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Bulletin 1956, No. 6
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A Report !Based on Findings Prom the Study, "Qualificalion andPreparation of Teachers of Exoptional aildrrn"
Prepared by:ROMMNE P. MAcius, ChiefEn4Ptiolid Child. and Youth, 0 .of &kiwi*"and -WALTER E. SNYDER, Szepkorhiteruitart of Schools,so* orig.
In collaboration with:Flux S. BARKER, Director,
Division &Special Education, StateDepartment of Public Instruction, Rakigli, N. C.
W. Kum BARigrrr, Surrvisot,Special Education Service, State board ofEducation, Richmond, Va
MAMIE J9 JONES, Consultant,Education of Ex 6 Children, Sate
tnient of 6 66.11*. I Atlanta, Ga.
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HAZEL C Mclwriu, Direaor,vhii:x of Special Education, State .
Department of Education, Columbus, OhioFRANCES A. MMIIN, Assistant Superintrn.:.:1..in
in. Charge of '*t_ial.FAliKatim, City Publicsols, Chicago, In.
E RommoN, 1 ..,1.4 costiveAssistant in Inuruction, TamsEducatiOn Agency, Austiri, Tex.
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Øy TAYLORI Dim-A-m.0f Special EChiC2fitz,atment of Public Instrm-dm,
City, Okla.
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U. S. DEPARTMENT OP. HEA1.7-. " A TION0g ca9 arv."
AND WELFARE
Sducation_ SAMUEL MILLER
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Tbis publication is a part of the broader study
Qualification and Preparation of Teachersof Exceptional Children
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Conducted by the Office of Educatica, and made ibk by thc cooperationof many agencies and individuals, and with t special support of.theAssoeiation for the Aid of Crippled Children, New York City
Study Staff
Romaine P. MackieDirector of the StudyLloyd M. DunnAssistant Director of the Study, and Coordinator of Spe-
Educatiqn, George Peabody College for Teachers, Nashville, Tenn.Frances P. Connok Research Associate for the Study, and Assistant Proles-
sof of Special Education, Teachers College, Columbia University, NewYork City
Committees and Consultants for the Study
NATIONAL ADVISORY COMMITTEE
GWEN RETHERPORD (Chairman), Director, Education of Exceptional ail-dren, fame anent of Education, Frankfort,
WILLIAM M. CRUICKSHANK, Director, Education for Exceptional Children,Syracuse University, Syracuse, N. Y.
FRANCIS W. DOYLE, chief, Bureau of Special Education, Stitt Departmentof Education, Sacramento, Calif.
SAMUEL A. KIRK, Director, Institute of Research for Exceptional Children,University of Illinois, Urbana
MRS. HAZEL C. at,..FL CINITRE, 'Dirsctor, Division of Special Education, StateDepartment of Education, Corumbus, Ohio -
HERSCHEL W. NISONGER, Director, Bureau of Special and Adult Education, ,Ohio State University, Columbus
JOHN W. Tim--; -:neral Adviser, betrArtment of Special Education andVolcational Rehabilitation, Wayne University, Detroit, Mich.
HARLEY Z. WOODEN (CX officio), Executive Seaetary, International Coun .cil for ExceptionalCiiildren, Washington, D. C.
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POLICY COMMITTEE*
GALEN JONES (Chairman), Director, Council for the Advancement of Sec-°Mary EducatioN Washington, D. C
W. EARL Anisrmar4b, Director, National Counal for Accreditatim ofTeacher Education, Washington, D. C.
FRED F. BRAcH, Chief, State School Systems, Office ofEducationHERBERT S. CONRAD, Director, Research and Statistical Services Branch.
Office of Education
Bass GOODYKOMITZ, Director, International Educational Relations Branch.Office of Education
ARTHUR S. HILL, Educational Director, United Ccrel;ral Palsy Associations,New York Gty
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CONSULTANTSNTS
Lao F. CAIN, Dean, Educational ServicA, SanTrancisco State College, Cali-fornia
ANNA M. ENGIL, Formerly Director of Special Education, Detroit PublicSchools
RALPH R. FIELDS, Director, Divisicm of Instruction, Teachers College,Columbia University, New York City
JOHN J. LER, Chairman, Departnwnt of Special Education and VocationalRehabilitation, Wayne Univasity, Detroit
MARY 'FRANCES MARTIN, Supervisor of Special Education, Los Angeles,California, Public Schools
ROBERT H. MAMMON, Assistant Conuniisioner for Higher Education, Stateof New Jersey, Trenton
FRANK J. O'BRIEN, Formerly Associate Superintendent, New York CityPublic Schools
SnciA ULTA NTS
LEONARD V MAYO, Director, Association for the Aid of, Crippled Children,14ew York City
Mitt e(LIcz. Fin GERALD, Associate Director, ,Association for the Aid OfCrippled Children
*At the time the study was started, all were staff members of the Office ofEducation.
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Committee on Competencies Needed by Special EducationPersonnel in state Departments of Education
WALTER E. SNYDER (Chairman), Superintendent of Schools, Salem, Oreg.GERTRUDE BARBER., i..SSiSunt Supen n ten-dent Deps rt men t of Special Edu-
cauon, City Public Schools, Erie, Pa. "'-
F,Eux S. AARKER, Director of Special Education, State Department of PublicInstruction, Raleigh, N. C
R ICIIARD S. DABNEY, Director of Special Education, State Department ofEd ucarion , Jefferson City, Mo.
JOSEPH 3 . ENDRES, Chief, Bureau few Handkapped Chilciren, State EducationDepartment, Al*y, N. Y.
RAY GRAHAM, Asitstant Superintendent, and Director viiton of SpecialEducation, State %Department f Public Instruction, Ill.
WILLIAM S. FI.ERNG, COCrdifuvor of Special, Eduation, San Mateo, CalifH. E. RostmoN Mministrative Amistkint in Instruction, and foimer Direc-* tor of Special Education, Texas Education Agency, Austin
FRANCES SMELTING, Teacher of Catebral Palsiea, Randall J.Cot School,Cincinnati, Ohio
A, LERov TAYLOR, Director of Special Education, State Department ofPublic Instruction, Oklahoma City, /DILL
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CONTENTSPOREWORD. .
ACKNOWLEDGMENTS
EXPLORING THE_ QU'Ai.IFICATIONS-OF STATE DIREC-TORS AND SPECIALISTS 1
Collectim of Infmmation . 2Participating Directors and Specialists . 3
COMPETENCIES NEEDED BY ,DIRECTORS AND SPE-CIALIST'S 5
r-NThe Committee Report. .
PenceaI CharaFteristics Needed by Directors andSpecialism. . . . 6
Functics Perfmxnd by Scat; Pasonnel . . 7Preparing the Budget . . . . . . . . 7Evaluating Legislaticm : 9
I Distributing State Funds .9
Tu/ tithe a0 Improving Los.al Programs . . 10Establ 11Recruitins milers Cooperating in Teacher .
Educaucm 12, Encounging_ _1=er/rice Growth of Tcachen 12
,. Supervistp4 : nation in Residential Schools 13Maintain,... Interasency Relation K its 14Prepring ' . lications . 0 15
. Selecdng and Directing Personnel . . . 16 .Spcesmng and Directtng Research 16
Competencics Neede4 by State Spfcialists 17Supervisory&rvk........... . 17
PROFESSIONAL ItiPERDINCES. AND PREPARATION 19FUNCTIONSUIPSTATE DIR.ECIPRS AND SPECIALISTS 25
Allocation of Timi ..... . 25 *Desirable Allocation 41 Time 29
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WHAT 'TEACHERS Firmer OF STATE SPECIAL Ebti-.
CATION LEADERS.. 30 #
Setv;sxs 30Personal
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WMMARFiodinirImplications 37
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APPENDIX A: THE PLAII AND PROCEDURES USED IN Mg OP-Flat OP EI;UCATION STUDir QUALIFICATIONAND .PREPARATION OF TEACHERS OF4XCEPTIONAL CHILDREN , 39
APPENDIX B: INFORMATION ABOUT THE SPECIAL EDUCATORSPARTICIPATING IN THE STUDY . . . . . . . . . . . .
APPENDI X C : STATISTICAL PROCEDURES AND RESULTS
41
43AIPPENDIX D: EXCERPTS FROM INQUIRY Foams 44
TABLES
1. Number of Areas of Exceptionality for Which StateDirectors and Specialists Reported Responsibility
2; Number of Directors and Specialists Reporting Responsi- 0
bility for Each Area of Exceptionality3. Experience and Professional Preparation Needed by
Directors and Specialists, Accoiding to the Opinions of1,100 Special Educators 20
4. Distribution of Time of State Directors and Special*, . . 27
GRAPHS
1, Professional Axperiences Desirable for Special EducationPersonnel, According to the Opinions of 1,400 SpecialEducators 23
2. College Major Desirable for Special Education PersonnelAccording to the Opinions of 11400 Special Educators.... 23
3. College Minor Desirable for SpeCial Education Person*According to the Opinions of 1,400 Special Educauks.... 24
4. Academic Degree Desirable for Special EducationPersonnel, According to the Opinions of 1,400 SpecialEducators 24
5. Percentage of Time Spent in Various Functions by SpecialEducation Personnel 28
APPENDIX TABLES
----A.Time Distribution for Directors 43B. Time Distribution for Stxcialists 43
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FQREWORDa
ATHOUGH organized programs of special education have been con-clucted for at least 150 years in the Uniced States, the movement to
provide for large numbers of exceptional chilaren in local communities is
essentially a development of thiscentury. With the widening oi this effortto serve children in their home communities as well as in institutions Came
problems, the solution of which defended to a great extent on a broadenedprogram. State departments ofeducation bepn to concern themselves withlegislation °for exceptional children, finances for such services, and the train-ing of personnel in special education. Gradually the rieed for a basis ofselection of specialized people who were cmalified to givie statewideleadership in this fiCid and to -help in solving the growing problems wasrecognized.
Thc pioneer effort to develop a supervisory program in the SOW depart-malt of education bepn in 1901, when one State employed an "inspector."State after State followed suit in rapid succession; by 1940, 16 States hadpersonnel tcsponiibie for some aspect ola State program for handicappedchildren, and by 1953 ill but States reported one or more persons wry-ing some responsibility at the State level for the education of exceptionalchildren. Even these figures 10 not tell the whole story, for in some Statesthe number of staff members has been multiplied several times. Even withthis inctease in statewide mponsibility there still may be among the 5million =optional children at least 3 or 4 million who receive no specialservice from the schools.
Because of the importance of this problem, which concerns not only Stateleaders, but also all ottretspeall education pasonnel, the nationwide study"Qualification and Prepatadon of Teachers. of Exceptional children" wasurwiertaken. This publication reports that pan of the information col-
in the broader study which concerned State directorsIt is hoped that it will prove helpful in the development and improvementof standar& for State legdas in the education col exceptional
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h:.
h 11
1.1,
411
!PII
1,11
1111
1111
/; i
r404
Pliq
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Ill P
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1',1
1111
J11
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irilh
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M11
1111
1111
11"I
r.'
!Aro
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1 vm
eitm
em F
ithre
rtrr
ItFF
1 A
ttillt
tmnt
tifFI
mill
mft
frt
nirM
filif
ff4,
===
-7E
standardsg
_SU
fr-_--sa £ t S-4 .V I t W
hasTiMi-71-UTZ-1
s
r education
az of valuesa theof
-t-en to
"Vive t.t
:;x;rt*nce 'n theTo answer
2-7
the -
kAf, 'ft° 17L1
distinctive CCIItfiJi
mrsonality traitsAfective State
necessary elements
till
and -1
;
nfQrrn2tiofl
-
v71 .7*-Ttri ntAff
_ s . -"=" =
44-
E
-=nse
s W-t-sa- V__7 a
exceptionalWITS
CI)
ail contribute
E yi .1 -"----
I_4= _ sE 3 -E-E-
be
ire
wnstitutcwii would
lected as
CCM Hjita
.e=-4 -I to t 1 t 3 I I 4 °
S..
tj-E!iNrep-a-4
...-..E
4.-E.
1
_El agWE
=
*
Stateg
as
a- 7
s
4
'3
4t
iE C AS 7-T
IN A of elucatin:- as is of exceptional cM-ren, nd practices art constantly eneinij and changing.
Vt; accompanied by an increasing: tRy special
y little mention, however,
4
fø "r
would thatand .4.-ronair mar
.111 W 4140-ArtzEnetus :0444L-ansa
=t establishment of
ratio* andoak-ado to successful .
without making an. to confirm such 2 road-Tile unanswered cm-tat:loft- "What and skills,
and attitudes! men development el E. fully director or
question, must identifiedin order that they en2y eixntt=4 in such a form as
31-*cttion sanmz ttr),:sA EgiV. a2letnria-fi= of suchIn to rt ne lieu trri_t-
S-4
=
_y, "Qualification Preparationpart
*1 Trailers *fChildren." This publication race have bearing o
ifwialisL if) kiteasr for t education chi3irt I. Specifically.
it incl founnation on the lam contribvti-g tothe: Antrit-imatt- of experts on C.O. I -A_ CS DyState personnel,r .
'iij tr211,. 4-Tounti experience Jiion
paasitam'A characteristicslike their and Te anti le
=. I; a sunkoary %len implications -future Orating. i
thought
CtS
fromexpect ="15-119
-Itrufle
app_ itt ine too ttr,f development ef standards
t., . ': ." 4,...4. \t, % t . .4 i - ..
' ,r;:t I ' t !
'4 1 a
Y r 1:4&jrA7NIV:itfitt...-11..i:::',A, ", f.**-Ir ; .. a---, , r ,-..y?
41%-r.,1*-34\/11-14i..1_,.1'.W.' l'?1,4' '' : 44.* ..-' -1;''''-'. .1.;-;.:).! 41-. '. '): 1} ''': .:4'.'"'S...:;.;,-Q.1*.t.'
;_'-'::-...:::::=:- : .4-1 :C. .. ::- 7::4, _..'',"4?`",4.- -2'- : ... , I 3....V., .../pItt.j....,., .... 14A 44hr/A '-:t
_ : ./ .- _ e --,,, _..e, I I , 4 ' 'I,- ,4 l' ..' ..'-'
c3
1,
,I '.
.
.4.
fit. ;.-.?-.;'1.41.: ,4 i :4--rtk 4-t 40. ' - . .: ,
-;Er-ctE,[203M, krutft
1
pp
41"
EXPLORING THE QUALIFICATIONS OF
STATE AND
PHASE
ccocepts Thesebeen
work &At education personnel ofbeen
kssionalMost readily
hold* and Adis, andkuiership. evenization.what educational badcground, what specific
spe-cialist?'.and dekribed bea goal for State special leaders', professionalbe useful in
order questions, wasof the and
' those findingsof
ofand specialists
study, a of committee tiwof and
to in this held,would directors specialists to services they
for Ithoped (Witty serve as a
See appendix A the plan and of the study.
I.
wafitotIMUNIM1111141111111MINIIIFffiklIMINMIN
.1
2
4
g
PER
SON
NE
L
_- a aa- s=
the --;=
la 1 Fs, s s_s
tn
_
p
_
__.
L
_______
__
,.:.
deaf
child
..__
, -..,
=
_
:_
;_____
_
f. :&i:__
-
g
-
_
_=
_
_
f21
;VIA
4
S s
el I%
.4
A
trq
zr*--1
specialists
= =
==
=--
children.
t TT
-
= a =
I
a
btheinetil
Welt
the ct1uctofl
- r er 2t t crift kA 4-I
----
=
balanced
a-7-17"
The
second
aa
tf
= tr
aCibretttt
gat,
*
-= e
fit
ay ...y,==
=.
cxcept-kmalitu
.1-0-11P5
Oct
* a
E---_= -aitL=
1.
-- .-
-= -- -S --- -., _
.-a-a --_-= a=
-,_
.ast s--- -_T --. -_--a
_
._,S , -S = --= = - = -- -
--
-,-
- -= ---
-- " -
- k
' 1 1 C =2
:gifted
=
such
In
special
a
=s =
sa
S. 7
. _tfl= =
_=.
7_=
Fc__4 -4.611,0W
W
ifm'on
_
-
_
a a
-
fear
-
-
0.;_
ci
-
. . , *
- ! I k
-
11.1L047.1,
_
aaaa
n
_
,
_
SPEC
IAL
IV V/ I Mr70/E
NIIP
Lai
Cm o
must
Igin
early.
OF
IN AA
TIO
N
Information
in this
publkation
was
collectcA
through
twao
technicitws.
Thc
a comm
ittee
of ten
w63
preparec
a report
and
describing
tiv
which
they
needed
by
at
the
State
kvel
fcm-
of various
types
ofexceptional
In order
that
pint
ol
view,
the wis
of persons
working
in local
school
systems
well
as
in State
departments
of odwation.
colkcting
infiimation
was
through
tb t!series
of
forms
which
were
sent
to
four
special
educators.'
were:
102
Ix-
educators
of education;
153
colleges
awl
universities
prtiwing
teachers
of
handicapped
and
and
1,079
successful
teachers
in 10 areas
of
as
the
blind,
mentally
retarded,
and
gifted.
abota
sc
-
£vDT(-it1KTc: THE 1-=iTA1tPIrLT1cKJcF
i ARTJCH KflI I 4 JLi: _
- rf
Iii
,t
- ,jL_ large -t I-._
..-rt -- this :
4 ! '. =- ' --
dirc:tor rd s-ç:a;s State ac::ncn ii sr should
]=J about ic zhc opk In saht i ,%t:fl ():TC the føIZtz .nrt tor aa:ici Eh
-.' -= # must : - education; . . -
- -" t - ;[= :- . -
4 thc!2ris: !I;s nJrc: with rdtr icd r 'c
!4c:: dI2Tc :n- iic dirror: ai EJ4 w W1-4;- -
- - - --- - -- --U -
tflt-=--cw =
i- general, ----- ----
JL!1-itM :stt1!-iikd r:u I-:r ttn At ;)Li'J (J ' :i
diiI&tiJa;L sjxciihst ustF :TZ1 I fOf thC 1tiUtUTJfl 01 tflIfl1: r= tkz rc :
ziri; Ci1 the directors rtipain n th= ;rd rxr;bi!u ror
education i TrIFtp;cd:
;3Fnng spctd and ra:t
- I _ The largest number participating 1_ I ! i -1-;
reported were WJMW U tflSC areas. UW i-ir1
CEirr j1i specialists eicd 1iihr was :Ew giIPrd.
