REGULATIONS AND PROCEDURES PROGRAM FOR EXCEPI'IONAL cm LDREN JACK p. NIX STATE SUPERINTENDENT OF SCHOOLS GEORGIA DEPARTMENT OF EDUCATION ATLANTA, GEORGIA 30334 OFFICE OF INSTRUCTIONAL SERVICES DIVISION OF SPECIAL EDUCATION AND PUPIL PERSONNEL SERVICES MAY 1971 TABLE OF CONTENTS THE LAW 1 GEORGIA I S PROGRAM ESTIMATES OF PREVALENCE 4 DEPARTMENT OF EDUCATION SUPPORT 5 PROGRAM FOR EXCEPI'IONAL CHI LDREN RESPONSIBILITIES 6 LOCAL SCHOOL SYSTEM RESPONSIBILITIES 6 TEACHER CERTIFICATION AND APPROVAL 8 FULL-TIME DIRECTOR/COORDINATOR 8 STANDARDS FOR CLASSES/UNITS MENTAL RETARDATION, EDUCABLE (ELEMENTARY) 12 MENTAL RETARDATION, EDUCABLE (SECONDARY) 17 MENTAL RETARDATION, TRAINABLE 20 VISUALLY IMPAIRED 23 SPECIFIC LEARNING DISABILITIES 27 HOSPITAl/HOME INSTRUCTION 31 ORTHOPEDICALLY HANDICAPPED, OTHER HEALTH IMPAIRED AND MULTI-HANDICAPPED 33 BEHAVIOR DISORDERS 37 HEARING IMPAIRED 40 SPEECH IMPAIRED 43 Regulations and Procedures Program for Exceptional Children THE LAW Georgia Code Annotated. Section 32-620, Georgia Laws 1964. Establishment of Special Programs of Education; Allotment of Teachers and Other Personnel; Sharing of Costs. The State Board of Education shall have authority to provide for implementation of Statewide programs in the public schools of this State for the education of adults, pre-school children, and exceptional school children as may be defined by the State Board, and ,for implementation of other educational programs not ordinarily coming within the prescribed curricula of the public schools, which mayor may not require use by local units of additional specially qualified personnel and funds, such as remedial reading programs for those public school children found to be deficient in reading skills, driver education programs, and other similar education programs. The State Board is authorized to establish priorities, standards and criteria for implementation and operation of such programs as the Board may, in its discretion, find necessary or desirable to implement on a Statewide basis. Local units may, prior to implementation of such programs by the State Board, implement such programs locally in accordance with criteria and standards prescribed by the State Board. The State Board shall, upon implementation of such programs establish a uniform basis for allotment of additional personnel and funds if such additional allotments are necessary for operation of such programs. Such programs shall, upon implementation by the State Board on a Statewide basis, be considered a part of the minimum foundation program of education contemplated by provisions of this Act, the cost of which shall be shared by the State and local units of administration in the same manner and on the same basis as provided in this Act for the sharing of other costs of the foundation program. Georgia Code Annotated. Sections 32-3501/3510, Georgia Laws 1968. 32-3501. Meaning of terms. Unless the context indicates otherwise, the terms used in this Chapter shall have the meanings ascribed to them in this section. (a) Exceptional children. "Exceptional children" are those who have emotional, physical, communicative, and/or intellectual deviations to the degree that there is interference With school achievements or adjustments, or prevention of full academic attainment, and who require modifications or alterations in their educational programs. This definition includes children who are mentally retarded, physically handicapped, speech handicapped, multiple handicapped, autistic, intellectually gifted, hearing impaired, visually impaired, and any other areas of exceptionality which may be identified. (b) Special education faci Iities. "Speci al education faciIi ties" shall include, but not be limited to, special classes, special housing, special instruction, special rental facilities, braillist and typist for Visually handicapped children, transportation, maintenance, instructional materials, therapy, professional consultant services, psychological services, itinerant 2 services, resource services, additional evaluation services and centers, special administrative services, salaries of all required special personnel, and other special education services required by the child because of his exceptionality, if such services are approved by the State Board of Education and the child is eligible under this Chapter and the regulations of the State Board of Education. (c) Professional workers. "Professional workers" means approved personnel, and shall include, but not be limited to, speech and/or hearing specialists, mobility instructors, special education interns, special education administrators or supervisors giving full time to special education, and teachers of any class or program defined in this Chapter who meet the requirements of this Chapter. 32-3502. Application of Chapter. Notwithstanding any other provision of law to the contrary, the provisions of this Chapter shall apply to the boards of education of all county, independent and area school systems in the State of Georgia. 32-3503. Education for exceptional children. School boards of any school systems that maintain a recognized public school shall, subject to any limitations hereinafter specified, establish and maintain such special education facilities and employ such professional workers as may be needed for one or more of the types of exceptional children defined by the State Board of Education who are residents of their school district and such children, residents of other school districts, as authorized by this Chapter. 32-3504. Powers and duties of State Board of Education. The State Board of Education shall provide for: (a) implementation of statewide programs in the public schools of this State for the education of exceptional children as defined by this Chapter; and (b) implementation of other educational programs not ordinarily coming within the prescribed curricula of public schools. The State Board of Education is authorized to establish priorities, standards and criteria for implementation and operation of such programs as the board may, in its discretion, find necessary or desirable to implement on a statewide basis. Local school systems shall, prior to implementation of such programs by the State Board, implement such programs locally in accordance with criteria and standards prescribed by the State Board. An advisory council for exceptional children shall be appointed by the State Superintendent of Schools and approved by the State Board of Education. 32-3505. Committee for exceptional children. There shall be established in each school system a "committee for exceptional children." When established, this committee shall be composed of the local superintendent of the school system, the local coordinator of the program for exceptional children who shall be chairman, and a minimum of five additional people who shall be representative of professions related to special education and who shall be elected by the board of education of the local school system. In caSeS Where two or more school systems wish to combine their services for exceptional children on a cooperative basis, one committee for exceptional children may be formed to serve both school systems. 3 32-3506. Comprehensive planning. Each school system or combination of school systems shall secure a competent survey of the educational needs of exceptional children in each jurisdiction and shall make an educational plan for these children. This plan shall be presented to the State Department of Education within one year after the passage of this Chapter. A biennial report shall be made to the State Department of Education to indicate the extent to which the plan has been implemented and to report additional planning. 32-3507. Scholarships and recruitment. The State Superintendent of Schools, with the advice of the advisory council for exceptional children, shall make scholarship grants to persons of good character who are interested in working in programs for the education of exceptional children, for either part-time or full-time study in programs designed to qualify them as professional workers under subsection (c) of section 32-3501. Persons who qualify for a scholarship must have earned at least 90 quarter hours of college credit and must be students of a recognized college or university. Part-time students and summer session students may be awarded grants on a pro-rata basis. All grants shall be made in accordance with rules and regulations prescribed by the State Superintendent of Schools and the State Board of Education. Moneys not used in reimbursement of scholarship expenses and administration shall be used to recruit professional workers for programs of education of exceptional children through further training at graduate and undergraduate levels. 32-3508. Nonlocal education for exceptional children. If an exceptional child cannot be educated in his local school system on criteria established by the State Board of Education, his parents may seek educational programs appropriate to the child's needs. Upon application to the Program for Exceptional Children, State Department of Education, and upon approval of said agency, the school or agency educating the exceptional child shall be reimbursed for tuition, fees, transportation, and books, not to exceed the cost of educating that type of exceptional child of an identical age in Georgia public schools. This section excludes those multiple handicapped children for whom special appropriation is provided because of the severity of their disabilities. 32-3509. Transportation of exceptional children and itinerant teachers. When it is deemed necessary, in the best judgment of the local committee for exceptional children, said committee shall include in its planning and shall recommend to the local school board the free transportation of said pupils. The school boards of local districts shall be reimbursed for the cost of said transportation when State funds are appropriated for this purpose. The local school board may permit children in their school district or in any particular grade to attend the schools of other districts when deemed necessary for adequate educational services, and may provide free transportation for such pupils. Where travel is required for itinerant teachers, reimbursement for such travel shall be provided. 