resume - ericdocument resume ed 029 429 ec 003 932 by-forsythe. patria g. fein, judith g. a review...

DOCUMENT RESUME

ED 029 429 EC 003 932

By-Forsythe. Patria G. Fein, Judith G.A Review of Selected Program Activities in the Education of the Daf.Department of Health. Education and Welfare. Washington. D.C.Pub Date Feb 69Note-17p.Available from-Superintendent of Documents. U. S. Government Printing Office. Washington. D.C. 20402EDRS Price MF-S025 HC Not Available from EDRS. .

Descriptors-Advisory Committees. Aurally Handicapped. Deaf Blind, Demonstration Prowams. *EducationalPrograms. Elementary Schools. °Exceptional Child Education. *Federal Legislation. Films. Higher EclucatioftPreschool Education. l'rivate Colleges. Secondary Schools. Teacher Education. Technical Institutes. VocationalEducation

Program activities sponsored by the Department of Health. Education. andWelfare in the education of the deaf reviewed include Gallaudet College. NationalTechnical Institute for the Deaf. National Advisory Committee on Education of iheDeaf. Model Secondary School for the Deaf. and Captioned Films for the Deaf. Alsosummarized are centers and services for deaf blind children, and legislation both forpreparation of professional personnel and for research and demonstrationprograms. Further information concerns the Elementary and Secondary Education Actand Amendments. Handicapped Children's Early Education Assistance Act..

IEducation Amendments of 1968. and Vocational Education Amendments of N:r8.Addresses for inquiries regarding each area of activity are given. CD

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A REVIEW OF

Selected Program Activities

in theEducation of the Deaf

by OwU. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

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U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARERobert H. Finch, Secretary

Assistant Secretary of Community andField Services

Washington, D.C. 20201

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Table of Contents

Page

Introduction iii

Gallaudet College l

National Technical Institute for the Deaf 3

National Advisory Committee on Education of the Deaf 3

Model Secondary School for the Deaf 4

Captioned Films for the Deaf 6

Preparation of Professional Personnel 6

Research and Demonstration 8

Elementary and Secondary Education Act and Amendments 9

Centers and Services for Deaf-Blind Children 10

Handicapped Children's Early Education Assistance Act 11

Higher Education Amendments of 1968 12

Vocational Education Amendments of 1968 12

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Introduction

The Department of Health, Education, and Welfare has taken many stepsto assist deaf children and youth in fully developing their talents to preparethem to be responsible citizens in our society and to offer them opportunities foreducational and cultural enrichment of their lives.

Many of the advances and techniques in education for the deaf have applica-tion in teaching children with other handicapping conditions, and to the wholeeducational spectrum.

Some of the Department's programs mentioned here are directed specificallytowards meeting the needs of the deaf; others are those programs which benefitall handicapped children, including the deaf.

The responsibility for coordinating the Department's programs for the deafrests with Dr. James Allen, Assistant Secretary for Educaticii. This report wasprepared by Mrs. Patria G. Forsythe, Executive Secretary, National AdvisoryCommittee on Education of the Deaf, and Miss Judith G. Fein, Staff Assistant.For additional information concerning this report write to The National AdvisoryCommittee on Education of the Deaf, U.S. Department Health, Education,and Welfare, Washington, D.C. 20201.

New treatment and training techniques devel-oped over the past several years are making lifemore meaningful for the deaf; this publicationreviews some of these activities.

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Gallaudet College

Gallaudet College, the only college in theworld devoted exclusively to the education ofdeaf persons received full accreditation in 1957

from the Middle States Association of Collegesand Secondary Schools. This was reaffirmed inthe spring of 1967. It is a private, non-profitliberal arts institution serving approximately1,000 students.

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of these students are supported by funds fromthe U.S. Office of Education and the Rehabilita-tion Services Administration.

Gallaudet also operates the Kendall School,which offers elementary and secondary educationto approximately 185 deaf children from thegreater Washington metropolitan area, and apre-school program for very young deaf children.

The specially equipped Mary L. Thornberry Memorial Building houses the Hearing and Speechcenter, the Diagnostic and Evaluation Clinic, the Preschool, the Acoustic Communication ResearchLaboratory, the Audiological and Speech Program for Undergraduates of Gallaudet College, andthe administrative offices of the Graduate School.

