document resume ed 112 582 ec 073 782 suggested program ... · severely health impaired and...

DOCUMENT RESUME

ED 112 582 EC 073 782

TITLE Suggested Program Assessment Checklist.INSTITUTION New York State Education Dept., Albany. Div. for

Handicapped Children.PUB DATE [75]NOTE 65p.

EDRS PRICE MF-$0.76 HC-$3.32 Plus PostageDESCRIPTORS *Check Lists; Educational Programs; Equipment;

Exceptional Child Education; Facilities; *HandicappedChildren; *Program Evaluation; Services; StudentPlacement

ABSTRACTPresented are program assessment checklists to be

used as guides for planning, implementation, and improvement ofeducational programs for handicapped children. Separate checklistformats are provided for the following handicapping conditions:severely health and physically impaired; physically handicapped;visually handicapped; multiply handicapped; speech, language, andhearing handicapped and severely speech impaired; severelyhandicapped (deaf) and hearing impaired; learning disabled;emotionally and severely emotionally disturbed; and educable andtrainable mentally retarded. Checklists are offered which identifystrengths and weaknesses of several program components such aseligibility; assessment and placement; comprehensive programs andservices; housing facilities, equipment, and materials; andeducational programs. (SB)

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The University of the State of New York

The State Education Department

Albany, New York 12234

U S ...7.E.,ARTMENT OF HEALTHEOuCATiON i WELFARENATIONAL INSTITUTE OF

EDUCATIONHAS BEEN REPRO

,rc-0 Ex-,C,Lv RECEIVED FROME Atli % OP ORGANIZATION ORIGIN,T RD NT, OF v.E4 OP1N'ONS

C- %.7,A,SARiLY RE PREfh7,,FF C h., TONAL NSTTUTC Or

LDUC-TIQN POST,,,. OR POLICY

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University (with years when terms expire)

1981 Theodore M. Black, A.B., Litt.D., LL.D., Pd.D. ChancelloroS

Sands Point

1987 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D.

Vice Chancellor Purchase

1978 Alexander J. Allan, Jr., LL.D., Litt.D Troy

1980 Joseph T. King, LL.B Shelter Island

1981 Joseph C. Indelicato, M.D Brooklyn

1979 Francis W. McGinley, B.S., J.D., LL.D Glens Falls

1986 Kenneth B. Clark, A.B., M.S., Ph.D., LL.D., L.ti.D., D.Sc Hastings onHudson

1983 Harold E. Newcomb, B.A Owego

1988 Willard A. Genrich, LL.B., L.H D Buffalo

1982 Emlyn I. Griffith, A.B., J.D Rome

1977 Genevieve S. Klein, B.S., M.A Bayside

1981 William Jovanovich, A.B., LL.D., Litt.D., L.H D BriarcliffManor

1976 Mary Alice Kendall, B.S Irondequoit

1984 Jorge L. Batista, B.A., J.D Bronx

1982 Louis E. Yavner, LL.B New York

President of The University and Commissioner of Education

Ewald B. Nyquist

Executive Deputy Commissioner of EducationGordon M. Ambach

Deputy Commissioner for Elementary, Secondary and Continuing Education

Thomas D. Sheldon

Associate Commissioner for Instructional Services

William L. Bitner III

Director, Division for Handicapped Children

Raphael F. Simcnes

THE UNIVERSITY OF THE STATE OF NEW YORK

THE STATE EDUCATION DEPARTMENTALBANY, NEW YORK 12224

ASSOCIATE COMMISSIONER FORINSTRUCTIONAL SERVICES

To the reader:

The attached Suggested Checklist for Quality Programsis a document which has been created by personnel of theDivision for Handicapped Children. The intent of the docu-ment is to provide you with what we consider to be some ofthe important elements in any program dealing with handicappedchildren; it is not a statement of mandated program require-ments.

Through the use of this document, you will be able toreview your programs for handicapped children in a mannerwhich will allow the identification of both strengths andweaknesses. Each of the checklists contain important, de-sirable elements which we hope you will consider in reviewingyour existing programs or in developing new programs. Aftercompleting a given checklist, an excessive amount of checksin the columns headed: "Some", "None", and "Unknown" canbe a key to program areas which need more attention.

The guidelines are intended solely for your internaluse. We trust you will find them useful working documentswhich can assist you in your efforts to develop effective,well-balanced programs for the handicapped.

/1f,A.U4044- #4142cr___William L. Bitner IIIAssociate Commissioner

FOREWORD

The suggested Checklist for Quality Programs has been developed in aneffort to provide you with a standard against which you may review yourexisting programs for the handicapped and by which your planning for newprograms may be enhanced.

The checklists, themselves, are not to be considered elements for evaluationas much as they are items to be used as guides for program planning,implementation and improvement. -..

The development of these guidelines has involved the efforts of the totalstaff of the Division for Handicapped Children and the contributions oflocal educators. Each Bureau of the Division has sought to identify themost important areas of concern and suggested reasonable standards to helpassure quality programming for the handicapped of New York.

The Checklist is a suggested guideline to program criteria. Although theitems on the list reflect the judgement of many educators, not everyonewho reads this document will agree with all of the suggestions. They areto be interpreted as relative rather than absolute statements about effectiveprograms for handicapped children.

Essentially, we see this document as part of a process of establishingworkable program guidelines. As the Checklist is used, evaluated and updated,its validity will increase. We welcome your judgement of its usefulness andyour suggestions for changes and additions.

iv

1( 7 i /

".."%,.. 44-4.A....6:4Ns.

Raphael F. SimchesDirector, Division forHandicapped Children

TABLE OF CONTENTS

Foreword

Introduction

Suggested Program Assessment Checklists:

iv

1

1. Severely Health Impaired and

Severely Physically Handicapped 4

2. Physically Handicapped 11

3. Visually Impaired 18

4. Multiply Handicapped 23

5. Speech, Language and Hearing Handicappedand Severely Speech Impaired 27

6. Severely Handicapped (Deaf) andHearing Impaired 32

7. Learning Disabled $ 38

8. Emotionally Disturbed andSeverely Emotionally Disturbed 44

9. Educable Mentally Retarded andTrainable Mentally Retarded

V

,

t

50

INTRODUCTION

In response to the Fleischmann Commission's urging for more effective andcompassionate treatment of handicapped children in New York State, the Regentsof The University of the State of New York adopted a statement of policy andproposed action, "The Education of Children with Handicapping Conditions."

The 1974 legislation known as Chapter 241 reflects the New York State Legis-lature's response to the Regents' recommendations in this paper. Chapter 241provides special funding to aid districts in serving their handicapped childrenand requires local planning for improving special education services.

To assist parents, teachers, administrators, and others who are attempting toimprove educational services for children With handicapping conditions, theNew York State Education Department has developed a set of suggested criteriafor the assessment of programs for and services to these children. Thesecriteria exist in conjunction with the Commissioner's Regulations regarding

the definitions of handicapping conditions and the various funding sources forthese conditions.

These suggested criteria are provided in separate checklist formats for thefollowing handicapping conditions:

1. Severely Health Impaired and Severely Physically Handicapped

2. Physically Handicapped

3. Visually Handicapped

4. Multiply Handicapped

5. Speech, Language and Hearing Handicapped and Severely Speech Impaired

6. Severely Handicapped (Deaf) and Hearing Impaired

7. Learning Disabled

8. Emotionally Disturbed and Severely Emotionally Disturbed

9. Educable Mentally Retarded and Trainable Mentally Retarded

The use of these suggested program assessment checklists should not precludeattention to individual differences among children with handicapping conditions.Within programs each student may operate differently. The need for intervention,special services, special techniques,.and the like will vary according to theintensity of the individual's condition and need. Some students will benefitmost by participating primarily in regular classes while receiving some limitedspecial services, while others may need full-time special service. Servicealternatives provided to children with handicapping conditions should use indi-vidual considerations in determining appropriateness of the service for each child.A model follows.