32-3510. Implementation. It is further provided that the provisions of this Chapter shall be fully implemented on or before eight years after the date it becomes law. 4 GEORGIA'S PROGRAM Estimates of Prevalence Exceptional Children* Area Visually Impaired Deaf Hard-of-Hearing Speech Impaired Multi-Handicapped Hospital/Homebound Behavior Disorders Educable Mentally Retarded Trainable Mentally Retarded Specific Learning Disabilities Gifted TOTAL Percentage .1 .07 .5 3.5 .2 .3 2.0 2.0 .3 l.0 2.0 11.97 *Office of Planning and Evaluation, Bureau of Education for the Handicapped, U.S. Department of Health, Education, and Welfare 5 The Program for Exceptional Children provides consultative services to public school systems interested in providing appropriate educational programs for children who deviate intellectually, physically, communicatively or emotionally so markedly from what is considered to be normal growth and development that they cannot receive maximum benefit from participation in a regular school program. Because of their deviation, specially qualified teachers, supplementary materials and equipment, differentiated methods of teaching and other services are needed. However, the basic responsibilities for establishing and administering special classes/units for exceptional children rest with the local school board, the local school superintendent and/or his designee. Prior to the establishment of a class/unit, it is the responsibility of the local school system to contact the Program for Exceptional Children for consultative services. The State Board of Education has approved the formulation of regulations for establishing classes and/or units in mental retardation (educable and trainable), orthopedically and other health impaired and multi-handicapped, behavior disorders, visually impaired, hearing impaired, speech impaired, hospital and home instruction, specific learning disabilities and gifted. Standards outlined herein must be met by the local school system in order to receive state funds. Department of Education Support 1. Allots state-approved teachers of exceptional children, over and above the regular teacher allotment. 2. Pays the local school system the same amount for maintenance and operation, sick leave, textbooks and library materials for each unit allotted for exceptional children as for the regular classroom teacher. 3. Provides special funds for the purchase of braille and large print material for children who are blind and partially sighted. 4. Allots the same amount of funds per child for transportation as for other children in the system. 5. Provides, through School Psychologist Services, psychological evaluations of children who are being considered for special classes, where assessment is required. 6. Includes the ADA of exceptional children in computing capital outlay allocations. 6 Program for Exceptional Children Responsibilities 1. Formulates regulations for programs in each area of exceptionality. 2. Formulates administrative policies and procedures for the operation of the Governor's Honors Program. 3. Provides consultative services concerning the initiation, continuation and expansion of educational programs for the handicapped and the gifted. 4. Provides consultative services concerning programs for exceptional children under appropriate federal programs. 5. Provides consultative services concerning curriculum. 6. Approves classes or units which meet state standards as outlined herein. 7. Distributes and reviews forms for reporting legally blind children in order to receive, through the Federal Quota Account, the appropriate books and instructional materials. 8. Distributes forms for reporting of exceptional children enrolled in special programs and tabulates data therefrom. 9. Provides in-service teacher education programs. 10. Provides consultative service to aid systems with comprehensive planning. Local School System Responsibilities These regulations are so designed as to provide a quality program; therefore, their violation can result in the withdrawal of state funds for the following year. Any exceptions must be approved in writing by the Program for Exceptional Children. The establishment of an educational program for exceptional children is dependent upon the following requirements being met by the local school system. 1. SUBMIT A CavIPREHENSIVE PLAN TO PROVIDE SERVICES FOR ALL EXCEPI'IONAL CHILDREN IN THE SYSTEM, IN ACCORDANCE WITH MANDATORY LEGI SLATI ON (SEE "THE LAW"). UPON APPROVAL OF THE PLAN, THE LOCAL SYSTEM CAN NEGOTIATE FOR SERVICES AND FUNDS IN ACCORDANCE WITH THE COMPREHENSI VE PLAN. 2. Appoint a professional school staff person as director/coordinator of the program for exceptional children. This person will be responsible for the supervision, administration and development 7 of the program, and will be most effective if he has had the appropriate preparation in special education and in administration and supervision. (See section on Director/Coordinator.) 3. Record in the minutes of the board the approval of the local school board for one or more units. 4. Employ teachers for the specific areas of exceptionality who meet state certification requirements and/or receive temporary approval from the Program for Exceptional Children. 5. Provide adequate and appropriate housing in regular school buildings where the students, other than the trainable mentally retarded, may be with their peers. 6. Provide adequate and appropriate equipment and materials. 7. Provide necessary transportation of itinerant teachers. 8. Allow exceptional children to join any regular class activity in which they can effectively participate. 9. Provide a school day for children in special classes which is equal to the same number of hours as that of their peers in regular grades, unless a shorter day is prescribed by a physician, 10. Submit forms required by the Program for Exceptional Children, through the local director/coordinator. The following reports will be forwarded to each local school system for completion: a. Initial report of all units in operation under state allocation, as requested; b. Mid-year report of all units in operation under state allocation, as requested; c. Total enrollment report by each teacher under state allocation, as requested; d. Report, as requested, of the degree and certification status of each teacher under state allotment. When changes of teachers are made during the year, the director/coordinator will forward the same information on the appropriate form within ten days after the change has occurred in the local system. 11. Programs organized under all federal, state and local projects shall meet the standards of these regulations. 8 Teacher Certification and Approval To receive certification, a candidate shall submit to the'Teacher certification Office of the State Department of Education 1. Application for Certification 2. Transcript of Credits 3. Recommendation of an approved college or university stating that the candidate has completed a planned program. Temporary approval will not be given in the areas of speech impaired or behavior disorders, as full certification is required in these areas. Non-certified teachers in the area of behavior disorders who were employed prior to the 1967-68 school year must complete ten quarter hours of study in the field each year until certification requirements are met. A teacher not fully certified in the areas of visually impaired, hospital/homebound instruction, educable mentally retarded, trainable mentally retarded, hearing impaired or multi-handicapped may be approved for employment, provided the teacher has completed ten quarter hours of a planned program in an approved college or university. A teacher not fully certified in the area of specific learning disabilities may be approved for employment, provided the teacher has completed fifteen quarter hours of a planned program in an approved college or university. Teachers in each of these programs must complete ten quarter hours each year until certified in the area. The planned program of the person employed shall be submitted to the Program for Exceptional Children with a statement of intent by the teacher that the work will be continued during the current school year or summer. Full-Time Director/Coordinator, Program for Exceptional Children A full-time director/coordinator may be authorized under any of the following conditions: 1. Single system with a student population of at least 10,000; 2. Single system with at least 25 existing Section 20 units; 3. MUlti-system shared services for exceptional children. Basically, the role and function of the multi-system shared services and the single system director/coordinator is similar. However, there are some differences, largely due to the variety of organizational and administrative frameworks in operation throughout the state--particularly those under the umberella of a multi-system shared services. Each type of program requires a director/coordinator who can deal with bUdgets, transportation, teacher recruitment, psychological evaluations, classroom supervision, referrals and placements and curriculum development. The total program is administered by this individual, unless he is fortunate enough to have consultants or supervisors on his staff. 9 Qualifications A full-time director/coordinator has formal preparation in the field of special education, with a major in some specific area of exceptionality, and must hold at least a master's degree. Classroom experience in some area of special education is essential. A broad experiential knowledge and background is needed in various aspects of special education. The director/coordinator must be able to gain the respect of teachers and school administrators and to deal effectively with parents, using firmness and understanding. Specific talents for leadership, scholarship and good judgment are required. Major Duties and Responsibilities 1. Establish an advisory committee of appropriate personnel to assist the director/coordinator in such matters as public information and education, determination of needs, development of local re~ources, pupil placement and formulation of regulations conce~ning the operation of the local program for exceptional children, in alignment with state regulations. All recommendations shall be recorded in the minutes of the meetings. The committee shall be chaired by the director/ coordinator and shall be responsible to the local superintendent of schools. 2. Establish and coordinate the program within approved regulations and procedures ~f the State Department of Education, Program for Exceptional Children. 3. Develop a comprehensive plan to provide services for all exceptional children by school year 1975-76, in accordance with mandatory legislation quoted herein. 4. Serve as final authority in screening children referred to special education when questions arise regarding placement. 