The Gallaudet Graduate School, which offersa two-year master's degree program in the edu-cation of the hearing impaired ( preschool,elementary, and secondary ) and in audiology,was established in 1964. The National Councilfor Accreditation of Teacher Education has ac-credited both the elementary and secondaryeducation programs. The Graduate School, whoseannual enrollment has ranged between 35 and45 students in the past few years, accepts bothhearing and deaf students. A large percentage

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Both of these facilities are used by students in theGraduate School for practice teaching.

The regular four-year curriculum at Gallaudetis equivalent to that of other liberal arts collegesof similar size. It is designed to prepare studentsfor employment in various fields, or for entranceinto graauate studies. Major fields of study areoffered in accounting, art, biology, business ad-ministration, chemistry, economics, English,Fvench, German, history and political science,home economics, library science, mathematics,

philosophy, physical education, physics, psychol-ogy, sociology and Spanish. Other courses offeredinclude classes in religion, computer technology,and the Russian language.

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nity: ( 1 ) Diagnostic and Evaluation Clinic; ( 2 )Undergraduate Audiology and Speech Program;( 3 ) Gallaudet Preschool Program; and (4 ) Sen-sory Communication Research Laboratory.

The visual pattern of a pupil's speech appears on analyzer screen forspeech training at Kendall School.

In addition to the regular curriculum, a pre-paratory program, designed to supplement thesecondary education of prospective college stu-dents who do not fulfill entrance requirements,is administered annually to approximately 85%of the incoming students. Extracurricular activi-ties at Gallaudet include an active student gov-ernment association, drama department, moderndance, graphic arts program, and fraternities andsororities. There is a college newspaper and year-book as well as teams in football, swimming,basketball, cross country, soccer, track andwrestling.

The Hearing and Speech Center provides thefollowing services for the campus and commu-

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Federal funds provide approximately two-thirds of the operating costs of the College. Aconstruction program to replace aging buildingsand provide modern facilities to accommodateincreased enrollments was initiated in 1956. Fullfinancial support for the erection of a numberof new buildings and alterations and repairsto the existing physical plant has also beenprovided by the Federal Government.

Inquiries regarding this program should bedirected to:

GAUAUDET COLLEGE7th and Florida Avenue, N.E.


National Technical Institute for the Deaf

The National Technical Institute for the Deaf( NTID ) was created by Public Law 89-36,which was enacted June 8, 1965. This legislationnrovides for a residential, post-secondary techni-cal education facility which will prepare youngdeaf adults for successful employment.

The Rochester Institute of Technology (RIT ),Rochester, New York, was selected as the insti-tute of higher education to enter into an agree-ment with the Secretary of Health, Education,and W3lfare, as directed by Public Law 89-36,for the establishment and operation, includingconstruction and equipment, of the NTID. OnJanuary 13, 1967, Dr. D. Robert Frisina wasappointed as Vice-President, Rochester Instituteof Technology, and Director of NTID.

The NTID's program includes courses of studydesigned to correct educational deficiencies inthe backgrounds of incoming students; to pro-vide assistance to students in counseling andorienting them to available and appropriatetechnical courses of study. Liaison with industrywill be developed for cooperative educationaland inservice programs. Plans for the extensiveuse of computer technology and instructionaltelevision in the development of curricula arecurrently being implemented.

Full enrollment for the NTID will be for 750deaf students. The first interim class of approxi-

mately 70 students entered in September 1968,and is using existing Rochester Institute ofTechnology facilities. Extensive supportive serv-ices are provided for interpreting, notetaking,guidance and counseling, audiological evalu-ations and speech and hearing therapy.

In order to attain maximum possible integra-tion of deaf students with hearkig students at-tending RIT, a special orientation and trainingprogram was given to more than 100 RIT studentleaders by the NTID staff. An intensive six-weekSummer Institute was held for 45 RIT facultymembers and in early September 1968 & weekorientation program was held for residencehalls advisors.

Several research activities have been under-taken by staff members of the NTID. A long-range study of deaf students entering NTID andhearing students at RIT is being conducted. Thisproject will follow these students through toemployment.


NATIONAL TECHNICAL INSTITUTE FOR THE DEAFRochester Institute of Technology

1 Lomb Memorial DriveRochester, New York 14623

National Advisory Committee on Education of the DeafThe National Advisory Committee on Educa-

tion of the Deaf ( NACED ) is a statutory Com-mittee, authorized by Section 5 of Public Law89-258, and composed of twelve members thatinclude educators of the deaf, persons interestedin education of the deaf, educators of the hear-ing, and deaf individuals.