1

Level I The prevention of handicapping behavlor /Levd2

loq

Level.)

Level 4

Level S

Level 6

Level 7

Level 8

Exceptional children In regular classes,with or without supportive services s,0\/\ \e1

Regular class attendance plusqoJ. supplementary Instructional .'s%

440 services0, 46

.1,

st,.. eA

0,Part time special class

2 Full time special class

Special statIons

---- Homebound ----

ct

Assignment of pupils tosettings governed primarily

by the school system

Assignment of individuals tothe settings governed primarily

Instruction by health, correctional,In hospital, welfare, or other agencies

residential, ortotal care settings

This means the development of positive cognitive, affective, and psychomotor skills in all pupils that willreduce or prevent the frequency of handicapping behavior.

Special schools in public school systems.

Figure 1. The cascade system of special education service (E.Deno. Strategies for improvement of educational opportunitiesfor handicapped children: Suggestions for exploitation of EPDApotential. In M.C. Reynolds and M.D. Davis (Eds.), ExceptionalChildren in Regular Classrooms. Minneapolis: University ofMinnesota, 1971.)

Reprinted from "The Organization and Administration of SpecialEducation and Education of the Gifted," Policy StatementsApproved by tne 1973 CEC Delegate Assembly, p. 2 by permissionof the Council for Exceptional Children.

2

9

The suggested program assessment criteria, then, apply to characteristics ofprograms provided rather than to a single student's needs which must beindividually determined. As one looks at the checklist for a particularprogram, marks in the colums "some," "none," or "unknown" should provideimmediate direction for further study and action.

3

Ir

SEVERELY HEALTH IMPAIREDAnd

SEVERELY PHYSICALLY HANDICAPPED

A child who must function in a physical environmentspecially designed; or needs medical interventionand/or maintenance; or who requires individual orsmall group instruction at a pupil/teacher rationot to exceed 10 to 1.

4

SUGGESTED PROGRAM ASSESSMENT CHECKLISTFor

SEVERELY HEALTH IMPAIREDAnd

SEVERELY PHYSICALLY HANDICAPPED

Children who must function in a rigid and specially designedphysical or educational environment due to severe health,orthopedic, or neurological problems and who have needs formajor medical and educational interventions which requireto a large degree self-contained environments.

A. Eligibility

1. A child who meets the followingrequirements is eligible for andis placed in a special educationclass for severely physicallyhandicapped children and/orseverely health impaired.

a. Each child is of legalschool age.

b. Each child is capable ofprofiting from instructionas determined through assess-ment procedure.

c. Each child has a congenitalor acquired physical orhealth disability which

prevents successful func-tioning in a regular school.

d. Each child meets the handi-capping condition definition.

2. A current medical report of alicensed physician presentlytreating each child's conditionwas required upon entrance andis on file.

.

5

re.

AllYesr

egree of ConditionSome None

NoUnknown

NA

AllYes

egroo of ConditionSome hone Unknown

No NA

B. Assessment and Placement

1. The Committee on the Handicappedreviews and recommends placementof pupils in classes annually.

2. The school district has writtencriteria to determine eligibilityfor and placement of students inapproved programs and services.Such criteria includes:

a. Placement on the basis of theCommissioner of Education'sRules and Regulations.

b. Assessment of achievement,adjustment and socialadaptability.

c. Placement of students on thebasis of individual needs.

d. Conferences with parent(s)or guardian(s) prior to place-ment of any student in approvedprograms or services.

C. Comprehensive Programs and Services

-1. The program consists of instructionalservices at primary, intermediate,junior high and senior high schoollevels.

2. The program provides for supervisionand services such as occupationaltherapist, physical therapist, schoolpsychologist and work-study coordinator.

D. Housing, Facilities, Equipment and Materials

1. Each special education class ishoused in an approved schoolbuilding or hospital with childrenof comparable chronological age.

2. There are, adequate materials appro-

priate for the age, developmentalability and handicaps of the stu-dents in these classes.

6

ecree of Condition

AllYes

Some NoneNo

UnknownNA

3. Each classroom housing a specialeducation class for children pro-vides space adequate for thestorage and handling of the specialmaterials and equipment needed inthe instructional program.

4. All necessary special equipmentand furnishings for the instruc-tion, safety and treatment ofseverely crippled children andhealth-handicapped children isprovided.

a. A building entrance is atground level or equipped withan appropriate ramp.

b. A loading and unloading dockfor buses and other means oftransportation is situatedin a safe area away from thechildren's playground andother hazards.

c. Classrooms, occupationaltherapy and physical therapyrooms, cot rooms and nurse'soffice are located on thefirst floor unless elevatorsare available.

d. Toilet rooms, drinking foun-tains and lavatories are ap-propriately equipped forcrippled children, includingnecessary safety grab barsand at least one stall designed

to accommodate a wheel chair.

e. Classrooms and therapy facilitiesare equipped with specializedequipment to meet the needs ofthe children in attendance.

fe Floors are of a non-skidnature and free of excessivewax.

L.

g. Adequate space and equipmentis provided both indoors andoutdoors, for physical acti-

. vities and recreation.

'eciree of Condition

AllYes

Some None UnknownNo NA

h. Lunchroom facilities includefurniture, eating utensils andequipment suitable to the in-dividual needs of the children.

i. Doorways clear 36 inches in width.

j. Rooms are well ventilated andcontain a non-toxic chemicaldisinfectant to clean odors.

k. Exits from the building areeasily accessible for evacuationduring an emergency.

E. Education Programs

1. Programs are available in the aca-demic areas as well as the self-helpareas.

a. Academic programming is providedon linear basis allowing the stu-dent to progress from year to yearin the areas of reading, verbalskills, written skills, andsocial skills.

b. Self-help skills are providedon the basis of individualaccomplishments of each childcovering the areas of mobility,movement, personal care, re-lationship with others, aswell as other observable self-help tasks.

c

c. Programs are provided to aidthe childreq in social adjust-ment and adaptability.

d. Program activities are plannedto provide growth in the cog-nitive, affective and psycho-motor areas including remedialperceptual training.

2. Individual learning prescriptionsfor each child are kept on file.

8

15

Degree of Condition

AllYes

Some 'None

NoUnknown

NA

3. Daily living skills, adapted physicalactivities and counseling are providedto all children needing these services.

4. Appropriate techniques are utilized inthe classroom to develop better self-concepts and to provide directionleading to increased self-control.

5. Periodic evaluations of the educationalprogress of all children are kept onfile.

6. Teachers in classrooms have as a full-time assignment the instruction ofthose children assigned to that parti-

cular class.

7. Special education c14:7ses at the

elementary level for 9averelyhandicapped have an enrollment ofno more than 10 pupils.

8. Special education classes at thesecondary level for severely handi-capped have an enrollment of nomore than 15 pupils.

9. The special education instructionalclass does not exceed a chronologicalage range of 3 years.

10. The instructional program provideseach student with occupational skillsleading to independence as an adult.

11. Teachers incorporate assessment infor-mation, instructional objectives andevaluation data in their instructional

planning.

12. Program organization for a class isessentially the same as for otherchildren of the same age in theschool district. This applies to the

`length of the school day and partici-pation in selected general school

activities....

9

AllYes

[ Some NoneNo

UnknownNA

agree of Condition

13. There is evidence of periodic reportingto parents regarding the child's pro-gress and behavioral adjustment.

14. There is evidence that the teachermaintains periodic records for eachchild's individual instructionalprogram.

F. Qualifications

1. Each teacher meets all the require-ments for a certificate for thisarea of specialization.

2. Each occupational therapist meets allthe requirements for a certificatefor this area of specialization.

3. Each physical therapist meets allthe requirements for a certificatefor this area of specialization.

4. A work-study coordinator has suffi-cient experience to administer awork-study program for physicallyhandicapped children.

