document resume ec 070 190 moore, jean, ed.; engleman, … · 2014. 1. 14. · document resume ed...

DOCUMENT RESUME

ED 096 804 EC 070 190

AUTHOR Moore, Jean, Ed.; Engleman, Vance, Ed.TITLE The Severely, Multiply Handicapped: What are the

Issues? The Proceedings from the Regional, TopicalConference (March 6-8, 1974) .

INSTITUTION Rocky Mountain Regional Resource Center, Salt LakeCity, Utah.

S PONS AGENCY Bureau of Education for the Handicapped (DHEIVOE),Washington, D.C.; Utah Univ., Salt Lake City.Graduate School of Education.

PUB DATE Mar 74GRANT OEG-0-70-4178(608)NOTE 130p.

EDRS PRICE MF-$0.75 HC -$6.60 PLUS POSTAGEDESCRIPTORS Conference Reports; Delivery Systems; Educational

Needs; Educational Opportunities; *Exceptional ChildEducation; *Guidelines; *Multiply Handicapped; ParentEducation; *State Programs; Workshops

IDENTIFIERS *Severely Handicapped

ABSTRACTPresented are proceedings from a conference aimed at

clarifying issues regarding education for the severely multiplyhandicapped, outlining goals, and producing 1-year timelines forIdaho, Utah, Montana, Wyoming, and the nation-at-large. Reported arethe goals and implementation strategies (such as designing andimplementing statewide programs to increase acceptance attitudes ofprofessionals toward parents and their severely handicapped children)developed in workshops focusing on the areas of systematic deliverysystems, identification of constraints, options for unservedchildren, relevant education, and parent education. One-yeartimelines for implementation of goals in each of the latter areas areincluded. Appendixes contain the texts of speeches, keynoteaddresses, and thematic statements; a diagram of the workshopstructure; a conference evaluation report; and a directory ofparticipants. (GW)

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The project reported herein was performed pursuant to a grant from the U.S. Office ofEducation, Department of Health, Education, and Welfare. The opinions expressedherein, however, do not necessarily reflect the position or policy of the U.S. Office ofEducation, and no official endorsement by the U.S. Office of Education should be inferred.

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Dean, Graduate School of EducationUniversity of Utah

Stephen P. Hcncley

Chairman, Department of Special EducationUniversity of Utah

Robert L. Erdman

Dirt:tor, Rocky Mountain Regional ResourceCentcrDept-anent of Special Education

Judl Ann Buffmire

Conference CoordinatorRocky Mountain Regional Resource Center

Vance Evgleman

The information for this document wasgathered in each workshop by the followingrecorders, who are students in the Departmentof Special Education, University of Utah:

John AndersonDebbie De VriesMike HardmanAnn LemingJan LovelessSandra MeinertMary Ellen OrmistonBrent PittElizabeth VigeonKris Welling

*

2EDITOR: lean MooreCO-EDITOR: Vance Engleman

TABLE OF CONTENTS

4 The Guide lo Initials

S The Introduction

6 The Schedule

7 The Keynoters

9 The Workshops

10 Systematic Delivery System

14 Identification of Constraints On GettingChildren Served

20 Options for Unserved Children

28 What Is Relevant Education

33 Parent Education and Their Role

41 1 he Timelines

42 Idaho

48 Montana

52 Utah

58 Wyoming

62 National

67 The imperatives

69 Appendix A: Speeches

70 Keynote Addresses

90 Thematic Statements

101 Appendix B: Worksh 43 Structure

105 Appendix C: Conference Evaluation

115 Appendix D: Conference Directory

127 Appendix E : RM RRC Staff

GUIDE TO INITIALS

AAMD American Association on MentalDeficiency

ACLD Association for Children withLearning Disabilities

ALRC Associate Learning Resource Center(formerly Regional SEIMC)

ARC Association for Retarded Cititens

BEH bureau of Education for the Handicapped

CEC Council for Exceptional Children

DUD Division for Developmental Disabilities

EHA Education of the Handicapped Act

ESEA Elementary and Secondary Education Act

ERIC Education Resources Information Center

HEW Health, Education and Welfare

lEA Intermediate education agency

LEA Local education agency

LRC Learning resource center(formerly SEIMC)

NASDSE National Association of State Directorsof Special Education

RMRRC Rocky Mountain Regional Resource Center

RRC Regional Resource Centers

SEA State education agency

SEIMC see ALRC

UAF University affiliated facility

UCP United Cerebral Palsy

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THE SEVERELY, MULTIPLY HANDICAPPED - WHAT ARE THE ISSUES?

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R. Paul Thompson, M.A.

Mr. Thompson is the Chairman of the task Forceon Severely Handicapped Children and Youth,Bureau of Education for the Handicapped,Washington, D.C.

Edwin W. Martin, Ph.D.

Dr. Martin is Associate Commissioner, Bureau ofEducation for the Handicapped, Washington, D.C.

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Fred J. Krause, M.Ed.

Mr. Krause is Executive Director of thePresident's Committee on MentalRetardation, Washington, D.C.

Francis X. I. 7nch, M.Ed.

Mr. Lynch is Director of the Division ofDevelopmental Disabilities, Washington, D.C.

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THE WORKSHOPS

After the opening t eremonies and the first key-note speech, all participants met in state groups.I hose who attended the conference, but whocame from states other than Idaho, Montana,Utah Or Wyoming, met in the nation-410wgroup. the state groups were hosted by theState Directors of Special Education or theirrepresentatives and Robert L. Erdman,Chairman, Department of Special Education,University of Utah, hosted the national group.1 he hosts for the states groups were, for Idaho:John t omba, Judy Schrag; Montana: MichaelFredrickson; Utah: Ben Bruse, Geraldine Clark.,Randolph Sorensen; Wyoming: Lamar Gordon,Jr.,1 homas l'Acartney, Charles Vanover Jr.

At this first meeting, each participant chose oneof the five workshop groups with the under-standing he would continue with that same grouptor all working sessions. 1 he participants thenattended four workshops to build a tactical modelin the specific area (e.g., Systematic DeliverySystem).

On the final day of the conference, the partici-pants again met by states. I his meant that eachstate group held members who had participatedin all five workshops, they then produced statetimelines for each topical area.

to the workshops, the participants learned thatthey possess the resources that will he neededif we are to make a significant difference inservices for the severely, multiply handicapped.Those who attended this working confer-ence really did work even through lunch andtill 10:00 p.m. at night!

1 he same general format was used by each work-shop leader (Appendix B), but the leaders wereinvited to innovate within the structure if thatseemed advisable. Thus, the form of each work-shop varies somewhat. the information thatfollows is unedited, as the spontaneity and realvalue of the work might have ben lust had thework been edited for conformity.

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1. SYSTEMATIC DELIVERY SYSTEM

Resource Person: Richard Sherr, Ed.D.

Dr. Sherr is Director of Special Education Services,Lancaster-Lebanon Intermediate Unit B, Lancaster,Pennsylvania.

His thematic statement is I.xatec in Appendix A

Recorders: Mike Hardman, Kris Welling

Overall Goal

To ,movide services to all severely, multiply handi-capped children within the state through a system-atic delivery system.

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GOAL 1_0

Strategy 1.1

Tactic 1.1.1

DETERMINE PHILOSOPHY, POPULATION TOBE SERVED, LAWS AND REGULATIONS,ROLES AND RESPONSIBILITIES, TO PROVIDESERVICES TO ALL SEVERELY MULTIPLYHANDICAPPED CHILDREN

Establish a favorable attitude and philosophyamong the deliverers of service and those whowill receive or benefit from services

Promote discussion of the issues among pro-fessionals, special educators, state departmentofficials, school administrators, parents ofhandicapped children and personnel of otheragencies

1.1.2 Articulate a philosophy that is agreeable tothose who will provide and receive services

Strategy 1.2 Entrust local school districts with responsi-bility to identify the population that requiresservice

Tactic 1.2.1 Inquire about children with local welfare orservice

1.2.2 Organize a publicity program that will makepeople aware of the intention to provideservice, and encourage them to report theexistence of children needing service

A task force committee composed of pro-viders and consumers of potential servicesshould review the laws and regulations todetermine if they permit the state to actaccording to its philosophy

Strategy 1.3

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Tactic 1.3.1 Recommend necessary changes

1.3.2

Strategy 1.4

Tactic 1.4.1

1.4.2

1.4.3

1.4.4

1.4.5

1.4.6

Have parents informed of legal issues in orderto secure their support

Identify the specific responsibilities of eachperson involved in providing the service

State department

School districts

Legislators

Institutions

Parents

Other agencies

1.4.7 Parent and professional organizations

1.4.8

GOAL 2.0

Strategy 2.1

Federal people

TO SPECIFY PERSONNEL, PROGRAMS,FACILITIES, COSTS, TO PROVIDE SERVICESTO ALL SEVERELY MULTIPLY HANDI-CAPPED CHILDREN

Determine the total personnel needs

Tactic 2.1.1 Identification of targetA. !EAB. Other agenciesC. Media (electronic, print, etc.)D. Identification of service patterns

2.1.2

2.1.3

Strategy 2.2

Tac tic 2,2.1

2.2.2

Slintly 2.3

-lactic 2.3.1

2.3.2

Strategy 2.4

Tactic 2.4.1

Identification of existing personnel bydisciplinesA. Survey lEAsB. Survey SEAsC. Survey all other agencies

Determine training needs (see 1 and 2)

What programs do we need

Describe existing programs

Describe new programs needed

Determine extent of facilities

List existing facilities

Additional facilities needed: locate, establish

Determine costsoverall

Current financing

2.4.2 Future financing needed projected

GOAL 3.0

Strategy 3.1

Tactic 3.1.1

Strategy 3.2

Tactic 3,2.1

3.2.2

3.2.3

3.2.4

IMPLEMENT SERVICES FOR ALL SEVERELYMULTIPLY HANDICAPPED CHILDREN

Establish goals for systematic delivery system

Delineate preliminary goals (based on needsassessment) and present to parent andjorprofessional groups for refinement

Development of alternative models forsystematic delivery

Review existing delivery models

Make recommendations for pilot programs

Provide technical assistance for implemen-tation of pilot programs

Promote chosen program

3.2.5 Lobby for enabling legislationA. MandateB. Funds

3.2.6 Seek provisions for other funds

GOAL 4.0

Strategy 4.1

Tactic 4.1.1

4.1.2

Strategy 4.2

Tactic 4.2.1

4.2.2

Strategy 4.3

Forces:

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TO DEVELOP A MEANS OF ASSESSING THECAPABILITY OF SERVICES TO MEET THETHE NEEDS SYSTEMATICALLY

Have all the severely handicapped been identi.fled?

Census

Social services and other

Are individual needs of student being met?

Assessment tool (criterion measure)

limelines (periodic evaluation)

Needs assessment update

(for above goals, strategies and tactics)

State, national, regional , local, private agencies(to be identified by state)ARCs, other parent organizationsTask forcesAdvisory boardsOutside consultantsTeacher organizationsPrivate physiciansPublic healthDepartment of Welfare

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Ethnic councilCivic groupsChurchesState mental health/mental retardationBureau of Vocational Rehabilitation

Tools: (for above goals, strategies and tactics)

Search materialsNewspapersI V, telephone, (public media)Word of mouthSchool censusQuestionnairesEvaluation institutionsData banks (e.g., ERIC)Curriculum guidesInstructional materialsEquipmentConsultantsPhysiciansWorkshopsIn-service programsVarious support servicesALRC%R RCS

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2. IDENTIFICATION OF CONSTRAINTS ON GETTING CHILDREN SERVED

Resource Person: Albert J. Berkowitz, Ed.°.

Dr. Berkowitz is Deputy Assistant Commissionerfor Mental Retardation, Department of MentalHealth, Commonwealth of Massachusetts.

His thematic statement is located in Appendix A.

Recorders: Ann Leming, Elizabeth Vigeon

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CONSTRAINT:

GOAL 1.0

Strategy 1,1

Tactic 1.1.1

Tools:

TechnicalAssistance:

Evaluation:

Strategy 1.2

Tactic 1.2.1

Tools:

TechnicalAssistance:

CONSTRAINT:..a/

GOAL 2.0

Inadequate interdisciplinary and tiaadisci-plinary interchange

PROVIDE STRUCTURE IN WHICH PROFESSIONALS OF VARIOUS DISCIPLINES CANCOME TOGETHER AND ESTABLISH ACOMMON SET OF PRIORITIES

In-service training for inter- and intradiscipli-nary staff (to include district staff)

Recruit and select in-service training teamA. Conduct survey of professionals'

attitudes and needs

In- service curriculum; sales pitch forin-service

RRC, ALRC

75% of participating professionals agree ontheir top priorities

Conferences (include administrators) speci-fically to set priorities for local area concerningthe multiply handicapped

Contact all relevant agencies to establish dateand secure their participationA. Establish leadership for conference

Questionnaire for survey of attitudes/needs;promotion propaganda for conference

School counselors (key implementors); StateDepartments of Education; local schooladministrators

Inadequate interdisciplinary and intradisci-plinary interchange

ADOPT A CURRICULUM AND NEW VIEWSTOWARD THE MULTIPLY HANDICAPPEDWHICH INCORPORATE A COMMON TERMI-NOLOGY

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Strategy 2.1 Establish a plan in universities which wouldenable various disciplines to share curriculumrelevant to the severely multiply handicapped

Tactic 2.1.1 Contact Deans of various schools in variousdisciplines to meet and draw plans forcurriculum sharingA. Prepare a proposal to be presented to

Deans concerning curriculum sharing

Tools: Developed curriculum for universitiesTechnical

Assistance: State Board of Higher Education; universitydepartment chairpersons (key implementors)

Evaluation: If Deans met, agreed on curriculum sharing,and established a curriculum for use in theirprograms

Strategy 2.2 In-service training program on interdisciplinarylevel

Tactic 2.2.1 In multi-disciplined agencies, in-servicerotation of disciplines (two-week model)A. In single-discipline agencies, have a cross-

exchange between disciplines

Tools: Glossary of terminology for interdisciplinaryprofessionals; two-week rotation model forinterdisciplinary in-service

TechnicalAssistance: Local agency and school administrators;

university department heads of special education

CONSTRAINT: Lack of public awareness of the needs of themultiply handicapped

GOAL 3.0 TO RAISE THE LEVEL OF COMMUNITYAWARENESS REGARDING MULTIPLYHANDICAPPED PERSONS SO THAT PEOPLERECOGNIZE THE RIGHT OF HANDICAPPEDPERSONS TO AN APPROPRIATE INTER-VENTION TOWARD PERSONAL DIGNITYAND POTENTIAL

Strategy 3.1

Tactic 3.1.1

Agencies will request technical assistance perti-nent to awareness from regional centers, e.g.,RR CS, ALRCs

Identify by national, state and local levels,existing resources (agencies, programs, indi-viduals) which may contribute to awarenesscampaign

3.1.2 Conduct workshops on how to tap theseresources; obtain approved, effective litera-ture to be used in campaign

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3.1.3 Select and use appropriate agencies andresources for application to local problemsdealing with awareness

Strategy 3.2 LEA special education personnel, informed ofservices for the severely multiply handicapped,will inform other special educators, regulareducation teachers and ancillary personnel ofservices to that handicapped population

Tactic 3.2.1 Develop or acquire a multi-media presentationappropriate to that handicapped population.

3.2.2 Conduct training/workshops, or whatevermethod is appropriate for target population, topresent this multi-media package

3.2.3 Use package in sectional meetings in state con -ver,tions of professional organizations

Strategy 3.3 Include medical profession in campaign forawareness of the severely multiply handicappedas human beings

Tactic 3.3.1 Locate sympathetic medical person who willinfiltrate the local profession and arrange fora presentation of the package

3.32 Place literature in medical centers, doctors'offices, etc.

Strategy 3.4 Include churches, etc., in campaign

Tactic 3.4.1 Contact local ministerial council and arrangefor presentation, placement of literature

3.42 Include youth groups or other church organi-zations for presentations, etc.

Strategy 3.5 Include PTA

lactic 3.5.1 Identify exceptional child chairman of PTA

3.5.2 Arrange for presentation to PIA

Strategy 3.6 Include university groups: e.g., sororities, etc.

Tactic 3.6.1 Arrange for meeting with Panhellenic League

3.6.2 Orianire planning and training session toinciade interested persons; give presentation

Strategy 3.7 Include civic groups: e.g., Lions, Rotary, etc.

lactic 3.7.1 Identify responsible club of ficvr

3.7.2 Arrange presentation to group

Strategy 3.8 Utilize volunteer programs, such as fostergrandparents, etc.

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Tactic 3.8.1

3.82

3.83

Strategy 3.9

Tactic 3.9.1

Strategy 3.10

Tactic 3.10.1

Contact local volunteer groups; plan meetings

Identify individuals who seem prepared torespond to their new awareness with action

Organize a volunteer program (individualtraining, placement, evaluation, follow-up)

Utilize handicapped students as teachers andaides

Engage students to help implement strategies4.1 and 4.8

Utilize elementary school peers as "specialfriends" or advocates for severely handicappedchildren

Select pairs and match

3.10.2 Control activities to avoid exploitation ofeither severely, handicapped or regular children.

Strategy 3.11

Tactic 3.11.1

Present special community-wide programs todemonstrate abilities of severely handicappedchildren

Seek out special abilities of interest togeneral public.

3.11.2 Organize events to display these talents,again avoiding exploitation

CONSTRAINT:

GOAL 4.0

Strategy 4.1

Tactic 4.1.1

Strategy 4.2

Tactic 4.2.1

Strategy 4.3

Cost involved in providing services to theseverely handicapped

CLARIFY, MODIFY AND SYSTEMATIZEBUDGETS RELATIVE TO PROVIDING ADE-QUATE SERVICES FOR THE SEVERELYMULTIPLY HANDICAPPED

Clarify existing funding mechanisms

Designate a specialist in grant writing andconvince funding sources of the need to mod-ify stratigies which prove ineffective inaccomplishing stated objectives

Develop fiscal and program accountability

Develop tools such as program or activitiesreport for fiscal accountability; develop acost allocation plan with a line-item budget

Provide resource personnel who can assist inadvocacy of existing programs for the handl-caPPed

Tactic 43.1 State Department of Education plans andconducts a series of workshops with appropriateagency administrators, teachers, fiscal managers,evaluators, citizens and handicapped persons

Strategy 4.4 Systematically collect and disseminate availableinformation for fiscal funding to appropriatelegislators, state agencies, local government units

Tactic 4.4.1 Designate a specialist in grant writing and con-vince funding sources of the need to modifystrategies which prove ineffective in accom-plishing stated objectives

Strategy 4.5 Establish a system for identifying handicappedchildren in and out of school who are notreceiving appropriate services

Tactic 4.5.1 Establish a system for identifying currentlyunserved and underserved children; utilize aviable model for the state's characteristics,such as the model presently in use in Cacrcr,Wyoming (Council of Social Services)

Strategy 4.6 Sharing of knowledge and techniques by pro-fessionals and parents to jointly determinepriorities

Tactic 4.6.1 Establish a communication process that willinsure mutual understanding of the program,the target group, and the method of reachinggoal

Strategy 4.7 Increase opportunities for interagencycooperation

Tactic 4.7.1 Work with appropriate agencies, administratorsto determine role each has with regard to pro-gram area, fiscal management area, evaluationand monitoring

Strategy 4.8 Identify implementors for 7 strategies above

Tactic 4.8.1 Identify professional administrative staff mem-bers who could help implement above strategies

4.8.2 Identify funding agencies

4.8.3 Identify consultants who could help implementabove strategies: i.e., legislators, handicappedindividuals, parents, teacher/trainers, citizenadvisory groups

Evaluation; Evaluation of above strategies will he containedin the measurable goals and objectives

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k

elP

CONSTRAINT:

GOAL 5.0

Strategy 5.1

Strategy 5.2

Strategy 5.3

Tactics:

Forces:

EvaluationStrategies:

1.11.1111.

Bureaucracy is a barrier to service delivery

TO BRING INFLUENTIAL REPRESENTATIVEGROUPS TOGETHER IN ORDER TO INFLU-ENCE THE BUREAUCRACY TO PROVIDEADEQUATE SERVICES

Form coalition of interest groups consumersand providers

Schedule regular ongoing legislative committeemeetings with providers of special services

Increase number of providers on decision-making boards

(for above 3 strategies)1. Identify interested groups2. Form conferences for assembling leaders;

develop an ad hoc committee by somemeans (through CEC, ARC, school systems,advisory boards, etc.)

(for strategies and tactics above)1. Leaders identified above instigate organized

action through the interested groups inlocal, regional and statewide efforts

2. Local workshops develop information andaction on:A. Knowledge of issuesB. LobbyingC. Publicity: use of media to develop

awarenessto get individuals to write tobureaucrats, etc.

. to get commitment from individualsto work in united effort

(for strategies and tactics above)1. Is the coalition of leaders of the interest

groups functioning?2. Have specific plans been made for organiza-

tion of workshops on regional or local levels?3. Have pamphlets been published to dissemi-

nate information?4. Have citizens written congressmen?5. Have lobbyists exerted influence on

politicians?6. Are local interest groups working in coopera-

tive efforts?

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3. OPTIONS FOR THE UNSERVED CHILDREN

*1

Resource Person: Elsie D.IleIsel, Ph.D.

Dr. Helsel is the Washington Representative forUnited Cerebral Palsy,

Her thematic statement is located in Appendix A.

Recorders: Joan Anderson, Brent Pitt

GOAL 1.0

Strategy 1,1

Tactic 1.1.1

1.12

1.1.3

1.1.4

1.1,5

1.1.6

Implementation:

Strategy 1,2

Tactic 1.2.1

IS

EXPAND EXISTING PROGRAMS, APPROPRIATETO THE NEEDS OF SEVERELY HANDICAPPEDCHILDREN

Obtain an index of existing services and a generaldescription of eachboth public and private

Contact state and local agencies both public andprivate

Obtain program descriptions and entrancerequirements

Compile findings and publish

Disseminate

Establish a means to keep information up to date

Establish inter-agency communication

irclex of existing services to be published bySEA staff

Establish evaluation criteria for existing programsrelative to children's needs

Prepare a list of evaluation indices using:A. State guidelinesB. Published and private agency inputC. Health and safety factorsD. Staff competency guidelinesE. Consulting expertiseF. Parent input

1.22 Establish a needs asi.essment team to apply aboveindices

1.23 Establish an accreditation team

Implementation: 1. Establish a Governor's Advisory Committeefor the Multiply HandicappedA. Committee is to appoint an evaluation

task force2. Evaluation criteria composed by task

force with input from:

21

Strategy 1.3

Tactic 1.3.1

Strategy 1.4

Strategy 1.5

A. AdministratorsB. ParentsC. TeachersD. Other professionalsE. Public and private agency represen-

tativesF. PoliticiansG. State specialists

3. Assessment team to be appointed by taskforce

4. Accreditation team to be appointed by taskforce and given authority from Governor'sAdvisory Committee to:A. Make recommendations for additional

fundingB. Compile a .ist of accredited facilities

Establish appropriate funding support

Obtain funding for birth-to-death age groupA. Title VI EHA fundsB. Title III ESEA fundsC. Developmental Disabilities fundsD. Establish programs for birth-to-five-year-old

age group and then petition for fundsa. demonstrate cost-effectiveness basis

E. Search for additional fundinga. major medical insuranceb. grants, foundations, etc., from agencies,

clubs, churches, etc.c, consultant expertised. local school districts (individually, or

through cooperative efforts)e. fund-raising projectsf. gifts

Establish communication lines for informationdissemination concerning program options

Identify constraints in following areas:A. ManpowerB. CurriculumC. Supportive servicesD. MaterialsE. FacilitiesF. Bureaucratic red tapeG. Inadequate or inappropriate training of

teachersH. FundingI. Attitudes

Strategy 1.6 Incorporate new delivery patterns within exist-ing delivery facilities

Implementation: 1. Existing programs to be evaluated byassessment teams upon invitationA. New programs implemented on basis

of this evaluation2. Administrators and teachers to implement

new programs

GOAL 2.0

Strategy 2.1

Tactic 2.1.1

CREATE NEW DELIVERY SYSTEMS, APPRO-PRIATE TO THE NEEDS OF SEVERELYHANDICAPPED CHILDREN

Define cer identify new service alternatives

Define alternatives for the homeboundA. Visiting teacher (with support personnel)B. Parent or support personnel

training packagesC. TelecommunicationsD. Mobile mini-units

2.1.2 Parent in-service training in demonstrationunitsA. Demonstration clinicB. Video-tapingC. Foster and residential settings

2.1.3 Contracted servicesA. Professional foster parentsB. Group homes (residential halfway houses)C. Individual contracting within community

2.1.4

Implementation:

StrztegV 22

Implementation:

Strategy 23

Implementation:

Strategy 2.4

Implementation:

Evaluation:

22

On-the-job training

Identification of new service alternativescompleted by SEA staff

Write descriptions of the above programs tofacilitate information dissemination (Includebibliography of sources)

Descriptions of new program options will bewritten by SEA staff

Implement program options according to:A. Client needsB. Geographical constraintsC. Multi-agency resources

By local school districts, RRCs, colleges anduniversities, cooperative service agencies

Assess client needs

Assessment of client needs by team in con-junction with serving agencies and parents;additional intensive staffing on request ofadministrators, staff or parents

(above goals, strategies and tactics)1. Have objectives been met?2. Publish a list of criteria for evaluation of

existing programs3. Publish a comprehensive list of new

programs and program descriptions asthey are developed and implemented

4. Evaluation of specific objectives bytask force or appropriate group for eachobjective

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GOAL 3.0

Strategy 3.1

Tactic 3.1,1

TO DETERMINE THE BEST PRACTICES PIMANPOWER UTILIZATION AND TRAININoFOR ALL SEVERELY MULTIPLY HANDI-CAPPED PROGRAMS

To recruit trained educators for the severely,multiply handicapped

To develop an adequate method of communi-cating needsA. Notices in aarlonal journalsB. Opportunities at national conventionsC. Contact universities and collegesD. Talk with peersword of mouth by those

who hire or their representativesE. Notify related organizations

3.1.2 Provide increased and attractive salaryA. Educate the legislators (lobby)B. Equitable salary and career laddersC. Contract for servicesD. Change administration policy on salary

and contractsE. Arbitration by teachers and others

incentive pay for rural and remote areas(consultative time allowances)

Extend professional development of rural/urban agencies that is of value to beaffiliated with

3.1.3

3.1.4

Resources:

Implementation:

Evaluation:

Strategy 3.2

Tactic 3.2.1

Comprehensive manpower recruitment, oppor-tunities for more education by educators ofseverely, multiply handicapped

Local education association, intermediateeducation association, institutions, commu-nity agencies- public and private

1. Document personnel hired showing data by:level, agency, yearly total, attrition rate,where trained, certification and experience

2. Interagency comparison3. Are objectives fulfilled4. Are teachers still there5. Analyze data on information, communi-

cation efforts, returns, etc.

To retrain on-staff educators and recruit andtrain parents, paraprofessionals and volunteers

Workshops and institutesA. On-site (closed circuit TV, video taping

exchange)B. At other agencies: RRCs, Al_RCi, State

LRCs, universities, parent groups (providescholarships for training) and institutionsand agencies for the severely, multiplyhandicapped

3.2.2 RRC training capability

3.2.3 Developmental Disabilities Technical Asis-tance System at Chapel Hilt, North Carolina-access through the Division of DevelopmentalDisabilities

Resources:

Implementation:

Evaluation:

S rategy 3.3

Tactic 3.3.1

Universities and colleges, UAFs, institutions,RRCs, SEA institutes financed with DDDmonies, LEA in-services, parent group trainingsites and volunteer agencies

Other teachers, paraprofessionals, consultants,universities, agency sponsored in-servicetraining, LEAs, private agencies by contract,and federal support services (RRCs)

Survey of how many teachers retrained andassess quality of the product by monitoringstudent growth based data

To obtain training resources from existinginstitutions, agencies, professionals, etc.

Determine who, how and what: i.e., sourcesof funding for trainingBEH, SEA, foundations,community agencies, parent groups, volunteeragencies, religious organizations

3.3.2 Writing grants for project! v "th trainingcomponents

3.3.3 Communicate need for new and additionaltraining

3.3.4 Influence educational agencies to .-le%elvptraining for severely, multiply handicapped

3.3.5 Contract with private or public agencies todevelop and provide training

Resources: R RCs, regional HEW offices, state LRCs, stateDDD programs, volunteer groups for seedmoney, volunteer groups for training sites,universities, colleges, etc.

Implementation: Other teachers, paraprofessionals, consultarts,universities, agency sponsored in-servicetraining, LEAs, contract with privateagencies and federal support services (RRCs)

Evaluation: 1. Document funding locations2. Program effect of funding source informa-

tion and utilizationA. Who needs informationB. Amount of fundingC. Innovative changes

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Strategy 3.4 To mount a need assessment of manpowerrequirements for education for the severelymultiply handicapped

Tactic 3.4.1 Determine variables to assess

3.4.2 Develop a search strategy

3.4.3 Obtain funds

3.4.4 Gather data

3,4.5 Analyze results

3.4.6 Gestalt needs

3.4.7 Determine priorities

ResoLrces: LEAs, universities, university students, DDDagencies, comprehensive health planningcouncils, state education research and plan-ning councils, Head Start and other Titleprograms

Implementation: RRCs, university students, SEAs, DDDagencies, comprehensive health planningcouncils and university assistants

Evaluation: 1. Did you get it?2. Was data relevant and needed?

GOAL 4.0 TO INFLUENCE POSITIVE CHANGE INPOLICY AT ALL LEVELS FOR SEVERELYMULTIPLY HANDICAPPED TO IMPLEMENTAPPROPRIATE PROGRAMS

Strategy 4.1 Find out what policy exists at all levels

Tactic 4.1.1 Get report of non-written guidelines

Tools: A survey composed of a questionnaire and/orinterview of 25 selected citizens, schooladministrators and 10 selected members ofthe instructional staff to determine positive-ness, acceptance and commitment as definedin questionnaire toward the severely multiplyhandicapped to be sent out

Forces: School board association, parent groups,professional groups

Evaluation: Return of 75% of questionnaires

1 actic 4.1.2 Get written rules from all levels

Tools: A survey sent to school boards and stateboard of education

Forces: School board associations and state board of edu-cation, professional and parent groups, universities

26

Evaluation: 100% of obtainable, available written policystatements will be acquired.

Strategy 4.2 Find out resources

Tactic 4.2.1 Identify agencies providing services to severely,multiply handicapped

4.2.2 Compile a registry of human resources

Tools: A. Contact state board of education for list ofagencies

B. Obtain published directories, e.g., CloserLook (BEH), Directory of Services for theHandicapped

C. Contact parent groupsD. Contact related professions

Forces: (to carry out the program)Professional and parent organizations: CEC,ACLD, ARC, AAMD, NASDSE, BEH, UCP,DDD agencies

Evaluation: A. At least 15 agencies providing services willbe contracted

B. At least 15 specialists in areas of service toseverely, multiply handicapped will becontracted

Strategy 4.3 Identification of needs

Tactic 4.3.1 Served and non-served severely, handicappedwill be idebtified

4.3.2 Facilities will be assesed

4.33 Manpower will be registered

I ools: A. Get available dataB. Saturation of the media announcing the

search for all severely, multiply handi-capped

C. Questionnaire sent home with children todetermine the existence of all severely,multiply handicapped

D. Obtain school data

Forces: (to carry out the program)State agencies, federal agencies, local, i.e.,Department of Mental Health, parent groups

Evaluation: A. At least 15 agencies providing services willbe contacted to determine the number ofseverely, multiply handicapped actuallyserved. Compare national expectancy withactual served and identify at least 100%more which are presently non-served

B. List of existing facilitiesC. List of available personnel

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Strategy 4.4 To design proposal to change attitudes

Tactic 4.43 Assign responsibility

4.4.2 Use consultation for analysis of data

4.43 Funding

444 Write out plan

Tools: A person available to design a model for theproposal by reviewing existing models andconsulting experts. A second tool is funds.