The functions of the Advisory Committee areto make recommendations to the Secretary ofthe Department of Health, Education, and Wel-fare concerning the carrying out of existing pro-grams and the development of new or modified

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programs for the education of the deaf. TheCommittee makes such other recommendationsfor administrative action or legislative proposalsas may be appropriate.

One of the first assignments the National Ad-visory Committee undertook was to plan a Na-tional Conference on Education of the Deaf. TheConference was held April 12-15, 1967, in Colo-rado Springs, Colorado. The purpose of the Con-ference was to bring together outstanding work-ers in the education of the deaf and importantrelated fields. The conferees considered effective

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ways to encourage the development of Stateplans for the coordination of comprehensiveeducational and corollary services for the deaf.

The Advisory Committee is also required bylaw to carry out the following functions: ( 1 )

make recommendations to the Secretary for thedevelopment of a system for gathering informa-tion on a periodic basis in order to facilitate theassessment of progress and identification of prob-lems in the education of the deaf; (s;) identifyemerging needs respecting the education of thedeaf, and suggest innovations which give promiseof meeting such needs and of otherwise improv-ing the educational prospects of deaf individuals;and ( 3) suggest promising areas of inquiry togive direction to the research efforts of the Fed-eral Government in improving the education ofthe deaf. '

For the past year, NACED has been involvedin the planning for the new Model SecondarySchool for the Deaf which is to be located inWashington, D.C. It has also been reviewingthe recommendations of the document from theNational Conference on Education of the Deaf"Education of the Deaf, The Challenge and theCharge".


EXECU I'm SECRETARY

N ATIONAL ADVISORY COMMITIEE ONEDUCATION OF THE DEAFOffice of the Secretary

Department of Health, Education, and Welfare330 Independence Avenue, S.W.


Model Secondary School for the Deaf

In February 1965, a report, entitled "Edu-cation of the Deaf," based on a comprehensivestudy of education programs for the deaf, wasissued by the Department of Health, Education,and Welfare. This report reveals significantinadequacies and gaps in the educational serv-ices for the deaf and indicates that there is nogenuine secondary school program for deaf per-sons in the United States.

The common problem among these severelyhandicapped people is one of communication.This handicap is frequently manifested in limitedlanguage skills, in poor speech production andreception, in serious educational retardation,and in em-)tional and social maladjustment.

An inadequate education is often just anotherhandicap to be surmounted by the deaf. Edu-cation of the deaf individual often begins toolate and ends too soon. Most residential schoolsfor the deaf have programs which provide theequivalent of an eighth grade education. Veryfew of the specialized day school programs gobeyond elementary school levels. Students whowish to continue their education are expected to

' Pub Law 89-258, 89th Congress, October 19, 1965.

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transfer to regular high schools and vocationalschools for hearing children. Because of theserious communication problem involved, onlyabout one percent of the deaf children attendingday and residential schools communicate wellenough to enter these hearing schools. The re-sult is that only 8% of any age group of deafstudents is now admitted to college as comparedto 53% of the general population. A deaf person'sopportunities for higher education are thusseverely restricted because of lack of adequatepreparation for college.

To alleviate this problem, the Congress passeda law entitled the Model Secondary School forthe Deaf Act.

Public Law 89-694 authorizes the Secretary ofthe Department of Health, Education, and Wel-fare, after consultation with the National Ad-visory Committee on Education of the Deaf, toenter into an agreement with Gal:audet Collegefor the establishment and operation, includingconstruction and equipment, of a model secon-dary school for the deaf to serve primarily resi-dents of the District of Columbia and of nearbystates.

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Teacher supervises students participating in theComputer-Assisted Instruction Project for theModel Secondary School for the Deaf.

The High School will be located in Washing-ton, D.C. on 17% acres of land provided byGallaudet College on the northern end of itscampus. When fully constructed, the studentswill attend on both a day and residential basis.In ke.-ping with the mandate of Congress, theSchool will be a model in architectural and engi-neeripg design. The buildings will be so con-structed as to facilitate the use of and accessibil-ity to technological aids, such as computers,closed circuit television, etc. Projects are pre-sently being conducted on an experimental basison the Gallandet campus. These include:

( 1 ) A project for the development of LearningActivity Packages under the joint supervision

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of Callaudet and the NOVA School in Ft.Lauderdale, Florida.