5. Plan in-service education programs to: (a) increase competences of persons involved in teaching exceptional children; (b) provide training for school personnel to promote understanding and acceptance of all exceptional children; (c) assist in providing formal course work for credit to all persons training in the area of exceptional child education. 6. Assist, upon referral, in providing evaluative services to exceptional children; i.e., psychological, medical and academic. 7. Assist in recruiting qualified professional personnel for the program. 10 8. Assist in coordinating the provision of transportation for exceptional children. 9. Coordinate services with community agencies and disseminate information to educators, community agencies, parents and other interested parties. 10. Assist in providing appropriate instructional materials and equipment. 11. Carryon a continuous evaluation of the program in light of its changing needs. 12. Be knowledgeable of all funding sources (federal, etc.) and assist in writing projects involving services for exceptional children. Administrative Functions 1. Many times the director/coordinator must take the initiative in policy development. Because of the relative newness of programs, the ability to organize is important. Policies and procedures for establishing programs and for referral and placement are included in this role. There is also a responsibility to insure quality rather than just quantity of services and to use reasonable judgment in the expansion of the program. 2. Establishing and maintaining appropriate record-keeping and accounting procedures is necessary to assure a businesslike operation and a high degree of efficiency. 3. Making proper referrals, examinations, placements and dismissals entails the supervision of testing and psychological services. The director/coordinator is the referral agent and, as such, is responsible for making such administrative decisions. 4. Budgeting includes not only the responsibility to see that enough funds are provided to support the total program but to work closely with the State Department of Education, Program for Exceptional Children, in the proper expenditure of funds. 5. This role as administrator and as agent of the local board of education implies carrying out the mandates of the board and acting in an advisory capacity to the board when necessary. 6. SerVing as coordinator with other agencies dealing with exceptional children entails helping various school officials to work together and utilizing other services available in the community. 7. Recruiting special education staff includes finding teachers and encouraging competent persons to enter the field. 11 8. The role as public relations consultant in the community is essential to maintain a high interest in programs for exceptional children. It may enhance the approval of funding and win support for increased services. 9. Serving as liaison with colleges and universities is beneficial for teacher education and research purposes. 10. Providing in-service training programs and sessions is particularly important for those teachers who have minimum or temporary certification. 11. Participating in conferences is essential to deal with the ever-growing body of knowledge concerning special education. Through these give-and-take meetings, the eventual philosophy and direction for change and improvement are established. 12. As coordinator of services to handicapped children, it is necessary for the special education administrator to work closely with the many agencies contributing to the welfare of these children. Supervisory Functions 1. Classroom supervision and instruction leadership may be responsibilities which can be delegated to conSUltants, but the director/ coordinator takes an active part in supervision to maintain rapport with the total staff. 2. Curriculum development includes producing materials, gUides and handbooks as well as the selection and evaluation of materials for classroom use. Evaluation of the program, in terms of achievement testing and working with teachers to improve instruction, is required. 3. Evaluating teaching personnel includes making recommendations and accepting authority for promotions and dismissals. 4. Promotion of innovations in teaching, creative thinking and improved programs are particularly relevant, With the federal government taking more active participation in special education. Being on the leading edge of change implies being alert and responsible to available resources and opportunities for developing innovative and exemplary pilot and demonstrative programs and services. 12 MENTAL RETARDATION, EDUCABLE Elementary Level I . Definition The educable mentally retarded child is defined as one Who, because of limited intellectual functioning, has significant limitations in his educational development and is not able to achieve in a regular educational program. Inability to achieve and adjust presents itself in the areas of maturation, learning, social and emotional adjustment and vocational adjustment. The educable mentally retarded (EMR) will usually have an intellectual ability of approximately one-half to three-fourths that of the normal child of comparable chronological age. II. Criteria for Eligibility and Placement A. To be eligible for enrollment, a child must: 1. HAVE MENTAL RETARDATION AS THE PRIMARY DI SABILITY, with an I.Q. of 50-75. Admission of children with I.Q.s of below 50 or above 75 should be based on the recommendations of the local advisory committee. The minutes of their meetings shoWing justification of this action should be forwarded to the Program for Exceptional Children. Final approval of exceptions to the I.Q. range rests with the Program for Exceptional Children; 2. HAVE AN INDIVIDUAL PSYCHOLOGICAL EXAMINATION BY A QUALIFIED EXAMINER, approved by School Psychologist Services, State Department of Education. B. The decision relative to placement of a child in an EMR class shall be dependent upon an analysis of the following information: 1. Educational history 2. Family background 3. Medical history 4. Psychological and emotional background A child should not be placed in a class for the educable mentally retarded unless it is the considered opinion of a carefully selected evaluation or advisory team (consisting of the system superintendent or his appointed designee, principal of the school, director or consultant in special education, the child's regular grade teacher (referring teacher), the child's prospective EMR teacher and a social worker) that the child's primary disability is in fact mental retardation and that the curriculum of the regular classroom will not maximize the child's potential for learning and achievement as effectively as a modified self-contained type, directed by a teacher especially trained to teach mentally handicapped children. 13 Description of Programs A. "Modified" Self-Contained Program The teacher of EMR children serveS the child by securing material and equipment for him; by giving enough individual "prescriptiveoriented" instruction to permit him to function comfortably within the environs of that special class and by offering the counseling which will enable him eventually to take his rightful place as a selfsufficient, well-adjusted, emotionally unstrained individual in society. With the special education teacher acting as a liaison person, plans should be made to integrate as many of the EMR chi ldren as is feasible into parts of the regular class curriculum, providing there is reasonable evidence to indicate success. This may include art, music, physical education and any activity in which the special education teacher feels the child will be successful. 1. Enrollment Preschool Ages Class Size *(With Paraprofessional) (Without Paraprofessional) 4,5 7-10 6-8 Primary One 6,7 12-16 12-14 Primary Two 8,9 14-16 12-14 Intermediate One 10,11 16-20 14-16 Intermediate Two 12,13 16-20 14-16 *This programs will call for a specially trained paraprofessional for every class for educable mentally retarded children. 2. Faci lities a. At the elementary level, classroom space shall be of equal size to regular classrooms in a regular school bUilding which houses children of a similar chronological age. b. Mobile or portable classrooms will be permitted only at the elementary level and only when one or more regular classes are also utiliZing mobile or portable facilities. Portable facilities must be attached to the building or close enough to an entrance so as to permit easy and quick access to the proper chronological age group within that building. In all cases, the portable unit must meet the standards for such units as established by the State Department of Education. 3. Curriculum a. The curriculum shall be designed to meet the individual educational needs of the students in the class. The curriculum must provide for the preparation of the EMR student for the world of work and for assuming his place in the community. 14 It should include experiences with regular class students whenever possible, the appropriate basic learning skills, social competencies, citizenship and its responsibilities, personal and social adjustment, health (both physical and mental), music, art and pre-vocational skill development. b. A "watered-down" elementary curriculum or a remedial program is not appropriate for these students. High interest materials with a low vocabulary level should be used. Concrete experiences related to daily living should be used as motivating factors toward learning of the basic skills subjects. The social, emotional and vocational growth and maturity of the individual child should be the basis of the daily classroom activities. B. Resource Program 1. Procedures for Establishing Program The superintendent of the local school system must submit to the Program for Exceptional Children a detailed narrative proposal of a plan to prOVide services for EMR children if these services are to be prOVided in the EMR reSource room setting. This proposal shall provide ample evidence that the various aspects of the program meet the criteria included in these regulations. The proposal shall also present evidence of careful preplanning and administrative commitments to insure sound establishment of such services, and proper identification of children. Administrative commitment shall be in terms of full support by the school board, the superintendent and support through knOWledgeable leadership on the part of professional administrators employed in the school system, including the principal of the school Where the program is housed. 