio of no more thaii1:5.TRis--,profoundly hendidippedAvill- require-in wide ratiois tenable when--itheT, learning,,,,be- -deiatiii-ii fromwhdt_hils7,beenthe mainstay in havioral, and phkgicid ctiarectei-litiCi-of-the-.._=urtryersitytcaChiiiII:iiinifipiAtic folkiwing is a ally er el y -.41ad = priifountity`::-Iiitndiiiappeil-afe- di acussion :oti 116j-fit ining4fieeds_nf_proipec--_i_ r_ reil-fi-= I i ic r6Rte ti T vTrel0InLpyarciund ly 1_When-estinititg=on4id- -t he -numberqofletchers----benilicoppcc-to-proi_ __. , --- i_ e an impetus for dill---- -neetedtie,netelity7of7efflFintervent ilditatiioofthingatcatursorneelewerts:ll-hi%R should ..h_e_,.cunsideretWlso--EvertAlfejti-f-----ifeeds-fritirittenehiffEtiTiiIiiWITiis s d falairid Irbil1M iFi.....r_:- i _.,ITKiris4he _e4if kd in iro-s t it,evTrtititinfv(7 tapnea pet eiillir=liifdeiientg_ n 1tiefrffiiirs. -I_MMLaL'rn el bra! 111 alLy!-A.CA.AUffii0i ria4 --7--=',V firniT5W11 i in-ya wlEr_il_n_e_sArvmotor K---7111.:-77t a w: AV-olk-----ijxbifeliff, =PM( ..7--eir4lie-4MkWr-_ir-iihk.wm-d,fri.,Ttolim--0-itt-ri-iiriiwmeliliViuriE7-aill _ MaletalninitMemeamm - Diagnostic &slum Ion_ Curricultim As in al =uducaIlonal situations, the goal of the The stnntlard diagnostic and evaluatiOninol; um for the severely and profoundly' presently einplOed with the mildly/bandi- ham icapped is'to- tnctve each individuld to capped such as readiness and achievenient leyels in the developmental sequence.' tests wilt generally hem( little.use tpteac Alois e malor differences relate to the range oC 'of the severely and profoundly harall_cappSd. ie develapmenInl functioning levels of \con- Even the social maturity tests at the preschool ern, in the, education of mildly liontliciillpod level are freguentltoo high and/or have too and normal students, the major focus 14 on .largo a gap hots eeskills to accurately asses evel of ninny severely readiness. for and achievement in reading, the, functioning writing, arithmetic and social skills. With the profoundly Y rid dicappedindividuals ,fur ileverely and profoundly imndlcappedthe training pi curricular emplinsis is on response to envi- Dun to infantile functioning level of ronmenlid stimulation, head and trunk, hat- . some of t)ess individuals and the small not s.sucking, swallowing and, chewing, ochievetm iit,Intreirients made over time, it is grasping. moventenj of body parts, vocalize- impend! e that telichrs of the severely and -I lonii, and ifthigherlevols,Imitation,Itingbage . . proloun Ay/ handicapped' have a thoraigk- liequiiiition, self feeding, umbulation,.dress- ..workin kAowledge of hilman growth and de- lag skills, .toilet tranino, social7recrational VeloP- el Patterns from birth through begin- . behaviors.andfunctional academicskills. ningreboo' as well as the basic readiness Vocational skills, as with any individual, are rind,iirarddeinic learning process. A high. important. When Individuals reach this level, degree o insight into add development diir- the Iigging,of golf tees, stapling packages, or ing th .illnlancy stage such as visual tracking, More complex tasks such as the assembly of . regalling /to stimuli, lifting head, reaching - - 14 piece bicycle brakes (Cobb 197a) are a few for obLii ects!grasping objects and7turning over ofthe possible additions to the curriculum. ise .decl-i-since it-is-,withinAhis rarige---of:L------q'hecorrictilor-needs-iire widely divergent fut loping that teachers will'findn_Muy-7-----frOM'ihe-mildly handiCapped or normal child. .ievbrely-land profoundlitiandicappialt De.ppite the newness of this area, ideas and l'hescdiagnostic,evaluation npedxrequiry:-materialsfor curricular develops entare ng beyond the_present_educational litira, Iiii-Ebming "iiiiiii I iibigi Mall, 1971; MeYers, S in co e-i---lreachers,--.must likome*IW,tir6 of :the'--ik8!011"14-s--197;L)=- u- :------... _ 34yiialiigicril and inediCallrifOrilititiOnCon- cerningArifancy and early-childhood .devel miabaddlOgY. 1,__ . , . .- Opmpht. Developmentill instrumonts. such_as Present ly__educatorsepd psythologists are the,66-61 1----Dev_eliipmentfilif.SCWOdules (1947).''finding,:thatike-heltaVior-inedifipAtinn_meth the diteliMitifiliftnilitidliWireSbalifyiniq -6 de ing-04-Vkilyif,efiR711 W-,:i-iiitifih-Omoderlitely=1- BaY_IOY.TOritill_Sii.ale.'5L.Af.DPN'eloli-#16.,iilf eridtieVejritiyilifiriditafilWil (Haring:-&-PhilliPS'; _), the Denver:Developinatal'Sdeenik,itff2)-withmany implications for le-thing the -:-.Tesri(113700ind-the-PiagetinwhasethAlherl,,,00,,piiirmifi-inIffin4 ipjilipe& Einstein Scale of ,Sensory-Mo or Intelligence When classroorn-teachers have used rbe- (Coroaa 81- Escaloma,' 11ti9)4ill'need-t to he.tiktivimi_ilii--__Iitnipiiiidlitif ,- itcinant iseonf ,.,i,,tthiiiie _al irdishsti th_oacschueeetini 'toene ------41tisel7r-rexamined-7-4MosietiCitersure' - 1---_-,for.=-,xionlit.eritti-erAiikelaptheift4-----iiitiio_ow,,,iiinai,,of-!osdeoenso the -/sequence far and/or teaching-such i'WY, AII Li rill__:. iorLoy: f req tte ncy_o fle sp on s es . _-_ -SkillslifkliiiiliTtiliitioty., With' ihe_: .4evorelyLand,prOloundly -handl.: r--1-.=-1 Iiii-iiiiviiiiISI Inired_oCat ie.-Milli i agje os 1_ s_ a nd ,.7L ---wili I ti a tion.ias.5Av akopwAtfnor,t bliliirunlirdlkin:td7fcli-PrePetmtitiet7perhignrcsilplist"ri:ue, o i-l---i-Tivey_will t99PP!YfIC"ltneadAn y p _ f_fhesinarriy_,d,-.:Ittli t 7_7-Thome inpmrso phiSIt i)cilitnt capped---and7norfirahitod 1 __I'. L , L. nia-reeinent, -.sari u___ discriminationon , rf'1'1-t"c ep.rp%-it -=-/- -4fhundc--ica---- -1--Viitu.t.,-,--ittpil.__t_Esift,__t_i_.7:,_7467-6)huye.Tliffg rs18-_,pM1.1)----liT14:; ;ren-Vr.:171.1i:rplrajoyp e_ n La:y.0 -- 1-----fird in-kritedet. (Bidttimmr-t A4 lati'liI IP =1-4 II-,----i t- .7*---, .-:. feTillkinVart I exfP, rt-T-p lag rrd imoro---sf iv-a mi7e_s-m=migrALO_IMINivitminitcdam,ty n_derst nod -- --_, --- , -.-,-,- tut tin-mins-trommits=for7itivemirelys=arimurfoikalssElrico_c uttai_esEin,_-.LLn-difY416dilb-illie,- s inns AirrivillifillifiriTflite,mifilip a 101 an_fiValiteCe--e- - -=(__ThrgifrifiiiIirli-Tit_ ./- - . 02 i Tritninla .-k - . &AC-stimuli will be essential, Willithe find speech clinicians Gni' contribute.theirr eeverily.phd prOfoundiy hundicapped, : expertise. NO one person can be expectedto respoilsee will not only haVe to be shaped but 110880g8 all the expertise required to faalitate elicited. The teacher who waits forthe °rills; the._ develninneril of '41 prof8undly relardild '` sten of A particular response in orderto apply,. child who LB also blind, deaf; andior cerebral reinforcement principles will wastemuch palsied.- precious learnIng:time.'Also, knowledge of .,Som$ supportive and ancillaryperoonnel ,the most efficient .methods for modifyingbe- may be unfamiliar with the characteristics of -havior is irnperntlye -in -controllingseve're the severely And profoundly handicapped. ' management problems. Finger chewing, head-. The school counselor, assistant principal or bangiqg, aggressing lowerd others, and Nees Itinerant art Witcher, for example,may never theawlng _caw quickly and. totallydisrupt -before-hove -worked:with. children who eel- classroom learning. their crayons, self mutilate, stareat their left The precise Measurement of behavlor will hand for hours, andfor indiscriminatelywall take on'n0u-importance. Progress.with the throughout the day (Sontrig,,et Id., ipla). everely and profoundly hinndicappad may Receiving medicetions is'a freqti,entoccur- not 01%410 be easily recognizable. The morale ranee with ihe sevirely and profOundly hatid- of. the,tea'cher es wellas plans for the next .1capped. A child who is alert. and responsive tenching,:session will dependupoh correct one day may.be'doale.and unresponsive the identification of progress. next,In .their teacher*. training' Perhaps: the ,most Important 'skill sequence, that teachers, will need to be madeaware( of the Jteadterfi 'must have isthe ability, to task reasons 9ertain drugs are administered and nelyze behavior.It has been -round that their side effects. ' , = _reakihs down tasis into small eequential These and other aspects will havea bearing stepsi enhances the speed and quality of on how tbe teacher worksmith.suehindividu., response acquisition in the severely andpro- alit. The teacher will be required to.design fdundly handicapped an (Brown, 1973). -, educational progrem, bet not be thesole con- . : . -Interdisciplinary Teamwork tributor. The element .ofinterdisciplinary '--_, _ tearnwerk is Mandatory.' 4 Theirnporta; ceof intedliseiplinery Becautie of this need for' tearnworfc,itis teamwork -becorries' evident when the daily ',-Limportani -that teachersAbe.'trainedtob. life of the soverely and profoundly_ handl-_T tommunicata_efficicntly and effectively-with . capped is examined. Many severely:and:pi:0,1 Pikerdisciplinek..bOurses in speechacquisi- .' foundly handicapped individtilili- liVe7tin-----tirin and psychologywill be needed.Exposure extretnely brittle mediCal existenee. Theyire- to clinical Syndromes end the medicalaspects' fluently_ ere under the supervision of-medical--,of-physically handicapping conditionswill staff;, sometimes gaining .-_:nourishmentalso-inhanee..-tke-,Aeache-r_s_Atliility..-.007-_--,=- through,tUbes-FurimititiOhibtigh7-Zatifet---"xWmiticat0.__--;=___ -----. -;--. ,- and/or living with reduced repasmodic-sciFinitlly..ttIs inifierative that teachers be urea by continuous medication.lThese_child -,,_thorn_ughlyewareof,theirovvitandeTherteam ren will challenge the literal meaning of "iiro-----inernbers' roles-.TheYifitist ktia-W their p-aftic- Jed:: Here we are referring to,communityulrirureasoccompetency as-WetI as the com- based educationin hosp_ital_waccikor sclionls p_entenciek.possessed by. otto, rafeisionals.--- s well hs sRecliticlasses. special, sr:hauls. and Anil be_able to cooduct,theirdLI ties inierms of -. residential centers.). --- Due to multiple handicaps.-th6_activities'uf --r _- ,---:_t.- 7.,---7: -, Extensive Flew Expidenti these_intliiiiduals-must:Tho-caraully Consid- - '-1-7- _ ered by physician's -as Well'e-31.4.7rphy'Sical,_-_ .TeachersT-Infi,ilte:se-verely- 'Phil _profoiirid y '_ -=andtur_occupatismaltherapiata -iiiterrif.iol"---lirin-iK:apiiielffRill_b-n=faW-d7-v41111-alintitiliitio ------strefluouiricas.,barie.,E:and-iffiNalWinIVIOI-OresiolAy.-70olicieref1==iintrairitiblc:a ___ _ rnent. a ncLbody,posi t ioningirittrrid,ills s7=ititel ightirridzied to u-ily:-iii rT-i,74 .11-:'`lg. -ing,or overloa-king_nnindividunl'ingeds.rnijyhls.cornhinedA__v_ithghepr_eciseakilltapplieh _cat-At:A rreplirittileidriffiage xtifinicddi iliffiy.4 ltrat==ftlirrPreqUired:717.-ef fargiirs7M-n-plite -,.. .- )ndi v td 4 I s mtiy,.sufferfroiriypartifi Airr-Intli1 Weed .--leirrffirifediale7lekdblielLImilitipipm_t ._b lind de a sA eirin-es spe nitro ,---p'r"Tilly-friV=3-vilititsvfillelEitidilfWolk. __ le =;sid re ri- urtl____,-f ii --Eiiithe-Ent----ititru itit(iffilp-r_idne-_--experiencev-will-perffittr_prospecti _i_ ce_ii-Tn' which n'p_t_h. e --- lakiiits',-iliri- lirii., Ade---W-_r 111-6-1141:wini-V_ -6111-61-111111 Os---- /'- - lift-Iti,1arnean. and - attitudes reci Ired .-The enhanced pre'cl- 3. Being a source of information concerning sion rewired in the teaching process will be community resources that can provide toy diffic for,'. some; the development of health care, iciclel interaction, recreation, appropriate ittit' des will be impossible far .etc. will alio include knoWledge con- others, Fore pie, an attitude that permits canting foster and group home alternatives normal r nking, is essential. As for any' for parents Who are unable to cope with child, ,the serely and .profoundly handi- their handicapped child withld the exieling capped must allowed to experience plea- -family structure; ' , sure from self even at the risk of . 4:Providing parentswith knowledg6 of minorbumps hndrulies. Field experience.. sources of special clothing and equipjnent can assist prospective teachers in developing dint can aid In easing home care problems ntlitudel that will au Old overprotection. . and encouraga grottier-independence and .. A teacher training 'program which includes . self -cure; curridulum; methodology, an 1 .expe- 5. Training parents in lifting(carryirig, and -,- rience may help us avoid some of the pit -as positioning the nonambulatory; experienced in the earlier training of teachers .0. 'Training parents in techniuei for foster- . for the mildly and moderately -handicapped ingsensoryawareness,. motor 'devel- (e.g.-knowledge of definitions and character- opulent; communication, eating, tolleting, istics,_but no' !coating skills). Hopefully, we bathing and dressing, etc. ' can reduce the frequency of the Hist teaching Explaining the importance of having the day syndrome: "I know the definitions and nonambulatory -child_ up and correctly characieristics, but-what do I do?"' positioned for part of wish' day in a chair, even if stroppy] in, rather than flat on his Parent Training . basic :.in-'n crib or bed. (In addition to . With the severely and profoundly handi, entfancing motor. development, the child `capped the training of parf;n is and/Or patent can see and .respond tO .stimuli in his .- surrogates by the teacher, is do important:. environment other than the ceiling. factor: Without the necessdry -information -- . and support, home care will be beyond thy .Use oi Prosthetic Aids . . abilities and tolerance Icvel of rnny pare In order to successfully deal,with the severely Since the teacher is most closely involv-in and profoundlyhandicapped population, the overall daily. planning and trainin she teachers must be well versed in the use of will be called upon to provide informs on and --inedyien 'on tools such as prosthetic aids. A support tothe parents or parent s,agates''ciro'sthetiaidi%a deviceusedto Modify ,an With strong lines of communicati between individual or -environment so a previously the school and home, a consistent nd compre-=- --handicapping Condition can be bypassed or _ A .:-.. -henelyek4 hour.progma can devised !Incl -:-=1-eliminated ina given set of situatioa..Smithi : = r Amentod. ' '-and Nelswerthi(1070)Iist -five broad catego- In hider' for teachers 16 a _umeilie role of .Ties of presthetic devices. These are p i ni:Arainers,n t they mu become knowl-z lion,life support, personal grooming and able in several are s This constitutes; hygiene, communication, and household aids. another no previously emphas-;. it cah be observed from these categories that -7s ized in many4any teach reining programs: A---;:_, theuse of pfosthetic aids can permeate almost . few of the Specific petenclea needed by every phase of life from breathing to brushing . tenchers to be eff ctive in parent or parent teeth to recreation, surrogate traini9include: Due tothe high incidence of 'multiple 1. Explaining Adect abilities did 'progress handicapping-s. conditions- in the severe and to help pants overcome the problems of -profound population, many of them use one if sunderunder o er protection and inappropriate-.nOtiseveral prosthetic devices in their daily :. --I'eipect osns (either too hiliITEa tbo-167)77=-7=liiiTs: Teachersof thesh-thildren'`will find' 2.1--Trii ng parients-2toKdeal-fAvith--7,explogive. ,,Aleniselvesein-classmoms with such items as s otype. self iiiinulative biboyfors_as_ creepers.Lwalkerd '_standirig tables, _cut out II as appropriatglinntor.resuendimpantl--.1raysm3plint_srmotorized4be s,:--wheelchairsr7-7 knives. and erbalization-behaviors. This :of:: cour------se =,=-built:-iip--- affdicirriladifiid'spoons, -will-:make-.-_horoe,--livW_aftruito:-Tredlii id ,.fOr --:-.,----.41-Fiddiiiiial=:prosth7fia:devie61----==-=7 =n1ternatiVefor---(he.,.--hei4i-capfsal7.---Child--.,:wilrib1-5 u BeL. ippymeOft tpeIdilnidi01,t1;171------__--1 i bi in-gi knd-(iiiriTh_tir _I' , Als:___, tinlinrafrunt srnoei,(e1 (us taDeaase,y17_.._ 1 ter)..Teachers,.When helping children loador' ,.,knownd It le, op ygo insure that these imload 'front theAranaportntion -v411 iiviely,tiarly efforts are not ignorerj: need to be familiar with these des/ices inordry... Although . are for the 'most) part avoid possible' accidents. :Po tentiel 1nexperie9ced 'in "-dealing with the Severely teachers of the severely and profoundlyhand-.,.and profoundly,' handliRIPpeci, publiceduce.' icapped-stiould be proyided the opportunity lion does provid real adventages for this to acquire a, strong working knowledge of6 kiulaltoil. Thrhugh public actuation the- prostlietfc aids: They should know howtoliae sevcrely and profonqdry. handitopped will and -rnaintaipithr devicesso maximum.effi- receive:bythe nature` of the Organizational ciency. anil4effebtiveness can be achieVid -arrilbgerirent, f,congiderabla -incregee. in, .,the classroom : . ' environMentel stirbulation by suchaspeetsas NOw_. vices:are- being- designed: to help: living fare carninunitli ielling,Tbeing-frans;' modify the results of the handicapsq bind= .,ported to. and from. school, andexppsure to .fnese, deafness,paralysis, and voice,uscu- many normal activities through-out the day. la?, and bone aberratioe.s. As research,.devel-.For example,. -the simple ,act p1 being trans- opment, and useof theie devices continues,ported back and foyth to school providesa the need for teachers tObecome familiarwith wide array of, experignces (e.g. active andior ;ham will increase. pasilye. intprection with people). It is this I ,..invalvemeni in ordinary dail'Y -living Soft., of Experyso (normalizatioh), not our cmyent experilse, that largely justifies community basertiub- We have discpssed why and in what -areas lic..school education for the severely`-and teachers of the seventy and profouidly hand- ,profoundly handicapped. ' a lumped should be trained! Now the question -I is where will life universities get the exPertisa Oonclusictrie to train4ros ective teachers Pf the Severely . P and profound y handicapped? Laws and court decisions have been andare Educators are rapidly gaining the legal bel.ng enacted that will mandate'a right to. education for th- e severely and profoundly right to provide education; and tratning for the , severely and profoundly haudicaPPed. With handicapped, , - ' .. '.- or withmit this expertise, public schools will' 19-ie right to eilucatioro if it is implemented: will_ . establish classes, for the nost, profoundly-bring intk our special education orbit those handicapped. Colleges and uniitersitimtwill children arid adolescentsi .. whowere nut prodously considered to have Menecessary ace. begin training-teachers. We will accomplish _ deinic poternial or aven to be capable of acquiring the task of providing educathin and training the basic life Skillet for'eorrunonity living forthe severely and profoundly handlyapped: or who =-_--, are ral-61 the truditianilly- prescribedage for 'Flowover, if we are trido_the most effiMentsmd-_-=-_--1,9-Aucation.---Manyjpeilal Elijctitors-never before effective-lob: we must recoeniZe oura h41.-ent ---±k6--y-therri;-_7. -.1'h-ey Were'_:invisible.:. (Goldberg - lack of kndwledge of training.procedures and " &Lideinool tem. o: 331); begin to correct it. `% ,' Few teachers are trained to -:teach these The recent work' of Mill and -Garfunkel"childreirifiidlewprofetfays of special educa- _ (1073). Bricker (1972), BroWd (19731, Gold , . :,' lion are propared to instruct teachers in edu-. (1073), Haring A in75),-_flayden -(1975), Lerit="-cating the-severefyi,and-profoundly handl.- A19754, Sailor and Mix 119751, Teyvney (1974),___ ',capped. This N t=ilt to say we cannot do the ..; and others should serve as primesources of_ lob: 'We can and Ishquld, liaWever, careful '.reference for the identification ofmaterials, planning will have to occur, if we artto meet' techniques, and procedures found '-dffisclive .7:'this new challenge. ..._. 4-for training the _severely and profoundly tAlth.otigh. laws., are being passed -to insure__ ..handicapped. In addition. the exdellent work- pubilielino01etlOcation_fbr the_geverely *and__ Of.-prominent institution nerOnhel (-11r1-----84p0foundly handicapped, i gb_ e ing:-7 FokxtA?71 Flensburg, adrier,,-,aPlidpriatE :164e nlittlemoneysitetlititti1;Thit,TfE- Wa llhA,;!14 Ptii18 ..,4. i ck e'y:-=,-,1_ n-,--4.--couree; .entrancies ,:tarisit ofrrepertting-the- Musick1999 P"Wii likifi., tiOZT'411-PRElsrlirm iittirerialgX1Wri7Wf iler7b-e-gay---i7- cro-selY a kiiinine-d, _:- --" ji_-.==-_-= 1'1-±:.1 trY ink to eel tl1 heidenilthefeies,nirkedly -====This:=fric:Pli*?fiViiila le ex ie r htiwdoesl-n- andiceppe r r_. p_=:_Diffill=p min fin ixe-Ahemee for iLLurt rlreSeaWh.7and:-=pared-and urtp_repat4g-trachers. t_atril_ -studV idPPiiiim-atadaiikl ----14 a:cirri' et11y=lhe:preisura-±Wifird-e-srieckal.i+-V los- 0 t . , - -7- - Meihtuininglrunfunt = . - _ _ _ . mildly and moderalelyheadicapped, many Morrill.Polmer Quarterly of, dohavr and 0& ..' . teachers warnnotprepared for.. (heir. Jobs; Ve !contact, 1000.15,351-101. Unfortunately, some handirapped children Education commission ofMe states ,-.Handicapped .. haVe suffered,asmoll as' theoverall repute- Children's. Education ProgramNewsletter, 1972,, lion, ofspecial edu'cation. Alt push Same 1.3' states are-just beginning to a- ercome the Frankenberg, W.K.,;Deb-13s,I.11.&.'Fandal;A.Tlio.- gritted!lack oftrainedand certifipersonnel revised Denver. developmental Screening lost for the mildly and in some instadeet. the manual. HeiTver: Hialversity of Colorado Preis, moderately fiendicapped, we Will..be faced-.Faillue79'r,. P. R,Qperant conditioning al a vegetative with new deMands for trained parsonnel for: I human organiEm. Athericr Journal of Psychal- the`severely and profoundly handicapped. = ogy, 14040, 024570 -590...'.:...'' ; - Unless adequate suppoll is forthcorning for' ', Gardner, 1. Mi, Britit,p,i;,&motion; L.S,Ascale to personneltraining,classrooms, to. r the, ,.- measureskill in QM:dying behavior inodificatidn severely 'and[irofouhdly.. handicapped are-' : techniques to 'the melitally retardid."'Aineriean likely to be staffed by untrained teachers. If luernaVol Mantel Del iciency.1071,75.017-027. this happens, these children may fail topro._Gesell, A. Infant development:: The. probrkelogy of earli human behavior:-New-7Yiek:'Horpor &.: gross,in an.educational environment This , -Row1052 could happen.if untrained teachers establish... '. ' bithysitting centers oicawatereddown curric, Gesell ::A., kAmatrade, C. S Devekflnnephil (Prig- ; noels New York: Harper; HIV. . P . 1ulum..::'1"he 'severely and. profoundly handl- Gold, M. W.'Research on the vocational capped' do not need this kind of Educational of the relprdetIrThe prisent,.the future. In N. E. ; programing 'They ,neOd. well plannedand Ellis (Ed.), Iiiternatiorral review Of researcfr in deiigned programs developedbyrigorously 0 Mental retardation. New York: Academic Prose,-' trained special education teachers. 1973, ----- Goldberg, I., Si Lipbrnan7LPIato had a word for it. References ExceptionalChildren. 1974, 40. 323-334. '.- Azrin. N. i., a Fog-x.'R. M. A rapid methOdbf tailor 'Huang, N. G.-Personal'cornintinictrtion. Iviny 2, , _ a, r training the institutionalized retarded. jourhal : ; '''' : .' of Applie0BehruicrAnalykls, 1971,4(2),09-99. Haring., N. .G,-CurriciBuirt... developritentfor the Ban, T. (gad, A guido f9r the instruction and train- severely and profoundly retarded Snider-10,. ing. of the profFully_ retarded and iimitolii7---- -Presented al the National Training' Meeting on multi handicapped ow. Santa Cruz GA:' Santa L:- :the Education of ,the: Severely and Profoundly Cruz...Cal:Hy Board of Education,"1024.,-.7 McntallyRetarded, April, 1975. ------_ fitilfhaziir.-.. E..:E.Balthezar scales Of adoptive be- 7_, Haring, 1%1X...A Phillips E L.:Analysis antitnadifi;/, imvior for file profriiMdlOoad several merit- II --'------'' cation Ofclassroom bdhavior'Englew-od Cliffs . retarded. Chediastan IL:'ileseeechPrese. 1971, Ul; Prentice; Hall, 1972, _, .' /_ hayiey, N. Bayley infani. stales of deVelopinent.Hayden.,A, Training early interve011an_epecicilist-s,.- New -York: PsychOlogicalgorporatinitI1909.:Presented at the-Notionelgrojningi-Menting On-' Pensburg, G. 1.. CoiwelL C Nf-&"tCassalk R.J-1, :_-_'-iiii,rdiication',or.the,Siiverely'anck-Pforotindly Teaching the. pinfoundly: retarded .6W-help : . .. Mentally Retarded;NeW Orleans, April. 1975. activities by behavior shaping . techniques. .t.ent.-1.RDevelopingdaily livlog Allis, for. the -. , :Ameritaa--journal of Mental Deficiency, tii5;:-7-7-. mentally retarded.' In I. M. 'Kauffman 84'1. E. . ,ENO, 074-079...... :...:.: . --7,'-': _ .Payne (Ede.) Mental, retardation Antroduction 7=--:- = Blatt; B., a Garfunkel, F.. Teaching the unntally--- and personal perspectives. Colinribls; Charles E._ - retarded -. In R. M. Travers (Ed .1. Secondary7-7" Merrill 1975 -: . handbOok pit, rintearch cot ;ruching. Chicago:- .:::: LUckey,-R, E.; & Addi on M:R. The profoundly Rand Mci4allY; 1971, --. .-- . -ri7_-i:: _:_=_-_ -retarded: A new challenge for public education. pricker. I1:- imitation sign training 09 diacilktator of_i.1 EOucckion and 'Training :15f the 1 ,Mentally word-obiett: association with low-functioning :,:-:,:_ftelarlcd.riti74, 0(3):123-130,1....:.-. cttildrercOpierican journal of ;Menial DeVL: Luckey, FL E.. Watson, C. M., 8, Musick. I, Ki Mier- aioncy, 1074 70-, sea-sta. '.!,. .... : : iiVe conditioning u inhibitiniVriMit-;---: Brown, elliwuttiEnal progrros For trainable .-7:. log angreitination. American journal of Mental'7 el retarded students. In 4,L=MaitiiT:iiii-tPAII3ellOiallC-970006;.'73(1)r---139-A42;-- '''' Saba line [PAW: Thif /Fria revisit', Of special egu,..-.," Niffetiri,IELWLThu federal.corriniitneiiiSthluesdion a tian,-,2. PhiladelphlitisePreiisda231.-cserv-wry.f.and..prOlountiTy_letaidTickritt--iiileTh-t_._ Cattell,P. The :MeasureineW-af; intellikenCiEfif.=Ipresented.iouthe NatitmillTriiiningcTtvicerioa'On.- :i,.ief an t sz- a intyailnE(ch iltiteriz-Iste_ww0WP4Chrithr47.(ic cote cqo fl hi]zigeveioly4Oncid?ref tthistly -..,,___ 4 Icaicarimeation01140..- Mentally Retarded; _ . ------, ..- : Cerriian -14, H Pa' Escaltikar'S--= IC-- Magee of Saiiirtil.--Mifyeis-;`"':a7TC--eSiTteic.-Mr:E -a -Sfillaa;r1;:-!,K7Eice -----=-,- motor -Ai e v e le priditreAFeVile'drittilly. :_,7- -fiill~ 11 rdriDitt4Wil*----&-t-a-Fiz ii*fflurififf-7- ..: -., ------actors 17 3=6.IMIMIEr severely and profoundly mentally 'retarded. 1074, 40, 407-502. Springfield IL: Charles C'Thomas, 1071' Smith, R. M., & Nelsworth. (.- TCThe exceptional Pennsylvania Association fur Retarded Childreinv. child: A functionalapproach. New Ydrk: The Commonwealth of ,Permaylvanib, 343 F., McCraw Hill, 1975. Sapp, 279 (E. D. Pa., 1972). Sontag, E., Burka, 1/,. J. & York, IL Cordliderations for Rica, H. K., & MCDaniel, M. W. Operant behavior in serving the severely handicapped In (be public vegetafivi Patients Tsycholugical Record 1060- schools. Education & Training oo'f lila Mentally 10,279-201. --Retarded, 1973, 8,'217 -26. RobInnult, I. P, (Ed.), Functional aide far (ha mul. Tawney, J.,W. Acceleration of vocal behavior In de. tiply handicappeq. NeW York: Harper A Row, velopmenlally retarded cblldren. Education and 1073. -Training of the Mentally 11(tarded.-11374, Sailor, W. S., & Mix: B. J. The ':ARC assessment' '22-27: systruii (User's Mtinuall. Lawrence KA: 1-1& H Watson, L. S. Application of operant conditioning' Enterprises. 1975. lechniques to ilistItutionalizedneverely and pro- Smith, 1. O., & Arkans, f; R. Now more thian ever: A roundly retarded children. Mental Retardation case far the special class. Exceptional Children,' Abstracts, top, 4,1-0. -= Ma blitilning:M_pment-tart Special Education -Administration Competencies Required of the. General Education Administrator ANN NEVIN Hone' Adp-diastration Department at the Uni- '" varsity of Vermont. Those who responded were This study was conducted in the context of compared to nonrespondents according to duce rapidly chatging social policy concerning the variables: size of school district, position, and education of handicapped children. The pas,.presence of school district consulting teacher sage of Public Law 94-142, the Education for programs. Chi square analyses revealed no sig. All Haedicapped Children Act of 1975, re- niflutpt relationships. quires _immediate changes for all important The majority of respondents were Males bo- sectors of the educational scene. Public .school. tween 35 and 54 years of age who had aarned at least a master's degree. They reported from administrators are now requited to provide ap- i to 6 years in their current position and a propriata -individualized education -programs. for all handicapped children and to do so in common background as general educators. ways that protect the children's procedural Fewer than 20% indicated othey experiences. and substantive due process rights whlle,pro- (e.g.,state department or professor- roles). viding for placement- within the least rattle, Course work reflected a common background five alternative. The purpose of the study was in general adubation, learning theory; and Sys7 to ascertain the competencies needed by gen- toms theory, with relatively few respondelnts,,- eral educational administrators to implement reporting course work in special' education, 4=181 education programs under.the require vocational education, or rehabilitation - The validity of the questionnaire was ad- . merits of Public Law 94-142. dressed through the.comparison of respon- dents' scores on a 60 Item concept assessinent Procedure test and their _respective actual Proficiencyrat- ings k% related competency statements. A collaborative goal analysis model agar, Respondents with a 111w concept assessment _ 1972) was used to generate the competdbcy score tended to rate themselves -aslow in ac- statements. A jury was nominated by an advt.= tual proficiency for coMpetencies related to sory committee of persons -in leadership posi- those concepts.; while respondents with high Hans in special education:-And educationalcencepriassessmentscores tended to rate `admintittrOion organizations Vormont..This in actual proficiency,: ury,-=genvrated-a list -of=47-5competency4statiteptherefowWeencludedahatIespondents--f ments, which was subsequently submitted id:were accurate observers and reporters of their all-superinteridenta.-alraidlitaabilparihin-dwittencyjorrsolectedfcomptitirntiy enta ohs.printitrofffoil 7_ hopiiAlgrictsifitLitiautry_:,riothborcouitiv_ SpecialEducatioll-zpqprAnolit----andEduca _From Exce portal allidtknrobrusryl 9_71._pp_e.303,163kraikrIght,e11071,0:_alunciliar,Exf opitonni - statements, at least as demonstrated by parlor. administrators in 'this' study shoWedas much' Mance .on 'a written test. Thisprovides some concern as special education assurance that the rating scales are valid administrators indi- who tended to focus on thetechnical develop- caters of respondents' views andincreases the mont, implementation, and conte'rit . overall confidence in the results, specifica- don for monitoring specialprograms ,(Sage,' Each competency statementwas rated ac- -1900). cording to threq scales: (a)priority, (b) re- 'nuked proficiency to effectively-diacharge In addition to generating a list ofpridritIzed the-competency statements, the study alio Wend- , competency as yequited in _the respondent's -fled training needs of the respondents;-A and (c) actual pr&lciencyin demon- .strating the competency Ins need was definedas any positive discrep- statement. The-army between required proficiency 'respondents were 'asked to evaluate (scale ,b) . the Com-. and actual proficiency (scale c). The potencies in referenceto their. Job rosponsibil- nuMbor or respondents reporting -stich.'iliscrepentioiwas ides on a scale of 0 to 3, thuSstressing the or tallied for each competency dinal -nature of the ratingscales. The two statement, and a f eXtromeinf.fl (not percentage of ,res,prindents reportingtlIscrep- .needed) and 3 (essential) uncles -was calculated. More than were absolute, while the intermisliate.ratings 49% fi the (1 7.7 useful', 2 respondents indicated training needsfor eight' important) were inlended ter. competency statements. The greatest training . reflect potential minor and majorimpact on ptogram effectiveness, need was reported for thecompetency state- ment involving maintaining knowledge ofcur- rent trendsresearah, andprograms; for handi- Results capped ehildien,- The next highdsttraining Ratings were summed needs were in the areas of keepin'gditi based divided bytho total records for the handicapped number of respondent's tt, identifytie rank or- student, planning der of importance. Among the prograis, interpreting-mandates,assisting In 47 competency program redesign, assessing needs of the statements, a were rated essential (meanprior- handicapped child, and using evaluationdata ity ratings ranging from 2.5 .to10); 33 state- for program revision. A rnents were rated desirable (meanpriority rat--.