DOCUMENT RESUME ED.228 812 EC 151 670 AUTHOR Wilcox, Barbara, Ed.; York, Robert, Ed. TITLE Quality Education for the Severely Handicapped. INSTITtiTION Association Cor the Severely Handicapped, Seattle, WA. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 82 CONTRACT 5B3-4-0-8(a)-79-C-1052 NOTE 342p.; Proceedings of Conference on Education for the Severely Handicapped (Reston, VA, November 1-2, 1979). AVAILABLE FROM Counterpoint Handcrafted Books, 3701 SouthGeorge Mason Dr., Suite1613, Falls Church, VA 22041 ($12.60) PUB TYPE Books (010). Guides - Non-Clasgeoom Use (055) -- Collected Works - Conference Proceedings (021) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Ancillary School Services; *Curriculum; Delivery Systems; Elementary Secondary Education; Family Involvement; History; *Program Development; Program Evaluation; *Severe Disabilities; *,Student Evaluation ABSTRACT , Eleven papers given at a conference on issues in educational services for severely handitapped students are presented. R. Thompson, B. Wilcox, and R. York begin with "The Federal Program for the,Severely Handicapped: Historical Perspective, Analysis, and Review." Six program elements in quality education are then addressed in the following papers: "Child Assessment" (O. White); "Curricula for the Severely Handicapped--Components and Evaluation Criterie (J. Reichle, et al.); "Support Services" (C. Peterson)h "Family . Involvement in.the Educational Process of Severely Handicapped Students--State of the Art and Directionsfor the Future" (L. Vincent, et al.); "Review and Analysis of Professional Preparation for the Severely Handicapped" (N. Haring); and "Evaluation" (H. Fredericks', et al.). Service delivery a'ssues ire examineclin the next three papers: "Technology in the Education of theSeverely Handicapped" (P. CaMpbell, O. Bricker, and L. Esposito); "Service Delivery--The Question of Categories" (T. Fox and D. Guess); and "Service Delivery Issues--Integrated Educational SystemS".(B. Wilcox and W. Sailor). A final paper focuses on program development("Model Development Strategies to Improve Educational Services for-Severely Handicapped People" by S. Paine and.G. Bellamy). (CL) * Reproductions supplied by EDRS are the best that can be made 4 from the original document. ************************°*********************************************** U.S. DEPANTNIENT-OF EDUCATION* NATIONALINSTITUTE OF EDUCATION -EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. -points oL view or opinions stated ltt this docu- "PERMISSION.TO REPRODUCE THIS Mont do not necessarilyrepresent official NIE MATERIAL IN MICROFICHE ONLY position or policy. HAS BE N GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)," Thu activity which is the subject of 'this publication wu produced under a contract with the U.S. Dapertment of Education. Opinions expressed herein do not necessarily reflect . Ms position or policy of the U.S. Department of Education, and no official endorse- ment should ba inferred. Contract Si33-4-0-8(a) 79-C1052 Printed in the United States of America First Printing, 1980 - Second Printing, 1982 For print, mechanicalor eleetronic repro- duction of any portion of thi s book, wri tten permission must be requested from the publ sher. COUNTERPOINT HANDCRAFTED BOOKS AND OTHER MEDIA A Cottage Industry 3701 South GeorgeMason Drive Suite 1813 Falls Church, Virginia 32041 Acknowledgements Many have participated in the preparation,of this volume. Special ihanks aredue tostaff. atInernational Business Services, Inc. who-played an important, rale in arranging the conference meeting and assembling the final monograph, and to judy Smidefor her editovial work. Special thanks are in Order for'Ed Sontag, Director of Innovation and Development, for his -Iong-standing concern for- thequality pf education availableto severely handicapped children and youth'; for R. Paul Thampson, Chief, Special Needs Section, far his sUpport for tbis project; for Anneke Thompson- who worked tirelessly to manage details; and for Pat Hawkins and Peggy Norris, project officers. Finally, appreciation is extended to the chapter authors and other conference.particfpants for-their insight and contri- butions. B.L.W. R.T.Y. CONTENTS Acknowledgements in- Program Ilackground THE FEDERAL PROGRAM FOR THE SEVERELY HANDICAPPED: HISTORICAL PERSPECTIVE, ANALYSIS, AND REVIEW 1 R. Paul Thompson, Barbara Wilcox, a.nd Rcibert York Program Elements CHILD ASSESSMENT 29 Owen Whiie CURRICULA FOR THE SEVERELY HANDICAPPED: COMPONENTS AND EVALUATION CRITERIA 80 Joe Reichle, Wes Williams, Timm Vogelsberg, and Fran O'Connor Wilflams 4SUPPORT SERVICES. 