2. Criteria for Eligibility and Placement This program is designed for the child who falls into the borderline range of mental retardation (65-80) and who would experience a reasonable degree of success in the regular classroom should he have someone to offer the necessary individual instruction that he needs. Admission of children with I.Q. s of 60-65 and 80-85 range shall be based on the recommendations of the local adVisory committee. The minutes of their meeting showing justification of this action should be forwarded to the Program for Exceptional Children for final approval of exceptions to the I.Q. ranges. 15 3. Faci Iities The room in which these special educational services are provided for elementary EMR children becomes a "resource room" where the children receive help in basic academic skills or enrichment of their school programs. The resource room must be of sufficient size to comfortably accommodate the resource teacher, at least six children and any necessary furniture and equipment. IT SHALL BE HOUSED WITHIN THE CONFINES OF A REGULAR SCHOOL BUI LDING AND ONLY IN SCHOOLS WITH AT LEAST ONE PRESENTLY EXISTING SELF-CONTAINED EMR CLASSROOM. In cases where there may not be sufficient numbers of children to be served in anyone school, the resource teacher may serve as "itinerant resource" to a nearby school. In this case, at least one of the schools served shall have a modified self-contained EMR class, and in no circumstances Shall the total number of children served exceed 24 at anyone time. 4. Procedures a. Grouping and s~heduling of eligible students will be left to the discretion of the special resource teacher in consultation with the advisory committee. b. Grouping of children will be limited in number to 4-6 per group, not to exceed 6 in any group. c. The special resource teacher shall be responsible for a class load not to exceed a total of 24 children at any one time in a school year. 5. Competencies and Needs of Resource Teacher a. The EMR resource teacher must have the support of a full-time director/coordinator of special education in his county or shared services area and/or the consultation of state staff, Program for Exceptional Children, in appropriate areas. b. The EMR resource teacher must be fully certified in mental retardation and must have, as a minimum, dual certification (regular education--mental retardation) or two years teaching experience With mentally retarded children. 6. Curriculum The emphasis of the resource room program would be on motivational teaching With small groups. The resource teacher might spend one hour and a half to two hours with each instructional group on development of psycholinguistic skills and instruction in the basic skill areas. It should be emphasized that "EMR resource teacher" is in no way synonymous to '.'remedial reading teacher." 16 7. Suggested Schedule for Resource Teacher 8:00 8:30 10:05 11:35 12:00 1:30 3:00 - 8:30 10:00 11:35 12:00 1:30 3:00 3:30 3:30 - 4:00 Planning and preparation Instructional session, Group I Instructional session, Group II Lunch Instructional session, Group III Instructional session, Group IV Pupil conferences and/or individual pupil evaluations Conference time (parents, regular teachers, other professional personnel), planning and preparation This schedule should be adjusted to fit the individual school, based upon the number of EMR students. 8. Paraprofessionals Hopefully, provision would be made for a paraprofessional who would function in a tutorial capacity directly under the supervision of the EMR teacher, with the primary responsibility of supplementing, repeating, reviewing and reinforcing the learning experiences which the child has in the regular classroom as well as in the resource room. 17 MENTAL RETARDATION, EDUCABLE Secondary Level I. Definition The educable mentally retarded child is defined as one who, because of limited intellectual functioning, has significant limitations in his educational development and is not able to achieve in a regular educational program. Inability to achieve and adjust presents itself in the areas of maturation, learning, social and emotional adjustment and vocational adjustment. The educable mentally retarded (El\ffi) will usually have an intellectual ability of approximately one-half to three-fourths that of the normal child of comparable chronological age. II. Criteria for Eligibility and Placement A. To be eligible for enrollment, a child must: 1. HAVE MENTAL RETARDATION AS THE PRIMARY DISABILITY, with an I.Q. of 50-75. Admission of children With I.Q.s of below 50 or above 75 should be based on the recommendations of the local advisory committee. The minutes of their meetings shOWing justification of this action should be forwarded to the Program for Exceptional Children. Final approval of exceptions to the I.Q. range rests With the Program for Exceptional Children; 2. HAVE AN INDIVIDUAL PSYCHOLOGICAL EXAMINATION BY A QUALIFIED EXAMrrNER, approved by School Psychologist Services, State Department of Education. B. The decision relative to placement of a child in an El\ffi class shall be dependent upon an analysis of the following information: 1. Educational history 2. Fami ly background 3. Medical history 4. Psychological and emotional background A child should not be placed in a class for the educable mentally retarded unless it is the considered opinion of a carefully selected evaluation or adVisory team (consisting of the system superintendent or his appointed designee, principal of the SChool, director or consultant in special education, the child's regular grade teacher (referring teacher), the child's prospective EMR teacher and a social worker) that the child's primary disability is in fact mental retardation and that the curriculum of the regular classroom will not maximize the child's potential for learning and achievement as effectively as a modified self-contained type, directed by a teacher especially trained to teach mentally handicapped children. 18 I II. Description of lIModifiedll Self-Contained Program The teacher of EMR children serves the child by securing material and equipment for him; by giving enough individual "prescriptiveoriented" instruction to pennit him to function comfortably within the environs of that special class and by offering the counseling which will enable him eventually to take his rightful place as a selfsufficient, well-adjusted, emotionally unstrained individual in society. With the special education teacher acting as a liaison person, plans should be made to integrate as many of the EMR children as is feasible into parts of the regular class curriculum, providing there is reasonable evidence to indicate success. This may include art, music, physical education and any actiVity in which the special education teacher feels the child will be successful. A. Enrollment Age Range Class Size Secondary--Junior High School 13-16 16-18 Secondary--Senior High School 16-20 18-20 B. FaciH ties 1. At the secondary level, classroom space shall be of equal size to regular classrooms in a regular school building which houses children of a similar chronological age. 2. Mobile or portable classrooms will NOT be pennitted at the secondary level. C. Curriculwn 1. The curriculum shall be designed to meet the individual educational needs of the students in the class. The curriculum must provide for the preparation of the EMR student for the world of work and for asswning his place in the community. It should include experiences With regular class students whenever possible, the appropriate basic learning skills, social competencies, citizenship and its responsibilities, personal and social adjustment, health (both physical and mental), music, art and pre-vocational skill development. 2. A "watered-down" elementary curriculwn or a remedial program is not appropriate for these students. High interest materials with a low vocabulary level should be used. Concrete experiences related to daily liVing should be used as motivating factors toward the learning of the basic skills subje~ts. The social, emotional and vocational growth and maturity of the individual child should be the basis of the daily classroom activities. 19 3. Students in junior and senior high school programs shall participate to the fullest extent possible in the areas ~f physical education, industrial arts, homemaking and any academic subjects from which the students can profit. 4. The secondary EMR teacher shall teach all areas of learning from which the student cannot adequately profit in the regular instructional program. 5. At the junior and senior high school levels, vocational rehabilitation services should. become an integral part of the EMR program offered by the school. 6. All EMR students shall, upon completion of a planned special education program in a secondary school, be awarded a diploma or certificate of completion of program at the regular commencement exercises. These students shall be considered a part of the graduating class and no distinction shall be made in the ceremonies. The student's transcripts or permanent record shall be stamped "Special Education" and reported to requesting agencies as such. D. Cooperative Program with Vocational Rehabilitation As a part of the Cooperative Program between the Program for Exceptional Children, Office of Vocational Rehabilitation Services and the local school system, students in secondary EMR classes participate in a work-study program. This program may include training in jobs on the school campus or in community business establishments for a portion of the school day. While so engaged, students will be considered in attendance and given full credit for this phase of their educational experience. Request for participation in the Cooperative Program shall be made to the Program for Exceptional Children, State Department of Education. 20 MENTAL RETARDATION, TRAINABLE I. Definition The trainable mentally retarded (TMR) will usually have an intellectual ability of approximately one-third to one-half that of the normal child of a comparable chronological age. Thus, these individuals will have intelligence quotients of 30-35 to 50-55, as determined on an individually administered intelligence test. These children may be expected to benefit from a program designed to further their socio-economic usefulness in their home and/or sheltered environment or residential setting. At maturity, the trainable mentally retarded will be functioning at apprOXimately the second grade level. II. Criteria for Eligibility, Placement and Reassessment A. To be eligible for enrollment, a child must: 1. have a chronological age of 6-18 years; 2. be able to communicate so as to make his needs known; 3. be ambulatory to the extent that he does not create a hazard; 4. have mental retardation as the primary disability, with an I.Q. of 30-35 to 50-55; 5. not be a danger to himself or others if adequately supervised; 6. have acceptable toilet habits; 7. have had an individual psychological examination by a qualified examiner approved by School Psychologist Services, State Department of Education; 8. have had a physical examination, including v~s~on and hearing testing, within two months of admission. B. The decision relative to placement of a child in a TMR class shall be dependent upon an analysis of the folloWing information. 