------Tho,:enaJor . conclusion related to training ingS ranging from 2.0 to 2.5); and6 Staterriental:::: needs_tsffinrecognition were rated 14500 (mean iiriority retings . by general education ing from 4 to 2.0). Nottatemeni wriiessignedrang- -7 'administrators of the needlo.acquire ,anok Maintain current knowledgeof roselirch, trends,177-:. the rating unnecessary,(0to 1.61Tioan seting).-, Substantively the statements programs for the effective edncation of that surfacedfris,Lhandicapped 'phis is consistent essential "concerned assuring duo-ProcesaJri---=7 --thefindirtiii_OLother'researchera terpreting federal and state-laws, _ who iddnti. using appro- _fied knowredge andresearch related activities priate leadership styles, showing .that mal9tlasks for special education_ comply/ with dueprocess and 'confidentiality_ traterS-(NieWittart; requirements,: resolving conflicts 'furlong 11370; Marro & Kohl, 1972). pro-7:Similarly-, superintendents of largecity schools gram eersonnel, using evaluation datatontals_enn4professors of- educational; progreertfrevisiOni for exceptional administration learners, and-_ included knowledge-and researchrelated ac- determining stafffutictionkand-qualifications_ for oducationel nrograink., NtieS as critical aspects ofcompetencieS':for fer;-.hancticepped__-_,--elpttiVe-khool, learners. Such competencY-inateritentk-maY:l30;0-7-FOrOnbae,-,:onyrier,Stsuperintendents (Culbertson, Characterized ei'advoCacy.,endleadershiPT.-- ShibleS;.1.9.0.6) well..-ilatechnicalAboWledge'r _ _ to _-thiphiindiciiriiiii-Waild!inlidielni. Iscusslcirf re 01`4,IY;.-eon tra h xAtritafienti=thritTraVitor prograirroxcitiNd:oolubtrId-on.tii-641:T7 sufficed-as useful fricirsed-o_ruthe greeeto -7--tiiiTitn7cliFa0k7e'cordrinepkTgrcorrirft--rticaorepeT0erniffiff 337,--nQir4-ffing and ff,-Siellitatfirtabixtrwin-spro krains4cdrierea- portesionirequiffrantii.. 7pEfriarstithihilAFIZiaiii3v _The striasul r-o-TiesAfiotilf:LpTOYTide_ . in gi eabezrsi5taWithWnniAnfimlo-forecialatciiated71- intftrafftini-opaciai frponiatralnirigTragmin=d-:_roat orfalsVormal on era Leducation =MaIntainie- of ,training (intensive 2 or 3 day'serninars' or rnonstrated by each individual salmi- d strict sornestdeor yearlong .internctions with train- and can only be as great as the compbtencies .era); mode of training (simulation, didacticiof the personnel invelved. lecture, or on,the job practice); and timing of training (Proiorvice or inservice), Finally, the - decision on who delivers instruction (teams of Referenies field personnel composed of both general and special educators, university faculty, individ- Culbertson, J.;' Farquhar, R., Gaynor, A., & Shihles, M.Peeparing educational leaders fartheseven- -unls, or media) can also be assessed direCtly in ties.Columbus Oti: University Council for Educa- termsofthe eehlovement pf competencies. tional Administration, taco. The fact that -training needs were reflected Mager, R.Cool analysli,Belmont CA: Fearon, 1072. for both cognitive and procedural cornPoten- Marro, T, D., & ;Kohl, J. W. Ofortnative study of the cies suggests that the training system -Should administrative position in special education.Ex. include both didactic and laboratory elements. ceptional Children,1972, 39,' 5-13. It appeara that inservice training school situa- Newman,- K. S. Administrative tasks in special edu- tions would 6e ideal. This suggests training faationcExcoptIonalChildren, 1970, 36, 521-524, systems that are 'negotiated carefully between Sage, D, D. Functional emphasis In special educa- tion administration,ExceptIonalChildren,,1908, field personnel and higher education. 33, 09-70. FinaIly, It appears that general education ad, rninistretors perceive that the degree of com- ANN NEVIN Is Associate Professor, Special Education pliance with end the extent of commitment to Area, and Adjunct Pro/edam AdminIstratlat and Plan- the ,,intent of ;he Ethication for All Handl- ning, College of EducitIon and Social Services, The Capped Children Act of 1975 can only be de- University of VermOnt, Burlington. , : - A ASPER HARVEY r't NE of the more critical issue's facing the broad- area of. spiecialeducation_is, to change the ways educatotO and othirs view the needs of the handicapped. JASPER HARVEYis Director, Dirision of Gotta (1076), at The University of Texas at Personnel Prepariition, Bureau 6t Educe- Dallas, has referred to the personal andsocial, tion,faf the Handicapped, US Office of consequehcea of innate or adventitious condiT 'Education, Department of Health, Educa- tions that ,Affectthe_inclividual's ability to tion, and Welfare, Waihington, D.C. This article was written by Jasper Harvey In his interact with human and physical environ- _piivate capacity. No official support or ments as being the,mostcriticalfactors ihthis endorsement by the US'Office of Educe- issue. As achievement and deVelopment are ion is intended or should be inferred.. considered,comparisonIsbetweenthe present arid potential achieveMent status, thatis, discrepaniry. analysis. Learning or nonlearning takes place in all environments, not just in a formal school setting. Both the -- human and the physical aspects are influen- 77: tial in forming' one's cognitive, affective, and psychom2tor behaviors. -. These -factors have far reaching implica- tions in early childhood education for the ._.rntiffifily:handicapped and the more severely involved and youths` one must consider developmental assessment and from that devel4 curriculum. Recent Legislation -In loaolhon two years' time. November 1975 -to August 1977, three documents have been 1 developvd.that have implications for pro- found changes in the ways educators and others will respond to the needs of the handl- 'Eapped-,These.:docunjaite40.4mtkatatutpry, _ ,-..,----. -h- ,_ and regulatory /- f'-' =_ ---Atiatirfact ntrai to-tffe-P-rc4Isionoirkfre6 ___ThrEducatiE'forAll-lInditappAll--Chl . ---ap_pr9prlat public educaUrn: for all.haridtart,-:A------p ;_eicti".w _ti;o4:-1,12)-is the --7------7-r =,- childrenniloranWthlikt s-tho --..--let: statutory,--- documenttihTi*r Part B oof theh suc utimptsmtsUon of an Incliviau-- iiked_l_Ust___IIII aAdiCap_ped.chik.,_ Wired ducAtion--ylen for_leach-ihildz-Thls= stipule lat_esAhat,A11;=h 1 -rtle darorses sorool.7.Arttte-to-nernO: receivea .'-----elindiirime=attho-_P_rogturestotv _r_e_g, public:education colnguitmornacteAs1tArf -_---E iwing.7 : innieWnerittnAtikets Ft I o -6 hi -. of POI e- 2- caustnan 102 n 1-71r- 1 . 1 F e r i r i t i i i i 1 M ff r E 1 s r =v-e- -w 1-11e1-4;rtw---rith--#._A-atsiiT.-6ti--- IL _,._ re5h-Wil , _. rlrliwl r r MIT-ai-- 1--- 1 x-erfairevifiriv- e---ac --st iiticAMIzin__Jkiiirs-,,-, ettn-MARM-417, 14Uti r-lot irlielfu-r-fittwritlariftwt: 1 rr eKIV`pliltu--'ffIt ---1___ Ift [lire rWilto ,..tot-siT s_mixtall ---fim. it.:ffkImi t rig enrirf-7IiirentliFrige, tIv vvirm1440111-Miriiir "ThrifiThtWar71: 19:11Wmr,Wf urt-st=a-R-atw,nn (1-r,=1XI-'1-t-nNftitrig7QMI:1- cedt..---ur=r1-0-mtgorei=r1f iFtr_ic tic -_e iriiFli in, raimitpre 5111 11.1-12VAMIP, F-M-Yr--=rit 91_ 1:_rIERIWr-iffirdtit trA-3 r ff. buns- _-cww-a: mawamtm-3-.,:ttribt--1 Tr yr ti 1 Tr 4r4tlfaWe-=ftf,:tt1114-FAWAI dak -c-=rm,t7rttvirita-:v3I_ThriTd =1:_w =1411MIM11- isrm- -t-tirrirtn, "Vr=1-4.71a z--rnizMirrrittair"4 1 ji_3-103.7 .2=g4.-7 21111-1511_0:_ 1-tri trtrwrtirft. T=Vaal n P till ft II -11Mi-M11=1_ -,1Tram- ittaualedjart.k. If .PPIP Tar,ft yrti[N- 141/.5=s111.1A7fg12-131r xur.fliii312,4tiPlart3frq-'1-:=311 INKL4 Tins° rft-akiv7r- r-a4 - - = t 1 tarattin filcrqd: xx--1---tT _11,11"-TI' autiti-rfirre-avitynirt 5_111:711ki __ r ( fert-,P. t v RAM_ 11--fff iirthart-PAuli , 1=1-,vittat 1 -,1^7 rTilifit --.-_-iirrAirb7-1771101-cfmrWT f-rf-. - - I" _ m14111314-4..M- itarff Itri411Tr,MTL-Tm--- -t _w1,12r.n.ut rmwt ft--1-- --T t-r t--,---t wl- t , t n-t: -.=tiritoittit- allitrwA--Tlit iraTtairiTT------i-ti- 4111f f ral-4-1-Wrii,t-ri-t- I r a F.- hit 1.11_m_r_rirrir 41 1_311-- r__ ,n;Srri 3ili 14111 =d -114 :-_, ..t. - 1 4jtjr, --=virirt7:Thrtil ,-- 1.11101 orritTrreiriTILei- -Itia-rviv--117-0" :st T r 3W 7_e MilELAL3'tpIri _gaff -011111-11 ;:11147-rm-pritliift_ tu7-1--7-r t _10--rwr,rrist=. 1---'-ramtoir-vtirr4-frIrvi 1 vri tit r 0=0 '1'-'-t71,_nr_TrifirrilUr ift 1 a 14 II Tirlt =,7 ptgJE-1 g tat ig rt Mor arng fflErifite'`m fthifilirri4 g*Tiig 11FRIM1 !Ca- -rgel°:;,§k_al =aY =4 iii Thriviirt-s-armtlinfretit-a-mtyrekkity-i-w-rilo_ti p AT 177surriAtt-imv-21a--earmaixoratitiffiWannTand Iv' =_Alfp'-7rii. vr--prniinnit- , a r-ta TIMIrri7-TarriW4 :.)--nul---0--!----.---iffal-lit: ra-.. tiAt nun.- -V _ffIr =ice Mir ins fittliriftifitarit-Aft, MTh Ski hirth Alt , mutt watt fj:L_K-114.L WEfl,1,1,14t4-410-1__ _rziFirFn't jjigu . Or NIT IMUEFEg I-4-7krmrb--T=b-Iunth-RA7drf-fttrprbr-tiaT-- !E4Y17141E1-3,-Tv ._34.n_sitrant = -51-1,RMFT=1- .ffml-tri tut a-till-Mgt-Infurgrttirig-p7 tjVir_44gottring . 11M,:"'t____ge KM= eit=Ratibegt itt, -MHZ- t Vt 'SE 4--g,-agf-111q-4 ::1S111- 7 1 Li'-k ,_ _ A14Tv-ii:nawir-Tvk ,, ninnksur -its-sk-Trtffit ri. ii!at N -"VI z i_iir-= :-),,-A iii-teillt-ft4Rvrnr Man,-- i n I ,.,, r, io-Kr Rr nmi _1. 3t _111-11-1 -ITN' TM -IATUT=T TcF:c 7-1-1117tr W ,Wr 11 "61 --tut - 4.11,-Vra 47,04-.1-ow Ht-117-wa;i411T nrkg4-1w -,71-7=M- tA--- I kia ighm4t Tie Mt ito W-19:14Viwt - 43 rTr2. with-11 Nib I crr h_r.d..74-wid 7, 14ii1u3mutattuiwggupltraxkimul fvflu irr -ttr 1.4:6-ranfivreAuttva-rrittitE attki-Attrat slat 2 -a at- tit g lt k Ae lOr iralifftiffigril frrixT IT Ti-t.V WIN4TfT,i` 4-01` 1 a MM. .Pwriitrorprwkil -r.-rrmwtrwe=1-164,4-41;Wirert=1-9to-tis - 11-0=ik iftt: 11.1m:rAtii-rx r vt.:1-Etr_%krt.T.:4.,,Ax ireal_olkptrutt "arllim, arflt. Ai= 1-.-s1111Pr 1.31-7W7r, ma xtrimou- 1444:n/- 1 -r tax ,g1LIv_tptairp ,-trngm°1-nitr-rIvi, -tztuftt-Mg_it-ti trrnrtiif ITMTIAT/ -itsvzt1=ATATIT=411.ittri--g- VviwKIW.' Cre,t1ri_ , rertkrtiv iniiCiitiiWrilWMPIrLTRFirAt, nr=plimmq-r5=Mi-vrtv--- IWArl-z-W1--NITwo- -it nnfl- gliE,70531:5-thiOrMitrvittniii_____ UVritrAlin--Ittrilrirs_cf4- 'Av-7-9itiljt.tittil.-41-- nrat*-- Mti--411-ttifficiffirAt Iiit-44-14 I--071.--_FIA4-st-4-4m131.141 -4,001-41,030,8:491,44FittlittitwitA44.E4Ai-114,-.4. Litiv-Ffirf Ftw-17711..0to_r=0-141T-4-wigiolt-t.-4.44*._4-14A-111(r_r_ Jimr-t1Wi ftil I r4R- 14iMre gra Mj1413SZ-81_ --i W-1 he itftkra demo-Ai AAA It n_lis * Vrir rat g Aft: 17-Ariht-711142:Datil ti-) r u m r - r i t z hkg itati tir= -014n-Ascommt-i alikx --:E : --VaTrr-fre-nV-Ptfr-vifmw-rett T=s3ThrtrehrinfliWIUMTA _kW 141A7 1111.3: ei= iF 111-0o,, 04 TRIWIntlaint BlegNi twt-ftIF- tairmal --frovs ens u nufrt*Tft k--17-a-tridearrrrix twrerr MU" kilt5 "- Wftal; 4-- m Ala grztmat--mi nsall :e- -r. traT TIT Idyter-girin!Ld4M1 .fr Iff,T1 ,f4 ffi r = 1,41-44. I ICY *`r ra_ 33M X.&1 nF T f-r Mai gf e'&71- 1 Ph4 411-4114A-- iirwilfammicamsittyzianzi lertirEilWileDa:*21' t tirtactam 11E- Croattot 117ir' IV tartit =1,3211`11_41711Eg Mlif.41L.L1 d -nod erw iLq 4 ---airm-rnarurrittra-itith--d Q-2--swx-Ltre-fa-trth M1ft "4:4r1:15 t; Mt to friVf ,ritfra_01kl ,..b.W4A) tier-1.r as V VI VATIC Atirerit 131 rz trerith-rrt ptrip art 1411-4-4-trad-kt-Im-firistei LW= 3- -117211-U-aq-1 fal=fatiftf514414-4-tarraftWicil-TAVIGIU117*1. 4..1-ATAJWe4+-4444-e-1141=4-rd.144 3ML11 3 AUtliit =441:UltiR4141 tio ft--1,41W r'AlmAiiRliikt-r-oqtto.tottitr-r terTrtll-g[frtiIn-fifat41-wte-ze--a-Ejhk;f4tfnTlm-tY Aht-i ; -er,1 Awit VA-010 --oifi-itt --trtovivirn-r1; oot fit. :Mixt 111 Srf thy tuararat: pirirafhrui-Utiter Nm4 ;Tartrf-J-j-dataa :MDT litirtoThrt 14-311-thr rtr._14 - -twrctio Tfi -ri:Thrtri :ttt A- I va-f-the r_ G 41tIni ANT ti(1 ra rni rAva- Jr_r- 14: to=r4 111'Finivr = tr:N rrn- brne r 4 STIV_A 4:== :IMAM Mitt .1a.t2r -Gr-s-atopstraltl-orA:MAa A W) _II ot fr WiAttocto -romittifir.o.titatkoa too - to_tuovsor = --M-1111%. ii 'lot iifi- refittitmAm-drort-ftri- f=in forr-ot-itotottF.-4-y-Tal mnfifFgtuurtimir_rium-pilAw-rinif-yrift:Tifirm ii art tut 1111iit:AntrporiparaA_ 111411:1i -Pw--Itott-oo9t1Knit tirn9abtsa_troalrini-izaccacr= 411.- oit5i too rffi itirtwom-mtrisirtirim frntrin itt=i mitt- ,ritilits_TVitntrit raliwct -;ME( lni aPomWqr fir woo rftt-iw,=: -=-`tD6 cir-P7=1ERM ,_-_ir-iEfirItU4AVM5V 0 g- RAM = baff riltitisiz --141-1 ffTr= L r -g-AWAh' irEnvIronrrinTit ifirg=1.1-t_n rit14 mix* --d--ehtltfrerrAmencrs: TIO=1114411Sli tlit- ;71'FriP .nu7riM3:11=1M-h--e,,=.1 I.le p q eV yorguliMl 0,1-0-04 ram 1. giArA bt,.14.,=qP=Oln_g 2_5M-111-ftri-- . Wri-raref rivErna = ter- lei rd r itt7-4R1 eVj-ma_ ATP_PIATtartf--11_19-xt,iT 141t=ftffi,r4T/t=1 14k liff-WraiTOW ,V -gag 317 -ttry-1:Tiviwwis4.1--4,--- 1 _11 _ .1.31FroTa. g of rutin mg Tt o-a- OH I tmt 414 .H11_ ANA cgir 3fl UT triEt- tt*Tivit4: UGC" 12g g .Fft (,-4,A374 aaaft-, rElffrit .4et- 11 I tcoatet,fn, 41 44 t-1-141e..42r..1-4a,r41;1 4.tr..aW.44-t4.1J44,4v-, g -1?-31.1.--4,1MUrrl fii A ,==.:1.w&I MI =Tx1171.- 4,I*1 T z °rn E -ri-TV1-n-rffre=1 era- L vst1S-7 Era Irmitimr---41-bie-mTuesixii-441=-11 1 tit rEt71 .14tic./.-f-ti rt,_ 110,w_gtt= () t s ofaiflt7m risti 4ratifs,- -- _ ft 11 ett-itra kg' e PITIM CM leA Thrt trt-q) 10 r7i1 aalso 1111, %.11-4e_f _-.4-~Ittp4ett -::rEfranf -yrarnirw_witridr a e Teter 1t _ 15 = Ta1MIATIW11-01- -<1---_E-ii,t1RE_I ci_;l---i'f-r7_13, Jr p =MI- ITm 1'11_ A_ TIM 41T-t1WFM "fk- -tzli Izz-T inw-11-=- tt-.=tth-lr-roA--n--tnf-zf7rt,tfk-tt-u-tItiuffl.-;- r fpc-.4117m, HP- _,,f1KW=Tri,f=f17: f* =W-mtEnft g _tr_etoinmvite-1A- FMNPrispro -o-outoPo P eo ee _ifrastrteremitin,. ea eau Vroveo_i - g kg ggg -g #ski --ktNITtkzerrio-nTrifas4 A= cr-T_Terie wan_ vto . treolg-10-11-4; galiaklattr`Mkn g fi feree -4*rt000reA=-Id-r. ; --timx-trwisit-tto ,_. oe_4,441,,et, -1--:-77-. - 3Z, f_l%:_=1.1:_=M 111: rin,f-t_r M,,t5t_tMau 1.-4-4-el,lect-rmok .11-17ortkettle.v RttfomEntimaTn- 7LLIFfetiatla*-41at=git= Tuve_. tertt slfte ,_1 ,- 1 :,y.vos-14i iyis,_ trien-ogpie*-7M_ 7_-* i rt 14-*-- c=1, a sji -1,11,16bron pt t t- ftv-r-tgowv-Int-s :_hotrif-r_rM s.41° a__ffito-71.1w ..R A SW Wk_ hosigAmine1 arto-tt L-ret v+i-u-o,te-t- moot ift-u-wf t tioLett.__04-40-3-wwoltztotmekoi-t4-ttio-___o_telk_prAtiov,----4407, 1 1 -gg Fkl-krg- M-11.1:- 41-1.1 -k itgi( if Iii[ -1'4- 3- 5414 , - - - --,---,.1:-41=M111-11--a ottm,-4--tor-eptetutttoeptlit44.*- tte*-Igit4f=teafgel_atIc=titi=141-0,11: Tie1, IWTVIA-1, ,i711114114W4,1,4467.-tralTkft-T -44.-*-11°Te.11q- c =mac ig* _g_igm .-1_1,t11.7.M5b11:=1V3PErJt11Zr_, trat fwEsitmlimami..6 -y Preo--.O mai 991-11ktP _ `II Mil rnA. kaf-istnritiTf _ rrAiriffMkat-TTralt-- hav---FzeffsInITTMMTI I Ly_r___Imithift_rits pas tbibity Tir Mr- 44:,-*/.71-44, -mmit.11.snm-tspk: aft T- a IA _tra.Q). Atm --.11M. _. riwl e v 67=7- ma-f-:- 11- '11 Ilw" 4 ? lator---,a9IFT-rtV 14-r-- 1 ._ __71-nzAT- irvg-_ H ._ intritril.11- _ e ar--.114.Arirgii-oriepaal-- -_. r 13 inI Usnw- itil 4 eTigMtle =,"" r 0 ffrer bt'IWIMPFT-1AEJ z-utMra-- M___Wret. jliiiituntemain it-11-- viatIOAttern=4-4ke=i141-4-- ism i lks4n*FnWe glsi gig SIEM5 fslyiF IT rreff..41:41={ 11A artli-tiffk= e '4.144-1-401171Mt3 e41745-ftfil i r; ra trip=hir Ask Jul art IrWrs-EITIV- LEL WM t Urw.WvateiEP TV3-4- 1-4f1-14-1-1fr-1.14fft-rHig.414 Iflit ,141A4Erg,Thar- .1a4:Ait tiFTriTi.t&A rAl IMAT T 1411-4-kr .4.-7.gargr-"M ifirTIErlasr :fit AgO - t P 14-4-110- A,-1 4 div, t 6 -frig __I=Mtri 4 114: awl r -ftlitt-tql_WILI_ StA_ Tyr .14-114414i41044,14t-par4,141-dy dia6i"-*P474±"--114-14-rdiTsJw-Ja-a -4n,rt61-14kL4F-eiwaitkat 41m1 _ T _ 1--AISNIAt ±_ --,14-dhuhitcr4wrawsnin---1-4-a-mligx- trly-s-c**.cfemtc_cv. '7ZIMILIMILUALcitM 11.1 Wm ,1* a ditlrK .11Ti fo-Akt-k1 497 -Et FV1,:ff* fr.*Wft 1-1*-141,1114 afili.-47-EA t h, atic__M:L.T.BW-477 ti7Mt_rtt 1). fWk M, tlerwritvATE _ t-M2Efatagrn- t r4j114 mt -1114raitirinaTa 4f_.tmebt- iterd n = 1#4-14 * i-ke-firTI "T`' .titifsrmc ra-ivcrFTK,34 tom. L -11:xck iscri f I. I I tiRET!ta_vtill m_T&M R :Et .i7t-STW. A'WRY ' . -13 3:5E -ltriottvo3a4,--rtierfesr-cyrw-a.)i qY k.a.,-A =1,=0,11;, r aiT `Ak_wm-T_jNtgtr'c.T.tTn-v-rnnlg rTF Iii-s rit8 M _L-r_rfrn-4171-1-K - Lt- r-4EF_T Mg15,ff._ 11, It ,t1 tilt,I17,2+1 I t yEtvV-4 -t_x37.4 451,4 T4-4114 41. 1-1=I III t twitfikilItitymMtiffm=r- Vrrrfer__ 4TW44- .:i4woff _U=1 44* ...414--4, X-.1-4.Tovii44444v .141tAktitr=14, 0:40 e 414.. fltaa.,Plet4 METit " E alit tat a. egi r clea04WatiM17-iFftvr -A -A 4- thIk I bsizuattriffirmh einti 1_ I _IThihMIA11A AM '06 W1Vp uu atm." -a It fatal Ittittii.rtsttizittlAwb-eAttitrafte_4 mit= Cita eirtia rmilitn.kntigtn-At. _ trrr-itr 7;nterAbie 0_14 Tr7mimr altWet 41--W-St:Tfrr alaiPia c-TRACI utt.s, -rEgn fe Eapyi 111. keg frprailuttWcfrizimitry -EtrtiltairtexT=Lromn 41' !mu ion Ito utreittrolliMAT' -ri 7: tit c4-1- i t Oh at MaJra Mr t a Att. --_ trWm_iri KtmatiljOrfi .111-51- irn 1- -I t -Wri75,-Wtd=crmurriu--- _i4-41-tited.,=Terre tatet WITE' iltract-Ekt 1%1 -trItrtMrtrrr--11V1-1M. R-Vca svrvtf-eL----Pf-tr'mrgpym_ Tr-1 -+-11".r. i..f"-Ato a Ito 1A-11 frilit77 I n 111111---F-M-WiwRI=FrEal- llama trima 'W-alk A k .utffa-Erixbym7._ra- irtrat- A ; A I. 'A rx, .7-s._ z. z 1-tirrop 4-±Titt1v-t-g trturfr . at ai IAVAAAi SEIVALgra-cLi_II it ---or-a ,. haA ;re; Te4 PlaT WM' ris-su-rprite-4-thate* -1- ac' fifiliderZnac 1- A.11 it, - 7TAIATEAL :e;rrttmeth4ll A.C-1-iff I ,frAls hrh_hhE .too;; pro, f 4 VM-Irrrherr-VX . 1 1-1ita-AVAIAT Et LP iT2 11! PRIti WA: D- Mt. :Mt rut,7-rif x_r_tutt_ Dolt tir-iti-ittr.im JJk t 1--.%-tnrm-- -111 finfWil C Ft' Mil TTAW-1_ 751 LAI h 88.4A t 11;34 171% 1 iir. 4 Blum leo 3aErttr- It filitilt_tm_tt.-u-kttimil 'huti3AA AT4 AhaTh.o im.. _4AA 'Tr ,M.1-EMI MI Anti= FAA -13r.irtrtn1.1traft-trmit 444- 61889 AA',TA-A8WM, 0.1-tr =11FAI. -17.tfAhl-4" -,00.888* d I IIY .ff i *I- 1i 7rr-riciwr*-r-_ alAFE = Ahlth ±11 g I turi itil 1 s_ii trirws _ i ffewntirclir.,grarrkttittritt iiVX-A-freW I.44-12,1=4-11firefaripilie_KOjrcirMilTkILT.iii.-Xt 1-1-:- fr'-a-s--'411"--''''' "II4 --...rW_,...kM-A------In.liTi1-111,14-=11"1.1WW-1WililliNAirLiatilliWirtiigi ---&WillIr 'tat Irilr-4= At 11' 3a j fif...r ire-tiirdiu a ppriLlijr:. =hliT vt_11 ta 1.ilUtn-- it-MI ti .-=-- II , r I. W. 4".- rill' 1 f;11-1 Lif13V`,,--i-rAJ7=-11,ViVat' rl'..tiLi"Wiii-- tilif-F-J (-1ii-::±biirekra I. 1ir,Witisarp_ Whiii 1-6.-Wifhri-i-wriiitilit jra----drhrti -avrriii-e---iT-1,--frer5- 7-7Fiit=,--1ii---t.,,,iiiir---(6-1---Itit-,...iiint.sorniiiite:-,0, Aft-Jill ers: triVfEWIt -41'- Itilli_nt iiiii.pIn_AttLarwitret s r F,1_11-- feifilV-If-iTartilittWs- i7virWitii-DI MI friffaiviii:41-fe= it-----Tre-i------lit-ffi-e -.111914wW101,--= atin,_= I if, 1) r iiiiwi .51.1-rpce, rau .4----- '-arlir:ff_twx.,ffr Linwk , , A---conIritirAuw 1MAitinis*.-niTtiwwwprriz-n14 . panj--6: lcilipmt_w ft11.1tart-71iiaiw4-1rinwWwi =1'Wewcrwrwwwww illwit-0 knollift.1-111 w I f 1 pl%Witiwj il la -7nTilfwiffn- -_iqilily-1,14iiMilreliti r:r4.fT INICit--VIiii-vdi-,iiii-t,wiliacral--=-Ktini,7:airmuit-r--a-e-F- c-- fAiL(T -11,1111114,-tw-Tra-ii--' jli: - warn I.-3 rlrryiirrtls an 'dram , LrrP Jo 6 irwratAret ,wt 11 Whim. ITIINIKkatrittait, . , ! tiwriaunseffirma-Mmffir Nix 41 i=swfilumnt- FiliizAWthletatthaTtil mrarel E..17.171; MOAT-dor:WO IMF x,frstritY p yreTtrartri .=.461ita Pitt= "-MIA ----iii-TareitY-- fr:- .T1-11 1 ffat.,WIW-ge .1°11-M=----"'' r-41.-iirt-isn'ir-Irts s4i_vr -941-sr-14-ncr-m*:-110-30E" .-.rn.-1---fM I'- ciiiciwniirr-A-4rwtiVirit si rik-i--- ritrit_Tthlik, :1--Ffiii--:v-vii 1 t rif -11-14Mt-r-d-Thi-ir-- imolca-nr_-_-_M-M-Y 4-kiMI Ems tar r r- Cs r --1714y7-11E,, --ix-1We- -072w riWTr AIWkithinTh-r= Ni caTlibliTirnadV r14 ri 1 TITIMAIT6TaikITTOWT ---1-1 ilia -TW" -&------.Wit-e-,,; ilieti cc IM Ilia i=rr-rarnivi- Tiltkalai- 1 --m=diTiMis MI .M7`..i_nstri-ftWW4024-.=iii.iin-itiriolTI 1 it_. .-1474 --itral r,AF.:-,terE3ANIM1Ws jffiff x .VIIMit. Mth2ar -.JLliNg Lqr.3P-411 r____1_19J2t31,111 RII fMffil 4`1TiFlUt4iWiiien-itMitic,-,17101:Tintliti----1 in -: prIMIIII MI 1.7 --,111,1*Tria,r. Villat, rmarti=471-0Tal lailiti=iilAIL I , - l_ai----,nri I:-,_ille tFriniriktt,-Ok 1_ _ _ _ g -; tlfr-c mr,pn_1 10: ism _if RIMEL tryffr-t.-I"AU-itcr,fri7allierWriTljx., . :..1111 ..11 ,W.aut-Nw---*W*1:1- -TM ,-,,, 1 0, .-f--- "Fr- .,--i-it-x-i-,.-L-5,p70ffia-- ,,, iF-iw., 0-411-iv i- t-xi-faartraii,, cdfti_VE1 ._ 1,- me- fr-T -_-- I ., Misfgrir=larire , Art i -,.=7. -4-wo-i--,wi..6f4--,..-- virr,a,_--twurar-4-14-- -E-~fillimw .--ifilwiliiiwiTtmiiiii 1,,,,.Ifirrif Mi71itAim-mliViiTtreT-1--iwiti_w_w-: JIM lif--641-n-rfill. 4 cralliXtfhir M`;;Z:TI-157r11/21Tibg3gi 117- RII-707 _tlataf 101,4, T_UpTrffTWITT5A:ile-Tal-rn _ T,'1_r _ -______IMIT=WFMTW TITTM---1Y-LTrairi-k-z_rTann-T:TTThirm--K--T_M--(- rir-v rt tr-r VT ii-rWrk-.1TTeedERI, liTIL,- its4f-al, 7 M: 4--:74:w l Yredi-iii kiwi., AfrWfrE i .-a.---i-%I re-r-or--- . eieheii..-iiii a-vcrsurtvati-fit,y45aTIT figiatlitiz4T.iirtilatt- ----.1i-w-di _11:alt 7 0;, d_ a:, t.1,k),, UT-MX- .W.14, IF7M171154 ..-74-1.-"4-` 4 411 711 1---1 -=5- f1 1'X'5u.1-- Fitxr rtakit_o: 115.-xtruniTTIT try I -----itt - lff 1 I .WWIF T-1-.. finuilrt ir-- -ff- Irn-al-taru tT -Trir- _ -Th751-Tr: -rptb-t_i-.--Ewirk,.bniZrxib°7- I Tr TWATJfitTI=.-&T,IT-Flm"--irieliiikunlaffik-n ixti- r,;'p-7-~ilr- agardrit- .- _ _ _--- - I.MT-TM taliV.-ay. = Er=--#7.71_ rr lifanknm rriffi7T-1--, LInirTM. cilm-11-Wifil-4 1-r.1 vorif- SF.74-7iflTh anIW -r 1§1. M lia.M.1.W. _51151 MT .11 `w,EMM.MitiMilMi .5 -Wft1,-Kiirt-i-MITff1155rUL251 r-n-rr rrim14 me-min-man .Y.'11'441=T4TWailri4 riff rItiffita-t-r~4)75-1iMAiTifiniftlii4Prit-iferriarr Mrriftrirt-tqw-Tia - "orsanTenrx=xoTABT=1 r-alTr-nr-=34=rn-~MMt _ n IT if _Frrnf 11.r n, Tts-tir. Ir-51=m-itra-11 si- iF.r-FreMwtrrti- 3F_t *It Psamtic#65 a-51 Cdr . - =E Trig 3calUirfgli4.7-1-4Var BUM:rfirrirnt. _ Ws. ,-/m- tan rr -a- Ain -,TH mAIT-TA_T7ir, frt4-TafTVIMITnT1-- Tracr5T.TAITXM MTT M7T, nrniieaa T rttkatfr .MY k0V-11rf ji .1.,51-1MV --WirTi-TiTZaTZ=1:1 = ara 1-1-1,751rni-T. arT r. 1-MRIVATi _MT "Fii .TS7aKKINT_r_r*-741Wa-rW_I Sff-a5A,UMFIFATITA-Waa,B&ITheVa=ii,MUi . T Ehlliltil-VM-11aTeiftFAVM WA EN . 1:341 RVITt -tirsEAZEti it TrFTL4T-4,W7--Ttrjr? man ksit T.X71-0 dp---inT , tin n-iiiicifilialfaTirit:11-FTWiTgii _ tOrtAimau.514ittifilir [F3 .a it -1--1:-"Viiiaini i ii yip rideralo if& figilf_WITT iiCnl -riff- --0A-iiikiirriaTWiTaff-y41Ygrimeni-wiri--1-t-- V-EVihr----g fkr i 1R-'millt.r tr:_vA, = Hirai Tre.WilfiltfiViiiIiiir -1-- i.nT= lnii=rprriltFp -=----firetiiii1rt.ii,AWA-ecoriiiWEiinft41fEe7FT -tto-Witit: tifi,p1W i tirf-Wpitirritg1/41 ei ,Wt= =``.-4V0 LI& 4.retivigi 1±-x-,mx-Kr-"R------lisINsrifirfutti_ el ,,"..--_ r- ii_rr:wiw W. --i'llw---V grinantAirl-Ki(.---ACV_--1.413:1wil 3-46=, =-1147(4111rtii-r-WMT--r, , .F.AIIff_irt---IT-IiiiTy2fhWiffziti-camkirift if PI ---:. r.-,67V--Ap-irifirref=vevw--1--1--WTI kvt lit tivin =NW .-M171h a i 'awe ura-wrvr-Wrinfis 3-Fic MAIRMIM -tx,--._:-- a faiNfrp mr a n 1 w-1 WA EMI:W.-Y(5 PregiWit7RW ,1W: 4. Wi------' .4-0t_fil-7W Tt ri 6 al r__i4Treff-.-itaVi tiWAM u a Wi trAT5iyuw_Aut -r1,1M1rn IT WW1; ;TRW na offeparpr107-W_t-p VA, ccuminitta,trrirt_ OW.cr ecoo tL Leg rn - __ --- -.,,---Zgiig th-o-MU.F. 74 .A.-..mr.._ ( 14_ thit_irraiMooliztw_ wfiat ifie,cUalsirff-A--n-d: -te le:-;From-Ahltinfis-nws= -1-21-igr va-nistit_ . levariqb-evist -----. deed : k=. ... _ ... , .__-1.----Mi--.-..--11YI: "KrirTdM*r .4 ,---.Tivii1W7wkithetfr-Cloertim-exicTIlifko-i TrlliridiFA--roiz_ct ,hofidiatircirfficoirs-adM-pliffiCircg lb( =7;LtbilitaTesiiWT---nfe:.- zfl 11M- iriffehilafpWlormanrdripTirtku ertiod-;Word_dltortho-nrret--.__tonifiettmAdo-ifthlUomtlotchcardttlE.W.---1 17Oonvosiiic-fliWilwasecomecorpor4rling, c_byfikitinifirliofflidifwaitiFieccorclif ,,------.______,..___,- ,, _ -:''irtrititnytadr-,Irtstrlitotic-o_-_OTipio-id---eicum--onct-MIciturwi---it.__ --YEEDNIMIEF _-ciiicTcoi.--.rolid-Zial---iffil-iiiiielfingtff.=..friotiiiiirkt011B111-MDRRIIOSV=_T_136 - 4c011Fifil. . ilf-T- .0O-Milo-o-s.l.r..progr_ora-oditclircit-ricot TErtffsIgf-A76_4146-11:WiMLyritc cn odi71;yeWoocfrk;omtrtfo-7-1:tfy t="AL d_wettarate,Altaltw_fre VIMbrinr4--1 jW-tMI, AduvtiVii- -,;f4.wwfitiTawifait-Efeitaliff 521rDr_971W-3-61TaVlidliiwrSot-tion- uatiotliMib:jo_c_W- -1_2117132tale-RifiLtliicomricittregcontoitidodlwin luatte Tei our-wayrdrafiliiiiritlif.,11-pOopriiroirWoesTcriOrGp = jgToup Mr-citinoitrt-KV4,a1MliddcciPpioRrocnrEietrynotnt-W-illocron-oppropriiwirrerilViAMM=.acoess_ ite-=-Wn a fes _CE.irlkiViiMloilliWL'IYEZM too-1..11111 (*WM La iliryMiy_W__ (-4Y1 n TT Ifrol.-141-fiTatim_7-orics-FA.--co.----ni-ArclidAcfrAcial=ovotdo-Tte-- _ _ _recogniMMia.phr-17--fftm :KIWX aziErirg iff= -1=,7A4-11 if.Q k he- -c-irWlifinWifirrrpiMittlittnyittev 11-01-vt-ErnaTify-h-syt---01-wrto-Wit-retit-iiirsathrt-ti ==iothri=rrierritietrtijuldIZ--eitherp CikoselioWovorbliA_thll -en-ete-let--~frOrtififdiaretioni-tyrirc-biorich--roniponent ose,w I i T-3I rani:tat re b =MUM a *,k wiehipiwari = -= 1: / ?r&4j,I*ibil*. - th.daherype*im In, ech I1M. thu thepçngi.nt øWnib Miny petothool 'i'd nwnto4 etittly that the trauha of th h.ndkspped children iaw phyikal Ininlve pn,giainite tnkwtd,a1 mont: ProgemIng itnMet'ttnM will concftn the procedtu?. ibni the p,ognm mjeidat yearly. home eomMralleni that can be ud. Potittoning. for tnatnpk1 Iif tepidlnipteenuatathiti=J: prime lmpotance for wu/profoundly han4kippe4AjdI$dual..not only ut may I Medsa m4tced ata ton, time lot ilw -- lIthepatiifti nail,, Language kothar hen tngtl.biii tie# chillrrn who meiNslctjtdott$gtIwn those who it' p.rmmebpnnlded rdiøL .arioting the children. md the pi 'w pimebtilt era pkCrIof 3. The patootitietd tOhetofutrirdof h,4r rightj ad teipotvl= list that ,ni* hi onIlm'd during the unenI phase hlihiw andihould be t,iisd in the lIP prouw Pot Cay child whol.ni&rlendng p)IytkS) prbhani,the lithial fill tail of the mht,e l. iø tolleii diii on the child IiO5iileqthutild attend to three major poima TInt. i1 i= or p4qEi4ihuap or* efyud. f theIilltYth.slka 4Tedot the epedliethitiptntk north of theudonf. TIme dkkwto'rnl- WwW bçrndlnhfttwtt?aetprclaiwrekeL Mood, the Infonnathet geirwil fmmthb uailsthonldpoint meany of the rI Se Dee..Tale CaUectidand Apalysed fit phyakel llmkalloni thit will ifled aiiing mi. sepetially r ilis seweely In. M.d/si A.a,ume,S L.a !obad thild, epedlLc po.kIosthg aiwi handling wchniiyiottwed to Thati can b,o bsthut.for utlwithighwidkal iednitltt. be specified The 1410na1dwra or phy*.1iheriphe lien though riwuld tie might be orty Utilethyttan It door to caned he elk todrteytIiriho* beat topositionthechildto that the cb1Wtm or pObIme. time rn kally abl. to mule IIWdatI#ad -Thk tqlop ,JtntM bt inerd m the liP .the dewed Wfobmer lnjrtinaI ptsttnlng Thmefoe,meonly .Mu these probkint be noted , hatait lnsatpnsatlentees be redo iitO In tb.ycIted thethUd .bmwructleoilprograming. the giectmAjodty4lmancea çtcupatlnnal theripineor physical vw be seed ii totiIt*nti to the tueher In SorIt thMIetta.srinrea. nwkr.rion. heati defect., the allergies. . daor000r. 11w InitIalorororntInfonnatkin. euwipilbility tollInqw,urengibanti amlni,and thanfóec,should ipeclal Include specifitIfoe,natkinon lieu fieding lserutisw iretypesof the trstlwi and therapistwill tnfirmatltn th,t hite,utihiutighoutthe raus b considered In atihol year.Ifortnatlen I,in- the foqmationoftheIL? riuied on tIre typpatbehatior, thit mightorcwt C lin ortem Rti aId di- require ruruibruni of cenihitypesof inintihmidu.tathrr.piuticattrntioø. physicalicilvityot specific umuaraa at ton p.rIoda The bIfliy of MUgkiltrchniqvea to alietiete physical , ponblens (dub foot. deft palate. leihlig heart nir.cit.) rOast 1. esplieni *sd cniakkird. -i,,L Intherue of 4ag.eimilar gems,t'i oriwIm . diseaseitheliP lu Inca, t '1w beat eta tgieu for run tuningct.,ruUImanctioningirstitetirdirigthe lou of -curmene skill.. f Thetypiiuf nwdkatlor being usel miet tat wiM a. urli Ca - paselble alJe ,1frtn ftCcrdm'sforttwdurtiligtonleolled '- T . arlèddages shouldalaSq eseahIlaliemi j ipecllk physuulUmItuiIncsmiy alter edn,stkmn.l pmktrltketi, (a 1tatsIytid .ini. foe esatople. might dkjimethittrwttctlon be geurni to thegood artis atalthatphysical tfwtspy be given toihiimmob atm) AIIeTJIta niy limbs the typtiof(tJthatran be urnt ii 'flat iwedfurteatwllrfyialnlybeafattoemoelsiernllnln%tlat dilly idudiste ofattietilti (a childuttha teylo heartprb- - kin might neetitohave nntnpin.restthree ot four times u day) Insicptmrpote ml dale rie,Jbral14mtinath,nItopinnit44= F ielupliwntof a ea.prebiwuue lIP Thus. tIN inIoretiaInnmon be usedtopetolde For os,ing tOad/calsreuuvtnt.(innIkgtIona, cnnmmo&-w4aur,innirol)a.well setodeteymint coqald,rutInns I aentioniI peogrmeiej. Au of she lnlotinhtkn need.tobe 4.fotlMInit - m j7 123 . Aa with al Inflame* Ian, thee Phrtcai Cut-reel ng anent data need to be recorded on the tap built for *pedal Before any meaningful progrern.can be developed, an accurate program egnaidegstions andaleo to we how they Interact with allwaternent of the chilcFreurrent functioning level in each content' educational rooming. ' area must be madeThis is interpreted as the highest level of the skills the student ha In each ores. The priority Area for instruction itieestionel Aoseetteene beta: should be at the neat level, When programing Is planned at Although comment for ineruelooM programing M a tOMplee lower level, valuable Instructional time will be km. If prOgrfrning Motifs several pertinent areal need to be direusied. Firm the pro-occurs at ion high a level there will be little, deny: succe?, al well ems of Aisteiwnerst intolves teachers looking directly and flequently ao a high degree of frustration on the part of- both student and- alepeeille child behaviors.Second,the materiels; the teaThers use teacher. A caution should be noted at this point: regardlets of the contain procedures for meseurIne objective behaviors that areappropriateness of the Initial asesswitent data, . militate will be sequenced developmentally In various Content areas, but always made. With the careful use of ongoing, ataesament procidutes ln:ludInggroornotcr.111 motor (or cognitive). conrnicstion teachers are able todetectquickly any pinpolnu that are too high or ton km foe at given civil& Thick- daily inairliedonsl data should which tWe materials are premed should be program apecifiet probably take precedence over Initial assdoment data In determin that Is, they are delved (menthe meet& gosh of the educational ing level of Instruction. If the daily data indicate a lower level of program. functioning than did the Mittel 5Metement a careful explanation * of the Initial as:tentdata Iscalled (0/. Inthis casethe teacher DeeetmlnIng Priorities will harryhato co t with the individuate who collected the inlaid A ef Dore aseornent Information 4nd try to determine the cause of the V14. Ire all the swesonent data are collected the committee must ctepsncy. meet and determine the childcurrent level of functioning and -special needs: The analyela of the aneterecini dill In order 10-111LLL PANiCe/Limiratioru . Ikh service prior-Irks is the major faith of the committee and they There ate very obvious 'I-Apical ilmit.tIona that ofill necessitate alterations in priorities. For example, completely deaf children should not be esp.