Evaluation: Acceptance of written proposal

Strategy 4.5 Through results of the identification ofresources and the needs survey, apply pressureon administrators, school boards, communitygroups and parents

Tools: A. People, interviews, discussions, presentationsB. Press releasesC. Utilization of community groupsD. LegislationlobbyingE. Litigation

Forces: (to carry out the program)School board association, professional andparent groups, state agencies, federal agencies,local agencies, i.e., Dept. of Mental Health,and universities

Evaluation: Implementation of proposal

ProjectEvaluation: All severely, multiply handicapped being served

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4. WHAT IS RELEVANT EDUCATION?

Resource Person: Louis Brown, Ph.D.

Dr. Brown is Associate Professor, Department of BehavioralDisabilities, at the University of Wisconsin.


GOAL 1.0 TO IMPROVE TEACHER TRAINING

PRESERV ICE

Strategy 1.1 Coordinate between public school, universityand state department

Tactic 1.1.1 Instigate dialogue

1.1.2 Identify a prime-mover

1.1.3 RRC to act as coordinator

1.1.4 Invite university professors to visit publicschools

1.1.5 Articulate what is needed in a teacher

1.1.6 Develop community advisory committee com-posed of special education directors, specialeducation teachers, special education studentsand parent representatives

1.1.7 Responsibility of community advisorycommittee:A. Survey university feedback from studentsB. Review university pi ogramC. Survey employer feedbackD. Develop needs assessmentsE. Research California's Ryan ActF. Identify constraints on the university

1.1.8 University to include representatives from theschool district

Strategy 1.2 Introduce extensive practicum

Tactic 1.2.1 Identify key locations

1.2.2 Identify certified teachers and schools

1.23 Expose students to institutional and classroomsituations and provide feedback and evaluationon student performance. Wide-range exposurefor all students.

1.2.4 Develop live-in situation for students in residen-tial settings

1 .2.5 Identify legal constraints on practicum require-ments

1.2.6 Schedule classes to allow the students to be inthe public schools during the day

1.2.7 Recruit students to become active participantsin the classroom so the student becomes anIndispensable agent in the classroom

1.2.8 Use the student as liaison between the univer-sity and the public school on what needs to betaught

1.2.9 Procure Title VI money by writing a proposalthat is marketable on a state-wide basis

1.2.10 Look into the possibility of obtaining localmoney from vocational education funds

1.2.1 1 Determine model program for demonstrationfunds

1.2.12 Teachers and students tour workshop areasduring the summer and develop task analyses

Strategy 1.3 joint appointments between LEA and university

IN- SERVICE

Strategy 1.4 Demonstration centers

lactic 1.4.1 Select key location for demonstration center

1.4.2 One center, containing entire package of experi-ence and personnel in one key location

1.4.3 Obtain qualified and professional staff

1.4.4 Utilize manpower pool for programming (BEH)

7.4.5 Procure demonstration funds via curriculummanual development for dissemination

1.4.6 Pick children on basis of real need

1.4.7 Use training staff and university in a cooperativeeffort to insure success of demonstration center

Strategy 1.5 Floating mobile in-service training (1ST)facilities-demonstrations

Tactic 1.5.1 Floating library facilities

1.5,2 Set up busmobile-type itinerant schedule

1.5.3 Bring outside classroom groups (with theirteacher) into demonstration center

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1.5.4 Utilize video-tape cassettes which show teachersusing material with childrenA. Differentiate (various procedures with

individual children)

1.5.5 Outline fundamental learning sequences

1.5.6 Vertical-horizontal program (teaching andverification)

1.5.7 Preschool demonstration of facilities to takeplace in the summer before the beginning ofthe school year.

1.5.8 Reincorporate the "poor" teacher withdemonstration model

Strategy 1.6 More practical methods courses

GOAL 2.0 TO IMPROVE AND DEVELOP INSTRUCTIONALCURRICULUM

Strategy 2.1 Review literature and disseminate information

Tactic 2.1.1 Sell idea of information system to school dis-tricts in relation to regular education classes

2.1.2 Send it out to teachers in sample form andmake them request it because they found ituseful

2.1.3 Delineate a manpower pool and get on themailing list

Forces: (to carry out program)1. University2. State department3. Teachers assigned in earn district4. Area Learning Resource Centers5. Regional Resource Centers- establish a

system for use throughout the country6. Teachers from each school assigned to

the superintendent who has the infor-mation

7. Someone (teacher or nonteacher) review,send information out through supportivepersonnel (resource teacher, etc.)

8. Local CEC chapters

Strategy 2.2 Develop new procedures for working withseverely, multiply handicapped

Tactic 2.2.1 Utilization of interdisciplinary coordination:doctors, dentists, occupational therapists,physical therapists, public health nurses, wel-fare workers, speech therapists, audiologistsA. Involve professionals

1. Invite them to visit school2. Get on their advisory boards3. Invite university students in different

31

professions (i.e., medical students tointern in school district)

B. Demonstrations given to teachers byspecialists in other areas so teachers cancarry on if specialists not available

C. Money -buy services of doctor, dentist, etc.D. Attend other specialists' conventions

1. Tape proceedings for dissemination ofinformation

2. Lobby; have well conceived plan forrequesting help

3. Attend auxiliary meetings (get wives ofspecialists interested)

E. Check on existing agencies (i.e., CrippledChildren's Hospital)

2.2.2 DemonstrationsA. Video tapes (video libraries)B. Slides and tapes

2.2.3 in- service training during schoolA. Substitute teachers hired to release

teachers for in-service trainingB. Free Friday afternoons (or staggered)C. Days of professional leave made available

Strategy 2.3 Establish more effective utilization of existingmechanisms for sharing new ideas

Tactic 2.3.1

2.3.2

233

Literature review

Professional organizations such as CEC utilized

Increased sharing of ideas informally amongteachers

23.4 Mailing lists

TO DEVELOP STATE STANDARDS TOREFLECT NEEDS

Identify competencies

Organize a task force composed of state,university and local personnel

3.1.2 Regional organization (RRC or ALRC) to dis-seminate information, national materials,programs, workshops

Changes should be made in certification (tiecertification to competencies and threecertification levels)

GOAL 3.0

Strategy 3.1

Tactic 3.1.1

Strategy 3.2

Tactic 3.2.1 Offer provisional certification and alternatelicenses (paraprofessional) for those alreadyin the field

3.2.2 Ongoing, periodic review of certification tosee if competencies relate to known required

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3.2.3 "Emphasis" added to full certification

3.2.4 Certification task force reviews practicumexperience

3.2.5 Change course requirements to match publicschool requirements (needs)

Strategy 3.3 Legislate for ratio

Tactic 3.3.1 Data collection of "real" classroom needs topresent to decision makers to show whatratios are adequate

3.3.2 Disseminate knowledge on valuable volunteerservice programs in region from RRC to ALRC

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5. PARENT EDUCATION AND THEIR ROLE

33

Resource Person: Philip Roos, Ph.D.

Dr. Roos is Executive Director, National Associationfor Retarded Citizens, Arlington, Texas. 'owe


Recorders: Debbie DeVries, !an Loveless

GOAL 1.0 TO REACH CONSENSUS BETWEEN PARENTSAND PROFESSIONALS :N DEFINING CLEAROBJECTIVES

Strategy 1.1 Identify and prioritize perceptions of needsseen by parents and professionals

Tactic 1.1.1 Survey of professionals as well as of parents

1.1.2 Sample representatives from groups

Tools: Check list of needs

Strategy 1.2 Cooperative exchange of information andfeelings about needs and their priorities forhandicapped children

Tactic 1.2.1 Small group meetings in which professionalsreach consensus

1.2.2 Small group meetings in which parents reachconsensus

1.2.3 Regularly scheduled, open discussion meetingsto discuss concerns and make reevaluations

1.2.4 Local problem-solving meetings (group andindividuals) in which all concerns are honoredand received

Tools: Ongoing written needs assessment by bothinvolved groups

Forces: 1. RRC representative contacting and leadingall governmental and private organizationsconcerned with services for the severely,multiply handicapped; i.e., state board ofeducation, organized consumer representa-tives (ARC, UCP. ACLD), Health Department,Vocational Rehabilitation (adult services)

EvaluationStrategies: 1. Compile statistics on meetings: i.e., number

of meetings, number in attendance, etc,2. Transcription of tape recordings of meetings

and interaction analysis

EvaluationNeeds:

GOAL 2.0

Strategy 2.1

Tactic 2.1.1

2.1.2

2.1.3

2.1.4

Strategy 2.2

Tactic 2.2.1

2.2.2

3. Attitude survey4. Parents' and professionals' concerns are

expressed in a combined list

1. Interaction analysis scales, e.g., Flanders, Hill2. Questionnaires, e.g., "Were you able to

express yourself?" "Did people listen toyour concerns?"

TO PROVIDE AND COORDINATE COMMUNITYBASED, PARENT-RELATED SERVICE PROGRAMS

Develop and establish an interagency committeeserving the handicapped

Determine needs of the handicapped

Determine available services and defineresponsibilities

Develop meaningful and achievable programs

Make interagency participation part of the lobdescription

Develop and establish an advisory council to theinteragency group consisting of parents (consumers)

Interagency recruitment of parent participantson advisory council

Advisory council meetings would be open toconsumers of agency services

2.2.3 A rotating member of the advisory council wouldattend meetings of the interagency committee toshare their identified needs

2,2.4 Technical assistance to advisory council wouldbe provided by rotating members of the inter-agency committee

Strategy 2.3

Tactic 7.3.1

2.3.2

Tools:

34

Plan and develop a service coordinating agency

Establish an independent task force

Define the role of the coordinating agency

1. Research existing models for servicecoordination

2. Funding3. Directories4. Service Clubs5. Media6, Speak-ups7. Survey needs assessment8. Advisory council to design role of and

appoint coordinating agency

Forces:


EvaluationNeeds:

GOAL 3.0

Strategy 3.1

Tactic 3.1.1

Tools:

Tactic 3.1.2

Tools:

Strategy 3.2

Tactic 3.2.1

Tools:

Tactic 3.2.2

Tools:

Forces:

35

1. Service organizations2. State agencies3. Legislative influences4. University related facility5. Special education personnel6. Health services7. Consumers8. Media

I. Compare data of served and unservedchildren (initial 1 year)

2. Compare data of inappropriately servedchildren (initial 1 year)

3. Are parent/child-related services established?(initial-1 year)

1. Advisory council will evaluate parent-relatedservices

2, State, local surveys (e.g., ACCESS)3. Oregon model for service coordinator

TO PROVIDE FOR AND INCREASE PARENTALUNDERSTANDING, KNOWLEDGE AND SKILLS

Develop a communication coordination center

Secure funds

1. Establish a ways and means committee toraise money

2. Write a proposal of goals of the center

Develop a facility, staff and resources

1. Secure a building and equipment2. Obtain a list of local and state resources and

secure commitments to cooperate and share

Develop systematic parental involvement

The center will have information available

1. Brochures, newspapers, radio and television2. Talks: speakers would be parents, teachers,

psychologists, legislators, lawyers and doctors

To outreach into the homes

1. 1n-service training by parents, teachers2. Brochures, letters3. Service organizations4. Recruit parent volunteers into special

classes-- (paraprofessions, coordinators)

Those in existence:1. Private foundations, service agencies2. Civic: Jaycees, Lions, Rotary, etc.3. Local media

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EvaluationNeeds:

GOAL 4.0

Strategy 4.1

lactic 4.1.1

Tools:

Tactic 4.1.2

Strategy 4.2

Tactic 4.2.1

4.2.2

Tools:

Strategy 4.3

Tactic 4.3.1

4. Students5. Professional: medical, legal, educational,

therapeutic6. ParentsNeed to create:1. Temporary coordinator to establish

agency board consisting of representativesfrom established forcesa. Coordinator and executive director

appointed by agency boardb. Fund raising committee

(Formative and Summative)1. Criterion-referenced model based on per-

formance objectives for parents and children2. Surveys, i.e., questionnaires and interviews3. Standardized tests

1. Develop a questionnaire to evaluate qualityand knowledge of current services to parents;questionnaire to be sent out before and atend of the year

2. Criterion-referenced instruments for parentsand students

3. Standardized tests4. Interview with parents on random samples

TO ARTICULATE AND ENABLE PARENTROLES IN SERVICE DELIVERY

Early childhood training, using the family inprimary intervention

Professional team goes to the home, developsand carries out infant stimulation program withthe family

1. Packaged materials2. Diagnostic equipment and expertise3. Skills for observing child4. Skills in interpreting findings to the family5. Skills in designing home training programs

In-service workshops for parents

Continuous training utilizing family participation

in-service workshops for parents

Ongoing evaluation system

Professional team goes to the home, developsand carries out infant stimulation program withthe family

Parent organization and participation

Instigate parent group and parent-professionalgroup

37

Tools: 1. Constitutions for parent groups

Tactic 4.3.2

Tools:

Strategy 4.4

Tactic 4.4.1

Tools:

lactic 4.4.2

Tools:

Tactic 4.4.3

Tools:

Forces:


EvaluationNeeds:

GOAL 5.0

Strategy 5.1

Student-related staff policy of open invitationto observe and participate

1. Printed staff policies related to programpersonnel

2. Publicity: television, radio, newspapers

Open communication between parents andprofessionals

Active resource pool of :-.pecialists antiresources lawyers, legislators, etc.

List of names of specialists

Instructional materials

Pre-packaged materials and programs and anopen appointment book

Practicing receptivity and honesty betweenparents and professionals

"Help-line" available telephone services

1. interdisciplinary team: nurse, familydoctor, therapists, psychologists, medicalspecialist, social worker

2. Home school program coordinator3. Families4. Teachers5. Workshop directors6. Public relations media7. PTA or ARC team groups and other parent

groups

1. Observation2. Measure of parent effectiveness with child

in all areas of skills: social, educational. etc.3. Measure effectiveness of groups' accomplish-

ments4. Measure of parent and professional growth

1. Parent conferences2. Tests: vocational evaluation,(Vioeland),

PACE circular.(Kephart)3. Pre- and post-questionnaire for program4. Teacher inventories5. Family observations and charting6. Quantity and quality of parent involvement

TO INCREASE PROFESSIONAL UNDER-STANDING, KNOWLEDGE AND SKILLS

Design and implement state-wide educationalprograms to increase basic knowledge of severely

38

Tactic 5.1.1

handicapped conditions on the part of allprofessionals who deal with parents

Determine the level of knowledge of professionalsworking with parents by survey inventories,informatio7. tests

Tools: 1. Survey inventory2. Information tests

Tactic 5.1.2 Provide training for existing professionalsworking with parents

Tools: 1. In-service training at regular professionalstaff meetings

Tactic 5.1.3 Develop or improve preservice training programsfor professionals working with parents

Tools: 1. Competency-based degree program withpracticum experience

2. Curriculum changes in training programs

Tactic 5.1.4 Develop professional standards for those work-ing with parents

Tools: Coalition of parents and professionals toestablish professional standards

Strategy 5.2 Design and implement a state-wide program toincrease specific skills of parent trainers

Tactic 5.2.1 Identify skills needed by parent trainers

Tools: Literature search

Tactic 5.2.2 Develop a program and staff to teach those skills

Tools: Competency-based degree program withpracticum experience

Strategy 5.3 Design and implement state-wide programs toincrease acceptance attitudes of professionalstoward parents and their severely handicappedchildren

Tactic 5.3.1 Develop wareness of attitudes among profes-anals and assess them

Tools: Gestalt group techniques2. Role-playing

Tactic 5.3.2 Include experiential content in professionaltraining

Tools: 1. Regular practicum experience2. Role-playing

Forces: 1. Organized parent groups2. Knowledgeable professionals retained by

BEST COPY AIMILARIE

see

39

state and local agencies3. Qualified trainers to work in college or

university setting4. An advisory committee representing parent

and professional organizations5. Professional lobbyist retained by parent

groups to effect change in preservicetraining institutions

6. Research specialist7. Management specialist, educational pro-

grammer, technical competency specialist,information materials specialist, evaluationspecialist

8. Informed parent professional groups tocommunicate with professionals

9. Professionals skilled in attitude changetechniques, retained by parent groups towork with professionals

EvaluationStrategies: 1. Measure change of behavior or professionals

toward the target popu!ation- parents andseverely, multiply handicapped children

2. Assess parent knowledge, understanding,and skills

3. Evaluate change in attitudes of professionals4. Evaluate change in professional knowledge

EvaluationNeeds: 1. Parent survey

2. Observation of professional behavior3. See needs for evaluation strategy no. 34. Parent participation on training and other

programsS. Professional involvement in community

organizations and activities6. Survey of professional attitudes7. Test of knowledge and skills (criterion-

referenced)8. Evaluation of change in monies expended

for services to severely, multiply handicapped

e.44: ro

BEST COPY AVAILABLE

Was

.111,110.....It

AL.

BESS COPY UNABLE

TIMELINES, BY STATE AND NATIONAL WORKSHOP GROUPS

Participants in each of the four state workshopshad the enormous assignment of trying to con-cretely apply the wisdom of the conference tothe needs of their own state. The allotted timefor this task was a meager 1 hour and 15 minutes.Yet this was a most necessary effort, even withsuch constraints. The national workshop (38participants representing 14 states and the Dis-trict of Columbia) sought to apply the decisionsof the conference primarily to the federal struc-tures. 1 heir work took the shape of recommen-dations and goals, instead of a timeline.

All five workshops tried to limit their concernto a one-year period, with the states developingone-year timelines by quarters. It is importantto underscore that even though more time wasneeded to fully complete this assignment, manyof the recommendations are well articulatedand valid, and should be taken scrim. ly asstarting points for service. As you refine thework here, remember that the thinking that ledto these pages was concentrated, collective andintense.

1he information in this section appears in thewords of those who participated. The entrieswere necessarily cryptic. For a complete under-standing .pf the tactics or strategies listed, referback to the information generated in the speci-fic workshop. The goals, strategies and tacticsfrom the workshop- plus the timeline chart thesteps the participants would like to take in theirown states. Perhaps some of these first steps inimproving services to the severely, multiplyhandicapped have, by now, been taken.

,*tr. '

TIMELINE - IDAHO

42

SPRING, 1974 (March-May) SUMMER, 1974 (June-August)


State Department of Education willappoint a task force and/or advisoryboard composed of key people ofstate and local agencies and groupsserving severely multiply handicap-ped children to develop or clarifyIdaho's philosophy regarding serviceto severely multiply handicappedchildren. This task force/advisoryboard will also review rules andregulations affecting this popula-tion and current information regard-ing the needs of Idaho's severelymultiply handicapped children

The task force/advisory board willdisseminate information regardingthis conference and informationregarding task force activities

2. IDENTIFICATION OF CONSTRAINTS

The governor should require eachagency to provide a written document(In directory form) that would listinformation on what is available infederal, state, local funds; who iscontact person, what projects canbe included; what priorities exist.This would begin immediately andbe an ongoing serviceWorkshops to train state profession-als in grant writing--by regions oron a state basis beginning in April/May to be helpful before FY75 begins.Have curriculum in colleges toassist special education teachers inmultiply handicapped to use commonterminology in their work

Program reports and cost alloca-tion plans should be developed foreach agency or program relating toseverely multiply handicappedstarting in JulyDevelop statewide coalition(regions, grass roots) to influ-ence bureaucracy

July 1Identify groupsAugust 31Form ad hoc committeeto assemble leaders who can haveinfluence

>>.

oFocus on*public awareness of needsand rights of the severely multiplyhandicapped

Have in-service training for pro-fessionals in four locations of thestate to establish common prioritiesHave on-going meetings of commit-

legislaturetees of the

.5 OPTIONS FOR THE UNSERVED CHILD

Compile index of existing services'have SEA publish index

Establish a Governor's Advisqry

Alimmomo

Evaluation criteria composed bytask force with input from: adminis-trators, parents, teachers, other

FALL, 1974 (September-November) WINTER, 1974-75 (December-February)

Conduct a census within local schooldistricts, agencies and institutionsserving severely multiply handicappedchildren of served and unservedtarget population

Advisory board/task force will actas catalyst to search out availablefunds to initiate at least one pilotprogram in Idaho to improve existingservices to severely multiply handi-capped children and at least one pilotprogram to initiate services toseverely, multiply handicapped childrenpreviously unserved. Provide techni-cal assistance to this project anddisseminate effectiveness of pilotprogramsThe advisory board/task force willinvestigate the feasibility of afollow-up workshop on severely handi-capped children

isee \ olo

Assessment team to be appointed bytask force'To retrain on-staff educators and---47----+

'Arrows mths'slte tailJci0 ,iret't' cOnt,r,,ft TnIcl nt'lat othirtert0.

44

SPRING, 1974 (March-May) SUMMER, 1974 (June-August}

Committee for the Multiply HandicappedMount a need assessment of manpowerrequirements for severely multiplyhandicappedFind out what policy exists at all levels

.get report of non-written guide-lines

get written rules from all levelsIdentification of needs

.identify served and nonservedseverely multiply handicappedpopulation

identify facilitiesidentify manpower

professionals, public and privateagency representatives, politicians,and state specialistsObtain training resources fromexisting institutions, agencies,professionalsDesign proposal to change attitudes

.assign responsibilityuse consultation for analysisof datafunding

write out plan

4. WHAT IS RELEVANT EDUCATION

Review possible locations (existing}for demonstration centerDisseminate information throughexisting conferencePool existing data relative toseverely handicappedimuniply hen&capped in stateHave state department survey exist-ing national programs

Have state department conductin-service teacher training

Compose curriculum guides fromsurveys for severely multiplyhandicappedIncrease mandatory training re-quirements for certification toinclude extensive practicum

making it mandatory that preser-vice students be given opportun-ity and obligation to developcompetencies with severelyhandicapped children

>>spring workshop in Idahodefinition of multiply handi-capped/severely handicapped(BEH definition}programs for severely handi-capped/multiply handicappeddevelopment

trainingr0presentatives: teachers- -regular and special education,medical, universities, LRCs,RRCs, public school adminis-trators, parent associations- -ARC, PTA, CEC, legislators,psychologists, social workers,speech therapists, Departmentof Environmental and CommunityServices.


recruit and train parents, parapro-fessionals and volunteers

45

Accred:i.ing team to be appointed bytask force and given authority fromGovernor's Advisory Committee to makerecommendations for additional fundingand to compile a list of accreditedfacilities*Recruit trained educators for theseverely multiply handicapped*Having results of the needs assess-ment apply pressure on administrators,school boards, community groups andparents

!Begin establishment of demonstrationcenterState coordination for severelyhandicapped/multiply handicappedclasses and curriculum so as to pre-serve a program which adequately ful-fills the needs of state (one goodprogram--not three bad programs)*Awareness campaign should be conducted*Survey existing legislation anddraw up proposals for new legisla-tion',Determine specifications andcompetencies in severely handicapped(multiply handicapped programs

survey state needs: RRCs, SEAS,LEAs, state associate centers

survey national existing programsLRCs, RRCs, DDDs, state associatecenters

'delineate training and instruc-tional programs

competenciesobjectives

curriculum: academic,social and vocational

methods: custodial versusbehavioralrne.surement: accountability

*Designate sources for specifica-tion of competencies: parents,universities, public schools,teachers, agencies, administrators,state department, institutions,vocational rehabilitation, RRCs,LRCs, DDDs

Demonstration center is operatingConduct evaluationstate coordinator for all severelyhandicapped /multiply handicappedis responsible for referrals, continuityof programs, assured services for allinfant to schoolage program (Head Start)regional demonstration centersin-service workshops: joint demon-stration programs*Skill orientation practicum

(specific training program forseverely handicapped/multiplyhandicapped)

Continuing adult education-adultwelfare, sheltered workshops,rights and protection (Departmentof Environmental and CommunityServices, Welfare and VocationalRehabilitation)*Funding (Designate appropriateratios, 1/4 or 1/9 with/withoutaide, or fund demonstration units only)Certification standards: definetarget population, ratios, prac-ticum, academic, competency based criteria*New endorse,nent for severely handi-capped/multiply handicapped

no mentally retarded endorse-ment valid for severely handi-capped/multiply handicapped programsinterim status to presentmentally retarded endorsements(3 years): pretraining and in-service training for all men-tally retarded endorsementsdesiring severely handicapped/multiply handicapped endorsement

N

SPR I NG .1974 (March-May) SUMMER, 1974 (June-August)

/

5. PARENT EDUCATION--THEIR ROLE

ARC will identify community basedparent organizations which provideservicesRequest DDD council to coordinatemeeting of state-level organizationsand ask that they make commitmentfor cooperation

Have groups redefine their organi-zations in order to cooperate more fullyfully with others

Give guidance to group meetingslocally: recommend that thestate department of education gives guidanceUtilize all parent and professionalgroups in the process of reachingconsensus on defining clear objectives

,

46

FALL, 1974 (September- November) WINTER, 1974-75 (December-February)

i

Progress report and evaluation

47

TIMELINE - MONTANA

48



Establish attitudes and philoso-phiesIdentify populationIdentify personnel responsible forImplementing overall goalIdentify existing programs, person-nel, facilities, funds, etc.

Form task force committee onlegislationIdentify program needs and de-termine gaps

0 2. IDENTIFICATION OF CONSTRAINTS

Inservice trainingSet priorities for local areasProvide sectional meetings inprofess'onal disciplines for se,verely h,tdicapped

Identify state-wide communicationprocessEvaluation of function of committee

Ifor

Publish and disseminate prioritiesto defined locale

Contact local volunteer groupsIn-service special and regularteachers concerning potential limi-tations of severely handicapped

Develop accountability evaluationsummaryComposition of group presentation

fair and equal representationin services

3. OPTIONS FOR UNSERVED CHILD

Determine needs & populationOutline program and goalsSell program to the BoardObtain Indexes of public andprivate sources of funds and man-powerDiscover related agenciesEvaluate old programsEstablish effective tines of corn-munication so that no programoverlap existsIdentify constraintsIncorporate new patterns into ex-isting systemsDetermine existing writtenfun-written policies and rules

Identify new services, agenciesand facilities availableInclude parents and other interestgroups for needs, etc.Design general program for fundingand acceptanceHire professionalsIn-service training of teachersaides, parents, etc.Design specific programs - goalsand means for evaluationArrange for transportation and ,

housingDesign and maintain a publicrelations campaign


Identify a prime mover to set upcommunity advisory committee(resource Ryan ActCalifornia)(information output)Interaction between University and

Review for university requirementsand certification. Have sophomoreteacher experienceSecure Title VI and Voc. Ed.funds

49

FALL, 1974 (September-November) WINTER, 1974-75 (December- February)

/

*Design program for deliveringservices*Specify personnel responsiblefor implementing specific program

*Implement program

r

Survey current attitudes and needsIdentify professionals

Identify resc ut es that may con-tribute to awareness campaign*Develop multi-media presentationsDissemination of information inmedical officesFiscal accountability (initiate)

*Identification of interestedgroups

I

*Establish leadership for conference*Prepare proposal for deans

Locate representatives in helpingservices*Utilize existing volunteer agencies

Organize events to demonstrateseverely handicappedIdentify funding agencies - andgrant writing specialists*Form conference for assemblingcommittee leaders

1

*Implementation*Include volunteers and providefor their training*Continue communication with simi-tar groups/P.R, with populationserved - "show and tell" parent-teacher conferences; parents day* Home visits*Consultants

Evaluate progress of programPlan for improvements in program*AccreditationReapply for funds

,

II

*Practicums (then workable)'locationsmaximum exposure to institutionand classroom situation

*Live-in situations

4

50

NSPRING, 1974 (March-May) SUMMER, 1974 (June-August)

public school systems (effective Set up model program for dem-working teams for evaluation pur- onstration fundsPoses )Develop state standards to reflect Task force to evaluate teacherneeds competency (parents, state, uni-

versity, teachers and localpersonnel)Set up national standards forcompetency and certification

offer provisional certificationand alternate licenses for semi-professionals

Establish ratio standardsImprove and develop instructional Cataloging existing professionalcurriculum agencies at national, regional,Community Advisory Committee

(information output)(administration awareness)

state, district and city levels

Locote manpower pool and get onmailing list

5. PARENT EDUCATION: THEIR ROLE

Develop a survey too' Determine available services inImplementation of survey tool in local areasneeds assessment Establish a visible communityParent meetings to cooreinate ef- based point of contact for parentsforts toward consensus seeking services and informationJoint coordinated meetings between to include local, state, and na-parents and professionals to discuss bona) levelsparent needs Invite key committed profession-Solicit firm commitments towards Os to help establish a means ofcooperation between parents and information dissemination to otherprofessionals in upgrading parent professionalseducation Initiate involvement of parent

and professionals in planningparent education

51

FALL, 1974 (September-November)I

WINTER, 1974-75 (December-February)

in institutions for teachertrainees

*Begin developing regional computer State library on teacher tech-center for severely handicapped to niques from other teachers (beginbe used as teacher resource (by task analysis services hem)subscription) Task analysis This will become the demonstrationservices center'Regional inter-specialist team toconsult with teachers, parents,dental, public health nurse, wel-fare, recreation, doctor (use internhelp)ln-service

tone free Friday afternoon a month;'plan ways to free teachers forin-service training

*Develop, implement, or improve Evaluation of goalspreservice training programs for Critique of year's planprofessionals working with parents *Initiate planning for the comingInservice workshops for parentsto provide skills in relating toprofessionals

year

*To coordinate understanding anddevelop reciprocal involvementbetween parents and professionals*Cooperative planning and pro-gramming between parent and profes-sional

IINIMINIIIIIIIIIIMe MMO&

TIMELINE UTAH

52

SPRING. 1974 (March-May) 1 SUMMER, 1974 (June-August),........1. SYSTEMATIC DELIVERY SYSTEM

Promote discussion of issues among Determine total personnel needsspecial educators, state departmentofficials, school-administrators,parents, and agency personnel

Identify target: i.e., UEA, media,other agenciesIdentify service patterns

Articulate and prepare pnilosophy Describe existing programsagreeable to those who will provide Describe new programs neededand receive service List existing facilitiesLEAs will be responsible for iden- Locate and establish additionaltification of severely multiply facilities neededhandicapped *Determine financial needOrganize publicity: awareness of 'current financingintention to provide services 'projected financial needsTask force (service providers andconsumers) review laws and regula-tions to determine if they permitstate to act in accordance with itsphilosophy

'recommend changes'inform parents, secure support

Identify specific responsibilitiesof each person involved in services:SEA, LEA, legislators, institutions,parents, etc.