I!% kind (A status Lnkfu1Jofl nigJu wci ! -nizcd iair: ir the near fiturt.
-=--*
I
-
ffi-dL- still stage, areasL4% -7
Ti4 shif: within tiic next k /t sd: rmc ii might bc.
sizeI r(well t: !1= --- r- # =r: riJ
ton afld W&tl1 01 tflt VZflOtIS b(tt3 It flh11t 3I bC fallible iii the hnurc to
CORM status data frm which n'dusicns could bc drawn about curnt State
,I h V-; cJ: t;1L 4,4 ; tt=L-ri rjtl the scope ni rI ri-t study.services ri &- %_- - , - p '- r p
howt:ver this was n -tiiFt.
II
I
--
--- bT!h J:Ii arid !ZI:- itjiLit1i tIIt !!V dEt2fl3td by
such I_-:i ;=-
. I I--- ==- - ;_= ;=.- - - I--=- ---=
- -- -- == - --. I 4 a
.
J.:i : , - . . . ,
fr.r?. i . . . . -. -
I_'*1
!
-t
:y
in supplied
b, in education,
k backpound of delimitins the thc Niset
be
psythcAogist, Of muststatewide responsibility for the education of exceptional children.
Onc hundred percent the persons wctking in State ckpartrrx-nts in 1953 and
meeting the aiteria participatexi in the study. In all, there 'were 102 State special
ethwation leark-rs; 40 directors, datui 62 srdahsts. There was, however, ccesider-
able variatim in the titles tcrAxteci These directors and specialists war work-
ing in 36 Sums and the District Columbia. The 12 States not repmcntedeither had v-kcant pmitims. no sPecial education staff, or staff mcintxrs who gave
only a minim- part of their tc to special educatico.Some acklitional inimmation (NI tht. participating directors and specialists may
scrve as 2 basis on which to interpret their opinions. The number of arras in
whkh is reported
tildethat, directms overall supa-
visors resNnsihility handicapped .
tixd exceptimal children. special
these maff members hadall had the
of handicapped, retarded
chat they area for the fewett
"'vial in a and responsitilityconsiderably yeais. a
relatkIn to as popula-
' litme labckrs, warconsultant,
demix, andAS mostin tiths olav may be kund *penal' Dr,
4 7
k=-
=
"
T.
---4
£
Tab
le 2
SPE
CIA
L
ED
UC
AT
ION
#
Are
as.s
an= 7-2
_
PER
SON
NE
L
.
Ef
E
*=
47-* I e-
m- 4
vicl
mtin
R
UIII
LXII
W1-
-1
-7-
IV74
.- -4
L11
rai4
14a
te e rs
I I
and
Smas
h.
*Kit
Are
a
of à-i
Arc
a c cifc
imat
i
Tot
al
thci
tinv
Blin
d
......
... .
secr
.
. ..
rchw
i
**** e
&w
ith
4
Dea
f. * S
w I-
wlio
heL
rt
=
Lai
kw-
-
.
-
z .
=
-
_ _-1-
7-t
-
-
t G- .
.....
_
e
Pr,
== .£
4
. ,
- r-
=,
_
'1
1. .;
_
.
bl 1 usa f of az
t -ep
orte
It-
_
d-
nova
] I.
.
Nin
e..
Seve
n. .
ffir
rPo
ur. . .
....
...... . .
Tw
o,f
7r,
-6.-
L/-
- .5 LP
6
-
_
1*2
61,
53 333
41
Gif
ted
ft
4 - - r
purl
;
1111
1111
111
.-
' 1 .
' i _..
.7' li ...
- 4' : ...),
*
-"
.41.
_
Ir.
" . i.. . Ir
.
nIk.
.
I
r, -
, . , - 1 re
-.5 .
.,.. I -
-
---
*.,4 _
,, *,1.
,....,
,T4.
,,..
-.7 . . IL
_ 1
,,It_
.
.--_
' -
4r-.
;.:,
-,--
..1,, -
!,4-
,,.:,
__:,_
#
--
r- . ' 1 'V ^ '-.- .
'0'
- 44
f' v.:"
.
IC 4 - ..k.
t. -
- -.."
1
r° -
--
10
34
06
.
r..3
t6-
-
4.46
-.--
---_
=ra
r
. . ..
r " -
; - , -S ; .
; :V 4 .4.
0,. - .
r.,..
.
1.'
. -L, t r
- : .: -,..,
.,
`-,..
--'- ; _. ,. ..
',..:'
lii,
,-_:
_t,n
,.....
.
-.,.. - et
2.74
-:,:,
-.,,-
.
)....
ti.
%.tZ
-60-
-.-
._
-
-_:
=.
1414
IL
Ten
c-
Thr
ee
......
. .
Dir
ect:o
n
409
72
03
10
=S
1111
11...
.111
1111
1110
11.1
MIII
iIIIM
..
...61
07
1119
1
spec
ialis
t
did
not
give
of
Rep
ortin
g
Res
pons
i.
bilit
y
Part
ially
spee
ch
reta
rded
3757
47"
6260
zs37
36
Dir
ecto
rs40 62
2337
3838
1936
13 13
ffl
*
ina _y
The
i
a
fall into twoUnder the fc---
-supervision
Or
tCC
t
£
_
they1 Ct. -ark:
regarded as f5-=rnt
£P'&=W =_-=Ya a=L.
ff
-*4.-
-
a
r
tnpctcncnature or
= _
statementt he ,
United
t
specialists
#
which
persons MU' r*r k_ I _
State rr>onnd worki -̂_t,utment-trrqa a aa,..
he
be fourni suxh rcsponsibiIircsaum.k the
F2M5 :at day 1^-
ulnon and formulmcni. L-hf
CationkJsonneL formulation of
education.=%=-
arine- 3-
of activittes ofn-tSr
and stuxiart-is.
COriSUA tire or sumn,'an %E aCr
"4.--E
V
he
77--`
r-7121 =a_&
Taylor
L examined.
or tin-19_
rren It=A
ibution of Stirt'a
o'14 i--1.1....v1
.V__
toarivc.
selection aFIT
0
tractwrt: t7
_
educationwtion tfr
-:_,.. a a-m
In1111103
4
program
r ==- =Apt,"- Lfr!
eOCIIMMAX aMthen
Jr.
tI U"`A r V.
k_AA -
mutually
services,
- Wa- 6, W.
WA"
representing widely scatterv? ir.cas of theI le. SUMS wj made responsible felt' preparing a cw the knowk,Agcthc abilities rhkh to th1 fduties by r,itr- leaders. it cc of cilia coml. 'tree(0 &lute the competencies needed by directors differentfrom, or in to, riquireti hoy otr educators. The comicre report
the clic. p y the -les of the TitiLLA- _.4-1
vedtterbarber
S.
S.h J.
110 'A..14i#
C,wr.w.v
RFT
RayWilliam . H
FrancesA. LeRoy
that the at a specific taskTo the work mo be orrnped must Ix
auti-!2 el m field of special eidubad
the
seem(1.; (2'
of
-1753
'establishment't
=1- =
policies and IsKal
The *let.
t9;-
4 . " .777
V-zEil 01
with.# =
= " Ea 1;1 -
"t-- ,
on of local
uticom-11
0 3'
...' .-. . .1 .a - =., -4.-4 % r
4 ...__ 4t ... -... ,.? ,
1CP
i liTri -; =
t t
3 -°MtVliC
rintegration 111
r)_P
the
of
ttlittagrz;_:: 11- .r- arti
11
COMPETENCIES NEEDED BYDIRECTORS AND
andperformance
and VC
ace, below.
COMMITTEE
E.
Geruude .
Endres
Graham
H. E. RobinsonSmelting
needed by
IndwiU as bud-
gets,funds,
approval rograms
prot4an;of programs of edu-
cation; oi programs; the inienice education ofptepantion of the special
into the total school program; and ofof other and
delimits hsndkappedpractic! exclusive, for it fitcpently
are on page iv.
.
INS
PIP
PO
IV10
1100
010i
idin
ovie
mom
1111
1181
11rI
lr"11
1111
1111
1811
1111
1A il
ltom
min
timm
Irnm
mit
. 1i,e
rrnrir
rmr
II D
r.;;
.11
r .
S. 4
0
chat F-&= .a--aa
e
n
t---; s A"_iti
position
r
4
ofNOrnr
SPECIAL EDUCATION
--1 4 t.r
,k,r-atca, 7
t .(-1r-nc-Is if cm-T.-nil-F-1, (IL(7,1 t
I
a==t
_a i-a a a 4_
altogether =4 I 4
DespiteaW-v
V
Med
I a
-s a S aWrs_A
on=-_7j consultant
11'ir£ 1"
n a vancr% An--1
-#-- z==
_ _a- k-
haraCtensucs net%-x-u woLrs shoul-
s r=f-
_A "E'-== t -a., a- = I=t atia LAI f-t= iVVIAU2
c Ot Iona!
an
*7- V_ a a E= _J.-- %
withstand
I
laseS hCI"
of4= £--3 %
Sk_
aW=
- a- I .1
k
e
I
ri ire
-4-544
_n
#ih -_ a-
a -1,
* 4 A
activities inoften -;
i
mba
t
£.-
1 I
=.
V_
bc
r3_ TX__ t
= r,
"V in 0. tiVAL a v_e- M I 4-2 2-1- A 4 I
_
V Civil raon
however, else-
a n uric. _
StateI
; 7 interest
mustwhkh -frei Li- I- 4 Li
S
=
1-1
physically = - A- U
physicallyA 1 _ a
g 7.%
= - -a I si 14F. SY k_ r #L£ "a =a -44_ _ a . v.V responsibilities,ark__ e, tin urnW-11 ---411-=-J
individuals
h
V*3-=
gs him contactintu with
a
voictv ot situricn un
sL A
L
ti =wirttor nrkc him
4g. V=- v==
;-.1--4-1
--ar&stiona_liv
tiwL paw&Milk a UM'S_
an.-1
1 t V andsociii !eveh 'n
414
meet trIC-f" ilanalsVwf I- -_== "%rt.1/1.. Ltr-,
an ist topresent at-coil al
gram In t -
-
a-
--;_C-Pa V Pa
a o1 In term
sh_
-L
V.
icndy isuc ttIn this kind eir-4
rt axtml will reflect sounda el it4e- th:g4.,
L 1-4-..x-taiwks nypcfAi mowedskilL wrxi 2 £
State specialist-04.
statewideasSlInvc
thmoue
=17a==--
*
.&
a
I
k
t
=
usual,quality.
A
a
must wc-lit, closely and
_ :sts _s A -t=. A _
Of KIVIW=1- _
. 1,3£ = £= AL 4 V
a
ta
many A40£ 7 V 7
=s 7 _
£.-jF
aesava - -aases-= -
,
4
a .,; .
. r 1 '
_-t *- -1:- ;$ , N A.111 , - r_44 "lc .-'c._,-1,b,itl_ 4-,- , 7-4.4 ' j 1. -1 --- ,
,
.' 17- ' -1--- ... ,A:# ---% ;.,. ,, %61:_. -,,,ft - _-. - j-, =1- y:/-
.t,
RSONN
ea
har.Fels tri-Arrn aistn
W--
in of t.ie p.f-I)varni, person both 113 17t.,,.=-11_1
.
a State progrm ana as in all arms. person in iur3despite t exalicrrr of
ricrpetz of his experiential to
Personal44.
I
E_
divroxity of dud- 5J. to the Ict two typesers, tic a jjo tei to both.
is that all possess analing of ci1dtr 1;; well scli-vinotzrituntaging, creativeness,octimism. these basic competencies, ho
n Tito
State
deviate from the -9y 7
y, 1-=. asgrong t. the ripe 4.*ork and
tensive frequenti-qun ,aances
the of 474
ttrf-tz;t. a leader in cift:kr
- ' k181-aft* as iU
both socially
bth
tot
/14;i2a=5L-
gror
teCtiosWOMIC.
t?c. visionSS Wra
eitsF *cilia.:
balanceCt.=
07.
et cmeze_
-
IT_G
_
,..His
-
imaginationco w.t his ultimate gitta,...`
=
4
p.-AC:10=4
k_ o
tr
mow_
iW kW' :-WOnS
Arabi
-Jo an. even
zt
'
t
-
VTr-
=
Ir3SON$44
14
-
Breadth
a
F
Ir 1% 4 ... .....
. I -- C. ' V-04; r 1 ' .. -..
I- . 4' 4N 1 M ,..i % .: I- . -.k.r . .%. .
-. t .
., 4 :, i .... -;` ' 14: 1. .4...... Z
% ' 4-4- ,41', '41' 4. '. 4... ." -
I.
_,, - . , 1.,3--r- "-r /-14,74/ f '._I`e? . -'/ -..L. -.., ' ..,-; rs ...Llit /1'4 .: ..s.0,. , .! ..-f
A- 4- 1 - 44. ' VI '-' - .4: '''' -1*/S 1..,4-4'-- -F14.,...--1.-,:i of`slci-`--fN.-1 .',1-.:',-- i',..-.1 a .. 1_,;.. ._ , ._, t._-.
. . '-fj 'v.
1:
fiek
an 1-
A a
his
by and
of
as
work
so-called awst be bothworker,
a ex.travel,
educational gmups. 7
the State
be effeaive inlay with pnicukinal work
persons firoinwide qualities of
sufficient and to qualifydream dream,and far beyond
still be keep his pm,
such a beyondkss
of of in work is gtovithin greater degree that%however, c should this If he is lo
the rote irhich this positim he beinformed of new in all of valid *Notion and:
area, or is a consultant one am in the aro kw which he te-'sponsaile. as well u si comb:Wood the wades,who to grow soon Wes effectivesiess in the ficid.4Because he with
CCK-KW-I:c1
NE
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COAKTENCIES NEEDED
EVALUATING LEGISLATION4
9
Although many *ors have weli-drawn laws governing the program of tOuca-tion for exceptional children, most of.thcm air being amenckd frpm rime to 'timeto keep them abreast of new (kvelopments and nerds. Also being drafted and
tr-d, for legislative consideration are new laws, some of which are good andsome d which are of questionkk value_
One el the greatest tiak (A the admthistrator of a Stare program is to help tn'the maw of !mind kgislati and to discourage of forestall the passage ofunsound ItOslatiotv Here vain ract, ixigrix-nt;,kaiiership and sorrrtuncs,mar are needoil m abundar. Sretifikally, however, the administrator shouldhave 2 f,--k_Nund kmawledge of the weds at all types of pct.-Tama] children th orderto plan an effective legislative prtgram which hc believes will adetitutdy meetttwise need& Among °titer things this would imply a Atipretiensive knowledgeof kgai provisiont, ku- special cAucition in other Stud and familurity with theoperatim d programs untkr,thow laws. In this way, he;fiii better judge the(Twits ei his proposals and can evaivate his dicnts at immving kgislativesxw Complete ,and up4o-date knowk* &NT-laments in exit fidd of
erhx-ation wttI kip 'rAin to recognire legal changes necessary to permit a
kart to wt up a futxtiocui pavan. He should he able to mart the dangerai too geat Ipet---iry in law sand the advantages A nexiNlitv under regulation
ckI y, ktton is immilacrd whkh, if passed, might result in amen-Fria,nciai cx educational wane. Th State administrator should be alert to
dei such kgislati" vivelfalough informed to pick out its flaws, and competentto vitae the sponsors into more constructive efforts. To. be abk to promotesound 4-illation and to advise spinst unsound revisions requires a knori.wkdr
kOstive procedur- in practice and compete= as a surest-flan. The admin-istrate( should be able to appear Wore kgislatiye committees and to presenteffectively the case fix or. against sped& legislation and to muster the necessarysupport to carry
DISTRIBLrf:" :G S ATE, FUNDS
When ww4tAe Iaw are in operation and proper budgetary provisions havebeen tnaclea poison from the St2tt depamnem of education shotiki be given ther --eit-P=Am of &tanning State fiinds to ka1 fwvims. In order to facilitatethis fItomtilate, the patio respwsible (ustay the director) shmid be abk to&rite fix.rns which 4111 accomplish their aim with a minimum of inconvenience
toAt locsi &scrim
To d the diair of "k"d should mograzedons which excmive itixxcing cams and set-niAti be able to iirep his forms suffi-
.
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tape'''.1,*
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the W
piivi-of
$pecial
of
the point.
to
the Stateworitcr
'=t SPECIAL
:çrI 1ç- Afl(i :t:)rtci ((' i1flIfl:I1j(j the (taIr:c yet sut1icicnt detailed :L:1 .)within -;:= tZ policies u': i A:mcnt )ti'Ct3tC T: do ±LUi L( :'[!=uh- tiit n tIIC iCgti PRCtiU1t ivtU kill iie
c KdLL:-
;-tcr the have DcCfl tfflci out rcPufrcJ- o tFc crirrI t1Eicc. rhdk1-c: : carcc i \Aiu:z C dt: ::-z1:validity_
regulations ernt :
Here. too, .'
-
jCtAtk;] -c::-;L-- -: t,c.1_s r:-- ' cm ==;;
essential. -w dtf-::: r:c 1!)t :ou JCVA---
2ndwithout
from -- :"-LI J LItI-- -__% the petitioner -- -- = ---:Y - " -= - .--- -= -%_= dictatorial.
-1L
c__ ; : !_:T %%1r;-; Seam ar ;:X
Jc cscriti;i1 rc rttirrri=ntr ct
I F()STERIJ( &ri- IAJCAL PROGRAMS
Mo: Stc s peo rogram. uon ne rzei#rI ;Tr-[ =r-t (h;l fltrc ::s1x)nstb:;!:% A aor(1JCv :)t Lt2t personnel, fl)VCL LS tt:c lustering cit local programs ana the im:: r oriri ::C! : 1S du' hcsc 3rkers
.4
iou;d hA\c1:_;;: ? : :4
-i n ZAIUAtC )1ifl ' 'E-T- LI:-' :hekisotTh will uvc ericrt)fd t.t I3F3f - fli : A' II i ,fl SJI uciio-gh prai \cT;rn(( i :c: CId
:it some iiCt -flJC to O U==Ti. CC Zi=- U 01Ioc:jI leadership js T help such Srac workcmshould bc competent io arouse their interest, tc matt dksir for ?cx: scrvic.2nd them evaluate their needs. Assistir the c,rnrnunitv itti such nva!L:(w1 FC1U. knowledge and skill x !Z2t!Ofl omrencc ;r2 thc
h:: (t S-Czi! art:i carrsflt: ic rnu :ij Th priac ;-r
:ir theKruwCdfc O r2If
ability collect data.:::;ies rt: :r-i: crrr
ij_g! :-ct irre: Scimc jF:a-rrxTd!