-teed Co acquire basic auditory skills. Obvious cases of physical limitations will certainly alter the 'immaterial priorities. However. specific function. (i.e.. motor rnaniptilation, receptive language) still must remain as Instructional priorities: only theep;cifle skill descriptions will change. A very special raw tlon is needed here because many time three obvious physical Ilml- 111100. are poorly documented. Many cerebral palsied children and partially sighted children have been poorly programed because teachers gummed they could never use their fingers or see. Any case of physical limitations must be precisely documented' :before priorities arechanged. tweet Mutiny of Shills The ultimate criterion for programing must be "Will this skill "-provide the individual with a functional behavior that will directly enhsnce his ability to live independently)" This priority should direct all goal setting 'divides. Unfortunately, many educational objectives are established simply because these objectives are -sways owed." Each All that i1 lased should tither be a func- tional behatiot rev and of airy or should he e building pinch shill (e skill that le part of a functional behavior). ltotrealnatIon of itr, As priOr ides are determined. objective must be developed_ for each skill area. Lath objective should contain a speak procedure for determining when the child evidences the desired skill. With this moo establish a races, for making thee decisions. In most glare procedure, re-evaluation of the I1P focuors on three questions; the profewionah on the committee must carry the brunt of the (I) Are the goals appropriate for the chili/ (2) Are the Hoed err- division meting proems. Parental input ia critical especially as to viers being delivered in the child/ and (3) Is the child evidencing darned goals, but the profewtmakk. who should understand the skill gains/ In reality all dine questions are related to chit/pet-for- aweement data and program 'capabilities. will have the basic mance data I lerul..the committee's fast Is to monitor the child's responsibility for deennieing pricreideA e . moues and to mate sure that the child is receiving the ocelot Probably `the most important activity' of the committee that are listed In the 11P. If the child Is evidAcIng satisfactory analysts the asoroment data and estabikh priority area of Manic- gains the IL? 11 probably appropriate. If the chil.fh not (-aperient-. non. Ibis activity deteenInre the appropriateness or inappne log succees the committee ono( determine lithe goals need to be Weimer of the 1P..P. became the moon technically correct 1EP, if OT If different educational procedures arr.calkd for. In any lnctaetden,inappeopelattInstroolonal goale. will result In low instance, the committee has the tesporssibility to act a a team to quality lemmata& insure thattheach child is reetivirig the moot appropriate education. tvidttalized ucation timing he econclary Level PA` itia T. CEG,ELKA MISHA W. PHILLIPS ajZfErsbilk. At the slime time, Increasedconcern and support has, premed regarding the issue of training the handicapped for race sal children, Dill emphasised thatevery exceptional child leasing kltoicti should hire, at minimum. entry level Job skills. At the same time, Increasedconcern and support has been expreued regarding the Issue of training the handicapped for qualitative !eye's of employment. The mere fact of employment, regardlets of lob sttributes or their match to the Individual, lano longer accre7tialble for the handicapped any mare than it Is forthe nonhandkapped. The following summering current thinking: We hare, for far tolong, seemed to act as though i handi- capped person shpuld be bosh pleased with and grateful for any kind of_work society. provides. Unlike-other person:, tking the past several years. Increased . airlion has been we seem to assume that If a person I. handicapped, bore. Dfoc lued on she vocational preparation of handicapped dam on a job Is imposalble. Worse. much of societyhas childrert and youth. fn 1971, the US Office of Education seemed to 'attune that, whilehwair Pervonashiruld week work predicted that the future of 77% of the handkapped children leav- iompatible with their' Ink-mitt and aptitude., suchcon. ing school prograau over the nest few years would be unemploy- siderationa are not necessary when seeking to find employ- ment. underemploirnent. or total dependency. As one step toward - ment for handicapped persons. If arty Job In the world of rectifying this sitUation, the eureati of Education for the 11.1141, paid employment can, he found for the handicappedperson, capped (apt) &hillied career eduEation asa priority program we seem fir too often ;o be personally relieved and surprised area for taceptional children. 15Ell emphasised that every (*cep. when the handicapped perporets Anything Icsa than ciftrairely__ tieual child leaelar echoed sticlUld hake. it mirilinthm: entry level grateful (Her. 105, pp. 6.7). r FfeRITEACHING Etceptionol Children, Spring 1978.pp. 5447. Coereelglit 1 1978 The Council for Eat sedlonal Children / VOCATIONALIDUCATION LEGULATION Ak Inereated emptied. on vocational education prograrninprogramingfor the Isindliapped has been one approach to peepering this popula- tion for mire suit able employment opportunities. The pansy of federal legislation has underscored the increMIngly Wpm- tent role that vocational education must play in the education of handleapped childeen. The 19113 Viketional Education Act speci &ally emended vocational education Kmieca to both handicapped and disadvantaged populations. When Opeinion In program ef- fort did not follow, the 1966 Amendmerits to that law 'required each ante to spend a me pmportIon of the fedenil Vocational edu- - cation monks to provide vocational education to handicapped au- dentt not otherwise being served. Even then, the required federal . MoRleUfft4Wititry WENlacsketir.-W1Ven-iberwroj alley -weak usually allocated to the.development and support of special mgrs. gated vocational education( programs, .A scathing Government Accounting OfIlee repint,(1976) criticised chi approach Is both educationally unsound and economically inefficient, The report ggened that larger numbers of handicapped iouth could re- eel's more meaningful and appropriate training thronghintegra- lion into emitting programs. That the educational_neglect cad mismanagement a( the pea will nolonger, be totereted Is clearlyIndicated by the provisions of the 1 gid Amendments to the Vocational! Education Act and by Public Law 94.142, The 1976 Amendment specifically mandated that,handlcapped children MUM be included In regular vocational education programs whenever posaibk. In addition. Public Law 94.142 requires thatappropriateprograms be provided for handi- capped children in the least restrictive environment posalWe. It specifically alludes to vocational education and, in fact, its prowl- slamsupersede, thoseof the Vocational Edutatlen Act and its amencimerits.1/4Consequently.' it can be caplet's' that the ekluallied education programs developed for mon high Incidence mildly or moderitelthandicipped children will specify vocational education training as appropriate and regular vocational educa- tion clean will, be determined to be the least reetriethe environ mint in which tk NOW/ training can be provided. Cooperation Attempt to remedy these Windom have been made at national between vocational education and special education h no longer conferences for teacher educatott horn both the .pecla1 and voca- matter of choice: it is fast becomingmatter of crtspilancr. fly tional education diniplIna, a well IM through the development of virtue of the provisions of the Vocational Rehabilitation Act of inservlee and preeervIce programa for public schoolpenonnel. 1972,- vocational rehabilitation counselor' will also become in creannaly Involved in the delivery of eeisices to school aged hondi- THE IEP PROCESS Capped youth. All pmfeisional personnel concerned must be prepared to demon. suite the needed competencies In awning the student's slip:JACEDUCA noNA DU TOiL planning indiviclualked program. determining the program COOPERATION placement. specifying the Instructional components. and evaluiet Despite federal mandates to the contrary. cooperative diem /ing the total program. This ankle Amin. on the developmedt of toward ,providing Improved career preparation opportunities to the Individualised education plan as the structure for the delivery the handicapped are not yet a widely prevalent peactice. &meal ofservices. Vocational educators In cooperation with 'pedal edu factors appear to acdount foe this. Drat, the historical orientation calor.. other teachers, parents, administrators. and when ap and training of both - special educators and vocational educators proprlpte. other individuals, mum Ware in the process of develop- has not been toward programing for the adolescent handicapped Int. Implementing, and monitoring the educational programs for ' person. Vocational educators have developed programs for nun handicapped astatine-ems. The following discussion deals with impaired youth while special educaton hive cOncentrated mom of some basic consideration" Inherent In this pronto. their efforts on programing for pun; children. Consequently, few Armament professionals in either discipline ham been trained to meet the unique needs of the adolescent handicapped individual. Neither Aneamment should be viewed as a- two n ge privets.: amermene the skills nor the attitudes required for such an orientation have occuring prior to the Initial development of the IEP, and the pro-. been developed. Melly. neither group has been particularly seam placement; and ongoing anesonent of abilities and IntereIts motivated to venture into MIN new arena. We have found it fader. that moms as the student participates in a developmental sequence' as mil aa more comforaabte and secure, to do those 'Mop with. of academic arid collar preparation esperierice.'Brolin's (1976) whkh wet mee some meccas (Cover, 1977). text provides an enellent Weer of:wide variety of interests 120 Aptitude testa that era potentially useful de both the leaden.* ems foe the entire vocational training sequencew Ile others anderkailonil averment of the adolescenthandicapped student. will receive only that training The stadentle skills of the !student can beat be necessary for them to attain the gamed thr091111 1- minimum entry level skill, for the jobs combination of siandardIsed testa, informal oft, particular occupational anesament,ploce. cluster. e. dune, and behavioral observation technique". Thewassessments will provide a bests fOr decision making regardingthe idaittifica- Curriculum don of the child at receptions!, the approptiaterseel of placing the tech program alternative available io child In itlected mainstream claames, and meet the needs of any the presclimlon handicapped student must be considered in light of the 'emery remedial procedures. The as essment of the atuden curriculum design. Ah excellent framework for the developmentof the curt! skills will suggest a general .direction for thecareer prepare COMponaier of the program, suitor' of thi secondary program is found in Stalin's(in press) corn'. Additional tests and technique', such potency based approach which specifies 22 compettneles and 102 as wf oradample Kerns, subcompetencies that mildly handicapped Individuals should provide the evaluator with data that delisteeteor further tripport the identified AM aptitudes of attain. The provision of Public Law 94.142 forthe extension et "Went 10,4011 tat Svith,eibirrva--secondary fenuants Affiliate IrdiouldinewilliiiiiriPIe time scoial dati on a widetango of behavioral characierl- les. Vita I. avallable for this competency attainment. In thissywern,.ecadernIc:` such as there are the beak front which tentativelong _ carver objectives ere developed and program experiences skills playa supportive role, befng viewed primarily a meant to planned. attainintoecupstlanal, AS funttion of his or her career deitiOpMeflt eArierierwee. and_personsi-sodal Comps, the. teflcies. this approach has significant Implications for thecur. student should develop new, sklik iltai,111 facilltiteexploration and clerilleation of indivicluil' 00p.tional interests. ricultarn experiences specified in the IEP. Through The career education model also has Imp/Mani ImplicatIO ongoing assessment with the student,areas of asiengthe and weak. here, and inter interests will continually/1w the achievement of skill levela of students enteringsecondary pro- serutinited and. grams. During the career awareness stage In the elementary where inditired, appropriate alterationsinISse eduCallon pro-' yeah', and thekareer orientation and eaploration Phew of juniorhigh gram as Initially written can he Modified id include theseas re- flecked in the !EP. , school, 'students can be expected to develop theessential ati and skills prerequisite to the more specific occupationalor don of the secondary level career preparation acement experlenet ahould simplify the task of vocational educationteachers. as they It has been mated that the initial labelingof an individual as can then concentrate all of their efforts on 'kw development handicapped will probably be the most signifiAntevent In that training, Nonetheless, the special educed*program components person's life. Another event with similar significance isthe devel- at the secondary level should continueso emphasize the acquisition opment of the edueatimi plan that culminates in a special educes_of those personal characterlitto and attitudesnecessary for suc- non ylacernent for duo individual. Decision making that leadsto cessful employment. Initial special educat6n placement usuallyoccurs at the ele- Research has indicated that it is frequ'intly deficienciesin these mentary level. lloweer, of no leas importance are those decisions areas that account for ernploymedt failures emeriti the handl- that are required Witha student's program Isreviewed and revised. sapped. The vocational education teachermay audit necessary to _ throughout his or her educe's:mai experience. Atthe secondary 41trt instructional Methods (muchas substituting oral directions for keel these prograril dechdons have a direct andforeseeable Impact written onea), to adapt mmehlnes and tools. andto differentiate 'on the quality of adult adjuatment that the Individual Is ableto inatructlortai goals for dam handicapped student: TheIEP msr attain, Programs can no loner be designed primarily Interms of specify that the student complete the entire vocationaltraining their relationdlip to future academic programing,as often is the sequence or only a portion Mit. Even though an initial 111Pmay case during Ihb elementary yea rs.The imminence of the secondary call for only a limited level of vocational skill training,the ongoing student's adulthood required that the quality of his trot lifeadjust. assessment of student progress and abilities may indicate that those, Kent be of paramount concern to those knowinvolved In de- objective* should be revised to Includemore sophisticated skill vela-ping the IEP and designing the educationalexperiences. training. If it -6 determined :het placement in a special educationpro. Two sets of curriculum materials that should be of particular gram continues to be the appropriate placement for the handi- value lb vocational educators wishing to providecompetency base capped student, a Wide range of program alternativesare avail- able, ranging from Rif contained 'pedal education prngraMsto --1141 almost totally mainstreamed program" While thereare many positive benefits to be gained frons the hugeralion ofa student into the regular school program, It shouldnot be assumed that this programing Alternative will be appropriate for all handicapped misdeeds, Some may not have the skills necessaryto succeed in regular ecademlc or vocations! prepAMA, even with the provision of ...additional support terriers. Further, the focus of theregular program may not be compatible with the needs of the Individual handicapped student, One recorninendetion regarding mainstreaming that hats great deal of merit includes the prescriptive placement ofstudents Into thaw clawnsoms that offer the beet mess* ofobtaining specified competencies, with students remaining in these classrooms only a. long as riClui rOd_ oz. achieve the competencyor conmeteneke, Thie mama that some stullento may be placed In vocational education 121 9 the Learning Activity' Package.. (LAP'S), de. teeloped byihe Intertiate Distributive Eduestion Curriculum Con. maw, and the CompettnerBsued VocationalEducation modules developed at the Vnivertity of, Kentucky. Both of these programs afford individualised, competency batied instroc3lan 'andes a wide rent* of occupational bias, One of then, a combi. 1ion,,cir neither might be determined to be the most appropriate approach to the curriculuor'dnign, The ethical consideration 6 that the progism be de:eloped or modified to follow a logical skills sequence leading to the student's achievement of the long term goals and objectives of his it iter IEP. Progrom-yenegement The den opment of the IEP 6 initial gap Ira appropriate programing for the handicapped Rudent.. flowerer. equally .Important-Is the task of monitoring the implementation of this plan. If It le determined that the modem's Instructional eseeds can best be met through placeMent In special edtitarion clews for a Evaluation portion of the day, the special education teacher would be re- The evaluathr: component is the key to insuring the sjudenei iponsible for the implementation of that portion of the plan. flow. puccestful progression through his of her individualised education ever.,if the student can perform succestfully for the rerniinner of program. Evaluation Is lhitially structured by the writing of short __the apecilledacademic subjects in regular elegem:7ms, it would I term Inatructional objectives. The objectIvewinclude statements of - the responsibility of those teachers to manage those ponlorw of the each terminal behavior, ripened' conditions under which the educational program. A third alternative Is the placement: of the, behavior is to occur, and the criteria for evaluation of the student's student in a vocational edWeation program under the guidance of performance level. Monitoring and evaluating the student's pro- either a regular or a special needs vocational teacher. Thle teacher grew Is further indicated by the projectioo of dates for the initie- la then responsible for programing for these goals and objectives. tion of i task and the-ticipated duration of that task. A review, All of these teachers-there collectively in the responsibility for to be held at le _ nosily, Is required by Public Law 94447. monitoring the student's prof-refs toward the goals and objectives However. In monitor-the IEP effectively for th'e student's of the total program. Public Law 93.142 requires that the place. maximum SUass, the review should occur itoften as necessary to merit committee, which now include those persons who originally coincide wi objectives. In this way, an appropriate decision developed the MP as well as those individuals designated as re. can be ma eat to whether the student should remain In the tame . sponsible for portions of she prescribed program, meet at leut progrem for an extended but specified period of time, whether the annually to review the stut)ent's progress and detenrine what program should be redirected. or whether additional components program retentions or esperulons should be written into the IEP. should be added to the Initially planned and completc:d program A key person to the suecneof this endeavor 6 the committee man- ager or chair-perion. The manner In which th6 role it fulfilled can SUMMARY be critical birth to compliance with the law and to the achievement This article'has reviewed the implications for oecondary level nu. keel ultimately attained bythe handicapped student, The follow. dent, of legislative mandates requiring individualized education Ingtinceptualieation outlines some of the major reeponsibilitin programing for handicapped children, It licks' that these young. program rnsnager..., sten must be included, where appropriate, in vocational education tinf iintelinh. The program manager, through programs as well as other mainstream programs. The development uhation with the responsible teachers. must determine sad implementation of the IEP was discussed as the structure for the the goat and objectives targeted in the IEP are being the delivery of these educational services. Five bark considerations ivy the specified dates. for the development. implementation, and monitoring of the IEP were disc-ward:assetsmena, placement, curriculum, program 2. Co acting errmosititrensemben. Committee members muss time prior to the committee menhir to summarise the' management, and evaluation. It was emphasised that the role of red data on student progress toward goals and objec. the program manager is one that is essential to comply with both the letter and intent of the law. and to prepare statements of alternative suggettior01 at References Th6 must be anvplia targeted for the attain- Brolin. O. E., McKay, D. j., West, L.' L.. and Malever. M. C. men, of the short term inafildional ob Ives. r 'Life centered career education: A competency baud approach. Reston VA: The Councillor Exceptional Children, in press. 4. Maintaining record,. Records mat be ma Med on cur. Monti, D. E. Vocational preparation of handicapped youth and fdata provtdedby the teacher, and from additional adults. Columbus 011: Charles E. Merrill, 1976, assessments. Relevant information misting to t mittee Central Accounting Office, Training educator' for Me handi- meitinp must be disserninated,to appropriate capped: A need to redirect federal programs. Washington the parents. should they fall to attend I review m O. C. t U3 General Accounting. 1976. 5. Chair Me meeting. A tea orientation must be ned Hoyt. K. B. Career education and Ma handicapped person. 'and the unique piefitulonal competencies of the utilirad published ma nisietipf . VS Office of EdUcetlart.-1973. , In an effective,and efficient manner. Cover, G. h. Personal communication. _ _ alucallori Programing - . . , 5 LI AN HASAZI ROBERT YORK r wing the past decade, the educational rights handl: In our view, good teaching is comprised of a series of Inlef capped children and their parent'have beenrecognized related steps that appear to apply equally tohandicapped and and affirmed. Perhaps the most Important affirmation nonhandicapped students, all teaching environment,, and inalliC of thew rights was the passage of Public Law 94-14E, The Educe- tlon on any skill, Many of these steps are similar to those required lion For All ilandkaPPed Children Act of 1970. This law attempts In the development of an IEP. Not surprisingly, these teaching .to insure.that all handicapped children are identified and receive steps have been Identified by other authors and might be termed a r#-o, appropriate public education. To Insure the appropriete. acommon react approach to teaching(Christie, Williams, Lehi. tut of a child's program an IndivIduelised education plait (IEP) man, Hill, Fox, Fox. &Jude, & York, 1977t McKenzie, Egner, mum be written for each student. At firm glance the requirerpems Knight, Perelman. Schneider, & Garvin, 1970). These 11 steps are for the developtnent of eachIEPmay appear to beinordinately lined below and described more fully in the follo4ing narrative. eatemafie-aibcf/oeeumbenome. llinnever. we believe their require, menu are not extraordinary, but representstepatypically per Preparadolof OW paper Cu rippanid In part by 3prclal Praire!. Grant fortned in the course of teaching." sabl /Alt 6061 and rropant Milieux* Grant M1007306035 from the - Bureau of Education for the Handicapped. LISCIE, 111W. FromTEACHING Escaptional Children. SprIng 1976.pp. 83-170. 124 Copyright 0 1C178 The Council for Exceptional Children D TrAgli&I.G Determine the 511111:Needed by the Student' Meet and teem about the atuden Following a comprehensive assessment of a student's skill.,a care. Delermine what the student* wan NI evaluation of the current and future environment'must tve their parent, wont them to learn, made. This Once& will assist the teacher. In determining ''what" hien-nine the student: current skill, are or will be needed for adequate functioning. Teachers should proviA a rationale concerning the value ofa skill toatu 4. Determinedly skill* needed by the studnt dent once It Is acquired (Brawn, Nietupski. & IlarnreNietupskl, 5, Specify the goals of inetruction. 1976: Williams, Brown, & Germ, 1975). Questioning the rationale 0. Weak the goals down Intosmaller, teacheble, and behind the leaching of a specific skill will also aulst theteacher In !TIMM'. piloritifing objectives. , able objectives that, when acquired, lead to the rialitstion of the goals. peal y the Comb of Mann-don 7. Select instructional procedureeto teach thew oh r. Following completionp( Wpm I through 4, the teacher Is readyto 8, &feet material.; 1.16; 'end .physleal. arraqgernents that fit Meet the gosh 'most appropriate for -the individualstudent the objectives and instructional proct4utiee. (Hued, )076). These goals should be selected tang:(1)' input - implement the inetructionsIptogram. gained from interactions with the student nd/orthe parallel, (2) assessment of the nudent's current skills, and (5) sure student progress on the objectives. the teacher': asseument of what skills the modem needs to acquire In oideeto 11, Evaluate instruction. in light of student-progress andmake function succewfullywithtn current 'andprohable future enOrt-W appropriate revisions. menu. or Meet and Learn About the Students Break the GoaleDown into Smaller, Teachable,and ' Itiii essential that every student be viewedas an individual with Measurable Objectives That, When,Acqulrrd, Leedto the unique weaknesses, and learning experiences. Sensitivity RrellaatIon of the Coals - to Individual differences and knowledge about each studentare Specifying goals is much easier than developingthe carefully 'Important to the development of quality instructionalprograms, sequenced set of objectives or wive that will leadto the realikation FaMilia Thy with students allows a teacher to accurately awes skilla of those goals. DreakIng the goals down requiresa careful arialysi, and facilitate optimal performance. A teacher's tutor/ledge of his of the comPuorm skills comprising those goals.For example. or her students Is the best single infoi;kdon.source for developing walking across -a classroom within 30 secondsmay be am caddy and revising instructional pfUgrarda. agreed on goal. However, generating thesequence of objectives from head control to walking Ls considerablymore demanding and Determine What the Students Want to Learn and/or _What might include steps like: (I) creeps (hand/kneelocomotion), (2) Their Parents Want Thera to Learn pulls to knees. (3) lowers from Owes. (4) kneels withsupport, (5) The guidance and cooperation of students andparents 4 necessary pulls to standing, (6) lowers from standing. (7) standssupported. in the development and implementation ofinstructional pro- (8) stands alone, (9) walks sicriways while holdingonto a table. (10) grams. Since patents have had the greatest opportunity to observe walks.forwarti while holding onto a table, (II) walksforward along a Mali: ad-d (12) walks forward with support their Child's behavior, they can provide valuableinformation re- & Fos, 1977), gerding current dune. as well as particular preferences anddislikes the child.may hkve. Further, 'parentsare in the most appropriate The proceu of breaking goals down Into teachableobjectives is position to predict future needs and lifelong goals for theirchild. often referred to 1.1 task analysis. The seven basicsteps of the task analysis process are listed here. Determine the Students' edr;ent Skills Seven Slept of 7'gsk Anafyoi We believe the best currently available way to deterrnine dent's skills into compare his or hercurrent repertoire against 1. Delineate the 'nal ruitional objective. comprehensive sequenc'es of skills. Such akinsequences consist or 'ew relevant literature and resources (normaldeveloP hiererchiet of behaviors that progress (TOM theoral rudimentary ental sequences. curticulurn guides). level to competent functioning in major developmentaland 3, Derive and sequence the component skills of heobjective- academic areas. Similar to the rvirthematicalconcept of a number 4. line, skills can be ordered alonga continuum sit increasing Eliminate unnecessarygilia.-- complexity. Downes., instead of being comprised ofa chain of 5. Eliminate redundant skills. numbers. skill sequences are comprised of behaviors. These he- 6. Determine prerequisite skills. heviors can be converted Into objectives For auesament andlater for instruction and evaluation. Placing each student withinsrittli 7. Monitor student wiromance anti revise the task analysisas sequence of skills allows the formulation of a basic map of where required (Williams & Gotta. 1976 the student is and What Aids might be appropriate for instruction Skill sequences developed through task analysis (York & Williams, 1977). can tre adapted _ tmaccoMitiodate varying entry levels as wellas differences in class. Such eueument pnwedures are based on the notion thateyelua.- room environments. They provide lion of a student's performance should relateto a fram ework upon which teach. tharnvironmentin Mg procedures can Me designed. lotiortantly. these:objectivesor witiehle or aitc Wilk be fidictioning: Further. iteuggests Mir awes-, steps Must he Staled so that parents and teachers know whatto look mem should be closely linked to In ruction:- thus encouragingthe tTitive-Fiethis:meiscin;;Mkny, chefs now use procese of on going. continuous rviivatlort. -_ a; fri-enTaariadiPcPular by Mager (1962) that the condi -14.4 n a et ng . - der which. tinning is ,to occur. the expected student be- group Instruction, self ijinetelearningactivillei, andone-onorle and the criteria for acceptable performance, This format teaching. ErnphUls shouhl; be placed on designing tit) Ooosinti to enure that progress toward achievement can be reliably learning matiriale that are functional, 'coke/able, and have: d menaufed. generalized 'slue to the student: this requires that teacher be stile to manage an edUcetIonal environment desiped to erieout nietional Procedures Trick Those Objectives _age diverse leerning espriences that 'are ineptive to the unique hik considerible,delont exist. concerning she -best" insulte needs of each student, r Word proceduiste:AS' fect'thot some procedures are necemary is Aspect. of 66 step are both conceptual aridenechaniesk The generally accepted. Even advocate. of "discovery" or "self instruc teacher must both. decide- that iri'bbjective, such as mitchlng !". Banal" approaches_ typically attempt to arrange the educational numerals, can bit taught through i gime, and then Resemble tile erIVIreiriment w that ',discoveries" may MOOT readily occur. We rweesiory materiels. IF the oblectiye 6 ,th develop social. Interne. -'cOrmider-iftr atternplunrariange ereatt-an etielmortrotorther- tar'the nudent-needisomeone to kititact with sod a place in produen specified than In the mudenti behavior to be instruc; which io Interact.' These ?ppm/Mlles foe Interaction Must be Bartel procedike (Brow -4 York, 074). Primarily, ale insteoc regularly scheduled withlh the I ime.svollable forInstruction, This procedures th ey be broken down Into three components. Islam, ranging from how the furniture will FIN! the ?tduesiionkl `environment preceding the tan tiffs- igedr IFP:herii/ this skill can be taught and tested Ina natural fetiches Wank the mudeneto perform shoUld bearranged rn maximize the likelihood chit the student will perform that task. TrAcilhooltrorot the Instructional Program This could include such antecedent events as givlirtclear direc- dons,- providing Specially designed curriculum roattria6, or This is, of-course. the Ton obvious thing a teacher must do and :changing-t a physical environment to encourage social Inter- perhapa the most Important step. Time ensoged In direct butruco- actions. tion of a skill has been shown to be the most significant deter. Second, the actual bihivior to which the Instructional pro- minim -of whether that skill was subsequently acquired (Tn cedure is directed must also be considered. The opecific dericks, Anderson, Baldwin, Desied. Moore, & Grove, undated), knowledge; and attitudes a teacher hopes to develop must be However, we have seen teachers become so involved In the other specified and 'provisions' muss be Mode for the unique physICA and steps of teaching that they apparently ford to teach. behavioral characteristics of each student. Consequentlyi'alternile wathe to the lame goal must be derectoinedoin order to OCCOM110- Measure Student Progrew on the Objectives . - 'date these charicterisiles. . `he two majcir mesons for measurement of student proven el Third. the conseqUencet for correct and incorrect performance determine the success or failure of current teaching efforts and mum be specified so that the student will licsive appropriate feed- revise or continue those-efforts as appropriate; and to document back and continue to Work- at the task of learning. Feedback and student progress over time so this the students, parents. and other. reinforcement must be provided to guide, enceitrap,_and nurture art Informe o Ludoin updating coatis-Thus, measurement thechild's love of learning. What the student lemma should be of or data collection is done to aid and Improve decision making. functional value and mkt the child in effecting hie *oriel and Collection of data that art not toed for Oboe purposes IS usually of physical world. Ideally, the learning environment 14 one that little or no value. promotes further kerning by stimulating curiosity and motivation. Evaluate Instructiao Is Light otStudent,Pro pme and Kajur Baker Material:. Tub. Physical Airengernenn, end Schedule' Appropriate it.evlaions that Fk the Objectives and Instructionid Procedures The linportanci of writing obit's:Able and measurable- pals is moment should be drrnilied Inlicilltat4 naive ...iindeneoredAuring 0.4 poxes' of evaluation. If the goals have cooperation among student.. Furthee, the. been written in such a way that'll% clear whether or not the r Ilexibie enough to allow few large aeon-tell desired behavlon have been learned.evaluation itemises ilnked.to instruction. The qu ion teachers ebonld ask le, Ilea theetudent about met itiltoit*At learned what I had hoped to teach?' ifno progress hu beenrnade. 