Systematic collection .ind dissem- Form coalition of consumers andination of available information providersfor funding - -to appropriate leg's- Ongoing legislative committeelators, state agencies, local gov- meets regularly with providers ofernmental units special servicesProfessionals and parents share Appoint more providers to decision-knowledge and techniques to jointly making boardsdetermine priorities Identify interested groups

Form conference for assemblingleaders; develop ad hoc committeeAdopt curriculum and new views to-ward severely multiply handicappedthat incorporate common terminologyClarify existing funding mechanismsIncrease opportunities for inter-agency cooperation

53


Implement program for the severely Develop means of assessing capabili-multiply handicapped ties of services to meet needsDelineate preliminary goals based systematicallyon needs assessment and present in- Determine if all severely multiplyformation to parent and professional handicapped have been identifiedgroups for refinement censusDevelop alternative models for social services and otherssystematic delivery system Determine if individual needs ofReview existing delivery models severely multiply handicapped childrenMake recommendations for pilot are being metprograms *criterion measure

.provide technical assistance for *periodic evaluationimplementation of pilot programs Update needs assessment

Lobby for legislation Evaluate year's progress*mandate*funds

Make provisions for other funds

Establish system for identifying Conferences to set priorities forseverely multiply handicapped chit- local areas concerning severelydrenin and out of schoolnot re- multiply handicappedceiving appropriate services LEA special education personnel, in-Provide resource personnel who can formed of services for severely, MLA-advocate for existing programs tiply handicapped, will inform othersIn-service training for inter- and (special and regular education teach-intradisciptinary staff ers, ancillary personnel)Recruit and select in-service Include churches in campaign to in-training team crease awareness of handicapped asSurvey professionals' current at- human beingtitudes and needs *Arrange presentations to civic groups

to include demonstrations of abilitiesConduct local workshops to developinformation and action on

*knowledge of issues

of severely handicapped children

Utilize handicapped students as"lobbying teachers and aides'publicity (encourage individuals Utilize elementary school peers as-to write congressmen; get commitment "special friend" or advocates for"for individuals to work unitedly) severely multiply handicapped children

Olnclude medical profession in campaignfor awareness of the handicapped ashuman beings

54

SPRING, 1974 (March-May) SUMMER, 1974 (June-August)j

3. OPTIONS FOR UNSERVED CHILDREN

Determine what policy exists at all Design proposal to change attitudeslevels assign responsibilityidentify resources use consultant to analyze data

identify agencies providing ear- fundingvices to severely multiply handicapped "write plan

'compile registry of human re- Using results gained from spring mmosources activities, apply pressure on admini-

Identify needs strators, school boards, community'served and unserved multiply groups and parentshandicapped Designate a person to design a

.facilities

.manpowermodel by reviewing existing models,

'personsSurvey 25 selected citizens, 25school administrators and 10 in-structional staff personnel to de-termine positiveness, acceptance andcommitment as defined in question-naire toward severely handicappedSurvey school boards and USBEContact USBE for list of agenciesObtain published directoriesContact parent groups

Contact related professionsSsturate mediaQuestionnaire sent home Nith schoolchildren to determine identificationof all children


Follow-up conference; detail strat- Detailed plan mailed to conferenceegies by committee comprised of participants on how coordinated re-representatives from State Board of Iationship will be established inHigher Education, USBE, LEAs (Prime following areas:mover: MR Specialist, USBE) practicum experienceConsumer groups publicize issues 'demonstration centerUSBE representative forms a Task preservice trainingForce of USBE, university and public inservice trainingschool personnel advisory committeeOR RC develop national manpower pool minimum list of competencieswith agencies dealing with severely,multiply handicapped on mailing list

all severely multiply handicapped'children should have in education

Agencies/State develop computer Regional information 7-3:4. formedcenters of information on severely Task Force reviewmultiply handicapped, using federal ',contact BEH for funding informationfunds contact professional standards projectExtensive information/literature 'input from all levels and types ofdissemination in university studentteaching programs

-interested parties (social workers,physical therapists, etc.)

Area and regional resource centers Task Force designs flexible certi-and media center disseminate accum- fication program for paraprofessionalsulated information to districts and professionalsInformation obtained from ERIC Task Force collects information for

FALL, 1974 (September-November) WI UTE R, 1974 (December-February)

Retrain and train current profes-sionalsObtain copies of written policystatements

)).Evaluate at least 15 agencieswhich provide services(See Note)Evaluate services enacted throughthe year

wp,

Demonstration centers identifiedand operating

sw

Hold accountability conferences'progress reports from all programs

Practicums for in-service training 'implemented during the yearInitiated 'evaluate and develop new strategiesAdvisory committee holding hearingson program improvementImplement strategies to bring altteachers to minimum competency level

and a new timelineBegin implementation of model pro-grams in different parts of the stateBegin legislation

Task Force finishes design forflexible certification program anddefinition of appropriate educationWorkshop of concerned personnel toreview progressList of professional organizationsare funneled to USEIE and sent outto all LEAs, classes, etc.Coordination of interdisciplinaryabilities of various specialists (e.g.,speech pathologists, physicaltherapists) and use existing agenciesfor coordination

i

Organize meetings/seminars whereteachers share effective ideas

\'Arrows indicate a tactictsi are to

be continued into next quarter(0.

56


disseminated to individual teachersSchool structure organized so staffcan receive in-service training.

teachers hired for extra daysbeyond regular yearV2 day per week for in-service1 or more visiting days peryear for professional growth

use of substitute teachersProfessional organizations developcooperative effort to share ideas:CEC, UARC, UEA, etc.Develop mailing lists for agencieswho produce ideas, materials, etc.

definition of appropriate educationLEA personnel responsible to col-lect and disseminate information toteachers on regular basis, andteachers how to implementPrepare demonstrations on variousskills for presentation in districtsand agencies, with films, cassettesLEAs develop task analyses forvarious skills to ba compiled byRRC or USBE for dissemination toall teachers who need informationAppoint state-level supervisorypersonnel to coordinate vocationaltraining in rural areas


Contact USBE and State SocialServices to appoint a 3 to 5 membersteering committee

steering committee will contactlay organization who would appointmembers to two committees: fundraising and staffing-facility plan-ning committees

Identify target populationCommittee of professionals select-ed by USBE Teacher Certificationadministrator; committee will de-fine parent trainer standardsPrepare inventory to assess pres-ent knowledge of professionalsworking with parentsParent trainers, parents andprofessionals submit competencylist as to elements trainer needsto be effectiveCombine lists and formulate onecompetency listReview available data on needs ofseverely handicapped as seen byprofessionals and parentsDetermine need for additional dateDevelop survey form io be sent toconsumers and professionals (formIndicates needs and priorities)Have governor appoint state direc-tor of developmental disabilitiesDevelop a developmental disabili-ties agency on each of the state'sregional levelsDevelop the parents advisorycouncil

(continued next co!umn)

Fund raising activities developedand implemented by committeeStaffing-facility planning commit-tee planning activities for center;will make recommendations to steer-ing committee for center coordinatorMail competency questionnaires totarget populationTabulate and evaluate resultsDisseminate evaluation informationto professionals involved for pre-and in-service training considerationsCommittee will develop professionalstandards

Educate governor, office of childdevelopment and DDD to a masterplan for about 14 developmentalteamsDevelop master plan for develop-mental teamsLocate fundingInterface existing programs asnuclei

57

FALL 1974 ;September - November) WINTER, 1974 (December-February)

Disseminate survey on needs and Begin small group meetings of pro-priorities fessionals and consumers to react toAnalyze returned data and reevaluate check listsHire coordinator and staff; set Implement plan of action for centerup building; contact agencies; Pre-test attitudesplan of action developed fur center Implement trainliig modulesAdvisory or policy-making board 'experiential contentestablished by steering committee 'formal instructionBegin to develop training modules Begin to develop a paraprofessional/for use in selected programs professional certification for parent

training for state (USBE InstructionalSupport Services Administrator)

Project Identification update'evaluate ability to meet identifiedneeds

'fill in gaps, using ODD agenciesand advisory council'begin implementation of plan fordevelopmental teams for state

"select personnelpurchase equipment

hold parent workshops in targetareas

TIMELINE WYOMING

58

SPRING, 1974 (March-May) SUMMER, 1974 (June-August)..........


Promote discussion of the issues *Delineate primary goals (based onamong special educators, state needs assessment) and present todepartment, school administrators,parents and other agencies.

parent and/or professional groupsfor refinement

Prepare philosophy agreeable Review existing delivery modelsto those providing and receiving Recommendations for pilot programsservices *Provide technical assistance forInquire about children with local implementation of pilot programwelfare and service agencies *Promote chosen program*Organize a publicity program that *Lobby for enabling legislationwill make people aware of intent .mandateto provide service and encourage 'fundsthem to report existence of childrenneeding service

*Provisions for other funds

*Task force committee review lawsand recommend necessary changes

*Have parents Informed of legalissues in order to secure theirsupport

Identify specific responsibilitiesof each person involved in providingservice

state department, school dis-trict, legislators, institutions,parents, other agencies, parentand professional organizations,and federal people


*Conduct survey of professionals' Recruit and select the in-servicecurrent attitudes and needs training team

*Identify by national, state, local *Technical assistance people as desig-existing resources nated will develop a package of aware-Conduct a workshop to identify ness materials (multimedia, liters-technical assistance people in thestate or who serve the state

tune, demonstration training, etc.)

Department of education plan and *Establish a communication processconduct a series of workshops with that will insure mutual understandingappropriate agencies, administratorsteachers, fiscal managers, evalua-

of the program, the target group,the method of reaching goal

tars, citizens and handicapped *Develop tools such as program orpersons activities report; for fiscal ac-

countability develop a cost alloca-tion plan, line items

Identify groups interested-orderof contact: citizens, ARC; LEAs;

Form coalition of interested groups,consumers and providers together

CEC, professional groups; SEAs Increase number of providers ondecision-making boards

59

..FALL, 1974 (September-November) WINTER, 1974-75 (December-February)

*Identification of target populationLEAs

other agenciesmedia (electronic and print)

Identification of existing person-nel by discipline

'survey LEA and SEAgsurvey other agenciesDetermine training needsWhat programs do we need

Describe existing programs*Describe new programs needed

'list existing facilities'additional facilities needed:recommend location and estab-lishment

Costs'current financing'future financing needed:projected

Have all severely handicapped beenidentified?

CensusSocial Services and other

Are individual student needs being met'delineation of assessment tool(criterion measure)delineation of timelines (previousevaluation)

Needs assessment update

Establish leadership for conference

Designate within the state depart-ment of education persons who willpresent to LEAs, etc. the describedpackage of materials.

Designate specialist in grantwriting

Form conference for assemblingleaders, development of an ad hoccommittee.

Contact all relevant agencies toestablish date and secure theirparticipation

Inform direct service education peoplemedical doctors, other professionaldisciplines that serve severely multy-ply handicapped citizens, parents,civic groups, volunteer groups (e.g.,high school programs, church groups)*Convince funding sources of the needto modify strategies which prove inef-fective in accomplishing stated objec-tive

Establish ongoing legislative commit-tee which meets regularly with provid-ers of special services

60

SPRING, 1974 (march-May) SUMMER, 1974 (June-August)


Evaluate present demonstrationproject in Casper schools*Report evaluative findings fromthe Casper project and recommenda-tions for state-wide program tostate board of educationDraft legislation re: severely,multiply handicapped class sizeproposal

Submit proposed legislation tostate department of educationadministrative council*Submit approved legislation toattorney general for legal editing*Submit proposed legislation to thestate board of education

Present the state board of educationtentative policies to be used withproposed legislation


Appoint a committee to explore thecompetencies neededHire a consultant with expertisein the areas of severely multiplyhandicapped and task analysis tohead committee establishedAppoint committee to explore neces-sary changes in certification stan-dards

*Review programs and literatureconcerning curriculum*Establishment of a demonstrationcenter

5. PARENT EDUCATION -- -THEIR ROLE

*State department of educationinitiate small group meetings--local level: parents, professionals,combined, to determine mutualobjectivesState department of educationdevise and distribute a surveyinstrument to collect consensus ofobjectives from meetingsHold evaluation group meetings todetermine relative consensus*State department of educationconduct a survey of current profes-sional skills, standards, attitudes!initiate center for informationcollection- dissemination state level*Explore fund sources

*Develop a state department levelstaff and program to eliminate pro-fessional's deficiencies and to pro-vide for skill improvement asdetermined by survey instrument!State department initiate locationsof training in the state that willprovide experimental content*Continue information, collectionand dissemination

61

FALL, 1974 (September-November) WINTER, 1974-75 (December-Feb.)

File proposed legislative bill withlegislative services agency

a

"Meet with sponsors of the legislativebill and appropriate legislativecommittees

Develop curriculum and strategiesfor pre- and in-service preparation'Implement research on curriculumof the research center

Implement the teacher preparationworkshop at site where severelymultiply handicapped childrenare availableDevelopment of final curriculumemploying consultant expertise and researchacquired at demonstraton center

Summer-trained professionals repli-cate training to parents at locallevel"Establish local centers utilizingexisting services and facilities(i.e., mental health centers, countylibraries, 'linics, schools)Establish interagency committeein centerEstablish advic,,r; wuncil at par-ents to agency committee"Develop meaningful and achievableprograms to attract parentsMake interagency participationpart of job descriptionTo provide interagency recruitmentof parents participation in advisorycouncil

"Articula7e and enable parent rolesin service allivery"Professional team provides, developsand carries out' infant stimulationprogram to families1n-service workshop*Ongoing evaluation'Instigate parent group; parentprofession/1 tr,...up.Ostudent-related staff policy of openinvitation to observe and participateActivate resource pool of specialistsand othersPractice receptivity and honestybetween parent and professional

stsi cal4 wittout

GOALS BY TOPIC FROM NATIONATLARGE GROUP


GOAL 1 DETERMINATION OF PHILOSOPHY,POPULATION TO BE SERVED, LAWS ANDREGULATIONS, ROLES AND RESPONSI-BILITIES

Spring: Promote discussion of the issues among profes-sional special education state department offi-cials, school administrators, parents of handi-capped children and personnel of other agencies

Prepare a philosophy that is agreeable v.% thosewho will provide and receive services

Summer: Inquire about children with local welfare orservice agencies

Organize a publicity program that will makepeople aware of the intention to provide ser-vice and encourage them to report the exist-ence of children needing service

Fall: Recommend necessary changes

Have parents informed of legal issues in orderto secure their support

GOAL 2 SPECIFY PERSONNEL, PROGRAMS, FACILI-TIES, COSTS

Spring: Identification of target

Summer: Identify existing personnel and determinetraining needs

Fall: Describe existing facilities and determine addi-tional facilities needed

Winter: Determine current financing and future needs

GOAL 3 TO DEVELOP A MEANS OF ASSESSING THECAPABILITY OF SERVICES TO MEET THENEEDS SYSTEMATICALLY

Spring: Check state annual school census records

Check social services and other records

Summer: Identify criterion and develop method forevaluation

Fall: Provide for ongoing assessment to updateneeds

Winter: Continued assessment

GOAL 4 IMPLEMENT SERVICES FOR ALL SEVERELYMULTIPLY HANDICAPPED CHILDREN

63

Spring: Delineate preliminary goals (based on needsassessment)


Summer: Review existing delivery models

Make recommendations for pilot programs


Fall: Provide technical assistance forimplementation of pilot program

Winter: Lobby for enabling legislation

Provisions for other funds


Goals as they are rearticulated for federal government programplanning:

I. Establish a communication networkfor local-national and interstate in-formation exchange: e.g., programdescription, funding, etc.

Establish more clearcut lines of fund.ing responsibility and accountabilityas determined by grass-roots partici-pation in all program planningshort-range and long-range

Establish research demonstration grantsto develop an interdisciplinary curriculumfor severely, multiply handicapped and aninterdisciplinary in-service rotation program

IV. Prepare a multi-media presentation on theseverely, multiply handicapped targetedto all levels: e.g., civic groups, volunteergroups, schools, churches, etc.

V. Require fiscal and program accountability

VI. Allow for modification of specific programactivities which prove to be ineffective inmeeting stated program objectives


Recommendations to the U.S. Office of Education:

I. Systems Delivery

A. Creation of new program delivery al-ternatives to stimulate and investigate

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1. Services to rural areas

a. A mobile mini-team to developprescriptive programs for at-home,severely, multiply handicappedchildren and youth, and a teamfacilitator to train parents toimplement the program

AC1 ION Funds to demonstratehow to use the zbovemodel in LEAs andintermediate serviceunits.

TOOLS Suggested resources are:

1) Telecommunicationsystems

2) Existing trainingpackage such asPortage Project

3) Video tapes

2. Funds to develop models for an infor-mation retrieval system at the statelevel for human program resources forthe severely, multiply handicapped thatis regularly updated and locally completed

B. Manpower Best practices in use and training

1. Define teacher competenciesrequired to teach severely,multiply handicapped children.Use the competency definition

a. Force change in institutions ofhigher education training pro-grams preparing severely, multiplyhandicapped teachers

b. Explore alternatives for teachertraining: i.e., LIAFs; voluntaryagencies; state institutions, de-velopmental day care centers

c. Stimulate research to determineempirically which competenciesreally result in child growth anddevelopment

See No. A2 Retrieval Information Systemfor resources of how to do

C. Attitudes Influence positive change inpolicy

1. Continue public relation efforts foracceptance and understanding and

how to influence curriculum forgeneral education training to resultin a change in attitudes among regu-lar teachers

2. To stimulate medical school trainingprograms to change attitudes ofphysicians concerning the ultimatepotentialities of severely, multiplyhandicapped children and youth


GOAL 1 INCREASE COMPETENCE OF TEACHERS OFTHE SEVERELY, MULTIPLY HANDICAPPED

Strategy 1 BEH disseminate literature on significant workdone to date and scheduled for the future

l actics: 1. Who is currently doing training and where:address pool

2. Manpower pool of the experts in the field3. What funding is available to the state

By the end of 1st year, have developed systemfor subsidizing teachers, students and/or aides,host institutions for LEAs for 12-month work-study programs

Tactics: Select training institutions that1. Demonstrate practicum experience in

field-based settings2. Propose cooperative institution/LEA

demonstration centers for the education ofseverely handicapped

3. Have a percentage of LEA training staffserving severely handicapped children

Strategy 2

GOAL 2 IMPROVE AND DEVELOP INSTRUCTIONAL.CURRICULUM

GOAL 3 DEVELOP STATE STANDARDS TO REFLECTNEEDS OF THE SEVERELY, MULTIPLYHANDICAPPED

Strategy 1 Develop a national funding base to developempirical data on essential competencies ofteachers of the severely handicapped


I. Parent inclusion (minimally 60%) and votingparticipation in awarding funds to all parentrelated service proposalsthose parents to berepresentatives of established parent organi-zations

65

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66

Bi-annually BEH will be visited and evaluatedby site visit teams composed totally of par-ents who are elected representatives of estab-lished parent organizations

111. Annual Request for Proposal (REP) site visitsand evaluations be made by site visit teamscomposed totally of parents who are electedrepresentatives of established parent organi-zations

IV. To provide funds specifically eat marked toencourage and support the development ofparent training programs (REP)

1. To state boards to financially supportlocal parent training efforts

2. To local agencies or organizations(dealing with handicapped) to finan-cially support programs (to includeARC, PTA groups, etc.)

V. To support Closer Look in its efforts to make

t parents aware of existing services (specifically,media coverage of parent training materials)

VI. To develop resource packets to assistgroups in writing proposals to insureequal opportunity for all eligible organi-zations

BEST COPY AVAILABLE

IMPERATIVES RESULTING FROM TOPICS DEALINGWITH THE SEVERELY MULTIPLY HANDICAPPED

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de.elopment, te.ichet training, LUrrik:LIIUMha/ ing. working ...,rilletenc.C% to enhance

attitudes, Lorporate de. kion making,lohin,ing. etc.

inter-agency dupliiati, in, I r..g-mentation and bureaticrati. weightiness,.

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Reassess the compi tund and compleNobler-1i. tl.ting to set ing the se.crelv,multipt. handicapped in tut.SI Icrilote,IS

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Ob.nn training resources that exemplifyone current innovatit ins and trends inspecial educati.

D. Develop appropriate incentives torecruit qualified %CVO el\ , multiplyhandicapped instructors.

L. Match preservice training with actualompetencie% needed to serve the

whole person.

I . I acilitat the development of trainingprograms bv joint Of mt., of LLA, SLAand univetsitv personnel.

Parents/Community :

Involve parents and providers of ser-vices (teachers. etc.) in alt steps of thedecision-making process, from thefunding and coordinating ager.ies toactual service to the child.

B. Rake the level of community awarenessto acknowledge and enhance the I .LGALand PLRSONAL rights of severely,multiply handicapped and parents.

C. I rain the family unit so that parentsand siblings can perform early inter-vention.

D. Develop alternatives tor respite careand crisis intervention.

VI. Communications:

A. F. tensively permeate the media as ameans cat improving services tor theseverely, multiply handicapped; improvecommunication and cooperation ofthose charged with dissemination ofinformation to the individual at everylevel.

13. Provide a structure and methodologv tofoster open communication betweenprofessionals and parents of severely,multiply handicapped.

VII. Funding:

A. Develop a clearer image and method eelident if ving, will/Mg and expandingpublic and private funding and servicesiwrces,

fIncourage cooperation in fund sharingand service interaction.

WEDNESDAY MORNING KEYNOTE ADDRESS

PAUL THOMPSON

70

Thank you, Judy. I am delighted to be with youtoday and particularly honored to be here representingDr. Martin and to extend to you his very sinceregreetings. He was delighted at the outset when helearned that the conference was being planned, and, asJudy has indicated, has keen interest in this field.Unfortunately, because of the nature of his position--being in such a viable spot in the national scene foreducation of all handicapped children he must beImmediately on the scene when urgencies arise. Hehas to extend himself to areas of severe need and sowe might say that he is on call almost twenty-fourhours a day in defense of the handicapped child.

The comment has been made, and rather appropriatelyso, that a prophet is not without honor save in his owncountry and his own home. So when Dr. Martinasked if I would stand in for him at this occasion, Irecognized that that would be a problem here. Ivisioned in my mind how this might appear in thelocal papers. It probably would read something likethis as a caption: "Native Son Named SeverelyHandicapped Head." And then as a byline to thisgreat headline, it could have read: "In the other-wise turbulent sea of recent bureaucratic blunders,recent selection of a leader for severely handicappedchildren and youth termed a natural."

Now I would like to address in a rather oblique mannerat the beginning the topic that Dr. Martin was assigned.The topic was "What Should Federal Education PolicyInclude for Severely Handicapped Children?" I wasvery delighted, and I should say, in most sincerity,that this is one of the most signit zant conferences todeal with the specific topic of severely handicappedthat has been held anywhere in the United States.

Recently, after being called to the position aschairman of a task force in the severely handicappedprograms, i was delighted to find out that one of thesignificant things would be happening in my homestate, so f signify this as being one of the very earlyand very significant steps which most certainly willhave a pronounced effect nationally. It may beconsidered by you as a regional event, but the dimen-sions of this are much more far-reaching in scope thanthe confines of this region. So, I commend you.

Now, I would look at the conference objectives inthis light. It's definitely a working conference todeal with specific issues and, in this regard, to takewithin yourselves a survey of the needs of childrenwhom you may call severely handicapped. Then youwould be making a study within your resources: Whatare the available sources of funds? What are theavailable strengths in manpower that you have at yourcommand? Then you would be in the process ofdeveloping long-range and short-range goals to impactthe educational activities and training activities ofthis type child. And then you would be looking forthe development of incentives and the skills that needto be included in the capabilities of Individuals whobring positive impact on this type of child.

Now, where does the national picture fit in all ofthese? Possibly it would be well to approach this by

looking at the initial inception and reasons for form-ing BEH, the Bureau of Education for the Handicapped.Quite some years ago, in 1965, the nation's lawmakerstook a concerted look at the needs of children whothey termed disadvantaged. And, as a result of muchdiscussion and much controversy, there emerged thefirst major act of the Congress to impact into the needsof the disadvantaged child. And, following closely, waslegislation enacted to direct attention to other areasof those who could be considered disadvantaged.Very shortly after the passage of what we now knowas Public Law 89.10, the same Congress convenedagain to consider amending their work. This is one ofthe few incidents in history where the same Congressrecognized wherein they had fallen a little short. Ithink this is quite significant because they took stepsimmediately to realign their directions. They cameforth with some Interesting statements. One was toindicate that the term "educationally disadvantaged"included handicapped children. Now to some this mayseem a very insignificant development, but to othersthis was a major milestone in bringing impact tohandicapped children. Subsequently there was passedwhat was then known- by the nature of the whole act

as the national disaster act. The only thing that wasnot a disaster was that it included a wry brief para-graph, the Amendment to Title 1, which bringsspecial moniesfederal moniesto assist state-operatedand state-supported schools for handicapped children.We refer to the whole act now as Public Law 89-313,amended, General Title 1, which has over the courseof years brought money to the states for support ofthat type of education,

Following that enactment there were other fragmentsof educational bills which brought public interest tobear on the training or the manpower resources forhandicapped children.

And, after a time, there was enacted a bill known asthe Education of the Handicapped Act, which broughttogether under one legislative package the federalthrusts for handicapped children. Included in thatparticular act was the provisions for establishing aBureau of Education for Handicapped Children, anorganization that would have the responsibility todirect some national policy and to help influence, ona national scope, the impact of services to this typechild.

So the Bureau was organized in lanuary, 1967, andfrom that time forth has been making an attempt tosatisfy its national commitment. It was then dividedinto various sub-units within the Bureau, so that thework of providing national direction and assistance tohandicapped children could be more effectivelycarried out. And so t" Rureau existed at the outsetwith three divisions. One dealt with the specific needsof servicesdirect services to childrenand becameknown as the Division of Educational Services.

Under the scope of this particular division, the Bureaucontinues to proside direction to the states; at leastthe Bureau thinks it provides some direction. Theservice components include such things as Public Law91.230 which includes the Education of the Handl-

71

capped Act, and a part of that, Part B, Education ofthe Handicapped Act, brings services and monies tothe handicapped child in the local education settingand to the state education agency. Another part ofthat act, Part C, provides funds for education of thechildren who are early childhood level. Another partdeals with Regional Resource Centers, a segmentwhich has been a source of funds for funding thisexcellent organization, the RMRRC, whose hospital-1111 we presently are enjoying for this conference.One other section of that deals with the deaf-blindpopulation and intends to bring impact on that typeof child, wherever he or she is located, bringing thegreatest amount of services to bear there. Anotherpackage became known as media services and captionfilms. And then to the resources that might be avail-able in learning disabilities.

One of the other divisions of the Bureau is the Divisionof Training, which provides for the development ofmanpower to meet the needs of educational servicesto such children. And then we have the Division ofResearch, which has the very exciting responsibility ofbringing to the forefront innovative ideas in termsof new approaches, more effective means of interven-tion in the educational effoi Zs of children.

Thus, we have a Bureau going essentiallyI was goingto say in three directions at the rime timebut essen-tially with three major emphases: services, the trainingof manpower and research into areas that have notbeen explored and, hopefully, some that may yieldeven greater results with national effort.

So much for the structure of the organization. Whatabout the over-arching goal of BEH? And I think wecould very easily review this because this is a mostsignificant view. The Bureau recognized that white wecould impact on Individual children, the great needhad to be the over-arching goal which was establishedand so worded here: To provide equal educationalopportunities to handicapped children which willenable each to achieve his fullest potential. Nowobviously a goal of that dimension would be merewords unless it were placed into more specific action,and it is exciting to note that at this conference you'llbe dealing with global issues. -Then, because of thesignificant planning that has been done here, you'lltr, coming to grips with the ways you can design objec-tives, and you can develop strategies to reach thoseobjectives, and finally impact with activities or tacticsin order to come to grips with how you finally reachthe overarching goal.

Now, let's view then, in more specifics, what the BEHobjectives are. These have been indicated on theglobal scene, and of course you recognize that withmany of these the Bureau itself cannot have greatbearing upon them. The Bureau essentially sits backthere in an office in Washington and we accumulatestatistics. These statistics are the life atia theeffort of you great people in providing the services.Though you might say we are trying to take credit foryour work, this is not really the case at all. We'retrying to make a visible noise nationally that says,

"Look, Congress, these things are being done and thesethings are possible because they are happening outthere where the action is."

And so the first objective here, as you know, is tosecure the enrollment. by 1978 of eighty-five percent,which amounts to 850,000 preschool-aged handicappedchildren in federal, state and local educational programs.Now, to implement that the Bureau, In addition toaccumulating statistics on what the action is like, whatyou are doing, has made an effort to bring impact onearly childhood education. I'll touch on that issuelittle later.

The second objective established for national direction:to assure that every handicapped child Is receiving anappropriately designed education by 1980, witheighty-five percent of them reaching that by 1978.

The third: to assure that, by 1977, every handicappedchild who leaves school has had career educationaltraining that is relevant to the job market, meaningfulto his career aspirations, and realistic to his potential.The Bureau has locked arms with the Bureau of AdultVocational Technical Education to bring some veryintense impact into the field of career education. Asa result, we have seen some exciting efforts expendedwhere these two forces have joined together for adesirable end product. And such is the case now withthe set-aside monies under Voc-Ed, where those moniescan be made available to be used in connection withthe state and federal and local monies to bring impactto handicapped children.

Now most of these issues, as you recognize, address allthe population of handicapped children. But f wouldwant to point out these generalities to indicate thatwithin all these parameters lie the potentials for theseverely handicapped.

Objective number four: to assure that all handicappedchildren served in the schools have trained personnelcompetent in skills required to aid each child to reachhis full potential.

And, finally, the fifth objective and the one thatbrings me great excitement and interest because of myrecent assignment, but particularly because I thinkthis has been for such a long time a forgotten area: toenable the most severely handicapped children andyouth to become as independent as possible, therebyreducing their requirements for institutional care andproviding opportunity for self-development.

These to me seem to be great objectives. When appliedto a state level, they could be equally viable. Theycould be equally viable on a local basis and whenapproached in a meaningful manner. as you people willbe doing in the course ef this conference.

Now, in order to give some direction to all of thesethrusts, the Bureau developed a number of task forces.In doing this they developed one that targets on earlychildhood, the handicapped child at the early age. Andthis particular task force attempted to martial theresources of the Bureau and direct national effort forearly childhood needs.

The next task force that was enacted by the Bureaudealt with overall services, and we call it the tuftservices task force. Thi-, task force has the responsi-bility to look at global needs at handicapped children,and to set some national directions.

Then there is a special task force dealing with thevocational or career educational needs of handicappedchildren. This task force has done a lot of its work.Then there developed themost recent one-on severelyhandicapped. So essentially the Bureau has broughttogether people tram the different divisions, with theirindividual expertise, and they were given the assign-ment of the charge to do the following things:

First, to develop planning in these specific targetareas direction-setting, it you would, or at leastsensing the pulse of where the action is and reportingback to the Bureau.

Now to deal more speedway with the issues concern-ing us this day and for the next two days, the issues ofth, severely handicapped child. The task force forthis particular effort was pulled together about Marchof 142 year and given the basic assignment I've Indicated.

The composition of the particular group representedeach of the divisions, and particularly those individualswith expertise working with severely handicapped. Thecharge, then, was to develop some national planningfor BEH and for the nation; to determine what BEMis or was then currently doing in this field; and thento determine what the national needs appear to be; thecost relevant to those needs; and finally, to see whatthe Bureau could do as an agency to bring somenational visibility and finances to go with these kindsof efforts, And now, more specifics of this particulartask force.

As the task force began its action, it started on asurvey of what is happening in the Bureau-not reallyin the Bureau-but what is really happening wherethings are going on, The task force looked into variousactivities that were then funded, and the various federalprograms supported at the Bureau, and determined thatthere was already a considerable effort being expended.They looked into Public Law 89-313, monies t.) handi-capped children in state-operated and state-supportedschools. They found that approximately ten to fifteenpercent of the money was being expended on specificprojects with severely handicapped.

And then they looked at Part B, Education of theHandicapped Act, and found money being spentthere by the local community agencies, and weredelighted to find that. We looked into other programsand found that under program Part C, early childhoodeducation, quite a bit was being done on severelyhandicapped. And then we found that in the Divisionof Research, interesting developments were under way,on the national scene. Subsequent to the survey, wedetermined that the needs of severely handicappedchildren were just being looked at and. really, despitethe monies being spent, a token gesture was belt 3

72

given in that direction.