1. Educational history 2 F ami ly background 3. Medical history 4. Psychological and emotional background. 21 C. Each child's adjustment to the class shall be assessed by the teacher after he has been enrolled for a minimum of three months and also at the end of each year. The evaluation at the end of the year should include a complete educational assessment and a medical examination. An individual psychological evaluation should be made when the need for one is indicated. The results of the psychological evaluation shall be considered only as one indicator of the child's abilities and needs and should not be utilized as the sole criterion for determining placement. A reevaluation of the child's placement should be considered and recommendations made if a change is indicated. III. Enrollment Younger Children Chronological age, 6-12 years, but utiliZing mental age in determining class placement. Class load, 8-12 Older Children Chronological age, 12-18 years, but utilizing mental age in determining class placement. Class load, 8-12 IV. Facilities A. The class should be located in a home-type building which includes kitchen and bathroom facilities as well as adequate work space which is essential to the training of these children. There should also be adequate playground area with suitable protection for the children. B. The location of a TMR facility should be near a school where a primary or elementary class for the educable mentally retarded is housed. C. An aide should be employed for each teacher of the TMR. In facilities housing more than one TMR class, a ratio of two teachers to one aide may be used. D. The length of the school day shall be at least five hours and the school year shall be the same as for children of comparable age. V. Goals A. Language and Communication Development Understand and interpret the expressed thoughts and feelings of others and communicate his own needs and feelings to others. B. Sensory and Physical Development Achieve maximum use of sensory faculties and maximum physical development. 22 C. Self-Care Care for personal needs. D. Social Adjustment Get along with others and manage own affairs in a restricted soci al enviromnent. E. Economic Usefulness Contribute to self, family and community welfare. F. Academic Achievement Receive purposeful experiences applicable to the individual. 23 VISUALLY IMPAIRED I. Definition Children to be served include totally blind children and those with visual handicaps which may result from congenital defects, eye diseases, severe refractive errors, injuries to the eye and poor eye coordination. They fall into the following three basic categories: A. Functionally Blind A child who will be unable to use print as his reading medium is considered to be functionally blind. Instruction in braille and in use of recorded materials will be essential to this child's education. B. "Legally" Blind A "legally" blind child is one whose visual acuity is 20/200 or less in the better eye after correction, or who has a olifm2i0ta0 tion He in the falls field of vision that subtends an angle within the definition of blindness, although he may have some useful vision and may even read print. C. Partially Sighted A partially sighted child is one whose visual acuity falls within the range of 20/70 to 20/200 in the better eye after correction. There will be some children with a visual acuity better than 20/70 who will need specialized help. The local director will determine whether the visual loss constitutes an educational handicap. Request for inclusion of such a child in a unit for visually impaired children should be made to the Program for Exceptional Children. II. Procedures A. A survey of the community should be made to determine the need for a program. B. Annual vision screening, with special emphasis on early childhood screening, followed by vigorous medical follow-up of all children falling below normal vision, is recommended to identify children with visual handicaps. Due to lack of early identification of a V1S10n problem, partially seeing children may become educationally retarded or considered mentally retarded. Therefore, every effort should be made to discover these children early so that adequate additional services may be provided to prevent developmen~ of a learning disabili ty. 2'4 C. An eye examination report, completed and signed by the eye specialist examining the child, must be submitted for each visually handicapped child enrolled in the program. III. Types of Programs A unit shall consist of from 6-12 children. A. Resource Room Children are enrolled in a regular classroom in a designated school, but they also receive instruction in a resource room on a regUlar schedule from a teacher of the visually impaired. The resource room is equipped with the special materials and equipment necessary for the education of visually impaired children. The teacher determines reading media (braille, print, recorded), teaches special skills, prepares materials and gives consultative help to teachers, administrators and families in areas concerning vision programs as they relate to education. B. Itinerant Children are enrolled in regular classrooms but also receive the services of a teacher of the visually impaired. This teacher serves children in several schools, prescribing reading media, special books and materials and giving consultative help to teachers and families in areas concerning vision problems and education. Funds for transportation and a schedule flexible enough to permit a teacher to direct preparation of books and other materials are essential to the successful operation of an itinerant program. C. MUlti-System A special type of resource or itinerant program may involve several school systems or a region. A detailed plan of operation must be submitted for approval by the Program for Exceptional Children. IV FaciH ties Appropriate housing shall be provided in a regUlar school bUilding, as required by the type of program, with suitable furnishings and appropriate materials and equipment. A. Resource Room This room need not be as large as a standard classroom, but it should be well ventilated and lighted and have adequate shelving and storage space. Individual non-glare lamps shall be available for children who need extra light in order to read. 25 B. Room for Itinerant Teacher Each school served should provide a well lighted and ventilated room, free from interruptions, which includes space for teacher and students to work comfortably. C. Central Office A central office should be provided for the itinerant teacher, with adequate space for storage of special equipment and records. V. Books and Materials A. Federal Quota Allocation All children whose vision comes within the definition of blindness are registered by their school'system through the Program for Exceptional Children to be included in the Federal Quota Allocation for legally blind children. A credit allocation, based on a per capita allotment for children under instruction on the first Monday in January, is set up on the books of the American Printing House for the Blind. It is against these credit allocations that the Program for Exceptional Children authorizes shipment of books and materials for the use of local schools in the education of visually impaired children. B. Library for the Blind All books and materials are circulated through the Library for the Blind, 1050 Murphy Avenue, S.W., Atlanta, Georgia 30310. They are returned to this same address as soon as the school is through with them, for circulation to other visually impaired children. C. Textbook Funds Local textbook funds may be used for purchasing books and materials for visually impaired children. D. Directors Directors should register with all national agencies that provide materials and services to the visually handicapped. Lists of agencies may be obtained by writing Consultant for Visually Handicapped, Program for Exceptional Children, state Office Building, Atlanta, Georgia 30334. VII. Coordination with Total Program A. The local director organizes, develops and coordinates this program, as well as all other state-financed programs for exceptional children in that school system, and sees that state standards are maintained. 26 B. The principal determines the climate in which the teacher of the visually impaired works. All schedules and room needs should be cleared with the principal and he should be informed of any variation in schedule. All recommendations concerning children shall be channelled through the principal, and he shall receive notification of parent consultations. c. The regular classroom teacher has the responsibility for the total educational program of each child in his room. It is essential that the resource and itinerant teachers of the visually impaired work closely with the teacher of each child in order to schedule the child at the most appropriate time of the day and to relate his activities to the curriculum needs of the child. The progress and needs of the child must be communicated to the classroom teacher so that good practices may be incorporated throughout the child's daily program. 27 SPECIFIC LEARNING DI~ABILITIES Definition "The term 'children with specific learning disabilities' means those children who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Such disorders include such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. Such term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or emotional disturbance, or of environmental disadvantage."l II. Procedures for Establishing a Program A. The superintendent of the local school system must submit to the Program for Exceptional Children, by March 1, a detailed narrative proposal of a plan to provide services for children with specific learning disabilities. The proposal will include: 1. Introduction 2. Definition 3. Objectives 4. Program operation 5 Facilities 6. Eligibility and placement 7. Materials and equipment 8. Supporting staff 9. Evaluation The proposal shall also present: 1. Evidence of careful preplanning and administrative commitment to insure sound establishment of such services, proper identification of children and continuity and expansion of services. Administrative commitment shall be in terms of full support by the school board, the superintendent, and support through knowledgeable leadership on the part of professional administrators employed in the school system, including the principals of the schools where the programs are located. 