11 fonExceptional Children, teaching haa noknecurred 70. o If Preen°not apparent or Is leas thin expected, the teacher . k Vorl."K. Dere- loping progr ams for severely needs to carefully reconsider all lirteaikInk ,capped.studenter-Tiaihir training and classroomInetruction. steps leading up to focus on F,xceptioned Children, 1974, . Oki point. Examination of there step* usually 'Euggeits'seieral 6 (2)-, Christie, L. 3., Williams. W.. Edelman, 3., Mil, possible program changes. e.s.:Is propene onobjectives slow be- M. O.. Fox, T., caw.* some jidrequhlte.aklle are,miasiner l'eaching prtwe. 1.;fox.w L., 3ousie5. ILA moues lev4i training.. dare; bieffctivebeeitue of unclearInurtictions or uninteresting program to prepare teachers Jinxing !same?' in needWm:intim' FAN tei hisranirlhg thewrong things and mhilng special education. Burlington VT: Centerfor Special Educe. don, University of Vermont, 1977. moves.? This', &drink problems (dually internreexamining the -10 Kepi of `goad teaching." Oftena teacher's owns analysis Fredericka. ft. M.Anderson, R,-, Baldwin, V..ileaird. V Moore. W.. Grove, D. The identifirntion of competencies will identify a potentifl problem andsuggest appropriate revialone in teachers of of that the severely handicapped. Monmouth OR:Teaching Research If skills ace.belv learned., a ttscheymumstill ask thenuenlona Infant and Child Center, undated. t, Is learning fast enough ?" and "what is the qualityof learfning?" Hassel-, 3. The,comultant, teacher. In J. Jordan(Ed.), Teacher, Teachers Must.be concerned. with the quality oftheir instruction pale don't CIO)* the dote: The exceptional childin the main and its effectimmem In preparing Rodentsto adequately function stream. Reston- VA The Council. for ExceptionalChildren. 1976. In their lir-Inland working endronenenu. hy.effort heeds to be rapendeduo !itemise the durability and, generalitapf instruction. Mager, IL F. Preparing. innructioned objectitai.1}c1tTiont CA: -, Are the slily that were tight functional 'Fenton. 196k. to the stuZient as he or she . performs the tasks required in his or hei dilly life/Are the eldlia 114i/Leiiiie. A. 3'.,`Egnir, A. N., Knight,itt. P.. Perelman, I', P,, durable so that the studein is able to use awnafter 'InarUction io Schneider. 111. hh. & Garvin, J. 3 Trainingconsulting teachers e wer? Do the gefserelLte to new settings, poopk, andma, to mist elementary, teachers in the management andeducation terlaisi Ileskill performance controlled byevents in the natural of handicapped children. Exceptional Children;77 (1),137.149, ertrironinvit7 Brown.. L. -& Celia, N. Basic..compnisents of inunsctional program.. Theory Into Practice,.1975, 14(!): 0UkIbf4RY 115.136. .,. W.. & fol. T. (Eds.), lifintliturn objective Ti..I I1 leaching hate lveentireserned certelnly pre not system for with ,ewe handixitili::Butlingtarl VT:. Center forSpe molutiariary. licwever. 'we fret they define the basis of ''good clad teaching.- Puritan. the development of Education, UnivershVoNermont, 1q77.. an individualised educe- Williams. W., & Cotta, B A. Selected jeorlIsiderations t Iasi prevent require,' that many of these wens be Wowed, oa and In veloping curriculum for severely handicapped fad. In writtnif for each handicapped et udenv. As Simple students . In E. *Mag. J. Smith, & N, Cede (Eds.),Educational programming as they 'cern. their successful implementation usually requires for the severely ald profoundly substantial amounts of hird work, lienseter,their successful handicapped., Reszon VA: Divialett on Mental Retardation, The Councilfor Exceptional Implementation appears to lead to that most desirablegoal of any Children. 1976. Itagbdr- s,.ltudSgraPfeolearnandgel ; Ycnit..:IIA-Zik Williams, 'W..CuiriCulaand ongoing interment for__ indlvidulilted- IIFIRENC/3 _ proirerusning inn the cis most in R. Miniai& ,Brown; Nirtupski,"V., 'Thorpe (Edo.). Education of severely and profoundlyhandl Hamel-Nietufmk1.- Critevion oh capped children and youth. Illitastown ultimate functioning. In M. A. Thomas (Ed.). lie/. don't NJ: Northeast Regional. forget -Resource Center, 1977. 1111.11(4[11hal MOinenturT3 _127_ =- Meeting Children's Needs rou atpiia DMAN p wi"-V31.11OUIMAL - . 'abound. An exteusiriand corut5ntly growing library of high ial ediscatIon'leachers; rgr readability materials Oil-e. "64e range of topics for the flora linenomnotl fono materlaft fr erogeraeotftginup pf problem readers IS iisilable to the teacher 4ehlich to choose t lculat% materiels for nd student. Ir handicapped mudtnij T e Vfislari 0(44okt edor The hardware of special education, which often accompanies ion includes material. for bask skill instruction In the fundarnt4i he curticulir patkars. Include,. phenomenal array of clectroisIC-e tal subject, reading, mathematics, spelling. hand Writing and manual gadgetry front desk cidsularors for drill In arithmetic etc.) as well as materials in many content subjects' sprcilVally operations to prograrned readers arty linguije mfyters: In the designed for the special or remedial student. Material,' for ape midst of such an abundance of Materials and technology, teachers dallied gill arm such as perceptual motor language, readiness. are faced with the formidable task of selecting Materials to match and the most bade training in the areas of self help and awarener, children's needs. rem TEACHINGExceptional Children.Spring 1978. pp. 92-94. = Copyright 1978111e Council for_Leceptional Children ICPION OF MA'] ate, may prevent tele ithat the child cannot overcome. pedal-reacher very likely will -copeeMed'with th Further adaptations or modIfICididr.9 of the learningMaterials are often .necessiry to bring mastery, of _die.cantent within the and use of:apecifIc ettrrietdar insteriela In thelater . . child's- -grup. . .- , 1 -..: Phisethe PoohlogA*41.4*0)iochtielhigriNwi,i.01. - . his ptoceuilthe71n111111 diagnosis of he child typically No one 'Tuitions thi need for adapted Malodahfor, chi wtillyWid.,.; Information *SAWA., clinch) etirrentierels of educational Perfoi,.. with plrysks1 or sensory deficit's. Teacher' needto be as Or , and creative for children without mance Olds much at lout is requited fot compliance WiltiPublic oliviour-physktol limitationo. Lew 04.143) antralrotild reveal specificpatterns) of, urengtho and may oes4nistleas require something special Matelot of les materials. Theiters of exceptional children should Maki the avelieue" In the chills performance thatare relevant to school succem. Arrn4With this Information. the teacher will haveto meal both opeciii materials and regular paten-allat th'ilr 4 :'hitt they should:14o be prepared -MalfernIttienditstall4o 4*---IdetIlIff1hOliAlhitiariafirii-Tals16Thirt6child both In terms) of specific or training need" (e ,g., comprehension skills, mcidificotione as needed. Tescheshould andelpatalthe need to individualise, indeed customise- word, attkek'shillic spelling terms, etc.) arid Individualisticlearner earning:inaterlilo. even those thanicterlittles (e.g. epreferred learning styles, special interesti, that atielpiltalt:;lesigried for thailikapPit1.-in order toMeet etc) individualIii4eds. Yfte truly.arouingiliomplishmeno of rnimy -hindlOsippOchildeen that-are maatpusible throughthe adapts,,'. Thema/or objective for-the teacher in materialsselection 4' to don of materials Oi*orotirelcislx:ehiphasite that place the child on a level and to choose all special teach. a task at which he or she era needle beettne.,et some Stine; WA met ional engineer*. can maximally benefit from Instruction. ThatAa.. the;etcher is striving,_Anthckli#Ion.of a specific curriehisirn- andthe place. - - meet of studinaM curricula.to find the rithe belance.between 3iLIOURCLI3 VORVIE T V.ACIIZR what the chlIctelresdy khows and whit needsto be kirnect- Theft are several references to which the teachercan refer for between challenge and fruitful:wt.:While variousprocedures and guidance In the identification of appropriate instructionalma. eriterio*standarde are used to judge whena child has been pro. pirly placed into a curriculum teriolt (Goodman, in press), *election of materials(Boland, 1975: sequence. in the end the teacher's Crospeluls. 1975), and evaluation of materials (Wledinhold Judgment must prevail: IFS *Nutt, 1977) but few sources that offer guidance specificallyon r . curriculum /materials adaptation.- Onevery 'helpful reference Is INSTRUoTIONAL LILVELS Alt/ NOTENOUGH entitled Mairuireorning Me 1J) Adoiesctnt 114 StePeollojtognit Clod', developed by South Carolina Region V After conducting a thorough diagnosis of the child's neacl onailier..: learning needs vices Center. This guidebook offers specific and and, carefully selecting the curricular muerte% it gyms may be discon.. 00reifot adopting material; and despite the focus-pn`Child r4ng to the teacher to find 'hal Or student will is not ezperienc.r;. wish learning -.the procedures err applicable - hirsucue. Thisiltuation-whkilothot xt'ell unconimon- high- various handicaps. A few 'suggestion will Illustrole lights the fact that Inviting a.ehilnk 6u:ructions! level the variety of may not be ways In which the test can begin to modify material. Some of enough. to !mum the.chikrt totem. CertalnAleatures (orloch"( the variables under t features)tf _cher's control and example's of their . the material itself. which may otherwisebe_apprpj adaratioru Include; 1. The s aim!, topic, In addition to the materials themselves, the'teacher has ' Interest levet,. ete, " control overr the learning environment and can Manipulate environmental 1. The aitteSini of presented to ludifrit; if a full factors to further enhance the !carping situation. Some situational , book or a whole page, oveft'drielms a ellti, the daily portion'1..,,factore under the teacher's direct cbntrol inejuAel can be reduced to a loser amount, if 10 arithnrailnproblems , . . I ;Time- when the !comb'g era1001;111./ .. sa-e take pdsee '1 Ostrom than the studerh can accomplish without wander. ing off the tom, fewer problems can be given at one time, etc. 1. Space- where the learning will take place, The dillieulty level of she material: difficulty of material 3 Student grouping- from Individual Instruction to'peer may hinge, .o4srm;languagc..e0mple3ity._conceptual amp, ,; Fault:Timings; toofi:atofa_boimaioc ,praxity. resdabliky, amount of materialon a page, tic., and . 'Miff on b. wrote& tradeol Contracting, student self monitoring. etc. .5 4., The Seqdence of presesisdiont while skill hierarchies offera Homework and parent involvement' 'In theI raional general guideline, the specifie sequence need not hold (or all pnxem children. for some laming dLiabled younpters cursive writ,. While we encourage innovation and creativity, as teachers begin Ing should proceed or totailfreplace manuscript writing even ( to modify materials and/or the learning environment they should though the traditional progression is appropriate for most bear a few general principles In mind. children. Firmn le best curricular package is not going to suit every child'- The rnode'itf prasnitission: Ifs student 1s unable to read the laistione and modibiatiorui to Individual Ranting materials material presented. but la capable of dealing with the eon- ought to be the rule not the exception In special education. cepti It contains, a tape recording of the text may effectively Second; 'initiate-as few alterallogs as possible to achieve the Mme the 6W:sera to succem., desired results, Experiment with one variable (task dimension) at ado of redsonsa: frequently handicapped evident,' a thne.'"ind, asa lu effectiveness before undertaking multiple t under tanding we wish to teach thembut are unable changes. For some children curricular modification' (e.g., braille) onstrare their mastery orthe content through the are permanent. But for many of our children, at some later date or na e. written, timed eiternineelonel. time. it will be necessary to retrace our steps to prepare them to mode., oral trim untirned examinations can Again function adequately and appropriately with regular ma. teriala In regular classroom settings. The less we have to 'Ado the better:Try the simplest and met obvious solution firm; forego the aids: di token economy if i smile or an encouraging word will do the job. Third; give any alteration a reasonable trial period. One lesson Is hardly a fair test situation end three months Is far too long eye. (rally If the imam has not responded peoltively tb the curricular changes.- Mrrally, maintain records of the child's behavior and perfo mance for object14 decision making. Every teacher must be concerned with utilisation of materiels so that the learning of letick-ruxis entranced. Every teacher max that instructional rnateriii are one of the special teach. potent tools: the ealeaion and use of inatructional ma- tenets are two of the special teacher's major reeponalbilities. 1/11/ZRENCES K, Icrstructional suaterialkrn- or haw to select the you need. TEACHING EacetWional Children, 1976,.1. Goodman, L. Academics for handicapped students in our second- ary schools' Where do we begin/ CEC Irsvisibk College on Learrdng and behavioral PrOblems of Handicapped Student, in Secondary School Irograrris. Amon. VA' The Council for. Laceptionsi Children. in Kew Groepeluis, A. P. Selecting media for kerning Ambled students. Asidiouirual Instructor, 1975.70,14.15. =South Carolina RegionW EduestkroW Swelter Croft-v.-Mask stmerrung Me learning disabled adolsscens: A oaf fdevelogr Lancaster SC; Author. 1977. --Wiederhold, 1.4.k McNutt, G. [valuating materials For handl- capped adolescents.J_ourivel of Imerning D4e/nhtiar, 1977. ld.. 131-140.. Materiels Modiffenticrn - a tar awn trY-e-Wrri :7=1 b,sVI arn rti7, Wifti_rfi _W-r=11-111=TrOF 0,41 -IF _,FtccirrgorrW-rrirtrnt rti a Ipr"..-ak-a-T .( C,1 a fn r F-11tikra= Ja3 -fira-Tra-lat aqxtara-VEVA:=Itahr a n-,(41_7`4", r airfair-in--1-ITIMV:=-.1is_a war= IN;Traiiiti tywn---lirilh-0---airrAA4,5 -a:arm-miff aka Craw .L h ari frA-A3 4---rfahr*Arcifalail 111Pnjal t, fa -raw, n 114 end-La n Taw. t-st-,-.-1 -E-a-jarfissg_aa A a n t*=111IE1- Sit T11_, r.-aim ,Efa a i, I irirrfi,i 6.11,t1 urfi .11--m.--irciTam.--ah=41.-., aet 6.011111rirviitirlit.= _____LELW4-1rA. I j_111;ft+1711 rcelit r--_Ct-M-irlDrEDertffl-FiRW411711-FAr16,jj .1,1- :Ciami=410_-_Iii117ffr y- 4-d___ liffarT.-aarrp qr Ica-T11-111f -avahl.k CST °i-i) CA- ahhav malt-rm. Mrarnark-e-alaa- aoh_`---Iir-laTiCalitafiltart t177"17'M957 l.ma3 mraen IlaMrtacA-_,firsir L 1,11-u r 1,17i lu-a=fiT wal7f=434. -SE_T f-ittir:MLI1111,14w y_r_i -TV U al -,-tar-4--_,417=1- ST rif-Ts 1'W- ifcci-r-t- E A:r_retvii Als,sas, ris-rkk Al-wrai Aa7Ty h-WM, J10-6 , 111- frr-T ,,W=T a I :=-4aersiaars-loa.a 111.2=1:. fthr o, '111-7-' -w .1 .W.1,1, "s-s",asaasais-' TAs-SAMa-a-r-aillh s."1--ra-ars-&"" trai-ct Est r 5u te_ria xls__-afilaws=.- frIV-Tri wtv r_rii=1 4=T I ca.h., fraiym-iref, jrr-Tur-arii=: =UL=Vd -0-W11-irlAT4 14-1 =_,;--,a7ro --.7-,-i-EraxTarra-T, rart= 1r I I_ ly_t a: --n .1 ,,SS K;El s011 Ai a as-y_ri off" GT kl-?;117:1 i ..-=K; rr Tra 1,1-a-WiT-ITaf 1, all f": TV-4 Fla* 1 3C_VIT;W = 11,1Wirit_a p mil a=hi 11Ii :Aff t VI* uaicut v.ria-ei,rtieWurati= ,rt= _ 1~ u ,14F1 AITW-Tike ilitAik-lReurlaCtriTiTM-1-1t I -VYWr'1:-IIVW1c r F--a=17111_6": Ills k-j1, a paiuir-f-s.ti I 1 ff ATe_-Tr 1101.-7-', ruL-=-/-1 _11100tr000 sirTlfmr-r- ittlp ""11 144-1 Vet ren ,1W-1 falC01171-1i411, tItarietrcu-00i xi= eai-MM=MlW- 11W,W eair--r izia-av--irsrraripatirsk-F,Ar LS a -WITATti Tf_gg'tt Qex eirrrE'Lit ti,1141 rw-r..6.03 0.71 Vik-e cv01vra-fay,--1-0--; if 0 ffiErtI2 110dli r-n-=PT0- T. C 4=-1-0`Tri -11 91E. WM, 13- ,E0 let ri3011tin17117erri AlintWVE.x eg_4.1134F21.a. --,e000 0-- 0.0 -,--,0110110 ,1-74:0,l---)7-0,01717-.51-17-1 0-00 _10 c0,,:143-,--T-0,,r1;00-1Tfll-r=i- cxtirtn 00r111. 0=0501 .. . 7704 ______-W.\ = - - -______c F "nIttirl Ak-t-tto_visa E -V__IMESJOTIgit 'Ter Liti 'ITT -ifiN .RITT-witmvito-mfwmfer ttrarTa_M-v__;S Twami v "---,- - Ail-,114.M tia_ ij -7fM*- ;.111ttft-,,, xiTrJW 1.1 V_ArTr CM!, t It-Farpr--v-rt ifitrA43ft ttiM.WIfftiltattal IILIPLI_Er=1 tw°;;I = ==t ^ 1LT .1 C.- rh='11:61ff--IWZIrf =1" VIIM7 - ega ttiv, Vot = mr4,. r3 -P-AARE maX0.1"7-41_. ITIZatt.Erst 1 -at -AMMVAVAAVV-_ f-,k_iTnvIVyt-2-ibivazfiiN" th-Fil7fttni Trt1-=W_NIN.rtio = riir_PA-All,3,=14=471W=0151=0 ITt ITJUUL ../a. MId vonR 11-19i-Q 11-1111.4=Ult" -11filf-Vart,11.611=Tri Afil;r,n, az_rialg I 414 r Tttrt ff-,TP1-411 V"----t-V.Vi-M4-414-1TV544 " 4"1" - P tt at TgV;n4sAir rtiV7r-A=11171, Al f_ -r 0 El= T-1.1 ni/-141='810-0*.111WITY f t lare__Kl*J1 7'e ff It = JAVAKal--wititwAmara-utc-ity--- t t*tiA. A it itift...Tate=a149-.412M crit4r1112. rirra .4NX--3E3- C- 3E.fir. -.Y=1 ft-1. 'CV-1 4rtic icrsittp=i11ktrim._ ft-m1-41 Pta,-.* 3 22 bRI ;-42E.. A 111.1111- L.,er -J1JE:1/11- ksA 15 1.1 frafve. SDI 1 4-c11- 5- -a a 14Y15- _ 11134 _fitt_1Tri ttt. Oita 1-11-MINIEN.C.211 A-14-2 071-1-:1 /1 ri0C 2 2 A VNE-A -.1!!1,1!9*t-tr----rt tr-21-11W-Xli21 --E-ure-op,ri.De5org-lip-r-Ert NE21_ ._fgri4xvkk= ciaAalt-irfrte 17-**1 = p__IWW-Jtil CI21-144-t itatt AU-CM- _ A.02118-f- .1 L..p -AN OM* 7.- 7airii43 OriW. tit 'MC- 513-- -11=1-31-3F-EN= -1KTIti "Aar-- ATA-A a-ANA-201421-1-14-TaN- 2 .2 -4A 417 7tird_I-AZ _.'t*Pill=_pciArt,r ,,-.F.,,1*-__IV N. -1.4 1-t,.it riFt il tO,WA- la 1/. J34,a k rCIIIM r.tAt2:Nj u ,17,-,ETIM ,kri fa: t -*CU-C-1 1 + **4 0'_ V -1_ awliVilke 1------:01` A 2 ----,,- ,:-,7:7=0 ii;-2-?= _ w1/4"=-411 tIrMiNF4Vii 3 VIN-01417.-ea t141.11Wil .-11Wc° WO: ° . a m 4.4 ,134,4-333-r1-31_11=1.34 iffeNWIC th._eft. .f.voirmmi rA'.1%-5717',, oraVrri, -,3wg5ff -E4I-11Q _111T10-.= sI A1,637-3 3L- ri4-1-1M, , :1 tIANIMAR-Y ii44,114 rfrfaMa-M32M fi wiHM=1._ `f- = 17ATTItime 4- -.0 91. Tr, II-4 474. -Oar- ituk:4114,: -W 11. k ill, -1.331,soa=aa-diroTaalU tra = as a, Arife ka=K: 3_23,4133Rn. 4 ;14111. fira 3 I 1.0r31331.---xtm II- a L.4 !I I --aSt3 !1"-Ifri=fro -7;_0 Nr-r-a-171wer In 7--e WITTEst:Nly 7t1 _ 4+IA .1-0 witszinAv" 13CiflAt, ltbititiorarozi-I-A-t------=0,0-1 a;1 dt=i= =e e; rrAnitr7ArATErileAnge-e" tainizkffilrTrtivt015 , arv-11:1A- trtA14-in awl ffire-gupOn N101 1= k Ara 411401-WilOW rt-Wrinilkitt*Ratii-Trorifirlfffe-k-W-WtWMAjrAkrfrAWraireiwirMa foomr _----0-01= - iffia-Nintk.k ,11 1 rkat 7-11- Cotiiiiti-WA h3 dfiltr- wnrAfraff-A-ligt _firlawadrarnbr ,W4a --3Aft-reilhAiiirlAtALtournitli.ITLtytKinunlir-1 tot = -T= --= N r=._wwwtric4ii _ -UWinjr_tfa 4-0-rii it--_-*7imr-tx,---oz-wm--0, rawairi itIWW 714414,01AWAIV=EKn a AA-A=0 owAi latlzrSThar= 11it40=1riAr51ca4 .141-1CKITT-thaMin waif :clar-a ___ _ M..A(WfT- OW f741_ua-rk.-MnnarMr-AlW .1 7-I ir..1.4 . WW10)--AEffr 11. Eixt-715:-E7-tu 17.7-V%-41-37--TA .er =11Wt5ilartF5 wolf I .111. bat VII-Vafta Wvieti5-4.i ti-C''Wniart&Trrb- e .-= ital,fte=rtonodirlay cf-ziottirrnirweWM ttird-a-ETU ir,vonti -ilizw-relrypraA-Arr*K6-1:11-65Flirt ,TrinaeitylS itefeljo :ft Tri ...torKt ----P0LF4C55 .13-*A5,-rcrAl EMU-6114ED- M-64WEiri.443 i 31.172 whilirrtlt--pent -11VGIMKEtruni .1,4" 14.,11515463BEEFitt . ,rhT-Ais ,N.B.110.1 I V°14--51WtriV1.0. .15-e_Nr1 JIT P. r di 1WWIMMW MNUINLIUNNtlt: _.111 au 55111: 11101114.-*, TJ fiVill'aMr1C11=WO- 11WA,1[13Wwltt=a11.4r-, P.A are.rw,tkrza- WfjeNeftAarrNalfIMMII---IN q-In IN WOW- CAN.u. ita M-tra. M-31 =VI-1. a- .3573-- .10-"FlaWc-f3W-W3t-(-1-W--31iirt3MIrK11(1323V- TW,-1T-M I ar--6ew a-fiNT5- Aloirl331=79-43-31-A ILTG 07, ,-,33Jr_t-L-A-M-13=3 =i4-1741Saqk.f.-Wxycircci kr _t- 14.10 sx 14-Wm' WM-Iva M3=-3 VL-LCAG--i-ta riyo t imuv Sri ttletvi -er Tngs J;i5A5trickv .31e. 1,I.4 .-Ak3.1MN-Ni!&164 tr 1 il DE MD fir ',71j, '20 1 I )) 4 It;j 4 f)., Iti 4: /r,N6 torii. 1 1. -, rl qV I; ).j ')i,'J,,,, I, [ 4i '4'lk., toJoio N11 1 11, I I 1 401' F 1 1 M loll 1 I 1i , 11 , ,, 1, (Hr , do 1 Illil 1)' 1 , 1 1 , ' 1 1 ',,' [ I Call ,u 1 III II 1 . , i I 1111 1 I 1110 III y ip).,04,0All II , P li,li ,,r HI 111 1 nu .v.u4 # 'CII1,1411,11 l' 1 11 11 7-1111rairt3 addfthIlfiffityri-Wir_et,Wup 9 6 versall--7515rneei a duiL.1511,11ytti_-_ti 'Youliztteurn. 741246ffirviwt-vai-ffi Wit s-sea.nailtar-hibwrart PITIMPT*_. PWf*S =T1 el 6 -"."0-1111,ralr_t ark a It "wtt wfmw-i ia_ filtirmturot ire rgi VIEWAZ -writ .-TxrIr_._ ifu Wrin Xtr6P1.& 60161tiii 7-6-6 PIM141iJar-i* * aT_ -1W.ATTretrfft-vbism-TrrAwm I -01=-161111---- Oral 1.111Ti WWI! itiratsinatei AiNtlfTWRInlIttEirnio -11±VM Tails V11114113 A 7_0_1 *=_*--eilialtn-=, 0_ 41 111041 antitt_WILIE*r_Itta-MunafTE-4111ff -rff s_11.7-1-1W-4M71 ""- rainmlit 1107_ 6 _ PA VI _1107N+ =trighttis Mit Trutv 6q4Nt tirt-Gta= "-"igp. di rtilfThillOyAint ."1 19. Ff7iM Alt-Ftltp-IfraFtipaci141;m4M,VMat_iwfa --fsaummirrauroy, ;hi] 7 Wil .,rffPcn7:1 rt 1,-Q it ccv,_ n pfairtrnkataLl. ice- =Maa-17-Cflanat _La aa=ale=_4 t f_riL717 raalltf'-a-,N51.-e-rn---rtirtfJrtea--Mit---t*- 0.11 -OW "Wu.rtn.1- iii jattrAm.41Kt olg7M -ia z ,cam Ear -er zt t 4 :L.:, iLMtal:=.7,..t-tatal, Arti--___77-Nr_brd_tt WM-a-I:tire:two iveRvIt4h-AW .. ezt -ATtgill1:1T/r. lrfririP-twti WM- 'Vida:411 zedsoiritthg tt et 0) ke--MWT-mino tlicKittim4= owl 7tiw -cf irike=7.111--re_ti ItutitireA .iA-Art-A- witritylidliii tent orevetoks t11. tirit etWttftrar_l tvirro-Nifit ( i pe=trrtirTI-JW)Ti: fiWZOlitffleilti,TAY=11111454ffififfi, M74) `11:11F7)Lti_r_tt=iCsffiTeirMA'.7-ita !wax muir:fre_tilli-Avrame hiMutictim_xiceirA ftV iL 1:11- ect-ttA` rc -wile-1u -FAT" -c--e -Ali I iv :iWiiUi i11ith 11=-011.- 41.4111F;&4712w r1=FSf 1 1 diwKiragenicrilifiraW _rlt-W_TAW -117017-fluf:v DA, ihJ1t frattiafft 11W :NUE' . -Wag- 7 1131-4 Pik'w Tb_PW1L),I N1)4 !iinurfttk Iftnistvkittaits-rntrgain-riAr- 111-1_"irt ark_ flf=1: n1-1 , hiiii-A-1 i Ural f-t-s- frit et- rit-W-rt-t ft 1,--wENT u_ftTtlefar .4-ritr-LETt. 0-r-ortt filirtzeill_Tin E=Tut-lii-e-i-Ife---vitt-:-Ftvint-trse firlarKm, sy-irrtt-a (taw n.TtViefeArit*A0 n ):-SMAY.11-31-au.1"Ltar r trffsaTtil-ta Robirl Mirth Stanton M. Morrie R(a)(11 f larlh lI Alirx l.ple , (1(1).1(1nrent nl 5iixial 1(11(<41100, thravolliv nl Afttomiti, cotombia. NI.Intgy 14.4forrit it Aithl,int Proleigy of Slim EducAlion. Uniivriity of Dem_vrt, Colorado.. The pow-wowitan i mrf (11 (11,11110(71 .1(.11,v11Y, OVIcfren, Summer 1076. pp. 136-1Xi. Th. Cnencil for tatvoinnel Children 'I' Goal Setting I 1.ii liFrof iiiiiIrin,i(t Iurtwrtihit- igo_it. lIu'y tifrr tiflt( to (tic ,,rth,Iinvw iircrihvc_1iIw,iyi u4 (lit' ttrild IdlvirIuiilyirni.I(IerlipI Ui wtihr grh(ito, (hi' t hi lrhcn with hic(I (ho ntst'(i ng t it'tiriot. go.iI (IwO.. with wIirittihy wrirk. ihi-gsi( Iwljitht' Iho fnirpsiw f the rot'lrirtg i Irs U'I ,tht'r fsji on i(k(-ifsc Ai sit IiItild prewro hkwi,ii intiw trtrglo4 tnlw £Itilsirrn wt oritgthii for jhesnlve rrl,iiivt'mrsrig, lhtfr.ithrr.te'c sirtI ue-sl Us nhrwt' dir' thitil (fOrm periji wi to iw II oh rh,iFt lr(seat Iofdie-jr prrilslirn ii,ivior iape-r. WIle-n n/nipletetl, lIst' ih,t'i i.(}(ik'd (Ing (ii n rrgut.ir w(llrrg. Whhsiul irsriwtaut'Ihe' dsikl will work on the grsst (or .1 ,lft (1W tlMtroosll It) Wtc of gu.ila'hifl*ondinU'.Ir Iw,i p_ii, rrs Ii. viiti.1t It" rninimuni of wit' tnwk. Toit i $fam ouipIisl uriC nijndrr U) the i. hlkhvrirluring lIst' wt'e-k. lit kdirc hon ,icd Is-nd bvt re-nc (hr tr,Ir hs'r gore .srsltsns (hritt Ie.sckirig (itildresi m,sy hy atlriweti to carry Vitlt5t'. t'ih child to Irir'n(ify bli grs,st. bt-c,seiiin. ii goat i From one'weekIn then(x(. I toie-yt',Ihtf TUt' iurpesw Irs'rt' ii roil Istilk beiiii geiit ally,.trtitti(arty w(ir-n a child ii newri his' wt(Jng try tr,ie tivr, lrs,we-vt'r. hi.jh hi (le-li-hip ilisnalrt occur onlyif(hi' child ilesounitrainti 'c I,ww issir, Isv maytic unabler ho kkrnilp phi that (1wgnat watrIottultçilrhteverI.otu iift-fi I--1,dh( hdrJrrri tel gn,iii trw gai.i(.Iiithis..i.ae-- llrr(rachrr posit ;hi' diilrterri ty.ir-itIii carry .1 Mii over E'vr!fl (he'rrrwlvrs. Tisk k sepal as Ilis' tilm'prn child wills saimp frsrIirig s;iwtIsine ihr'ir o lile-Ysrig cognitive r esrflrol Is' g though Ise-y tiaye aitIiivceI ilUnde'r threw Iht' "! rjl Wh,sI kinds sit (hitigs tin yrsu hi,uve' prcittic'sirs iry (sitiii.ri(ify(IWO sswn nnrithIriit tlis (.w(Wr encourages (1wchild tlfniIiis'fi! hs'h,ivrots with sriSt (1111)1? Whithisigi doyrisi get in I .15 sol( to ;r'la a new'go,st,e-itn(tilng(h,sl list' old .IlharnillvsiIrsIha'w prri(iisriiIn'. Insajlrk' tnt h.tvisiri in i menu U.- Ifltiit.ilIt,(hr ocw hasislrrady- (pe-e-ri ,ictrniiphi4he-nI. her uld ,isk. afl)is'r grou(, mt'rnberi 1t ri,ils o'icc led 11w iii tIrouuli.,lw,i re-pre- ririlirisi r IslIrIran wring s siltfit' wu.n thry think-agrxxigesalmightin'. (1 writ ah,ilknigr! (or(liii I IiiIui. tk'nssr'lvs'i a.irrirswith 0 (((he-- goalls two iriip irhirni siinmtsrw susggr'i(s,s goal, tin' Ir.Itsarsliriti!nI lou city ((it' will Iriltslie itirulis,t.st (I (riM riot be(tidyinvolved rsir,srvs ((sittirlites-ri ris-c-rI rts'In'rmlrirwhillier(lie thud will original in th(wrigrarn.It It to tiw is1 the ge-it(am hardIt will the-irprithiem hr acre-pt it. If thehurl dot's, the-n(hr ii goat us' Ilsi' h,tvir1rc sriiiIii ,iisit' irriprssulilt' lair cliitdin.irtsis'vt' and Ira vt'nI.naIi,p lhe-is.(Iii lii wI.Ifhe'raiis still rt'swlanca' on i(o' hitl' frtistr,s(iisni ((Ii' (ins n its wilt incur. Figure I jrrsi'nh sit gnji( srIIln dir' ahunni_ski's i p,srl. (hi' (sir (icr stsniulsl slrrls slit' istnit',srni et,iniitr'i of gas_ste tel try rjtiklrvss uiuriiill (rsiuil((us hinge inan in- .ss will as -irs in-u gui orbIu,sni,rIFle; ctiiki. [astir, W(ieri lIre' (urriisdiaIiiC (assfist((it' nsi(niwr*(ii he- ,is-i ,sIiy iii the t'lliOliSiti.liiyaiit- ne-,sr ti-erindir' up, gisutsti(fle-alti the'test (icr tiseusulil 1.11k In tirtuuw(. ls,sngs'prs s-se. ii it 1105tuh1(r'Os eti,srsga. .5 hrilii't lui'Ir,ivssui wirhusiut,i iarrtiinririflcnit, (silt tire-t h.isigesirertssiqw(rs-isunrrriiisiitnti.'fl - ' riounr 1- - SAMPLE GOALS TIlE PROCIS OF COAL ctTTING - c;ai,ttwllfrig ii the (n'n( it (icily sit e'a,h Liasali. S Witi riftisik hi 01Yriit1siir eliafirrUiiuidy5itri5 wrs'k it ',see'rrl11511 1,1,5 Arniiiii(iiiuitiitin(,in Itiunry v'sat not'tit'' *niyt'nKwlr.rilsiay 15rw (ti(u(i-ni,to morning11w is .5 enop c''-' ii). sat(iiig ninaIi' u i a hurt wills rh,' CoI I siuiiiu cute rs dyirr,K -lOt 50K (i',ur (tsr ilir hastedsftsr(sit ((ii' sir (luihiog 5Krh.r - - -- - rlr' Huh'sJit flrirJ I ,(rs- 'iirap to inisi,,,- ashasnitin soy OpKnu lligrswinyu(riuiit ,inr..------this siruhi riusi tsit(ha ruihug LUs ii ______t I b'an)li5 it iit'( Vs iou (I (i_usa. ruirshirug I Is, itus si(InrIg' le-i.illbyitg,rlIt tuni riry(,iuiii.l -.sui.s-sdiasots siringS turn.ull. iiggssta'nlu itt itist(ii(i i'nifflsrt ml'iltils - i-- - The Pów.Voiiiñionaleand Objectives (l,assi,,irii luau hurthill,'ii (i_is,' rnii(iI.'i,is nu'(..r( fisitir r,ihiIe.,s,iI!s ( iflr5'(,s!iSl slissr( iii isu j,i(s -silir(,'nifs ((is ut 1n'r- nui,iIi,sgiiig (n,'Is,rsoiresirs )ii als'sr(iiliinir-nh 1511(15 isjii,it tiesiiinitsittrIOs' _.__ . ti,,siiiti.' Iii -.....,._.-ssirls( rr'slsirisitiiluly Ire- iruu(itri(ir.st lwh,uvinrt, (tar' riiinoly'i' rI s lililrs'rrru tIle t_Kj(g (5 iv, -eatiw uslii,nill-I',rtrsr 55ritiri(l-rsr-1 (rcpeuuvscahn r1.,' (hi.' situ' ,d t1n' (.1St hlr'rs tlun.oIij, live-- in,.5 Intuitthis- lii, liit,, t. ,r,,'lit its ,sih 'a _uiit.sg.'s hUrtit____i('rsiiigisa ,5iTiuuifi( ) gniiis Vs5 'sh,t''Ji. sit rung' lair. Pier cr51 sinuil,r1ilti ibis (Ic iiisi,hifis'rtt,suiI u',siily(as(ita s.srr'ty. - irnIiiiatiiult.lIttili (t (irstno'is slOshthis! i -.,l silir,itrrrri-s\'itls sirily-10,0,51 ils,srigs's u' ss1siureit'-r (5s,niirl''ni( (us h1',iutierstills1wnitiI,rns s(st.rsrr,nun, his hililurn'a1sninhnusils'_ iii(.bssi(sIl,ir tiss'I aitls'ill sIrris4.ugr. - nisinlg'(i.s'cliir grirI. 11014' ttulls(tsrs.a tisls(rs'si.uilvst,ly,SriliOn' r Puililirri ,iiritssttsgn.,iu(rs,if ' jryiir5suar. Antisc_si IislLjiii'ni(sri s(rt'l!t rilOuisirini.s( nnr,sn,iga'nis'rth (ir-sigr.snrs rsifiilhi.gsstiirU Alttieiiigli it ss.sists-slgrus'i( ('hr uu.4stvidnreI.i its-i(ii livriin'aliriiig r ('r(,ssrn ours-will S(K'55(Strutii In" Irlir sit tsuui'sc, liiut tiis'lysiii,utl gniniisnil P (ii 12 a),iIi(iesswiths: (i.svissi's,, if - ti',uiharta, iuilsl ii',' I5iaIi5r l,Lai ii uiTi(lI ish suiii ri'wl,li (n sreilit tinisi ar.t,,,stiIO*(i)sl5ulIv5%tt(ii_ lwtsjt,itti isrits it01ghb (54 (uI 1- (Sit ii rite 55nirij_.ssis gr,is_JO sit (Ii c i.Ia' tin! _...... ==nninruiuir,jili'itev mrut (eisitl l I ( l"Li TI Iunf UjsvtiW' (hi di)mijiro1 by 1hus't liii 5ar _nt=Ij _hivtniritnthu'rn rwrawtr 'a s hi vs nirih(staleSUI' bjliIt kiit fi K's-S ijy.0 I ci gW (_Oi_ sUs.r,,S 5%,I hrSri r iIlItS,,IirlhL t(ii'tiiIrstijis(5nwssnwi ''a CIa n .i'i'iiThstItt ut'f iscrlir5il st tniiliit'aIl tAi.lnIKlniss,. UTTING UP4 THE FOW.WOW igrIions on lwlØlng 11w thUd Do rtot eiipect !mt,lnt 'eUftSwiw thU. I. S.it thchildren In c Irt le. .tileve tiv1. goat. dim will have .i harderlimPiIi,,rjIhe,4 . (ipliIn IIi.it ihlR a xlwwr,w .nrlIL(;.irourwlflitS(lit ft. md ti,ivtP.IcIi withtilE.pow-WOWThey will nvel more ih.4t they wil! .-.iih rn.jke . bib ivioral hl.J ni.ike onø positive1L)!fllm(.flI tune to him what Is mspcctcd. Do not give ginl wtik h theyiould .Ot,ilnliv Ui1. .Ili1whItheltlld who but !'t' ns,ik up. it may t.ike five or six wcslons beior ncn ll)W-W(7W Inga goal. you lwglrt toS(!I!results. a.At the first pow-Wow, begin with the - Ii. (dito thE! nest child arid procet(l will, FeelIICl!to modify the pwcedurei. Al- (1111(1(10your kit.1(1(1 tdle sorlWttIlIlW slips 3 tlImi1(lgtlI tliiitlgll thInpow-WoW Ii .1rituI111(1stiutiltl like Ihfollowing to v.'h child in J4 After the I,tst thud has firiihed. pint ( ibntlucttj InIli rfl(w.'y (1.1(11IIriW,IL turn: 'If we lr.,ri dune this br4i,re you liw go.ils tin the bulletin lwMrd or is 41)rTlutlrnes net ess.lry to mxlufV (lie pro- wou&l ni t.-ll lii whittier iii nut you souse ritlwr plate wlime twy .101w' iss.1-luiwever. I wifiluer the previous it hlevt-d yrnurgo,il, and then s'e wen tiy tire1lass. siggestlon and glvi rnixliticallnns.1cliantu *011th ak thE' others if they thought bet ur c ha nXI ti ag.1 IIS Ri'p(urtsfitirn )1JI1 hdSince thus is the lirl time w SOME SUtCESTION teattr who hisw ns(ltuled theIxlwvw -art doing lils, you liulrl rn4t' .i go.it Keep the wyw-wow crnilort.it,k'.rrut Iii's I- III their 1.154441lnttk.itp th.'t nearlyallof. - for nest time. Es,la In Ii, thehlktii'n tile, hut Irsp ttw following suigjwstucuiis liitlieIflIhIVC .Kirleveit positive results. a go_il is givinges.implesif nun!. flu. jiw-ivtiwmuuhe urineno .1 reguijr rMsss.ify.Gu i,ils lOuis! issst.rteiJ in ati- Keep al I sti,Jt',i(,involved -ttl, flr' Is_isis A pow-wowtlon unce anti then not wtvjt,le iwll,ivirur,4l t*rirw and riiust1w piw-wow. Iisturtentle.i's.thyINIW-wow rtx..itett fur 'wwevkswill atlilevyIt.w, if (itn4rv.lhlle in theIsnotirnA!the stain arid rsmryuune wjut4 tutitut returns. Ifany, wsults. lire frequentyulnecurreritriIS tirst(Nw.*iiw.prrecri thu stepII ,iili' 44urfl(lllnltallnuut thinkiii .1 gull,everyone upto the te.lrj lwr. Marry ie.'t t1(rhold tijt' I. thet!uukt h.is st.itrslhiS Jll.il. vs.ut uritit .1 go.'1Isttei iiltti (in; Alter .i 154w-wow (10 .1 i.I,iily b.isis.hut If thuk nut _fl.u, :ttilesetarid jiJ _ill tollowiimg period uf tunic,lire. t.ither may .n'ls fur pssibI, It siso_ilrtbe hikJ.mtlr.'clantea 1 iw. ti.lvi'thi. Fiilultinyour si.ggrtiosr.11(11,1the other t hlktrmri. WNk, . left mestati' his gii,il. Re_illt heIis,ii. ii Dishnonage i'ltfJfli'IIUS raiIIi.only11111! un'fl_ither ihuruhihr fully-.committedft' .11 the;vwwnsv.Unless thereis a lire tiedil(vnot .ri'irwmnrlrr it Is-rain .4 lime is .illiiwmd 111' v1ji'_ik. No (trill, 4. Ask tIrechildiihe .itlnievrrt thegui_u IkICitininlerIts(ir.'rgumcnt arelwrmlm. 151w-wows 31411(11(1 hu' Ii. li.l_i 5ttieiItJli!il. lint childmayiinty ,l,lvwrr vmsor Not .5ccmiStingt'4C(i%f'4 .i,uti requiring II is a! .iIIJ}(1351i)It', nt'itln4 ,isrnblims nor "rv'' ,ireimayoiler rioest hI' ii Ill spec fitc'sanrples tenrls to rnlinirfli!c thu3. ttstlflg shiiiiilti(JiqlI.lct'tin'JXIW-W(1W.tithe answeris rio t.us'p gnuuupshi'feuigvni'iius.Allthe prot tucicnts know tb_ri thypUw-wow Isirlipor- S. (.o.iriitinni the iirrli' iskinigIIi'uith.-r lensi-hniliiirnclioul.l inntiui_lust In one t_in!, thin theywilltrv.,iIIas5(1(11. Iiitlv cl.ulitnui IStutuit they tu'a'tIII,' gii_ii grotl;i.[Jiulhlu. iuirilui' tl.lss Suith.itlri'sIll- tFt'.ired.icsnrTlrqhungclomp linly .45 .1 lInus wI' ,ii.hu isis I.If liii'.Inssvtr.s nuu, lIslitSwitlu pruuiileflis .ue tiigethier vittu tinist' Iulk-r, lift' studeistswill put k lb is up and et cit.1 51xt hit iflst,irlcI'. if foul'c_in sho hvv few orriotniublenis Thussvi!lgive progressw I I IX' SIIIW, 1 iihl,lplX'n, .'t.111. l'given till-flitiS ,lssuiflll'(iunitliii' ti,'rmiuiilt-rii sttiili'nts(siisiiivl!minteR white jut' (i.elie,sluiuuuIilil.lr(icipJU'inevery (111141 hjs .icliievt'c,I hisgui_it. iruiviiiing11wJnlnpultllem students with .a pinv-wnwAlthutgh thereIs muchrepeti- .111 fu, Alter illtIre iithi'rnl..Iil,t'r, hive tn-i-ri Ill-Ill-i unukrst.trurlirig III thelilfuhllt'li4 iii t fun .1nil chilI(tie.V evt'uitu.itty proc t'mtI jsked,return tO thetimsi r luulil .4mwtask athrrv. tfl,liili'sJ,tIle tt',i'h'r inlUstbin(tul.'rv irs wcter I. FtI unpy. (11111 lii shillieriii, ii, ifhi',l(lniev'd !.' tiii gy. lii,) us un,riuul.itihuuuuliist,IV tiut' tiuilulfen to ti,uvc' a nnii-1 to If In., (lisly av.i In i gui! - . Iiig.