; 4r -r rr: :ci:: should r ArJe to scc thr i3:2J=r-=-=- -:- ric i i iic c ar
-! --:- --z:;;--:-i T:- ;C othc: VCmCTtS ;: JIE=cli-q will L I I -(L1:Fe Jii
. -F I L j A
iftTT fl!i rrcrr jkjpi c;It-j It is important t
:-;c ha:: :ei wthmi o ttI;=rc. is- ai=c1 iCU_I':2ors mjst ;x p4iCAIiOfl must 3ccurca! na
I
DC established. tIV KwCi2C as rquiird meucccss
o fTAKIk !-) iU:reT1 jJmr;L2:1 :;c ai; d::) (!VtC god interpersonal relationships.
-:--
:_
EDUCATION PERSONNEL
tolaw And his
strewn-simp g his
fo ms 2ndthem in detail and pass
knowledge of the law and theand thc local throughout is
When receives requests filllaws 'rw -1[Ac turn down
k-ic
sound knowledge programs.successful thce;
IMPROVING
in educationlaws advantages of
01 In carry outat a sound rohilas9ph; education terms which
aof a gavial s
fa,
4it in thein all local
lackbc o districts, he
aco !pi
4licksforms evaluation 'of community 's requires a
-.Lg_I
to to .. .e
.h I..
.-...-,1. : .----Aof various factors,
1N *. E-
. '-6-workers reinstate proper between -a-ous segments lo6
.._require on cpazt t-i- State P.1., -, --------
-" ',1 ----
5bringing effective.
1b.st dictation . State VA",interpreted, tic -4:1,.'icessi,a7:-.1
ships rth i li: -;:s.A-..,.
---.--Lnt ,
7r i -=---the Wi 1.,,SCitinlicia* MSpvirt 1.4r
p.
duties.
and
1
(Sr
waympii#
==-=-
.-===
ABLiSHi C
COMFIfliiJCiFS NEEDED
A EL
r.
_
- v -
-tv-
_
tv'=; et_
kW" 114.11119C '.=`" SL?
diodijr
t°,3-re
-'=.:; AN
1 1
n _prds for the evt: tion of ifikcal educational prw:r:;1- for exceptional chi!-dren must k established and must gef. kept tv-i6ier aincinuous study and review.Especially in MU where funds for education of exceptional children arc reim-bunco from t otate treasury to the= local school disiiva are specific r 4:: _Nis of
AvtarT, inins eligibility for,, State support rt!"4:,1.,2: _7. The State director ILLIra rship responsibility in the development of such start cis. 7--.' hctaidi have
.2 thonwirh knowledge d the techniques of sFsciii 4 ..- -instruction, hc criteria forthe kagrhu: and plakera-ent of htridica. gifted pupils, the desirable izeof classroom, the rsicat facilities, and tile s,,,vci iristrirtiona devices needed
the amnion I children within earl type o,- h_., axa-ping condition.' licshould 4m-_- able to synthesize thi knowledge into a stt of rincip1es which willguide the development iltr sum for local a.--otcparra
Since rdard include Jac-7n:- ofn the qualificati 2 tr, of :etchrl- of. liana! children, he Stat atii---'ndikerste ' 4 have il---Stn, ko-:Tico De 411.. ,.,Pacim education ades, of the °souk ----""ft Tcs-e-ra A of programs[Ls s teachers
of each i --otretio: cIuk si of mar's- certification kii-- r L-es in the,
various States. ..'r
5
7 -ANIV
_7-7
_
_
3a..33 33-
"- -
Tit
_
1
3'
I
. .
__--
r=
V_
a, ,
and
for
ail excep-a
type r
Childrft
1111
1111
1111
1531
1111
I 2 SPECIAL i:iucric:tPEF:.s;':)NN4
RECRUITING TEACHERS AND C(iXPERAT)n'c;y--- -IN
thc: supply c)t rftp2rcx1 tc2chci:s t;C flCkii c1 education-
,%
!ar#
- -
v--- - :-
_F To 'E T! --L __,
needs _ r a --s aU a -Ii tion of t-t - . : -a . = = _ teachersILi(J CUu1i&:i;i
:-___
ziu
Cr ::: ;:%e-:ttCCC:
--=
CJ: aa t:J ;iIj=r;:bciir krmrd cr n+ h cc!. add rc, the
! c :-c :r oirair tie ve ic air; ;:i : ::v: ItT 1(aflQfl c--- iy airtb
ti-i ti-½--- them C?=-4?- = _;_
jT: w-::::o T=J 1C J::a;: TTfD T!Tffield.n- r-- -= - institutionsL ;;= =I=_ j:
tfl -:_U
r1c'JIc L atic rc IrK1rrst2Thz rzie mcenis c ricw fli!rUrIons nc LHJ1clear' e a %. to a -=t rp ?efr
-w-ça= _ a a #. a. t goals '-1==':t --a I- fln=
free a:-- e in his =i t high r-tiz!
w -a IMAGING INSERVICE ;jI(Uv I tir I a
The ifl!; :aIrnr; of re2:}w:rs fieci:r of stecJ cicarici. ts of ivaior
!-
a
iImporta1Kc Lc-th bccaiisc cit rz[)11 technological ;
ofJU1 tf-JSi indt2tc ar :ic
1flLJC;
level.peicivic Much of the wz of the Srre jzsoond ceiutrs in tic urdnn cii rciders ir scrt:i:r through cxtais1 andcampus - a teacher aa--
y inettugsfl)uhcJur the i-! Jt 2T 1=r hti14 j= 2fl Ctk(tivc ictwr
ers" inot rech.
cwillI 2iri o the w 11
familiartie sflouic- IwiUi ime I2tt 2fl1a
t=:d:
:n-srrucr-r riItt::
* a
u,;::p4oatc ci=
;ie S!u:jIc1 Iav& 2tCZU tc nd te tanuliar :&t1e IflItffl fIt2jtIi tt tflC 1ICI UItLt=aiio ii! U1 ne::i &SiCE thcrjye Lifflf thSQDiHS tJCZIfl2 uponthe C4ZiUC2t!Cfl ci f12fltiIcam!fd children.The rJmiriisrw nf a
1 spedal cductjni=. shnutd }w(!-j,f :=:
ty5 of in5cfvwe rn: 1w special 1!thI=-
ill 2d1J}Et CUtUifUlfl 11 fwth1 in wnrfr w:h parent grip in zwariithshops aixi cither rourccs fbr parcnr: dUcion. Only tc th= cxrii that paii
_
I ..;
i -
4,-
, ,.
Since properly üilimited, thc &t te should
efforts in the 'on teachers.I
A
the -3&116 al preparationriri vieft in each
by recent -.-Tcl:7,51-1, tic"- improvements,effectiveness programs should t
rtd Scatc-st pix)rtedim t
accurately,
y 4-stil recruit-
skility
f_
standards
110,-f
i-Fe able ci evaluate !ciA: _y,of institutions co /it
hig tmatient
set re-a.-orae goaltb :fich
c,74-
,
haveeducation tc.H.
.1.crotas
.niStraar
train:7-1
or bring to tie.sr
wearrtic,a
local
II-3,--Z
=
!.(=z ins =non
faC:i
gath
=
-
fftierenpt -ElSge-
o ett
. .At
,
4-
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`V
6
W
4
AL-1-440._7
4
. t
i.2 2
A_-
E =
I
special
in
.i
required of them. knowing the goals,
to
dirmor
andsimuld
above all clx.
N _P---i4FD
changes
in g.-hcx).1 systems, a d
to mcctings and whichbe
the mwt
and
State program atworkshops
should s the skill, and the imagisuccessful. He must have tie ability
I.-+it.
organize, and the teschins attwill add to the gowth tftchers on the tr. should be
-and week-
1101
11M
0111
11H
imm
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iniii
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mm
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mas
illiii
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mili
dlim
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umin
imis
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nhim
moi
lmoi
milo
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mho
limim
idia
imin
ffilim
mill
iimm
nin
no o
h
ES NEEDED
tar___414
-4
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=-=
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_ _ _ _ .4tf
children.-3. 3-
education
==_--
a V=
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3
;re
ION IN RESIDENTIAL
=r
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=
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-Of ut-
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0
iza with .the schools wilt workriaximoin
Enie;s knowing the local fdkc for rep,x.-m ammid <
qat= y
Li
liirAdt"
-41IFmias
es recognizing4;-".IL
X total 01,
1 -4i: rgIbt
Sw,s1:14,=- -cri reach its
give sound advice to 014-ittO programs for
I
seeking
a
that the prz cf education for e...%Lrep-
that 9heat__%0 II It L-afraTiOnffijI
,
_ _a -T1-1 etff_,new
wmk,
the re
for
beingf
..,- _ _ - of -,,la
°'' ')1 I_
_ .,_ a
4)---1- -111-5t457-Aak§nt
=--.
Ts
. ,.. = --= s)ILt -',:4171-1 special, i .-= education - know
institutionalcertain'Wm. ame--
orz::, to
-"-SM
s = nW/VMZ- -
evaluative .4.11.-1L*117
anottrVAA#F-701.0bf
th,dbin
tOVZ-
knowledgeaftii
/
13
_
M &min= rttiy is ng ftr th=e mar&ti
thc of thegoal.
special fxrsonnel,the be on out-ofState raources for reachereducatkm in that hc specializedpreNration and rruy guide them the best their particular necds.
NG
is am' be dircteda it-stilt, thT of facil-
itks fat tiw blind and the &kaf is, in many States, shifted fromto of 2_scr..cia. With transition
for the cury hisrespons. dirks, thetimul meas of hAndic-Epri clildren and in day resi-dential schools sufficiently well to s up fof selec-
rewo
tive of childita.In orrd,r to be in a Ica,rship rok as t and, perhaps,
achtiniuntel of di unia, for the baiwIicap a &ate, theState director should have of educational programs in bcKh
and resinniti schools exceptional children. Since the (Tendon ofresidential s±xiIs involves housing, fooling, and caring for &admit 24 hours a
1111
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relationships
ff-
thercrc L71 rc-Amn
bciToming moreteug.
e-_-72n,sg_i k I ti-L %AA
SP 1-
snoul(1 t
4------111'-'11 a
t
problems
Na
;
tnvolvj0
..17 -a 1(.1_
freer1
gsIt %4 rs-a 11-141 -.6=a -=7-7 a a a a 4
rarva_11
pingand"-50,4
t 1
residential@ A
na
To
ea
do
lf)tcl-tJn-ang-e eaT
facilitate4 4-
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IS (011Vvilt -CU
n I tr . 0_' ' to nu,M a workE ;
g
his trainingmany pr-)blems en
t rko a"E
-=
r
eta
1 I I rs; caaavY
mc rec transferable to
school claf.:.--, -,;._- _
t ;
-s
_hence, the State
is in1- 3 Aa
isolation trvon thc mc
ituerstancling- these,
kssen the.a
_
444.11
Suchno or
(trot
thc
thme boys
DroRif M
residential
the
limited
work_and how toCS
r---=conditionsur fotu late
examples
en ,ircmmentthe
ort to lx-ttkshould uridel
unit
is to best Itit=t
schoolpublic' I
=a=trt*
time cooperate-4 h----c-aig
t
r , -t
comparativestx14l cantActs the sometimes mutat-
c---naration from
should knOW W
with rs.
family 311=1
& ga
ifl residentialt t a -,
t -4-- tkat-- =-rrs A . i =lagat.1---44.-.1p1(4-4 afg4 4,.-ttk,S-
schools performV-
MAINTAINING 1-N1Ea
and everypliDilt Ana prwatc are =--ntr-re
the acra. Among them are
the- a
2 v" fiable ifer;or inr.14,_t__Er-ricv.
strategicACc 1 s rate Kri
1 t
=,frian
=Eller than
can(
II1Wflt
-==A-gy
E
communIr,
4- a 4 t
responsibilities
=11
_
school
. ELA
realLcma:
ndividu2
-a re
waxcng for fix nct 4 4 @ 4
-74: =OW tOt
which1,4rl*
rt--4kha
for the
to
ci r F =a-- 6 -C
tiie1k-aL and hca.ometifnes 1144
the child rather than to his advantage.Yr-t ar'S
W taFrequently
avoid _
ICCIOI of Sp=ctIto rc as the ccxx-dinattno
area
=al
=
the
the
&map abii*essential.
MS V S.&
Even
motivationsHe ihould bc
between
=
6-17 VW AAA
Somt teKkrthip mustover ,
a
G-4 i S (WA
LIC -aril:. a- = E in the tn.=
with tart
6 ts Ear a y
-s
vancsis servica,
He hula'to -A-tion UI
---th7C.11 of n
a eX
- = - -; 3 M
4=
EA-6
g thit
14EDUCATION
day, :le State dircio theto' educational program.
are ck1 geared toneeds of rhe haniicap6I-74 child. T State
fat! pupilsa person
6. ins
And
the residl:z4 kin an
VW3 ctiattheir ricc-es,. so, 'ix convince thc z.1.141
teacher educating ciin the day and at the same wrn-iultsonnet in vrovi
hc of thethe ir into 04--.41tiop nark tnr
From and worker auMEAT wiff: large
a schoolorki, often
tzciit program, and ion: --;_tis ofState nc-t
're care. ifpic,!;_kivs, he should
qualities 7
closet
better thc workwhich sometimes exist wilea4.
excellent could ix aril everyis. being rnae to make the residential $ home child.
a *gilly useful which can kt performed
ar
t.
State in many
%.trtrt of
overlapping andM
h
wou-r UTit
ire tee are to 1,11, ,the Sar
t-44 link
nd
viz a bAnk
-and
Ln
_04 rtrM SX- trX 11117-tmier:11serve
mor
A
and
9
,1` 1-4 WA-4e
their
lalgi,-MSLea
. .
. ,
,
and_
7_
.
-r -
the'
evidence programs ofschool
between these
of thehandicap-
for those whosoundness of the he
leadership
be familiar with thegirls, a whose
friends.
by
In everyboth
agenciesinterests
disadvantage
thesetogether patience,
perhaps, the workerof be frei from
nature whichespecially on the
agencies at work methods of soState.
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a
r=f-
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S
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ri
I4=e
weve
cIiJ-1ren
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I4
htar
Sii;.
F/er
%_
-
As
c-c1cr
of the
educational
-eTi:fl-
tX
exceptional
cmldrcn
i rns
&tc.
the
d1reTor
Cordinre,
edit,
acci
rpar
toi
distrthuuon
a Wii
vrierv
or
t_=
.
puinwmons
in .
vatis
-aat
special
education.
Mit
writing
often
artas
the my
be
dekgared
ie=
chus
the
final
resixrnsibi1itt;
is
his.
and
he
should
Ex
qii'd
to
deal
with
it.
=1c
should
be
abk
tC t
iccgnize
t1c
need
for
certain
types
cf
materials
and
sc4ccr
vitae
which
he
and
his
taff
tuv
the
fr
should
L able to
orj=nizc
and
i,hr
the
conccrr
oil
uch
t t edir
thc
material,
It,
advise
and c
ucoulage
witr,
git
,t
tiiiit-
pizwuc
other
skills
:
.,a
-_-
----=--
V e a r -- --
a
product
s
J-
- = .-=
w,
a a= - - =
&
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unable
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AT
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S
should
"
ability,
.to
-
-
the in the
*
f
NE
ED
ED
teachers
prepare.
This
work
proficiency
'composition,
sYntax.
and
a is
Itrif
a
women
_
f State 2
Ileac .MirctiN
I
-
=-77- the
-
-41
I
SPONSORING AND DIRECTING SE,-=-_-
W n c-v
g s - T-
-?1:71-1r
_ State
g
most=22_7 tountIa&jns
S
SPECIAL
n rally prv :reft., of we
EDUCATIONON NNSI
cattan, them the levelesch of whom reilst a certain area
trier t Jcc istanu, the shouldand shauld able
cA, h t.-si r o drawedge of ft,;:-h sica seach field. t--.t
De'Lli CO -.3ajiv,
fe:tveJy.Furthermore,
team 1,911
op!. a
he should
could
pathaff Cnteri-
*sp.
criteria upon t
trgr
1---. = of the cornortaxics m_i !..
,im-
,--z_tiow the kinds of t,1-.--viceN which the worker willti w----qualities --s" in of'b to vat-tA- tbc wrtor's--g r-
MO=
n
have the c*1.70A,
Iten ES and
*tr.
bc_
to
tonuke each am conoi.tment cv-ru. it
State h,resist -5i ("4 ftia na-71
effort to
corps .f director'
hies *f LAtiot-V1-. will enable
.
9
----1
dearly and sharply
tziministrator shouldactive
-
U
NI1411C_W
vri 2711is 2'
aut wir
gwir_entire group &tv_m:4 tke ar..-ano
,*-- -4:-
mate to the coitr,tisufficient n
M
smo:a sts
The Sotprograms
r_
and Or the success ti
-1= _
consumer af;
exceptional cht
to) p1 y, tgly gi local
tion which lead.
-1 of
_I I
Utkra
ttL fileaCr4 4":?'
P.
44
emphasisWaik ae r-m
,h met -7-ras
-rf.47
at times, au
:_eW
AzIA CP-
vwr-nua
.th< problems7,41t-1----"y^AI-4 4
NO"
0Aktr4i.
for thefl
==-
administrationIra*CM
,,- . ... t .
* - -11.
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..--;-_,V45,1,-: ,.. ,-.-44 --AM._ __ - ..'--TV: N-41t.r.d.. ee-IN-t- ,-,..*,....-Z
-='-A1=4.1
E I.
iva=
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.
- --47 --.4
16
AND DIRECTING PERSONNEL
at corpsassisunt3, is a in of exceptionahry.
these bc a gocki ju-4-Tmom anu be to adoquate which
ability up a soundof bv
be c,and
he should k aoie staff mernk-rs who will work tort ras a order that they may tix in
well-rounded progarn. If his does mx a civilto pressures
be willing resist pf,x14ntments be othermerit.