1 P.L. 91-230, (89 Stat. 177), Section 602-15, April 13, 1970. 28 2. Evidence of prov1s10ns f~r students in self-contained classes to maintain contact with the regular classroom and to return to the classroom program as soon as the child is able to make constructive use of regular classroom instruction. 3. Evidence that the various aspects of the program meet criteria included in these regulations. III. Facilities A. All instructional programs for children with specific learning disabil~ties must be a part of a regular school where there are children of comparable ages enrolled in regular classes. B. The school system shall provide a classroom of suitable size, in a distraction-free area as required by the type of program or services to be established, with appropriate furniture, materials, supplies and equipment to meet the needs of the class or individual children to be served. IV. Eligibility and Placement A. From an educational standpoint, specific learning disabilities must be identified through psychological and educational evaluations. B. When indicated, ancillary diagnostic consultations shall be required. C. Eligibility of children to be placed in these programs shall be determined by case studies fully reviewed by the local professional advisory committee. These case studies will include all examinations and consultants' reports. D. On the recommendation of the advisory committee, an eligible child may be placed in a special program at the discretion of the local director/coordinator with approval of the local superintendent. E. A child shall not be continued in a specific learning disabilities program for more than one year without a full review by the professional advisory committee, utilizing current reports. V. Coordination and Supervision A. The local school system shall devise and present a plan for coordination and supervision of such programs, covering all phases of the program including identification, the diagnostic process, the instructional program, evaluation of progress and parent counseling. 29 B. Plans for coordination and superv1s10n shall include provisions for regular consultation between classroom teachers, the learning disabilities teachers, diagnostic teachers and other qualified professional personnel wh~ are involved in diagnosis, supervision and instruction. VI. Types of Programs Programs may be at primary, intermediate and secondary levels. A. Learning Disabilities Self-Contained Class Children with severe learning disabilities who require a more structured academic corrective program over a longer period of time may be enrolled full-time or part-time in a self-contained classroom taught by a learning disabilities teacher. The chronological age range of these children shall not exceed three years. A maximum enrollment of eight children will be an SLD self-contained unit. B. Learning Disabilities Resource Classroom Children with a severe learning disorder in a specific area may be enrolled in a regular classroom in a designated school, but they also receive special instruction in a resource room on a regular schedule from a learning disabilities teacher. The child may spend the greater or lesser portion of the school day in the regular classroom, depending on the severity of the learning disorder and his ability to profit from instruction in the regular classroom. Group size should not exceed four. Total number of children seen by the teacher during the year should range from 20 to 30. C. Learning Disabilities Itinerant Program In this program, an itinerant teacher works together with the child and the classroom teacher. Initial work of the itinerant teacher is assessment of the type of disability and planning the remediation program of the child. The classroom teacher is assisted by the learning disabilities teacher in initiating and carrying out the remediation process. The total number of children worked with during the year should range from 25 to 30, since time is needed for follow-up and travel. D. Learning Disabilities Diagnostic Class Children who are thought to have specific disorders can be placed in a diagnostic classroom for identification of the specific disability and for initiation of the corrective program. Length of time within the classroom depends upon the disability and application of the program. This class should have no more than seven children at one time. 30 VII. Certification A. Learning Disabilities Teacher A teacher not fUlly certified in the area of specific learning disabilities may be approved, provided the teacher has a valid Georgia teacher's certificate and has completed 15 quarter hours of a planned program in an approved college or university prior to employment as a learning disabilities teacher. The planned program of the person to be approved for employment shall be submitted to the Program for Exceptional Children with a statement of intent by the teacher to complete a minimum of 10 quarter hours each year until fully certified in the area of specific learning disabilities. B. Learning Disabilities Diagnostic Teacher A teacher assigned the responsibility of a class for educational assessment must be fully certified by having completed a planned program in specific learning disabilities in an approved college or university. 31 HOSPITAL/HOME INSTRUCTION I. Definition Children eligible to be served under this program are those who have a medically diagnosed physical condition which is non-communicable and restricts him to his home or a hospital for a period of time which will significantly interfere with his education. II. Establishing a Program Prior to the establishment of a program, the folloWing information should be sent to the Program for Exceptional Children: A. Number and ages of children absent because of illness during preceding school year; B. Types of illness; C. Lengths of absence. III. Referral and Placement A. In order for an individual to receive hospital or home instruction: 1. A physician must certify that the condition which restricts the child to the home or hospital is non-communicable 2. A physician must declare that the chi~ is physically able to profit from educational instruction 3. Forms supplied by the local director for the physician must be completed and returned to the local director 4. A parent or responsible adult must be present in the home and accessible at the time of the home instructor's visit B. Children currently enrolled in a program for the emotionally disturbed or mentally retarded may be included only if the hospital/home teacher works closely with the teacher of the emotionally disturbed or mentally retarded child. IV. Enrollment An average case load of eight should be maintained for payment of a full unit. A student enrolled in a program of hospital/ home instruction shall receive instruction for a minimum of three hours per week. Many students should receive more than this minimum. Each child with whom the hospital/home instruction teacher works is enrolled on his regular classroom teacher's register. He is counted present only on the days on which he receives instruction. 32 V. Curriculum The hospital/home instruction teacher shall work closely with the child's regular classroom teacher to provide continuity to the educational program planned for the child. VI. Supplies and Equipment A. Teachers under this program will need equipment and supplies as any teacher does, but they will differ in kind and scope. Individual filmstrip previews, tape recorders, carrying cases, lap boards, ceiling projectors, teaching kits and similar materials are recommended. B. Home-to-School Telephone Service is of great help to the teacher and student when the student will be out of school for an extended period. This service aids the child to more adequately keep up because he can hear and participate in the regUlar classroom discussion. Children above the fourth grade level may be able to profit from this service. VII. Coordination with Total Program A. The local director organizes, develops and coordinates this program and makes the judgment as to what constitutes the period of time that significantly interferes with a child's education. Suggested times for inclusion in the hospital/ home instruction program are: 1. Elementary level--a minimum absence of 10 school days 2. Secondary level--a minimum absence of 5 school days B. The director may assign a hospital teacher to serve homebound children when the hospital case load is not up to state requirements. C. Hospital/home teachers are flexible, fluid and sensitive individuals who: 1. Provide a creative approach to education 2. Provide counseling to parents and children 3. Provide a working relationship and effective communication with members of interdisciplinary teams concerned with hospital/homebound children 33 ORTHOPEDI CALLY HANDI CAPPED, OfHER HEALTH IMPAIRED AND MULTI-HANDICAPPED I Definition A. Orthopedically Handicapped and Other Health Impaired These are children of educable mind but whose body functions or members are so impaired, from any cause, that they cannot be adequately or safely educated in the regular classes of the public schools without the provision of special educational services. Some handicapping conditions which may be considered orthopedic or other health impaired are: 1. Muscular or neuromuscular handicaps which significantly limit the ability to move about, sit or manipulate the materials required for learning; 2. Skeletal deformities or abnormalities which affect ambulation, posture and body use necessary in school work; 3. Disabilities which result in reduced efficiency in school work because of temporary or chronic lack of strength, vitality and/or alertness. B. Multi-Handicapped Children who are multi-handicapped have such severe physical and mental handicaps that they cannot respond to regular instructional techniques provided for students in other special education programs for the physically handicapped or the mentally retarded. They may benefit, therefore, from a program designed to utilize multi-faceted teaching procedures. II. CurricullUll A. The purposes of educational programs for orthopedically and other health impaired and multi-handicapped are different, as noted in the above definitions. Therefore, orthopedically and other health impaired children may not be enrolled in a class for the multihandicapped, and vice versa. 