xt72rb6w0x45 https://exploreuk.uky.edu/dipstest/xt72rb6w0x45/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1952-12 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Exceptional Children: administration-supervision, examination-reporting, identification, housing, curriculum, aids to instruction, home instruction, consultation", vol. XX, no. 10, December 1952 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Exceptional Children: administration-supervision, examination-reporting, identification, housing, curriculum, aids to instruction, home instruction, consultation", vol. XX, no. 10, December 1952 1952 1952-12 2022 true xt72rb6w0x45 section xt72rb6w0x45 Commonwealth of Kentucky

EDUCATIONAL BULLETIN

 

 

 

 

 

EXCEPTIONAL
CHILDREN

 

administration~supervision
examination—reporting
identification

housing

curriculum

aids to instruction

home instruction
consultation

Published by

DEPARTMENT OF EDUCATION

“
Superintendent of Public Instruction

 

fi
ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XX December, 1952 No. 10

 

 

 

 

  

 

 

 

 

 

 FOREWORD

'l‘his publieation will assist administrative and supervisor)" per-
sonnel in appraising local. needs as they pertain to the development
of improved instruction for exceptional children who are handi-
eapped by physical and mental limitations. Effort has been made to
suggest. in a, practieal manner, items and factors wliieh will he of
assistanee in making educational provision for these ehildi'en. At
present. they are being edueationally penaliZed hy laek ot' appio
lil‘izll't‘ edueational facilities.

The praetieal value ol‘ the eontents of this llulletin will de-
pend upon its use in loeal sehools. I urge you to read this material
t‘fll‘t‘Fllll)’.

(.‘onsultation with the personnel in the Division of Edueation
l'or Exceptional Children is advised. The Division personel will
assist in the evaluation of local needs and otter guidance and (lll‘t‘('—
tion in the development of a study-action program to inipi-ow in«
sli'netion t‘oi' ehildi'en with handieaps‘

\Vendell 1’. Butler
Superintendent. Pnhlio Tnstruotion

Deeemher 19. 1952

 

 

 

 

 

  

 

 

 

 

 

 

 

 EXCEPTIONAL CHILDREN

Table of Contents

FOREWORD
INTRODUCTION ...................... 4 ................... _ 483
ADMINISTRATIVE AND SUPERVISORY

RESPONSIBILITY ................................... 485
EXAMINATION AND REPORTING ....................... 485
ANTICIPATED NUMBER OF EXCEPTIONAL CHILDREN. 487
IDENTIFICATION OF EXCEPTIONAL CHILDREN ......... 487
NUMBER RECOMMENDED FOR CLASS UNIT ............. 489
BASIC HOUSING CONSIDERATIONS ...................... 489
BASIC CURRICULUM CONSIDERATIONS ................. 491
BASIC AIDS TO INSTRUCTION .......................... 492
TRAINING AND QUALIFICATIONS 0F TEACIIERS ........ 496
PARENTAL PARTICIPATION ............................ 496
HOME INSTRUCTION ................................... 497
UONSUL’I‘ATIVE SERVICES .............................. 499
REFERENCES TO HELP YOU ............................ 499

4,51

 

 

 

 

  

 

 

 

 

 

 INTRODUCTION

“The education which these . . . children [with handicaps]
acquire is of major importance to American Democracy. “7e often
hear eulogies to the “common man”; these children are a part of
that great group. They will do their share of the work of the
world, they will cast their votes, they will participate in the activi—
ties of labor unions and farm organizations, they will make homes.
\Vhat they become, the ideals they develop, are vital to our national
welfare.

“Yet the school often merely tolerates this group of children,
convincing them through repeated failure in competition . . . that
they are of little consequence.”1

The purpose of an educational program is to provide oppor-
tunity for the development of the individual as a person and to pre-
pare that person so that he can offer his unique contribution to his
cultural group. Therefore, the provision of improved instruction for
children with handicaps is a problem of the local schools and the
community.

Study-action planning to discover ways and means of providing
improved instruction will involve the community in consideration of
exceptional children in (1) special schools and classes, (2) regular
classes with a regular teacher assisted by a “roving” teacher trained
in the techniques and methods applicable to the child having excep-
tional needs resulting from serious physical or mental impairments.