When his assistants is nvmb should fvf-35;_s the ixr-sonal which him to weld the woup into an
dynamic N-ganization. should 1,ix able to delegate argi tothe group, to starrdards of far
and yet kecT4ng the to ofdefined goals.
be refearch and,participant in resx-arch He should keep of current research
findings as they of arvd stvould havemethodology to the validity and
ofleader has a in the establishment of continuing active
research which to xclt-'rate 4 the of the validity (A Of propase
various programs. He should or-tm of communka-will to joint research undertakings; he should encourage tiw: in-
Ficrsonnel and inpressing of and fruitful,
Needed by Smtele/
In p2ges, the major was placed upon theneeded by State leaders the St.tc
although could equal relevance to ,
"supervisors," "consultants."
I sk-IL t
_
_ improve local
k=f1V-=.4-- Elk 3-1V =-
k
:WI
children, &s a- -
7-- I
=Ian
any 3 =7 3,e -V,
=
C
p
Vr
= _
0-4
;==-
!I1rflt n
e.rftin,m stma----1:wity
1!4-gooa
#3:-T CertaM CUE tnteriCieS, however,with 481 i_rdicarzr ikerpris at-A -1&.7-"ma
---tilicatkr by e-errattuthr;
1.may fostrT
1 7
whichsirs
improve local in-c of srriai1-ctirs .orij facilities 43-CS
dren .:th unusual needs, *fray & wnanor A ses-,c-w- nMr, k sacrialcinws, antl services. T cialis
programs but in a different way. ty, for example. encourage theher aware of relationshipteacher, bid her with
to an s national provain. The same is true in to recruitment,
weals. a
tel0Pc* ItiOn9 -1*i inStr!kr trtiniAza often the
his resi-Lristo2..11.these rcDy traii---.. a.t 'awe. the s,;;-:atin at trw S.C2 tr I evCi, atzard. -I
..
the.
nca fig which rise, should be_ t leas; as coat 3.,re,---4 a
if .1-,Ceimcor. Fm-x-LI hie-,itt=v If the
k:Lj program th114-- seam,-
41.-101F_ h correction situation
'tate.
In
sk.
ctV*ci ..z
iirvi-41-47di al
7
means that h u a coreectionethic, plece
.EL:=.4 tori-4411r-' e gam
I
Oa that any ata= r4,4
.
irk? rather than
mai cm.taitis t in the
Lk?'
with mchL t x.
should ra-c
c-,13 hold.p-glititaint mg (Xter-
Atha the avisultwt tzn tsris of ingictid msts whi may fire causing concern.
with lk
childrenhis
ach.r.--c this th
EA*. y
tOy techniques."iffrIC"AAml, n,TA'trz.-skntal pain-
Sol tA-AVO;
skillE.
_£-
dild.
s;
e
111.;
# knowledge=
in thea
.-.
tfta evaluation, G Pft9
a (sum' X44111.
b''uz-
al) allow Aret=1 S willingness
M=7 make74.
neither
called
A
exceptionality,area -111tlif 9
with tiArg
C,
*Dn. AO %is in attivin
I sr consulting.OVIn -01114116 Cc
aeb"LLh ft-"WMdi
4101
his solution.__-
7 NT
tett'n.9
be [11
I
COMP-t GEs
"
in 11-1re
apply to who areor
For example. a Sure andgaining support tor
schools,
He slvcialspeciAl it Lc her
of2 staff-, the carry pan of services. dirt-ctorworks aione,
he isin a 'his This it s-r,rhsinxialist, be able to as A of workIn a 2s spr.ech weerking with
the schools. confidence,be of of cone.ues_ To
individual must have ackluatc traininn arid wide in his field.
SUPERVI _JR
Sthce Sttc wk-mic local sFcciahsrs rthcrunderstand
should Lonficknce thmugh their and
the prestigr of the verynuke the 'mai teacher or
helpTo do this requiresan and the to quickly establishindividual
the smialist be at
of good and knowledge, theOrc-bkrn, local to urive ownTelling is rux teaching; making it possible for
local to his or participate in arriving it a deci-sion will the desired goal be This re9uires true human un-derstanding, arxi devotion to duty.
The smialist should be fully equipti knowledge anc.1 understanding ofihe 12test developments in his area of responsibility and capable of keeping hisState direaor informed about these at all timm Furthermore, he should
a
J
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91 1
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t-_3f 1t1-1
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-t--.7-tk
114
1gU= & I 1 -.7-
7
st
= vai 2 1)1 r zo rir
71- -ttr-t n
tto n,-7-in Inrin -L k
shouldg
Thc
of t
N1-t_
action,
1 to organize rf-Irits ri viririvion_
-I
= t 1 of1 t= alt_11 actionleadership
t
t startedI n rt.E- and_--. t.= E.4- . ! ffa:
-t rtI
_ f NI "wain"-
consultanttherefore
shouldf
Mention V_ Ili
Frequently
the handicapped
The
programobjectivity
U
to
communityilic
. - solve= 4,1
A
tikJiril CV a
solution of McI i
problemschoo or environmentalin human rcinonships
g
,orit
Ati
child,
personality
tic monstni tit V__
D.1-is;-S
111tine-n" it
latter competenciesdevelopmentr=t-1_E4
g
human relath I 0
his IrcA
human DC
chr succc_SSI
rir = 1-71t s k a t )
specialty,
:IA
t
*leach
evaluation,k,1
E
C__
S
child.
Lfl mat [Tie
specialist
tilitions art
k g
the(-7- 1) 17, ej t(i) cause
a
1_1
proposed
g=--_141.V
I r-rct7-7-4-7
to make Ulu
So
=
4 1-L-- = ---= -=-- = - -- A . s , # .._-.-_--g g t - -1---. 1 _ f 4 _1 a it- ;__=)-_-"a- 1-_-__ti...Jr-1. 7-----a,_
.1
- =I
LLik_ z
1
V-E--1=
knowenak---;._ tri
-a-- as- = z
report.)1 _as g g
o.
18 :',PMAL EDUCATION
share knowledge and with special educatorspersonal contacts, the preparation of duplicated and ri
are preparing to inaugurate n of spwia'education in area of xcepoion2ili should x
their nerds, ciovelop a program, and gel the program inhave the a sumo.
to plan a course of and to aril.ze aH aspecialist to Ix followed ar tek,s5s
qualities of to grt the on thatKnowledge i will irrequired in such situations.
at the State level is in an unusually strategic position helpchild. A properly UJi1I
have superior unt-.1-ruitr-tdi oi sucit childrener to lead when the 'Turf=
has n Di the 2oility of Stare specialists to evaluate thetiona,1 prcoblcr* of a hanoic child in the particular area
local is eager for resultsmay its problem. If tc of the romend is best for tile he should the ability etiura-
nd the judgment needed to arrive aton that Should the requite
is necessary that ski!if his to a: accepted by
wf t involve a deep n&tandir f human growthdar, of a
specialist should be a sucerior person,with people, f superior
of and Thf k-±"xttira?i,"fr-suj children.
of
44
t
a
A
.
materials.
when
then
a andto respect
edtha-
an
a
of
possessed 1
A
= p
I k k
; --
C-63atOrsgave
--A L ,
g
_
rz-4 T1
.4%-r
7 g _1477,-
-=
n
So
.C1 ."
--; -----/4 ------ AkI
ai.DVNG TO tftii. committev relt-Jrt, St:arc diw-tor and specialists ntsporisi-hle the col .c.s-tion cr.ccprtick-lai children need wide range of knowkdgr
And alyiiiryso wide, in .Acr, that the questions arise, "How can individuals inthesc positions re----vssibly learn that necessary in ordcr to Fw ra y effect e ?"
Wha!--wr.cmil A--crolemiorle preparation arid experiencesto thc r u c c a sful rmance of T o s s l y and varied durio, Of Sri CC 1!72idt' i
the icatitkh of exceptionalFourteen hundred and local directors l_k_Xnr:SCATS
of special teacners exceptional children arid 'instructors collen.5
.
unin.rsitiv srh:Rd2- opinions thc fry riKistiond
;T;--.4 and *IttFM, which et_z P,amght constituted tiebrim combination prepc-ation for S7-atc teativ-s in education. dit4
this by selection (within The y form) Fmtn list of items 13c.
with a suirlue of their .niAwts, mars in :,E) 3 K.
combined minions 341thge f grok could !ke. to L3.3-ticu-
lar significance., since each frstu evaluated the maticr from s different vert2,,,cpoint. Thc specialists t e tne advantage of 'Tingdaily leadership zo the statewide program and ert. in a to know whath Even -'=4.1*1 to them. Staff Fly-v.:it:1-s in colleges
concerned with cunicdti-E4eritgs Wait aTtriik to the effectiveness Statespecial education !mitts. Local superv*rs teachers imrketf ar pIrtra-,
tion and experience of their leaders in the light of tilt practical help which tiL4r#
hoptr2 receive in evdopmff programs t the local and in solvingcems of children.
th- opinions it would sean that 4-ite
cxii:w educator with a strongeduatton. thr:71 tas4e differences Toy be &twit
=len reTivisa_t_
a
specialist; ,JCT and tr.,."sp
manz....stg the °Omens
*. .
-toe special
Per' ww the
Ak
s. va . . ., . . .
fl
jr=rtte&fg Se
==. .
; 11,
te014 1-16 Li
witnt .4'
r
I .
a :
4.1--.
;
understood uy briefly
-tgroup
M
second concernin, the
a_ a with
et14_MS
. .
1
--roe
ein
eW25 raicz'
.1.414 percentage
-" I . a.3". ,
I f a' .
to beof choic: were
.14 e I.I cV 1. -a aAVA . 4 -.7
At y ..t-f ,. 2- If" I 70.er-v, naA,es.x..A 77A4- 07:2_4T 411.
,ir.
.....
II 1-,4 .- . -A A AL
1
w-91A
for 2
all is
the A
children ?"
special andeducatio, of in
and preparthg on ex-
ty-riencts, minors,
of special. Thr-a whidi.
2 '
Thc
SUM directors and
and universities were
of
the
to level theeveryday exceptional
From the is basi-an background of and in spe-
cial From opinions, krwern thethe can be best
first director and(Rdir again to table 3, 20.)
For educators as personof repararion in e-ducation, ratha
in psychology, work, or other allied likelysuccessful. The experiences
U-x Av-m-frdix for asa a the inquiry forms.
19
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duties in sixciai eci-Jcv;or tr tile emit or oJ level (611%) and Kiwic x miencc i n the ra(rung of al ?}mot onc rt rxixt-Itiaral i4 Tb-,Stitt Fecrsonntel accd grater emphasis on evixt=*ciicr wimin ñvcgeneral cvx-vion and son-----tal kis emphasis upon the ttsching d exttritinchildr-n thm did the s xiaI educa:ori n a whole
Tabletorsgui-W-Vircf
04111,yA
.eSsks=_
t4S, According
J...*....
1...11.1.
rep CUCcinitrftlA
-134.
Teaching
-ra
hrmit e cJ ,
&.4 ditivxmle
CIPPifdikila& a
v rwvoix 6 rMiit--;v byvuirweekm
---_-
4
wiP
iduri,&Imo= hate
..A;Irmatrative duties
oimmeice1-rue w iittA 6-.; AA
_
av
L Academic.Ckm -t-tiarca-
-
Twit w three areas of cvlie
Co'kutte6co- so an
1
r.;--'; -9
amvairwi_ Vra
VriWul
0057: =.7
tifmcatary
AlMia.1.0.-*
4;
.=.c.
krir
Ii
71
13 I,go
4
7
) 21
************
11
1
A cONNa
1 NS
in
3. Exand Specia
I
pA-a
to the
amional ermicncrTmthing oi at mre
childCI mach in g
am alal
skrzc Lai exi
rim in atine institution...
in afx-cit.! at
in1
arca d ipedal..... . .
dal edru:arionarc=
ad-
cnnic;J pycholoteaching
fLW1h$Secondary witching mezb-
type, c-
Neded1,400 Spe
prVerat100 g
45
11
55 24 )6
oth
4
2
2
1
15
19
foiL
'
11
npan
amm
iwin
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22
The COIkL rnaux which ry're- 04f.
4*-A, & 4 A LL
"4
valuable to durviv-41 was quite (karly indicated; S7 mcrnt thoseall areas of spreal education. Very kw chose chtical psychology,/ , T . N. Tv.i ------i
__ TT-. ii4 W
secondary tewhi4 methods, or a trup.m.- in one ares 4 special mti,==----,-atiri. Insiekettuwl a tninon, however., there was 2 g-i----_-__Acr tiwrs4ty of t,---._,==----
____....greatest percent* at choices for a minty to sumiettx.nt a maior in mi=--cliltto all _A---4_:, 4 special education Wzrii to general educational
iOn A touch sA A A k A410
shouldand secondary tcachmr I
choose14
g-71=__ -44_=1 atm arbd
mmaYur-At however, that wUK crmiudir Ci1 ritilltX isha, cg 3 frigikiM
rix the owitd.tm A
AS the
_ 0-
--a a a.
*AIWA
The0a reilL - A
--(rjWtd
. =_, emphasisedL. thekn._ t.
fti , I
I t--V-i---ex 1--..---1:t .n:1Itr
-pavtury
-
_a _
and(x a =pc. It
dent upon
portirnx oi
local kind
nhtLw the most etrirints Was --rt-
Tb ;00 A:nut= it r that 3 Ira r"--- IQ either oncntama to Aet!Lks- a ti 3 c-JIK
imrcpsychology
spaialiu.
adminturation and s
Xi%) w elementary temil' methods OW
if 15 mostui--__=-77 thlt a college .srm per w may have gide mtkAnt-e. fix ba.-kgrimargi which it represents u sagnifwant. The majority
c=_.,k-ztors thatigt that the &swot shoWd haw a ,,-x-toes ctthe specialix 'timid have a otuftes &pm (73%). The
*locums dvinwives, bomen-:r. diverged ITT tawarded a muser's &gm ra ade9w.t= E a
t-
While the wisic dements in escuJ bdElgry
and specialism that is a LM:Tetw in emphasta*grvhs 1,- 2, 3, and 4, On paps 23 and 24.
&palm'ye to supervismi m sr%--4-11. 1e-dtwarion at th &ate a
00111 shown
totalspecialist.
UI
ti-C-4 1M I Mat 1! 1
ly in
axisidered imoonarK for twth &rectors t ta a theand 0a a ES t-C- _Manichose k for &seams. Sinul nce in trat_a.
0 childrenwas also imitootutat for both. hem q----0WeVili t Caitiff (UAW' at fOtcff
(See sr* 1.)As to kink wntion a mapc-4- in (gyration to4 special (ASO.
tkm was thought to comity'4r.- mostarca dsr4:7-o2. was tin
k m tne woes c01 a diloam, while a maim inLfl 24A I a I
isreroirrallirnow===t
Ammo A_= 001-- -7m-
the specialist. Ftx both panda'tujfjj: on tiW' choice of a maim Are
shimmingr wani
44...)42_
tyr--- d ceptkxuJ----- a a- -
ctri-wr"s "FT17-r .....-
i
14.
.. '4 . 1;?- -' 0.. . 4 A ..
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. ,%,
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44,494. t 4. ;...".t ..*.s. ",
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3)4;1 r1 tWc' ' 7.44
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Ye
SPOCIALdl
majority edemasotientation to
the
The
parentage clinical psychologyfor a than
be
choke
abociwround kast type of exceptional cb4d
They also regular classroom teaching withnormal (2S) in at State or
be valuable..
*cadmic area of special(4111).
genefilvision
be valuables* a
ofthe special
',Ilk oilinionspaisi of the
far widtk same
is
or
of
speciabsts.
all areas of
ono education forthe choice a minor wu split andgm* sod 4:
. . 1 All si will as *Cit,
ye . UPON teadsiag d at hilt one dad.».(; ' A
Mad, oidts embus node this- .
., lo the an i%
.
. 4.. 4 .,
%Z
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if-
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h . ",4 _ ' t t A . .2,41Ib .
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1"; 4. tiq' i ''' # -4 A.- , ,-t*.7.Ai . , i it,'" !..% 4 411;'''' '':....1 10 4ftok r. *..y. . . ,,, .,
r . z_t
4
it "D. EXPMENaisA
1.-01Proiossiosid izpert-re--rn Desirably itor Sperm' Education Personnel.&.vetreeis dot Op thous a !AIN) Special uhacaters
pretc-1-----
Tasekise at at Etigi lir-p4 aimmils4
CiiMiretvin bmsettag .11
etki.mrambles oftestusa La a
taattiatula
Gre,0
dim$tMs or
bhp,
Portent 01 special e1ir=4
100
Desirable tot Special Aucstion Personnel, Acton&to the Opinions t
Out tires et apeNdai oduciakie
Two co- L--=.roo -&-fem at specialofteetkon
Orieetatiat to ail ationspecie seattitos
adkreptiondtritios iterrisAos
Gummi Perebekcy
Itery tLettliti Imam&
r mietodls
I 4 r,-=
E; 4r447-4-
rautm at thea
Pbertwil moorI DO
m
.
1= .."1..
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-_
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---,
w.
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g±_
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4.
tne juntaI t would
I.0 .=-`'`=4
4,1,EWkne
'4.-4 I t _
w
preparation
ft
E
I
jA' -1h,, V4
d
11--=ON
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A
Both
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ir is. , ,!,. 01T: 1c....fy;,- kY. 'S\ '1:1e
W 34. i - ,V .Y.;P/.0
keIt,- ;(,...:111,r
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IL, le?
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than
Vt.*
specialized
( See
1
1
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G.so
euiperfienees
ewedrib,
sposialboadirrialkomMiss
SwortitieritatteMs alsposiailesstiso M er,kossi
Adosimstsettv i paeraleihmatiss Meal level
00 110
111111111111111 111111
11111 A
Maiorof i,400
41
G.
lambing
d awful olleadors seisetaes0 SO o oo
and specialismgraduate
should owe for a director for a specialist.
4-)
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24
Two nr
a I
Minor_
170
_
tration 1-0 r
1emenLary
=IL _---_-_-- c
Graph =
Doctor's dove.
inprep-am-1E10
a 0 n
r i I gojc--
Virtions-.771
- -e -gI tana_ 4-74 net r,
i for - al----- 2 rim = a A
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ka _
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C-Wg
SPECIAL EDUCATION PERSONNEL
Gr 3.Col1ege for Special Personnel,of
r.40
S.