5. A supervisor of a program holdscertification as a teacher of .

handicapped children.

.,

PHYSICALLY HANDICAPPED

A child who manifests a condition which is incapaci-tating and includes orthopedic, neurological, and/orother medical and health conditions which result inthe inability to benefit from the regular educationalprograms for non-handicapped children without someform(s) of special assistance.

11

SUGGESTED PROGRAM ASSESSMENT CHECKLIST

For

PHYSICALLY HANDICAPPED

Physically and other health impaired children are a population composed ofthose individuals with physiological impairments and concomitant education-ally related problems requiring modification of programs to meet their educa-tional needs. Children with crippling disabilities and other health problemsoften demand specialized intervention which may take place in any one of thefollowing settings: a regular classroom with appropriate support services,a resource classroom, a self-contained classroom, a hospital or a home.

The children may also need adaptations in environment, instructional materialsand curriculum modified to the extent to equalize their opportunities to com-pete with their academic peers to the degree required to promote and maintaintheir intellectual growth.

egree of ConditionAll Some None Unknown-Yes No NA

A. Eligibility

1. Children are of legal school age.

2. Each child is capable of profiting from

instruction as determined through an assess-ment procedure.

B. Assessment

1. The Committee on the Handicapped reviewsand recommends placement of all pupils inthese classes.

J

2. Reports on the progress or lack of progressof any medical intervention which neces-sitated placement is reported to the Com-mittee on the Handicapped.

3. There is a process for providing an oppor-tunity for a conference with parent(s) orguardian(s) prior to placement.

4. There is a systematic procedure for re-evaluation of students.

5. Adherence to the Commissioner of Educa-tion's Rules and Regulations.

C. Comprehensive Program and Services

1. A comprehensive program of instructionalservices is provided at the primary, inter-

mediate, junior high, and senior high

school levels.12

1 9

2. The programs have provisions for supervi-sion and the services (if needed) a physicaltherapist, school psychologist and work-study coordinator.

D. Housing, Facilities, Equipment and Materials

1. Each physically handicapped child is housedin a classroom in an approved school build-ing with children of comparable chronolo-gical age.

AllYes

dcroe of ConditionSome ;,one Unknown

No NA

2. There are adequate materials appropriatefor the age, developmental ability andhandicaps of the students in these classes.

3. Each classroom housing a physically handi-capped child has space adequate for the

storage and handling of the special materi-als and equipment needed in the instruction-al program.

4. All necessary special equipment and furnishings for the instruction, safety andtreatment of physically handicapped chil-dren is provided.

a. A building entrance is at ground levelor equipped with an appropriate ramp,

or other acceptable option.

b. Classrooms, therapy rooms and thenurse's office are located on the firstfloor unless elevators are available,or other acceptable option.

c. Drinking fountains and lavatories areappropriately equipped for crippledchildren, including necessary safetygrab bars, or other acceptable option.

1 -t

T

d. Floors are of a non-skid nature andfree of excessive wax, or other accept-able option.

e. Adequate space and equipment is pro-vided both indoors and outdoors forphysical activities and recreation, orother acceptable option.

f. Lunchroom facilities include furniture,and equipment suitable to the indivi-dual needs of the children, or otheracceptable option.

1

13

;)het..

+

.1

g. Exits from the building are easilyaccessible for evacuation during anemergency, or other acceptable option.

E. Education Programs

1. Programs for children in the categories oforthopedically handicapped, health im-paired, brain injured and neurologicallyimpaired are planned through:

a. Stated objectives which are in concertwith those objectives stated for otherpeers at the same grade level or samechronological age.

b. Instruction in verbal communication,written communication, social skillsand reading.

2. Special education settings at the elementarylevel have an enrollment of no more than10 pupils.

3. Special education settings at the secondarylevel have an enrollment of no more that15 pupils.

4. Programs are provided in social adjustmentand adaptability.

ugroe of Condition

AllYes

Some NoneNo

UnknownNA

5. Program planning incorporates activitiesin the cognitive, affective and the psycho-motor areas including remedial perceptualtraining.

6. The instructional program provides eachstudent with occupational skills leadingto independence as an 'adult.

7. Teachers incorporate. assessment information,instructional objectives and evaluationdata in their instructional planning.

8. Program organization for special classes areessentially the same as for other childrenof the same age in the school district.This applies to the length of the school dayand participation in selected general schoolactivities.

9. There are policies for the selection andplacement of physically handicapped chil-dren to be integrated into regular classes.

14

AI

AllYes

egroe of Condition

UnknownNA

Some oneNo

10. Classes for physically handicapped childrenare organized so thdt provisions can bemade for some children to receive full-timeinstruction from a special teacher, whileothers receive a portion of their instruc-tion from a special teacher and are inte-grated into regular classes in proportionto the child's ability to succeed.

11. The primary educational responsibility forany physically handicapped child integratedinto a regular class on a part-time basisremains with the special education teacherin whose class he is enrolled.

12. Itinerant Teachers and Resource Rooms

a. Itinerant teacherS.' use and the place-ment of pupils in resource rooms on the

basis of academic and/or physical andsocial performance having a prognosisof showing a measureable improvementthrough a series of short term intensiveinstructional interventions. Assess-ment indicated that physically handi-capped children could remain in regularclasses or be transferred from specialclass and progress satisfactorily withsuch services.

b. Pupils receive itinerant teacher andresource room instruction during theregular school day session in theirschool of registration for a portionof the regular school day not exceeding50% per day outside the regular class.

c. Adequate facilities, materials andequipment are available for the itin-erant teacher or resource room.

d. Itinerant and resource room teachersare certified as teachers of handi-capped children.

e. Programs are under the supervision andthe direction of the special educationsupervisor.

13. There'is evidence that the teacher main-tains periodic records for each child'sindividual instructional program.

Pegree of Condition

All SomeYes

NoneNo

UnknownNA

14. There is evidence of periodic reportingto parents regarding the child's academicprogress and behavioral adjustment.

15. Daily living skills, adapted physicalactivities and counselling are provided toall physically handicapped children needingthese services.

16. Appropriate techniques are utilized intheclassroom to develop better self-conceptsand to provide direction leading to in-creased self-control.

17. The District makes a periodic evaluation ofthe educational progress of all children.

18. The age range of pupils receiving instruc-tion in a special class does not exceedthree years chronologically or academically.

F. Home Teaching

1. Children recommended for home instructionreceive a medical examination on a periodicbasis.

2. Records on grades and progress of studentson home instruction are regularly reportedand kept on file in the local school.

3. Teachers employed for home instructionare appropriately certified for thespecified instruction assigned.

4. Children recommended for home instructionat the elementary level receive at least1 hour of instruction daily 5 days a week.

5. Children recommended for home instruction atthe secondary level receive at least 2 hoursof instruction daily 5 days a week.

6. Committees on the Handicapped review andevaluate children on a periodic basis forreturn to school.

G. Qualifications

1. Teachers meet all the requirements for acertificate for this area of specialization.

1)

16

KoL,

2. The physical therapists (if needed) meetall the requirements for a certificatefor this area of specialization.

3. A work-study coordinator has sufficientexperience to administer a work-studyprogram for physically handicapped children.

_p_eilree of Condition

All ISome None Unknown

Yes No NA

4. A supervisor of a progiam holds certifica-tion as a teacher of handicapped children

17

;.. 2 1

VISUALLY IMPAIRED

A legally blind child with the visual capacity of 20/200or less in the better eye with the best correction, or afield of vision restricted to a 20° arc.

A child whose visual acuity in the better eye with bestcorrection ranges between 20/70 and 20/200, includingthose children who can still function capably with theirresidual vision and who have a medically indicated pro-gressive visual loss, operable eye diseases or a re-curring serious medical eye problem affecting acuity.