A recent U. 8. Office of Education publication points out that
“There are many important questions to be answered in venturing
into this relatively new field of service. How to identify the chil-
dren who should be served, how to fit the extended provisions into
existing . . . programs, how to integrate the program with the medi-
cal and social welfare services of the community, how to select and

1Featherstone, W. B. Teaching The Slow Learner, Teachers College,
Columbia University, New York, 1951. (Editor’s Introduction),

4,453

 

 

 

 

 

  

 
  
 
 

 

 

 

 

plan classroom activities that meet the needs of the children, how to
provide for parent participation and counseling, how to select
teachers, and how to deal with administrative details relative to
housing, pupil transportation, and financial support will need to be

considered.”2

Progress has been made in developing and providing adequate
instructional facilities for only a fraction of exceptional children in
Kentucky. The challenge is to do more by extending facilities and
improving instruction for a greater number of these children.

   

Schools must meet this challenge.

1952, No. 11.

(Foreword).

2 Hill, Arthur S. The Forward Look, the Severely Retarded Child Goes
to School. Federal Security Agency, Office of Education, Bulletin

4.454:

 
 
 
 
 

  

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ADMINISTRATIVE RESPONSIBILITY FOR
DEVELOPMENT AND SUPERVISION
OF INSTRUCTIONAL UNITS

Administrative responsibility for instructional units and special
education facilities rests with the local Board of Education and the
local Superintendent of Schools. The development and initiation of
improved instruction for children with handicaps is dependent upon
the leadership provided by the Superintendent and his administra-
tive and supervisory assistants.

In the larger school units, supervisory assistance may be dele-
gated to one person. It is preferable that the supervisor have ex-
perience as a teacher in one or more areas of education for children
with handicaps or have supervisory training, including study of the
exceptional child.

There is a trend in smaller school units toward placing the
principal in the role of “supervisor” whenever special education
units are housed in an elementary or junior high school. Frequently,
home and hospital instructional units are supervised by the Super-
intendent or a staff member designated by him.

In the administration and supervision of educational programs
for children with handicaps, attention must be given to locating
these children, school placement, attendance and reporting the chil-
dren with handicaps to the local pupil—personnel staff, as well as to
the State Department of Education. Consideration of transporta—
tion, housing, curriculum, instructional aids, and counseling with
parents is of: prime importance in the development and maintenance
of improved instruction.

EXAMINATION AND REPORTING OF CHILDREN
WITH HANDICAPS

Children with suspected or real handicaps should first have a

thorough physical examination to determine the exact handicapping
condition, its extent and degree.

455

 

 

 

 

  

 

 

 

 

 

 

 

 

   

Requests for placement in special education facilities may be
made by doctors, public health nurses, teachers, parents, and others.

Referral reports, to be effective, should contain a statement of the
child’s physical condition, his previous achievement, and his future
needs. Upon receipt of this summary report the Superintendent or
his representative, in conference with those who are or who will be
concerned with the child’s welfare and education, should determine,
on the basis of mental ability, physical status, and educational needs,
the most satisfactory school placement.

Examination by appropriate professional authority of all chil-
dren with physical handicaps is necessary for enrollment in special
education facilities.

The status of children who may be mentally handicapped can
be determined:

a. By teacher evaluation of pupils in classrooms as regards
emotional, social, and academic progress. Such observation
makes possible awareness on the part of the teacher as to
whether or not the child suspected of retardation is progress-
ing comfortably in these three areas; whether or not his
progress is at the level of expectation for children of the
same age group.

b. By selection of pupils suspected of mental retardation by
supervisors, administrators, and others.

0. By general group tests of the objective type. The use of
such group tests is for the purpose of screening only and
helps to determine the need for individual tests.

(1. By individual examination, when need is indicated, to be
given by a qualified psychologist.