On area special education
three areas d specialleft
Orientition t th areas atspecial .iticatien
educational
Clinical ychology
teaching methods
5'e4cto 3,1a
the Opinions a
Baskets
lOrPS 41;
re p1a1 educators selecting mimo40 ICJ
.0
ECztasFedg-m
APS
PereeM special etimin_ers c 44-0 a
Ore;-V
L-441 mrill'e 0-si O 0 -0-- *'.--_-).ii::: ,-,4 4' -It;-.0.0.0.0.4%,...0.45 . * 0.0.4,
;W 19.4.0*0
I,_0:sidiyikiie.41,0401 0_0 *
__M:. m. A n *....4.- all° ' tgiliQ.!Alt1710 -----_
14::1144:". .:4501,47041.61:14411.
411:AIL_A
0: o...* 41. wro**-::.11- ::410111. "41111:10%41318'
itaid stel*,70'" 6;,' eweGLAII is..
the tion 1 tiles, i,4(K) special
special cducation7-contffilute much c V
,"
477001101-_4_',40 je.P041 00410:Ael1Valll on, %AO.
- . rac,,t.- --
Azorso
ship on a icvd.
_
ICC .-01 i't
tiCatatal9
1 't0r.
. - *)!
of
adminis-
methods
ci20 Po 80
Dzgreeto L400 Spcial
d20 60 10.
.1and pioicsional
here outlinedthe background ig and particularlyin to and lead dynamic k:sder!
PTIFT.1-2-= AIMa
_
1
a a.
_
1_
number-17! _
4-- a
;
sr,
_E
-- a
= --- ---_
= a
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;
as-
a .... a .4 -_a_. i
F-, -_- 4=--- f--_= Z
V-1 r110111
ilrtetoc andt their
iM1
unw =
at prewf
proportions a ===
_
-====
A
_
"was ma-.---L_It4
in what
-
a..
* _
EA kfr-- = a-- 3
_
1.;:r -= .1
t
141
en,
1.
.
tr study ni.r
individual_
Sate 7-=:,-
committeeTwo types
sLs= education.f
TheA duties4 74-4Mie 70-1- discussed
as. bawl to discover what bestT[1.211tre of his duties as
this PM. fit a more cao: for.,in the
,educationZ EITCC.:1Z4 ft-.---,----_-no. Aave (c_tert- ----.1; from aim current_,
=*:
. e- " 1;11. _.--
First, t rits t1:4A Mr,- . forgram tr-=* ;two_ ear_ --ts lcztri _ specialistoc""' 9 Q--11-41 C 1311'9
specialo education re-
a la
The charm-mmtv which tdistinguishin rt.-children
sot e.1-* in' mins of jt!lkci t
consultation- =
Tigri,
I
priwa, a
13
chi
functionsAL-t- 1-11C the
tO __ service
re-
.41
a4 46. 21-uWI 9 It
sa
specialist to lit.
17:6----'-Ce-r:
dt_:,.,..1-- R__ r..._, til,--;.-- _., -I T. -=----
rt.
order
thr
Loss- '-
4
04inquiry IAI
-
_ =t, 21
Makak:Jc_s-rarittat
-
e
functionsS
from the1
mate el
orL
awry": s; --c41
42'
- r= (
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.
understandingWAS;
-
#,==,7-4 =
it
_
Sn
both
ster being flinte?utts education, cion
.1
-
tSti the
*."
, A . .
- .t_ .;*--1- and;/,
11-4-___ ---'7Viril---- ..--- ._,L.. 4.---t.n.-to
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. 4 2:-.' ". . Ado - 1--- :: 44r 1
_ ...
4 ? 4
. . 4.. I . ..4. . '
. : 0 * . - . .4 ,. I . t .4 ,ri " _. r .
.. . 44 * :1
4' ' . . i . .
..*
1
ta=-: to.°tc-time to.,van
Icfollowing im04,3-i.-
supervisoryIf
_
r.---' , L".4.4 -"- 44. .,---4-..,4_.V-:=--40 ° t '' k 41 .--1il = ,__-- -!..is.
.^-'471:4r1Vt
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I -
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- a *
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1011.t,ktt-W - .
PU A 1 1%_FNfI "NS OF ST, DIRECTORSA
2.ND SPECIALISM
of which this report w sand an successful
a in brieflyreport; lt analysis is
of Stateanalysis: the
of the orof are-as of exceptional
departments. the typ-7s can be observeddAthe numba special areas served also in terms
emphasis given to administration as distinguished suix-r-anti bring local
weal with exceptithnal
to k- by ineducation? In these kaders
there difference the timethat of the do State leaders thinks
spend consistent with the° ideals set thesmial MU-CUM look to the future, and
functions are will these functions be the properSince these qutions ikaring on the needwd they arc
OF TIME
to a of'Leaders in of
through obtain some sort ofwere allocating their func-.
State staff membas were 24cd to rrcentage time whichthey spent on a nurnbr under thetralitr and suprvismy dUtira at the State kvei; amid/afire andin 'mai schI "nice to children; huaria
stsidy and
25
=? ()tilerE_=-E
*ft 1.-ff
of
The.=-= r=14aLt =
timeIi
quartet,
Are
_
= E._ fa Ta fi
C re=
this tuncucn at
averages.'Y
An
education.giving
time
4
2
fla onstandards; an,
would
a
unpublished
to exccprMe to _am
4 At_tt.1.4 r ,-==
:on of th&----ct wrkr. tors DC -
e'ttfidirectors,
ivainistrativer showrs that
a
thewert: Cr- a sa @ a lesL
dew: o p merit.etzStigat evaluating,
educationcm
d
age, consickra- timeassisting in the developmentthey were doing thi-"
7-4I a
dutiesarc dismal -e to the
time on _nninat
with know
gets, lc,i .7latiOrt
In this second ftLiklith-1 tilemess cost anti the factors wh
oncerkdevelopment.
-onier
.tvnsive thanthe varlimis special
uirectors also
ote the
knowledge and skills. The dimro.tO
arams for
1.
thus
devoted,
at of the nor-a
on tric aver-educators in local school systems
cxceitiona1 children; appareptlythe of .=1 .
51-7-Za2,1117tadvantakeneeds to know all tacets of th---r field and
Lommuntcate his specialized kmwledge and skills to those in local ,vstems.op--_t_laitst.7-=
_ tneuutes
otjaa
t_
the
f
avers 7 divi ided ther tin1 in threeOtALC Urrea- Art Men took -t----
nitro was spaltwas divided between
SCI
inservice
til2 ir upI c 'services--=duc-m-vet-F-14 a k,
ways. Administrativethan one-third of ti--=ca
loci communities.lc rciations
-
.0* rAf 41-a s-
_
71..0
7
a
g yE
,
A_a- a-E
fillrzcmr sric on aumintstrative and supervi=va
ta 90 percent wag; a standard ckntk4-1wMit lied information.
spent oTi.
1111111!Mntsme and supervisoryff S
_ --;-7
A CWMUW*
16 Eurcg. DN PE r= is. NNW.
iven opportunity to duties, but so few suggestions were male that n.)additional category was n aye distribution of time of both director sand specialists *q r----flainca in olc , page 27.
knows, on thc 'average, :pent mo:-. th41 half of their time (55%) inand supervisory at the name= t and almost a partr
their in consultative szrvices in the local communities (21%). Thcremainder, about one was distributed among inservice education, publicrelations outside the State department, and profession& study and research, or ti
cases (urea s7-wice chiiiircn. 1-._raost all of the participatingg4w_ sonic of these duties with the
children; data show that only 10 of thcall. course, varied deal fri
examination of e,-)e two claiming the greatest r)rctx)r-tion of of thc they 'Ai of special
most approving, andleadership to the of new progrAms for exceptional
It-Z.); and ,i17.Nns curl-fying the distribution of func:i.-. (ICA).
tv: a ofthe of-the handicapped child more
mal child. They with educationne implications for praAr2z
to with special
to 'local
7'
and stiI2--:1trisoL-;, at theti another in to
remainder outsideStatt Mlle ttaty a nd direct i. C
dren. Nearly 4tf the specialists reported giving some time to oftions. The mail notzbk .extris don here, as with the directors, was direct serviceto exceTaimal children; only a little more than if of tat were performing this .
function Again, -x)r-ar n.ivt1 _.:[1==ttiaise8 &veinedalter
appendix D, Inquiry form MgC-11 question 2.riot ousurivie, amount Oi time 3
due-- k the eg.-za.w) C----1,Paclazgatt ranged fromV. 3 for
0.11-1 e.
13 percent.Pcs
percent.
$, amount spctime "e ea.5
. .. .n .. - 1
.' .' . s. '.0, ili .4 /,'. II 1.*I .. . .,.. . i i'- '' --. , ..-., ,-.. ro: -7.:., '.-k v,,,,, ,..:iii 1..)
.- -rr"." 4-1. ' fi ' Lif: r-,, t., r-4. . ,4T ;;,.i. # Yi 1 -. -..' ' 47. -#. A '
......., ,.. : - !....4...., fr..1"4--_ ,,1_,1.14 '-`.,,.V. v,k; t j.irtil,
.more .
, a.. . . P .,
.. t
:46*T/;-141 tilttic;i7-1;
' .i17*;' ,A:anoatisi
SPECIAL
The
a good these
be
research,211 tiwst func-
in
at all.
See
Seeex* ,
duties at theSee
the24
appendixof
department ranged from 0 to 100 percentappendix Co, Page 43, for detailed
I.
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ot r-w-t
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1%4 Paktm in um "mai
-PVIziMAy
4
28 EDUCATION
Some dibmwer in the emphases placed on the various functions by directotiand specialists are shown by difference in the average allocation time ihevirious functions by each group (see graph 5).
Both directors and smialists sNrIt the greatest proportion of their time in atimiristrative and supervisory duties at the St2te 'department of education; howevdiwc,t(xs six-nt almsyst 20 Frcent more tjme than Similarly, both swumspent the next greatest percent o their tittw in supervisory and consulaniirtv
duties in 1001 communities; went,. specialists spent 12 percent MOW dillt.
than directms. The other notable difference occurred in direct service to excep.tional children in which supervisors spent
Graph of Time Spent in Various Function, by Special Mutate: Fl
reastion
sqmprirtaory ddt atLtu Staft dr
St4wrvimpry mai cos-emitive d!---thm Ls
imgrviei edaftima
PWie ritastt softIftfte demi-11=ft
te
so
most to which State spciaI edu,adm &mins alkcatetiwir parallel very chmly the cnAwnpeteruzies outlined in thwThe one exicrion is direct septice to children (teaching, testing, atW cow-
The committee .ntu once menticm ttse as being centpewncitstwakd rrsairml, yet marly tiw atA met-haVotditspecialists 'etc rerfonninv one cw mote 41 these savices (with gendins up to 44 mcent and sixtialisu, 90 percent o( th& time).. It nuy be thfrt
a funaion is performed in a (6eicTmental stage of *gisteckiti)n Or the fusittion is &we not coveredby Imal puwnn.d.
a.A _ f 4
4;11
,ty.
.4' idg t,
r/ rIlittiptt
FUNC11O RS-a- C ---------=__ 1---1 AM _
Isown",0 ---,--__7
_ A
E
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and. .t.---- ----.=----_-=-----' kaa_k_a---2-a.
which the trit
g g were =. 7_==
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w A g-_aa -= _ .* * - =-
KU--74-1
satisfied with tiwir-
also true.
learning =
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n &--onw1L6F = z===- _to tihe = =ES= =ESE'S
===-
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FiL ===--, , director wk venthp==--- 90_
=
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tN
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eit WM CM
*name it w 96 percent whik
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7 '
.-2
a
OF AND 29
4 Pali& Moabcerebral pahtied vhildren in
ELL4 ALLOCATION OF TIME
to timedyad be span on each of tiw functims.
lished clan would seem to shorw that directms and spcialists wre a group Uth-field dx of time, since for
very mall. only direams atA TecieliusoI caws,
were spending little on a putkular function desiredothers who also lower it
one was parent hisaministrative duties tiw State ckpar,tment wixild:umber spending 80 ftrcent would decrease smtd-its only 24 this
exampks can be fotmd in givenin who was spending as u 15 his m!mai communirks to maim while another m-ast it It that tkre was no dear-cut
most take the grntestatom= oi their time.
'line differences may be dw more to the stage of0f'acid within don to of thece
,;44 '. e .:*
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ir
HE
Ka:.-m,-7 in 11- Kit> 6'. tals wy-to, In Turd,i"0 MC-45MM Kern 110
a
jcI -
f:trArltx essentially to enz-?-*L; children, itutI.
410 -±J)
ucto d establish working relationship.course, movt,--vpy involving a nualt. cifacvors;
the SCIVXCS which ave local coucsoca.-":
ict ofthem
( t personality *le directorinkeritgation ion awo filas
In teachers who It:0-'1=dd .AA--(z. in thetunitiv to riAlititi the ervic hic. d t cixt t,
cyy-taality would like thesewere made tv- :47
Kn... tics b 740 tax-miel,
h is till -1! uh tl
r-; CV= y oai, v-ar-
cohttrie.---_-=mf-J
and tte
toatr 6
_T-.]-7..ca-,cto ri-M-Ir3p: 1 'Tat of,
generalizations necessarily1 . _
I P-Kh data; xrt 'n --.1. -[1.- __,Ta --_----_-_,zu au
make.1.
..-_.
a-i.
comments. In -1-:,-..:.-er tO these.as epr:-:-...ctivt:. ,__-:.:
mentiorxvi w 117- , 2 A
chich L4r-i.
extend
ri I__%'' = ==-'1
_
=
oall ®ions and services of hc Sate leaders is to improve andthe andeducationsaid Ltr-
ti provedo recognize US Merit.
ti.n1-=.011tr-
ie "ail eand
type _of ellida-
-3, .1
ritzwtta tLae t of iiiftigy
E tit implicit in ttle_2Vie I
,s5tSate kqe-e3cor udim ---a r tigaa I e
xkiiir1y to flattc- and improve local __IS a
mkagiaed iy the committee aAn egML----._._-,
-
important service Of__,-
thc State sacting as t.-- through which il-15:-.C.--AL.k_,=4
27 ,tAceRis of tiy---'.. .i ,-,-:_-__ _ =aukState,ii--7--_-_ to k- t IR n x) know
_.....................___.
I
A =
very Cote
;a!
ot riia e64-
_ = -
(-703te-=
ifig=7,
at4-4, egeo_ - _
teachers ri-Ufm_2_11-ta
'I.
..'" , r Ji
a 1.'61 . 1 . . .. .., l'a.1 V t4 ;4_. p ,..5.1, .'nt 4 ;1* e:= . -.. .. _. e. T : !. ,..1: _. -.t , + 4 . .. 4.Ii t .. -'fif -L*4' .._ -3-,- is - . 1 r = :
W '. "....1r * 1 bA llk ... ..' 4 'al ' 7e- .,A1 '1,11. il, ; .4 114 - 4 1.1 fr . Z. . . . -it' N. i ki # Ik, i . 1-1. .b. z
.4 c:- ,.;#. i , i 0. 7 " , ,,,...-' 4' .4.1..4 t -*i 4 ' I 3 :*. r 7 l 4,1;.i;walr,v-_ I' N::1.-3; -:-E_--,.., -- ----..01-...
the 4 .
7-=
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t
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A ..g-M-a
N
t.
A
_A AUINvr- 14E4 D REFS
State sN-cial is thatin practical tc-rms, rnt-ire-
work the chikitviin of help. these *bare.and
a This2 relitionship arc
(I) leaders provitk to the smial andd kite or specialist.
Scwne these Ex-tots been coliectw.: throiigh free-respmsettk-se, all broad
State leukerscharacteristics which they leaders
about servkes teachers; msonality char-
answers semantic
groupings possibk, firtftwritlyideas bave beim and used as basic support for
the generalizations
The goal ofspecial program to keep
"he should protect and expandwhich has nwst valuable but who refuse
this idea is ofof it in their Tk
wasexperts.
leaxiers is that ofa of all may be colkcted and
this service. They want ththof on the Natimal and
I see C. me for the andPercentage is bwd on the who
.
--- -
I-
____ =________ ____
r --- ---
= E
. \ 7# - -
rt=__( =- ii,.. t.- =-=- U7 y jflfl
-
- wtI_,!-
thissend s- __ _ -_ _ I
r-;__;= iiiario ir !c --iI ir_i I
-, i1L;4: Lj- T!j rJ'J;IM1cg; on irrnE14: in !w ---'-- - -
r '-(
trends Sn r-- --_ r- and a a aAa
E -S -tLiIi L-- - k_1IMIti W& I 1VtL=__f_ the experiences, high crisis- - . -
ic: I
!P- 1ifia;J*J -ii A1C L411 L LXJU ItH [ja aa
MinspirationI i Liiiiiitir= xr-i iii ri.' aaa
L1%j-(_-_- - -"- -= =a t_i It--- (L1tJ
zc novkdgr= 3flj kil relating tc;- this tvkc; tJy 4kI Fc-wtia, rncntkw
rq*re: ancTiv
J- (x -Ixai CiiU4itJCWL aflfr rn1 fu,tw: : thv
L
w
dIfl=
4jtIL
= -a
1-
-
EXPECT or LEADERS
tkim eti
articles
161
I.
. r,,t
materials
arM
a
tra
aav ti
kr_34:41 ;
ftiPA1PaCa..1
Akaptitpith:.
9
and
...4%11111,
ITTrnaileal 0-1
tf
1Cfp-
an opportunity
- , ir
,ar
A
01X21 avenues 01 C
4.
ilt-41-
0_
mr
-gra
= _ -
fl mentionedto. Tr
Ir . .
e TA
11-...`
&we
irgto- . -
7
t
,With4 _
6
i.. .I., .- di^ .. I ' ,1..4". i i
.. _. .. :. , ... , e <
./ s .eVI ".. I .- *-4- ,.... '' ' ' 'I, I .
:...,
g,,&-:- -'..,- -6- wk., ' t . / 2'. r6, 4. ira. 1. a-.._ .1. ,a. r". i .4- d.r 1 .. N. I , 1:-. 1. . . t . . ' IP 4.- ..
