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ESEA Title III Special Education Projects Have Beensignificant DOCUMENT RESUME ED Ov6 172 EC 031 2E'.6 AUTHOR Valls, Iavolia W.; And Others TITLE rSEA Title III Special Education Protects: riscal Year 1070. Final Evaluation Report. TNSTITTPION District of Columbia Public Schools, Washington, n.c. SPONS AGENCY Eureau of Elementary and secondary Education (n9FW/OE), Washington, n.C. PUB DATE Set) 7r) NOTE 236e. EDRS PRICE EDRS Price MF-$0.6F FC-$9.P,7 DESCRIPTORS Aphasia, Deaf Plind, *rducational Programs, Emotionally Disturbed, *Exceptional Child Pesearcb, *Handicapped Children, Mentally Pandicapped, Multiply Handicapped, *Program Fvalua'ion, pubella, Trainable Mentally Hz%dicappei IDENTIFIERS District of Columbia, Elementary and Secondary Education Act Title ITT ABSTRACT Five experimental programs in the District of Columbia, which were implemented in 196P-9 and have served 11f, handicapped children, are evaluated. The programs provided individualized instruction for aphasic, rubella, severely mentally retarded, seriously emotionally handicapped, and multiply handicapped children. A suumary and a consultant's detail^1 evaluation of each program are included. The extent to OAch programs met their objectives, Etrengths and weaknesses, successes and failures are examined, and recommeniations offerei. Tescriptive statistical data is included. Programs concentrated uron the development of linauistic and conceptual ability for aphasics, behavior molification principles in the emotionally handicared program, the training of adaptive behaviors for the mentally retarded, and comprehensive education for the multiply handicapped deaf and the rubella chiliren.(XV) DEPARTMENT OF RESEARCH AND EVALUATION TITLE III ESEA EVALUATION SPECIAL EDUCATION PROJECTS FINAL REPORT The Division of Planning, Innovation and Re search Department of Research and Evalatuion September, 1910 EC031256 N- T-4 Final Evaluation Report O u.I ESEA Title III Spacial Education Projects Fiscal Year 1970 Coordinated under the direction of the Division of Planning Innovation and Research Department of Research and Evaluation 11 111111,111 01 11111* 11011011El/i1l ORLI tit 110001 110 10*00 s1S111100+06011111(111 IS 11(11/11 1101 01 111011011101 014004 a WM* 10 01 110011 S11111 N 0111101S0/411n1.11t11011m *KIN 1/10101 111001 et0(11 Division of Planning Research and Evaluation Department of. Research and Evaluation Special Education Dr. Mildred P. Cooper - Acting Head Mrs. lavolia W. Vails - Coordinator of ESEA Title III - Evaluation Miss Sadie D. Gaskins - Clerk Advisory Council Dr. Harlan Randalph, Chairman Mrs. Gloria Roberts, Vice Chairman Title III Staff: Mr. Harris Taylor, Director of Federal Programs Miss Lorraine M. Wright, Sducation Planning Associate Directors of Special Education Title :II Projects: Dr. Stanley E. Jackson Dr. Enid Wolf Mr. David R. Updegraff An Evaluation of ESEA Title III Project Fiscal Year 1970 Prepared by the Department of Research and Evaluation Pro ects Development Linguistic and Conceptual Ability in Aphasic. Children Rubella Children: A Complete School Program Seriously Emotionally Handicapped--A Program Based on Principles of Behavior Modification Severely Mentally Retarded: Adaptive Behavior Comprehensive Education for Multiply-Handicapped Deaf Children Division cf Planning, Research and Evaluation Department of Research and Evaluation Staff of Title III Evaluation - Special Education Dr. Mildred P. Cooper - Acting Division Head Mrs. Lavolia W. Valls, Coordinator of Evaluation - Title III Miss Sadie D. Gaskinu, Clerk Directors of Special Education Title III Projects: Mr. Stanley E. Jackson, Director Department of Special Education Dr. Thomas Behrens, Director Kendall School for the Deaf Dr. Enid Wolf, Supervising Director Developmental Center, Special Education Special Consultants: Dr. Shlomo Cohen, Director Dr. Edna K. Monsees, Associate Behavior Modification Project Director Anne Arundel Training Center Children's Hearing and Speech Center Mrs. Kathryn O'Connor, Educational Dr. Stephanie B. Stolz, Assistant Consultant Professor of Behavior Analysis Alexander Graham Bell Association Department of Psychiatry for the Deaf, Inc. The John Hopkins School of Medicine and Chief, Small Grants Section National Institute of Mental Health 1 TABLE OF CONTENTS Page No. Introduction i PART I Development Linguistic and Conceptual Ability in Aphasic Children 1. Summary 1-1 2. Abstract 1-3 3. Final Evaluation Report 1-4 Appendix 1-13 PART Il Rubella Children: A Complete Program 1. Summary 2-1 2. Abstract 2-4 3. Final Evaluation Report 2-5 Appendix 2-19 PART III seriously Emotionally Handicapped: A Program Based on Principles on Behavior Modification 1. Summary 3-1 2. Abstract 3-4 3. Final Evaluation Report 3-6 Appendix *Because of length and detail of information, the