All statements concerning medical or psychological examina-
tions are confidential and, in all cases, confidential materials must be
carefully protected,

   
 
   
   
    
   
    
   
   
   
   
    

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ANTICIPATED NUMBER OF CHILDREN
WITH HANDICAPS

The following figures are taken from statistically sound and
nationally known writings. Results of critical evaluations in local
districts throughout the nation tend to follow these statistical
figures.

Category Number per 100 in Juvenile Population
Blind 1 in each 5,000
Crippled l in each 100
Deaf and
Hard of Hearing About 7 in each 100
Epileptic About 5 in each 1,000
Mentally Retarded 2 or 3 in each 100
Partially Seeing 1 in each 500
Speech Impaired About 7 in each 100

IDENTIFICATION OF CHILDREN
WITH HANDICAPS

The identification and classification of children with suspected
or real handicaps is a difficult task. \Vith the assistance of persons
trained to determine the handicap, its degree, the immediate and
probable future needs of the child, identification and school place-
ment is less difficult. The absence of such trained personnel does
not, however, make identification of these children and consideration
of meeting their instructional needs an impossibility. The listed
descriptive factors will aid in identification; the suggested school
placement will be of assistance in arranging for the child to partici«
pate in an improved instructional program to meet his needs.

Category Descriptive Factors School Placement

BLIND Visual acuity less than S t a t e Residential
20/200; “educationally or School for the Blind;
industrially blind.” special Braille class.

457

 

 

 

 

  

 

 

 

  
 
 
   

 

 

 

 

 

 

Category
CRIPPLED

DEAF

HARD OF
HEARING

EPILEPTIC

MENTALLY
RETARDED

PARTIALLY
SEEING

 

Descriptive Factors

Deformity that interferes
with normal function of
bones, muscles, joints; e.g.,
cerebral palsy, polio, acci—
dental crippling, congeni-
tal crippling, c a r cl i a c
problems, etc.

No hearing since birth; or
lost hearing before acquir—
ing s p e e c h; or after
achieving speech, loss of
hearing resulted in cor—
responding loss of speech.

Hearing 1 o s s prevents
hearing ordinary voice at
twenty feet. Loss, in voice
range, of 15 decibels or
more 011 pure-tone audio—
meter.

Convulsions of petit mal
(mild) or grand mal (se-
vere), accompanied by
loss of consciousness.

Mental capacity below
normal, difficulty with ab—
stract symbols, can profit
by “academic” instruction,
inadequate c 0 n c e p t of
personal and social re—
sponsibility, poor muscu-
lar coordination, short at—
tention span, expected to
develop competence for
social and economic inde-
pendcnce.

Visual acuity (corrected)
between 20/70 and 20/200,
cannot use materials and
equipment for “normally
seeing” children. Attempts
to brush away blur, rubs

4‘58

   
   
  
   
   
 
 

 

School Placement

Home and hospital
instruction; crippled
children class; regu—
lar class, if degree is
Slight.

State or private resi—
dential school, class
for acoustically hand-
icapped.

Speech reading train-
ing (lip reading);
special class— coop—
erative basis; regular
class.”

Remain in regular
grades, with medica—
tion; special class, if
convulsions severe.

Special class when
educable (can profit
from “academic in-
struction”). Consid—
er: previous school
progress, t e a c h c r
evaluation, social and
physical maturity,
general physical and
emotional well-being,
results and interpre-
tation of individual
psychilogical exami—
nation.

Special class (cooper—
ative basis) ; regular
class3 (in rural areas,
especially) with in-
structional aids, cg,
special materials and

 

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ospital
‘ippled

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class
hand-

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edica-
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ere.

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profit
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chool
, h e r
l and
rity,
l and
>eing,
rpre-
idual
:ami—

aper-
g‘ular
.reas,
1 iii-

e. g.,

and

Category Descriptive Factors School Placement

eyes, cannot see chalk equipment, guidance,
board, reading material counseling.
too near or too far from
eyes.
SPEECH Attracts attention to itself, Remain in regular
IMPAIRED attracts attention of lis— classroom with pro-
toner to speech and not to vision for speech cor-
idea or thought, inter- rection by a trained
feres with communication, speech correctionist.

causes maladjustment.