For

VISUALLY IMPAIRED

The handicapping condition of visual impairment diminishes the abilityto synthesize external visual stimuli in the educative process oflearning. The degree of loss determines the corresponding supplementalinput required to maintain a pupil's intellectual potential. Providedwith the appropriate special media materials, curriculum adaptationsand in some instances supplemental instructional services through theitinerant teacher - resource room program, the visually impaired childcan derive from the regular classroom curriculum and instruction that

degree of knowledge required to promote and maintain intellectual growth.

The following recommended program standards outline the approaches thatare educationally desirable and, when implemented in accordance withindividual children's needs, will provide appropriate educational pro-grams.

All [ SomeYes

eqrce of Condition

UnknownNA

None;.o

A. Eligibility

1. The child is of legal school age.

2. There is a current medical statementby a registered Opthalmologist orOptometrist with an indication ofthe useable vision.

3. Pupils in this program are diagnosedas having visual capacity of 20/200or less in the better eye with bestcorrection or a restricted field ofvision to a 20° arc.

4. Pupils in this program have a visualacuity in the better eye with bestcorrection between 20/70 and 20/200,and who still function capably withtheir residual vision.


1. The Committee on the Handicapped re-views each eligible pupil and providesa recommendation and assignment toappropriate educational services.

pg. ,19 , r.

4.0

2. There is written criteria to deter-mine eligibility for and'placementof pupils into educational programs.

3. Process for providing an opportunityfor a conference with parent(s) orguardian(s) prior to placement oftheir child in appropriate programor services.

4. Provisions for a systematic procedureto periodically reevaluate pupils inapproved programs to assess their pro-gress, current status and future needs.

C. Comprehensive Program & Services

1. The teacher(s) possess a certificatefor teaching of the Blind and PartiallySighted as established by New YorkState Education Department.

2. Instruction for orientation and mo-bility is made available for childrenwho have severe visual impairmentand who could benefit from suchinstruction.

3. Instructional programs for all blindand partially sighted children includebut are not limited to the following:

a. All the required basic academiccommunication skills.

b. Braille instruction (totallyblind children only).

. Sight utilization.

d. Orientation and mobility instruc-

tion.

e. Study habits and use of specialaids.

f. Auditory skills.

g. Social and personal managementskills.

20

11 r

I..1u 611." ,a I ., W's 11 Val I I i ,.. . 4

A I I

YesSome None

NoUnknown

NA

t..

ear-Q(1 of Condition

All Some None UnknownYes Ho NA

h. Daily living and occupationalskills.

i. Adaptive physical education.

j. Typewriting.

4. Visually handicapped children receivesupplemental instructional servicesdependent upon the child's individualneeds and the teacher's evaluation.

5. Any visually handicapped child whosemajor handicapping condition is aresult of his or her visual loss isenrolled in and receives the greaterportion of instruction in the re-gular integrated classroom.

D. Itinerant Teaching Supplemental Services

1. Supplemental services instruction,individually or in small groups, isprovided by certified itinerantteachers of the blind and partiallysighted.

a. Services generally range from1 to 5 children for part-timeitinerant teacher.

b. Services generally range from6 to 15 children for full-timeitinerant teacher.

E. Resource Room Supplemental Service

1. An appropriately equipped room staffedby a certified teacher of the blindand partially sighted to which thechildren enrolled in regular classroomscome at scheduled intervals for assis-tance, or as the need arises, for spe-cialized instruction to supplementthat of the regular classroom.

a. Enrollment for blind children is a

minimum of 4 and a maximum of 10.

21

e ree of Condition

All Some None UnknownYes No NA

b. Enrollment for partially sightedchildren is a minimum of 5 and amaximum of 13.

c. Enrollment for blind and partiallysighted combined is based upon agesand needs of individual children,but in general ranges from minimumof 4 and a maximum of 13.

2. Cooperative Class (Special Class)

a. Only blind and partially sightedchildren who possess additionalhandicapping conditions and whomanifest 24 months or more betweentheir chronological and mentalage are enrolled.

b. The room is appropriately equippedand staffed by a certified teacherof the blind and partially sighted.

c. Children receive supplementaleducational instruction by acertified teacher of the blindand partially sighted children.

d. The children enrolled receive nomore than three-fourths of theirinstruction in the special classand are integrated in regularclassrooms for the remainder ofthe school day.

e. Minimum enrollment of legally blindand partially sighted is 3 childrenand a maximum enrollment of 7children.

f. Chronological ages do not exceed3 years per class.

22

MULTIPLY HANDICAPPED

A child who, because of the multiplicity ofhis handicapping conditions, requires inter-vention by more than one certified specialistin the area of education of the handicapped.For purposes of this section, visually im-paired children shall be included, but thosechildren whose second handicap is solely inthe area of speech shall not be included.

Cs Li


For

HANDICAPPED

Multiply handicapped children are those children with a diversity of physicaldisabilities needing the educational intervention of more than one certifiedspecialist to meet the educational` need due to the condition related to thephysiological problems. Many children with concomitant physiological disabi-lities have problems which are multi-dimensional to the extent that specialmediation, remediation, and modification of curriculum may be necessitated,as well as adaptatLons in physical environment and instructional materials tothe extent which offers the pupil the opportunity to develop his full intel-lectual potential.

A. Eligibility

1. Children who meet the following requirementsare eligible for and may be placed in a spe-cial education program for children withmultiple impairments.

a. Each child is of legal school age.

e rce of Condition

All SomeYes

NoneNo-

UnknownNA

b. Each child is capable of profiting frominstruction as determined through anassessment procedure.

c. Each child certified as multiplyhandicapped shall be defined as meetingthe specific criteria for programeligibility for each handicap

d. Each child has a combination of severesensory, communication, behavioral,developmental, and emotional problemsand can benefit from the interventionby two or more program specialistscertified in each area of specialty toprovide special programming and methods.


1. The Committee on the Handicapped has re-viewed and recommended placement for allpupils.

Degree of Condition

AllYes

Some None Unknowntio NA

2. Medical consultation is provided on acontinuing basis.

3. The school district has written criteriato determine eligibility for and placementof students in this program.

4. Adherence to Commissioner of Education'sRules and Regulation]

a. Assessment of achievement, adjustmentand social adaptability potentialsand functions.

b. Placement of students on the basis ofthe individual student's needs.

c. Process for providing an opportunityfor a conference with parent(s) priorto placement of any student in approvedprograms or services.

d. Provisions for a systematic procedureto re-evaluate students to assesstheir progress, current status andfuture educational needs.

C. Education Program

1. Severely multiply handicapped are in aself-contained class or special school.

2. Children are provided a program in academicsand self-help skills.

3. Academic programs are provided on a linearbasis allowing a student to progress fromyear to year in the areas of reading, ver-bal skills and written skills.

4. Social skills and self-help skills areprogrammed on the basis of individualaccomplishments of each child coveringthe areas of mobility, movement, personalcare, relationship with others, as well as

other observable self-help tasks.

5. Programs are provided aiding the child in

social adjustment and adaptability.

.4

6. Student prqgramming is planned for growthin the cognitive, affective and psycho-motor areas, including remedial perceptualtraining.

25

7. Daily living skills, adapted physical acti-vities and counselling are provided to allmultiply handicapped.

8. Appropriate techniques are utilized in theclassroom to develop better self-conceptsand to provide direction' leading to in-creased self-control.

There is periodic evaluation and reportingof the educational progress of all childrenplaced in the classes for multiply handi-capped children.