And so one effort was launched, in the form of aspecial research study. A contract was accepted froman agency in Cambridge, Massachusetts, and thisagency is now making a study. The study itself isgoing to do several things. Actually it has done partof its work already, The first aspect of the study thatwas funded by the Bureau, was to produce aliterature inventory and an annotated bibliography ofinformation relating to definitions, program activities,policies, procedures, implementation activities forseverely handicapped children. That process isalready partly completed. They developed theirresearch study, they have already published theirliterature search, and these will be made availablenationally after having gone through all the ordersof editing and such that need to be done.

Another aspect of their assignment is to make anational survey of all programs serving handicappedchildren. Some of you may have seen these surveyinstruments, They are trying to determine in whatmanner you are providing service, if you are, toseverely handicapped children. And so it will beattempting to identify localities and types of educa-tional delivery systems for working with this typechild.

In the third aspect of their program, after locating thespots where the service and the action are, they willmake a rather intensive investigation into thosespecific programs, They will then develop a resourcedocument which will include a great variety of pro-grams, various intervention methods, and the approxi-mate costs for implementing them. This is the kind ofpersonnel needed as evidenced by the programs thenoperating. The final effort on this contract will beto site visit 100 selected programs, some in the daycare program, some in interim care placement, someof them in a residential type setting under Departmentof Public Health or Public Welfare or some noneduca-tional state agency, and then to visit residential typesettings. In short, they are going to attempt to see thewide spectrum of programs. Then they will be writingcase studies in some depth, And this material will bemade available for review and distribution to thenation. So we are looking forward to that,

Now, the next effort that the task force becameinvolved in was coming to real grips with what it is weare all about. One of the first things we recognizedwas the need to determine a definition. We weretalking about severely handicapped child -en andeverybody used that term. So, we said, that's simple.Let's define severely handicapped. Well, tree monthslater we had decided that that definition was notsimple, We had met numerous times, we could notcome to agreement, so we finally said, took, we couldspend our entire time coming to first one meetingafter another, and so we took an interim step. Now,

73

maybe this is a significant thing, because I believe thatwe could waste a great amount of creativity if weattempt to have everybody going the same directionsimultaneously. Sometimes we need to have thefortitude to establishon the basis of firm convictionsome things that enough people agree are in a positivedirection. And then, making judgment after. Afterall, it is better to criticize something where action istaking place than to criticize the lack of action becausehopefully something good will take place if somethinggood starts. And so, the definition we came upon wasone in the point of reconciliation between these be-havioral modification specialists and those who likeddefinitions per se.

Let's review now the definition we developed. Now,admittedly some of the children you would like tocall severely handicapped children may not fit ;n thiscategory. But we feit it is better to try to serve somewithin the limited confines of the definition than totry to serve everybody and miss all of them with theeffective programs they need. So the definition:

A severely handicapped child is one who, because ofthe intensity of his physical, mental, or emotionalProblems or a combination of such problems, needseducational, social, psychological, and medical servicesbeyond those which have been offered by traditionalregular and special educational programs, in orderto maximize his full potential for useful and meaningfulpartkipation in society and for self-fulfillment.

Well, if that doesn't read like a federal regulation, we'veall missed our callings. Within the confines of thatdefinition, however, is embodied a great concept.Namely, what we're I. coking for under this definition,this umbrella statement, is children who have multiplelearning problems, And as a result of the multiplicityof the learning problems and the impingement, oneupon the other, there falls a need to work with thischild from more than one educational skill. As aresult, trying to define this to satisfy those who hatecategorization, such children include those classifiedas seriously emotionally disturbed, schizophrenic andautistic, profoundly and severely mentally retarded,and those with two or more serious handicappingconditions, such as the mentally retarded deaf and thementally retarded blind.

And now we go on to talk about the behavioralcharacteristics: Such children may possess severelanguage and/or perceptual cognitive deprivations andevidence a number of abnormal behaviers, includinga failure to attend to even the most pronounced socialstimuli, self-mutilation, self-stimulation, durable andintense temper tantrums, the absence of even the mostrudimentary forms of verbal control and may also havean extremely fragile physiological condition.

That sztisfied the need for a definition and, from thatpoint, the task force went on to look at some of thespecific goals of the Bureau in terms of what shouldwe do for the severely handicapped.

So we developed some goals. These goals weredesigned to provide national direction to this target

population. The first objective was to design and imple-ment services for severely handicapped children andyouth. And through this chart we attempted to showthat there was a great number of children -namely1,054,000 children at least, in the category that wedefined as severely handicappedwho are now unserved,Now, if you wonder where we got our data, this isextremely reliable. We look it from the information wegot from the states. The states got it from LEAs. TheLEAs made it up in the back room somewhere, andnow it has acquired national prominence because it'sbeen validated on the basis of .he grass roots input.

We thee said, out of those children who are now insech need of services, let's take an objective and, toprovide some Input, say that we're going to providescreening and diagnostic services and prescriptiveservices to at least 52,700 over the course of a year.Now these are global statistics. We may never achievethem. In fact, we'll never achieve them until we findout what's really happening.

Then we said, of that group who are going to beidentified and have diagnostic services provided andprescriptive schemes given to their educational effort,let's target in on a number of that group, namely tenpercent of them. And that would bring us to 5,300 suchchildren for whom there will be designed ar. effectiveintervention system to provide training and/or educe-don for their needs. And then we said, let's takeanother ten percent and this year bring tremendousimpact in the delivery of new services to 5,300 suchchildren, Now, you wonder how we're going to dothis. Well, of course, it's going to happen throughyour efforts and we'll talk a little later about an R FPrequest for proposal. The Bureau decided they aregoing to have to bring the interest up In this fieldbecause there may not be that much attention givenif we didn't. So we decided we'd have to help developour own objectives and then help reach them by somenational effort.

Objective number two was the improvement ofservices to severely handicapped children now receivingsome services. So we said of the 230,000 severelymentally retarded and the 9,000 multi-handitappedand the 109,000 seriously emotionally disturbed,we're going to take out a segment and say of thattotal population, one-tenth of them would have amuch improved educational intervention program.We felt that was pretty safe, because knowing theprofessionalism and the great drive that was in theminds and hearts of individuals such as you, we thoughtwe could bank on you for filling that objective. We'rejust merely saying that you're going to do a lot betterwith at least one-tenth of those you are working with.

And finally, objective number three. the successfulemployment of severely handicapped children andyouth. Now we looked at a population, say, of350,000 who are now getting some services and, saythat we are going to have at least one-tenth of themsuccessfully employed. l hat can be a fantastic objec-tive, but we look to these as realistic efforts in thescope of the nation, If those can be the nationalobjectives, then what has to be done, of course, is to

74

see how much of that total challenge can be taken byindividual states.

We then come to a specie! Wort tne Bureau launchedin what is known as a request for proposal. This wasentitled Programs 1 or Severely Handicapped Childrenand Youth, and was announced nationally about themy of January. It said in some rather obscure termsthat the Bureau of Education for the Handicapped isinterested in funding programs to impact on severelyhandicapped children and youth. Approximately tenprograms will be funded. We were unable to tell howmuch money we were talking about, we said thinkbig, cost small sort of thing, but to think big. And sowe issued that and it was mailed out on the 25th ofJanuary to everyone that had requested copies ofthis and to a few who hadn't requested them becausewe had accumulated a list of people we knew wereinterested. Unlortunately, we tailed to tell them thatwe knew they were interested and they got copies ofthis document later and wondered what on earth it was.It was a sheaf at paper and halfway down we finallytold them what was really happening. The firsttwenty-six pages told them how to get through thegovernment red tape red tape recording, should weS.O. At any event, it told them how to get through someof those procedures. Then finally the essence at theeffort was explained in what they call, would youbelieve, Attachment A? In any event, the impact ofthe task force efforts was embodied and boiled downand condensed into that little package. It was thethrust we were trying to provide_ We said do yourbest and most exciting things, but let us know soonwhat you'd like to do and how much you think it'sgoing to cost you, and send it in. Well, some havedone so. We gave everybody the fantastic arotiptof thirty days to respond. As or 3:30 Mondry, thisweek, 41 proposals had come in from the nation.We're thrilled because 1 people in very diverse areas

fortunately we have some from the areas representedhere but from 41 in the whole nation it's great thatone came right from the Salt lake City area. I wasdelighted to see that. We hz.ve a number of univer-sities involved; quite a te,.. universities were invitedto do this. We have Ascot nine different local educa-tional agencies all over the United State+, one beinghere. We have Stah: Departments of Educationsexcited about it, and now those who have applied are, Iguess, all excited, waiting until we can find out whichones will get the money. They came in interestingsite boxes in various sites of packages, One came ina box th It was as high as where I stand from here tothe hoar copies of their proposal. So there werediffe.ences in the kinds of things that they planned todo and also the enclosures that they inserted. People-,-ame limes tend to send you a little bit of everythingthat they have been doing and confuse the issue,

The next thing the Bureau attempted was to launchanother RFP, and this deals with telecommunicationsfor severely handicapped. Now, here's a very specialeffort. This one is asking agencies or organizations tofund viable programs for severely handicappedchildren who are homebound for a period of time, notnecessarily chronically there, but for an interim period.When they leave an institution, they may have to be

hoe ,'cause of a fragile health condition, they mayhe for a week, two weeks, and we are lookingfor a viable intervention system that can proliferatethe educational success given when the child was inanother appropriate educational setting. To say thatwhen he gets home the impact will not stop. Hewill continue to grow. That was the philosophy,

Now, we had a little problem about the RC P because,unfortunately, we didn't announce that it was for non-profit organizations. As a result, a lot of the commer-cial organisations that have telecommunications as aprime media effort were unable to bid, so they hadto get in cooperative efforts with educational sv..terns,and we have now on hand 17 otters to do thh, for anational effort. We'll let you know a tittle later what'sdeveloped here, but we thought you'r! like to know.

Moving onto other areas, I thin it would be appro-priate for us to now look to the t entral themeof the meeting today am:10 look at the reasons why,again, we are convene., and the specific area now thatWAS assigned to me of why or what the federal effortshould he in setting educational pallor to include theseverely handicapped, Welt, f think I have tried ratherobliquely io address that by stating that the Bureauestablished and accepted the responsibility for settingsore.. national goals, national objectives, and is tryingEr help irevtement them by providing some funds. Soit tried to help by working in the areas of manpower,research, services and 11 help with finance. Then it hasattempted to look at the development of policies andpractices.

How has the Bureau attempted to do this? Well, youmay say this is a little subtle to indicate that, but inthe writing of the RrPs there was spelled out whatthe Bureau looks at right now as some viable ways toplan for the needs of severely handicapped- III justmention a few.

I he first we recognized as of prime importance is theplanning aspect. Under the broad category of planningare the needs to identity what the problem is -todefine the dimensionsto defin not only the numbersof children, but also their specific learning needs.Second, to find out the available resources; to categorizethem, to list them, catalogue them as will, and thento try to see how nearly the needs can be met withavailable resources. Then we were looking at a third,for the development of a comprehensive statewideNan. Now this was built into the RI P so you canimagine as you will how we were attempting to sug-gest some means of procedure here. My colleaguespresenting today and in the following days will haveother great methods of suggesting how this might bedone. But we were looking for a coordinated state-wide plan so that the services to severely handicopedwould not be a little bauble or parcel all by itself,isolated, but would rather he an integral part of therest of the system. Next, we were looking for anoperational plan that was well thought through. Thebeginning of service; the entry of the service deliverycomponent; and finally to include a literature andresearch review; the evidence of coordinateu planningfrom all the affected agencies; the utiliration of widely-

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based advisor s committees, showing parent input, arepresentaf:on trom handicapped individuals, thosein the tatget areas. And then we were looking to aaccord major effort that is, the delivery of serviceswhich would include not only the identification ofchildren individually those needing services but thefindings of their diagnostic needs and then makingprescriptive services clearly known. And then, theimplementation or the delivers of the services, Thiswould include the identification of models for delivery,the content of service elements, the identification ofcourses of study or the development of them, andfinally an accountabilits which would include a verycareful and ongoing evaluation et tort.

Now, with all of this, you and I are at the vantagepoint of looking toward the future. Interestinglyenough, the future begins today. It does not have towait until tomorrow. It begins today. So as we beginthis conference we are at the most exciting time of ourlives. Someone has said that today is the most excitingday of my life because it's the first day to my future,Now it we look at the smudge point, we would say,we start right today and, in the lack of remorse forwhat we may not have done in the past, we identifythe threads and the pieces and the' elements where weneed to pull together and tie beautiful bouquets,rather than knots, in the educational effort.

What are some of these? And I'll lust briefly mentionsome input that I have noted in this area, I'm remem-bering now an individual boy who was entered intothe public school system in San franc isto so,ne timeback, The teacher was advised before this child enteredthat she was to receive a blind handicapped boo Intoher class, He also had a littic trivet difficulty. Shewas a Yen, alert, eager individual, but this was eventaxing to her. She thought, do I have the ability toencompass within the scope of my planning here, andwithin the educational scope of ms setting in theschool, this deviant child? But then she said, true tothose who are imbued with the special educationaleffort, that she would do it actually she didn't haveany recourse, it had been assigned-but she'd made thebest of it. So, she said to the class that afternoon,"Boss and girls, Bobbs is coming to school tomorrow.He's a new boo here and I hope soul! be friendly withhim because he will not know sou until you've intro-duced yourself and if you can be friendly with himyou'll like him and hell like sou. He wilt need to knowwhere the things are in the room, where we keep ourcrayons and where we keep the carious supplies.Hell need to know the was to the bathroom. Hellneed to know the way to the playroom and the thingsthat we do there and the outside playground. Andlust make him feel friendly and belong to the group."And after she had finished that she said, "Oh, and bythe way, Bobby is blind." She said nothing further,but the nest morning.about 10:00 o'clock, into theroom came Bobby, brought by the supervisor. Theteacher introduced Bobbs to the clay, and he waspresently buss with the boys and girls in various partsof the room. The% were doing their lob- each one wastrying to do his or her job and, typical of children,accepting as they are at that age, he was soon taughtwhere all the different things were in the room, where

the restroom facilities were, where the playground wasand where all the exciting actisities take place at theschool. He found himself included in the circles ofactivity. So as the school activity moved through theday, the teacher became almost unaware that Bobbywas in the class. At the end of the day, she suddenlyrecognised that she had had Bobby there all day andhad paid little attention to him really, because he hadbeen so busy with the children. "Oh, where's Bobbs ?"she said to one of the children, "Bobby ?" he asked."Who do you mean, who's Bobby ?" "Oh," she said,"the little blind bo% ." "Oh." the boo said to theteacher, "Teacher, Bobby is not blind anymore. Heknows where everything is." What a great perceptionof how the handicapped child can be a part of thegroup.

1 remember a great student who went to the UtahSchool for the Blind some years back. She was visuallyimpaired, but sire had also) a severe mobility problem,She had had a tubercular condition that had left herunable to control her at tion>. After she had spentsome time in the hospital and had some therapy, shewent back to the school and attempted to be integratedthere, but she was a little bit out of everything. Shenot only felt like she didn't belong to the school, shedidn't feel like she belonged to the home or any particular environment. So she accumulated a little bitmore of avoirdupois than others and her dimensionswere even more difficult for her because as she gainedweight she lost more and more mobilits, Then shelearned how to use crutches. But l remember Ludy asshe manuevered up and down the halls on her crutches.She would get out in the middle of the hall and thenshe'd kind of lose her balance 'momentarily and shc-4sway was to the side, almost to the point where she'dalmost go down, and anyone looking on would be surethat the center of gravity had long since brought intoorder its act and she would collapse onto the floor.But, for some reason or other, she had this so) t ofmotivation to stay up and she never felt, but she justlooked like she was going to fall and you'd say it wasdefying gravity. Well, one etas Rids made a grandappearance. You see, she had had the experience ofworking with a special 'init., group of young girls atthe school and they hao been taught homemakingskills, And they were brought into a special Cashionshow. The blind girls were going to exhibit the gownsthey had made, that they had sewn themselves. Whata thrilling experience. Well, Judy 's time came to modelher gown and there was a small audience and there wasa little stage and Judy had been instructed carefullyhow to gel to the center of the stage and how to turnaroundcan you feature that on a pair of crutches,modeling her gown and then to go oft, exiting verygracefully. Judy got to the center of the stage andshe looked lovely. But !lids swayed a little bit-thiswas the usual half act. We'd seen this before. Sheswayed way to the side and it did took like she wasalmost going to go down, but those of us who knew,recognised that the center of gravity was being defiedagain, and this was another incident. But before shequite got to her posture, someone in the audiencedetermined that the need was very apparent and so shedashed bravely forward as the Samaritan of the dayand grabbed hold of Judy and righted her up and helped

her so she could get from the center of the stage tothe wings. And I can still remember seeing Judy inthe wings, weeping because the day of her challengehad been shattered. Somebody who had recognizedwhat she thought was the thing to do had done Justthe wrong thing. How important it is that as educatorswe recognize what are the right things. And howimportant it is that we do the right things for theright reasons.

And just one more. This boy Jerry was not wanted athome. Wrten the parents arrived with him at the school,the mother said, "Of course he will stay at the dormi-tory, will he not?" and I said, "No, not really. Welike to have the boys and girls who live in the areacome to and from the school every day and live athome with their parents." The mother sat back in agreat deal of horror and she said, "Jerry can't staywith me at home. I don't have a bed for him" I couldhardly believe my ears. "You do not have a bed forJerry?" "No, I have no room for him." "Well," wesaid, "isn't there some arrangement you can make?"We went through a number of activities, seeing if therewasn't someplace but, literalty, she had no room forterry. Not because there was not a bed. There wasno place in her heart or her countenance to toleratea boy that deviant. He was not only visually handi-capped, he was emotionally disturbed. And you canimagine why. This severely handicapped boy, when itwas recognized that he even needed a new home place-ment, that was done and it was effectively done. Therewas an intervention in his life, that kind of viableapproach that you people can give. That boy rightedhimself. He was taken to a foster home day after day,night after night, and came to school and his progresscontinued in a great manner. What a thrill it was toreceive through the malt, after being away from theschool for quite some time, an announcement of thatboy's graduation from hign school. Someone who hadsupposedly been severely handicapped, visually handi-capped and so severely emotionally distrubed that hewas unwanted, there was no room in the inn for thatboy, had finally found a place in society, becausesomeone cared.

Today the someones who care are you. I challengeyou and me to accept this moment of the day as ourfirst step into the future to allow into the activitiesof our lives the needs of the severely handicappedchild, and to progressively work for their better good.Thank you.

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SEVERELY HANDICAPPED CHILDREN: RIGHTSAND RESPONSIBILITIES .*

DR. EDWIN W. MARTIN

Thank you Judy, and I'm sorry I had to stand you up,but we've been in the process here of trying to get allof our grants and contracts approved and over to thegrants and contracts office, and also working on thebudget and the Commissioner has put some time pres-sures on me; I just needed to slay here. However,those are productive activities and I hope you'll forgiveme. Also,1 feel good knowing that Paul Thompson isthere with you and knowing that he can give you thekind of specific information about our activities thatI know people are interested in. But I'm sorry to missbeing in Salt Lake again, because I have some interest-ing memories of Salt Lake City.

The first trip I took when I first came to work for theOffice of Education was to Pocatello, Idaho, and actu-ally at that time I was working as a kind of a consultantfor four months in a training program of the Bureau.Mike Marge was the director of the speech and hearingunit of that program and we were dividing up trips and,as I remember it, he went to Hawaii and I went toPocatello, Idaho, Something of that magnitude. Butanyhow, I had to go into Sall Lake City and stay over-night and then take a plane up to Pocatello. I waskidding with Ted Bell, who I know many of you know,about that recently. I told him the wonders of SaltLake City in 1965 were that there was water runningdown the street, that at 8:00 or 9:00 o'clock on aWednesday night the town was very quiet, and thatthe only movie playing was Annette Funicello in"Beach Blanket Bingo." An those things have givenme a kind of bizarre recollection of Salt Lake City, andI was really ready to bring it up-to-date. So, I'm .orryI didn't get the chance. I somehow have the feelingthat my impression is atypical.

The area of multi-handicapped or multiply handicappedpeople has been a concern of ours for some time.Paul, as many of you know, heads up our program ofassistance to state-supported and state-operated schools.Ever since it began in 1966, we've really been encour-aging the states to deal with severely handicapped andmultiply handicapped childen in those programs. Andmany of the first programs, education programs, withinstate hospitals for example, were begun under what wecall that 89-313 money. Some states used the fundsto provide services for the basic population in thehospital. Others have tried to develop special programs,for example, for multiply handicapped deaf children,such as deaf and emotionally disturbed or deaf andretarded; some have used them for cerebral palsied,mentally retarded youngsters. In a number of instances,the states have used funds to begin programs for thoseyoungsters who, while residents of the state hospitalsystem or the state school system, were not gettingeducational programs. Many of the advances that arestill a:ant-garde have been made under that federalprogram which is now almost 4 decade old.

At the same time the national pattern of services formulti-handicapped children, severely handicappedchildren, has been very much a pattern of exceptionrather than the rule. Over the years a number of parentshave spoken to me as I have gone around the countryand toad me about the exclusion of their children fromprograms, about the a letter sticks in my mind from a

V .1. Wet . , I ,tp1 Ste.

lady from Iowa who wrote me and said, my physicallyhandicapped deaf child is turned away from the programfor physically handicapped because she's deaf andshe's turned away from the program for the deaf be-cause she's physically handicapped. Another lady fromCalifornia wrote me about her autistic child and someof the problems she had, and on and on in every state.

There are many such examples, so that in the lastseveral years we felt that we wanted to try to focusmore attention on this population. As Judy can tellyou, I guess two years ago at just about this time, Iwrote to the directors of the Regional Resource Cen-ters program suggesting that they try to focus moreattention on the severely handicapped populationwithin their service toad. So, this background is tosay to you that the federal government is interested inthis area, this interest has existed for a long period oftime, and it's reflected across our programs. Our mostrecent focus on it is simply a way of trying to speed upthe actions that the states and locals are taking, Philo-sophically, it's a logical outgrowth to our deep feelingthat each child can profit from education and thatevery child should have an appropriate education. Anational goat of that kind might analyze where thefailures are in our system now.

Now, you know as I do that there are two broadclasses of failure. One is that there are many mildlyhandicapped children or even moderately handicappedchildren who are in the school system now and whopresent a pattern to the teachers of requiring help. Oneof the places I think this has been illustrated is in theRubin and Balow study reported in the ExceptionalOhl several years ago, in which they reviewed thepopulation in the Minneapolis area, and they identifiedchildren that teachers felt required special assistance.These children were identified along a continuum ofvarious kinds of referrals. Some were, for example,not promoted from kindergarten to first grade becausethey were not ready. Some were referred for speechtherapy, some were referred for special education place-ment, some were referred for guidance-counseling place-ments, some were referred for reading instruction, somewere left back if they still had a left -back system, andon and on. That population, you see, was muchlarger than what we think of as handicapped population,ten percent of the school age children. They discoveredthat between a third to forty percent of children overa period of time fell into such a category. That is, thatthe assumption that the normal population of theschool was comprised of ninety percent of people whohave no problems and ten percent who are handicappedis really a myth. That's a kind of a fallacy. Not allthese children are handicapped, but they require and areidentified by teachers and others as requiring a specialmodification of the school programs. So perhaps thelargest population of handicapped children whom wefail is this group of children who have very speciallearning and behavioral needs and who exist in theschools in a relatively unserved state.

Then there's another population which is excludedfrom the schools attogether. And our best guess aboutthat population is that it is a half million children, andit may even be a million children. By the very nature

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of their being excluded it's impossible to count. Butwhere states have really searched out and tried to findsuch children, the kind and the number of childrenthey " d who are either excluded from the schools orwho are on the waiting fists for institutions or schoolprograms, who are for all practical purposes excluded,ate of the magnitude that allows a projection of one-half million or more of these children. So, when Istart thinking about the failure of the United States toprovide equal educational opportunity for handicappedchildren, the first place I focus is on these two sets,Those kids who are sitting in school and whose parentsget notes home ranging from the fact that Johnnywon't sit stilt to Johnny could do better if he triedharder and so forth and soon; to kids that are justflatly told, look, we don't know what to do with you,youngster, and we don't have any place for you in ourprogram. We hope we will next year.

These are problems, then, that we've got to come toterms with. And the Bureau will try to focus attentionon both of those failings. Now, two other Bureaupriorities have emerged which are kind of logical exten-sions of this position, One is our focus on preschoolchildren, because here too we have enough evidence andwe have enough intuitive knowledge as professionalsto know that starting programs for these youngstershas accelerated their language growth, their cognitivegrowth, their psycho-motor skills and so forth. We'veseen that demonstrated, i think we alt believe it, andwe also know that it's trr nendously beneficial to thechild and it's cost beneficial to the school systems, andto the state in reducing later costs for rehabilitation towelfare and institutionalization. Fora number ofreasons we have to provide preschool education, yetwe haven't and the immediate reason is "we don'thave enough dollars to do that." This reason onlymakes sense if you don't take into account what thelong-term costs will be which are going to use up thosesame dollars later on. We are trying to focus attentionon preschool programming and to point out the bene-fits to society in terms of increased potential the chil-dren will show, the reduction of disability.

I talked with a fellow that some of you may know,Dave Weikart. He's a researcher up in the Mich:tunarea and his project is one of many, but it kind of getsat what I'm talking about. They did a research studyon a population of children that they predicted wouldbe retarded and would require special education. Theymade that prediction on the basis of the fact they wereof low socio-economic groups and they were part offamilies that already had brothers or sisters or parentswho were judged to be retarded, and by the way I'mnot giving you a fair research report because I haven'tstudied the data; I'm just trying to give you an illustra-tion which you don't want to take, you know, asscientific testimony, but merely to illustrate the kindot programming I'm talking about. Weft, anyhow,those youngsters received two years of preschool pro-gramming and when they were in school they werefollowed up a couple of years later -I'm not sure if itwas second grade Or third grade and at that time thir-teen percent of this high risk population that had hadpreschool training, were in special education programs,which is still a high rate and tends to confirm the fact

that this was a high-risk population. But there was acontrol group, picked randomly from the same popu-lation, who didn't have the two years of preschoolwork and thirty-threelertent of that group was inspecial education programs. Okay? So the point I'mmaking is that the costs of not providing that preschoolprogram are twenty percent more children in specialeducation, costing 51,500 or more a year to theschools. So it's clearly demonstrated in that one studyalone that it thes had given those two years of pre-school instruction it would have come out a lot betterfor the children and also in terms of costs. Some ofthese youngsters may be in special education for twelveyears.

Now, I have another study that I'm familiar with,Same kind of analysis with kids who are identified atage three as having a learning disability. Let's assumethey all had mild neurological problems, or a pro-nounced speech and language retardation, somethingthat will positively identify them at age three. And thesame type results occurred. They had the two-yearprogram, down in the Houston area this one was, Dr.Tina Bangs reported to me. At the end of several years,two years preschool, two years followup training, two-thirds of that population was reading at age level.That was compared with seventy percent of the "nor-mal" population reading at grade level. So you reallyonly lost three percent, which may not even be a sig-nificant difference statistically, The untreated popula-tion, the number reading at grade level was very small,I've forgotten the percentage now, but I think it wasfifteen or eighteen percent, something like that, Therewas an enormous difference, in other words, ot thenumbers of children who are involved in this study whoare reading at essentially normal grade level, and againthe preventative aspects, the reduction of frustration tothose children and the reduction in negative self-con-cept, the reduction in their own feelings is what Ithink Is the most important, because that's the way Itend to think, not as a clinician but as a person thatmanages government programs, the cost to that schoolsystem and society at large for those children readingat grade level versus not reading at grade level are justenormous and I think that all of you who are in thisbusiness understand that. So, I feel as though we needto begin those programs and not limit them to theeducable retarded population, or to the learning dis-ability population, but for alt children. You can findcomparable kinds of progress it not amelioration entire-ly in severely handicapped groups. For example, manychildren who we would have educated as deaf severalyears ago are now educated as partially hearing andeven in integrated settings because of the intensivetraining of their parents to provide language and cogni-tive stimulation through the early years, use of amplifi-cation, preschool programming, etc.

So that's another of the Bureau's foci. Again, it's kindof related to this whole question of equal educationaloppottunits.

And another priority that we've pulled out is in thewhole .[tea of vocational - career education possibilities.

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I think most of you know, as i do, that we've had ahigh concentration in special edie-ation programmingin the elementary school years and then it kind ofphases out. The kids are lett to sink or swim as theyget a little older, And at the same time, there are allkinds of good voced projects around the country. Manyof them are sponsored by special ed people, somesponsored by voc.-ed, some involving vocrehab in thekind of three-way deals which are showing remarkablesuccess in placing young people in jobs. And we'vehad reports of projects, where eighty or ninety percentof the children were successfully placed. And thatspeaks very well for those projects.

What I've done here in kind 'Man anecdotal fashion isto trace for you some major foci of the Bureau'sinterest. One, on full service for all children. Two, onthe analysis of where that full service objective breaksdown, that is on the failure to provide for severelyhandicapped kids, on the failure to provide preschoolservices, and on the failure to provide effective voca-tional programs. Our services programs, our trainingprograms, our research programs, our media programseach are trying to spend their dollars in such a way asto support these service objectives. They are trying totrain teachers. I think we ha- e ten projects, specialprojects under way in the severely handicapped ormultiply handicapped area. The research division willfocus dollars on the analysis of the problems ofseverely handicapped people. I expect, for example,we'll be putting into place some studies to trace what'shappening to children who are deinstitutionalized. I'mterribly concerned that in our progress forward, inboth main-streaming and deinstitutionalization, thatwe won't go tar enough in checking the progress ofthese kids to make sure they succeed. We are all, Ithink, blinded a little bit by the glitter of getting thosekids out of those settings and by getting kids into themainstream, but we're not conscientiously following upto make sure that those programs are working. Philo-sophically, they are beautiful and I'm in favor of them;and on the other hand, I feel a deep sense of responsi-bility for trying to make sure that those programswork, and that the children do, in tact, prosper.So we've been conducting a big study which MartyKaufmann has been m;naging for us, in cooperationwith the Torus Education Agency, which we callPRIME. it is trying to measure the impact of main-streaming on Texas. We're going to go on into stagetwo, which wo call IDEA, which wilt be a series of plan-ning studies measuring what happens to kids, do theysucceed, and what types of training do they really need.So that's where we are. There is one last thing I wantt . say tr you, then I'd like to hear what you've got tosay and to answer any questions, and that is that herein Washington chi, week th :re's a series on the 11:00o'clock news on CBS in which the station is reportingon what happens to blind people and how they succeedin our society. And on ABC there's another seriesstudying the effect of programming and labeling onkids. We've had the Washington Post and the StarNews, which are our papers here, doing series iTrii;andi-capped kids, columnists such as George Will, torexample, generally identified as a conservative, writingvery sensitive articles about the rights of autistic andseverely emotionally disturbed children.