136 Carol P. Peterson - FAMILY INVOLVEMENT IN THE EDUCATIONAL PROCESS OF SEVERELY HANDICAPPED STUDENTS: STATE OF THE ART AND DIRECTIONS FOR THE FUTURE 164 Lisbeth J. Vincent, Sherry Laten, Christine Salisbury, Pans9 Brown, and Diane Baumgart REVIEW AND ANALYSIS OF PROFESSIONAL PREPARATION FOR THE SEVERELY HANDICAPPED 180 Norris G. Haring EVALUATION 202 H.D. "Bud" Fredericks, Victor L. Baldwin, William Moore, and Torry Piazza Templeman Service Delivery Issues 'TECHNOLOGY IN THE EDUCATION OF THE SEVERELY HANDICAPPED 223 Philippa H. Cam"Pbell, William A. Bricker, and Louis Esposito SERVICE DELIVERY: THE QUESTION OF CATEGORIES 247 Timothy J. Fox and Doug Guess SERVICE DELIVERY ISSUES: INTEGRATED EDUCATIONAL SYSTEMS -277 Barbara Wilcox and Wayne Sailor iv Prosram Development - MODEL DEVELOPMENT-STRATEGIES TO IMPROVE EDUCATIONAL SERVICES FOR SEVERELY HANDICAPPED PEOPLE . 365 Stan Paine and G. Thomas Bellamy Authors . 333 Conference Participants. 335 THE FEDERAL PROGAM FOR THE SEVERELY HANDICAPPED -HISTORICAL PERSPECTIVE. ANALYSIS, AND OVERVIEW R. Paul Thompton Office of Speekil Education Barbara Wilcox . University of Oregon Robert York University of Illinois Although severe handicaps have existed as long as mankind has 'existed, it has been largely within thepast terryears that society has gained a real Awareness of thebasic humanrights and needs-of Severely handicapped people. A national cOmmitment,to support these rights and meet these needs began to develop during the past 'decade and is,still evoliring. HISTORICALPERSPECTIVE Initiated by unselfish.individual-efforts, this commitment was also joined by ciVic, religious, and community groups whose combined work has generated a concern that is truly national in scope. A manifestation of this concern was the enactment in the recent past of substantive educational laws and other legislation providing assistance to -this population. When the Bureau of Education for the Handicapped (now the Office ofEpecial Education) was.established in January 1968,a national agency assumed an advocacyrolein behalf of this population, with resPonsibilities -for the development and evaluation of programs addressing the variety and complexity of their needs.It was in keeping with the Bureau's national directive to provide services to the handicapped, and with its assigned responsibilitir rfor administration of sPecial federal programs designed to meet the- needs of this group, ,that its leadership in education of the severely handicapped emerged. -An April 17, 1973,.memorandum from Robert B, Herman, Acting DeputyAssociate' ComMissionerof Education, announced the Bureau's thrust into his challenging field (Herman, 1973).This memo referred to.adoption of a new Bureau-wide objective in the 1974-1978 Five Year Plan:to enable the most severely.handicapped children andyouth to become as independent as possible, thereby .reducing their requirements for institutional care*and providing opportUnity for self-development. The memo also announced that: .1 A task force has been appointed to develop1974 objectives for achieving the long-range goal and to outlinea BEH operating plan for 1974 which includes appropriatemilestones. Task force members are: Paul Thompson,chairman; Bob Dantona, Bill Johnston, Larry Lieberman, Herman-Saettler,Ed Sontag, and Ernie Hairston. (p. 1) - The task force met officially or the first time on May 1, 1973, to review,its objectivea andpla for their accemplishment. A position paper developed by thetaskCN orce and released on July 31, 1974, made painfully clear theeducational condition of severely handicapped individuals at thattime, e.g.: We estimate that nearly one millionseverely handicapped children and youth are totally excludedfrom the educational system,of our nation. At least 300,000 others, are not receiving adequate services. One of theprincipal causes for this lack of service benefits to the handicappedappears to be ,the lack.of appropriate legislationmaking educational and related services to such persons mandatoryor at least highly suggested. Currently, onlY five states (Maryland, Missouri, Montana, North Carolina, and Tennessee) havemandated service to severely handicapped children and youth. laitadditional23 states have adopted legislation which impliessupport for such services, while 13 states have legislationwhich implies lack of support,and six states .do not allow for state reimbursement to such efforts (Alabama, Connecticut, Delaware, Florida, New Jersey, New York s- withthe exception of New York City itself). The 'states of Louisiana, Mississippi, and Pennsylvania have no mandatory special eduation laws. The principal'problems delimiting the deliveryof effective educational/training services to severely handicapped children