-tis-rifl fl,' jnuuvisroy .1 Pl!flfHl nil non.lci.eplaiilr' nrnuttr'Is are il.itmlt, hr.' ( I. tue .uhile lii 7. As!. Us' i Inn i,i iii ryl.Ikl' .1ru-vs111(11 turn'Itisflint.1 I Millitlt'.i to i.ti.inmgi'nritiis hulru'ru rely rlu,t Iuimmsiulate it -(.0.110111411tIll' turtlin ,iskurug1111'i,tturm eittt-iuviii esloili-rutsri(lIlt'gr(uufI nl.uy nut .ot'Iut,ltule gulls. hue tu',irhier p.srticlp.ites luilutui'js if tiuu4 ttsu'jkI henew1111.11 is a know the guiitsofthaw in ,ir41utheigroup, to!lyr'4ttIit that tiethx's 11(11 miki' .sgu.it It IS i (uriC Ii si utlueulili'4.555 nIl. cliiit-. 1,41 I .uuf.ig.' vnuidi,ru hisitgul.Ilvtb_iti li,i Ill-Il luguncltlu,it when tracint-rins_ike (brIm thre,islirl -. s.vtuuli.tis,ft,liuIi'lSil.l4uuii txi.t.ui,i'i_g.,iIsstudents tend tn six'nd too murhiunie Ic_ui 9 A5kthe' uhold.1 Iii'ivunts tohajs II.,' th,'!Js in whir Ii (lie ,xos -nuns ,r irulnfrAs ss,ltt lung thu' her ,inth ton tittit' time guaJI .14st_it.-1t.ii iitieis 1flth_i ii li,iingr hungis 11w'Ixhiavsors can iii' iilisirvi'dliv ss,lk hungttllIllSl'lst's .inIis_silloilier. ISv (utuW-W, v I in ugh! oftiw'(,IIsrl (1sIlDnsiIn'- thu.n' iii hut'gruuuiti, Iuilu,,vu,uriil l u_Is .lnin- II youtiruuuk iieihitud uiliglit rluelmts. If th bud 45 ,ink 0. iiu.lngr'_I'm kurJ ,iTus isI inytluinug.Iftill'gii i,lu ii.is i.- w ,5k. in .c y iii.tryit.him' - I I Otl-tillut! rn_is .... tuugi'tin-r.hitrs,Irll1lhi'_ thin-ri fl-i m's ii.'- t.0 iingalni,c'mittiii jil.in - tl StUdvflIS i vs . gn,ofri, I 0. i.,itu. the goat i in ,u large11.3 P i, h_is iiir.liS Irs'usuit.tishi-p.irtulli-rrl.Ilurn wtnu;.10'not in tlut' hutIi i (5. .411 lii' .1 ni yIJU In p.I.'r ni's!nothiri1-ilitlimit', hisses.irily ts-tiaviuunsjti.it uu.jrl tIlitt ., usefulti't tun.ul(ii'ti II - (.o .urouuiXi tIn' litI. .1.L i mg fun class .ini'alln.lIinuile. i. h,.iniginngls'hi,uii Iiisolar&b,ussni_iuuinl. Relationship Between Coal Setting, - Pow-Wow,-.andBehavor lvl.lt=To=ul=== (r guntIs (Ii I 4'lr t-,igui. ;iat h isio.iirnritnurmrut n u iimngi hutbyth ii lsrs ul rniui,i''ti'jsu tjgbe In tuji seth rIg.irsf uv'j .'j ut laler__TjheywhlInirit brIng 1[toumllaHlsTnrIt me iietile periluhitulvthlTlwhwrrfrwitl Is-h_isi h.ngs'-.ltsrvdnniiypnintuhnnri.utiaig hIchiltisers iittr,aibuhinns unnt lfleli(Itl--htis 01.1 (ufluuirhittuwigultsirnl i1w sIliiinr.thnst hitssers - I'-- ______FIGURE 81110ENT POINT ifIEET INCLUDING THE WEEKLY GOAL a I idhhfiell in the pow .wow. and tatect with a point or token system. A list of Hobbs Is r.ayini that children ran be providr the child with reinforcement for therules can beidrdified, with point or tokentaught to insto4 t themselves about apiafa. new behavior when It occurs, values assigned Jot each behavior un the prime behavicg and that children, should 1.40 As an exarnple, thmsider the case ofa list. An example of such a list appears in ableto administer Nell child who, in goal setting, decides that his irfstructions Table 1. whenever they get into sitcvions where goal for the week is to fight less. In pow. It should he noted that 'pants are not=problem behaviors occur. The management -Wow the child decides that he Will count *to taken awAy or given for interactions around:teqniques of goal setting and the powwow 10 and walk away from sittratirThs that PIA''the content of the meetings. faints relate can aia the teacher in developing successful vlookly drab hi lighting. The leacher may only to SIAM(' behayihr that facilitates the group processes for behavior charige. point out models to the child of other chit. titderhness of the meeting, then walking away from fights and make 11obbsI I 9661 Indicated that dislurberf sure that the child's Isellavior Is rinforwl childrenct an and should be taught cognitive when he walks away form a light. r ()moil. According to Hobbs: These things are most important. Without the leaching procedures and the rrinforce- umturtin C 1.11 C Th'e rtm)ht)r,.kitY1 1 i 1 1 has f eW V / a E.-7 REFERENcEs ii;01. moot its mippin.h. eat native (-moult tj'-,714tre.i'i!fri'4thrin19_1111..1140o,than the riorni.0-76tisset-f-v4cht,i)ss -imit) jihn,... .-:._ (tekt..yetNI. i, MA without moues willbe relatively ineffective. flit'abIllrY la 01.11X" -.' Cognitive control techtlitetes are en- irwn brit.li+itIr by seit,ydrnimstchs.1 surbat York: Harper tr. Row. 1069. _instruition.tht Hutt toy can Hobbs, N. Helping disturbed children: hologir ecological strati;gmless: point or token rY°°): Thr 1114'1.goal f:in MIA% be listed as one of the behaviors for whit h f(.15,1inihtIl!itirIP a 011111 Arneticin Psychologist. 1966, 21: _IrJrn ttW ugh! - , points or tokens nhly ty eatnest. For each time period in which a (hula us gwriipinnts or tokens extra heults or tokens are earner! If he net his goal. Wii :illern.itive is to give TABLE 1 = 1 bonus points or tokens for achieveinent or ---- 13E1-1AVIORS REINFORCED DURING POWIVOW the goal. Figure 2 presents at etarliVie of "AND GOAL SETTING _ point sheet with spate provided for Pit goal. Point Value In order tot Ihme tortWigs IlieVirtleMeo hand wirirr*Ic----=7' 20 their purpose they must be-rirrierhiTAca re.f Not intertiortog iltrieti 20 tit, wound hr act $1916.-i!$: = UC h whl while odlors0,t, Walking '20 Kit_±.PXisanariouhiv_ 20 ar 11. . MomenttiM 149 1F SEVERELN HEARING_ AIRED CHILD IN THEMAINSTREAM Patricia G. Coleman system which uses data' based nirxlel of illstVcIloo Kathleen. iMcKenzie,.japer, Knight, Perelman, Schneider, & ogleph F. Collins Gar ; OH Educational decisidons for childron are Belly 0. Holloway made according to Performance based Measures, and-- Sandy K: Reider letaching plans are formulated according to the"speci needs of each child, The classrooms me large open space environments containing from 49 to ,60 dr.en. reachers. work in teams with the 41$415G1Ce of Patricia G. Coleman and Kathleen K. Eggleston are one paraprOfessional, The worm are arranged Into classrpom teachers, Joseph F.-Collins is a consulting learning centers so that varied Instructional activities teacher, Betty D. Holloway is a reading consultant, may he occurring simultaneously, and Sandy K. Reider is a teacher of the deaf and Each child. has an individually prescribed mathe- learning Impaired. All teach at the Hinesburg matics and reading assignment to complete daily. In Elementary School in ftinesborA, Vermont struction is provided in large groups, in small groups, and on an individual:basis, All of the teachers at the Hinesburg School have rivived training in assessing ra Cooperation and support are neceqsary ip an e(lo. instructional entry levels, developing and seguencing ,cational system. They are espeCially important when objectives', developing -and implement(hg teaching . ih system includes', mainstreaming children with learning procedures. add evaluating 11112 effectiveness special needs into this regular classroom, Birch (197411 of each procednure they design. Full time special ser- referred to mainstreaming as 11W practice bl placing vices personnel include a consulting teacher and a handicapped pupils in regtdar classrooms and provid- reading specialist wilt' is also a speech rind language ing special edocarlion services for them in that setting, clinician, Additionally, mainstreaming to us means insuring that all learners acquire the basic skills nei-essary to per= A SPECIALIZED PROGRAM FOR LAURIE form successfully in our sociqty."' This year When ,1 parent front the community re- In order to facilitate the implementation quested that we consider enrolling her 9 Year -old, mainstreaming programs amt increase the likelihood hearing impaired daughter in our mainstreaming pro- Of their success, educators must .first hiwilling to_ grarri, were all somewhat apprefiensive. In spite of iiii7:61:wir.r:ipirs-1j111,7 7thi;litt that had been providing duality special %etnlrl, make .clecruatt., provision jor their educa..- :education services within the' regular classrborri to non" itcd'kie, 1971, p. 111= _The idea of accepting children who might bk.; considered educable mentally children into nor schools who have not previously retarded, Learning diSabled, and/or 'emotionally dis- been educate(' in the mainstream involves changing milked; we were unsure if we could provide Laurie the altitudes of the school-community. Importantly, it withAeTappropriate instructional program. The spe- also means nu waling financial slipight to that J,cial school for hearing impaired :children which le.)(11,-(s and s(11001 1)41sofilla fecei$.e the training: Laurie had,ntended for her first 1 years of School was and resources necessary to provide quality spec irI ansiouv to insure that the skills she had learned would educational services within the regular cl,enrooni. be mjintained and that her rate of learnihg would continue to improve. Since Laurie had a pure-tone. A MAINSTREAMING SYSTEM RASED average of 75_decilxIsi.irtlior right ear and 70 decibels INDIVIDUAL NEEDS' In her left eari-ma lsing normal conversation'impos'si- Durihg -He to Elemenfary.---Scflool.inaLlinesbuts...---Nerniont,=hasz.n. anckspecialArainingwe knew -that --0 highly spy- temptedIci7devylopTand-miplement-a-inkainstreaming Cialireilpirigratniwavneeded.- --; . . From,TEACHINCEAcepthinnl ChIldran,Fitll 1975 ilvene--- CupyrIghl 0-1973IbeCounellier_F-eceirlional Children =_ Following d number of me. blip between I lines- Mei By max Inithlth burg staff members arid the 4peclal schoot,staif, Iii Chilwet Ives lattabwe d, decided that, laurle,could ,tur:iction is our school in bhiecilivi were timid/red the fourkgindeithwe could arrange,foran Andividual toutle, lurked an a ' .guiorV assist Laurie In the transition froma small spe- 10 lama!? Ipai..perlink,' la! school Program, t& crur largeOpen, spach envi ,She wet ablecIlitoi I . moment. Fortunate)y, the Special EducationDivision la the Vermont State Department ortducationagreed with our plan and providedLaurie 'with. 'a full .finle tutor during the school day..Wewere lucky 'to find. a tutor who was experienced in teaching heanng paired childrer7i. . Allis or I/10 4,011, A COMPREHENSIVE PLAN _ I liepeedi 111111110.4 Based nn sta nrlardited :Ind informalentry 'level 01)11N flves, j(itmled (ark pipisuies, we forrindaleil, compridiensive plan to ' -teach oral `and wrItheri commUnicationthat Would Infant/11am oail,eilini.511( provide insiruction in,three basic areas: procii..in, 'vete intiivkA.' d bully i'leshiniV for I, Muti'n'y' raining lu tacilitate clit,criminatirin he- 1,uorle.11w,;(' abler:11 tween sounds and paiterns usiril srpoken fan': tilw hull/der, si't'ed, imolai guage and to reduce dependency on Visualcues. 111e anilt!er.1,c training to Ceinsist of articulation, intona- 1n hi'r spokenlotiyuaye; tion, and phrasing practice. Rerepriye-andi.xpo`45iye language training to de- velop syntax and a more sophisticated oral .vocalt- Wary. flasedon these Ihree major areas, we developeda 70 spc'ific enabling objective!. In be completed by the end of thesc hold yeir.Accompanying the oh., Tht 1tvit yeilt . , . -.. . iettit!Cs were estin)all4, Of the amount of time it would f Lowry\ rate of -inst.tig tAVAIrroirAbbIeC0vet_ Like Laurie to learn the skills necessary formastery, letiminOn rtwainu 1041.1*# 0 11 Charts indicating die number of MO( lives dthij1.1 (0 '`°s- 200N or ':'?" . : , __ .,_ .... , , ,_ . .._. were prepared as a meth',(,_ , or, cormnunicaling /minim of warning - Laurie's pro tress to her parents and to schoolperson..--..---ifi Pl!iititi/67-1_7z rel. ...:__, During a daily I 0O hour tuti4ig session conducted '''' in d rile jk.I Okove 0(11,1('Orif li) IlIC:aliSSiiioni,- Latirie!s tutor taught her rile .skillsispolmxljolliti:-Objectives-- the instriictional _materials. to,rxbiii.:j11Firni,li;inc4ita.._ lion of these ohjeCtives 'included the Wilsonulnitial- Syotax rrograrri, the 1-)isL1r..1 anguage:rrograniFoncl,:.7. numerous tear het made materials. ii,-1,,aak1...1 __ ...--./in ii/ Urn 1.1(flin MR t.- --A,.,11I1TT--I- r I AYI 01,I -c111.1 =.= inaidniiliblet litil,wefe ---- - . -_.- STAFF AND PEER INTERACTION ------'___.....: diiiiierelliW-1 it iele. IlleiP--- 4 --- _.., . Frequent meetings Were 4 n141(11141 Iii'MUir'il Ihe'1111()I7-7:i tl . li_L S.., V% t ri I i' r ir= -... and classroCun teacher-, to ir:iiii-tilaiihn.skilist.0-Ciglif--by /11!---1-!..''-'''he_/!17!-----1±".me-- during, the tot( wing si4.,Uriiii,,Wiiiiii:ri4iialrilaiticiiiii- ithiect111.-41-7"1"ILit Thitera000 n oirdic,-;_ ,. the regular classroom:- Monthly- nivetings11.-wr4k _-- _scheduled so that art=tif the involved 'stalLiliiidif,:rt.,i prog-r-ess and 7;itigke_4'=,-;ilterrf.iti_Ve_____ -teaching-learning procethin Afrilec-es- 07 -In nrcler,lttni.vcirnirt. lacirjeLs,11 ning,theaesichers- mment4":1711:1-01 i=atrue - T 14;litrpratrig 1 , 4 ' Would liave Many opportunili I n ally Njostinmorlantly, as a result of the VoOperatiOti be- with both staff and peers. tween the State Department of Education, the special Laurie's school Idaw.rs slocnl much like that of the school; and our staff, we have provided Laurie with, other students. Witha assistance of her tutor, Lawrie the kind of education that her parents requested. The participated in both large and small group activities. additional financial ;Ind professional support pro- ECept for the 9 flutes of instrOction,with her tutor, vided to the Hinesburg School has made possible the tat tie spent the rest of the day with hei.Peers. Along development and implementatinn of .this successful with her classmates; she liatTaA individualized packet educational plan. of materials in Aillpnetic and re,iding whichPwas monitored daily by Ore teachers. She played on the playground, ale lOnch in the cafeteria, and rode home ;,REFERENCES on the school bus. with the children inini the conimu- Ifircii,I, W, hfaistrearning: (durable miyually fe. nity. tar(led children in teinildr efasso. .MInnesotat Leadership Haining Institute/Special Education,. SUCCESS THROU PERAT1ON AND 1974. SUPPPRT Leckie, D. J. Creating a .receptive climate in the Thus far, Laurie has demonstrated social .rod 4 maimiream program. Volta Review, .1973; 75, academic gains significant enough to warrant con- .-23-27. tinuation of the program. By lune, Lauhe had Mas- McKenzie, IT. S., Egner,-A. N., Knight, Pi* y., Perel- 'feted all 70 oilhenbiectives specified for oral:corn- man, p. r Schneider, B. & Garvin, J. 9 munication this year. Her reading tad increased from ' Training consulting teachers to assist elementary in September to S.0 in June. Next year, bawd on teachers in the cnanugerben1 and education Of Latirie;s rate of progress, we hope to graduallY with handicapped Children.'Cs"( eptiOnalChildren, draw the .tutorial prtigrain. I'170, i7, 137-I41. gram. wad developed; With plesent iteachIng technologies, Itdid Mainstreaming not4pear feasible to expect the severelyhandicapped autistic au. dents to perform "normally." so the nonhandilappedauderta were brought Into the classroom and trained to wdrk and lire with Model the autistic modems. The Autistic Eddration Program curriculumis bLed on dr work of Iver,Lovaas (1077)whiwesuccesswith autlitic children IA1 Including ,r6lred orii'to one Instruction. Each classroom within the program Is regularly naffed with one full time teacher andova full lime Child'tralner pordrioris. are filled bygraduate srlidenu.from Elementary nearby colleges and universities,so that the program la able to give each child one to one Instruction for approximately 70%of his or her Khoo! day, The children entering theAinioileloitteadon Pro--1 StudentsIn the gram exhibit extreme delamin language development andengage In behatitori which make group Instruction extremelydifficult to conduct. fly initiating, Indlelduallxed eduationalpfograma on I Severely one to one basil, these chIldrarlearn to participate In the Manic. anal protest' and make optimal educationalgrowtit.When.lan- guage growth has programed sufficiently to teachgroup participle. Handicap tion behaviors. the children begin to participateIn ernall'group activities. Classroom IliflFLEMENTATION Students PATRICIA ALMOND The sup_ ervitors were drawn from the 133 member nonhaodi: capped student body of an elementary (( through 6)school and STEPHANIE RODGEii..1 the 12 nudenis from an intermediate level educable DAVID KRUM, inentallyre- carded class. Three cluaroonu.with a total of 16autisilcssudents °ging in language age froth months co 3. yew' and, In torialogleal age from 4 years to 15 n16 madeup the *milli handicapped, rionlinguagr, autisticstudents. he Austad*: EducationProgram.PortlandPublic Schools, Oregon, like manyprograms for the eeverely handicapped, was not housed withina public school Witting during its initial development. Becauseof legislation (Public I aw 94142) wowing handicapped studenta of'rem to %yr education in the least restrictive environment andbased on the continued belief that community livingLa more Komi* thing- (Wolfertsberger. 1272), Specie lited prOgrams.arenow being placed Into regular elementary and secondary'schouls.In Its third'year of operation the Autistic Education Program moved'nto a local ele- mentary school In order to better meet the gosh of thenew--legisla.... don. . Several Issues irtherent In the special educationprocess come for. ward In such a move. Normalisation,one of the originating con- ceps behind Public-Laic 24.142. recognise* the right ofeach In- dividual within a society to -patterns andconditions of everyday life which are dime to the rnoirutveem of society" (Nit)e. 1969). For handicapped children, pars -Of this routine include.the right to at. tend public echoed. When, during the educationprocesa, handicapped student progrewes to that part of hisor her day can be %pent alongside nonhanslicappedstudenta and engaged in nom Teel/Oiled activities, then the true benefit ofmainstreaming be- comer. possible. Peen already, functioning within themainstream become available as models and the advantageof *oriel relation 'hips' with these peers becomes possible.Finally, providing Inat rut. Lion that best ills the needa Oat-merely handicappedstudents often requires an Individualised instructionalprogram that frequently includes Bone 10 one student teacherrot do, Using the three concepts of norrnalitadon., maims Ind arm 1.3-cpcic imtrilititi4;i big basher/big litterpro. ----- = ) I 97.16014-Cwu=a7irfarrailif Kim, two alatsft grad. t tudent stp.rMtaota.walk their _ I to the late. FaceptionollThlidreriv_SuMmord970iriciA35A30: (one job per student). Students removed the selected job slip from Job Title Grade Preference the job board, filled 1K the' reribired torpor Won, obtained the re- quesitt1 signatures of approval, and returned the job slip to the Claye.Time Place _ _ _ contact person. Who to Contact A final schertule (more 2) was deieloped When jobs wetefilledr. 'This scItitide coliectiveiy listed all volunteer suPervIsors and pee-, Description of Duties tInent informsfion about them and their work assignments,t, dileve1oping !interaction Sigh fTraining APFLICANT'O NAME Each volunteer supervisorillimpleted a training period that farnil feared him or her with interaction guidelines. Objectives were Have You Dean A Supervi Before? limited to. general interaction situations in which s volopteer might be inv9ved,sa well as how to tracit'a task. The 7 procedure detect/toed Wei based' on the teats frequently used in APPROVALf- training parents and future teachers in the basic's of biltevior IT fachat, modification 4Becker. 1971; fleckerEngebrisno. & Thomas, 1975-: 'Verson & Coition. 1966), Over a period of three days the supervisors were involved in Figure t. jots training activities. The first of the isyci phases -of,' the haling period involved 15 to 20 minutes of observation by the volunteer supervisors. The supervisors viewed the claitroorns in which they retaasation would -"work 'and observed students, programa, and interactions Upon criopleilon of planning, the Volunteer Supervisor lirograrn taking dace: was presented to the elementary school principal sod the regular The second phase was covered in two 15 minute trebling sessions clasaroom teachers, The ,rationale and procedures involved were and involved explanation and itnpiementation.el selected objec- diactimeed and Input from 111waff members was encouraged. tives. Emphasis was limited to three concept, in the elasarom Following the staff orienistion, the program was advertised to training program: praise; clear directions, andhelping. Table I ibte students at the schOol,. Posters about the program were zummarires this training. played around the school.' Presentations were made to each claw- During the first training session the idea of praising -students morn to inform the students abourthe Volunteer Supervisor Pro. who were doing the right thing was the main lesson: The !WIWI' gram and what their roles would be if they participated in the pro. demonstrateddescriptivepraisestatements suchas "good gram. clapping- and "nice walking." The student supervisors then paired off and took turns role playing both the student and the soPervhor. rosItkots The second training session involved a brief review of descriptive To determine what jobs would be available. the teachers within praise_ Following praise a. demonstration of helping or using the Autistic Education Program assessed their needs and de- ptompts and a demonstration of clear direction* or simple one terrnined when and what help they coulcl rise Far each job . etnto commands was Rived. Each supervisor again paired off to' . 'bit the teacher completed's job slip (Figure 1). providing a de, practice the concepts presented. tatted description of the work to be performed. All the job slips_ Once this general training was completed each student rtpnrteal -, were than tacked onjob board and categorised by cl*saroom as to his or her assigned job. -The leacher in (Write of that job signment and time period. job positions covered a wide range of specifically trained the student in the derails of his or her partieu respmuibilitiei such asMusic Supervisor. Playground Supereisor, tar joh.lhese instructions included such features as the location of Tail Supervisor. Data lector; and Child Trainer. material, hand washing procedures, an introduction to the stu. Elementary students given the opportunity to vie=w -the job dem they would work with; and a &mann MIMI of the activities to board. At that time selrc tel jnbainwhifh the} were interetied he coridtictett _ N "'Wore 2. Heeds Assessment. Assignee I Room Assign. Teacher Parent .Principot sterna Teacher merit Time Activity7 OK -- OK OK 194 -MriinstrmitningrA, Table 1. Summery of Clessroom_Tralping !prow Exertiplos Praise Eat h iliprtthfir will Fekli FF (WIMP. Teacher explanolon. 'Fe (reinfor mem! model You (dap, talh, rte.) Mir." -Wow! prierbehaviorwith descriptive mid` role play, Supervisor rriir play inNice Tuffirig,usufking e(c.)." praise, Varied ."lhat'S (tkinia,picture, Clear directimu Fach supervisor will give 'clear, tingle Teacher explanation Teacher model "Vet the tturtlr (cues): coonnand directions,- 'and role play. Supervisor, role playit "Ilona up your coat." *'ailed situations -StandUp,4 3..ntue fleipttig If osaistarice is needed to elicit 4 tttr,.._-_Teacher exibinsithm Teacher' mode)-!(.1tr` (Child duel' IMV CIA(r.) 8 Went :restimpoitie., the supervisor ond !air play. Supervisor role pray in supetalow guides child's hands through guide the child as much as netewary' varied situations. cortect action. through the crirreCt itlion. Guidance "put tin your mat. (Child does not will ha mainly in the form or physical putrottool.) Student Supervisor = manipulation= gullies child through correct oreotti. Carntracta with 21% involvement during the fall ter -nd ending w Suprrvisrtrsmet ith the teacher to tahui ley were awigned involvement at the end of the apring.quarier, All 16 autistic Stu. camrarta when training session§ uropleteti (Figur dents had at least one personal contact daily with a volunteer The contracts covered the cesponsihiliti the supervisor and supervisor. aprelfied that wink could be continued as long as the assigned' responsibilitlei were met. Guidelines we negotiated prim:to the Figure 3. Contract. signing of the contracts, For eitomple,, 'excused incidents of tardineso were allowed before dismissal ! And no unexcuseil ab- WILL: serum were allowed. 1. Complolo daily work and jobs In my own classroom ftaflySequence will dockla'whnt work Is The-trority of the supervisor intro followed the same basic se- (teacher) quence. The supervisors, went to their work locotion, wed in or islactory.- checked in with the work Assignment teacher, washed their bonds, . ..obtaitsid necessary materials, located the *signed child. per. 2 Come to work on lime: I will moon to iformed jab duties, teplaced the materials, and returned to their (Mee !;11. regular c1014rociro. -(T8801111.) __- (Time) Ohawevotfon an Amassment Walsh my loandnwhoct i arrive al work In order to promote efficiency and A better learning rirvirunmrnt Mt the supervisor and the outistic stollen*, frequent otnervatiOW__:, Foltow directions and feedback hum the otoigned teacher was requited. 'Ihelertl- My duties ate: back slip (Figure 4) proved to he a quick and effective way to _ vide student supervisors with inforrnatirm about the quality of wink. A 3101 minute aueuntent procilluiewiliresPlerifertiedWitlf each supervisor weekly or bi:weekly dePertiling_cin the responsihilc tin involved in the jab assignment. Written guidelines for use of the slip were provided on the reverseaide.F--- ,7. -A final assessment (Figure 3) was used to summarite each sultan, tear supervisor performance and provide feedback infortriat ion I A -long as I meet thole resknsibilitlea, I can continua to the end of cash term. This evaluation form alas allowed for.cam _ meats from volunteer sUpenthrOri:7-notes _regarding behavior work as a atudendationcolaor._ changes seen in suPervisols.. anti rest ions concerning the evalita lion. The final oueasment was placed iu the itopentimors school file: - My a 6ogints on fa) and orfda-&--_-_--1_ pale) EVALUATION rinq the 9 mtint he ofdhe at 4tteniii-4`y 977 T-78;11iree-grotipa:----Student- _ each working 10 weeki,,PatticiparT4.1 ut c-Closatt Hy_ end of the year-c---IfF muthriiiicippetit-sadfroin--41( Cins-lroorn kinctergarteri thraughwisib,_Wcreinvolved iruthe,prograrn_forst. least 6 wrens:--. Wow n-mrrn The prOSTIM increased telni ura ft riiropsho ut t; : ye a i?stirring MaintalnKILMonninniin 133- upeevlaor Behavior nts Who were Inn:114d in the program "have gained of self Worth from !heir voliinteer work.- These smne super: were frequently the moot dependable, ". .-:. !lowing training, six of the, volunteer ouperviicris were ran- domly selected Ind measured using the same trbieryrition tool that... was used, to train teachers. The students were evaluated for appropriate-use of clear 'directions. helping, and praise. Table 2.. shows Or [combsr effectivenris of each supervisor, sinks. evidence of the effectiveness of the supervisors as.teacts errs was shown 'by the fact that a select group of six superviiors, three each term during Winter and spiing,were the sole teachers of the 'following simple directions" program In the high level claw The moat- risible mutt of t/w,Volunteer5nperviaor Program was Figure 5. shows preacidernle ilL1114 taught by volunieet Alpert._ _demonstrated by the untlerstaliding and support of the school's visors, In this task a supervisor would enter the classroom, set up students and teachers. The ninshandicapped students demon- the materiels, locate the assigned autistic student, and both would strated understanding and acceptance of the autistic students' he- sit down at the learning station, The sugerviser showed the child. havlor. -They cant control themselves very well." said one fifth objects on a table and said "Give me x." The child was to select the grade buy. but we don't laugh at them for it.' And a sixth grade approprlareltem and hand It to the supervisor. Each supervisor teacher who had 14 of his 24 sixth graders involved in the program collected 20 trials per day per student. The supervisors used peg- mated that *lids can be very cruel to handicapped children.- But boards with 10 or 20 holes each in which to placrthe tokens (pep), he went on to note thatthe Volunteer Supervisor Program side one token for each correct response. The supervisofs were able,te- tacks that whole thing," and further, commented that some of the A complete 10 preacademlc programs with five different students Figure 4, Feedback Slip and Guidelines. Figure 5. 0.ralu n of Student Supondleora Feedback Slip Nemo' Vol. Suporvlaor I.Date: Activity 11. Ftevlow tudents Own Evaluation Form' TIthe - °Oda- . - ill.Surnnutry of For-Aback Slips! _ _111Student Comments Sit down beside the volunteer atipervlsor Take either anecdote, verbatim notes, "or tally clear dirfic. lions (cues). Held toronsetal andpralse (reinforcement). &smartie the data with two positive statements, and ono auggestictn for improvement. Make a carbon copy,fot thd:studeat to shevehls wirier leather and parents VI -OtiestioalltilelICO-16EQUIttion Thirteen a °lase TralnIng letters Alphabelil TbIrteen 99 letters Akihehel BO:. 70 Bea Adjectives 50= Five Shapes Six Colors b 2 3 4 5 Autistic Studonte Days Figure 6. The Bare Indicate programs Completed to Ctiterion, Those Programs Wore Taught by the Super- Figure Playground Contactsilh Nonhandlcnpped Individeala . visors 10 the Autistic Students. 0 5 Days of Baseline and 5 Days of Training (N = e). , that would not +c been completed without their assistance. muting theraseivel to regular attendance. The training these stu- These programs Includedidentificationofsixcolors, nine dents received on rherob peosided them with the interpettonal numerals. live Shapes. six adjectives. plus the letters of the alpha- Oath to relate, competently with severely handicapped nonlan- bob Only one clasaroom had students ready to work in these pre. guage StitiltiCstudentawithin the school environment. k treas. =. / The nonharidicapped students developed a Rose of responsibil- ring playground recess many volunteers requested additional ity as they left their c.-fasjirsoms each day to go to "work." The supervijory respowibility, and many first and second graders espe- teachers and alike repressed positive attitudes about the, daily wanted to be included, Six autivirstudents wery each ob- experiences they lad, an understanding of the autistic served on the playground for 20 observation intervals during every audents' . lunch recess using a time sampling procedure. During the baseline In the future din trilei could be adapted fur use in high period of observation the average number of observations in which schools, communecollegea,'end'on the job work experiencepro. an autistic student was engaged with another individual was 2-6- grams, The &lima e.ott4eSsof maintaining severely handicapped After the nonhandicappeil students were provided with training . individuals withiNt e cOmmunity rests with the community lititM- and'structured activities, the mean number of contacts increased,_ hers and their abllitto live vat work with these individuate to 10.7 times. As predicted. the increase in contact was sigiii ant (S) 3,34, p a .01, The total daily contacts of the autistic tair--_--= dents is shnivri in Figure 7. REFERENCES 'Becker!, W. C. Aire Champaign: Research Frew. 1971. CCINCLUSION Elecker, W. a., Engelmank5'.', 4__Ttionira, 1--R. Teaching 2:e ,, The program appeared to be beneficial to both the autistic Stit:,,-., ::;-ii:.7ogit nisi learning and Crutracriyn. Chide i;. Science Research dents and the rionhandicapped students_ involved and seemed to Associates, 1975. . , . positively affect the daily attitudes of the elementary school coin:- Acivaas, I. 0. The manna: child; Orketinge development through inanity, ' '- behritstiv roodificorion, Newtitork-i Irvingtati Publishers, 1977. it: Theautisticstudents achieved prracettemieskilliAhat maylint Nirje-,---11,-r?ThenlittilaliXatiot,,pnciple and its human inanage, have been developed without the 1A4iStAhre of one to one iristrticj..L ment implications. In R.lt, Kugel and W. Wolfemberger lion from the supervisor*. In addition, contact with nonhantli r..: (Ws), Changing pnitsrierof residential 'era fir the ntentaity. capped students on the playground increased significantly, making --I:- ...:. re, arded .-- W ashingtoh; 'Do: :kiiitient's reirnmittee an Mental more appropriate serial models available to_to the autistic_ stintehte--i ,Reiirdatiort: 1969. =.7-=,7--i, ..