10. The enrollment in an instructional classis no more than 10 students at the elemen-tary level.

11. The enrollment in an instructional classis no more than 15 at the secondary level.

12. The age and ability range within an in-structional class does not exceed threeyears.

13. The Supervisor of the program holds ateaching certificate in Special Education.

26

De ree of Condition

AllYes

Some NoneHO

UnknownNA

-,-

SPEECH, LANGUAGE AND HEARING HANDICAPPED

A speech, language and hearing handicap is one in which there is amarkedly impaired ability to acquire, use or comprehend spokenlanguage because of physical, mental or emotional reasons. This

communication handicap includes vocal disorders resulting from orleading to pathological conditions of the vocal mechanism; disrup-tions in the normal flow of verbal expression; distorted articulationthat interferes with ready intelligibility of speech; deficits incomprehension of spoken language associated with hearing impairmentor other organic disabilities or psychological disturbances; andlimited vocabulary and inability to formulate sentences. Thesedisabilities are handicapping because they impede communicationand consequently may affect the individual's psycho-social ad-justment and/or acquisition of academic skills.

SEVERELY SPEECH IMPAIRED

A child with unintelligible speech or inability to communicateverbally who is provided daily instruction in regular or specialclasses by a certified teacher of the speech and hearing handi-capped.

27

34


For

SPEECH, LANGUAGE AND HEARING HANDICAPPEDAnd

SEVERELY SPEECH IMPAIRED

The educational management of children with severe speech impairmentdiffers from that of the total population of children with speech,language and hearing handicaps only in respect to the amount of spe-cial services that are required. The majority of children withspeech, language and hearing handicaps are enrolled in the regularclassroom. Those enrolled in special classes and resource roomprograms require instructional programs designed to developcommunication skills needed to profit from academic instruction.Although the underlying handicapping condition for many childrenmay not be remediable, the speech behavior can be altered.

AllYes

egree of Condition

UnknownNA

Some oneNo

A. Eligibility

1. Each child is of legal school age.

2. Children with unintelligible speechor an inability to communicate ver-bally and who require daily instruc-tion throughout the school year bya certified teacher of speech andhearing handicapped.

3. Other children with speech,,languageand hearing handicaps receive instruc-tion at least twice a week.

B. Assessment and Evaluation

1. Diagnostic speech, hearing andlanguage examinations are admini-stered by the appropriate specialistsincluding the teacher of speech andhearing handicapped, otologist,neurologist, laryngologist, audio-logist, psychologist or other appro-priate personnel as necessary priorto assignment to a special class,resource room, or itinerant spe-cialist's program.

28

Degroe of ConditionSome one Unknown

No NAAllYes

2. Assessment of speech and language

achievement is determined, where-ever possible, on the basis ofappropriate standardized tests.

3. The Committee on the Handicapped re-views the diagnostic and evaluationreports.

4. The Committee recommends assignmentto the program option that best suitsthe child's needs.

5. At the end of the school year eachchild is re-evaluated.

6. The assessment report is given to theCommittee on the Handicapped for reviewto determine termination of program,assignment to. another program option,

or termination of special assistance.

C. Program OptionsItinerant Programs for Speech, Languageand Hearing Handicapped who are.notseverely speech impaired

1. Individual instruction is provided fora minimum of two sessions per week fora minimum of 20 minutes per session.

2. If group instruction is appropriate,no more than 5 children will be sched-uled simultaneously for a minimum oftwo sessions per week of 30 minute in-structional periods.

3. An itinerant teacher of speech andhearing handicapped has a caseloadranging from 20 to 60 children perweek.

4. The itinerant teacher of speech andhearing handicapped travels to twoschool buildings a week.

Itinerant Programs for Severely SpeechImpaired

5. Individual instruction is provided aminimum of 30 minutes each day.

r

(.1 k..0

6. If group instruction is appropriate,

no more than 3 children are scheduledsimultaneously.

7. A minimum of 60 minutes per day isscheduled where group instruction isprovided.

Resource Room

1. Resource rooms for speech, hearing andlanguage impaired children include oneor more children with severe speech im-pairments.

2. Enrollment in the resource room ranges. from 8 to 15 pupils.

3. Individualized instruction is providedfor periods ranging from 30 to 90minutes daily throughout the schoolyear for severely speech impaired.

4. wIf group instruction is offered nomore than 3 children with severe speechimpairment are scheduled simultaneously.

5. A minimum of 60 minutes per day isscheduled where group instruction isprovided for children with severespeech impairment.

6. The resource room teacher is certifiedas a teacher of speech and hearinghandicapped.

Self-Contained Class

1. Severely speech impaired (aphasic).children who are grouped homogeneouslyfor instruction and whose primarydisability does not qualify them forspecial classes for the retarded orthe deaf are assigned to a self-con-tained class.

2. Class size does not exceed 10 pupils.

30

De rce of Condition

AllYes

Some NoneNo

UnknownNA

Degree of Condition


3. Amount of specialized instruction -daily instruction for the major partof the school day is provided by thespecialist throughout the school year.

4. Specialist - the class is taught by acertified teacher of speech and hearinghandicapped who is competent in thearea of language acquisition and earlychildhood development or elementaryeducation.

D. Qualifications

1. The teacher of severely speech im-paired children meets the requirementsfor certification of teachers of speechand hearing handicapped as establishedby the State Education Department.

2. The supervisor of programs for speech,hearing and language handicapped child-ren holds a supervisory certificate inaddition to certification as a teacherof speech and hearing handicapped.

31

SEVERELY HANDICAPPED (DEAF)

A child with a hearing handicap in excess of 80decibels (ISO) in the better ear whose degreeand type of hearing loss is so severe that spokenlanguage cannot be acquired normally and whosereceptive and expressive communication skills areso limited that additional supportive servicesare necessary. This child would be in need ofa highly specialized program with teacher/pupilratio not to exceed 10 to 1 and with speciallycertified teachers of the deaf along with addi-tional support services.

HEARING IMPAIRED

A child with a hearing handicap of 40 db or greater(ISO) in the better.ear whose. hearing loss precludeshis functioning normally in a regular classroom sit-uation without the supportive services of an itiner-ant teacher or a resource room program.

32

39


For

HEARING IMPAIREDAnd

SEVERELY HANDICAPPED (DEAF)

HEARING IMPAIRED - Children who are hearing handicapped are frequently referredto as hard of hearing. This handicapping condition interferes with a child'sability to comprehend language and may also interfere with the production ofspeech. Special aids such as hearing aids serve tb partially alleviate the con-dition. If a child is provided with the ancillary help needed in terms of speechservices, auditory stimulation and language development, maximal educationalgrowth.will occur.

When the hearing handicap is profound, the child is frequently referred to asdeaf. Expressive and receptive language is minimal and it is necessary towork with small groups of children using highly specialized curricula along withquditory and visual media designed to facilitate the development of speech andlanguage comprehension. The teacher must have special preparation to provideihis educational environment.

SEVERELY HEARING HANDICAPPED - (Deaf) - A severe hearing handicapping conditiongreatly reduces the processing of auditory stimuli. As a consequence, languagedevelopment and auditory comprehension are severely restricted, as is speech

production.

It is necessary to provide small group settings and intensified individualizedinstruction by qualified staff to ameliorate this educational problem. The

curriculum used must be gihgly specialized and individualized, containing spe-cial auditory and visual media designed to promote cognitive development throughthe maximal stimulation of sensory modalities. When provided with the appro-priate program, the deaf child can be expected to function to his maximum capa-city.

I AI I

Pegree of ConditionSome None Unknown

Yes No NA

A. Eligibility

1. Hearing impairment of 40 db (ISO) orgreater in the better ear.

a. Pupil is of legal school age.

b. Pupil is capable of profiting substan-tially from instruction as determinedby the Committee on the Handicappedafter appropriate assessment procedures.

R

L, 33) 40

Degree of Condition

AllYes

Some NoneNo

UnknownNA


1. The Committee on the Handicapped reviewsand recommends placement of all pupils.

2. Placement of students in educational pro-grams for hearing impaired children isbased upon the needs of each child.

3. A current audiological and physical exami-nation (including ears, nose and throat)is required for placement in an approvedspecial education unit for hearing impairedchildren.