.r X-tcr- --Hii.',,r;--i *?/..t.'. '....r, - .-t .-1._'-'-;'1. - r ,7..' - t; f _.v-4..,,,- _,-*,- -:,r,'Yq. -,;-s . - 44 .*1-/ 1. - v-. 1,2 - -'--- *. -.. a.44:_,..! .0 .!_o ..t ..r ''.14"---= wt.. ,-'--tt ..,-4tTze -1/4!--:-_ -.Pi ' 4_% It'r A' - N 1' - -- II 4.- ik i '1".A.
a N .-7 A.1 '---- -
-- ,
trgt: areas
r _ r
EY_ -ticl,*
.4
- .-
-!1;..i..;:::444.'firs4liti311
WHAT 31
'Wen Weskits
want.anci
field, and their smrces,a center
points, ofarKi of
e
the dira-tor shculd a wiie publications in vari-arm "keep 1 to
the cducatical of exceptional chikiren," andThe directcrs and specialists who participated in stthly indicated that they gavevery little firm to investigating, awl publicaticesThey however, given what time they spentin ttw acmll crAlet-fim and diss,..1-nainaticm of material; this, may k a recurringservice at Smic ckpartnvnt.
Integration ald of all throughmt to eicenalchildren by slightly less otxfoteth of the tewhers. Thisservice wmild indwkvooperative activity with all agencies, fill trir-
tiv exceptknul cWki, such as Natimal State sockties; the State.ment 1-21-th; medical, psycimiogical, atui social wicks; civic dike; arkl even
training instinakms, a wal as ti all SiMild SCNXis andclasf-xiTeKkars aipeued to, think in scuiw tlxre was &with &Oka-* service, in others th-ft-re was littk, 11 any, servkc and chat hte. State
IllH
ImII
flIm
lmhI
IIN
Ill
supervisors,t-4_
I 1 _
e-t
-I-
their
in Or-&--
-
_
.
t. .1- 4 LI!
icun
a
a establishmentA
=_A
ways,r
. - t1
Lc/
E %.-.1
f_
-A
- -Iaia -I-
theteachers;
-
a--=
systeu
-1Eft
and keep
I.
tenth of the teachers. This counsz_First, "consultotision that is
that. the.,
C 0 ri.S U
with localunhel
A
=A-A
asz-
VLLC nav!
and -,---- g
4
AT.
dn w_r=3
- - _==
at-e"-E
a_A .
_
==== 4iVri a r
rhkf-
r.114' Wis_,"-iSAtAA:
32 SPIKIAL EDMATION PERSONNE1.
leaders would be best able to correct siruatioh. One teacixr Put it this w-; -;
"His would be basically the same as those of the local' directors ar d
a-broader plane. Fie should.keep in with the vario s
programs and interested groups throughout tk &ate; his chief would 'tto coordinate and organize thc entire State so that there would be a general put nandxhilosophy among the public school
committee oicxperts recopizeci the net-d of this service in their statenutnt,f1Frt-t-iuentiv the St2 tr director of smial educarim is in the most strategic minion
as the coordinating link," and in the comixtencies they chtsaik-dnecessary to perform this service.
The organization of discussion groups, workshops, statewick conferences, andinservice training programs was noted by 20 percent of the teackrs. They wanted
State to "be in the of workshops, espt.daily for the benefit of school systems without ;local 2,nd felt- thatthe exthange of ideas made ixIssible through such groups WAS extrem+ valuableto all who participated. They seemed believe that their ders shouldcontribute, in all mssible to their professional growth.
committee of experts agreed with the tea(hers on the imdescribed a number f skills necessary'in providing
teachers.
Teachers consistently indicated that there was a need for a well-organizedgram of public relations and community education dealing with the prthlems andprograms of special education. Some 19 percent them made commentsas interest in special that is lacking iñ many localTeachers want their leaders to "work with untiring zcal to make known to alleducators and to the public tk crying need to aid exceptional children."
Although the committee of experts did not discuss abilities explicidy cconectedwith public relations, they did point mkt that State personrxi should be able "toarouse interest" "to create a. desire for local
That the State leader shquid foster legislatim fiwithe exceptional childIocal school informed about it was mentioned by 12 percent of the
ance of thisce programs
thc ability to ck so was emphasized by tlx committee.State din:etc( and specialist should proviie a counseling !litd guidantFt
service to teachers and local directors and supervisors, according to abotit one*.
teichers tlx event that 'the 'locality has sup-rvi I
ng appeared to have a dual
inadequate, or licking in understanding, or in the evcp _
problems go beyond the scope of the local administration";on administratial at the local level in general." ,..4.
agliry 4 the State specialist to help teachers and local ,..,..
..,
stressed by the Participating State e ec-tors indica edgreat ckal of their time in such consultative duties.
. Other servie noted by the teachers were: (1) Devekiing a reacher r ,, and edification alotkg with which it wcaild be to "encoura
Air
,e
WHAT AHE&tc- EEXPEcf CF L1ADERSLi
=
=- anti of --T g
=:_=_= =---=I I I I
=-=I
-=-------COUrses
---I I i f iw-___
!!1 UL_Iit_I teachers, Lii Wj.I: i1 addition, [j J[ 1 young r
-
standards :-_ ;
'= tP_ J4 performance fiL _=L
they ir im:t (these i ncnx !randms ri aamisuw to and nscriare irnrn cwci i
I Ca :;üw ic;;::Ju3 '! :i =T i-::: :'
- --- _i studies; .arid andI -r :- 7 ---- = placementsurveys -- = ' -- -= t
I=__ - =
;. ii :ãi c:t
shouldS
k: with - r==i ti ii h4. # ff
services tin jii ii 3FILL J tfl !Tt}T1Ti iir=., -j--- r
Tt:t:i: Jitj itv- frhi"_-_t= committee of ;--- tend !=i-J
p
e . a t e a _- a e t -= = a E a a ' a a a a a a a ea = £
, =, ' -- -= -- - _J_ , - , ==
)
SLiLJ
_- # = p t =# p ,4 - dictators =14I supervisors-!1iLi ;:;;=i tti
havc s!q2ther1b: an'i irç z rtde . i w= pab=iz, rn r'f spin: :f -iH tf
t fl & w *4&- = #a _4 )_:-* i '= loveI
!:.1 ! .
. .
! ,- : . . ..;
.-. + .. ? , . ,
: . .
b9-Jfr;1 k .f '
'i' _, -.?
I
--
L-1
99; (2)
o itar *1)ti
instruction, Oille
g
as=r14.
,NO
The
toa
tit StarerMlIn thettlW_ -------rA
would WM`44X= opinions el theEtz! CI
.44
a
s--
-
-;=
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4.4
_
;` 4,111
74-
i_
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i. ,,,.. __. - .... 4- 4-
. . ,0 .' .40t Th .4tiV.4 14- -.a. - -91- ; >
Zs; , ..." .1 »la,. L'r . .... a,,- , ^- a , Ar 1 -' , " 4 4 1 ' I
* 4,,, ; , _i .Ia = . 4 'A. ;-, -.1tj=1-Cl(1 1 ...1. ,. id - .,.. I. ,-- .i ,w-4 - I-
4' ir' /:,47ri-_ f'-' 1 . ''. 4-4. ... . . 4,--Y ' "it . ,,,,. . .. _ ,
. .: . ._
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t:-.0.: t .- r . ,i, .. ,, fi-eft r I.4c-rt..' '&41: 4 a, 4,41.1.."..3.1', .1,2' ..tr4 4.. 4, ...;
0-=./1 ---..-=-11-_._ ..7...a1, 1.44:4' Ik.2.? ,At.- 43- Air. -...%1 --,.; c.,-4.4'ir-r..;.. a . 4 f' ...0 ./' e 4 ji -, . i :_,...-4,,..-.- t-N, *
V, .1 vrIt. --* . b47.44---/- 1-F ? V.; ,-.1,,s17' ! : : . 1; '. , ... t y--. 4 . . it '. A ,
IMt. w--- a i' .4:Nt,':*
A&_ 4 4- - .,- 4.4.-- .1.--- 1------ilr.
rn.-.-=- .-=',i ", :AL .=-- = _
. 1- , i 1"-4'_ E I I- ,- I °...r--- r
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_ _,r1._.....,., _. , r
;4 =idg -.; ...... .1=V4 i ur-,,,--7- =.4,:- s°,44.4..44,-
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-. gli:_.,-,1-.--VI. . -.-,- . I 11. ' : : C , , ,. 1.s: r
...7,----si' A.;--;-.,-.. ,-,' ,ii...2- . ,-.; .t-.7. - '.' - .' ,v:I, -0. ..-. .. f
.
'
=7:
a
4 7 T. ;.`
: 1
33
spedal pcopIc toseeing
courses ;
Generally spzaKing, teaciv,rs seem atin
-ocal that the ther tk tmchers and
of the rein
should andand a of
ca~, 141 411 Sehois
4 .
SPECIAL E-Tt): ci. ijj I I I [ PERSONNEL
A7:: 'F people. A:c: t-
-; - - ,- =- c ,= --r many -1==---(sari( - - L - & _=-=- - L .
Jc:i '- I'TMrscc w: s . rcc-.- ?-
.-- - -
- t= social position,L---;Is-
caps," t--- -: '-= that4 -=' iL ëk (j iit !t -- this ____
- =- -
i - -4- - , '-'-- " g!L (cachets,=1 3-_ ;:I=a p-t-V=_ _ _ -=.-
1#:w: :: w-f
4
-r group, --- a=-;_ individual -!=- -= =#-w
with =- - g-
: and - ideas:-=- --i- '== _ L- -t¶_;1
-_= ;-
_
t . -
.%i L =i-4 . . jJ:_'-' j t i: -=- t'$
(- r. worth. tt =- -- qualities, -=-: _-
Ii ). - I n a--M1LSItI1L, ;iRMt:u- LU t.J -4L
I
i! thc LEPJiiiZii andiiAi5trrL,LI' WLIJ(M IiIKt LJ[ ([jç tt)L14.iI WUI4JI t_rb=;1Yv
I I
I-= I I = - - - over,ii '_A 4 .
c:-- -v:a: :1 ::ze: ::s: ::--r: r: hc want wi ! !M v
UJYit;t cxirnim *nd ii1 -rr reorniru. oi th itlitjr c54:rtc VF-; 12 1J vrr 2Y:!: ! Lri with 2
- - = -=-----.=-----4(some .called tf
iL__4 'F
=---
cation '-*F- !y _ '- = ==& 4#t-==- !
tt '-tcharacter, and i-- _. !r. ethical,_-%_ - .- =% _%_ their '-4
and I t and i
ti-__;_ 1e1
'-
rw-;j-t w=J I;
; I t r4 '-=.- c' t j t IV 4 t t-t
;= 4 - 4_- ' 4 4 '-= 4 4_4 J1: ti also, : i
-fi-
I ' 1 =- balanced, i
t -= - 4 -- - - - -!=
and should 5=f I t---
4
4!
4_ 4 -=-
:-4 &
=r - their i.__ I_ _1_ I_: _ and! fy I- r; ! f- 4 - 4 --- -4 alert. - fl r: =
J- =
hiVe ar; cibrtiyr ;x4
anu o ru ifl Th a
o: !=CC3jiSr t= -= . 3cCVC wrh:rl and caught hworkers," and ='
'= "progressive # [-4__-_ t-
4_
I.4
=L i- 4 -4-- -=:L- L= w!= =? t I
the tji who i t willing
#=4 -=L=' itj=jtI
--
U:YTg they wir= aztsb1iv-r;-- _- =- ;
t expats, 4_u their I=4 (;==-i
-( s--- - jyI IC
(-i4 Sure 1_t4 ==:=
_1 t- =; 4_ =4 -=' ---- similar= t-4=* 4-=1 1
i=;-==i
Y the i ?ü they said that ic leaders thotd1 x-,and ar tnwding of children, as wdl as wJiwwliri crthe
cDlbz:clYcL thc committee and the tcIrs taxi tz agree.Th 'hr !=!i.Ut r-m k;= #J r=Y=i r_
Id!1 : rIt% 1 ;;
sFcuahs wouici be entirely if heiumin c e xssed ll c thctics t 0 t he riegree cJesiz by teachers. TVfl1fWI we Cii assume ttuX tw
c2&rs xncaiuI wc hce rn2rr==oi these rait fli=o
=- = '- - - -
a-.- ? r_ _ -
:- -.- .- -=- f w-_--;= _: - -- -4:r-
- ---- =a =-
14: L°=- := -- _: :=-
r=-: r'- :-
-- =
interest These would scern be a part ot the derso thought necessary.
in many forms; what they arparentlY "faithand of the regardless of his or ot his
to beliefthe ability and
parrnts) of behavior, and the _ability to adiust to the uniqueness ais manifested to w(-,rk
cbc
the abilm give e-ach person a sriscpersonal In mcn.
°then, tact, alia
poweiseem a ov spc-ciahst be A son of
someone is torceful, someone whosetemperetwith a
life; than CCMLI-sort special edu-
toye 2 SK-
they bc well
toshow want director
"sense of by 0-1-
be expectbe
that flexibiliry
discussim chirix-teristksto those
tiimed part, taa,patience,ness, resourcefulnes, and optimism." They described tlx qualities of inugina.don and ick-alism, as well as reilism and mature 'judgment. Here, too, on thebasic
is, otthamt-tetis
wilNave toget-with the cmnixtencies described in the counmirtee reix)rt and fixCfbCC and Fweparation, can ixrhaps lead to the ckevelopment of aState le:Kkr in siaccial education.
TIfl rfii; t!eTi1j(itin jk ie 1fj
ttrIL9y LLtJV tL4I:-:u JW&U 1t1T1I1Ik[R)fl fl(: ti1(IYtti1 01
:-it; rtncs=:
I directors Lr4i S1-tT 2r rrrc:! )t ctu: arc
;1:1r : =i ' i-= i i
-==r-'- =='- %--- A
1='- L Rfl
!!tA t-I:LJi y:ii : ; tii EIIC111 In J1tti ifltl
__j__UL1I:1LzcN I-'LtJ'# teacher's in r!-Iit: It) 423 01 cccpnonuJiry nd
-=
LM experts :
ii_t - I I The 1 i
tY'1iLZ&i1 -IiL1LI1LI 1JI1! WU V1It11f tTh-fl-- flr1m rfr F
___jT'-
lit) Lt}9t-!4cLi LJj(J range oi
-1: w1- 1 preparation_I -_ !-- :-
T:c scii cduarr- fo Stale -i!i
1fr ç J: r % i:
i Although reported i- -1 - 4- t__ I-
could I = ---- r the other t _4U- O S S1tSTS.
. =I _ :_f =T . L.
:x::c- -- ' _:I , t_ t__ ,-!it- M
k - k 1A & ILl ( j-Fi F_F problems,- . --
1 =--- = r %!=-- ' L
£;: uE iti ricd. or mcnri rrririeizj be
x !:o=m. t2t iU!flC1 c! i;ctc-r wti:c; r1:
a = - = -r
I
4
Two tvx S=tzot sccia1 =;u!ks:ed= b !ndirt
study: I==
1= jr .
=this E-I
I gives --&J = - -
t- . - -- - =- - -
U- L=---= E g rI
r -
; Jk:1 Iuiui Zt tiDflU the LMI W TflVWc wu-:n wCI- -f =--* ,. a a a a
numberS--AxFcE1 fl1 1VECC HT a 1iriiIed ct iis of cxccixwnIin. &cnrdntD te o-jxnms cxpiued jj iic rpr. t1 tta ty rc characterized nt
a a -_ the a a aa E fl a U- -- -;-.
a a n ra n: emphases S fl S nr. --w This £ I -
1
kinds L- a competencies-
a
professionalr r- rs
"=L T ___= Leach opinion;-
-'
R
,-i- a==
a- 4-wr
----- f___ - - t r=
a a
L -F- Y J L =L
-------- --- ----- ==-- = a a---
-
----- - _1 -.- _ _ -
a- g- =a #_ -_ -gw
- -=_g
- -- i k: -__ =
- S,, . S
- .-
t- ., I
T:. .'
;- =4: -- :- L ' :j :
=; :
t r_4
,! ::_ __I - ---
w____:
.
3)
=4-E
-74 ''d
ES°.
7 Ir-
Fri NOUkTA11ON reported
and professional
eduCation of children. ,
C0471
_ration amtli t*who
exhic Fe.m1
i e Prait con of sped, u-State 153wr m k-Cd
1--ADVIC.. .Tve
departments of tmAt.--zon- cribtltrdp--AF,-.1tacet of data this report working a. S. lArs Iis-
CilluMbia. y of 4 2 client,Lif44.4 1dt
UP.;:rck
th hat
responsibility
perttnAci, c...krx ILL
or &ore- while-iam.7 tLIIT
k_,l'==-Vsl:ftrkr%
AL:r°1"
1.
the !s
ortpv
1. &,-4
1IF W-7-4.1
IF7-..4c"
!aft
Jer,e---4&-
....3.--,; .60 ,_ _ .; , i Eli ;..,7: .-;.;,fit. ,,.
j .5 .%2,111 .
% . r 1 1.. 4. . 4 t 4 1-7 *A , k.t. , t ;r dd. ,.. :'. - ' -
-..-;, tpg 1'4,-; ,, It'''' If ' l' ' ii i -'
4...., z..1. f __., . 4; ,... ,'-'_, .. t. 1:V- - I % 4
.' ; * te.17. I i Ae:i, ..i, ' :AM '1',VbD"-,_ 7!,--
rA 7- tLe-: ' .? ,i 14,...., ,-. .0, ? .....00 1 - 1 --'7.1'.. ,"'..`''-,.i..." I.,-. ,
*-4:1;
.-1
I
" 4. ".o
'-,41.eftl*
4'"
k ko
kt.," . ""). r4A-- 4
7. /t tf;.
,-10- qaOi- ai4---
;,a
4.-
s!rrAV:
an ex-the
thc succm,concerned
by
2 ia-
on the thmc a
2
andof they wide
as
hy 21' some di
appcmed to receiving serv-State special
weft receiving 5ervice from the general,for five areas
for on], or two areas
edwation are of
and con-
difkrent successthe
to both capacitks heof or of
his
40$
1.)
ill11
1111
1111
1111
111M
1111
M11
1Min
IMM
INIM
INiM
mom
onto
mm
imm
imm
ulim
imin
amom
antm
irmIM
Mffl
imM
MIH
Imm
omm
onm
mi m
mrio
nh n
um H
im! b
um
t- SLIA'-- --4i-F
I -=- -
- %=-=_--_ -4___=---- -" _t -#
%__ t =- L::' i-,.I - specialenable - _- - -= -4__=-= - - -=-i;t IL _A:-=--
_A't-' =' -i--- =-=-A--;_'_ 4;Y-XT- AC ráAC-S rcmirilRil j P='
%=' ''-.- = u-' =4 ==-- ! -I=I.- Ii - fl=;=: =- mAture -- == -=
-=-- =- -(_=---;- - - - :.- -'- .