--.4,.. 7' ---l-7--: A significant pointtobematteisthat the noveriiiiration, --FLierson; C-- A.,-&-G.tiii9q,"m,getiviniulah children, ::New _weftgreatly accelerated by training the eductitional COMITitirliq. -- -:'7.,' : - methodafor paiiiiiiiiid liachera, Campaigni Research Pre* The_nonhandicapped_elernentarYAtudents_were ableltripar ticipate in alcateerrithicatirTiCiapefrierke tit which thrj'aiifiliedli/TdieritbrAFAV):1'hiji=41-Iif iTOW-toliffritarrnWriin-' ..r _._ job' selected from evadable job finings and signed iiintratterim-,=--iertarea Toromo- Institute nri'alltalRetarditiOn, 1972; ..-- Maintaining Mornonitan 157 erc options - 1-1 tW: -WIN MIME 'ert1-t v.-4m = r Flet-mv taci 11;144114T1,7glitztztI=IgrrMIEfiri eari-ri-Tp-rfriv- ggisrmin rimpix IT= r--fryffiwyra-cA.--TirmfT=F0-1-1MSS111. Arcar-rFrir-rciattn-FcrtrinAvrilr_ar-m-riimWtre 17:7 , 41-'171t ti/7471 4t-at=-6-ct- Irom I. =i'rrittfq.1.1. 111. VI-1M% Nff: 3741 r tatri LaitIALA- .44- 1- I A-=A .cr-krtrtirrtiAt,3,KnAs,i.p-rit-tra=1.t krziAILt 1 D7 rIJT LO; r:±13,-irt-S7,37.:'"'""'"W., ILCV.-3411Th=44--11 0-i ,,-7-arrik777TITUTC917A-/F3TAr, jar- :al- -r- . I- - 7:rr 77-ir-a-cil A ri f-1--fl I, A rtfr-141117-iW:=4-i iTat=r-:11-td_111=71I-110447-1=4 I r72151W-Iri2- 211:11-tfriaf -.=,,AtC1,71A1 CI fi1r,f 1-113,,.4._hts,h - -=3NR121-"-"'"Erraal, 44-1,,A3*-= 1-1V ET-ia--4"-tra FAT r -I I ITTWBE 17 . 7 ,7"rick A`T71 7f,,, 7-47 3:4777Irt V17.7nwe1 L- lick ei-J-711- .V1--11Y1-ki r r-tn: itg4===Mity.,--,=--: - ____----1---, a'-- N_r riff Ai iiii eii- -.I pp_r_RFMWTC-=,8 ----ir lb -c----1K= n 1---=-11t Mil_ A I-411101- r 'gull r-i _I IF-e--7.A. air.--grirgu 14-1114-flegirseii- j -,[..13 Orli j---a-i-Ti-jire.ela--0 net _.eff I e ^t-,Fierflirel am 11:1=t17-r-i-j.__A1 iliAltri ____11 2 8:1:1---Tfarli-e-r-duiirnt ii-,fre.i, AA_ reeL-ImeltiftitY---al.:.7.201...r.rtiAIA _111 __AiwrawL-BAT 4---a1,1 -rgwvr--ift-tite=t-w- N:rtr--INTwiThwri,-,m.ftramitro i_i= ex ,L, kt*-4-4----4 ,--1_ r--,.' ray _1 qt111- k v 'wwrra ma=r? 1(.-c w_,LaiLa--r 711_ iirsn-r_fi.jii-Fitma.-Arn44-e-mf f" it-TITrit-tri-tt ---- -.i-,---,_ ,F-mj_,-1-__1,1,,,.... traefibiird-71-1i i=greti--11-1=J141-rwm--- .1T----- Cee18.41 NT--ii-A0T-1-3-tre ± 4,- -ml-w-saLlitrvritOW=143314N=1-gk-1.--errt-nell ;TL. sjfilcati-A-Y -n - kz_JJ-rjf'=-:J=LtTcre-4 Amvire 'firt-rc -4:41E,J. .rte eaT=11 nrt L-1[711i i ( zkFF ,tt.Fr ALLA EtrftrriTiffirrl' IM-ffar=7 T7: 01: TT warn .171_ ,M-__JJztt_11 -111. =:elirezttit 73 rJJ J_Trifferilt--J,JAH_ Je, myrikm--7a I trr=i7 araTt41170".:04.1 F 13-11. _113 .eef Jit-ita,SITTWT ,A,Ke_Tr I _ A-111ww4ft, alL TT r& J-J-nvi_tffi!fa-.J-rn11-,l_3 tn= = -t .-_5110=--A,11.___Jf".___.,-frfcri_,,,to.^.314,ze1 ft_LCMeg - ,--rifftirfAl 1 e , 4-7F sn; 1 - =1;311?-,'reitrzt. Ai. r'elr1 lrs -e T ivy Eta MUM A = = T7-11 lam tle'Vrilt`Tratet A rj rg-* 1 tr-AL-mlush_ 1 47spe_s- .11V- -TiTTITT.i1 e--4.1-114FE I i-r I_ s _ -K-mn-1 r_raustm ..-tgrAiii'7. sAit v. e rr re-r---t iii-fiLrfiATKirfrio viz_n-14,--ce- % N. 7 rvri 0 pc-4-1-0- Tr---TPUTTirlirelfiAuWAT- -1=-' . - -- i1rnrrrrThflThTfrjrfff .1---ry-f=iirr _u itreyrric/ATE1-JITUalifL-Ifiti~htTA-Trzlot ra[_ i_iLt----c-c_ararcir it'it gin N..1'1,==c3Nit paTh,q, iiTLrrnrr( urr: 12) 1 e- 14-ittrty 1 TM17174:.-4:,1I-1=17 VITM-fi Trir-L1 r Nu 3,11 T &IA I _f_417M7 Wh_ itth Iibrrncw1II Pdff=friral=triwtziiiiwjay_w...171 (-1 1st. TIWTiLJ1 _!Tlfrzja i i ent 4! --,1M-31A-i-r- 4 ,f------,-..,7176,"--571.7-17n, 771v 14, ° M.;-.4.11.1 ag _0_13/F1171,11 _ trfrlflr , ft- TF-iaaiiJa 14-115-r-rfilV-T-A, a 111-11kWatiiVW*YWNIM.ii taw1-Wkisir4WW44,. 7;=-3,-W-31317-,3,371i. -TT iTW re y L c =1",p11 k i1rciTr5-7-_1 3 i(istrattLIP_-X11- iflj_i k11.1140--Th !=iX3P-1-1-341--PLWINITISaltl=k F I 4 iiLll 11:1 Liy-4-ft-X-4.11M.=_-;M: 41--1=Zuv1t,-711 -t-W-411 tipp4.01444;44.. -4vA:tna-pirk-rft-b----11g ,Jk 11-311 +*.. V* -I 41 tit 1 41 144.111, Tr*** *.C*14 **TN at 2.4J,L1, -44,c 41:11Ittntritt;t4-4 1.--,J-rival-J,41:"IA J I 44,1 441= Alp yzi31-1.Tar- JATI L-11-1:11., . - ,y-ahtum- -,_E-vremrgamir-fp7a, - - - i-1_2L,-,111:1=s ,-4*-*** e=11ME=NOTMEERTMEM15. r *71 Fir _ ***r++,1***tr*-1-,*3-J *tt" *II*" V,* T14"-t- f.W4ttk " ...... -t- .14,44".t, "rt4-34, "Att FFF .-1.44-: "tf, ..** i*** - _ff- 1E, **--- - jfrk 4 r.+4* -1. * 147**,4 41-4, 4-F- .4EF-4-1TS41i4- 1-14-4-4- t't 4-***13-41-.0 t I iTI t Sf1TIrTJT Tr rftTi'WTI" n ,F=firito- triTrx-Artiw-.11_,IJIfive krnycilittV trai Fkve -r fS VX.Sillaft NWT 7" tiff CD ttt-,r T Telt- Teeq.Wit gm Prr 41W e=1. 4 Int TO=T- 111=r4 ril-11--thr-IiTifirr (t-i1._ 1M-ctaii_ktritir trr5tfjlrC_I -{ =r - TT1 Irtt_PTikt-tt 5),*1-1.1211,11-tittiffinT- t TIFF 3T =ter 1-1- t -WA =Thl-t`trt iWifcAlrfirte=Tirt 044 11-a-v-±i,--AllIcuL,131-rAni----iiiratsrd t-: 4.6wr, Fl ,ft -LC TW'r _ttattrt I 14 i i ,ITTA. .-M-7T-11VM rl 113V!. _ tilitIVitVMAtidr.ZkancafriM1111_11 .F itr,r, m - J-trivrt ern,. .11,1iIrrit4trriV13(11:14-Vz4atieftritH7117REM rmnt T -1_fr-rfrft :144-trr-T- 37414- rfkl:Tieltrfittill,t TI ri 1 &_11=, Tror114 3.41. terctritit Lratra_t rrxr-ri_12 1:4-1:xtek_w:,,_=Jz-.--mxiw_tria- T._._ 1 IT 1124 r 4 14Ai: f 4:11=Qtritt -,r,r=ttrthltt- _WWWitasfit *L'='1ri-4, 4 i 11-fiTT ttrtt Ft. _ 1_ zl ittWgat_ 3- C=M1=-01 -"F FAA linnre rettt TiTytti t3,4 Art t 4 T sr. iMbr,t-1-4 fir417... Tr E rwttr, ttattWt tArt 119'1' "=" 4 AL. ....W .V., X N.I 1 z t' :la tat tx t _ -t -1 I 1- awot - _ rl t rt. 44, 4,n-fl-IT,p ifitt7; _ iir Yratrt- - 44- ft:73tamWJ -1-r=17 r il 7-77 I = -=fraty v aStiutitkla=fit rex- tmln- -OliTtYMI-=Wilit-n etm =v--x.1111-11re-rit-the:-*T- Yr-biur-martiM 371-714i- Ne_w= ail I fll - a:1M -t7 )frritgVi rs 0 _W-iff Irt 1r1Ytf g AtarrAr491- lOgitatatt-maririff et 1.1ffiketill_ ire ing-acminir OrA _0011 1-utati, - a itaat ,\1711-EUPIreil . ILa tri cut-, ry I =f I Mffl tirm iLANTAirsLat 1,V131.1 =113:1111. -*1 aa..0 10 a- c=04F-=Fraturfurraw- vjr&w.-*Tmmi--7FE:art 1X-17,Tirat=r47,_ fMnrEnrtErwm-1 = rii ift Off triantrit lwft.tvIra faTalrahrtr-lir-t fia_etifyrntr fa= .-yri.F.,-.7271.1t.±-dttmcca ,,1091v_aTiWF13-14- IYI 17.1 , = 74' Limou 411==-V_CA =,W-XIIAN=.1,S11.= ItTTIVI :=011t1- r--11t= 144' _LI tA4, (TrEr.r.17 - Hirr-71 7, p , .UffehTZ /11,1,4, -1=4Baat-TI=W-rilifl 111- T-T1MTTS___VTIN= fri3-71Tri 1:TAMIL-IT:11=a1 .111-11:1,171-'31-r-m-frur rn-Virs--14--V-T--"FiTFITTcr Trt LTAT,-11111,1141-=e&-_ = = PM' -TEM41 WA-WI Trig4Tfatillf44.-1411UUTatirk=i1AMSt=ieffriFt, MJ-7 1.7471TITT,17/5/ il=325.4a daram IWIT.34,41 L14; F-TrArl 1_1=Z=, 4=U I= V=Tar1474 a, 41 ALT--=TAT ffars.m= B fff trILia-M FTri-it lfi ===t7T nITTer-- T. r f um' -W .W341-11T-7=a=1M-I14-=-. 0-3,11TRAIIIII.--dith----;1A---t'W---- 111/Fpf-T1 prelinart-tr=0TITISAMII-M--1-11AfilikV trrTrifill IlkIIIIMI--&---- Ir lISaftirtiz 0J-I-.-1 glfffe-1=i,rati---- . wliffs-4-t-11 1 Mei Irrincte tL-Y:. ..i n. 1 t.ottriiiiiiiiftvigifki-c,--- TraWiffliN rti ik-il-Wmi -dirohi ix crp-i-JR-4 -i=firlii(4a mu ,kwar friatalt ,q.c.ft=a-y-..--6-fitri-t4Kii-td4r-partmi- -voilx- 4irtAT--- 14.:11*-----0: T1 -t. - -4a,vicri,-,-irri -0:-ca-_ ---thazmitH-14.11--- __itimmfiwilm, rs- -xx,a-N-i-qtrtv--rtt=ttw Er-dt-7-1-13-0-13ir-r-:_-ftwrl- 0114M1- :iT r41;hi414q=1 e 1?- i -,-T7 Thr- 41;ifFWA: rfrir `-f 1'v r'NEVI-M6131: u:rzTTF a-WA it 11=EM tr Irkad±i.4 ,11.1M3aijd, fi I- th7-: IA11, M- freT, Jar att ri --=-4f=141srA-1AE , 1 _Ltria 4,11 !_c Fa =t-+-1--fi trk A L 171-Nrw- tt-vre_rwt et itgT-3-tor-t ittmtri-wri -r-Vittt=m141_°4111Amterm-trEtt!_ewitis kgnitint rif-a-maA rtt-mi,:tun -fr rrrnMni pirr ---rr11-/-t-,-411T i-313' - Witir12-1.AWDECEEWA. KL-3qs=r. rar.Pis_terl. U-r-fr W__M=V_Mt= W_WF- -.FtZ airUZ-1711.--11 1*-1 ". K.413/ 7.1113 141---w+L_Le41._113 tit ng,44 A-frk77141,ta teaI "lemur-nu tact_ no .71110T---mtthrmtikts. - viril _ T:ILLEd1.i Wt t1iii- _ 41----AL=efitft-LtEnta-L--tt-t raturiWfrn-vvrinrril MIR NIALUM W plff autiq -Li -11-virtsWpfktve_l 0,4=W- f fL1tLfltLtIITIIIII V;444.4 t 4vopmfel.r3X-1.. 7_ _ _ iIir=rTn- 1-11,1 LILA, IS UT- : 7c=1=-Lu= 1K4-1 L tla Mt:Mtn- Ttl 9rAial p a tat r _ 1-10 ±=.1amt-rea A-111:4t Etio, .plfflE1,1111WPFM-f--: Tint= W 1, 1-F-Tir.=.- 114.1=-1. -,1411i1 ,i-N-a--1,1_1,1 I w 3-_a03-r ALIL ==tcl LIT*Era Lilqt LLLJ) _ 1 h-OTT 1;i1- v -4't L irrrn,= laE Mal 1.5T,a,!, ella1TITATcri. _ -71 T r14-4-4trw, re.,T I I 11.-.1.-4, 4 I LI* - r. ta. 31 - rib xis fr-W1-4/ rMW141--r&F-iff o4=1,~W.FRI 5.4Tirri4= 414T- 4-A4,4-ga Irt -To yi-Ce" -344 =?. - Y7ien4 41, VAkt"g1=SATSTVI-INZarft, 6 -==:%=tt- riNCPC 11-11-rf- Rif- mr= Alt par_ &TS MA adibT 4 A .,4t-rtaa=ct* 4:1 _ ---YgDrg_twf, =1:11r- Ltn-r7 A-co-= fit he' 1-110-ca: M4-14:14.4- 44,4 a-. Alfrxttkrell*:tVW-,:ctritit4ele 431514Ve RAI '71 d_ = 4 O'ffT.16.P. --- 4Ter: r* I1r stvii Mumurn cm tui 11W attri trehi vs-ralyt in. tshr J--asts7r-- 44-rr-iiinsistog sm4sft1.ti-ss I- 4141-4 ni rtiltanaldrUi. Iffromtn _i__ 4 la, Vi 4,1 t rr 112 TIM.t6 0 r.--cwTAT,- r Itiff " !: A - r4;11. 1ITT-171tW1191 itTeN- -LE141-7--7 V__tiL0117' i th- a ii-i 171,11,11- Ift.et_o_i-pati4_41=1111-1or itri-141-7010 -q-171-1 117r_t_t itffi 45710.11.,41337.7417137ME-1.1 - _ 1ET.ELM-4441I-V,- ElEtWMA Ii fla Taait$ J. wrfer[preil"tiv tratti-m-r- POI T _ t tat t 11041.4,T.017±1_11M11-1.-i. 03. Iftrits: -741_11. fit-Tr_A-s41- fru, _AL4s_ ged [4.,tlrr- P41 1 Ai -TS frilSES. -itt-*tt *04 tr, -00_AF, Tim-TM rm._44-:_if-13-10-z_vi, fzeret-1-174* rii hi ,,sissys . TriTirtfi'r e5=1 tr-107 LARS 1a* I 1 _1,-1,4E* -1 I J0151100-0-- iff it* ,04s**1-715I ttf3 01-4J-1 40tik t _7-ViTV1W . 1 TAX=it-it,ttsittst., trts, 4-4_014,t ttma.=t141-_- sik 4,000-0000tf tIl itt110.4,-1-fi0.- t *1 44.st1.41Pi s ss1 I k -0-5*,ttscst051_ 0 -r, t s 0, 00 s*E rt. tz, T.'_W t TT 1 rts IL-0e 4 11:1 _E 1r- 'E".E - t 40-tt-ttstis tit 0.-0,4W-03 t=gtai 1.0.st,00=1- Wtti=e011g410040., 3. .1 _tar -T- Minotalti _Tr-ttl-fila-+++,t Thu tWr MMEATMId BIRT Mh 40:&4XCWift- 1,1 _Itpv-v-w-ur-411f mit1-. ik :=1& kr-T ETTT,W151T. Mt 4.TA = 4=4 traymmur Etaw?" wir[4:7 :t Y -WaricAol_ o ASAWIrEff=-71, dribri=ah nir--K161124filli4V We- To.r r- a _ 2- E 7,-Tht-frifittin= - laTITM1 pie =WA (EFIA al a 110 f. ATM_ Or IA ea Mien slim ru----1 e ri ..--m- qtr 1 4-fiirStrk-Mtr It&Titre V I V A - A t i a r a n i k t.i u m o- . a i r Waxrini=w1trr, _:~11*1-tilet--51-171- --'4----==-1-- A-- -:LI"1:1glilm' 3I-1111 'I" r. F1 3e rag _n_almet-r=r5- '4.-r RITA T -1142 MICAUKtfaliftanttim4 var-Thecrxm - sorialoffiffina sta.,:retatiT ad-RN allti an_ 1 Tar Eld$6 lawa-rr - ter- riargterAiliarxnA-r_ .HLTE 40A4=Yrif-fra-whire' w-T ;.#.1slat_ 0-Atilt! 11 7-1'` 1 ww -r _ A air JUETI". tMite Awwirii,rglkgitualkitoew e" Turirl 711°Ifitlik1WW- A I riA MiXttiThCreth rti-Tn raiu -- rimmiriscrut, ift-ierr effirked -rtitaiiiel Tr1iTi r n r dam rc r Cal Wile}, re trrimmi=rr -vctirtert=4071tratre bar 9 _ I 14- ratid-tbt-riapaYITIT-litict- t_t a a ---vrrstrrnJ3 Afp-r rataut raft.-1 Talterivarradiety imftat-rEcir 1-LITY kt-ff L52(111rM1414 1-1114A4/14 4,1t 114171-44VAI 0-1-VA Tir r . A TI jfat,e d 1frulaj11 .4a...01T5 rkakr karrh-r 1 f 1, ctrl t: i4.4101a,-LI*1!-T-r-v--rat_, I :a 6 e ik_411sunstwoor___ei, MR, 177na.. ar.M1 . ..2;,-.11-11-1.44-1 Ali IffErgio_ A CTITINEF INWi ratado rLtrn-r.a a L-Taas-"E=4-: rr a .Rf -EA; ARO. T rt t. Tfist 17 ive1114 t-rtri r ITS fstr T= - i.a=e ar*. tf - - WrEth 1110% fT7M-- 1:FagNir_ti CLIJ=int L.vaniFW-R-41-nv- Stifitf 0 -1;q- tgT11---01 auctrouratiffin tan-vrt-zraitrin 1- ii ffipm, tnal=ur jgjyffTkgr t_ra-ttli-p:E.r-vtg -matteen pirrfrOng tarraTi-nallivrs r-A.Eartg.20 01- Alargin R. -MAW, " n 014,11_. 42111:411-46441-4=11 .4111'; ,_51 t I Fi =TAHiTtTtf 11= TE1M-HTOrttui- HaHU -101-ati-A ... 1:__ :firth _, i Arrk,u-etw.v t t-rtfL_,ft7Yisff- '17stn-TIT4 11 --ilt 0-g------_1; :--v_iffirrii- ,t__LI p.i_,I.o- -.:triirolg: ,rA=1-1,-0.14--4-4futt-nItirrEttrfairt :Itytnr_71; 2-p-4_Por-ft-itritm nx-4 1 7*..___Auf-frrt hnisiti mn-w_Fr.---vv-----t=imAlmnifra-n-4t,.---Frpi-T-r-- in HHA -IMNRIOHISHA-WRYOM iWt-r-gn-rn-t; if __FIt! 17Fr MTV-, 9171-1-_171_ Tf_ .11rifil7TWA117 ral_f_wirkr.0.-wittr Oast rittftitirt .=VritiWr-441-11TPra _ WHF-141,t4;14tHItT-Ti-lW 14-itt frtrerift I.- ref . 1-4* i T Tp irrfflerirl mu-Ault-kr mottrimts., -i...;biWifkr!vt Ad owg-onRK 'PEOLIAttir= I --171MT wriTAlliTg t talli==-1-MOWL 4:113-10r-rrrnt-rbtrd . To-Yrrin k j,- If_ A Int , =r21613fftafEgi I EtaaTifti IRWra 4.=1 gt7M-1)1EW Athwz.. hrinergrtnitortemilly-Fin ifi-mnn-tJAM nwmwM-W*1-4 kurlia,-1-tangt atiruka.Hu tr-H_MiGieuH :Tet. 16. Actuult,hiJdrvn. 5ii'ntlngly, he ritustiiigtilIi- hrhiviornl rhanges vhicIiflulyoccur In the iLfllijuest l9nsiurrt)I lydeiriiindIuH normal Ehuidren. Thera Ii mi,iitii troitatlyri evi- pm1,Arir.ul response rrl1tIetoIhe ideal Ilicatlim iltnce that I hi! cx rrience if Ncrvingns a rein- of JIJan opt I rnnl set ofcflvi run menttl I r:undi- forcing agent tnay furir.t Ion to Increase peer tfonswhIcEiwouldIU-olnutrIntrracti.iu trninersskilllevels (SiegelaSteinmari. beprti ret tirdvil nail nvrnretartlrd cliili!ren I !175J. This lsstu. however, neetis Further _ittitlj!ithe iippriiprtnt!ttuctltionnl puce- cinrificattoj and thus remains a fertileares dures fur vt,.hIishIng ritiiiril.irdedhIlilrcn for future reseiiich. as h.hnvlrir Ino4l,ls and as rrinfiiri:lng ;tmt for I hrlr retarded ;lansrn;i1cm.Aniutig the var- itihlcsliii:h i:oiilti hr rperi mentally uojnip- AttItudIn*l and Affctiva D.v.lopm.nt- i ulated Iopfficl su:h iRitcurors are (} the ratio of rptiirilril iii iii,qrrtarifpif children; Finally, the tivelopt (11 integratetl pro- Ut)thi! grams-should cunsider the )nfIunce of such ages,t.ingnage skilli, ,Uhiltither tcirtiprhnrirs of the rettirdeil and norirriarrird part icipiants: - prugrtimlrig nit the sitllltidiniil andFfectiv (c) ihr nature of ttii teai:(ir s performance: development of both retnrdcd and nonra- larded Inrtir-ipants. Early integration. given tutu() iii tivutitsithin parlitultiritiluigs. .iipprnprIiite structure and 1nsruiction, may result in the tleveluptneiit of an early altitude - uf acceptance and understanding by nunre- - . tartletichil,Lrnn fur thoci dhffei,nt From them- i.Q.n!ratli,d Elt,cl. eliiwhil&o11cring retarded children an on- - Aiiottiijue vitiien(ihnt maximally fncilitates their relatesIi, the_:'nrr;ilj,Ii.ffrctsonhjoth _brhivioralilcvrlopment. The development of rittirih d iiiiil noun tarde d 1htlilr riLln lngstji 1 pratt durm's to reall,. these out pliiiiil in inti gr it. ii prugiii FtifIiiii. mill._sttlli presi hoot level nmayiiave far si'ucturrd MeIIIHJ(shave tiren rst.htishrtI r.!tur.hing rffpcts on the later lives of retnrkd wherein retarded childrrn imitate and inter- individuals dot, to at lrnst three potentjnl act with nonrvturml,d peers, itis critical tu rcuilts of suchenrly pr,gramIng;. itrienimilni- whether 1tie tirhivimir, iticuriflr- Fir9l.Itsnunrctnrdrd children grow up wi III other togs. witiv.hild'n. Lth-the eerience of dIrvct peraonalizitrractltins context oF rn'w autivi!ii In .ihl likrhihouU, the - wlth thrir retarded peers, the general level of attainnirt(mm J-g1ner.ili,r.l ttutçunies will ;mm:urtal uIikNtandIngalitinceptnnec of the rellumre ss'i iR,pgr imilingOnewaytupro riIiiii ii miiiir hxpri ted to Increase while gim -ur.h -grnvniuliiitiori-wimul.I him ti)'tWrr ihllltIit ituls of(CC arnilt-iIjtust should ronditmna ti. ihildrrohih i murinthi Iralnj7jitflflls(l,tlroUXhearly flrnthand expe IflgittIngurUt a inmrtuf training setting-=rmiiii .wIi1iihlw..p2pulntjn__sl and nnt' Flat ar.nc lorden, J.1L & Elsilsy, R. F.Not aU little wagon.àr rpd;The cxcnpiiqnol child'. eorly year!. Recton Allen, K. IL Beaning. I. M.. A L)rummond, T. W. VA: The Council for ExceptionelChildren. 1073. Inlegretlun oInurmelendhndicapp.d children Kern... M. B., Te.k, J. A.. & Hodgini, A. 8. The In e bihvior mmlificetion pre.chaol: ACHIP rflpctp of four progrem. of rlaiiroom interv.n itudy. In C Semb lEd,), Bchoiur an&y.i.and lion. on 'the intellèctuel end lengueg.devel" educatIon. Lcwrencr KS: University of i(nnen. opment of 4'yrnrold diindventngsd chlldrsfl. Pe'euk 1.071, American JournalofOrihopiychiairy, 1970. 10. Aitnijun, K. Effects of cooperetive responseecquisi- SB-in. 1101 on social behavior iluring free-pley. lournol KaIstoc, 0. P. Programs far ib. mildly reterded:A of Ezperimrniiot 1Th,ld PychvIoy, 1972.i2, reply to the critice Exceptional Children.1072. 39. 51-30. Aitmnn, H., A Telkington. C W. Modeling: An ni- Long. J,&Mndsen.C. I-I. Flve-yeer-oid. is betsy. terntIyp ,behnvinr modification epproech for -- lore) engineers for younger student. ins dey-cirs retarrjsl.& Meuitill Rlijrdotjn, jfVI,-y,0-23 cflter, In 14. Remp &G 51mb fEd..), Behavfnr Apolluni.T., (onke, S.. T. P. 14eruhui'hing _nnoIyessAr'o.ofrriaarch and application. pon-returded prar as a bahn,at;rtiJIiiOdCIfor ELIR)PWOOdCliff. NJ; Prentice-tisli, 1975. retardedtochufrs.tlnpuhlishetl manuscript. PattpFion, C. H., A Reid.f.Reciprocityendcoercion: George P.ebtIy College. -1015. . Twfacets gi .oclel system..In C.N.uringer&f. Apollani. T, A (!uBkr. 1' P. l',er beheviorconceptu- MichseI fEds. J.flliOvio nlctfiflcatian in clinical sliced see verishle Influencing Infentandtcxlcllrr psychOhV.New-.-York: -Appleton-Century- tIeveljment. ThoArnerccjnJuurncilofOrihioj,jyCFoIlI.:1P09_------chmotry 10755 417=====- jiiiiiiiiRayJ Ibhoviorof dnvilopmentallydelayed and liisntiurs. A., Has., 0., ARose, S. A. Vicariouii- non.dehsyed toddler-age chuldien An ethologlcal rorremsnt an(l bnitet lye learning:" journalof' el udy unpublisheddoctor.ldiesertition, Abnormal udldI-Soctal- Psychology,-1903--o7.------GeOrgePeebodyCalIrge-1974 -- BOI-807., ii..SIeIl,LJ..ASteinmen, W. M.-The modificetlon oU-- IIrIrI.eri) UrWTud,tIvri ih jiji'ir observerclAaerooi bhevtor ci s of hi. serving as a reinforcing agent. Ina Monograph, 1072. (No. 21). - Ramp & C. 51mb(Ed..).Behavior unalyil.:Area. Cauke. T. P.. &:ApollanI,1' Thedelopr Ciilj .__-i'f roarchIiiflijhiation Engl.woadClifi.NJ: -(live A itudyof Prsntice-)Iall, 1975 -. training end generalization effrrtjl TtmliTrnJ7fIriinP S "A Ttmm M A An exprrim,ptsl sail AppIird IIehovIor-AnoII5'iU7t1.,a5-78 y.i. of socialirtkractioribTetweenibsvii.Il" flrvny, C, Ctiralnirlc. M. . A ) Rubln,lt. ntegrat.Tdicnrdrrrdchild und hercic.sroom - i' Journal lag hnnçIIEipped qd non.hantIicepI .chl:ifApphda4ehuvior-Anolysui. 1974, 7',83-590. httdrcn _I (fr-IC on social huldhiid hiStreughan H Potter W K&Itemilton '1II rutIqo 1014u 3n0-1n4 - I hebehnvlorcl trcstmentulin .lectiva iute I iliutt H A ofChthJ Pcychalog"nc Psychiatry J(Ip:tlUCCIILIIII!Ilwith vicuriot eøin1orc:rnitt-ii11119(j3, fl1251O - ''.ymbnllzellondIgf.iIu(Igenrrilization joui9iiifWjihlrrRC"ChiId'ihlliIi'ii:rtiorIiTiIn frsfisItIi rfirntLanaIy.e.. Jcurnalof== na. 5n Ii's trgrai,d-into.a are as Partners eitRole in a Bet efor ancapped LEO F. CAIN Vidtmierr--xryilps fur -syt Fhelpitttrimsys7.1%itvt. beettt pert of fit, star -since -tationlitlizatioak---fhey-have,-1 course, hod aryinw ptirposes,_structures,=entlititeinherships. In he the hit ns %vas 'width tintli-wellitry, and the 'tmomizittintml motivittiottA mytlichte.7.12ollowing the 7 Secimil:=WoridTWar.4:groupg %vere':'firktinfzet1 for thy welfory of thy liatttlit:apitytheittl men lyretetrilutl:Itut truly in the !Mit et' SI sees but Isti.m-11-ntimbeotimr hycultutr ries:' I hi, 4ou.l WWere the-=fart I ha I.! iteViv-i---qeiorgitiiried hyliiirents-ittiftl I Iltiz-ate qhipq ,11 jihmigh:n y.r eqtrirtm 1 tn,ptrt n t r prim it r i I y_rm m (1,IIIAreirvuts,ohlitldremw 10%miilk:am MoreXthan rens) trialnitumIgettir tiaf thrrffirrt shvv I t le ttis-f S OA: t eci) (17i I e7ii-uTif 11-0 htekrktiatps-'411_&trien- t p.t tit etLingthe ergo tlizitt tittis413m1-;Volttnteyredlititifahl he-projects= Thirbly %1111.-Itifirtrihtt S es! Irein is -=tit %vim , w_b,e=thyAu -NA lin_t --131J-t.TillTiteh_Lstrm _5=117M ilirtfinv vrxrA: Mifffilr-thr 7.7fft_VMFM-__711TrariTAYT_ sf lii41ILS; &MI 5f)N-"Wi iitmTUAtastruillmomo N'Arcri-rt tirirTr-riairrY s14-4; 1-FiritM=-M14111111-4 :=VAJWV--11-1 ity_ff ---artfAire-drectivett-A-144:1-eir-ttruttind csr-s-ti eh rint--e----Auvai Van-at- _ =i-Vt F ra4riAbi °Tizt-53E-g s. 4 change IN lestihooly- the-legitimacy of their nerd, tho Intertsily of their involvement, and the dynamic quality oftheir leadership. Handicapsore not OlmeNsiorily related In the social tilidus of the [Windy. educational attainment.intelligence, economic Influence,or environmental setting. They eespettno oar -and. !meanie Aif this. handicapped-children come from homesrepresenilbli Ole complete panorama of American life. theicesult%yip pool of concerned par.- ents possessing the qualities fleetly(' for the effectivemobilization of effort on the behalf of their children. tocal'groops first de,.,eloped informally. as gatherings of individualsThey_Organl Ahrtririg-1rrommion-pinhtFril7their reason ITir coming togetherwits to help thitir children acid to help themselvesby proViding each other Informally mutual psychological support to cbpe with Internal family needs419 . well an external socialpressures. Their concerns first centered about., their immediate needs. Therewere too few institutions for the cargo( the handicapped, and alltypes of handicapped' individualswere placed together with littleor no diagnosis or training provided. In milli /jou, wilily of these.facilltieswere greatly in need of. improvement. Public education didnot accept' as its responsibility 1- the provision of programs fur children withlimited capabilities. either mental or physical. The publicin general,-and legislators-in- particular, weregre-atly niiinformed about thepossibibties'fiir him this poptilliiinn and wore totallyunaware of the advances being 44Lvviedge and techniqueson their behalf. Interest in ilevel, tying met litalsto help children achieve according tohe Ic yr l ui War :7'------Ci11011)11111(.4 ions 011(11111111. Theconcepts of social responsibility unit concomitantly_the appropriateneis,of 'allorlifingpublic-funds-for -- this purpose were lust beginflingto develop Thesi:'aincerns led the p-.1h,ritgroups to organite purpose of sponsoring Ai wine dive rskty'ol 7 tioorne. was-theiractillo in the field ofedujiallinilpitially,part iff groups condliCied7edio:Ailmialprograinsjlirough-=,priiiiiter,st:lionko The assumption Was thatiliese-educatiiinThrprngrainSWere:Rider Their*--ne-V.tstiii,--was .tic sponsoclegitbitiKV-Irt_make...iirogrAiffis,-,in 16. spretal a rl icnturn =a foal titTilbr public-school systems:1,11'111411H leacFier6trainingvagrains reant-atiait-kiTafil6,1-Tif e nCW16ainTipTrsitelrowli._ co [mono iintreseare',IT-7=7spLifedrilutraTf.y.A-1-r-fer-s- smc col ham1mo i z1 riM7estATI-Ihnr.s_ornme_t-frant rrthe= le rs t 00ikrri'r. fse War, t -mt-atikoM-rfe,tvdibrAt i-fi.7r_ii==kv trx ri d frata-foraxMattrfRro hN-tilattliffiVLVItnifEILTOP2r-WeltrAf-itailteffahearetykiifrit4tv=b1 trot Amt---ii-ATrrs-rdirwhim-:49-61111ilriffelzebrimbipromd. rt,users direr -AA t -Mat Ht /Tinralaaitimiteicani times, categorization, which has been Intensified by parental invel-. vernent.. resulted in duplication of effort and fragmentation of pro- grams and services. Even wheel more than one handicap needed a ser- vice. each organization developed Its own. For example, vocational rehabilitation was priginally developed for the physically handi;, capped anlyt individual legislation was sponsored to establish a credenlial for each specialty. On the other hand. the multiplyltandi- capped Were often left out, having no service available to them. because of the benefiis to the individual organization in the areas of fund raising. legislation. and public information campaigns. they have been reluctant to cooperate and broaden their scope of activi-. ties. The Parent/ In the early history of parent sasociations, conflict (misted between Professional the parents and the professionals. I laving had some negative evert- FtolatlorishIpences with professionals. particularly in the field of 'education but also in other support services;' parent s lacked confidence in them and were he sibint this resource. At timea relationship which was almost miversary,innature_was observible. However, as the meitihership grow and the volumenf activities and services rendered 1)3 pa_ rent groups increased, the need for professional assistance overcame- their iilktitaaThkillif in fund riAksing. public relations, lieTsoc in y Otology and teaching Weieiall fly -eater! and imild-tfe-provided by prOfessionals. In addition, the Professional Can.- Iributed permanency and continuity to the activities of the group. hoWevei;fridoitsly guarded their prerogatives within the or. ganization and _maintained control of the decision making plioce'ss, reCognizing the_contributions of thicprofessionala in policy de. -- _velopment.L-rlie professional wiiiiihus primarily an advisor or con. = are now more positive nntl many parent groups sponsor scholarships tti train-Pitife:isionals'and fund profesnionni research, proiects. Hie:structures ndnpte d Iiy= miayt,p larept associations were designed $ --- purposes;=stich.-as ..fund.--raisIng,. federal le-gishilin-ri:iind"T_ informatitin: Yet. (Ipxlhility to develtfistatijarogiiiniii:0 provide_ -flettsnwhif6i-eile_ideildriiTalTfifee_dm wiiii-7.-altiled.Aillis>aniflid lietween-loctilaiiitontimytilidthk:Strength of the national organizii- oes_notsevurtoilinVa..-berm:ti-litliderlinceAlaranits-were-effectivif Tho Rave-cas-v_o_ters_ and as-prTsnure=grump.s0hWflinr_lriTn= ItTle-Et.trEgriaira_Mn.T.11 n &ratinge zvath h-Mb..ear. a I ---zs.yAfem7, Ke'--y_ fifEt_ons.in.this-tichievannen tlamelieerurautfiXtWtorm-iitIon..canipnigns usi }t-the- eAue_dLa.siieframgrains-rseininarsand,canieren-= _ CigiVriforsiiiiie.- mi-f-edEVNT4T11it1-1-vareitriarlibThitirrihMno alto r-biils art ; 1B5111 OF:_11Pi rat=igeinirt, IfelinglajtniTa-rer-pit--k t he f ;te;d-frilf.Vaid_c en me n F'ci igrcrarf riawe siulfrenTaifrifit cs _of-wig talis_ dent's Cmninittee Mental Retardation and the President'sCom. mitI el! on Elf1111(1yMerit dike kla mlicapped: with parents themselves being named as members. . Recent history reflects an emphasis on advocacy, or the demand forFor Equal Right. equal right'', and parents andparent groups have actively promoted the rights of the handicapped.Discriminatory practices ore being challenged in the courts. judicial redressis being sought for statutes depriving the handicapped of theright to vote, to own property. to bear children, to speak for themselves,to obtain occupational licenses, or to be eligible for instirance,_orexcluding them fromser- :1:11e__na_turcuoi-the pecinutient-lin-part-rrfcatrrt-rivelginfir. 'although ut first thought to be landmarksfor the benefit of the hand- med. will be determined inthe future. Many of these casestire under further litigation, butat this time it can be stilted with assn= krance that r.oristitut Intuit isteties are being addressedat it new level of seriousness. The imbiber of lawsuits erlatisixto education hns signif. , icantly Increased. Suits are being-filed:whichse-chi° eliminate the= lesion of the handicapped=from equaliiccess to-educatiurfill up. immunity mid the stigind'ereated by labelingchildren.-Assappropri ate Jemishdioti hi enacted at thestate level.these_suits undoubtedly:diniintsti.All,this has bi en done with parent group Slip.' And. parentgroups-ore also actively involvedin-legiilation-Which---_- reflects a nest/ concern for the rights Of_theharitticapped,...fiere- . again -'-- the right-jo. eilticatinn, theright-to due - - prifcess-firriteetionelind the -7-7-, right to adequate fundingare the focal -0-04163,d CiiKeiieliT Legislation being introduced covers stieh.tolites liS4 heI-Freudt-O-ward=normaliza-_ ----=''------.. 11 educational-:.-_- placement__. and training regular classroomperson- eel in the needs of the handicapped. _ ... Federal legislation =is:_naw. _ -_ --,.. speaking to nondiscrimination inmil Ploymeatin Tinyprogram r-6-6-iiiNi_ log fed' finiMcial assistanceland the removal.uf architecturalbar. tiers.- A significant -ainiant14)1-1 _.. fundingAriAnititite-leXpand,'Iaria. ---tinprov- exclocat tonal progrann-TfOr __ :-- thOharillicitimeiFis.a137_17iiinxp_r i __ _ i:71(WiLliy-the,,fetterill-Ama.er-nineur s Ore Ietsur of r tttrrbn fitimiv:erst-tif WI Ili, 'titii71f i lttcil bril vhi r; AfF i ors Lintt i_b-cis -mkgfggi_tMtirik-er-AfirFittnTal =sum reiltriTfopTiormirii t ner_4r1W( fite_71 pprMliWitint on- nrtt:linly- ciitong-fli Kikk_e_ratparenr. o fir z pr ani -Reis a c-i!r rt =Yseurtirlot-7.amiWrri Ire TtP p (WIA-1 tii lit VIDTd1-:=1W-C.01 I ti-10--n-iftw-v,ii_roisi-ftW-:_inostrai about seridces for the entire life span of the individual. This is reflected in-their support of programs limy kli ng living arrangements, employment opportunities either in the cominunity or In workshops. and leisure and recrentiasl opportunities. At least one organization has recognized this and changed its nameI he National Association' ror Retarded Children has changed Its name to the National Assort's. lion for Retarded Citizens. Holp In 0 vOrY And, as parent groups broaden their perspectives, they must also re- evaluate the advisability of providing services in contrast to obtain- ing them. it seems to lie readily accepted that parent groups, as'pri- vide bodies, can more easily assume the role of experimenter than can bureaucratic, public agencies. Therefore,itfollows that now approaches. new techniques, and new services might continue to be developed on a pilot basis by parent groups. Once effective, worth- while prolects are demonstrated, however, itis the public, agency WhiCh can better finance and deliverthe 8 the long term la ava4:= ilia±parent groups arellitis free-to move_on to a stew expert. ninnitorAliez-effeetiveriess of.;_piograins operated by. public agencies toinaurirrthat.,they continue-to meet the needs of the chen- tele, to be involved in the Sating of standards or criteria intainst which programs can he evaluatedror tsponsor preventivereranh. I lisineff IyAif.thiplieliffsilr:vices_ and-Programs offered puhlicagencies: A,40/0VroominT=71)dri,Ift groups- concept riow tieing advocated hy,special educators of ITInvitimuti many handicapped chit- _dren as possible hackInititire,regii-lar_Ti.lassroom.._This is variously to normalfial tor Or nitiiiNt-rea:rfilifiCAInrintibliillY7thESegregn- .t ion of all handicapped eltildrenitial stiginatizin-g-effect on stone, and faith:I he 'Joirriiiir chilli and the liandicappedChild benefit from edu. =7. ttataniil 'Ossibie:reflect the soCial env i- =financial Many part nts hit vori slut d 191141FitpUiMing phut :etinew Ala mands iiiiiat prepared _-resouree materials tifd5t tJc locared=IficutiVieffietdrialiiaCentAbations_ -n ir_rate-r-to_siTirpleimmiMgujZir-9107sTsrrins:TalThirfiTilfill flu! ,se clire=f&affil_ I d Vagif iffit-7,' haliv-wrIree-viiiriatiql---AtareatsziraWmlanifiAfon-cernial41.hiitnnot _ terrillircalualillly=ftuordiaregriltirtlirs-se_traitiltrilf th-ats-pwititop_Jigcanourfulm-miraricin iistia9rtid_tigiriiftriffe,ves4iTi Cap riturkrzaivaurke -Metrixtrifil-Trrn±MITA:Orrosiorrig--nfthFfninstimppriFIFikre.t .taim.v.ifrniWrallegrrnoingurm r1.1 P ao iraitimr u imirtintey_f -r] at $.11141elfliathillitinwirt,r1-461.-avei it lit Lffricest-17-1T71--mpnn: r-Mt -_A11111-risrvi rt ma IT and weiTort-ogentressFaffirtYniff-spisfoft-stahrol s- U 411rr neat--bervaits-.-ortrd. Awnwly,..wor Asi-hrr 4 , They xecog ized the need fur legislationat the state leveho insure improved services andwere influenal 14/the ehect- 1 .of statutes which required schoolso provide special education programs and other servicesItch us diaglitairiS-,::, classes, speech palhology;physical andoccupational there'll', On the nalinnal.level, they successfullyobtained legislation providing funds for research grunts,training grants. grant trim ., demonstration programs, and federal aidto the 91;iles. :.:',:,",....- They have been" advocates of therights of handicapped ._ through sponsoring legislation and in the judicialproces.s,,,,.::, They have been concerned about theentirelife of the handicapped person and broadened thcir-perspeclive. -, Their goal is to make available. the neededservices to every handicapped individual, The y are becoming aware of the benefitslo be accrued,from co.., ordination of efforts amongparentigroupt, -_ lies the success of parent groups negated theirneed in the future ? II ill true that nita:h headway has been made:Many of the;ne-eils.lotirai Thirty years' ago !invent least been partiallyfulfilled, but these stern+ have nut been equally achieved -in allstates across the nation, Many , handicaPped childrenTtaLadolts=StilLgoAtnserv-ed=ar&the-rpresint:.------serviCes-need_toImilxparle(Lto reach:rilore people,,,Coals-need;ca timid' ii,eirilluation in order to reflect thechanges in-society and this _- retiaires Soltie=flexibilitywithinthe:associatianTheir.existe:riiie:iik:_.. still ne4!d;! d iititipiirentgroups cancont loue to_he hishly,effectiviK--1'; _-. 