It struck me that what we have worked for is happeningand I think all of us in this field should be tremendouslyencouraged. Society is beginning to come to terms,attitudinally, with the handicapped. And I think it%a very profound shift, part of the whole social revolu-tion of the '60s and '70s that led us to be aware of theproblems that blacks and other minority groups werefacing In our society, Some e the sensitivity thatwe've begun to show for old people, the awareness isgradually growing in the area of handicapped as welt.Whenever society begins to make such attitudinalshifts, it's always part of a cyclical process. We havelegislation, which is one aspect of the governmentspeaking in this area. We have Executive initiative,such as our promoting the concept of equal rights ofhandicapped children. We have judicial response, suchas the court suits in Pennsylvania and the District ofColumbia and a number of other states. This is a feed-back process- a continuous loop. It's hard to knowwhich comes first. We know that the attitude, in part,creates the climate in which legislative and executiveactions take place, and they in turn create additionalpublic attitudeswitness the Brown court decision in1964, which led to desegregation. We're into thatkind of social climate and I think it has extraordinarysignificance for those of us in the field because weneed to understand that our programs are not charitywork. This is not something that we're doing herebecause we're all such good people. It is instead anenactment of a basic set of values and rights. We'redealing here with an intrinsic right of the child. Myown feeling is that, as delightful as that is, ief also alittle scary because it suggests the burden is on us forbeing responsible to these children. It's not going to beenough lust to get them into school. I've made that amajor focus of our activities. We want kids in programs,but the logical extension of that is how good are theprograms, Do they work and are we being responsible?Are we reevaluating these children to make sure theyare progressing? Are we specifically identifying ourobjectives for the children? Are we communicatingwith the parents about them? Do we all know whatwe are doing? And are we kind of keeping up-to-date?

We're not going to be perfect. You know that and Iknow that. I worked as a speech r.iinician with seriouslyhandicapped kids and it was frustratingly slow work.I remember a client of mine who was very bright guyand who had a tough problem, and he said to me onetime, "Progress, if any, is infinitesimally small'," and itbecame kind of the keynote of my experiences as atherapist. And if helped me understand, you know,that you have to face where you ore not doingwell and not just talk about the cases that work outwell for you. And I think we have that great sense ofresponsibility. It's been interesting tr me that we heara lot of talk about rights and I'm one of those who hasbeen hammering on it for a couple of years now, and atthe same time rights carry with them the other headof the coin which is responsibility, Se., f think that issomething that we face.

Our responsibility is not just, by the way, to do thebest we can as professional people. But I think thatthose of us in the profession have a responsibility ascitizens as well. Citizens who understand, because of

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the nature of our work, some of the ways that handi-capped people don't get a fair shake in our society. I RI

bet you, and I can't see your faces, so I won't get thefeedback except if you talk with me, but 111 bet youthat if I were there now that some of you would nodto me when I say that you and I have watched childrenbe placed in programs where they shouldn't be. We'veseen children in special education facilities theyshouldn't be in, subs.andard basements, old schoolbuildings, churches, all kinds of places. 'We've seenyoungsters in programs who should have been reevalu-ated and who weren't because we just didn't have thepeople to get around to it. In other words, we'veparticipated as citizens in knowing the system warshortchanging the handicapped and we've said, "Well,we're doing the best we can, we're teaching and soforth and so on." But I wonder if we've carried a fullcitizen's responsibility, if we've used our teacher'sorganizations, if we've used our PTAs, if we've used ourparent groups to keep these matters in the awareness ofthe school superintendent, to keep these matters in theawareness of the school board. Have we tended tochi that our job ended when we went home from

e and that we were doing the best we could in our. oom and that. you know, we weren't going to he

al J rectify the larger evils in society? 1 thir- v ye11 I 1 le that, and I don't think we can afford t,. o it.

One of the most profound and interesting things to merecently has been reading the ctatements of AlexanderSolthenitsyn. I don't know how many of you havrhadthem available to you, but Washington Post has beencarrying these statements, And the last statementthat Solzhenitsyn wrote before being expelled fromRussia was a statement that he wrote to his fellowintellectuals in the Soviet Union, and it was aboutlies, It was about two kinds of lies; the kinds of liesthat he and others had tried to be forced into by theSoviet government - that is affirming things to be truethey knew not to be true. And h., ent on t ', saythere is enormous pressure on people to do that. Youmay have ^rad this week another very brave writer inthe Soviet Union v. ho was given Gulag Archipelago toreview and the government expected to review itcritically and he didn't review it totalfY critically. Asa result the writer's union was about to expel him, andthen he wrote an even more open attack on the systemand defends himseti in it. And 1 think what washappening there is that Solthenitsyn's message to hispeople was really kind of getting through to them.They could not continue to say things that the statewanted them to say just to maintain their positions,and they needed also not to be quiet when certain evilconditions were present because that was another kindof lying- that was a !sing by their silencesuggestingthings were right when they knew them not to be right.

That's a heady kind of a moral challenge that Solzhenit-syr. gave these people, particularly in a society whichis so repressive and in which tree speech is not reallyencouraged by any means. But we have even less excuseto do that in our society than they have in the SovietUnion. And I'm saving to you that I think in this year

rights, this ear when we talk to each other aboutthe rights of handicapped children, that that meanswe've got to not only do the best we can as profession-

als, but we've got to carry an added weight of responsi-bility as citizens to speak out about the lies in ourown system.

Judy: Thank you, Dr. Martin. I think you can tellwhy he's not only Who's Who in America, but SaeWho in Special Education. 1 think that we can taketime for lust a few questions if any of you have them,would you come forward to one side of the room,Feel free, they don't have to be weighty or, you know,big important ones. If there's anything you wouldlike to talk to Dr. Martin about or with, pleasecommence.

(Question) Ed, in as murk as you couldn't be herebecause you've been met.ing with the problems onCapitol Hit, can you tell us what the current statusof significant legislation for the handicapped is?

Dr. Martin: Sure.

(Question) Particularly the Brademas and Williamsbills.

Dr. Martin: Okay. Well, I'm going to start with theimmediate reality first, and then maybe move ontowhat, future reality? Okay? The Education of theHandicapped Act also expired last year and it's in thekind of year's grace that federal education programsget. It has now been approved for extension by theHouse Education and Labor Committee as part ofwhat's known as HR-69, the Elementary and SecondaryEducation Act Extension. Now, the gist of that legis-lation is that the current programs of education for thehandicapped with which we are now familiar, thegrants to the states the teacher training, the research,the early childhood, the learning disabilities, servicesfor the deal and so forth, all those programs will beextended. The House has agree to that. The Senatehas already agreed to very similar packages, in factpassed S-B96, the Randolph Sill. However, because ofthe fact that the House included the Education of theHandicapped Act in the Elementary and SecondaryEducation Act, the Senate wilt, this week probably ornext week, repackage the Education to the Handi-capped Act within their version of ESEA. This is avery good and, i think, forward step. The Administra-tion is probably going to submit a modification of theEducation of the Handicap Act to the Congress shortlyand the timing is such that, 1 think it won't pass thisyear, although it may get studied. The new bill,as we would propose lt from within HEW, wouldnot be radically different than PM. It would bepackaged to some extent In smatter number of partsand there would be some interesting changes. Forexample, the learning disability youngsters wouldbe Included under the definition of handicapped,rather than in a separate definition. Our presentprogram for deaf and blind children would beexpanded to include all severely t anoicapped chil-dren. That's about the major changes in it. So, wethink it might be a tittle bit more streamlinedapproach and we're interested in that change for theseverely handicapped. I think probably those kindsof proposals will be considered by the Congress over

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the next year or so and I wouldn't be surprised ifthey were adopted in part or entirety.

Now, one of the major changes in House and SenateEducation of the Handicapped Act that has been receiv-ing a good bit of attention here, naturally, dealswlth the Bureau itself. In both bilis the Bureau willbe extended and strengthened, and the reportingrelationship to the Commissioner will be clarified. Inrecent years the Bureau has reported to a deputycommissioner and under the Bills now and under theOffice of Education's plan, there will be a changein the Bureau's status. It will be directed by a deputycommissioner and it will report to the Commissionerdirectly. In addition, there will be some additionalpositions authorized and I think it's a very profoundand important change. I'm glad the Commissionerhas decided to do this and I think it's a good Ideafor the Congress to clarify its interest in that direc-tion as well. I think my experience has clearly beenthat a strong administrative unit is still necessary ifyou're going to have the advocacy for handicappedchildren. That's necessary. I would hope that thestates would take a look at the relationship betweenthe Bureau of Education for the. Handicapped and the-ommissioner and see whether or lot such a modelmight not be useful within state agencies as well.

Now, you mentioned HR-70 and Senate Bin 6, thekey sponsors Brademas on the House side, andWilliams on the Senate side, This is a Bill that all ofyou there might not be familiar with, but basicallyit proposes a very profound change in federal educa-tion policywhere the federal government wouldsegin to support, at a very high level, approximatelyseventy-five percent of the excess costs of specialeducation. So, what this would mean isif the costsin Utah are $2,000 for a handicapped child on theaverage and the average non-handicapped child wouldcost $1,000the federal government would paythree-quarters of the difference, or $750 a child.Now, if you take $750 a child and you multiplythat by six million handicapped children of schoolage, not counting preschoolers, then you are talkingabout between four and five billion dollars. And Ithink the prospects of it passing in that magnitudeare slim and none. And the reason for that is thetotal education budget for the federal ;averment isabout five or six billion dollars now. However, thoseBills are very, very powerful conceptually, and theyare, I thi.tk, very valuable philosophically becausethey do :wo things which am useful. First, they tiesupport to an individual child. They focus attentionon that child. And some of the other characteristicsof the Bill would encourage individual programmingfor a child. The federal taw now in the Educationto the Handicapped Act Is not so sharply focused.The 313 law is partially focused in that directionthat is, a per child entitlement. I think the principleof having per child entitlements, or focus on individ-ual children for program purposes is a very goodposture, if you can do it. The second advantage isthat the bilis recognize the problems in financingthat "full services" will entail, and they suggest afederal role on that basis.

Now, we have not had a federal role tied tohelping with the costs of special education. Thefederal role has been a catalytic-demonstration role- -beginning programs with seed money, not a "we'regoing to help pay the costs of this total program."And that's true across all education programs. Thefederal share of education is only seven or eight pert'cent, the rest Is state and local. So, there's a realquestion that's posed by these Bills that needs to beanswered, and that Is, should the federal governmentplay a general support role in education of thehandicapped? Is this an area, in other words, wherethe federal government should be a partner? If so,why? Why should it be here as opposed to someother education areas? Now, one may make thecase that the federal government is quite a partnerin the area of compensatory education, Title 1, whichwill reach 1.8 billion this year. The federal govern-ment is also a partner in higher education area in afairly significant way. A comparable opportunity hasbeen granted to disadvantaged youngsters includingindividual grants and student loans In the highereducation area. So it's not beyond the realm ofpossibility, that the Congress and/or the Presidentmight decide that there was a special need, a specialsituation that required federal remedy in the area ofeducation to the handicapped. So, I think my per-sonal position is that the Brademas and Williams billsare raising an issue that needs very serious policystudy: Thai is, should the federal rote become aservice connected role in relation to helping the statessupport education for handicapped children? Whatmy guess is, is that the specific proposals of thesebilis and the magnitude of the funding involved willnot actually come about in the near futurebutthere might be some other alternatives, some modifi-cations of these proposals which could stilt carryforward, let's say, some federal support role on a perchild basis.

Thank you, Dr. Martin. Are there any other questions?None at this point? All right. Thank you and thankyou, Dr. Martin.

Dr. Martin: Okay. Thanks a lot.

KEYNOTE ADDRESS ON THURSDAY MORNING

FRED J. KRAUSE

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Thank you, Bob. in coming here to Salt Lake, Irecalled visiting the many beautiful churches, thetabernacle and other sights of interest in your city.This brought to my attention a biblical story of a shop-keeper ssho was in serious difficult financially, and hewent to a money lender. This money lender had toldhim it would be no problem in borrowing the moneyhe needed for his business enterprises, but he had atime lines in which to pay it back. Understandingthese conditions, the storekeeper borrowed the money.However, after the length of time had passedprobablythen too they had various recessions and problems intheir economythe storekeepr could not pay back theamount. The old money lender said, "Well, I havea possible solution. The solution is that you have avery lovely, beautiful young daubtiter. I will take herinstead of the money," The sto3. keeper, of course,balked at this, but realized that he was in a very diffi-cult position. The money lender said, "Well, we'llmake it a little more of a sporting proposition. I willtake a bag and take two stones from the pebbled pave-ment there, a black and a white, put them into the bagand she may pull a stone out; and if she reaches in andpulls out a black stone, she will come with me andyour money problems are over. However, if she pullsout a white stone, then, of course, just the opposite."So the daughter had no voice in this matter. And asthe very sty, ugly money lender reached down, she sawhim palm only two black stones, which went into thebag. No one else had witnessed this.

How many times in our society today have we, too,been witnesses to the various types of probems andIssues that confront the severely multiply handicapped,the handicapped or blind or deaf, certainly thosewhich I am personally concerned with, on our Presi-dent's Corn nittee on Mental Retardation. We'vewitnessed many particular acts which we believe arenot responsible on the part of the leadershipby thosein the legislature or by those in various administrativepositions throughout government; or certainly, too, thevolunteers and others who have been apathetic to thedevelopments and the action on the part of the severelymentally retarded. Cerbainly, th2re's been public atten-tion focused on the deplorable conditions whichexist in a number of the state and plvate institutions.

We have feature newspaper articles such as one rightnow in the Washin ton Post about the blind. Andduring these temporary periods of community awaken-ing, concerns arise and certainly sometimes additionalfunds may be temporarily appropriated. But afterthe calm, we go back to being apathetic. We havewitnessed, of course, in the public institutions thegrowth, that has taken place in overcrowding, in lowlevels of funding. and in other circumstances that haveleft many of these institutions providing only dehuman-izing systems. We find, too, that while we want to, weci.onot always meet these problems, because, again, ofthe apathy or the lack of full commitment. Compro-mise and compromise has been the watchword. Wehave been sernewhat politically wise to these issues.We've tried to develop better systems. We heard PaulThompson yesterday speak at the 313 programs.Again, Ed Martin this morning, about some of theadvancements that have taken place in these areas.

But often they are just tokens.

Out of the next fiscal year budgets, we hear promisesof what can occur if me are to economize in one or theother areas. The pressure groups from various agenciesbegin to rise for their own particular slice of the pie.There is then, too often, the retreat from the realcommitment, to again asking that we . alt anotheryear.

We talk about our public institutions-have I mentionedthat there are over 200,0(10 mentally retarded todayresiding in these public institutions, many of themseverely multiply handicapped? We spent about oneand one-half billion dollars last year in care and servicesin these institutions. just like the storekeeper, wehave not been making a fair return for our investment.You can merely visit many of these institutions andfind they are basicali custodial, However, throughsome projects of hospital improvement, programs ofinnovation and creativity on the part of certain staff,we do see islands of excellence. In fact, this was thereport of the President's Committee for 1972, salted"The Islandrof Excellence." But as one congressman,Clair Burgener, who was a member of our committee,remarked, "Yet it is in the sea of mediocrity."

We are expending other investments into the commu-nity service areasalmost a countless number ofdollars, by local, state and federal officials. Theyhave been attempting to find alternative services. Manyof our community service groups, I think well under-stand the needs for these alternatives, have been look-ing for standards, for ways in which to measure theresults of their programs. As Ed said in his remarksfrom Washington, while we are putting money intothese areas, we have little quality control. Yet theseexperiences, these experiments in a sense, are allproducing in some measure the islands of excellence,

Oh yes, let me return to tile Perils of Pauline as shewitnessed the money lender putting the two blackstones Into the bag. She was asked then to reach intothe bag and to pull out a stone. She knew that shehad a stacked deck. But as she reached in, the tookout a stone and, before anyone could see it, she quiteaccidentally, of course, dropped the stone onto thepebbled street. She remarked that she was very sorryshe could not have shown them the stone, but thereshould not be any worry. They could look in and seethat if there was only a black stone remaining, thatshe must have dropped the white stone. And I thinkin this regard we, too, have to be fast at hand. Wehave to be creative, quick thinking, innovative. As Isat last night and listened to some of the remarks intoe various work groups, and as I heard the commentsover coffee, there are many of you who aie cominghere with great innovative ideas.

I want to congratulate those who created and haveimplemented this conterence. A lot of forethoughtwent into it. We are beginning to look at these issuesthat Vance Engleman pointed out, and try to highlightways in which wr can reorientate our thinking torequire us to give more consideration and effort toredefinition of our state's and certainty on our part,

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our country's responsibilities. As public officials, asadministrators, as teachers, as parents, we all mustunderstand that the severely handicapped can behelped. A model that the National Association ofRetarder' Citizens has used for many years now, and Ithink very effectively, is to point out that they havenot only a right to education but this is their constitu-tional privilege. This positive thinking will possiblyovercome what I explained earlierthe apathy thatrests In many of the states today.

Like the young lady, many of our volunteers and pro-fessional leaders have not only witnessed an act, buthave taken specific action. Their quick thinking hascaused a departure from the dehumanizing custodialcare for new approaches, new ways, systems, alterna-tives to institutions, to community services, ways toreform some of our institutional programs, a varietyof decentralized residential services. You'll hear morefrom Francis Lynch, who I know, from his vantagepoint as Chief of Developmental Disabilities, will pointout some of the real advances that have been takingplace through this more omnibus approach to servingthe severely handicapped, those who are mentallyretarded, cerebral palsied, epileptic, and have otherneurological handicaps.

We are beginning to recognize, too, the human andcivil rights, by not only court action on the part of thevarious consumer groups in the state, but also by theadvocates In Washington, D.C. Yes, I consider thePresident's Committee on Mental Retardation a nationaladvocacy group. We are not bound by unnecessaryoperational guidelines, but we are directed by thePresident, by an executive order which sets forth ourmission to provide to the President and to the nationthe status of our services for the mentally retarded.The reason I came here, more than the fact of justhaving an opportunity to speak to you, was to learnfrom you about the action in this four state region.What's the status of your programs? What can I reportto Washington to those 21 citizen members of ourcommittee, who in their own geographical areas arestrong advocates in the same belief?

We also have as our mission to provide disseminationof information, not only to the professionals in thefield but to many other public groups that have 'ladlittle contact, little awareness of what Is happening,and in a sense to bring about a -atalytic developmentbetween the various professional groups. We try tobring recognition also of the principles we are all work-ing toward, It would be a normalization principlewhich refers to allowing severely handicapped to obtainan existence as close to the normal way of life as possi-ble. If any of you have visited some of the publicinstitutions and said, well this is not following normali-zation because you saw in one of the cottages a youngboy running naked through the corridors, I thinktoday maybe it is a little more normal, since he, too, iskeeping up with the pattern of social life. We heardcomments in some of our groups about the zero rejectpolicy that Dr. Helsel spoke of yesterday. We hopethis is being adopted, is being pursued as it is in Penns}vania. Dr. Sherr and others remarked about the impor-tance of identifying, of bringing some early interver.tion

and, of course, trying to provide whatever educationalopportunities our system provides today.

PCMR has also, then, the mission of working with thevarious federal agencies. There are untapped resourcesnot only in HEW, but in the Departments of Housing,Transportation, in Commerce, which has provided man-power programs and construction funds for variousminority group programs through Equal Opportunity.Certainly in the Department of Labor. One of thelargest grants I think NARC presently has is on-the-jobtraining which comes from that group.

Now you may say, well, that's fine for the moderatelyor mildly handicapped, but what about the severely,multiply handicapped? Well, there are projects thatare being funded. Very many of them that probablyyou need to know about because they can affect yourservice areas. We do have publications that give ussome indication, some evaluation of these programs.If you care to write to the President's Committee onMental Retardation, Washington, D.C., I will try toprovide you with a kit of these sources of materialthat can give you some better ideas of assistance pro-grams for other departments. You may be surprisedto know that the Department of Defense, through itsvarious military bases, not only here in our countrybut throughout the world, has a big investment in pro-grams for the severely mentally and physically handi-capped. I had the opportunity of visiting some of theoverseas bases and saw classes for the severely mentallyretarded. The Defense Department realizes they areconfronted with some of the same problems you are.Often need is there, sometimes the facility Is not totallyadequate, but they are very proud of their dedlcuedand well-qualified staff. Possibly some of you Inspecial education have been in the special educationservices through the overseas schools and branches.

I'm only bringing these to your attention bec oustthink you have to break out of your yoke, becausehere, as I see today, are principally those in the educa-tional disciplines. How many of you here in the audi-ence are from the medical field? I see one hand, two.How many are from occupational therapy? Physicaltherapy? just a few. I, of course, realize, as you do,that there's a big involvement here in various neurolog-ical problems and the need for early intervvention,through physical therapy and occupational therapyservices. As our committee toured the University ofKansas Medical and Research Branch in / awrence, wewere very Impressed with some of the early interven-tion programs that Dr. Dick Chiefelbush and othersare performing there through the occupational therapyand nhysicai therapy services.

I have talked to the president of the American Acad-emy of Pediatrics, particularly the chairman it thetime of their sub-committee on mental retardation,Dr, Robert Kugel, a former member of our committee.And he remarked that one of the biggest problems thepediatrician is faced with today is communication withthe teachers. I couldn't, as a special educator myself,

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first grasp what he was saying or fully understand this,because I felt I was in teaching, in communication withthe medical profession, but 1 had to admit I didn't thinkthey were around very often to be of help. But I feelthat there have been many breakthroughs on the partof the medical profession, the psychiatrists, the pedia-tricians, who want to work more closely today with theother important disciplines and, particularly, with you,as the educators.

Now, the President's Committee has attempted tobring about this liaison. With your help we can domore, We find, too, that we have tried to establishsome national goats. One of them has been in thearea of prevention. And there, of course, we workclosely with the various medical organizations andagencies through the National Institute of Health inWashington, the National Institute of Child Health andHuman Development and many other branches. Wefind that we can, it we apply the existing knowledge wehave in the medical and scientific field, reduce possiblyby 50% the incidence of mental retardation.

We find that one of our other go which has receiveda lair amount of attention b e country -and we'revery pleased with the amo t of interest it has gener-ated through Washington is for deinstitutionalization.

We set by this goal that of the 200,000 mentally re-tarded in our institutions, at least one-third could bemoved into the community. The superintendentsfitemseives have been surveyed. They remark, afteranalyzing their population, that as much as 54% oftheir current institutional population could be movedinto comrennity service if -ft-these atternative, thesecommunity programs are available. As we pass manyof our programs for improvement of educational fund-ing, we do Lind a great reduction in the waiting list ofthe institutions. Of course, if we can prevent theinstitutionalization in the first place, our lob is con-siderably easier, because once someore has resided inthese institutions, the process is considerably moredifficult. We also Iind that in this process, we haveto try to find many untapped resources. I was goingto relate to several case studies on those in the institu-tions, but because time is running tate and I knowyou've had a long day yesterday and many hoursahead of you, I'm going to refrain from going intodetail of case studies.

The point is that on many of the issues and questionsthat confront the severely mentally retarded and inspite of the obstacles -we are able to make some impor-tant breakthroughs, To remove the inter-harriers, topr.' vide them some of the freedoms and opportunitiesthrough good team approaches, good prescriptionteaching and many other advancements, we've beenable to make in early intervention,

Ed Martin remarked about several studies that havegiven us some important data on what we can saveif we bring about early intervention, We did a study,I should say we've done several pieces of work, in thearea of what we can find from early intervention pro-grams, such as Rehabilitation of Families et Risks forMental Retardation, known as the Milwaukee Project.

This project deals with the young child, preschool age,and parents in overall rehabilitation of the family. LouBrown of Wisconsin is intimately familiar with thework there, I'm sure too we can recite many otherexample. But we've felt we really had to pull thistogether ourselves, so this May we're holding a nationalconference on some of the early intervention programsin Chapel Hill at the University of North Carolina,We hope the results of that work group will be of someassistance to you in knowing what early interventionservices are taking place, what the federal resourcesare, and how we are being able to make someimportant developments in that field.

Our goal for the severely handicapped should be todesign programs and services to help each one to devel-op as a person, to achieve the highest level of indepen-dence possible, according to his capabilities. Ourreport for 1973, which Is at the printer at this time,is striking hard at that theme. To achieve the highestlevel of independence possible according to the child'scapabilities. To accomplish this we have, of course,asked many of the federal agencies to bring forth newmeans by which they can finance some of the servicesand programs. And in the Office of Human Develop-ment -many of you may not be familiar with this newlycreated agency in government- is the Office of ChildDevelopment, a children's bureau and several otherservices are t-ombined there. It has the financialresource through Head Start, which as you know 10%of the funding nrogramming there is to go to the handi-capped, early age. We can do a great deal more, andthat program is being advanced by some thirty-ninemillion dollars. Other areas of Office of Child Develop-ment are equally being advanced abort thirty-ninemillion t:ollars. So you have here cline to an eighty-million dollar influx of new money, which can gotoward many of the early service programs that youmay want to take advantage of.

How many of you are working with the Denver orSeattle offices? I hope you are more and more realiz-ing that through federal decentralization from Wash-ington, we are trying to create a means by which moreof the services are local and are more accessible to you,Dr. Garfield, who I spoke to just day before yesterdayin Denver, asked me to stress this point. As several ofyou know, he is very concerned with the Rocky Moun-tain area since he has resided here for many years. Andhe feels that the Denver Regional Off:7e can be ofgreat help and assistance if you reach out for its aid.And I believe he told me he was going to be speaking,if I'm correct, at the Wyoming convention of the ARC,and he hopes that many other invitations for notonly him but members of his regional staff will beforthcoming,

They'd like to tell you about some of the other devel-opments throughout the country since we've beentrying to disseminate information to them. Since Ihad several years' experience in California, I can't helpbut remark about the delivery system in that state.Through regional diagnostic and cout.-eling servicecenters today, they are able to reach the ta.nflies: toprovide not only the diagnosis, but also the counselingwith the parent, and a service component which pro-

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vides for purchasing services. It's not perfect, it hasmany Claws and problems, but it has, at least in thestate of California, eliminated in three years the waitinglist which was in excess of 3,500. It has furthereliminated a number of those who were in the institu-tion- who were principally residing there with no ser-vices or program--to the alternatives that were beingmade available by this purchasing of services contractarrangement for community programs. At the sametime it identified many of the gaps in services, and oneof the major gaps for the severely handicapped waswhat then they were calling child care or day care. Wefound that this terminology left a lot to be desired,particularly in the minds of the legislators, less sophis-ticated as to what the programs and services real con-sent was. And in one brief moment, several of us putour heads together and said we see the problem here,as we are confronted with it in terms of this financecommittee: they resent the term day care, they thinkof it as baby sitting. Let's go back in there and tellthem we're talking about child developmentdevelop-mental centers for these severely handicapped. Toremove them from the institution or to prevent theirinstitutionalization. I thought we were appearing infront of a totally different group after that recess. Aswe remarked we were not talking about baby sitting,we were not Just talking about day care to allowmothers to go to the beauty parlor or shopping, butwe were really talking about the child's needs, thedevelopment of services. And immediately funds be-came more readily available.

Today the system of child development centers for theseverely handicapped are in every school district inthe state of California. And by 1977, in a bill signed Ithink last week by Governor Reagan, it wilt becomemandatory, it will be a state law, that all school districtsare to provide, from the age of three, i believe there'sno top cut-off, but if there is it is somewhere aroundtwenty-four years of age. The fact is that this is anImportant program and we should, in time, drop theword "child" and consider it as developmental centersfor the severely handicapped-in terms of these pro-grams as integrated with the school system, not partof public health, but with the education discipline withwhich it rightly belongs, with the support of the socialwork, of the PT, the OT and, of course, the physician.

As we look at some of these issues, let's set our nationalagenda for these questions and issues. We, who havebeen looking at this only from the Washington perspeL-rive, find that there are many internal barriers that I'vealready remarked about that we can overcome. Wecan possibly develop more services, but external barriersalso stand in the way of progress. They will fall whencertain goals are realized. These goals and issues arewhen every state gives priority to community basedservices, wh, n every community meets the qualitystandards set forth in both its community and residen-tial services by the Accreditation Council for Fa. Eitiesfor the Mentally Retarded, which have every applica-tion, as Dr. Helsel can tell you. for other severelyhandicapped groups. And every community identifiesone official or agency as being ultimately responsiblefo. retarded or severely handicapped individuals in theCare of that community, and for assuring that a broadspectrLim .af quality services are available to them.

As long as we leave this out in the so-called never-neverland as to who is really identified as responsible, it'sgoing to be left in that kind of a maze. Let's try toidentify, then, what official or what agency has thatprincipal responsibility for target areas of lead agencyinvolvement. And when every legal right victory inthe court is made meaningful in the lives of everyseverely handicapped child and adult, I think as youhave discussed here in some of your work groups, liti-gation is not the first line, It's the last thing you shoulddo, But when you do, make sure you have the factsand you've tried every other alternative.

This past week, the federal government,after tryingseveral other ways, has finally taken its civil rightsissue to the state of Maryland for the continuation ofdehumanizing programs there in the Rosewood facility.I know from Mr. Stan Pottinger, Assistant AttorneyGeneral, Department of Justice, Civil Rights Division,he plans, with the cooperation of many professionals,consumer and advocate groups, to file other suits ifno other course of action is open to them.

Further, that every state enter into a long-range pro-gram to train and enlighten its administrators andprofessionals of all programs serving severely handi-capped persons. And when every mentally retardedperson achieves the right to choose a place to live, with-out discrimination from zoning barriers and personalrejections, then we'll be able to overcome some ofthese external barriers. And I don't believe the word"constraint" as we've been using it, as I define it, is away in which we're going to be constantly bound.These are obstacles, these are barriers, but they can beovercome. They are not restraints that can't be broken.They are only obstacles that can be broken if wereally work toward our very creative and innovativeways to accomplish it.

And that every handicapped individuat Lan be hired orfound with some vocational or economic potential todo the work and not be discriminated against becauseof his IQ or other known handicapping conditions.

Now siop don't believe that the President's Committeeby any measure can just recite these things and theyare going to be ultimately moved toward action andaccomplishment. But we are trying, through preparinga monograph on planning community services for thementally retarded and severely handicapped, to pointout ways in which we can overcome this. Dr. GunnasDybwad and many other colleagues of his throughoutthe country are working with the President' Commit-tee on that project right at this time. We are trying toupdate a monograph which had been a best seller ofours in a way, and that was changing patterns in resi-dential services for the mentally retarded, which wasfirst done by Dr, Kugel, Dr. Woffenstterger, and otherson clearly describing the normalization principle. We'retrying to reach the public through the various media,through TV and radio and newspaper articles andthrough our own advertisement as to what are therights of the handicapped. April is being proclaimedin many states and throughout the nation as the monthin which we are trying to focus on the legal rights ofthe mentally retarded and those of other handicaps..

We are launching an effort jointly with architects todeal with the building code questions, the barriers, thezoning and other questions that have prevented theiraccessibility to programs and, of course, their abilityto live where they choose. And travel where theychoose, likewise. We are editing oth,...r publications andI won't for time go into great detail, but we oftenneed your help and assistance in trying to see ways inwhich we can be more meaningful to your situations.

We have talked a little bit here, but I would like tore-emphasize the importance of technology today.Paul yesterday talked about the telecommunications.In your area you are a little more enriched with thatopportunity than other parts of the country. if youare familiar at all with the project out of Denver, wtnchDr. Lou Bransford is working on, it is a technology inwhich we are, through the various telecommunicationsatellite systems, able to create a means by which wecannot only reach into many of the rural areas of ourfour states (in fact there are eleven states engaged Inthis project, principally aimed at some of the ruralareas where Chicanos, Indians and our various otherrural population reside today), but to find within somethirty-six centers ways of two-way communication onhealth services, educational servicesand I presumeyour imaginations could go on to parent educationand other servicesand communicate to the main sta-tion and center in Denver, right back again to thisparticular regional center fo. this communication hook-up. It is available, it is existing. in Dr. Bransford'sway let's not recreate the wheel. Let's use our systen.sthat are already available. There are many means bywhich we can reach themliterally hundreds ofthousands of peoplewho have been previously isolatedbecause of their distance from the main sources ofthe educational discipline here in Salt Lake and othercities.