4. Periodic evaluations are provided for con-tinued placement in an approved program.

5. A deaf child with an average hearing loss of80 db or greater '(average of 500, 1000, and2000 Hz) in the better ear, and a binauralPB max score of 60% or less is eligiblefor assignment to a self-contained class forthe deaf.

6. Audiological, psychological and languageassessments and standardized achievementtest scores presented to the Committee onthe Handicapped for determination of appro-priate placement.

7. A hearing impaired child with a hearingloss ranging from hard of heating to deaf,an average hearing loss of 40 db (averageof 500, 1000, and 2000 Hz) or greater or abinaural speech discrimination score(PB max) of 80% or less, is eligible f,.)t. a

resource room program for hearing impairedchildren.

8. Evidence exists that the deaf child cancompete academically with his hearingpeers, if he is enrolled in a resourceroom program.

I

9. Psychological evaluation of hearing im-paired children is based on non-verbalstandardized examinations administered bypsychologists experienced in testing deafchildren.

34/

10. Language evaluations of hearing impairedchildren are administered by a teacher ofthe deaf or teacher of speech and hearingimpaired who has experience examining deafchildren. Standardized tests of oral com-prehension of vocabulary and syntax areused to determine language skill.

C. Programs and Services

1. Programs are provided with supervision byqualified specialists.

Degree of Condition

All Some NoneYes, No

UnknownNA

2. Programs are provided the services of a workstudy coordinator, guidance counselor,educational aide, psychologist, audiologist,and certified teachers of physical education,creative arts, and speech and hearinghandicapped.

3. Special educational programs provide:itheneed for vocational education as well asthe program components needed to preparechildren for post-secondary schooling.

4. The modes of communication used withhearing impaired children include any orall of the following: oral language andspeech reading, cued speech, the writtenwork, finger spelling and manual communi-cation.

5. Tutorial assistance to children in resourcerooms and itinerant programs is providedby a certified teacher of the deaf or ofspeech and hearing handicapped.

6. The curriculum offered in the self-containedclass for the deaf is the State curriculumfor elementary and secondary educationadapted to meet the needs of the children.In addition, language development, train-ing in auditory comprehension and speechcorrection are provided.

7. Periodic reporting is made to parents re-garding child's academic progress andbehavioral adjustment.

8. Self-Contained Class for the Deaf.

a. A self-contained class for the deaf istaught by a certified teacher of thedeaf.

AllYes

Degree of ConditionSome hone Unknown

No NA

b. There are six to ten deaf children perself-contained class.

c. Chronological age span is no more thanthree years.

d. There are separate classes for deafchildren with average or better thanaverage intelligence and for retardeddeaf children.

9. Program organization for an instructionalprogram shall be essentially the same as forother children of the same age in the schooldistrict. This applies to the length of theschool day and participation in generalschool activities.

10. Resource room for hearing impaired.

a. A resource room for deaf and hard ofhearing children, taught by a certifiedteacher of the deaf or by a teacherof speech and hearing handicapped whohas training in elementary or secondaryeducation and experience in workingwith the hearing impaired may be ap-proved for 8 to 15 hearing impairedchildren who are enrolled in regularclasses with their hearing peers.

b. Each child will spend as much time asneeded in the resource room to enablehim to function in the regular classes.

c. The classroom is provided with a groupamplification system.

11. Itinerant teacher program.

a. Specialized instructional services tohearing impaired children are providedby a teacher of speech and hearinghandicapped or a teacher of the deaf.

D. Qualifications of Supervisor of Program

1. The supervisor of programs for hearingimpaired children holds a supervisorycertificate in addition to certificationas a teacher of the deaf or teacher ofspeech and hearing handicapped.

36

E. Housing Facilities, Equipment and Materials

1. Programs are housed in an approved schoolbuilding with normally hearing children.

2. All classrooms are provided with groupamplification systems.

3. Provisions are made for maintenance andrepair of all electronic equipment utilizedin the program,

Degree of Condition


4. There are adequate materials appropriatefor thy age, developmental ability, andhaddicaps of the students.

$

37

LEARNING DISABLED

Although the term "Learning Disabled" currently is widely usedin New York State, it is not included in the Commissioner'sRegulations as a handicapping condition. The following de-finition is but one of many which appear in the literature andis intended as illustrative of the general direction of the field.Presently, in New York State, "learning disabled" is sometimesused as a broad program label; frequently it is a designationfor a special class of brain injured, emotionally disturbed oreducable mentally retarded students; and it often is used toidentify individual students whom a district prefers not tolabel with one of the three legal designations currently in StateEducation Law.

"Learning Disabled" students are not aidable under the provisionsof Chapter 241. While local Committees on the Handicapped havethe option to refer to physically, mentally or emotionally handi-capped children as "learning disabled" children for local purposes,when submitting information to the State Education Departmentrelative to numbers and types of handicapped children, the onlypertinent categories are those which appear in the Regulationsof the Commissioner of Education.

38


For

LEARNING DISABLED

The following guidelines are suggested for purposes of reviewingeducational programs and services for children referred to asbeing "learning disabled".

Programs should stress individual attention to specific

learning problems through organization of a variety ofinstructional activities and services.

Degree of Condition

AYeII

s

Some Nonetlo

UnknownNA

A. Eligibility

I. Children who meet the following re-quirements are eligible and may beplaced in a special education pro-gram for children who are learningdisabled:

a. Are of legal school age.

b. Are capable of profiting sub-stantially from instruction asdetermined through:

1). Evidence based on morethan one individually ad-

ministered evaluation thatsupports the contention'that the child exhibits a

significant discrepancy be-tween academic potential andachievement.

2). Documentation that this dis-crepancy cannot be accountedfor by emotional problems,lack of motivation, poorgeneral health or an inade-quate instructional program.

39

4P

AllYes

Degree of ConditionSome None Unknown

No NA

3). Documentation that the childhas participated in a tradi-tional program of readingreadiness.

4). Documentation that the childhas had an opportunity toparticipate in a well organi-zed remedial reading programprior to being categorized"Learning Disabled".

5). Documentation that the childhas attended school regularlyfor at least one school year.

c. Do not have severe hearing, visual,motor or emotional involvement, andare unable to function effectivelywithin the regular class settingwithout supportive services.


1. Adherence to Commissioner of Education'sRules and Regulations.

2. The Committee on the Handicapped re-views and assigns pupils for appropriateservices.

3. There are written criteria to determineeligibility for, and placement of, stu-dents in programs.

4. There is a systematic procedure toprovide on-going evaluation of stu-dents.

i

5. No pupil whose primary handicappingcondition is considered learningdisabled is enrolled in a full-timeself-contained special class.

6. Placement requires active involve-ment of the resource room teacherin concert with regular class teachersof those children enrolled in the re-source room.

40 4

Degree of Condition

All SomeYes

NoneIto

UnknownNA

C. Comprehensive Program

1. Special services are provided forLearning Disabled pupils at alllevels within the school district.

2. The learning disabled program isdirected by administrative andsupervisory personnel who have hadtraining and experience in the fieldof teaching Learning'Disabled pupils.

3. Provision is made for resource staffincluding the administrator, super-visor, regular grade teacher, schoolpsychologist, guidance counselor, andteacher of speech and hearing handi-capped, to aid in facilitating schoolplacement and school programming tomeet the needs of Learning Disabledchildren more effectively.

4. Teachers of Learning Disabled childrenwork with special subject teachers topromote more effective learning ex-periences for handicapped pupils.

5. In-service training is planned for allstaff members working with LearningDisabled students.

6. Provision is made for at least theminimum amount of ancillary instruc-tional time as received by theirnon-handicapped peers.

7. Programs should provide children withart, music, and physical education ex-periences conducted by appropriatelytrained staff.

D. Programs and Services

1. The instructional program provideseach student with academic, socialand occupational skills leading toindependence as an adult.

41

48

2. Teachers incorporate assessment in-

formation, instructional objectivesand evaluation data in the instruc-

. tional program.