(2) A jointly supervised project by Stanford Uni-versity and Gallaudet College c:/r computer-assisted instruction.

( 3) A cost and feasibility study of Sound Treat-ment Standards. This study will provide thevitally important information needed to achieveoptimum sound treatment of the rooms in thefacilities to be constructed for the new highschool.

The Chief Administrative Officer of the ModelSecondary School will be appointed by the Boardof Directors of Gallaudet College upon nomina-tion by the President of the College. He will re-port directly to the President, thereby affordingmaximum visibility and flexibility for total in-volvement both within and outside of the Gal-laudet College complex.

Students will be admitted to the Model Secon-dary School for the Deaf from the District ofColumbia, Maryland, Virginia, West Virginia,Pennsylvania, and Delaware. Students may beadmitted from other geographical areas if thereis not sufficient enreiiment from the primaryservice area. A comprehensive curriculum, in-cluding academic, technical, vocational and otherofferings which appear to hold promise in sec-ondary education for the deaf, will be developed.The curriculum will emphasize individualizedlearning in order to prepare students for post-secondary and terminal education.

Gallaudet College will develop a unit on Re-search and Demonstration in the Model Secon-dary School for the Deaf and will assume theresponsibility for communicating findings con-cerning me thods, materials and organizationswhich prove effective and ineffective at theSchool.


GALLAUDET COLLEGE7th and Florida Avenue, N.E.


Captioned Films for the Deaf

On September 2, 1958, Public Law 85-905 wasenacted to provide a loan service of captionedfilms for the deaf in the Department of Health,Education, and Welfare. This law was amendedin 1962 with the passage of P.L. 87-715, andamended again in 1965 when Congress passedP.L. 89-258.

The basic concept of Pl. 85-905 is to pro-mote the general welfare of the deaf. It bringsto deaf people an understanding and appreci-ation of motion picture films which play an im-portant part in the general cultural advancementof hearing persons. It promotes educational andcultural experiences through which deaf personscan be brought into closer touch with the reali-ties of their environment.

In 1962 the Congress increased the authoriza-tion and broadened the purposes of the Cap-tioned Films program. The 1962 amendmentspromoted the educational advancement of deafpersons through research in the use of educa-tional and training films for the deaf, productionand distribution of educational and training filmsfor the deaf, and training of persons in theuse of films for the deaf.

The expanded program authorized under P.L.89-258 makes materials and services availablenot only to deaf persons but also to parents ofdeaf children, to social and rehabilitation workersfor the deaf, and to employers of hearing-impaired persons.

During the summer of 196C, summer institutesfor training teachers of the deaf in the use ofnew media were arri-aged through the Cap-tioned Films program at three leading univer-sities.

The major purpose of the Captioned Films forthe Deaf program is that of supplying educa-tional materials and media equipnymt to some35,000 deaf children in more than 400 schoolsand classes throughout the United States. Itemssupplied on loan include filmstrips, movies, over-head projectors, filmstrip projectors, and screens.The materials especially produced for the in-struction of deaf children include films forteaching lipreading and fingerspelling, specialfilmstrips for reading instruction, and records forauditory training.

Captioned films may be borrowed by groupscomposed of three or more deaf persons. Thegroups borrowing the films must certify that aborrowed film will be exhibited only to groupsof deaf persons, will not be exhibited to anaudience where an admission fee is charged,will not be broadcast by television, and will notbe used in a manner that will infringe upon orviolate any copyright interest.

Public Law 90-247, Elementary and SecondaryEducation Amendments of 1967, expands theCaptioned Films for the Deaf program to anEducational Media program for all handicappedchildren. There is provision for research, acquisi-tion, production, and distribution of media, aswell as for training teachers and other personsin the use of educational media with all handi-capped children and youth.

Inquiries regarding the instructional mediaprograms should be directed to the:

U.S. OFFICE OF EDUCATIONBureau of Education for the Handicapped

Division of Educational Services7th and D Streets, S.W.Washington, D.C. 20202

Preparation of Professional PersonnelOn September 22, 1961, Public Law 87-276

was signed into law by President John F.Kennedy, thus heralding a most significant stepin the training of teachers of the deaf. Duringthe academic year 1961-1962 there were thirty-two training programs in operation; today there

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are 50 training programs receiving Federal sup-port and several others that have programdevelopment grants. The number of new teach-ers trained has shown an equally dramatic rise.The average number of prospective teacherstrained was approximately 125 per year, from

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1950 tc, 1960. For this fiscal year, there are over550 full-time students in undergraduate andgraduate programs who receive Federal support.