We have, of course, miles to go. It's a tong road, manynew technological and Innovative areas. Let's bewitnesses also to the progress. As Michelangelo oncewas asked, as he stood in front of a large piece ofmarble, "What do you plan?" His answer was, "I planto release the angel captured in this stone." And Ithink you here today have also that opportunity asyou are confronted with some pretty big bouldersyourself, Begin to chip away and to carve out what iscaptured inside and that is many severely handicappedwho are not released. Many are the bondage; theyface. They z.re your challenge, and you, as profes-sionals, have this responsibility.

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KEYNOTE ADDRESS ON FRIDAY MORNING

FRANCIS LYNCH

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Thank you, madam chairlady. I was delighted with aremark that Judy passed as I came in. Undoubtedly tomake me feel more relaxed and more at ease, she said,"It's so nice to have people from Washington come andrecognize that they are really human beings, they realtydo understand some of the problems that are going on."Now, that was immediately after being rather in thedoldrums on entering the room this morning, seeingthe white chart over there. The white chart Identifiesone of the problems and one of the barriers that youall face in carrying your workthe bureaucracy.

Now, I hope my remarks on some of the work herewill indicate that the bureaucracy is part of thesolution. It's not only part of identifying theproblem or, indeed, part of the problem itself.

Discrimination against the handicapped being physi-cally and socially unacceptable has always existed.Despite the progress in the last few years towards theelimination of some of the stigmas associated withthese individuals, we stilt have many unresolved issuesas we attempt to integrate other persons into societyand, unthinkingly, expect them to accept our ways.

As you know, we have been operating the programthat I'm responsible for- I'm the administratn of thefederal service that is Developmental Disabilities legis-lationsince October of 1970. And until lune 30,1973, was the predicted life of the program at thattime. in the last year, under the umbrella PublicHealth Service Act, and until June 30th of this year,we will have life. We are now awaiting answers fromthe crystal ball, watching the Congress, watching theconstituency to see what the future holds for thedevelopmentally disabled in our program.

And this waiting period f mention launches me imme-diately into the problems and issues which we face inattempting to find adequate and appropriate servicesfor the developmentally disabled in our programmoreso when we consider the thing that we are concernedwith is continuity of service as an issue. Our programauthorized for three years had, in its inception, aforward looking thrust to cut across categorical lines,to let the states run their own show, and to getaction at t' .,a1 level. It is a catalytic program,bringing together a larger population having commonneeds, yet differing in their categoncal classifications.The main thrust being made it to bring about interac-tion between and among this target population and acomprehensive group of authorized services for thetarget group's well being.

As in any interaction, it must be the play between twoor more factors that's important. Such was the caseunder the Oevelopmental Disabilities program. On theone hard, we had a selected group, disabled by con-d'tions of neurological origin, whose handicaps mightbe one or many and in varying degrees of severity. Andon the other hand, an array of sixteen basic serviceswhich must be put in place both latitudinally andlongitudinally for a person's entire lifetime. We wishto bring these cervices to the developmentally disabledin an economical, effective and in as appropriate amanner as possible. And although we did get off to

a slow start in financing and having boards createdand appointed and developing a new formula grantapproach in lieu of a project grant approach, webelieve that the services accomplished in the lastthree years are worth continuing. That, of course,takes additional monies and additional manpower andlegislative support and, most importantly, consumerand consumer representative involvement.

So let me tell you some of the problems uncovered,the issues and what we have to look fcrward to. Atonce we were embroiled in issues over definitions ofterms, of stipulations over acceptance on resourceprograms. There are nine agencies in the federal gov-ernment particularly in the Health, Education andWelfareconcerned with the developmentally disabled.And in the private sector there are many more. Eachagency defines its terms, publishes regulations andguidelines. The target population of private agenciesis determined by their boards of directors. And sohere is conflict already. One agency will accept indi-viduals from 18 years of age on, another agencyserves up to age 26, the next agency says ambulatoryonly, and the next agency has such a heavy waitinglist it refuses to accept the more severe cases since thelatter's problems are usually time consuming.

The severely disabled defined as acceptable for serviceby one agency may be excluded for service byanother agency because of its interpretation of severedisability. So one issue arising among the agencies andwhich may be of interest to you, Is who are the severelymultiply handicapped? We, working on developmentaldisabilities regulations and guidelines, are in agreementwith Pt. 91.517 definition. Other federal agenciesmust be in line with their funding authorities. Thus,various federal regulations and guidelines are majorinhibitors of joint projects when funding is derivedfrom several sources. Also, private agencies must bein line with their funding authorities and their obit-gations.

Another constraint to coordination among serviceagencies is the reluctance of agencies to relinquishcornrol of their separate del:very services. Also,another constraint which should be mentioned is thatabout 85% of HEW's budget is in terms of uncontrol-lable expenditure, welfare, rehabilitation, medicalservices for the poor. Thus, we must learn to setpriorities, to choose, to make common goals trulycommon, to find common definitions. Common orat least flexible regulations would lessen the red tapeand help service providers break down the barriersto service integration. More work needs to be done onjoint plans, the comIngling of funds, and jointoperations which cut across program lines. There canbe no hope of building service networks without gapsor overlaps unless we establish clear definitions ofauthority, responsibility, and territory.

Now in terms of services, let's look at some of theservices for which provision was made under theDevelopmental Disability Act. Education, which you

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are most familiar with-we still have the situation inthe United States where entire school systems violateexisting laws by excluding handicapped children.According to Senator Harrison William's report, onemillion handicapped children are excluded entirely frompublic school systems in the United States. Thisdisaster is due in part to state laws and various inter-pretations of t:te laws by local school systems. ASupreme Court decision in Wisconsin affirms the rightof local school systems to exclude a student provideda free public education is provided by another means.Even where the laws are specific and clearly understood,local school systems, overcrowded, under-staffed,probably using double shifts, avert the gaps from thechild who is going to need special attention, specialtransportation and so forth. An increasing number ofslighted cases have been brought to court and havegained national attention.

Formerly, under Mental i nardation Law 88-164,protests were made by the advocates. But now wehave a group of multi-handicapped, some of whom canspeak for their own group. But the group that wasstarting to be vocal is scattered and it is politicallyweak.

Transportation-there's another item. Wheelchaircases and other severely disabled individuals may notbe able to ravel via bus, train, raft or subway. Legis-lation on some attempts to ameliorate this problem andthe rights of the handicapped to have and use- particu-larly in Washington, D.C, the development of theirnew Metro-Transit System, that I'm referring to-tohave t se of intra- and interstate transportation facilities.But even when established by law, existing action hasnot taken place or has been ineffective. Special equip-ment, such as many of the multi-handicapped require,is expensive and may require extensive renovation orrept icement of existing equipment. With transporta-tion companies plagued by a fuel crisis and the sub-way: and buses already offering standing room only,it rn ty be some time before the severely handicappedat hi we their full rights to the use of transportationfact) ties.

in tr rms of architecture, it is impossible still formany of the multi-handicapped to have access tomost buildings, hampered and barred they areby stairways and curbs, the lack of el.

One of the prime offenders is the fed-ral governmentsystom in Washington, D.C. Its impossible for ahandicapped person who is confined to a wheelchairto mount the steps of the Lincoln Memorial. Still, atthis date. Federal laws now require all new federaland federally financially assisted facilities designedfor use by the t ublic to be readily accessible. This lawdoe; not providi modifications for existing structures,however, other than those altered for federal use or withfed !rat funding.

State laws may vary on accessibility requirements,There is mucn to be done on accessibility requirementsas .1 universe. Although we have noticed ramps,lowered water fountains, widened doors in elevatorsand so forth in public buildings, existing private

structures have not had to conform to accessibilityrequirements. Yet ,navy a severely handicapped personwould like to get access to services in a private building.If the severely handicapped individual is deniedphysical access to services for his needs, it might bepossible to remove the interference to his constitutionalrights by court action. Although court action causesare becoming more frequent, I think you will agreewith me that it is going to be a slow process for theseverely handicapped individuals in obtaining theirconstitutional rights by depending on legal actiononly. For one thing, they cannot always speak forthemselves. When and If they do, they do not presenta political coalition. Cases are resolved one-by-one ata time.

Moving into the area of employment, in terms ofthe federal and use private and the sheltered, proposedamendments in the federal area to the Civil RightsAct of 1964 would have prohibited discriminationagainst the handicapped in federal programs as well asin private employment. But no action was taken onthese amendments. There is a federal employmentprogram for the handicapped and the governmentsponsors an Employ The Handicapped Week. Butaccording again to Senator Williams' report, onlyabout two-thirds of the severely handicapped in onestudy were able, after training, to obtain employment -Private industry is indeed remiss in employing thehandicapped, fearful that its insurance rates and work-man's compensation rates will rise.

Not the least barrier to employment is the prejudiceof the employer. One of the groups most discriminatedagainst is the epileptic. We are learning from studiesnow being done with funding from my agency that itis possible to have better seizure control by measuringthe adequacy and activity of the anti-convulsant drugsin the blood. This is a unique and I think a Landmarkprogram that benefits not only the mildly handicappedepileptic who can work, who can maintain himself inthe community, but it is an also extremely useful toolfor those who are severely handicapped by or withseizures who cannot respond to check and see whetherthey are being overdosed or whether seizure medicationis being used as a constraint. The implication of wideruse of these techniques is that more epileptic personswill have a greater chance of returning to communityliving and have increased opportunities for employment.

Now in terms of the multiply handicapped in thecommunity, for the multiply handicapped who returnto the community from an institution or who haveremained in the community-who is the one person towhom they are responsible and who assumes responsi-bility for their follow-along? Is it a staff member ofthe residential institution from which they were recentlydischarged and with whom they have infrequent orsporadic contact? is it the welfare department supposethey are not on welfare? Is it the boarding homesupervisor? Should it be any of these or a specialadvocate or an agency in the community? it wasde Toqueville who wrote, many years ago, "The evilwhich was suffered patiently as inevitable seemsunendurable as soon as the idea of escap;ng from itcrosses men's minds. All the abuses then removed

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call attention to those that remain, and they nowappear much more galling."

Although some of the problems were resolved, someof the issues were resolved, during the past four yearswe have worked in the area of developmental disabilities,we have become more sensitive, indeed, to those thatremain. We know that legislation does not solveproblems. People create them and people solve them.So what do we need to build on these accomplishmentsof the law in the coming years? We need a chain ofcooperation, of both the private and the public sectorat all governmental levels. We need, and have made, astart at interagency linkages across categorical lineswith emphasis on the services rather than on thedisability. We need more application of existingtherapeutic measures and follow-along to lessendependency, prevent regression, and make theseverely handicapped, multiply handicapped moreenjoyable and more employable. We need to recognizethat although the Developmental Disabilities Actpresents us with a new idea in the delivery of servicesand we could spend years translating the blueprintinto action--we feel we have demonstrated the workof such an approach and note that the Allied ServicesAct of 1974 is similarly structured.

We are dealing with a new philosophyaccept indi-viduals on the basis of their ability, not their disability.The more severe his handicap, the more multiple hisdisability, the more frequently does the individualencounter prejudice and aversion in society. Thus,although we have made much progress in bettering thelives of these most disabled individuals, I see acceptanceas the chief issue upon which we must concentrate.

The two principal bills in Congress concerning DD areSenate 3011, introduced by Senator lack lavits onFebruary 18, which amends the Public Health ServiceAct, the DD Act, and the Comprehensive Alcohol Actof 1970. Under this bill, the DD bill program wouldbe extended for three years. Autism would be includedand there would be an increasing emphasis on deinsti-tutionalization as a program objective.

The other bill, HR11 511, introduced by CongressmanRogers earlier and on which hearings have been held,requests a two-year extension of the DD program. Itis structured essentially the same as 91-'17, the presentauthwity.

One of the things that I heard in my sensitivity earyesterday at this conference was -1 got the feeling, Iguess, that there has been much said about moralissues and moral judgments and about constraintsand about barriers and about problems and less aboutsolutions. Now, I as you have been around longenough to know that one of the more odious thingsthat Washington-types do when they come out intothe hinterlands and speak is feet impelled to leaveyou with an uplifting message. Recognizing that,I thought that perhaps as 1 was perceiving it, onetheme was perhaps missing that I want to leave withyou as a per r rather than as a Washington bureau-crat, Unfortunately. I don't have my speech file withme. Sot had to make a tong distance call to the

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Office of The Society for Crippled Children andAdults in Chicago, and call on my colleague laneShove and ask her if she would open her door andread to me what she has written there--something thathas impressed me for some time. And the title Is"Press On." And the theme is "Nothing in the worldcan take the place of perseverance. Talent will not.Nothing is more common than the unsuccessfulpeople in this world. Genius will not. Unresolvedgenius is almost a proverb. Education will not. Theworld is full of educated derelicts. Persistence anddetermination alone Is omnipotent."

Thank you.

THEMATIC STATEMENT FOR SYSTEMATIC DELIVERY SYSTEM

BY DR. RICHARD SHERR

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Before I talk about providing a systematic deliverysystem, I would like to give you something of a con-text that you can relate our delivery system towhathas happened in Pennsylvania and what some of thepreceding events were. Before I do that I'd like to aska question of you, and that Is how many of you knowwhat we mean by "sight to education"?

1 think we've got some work to do and I hope by thetime you leave at the end of the three days we will allknow that. The reason I ask that question is that It'Sthe kind of statement that we all think it means some-thing to us, does mean something to us. But to par-ents, a right to education means many different thingsand to professionals, I'm finding as I talk with youhere and as I talk around our state and around thecountry, it has a different connotation also. To par-ents a right to education may mean finding the righteducational program after many years of not havingany program available to them. Some parents see theright to education as a means to the kind of programsthey want whether it Is appropriate or not. Admini-strators may think of the right to education as simplyputting the child into the school process without anyconsideration as to what is most appropriate and bene-ficial for the child. You, as concerned professionals,should think of the right to education concept as notonly a program for a child, but the most appropriate,beneficial, meaningful program for that child. And Ihope we can spend some time today and tomorrow andthe next day developing what is that kind of program.

The above statement regarding the right to educationwithout regard to degree or severity of conditions isprobablya myth in the United States, despite therapid increase in state departments and the rapid in-crease In litigations. it's a myth because we have notreally defined what we mean by a right education.Looking at the right to education in Pennsylvania,which has been widely acclaimed as a model and insome cases litigation follows very carefully right afterthe Pennsylvania model, we think it has many goodaspects,. Unfortunately, it only addresses itself to thementally retarded: And as you heard this morning,there are other multi-handicapped individuals besidesthe mentally retarded. Despite the flaws, the fact thatit addresses itself only to the mentally retarded, thereare many good things in the Pennsylvania consentagreement. And I would like to review for you howone regional service unit became Involved in a compre-hensive delivery system for severely handicapped. Itwould be beneficial to sketch out some aspects of thelegal and legislative features relative to the Common-wealth nf Pennsylvania and the specific features of theagreement.

There were two major impacts of the Pennsylvaniaagreement. The first was that all children were to re-ceive a free program of public education withoutregard to severity of retardation. Notice, I am sayingretardation. All children, without regard to severity.The second aspect is that all children and parents aregiven the right to question the placement or nonplace-ment in a program through a due process procedure,which includes a formalized hearing with the hearingofficer delivering recommendations, There's a lot of

Impact to that because the hearing process reallyserves the family. These two procedures are very signif-icant. However, to implement them, other significantaspects of the program were developed. Most signit-leant of these was the fact that the federal courtassigned masters who were professionals, in one casean attorney, 'to develop a process for the state wherebyall the features of the right to education program mustbe delivered. This process was very complete and wide-reaching and was developed and Implemented as partof the State Board of Education regulations.

What I'm saying was each school district couldn't goabout, in their own way, delivering education to allchildren. They had to follow the process which wasdesigned by professionals and an attorney and thenaccepted by the federal court. The Commonwealthof Pennsylvania was mandated, and the school districtsalso, to follow that process. So there was some uni-formity of the programs.

Another significant feature of the consent agreementin addition to the process was the amount of effortexpended by the state, in demonstrating to districtsand regional service units how this could be done Interms of statewide in-service programs, publications,manuals. A great number of meetings,very much !Ikethis In terms of helping school districtsimplernentthese procedures.

In terms of describing to you how the systematicdelivery system was developed in one area, I wouldhave to give you something of an overview of our area.We're a two-county unit with twenty-two independentschool districts that we function within, as a regionalservice unit providing most of the servicesall of theservices that they desireand most of the services inspecial educatio.i. The districts have a great deal ofautonomy and we act and work with them very care-fully in developing procedures. We do not mandate tothem nor we do not act with them in an autocraticway, but in a cooperative way and that's rather signif-icant.

We serve about 100,000 school-age children in thosetwo counties, and 1 mention that to you because itrelates somewhat to the areas that you folks are tryingto serve, either in multiple district arrangements orcounty arrangements, or in some cases state arrange-ments.

With that kind of context, I'd like to talk a little bitabout the systematic delivery system. Before we dothat, I hope that we am all talking about the samekind of child. As I talked to several people at the con-ference !heard them talking about a child that wassomewhat different from the kind of child we're serv-ing as our multiply handicapped child. I'm talkingabout children that do not have mobility, that cometo us in a little van, strapped into a wheelchair, thewheelchair strapped into the van. And when they getInto class they may have to lie on mats. I'm talkingabout children who do not have bowel and bladdercontrol and cannot feed themselves and are not ablein some cases to turn over on the mat. Now surelythat's the most impaired of the children, but we have a

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number of children of that type. That's what I'm talk-ing about when I talk about the severely multi-handi-capped child. That's the kind of person I'm going tobe addressing.

The beginning phase of our development of our pro-gram was a very careful philosophical review withinour intermediate unit as to what we wanted to do andhow we wanted to go about it. We knew we had afederal court order that was upon us. We knew thatstate regulations had certain other mandates. We didnot go off willy-nilly developing classes without somephilosophical rationale, some philosophical basis tolead us as we developed a program, I think that's im-portant. Otherwise, you might end up with a hodge-podge of services. So the beginning phases, which youcan well do in this conference here, is to determinewhere you want to go and how you want to go.

The next step was a very careful review of the legalmandate and a very careful review of the newly organ-ized state regulations, so that we were not in any wayliable--liable in the eyes of families as we developedthe services, but to make sure that we were in thecontext of the law and also the state regulations. Wealso searched that very carefully, so we would see whatfinancial responsibilities the state would bear and whatfinancial responsibilities we would bear. And that's animportant consideration also.

It might well be that as you develop programs volun-tarily, that you do not do that under a court order orby state regulations, you won't have that same prob-lem. But as I look at the climate across the country,I suspect that many of the programs are going to bedeveloped under court orders or under state regulations.

The third step that 4" took in developing a system wasto work very carefully with our constituent schooldistricts, We met with the twenty-two independentsuperintendents. We first hit them over the head witha lead pipethe court orderto get their attention;then we threatened them that we would not defendthem if they got Into a court suit. We had their atten-tion, we started developing cooperative arrangementsin how this shalt be done on the intermediate unit-wide basis. Most of our districtsall of our districtsoperate their own educable retarded classes. Inter-mediate units develop the trainable programs and wealso develop the total program for the severely, multi-handicapped.

it was important that we work with those twenty-twoschool districts because even though we are funded bythe state, they ultimately pay that bill because thestate charges that back to them on per-pupil basis.Also we needed facilities in some cases and we neededthe support of their administrative group.

After we tied worked with the school districts, ournext step was the search for children. That soundsrather strange because every state has some kind oflaw that you must maintain an annual census of chil-dren and so on. But you would be surprised when youlook into it how loose that annual census was. It wasalso imperative that we search for children because the

court order said each intermediate unit school districtin the state department shall seek and locate everychild retarded or thought to be retarded and wewanted to comply with that to the letter of the law,so we searched very carefully. We did that in a varietyof ways, covering a two-county area, two maior cities,and twenty-two school districts. We covered a widearea, as you do also. And we couldn't, obviously,send staff out into the fields so we used the medianewspaper advertising, we worked with the two tele-vision stations that serve most of our area in terms ofTV spots, we approached all the civic clubs, had themmake announcements at civic clubs, we engineeredthrough our school districts that every school-age childtook home a flyer, and the intent of that entire mes-sage was, do you know of a handicapped child, a re-tarded child, if so call this number. We had a full-timesecretary who did nothing but handle the phone andkeep the list of children.

It is interesting that most of the children who welearned about we already knew of or had in a program.We turned up about a dozen children that were insomeone's attic or hidden away in some other part ofthe house, that we did not know before. I might saywe were rather pleased that there weren't more chil-dren that we weren't already aware of, or serving.

After the location and identification phase it was im-portant for us to know what skills these children had.what were their major deficits, what did they need.And we referred to that as the evaluation phase. Tosimply take a name and a sit. peeled disability andplace in a class was not reasonable, so we had to gearour total staff of psychologists that summer to evalua-tion of the children. Our psychologists still shudder atthat experience, but it was necessary if we were goingto develop an adequate program for the children. Wealso inserviced all the local district employed psychol-ogists. We had a team of twenty psychologists thatworked evaluating all the children whose namesappeared whom we did not already know.

in the evaluation process, we had to have, we felt itessential we have some uniformity among the psychol-ogists, so we used the state form which was a fourteen-page evaluation form. Now it's not significant that it'sa fourteen-page form, as a matter of fact, it could beboiled down to fewer pages, but it is significant thatwe got the same information about each individual.That way we could start grouping for classes and so on,

After evaluation, the next step was placement. Welooked at the array of classes that we had, trying togroup the children to the best programming. Thenext major consideration was staffing. A lot of thechildren that we uncovered were children that werealready involved in some type of program that wassponsored by an ARC Chapter or UCP Chapter or bythe Department of Mental Health and Mental Retar-dation. We had to assume those children. In severalcases of our staffing, we took the teachers alreadyinvolved, even though they were not certified in theeducation system, as temporary employees until wesaw what kind of skills they had and whether theycould he the kind of professional we wanted. And

interestingly enough we turned over about fifty per-cent of that personnel by the middle of the year.Some of the people did not want to do what we wantedto do or they couldn't meet the certification.

Then after we selected staff we found that there werestill great gaps in the kind of delivery in the classroomwe needed, so we became involved in a very intensiveIn-service program. The teachers were a dedicated, com-mitted group of professionals and they didn't mindgiving us time in afternoons and early evening towork on the necessary skills that we felt they had tohave.

The final phase of the program we delivered was theevaluation after that firs: year. We locked at what wedid right and what we did wrong and tried to revisewhat we did the next year.

So much for the systematic delivery system. Thefinal point I v mild make to you as you deliberate overthe net three days is the kind of feelings and thoughtsth .1t you have in your head about serving the multiplyhandicapped children. We had some people that werevery honest with us on our staff. They said to us, "Idon't feel I can become intimately, deeply involvedwith the type of children we are dealing with. I'd liketo be reassigned." We tried to honor that request. Ithink you hart to search in your own mindis this thekind of child you want to become involved with. Thenacquire the skills to do the fob.

That's a very cursory overview. If you are with us inthe several remaining workshop sessions I'd like todig as depo as we can into the several points thatmentioned to help you in the context of your ownschool administrative system to develop the same kindof program for your children. Thank you.

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THEMATIC STATEMENT FOR IDENTIFICATION OF CONSTRAINTSON GETT:NG CHILDREN SERVEDBY DR. ALBERT BERKOWITZ

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Last October when Vance called me on the phone andinvited me to Utah, it seemed like it was terribly faroff and i was about not to think about my charge thenfor the next three or four months. I hung up thephone and, of course, my compulsivity said, okay, getready now. So in sort of a stage whisper I said, iden-tify constraints to the delivery of services, hmmm.And my secretary popped up from the behind and shesaid, "That's not a problem, we've got all that in a neatlittle package." I turned around quickly in the chairand I thought, I've got it made. "Where is it, Jeanie,bring it, show me." And she said, "it's right in frontof you," and she handed me my appointment book.

At the time I really appreciated the humor but I didn'treally appreciate the insightfulness of that secretary,She's absolutely a wonderful girl and she is indeed thepart author of this paper. f have already told you inmy pre conference message that with a very minimumof effort I was able to identify a dozen or so constraints.And about two weeks ago I decided that leanie's ideaof looking in my appointment book and other appoint-ment books was probably a much better way to de-scribe some of those constraints. Especially the waybureaucrats spend their time. And so I sent a quickmemo to the five chiefs in my office and asked themto send me their appointment books. And this is twoweeks ago Monday morning and thissome of it iscopied out of their books, others were little discus-sions that I had with these five chiefs. I think you'llprobably be able to recognize the constraints.

The first one that I looked at was the chief of develop-mental day care centers. Her morning activity wascentered around a transportation problem, We in theDepartment of Mental Health run or operate develop-mental day care centers for school-age children thatare excluded from public school programs becausethey are severely multiply handicapped. Many ofthese children are tow intellectually functicning chil-dren and the day care center centers around being acore program more than an educational program. Hope-fully, we are moving towards changing that a little bit.

This year we were fortunate in convincing the totalschool boards to pay for the transportation of ourclient to and from the developmental day care cen-ters. And it seems as though we overlooked one impor-tant thing: school runs from September to lune withthree or four weeks of vacation in between. Thedevelopmental day care centers, as alternatives toinstitutionalization, tun twelve months a year. A size-able number of our clients cannot come to the programfor many, many weeks of the year, simply because thelocal school system has not contracted with the localbus company to provide that kind of service. That'snot resolved, by the way, so there's no happy endingto that one.

The chief of residential care had a telephone meetingwith a legislator. I guess maybe this is the predecessorto the Martin Bell Telephone Conference, It seems asthough this legislator has a constituent with atwenty-two-year-old daughter who has been living inone of our state schools for the mentally retarded herentire life. The staff at that school is determined that

she would be better off living in a small communityresidence. That's a program for about eight to tenindividuals. We program or contract with privateagencies to run a program. lust an interesting noteabout that program because I think this Is indicativeof some of the things we might be talking about here;we don't contract with anyone who cannot also pro-vide some kind of activity for every resident that weplace or that we deinstitutionalize. In the contract itsays that in addition to a place to sleep and eat, theyhave to provide some way of getting these clients toand from different programs. They range from com-petitive employment to sheltered workshops to thedevelopmental day care centers I mentioned before.The parents of this young lady, and note she is atwenty-two-year-old lady, have decided that what sheneeds most of all is to remain for the rest of her lifein this state institution, because it's safe and it's quiet,it's lovely and it's far, far away from the city, and afew other such things. After thirty minutes of conver-sation, the chief of residential care explained aboutthis national movement we have and about all thewonderful things that professionals have shown in thedeinstitutionalization process. lust quite coinciden-tally, the legislator has a copy of our internal news-paper and there's an article in there by the superinten-dent of that very school. And he read it to me and init quotes the superintendent as saying, "Communi-ties are not adequately able to absorb the influx ofsuch residents into the community," A constraint:the intra-agency disagreements that are going on.

The chief of evaluation had a better problem, I guess.This relates to the personnel regulations within bureau-cracy. I'm not sure how I'm going to label this con-straint. It seems as though the current examination forthe entry level, direct-care workers fobs that we haveare asking certain questions that very, very effectivelyeliminate certain minority people. In brief, certainpeople can never pass that test. Or to say it anotherway, the people that pass the test all took very muchthe same. I'm told the job specifications are writtenby my office. But we didn't write the examination, Itell them, But he said, "Yes, but you wrote the exam-ples of duties." And so I sent for a copy of the exami-nation and not only are the examples of duties and theexaminations irrelevant, they tear no resemblance toeach other. The questions that they ask are questionsthat I am sure I would flunk, and I don't know whowrote the test. But, here we are faced with a wholewide variety of citizen advocates that are saying, youknow, never mind taking care of your clients, takecare of society. We in society shout(' also have achance at helping you.

Off to another subject. Chapter 766, that's a favoritesubject of mine. It's a new law, It's the Massachusettslaw that unites us with a nationwide movement onbehalf of special needy children. I was interested inmy recent trip through a junior high school and it wasa young man walking down the hall and I couldn'tquite figure out what he was doing except I think hewas doing what I did when I was in the seventh gradeand that was procrastinating and trying not to gelback to the room. And I said, "Could you direct meto the class for the mentally retarded?" And he said,

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"Oh, do you mean the speshes?" You know,we don'thave any mentally retarded kids anymore, we nowhave "speshes," and that was going to be an Improve-ment over labeling children, I guess. I go off ontothese tangents and then lose my place.

The Chief of Planning and Chief of Budget Managementare meeting with the Department of Education rep-resentatives. They hzve the responsibility by thisChapter 766 of providing education for all specialneed children. The law says that the Department ofEducation will "establish and maintain an institutionschool department in every one of the state schoolsfor the mentally retarded." The problem today iswhat does it mean to establish and maintain an educa-tional program? Is that the teachers and the teacheraides? Does it mean the speech correctionist, the phys-ical therapist, the psychologist, the recreation special.ists and many more? t don't know. The Departmentof Mental Health says that if we take all those peoplethat have something to do with the education needs ofthe youngster then we will be leaving the superinten-dent of the schools with being a high-class Ramada InnJr .keeper.

The conversation in that particular casethe conver-sation went off on a tangent. That's my cue to getout. The tangent was, though, interestingly alluded tothis morning a little bit by Mr. Thompson when hetalked about the federal funding and the reimburse-ment policies. It seems as though if we move psycholo-gists and speech therapists and physical therapists andrecreatior, specialists and so forth out of the mentalhealth rubric and into the education rubric, we mightbe cutting ourselves off of Title 19 or 551 or SSA or4A or 89313 and all of those other numbers. And so asubcommittee has to be formed quickly to check onmaking sure that we don't lose out on federal funds.A constraint, with due respect to all of ohe "feds" thatare herea constraint to the delivery of our services.

It's sufficient to say that all of those 1..ings that i havelust mentioned happened; they all went on before9:20 in a working day. And when I got all the chiefstogether and told them what I had said and sharedwhat I was planning to do, they said be sure and addit's not so bad, because in another twelve hours afterthat time we'll all be home. We'll be resting comfort-ably, waiting for another day.

In a class action suit (Mills vs, Board of Education inWashington, D.C.) before a Federal District Court InSeptember, 1971, the plaintiffs claimed their denial toan education was because of alleged mental, behavioral,physical or emotional handicaps or deficiencies. Theschool-age children had been denied placement In apublicly supported education program for substantialperiods of time. It was pointed out that the handicappedchildren are "a voiceless and invisible minority whoconstitute perhaps the most vulnerable group in society.Those who need the most are denied the most. Thedirect care of front line people working with theseverely multiply handicapped are often the leasttrained."

Bank-Mickolson, the man from Denmark, recentlygave me his formula on how he would determine the

kind of a person we need to work with the severelymultiply handicapped person. He was talking specif-ically about profoundly mentally retarded. He said,"Determine the mean IQ of the group of children; addto this the IQ of the staff member and the closer youget to 200 the better off you are." That means thatif your clients have an IQ of 100, any one of us couldfit the bill, but if the mean IQ of the group is 50, thenwe better start thinking a little more seriously aboutwho we put in front of those people.