3 To assist with the instruction of hard of hearing or partially seeing
children remaining in the regular grades, it is profitable to employ a
trained special education teacher who will serve the children and counsel
With teachers and parents on an itinerant basis.

NUMBER HANDICAPPED CHILDREN
RECOMMENDED PER CLASS UNIT

Category Number per Class Unit
Crippled 12—20

Deaf 8-12

Epileptic 15-20

Hard of Hearing 10—25

Mentally Retarded 15—20
Partially Seeing 10-20

Speech Impaired 125 per week

BASIC HOUSING CONSIDERATIONS

Classrooms or other facilities for children with handicaps better
serve the community when they are centrally located. The elemen-
tary or junior high school is likely to be the best “center” when
children are assigned according to chronological age and educational
requirements of the pupils. 'l‘ransportation is also a factor in de-
termining the location of the special education facility. In general,
the same standards regarding ventilation, decoration, and lighting
(except in classrooms for the partially seeing, deaf and hard of
hearing) as apply for normal children may be used.

459

 

 

 

 

    

Classrooms should be located so that children With handicaps
will have as many contacts as possible with normal children of their
own age-group. Segregation is to be avoided.

  
 
 
 
 
 
 
  
 
 
   
   
 
 
 
 
  
  
   
 
 
 
 
    
  
   
  
 
 
   
 
   
 
 
   

The following specific suggestions Will serve as a guide in select-
ing and preparing a classroom for children with handicaps:

Category Description of Classroom

CRIPPLED Classrooms should be at least as large as l
. it“ " those for normal children; they should
,‘i '. . be on the first floor near the exit; ramps
and sturdy hand rails should be pro-
vided. If steps are used, they should be
1' . sturdily built, have an easy grade, and
‘ be equipped with hand rails. Toilet fa-
cilities, a drinking fountain, cot room,
, . - etc., should adjoin the classroom or be
1 , easily accessible. If possible, the lunch
room should be on the same floor. Storage
space for materials is desirable.

. ‘ E ‘ DEAF AND Classrooms at least as large as those for
l l HARD OF HEARING regular classes and located in a quiet
ii i
1

Wing of the building are best. For fire l
protection, a “red flasher” rather than

the sound gong is a more effective dan-

‘ _ _ ger signal. Proper selection of room ex-

3: ‘ posure will help to provide the greatest

., i . 1 amount of constant natural light. Pre—

‘ i ‘ cautions against glare should be taken.

50 foot—candles of properly diffused light

is recommended. Storage space for ma-

terials is necessary.

W MENTALLY It is preferable that the room be about
"if RETARDED one and one-half times as large as reg-
w“ f , ular classrooms and located so as not to
“ segregate these children. Running water,
deep sink, work bench, convenient elec-
trical outlets, and tool cabinet should be
provided.

PARTIALLY SEEING Classrooms for partially seeing children
should be of standard size or larger. Care
in selection of room should be exercised
so that it is a model for good seeing con-
ditions. 50 foot-candles of light correctly
diffused and distributed is recommended.
Natural light is best controlled by using

. fiihlemwlfi ”Tamara-Wm-

 

 

460

 

 

 

 

 

 

    

Category

 

SPEECH IMPAIRED

   
   
  
 
 
 
 
 
  
   
 
   
   
    
 
 
 

Description of Classroom

a pair of buff or light gray transluscent
shades attached at the center of each
Window. To direct the light, one shade
pulls up and one down.

Desirable room decoration consists of
white ceiling, walls of light tints, wood-
work of light color and dull finish, floors
should have a dull finish and be light
in color. Light gray—green chalk boards
are recommended since they present de-
sirable seeing conditions and reflect the
maximum amount of light.

Since these children meet with the cor-
rectionist, in small groups or as incli-
viduals, only for short periods, the room
may be smaller than the regular class-
room. It should, however, be large
enough to provide for special equipment
and materials; have good sound proper-
ties, be attractively decorated, well
lighted and comfortable; and have ade—
quate bulletin board and chalk board
space.