1. The purpose of the program for orthopedically handicapped and other health impaired is to provide educational opportunities which will closely approximate the regular instructional activities as the physical condition of the child permits. These services will take place Within the confines of the public schools. For out-of-school instruction, see Hospital/Home Instruction. 34 2. The purpose of comprehensive special education programs for multi-handicapped children is to develop instructional programs based on the recognition of the interaction of the child's handicapping conditions which allow him to develop to his maximum potenti al. B. The curriculum must provide for the preparation of the student for the world of work and for assuming his place in the community. It should include the appropriate learning skills, social competencies, citizenship and its responsibilities, personal and social adjustment, health (both physical and mental), music, art and vocational skill development. C. The curriculum must be modified and adapted for these students on an individual basis. D. Materials and equipment designed to fit the particular needs of each student are essential to success and must be prOVided. III. Instructional Arrangements A. Self-Contained Class 1. The self-contained class is one in which pupils spend the major part of a day for instruction. 2. Pupils may be integrated into one or more regular classes when appropriate. 3. A single self-contained class should not be established unless there is a written plan for the continued and appropriate education of the students enrolled. 4. Teacher aides should be provided to assist pupils With special personal needs. 5. A class unit consists of a teacher and 8-12 students. B. Resource Program 1. The resource teacher is a specially trained teacher to Whom students may be assigned for one or more periods per day to receive special instruction in various subjects. 2. The resource teacher also visits the regular classrooms in which the pupils are enrolled, to help the handicapped youngsters and to assist each teacher in providing adequate instruction to these pupils. 3. A resource teacher can serve 10-15 students. 35 C. Itinerant Teacher 1. An itinerant special education teacher is one who provides instructional programs to handicapped children in more than one school. 2. Itinerant teachers assist handicapped children and their regular teachers, on a rotating schedule. 3. An itinerant teacher can serve 8-12 students. D. Vocational Adjustment Class 1. A vocational adjustment class may be provided at the secondary level for handicapped pupils who will spend a part or all of the school day off school grounds in an on-the-job training situation. 2. Cooperative work-study programs may be provided through cooperative agreements between the Program for Exceptional Children, the Office of Vocational Rehabilitation Services and the local school system. 3. A vocational adjustment class can serve 8-16 students, depending upon whether the teacher participates in on-the-job visitati~n and evaluation of the pupils. E. Diagnostic Class 1. A diagnostic class is one in which children may be placed for a period of time not to exceed three months for a diagnosis of learning difficulties so that an educational program can be developed and transferred with the child to an appropriate instructional setting. IV. Eligibility A. General Criteria 1. There shall be evidence of needs for services additional to, supplementary with or different from those provided in the regular school program in order for the student to attain optimum school achievement. 2. There shall be written reports or vision and hearing screening tests. 3. Assignment to special education programs for exceptional children shall be made upon the recommendation of the local professional advisory committee. 36 4. Admittance to and continuation in special education shall be on a trial basis. 5. An annual review of the appropriateness of each child's continued assignment to special education services, as evidenced by progress or lack of it, shall be made by the local professional advisory committee. B. Specific Criteria 1. Physician's written report of general physical examination, indicating a description of handicapping condition and any medical implications for instruction. 2. Written report of educational appraisal which wi 11 include assessment of abilities and disabilities and instructional and behavioral prescriptions for teaching, describing educational environment and specific methods and strategies which will maximize learning. 3. Annual medical examination to determine changes in the physical condition of the child and medical implications reflecting appropriateness of continued special education service for that condition. v. Facilities and Equipment A. Alterations to school plant facilities, such as the installation of ramps and handrails, may be recommended. Classroom, restroom and other architectural barriers that prevent the student from using the school facilities should be eliminated if possible. B. Programs should be housed in school buildings centrally located in an area where the greatest number of children are to be served. C. Equipment common to all programs shall be provided by the local school system. In addition, the school system shall provide: 1. File cabinet with lock for filing medical and psychological reports in the class where the children are enrolled; 2. Ample storage space for such items as cots, walkers, wheelchairs, portable chalkboard, phonograph, records, books, etc. D. In self-contained situations, the classroom shall be at least the size of a regular classroom. It shall be easily accessible to an outside entrance, the school cafeteria, library, office and should have its own restroom facilities, or they should be provided immediately adjacent to the special classroom. 37 BEHAVIOR DISORDERS I. Definition Behavior disorders includes the emotionally disturbed who is chronically unable to make or maintain a set adjustment to his everyday surroundings or to the forces within himself. The well-adjusted child is able to maintain a comfortable relationship between his inner self, others and his environment. The problems of the disturbed child are often revealed in varying degrees of maladjustive reactions toward peers and authoritative figures, such as parents and teachers. Also included are the socially maladjusted who chronically disregard social values and rules by substituting those of their peer group. The accepted code of conduct includes acting out and aggressive behavior, truancy, fighting and defiance against authority. II. Procedures for Establishing a Program The superintendent of the local school system must submit to the Program for Exceptional Children, by March 1, a detailed narrative proposal of the plan to provide services for children with behavior disorders. This proposal shall provide ample evidence that the various aspects of the program meet the criteria included in these regulations. The proposal will include: A. Introduction B. Definition C. Objectives D. Program operation E. Facilities F. Eligibility and placement G. Materials and equipment H. SUpporting staff I. Evaluation The proposal shall include in its discussion: A. The relationship of the program to community treatment programs; B. The provision for daily relief of the self-contained class teacher to prevent all-day contact with the children; C. The provision of adequate physical facilities; D. Evidence of a provision for the student to return to the regular classroom program, either part- or full-time, whenever practicable. It should always be kept in mind that, as children show evidence of being able to adapt to the regular classroom atmosphere and instruction, they should be reintegrated into the regular classroom, possibly on a gradual basis. 38 I II . Types of Programs and Enrollment Children to be served in units for behavior disorders are those who have experienced and exhibited persistent problems in adapting to their environment. The nature and degree of severity of the disorder is a determining factor in placement. A. Resource/Crisis Intervention Room For some children, the disorder may be temporary and transitory. These children may be'given the needed assistance to resolve their problems while continuing to be enrolled in the regular educational program. The teacher will give support and gUidance to the classroom teacher and principal in dealing with student problems. Other responsibilities will be working individually or with a group on academic subjects and behavior management, crisis intervention, counseling with parents, follow-up services and over-all planning for the child. There is no special placement necessary beyond the judgment of the teachers, the director/coordinator and the principal. This child will stay With the teacher for the period of time indicated by the lack of adjustment or adjustment and achievement of the child. The child will return to the r~gular classroom as soon as he can adapt to that situation. The number of children assisted by the teacher will vary. If the child does not respond to the educational services offered by the crisis teacher, the procedure given next shall be followed. B. Self-Contained Classroom For some children, the chronic and more severe nature of the disorder may require the provision of a class With a special teacher. These children will be placed in a special class program on a full- or part-time basis, after intensive and extensive professional diagnosis and recommendation. The goal of the special class is to help children resolve their problems, to advance academically and to increase their adaptive ability so they will be able to cope With and return to the regular educational program. These classes may be held at the primary, intermediate and secondary levels. C. Residential and/or Day Care Program Special programs for children With severe disorders may also be established and operated in residential and day care facilities under the auspices of the local school system in which that facility is located, or under special provisions if approved by the State Board of Education. Programs of this type would be established through presentation to the Program for Exceptional Children of a narrative proposal prepared jointly by the local school system and the requesting agency. Because of the nature of the residential or day care situation, special consideration may be given to variations from policies for programs in the public school system. A complete program of educating disturbed children in residential centers shall involve teachers and specialists. The special class teacher will be responsible for the educational and management programs Which are an integral part of total treatment. 