Back to the courts. A recent publication of HEW listedsixteen court cases under the title of "Right to Educa-tion." Numerous others were reported under othertitles like "Right to Treatment," "Right to Protection,""Right to Peer Classification." During 1973, legisla-tive advances in behalf of handicapped citizens weredramatic. I was going to list several of the notable ones.I should not leave this platform without listing atleast one, Utah's Senate Bill 218, which I understand-which I don't understand. Butt read the law. I thoughtI understood what the intention was and I was delightedsince it mandates the local school boards will pick upthe tab for the mentally retarded children who are nowtieing in state institutions. And by the way, thatworked wonders in my state, because local schools andlocal cities and towns realized that they could savemoney by bringing kids back into the community.And so it helped us in our deinstitutionalization pro-cesses. But the reason I said that I don't understandis that I rod the other day in the New York Times thatit's a wonderful law, Senate Bill 218, but that thelegislature appropriated only half the money that'sneeded for that law. I don't know where the otherhalf is going.

Sounds good. Legislative advances we can expect toreally be of help to us, except one important thingthat's bugging me, And that is that the courts and thelegislators seem to be the primary impetus for changeand it's not us. It's not the professionals.

The Wan Street Journal, December 18,1973, featuredan aricTi7ri.etirs'a'e about eight or ten copies of thatone article from friends all over the country thatseemed to know this one bias of mine. And the head-line was: Federal Court Order Brings Big Changes inLives. And it goes on to talk about a southern hospi-tal institution, where the federal court mandatedchanges and restored some dignity to the patients, tothe clients. I think B. F. Skinner would probably havea reaction to one of the staff member's explanation inthat southern hospital about his program. He said itwas essentially a behavior modification program with atoken economy. And the reporter said, what's that?And he said, well we send her out on errands to dothings for us, and if she does them right we give hertokens, and if she saves up enough tokens, she goesout and buys things.

The German poet, Goethe, once said, "If you treat anindividual as he Is, he will stay as he is. If yre.1 treathim as if he were what he ought to be, he will becomewhat he ought to be, and more, what he could be."

The constraints that I've identified, and i hope that I

will elaborate this afternoon on a dozen or so con-straints, are basically related to traditions, with duerespect to the Fiddlers on the Roof. They becomeliked and very hard to break: to diagnosis, the art ofwhich is somewhat unclear; our focus of attentionwhich brings us great comfort in being able to assignlabels to what's wrong; to satisfying money-glvers andto compartmentalizing or fragmentizing services insome way; to inter- and intradisciplinary disagreements;to training models, etc. It occurred to me, after listingall these constraints, though, that practically 100percent of them are not symptomatic of a disability.That is, they are not inherent in the child's severe,multiple handicap at all. They lie outside of thechild. In some way th. y are imposed on that child.I'm optimistic, though, because I really believe that thedisposition of those constraints Is really within thecontrol of professionals. Of you and I.

My chiefs are good people. They are able to deliverlots of good services, but their appointment books getin th way. Of course, appointment books are notinherently constraininC. But the social handicaps thatthey present are, And I wonder, would severely, multi-ply handicapped children accuse us of being theirappointment books? Thanks for listening.

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THEMATIC STATEMENT ON OPTIONS FOR UNSERVED CHILDREN

BY DR. ELSIE HELSEL

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Thank you, Bob. I'm not going to get trapped like therest of these guys with all these notes coming up andnot getting through my speech. I see you've probablygot on your stag. he greatest collection of gabbypeople in the Unittd States. We all write things downwe haveVance told us--no more than ten minutes, butwe all run overtime. So, if you'll just get out yourlittle folders, there's something in there called "Issuesand Options for Severely and Mt itiply HandicappedChildren." I'll try to get as far along through that asI can and what I don't get to when I get that ::ttlesign saying, you know, your time is up, then you canjust read the rest of it all for yourself.

The other thing that going to do is very quickly,whoever is going to show my six slides, get my childrenup here for you to see, because I hear us all worryingabout are you really talking about the kids I'm talkingabout. lust leave Petunia up there for a little bit, and Iwant to get Into my talk as I have written it.

I have chosen to talk about issues and options becauseI found I just couldn't separate them. And like tojust for a minutehave you focus on what the issues,what some of the issues that I haven't heard mentionedthis morning, are concerned with ,ervices for severelymultiply handicapped, and ask yourself the question,do we really have options? Are we really ready? Allthe people in this room, to stand up in public in iron[of God and everybody and commit educational taxmonies to a group of children who have little or noemployment potential and who will have no way topay society back for the investment in their educa-tion? Sorry about that, Paul, but even that* I cansee maybe one In a million getting into the employ-ment field, a group of kids 1:en talking about have noemployment potential, and I don't want to foot any-body about it.

This little girl you see in front of you was a little girlfound in one of the institutions. That child has abso-lutely no brain tissue at all, nothing. You can trans-illuminate her skull and nothing is there. She couldshe was on tube feedirg when we found her, she hasno mouth closure, just an absolutely impossible childto manage. She's driving her family up a wait becauseshe was screaming day and night. May we have thenext slide on Petunia.

Here she is after we found out how to develop someprocedures for Petunia. Teach her to suck and swal-low, to be able to rest at night. Petunia has noemployment potential, but I think Petunia has a rightto education in terms of developing whatever skillsshe is able to have. That's one of the issues that Ithink we must face. is the United States of America,the Congress, and the general public really committedto the Judaic-Christian ethic of the dignity and worthof every human being, including little Petunia? Or :.rewe really still hung up on that work ethic? And are wewilling, and do we have the guts to stand up tothose people who are going to say to us when the billsbegin to come in on the total cost of providing aneducation for this population, are we realty willing tostand up to them and say yes, we are going to do it?No, we are not going to subscribe to euthanasia by

attrition, which is what you are going tt, propose tous: namely, just let them lie out there, keep them dryand warm and conked out in bed for the rest of theirlives, Because it's going to take real guts when thebill comes in to the taxpaying public and they findout what we're up to. These are difficult questions,but I think we'd better have some answers to thembefore we embark.

However, if you like challenges and you thrive onbeing on the cutting edge of the action, join with thoseof us with gray heads who came to this cause in theforties and fifties and thought we were developingservices for this very group of children and we've beenstanding in the wings waiting all this time. We havelived through a lot of philosophies. One that was therewhen we came on the scene was if you've got a kidlike this just fort!et it and hide it away somewhere.Don't bother us with it. Then we got a little morehopeful as we began to educate the public and get our-selves stirred together and we got Into a philosophy ofokay, let's screen ':here kids and segregate them, We'lldo something for them, but keep them away from therest of us. Now we hope we've gotten to a philosophythat says, okay, let's identify and help them, regardlessof the cost and regardless of what they are going tocontribute.

These are the children that I hope we are now concernedwith and that we are trying to direct our attention toadequate programs for.

And now I'd like the other two kiddies that I broughtwith me so that I'm sure I'm talking about the chil-dren that yeu are talking about. Here's a little bovthat we found in Central Colony. You'll say, my, isn'tthat nicein an institution and he's got clothes on,shoes and everything. That's beautiful, That's reallydoing great for that kid. Excepting that he could havespent the rest of his life lying there, looking at theworld and God only knows what it looks like fromthat position. Let me show you Priv' can be donewith a child like this with some of the techniquesand may we have the next picture of Joel? We foundthrough one of our many team projects that a thera-pist told us if you just punch that little boy in thesternum you can inhibit some of iiose reflexes thatare pulling his head back like that. And if you cankeep pressure on him, and that is what the therapistis doing there in the next slide of Joel, notice thatrestraining strap around him, you can get foel up intoan upright position, He can get some functional useof his hands, he can relate to people, Joel now nolonger lives in Central Colony in Wisconsin, but is out

that picture was made incidentally in Central Colony,but he no longer lives there. He Is out in a group home,He is in a trainable program in the school systemthere. So, this is the kind of kid that I say is severelyand multiply involved and that I hope we are directingattention to.

May I have the last little girl, and who told about somekids that you bring them in-oh, it was Dick -bringthem ;nto school, you can't get them into supportiveequipment and right now all you can do is either laythem on a mat or litter. This is this kind of child who

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has absolutely no muscle control at all. She cc uidhave spent her life looking at her navel

Next slide, please. Here she is when we finally bring tobear on this little girl all the knowledge tnd skill; thatwe have in order to position her, in orde to suptorther physically so that she is in a learning nosition. Thislittle girl is going somewhere educational! /. She mayhave employment potential if you can get her into theright kind of employment situation. I hope.may wehae the fights, those are all the slides, I lust *anted tosee some of the kinds of kids i thinkI hope we'redirecting or attention to.

I his is an issue and It's a real issue and I think as youget into your groups you better resolve it. Becausesome of you are not thinking about kids like this.These are bottom-of-the-barrel kids, and until youaddress your attention to them you're not going to besatisfying my internal needs in any way, and I hope I'mnot back hew ten years from now addressing this sameproblem again.

Issue two that has been nibbled at by some of theother speakers are attitudes. Because I think they canarise to be the biggest constraints in this whole bag.Dick Sherr says he has some honest teachers who said,you know, I can't really teach that kind of kid. Butthere are a lot of educators out there who not onlywill be dishonest and not say that, they'll stay thereand make life miserable for themselves and the kids.They'll go out and talk all over the community inaddition and kind of wear you program down fromwithin. There are professional attitudes that cannotrelate to these kids and we've got a problem to knowwhat to do with them. There are attitudinal problemsamong legislators who think these kids are not worthinvesting money in. You better get at it, find outwhat to do about it. For the first time down in Wash.Ington we are having trouble with our education forthe handicapped. As Paul Thompson knows, we havetrouble with our funding programs. We used to lustgo around and say to those guys, you don't wart usto go back to your community and say you are not infavor of voting for legislation and money for the handi-capped? And they'd say that big word that begins withA, certainly not. We don't want anybody to ever thinkof that and vote for your bill. No more. You'veseen vetoes come down the pike on every piece of legis-lation that we put through. We had two on vocationalrehabilitation that used to pass unanimously. Wecouldn't even override the vetoes. It's a different dayand age, and I think you have to realize if you're goingto work for the handicapped, you've got to make adifferent kind of attack on the congressional level. Theattitudes down there are really going to rise to hauntyou.

And lastly, t think you better be sure you are workingon the attitudes of other parents in your community.Because they've been willing to let our specie: educa-tion programs thrive so long as they didn't interferewith the educational programs for their own children.And when it comes to having to choose between whetherwe're going to field the football team and pay for theband up thereor are we going to use our money to edu-

cate these kinds of kids that we've been looking at -Ithink you might got some answers that don't make youfeel too comfortable. So, I hope you are going to lookat that.

And I would like to know, for a last issue, how strongour commitment really is. 1 picked up in Utah, in 1961,court ruling which looked like the same kind of thingthat Pennsylvania got. So I'm thinking when I go toUtah In 1974, we're going to have a complete deliverysystem in place, surely. Do you? This is the kind ofissue you better get looking at before you start to lookat options.

Incidentally, don't feel badly, I don't know of anystate that has all these beautiful things, good attitudes,lots of money, you know, and everything going forthem. We're all in the same boat. But if you knowwhat the problems are, I think you've a better chant.eof doing something about it.

Good, I'm to the part on options. I've shown you ,nykids, which is the most important thing, so I'm sur-,twe're all off on the same foot. If you'll look at yoursheets you'll find that in the options and issues group,we will be looking at options in three primary areas.We'll be looking at service delivery options: some youalready know about, mainstreaming, self-containedclassrooms, special schools, contractual relationsnips,but think about contracting with some new things,some new kinds of agencies that you haven't beencontracting with before. Nonprofit ones you atepretty familiar with, but do you know there art somepretty good proprietary groups that are coming up andsetting up programs for severely involved kids? Theseare profit-making groups. t don't care who does it, solong as it's done wets and is of good quality. So don'tpass up any options.

Home instruction for an area like we're in now whereyou've lots of roll problems I think may be somethingyou may want to take a really strong look at and we'llbe looking In our group at something that I sound inWisconsina portage-type home training, hcme..eacherkind of delivery of service for kids where it's justimpractical to try to bring them into group'.. Obs;ously,I'd like them to come in for group instruction, butyou can't always do that.

We will be looking at a different way of training man-poweroptions for manpower starting with the soloregular teacher, going up to a new kind of deliverysystem that we call the transdisciplinary teacher -ateacher who has kind of picked the Drain,, of a groupof professionals and put a program together for a childIn a new way and then teaches the mother how todeliver the service. This is something that we'll betalking quite a bit about.

Options fur funding- oh, I do want to read that part,because I think you lust cannot think of laying allthese costs on your school system and "our schooltax monies. I think you just cannot do it. The day isgoing to come when they're going to say no to you,and I'm saying to you school people, even if it meansemploying somebody in your shop to ;Ind out how

to access these other federal money streams, get withit. Y.;.4 can get your therapies paid for, sometimesyour transportation paid for, your social services paidfor, and I think you'd better learn how to play thatgame and access those monies in order to provide anadequate program for kids.

Now, the whole thing is a whale of a big job, but itsure looks like a fun lob to me. And I think this con-ference gives us an opportunity to get our piece of theaction. and I'm just delighted to be here.

Thank you.

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THEMATIC STATEMENT ON WHAT IS RELEVANT EDUCATION

BY DR. LOUIS BROWN

I'm a teacher trainer, training teachers we hope willwork with severely handicapped children. And I workat the University of WstOnsin in the Placement Centerwhich is our version of a mental retardation center, orwhat used to be tallest a mental retardation center.

We spend most of our time in the Madison PublicSchools, and t was very pleased to hear one of mycolleagues say that she also worked at Central Colonyat one t'me because we are intensively involved withCentral Colony. What we are trying to do is producepeople, turn out people, train people who can go intopublic school systems and function creatively, effectivelywith children who we refer to as severely handicapped.

Now, I think that because of the way we are set up InMadison, we get very few children that we get Involvedwith that are multiply -what most people call multiplyhandicapped in the physical sensein the sense of beingdeaf and blind. Most of the people we get when we goto Central Colony are behavior problems at one time inone form or otherself-stimulation, self-mutilation,this kind of thing. In put'ic schools we get people whoused to be called autistic, trainable, sub-trainables, pre-trainabies, etc. Most of the physically handicapped inMadison attend a school that we are just starting to getinto. I really felt that I should say that alter hearingthe second person before me say that she was vitallyconcerned with the developmental programs forthe physically handicapped kids.

We use, essentially, a task analysis model in the Valing program. A substantial effort, as you might imag-ine, is directed toward securing people to work in thesePrograms, As you probably know or are probablyaware, the typical coeds at most universities don'tcome to the university with the intention of spendingthe rest of their professional lives with low-functioningchildren. Those people who do enroll in special educa-tion programs typically are interested in mldyte- class,emotionally disturbed kids, or mildly retarded kids. Orthe big thing now, I guess, is to go into special learn-ing disabilities. We have had and continue to have asubstantial problem trying to recruit the kind of peoplethat we feel would be effective with the kind of chil-dren we are working with. And I think people in thisarea are interested in setting up teacher training pro-grams, so I think this might be a very relevant, verycrucial point of discussion.

We have a reasonably novel way of doing it. We havean introductory course and a methods course. Well,this semester, for example, ninety-five people are en-rolled in this course and all ninety-five are involved atCentral-Wisconsin Colony or the Madison Area Associa-tion of Retarded Citizens or various other kinds ofprograms that relate to severely handicapped people.And what we try to do is to pick the people who arepretty good. Out of ninety-five we might find aboutthirty-five or forty who are doing something reason-able with the children that they are assigned to. Andthen what we try to do is essentially operate as collegefootball coaches, and try to recruit them into what wefeel is a program for these children.

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..11.1.....,=amiIii=m11=111

But I think there are some very important, some verykey issues here. We feel that there is an inverse rela-tionship between the competencies, the intellectualabilities of the teachers and when compared to thedevelopment level of the children, the more handicappedthe people, the more sophisticated the teacher may be.

We use a task analysis model and we're extremely pre-cise. We structure classrooms, so we can avoid relatingto typical behavior modification problems, managementproblems as much as possible, and focus on the develop-ment of academic skills. For those people concernedI would think we do very titre with Inferential data,most of the measurement systems we use In classroomsare related to trials to criteria, errors to criteria andthat kind of thing. I realize that most of you peopleare thinking that we have severe management problemswith these children and there is no doubt about it. Wetry to go the academic route, rather than the behaviormodification route, and so we are very heavily intoacademic tasksbasic language, basic reading, basicmath skills. We've made a substantial effort in thelast five or six years In which we've attempted todevelop an instructional programreading materials,math materials, etc.

The essential thing is we're teacher trainers and wework in a public school. We try to recruit, select, andtrain people to work with low-functioning children.

Thank you.

THEMATIC STATEMENT ON PARENT EDUCATION AND THEIR ROLE

BY DR. PHILLIP ROOS

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I'm going to start by talking about death. Most of usare going to face death sooner or later in ow selves aswell as in our loved ones. When we face death in ourloved ones, our society has developed a very palatablestrategy for dealing with it. We go through a mourningreaction. We mourn. We grieve. There is an acutedepression, and then we go happily on our way. When,however, a parent has a severely handicapped child,frequently that child symbolizes death. But it is anongoing death, a continuing death to which there isoften no end. it is not surprising, therefore, thatSimon Oishansky refers to parents of retarded childrenas suffering chronic sorrow. And he describes this as anormal, not a pathological reaction.

To be sure, the parent of a severely handicapped childfaces frustration every day of his lite. But in additionto frustration, ladies and gentlemen, he faces some verydeep and very meaningful existential conflicts. He isoverwhelmed by feelings of helplessness, vulnerability,aloneness and the ultimate loss of immortality. It'snot surprising, therefore, that the last twenty-fiveyears have witnessed a new surgence of voluntaryassociations composed primarily of parents of handi-capped children.

The roles and functions of these associations havechanged. Their early foci was to supply mutual sup-port and to operate direct services for the children ofthe parents. Currently, the focus has changed to Pub-lic information and education, to legislation, and thedevelopment of demonstration programs. And we arewitnessing the emergence of new foci of activity. Oneof these is advocacy, citizen advocacy, agency advocacy.and as you have already heard, litigation. Parentassociations have mounted suits in many of our statestoday. Finally, the setting of standards and theevaluation of programs.

With the emergence of these new roles for parents it isnot surprising that there has been a veritable plethoraof parent training programs. For example. we havetoday some viable training programs to teach parentsto become citizen advocates. I brought with me athrilling film which I will show the little work groupthis afternoon to illustrate the kind of training that isavailable in this arena,

there are training programs to train parents to becomeeffective change agents, to evaluate knowledgeablyprograms and to articulate potently and meaningfullywith administrators and professionals. There arecurrently programs available to train parents in theintricacies of legislative process, so they can go tothe administrator and say, "Hey, baby, here's theway you get a hold of revenue sharing funds on thestate and total level, to channel into programs for thehandicapped."

Undoubtedly the greatest impact of training programsis in the area of training parents to be paraprofessionals.They are functioning as members of program teams.Everybody is overwhelmed by the lack of professionallytrained personnel, so parents are moving into thisarena with some degree of enthusiasm.

There is, of course, compelling evidence regarding theimpact of early intervention as it impacts on latercognitive proficiency. There is considerable evidencethat the modest teaching strategies are significantlyrelated to their children's performance. We now havea wide spectrum of parent training technology andmaterials, curricula, manuals, films, casettes, all thisgood stuff is readily available.

The approaches are primarily in two categoriescogni-tive and for language development, and of coursebehavior modification. And research data indicatesome very significant positive results from both ofthese approaches. We can point to an impressivenumber of successful programs in which parentshandicapped children are functioning as paraprofes-sionals.

There have been some interesting expansions of thebasic concept. For example, the training of fosterparents, the training of mentally retarded persons totrain younger mentally retarded persons. The trainingof parents to train other parents and so forth.

do not propose, ladies and gentlemen, in our intensivelittle work sessions, to bombard you with any of thismaterial. You will be given annotated bibliographiesand summarized program descriptions in the workgroup. Well, parents are obviously ready to assumesome key roles as trainers and educators, as planners.as evaluators, as advocates and as change agents. Butwe must face the fact, ladies and gentlemen, that thedays of begging and pleading are past. Parents todayare overwhelmed with feelings of impatience. theywant action and they want it yesterday. We mustrealize, too, that there is a need for change in some ofour professional attitudes towards parents. And thereis a need for change In some parental attitudes forproferlonals. I'm convinced that opportunities mustbe created to foster a viable symbiosis among parents,professionals and other administrators.

I view this conference, and specifically the work ses-sions, as arenas arenas in which we will create specificprograms and practical strategies to capitalize on theforces that are existent in the societal matrix today andthat will capitalize on the existing technology. If wesucceed in creating these types of opportunities then Iam convinced that the severely handicapped in ourland will reap rich benefits.

102

Suggested Program Ran Outline for

(workshop topic)

for Wednesday emoting, 7:30 10:00 PM

NEED BLOCKS (problems/contradictions) GOALS techiertegill objectives)

Whet is needed to Unloose existingmelon cc create new ones ndatheto topical *mat

130 minutes)

What stands In the way of achieving amore Oates delivery of writerson aroma/ met

MO minutes)

What would be a set at Suer n MO.able otifeetirea or foals C,. .1.e nontoelsemtonth periode The needs andblocks met, be moticulated intogoal statements. f t hoint

Group brainstorm (Usti'. Group brainstorm Pitt):

Gestalt above into 4 Blocks:

1.

2.

1

4.

Stoop brainstorm lUst):

Gestalt *bore (need Goer'

Goal 1.

Goal 2.

Gan 3.

Goat 4,

Suggested Program Plan Outline foe

4wOrkshOP WOO

for Thursday morning, 10:00 AM . 2:00 PMtimlIMIIMMIF

STRATEGIES (subgovt.' TACTICS tsoific brusquest TECHNICAL. ASSISTANCE PRODUCTS Hoots)

What broad apptcracher. or attack plan What concrete first steps movie( be What kind or toots, models, plans:Could be gutters's:I to +thieve gnats' ShodIneg to give the practtcal, tactical ere., las mewed to enable theKeep ammo's' tortri.eur in mind. plan necessary ;outliers the goals7 wheal plan toner:armed out>

130 minutes) (1 knurl /1 hour)

Twe or mote ttratefites Per WO,

Goal 1.

Imo or more metres per sttatriee

Goal I , Strategy t

Brainstorm first).

TarimStrategy Tattle

Goal 1: Strategy 2Strategy: Tactic.

TameGoal 7: Strategy 1

Goal 2. TacticTactic

Strategy Goal 2, Strategy 2TameTactic

Strategy Gael 3 Strategy 1Tacticlactic

Goal 3' Gast 3, Strategy 2Tactic Relate to gook or tactics.

Strategy TacticGoat 4. Strategy I Goat 1;

Strategy TacticTactic Goat 2:

Gnat 4, Strategy 7Goal 4 larvae Goat 3:

tacticStrategy ' Goat 4:

Strategyfuse other side or extra sheen!

103

r,u9gested Accountability Plats Outline for

(workshop topic)

FARCES Ito carry out OreffaM) EVALUATION STRATEGIES tections) EVALUATION NEEDS (products!

Who ate the attired's:2k groups, organ-Jtolons, etc. who would ter moss strtedto imptenlent Isobar! Wan/ Or do thetones here to be create&

130 nonutesi

What kind of evatuati on is reltuRed tomeasure effectiveness of specksProffant,

14b minutes)

What kind Of evaluation toots, modetr.ems, sir,, are required workablethe evaluation strategies,

14S minute'

Bisiinstorm SAO

'Male .bone date to goats

Goal 1:

Goal 2-

Goal 3:

Goal 4:

INIMEIMIIIMINIMP/MINOMMINIMIMMINOMMIN

Sternsiomt Pat }:

Ream abort dale to goals:

Goal 1

Goat 2:

Goal 3:

GAN 4:

Brainstorm 0111)

Rests above data to onerous gestalttgoelslevaluerron etrategies)Gael 1

God 2

Goal 3 .

Gee 4.

//e

Suggested Timeline On for

State Topic

for Friday morning, 10.00 - 11.10 AM

Rowel. Agenda.1. General discussion on now to apply the wisdom of the conference to the needs Of mo OM.2 Would ally of the goats so sixties need to be stated dttiet envy for this state3. Druids into S woofs thy tOPte) and verde one-year tuellPhrelt on hOtv this stone might beam to move

concreteN toward achieving stated goats. Timeline the tactics from preViOUI thlirkShOil 1ThurstIEW AM)in ,sitonal flow so dim Ow poets trout tent workshop moons be realised over a 12-month period. 41 hoisti

f AR 0:4F 1974.75

SPRING (Marsh -ft ityl SUMMER Mute-Augur} FAt L tSetatemberNcevernber) WINTER IDer_ember-Februery GOALS

Tactics ieettaS Teems Tactics1

/ _

2.

3.

4.

CONFERENCE EVALUATION

106

Introduction:

An evaluation questionnaire was distributed to participants at the close of the Friday morningworkshops. The conference had a total of 257 participants, speakers and staff members duringthe 2% day period: Of the total, it was hoped that the 215 a.-tual workshop participants wouldrespond to the evaluation. In actuality, 148 participants (or 70%) answered the questions. Theother 30% can be accounted for by those who were out of the group at the time, those whohad to leave early, or who simply forgot. The bar graphs below represent the number of responsesto each zategory; they are reported in percentages. The last part of the evalutation is a synthesisof the last two questions of the evaluation. Of the 148 persons who responded, all of theircomments are represented in as close to original form as apossible.

Question 1: Were the issues relating to theprovision of appropriate educational servicesto the severely multiply handicapped clearlyarticulated during this conference?

Comment: As Figure 1 shows, the goals wereseen generally as fairly well articulated. About2/3 of the participants marked either 4 or 5 inresponse to the question.

1

not atall

Question 2: Are you leaving the conferencewith practical first steps outlined for imple-menting or strengthening educational servicesto the severely multiply handicapped?

Comment: Eighty percent of the participantsresponded "Yes", 17% "No", and 3% madesome other, somewhat ambivalent response(yes and no, partially, etc.).

41

6

n

91

slightly some- clearly completelywhat and In

detail

Question 3: Was the conference relevant to youand your work with handicapped children?

Comment: About three-fifths of theparticipants (61%) responded "CONSIDERABLY" or "EXTREMELY RELEVANT",the mean response was between "SOMEWHAT and "CONSIDERABLY" rslevant.

2

not atall

44

12,11411,

63

2711,

Question 4: Did you receive ample preconferenceinformation to prepare you for the conference?

Comment: This appears to be an areawith potential for improvement forfuture conferences. Half of the parti-cipants responded "No", the otherhalf "Yes".

Question 5: How effecti" were the keynotespeakers in stimulating the participants andin keeping the conference in focus?

107

1

rinotel let live

little some- consider- extremelywhat ably relevant

54

21

50

23

little some- Lonsider- est remelvwhat ably

Question 6: Please circle the number corresponding tothe grouping it which you participated.

Comment. The first column of numbers below indicates the number ofrespondents to evaluation in each workshop group. The second columnis an estimate of how many participants were in each group, assumingthat non-responders (early departures, forgetters, etc.) were propor-tionally distributed among the groups.

1. Syt:tematic Delivery System (Richard Kerr) 24 352. identification of Constraints (Albert Berkowitz) 26 383. Options for Unserved Children (Elsie Helsel) 30 434. What is Relevant Education (Louis Brown) 32 465. Parent Education and Their Role (Philip Roos)

Totals 215148

Question 7: Keeping in mind the four times your topical group workedtogether, please respond to the following items:

a. Did you have ample opportunity to express your views relatingto the topic?

Comment: A very encouraging 90% of the respondents answered "Yes"to this question. Of the 10% who responded "No," many qualifiedtheir answer by such statements as "I'm lot very talkative" or "It'simpossible to discuss this topic enough."

b. Were you presented with practical information that you couldreadily apply to your work situation?

Comment: Precisely two-thirds of the respondents answered affimatively.Although there were a number of conference participants without a worksituation in which to apply the information (parents, for example), thisappears to be an area of consideration for future workshops.

c. Do you feel that the issues related to your topic and severely,multiply handicapped children ware clearly identified and dealt with?

Comment: Fifty-three percent responded "Yes," 41% "Partially," and6% "No."

108

109

Question 8: Please rate the following:

A. Conference facilities

B. Meals served at conference

C. Conference time scheduling

S

0 Elpout 14),

74

14

so

adequate *Dud e.tritrni

69

laps

14

7

adequate goud

33

s4

euellent

33

Note }.1 AdVill.J.11f COM rOrnt

110

Synthesis of Conference Evaluation

Both positive and negative comments on conference evaluations gestalted into thetwo main categories of Format and Content, with minor differences in subcategories,and no apparent distinguishing pattern among topical groups.

FORMAT

Question 9: Please list three things that you would change or do differently ifa similar conference were to be planned again.

A. Scheduling : 101 responses.Included under this heading were 51 calls for the elimination orearlier scheduling of evening workshop meetings; 17 calls for lesstime allotted to keynoters, usually with the suggestion that therebe only one; 11 suggestions that the cocktail hour be scheduled atthe end of the working day, not between sessions; and 7 requestsfor less rigid workshop assignment so that participants could floatbetween topic groups. Also included were comments regarding morefree time for interaction, earlier beginnings in the morning,structured sightseeing, and more adherence to time schedules.

B. More Small Group Process Interaction: 22 responses.Included under this heading were calls for more expertise in groupprocess on the part of topical resource leaders, for more facili-tators other than the resource leaders, and for smaller groups. Inshort, improvement of the process, rather than deletion of it.

C. More State Focus: 20 responses.Responses under this heading implied a positive attitude towardthe state focus of the conference, but generally felt the focus tobe inadequate. Included were calls for periodic state meetingsthroughout the conference, more time spent with state groups at theend of the conference, more input from the states as to specificstate goals and needs before the conference, and workshop processforms built according to stated needs and goals of the states.

D. Accommodations: 10 responses.Complaints here included inadequate breakfast service in the coffeeshop, one description of the food as unpalatable, crammed coffee-break area, and a desire for a No Smoking rule.

Question 10: List three things that you would not change or do differentlyif a similar conference were to be planned again.

A. Scheduling, Organization, and Planning: 80 responses.Of these responses, 28 specifically applauded the inclusion ofevening workshops as adding 'o the commitment of participantsand enabling goals to be reached. Other responses emphasized theexcellent work of the conference coordinator and administrators,the completeness of pre-conference planning, the strict adherenceto detail, the organization of working groups and breaks, the per-manent assignment to specific topical groups, and the amount of timespent working.

B. Small Group Process Interaction: 78 responses.Included under this heading were 25 statements of specific praisefor the enablers and recorders of the small groups. 53 responsesconcerned the small group format in general, considering it thoroughlyenjoyable as well as efficient, and crucial to the success of the conference.Appreciation was often expressed for the opportunity to interactwith such a variety of people.

C. Accommodations: 33 responses,Especially positive in this category was the convenience of housingthe conference in the same hotel where participants roomed and ate;also included were positive comments on the food, the breaks, thecocktail hours, the locality, and the general atmosphere, friendliness,and hospitality of the conference.

D. State Focus: 13 responses.included here was appreciation for the specific invitations of statepersonnel, and the time allotted to state workshops.

CONTENT

Question 9: Please list three things that you would change or do differently if a similar conferencewere to be planned again.

A. More Interdisciplinary Orientations: 47 responses.Under this heading were included calls for more opportunity tointerchange with the total conference attendance as well as smalltopical groups, for more focus on educators by other professionals,and for more local professionals.

B. More Practicality: 35 responses.Under this heading were included calls f,r more briefing of resourceleaders as to specific geographical problems, more technical assistanceto individual states for implementation, demonstrations, exposure toexisting programs, visits to actual facilities, and more specific goalsfor the conference.