BASIC CURRICULUM CONSIDERATIONS

Curriculum adjustments are necessary for most children with
handicaps to assure that their instructoinal and personal needs will
be met properly. The final objective of curriculum improvement
for these children, as for others, is to prepare them for participating
in and contributing to “society.”

Teaching practices and curriculum content are most effective
when they are in keeping with individual capacities, limitations,

l previous experiences, and future needs.

Fundamentally, the curriculum for these children emphasizes

the following:

1. “Academic” instruction—cg, basic tool subjects; reading
opportunities that include family and age-group experiences,
aspects of community living, safety, etc.

2. Healthful living and wholesome social experiences—cg,
caring for bodily needs; enjoying social relationships; shar—
ing with others; group planning, etc.

461

 

  

  
 
 
 
 
 
 
  
  
  
 
  
 
 

 

 

 

 

  

 

 

 

 

 

 

 

  

3. Participation in community affairs—cg, respect for prop—
erty; working in appropriate class activities, school clubs
(Scouts, Stamp clubs), etc.

4. Pre—vocational and occupational traini11g~e.g., wood work-
ing; home making; exploration of many “jobs” through
visits, movies, etc.

BASIC AIDS T0 INSTRUCTION

Educational equipment and materials used for non—handicapped
children are, in general, basic to meaningful instruction for children
with handicaps. In addition, instructional equipment and materials
designed to meet specific educational needs greatly aid children with
handicaps in making optimum progress.

Although field trips, projects, experimentation and exploration,
demonstrations and talks by parents and outstanding citizens are
not considered to be “instructional equipment and materials,” in-
tensive use of these aids to instruction is desirable. This is espe—
cially true since many exceptional children, because of their handi-
cap, cannot go to the community. Hence, “education” in its most
complete concept must be brought to the child.

The cost of some equipment and materials may be more than a
school district can budget for this purpose. However, this should
not delay the development of special education facilities. Instruc—
tional personnel should be encouraged to use local materials that are
at hand and to find ways of using those which are free or inexpen-
sive. Frequently, the necessary equipment can be obtained at a
small cost by having it constructed by the school carpenter, in the
school shop, or by an interested and willing parent. Many instruc—
tional materials can be secured without cost from commercial firms,
or the teacher, with the help of the children, often finds it expedient
to prepare her own materials (e.g., instructional charts) as an out—
growth of experienced need.

Equipment and supplies are of value only when they are selected
on the basis of an educationally sound curriculum. Criteria for de—
termining instructional value: Will the proposed equipment or ma-
terial serve to meet the child’s needs? Will instruction be improved?

Specific suggestions will serve as a guide in selecting the par-
ticular equipment and materials that are most helpful as instruc-
tional aids.

 
 
 
 
  
 
  
  
 
 
 
 
 
    
  
 
 
 
 
    
  
 
 
 
 
 
  
 
 
   

  

   

Category
CRIPPLED

DEAF AND
HARD OF
HEARING

MENTAL

RETARDATION

Instructional Aids

Highly specialized tables, chairs, walkers,
etc., should be provided only when neces-
sary. Usually, this equipment is prescribed
as an aid to or continuation of treatment.
Modification of regular classroom equipment
to provide more comfort, security, and to aid
in correction is frequently necessary. The
construction and modification of some equip-
ment can easily be made in the school shop
or by the school carpenter when proper
specifications are available. Furniture should
be movable and adaptable to the child’s
needs. Wheel chairs and tables of appro-
priate size are often desirable. Cots for rest
periods may be necessary. Typewriters, large
pencils, large chalk, and occasionally large
type books, are needed by individual chil—
dren. Appropriate handwork and art ma—
terials and the necessary tools and equip—
ment are helpful to the physically handi—
capped child in releasing creative talents.
Puppets are an excellent media of expression
for physically handicapped children.