Although most of these graduates are enteringthe Feld of education of the deaf, there is still ashortage of teachers for the 45,000 deaf young-sters in the United States who require specialeducation. During the Congressional hearings onP.L. 87-276, a shortage of 500 teachers was es-tablished as well ai the sub-5 tandard trainingof approximately 800 persons then teaching thedeaf. It was estimated that approximately 8,000children were not receiving the specialized edu-cation necessitated by their handicapping condi-tion. P.L. 87-276, now merged into P.L. 85-926,a bioader authority supporting training for teach-ers of all types of handicapped children, wasthus designed to help remedy a severe problem.

The Division of Training Programs in the U.S.Office of Educatior estimates that there iscurrently a need for an additional 1,250 teachersof the deaf in order that the desired pupil-teacher ratio of 7 to 1 be achieved.

Because the shortages are so critical, and thegoals so closely interrelated, it is often difficult

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to determine priorities. Of equal importance arethe needs for leadership, training teachers fortraditional programs, teaching staff for veryyoung and old deaf individuals, media special-ists and other key staff persons. Both critic andmaster teachers are needed in practicum centersto make college preparation programs moreeffective.

Public Law 90-576 expanded the provisions ofP.L. 85-926 to include "appropriate non-profitinstitutions or agencies as well as non-profit in-stitutions of higher learning." Institutions whichare interested in participating in the programshould send proposals to the Office of Educationwhere they are reviewed by advisory panels.t-hich include persons knowledgeable in the areaof education of the deaf.

Inquiries regarding the teacher training pro-gram should be directed to:


Division of Training Programs7th and D Streets, S.W.

Washington, D.C. 20202.

Research and DemonstrationThe research and demonstration program for

the handicapped was established by Public Law88-164 and extended under Public Law 89-105.P.L. 89-105 also provides for construction au-thority to establish a research and developmentcenter for education of handicapped childrenand youth.

The general purposes of the research anddemonstration program under Pl. 88-164, ap-proved October 31, 1963, are: ( a ) to translatefindings of research from the social and be-havioral sciences into practical applications forthe education of handicapped children andyouth; (b) to generate programs and proceduresfor classroom teachers and education specialistswho will make full use of known facts, ideas,and theories; (c) to create educational environ-ments in which the implementation of new

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Automatic push-button test of sound quality dis-crimination is used to explore hearing capacityof deaf listeners. Sensory Communication Re-search Laboratory, Gallaudet College.

programs, procedures and processes may bedemonstrated; and (d) generally to improvethe education of handicapped children and youththrough innovations in learning situations as wellas in classroom procedures, methods, and mate-rials.

Public Law 89-105 authorizes the Commis-sioner of Education to make grants to institutionsof higher education for constructing, equipping,and operating facilities for research relating tothe education of handicapped children andyouth. In April 1967, Columbia University wasawarded a grant for the construction and opera-tion of a research and demonstration facility.

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Audiologists use modern response-reinforcementmethods as part of the hearing testing of pre-school children.

The major objectives of the Columbia Centerare research, demonstration, and dissemination ofinformation. This Center is designed to concen-trate hun:an and financial resources on thecritical ana difficult problems involved in theeducation of handicapped chill-en, to bring to-gether highly qualified researchers and teachers,and to provide a training ground for researchtrainees. It is expected that the Center willproduce new ideas, materials, and techniquesfor use in classrooms of the handicapped. Sucha facility will bring about a systematic attackon major problems which are row being ap-proached by isolated research on a piece-mealbasis.

Such research and demonstration activitieswere expanded as a result of amendments toTitle VI of the Elementary and Secondary Edu-cation Act. Public Law 90-247 authorizes thedevelopment of regional resource centers whi:1will provide direct ..ervices to the children, par-ents, and teachers involved, as well as to dis-seminate information on modern educationalapproaches. The centers will also assist teachersand other school personnel by providing edu-cational evaluation and assistance in developingspecific educational strategies.

Inquiries regarding this program should bedirected to the:


Division of Research7th & D Stfeets, S.W.