111 A LastGOperatioilofPaterits KATHRYN A. GORHAM :evaluation from a variety of viewpoints. One- . st iagnostic centers did not exist whets our 11-c iten were growing up; few exist now, so &ride, the fifth of my five children, is pre -we have been r -fermi" from one diagnosti- roundly retarded. Fhe 13 years since she wa_ rtan in another. born have been enlightening tones far roe.I have learnedenoughabon; other ,p;trents and TheClosed F lies theirexperiences;_ with, profession, its;about'` Seeing many .diagnosticiancand , parent..tirganizations,-,ann aoout,,,,tne: servite:._ presentsa procuem._ Not manyparents system for 7exceptionar children- are fortuinite enough to htiveapediatrician to p;iss= as a professinn:il myself and' get P- aid __-- -or family physician who will coordinate all for doing whatIused to -do as a volunteer :7 the informationfaithem.=--People--move -and AlthoughLhave_letimed gntelAociors--=aFe-,:=Unwilling__ one_,tif_'-thelost';generationLEof.;parents ==01-10-71-;e-Thiortlinators-in - the :first =place._ What handicapped: children. We arc,. parentsi,- ,ho-rhappens -to-:theTrepOrts? 'I 'het_are collected areeither., intimidatedby Praessionfls or iei, manila - folders that follinv:the- child from angry- with them, or hoth;-p;irents who ire clinicto clinic antisthtiilto SChool.-I:his unreasonablyit-wedbythem;p;irentst who Would be- finc;if. One master folder containing intuitively know,:aitat lye know-our.Tehildrenpies of Millthe-Titifoilitatimt:;:-Wereinthe better than the experts of any discipline an4L-fhands_of-Ahe--parents.,I lowever-:few parents yet we persistentlyissume,tliat. the proles- --ifee7gice-ii copies -.for these :reports.' Strangers sionals know heir,parents so are Permitted -to -readq:-the commits of the muchattitudinaland ::ernotio- 11 baggage child 's _reeadST theluijents generally are not around with us that we:arenriab! __WliiiiWC:parentit"fill out the application anyrealthalugue-_,with:.:professionals fortni:for.7.Cirhii61,_;ivi=.'sigria release ftinn teachers,-, schiairm. -ty collect infor-- Between birth-ilnilmtlie=-;CgeA4=-19.--.-Alleekitiariv----andmfeliffols:-AWeRilaThil}.1&-liot=-;islcmto- .,=----_-hasseen- 1 ktphysicians:.7rep_irjettepting,,- malt es.- She has -also beenreferred,trtan= sirsent.East we signstore" -dames -nit j tvc . toinetrist;:--_physi'caf---lberapntsi-psycludip--chirdiTen havt-mei, whoAnay-tead ihr4ecords; gist;riot°"steet li_ttliultfists 1_r .itisiveiFri rift l 'tivcr `theta iracltn; k vttsl`di cis --w-611-41ve.,:Thent,:aArshittilTre-warralitlid-s13=of,whahey;crail wiralt1-3ANK-M-M-31-fitilistv, __.'_likeelfi_arg-e=ruirnhy--f-rAi E :371rfarTR hUiMIW-TRM17rIMMU n WriiffratlliEwilwritadlt7r -== but f tinv.-Freatiqh-tt--mwri-Tnin-r-t Tit pC -Cor.h4ini-Tc-Dure-myriirrtivirtirr_ Br InTf-ao,t=r= s.-A- M.a - as ,-..1-prn C -..-fentraTV)ATO-Cidp.-i-Will.Orrardlariii 6- _ F nit_r_o nri v_isr {;_grIvr.---,=:_s-kinnv ,,,vtii v_Sulna-l=ao-Iht---SIH:a--=g-=7111M.-W hif h /nod-F>t t'mwrt r p r i iii-- -Ar OF o r p b r f e d i y i 1 hy rimheir-Miltiffkg---W-DgrAtm-olit---m -kJ-Ramat FTh-ttus- a f-encidV, _iy -4-i i ,F-ffir --f..AirnI fivarrd-roltkiiirOn tirea-thao 111.---ftrir ran r i 1 (-alai- Arie,r,Raly t-4t I tiiidrtr ti trio= -n rs-isk- tieth tit -ii-i-rfixi- 111 . not, and nothing that could not - havebeen Now, wew Are often told that the beplace discussed keely and openly with the.person for our children is in the community, in who wrote it. And I suspect that my a case is neighborhood, with his family ora 'sub. _typical rather than atypical.,,,,Sornetimes- the . statute family. Yet there arc not enough record collection process-meant delays of 2or group homes to begin to meet this de- 3' months .before interviews for application mand, _arid foster_homes arc equally hard school-we're granted. How much simpler to come by. That leaves, as before,our itwould !rave beenifIhad been able to own litiMes with respite care and home- carry her records with me. , support services, still only a possibility in __M. 01 cyrnruunities-:__ ...______- -____,- ithiLltonliss------. - , it -- Anyone who has lived with a handicapped is now commonly accepted that our child during the last decade children have a constitutional rightto a or two will be free Jeducation, but extra appropriations 'rabic to construct -a list of ironies-that be- bas----.to make learned ht.. live. with. .The following the classrooms materialize have ones arc not yet followed the legislation and llama derived from 'my Betide notebook,as well as -- Lion. We arc told again to informour from talks with other parents. . legislators of the need. Whymust we tell - t -I.The responsibility formonitoring- our ------thiiii-agam? children'sprogress throughilthei--_frag-.: 's---ttii'lnthe,past we were made" to 'feel guilty, mew(' ser'Yke system bits been41- !'s--but =--whenwe did not institutionalize the array -of physicians-and -mil& -ourchil- itfe-s71 ''''''-d-ren;-and now under the sionals we have seen have assutned that"" new normaliza,, lion princtple, we are made to feel guilty tvecoald_ notpossiblyunderstand -Ale -= . ilW7e-i1O7_ 7 _--.7:: . _._- . complexities of,theie trade or that it Witillil- c ikeLtooi muCtq-or tfelFtineAiCsTifait- TherEffecti=r__ thenI-ftOm Wejiave_ had the resWnsibil: ---_-_-:=1-iomuch fur the :ironics of ourpas expert- ity, Ind educating_ and equippingL_USIMdo_ = efincesatid-_spur.,_currentz dilemmas. We .- --- have the--Hok bettee-war - , . P i--generalIV not-ton;--71earned-Mlive- withthem, but not wititout silt -red itpart -:of. the diagnostic obligation. =act:mutilating Sortie-scars which clear mark Ihirent-jybojhinks something.:is devel-_tis:as incinheri-iif-iline-uliiit generation:----- opmentally wrong with his 'chil.-_usualty s__We arei.artgryWe havegone_ to the help; turns iii-z-a- physician -whit hats .prob:thly --'7'_io-'-g-''nfirirfeaiiOni and hivercreaveil:too little - only had mipinial_n-lexpusure to, the 'total--_- ---7, help ----_,' ,-;-itectis -cif the liabilicappett-chiltratrhis-*'--Wer-nare-stilrifir'awe of specialists and Imo-m -Lfarnily.l'hysicLiTits:_:arenotoriouSly..- i-in- _-i-_ titcd by the' --_expertise. -.--,=. schooled idiom Afiiiintidiral. services :and ___We 7-Wriein4161y---gritclulto:piircipiiti=or___ --- --often_sannoiftc11.,77G7_ tarjaFrwh. }roots -__ _ ---7=school.----7(11trs-for,--titerely:-Eitcrtritirtg -iii-e =Wu lahlifitir=:h-A-rfelitapp-eit-ti-lilliteeti,, _mir _rItIldreni-fiietr-pcogranis._ the spectre of. or _evenaif-schoolsarseav_a i I,g bit- -;--- 24:_-_,Iietit-d1W-7-Hday-4,-=-Welcrf'ICIarie, _37- -='--141-eTialiiTtINHeTsitagtm-stiffinfai-i ,11117;their-tettistitutioi---at=Affeillafitie: 7---: iiie,;te-ii aiiicernedJtie4tA6-7-4&-s---iiirsiciii- -.A-iStni:M7deTtrs.toti-h---'411.1)1_91,- barikfill - : . A i M T -t 0 A hnbi rr1113,,I ndiltleir33-- I I I I illalr. 4- VC-A eMbri griateli:=-4rclam, ii fillitrereflee-ffita__- h---_--fhtiiieti Je---eliftgSAt---eff41-wsnitiffir-tbrrE--- ' rcl-ari--it-Wit --feis'pe---eti---_-=-W_Tillingn-Nlixe:4-- velitig- WAY-e-c_p_a ton-itifInnit=xiitTitort iiiiiiirtrerali aVKI:ir n'=---siffirturly-apiretEiirEoUr-____ 4111e--.=,soh Uiritorttlic-=,p_A_Nisi(T.w tiit--cjiiMi-WW--MheYAltifffriirl-ilie-p-arailes, Avg nasta4 a wi.--jluti i-..-w-partrux-tart=---r- =we .--14rui-firr- -Tel cI,lim-wii -11- ...-7.1reat-eilly4-ttif..-..t-t-i-g-r-matt fffclicir Iri) - r- ',-_.X.r=.. tefi, c ;ijixxg,h-sAlle,,-ifgtb--tit ,traf_ w__.----m-msed411D-M--1 -74-tittille-W_ 1 -=-' I: -11 r1,43. -rprXtrritriFs __-40-1--,Mh--.-M--.71-, tzfixof faffi*,1 fa 7tIUlitAr 1 -_ Irrr,y_ai t= & ,V_ r==; 4:11=11.-- pfriffitfinfiril=1,ffelMrelirP= ---ITV=Tre irlif-W1417-A1,;1_£C-ITIVe-MIW-KM-MffrIV 1 r r7ri'--t nfarr-s7r- lineast-_-4_ii wpm_ 7,177 r TicKet--,_-W171i-ff -y--,;_I 1 . itile.,_- t-i trt.--L-lh.rtv-Ilir--thrt=-MIT-ift=u3- -- N-VA ITNIILIE1F-A30---nifiWM aticiri 11MiT4s-W----ilre-it-ri-frit-r f IratirmUltrifto ilf-tri---- 037-Trn-M.-..ASIMAIA-AlirtnVirs4au--=trtr---"ffilally-r-I-IlinriourillAurr WIltst sgartttit____ AseilB-51iosu,n_tirgelv-mt -ph n--ftir=Fiericiels7 9 gesting that I place her on the rostcYFor themostIporlant thingyou acconiplisliIi permanent residencein the stateinstitu the parent's preseiwis an obstack to testing lion.Thatis,irslact,(lieonly Option le(aUSCthe (1111(1 Wt I notcuuperittc'in lii available at present. In Marylnd I cannot prcsencr the setup s muld tnclude a coTplcte 'even provideforherfuture by putting review of the testing procedure with thc par moncyside and setting up an inhcrit4nrr cot.(Remote - vide vicwing 01 onc-way II 1. die, ind slw must enter ah institution, windows are grcatif you are richly endowed.) theslate's general fdnd becomes hir to Ltke a realistic n anagcintht ,plan part of hrr belongings, and the money saved nik1 theassessmenttiute one.Give'thcparents -gn---Is-nne4hinac-Frrnt u--her-well --rrj-iir iirbFcin cofl5tructi1in SoWC beingas highway on a day to dayhasPs,innsirlcring the needs worry about the future, but planning br it of thehild, ti -op;uulies of the family, and is not ytt really a fruitful.artivity' theresourcesof, therimmunity.Letthe We.tre iircd.. Wv have keptur childrcii arents kimw thit you will suggest ittodifi- at home and raised thun ourselves. With vatiuns if any-apcct of the management plan all the 'extra zkivaiuls tin tin)c and energy dues nut wnrk - w hkh i Wit huIii Ill t ha - mpl itsoften ---t itthi --- -tn1orm yourscl1---.ubout tiuimunilt re- help from the community. neighborhood, .- :sourcesr-(,1vrthcp.mrets advn--tin, how to professionals.fricr.tls. or_rclatirs. antlin - - - gin - - about getting iat they tired, Steer them tonnrt onil ig-orst dl inicmn but - their-- --- totheltaal- pit'ctut -prg;im,I/;ltmon= Vhrrc'rr. tioricul- .idvicc;----% e --have-=1ounncdp.irent- --- - , make tIic"parent a trani nicmirbcr in groups amidsu html,, run thenu uurselvc,-=- : - - toe actuai ui flustmctreatWCntor held fund raising tventSInn payteuhiers - tinii,im procetiuir slt.tvilLgivcyou a chance_to -and kerp ourhittle speriaLshoolsaJ1nnt, - -..- - - - - ubstrvehiw the-p.trentand'thiJdmnier.,cV -org totted b uby smttIng-gruup and ut1l ______miner play groups. We have huilt 'and rr- WIIIC:,Y0h1rreI)(irtsin leriid undcr: mod ihkI ingu tgrlroIescio,i tl-tcrinmnolça itired pe iiiph sygnnund equmpnurnt for'it , our ihildrctn's use at home and at schooL- IS4 useful shortcut for your own n,otcs, and r ¶v%r hive tinted ill ssrionns_ mid lniildiiiii O(1(ttIilis t,sUSttIntoiflmunmcittThv4th inrk cduited ntIlersofyourliscipiitIe=llut imcsituatiô,is - them tmiitour- childrrn'sirrds it!lyingIheIrrnnL _it-- bertjtncsunobstacIe rights %e h te toIl tied bind ci ipled hun___t°tmndc!t tiati rigKccpui iiimnd th it4(is the dreds- I _nc,slctrrs, ttendedsslui 1arrnt who- Ulust live vitki1icthilcLIndphimni ho ird meetingsIuhbitd e sit Cgis-akrng shp forsersUeto inert h s nerds I iture Fur betterlegisi itmunfnr.=1liitudi sUpptt hits egolndgive-himn guid ice \ t mpprd- huhnIrrn-u born etlniessspup&,r iy.vry1ttl dtJOIiEthetitid it preiit md I he w m utj h imniktim itresist tw e is ml c'cn ks fmhout the diikl of the future,(itm him aLi port;lnt. Your best toni .isnit anger. Some using that i1iifrt0exjiiain ( his chi'd's conditions yourub will include the gentlerart of to other people. persuaitmn. I leip the Stay confident aid cool about ir to think of life with this ' your own aiuhitics anti intuitions. Yau1iiow vhiitI hithe sante tem-nis life with hs othrr,your child bt'tter than ari-one k; childrenitis an tnigfflng, you arc prtihdciri stilvin' :a vita I nirinher of the tea in of eperlS. priecss. Assure hhn that-tie is c4ihle of iluit-Try to findaperson who tan probkmsuIvrnj iqL [hILy.ULtil lw thcr-rnnnftrriwihe 'irious Th ignustuvisitstrid to help flint -whit it. rilts. Pick the person with Be sure that whom you have timep.trentitmiderstamisIns theliestrekutiunship, someone who under- chikls ahihitiestid sept mh vcl( hj st.tndsyohi-i'nica the principalnionitor abilities anti ikihientirs:Whit the-hiid--i your is far inure impurta -hiIths progress throughout lifeand oh than wha he ma n v ho willhelp youbet otUC a grmd nile. not, do,, amid the pire,nL's to.il ihmrr;m1tris to Lc nikccjrecords. As soon:isyou -look fur, anticipate, :1xpet.t,.utid,wel-ursie imew kiw mh:uyiWh.uc auhuld wh h ;i bihjiics anti tnvclmunie themwith joy whiii' prohlcni, sian- ariqiehotikMake entrirs r1 ramcs, they aplwnr (.ur hiniiu hehonest with jii ditresse; Iihionic iiiiif I eli hint tim it uuiihrs, dates of visistlm ti tlilOtirflpi.irl Ott 111h ctmutspm eseutc(nning thcvisits intl m ..iiehi.i i's'tulrsjiett his ihi!i(t IS well ;us (tVC mmmt't-ltifwliat wits santasyou can reinrmlier tutu mod to hi ip buntIct I thout bun Riorti the tluitmons crlf I cli _humnfbit hi tint -t tutu r-sdl hi uiskrdnid thein- unnc'scers ni Ret ordin on the, iiLuLI'ir i'etonirnend m -. hiiiii iuiLJshhirituiiicd iuiid ------\I iuVre rdso1phnnt rullstoo i1'ni9hr f 1,.ircnit,ibuitiservitetimsufu.-inmhtidt.jheil itt.the 11Jt14)SC inuithi it theories-l'apiip hunwith ;idvu-e mmmifloss'tm stiltIt is liesin in ike mniptmtt'tllt rtqmft as by - - _ ,. _ uiuk -his wmy through: the: -'stciiLo( --.-----iet icr keetkreopyLfor - our. rmotrhook ._.Such - . lwlp. .____------___._----i S,% -' - tnt, scm S - ri him_thu_un II'i hut ii -=- duuiineiiiatiou fur every step ofyour_er1ort . wmy ((I 001 hi (plo!It ii him iii it ins_i hi id it is- t( t loUttht, sirvimehenet tl t in (a m--.---. _____ ,_ II&'hItiP'iVt'Yi(t't. I cli hun tum (iii vuknttwhmitlmIto 105151 being thisprrsu idCs ' - . pro -_..... m pill itfifi d i' us iii I i, gi.mni tm - ihit inmitI-_ ,ihrritor ise=hmnim=whathe - - nerds: I xpl liii-to-li imithiii ruir;a mptr3ithi ithitutitncmse__rxcordcuf_whqni-.yuui whumttiii _.svirut he-=pron uIk'ttichrsmtottnrijmFms miI cointis iii uiu kmodmr jij iir-mited l;wceiithme st ii (1111)11151,4 tiic iu iit jThi Iib[r PtAC -ousviII iii h iiuli tiltifol fiii tt1 iii 1u111)JtJutipmIirtTit,Inriiis hiliLsFilm in 'i-imjjiji' u1iiitrs - ug!_ 'or PiiOiuI e _uj5ia1n rrc= I iiI) lLThji1dii e i Talk freely and openly with as many prim problems thingstltatk; can l solved If fessionals as you can find. 'Fal( with other people work onthent er. parents.jojtia- parentorganization.lly talking with people' who "hive been through Changes and the'Futur italready," you ran gain a perspective on ., . . your particular probletims. You will alsoe Xhe new parent today Hates a world which. cave moral support and will not fed e 'is fortunately improved in many WaysoThe _ , 11.,...alutte-tiet_informatiurt_._fropt-parent- omit _._fa4.that-itis_ehiltl-has-a le itl r ig it 1--u_t--edgeitJ -itizations about available Services aryl .about (ion and trainingdoes not.surprisethispair- . 1 -- , theirquality.Remember :thataparticular` ens, -' andhe 'expects programs to be pro7 programmight 7ii-irr.help-our :Child .evert -varied. Consequently hili 'attitude _toward his though ithas proved : helphil for. another ,stlioor systemandthe- people, in it is different: child-T.-A/mupruki.aril, a --you---h.nie, th--e time 1 Ic-txpects7-the-vitaf-servirrs-to-lec-prtwided.'- __ -___ ., _ . . and etterEty._ to_do_V) AlierC 13 no- sub4itute I le is not asking -"for services- as if-they were -______..____ _,:::__ rifaeity-nor- is he left,. Mihnooption -other = the institution if thejew. existing public _-- Stay-4-in;-----.1-1.o.se-=-,torich-Wittr=tyour.-7(1111(17:'icir-piAiiiilor spe7araWieseilusiiisriliildrien, ---icailier--TALik-e`="sorr--=siori-kn-ow.--,-whar=15,6cing , tirtre-ttiirg-s__IiiiVerrat-_'citaitgedi_howeyer; Alone.in: the A-law-Jinni_ _SQ.] lat.-ft tiro atm ani1=Wili-=tioluidsss=wettlitke-=altem,--TThe ''.11'1(6-klr---5"ri'luqrle7--=1111'ii5-3 r4.1VO4cEr-8(1 7d-i--'agnosirc-`expertence---ii-7a5ften*--stilr;tr5urttatic_ :Wiiiiilii-.',==a-Faclier----ziVikT,4or-.=adciiTeL-;iifil-ig . to oriny frirent; whir -,-:receive --:----- IntiCcminsel ._:g shins `Iite_=.twof_ollott-ar,e_=.0.=_Ieantov_ttelkirtg -_cbronrinenfeit,--ir=olczt = ____ ,-ovispotinfortnation f(rLille.-,-;:iiiiii*F.11.4sik-avgiirzsraialibitumf linum-diet-rmy-2.14m-iirtiref-vipplirrancLtel.- 4 iMte.unr-Wirei-rever----pt$stlile... Ile--!_m_rghf------Irav--_____e7---:.4---tiliVitTisTviVferCH.eiefefielifei,,-s MIA IreAainage -77 =-_-,soliocgre.rf,:olea-st- '-,n-..1.____. _-=------T----they7:-Iiii---_wall-=''sifirOky-iiFfiCailliEirrielOcswith -.-,-4---,1,-Ii-cif ii:-.:tit:-.yitie--1'liiii( -,:_t)nisT.ltie:.gte--.1.int -almilei_g_e_rie;aitionsif-ou'.entsLtinless-the. ItiiTipitint-617-Niew-7-ket-=Iittit77:1 thaT7=Vet ing-::_itofivicht.irs-T',InvtilYeiltakeTc= deltber:tte- steps . (Tilft471-Er IsAiriF7'.N.bnr=r1TildiW leitIrriii__,.---iiteIrlirlireres--7titithited liere7nriivinti that frotnr y -ttrxantp1MVIrtfitriitt7-16- fliink=,--6f=---7kTrihihty _4;_ _1- _.- --,,,___ Conimunica It Begins wi PAUL LICHT% Paul Lighter is Program Manag OF Moderately RetardbdIssaquali- 1061 District, Issaquah, Washington ...0 It has been observed in both This becomes an evenmbre-';', a variety of handicapping conditions 'research studies and au tobiographi- significant problem for parents,cif into the schools, at earlier ages than cal accounts by parnts that one young handicapped children /Who ever before, This situation implies effect of raising a handicapped child have only just liekin the Painful and an .increasing number of cordacrs is isolation. Pa.rents may feel iso- lengthy "coming out" _process in lated from 'members of the with parents who are new to the which they publicif acknowledge . task of raising a handicapped child extended family, neighbors, and old their child's hAndieapping condi- and who will need .considerable , friends who fear, resent, or feel ; bon. Pail of this process involves understanding and support as th.y. ''uncomfortable and embarrassed by 'the replacement or unhelpful or learn; to accommodate and adapt to the handicapping; cpAdition_ Many:- negative family members and their child's special needs. This need .parents either anticipate or actually friends with a new constellation for understanding, made even more experience social rejection, pity, rid- which might include other parents crucial b$ the possible isolation icule, and the related loss of self of handicapped 'children, commu- Iran traditional sources of, family esteem and social prestige. nity agencies or associations, s nd or neighborhood support, place's an Itis not xincommon to, find special educator s as their primary additional obligation upon the spe7. arents of .handicapped children source of emotional supprjrt and vial educator to form-a helping rela- withdrawing from social participa- understanding. But, prior to the de- tionship, not only with the children tion and altering plans which might vellpment of these new relation- in. the Flassroom, but with their ex ose them or their child to social shim; it may be the special teacher parents as well In addition, theses rib._This Withdrawal or rejection who best comes to.know and care relationships ptovide . may -I the teacher they frustrate the parents for the childd. The special teachercan with an opportunity to be a source . Andth- eby increase their hostility, be a powerful therapeutic helper as of positive growth for' the entire resent ent, or anger toward those . the family struggles with problems family, as well as the opportunity aroun them. This, in twit makes it of isolation. for perscinal growth. More likelythattheirfamily, friends; and neighbiirs will want to LISTENING TO OTHERS have even fewer associations with NEW FOR UNDERSTANDING The process cif helping another them. Parents may find themselves The thrus$ of recent legislation and person begins by acceptingkhe total in the grip of a vicious cycle of reiec- judicial decrees has been'to bring an person-in A nonjudgmental manner, lion and isolation! _, increasing number of children with and communicating an attitud of From TEACHING Exceptional children. 'Winter 1976. pr. 6n-71. Copyrightt lEagTho Council far Exceptional Children 1139 193 adiceptance as clearly '.as possible.. ;01.ie veri. direct Way to cornmuni- 4'1"ent "1°4 'cate acceptance of othei-o, Frustion PE locceeas si Iarly to thIise In stress, is..to lisks to "tra" "When will Dilly foam icil-Tid?"--7.-* their feehhgs and to the ways In which tOpse feelings are "coded" in Active Listening language.. r ftasoonse to wren Listening' maybe either passive "You're very tiustrateor ,whb're one simply listens In relative Oki-10 and where silenceis an expressionofopennessand already made a jildgment of the decoding the speaker's message to qcceptanceor it may take a mole palenti and has evaluated them as more fully understand the emotion ;active kirm in which the listener maladjusted,unrealistic,ordis- or feeling behind the mess'age. The pats his understanding of whlt was turbed. Given this predisposition, it listener is sciist in the process in that said (and the feeling behind the is possible that'the teacher may turn -he reflects or- provides verbal feed- verbal statements' intohisO-wn to any number or combination of back to the speaker to tesflds own Words and feedsitback -to the generally Unhelpful strategies such understanding of what;aS been speaker -.for. verifieationand as ordering, admonishing, exhort- stid (see Figure U.- Another reason clarification. ing, moralizing, preaching; advis- feir listening actively is tocommunl- Thistechnicine,described as ing, blaming, psychoanalyzing, rid- ckte to the speaker thOyou are try- "active listehing," iea profounsl way' iculing, lecturing, questioning, ing to understand thebasic message to communicate a willingness to humoring,orcriticizingthe and,if 'successful, that you have hear, to understan),- and to have parents. sh'ared his verbalexploration. ,empathy.withieomeone who is ;50- Take, for example, a hypothetical Bratnmer (1973) stated that a re- lated and struggling to be heard. situation in which a mother has. flection accurately executed to the Activeirstening has its roots in the enrolled her young handicapped speaker's satisfaction- is an °Weir 'client centered therapy of Carl Rog- child in a preschool or infant stimuz ive definition of understanding. ers (1951).'The continuing success 'anon 7program, but fails to bring The active listener translates his of Thomas Gordon's Pamir Effcctice the child to school on a regular raw perceptions of what the parent scss Training book(1970).and,courscs basis. The teacher decides todiscus is saying into more simple, precise, attests to`its real value for paeents, these repeated absences and reverts and culturally relevant language. teachers, and others in the helping to one of the above mentioned Tile listener feeds back only what professions,. strategies. (See box. below,) was said and carefully avoids adding ROADBLOCKS TO his own ideas. To help in this pro- COMMUNICATION LISTENING TO PARENTS cess, tie listener should constantly Typically, it is assumed that being Listening is a skill which involves be asking, internally, "What is this an effective helper means giving advice.WheS1 friends or family members'come to us with a prob- Ordering; "You ynust bring Cindy to class on a more regulate lem, they will often ask, "What shall basis."' I do ?" or "What would you do if you AdmAishing: "If you don't bring her to-school you'll be Sorry werel?" Rather than activelyl4ten- later on." ing to the content and feelings Exhorting: "You shouldn't act like this." implied by these kinds of questions, - ; Moralizing; "Ws your responsibility as a parent to see that We all ,too willingly respond with Cindy gets all the help she needs." advice;i.e,"IfI were you, I Preaching: "You should show more respect for education." Would . Advising,- "Let me 'suggestb that you bring the child more Let'sfaceit,being asked for often," advice and giving it quickly is apow- Blaming: "You're d ing Cindy a lot of harm." erful reinforcer and can be inter- Psychoanalyzing: "You're l_ st afraid to face The truth about Cin- * preted as an, affirmation of our evis- dy's handicap." dom, vision, and mental well-being. "You're acting like a little child yourself.- Reliiiqinshing this power is difficult Lecturing: "Handicapped children need this kind of early and threatening, 'particularly if the intervention.- advice giver has occasional second Questioning, "Why don't you come more often?" thoughts about his own wisdom, Rumoring: "Maybe you'llie lucky and break your leg o you vision, or mental well-being. won't have to come more often." Teachers often have the mistaken Criticizing: "You're notbehaving very rationally." notion that it is their duty to help - Persuading parents accept or adjust to their with logic: "Don't you realize that early intervention can handiCapped child by giving advice minimize theeffects ofthe handicapping or. direction. This attitude /nay re- condition?" flect. the posiihility that the teacher Communicating With Parents 194 parent saying to me ?" At timeof 4 After-a while it will f el morelikea Railed practio of active listening a 'natural break In the flow of Ideas natural form of ' ommunication .and feelings, the listener skills, Inservice programsor, some gives a than The gaggle, bf.queetldni, opin- of, the commercially available Co Keise summary of what-he has ions, veiled threats, or bland con- heard. The feedback may Include caul-SW 'such' as Part Effeqtive- veisatiotr fillers that we tpo often, nos Training (PET. both cognitive content and feelings, employ icie_e_xcel- :, in our evIryday lenttraining-- opCi ities.for if these are an Important part of the communication. ' these who desire more experience speaker'smessage.Thenovice parents should expe 'with thit technique. active listener would do- wellto ence dfeelinof beirig Understood focus Initially on the content side : A arnary of guidelines for as a Consequent active listening; active erinifincludes:.. and approach the reilection ofemo- _ for many parentsf a haqdicapped Lion with some caution untilmore child, this may bet e first .step out I. Listen for the basi comfortable and practiced with the of Isolation. Parents y also expe- the speaker. technique, Of coprse, an emotion. rienci mare specific outomes in the ally loaded message. cannot and- form of developing a se se of con- 2. Restate to the speaker a simple should not be "diverted" or left nection and direction tostring of and Concise summary ofihe baS"lc, unrecognized. otherwise seemingly -r mbling. 'content %andlor feeling, of the \`." The teacher sheidd look for same atements. - .), 'Observe a cue pr, ask for cue that his reflection has 'been Active listening fosters a'nd of helpful'. and adequately reflected;-l arsis and helps parents ins ally ,response from, the -speaker to , The box below shows two examples o identify and 'subsequently to confirm the accuracy and help.' of active listening. accept' their own feelings. In addi- fulness.of the reflection,. 4. Allow the speaker to coruc t 'your perception if it was inaccui rate. male `i Parent: I'm yeah pleased with the progress Loretta has been Making with the new speech 'therapist; he'sso thought-, ful 'apd kind to always keep uslaformed about herpro- ATTITUDES REQUIRED AND; gress, I RISKS INVOLVED Teacher: You like him very much, then; Parent; I do, Verl much. Gordon -(19%0) stressed4lat active listyning, is not simply An external &amid( 2 Parent: techniqui "pulled out of the ,01- juscdon't understand. One day I feel that Gregory .'kit" whenever someone hasa pro really likes his school, Ond the next day he says he'hates !ern, IGther, rt is a method for put- it. ting to work a basic set of attitudes Teacher: He really confuses you. jabout human relationships: With Parent: Yes, he sure does, and besides out these attitudes, the teacher who a ttempts to listen to a parent will appear to be false, empty,:rnechani- cal, or insincere,' Whenever these -.attitudes are absent, a teacher can- not be an effective aCtive listener. There are some cautions in the tion, people tend to feel Comfortable cordon listed basic altitudes which use of active listening. If the listener with the listener who reflects skill- must be present during conversa- is not careful, he may develop a -D fully..in the school setting this may - tion; highly stylized way of responding influence the parent to -be mores which may become annoying to the open to. a coOperative home - school YOu muss want to hear, and-have speaker. relationship. Active listening is a the time to hear, what the parent Worse, the speaker may interpret technique which encourages par- has to say. If you don't, say so. the siylized response as artificial, ents to think independently and to Z. Ypti .eaust- want to be helpful phonyior indicative Of the listener's discover their, own solutions;it with the parent's poblemt that lack of genuine concern. Phrases communicates the teacher's belief time. 'Otherwise, wait until you such as 'I hear you saying . ." , and respect in the parents' potential or "What I do. think you're saying is. for self discovery., . 3. you must be able to accept the '', should not be rep4ated too Active listening is a skill which parent's feelings, whatever they often. Using a reflection may seema requires considerable practice in a may be or however different bit unnatural at first until the active, laboratory or clinical setting. Many, they, are from yours. To accept listener begins to experience some . colleges and universities offer basic his feelings, does not mean rewards, in the-form. of encour. counselingor guidance cpurtes you must accept them as your aging responses from the speaker. 'which introduce and allow for the awn, but simply that you allow Maintaining Momentum 191 195 him the right to feel as he does..lt lems, that we suspend our mbralis.. handicapped children,. as well as, in is a way, of saying, "I can be Me; ticand ethnocentric biases and the interest of expanding their own and you can be you." judgments. In short, it copwels the humn potential. 4. You must believe in the parent's listener to see the world as another ability to find solutions to his sees it. own problems. This requires the The teacher who willingly listens teacher to:give op decision mak- to parents risks having his opinions 'ItEFiRENCES ing power over the parent's life. and- attitudes changed and invites The risksinvolved in active lis- the'`possibility'of having to reinter Brammer, 1. M. The helping tenipgestein from the process itself pret his own experiences. For sorrie.= ;elationship: Process and skills. Engle- which requires the listener to Sus- teachers this will be seen as an ywood 'Cliffs, NI: Nentice Hall, pend his ownthouglits and feelings.. intenselt thriatening experience 1973. ,-. Active listening is oat easy,itis .a,nd forthis reason they should .ard0n, T. NI-ent effectiveness training_ physically'and mentally demanding. refrain from its use. Others will NeW York: Peter H. Wyden, It requires that we attend fully to- choose' to actively listen .t %parents 1970 andher person; that we cease -to as part o f t hirir personaTan profess Roger"; C. client centered rodnseling. 71/4 focus on our own concern' or piob sional commitment to families of Boston: 19oughtanMifflin,1951. - 192 Communicating With Pi3rants re ER KROTH clarification exdies r6i students end- teache, Some Mai.. becarried.out1 ne and others involve other Pe 'ple. ublic Lit: 94-142 will be regarded by some ducators. es 2. Engage id vauer athreatand a challengefrom i parent, and bylaiihers as a eminent ler/14414er. &pal and Simpson (1977) have nicht .opportunity for Parentsiitid tiaysets to work together. El a nilmber Of technitaes for assessing oriels own values Perhaps the Major difference between the Oro groupiof educators s they relate to:parenni;'II tich.mtercian as J. one of attitude, because to a certaih extent the behaviors will "'Who Ani,l"*7_Balance Scaler' and -A eYoua Teachq be . Who . d" for to chefs, or Are You a Parent Who similar. Iiolii.the arefearful ofthe law will (sake .?," stepsto 'mitre' and 'Whom W Id YouTell?' for parents', may-be helpful that confidentiality of information is insured, Mae ch)drenare .,_ s, tested in a nondistrinttory Manner that individualized education in reviewing values: programs (iEWil are written with long god short term goals, that S. Diuriop your own valuer' amerrnient teihniquer. It would. . due pokes procednies are guaranteecl,iand that parents art non; probAbly baielpFul for each teither tospe' rid some time with lied of any changes in progronf . .