Instruction is greatly implemented by the
use of a group hearing aid with a sufficient
number of ear phones (individual plug and
volume control) and a phonograph attach—
ment for acoustic training. Phonograph re—
cordings of gross sounds, music, and speech
assist in the development of hearing and
speech. Picture dictionaries for non—readers
and Standard dictionaries properly keyed
for pronunciation are a necessity. Visual aids
—displays, movies, film-strips, etc—have
special values. To teach speech to children
Who are deaf and hard of hearing, a large
mirror is a “must.” Play materials, educa-
tional toys, games, puzzles, artcraft and
handcraft supplies are valuable aids to in-
struction.

Instructional aids to promote growth and
development of cducable mentally retarded
children in the “academic” skills and knowl-
edges closely parallel those for the non-
handicapped child. Adaptation and simpli-
fication Will be necessary, even When the

463

 

  

  

 

  
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
  
  
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
  
 
 
 
 
 
 

 

 Category

 
 

   
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
   
  
   
  
 
 
 
 
 
 
 
  
 
 
  
  
   

 

 

n

PARTIALLY
SEEING

 

 

 

 

 

 

 

 

 

   

instructional Aids

“experience curriculum” is the basis for in—
struction. The use of pupil—intercst—experi»
enee materials, visual aids, practical arts and
crafts material, and music material will be of
assistance.

For older children, it is desirable that equip-
ment and materials necessary for practical
instruction in the mechanical processes be
provided. Interest and need will determine
what and how much should be provided.
Early laboratory experiences must deal with
simple processes. Naturally, the goal will be
to provide experience which will lead to
practical application of the mechanical proc—
esses in the various possible vocational fields
as suggested below.

“Woodwork—simple cabinet making, rough
carpentry

Agriculture—gardening, simple landscaping,
farming

Electronics—repair of household appliances,
helper in radio and television

Metals—plumber’s helper, machine shop
assistant

Automotive—.automobile repair, car wash,
“grease monkey”

Home Making—cooking, maintenance, shop-
ping, laundry, child care

Equipment and materials should insure in-
struction with the least amount of eye strain
to the child and bring about maximum re-
laxation and eye rest. Furniture should be
movable, light in color, dull in finish, and
adjustable to promote desirable posture.
Green chalkboards are highly advantageous.
Typewriters with large (magnatye or bulle-
tin) type, magnetic recorder (dictaphone,
Soundscriber, wire recorder) are approved
conservation aids and serve as a means of
communication and self—expression, includ-
ing creative writing. Soft thick lead pencils,
buff colored non-gloss paper, large soft
chalk, textbooks in large type (18 or 24
point), over—sized outline maps in color, and
a dictionary (Winston Dictionary for

464

  

   

Category

SPEECH IMPAIRED

Instructional Aids

Schools—Large Type), are recommended
materials for use by children having severely
restricted vision. Appropriate arts and crafts
materials, particularly those used in the de-
velopment of large art forms, modified recre—
ation equipment and materials, music (learn-
ing by rote), drama and dance, are all ac—
ceptable as a means of expressing creative
abilities and providing for pleasureable ways
of releasing tensions.

Equipment and materials for speech im—
paired children are important. However, a
considerable number of items can be selected
from instructional aids now available in
many schools. Supplies such as construction
paper, oak tag, crayons, scissors and paste,
can be selected by the speech correctionist in
accordance with determined needs. Drill or
practice materials (games, picture cards)
may be secured from commercial firms or
developed by the correctionst and the chil-
dren.

It is desirable to provide a portable record—
ing machine, a magnetic tape or wire re-
corder, to reproduce the child’s speech for
his own evaluation. A record player and ap-
propriate recordings selected by the con
rectionist are used in the development of
auditory training and in stimulating those
children who may have delayed speech.

Blowing equipment and other aids to develop
breath control can usually be devised by the
correctionist. Each room used by the cor-
rectionist should have a large mirror about
24” by 36” and two or more small mirrors.
Some children with impaired speech may
have a hearing loss. To help these children, a
hearing aid for sound amplification may be
necessary. Selected educational toys are also
helpful instructional materials.