Elementary and SecondaryEducation Act and Amendments

Superintendents and administrators of schoolsand classes for the deaf have an unprecedentedopportunity, under Title I of the Elemertaryand Secondary Education Act ( ESEA ), PublicLaw 89-10, and Public Law 89-313 whichamends it, to obtain long needed funds for deafchildren. Although Title I of P.L. 89-10 doesnot refer specifically to the deaf and other handi-capped children, the law includes them, since itprovides funds for "the special educational needsof educationally deprived children living in areaswhere there are concentrations of low incomefamilies." The legislative intent implied in thislanguage was referred to by Wilbur J. Cohen,the then Under Secretary of Health, Education,and Welfare, in a letter to Senator Wayne Morse,Chairman of the Education Subcommittee, Com-mittee on Labor and Public Welfare, UnitedStates Senate. Mr. Cohen indicated that:

". . . In Title I, Section 205( a )( 1 ), wherereference is made to programs and projectswhich are designed to meet the special educa-tional needs of educationally deprived childrenin the school district who attend non-publicschoo's in section 205( a ) (2), the term 'educa-tionally deprived children' in our opinion in-cludes handicapped children as that term isdefined in Title III of Public Law 88-164, ap-proved October 31, 19637 1

Under P.L. 89-10, the local school districtswith the approval of the State Departments ofEducation, determine priority of needs and tar-get areas which will receive these funds. TheElementary and Secondary Education Act is atremendous potential for aid to the handicapped.

On November 1, 1965, Title I of ESEA wasamended by Public Law 89-313. P.L. 89-313

' R. P. Mackie, "Opportunities for Education of Haradi-capped under Title I, Public Law 89-10," ExceptionalChi ren (May 1966), 1.

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makes funds available to state agencies respon-sible for providing an education free of chargeto handicapped children on a non school districtbasis. The amendment specifies that the handi-capped children who may bey efit under this laware the: "mentally retarded, bard of hearing,deaf, speech impaired, visually handicapped,seriously emotionally disturbed, crippled, orother health impaired child, en who by reasonthereof require special education." The amend-ment bridges an important gap, for P.L. 89-10applies only to children in local facilities. P.L.89-313 extends aid to handicapped children instate supported or state operated schools. TheFederal allocation is made according to a for-mula based on the average daily attendanceof handicapped children in special schools oper-ated or supported by the state. Individualagencies within the state, such as the welfareand health departments, can also obtain Federalassistance through the State Department ofEducation, which is responsible for the ultimateapproval of each project.

Great flexibility is possible in the use of thesefunds, but the main emphasis has been on in-creasing and improving direct services to handi-capped children such as in-service teacher train-ing, enlarged staffs, remedial programs andclinical services. Summer institutes have beenestablished to provide extension of services anda continuity over the summer months whenregression often occurs. Instructional centers arebeing designed to improve the quality and theaccessibility of instructional material. Priorityplans also include the extension of servicesdownward to pre-school children and increasedemphasis on the application of innovative tech-niques and the utilization of research develop-ments.

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Activities involving mothers are helpful in promoting language developmentamong Gallaudet Preschool Children.

Public Law 90-247 further amended Title Iof ESEA to provide increased support for edu-cation of children in state operated or statesupported schools for the handicapped. Underthis law, State agencies receive additional fundsfor new personnel, instructional materials, andother programs which reach into the state schoolsto aid the handicapped.

Public Law 90-576 extended the provisionsof P.L. 89-313 to state supported and state

operated schools for the handicapped in PuertoRico, Guam, American Samoa, the Virgin Islands,and the Trust Territories.

Inquiries regarding this program should bedirected to the:


Division of Educational Services7th & D Streets, S.W.


Centers and Services for Deaf-Blind Children

The Elementary and Secondary EducationAmendments of 1967 ( P.L. 90-247 ) provides forthe establishment and operation of Centers fordeaf-blind children. Such Centers are a responseto the needs of approximately 20,000 to 30,000children born with one or more handicappingconditions as a result of the rubella epidemic of1963-65.

These Centers will provide comprehensivediagnostic and evaluation services and programsfor education, orientation and adjustment. Con-sultative services for parents, teachers and others

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working with the deaf-blind and programs fortraining teachers and related specialists will alsobe provided at the Centers.

Inquiries regarding the Deaf-Blind Centersshould be directed to the:


Division of Educational Services7th & D Streets, S.W.