3. Outdoor education as an optionallearning environment is part ofthe learning disabled program.

4. A complete written educational re-port, for each child enrolled inan approved program is available.

5. The report includes a social-be-havioral assessment, psychologicalevaluation, academic evaluation, anoutline of the education program,and a plan to return the child tothe regular school program.

6. There is evidence that the teachermaintains daily records of eachchild's academic and social pro-gress.

7. There is evidence of periodic re-porting to the parents regardingthe child's academic progress andsocial adjustment.

8. Appropriate techniques are utilizedin the classroom to minimize trialand error learning and to developbetter self-concepts.

9. A minimum of 5 hours of instructionper week is provided by itinerantteachers.

10. Resource rooms have an enrollmentof not more than 15 children.

11. Learning disabled children spendnot more than 50% of their schoolday in the resource room.

42

49

Denree of Condition

AllYes

Some NoneNo

Unknown 1

NA

. .

Degree of Condition

AllYes

Some NoneI:o

UnknownNA

E. Housing, Facilities, Equipment andMaterials

1. There are adequate materials appro-priate for the age, developmentalability and handicaps of LearningDisabled students.

2. Adequate materials and equipmentare made available to the teacher.They shall include assessmentmaterials for reading, math,writing, and social behavior.

3. Resource areas of the school suchas the library, the gymnasium, artroom and auditorium are available.

4. Adequate funding is available forthe purchase of the necessaryequipment and supplies needed byLearning Disabled children.

43

5ti

I EMOTIONALLY DISTURBED

A child whose condition has been determined to be such by aschool psychologist or an approved mental clinic or a psy-chiatrist. In this regard an "emotional reason" means acondition of psycho-social origin leading to behavior whichinterferes with the child's ability to adjust to and benefitfrom existing regular class programs.

SEVERELY EMOTIONALLY DISTURBED

A child whose emotional disturbance is so severe that thechild is unable to relate to other children and may have anabsence of speech, and who requires individual or small groupinstruction at a pupil/teacher ratio not to exceed 8 to 1,and in addition needs the support of clinical services. Aseverely emotionally disturbed child is one whose conditionhas been determined to be such by a school psychologist oran approved mental health clinic or a psychiatrist.

r'44 r; iti .L.

,.

.


For

EMOTIONALLY HANDICAPPED

The following guidelines are suggested for purposes of reviewingeducational programs and services for children referred to asbeing "emotionally handicapped".

Of particular concern is development of comprehensive programswhich stress goals of normalization, integration, and academicachievement. Therefore, in addition to special class placement,both resource rooms and itinerant teachers should be utilizeddepending upon the severity of need of the children. The useof instructional specialists such as reading, physidhl education,art and music teachers should be encouraged. A necessary partof quality program means the involvement of pupil personnelservices focusing upon the contributions of guidance personnel,social workers, psychologists and school nurse teachers. Themaximizing of program diversities and personnel specialistsshould bring comprehensive services to the emotionally handi-capped child.

A. Eligibility

1. Children who meet the following re-quirements are eligible and may beplaced in a special education pro-gram for children with emotionalhandicaps:

a. Is of legal school age.

b. Is capable of profiting sub-stantially from instructionas determined through:

1). An individual assessmentprocedure administered bya school psychologist oran approved health clinicor a psychiatrist.

AllYes

egree of ConditionSome None Unknown

No NA

45

2). An individuassessmentstandard tteacher o

academichaviors.

al educationalthat includes

est data andbservations ofand social be-

AYell

s

Degree of ConditionSome None

NoUnknown

NA

c. Does not havvisual or mis unablewithin thewithout s

e severe hearing,otor involvement, butto function effectivelyregular class setting

upportive services.


1. The Commitviews andpriate s

tee on the Handicapped re-assigns pupils for appro-

ervices.

2. There amine eof, st

re written criteria to deter-ligibility for, and placementudents in programs.

3. There

re- e

is a systematic procedure tovaluate students at least annually.

C. Comprehensive Program

1. The school has developed a clearlywritten statement of objectives whichreflects the philosophy that eachemotionally handicapped child willreceive educational opportunity.

2 . The special education program isdirected by administrative andsupervisory personnel who havetraining and experience in thefield of teaching emotionallyhandicapped pupils.

3. Special services are provided foremotionally handicapped pupils atall levels within the school district.

4. Provision is made for the participationof emotionally handicapped students withregular grade pupils either as a totalgroup, as individuals, or in smallgroups in the general activities of the

46

r-.

Dearee of Condition

AllYesYes


school as well as special subjectareas.

5. Provision is made for resource staffincluding the administrator, super-visor, special class teacher, regulargrade teacher, school psychologist,guidance counselor, teacher of speechand hearing handicapped to aid infacilitating school placement andschool programming to meet theeducational needs of emotionallyhandicapped children more effectively.

6. Teachers of emotionally handicappedchildren work with special subjectteachers to promote more effective

learning experiences for handicappedpupils.

7. Periodic in-service training isplanned for staff members workingwith the emotionally handicapped.

D. Programs and Services


2. Teachers incorpora.te assessment in-formation, instructional objectivesand evaluation data in the instruc-tional program.

3. Outdoor education as an optionallearning environment is part ofthe special education program.

4. A complete written educational re-port for each child enrolled in anapproved program is available.

5. The report includes a social-behavioralassessment, psychological evaluation,academic evaluation, an outline of theeducation program and a plan to returnthe child to the regular school program.

47

Degree of Condition

All SomeYes

NoneNo

UnknownNA

6. There is evidence that the teachermaintains periodic records of eachchild's academic and social progress.

7. There is evidence of periodic re-porting to the parents regardingthe child's academic progress and

social adjustment.

8. Appropriate techniques are utilizedin the classroom to minimize trialand error learning, to develop betterself-concepts and to provide directionleading to increased self-control.4.

9. Resource rooms have an enrollment of nomore than 15 children.

10. Children do not spend more than 507.

of their school time in the resourceroom.

11. A minimum of 5 hours of instruction perweek is provided by itinerant teachers.

12. Chronological age range of childrenreceiving group instruction does notexceed 3 years.

E. Housing, Facilities, Equipment andMaterials

1. Each special education class ishoused in a building for childrenof comparable school age.

2. There are adequate materials appro-priate for the age and developmentalability of students in these programs.

3. Special class facilities are largeenough to accommodate special equip-ment, teaching materials and indi-vidualized and small group instruc-tion.

4. Classrooms are equipped with desks,and chairs in varying sizes toaccommodate the physical development

of children within the age range

48

'3U

Degree of Condition

AllYes


of the class. Adequate tables andchairs for class activity and smallgroup work are available.

5. Adequate materials and equipment

are made available to the teacher.They shall include assessmentmaterials for reading, math,writing and social behavior.

6. Resource areas of the school suchas the library, the gymnasium, artroom and auditorium are availablefor the program.

7. Adequate funding is available for thepurchase of the necessary equipmentand supplies needed by both the spe-cial classes and special subject areassuch as art, music and physical edu-cation.

8. All weather play areas are available.

9. The classroom library has suitable. books, pamphlets, magazines, news-

papers, pictures, and materials re-lated to the interests and abilitiesof the emotionally handicapped pupils.

49

56

EDUCABLE MENTALLY RETARDED

A child who, on the basis of a comprehensive evaluation (suchevaluation to include an individual psychological examination)is determined to possess general intellectual capacity thatfalls lower than 1.5 standard deviations below the mean ofthe general population, cannot profit from regular classroominstruction but may be expected to profit from a specialeducation program for the educable.

TRAINABLE MENTALLY RETARDED

A child who, on the basis of a comprehensive evaluation (suchevaluation to include an individual psychological examination)is determined to possess general intellectual capacity thatfalls lower than 3 standard deviations below the mean of thegeneral population, cannot profit from programs establishedfor the educable mentally retarded, but may be expected toprofit from a special education program for the trainable.