 

   

  

 

 

 
 
 
 
 
 
 
 
  
  
  
 
 
 
 
 
 
  
   
  
 
 
 
 
 
 
 
 
 
 
 
  
 
 

 

 

 

  

 

 

 

 

 

 

 

TRAINING AND QUALIFICATIONS OF TEACHERS
OF CHILDREN WITH HANDICAPS

To qualify for a STANDARD SPECIAL EDUCATION CER-
TIFICATE, the following is required: Bachelor’s Degree, including
45 semester hours in general education; 12 semester hours in pro-
fessional education courses; 12 semester hours in the area of special
teaching, i.e., crippled children, mentally handicapped, partially
seeing, speech, etc.

In addition, teachers of children with handicaps should have
exceptional ability to understand how children grow and develop,
the process of child socialization, and for each child the meaning of
his particular handicap to him and to his age-peers. Knowledges
and skills in curriculum development, construction, and adaptation
as they relate to the eduactional and personal needs of each child are
important and desirable in the teacher’s kit of tools.

It is highly desirable that teachers of elementary age children
with handicaps be qualified as elementary teachers.

Personal qualifications should include a pleasant personality,
good mental and physical health, initiative and a high degree of
personal and professional interest.

PARENTAL PARTICIPATION

The school has a primary responsibility and must function in
assisting parents in their emotional acceptance of problems which
must be faced by them and their children—to overcome feelings of
pity, humiliation, guilt, or resentment.

Parents should be drawn into the planning of a program for
their children. The school should inform the parents as regards the
child’s ability, strengths and weaknesses, readiness for instruction,
methods of instruction, and the attainable instructional objectives.

Parental consultation with the instructional and supervisory
personnel is also helpful for clearer understanding of the child’s
educational program, including practical attention to prevocational
and vocational interests, as well as a consideration of progress the
child is likely to make.

   
 
  

  

   

HOME INSTRUCTION

Since instruction for children who are homebound differs some-
what from other special educaiton facilities in aspects related to
administration and supervision, the following comments may be
helpful to school authorities who find it necessary to initiate home
instruction programs. In all instances where the child can par—
ticipate in another type of special education facility, and when other
facilities can be provided, home instruction is to be avoided.

Purpose:

Home instruction provides for educational opportunity only for
those children who are physically unable to attend. regular schools.
Children receiving home instruction should have sufficient intelli-
gence to profit from this individualized educational opportunity.

Placement :

The physical and educational needs of school age children who
are to receive home instruction should be the determining factors
in placing children in membership. There must be impartial assign-
ment where physical and educational needs indicate that such as-
signment is advisable. Responsibility for the assignment of children
to a home teaching program, in the final analysis, belongs to the Sn—
perintendent of Schools. Assignment should be made only when
proper medical reports certifying that the child is unable to attend
the regular schools, because of physical conditions, are presented by
a qualified professional authority. These reports should be received
before placement is made.

In determining which children are to receive home teaching, it
will be generaly understood that a child who is of school age and
whose physical handicap will prevent him from attending regular
school thirty days or more will be considered. When the child is
homebound because of a communicable disease, the service cannot
be offered.

Medical Examination:

The medical statement should include the medical‘diagnosis,
prognosis, and such recommendations as the examiner cares to make.
(See Page 486)

These medical reports should be on file in the Superintendent’s
Office for audit at any time.

 

 

 
  
 
  
   
   
 
  
   
 
 
 
 
  
   
 
 
 
 
 
 
  
   
 
  
 
 

 

  

 

 

 

 

    
 
 

 

 

 

 

 

 

 

 

 

 

 

  

Referral Procedures:

Children may be referred by doctors, public health nurses, teach-
ers, parents, and others. To be effective, proper study of the child’s
needs should be made and a summary report supplied to the Super—
intendent. Upon receipt of this report the Superintendent, in con-
ference with the home teacher, the attendance officer, and others
whom he may wish to include, should determine on the basis of
physical and educational needs whether or not the child is to be
assigned to the home teaching program. (See Page 486)

Attendance Records:

Attendance records should be kept for children on the home
instruction program. There must be a regular record book with
monthly reports 011 enrollments, Withdrawals, and attendance, made
to the attendance officer of the school district. The home instruc-
tion program, in the case of reporting to the attendance officer, is
considered as a separate school.

Recording Attendanc