=-=: - =-j_4_=%==i%= :==--1
1_ -iTh =-- -- =4 -- U -A=:K=;
A . ;:i =-A__; ;.;_;- =-- I= b- =-- t4=4 I- '-
% =-' ' -- -_±= % :_I -
: r i:: rfrn! :icf:c :iM:; i i--I_ I-: I -1:Th:: -- I I
-= I F
_w f;C pr )gram Jm;rE F c C, It r '
a i:;: duectors and allst5 ;T,
4 1 -!-= - F=_I - t _ == F -_= -
S I ____--f -,=_ handicapped -
tiIT .-=-=t i,_- r - pupils.-=- 'F g- w.-I I J S
r--I
-=--- -
-f--s :t F5aIT-_--t a
S -= I=' I' Ig
S-- 5- - %S iJ S_ =ftSS- .--I
S t_ % _, -=--=_S
JILt-II_;I=_i T-(H ILJ1 LL UiIt5.fl5 £r L1 IiIJU1 LtJW-I
_S ---'g stressed r t = ,-= '- =--- w- - =- t= L_ I F==_= - = -=--i -I
worksment : , ' _S__;-
t-;f=s= S the&:- 4-arid =---J I t:
-I i- I" ith St _ = _ a.a - t - - - particularly E t t- - a :-=- - -MS- !---- - - - -w. =- - _
_S
- - - =-: ---- *- and administrators. I' :- _- - ' 4
Also --- I g --'=-- -r- r: : t- f- 4 r - #SWS- f=--- S- - -3_ T=- e %S
fi-S----'-DI- tfl L4 I k5--5- T1-L t --4 -A which4 - '- and t
=g T ; j= =!=1_S___S_ 5 directors and specialists,LS
5_=: - '-r-' '-14x:;= ir:1 t! tI iJtiI 1 UC[
tti;-ri pSy=(Tftth)gy n2kIIflC, c tfi CIOIy iri21cc tiiI1znc XflCwUt 1IIfc combinations ct Li raraiior: irc experience it. -wtj ;uijjd kw
S PS S I
for= S- - : j=: i& The == . .
rLx- ro: i1iirc (ZK I-1(T2GUS ar'* ii:- i 5T t i w ra a w-
- &S- S __a ::-:::: 5-a _S
andy '5-
with specialist----------5- _-':= S5-5-_-___ 1SS____S The ___i___SS_
=r r -4 through f 1- study t f_S_' !'t special;S- S- -=: Sr_ SSI ii. SI a '5=-
non p-Ui cxjnem:c rt btii normal amd cc ij cF.
,t a
'. r[1
'
FIX ON PERSONNEL
hi t ..--4-it-v %Jut_ ALlio,i
tok si.ht=x1k
%Ith A *aIU
_rrAms tor1 Lk I CA
haniiik gi1tc--4.1
cal. or in thcr wn home*elect, yr rhc Aku sukh s
lnu
urcm
I
urrof _1
L1 1 Cif.S
0 n underst
dopincras in the
rnal
I
on
of
In ro.ukating the vinous types of curt-xi-4rt S13tc. Atfrcting and pcovitk prorriunsel repar ing prtvourti kgition. k4) give lc-ad-el-ship
IntripAn
gram%
est.d cmourige thc development of new programs.
lmcnt proteNsional standarth And t'vc development o=f colkfrxvcr-sitl urtik ithIMS tor rep4r2 ion. (6) help teat hersrapid (el_ hnolopcal changes atievt-tn$ the handicapped and gi s t lugh VaritYvil
IX-!1 SCMCC training, ) estiblith anti m.in/iin wodfung relationships withtkc mAn% individuals aru_i armies tivicerned with exceptitina1 dukirrn,r-t-N IC% u merit research, vkluate,bts grntximc. Anrd part tt :pate in cievek)rmfl nrst
(9) fkv Theshould havc know !
114,- pate in I
up with trx
it
ancLai
committee tztJ spftnitst w11 nevd theitkntitied z
and 501)l (kiwi
claw(-)orn -s.
her= .
isfor the If-
proximately thc field of max/
and appurs, )14-
an major embraci4 of cducatio*rico] and witching
bestfor Ala-
tAc_hing exceptional
SL11
-w 1- =-'-_ .- - --4 -- - .= " = _7% _; &
- . - - =------ - -" :" ' -
L i t- I
__=f-&- I -:--- - === - 4 - - - --:-: =:-i
=-=# -4 -=- J= L L 15:--;
-=--= most -- -
r TA I Li
1 i+f i=-t- L-e_ ..4 ik4 . t1UI' 5 4 *i .!AI=
-
Ti_ =J in j=1 1trtstill -- - - '
- == 4== =4 -4 ----
I-_ -----::_ -r 1--- - - - - -- -
=1:tj !: ! Scow :-r ttjTLL am:- -a: 4; :
-= _ -=-----=' -1
- -=
___4t '
fcsr FT-ii arnc- _acre writ irn 4itir=:rm= r ,
' !
=-. .;_= - ; _II :-===- --
!i r--=-- e I
r-= = - --- - - - =
!j
!1:
I.I=Li=r:::
ATht :
1=1;:T' a
li-%1t of ikr c4t;=r 4 . . i-e- t_= r
----s twat -
--
-a- --& Them = =1 _J= ' .' # - w -I ' *-1 ;:t __
t
- # =-- t= #t__:4 - - I = __ -I _ = _- _ - - - - --=J Ij4i i&ti
w ha; ( - II -'--I::T # :za jj=wkali S : CuTtinf in he cr=- I -?c . .- -
'
1- --= : *f__= g -==:-=-- - -- - ------
_f ;9 s=jj ?4cr :a= JC w
=I4_ I;t !:Mr S:-.- ;:.à=-JIi:EtU
rF1fi&t-j p=_ =L4 such = i .EI= k}
:Si T-=it'; ! A2 T!Z
and thc uJtn I T rci rJ t 4. -. I I .=--- --
--=.
--=.- =i
-==-=I -
=4__ #f-_ ___ . _=!-=- -- : _ '- = "- i:-=
=r-_ I f ---.-- = -= - - .- - - -and - --.- -------- t--_ -
t= £J (t
,1
t - -=-
_#-
-'=: ---= ==r=
-===- -= __i- ---- - -- r % -=& i %__ L= L L i kfjEtJ j
ti' thc =- -4 - =- = this shouldi-Yi- - ----- --r t!1flhiL -
--- k
came i___ - LI J I I; -i --- ; -- ; The -- - appear -
-
- = = =- - . = - --=-- _k ---' j I A - -
g- - ---=-- =-=-- -
!='-7;-L
c1i-i help=r _ i
=-J-j
:8 :
=
-: -= - - -
-
------ =--.=-------I ::i= _= -
7
MN:: a s
for
ønci tbr in inistrati vwc dunes crniviru
rt bicKI. bolt rrIti ors sixt s
rtlucAnc.
tit thc
thin
Ln trim I (-1,y-,
.44srudy 1%---f-t-i4cri to
i'w-cwek n d
ars me. Mart L.An
ialiM du wtth ita& imitnuor t)1
Sproaktts truur roCh ViMprilviStXT &tics A r t ng t-
=mitres tin t-wq,Truni :ç crou p rev, 04'
*
.= :vie co m p1 cid
Am. 44x-rn
t. awl tkvr-
,0"'LVaral
kinitts- dAr-pairindEntt '14:14.1ki
10,41 mit- r mow rizc pn nA
(1) afroxinutcly iJ d t rat hr-t Frimfc-Tilfthc th.n 54M cm. triv fied scrv,ccs h ich c hc
SIAM COV4411 -:_:-4414t 'mom.. zri _60 la( Frs(atuID person tam. taN ram,
inchiarti thc pwrision " arm anon kan n ghgyast
minirks ;51,- -4( frequeny g
Ty. fd LpfuLinm, . El oilA I
And' cncotar4ing a -vrinoanic scrproodel kuirrchip
1
;
ants ex
1
as
IOC'S
isisignih-
&I1 /I Scum *Mg=ling stradar give
to _7::_041c1,47ts, and universities preparing personnel_ NviriouJy thcvutious States will use different ntting on rat factors as
geographical ciftar.-_-tecixtks oy.21Z resources, arid ;age of dr-v it PA thc field aucati4v Some of the impliestiors are stay-
7*-S,J 6 41 kV
el
r.
t ...
-_,.- : , it 4,..t. - . . , ),,,,,,?-,,,.-- A .- - ,
... ' 1 .. S1 _., i 14 . t ,.m. ft 0 -.. '7. .--,f 4- 1. .,.....V ..., .1 b ' 't.., . , 4 N' , -a aI i - Ir . jiiii 19, .r. A. . 4t..; ..:. 1..!. . . ,..1,1, .....-- ., ,,,,, , , 1 . - .. .---= . 1...a .
. C14 ..
-1*-- lAtIVai-Vii`' ti . Ati- ,'-=4'skoj.". '._ -711:1 f.ra4-77 i e .),,1,...A. A.c. A,11.. .t ,, ,- .* ,-,Nle 1 . .4 rn ' '''''''' ,I:. --- - .4 '' .- __,-..!: -4 I.,.--,: . -, ' '' 14. _4:4 .,`-k...-trt,- V./CI - :-1,.. -.1.' --:v. - -- 1.-i-. v --, -,.., '...-- .b_ =a ..; .. . e . -a
, .i Z.)/ 1 si-t i'-', ",..-___ -.......A.F..t.___. ...., I" 4 . - 4.- * , ._ _ ..-A l ". =- 1,
....... -,--n- .4....1.,,---...:,.a....:._.....1.1,..-w...._- A '4- L....L.,-
rrrftr
iNtkrts
si-xx n tvc
Marva/A I
t ()di% KiLLAi
pc-till tat
Li
tx-- an
-
t4(
t
bud
01-
SICMCC
k
Wi he.
opinions tramSta re departments in
guidnesthe dna in ways,
and
of spedalbd-w. S.
Milt
] '
1111
° II
''' 1
p111
1011
111"
1111
''S SPECIAL PERSONNELr*
Iirc tiinc may br ripe for Stare departments of ciiucition to formulate nc c
CiCafIV for thc s1dccti,n of professional n t3tc C
1:-;nc'; ,'r c:-u:o ()r ::c ss f opt:r=ns cxpres . this ci
[IT ='tAaL :xi '4 gPc=; =' :: the SCC.tJfl t; f1S -;: C
pcf-SOILII 13cISth.S. SPc\111 LflflI1 urflPCtCflc. ih 2K1OUfld -' p
r"ft preparation pj It Sc for hir! tare SCh4\
L L : :-:c(opIfl
CPft4i guRic!I.Pcs wii1 %vcJ1(1 be flexible enough t hz ErtituI o-
States.
: :-i s:: earrrncnts have farreadnni':ncc jrri t xiioflJ chLIUfCfl. UrL! S well as :n- uthan arcs.
erv ctkT: shoLi :'= idc encourage high vc profcsstona rztaration
Universttics1 2xord1n& uc opirians cxpressca ri this rcpt. tvc maorrrsponsibihry for 1nni scquence of courses sv} mdud-c a uidr and liveifid
in =f1C[AI and tiuiton t c irdir ccL In somet.iSCS ' Skffl-flC i: :1 ICCdcd : c: r . :r: t
-1t1j f rhc potential fCPItflWflt 1edcr
.
Kc:c:c;s o: tTic:: rvous procsionai pcpa-on an rnc most'ions wt)r=Ing in spciia1 Ct1UC:UOfl XSItIOflS Ifl State dcparrrncn-r will !!Ie necdor additional knowledge, nc insights, new -ki1s n ord-: ri ic :icAflJ Var: çcy to tflOk Scatc W'rsr:ops.tions mu other prorcssioriai =:rtviews arc necicu. Much could prcDi? rxaccomplished thru; wc:-hps for State psuie onor rutionwit:ik basis. flhesc wo;ihi tkrd opportunity for t=c ieruiticaeion of
;or pret'Icrns and for -ri exchange of R1c2 on how tc meet thcm. Clarcful
planning should insurc te stirmi1tion rI disserninanion c1 new; Re-r:iicmen ç! rsns wr-o csc high sendni of percinai iid pr
competence OiOUS! a r12;J! proicir in penr of rapid expanskwo: programs or XCCt1O!: JIILIdFCfl In fzfiC to secure aicI o=-;
i: c::J rsi::= 11% DC ;CS2V for State of cducai= to
gz' c:c4?ing :ItI[: the p=vs of adequite -r:ng :iditions. tndud.-
3pr:-r1te 2:th scurItv-:Inc!
LIflViSi tOf S(OlSP$gnt treneusthps mgnz c an Ged ucmcii tn tc LUUtwCf upersons.4 The jr:IcS ii fh3r;!: iieriticd d:! stu=d shouk!
;(= ;-fLi t LfliL =J(_4Uh WilL
State ;;, 'L in not ; E-1LJIeducator's w;_:: _-L;
SQ;d:1 welfare j"1 pi1Ti1 acncics, xc1 public and private, concerned wde-xccptionaI cnI1(Irc1 th(ougho!dt the Stat .
LLI
___1 -L - --=--
defined standards personnel
to aid
a )-
experience. might desirableAnd State directors of -liucation cooperate in ionlc
individuAl,
speciAl education personnel in in-programs
toTo
curriculum both special,
be /2 k-.
Star
rawlydemands of a a. c-xNava.
well-pknn---4 a regional
iacas.meet
fessional is aeducational
it qt,:rkartnientsto
ill; compensation.
capable
knowiesk ienable a p:-..son.to carry viaration's in the development of total
children. well profspecia: Lu
. ;
in
pet-
part a program'reflect tht
with
a
DDT
s lkiTKrn n was
to
thefacilitatew- m _
-A
= . 2 .... gaff
a- Sr
z
A
-4 a
5-1rm
A- =>. I
='7=
ai a aa: -_
_ -
LV-1 S.
0 I I I and
Af I
..m.A_=mr
ges
TU*177; tratlor..=a
_
K=A___T:_, = = = .
r T ...1_..,____. ,la
..# :.7 -,4'4-f
rtz',Nr'
41110. and
gres
4oon o egzhers
IS PROJECT WaS undertaken by tilt &ice of :7D,:ucPtit- th collaborationwith many leakkrs
the s
York City.
education m puts of the Nation, witht? for the Atia of Cri 'Si_ Chattlt-17: t, t
, 4
t rectei er of rift Office of 2.4lickzaa; %sho wacounseled _ziy TWO cormiri Of PIAN
assist dimcor an aspectsof he study. The ()Owl. was National (Remit/a of leaders in specialeducation *on various pans of the United Stases wheat function ensto helpidentify pre4.4tra4, to mitt in trA: developnAta ;( the teasiclirt of t-
thc pic:olect. The study 21-7,_a the cour af a numberof car,.;ult'f_, wme material mask
and
u--.--...rions on -and procedures. of committee members and consultants
I.as-: )arr on -
Th purpose GA:. hor study was to learn wore about thenristincnve car- 1 '414 precy.saroon ky -I of htz--.1
ap -fid Thc term crq:-or was broadly I* meannait only 'classroom instructors of the for4-:-!-:4132s
also directors and specialists rt-xeitKez;on in coIleg;- _-:
qualification and
types of exceptionalsystems ;_ of
r7,-zisEy j;vA__!4-__ of the
of children who (1)(2) crippled, (3) (4) t2(7) seeing, (8) socially acapped, or (to) holdicag studies werevisouy 01) inImei oat yaFti?-...,
and -,ler;"tifinto
T
hearing, (=f)-__
-11. )Ahlk- ,*
cKh
7=e%_problems, rheumatic
wr.= y9Still
-gin
(12) D.
children.
super-central
Th incorporated
Al
,
. .I , r ,;
I II 1 : I: I
r , . . ..- .....*, -... *,3 #
I 1 . - i .- :e1 ' .. -..4 . "`: . ' .4
I.
, r . , t: .,,.4
4,4 4'7,1
,* r ;.#i 1.A tf.,.
. ,; 1
. r1.4 .
,*. !.
t.1 tr,r,;:.
4rt 1.104!i!_,.P.Or
s-'
. i
r..
series of
I.
39
The Nem and11=de ziffice of rdmation ,Stvay
ofare tional Children
Tin special all and
of the Amciation ofrtas by a staff,
One an of Educationto the management and personnel
Advhory
sttuly,had
who written and(A these
general
specialized neededgifted pupils. interpreted
in and local school professorsspecial universities. separate was
preparatiorrneeded by teKhers blind,deaf, () hard of
partially
by special lwalth as fever.also made education administrative and
State &Tame:its of education,another was of (13) instructors
preparing teachers of exceptionalthe broad project were 13 smalkr studies.
techniques were umisi to gather dat,a on tiwna-ded by One was by mehis cd a inqmiry
mom
mom
mum
mam
omm
umm
omm
emsh
omm
nim
mim
mim
omm
rom
prop
nrom
umm
oi
z
E aA 4 f c_
#I
other =
of the
, inquiryeachteachers zit
directorsErie_ 10
ary-crvisors of s
and from college4.I 4. thea e
VirWS onconsida :3 ea - a ---
-41
nstruetors_.
f-Nri I
c._,----CE -11 i-4 ' a.4
tion was also &Attic,
_
PERSONNEL
Iigl AeV- a V04 44- -
PL
tlec rrt Naga,
provision for (On-ter_ !cis
facts and
a= - --4.. _
corriPfWrit
=mons, wcre
cotionai:A
IlStrce
andation,=;----ducation. By means
V -
schcthe
icadcrs oprxIrtunity toskitl compctenc_es, an
ezaucators.