- .paper and pencil to do some introspecrfOn of to Meet with Those who look forward to the opportunity forparents and some other teachen in "rap sessions- oniehat each individual teachirs to plan cooperatively for the welfare of children will take, believes about teaching and Working.w0 parents: the same stept, yVhife one group will carefully' collect ariddocu- The same positive attitude and feeling 0. fidence that teach. ment deferadte data (i.e., a log of the number of phone calls Made . ° ars have toward working with excejninnal ren will produce r an®istered letters sent to parents informing them ofplacement frititful results in working with their parent decisions), the ether group Will be equally concerned withattempts to get parents actively involved in educational decisions regarding CON FERENCING SKILLS their own children. In many ways itis unfortunate that laws must Most special, educators are knowledgeaqe, skillful, and well be passed to insure dialogue between parents and teuthers whet; trainedsr in working with ex eptional chi d ten. Many of thesame many teachers have experienced the benefits of this type of inter- skills are effective in w kinwith paten ;Yellowing are some of action Car years, ,. the factors that may inienc the interapinn between parentsand -Hardly arty.educator would deny the wont irdluence thatetiii, teachers: e, is home has on a child's grouph.'and dsvelopment. In fact, whena . Entslonment. An -rethat is. coMfortable and free from child does not learn Or misbehaves is the tiaisroom,parental at- interruptions seems to be conducive to good conferences. titurieilAd behavior are usually highlighted as the-major reason. Placing a table between parent and teacherseems to act as If parental influence is accepted as a potent lone in child behavior ,a barrier toitistussion. (Kroth &Simpson, 1977).. thatcan, be for better or for Worse,theniducaters have little v 1 choice bit to establish,a working relationship with parents, Listening. A teacher time is a good active listenercan gain a rit great deal of information and can help parents in problem VALUES AND,,A-171TIJDES solving conferences. The responsive posture and attending skills that a teacher uses with children are very effective with As a hehavioralist. there IS A tendency to ignore values d Aar- . parents (Kroth,1971).... tudes because of the difficulty in measurement. tfowev r, one . Recording. Learn to write down any important information ahodld recognize that pcdple often act' oethe valuest - that parents may share., When you go to a doctor rather than' -hard" data. Millions of people smoke cigaretteven or lawyer. though data 'indicate that this can be harmfulto their health; you expect the p6fessional to make notes. This is a tech. large numbers of adults and children are overweight help youremember,but it alsdstresses to the parent even though that data. indicate that this can 14i1 to early deathor severe .health u care enough about the jam-Nation to record it The information then car) be ft edbeck to the parent to problems; teachers do not use daily Fern cards teatseven insure its though data Indicate that, this technique helps alerate the accuracy. growth of many children. 4. . l'ining just as children like to know when assignmentsare i Just how invortant values are oan be tested by tryingto teach 'dueA i,.tie how much tirrie they have to workon a project, behavior modification techhiques Jo parents or 'teachers whO4do parents appreciate kno' ing how longfrthe conference will be not-believeis rewardsfor correct behavior: Or try s;- 13 can, e : or how open they will xpected to come. Adhering to time. anumber .of parents who believe in going back.:to the basics limits in both rbt-len of time andnumberof conferences is important to teach their Children socialization skills. TherefOretlt seems to enhancethe effectiveness of palent/teacher problem iebefornes necAnary for teachers to be aware of their dwn values 'solving confemnees (Borten & Marten, 1975). anti robe cognizant ef the values that parents bring Thete are a number isPhookerhae maybe to c8nferelidis . helpful to teachers or parent grouts meetings Following is a list of sante thidsre in paperback: , There!are a number ofsources that teachers may turn id as aids 'Benjamin.A.The helpiVinterorew Boston: Houghton-. if in Value clerifiest inn sib assessmeni fl in.' 1974 s IEtikage" in valuer clarification Simon., Howe, and = parentlacher Conferences Colton. Kirkhent1auto (1972) have prepared a qumbei of .values= bus, DH Bureau'ef Pubibhers, Teachers college, labsels Prom IVACO:NC 8xcepilonal CNIdren. Spring 1978.pp. 88790. fright i WS The Cciancll for Eaceotionel Children Kelly, E. JPitrent-oaraerinteraction ASpecialeducation leaders' manuals and other necessary Materials, perspective Seattle: Special.ChildPublications, 1974. The advantages of using commercial material are that it insures Kroth, K.Communicating with Wear of exceptional'clia- that basic points will not be overlooked by the presenter and the dregDenver: Love, 1977, audiovisual materials previde variety to the workshop. The dis- advantage is _that "Canned" presentations never seem completely Kroth. R. L., & Simpson, R. Parent conferences teaching right for a particular gioup. Usually the presenter ends up mold- strategy.Denvel: Love 1977.. . lying the program by leaving something out or adding to it. The conference is an opportunity for the significant adults in The following (fits adclresi-variOus phases of parenting, parent. a child's life to get togetherfor jointpinning, As she' child bea education, or techniques for wanting with parents. Soineare relal comes older, be/she shouldhe Included also. lively "user free " but most of them should beMed by skilled PARENT EDUCATION ProOtationals recognize that' parents need to be involved in the Systematic Training for Effect,* Parentingby Cl in Dinkrneyer educationmf their own children. There are riot enough Pinks- and bary D. McKay. Phblished by American Galance Service,' Inc,, Circle Pinesi-Mifinilistr65014 1976.. sionata to-prOvide all of the services needed..13M probahlyMore imps ant is the need for.consisteocy between school and home. 'Managing Behavior: A Parent Involvement Program .1g.- Many of the methods and materials used by Arachers in the noel' Richard L. McDowell,' Published by B. L-. Winch and7Assaci* room can he replicated in the home by parents. Pareni,shavebeen atos, P.O. Box 1185, Torsance, California 90505,3974, taught filial therapy (Guerney,1969), behavior Management' 'distributed by Research Presi;dhatiipaign; Illinois, (Adamson,' 1970), ro tor their own children (Recall & Simpson, Even Loveis Not Enough Children with Handicaps,produced 1977). plus how ter teach theirchildren to 'read, tzt brassard ye,- to :by-Parent Magazine FilMY, Inc. 52 Vanderbilt Ave., New York-. use effective parenting and bonding; etc,. (Scholl .& Kroth, in Y 10017. 1975. press); Classroom teachers have involved parents as aides and have taught them to grade papei ;record data.- listen to children read; The Artof Parenting.by Bill -R. Wago_nseller,---Nlary'Burnett. and to run sueh programs as theMonterey Rail:ing arid Mathe - Bernard.Salzburg and Joe Burnett Produied by Research Press, maticprograms.as. With the successofvarietyA parent ethication 'Champaign, Illinois, 1977, 'programs, it is reasonable to expect that progressive special educa- KeepinginVouch Willi Parents The nachers East Eriends,by./ tors will become increasingly involved in parent education. Leatha isth Bennett and ferris.0, Henson. Published by Learn -=t, fndesigning and planning parent progranis, the educatorsAvill ing Concepts; 2501 N. Lamar; %Austin, Texas 787051977. want to consider the following factors: As interest in parent/teacher interaction increasesibee,cart ex- erogeneity.ParouGjare dota homogeneous body. The pect that large numbers of kits will appear on dieMatket,:los only thing they may have in common is a handicapped child. with any commercial teaching Materials, teachers will need tbc Some will be well read !Mine Will be skilled modifiers, and judicious in seletting kid that are appropriate for their p rem some will be good: listeners. The educators Will feed io population. analyze the .parenta! needs just as- the ehildrens' needs aie taken into 'consideration in the: classroom i e., differential CILONCLiJSION diagribsis should lead to difierential programing. Working with parents may be one of the mo important and signi- 2 Size: In general, patent education groups should be. kept ficant 'activities that educators can engage in, Not only is the ac- small. fvloiti programs rep'nited in the literature seem to run tivity mandated by law but /he devel6pment of consistency from 6 to ra individuals plus the gneupleader(1). It is ex- en school and home may make itpossiblefor children to grow tremely difficult to have meaningful interaction in groups of enough to funftion in society. t more than 10. Large grlittps tonally end up, being lectures With the advent of Public Law 94-142, parentas: will as teach- with a one way flow of information.. , ers need to learn how to confer. Some special educators have . Time:: A parent education program 'should have.clear objec- already started programs to teach parents how to prepare for tives and usually a Specified number of sessiOns. For example, conferences and hovito be active participants in appraisal and re- if a teacher canSay topafents that they willdsellvolved in a view committee meetings.Xhe assumption, is that themoreparents program where they can learnjo help their children read and know about educational techniques and -procedures; the more aC7.' tire they can be in the educational process that it will involve dna 1hour- serions:, parents seem to respond bette; than -if the goalsairvague and the length of , - commitment-4 not clear. ADDITIONAL REFERENCES Adamson. G. A.Educational modulationenter; Final report. Special eduehttirs have a number of skil 1 and techniques to P.L. 89-10 Tale III Unified School District 233, share, with parentS. FOrategies for designing progransk to . Olathe, liansas, 1970. edihed- ingreater npetting Schaal Inwilved withParents BartenJI, H., 8111m-tem S. S.Childreri and their parents in brief (Scholl & Kroth, incress).. Basically, the same process that .a therapy.New York: BehavtoraFfublications, 1975, teacher goes througlItn developing a lesson. plan for a teaching Guemey, B. G., Jr (Ed ). Unit applies to developing 'art individualized .pareti. education Psychotherapeutic agents New radial.- progfarn notiproferrioNlsNew York; Holt. Rinehart. and Winston, 1969, Scholl. G., & Kroth. R.Getting ithaar inualvid With COMMERCI4L ()GRAN'S parents -, 'Reston VA; The Council for ENceptional Children fin press) - There are =a number of commercial materials that have 'be:it de- Simon. Sz D., Howe, L. W., et Kirahenhaurn, fl.fEaluesclonfica. veloped In the Pb I few years.. Most of these programs requirea (ton; A handbook-of practicalstrategiesfor teachers-and stie minimum amount of background, to implement They include dents.New York: Hart, 1972.: Parunto Powurful anderes6ary A_ 6 9 The Yet To BeServed----k Perspective HERBERT J. PREHM. native perspective of the exceptional child; (b) JAMES E. MCDONALD provide a brief overview of the state of the art with respect to the yet to be served; and (c) briefly- discuss three issues not discussed by IN Futurof Children, Hobbs (1975) uticu- the other articles included in this_ issue of Ex- kited a set of principlesat could eerie as ceptional Children.' a basis for providing thechlfdren of our nation with the best care area education of which *e Exceptional ChildrenandYouthA are capable.. Later aim year`the Education for Perspective All Handicapped Children Act 0.1975, Public Many definitions of exceptional children have Law 94-142, established, through law, a nurn- been advanced over the years. Mostdefinitions _ berlof the principles presented in Futures ©f emphasize that the exceptional child is one 'Children. Both documents reflected the advo- cannot obtain maximum benefitfrom tho cacy of individualrigtts, court decisions, and al school prograrh afforded the typical child! intense study of issues and procedures ruvalv- ceptionalify is usually attributed to intellec- ing around the identification. classification, physical, sensory,. or socioernoti,onal and education of children who proveddifficult c uses. Because the exceptionalchild cannot for societal institutions to accommodatewithin obtain maximum benefit from the usual school. "-Their traditional patterns of service4A central program, supplemental, specialized' educa- principle of both documents was the tenet that tional services are required. ft is importantto 'each child has a right to. an individualized ed note that it is the behavioti,ufthe cttild that.:. ucation. lead to referral and classificatron, as -excep Priority for the delivery of educatiquel sac--tional. These seam behaviors can be described vices under Public Law 94-142 has been .as- as skills and thechild's performance de- signed to severely handicapped and unserved scribe&as skill levels.' children. A second, but equally important, Based on this analysis, we prefer to define priority is the provision of services to mildly' exceptional children and ',youth as ,children.' handicapped and underserved children.While and youth eilio have 'dolor, self help, cogni- , these priorities appear to be clear and to advo- tive, co F per,onal-social skills thatdeviate sis ,cato the right to,education for all handicapped nificantlyfrom the skill. levels of their same children, implementation' of programs 'de-image cultural .or ethnic group peers. This defi signed to -meet these priorities is variable. Ai a nition of exceptional children and youthfo result, there remain handicapped children yet cusesson the befilyioral skills ofthe-child. The to be served. child's skill deviation gen be in one or more of This issue of Exceptional Childreni' is fo- the skill domains:the definition does not state cused on the Yet To Be Served. The purposeof that exceptienality is due to deafness.blind- the issue is threefold. First. this issuci,ofthe ness, retardation -or any otherinternal trait. journal is designed to explore the issues and ether, the definttion stlesses that a child is opportunities involved in meeting the OilliCE1- exceptional *cause the 'skill levels demon- liana' needs of the yet to be served.Second, "grated-by the child are significantly different. the issue is intended to provoke disCu'ssion from .the skill' levels exhibited by the child's and debate that will clarify our opportunities age and cultural group peers for service. Third, the issue will hopefully, Using this definition as a base, handicapped stimulate increased efforts in behalf of those children can be defined_ as children whose handicapped children yet to be served. This article is intended to serve as an intro- duction to the overall topic of the yet to be Copyright (0 1979 The Council fortxcept °nal Chil- served. It is our purpose to (a) present an alter- dren. Fran Exceptional Children. April 1979, pp. SO2- skill leVels are sI nificantly below those Of Hanel children. Comparing children to anorm their peers. GI children would be those that does nat represent them or interpreting who exhibit sI levels significantlyabove the test 'results based on extrapolated norms pre- skill levels ofaheir peers. sents serious problems *had determining the, Implicit within 'the definition isen interac- children for special services. tiop between biological attributes of the child Evaluation of exceptional children (f.e., sPe- and the degree to which the child has been oific testing aruimeesqrement practices) needs taught. While biological darnage iney produce to be reviewed critically and 'presented in a nsory, intellectutil.,,br physical impairment, later issue of this journal. the skill levels demoristratild by the child,are a Progress is being made in the development result ,of ,bOth the damage and the degAeto of standardized testing procedures forsome which the child has been taught: Instruction subgroups of the Yet to,be served. The contrib- IS. therefore, also a significant determinant of utors to this issue note, however, that most exceptionality. current, 'effeetive, assessment efforts are de- Consideration; of cultural, ethnic, andgroup signed to analyze functional behavi aga peers have been included in thedefinition skills) as a basis for instructional plann ng. because _den accumulation of data (e.g.,May- t.wWhile progress in developing procedures for cer, 1973)That has demonstrated that failure to assessing the functional skill levels of eicep- take cultural/ethnic variables' into account has tional children is beig made, :development of reaulted in excessive numbers of minority procedures and tools for identifying the yet to group children being misclassified as handi- be served i9 -hampered by a variety of preib- capped. Dahl, adjusted for cultural context lents. Children with mild or subtle skill devia- ?demonstrates the need to relate die skill levels, lions are being passed over In favor of children of exceptional childrei to the skill levels ex; with more extreme deviations. Many teachers_ hibited -by both their cultural andage group are unprepared to recognize mild deviations in ,k peers. - skill development. Systematic referral pro. The definition avoids defining exceptional grams for children with reildvdeviations are terns of the public school. Thus, underdeVeloped. Teachers may also be ,reluc- the-definition opens the age iangewithin which rant. as noted in Meyen's article, to refer hand- persons can '.be considered exceptional.- By icappe& children for. evaluation. Because 'of -avoiding reference. to the school, the definttion compliance audits, local education also recognizes the reality that the. education may be directing evaluation resources to the of exceptional children occurs ina wide range more obvious exceptionalitips. If thy allocation of settings. A further advantage of the defini- of - evaluation resources is inequitable,. it pis tion is its stress on skill' levels. -kilts emphasis likely that same mildly handicapped children' placeS the focus' of instructionm its proper are not being identified and are, therefore, at perspective: the' improvement of skill. levels, risk, for being underserved. In, the rushto Efforts CO meet the educational needs of the identify an_ d evaluate handicapped children, yet to be served will have, to focus on the deliv- the gifted, including minority gifted and hand-. ery df special, education .jri a wide variety of, !capped gifted, are often .overlooked or as- settings and on age groups outside those usu-4signed low priority. Each of these problems .; ally served by the school. Educational effort's contributes uncounted numbers of children to in behalf of the yet to b served must also focus the population of the yet tp be served. on the enhancement of each child's_ motor, self .help,,,..cognitive,.arid personal-social skills, Intervention Strategies The= State of the Art The articles that follow document the diversity identjflcatlon and Eveluetion of the population Of the srat to be served. Ea& of these' subgroups-presents unique educa- One reason I:45r, the existence of the yet to be tional problems and opportunities. As a result, served as a group fs'ille fact that they aresome- diversity of instructional effort is the norm. times difficUlt to identify and evaluate using Documentation of the effectiveness of the de- traditional. yaeans. Our procedures and evalu-. veloping instructional effortsfsfrequently ation toolsatenot readily 'adapted to 'multi- lacking. The, development of instructional-pro- handicapped. infant, or multiculturalexcep; grams based on. behavipral, skill' analyses will Maintaining Momentum 197 lepd, however, to the acquisition of data vice to the yet to,b0 served because the nature- enstruting` program effectivenessfor each of their instructional needs may prohibit a group. .- "categorical diagnosis." A number of instructional problems are It Is time for progressive iliange. One level common to each of the subgroups discussed. of change is to modify the present method of What -should these:children be taught? How 'allocating financial resources for program sup- does what they, need to be taught relate to the port, If the instructional needs of the yet to be regular curriculum? How does the curriculum ,served are to be met: modification Of our re- relate to the skills neead to function as inde= source allocation patterns must be made. Re- pendently as possibles adults? Under what poits (Bernstein, Klrst, Hartman & conditions is the curriculum most effectively 196 ; McLure, Burnham, & Henderson, 075; delivered? How does the curriculum accom-. Hobbs, 1975; Levin, 1978; Lilly, 17; Rey- modatunusual educational settings.(e.g" cor- nolds & Birch, 1977; Rossmiller, Ha rectional ficilities, group homes)? What cur- reich,1970rof various funding plans s owAat riculitm and setting is appropriate for infants resource allocation systems designed to Meet or young adults? How do we involve the reg the needs of the yet to be served should accom ular educator in the instructional program for plish the following: the yet to be served? While each of these prob- lems is common to each group of the yet' to be 1. Modify- eligibility criteria for special ser- Served, each solution is: as varied as the vices so that they (a) assess aJeas of learner subgroups themselves. need and Identify specific skill deficits; (b) are relative to cultural or ethnic group age . Resource Allocation peers; and (c)do, assume that all in- .. While allocating funds for resources and sup . strilptional.needs are based on the child's , port services based on".nUmbers of children disability. with categorical handicaps might be adminis-' . 2Compensate cross categorical or noncate- tratively expedient, such an allocation syStem . implies aPstate of the art' that simply does not gorical,teathing to (a) enable cOinprehen- exist. Tying financial resources to categorical siVeassessment and identification of-learner disabilities Promulgates beliefs that (a): cate- needs;(b)provide systematic teaching gorical disabilities are/ operationally defined practices designed to remediate identified and functional; (b) children of one disability learner needs; and (c) enable instruction to are bomegeneous and exclusive of children-of- be designed tO the 'shared needs of, many another disability; (c) knowledge of a' child's. children. disability predicates the selection of one in- 3. Shift the financial reimbursement -sys structional prograrn over another; (d) there is a from a child count to the support. of the significantinteractionbetiveen diagnosis. teacher and support personnel. teaching program; .and change in skill level; and (a) all exceptional children, that is, those 4. IeimbIrrse local education agencies for de- in'need of special services will be identified veloping special instructional' end compen- .and, served adequately via a categoric- model( satory programs (or program components) These beliefs have been sh6vn" to bensUb- designed. to accommodate varied excep- . stantiated (Fatless. 1074; Lilly, 19; .Mc- tionalities and needs. Donalt0968; Reger. 1972; Weiderholt, 1974). Adhering -to this regimen will have pro-L, 5. Allow-an equitable dollardiitributibri to se- found effects. In addition ,to perpetuating a verely, mildly, and fnainstrearned handi- system founded in supposition and nonfact, it, capped-Children as well as gifted children. will overshadow the significance of deterrnin, frig exceptionality by observation an value- Acquiring the funds needed. tofulfillthe tion. of skill. domains: Consequently. the prac- promise of aif appropriate, individualized ed-- !tea of designing instructional programs based ucation progiam fcir the unserved and under-, tin. continurnis assessment and identification served remains 1 problem for both legislative ollearnet needs will lie delliyed. More impor- and educational leaders. Failure to solve the tantly, perhaps; adherence to'a categorical sys-4 'problem will lead to continued failure to ac- tem of\ resource allocation may preclude set tualize our promise to the yet to be served. . Thk Yet To Be Served Three Issu is in behalf of all exceptional childrencan There are three issues thatare not discus:sed in we develop the comprehensive pregrams subsequent articles. These issues bear needed to meet the needs of theyet te be on 'the served. educatinn of the underserved andunserved and must be mentioned. The Issues criclude(a) Insular Focus fragmentation of effort; (b) the insular focusof traditional special educhtion:' and (c)substan- Since the early 1901, the eduCation 9fexcep- tive compliance with the promises thatare im- ional children has beena phenomenon in-, 'in Public Law 94-142 and much. `ofour creasingly identified With the public,school. current special education literature. Public Law 94-142 makes the provision,Ofed- ucational services to handicapped children the Frsimentstion responsibility of the load aod state.education' agency.-While the locuabf responsibilityls-np- As -4.profession, special educationis very hag-. propriate, the historical focus on the public merited. The fragmentation the result of school has made Many. Special educators profeasional practices and personal my- prefer- opic about where special educationoccurs. ences. .11isterically, we have divided eieeep- In'strectional programs for institutionalized Lionel children int? discrete subgroupsandde- veloped discrete, separate mentally retarded and emotionally disturbed programs for the children were frequently outside the purvieW preparation of,personnel to teacha particular of the panic school. This was also true of ed- categorical subgroup. Insome local education ucational services for handicapped Aildrenin agencies, service delivery fdr differentgroups juvenile detention facilities., of exceptional childrenwe sometimes as- signed to unrelated administrative As a result of these practices, the public units. school classroom became the focus of - By focusing on the differences befweenex- special ceptional children, we produced multiple education efforts. As ip evident (Toni this 'Salle sub- of Exceptional Children, marcy of the , professions within special education. yet to be We have served are found in settings outside the tradi- created a situation wherein special educators . interested in one category of tional focal point of special education. Asa re- exceptionality fail sult of our insular focus, the dove to see tliemselVeS as havinganything in com- prnent of mon with special educators interested in special education services for childri in un- a dif- listed settings has been retarded. ferent group of exceptional children.We have also created a situation whereinpersons inter- If. we are to accelerate the rate at which the ested given category of child ,pometirnes state of our art develops, we must beco less cornpete against other categories otexception- insular in focus. We must become moreout- ality in brder to securea more advantageous going.. As noted by Riynolds and Birch (1977), share of scarce resources. special education is being provided in settings By: competing with one another,we are that are increasingly diverse and decentral-,-- weakening` our overall effort in behalf_of the ized. Maintenance of this trend is important if' served, underserved. and unservedexcep- we are going to provide an appropriate educa- tiOnal .children. This fragmentationof effort, tion for die. yet to be served. interest; and rhetoric servesto confusethe Substsntivs COmpllance publiC and their legislators, retardthe im- provement of services for all exceptionalchil- Substantive_ compliance with the promises in- dren. and create false schisms within the herent in:Public Law 94-142 and Futuresof profession. ,Children is necessary ifwe are to meet the ed- By these comments weare not condemning death:mai needs of the yet to be served., Sub- an interest in a particular group of exceptional stantive compliance means developing the best children. We are, however, urging that when service plan possible for all exceptional chil- erve as an advocate for a specific group of dren. This plan is comtnittbrife,:the ideology ileptional children, we also advocate for the human tightk: legislatiOn and 'other groups as well. Coalitionshave been ef- the right education principle. fective for parents of exceptional children.Co- State and local edutatibn agencies are;hur- alitions should be equally 'effective forspeCial riedlydeveloping procddprel compliance educators. Only through common, coordinated guidelines and monitoring systeMs. Proce- ._ Maintaining Mom 199 203 complitwce plans are being developed dreri. Common to each of these groups is the without theteriefit of adequate opportunity to fact that they exhibit motor, self help, cogni. analyze all thelm'plicatioris of meeting the var- tive; or personal- social skills 'which deviate ied anJ comprehensive 'requirements of the sigriificantly from the.skill levels of their-saMe The esult 'seernS to be a trend toward age cultural or ethnic greup peers. The ar icles meeting minimum standards only. Meeting that follow describe 'sines, prOblems, wild minimuM)standards Is procedural comp_ liance grams related to the identification, evaluet with theliw-. and education of the yet to be served: Whil a Frirces that work agairist the development of number of problems in meeting the ed ca- -plans to achieveubstantive compliance are tional needs of th-ese groups are identified, the varied and complex. Some of these forces ins,articles also document that the educational-' elude the following facts (Clifford, 1978; Hobbs, needs of unsertrod and underserves1 excep:: 1975; McDermott & Aro0, 1978; Reynolds & tiohal children can be met through ioordiy Birch; 1977; &resort & Doris,,1978): noted efforts and instructional programs that Not everyone supportk,the right. to ednca- are in substantive compliance with our prom- tion principle. ise. 2. Attitudinal probleins toward the handi- capped ate ever present. References 3. Teacher associations are Mt always enthu- # Bernstein, C. D., Kirst, M. W., Hartman, W. T., & siastic about mathstreaming and its impli- Marshall, R. S. Financing educational services for cations. the handicapped: An analysis of cuirent 'research Teachers are becoming vocal about the lack and practices. Reston VA: The Council for Excep- of adequate funding and resources needed tional Children, 1970. to teach exceptional children and/or main- Clifford. C. I. Issues relating, to the future of special.. tain.mainstreaming programs. education. In M. C. Reynolds (Ed.), Futures of ed- Preservice and inservice training programs ucation for exceptional students; Emerging struc- tures. Reston V.A: The Council for Exceptional have not prepared regular or special edu- Children. 1078. cators for their emerging rotes. 8. Support for -many "special" programs is Farness, S. R. Implications ofrecent'trends in edu- cational labeling. Journal of Learning Disabilities. decreasing lecause of the accompanying 1974, 7, 445-449. problems and bureaucratic paper chase. Hobbs. N. The futures of children. San Franasa: These problems will not be, allqviated by fo- Jossey-Bass, 1975. cusirig on procedural compliance. They can Levin, H. M. Some economic considerations in edit- only be ovprcotne through /concerted efforts fo- - eating handicapped,7children. In M. C. Reynoldi cused oh the deitelopment of.long grige plans (Ed.); Futures of education for exceptional stu- ,designed to achieve the:best possible educe- . dents: Emerging structures. Reston VA: The Coun- cil for Exceptional Children, 1070. tion for all children °fa Community. Reynolds Lilly, M. S. A merger of categories: Are we finally and. Tfirch ,(1977) document a number of lo- ready? Journal of Learning Disflities, 1077,10, cales wheVe such plans era' being developed 115-121. and irnplenented. McDermott, R. P., & Aran, J. Pirandello in the class- Substantive compliance will improve edu- room; On the possibility of-equal educational op-, catio1 opportunities for all children. Only portunity In American' culture. In M. C. Reyncilds (Ed.); Futures of education for exceptional stu. through :substantive compliance will we be dents: Emerging structures. Reston VA: The Coun- able to keep our promise to the yet to be'served. cil for Exceptional Children, 1978. McDonald. C. W. Problems concerning the classifi- Concluding Comments cation and education of 'children with learning 211haridlcapped children have been promised disabilities. In J. Hellmuth (Edj, aarning Disor- ,dero (VOL 3). Seattle: Special- Child Publications, a free appropridte education.The promise rec- - 1968. ognizes that some handicapped children' are McLure, W. P., Burnham, R. A., & Henarson, R. A. not yet receiving services and that some hand- Special education needs- costs methods of financ- icapped 'children are underserved. This issue ing. Urbana-Champaign IL: Btireau of Educational of the journal identifies a number of different Research. College of Education, Universitypf groups of yet to be served exceptional chil- nois, 1975, 200 The Yet To Be II 'Ii' I