C. More Clarity and Synthesis of Workshop Information: 33 responses.Under this heading were included calls for more and earlier pre-conference delineation of goals, workplan, and definitions of topics/issues, more structured clarification and demonstration of the modelwith concrete examples, and more opportunity fcr synthesis in largetopical groups and in the total conference group.

D. More Resource Leader Input: 10 responses.These responses usually meant more lecture time as opposed to thesmall group process. In one sense, these responsts were actuallypositive evaluations of the resource leaders.

Question 10: List three things that you would not change or do differently if asimilar conference were to be planned again.

A. Leadership Input: 42 responses.Under this heading were included applause for the keynoters' speechesand informal dialogue, the resource leaders' thematic statementsas wet' as their performance in topical groups.

B. Quality of Coverage, Relevance, and Scope of Issues/Topics: 27 responses.Under this heading were grouped praise for the localized approachwith inclusion of national ramifications, for the system of topicalbreakdown, for the relevance, scope, and general expertise experienced.

C. Practical Goal Orientation: 10 responses.Included under this heading were specific statements of appreciationfor a true "working conference." and the attempt to get at essentialsand work toward a practical on nrr rn goal, which could be carried backto the states.

The 16 Most Commonly Recorded Specific Statements

Question 9: Please list three things that you would change or do differentlyif a similar conference were to be planned again.

Totals1. Night meetings too much: start earlier, eliminate. 51

2. Have more small group work; smaller groups. 21

3. More and earlier pre-conference information on goals andrelevant definitions. 20

4. Fewer keynoters with less time allotted. 17

5. More diversified, interdisciplinary approach: specificallyparents, legislators, paraprofessionals, private agencies,and medical/health-care personnel. 15

6. More practical demonstration of the individual teaching ofthe severely multiply handicapped, with specific educators,visual aids, and visits to demonstration sites. 12

7. More time in state meetings-daily and at the end. 13

ft More concrete clarification of the model, with presentationof an example; more structured workgroups on the model;more precisely defined topic areas.

9. Cocktail hour after all working sessions over, not betweensessions.

10. More input from resource leaders (lecture).

11. More provision for dissemination of complete informationto all participants during the conference: more copyingmachines, recorders, blackboards, etc., with periodic dis-semination of handouts from each topic group to all parti-cipants to avoid duplication

12

11

10

9

12. Opportunity to float between topic groups, or rotation bytopic leaders. 7

112

13. More group process expertise in resource leaders. 6

14. More presentation of programs in existence and effectivein other states; more interstate interchange, with demon-strations, slides, etc. 6

15. Have more educators, fewer bureaucrats in the keynoters;more utilization of challenging, local people. 6

16. Less orientation toward administrators, more toward ser-vice delivery people directly involved in dealing with theproblems.

The 16 Most Commonly Recorded Specific Statements

Question 10: List three things that you would not change or do differently ifa similar conference were to be planned again.

5

Totals1. Small group workshop process, and emphasis as a

working conference. 41

2. Scheduling; especially the evening meetings, and time-lines.

3. Efficiency, and competence of all RMRRC enablers andrecorders.

28

25

4. Organization, which was evident in the smooth operationof everything. 17

5. Accommodations: breaks, lunches, cocktails, service, etc. 18

6. Keynoters' input on federal level. 18

7. Competence of resource leaders. 14

8. Leadership and coordination of the conference. 13

9. State workshop time and focus. 13

10. Variety of people and professionals attending the conference. 10

11. Scope and relevance of subject matter, coverage of issues,integration of local and national concerns. 9

12. Thematic Statements. 7

13. Packaged materials received. 7

14. Working lunches. 7

15. Attempt to get to essentials and work toward practicalgoals. 7

1 13/ily 16. Common workshop format sheet. 5

DIRECTORYCONFERENCE ON THE SEVERELY MULTIPLY HANDICAPPED-WHAT ARE THE ISSUES?

Nancy AbrahamState Board of EducationUniversity Club Bldg.Salt Lake City, Utah 8411 1

Darlene AdamsExceptional Childrens CenterL'iah State UniversityLogan, Utah 84321

Joyce AegerterAsst. Director Info. ServicesCouncil for Exceptional Children1411 Jefferson Davis Hwy.Arlington, Virginia 22202

Ronald L. AllenSuperintendentBox 47Shepherd, Montana 59079

Carla AndersonJordan Resource Center433 East Center St.Midvale, Utah 84047

Donna L. AndersonPresident, Community Foundation368 E. 3rd SouthSalt Lake City, Utah 84111

Joan Anderson742 University VillageSalt Lake City, Utah 8410$

Fred AppelmanRegional Coordinator, Spec. Ed,SEIMC915 S. Ave. WestMissoula, Montana 59701

Barbara AshfordRMRRC2363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Ricaard BeerExceptional Children CenterUtah State UniversityLogan, Utah 84321

Audrey Ballinger4943 Eastridge Lane 130 ASalt Lake City, Utah 84117

Kent Barber7221 Poplar St,Boise, Idaho 83704

Ross H. BarefootCounselorBox 953Baker, Montana 59313

116

Bruce BarnsonCoordinator, M.R. Program3708 El Glen AvenueSalt Lake City, Utah 84120

Barbara BartonPrincIPOIHartvigsen School for Multiple Hdcp.Granite School District340 E. 3545 So.Salt Lake City, Utah 84115

George BatemanOgden-Weber Ed. Center1100 Orchard AvenueOgden, Utah 84404

Dereld BaxterP.O. Box 890Mountain Home, Idaho 83647

Kenneth BeardenDirector, Training CenterP.O. Box 266Mona, Utah 84645

Carol BeasleyUtah State UniversityDept. of Special Ed.Logan, Utah 8432.4

Ruth BeaudoinGeneralistTooele Central School55 N. 1st W.Tooele, Utah 84074

Nancy BellMuttihandicapped TeacherMontana Center for Handicapped ChildrenBillings, Montana 59101

Tom BellamyTraining Severely HandicappedCenter on Human DevelopmentUniversity of OregonEugene, Oregon 97403

Albert BerkowitzDept. of Mental Health190 Portland St.Boston, Mass. 02114

Thora Bills264 East 400 SouthProvo, Utah 84601

Roberta BisterfeldtTeacher3340 NavarreCasper, Wyoming 82601

117

Grant BitterFaculty, Dept. Special Education218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Orson L. BowlerSupt. of SchoolsEastside School Dist. 201Preston, Idaho 83263

Pat BoyerRegional CoordinatorSpecial Education Center801 2nd Avenue NorthGreat Falls, Montana 59401

Dave BradfordRMRRC2383 Foothill Drive, Suite GSalt Lake OW, Utah 84109

Duane BreseeSpecial Education CoordinatorBox 607Richfield, Utah 84701

Greg BronsonP.E. SpecialistBoise Public Schools1204 Fort StreetBoise, Idaho 83702

Mania BronsonDirector of Special EducationBoise Public Schools1204 Fort St.Boise, Idaho 83702

Louis Brown427 Education Bldg.University of WisconsinMadison, Wisconsin 53705

Louis F. BrownTeacher TrainingDivision of Special Ed,University of IowaIowa City, Iowa 52240

Ben BruteUtah State Dept. of EducationUniversity Club Bldg.Salt Lake City, Utah 84111

Mary BuchananFaculty, Dept. of Special Education218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Richard BuddDirector, Vocational TrainingUtah State Training SchoolAmerican Fork, Utah 84003

Judy Ann BuffmireDirectorRMRRC2383 Foothill Drive, Suite GSalt Lake City, Utah 84109

Joyce BurnetHealth Educator4750 N. Sheridan Road No. 713Chicago, Illinois 60640

Don ByersAssistant Supervisor, Spec. Ed.801 2nd Avenue NorthGreat Falls, Montana 59401

Jim ByrnesProject TURN2952 South 7th EastSalt Lake City, Utah 84106

Larry CarlsonNWSE I MCUniversity of OregonEugene, Oregon 97403

Donna CarrResource SpecialistUtah State Board of EducationUniversity Club BuildingSalt Lake City, Utah 84111

Robyn CarterRMRRC2383 Foothill DriveSalt Lake City, Utah 84109

Glendon CastoPsychologistExceptional Child CenterUtah State UniversityLogan, Utah 84321

Van! C.azierRt. 63 Box 430Lander, Wyoming 82520

Robert CharltonDirector, Special Education48 E. 1st N.St. Anthony, Idaho 83445

Philip C. ChinnFaculty, Dept. of Special Education218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Roger ChrisognisenState of UtahDivision of Family Services2835 S. MainSalt Lake City, Utah 84115

Geraldine ClarkM.R. SpecialistUtah State DepartmentUniversity Club BuildingSalt Lake Cty, Utah 8411 1

Barbara ColvinClinical Service Bldg.Regional Resource CenterUniversity of OregonEugene, Oregon 97403

John ComboDirector, Special EducationState Department of EducationBoise, Idaho 83704

Trudy CornbaBoise State College1910 College Blvd.Boise, Idaho 83707

Lester W. CoonAsst. Director, Special Education340 E. 3545 SouthSalt Lake City, Utah 84115

Jim CrossonClinical Service BuildingRegional Resource CenterEugene, Oregon 97403

Jo CunninghamCommunication SpecialistBYU - Provo Demonstration School563 E. 300 N.Provo, Utah 84601

Margaret DavisPlacement CoordinatorJordan Resource Center433 E. Center St.Midvale, Utah 84047

W.C. DavisEMR-TMRP.O. Box 237Lave Hot Springs, Idaho 83246

Ronald J. DentSchool PsychologistRt. 2 Victory RoadMeridian, Idaho 83642

Debbie DeVries273 E. Capitol Blvd. No. 11Salt Lake City, Utah 64103

Katie Dixon2952 South 7th EastSalt Lake City, Utah 84106

118

Bonny DomeniclSupervisor of Multiple HandicappedUtah State Training SchoolAmerican Fork, Utah 84003

Terrell DownPresident, UARC1328ard AvenueSalt Lake City, Utah 84103

Vonda DouglassSpeech PathologistUtah State UniversityLogan, Utah 84321

John DraconSupt. of SchoolsSchool District 8Box CWhite Sulphur Springs, Montana 51645

Clif DrewAssoc. Prof. of Special Education229 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

M. DuntEresqCoordinator of Behaviorist EducationCenter on Human DevelopmentUniversity of OregonEugene, Oregon 97403

M. A. DunninganCoordinator of Special Education311 North 10th StreetCoeur d'Alene, Idaho 83814

Elmer DyelcmanAsst. DirectorSpecial Education1100 Richardson CourtLaramie County School 1Cheynnne, Wyoming 82001

Kathie EastEMR Teacher562 MadisonTwin Falls, Idaho 83301

Jerry EdgIngtonDirector of Special EducationSchool Psychologist48 East 1st NorthSt. Anthony, Idaho 83445

Shauna EdmondRMRRC2363 Foothill DriveSalt Lake City, Utah 84109

Etfrieda Ehlers723 Northwest 5thPendleton, Oregon 97801

Vance EnglemanRMRRC2363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Robert L ErdmanFaculty, Dept. of Special Ed.218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Terry Felts2475 Leslie AvenueIdaho Falls, Idaho 83401

Marvin FifieldDirector, Exceptional Children CenterUtah State UniversityLogan, Utah 84321

Mary FoggSpecial Education Curriculum1243 West 8th SouthSalt Lake Oty, Utah 84104

Rowena FoosAsst. Prof. of Special Education1216 Princeton

Montana 59102

Mike FredricksonResource Coordinator501 Roxy LaneBillings, Montana 59101

cy FrestonFaculty, Department of Special Education218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Shirley FritchoffExecutive DirectorUnited Cerebral Palsy of Idaho1508 N. 11th StreetBoise, Idaho 83702

Jim FurbeeDoctoral internMountain-Plains Reg. Center1346 LincolnDenver, Colorado 80203

George E. GardnerAdmin. TMR500 S. Walsh Dr.Casper, Wyoming 82601

John GardnerPrincipal, Sheltered Workshop4888 S. StateMurray, Utah 84107

119

Sue GearyTeacher - Training School327 N. 1060 WestProvo, Utah 84601

Mary L. Gehrke1245 Merrett DriveIdaho Falls, Idaho 83401

Peg K. GieserHeed TeacherBox 376Silverton, Idaho 83867

Joanne GillesMedia SpecialistP.O. Box 333Park City, Utah 84060

Lamar GordonCoordinator, Office of Exceptional ChildrenState Dept. of EducationCapitol Bldg.Cheyenne, Wyoming 82002

Donna GoughRMRRC2363 Foothill DriveSalt Leto/ City, Utah 84109

Chuck GriffinDirector, Special ProgramsAlbany County School Dist.1948 Grand AvenueLaramie, Wyoming 82070

Christine GrunanderSchool StaffOgden-Weber Edu. Canter1100 Orchard AvenueOgden, Utah 84404

B. John HaleAsst. Prof., Mental Retardation1214 S.E. MaldenPortland, Oregon 97202

Dennis HallCoordinator, Special Education147 E. 5065 SouthMurray, Utah 84107

Michael L. Hardman2878 S. 2475 EastSalt Lake City, Utah 84109

Susan HarrisonRMRRC2363 Foothil DriveSalt Lake City, Utah 84109

Gay HatchPrincipal015 N. 800 WestProvo, Utah 84801

120

Ralph HawsJordan Resource Center433 East Center St.Midvale, Utah 84047

S.P. HowleyDean, Graduate School of EducationMilton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Elsie HelselWashington RepresentativeUnited Cerebral Patsy Assn. Inc.188 Longview Heights RoadAthens, Ohio 45701

Eve HendrixAsst. PrincipalUtah State Training SchoolAmerican Fork, Utah 84003

Hugo HendricksonSupt. Crook County School, Dist. 1P.O. Box 536Sundance, Wyoming 82729

Ster lin HolltngshaadDivision of Family ServicesP.O. Box 708Ogden, Utah 84402

Jerry HooverSuperintendent419 LindenGlendive, Montana 59330

Chive Horuichi3451 South Ash StreetDenver, Colorado 80222

Herman J. HoustonConductor of Special Education1552 West 200 NorthP.O. Box 725Cedar City, Utah 84720

Sue HoustonTeacher/DeafBlindUtah State Training SchoolAmerican Fork, Utah 84003

William HodsonSchool StaffOgdenWeber Ed. Center1100 Orchard AvenueOgden, Utah 84404

Herb HuestisAsst. Prof., Dept. of Special EducationRoute 1, Box 40Troy, Idaho 83871

Jeanne HughesConsultant Deaf -Blind1346 LincolnDenver, Colorado 80203

Doris HuttonSchool Psychometrist1948 Grand AvenueLaramie, Wyoming 82070

Ken JensAssociate Professor4091 Rue St. GermainStone Mountain, Georgia 30083

J. Lorin JexDirector, Professional ServicesUtah State Training SchoolAmerican Fork, Utah 84003

Merrill JohnsonRMRRC2363 Foothill DriveSalt Lake City, Utah 84109

James JexSupervisor, Perceptual MotorUtah State Training SchoolAmerican Fork, Utah 84003

William JohnstonEd, Program SpecialistBureau of Education for the Handicapped400 Maryland Ave., S.W.Rm. 2010 ROBWashington. D.C. 20202

Alton H. JonasCoordinator for Multiply Handicapped StudentsUtih School for the Deaf846 20th St.Ogden, Utah 84401

J. Dean JonesProgram DirectorUtah State Training SchoolAmerican Fork, Utah 84003

Richard KimberDirector, Pupil PersonnelCourt HouseBrigham City, Utah 84302

David M. KirkDirector, Dept, of Rehab. ServiceWyoming 5.;ats Training School..ander, Wyoming 82520

Donald F. KlineChairman, Dept, of Special EducationUtah State UniversityLogan, Utah 84322

R. Ramon KohlerSpeech & HearingDept. of Speech & HearingBox 3311University StnionLaramie. Wyoming 82071

Betty .1. KohstoeSchool of Spec. Ed. & Rehab.University of Northern ColoradoGreeley, Colorado 80639

Fred KrauseExecutive DirectorPresident's Committee on RetardationRoom No. 2614-R0847th and D Streets, S.W.Washington, D.C. 20202

Mrs. Sherry LachmanHealth Educator4750 N. Sheridan, Apt. 816Chicago, Illinois 60640

Robert N. La GardeRegional CoordinatorCi !endive Medical CenterGlendive, Montana 59330

Ray A. LambSchool PsychologistSchool District 193P.O. Box 890Mountain Home, Idaho 83647

Gary LandersDirectorStride Learning Center3821 Evans AvenueCheyenne, Wyoming 82001

Anthony J. La PrayFaculty, Special Education218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Eldrid S. LarsenDirector, Special EducationLogan City Schools101 West CenterLogan, Utah 64321

Glenn Latham3240 Dapple WayEugene, Oregon 97403

Carol La ValleyTMR TeacherEmerson School614 W. LamineBozeman, Montana 59715

Douglas W. LawsAudiologyUniversity of WyomingBox 3311-University StationLaramie, Wyoming 82071

121

Orr ie LaaboDirector of Special Education600 Friberg AvenueFergus Falls, Minn. 56537

Ann Le ning133 K StreetSalt Lake City, Utah 84103

Mary Dell Long1301 BradleyLaramie, Wyoming 82071

Jerry LerohiOgden-Weber E. Center1100 Orchard AvenueOgden, Utah 84404

Jan Loveless245 S. 8th East 2Salt Lake City, Utah 84102

Edith Lundberg608 South 6thLaramie, Wyoming 82071

Julie LutesSpecial Project CoordinatorIdaho Assoc. for Retarded CitizensP.O. Pox 816BOW, Idaho 83701

Francis LynchDivision of Developmental DisabilitiesRoom 3058330 C Street, S.W.Washington, D.C. 20201

Florence D. MaglebyL D Specialist - Utah StateBoard of EducationUniversity Club BuildingSell Lake City, Utah 84111

Jan MatfettRMRRC2363 Foothill DriveSalt Lake City, Utah 84109

Edwin Martin {Telephone Address)Associate CommissionerBureau of Education for the Htico.7th & D Streets, S.W.Washington, D.C. 20202

Julie MartineauMate,tais SpecialistNWSEIMMlinical Services Bldg.University of OregonEugene, Oregon 97403

Doris MasonRMRRC2363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Kitty MasonState of UtahDivision of Family Svcs.333 So. 2nd EastSalt Lake City, Utah 84111

Jeanine Wm/IRC Consultant/Facilitator405 State Office Bldg.Denver, Colorado 80203

Paul MatthewsSpecial Education Coors. atorEducation Center3115 Pole Line RoadPocatello, Idaho 83201

Gil MautheExecutive DirectorIdaho Assn. for Retarded ChildrenP.O. Box 816Boise, Idaho 83701

Leon Mc CoffeyUtah System of Higher Education1201 University Club Bldg.138 East South TempleSalt Lake City, Utah 84111

Thomas L McCartneyState Resource CoordinatorProject Outreach-WyomingCapitol Bldg.Cheyenne, Wyoming 82002

Mack McCoulskeyRMRRC2383 Foothill Drive, Suite 0Salt Lake City, Utah 84109

Ilona Mr KennaRMRRC2363 Foothill Drive, Suite GSalt take City, Utah 84109

Sandra Meinert1765 Harvard AvenueSalt Lake City, Utah 84108

Genevieve MerrillState Director Foster GrandparentsState House - Capitol Annex No. 3Boise, Idaho 83720

Carol MichaelisFaculty. Special Education218 Milton Bennion HallUniversity of UtahSalt Lake City, Utah 64112

June MillerMentally RetardedPhysically Hdcp.Box 425Boulder, Montana 59632

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Jeanette MisakaFaculty, Special Education21$ Milton Bennion HallUniversity of UtahSalt Lake City, Utah 84112

Richard MoeSpecial Education DirectorSpecial Services Bldg,Mites City School Dist. No. 1421 North 10thMiles City, Montana 59301

Carolyn MooreClinical Service BuildingRegional Resource CenterEugene, Oregon 97403

Jean MooreRMRRC2383 Foothill DriveSalt lake City, Utah 84109

Michelle MorrisonPlanning DirectorDevelopmental Disabilities PlanningDECS, StatehouseBoise, Idaho 83720

Walt MuellerAdministrative AssistantSpecial ProgramsCampbell County School1000 West Eighth StreetGillette. Wyoming 82716

Patricia MullenTMR - Teacher 525 Dell Place Apt. 4c/o Emerson SchoolBozeman, Montana 59715

Salty MunceyPrincipal, Ramsey Training SchoolIdaho State School and HospitalBox 47Nampa. Idaho 83651

Jim NelsonAlpine School District50 North CenterAmerican Fork, Utah 84003

Willis G. NelsonSuperintendentBonneville School District 932560 Hillem DriveIdaho Falls, Idaho 83401

Patricia NelsonRMRRC2363 Foothill DriveSalt Lake City, Utah 84109

Ado NiedererActing Director, Special EducationSchool District 1P.O. Box 1089Rock Springs, Wyoming 82901

Jack NortonTowbar/ Deaf, BlindUtah State Training SchoolAmerican Fork, Utah 84003

John A. OgdenDirector, Mountain Plains RegionalCenter for Services to Deaf-BlindChildren1346 LincolnDenver, Colorado 80203

Steven OliverPrimary Children's Hosp.Developmental Disabilities363 -12th AvenueSalt Lake City, Utah 84103

Mary Ellen Orrniston203 University VillageSalt Lae City, Utah 84108

Ve Ida Pace52 North 100 WestDelta, Utah 84624

James R. ParksEducation Program SpecialistDivision of Special Education1535 West JeffersonPhoenix, Arizona 85007

Jeanette PaulSpringfield, Idaho 83277

Carmen PaulsenParent1926 LaCresta DriveSalt Lake City, Utah 84121

Margaret M. Pelham148 North Pth EastBrigham City, Utah 84302

Everett D. PeeryProfessor-Administrator Special EducationMCHC - Eastern Montana CollegeBillings, Montana 59101

Brent L. Pin263 West 4500 SouthMurray, Utah 84107

Sandy PrenticeDepartment of Environmental andCommunity ServicesNampa, Idaho 83651

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Brent PriceSchool Social Worker48 East 1st NorthSt. Anthony, Idaho 83445

Steve Purcell2475 Leslie AvenueIdaho Falls, Idaho 83401

Connie ReyResource Specialist1111 Court Avenue - Courthouse AnnexRoseburg, Oregon 97470

Joseph C. ReedBOCES CoordinatorBox 112Kemmerer, Wyoming 83101

Dr. Alan F. ReederNorthwest Regional InstructionalMaterials Center - University of Oregon1645 Fairmount BoulevardEugene, Oregon 97403

Dawn RichardsFaculty, Special EducationUniversity of Utah217 Milton Bennion HaltSalt Lake City, Utah 84112

Steven RichardsSpecial Education CoordinatorRoute 1, Box 33EHelper, Utah 84526

C. Grant RichinsGovernor's BoardRoute 3, Box 35Burley, Idaho 83318

Devoe RickertMR SpecialistUtah State UniversityRichards HallLogan, Utah 84321

Lorraine RobertsSpecial Education CoordinatorGranite School District340 East 3545 SouthSalt Lake City, Utah 84115

Dr. Philip RoosDirector, National Association forRetarded Citizens2709 Avenue E. EastArlington, Texas 76011

Becky Rose296 South 2nd EastSmithfield, Utah 84335

Terry RudolphSpecial Education Teacher438 South Hayes St.Pocatello, Idaho 83201

Evelyn J. RudySchool Psychologist1601 CusterBillings, Montana 59102

Susan RybergFaculty, Special EducationUniversity of Utah217 Milton Bennion HailSalt Lake City, Utah 84112

Ken Salzman5391 Willow LaneMurray, Utah 84107

Arnold D. SchiefersteinDirector of Special EducationSchool Administration Building8th & ElmCasper, Wyoming 82601

Judy A. SchregIdaho Outreach Coordinator5050 Allamar DriveBoise, Idaho 83704

Rick SchroederClinical Service BuildingRegional Resource CenterUniversity of OregonEugene, Oregon 97403

Marlow SchuldtTeacher - Deaf-BlindUtah State Training SchoolAmerican Fork, Utah 84003

Francis Schwaninger-MorseRMRRC2363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Robert R. SchwarzDirectorCenter on Human Development - iCSIMUniversity of OregonEugene, Oregon 97403

W. SengstockAssociate Professor4208 St. Marie Court5' one Mountain, Georgia 30083

Elaine S. SharpExecutive DirectorMRAU211 East 3rd South, 214Salt Lake City, Utah 84111

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Dr. Richard SherrLancaster - Lebanon Intermediate Unit1383 Arcadia RoadLancaster, Pennsylvania 17601

R. W. SingletonSuperintendent of SchoolsCH. Montana Region It Council215 MarylandConrad, Montana 59425

Dr. Karlton SkindrudAssistant Professor of EducationSchool of EducationCalifornia State College, Dominguez Hills1000 East Victoria StreetCarson, California 90747

June Smith2475 Leslie AvenueIdaho Falls, Idaho 83401

William SmithField Representative - EducationalProgramsMountain Plains Regional Center forServices to Deaf-Blind Children1346 LincolnDenver, Colorado 80203

Randy SorensenState Resource CoordinatorProject Outreach-Utah1234 Roosevelt AvenueSalt Lake City, Utah 84105

Frank SouthRMRRC2363 Foothill Drive. Suite GSalt Lake City, Utah 84107

Ann StamosDevelopmental DisabilitiesPrimary Children's Hospital363-12th Avenue AnnexSalt Lake City. Utah 84103

Sandra Lee StoutTeacherHeadstertMatheson School1240 American Beauty Dr.Salt Lake City, Utah 84116

Linda SummersOccupational Therapist472 North 50 EastOrem, Utah 84057

Paul SwatsenbargSpecial Education SupervisorIdaho Department Environmentaland Community ServicesP.O. Box 1158Twin Falls, Idaho 83301

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Virginia SweeneyGifted end Volunteer ServicesGranite School District340 East 3545 SouthSalt Lake City, Utah 84106

Dr. Richard SwensonDirector, Title 1Boulder River School and HospitalBoulder, Montana 59632

Judy SyndergaardTeacher-Severely & EmotionallyDisturbed2413 9th Avenue WestBillings, Montana 59101

Mae TaylorCommunication Disorders8669 Kings Hill DriveSalt Lake City, Utah 84121

Dr. Evelyn ThirhillDirector, Learning Laboratories110 StanfordPocatello, Idaho 83201

Shanna Thomas735 East 4255 SouthSalt Lake City, Utah 84107

Jane ThompsonDirectorCon Amore Training CenterRt. 2Roosevelt, Utah 84066

R. Paul ThompsonChairman, Task Force onSeverely Handicapped BEH7th and D Street, S.W.Washington, D.C. 20202

Gerry UreRMRRC2363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Tom VateskiRMRRC7363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Chuck VanoverCoordinator of Curricular Services forExceptional ChildrenOffice of Exceptional ChildrenState Department of EducationCapitol BuildingCheyenne, Wyoming 82002

Dr. Stan VasaAssistant Professor Special EducationRoom 35, Education HallUniversity of WyomingLaramie, Wyoming 82070

Elizabeth Vigeon5456 South 700 EastSouth Ogden, Utah 84403

Elaine WachterSpecial Education Teacher1006 Second StreetCoeur D' Atene, Idaho 83814

Mardean Wahlen2260 East 4800 South No. 29Salt Lake City, Utah 84117

Dave WallaceInstructional Consultant114 Second AvenueCoralville, Iowa 52240

Myrna WallengrenSupervisor Special EducationGranite School District340 East 3545 SouthSalt Lake City, Utah 84108

Angela WanielistaDirector of Public Schoolfor Handicapped186 North 1st WestMoab, Utah 84532

Nelda WarrickDirectorComp. TherapyUtah State Training SchoolAmerican Fork, Utah 84003

Pat WathenClinical Service BuildingRegional Resource CenterUniversity of OregonEugene, Oregon 97403

James F. WatkinsSuperintendent of Schools111 E. Lincoln BoulevardUbby, Montana 59923

Emy Lou WallerTeacher of TMRSchool District No. ITorrington, Wyoming 82240

Kris Welling1344 Colonial DriveSalt Lake City, Utah 84108

Dan M. WellsDirectorRoute Box 58-SHelper, Utah 84526

Dolores WebbDirector Guidance ServicesJordan School District9361 South 400 EastSandy, Utah 84070

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Robert WestRMRRC2363 Foothill Drive, Suite GSalt Lake City, Utah 84109

Frederick WhiteConsultant - Special Education90 North 100 WestHeber, Utah 84032

Kay WhithamStaff SpecialistI.R.M.P,50 North Medical DriveSalt Lake City, Utah 84112

Shirley WilkinsTeacher-Director New Life TrainingCenter557 West 2-1/2 SouthVernal, Utah 84078

Elaine WilkensonGeneralistTooele Central School55 North 1st WestTooele, Utah 84074

Naomi WinesEducation DirectorEast Idaho Child Development Center2475 Leslie AvenueIdaho Falls, Idaho 83401

Petty WillisExceptional Child CenterUtah State UniversityLogan, Utah 84321

Jim WoolseyChief Social Worker RehabilitationUUMC Rehabilitation Department.50 North Medical DriveSalt Lake City, Utah 84112

Dean T. WoritonDirector, Pupil PersonnelAlpine School District50 North CenterAmerican Fork, Utah 84003

Bob YorkUniversity of Wisconsin427 Education BuildingMadison, Wisconsin 53705

Richard YoungJordan Resource Center433 East Center StreetMidvale, Utah $4047

Julie YoderMicrobiologist5600 Lubkin StreetBoise, Idaho 83704

RMRRC STAFF

Before, during and after the conference, each RMRRCstaff member had several assignments that dealt withthe conference. Major role responsibilities, includingspecific workshop assignments follow:

Barbara Ashford - Reception, registration, conferenceoffice

David Bradford twt Asap center, Systematic DeliverySystem, compilation of evaluation

Judy Ann Buffmire - Chairlady, Options for UnservedChildren

Roberta Carter - What is Relevant Education, socialhour

Shauna Edmond - Conference office, Printing, copy-ing materials

Vance Engleinan - Conference coordinator, co-editorPost-conference document

Donna Gough - Conference secretary, travel, pre-conference communications, post-conference document

Susan Harrison - What Is Relevant Education, center-pieces and favors

Merrill Johnson - Tape recordings of keynoter andtopical speakers, Options for theUnserved Children

Jan Mallett - Systematic Delivery SystemDoris Mason - Options for the Unserved Children,

Post-conference documentMack McCoulskey - What is Relevant EducationIlene McKenna - Reception, registrationJean Moore - Parent Education, editor post-conference

documentPatricia Nelson - Media, Identification of ConstraintsFrances Schwaninger-Morse - Identification of Con-

straints, compilation ofevaluation

Frank South - Systematic Delivery SystemGerry Ike - Reception, registrationThomas Valeski - Photos of conference, Parent Educa-

tionRobert C. West - Options for the Unserved Children,

social hour

Co-hosting the conference with the RMRRC staff vvasthe faculty of the Department of Special Education,University of Utah. They are:

Grant BitterMary BuchananPhilip C. ChinnClifford DrewRobert L ErdmanCyrus FrestonAnthony LaPrayCarol MichaelisJeanette MisakaLaDawn RichardsSusan Ryberg

Graphic Design and Production by UNIVERSITY DESIGN, Printing by PRINTING SERVICE,both services are agencies of the UNIVERSITY OF UTAH.

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document resume ec 070 190 moore, jean, ed.; engleman, … · 2014. 1. 14. · document resume ed...

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