--- friarkV=-g rat,igt=_L.1 LL
nrough the inquiry forms, status_f--` fr
a, -L._ C n _'.t _
11Z, g 1 Ata
7
andchildren on existing -ratat-te.--4 444-4.4 04-10
I
antatta a a=a
the
programs"4
for
1
a I= _
informtu- ---_--
Inc preparation
committee technique, reports wvit--- = Tared on the distirweiveeducators in areas paralleling the studies mack through the
There were 13 such committees in The names ot the corn-V t orals.
r&-I1
mrcc rrembcrs were ro
ppointctl by the U. S.a
L1U1:1 1
A4 possibIc had engaged inState local schoolexceptional children
num ma rir
systems,
4 -4.National orn _
educators in thecol_ge teaching,
-And who had L.
ongi ..
.gc.ictes interested ni gifted andstudy v.!L
-
E I g=-4..=-_
and the chairmen,Each conunittee was
lfrel Mt7
eld suinwfar
.--pasitioris in
teachingC-7 .
mimIiIn Septem.:- 2, private
... .with the 0 F.We of &it:- I._,
handicapped Children Fr-Xt ,and the National Committee. In March 1953, t Commissioner of ---4---A
-.---.
Education called 2 3-
conference
working conkkncc onL
cow-1E0ff
af ETa distinctive compere-in
In Oa- ober 19)4, a long-anticiDatwasmnatc.
data collected- were presented revicwedopportunity (or
and
ra 3-Pia
-
n:a a #
1 te W F- -==
111C0rk-or2ttric LIl a
---- Provided Ia tree exchange of views and for analysis 2fid n r--ircf anion 'of
findings commg from this studysingle individual or awn
Increacana the- = number-el
w it is=,
representing 9_
g LT--1-1-i
a
of view
ors c(irfaXtent to teach our1
40 SPECIAL EDUCATION
_form; the through a committee statement describingTh plan study also
practical and possible...the of
superior of areas of ufrom and State bza s\ s-terns of of q cs-
groups education had exprcsstheir the distinctive thcy
for special
on State teachers oftional 'or ofthose teaChers .
ci.osn-petencies by
by thewere Commissioner o .siucation.composed of 6 w leading ho,rf
or experience
cation 5C2
required by special,
was convened En rapersmodified.
4aCt.a.
ithoped, contribute effectively toward
goal of of excOonaichildren.
collected frciii
all.
of
when
Theno
the
ir4
INIM
INIM
INN
SIII
LIN
IME
MItN
ISM
*411
1101
011i
lltliA
ltitIl
ltiN
ttNiti
tOtli
0111
1111
11im
and1
1111
1111
1011
1111
1111
1
-tion
uon-.
re
education
persons if-I sa a a...a. a 1
fg-EE JA11,1
5-% 5=5 = 5=- s E s1
J-
personnelpersonnel
E
cd
; (3) ifigrLctircsi, StI
classroomE
ar-rs 4
givingtion)
rcsr----1)ns
for
s 5a= -a_5" and
-_
0-15 ea I
g 1
t & il
education
"-als I 1= ia,a ion-a
aS5 5 5 I s
S=.
a
In
not
returneda
-
kr-A.
41-
directorsweze
On WI'
reasons: "A=g.s 5_
=-=5 5
E.,rtVagal 7 2. 4
.
responsibilityZ
included persons 5 5 -
Wt=Te
t_
a
=
than
4
a
r
_
Delaware,
for th,ctjrrjjd from the
t District
a-
ft
g
consultants or1-17. IA r= - i re-
4a. -
17v
education of exceritionalstatisticalGovernment -
A
from
41
APPENDIX B.I-Information About theSpecial Educators Participating in the
Study
ALTOGETHER, some 1,613 filled out the on which muchof the in this is based. These edu-
caton of four groups: (1) Special in State departments of(2) special education in local
colleges and universities preparing teachers of exceptional (4)of in each of 10 afeaS of
1
STATE SPECIAL EDUCATION PERSONNEL
The names of, persons for thc of exceptional children2State departments of education were through thc help of chief State
school officers. The criteria were that the individual (in quo-bc full time to education; bc an educator, a psychplogist,
therapist, or specialist concerned fwlds; and have statewide responsi- i1ibility for thc education of exceptional children. When the forms were
(1953), 102 people met, in general, the criteria. These people were working i36 States and thc District of Columbia. Twelve SUM'S are not included in this A
IIreport for following States reported no special education staff; .i
States had in director positions; two States I
were spending only a small part their education. Of these IIpeople, 40 and 62 were considered to I
be they had overall for administering total special i.education program in their They were considered to be when they i
Ihad responsibility in a areas or when they weirassistant and of Iported more one i.
iiLOCAL SPECIAL EDUCATION t
The names of personi responsible inlocal-school syuems.were and
HIT
ttttr
l ottr
t 1,1
1111
1111
1111
1,1,
rrcmbcrs
re.
ofiP
E _Special ti 0
th10 _ or cs-4,k-V
teriq
sities
P-1.
EDUCATION
t..._.tri<5;/ in fv,
were
e
Administrators SumrviRms an_ koordinfor
prinuriIrorms were returnr.d 153 p
Of these, 103
formsnouirv
currently=
directorswere
Sea a 11
&
principals/1
s Lge_ I I Ai
education.were lexc1udo4
g";:=-V
all parts s
(J Lim couna
1
E
ki
ccia!izcd preparation in
jul
UCTI
5
- 1 (-1&if
quencc of pcparation inciud*74
1-=
aria UnIVC1
rrL kfi U. -V-- =
adjustment, an_i observation
Lk_ff
_ nart-time stacour---xs
ourses weexceptional L.
-ges- I I
ta
-4--fere indu
not Incluued unless suc..
eligible to participate.
0
TEACHERS
4z_n thC forms
entai hygiene,however, Still £-1-11111--7'
iiid tx-velopn-wnt or_-ourses wc tx intc to
The design of the studexceptionality to supplyI
instrUCtorS
oor 100 classroom teachers in mch -of thc 10 areaslation through inquiry forms, Eifoa
to secure a umpling of suDertor teachers throug o r anon by_
establishing A
childta tor each State. State oras were based on such
rx-muution and s
s.v.7-.r.nrc,a
__,Avond &silkier& within the States.El cduction corn
the following guidelines:
fr-reieflIat:
Mar
trianOW tYPO
public and privateand hospital instruction fOUFfl
I,tare to haw cow E--
afw thai chore
41Laa til
lZsea
-Se
lists.of teachers cnresc teachers ws_
superior; E. l =
/ads
factorsMcfnb:ks
C
hr basis of theave had s__ftritid-
rae.--irly Em- =--m _
.4,
_ 3r.41.4 comingttrins 1.1---Ckfithal and day schools, arxi txmw
instaL-- as possibk, h4 of tim in emit Stele
-
&aver:
- Af
forms_ were rctur.,_than the1CX) all
criteria, and hence v-7---cre mcisa, -a - - -
Lica_
=-0
ly
4 0, a half
found that in srpt-1-1_
criteria;-
- -=_A e
(Oaring,
numberintle
. ,--=m - -jv
adjustec.
Nee
75; a EXIC1
of
0
42.PERSONNEL
thc list of ti-c Council oftors The criteria participation were they b.
or more of specialin a central offia. who teachers
the from tileand 50 wt supervisors.
UNIVERSITIES
sent to special education in collegesoffering or" specialized for rzichr, of
exceptional children. at leastof *f the specialized and cur-riculum ano- sr. ilrit-t-Achin in the six& aret,
responsible in reading,related
were ..Tr; (1973), 279 were
- = X C nth): LD
y ajeti
'the StateScam quer toizsz preparation ;1 to considered t 2s a
6/ jr 'vtraVii- from tiEtitrural cent
beforeJanuary4
. T?: inquiry vasless teachers miters, more
than 100 teachers metinquiry 1,00 Srp -3711 ants of s. .12.-rrA $
whoseUK ROO; A -Jai .
tally retarded, 150; partially 134; thproble 5; za4 .speech
;# ',i)x!"41-11 447; *4. b_a1;1.e
a-
; 4 v.'. .1:,. r
.
t 1-;;.0
.1 .41.
-4 I
1: rt -tt.. ' , is. , , i ..;T:., 1 ::::.. ;-: ,...,p,
' tri,ti&:4 ),1' litikiii '02.Wt "..ta.J.-:-14.2._. - 4 ;"7 kip Ci..r:"rV.
. - . . I tkk.
SPECIAL
rtx-t
INSTRUCTORS IN COLLEGES AND
a
study teaching
ids
was madethc
were bet
and
the itmet in
theteachers is
crippled, 150; deaf, 100; gifted, hard 100-, tnet)-seeing,
120.
A
=
A B *. = = :7 7
SupervisoryE
2==
= 2
_ : _ .study 7
#a
Ar_
33 a
.........1
a
percent =7=
Tablebi----Uormas-
77-7- -1
Public aislow.a .
eitaa ......... .- a A-.AVM =
#
retenith
their dinabowton cif UM them _
1---*isillif
"
aft
Alt
4
3
1
easr-
APiNix
NIs
its
ISTS_P---7 !E ANALYSIS of the distribution of ti -..:.: among arious functions (s- ?ages.
--- 25 through 29) Of thebased4 =rum- of time allocated by the
participating directors and specialists to ght variot_ts, 'I.-maims Fisted in the inquiryform question. 11- irdZgq" distribution or time to-the different functioris arm-ally varied a goo/i.iael from director to .11:z.".ctor and from specialist to specialist.A number or persons indicatra that they spent gii time at all in several of['ions. The verac percentage ai tant spent in cacr the functions, the range,the standard deviation and the num---4,e of persons criwing no time at all to thefunction arc indicated below, fir ,fo gertz,;:,-! for -.---------=------t-i..-_. 'sits'
1SfIrtiP, -a+
6-2
AMIII.-
Lneamtiow
dutieseducation .
ic Maim
Direct Wn. 3 3
,
=,== --yelemar
tee time
trikatko time
DistributionBeTime
AdSupervisory zlest_O
it
.
9ot,i
Stgfte
ea' ee
. .. eee
Specialists
02
1
2
23
""1"-"`'-."1""--"-"°°---
1
43
C. Statistical Proceduresand
OFSTATE AND
has been dorage
the func-of
directors, and
Table for Directors.10 -,111.11-411111.1.!
41111.
4utiesin local ..
to
verage
5521
673
Ranee apercent
24-90'0-41
1)7170-150-200-44
Standard
15,
11
64
5
N umberspending
I 01 the 40 directors, their of among these functions.
fi)r
Function
Olt
duties at .tras-mlocal immities
1.
Professional seedy sadDirect service
2
Average Raw of StandardNumber
speedo° dating
3733945
12
071000-410-410
040
0-99
,
20_ 16
10
. 10
521
.
I Of the 62 sped/lists, 32 isdkated
WiminWiWOONIMIMMIMUOIMIMniffinimmillUMI.......mniminIMONhiminummOMOMM.mMIMIM
4 444=4
F
6 E.
t 1 k_ =CI .4. PERSONNEL
V c ( participated n hr study TA=
questions:=you k g= -k
tzon of [children-2
t1-0t1 S U 11-14. n
-n
AIsupervisor. 0; (If
our are2, ot except:0i
r4*(-1 M M EN1
c() p tan A A A
El=
_ C
I voui nsw-r vt-sr wivat- tz-ii c
nat Are St_ Of
supervisor 04, orexceptionality]
In Ansc. _ _
, listedAny
words
terms.
services;iflAIt% (.11 .:111k
phrases_1
a-
_ J.w 66 N-
r.
1
g4==t
6_ 4.
ra 0 r e . E E = _E._, * a E. = 4,..- --#: 1,-- j L,..-= -,=---#--67 # 4 # -- 4 r ----tmtriss -7----__in It n Vo-tir ..- t _oft 4-v. .-
t_Ag.:4_ education I t. luto_reit in your area 44.
tr---.6-----: you, to pupils, g no t. .
consultAnt on,
nonai ab;iitv RAvc
tit
Prtjunderstanding
Frialalimu andk-
e- 1L1W-3 helpfulnesst___AX)DIM" CM3
infe-r----=;_f. In
g A
AL-
k- t
.44
a
frAr
_ ;2- teachersomrnei
someA
Tn. ; r o havc
.5iadm nstratt vc
been underr and -6
.TF--L-L, E. W t V1/4._ -4
=
k
_ ff_ _ =
-=
, s
M- rams CV
V
Same _-
-=--
withwell
ve);=
6
stability
1-7.013m to w =77= . .
Intelligence ==--1
s_
Meg
PTO,. outlook
A
g
-=a
. 65A
1 -
LAS. ALE
ET_TEE a_es
Ia= = - .
=
a 1
51A
t_ w-t _
lA_I I t
155
11S1tTJSLll
For rd-ri
v identical c_.itumations Lj bctifl
%It-rifled most dcs:rirnvc -g-
f a er- -
g
=t
=
la A t_
V
characteristics follows:
A-6=
2-4
rIc =-E-W and extend
A6_ 6
_4. = _ _k=
-4.1"1811fte;
6-
2 I -1- -± =ffi t - - - .
!c-!e;i-Mc -t _
j
4. 4 aA
I 66 - - 1..gYJ
-Ag g
= program .........4L--=
=- ff- uctnk the d cz
4 withchildren
=
Help ath far cadAll-
Provide coordinationvate agaxt=
ioI -4111161fren
with and.
wa:resteo kr4t S
-M Cp-'
IMP chf UNA'S*6 fiz38
.. .
impartiality3636
r y screen, errWi MA:ft*
t classroom *
A
45
44%
SPECIAL
LAR OF TLACH
asked the following
should kx a eiti, a-
Var. e
a department .)fis should this Person
which are different from. Of in tO, chow you have decrit (lota local system)?
the Lvlicyc
a a
needs to mIst helpful to your the
community?
Question said "yes," sAid "no," and
740 teachers offi
is to extent arbitrary. purposes,
or which
rou a word or phrase° Phkh the
For example, ability," ability," and
all grou the "tabulation on
M _
a- S'
Sysipech
;ft =
Plan,**
*** 3
.
.
er . 122to%
110
90 ge alto1
. .
tvc
Utaidvity i4ews .v.w.
. .. a e.e e e
Ey*
!-_:iff--i-CrVig Rirna
Manedes-rim
.
67
.. ...3 .
CaMlar-_ii4W1
. 1
. 10
in. ,1,---v-fgn,Organise__--,-
4ACC teachers 00 'afiXd---!-.-----2
programs74,,
public!r7===-7-r
,_Auet
ero fa ex. ........
*
***** . . ' a. i *****
J..,. .
1.. ;
% I
tam- tin
certification
-r=s- -".=
4
41..
___--444 .4111MM !? $
Waal
plus_
66
a
41.
free
Do on,
A
k
on
A
. mationiagand 212
..... 208
peopk123
approach
. 9593
72
71
to .
KindnessSincerity 42
4°Toierance 40
Adaptabi 1 ity
r
co
those now'
of general special
program
a starewkie kveleducation
.
Condpct a educatkon sad. 104
bench. 67
set
It .
dames
kw
mid
Pwi4
11C,_
Krzits_vic
e
=--=
=
t
-
-
24A
PPEN
DIX
-
-
a it-=
-_JV
y_
_
e
-&=
`- f
g =directors
14:141
==
--
_
4 E f_
r
Assist
a
_
if
e
- 1
<71-
mr
Mf
Masai
the= 1_12
=
==
E
children
p r3
Provide
<
_
-
=
prepare
Pub-
evaluate,
=
a
nyL, a
4
clayS :fM
r;AF
15
CA
raja
34
a._
:CU
T
#0.01...
ss
Relit
air-ve
Gcn
zwkaA
.,qr
nit.1
.
IrtUrg . .
fk-=7=
-=
-
25
&a
the TraC
:
AM
UR
-
.
2524
JR.
F
-
4
program
'Wg4
.......
z . _
27
isfr-amt
.
26,
ceMm
t
cf errvin-
Give
.
Mai
ceat;h .......
19
tiN
.'.A--.E
.FttCfflial
25
81Q '-'71
ma-
7-431=t-
:a --WW
..,
lima=
nv
it ......
lissobv
tiochm
ise°1s.
st
Firmness
. .
27
and
aeativc
ability . .
judgment
. ....
Resourcefulness
. . . . ..
oo
and
oi
. . . . . . ........
tor
oo new
methods
and
techniques
tion . .
gukiance
to
reauitment
iiiormatioa
new
reports
.. .
4140
2924
1615
INU
ME
NSB
ESS
EM
ESE
NIN
ESi
tIM
ISM
INN
IMIS
INII
IIIS
SIE
BE
EE
INE
EIN
INE
RM
IIII
IIIS
EM
ET
Ens
tmrt
mm
Tm
em11
19
4
-.
Tr-a 5
0 - ,
INQUIRY --11M.,4 P etrrk -=I U CM a 1
4
_
and cocedinraca: ro-=
_
71-4171
- -
1L=- s-A = A k
Miss
r = ryr-
ati .Etc
- 0-
A-
= tgti4a .4 4- ra =
0 'A rg-7- =
INSTRUCTIONS:
o
data
-
3
Education,Special
-
answering
Hard =
' =
g- 1
s
twAst7_ 0
A - - _ _ -
Sr_ =
A A *
Speech-a:-
taw. a._ a=
have
7O4
n= =
tijisili
-4-
id
1 Vr-
soo
LJSHED REAMPF OPINIONS. = - r-r NAMES
I nr--51-11ffE-Ernar
46
term
=UT
;
"specialefikpay,
t #5 aff tt =- E --.
Li
ManI = _
g
the_
Iyw disturbed.- - -a 5
with cardiacA
==" A =Sw:&
1
-M
rtar
X
Fil lect tan
At r, - 7.t-1
ae.
a--
A`ti =
A.
Children"It
EXC-1: FtwCAmaltan Stan
9-
ivir4:41C.11
L2.
Your
kaSt
eaaa a. .....
Ow *--n -------1.3. 1 ...
IN .111#
Date .. aaa irfr 4.
_
., we.
etc.)j Special EALT86cm do you have
Giftled.
..... a
Partially
questionsPier ,j,r..Py 1:;e Aid --tx
areas in which' you2U-a
= _Specialao
-r=t400.000.11
y Maki!a
a
P 1 to 1if you milk,
ism
.
a ar=
COMPLETING
.'Wr 7
=
.s= -
THR411F THE
t.
44
ei
"
The term
6cr 0 -4-
4kale' and Wis-wr-vx
.4 ,
el;!; .1:- I
s - 1.
4 get
. gay.
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srod the cassausity?
1 InTairy in by colletT, sad dAcrd this an tviyoThe wu u hal and
was an adetiaaal cA c special
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