appendix is on file in the Division of Planning, Innovation and Research, Department of Research and Evaluation. TABLE OF CONTENTS (continued) Page No. PART IV Severely Mentally Retarded: Training Adaptive Behaviors 1. Summary 4-1 2. Abstract 4-4 3. Final Evaluation Deport 4-5 Appendix 4-33 PART V Comprehensive Education for Multiply-Handicapped Dtaf Children 1. Summary 5-1 2. Abstract 5-4 3. Final Evaluation Report 5-5 Appendix (Language Curriculum Guidelines and Sample Classroom Materials.) *Because of length and detail of information, Guidelines and Samples are not included. Copies may be requested from the Kendall School for the Deaf. CONCLUSION 6-1 INTRODUCTION Many children in the district who have handicapping conditionsand problems are growing up without basic skills necessary for future success as citizens. Experience has shown that such children when properly challenged and given the means for growth and 1.?arning in an appropriate setting, c.n make unp'ecedented academic, social, paychological and physi- cal progress. Five experimental programs* were designed to serve children with handicapping conditions. The programs provided individualized instruction for aphasic, rubella, severely mentally retarded, seriously emotionally handicapped, and multiply-handicapped children. While all of these child- ren have distinctive problems, most of them are multiply-handicapped: a few have severe organic problems, such as the deaf-blind; almost all are affected emotionally by their handicaps; all have learning problems. Four of these projects were developed and implemented by the Developmental Center for Special Education, a branch of the Department of Special Education of the Public Schools in the District and one prcject was developed and implemented by the Kendall School for the Deaf on the campus of Callaudet College. The five experimental projects, implemented during the 1968-1969 school year, have served one hundred and sixteen children. Eighty-six of these children have been served through the Developmental Center programs, housed at the Center and at six Elementary Schools; thirty children were served at the Kendall School f it the Deaf. The five projects, though different In design and scope, have a common goal: to improve the educational, cultural, social and physical experiences of the handicapped child according to his ability to succeed. All five are both comprehensive and complex and therefore present a wealth of possihilities for experimental investigation. Systematic, empirical research and a variety of evaluation techniques have been utilized in each project. Evaluation Ey building evaluation techniques into each project the evaluation process was able to serve a dual function in these programs.Not only did evaluation serve as a means of judging the overall effectiveness of the projects, but it also provided continua' feedback to project staff so that they could adjust their methods frequently to meet the educational needs of individual children. The Department of Research and Evaluation of the Division of Planning, Innovation and Research played an important role in the evaluation process. * the ttru prograu(s) and project(s) are used interchangeably in this report. The Department assisted in planning and implementing the evaluation of each project and contracted consultants with expertise in the training of handi- capped children to act as third party evaluators. A Coordinator of Title III EvaluaticA on the staff of the Division worked with consultants to set up an evaluation program designed to assess the implementation of the projects in terms of their objectives and to provide feedback so that the program might have maximum impact on the handicapped child. Evaluation techniques used in the projects included not only obser- vation of the children's behaviorcl changes, but also some or all of the performance measures; tests, analysis of diagnostic tests, anecdotal records, and cumulative records. Evaluation data was also gathered from social workers, psychiatrists, parents, teachers, principals, and project directors by means of conferences, interviews, questionnaires and records. This Title III ESEA - Evaluation, Special Education Projects: Final Report contains a summary and a consultant's detailed, systematic, and objective evaluation of each of the five projects. In their reports the consultants examine the extent to which the projects meet their stated objectives, comment on the strengths and weaknesses, the successes and failures of the projects, and offer recommendations. Some statistical data that describe selected aspects of the programs are included. However, because of the nature of the problems of the children and nature of the data collected, all data were not amenable to statistical analysis. Therefore, some subjective
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