Handicapped Children's Early Education Assistance Act

The Handicapped Children's Early EducationAssistana. Act became Public Law 90-538 onSeptember 30, 1968.

This Act authorizes the Commissioner of Edu-cation to arrange with appropriate public agen-cies and private nonprofit organizations for thedevelopment and carrying out by such agencies1.- A

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munity to be served by the programs with theproblems and potentialities of the children.

A thorough and continuing evaluation of theeffectiveness of each program assisted under thisAct shall be conducted by the Commissioner,either directly or by contract with independentorganizations.

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Activities used to promote language development for deaf preschool children arefun as well as instructional.

and organizations of experimental preschool andearly education programs for handicapped child-ren. These programs will be distributed through-out the Nation and carried out in both urbanand rural areas.

The activities and services included in theprograms should be designed to ( 1 ) facilitatethe intellectual, emotional, physical, mental,social, and language development of the child-ren; ( 2 ) encourage the participation of parentsof the children in the development and operationof the programs; and ( 3 ) acquaint the com-

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Guidelines for this program were developed bya Task Force which hicluded persons with ex-pertise in the education of handicapped children,administrators of special education programs andrepresentatives from the field of medicine.

Inquiries regarding Public Law 90-538 shouldbe directed to the:


7th and D Streets, S.W.Washington, D.C. 20202

Higher Education Amendments of 1968

The Higher Education Amendments of 1968became Public Law 90-575 on October 16, 1968.One of the important features of this act is theinclusion, for the first time, of provisions for thehandicapped in higher education legislation.

Section 203 authorizes the Commissioner ofEducation to make grants to or contracts withinstitutions of higher education, as well as otherpublic and nonprofit organizations, for specialservices for disadvantaged students. The grantsor contracts are for the planning, development,or carrying out of programs or projects that willassist the stud nts in the completion of theirundergraduate educations as well as provide forthe encouragement of those who Pre able toundertake graduate studies.

Several special services for the physicallyhandicapped would be appropriate under thissection. The provision of interpreters for the deaf

or specially developed pre-college courses offeredby the university in residential schools for thedeaf are only two examples of such services.

The Higher Education Amendments of 1966included a provision for the cancellation of Na-tional Defense Education Act of 1958 ( P.L.85-864 ) student loans made to full-time teachersof handicapped children. The rate of cancellationwas 15% of the loan for each year of service inteaching these children. The forgiveness featurehas been extended for two additional years bythe 1968 Amendments.

Inquiries regarding P.L. 90-575 should be di-rected to the:

U.S. OFFICE OF EDUCATIONBureau of Higher Education

7th & D Streets, S.W.Washington, D.C. 20202.

Vocational Education Amendments of 1968

For the first time in the history of legislationfor vocational education, provision has beenmade for participation by the handicapped. TheVocational Education Amendments of 1968 be-came Public Law 90-576 on October 16, 1968.

The Vocational Education Act of 1963, by theintent of Congress, encouraged vocational edu-cators working on the professional needs of thehandicapped. However, 5 years after the passageof this Act, the handicapped were still not beingprovided vocational education in a systematicmanner.

Three provisions for the handicapped that cor-rect deficiencies in the Act of 1963 have beenincluded in Public Law 90-576. ( 1 ) At least 19percent of the State plan funds must be use3 forservices to the handicapped. These services aredesigned to insure handicapped persons of ade-quate vocational education opportunities; ( 2 )

a specific definition of "handicapped" has beenincluded in this Act to make the term identicalwith that in other legislation in which it is de-

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fined. As stated in Section 108, "( 6 ) The term'handicapped,' when applied to persons, meanspersons who are mentally retarded, hard of hear-ing, deaf, speech impaired, visually handicapped,seriously emotionally disturbed, crippled or otherhealth impaired persons who by reason thereofrequire special education and related services;"and ( 3 ) the National Advisory Council on Vo-cational Education and the state advisory coun-cils must include persons having special knowl-edge, experience, or qualifications with respectto the special educational needs of physicallyor mentally handicapped persons.

Inquiries regarding Public Law 90-576 shouldbe directed to the:

U.S. OFFICE OF EDUCATIONDivision of Vocational and

Technical Education7th and D Streets, S.W.Washington, D.C. 20202.

* U. S. GOVERNMENT PRINTING OFFICE : 1969 3144.814i (18)

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