50


For

EDUCABLE MENTALLY RETARDEDAnd

TRAINABLE MENTALLY RETARDED

EDUCABLE MENTALLY RETARDED - A child who, on the basis of a com-prehensive evaluation (sueh evaluation to include an individualpsychological examination) is determined to possess generalintellectual capacity that falls lower than 1.5 standard devia-tions below the mean of the general population, cannot profitfrom regular classroom instruction but may be expected to profitfrom a special education program for the educable.

TRAINABLE MENTALLY RETARDED - A child who, on the basis of acomprehensive evaluation (such evaluation to include an indi-vidual psychological examination) is determined to possessgeneral intellectual capacity that falls lower than 3 standarddeviations below the mean of the general population, cannotprofit from programs established for the educable mentallyretarded, but may be expected to profit from a special edu-cation program for the trainable.

AllYes

egree of Condition

UnknownNA

Some NoneNo

A. Eligibility

1. Children w':° meet the following re-

quirements are eligible for and areplaced in a special program foreducable mentally retarded children:

a. Pupil is of legal school age.

b. Pupil is capable of profitingsubstantially from instructionas determined by the Committeeon the,Handicapped after appro-priate assessment procedures...

c. Pupil is in the intelligencerange prescribed by theCommissioner of Education'sRules and Regulations,(includespsychological examination.)

Degree of Condition

All SomeYes

oneNo

UnknownNA

d. Pupil cannot meet the academicand social behavioral expecta-tions of the regular instructionprogram in that school becauseof a significant performance

deficit in the basic educationalarea as determined through aneducational assessment that in-cludes standardized test(s) and/orclassroom observational data whichindicates a long term need for amodified educational program.


1. The Committee on the Handicappedserves as an advocate of thehandicapped child, assumes re-sponsibility for the early diag-nosis, prescription and educationalplacement of each child so desig-nated, monitors all programs to insurea continuing delivery of services andreports periodically to the chiefschool administrator.

2. The school district has writtencriteria to determine eligibilityfor, and placement of, studentsin approved programs and services.Such criteria include:

a. Adherence to Commissioner ofEducation's Rules and Regula-tions and the Education Lawgoverning handicapping condi-tions.

b. Assessment of achievement,adjustment and social adapt-ability.

c. Priorities to establishplacement of students on thebasis of the individualstudent's need.

52

59

Degree of Condition

All SomeYes

NoneNo

UnknownNA

d. Process for providing an oppor-tunity for a conference withparent(s) or guardian(s) priorto placement of any student inapproved programs or services.

e. Provisions for a systematic pro-cedure to re-evaluate studentsin approved programs to assesstheir progress, current statusand future educational needs.

f. Review and recommendations bythe local school districtCommittee on the Handicapped.

C. Comprehensive Program and Services

1. The school district has a compre-hensive plan for special education.

a. A comprehensive program is pro-vided which consists of instruc-tional services at early elemen-tary, intermediate, junior high '

school and senior high schoollevels, (consideration of simi-lar services for pre-school agementally handicapped children,in accordance with the permissiveEducation Law is highly desirable).

b. The comprehensive program providesfor supervision and the services ofa speech correction teacher, schoolpsychologist, school social worker,guidance counselor, special teachers(i.e. those providing supplementaryinstructional services, such asphysical education, music, art,home economics and shop) and work-study coordinator.

c. A comprehensive program providesthe following options for eligiblestudents based on assessed needs:

1). Instruction in academic areasby the special class teacher.

53

2). Participation with thegeneral student body inselected school activities,such as home room, assem-blies, chorus, school band,sports, recreation and clubs.

3). Participation with thegeneral student body inselected non-academicsubjects.

4). Instruction in selectedacademic areas withgeneral education teachersprovided that: the in-

structional level is com-parable to the level ofperformance expected of thementally handicapped studentwhose placement within a givenacademic area is being con-sidered.

5). The placement is in accord-ance with a prescribed planfor students indicatingspecific behaviorally-oriented objectives to bereached as a result of theassignment, length of timethe assignment is to con-tinue, and process for re-evaluation:

D. Housing, Facilities, Equipment andMaterials

1. The special education class ishoused in an approved schoolbuilding housing children ofcomparative school age.

2. There are adequate materials appro-priate for the age and developmentalability and handicaps of the studentsin these units.

54

-eqree of Condition

AllYes

Some NoneNo

UnknownNA

. .

E. Educational Programs


a. The school district maintainswritten measurable educationalobjectives for each level ofinstruction and for each of theskill areas: academic, socialand occupational.

b. The work-study phase of thejunior and senior high schoolprogram is an integral partof the total curriculum forthese students and provideseach student with:

1). Planned objectives leadingto one or more occupational

skills appropriate to thechild's potential.

2). Opportunity for practicalwork experience and/oroccupational skill trainingappropriate to the child'spotential.

c. Students are provided instructionby specialists in each of thefollowing subjects: physicaleducation, art, music and indus-trial arts at the elementary

level; physical education, music,art, home economics, industrialarts, occupational education anddriver education at the secondarylevel. Classroom instruction shouldbe determined by and adjusted tothe abilities of each student withthe assistance of qualified teachersand supervisors of the mentallyretarded.

d. Students progress is individuallyassessed in accordance with theseobjectives:

55

AllYes

2egreeofSome

ConditionNone

NoUnknown

NA

1). There is evidence of theassessment process foreach child receivinginstruction in these units.

2). There is evidence of plannedwritten progress reports to

parents.

3). Pupils are not excludedfrom special classes un-less it is determinedafter appropriate eval-uation that said pupil isnot able to benefit'from theprogram offered as deter-mined by the Committee onthe Handicapped.

4). At the request of a parentor guardian of an exemptedpupil, the district enter-tains reconsideration at

least once a year.

5). There is evidence of writtenprocedures to re-assess edu-cational objectives systemat-ically at least every threeyears in light of analysisof the needs of the handi-capped children in the pro-

gram.

6). Teachers of full time ap-proved programs are notassigned to instruct non-eligible children as partof their responsibilities.

7). The primary responsibilityfor the educational instruc-tion of each mentally re-tarded child placed with theprogram remains with thespecial teacher all day, theresponsibility is determined

a full time one.

Degree of Condition

AllYes

Some NoneNo

UnknownNA

egroe of Condition

All Some noneYes No

UnknownNA

8). Each special teacher hasthe equivalent of onespecial education programas a full time assignment.While not all MR studentsremain with the specialteacher all day, the re-sponsibility is determineda full time one.

9). All placement and evaluationrecords for each child areavailable to the classroomteacher in these programsand the parents as well.

F. Qualifications

1. The teacher of classroom programs meetall the requirements for certificationof teachers of educable mentally re-tarded children as established by theState Education Department.

2. The supervisor of programs for theeducable mentally retarded meets thefollowing qualifications:

a. Holds a general supervisory cer-tificate.

b. Shows evidence of teaching ex-perience in approved classes forthe mentally retarded, or anequivalent experience.

3. The work-study coordinator has sufficientexperience to administer a work-studyprogram for mentally retarded students.

G. Special Classes for the EducableMentally Retarded

1. The chronological age range of chil-dren in a special class does not ex-ceed three years.

57

64

4`

All SomeYes

[

No

egrce of ConditionNone Unknown

NA

2. The total enrollment in a specialclass at the elementary level doesnot exceed fifteen; at the second-ary level, it does not exceedeighteen.

3. Teachers of these classes are certi-fied as teachers of the mentallyretarded.

H. Special Classes for Trainable MentallyRetarded

1. The chronological age range of chil-dren in a special class does not ex-ceed four years.

2. The total enrollment in a specialclass for children under chronologicalage 12 does not exceed ten children;for children over chronological age 12,it does not exceed twelve children.

3. Teachers selected for these classesare certified as teachers of the men-

tally retarded.

58