39 IV. Referral for Self-Contained, Residential and/or Day Care Placement For those children who seem to be more severely disturbed, referral should be made to mental health specialists where an evaluation can be made and an interprofessional board can evaluate, diagnose and recommend placement. The following information should be available for consideration by the board: A. Social history and analysis prepared by a professional person of recognized competence; B. Medical history and examination; C. Educational history, including observational information and results of tests which have been given by the school, such as achievement, intellectual ability and sociometric scales; D. Psychological evaluation including the use of projective techniques; E. Psychiatric consultation; F. Continuing di agnostic and supportive services prOVided by the local school system. V. Required Age Range and Class Size Age Range Maximum Number Self-Contained Primary Class Intermediate Class Secondary Class 7-10 or 11 8 11-14 10 13-16 12 Resource/Crisis Intervention 8-12 daily VI. Certification All teachers of children with behavior disorders must be fully certified in this area of exceptionality. 40 HEARING IMPAIRED I. Definition The educational classification and class placement of the deaf and hard-of-hearing child to be served shall depend primarily on the child's communication ability. A. The child who is hard-of-hearing is one whose sense of hearing, after medical treatment, is still defective but is functional with or without a hearing aid. B. The child who is deaf is one whose Sense of hearing is nonfunctional; he must have his whole language structure taught by specially qualified persons. C. The child who is deafened is one who has developed speech and language normally but who, through disease or trauma, has lost his functional hearing. II. Types of Programs A. Special Class Children are enrolled full-time in a class taught by a certified or approved teacher of the deaf. The chronological age range of these children shall not exceed five years and the range of instructional levels shall not exceed four years. 1. Pre-Primary The purpose of the pre-primary program is to lay the foundation for language and communication skills. A child may be enrolled at three years of age. 2. Elementary The purpose of the elementary program is to provide graded instruction in the regular curriculum, accompanied by continued attention to improving communication and language skills. These students shall be provided opportunities to associate with their hearing peers during non-academic periods of the school program; e.g., physical education, art, music, etc. B. Resource Room Children are enrolled in a regular classroom and also receive instruction in the reSource room from a certified or approved teacher of the deaf. The responsibilities of the reSource teacher shall include instruction in~eech and language skills, supportive teaching in academic areas and consultative help to teachers, administrators and families in regard to educational problems related to the child's hearing impairment. 41 C. Itinerant Children are enrolled in a regular class and receive the services of an itinerant teacher who is a certified or approved teacher of the deaf and/or hard-of-hearing. The responsibilities of the itinerant teacher shall be the same as those of a resource teacher. D. Parent Counseling Parent counseling, although not imperative, is an important facet of the program for hearing impaired children. It should be carried out by the teacher of the deaf, with the cooperation of the principal and the special education director/coordinator. III. Enrollment The number of students constituting a full unit for each type program is: A. Special Class 4-8 children, depending upon severity of problem and levels of instruction B. Resource Room 8-16 children, depending upon severity of problem and levels of instruction C. Itinerant 4-12 children, depending upon severity of problem and levels of instruction. IV. Faci lities The school system shall provide a room in a regular school building as required by the tyPe of program to be established, with suitable and appropriate furniture, materials and equipment. A. Special Class The room shall be of comparable size to that of a regular classroom. Furniture, suitable to the needs of the students enrolled, shall be provided. The room should be carpeted and must be provided with a group amplification unit. B. Resource Room The room need not be as large as a standard classroom. It shall be furnished with appropriate furniture to meet the needs of the students served. It shall have electrical outlets, be well lighted and ventilated, and contain adequate shelving and storage space. Individual amplification equipment shall be provided. 42 C. Room for Itinerant Teacher A quiet room, free from interruptions, with at least two electrical outlets and adequate heat, lighting and ventilation should be provided in each school served. The room shall be large enough to house furniture and equipment for at least five students and one teacher without creating crowded conditions that may constitute a safety or fire hazard. D. Central Office A central office, with adequate space for storage of special equipment, should be provided for the itinerant teacher. v. Responsibilities of Resource and Itinerant Teachers A. Schedule the equivalence of one-half day a week for teacher conferences and for individual student planning. B. Enroll only those students for whom there is a report of a recent otological and audiological evaluation. C. Provide weekly schedules for the director, the principals and the classroom teachers. D. Notify the principals and classroom teachers concerned of any deviation from a schedule. VI. Coordination with Total Program A. Hearing screening of the school population shall not be required as a part of the teacher's regular duties. B. The school principal determines the climate in which the teacher of the hearing impaired works. All schedules and room needs should be cleared with the principal and he should be informed of any variation in schedule. All recommendations concerning children shall be channelled through the principal, and he shall receive notification of parent consultations. C. The regular classroom teacher has the responsibility for the total educational program of each child in his room. It is essential that the itinerant and resource teacher work closely with the teacher of each child in order to schedule the child at the most appropriate time of the day. The progress and needs of the child must be communicated to the classroom teacher so that good practices may be incorporated in the child's daily program. 43 SPEECH IMPAIRED I. Introduction The speech problems of children in public schools, or in any educational setting, present a somewhat different pattern from those encountered in most clinical settings. Although there is some overlapping, we might expect to find a wide range of speech problems--from mild or deviant speech to severe speech and language disorders. The moderate problems are predominant in the educational setting, while the severe speech and language disorders make up the greater portion of a speech therapist's caseload in a clinical setting. Nonetheless, the mild, moderate or deviant speech and language problems of school children present a substantial hindrance to the success of an educator's efforts and a challenge to personnel working in the public school program for speech impaired. II. Definition The public school program for speech impaired shall provide personnel to work with oral communication problems of school children. Speech therapists shall provide therapy for children with oral communication disorders and whose speech differs so far from the speech of others (his peers) that it calls attention to itself, interferes with communication, or causes the child to become maladjusted. In addition they shall also consider working with disordered children and providing remedial services for children whose speech and oral language skills, although not disordered, are deviant and detrimental to the child's benefitting from classroom instruction. II I. Procedures Local school systems shall establish guidelines for the operation of the public school program for speech impaired to meet the unique instructional and therapy needs of the school systems. Each system or group of systems employing speech therapists shall submit in writing a plan for local implementation of a comprehensive public school program for speech impaired to the Program for Exceptional Children for prior approval. This plan shall include: A. A LISTING OF MEMBERS OF THE LOCAL PLANNING COMMITTEE, INCLUDING THE COMMITTEE MEMBERS' TITLES. In an effort to make the program an integral part of the educational program, the planning committee should be representative, including school personnel from special education, i.e., speech therapists presently employed by the system, elementary classroom teachers, curriculum and administration. The parent teacher association or 44 other similar groups should also be represented. A system that does not presently employ a therapist should obtain the consultative services of a qualified speech therapist to work with the committee. A program planned to serve more than one school system should have committee representatives from each system. B. A RATIONALE FOR THE ESTABLISHMENT OF THESE SERVICES IN THE SYSTEM REQUESTING APPROVAL. The guidelines should be developed to support the implementation of a program designed to meet the recognized needs of the children to be served in the program. It is imperative, therefore, that the rationale shall identify both the universal and specific concerns which may justify the establishment of a public school program for speech impaired. C. A DESCRIPTION OF THE POPULATION TO BE SERVED, INCLUDING: 1 NUMBER OF CHILDREN 2. SOCIO-ECONOMIC STATUS OF GENERAL SCHOOL-AGE POPULATION 3 NUMBER OF SCHOOLS AND APPROXIMATE ENROLLMENT IN EACH Not all children are in need of therapy or special speech instruction; however, some systems will have a greater need than others. For appropriate planning, those responsible must know what percentage of the local school population needs to be served by speech therapy. The need for special speech instruction is obviously greater among certain socio-economic groups. This may determine the proposed types of programming or scheduling. D. NUMBER OF SPEECH THERAPISTS THE SYSTEM PLANS TO EMPLOY DURING THE FIRST AND SECOND YEARS OF THE PROGRAM AND NUMBER AND TYPES OF PERSONNEL NEEDED TO IMPLEMENT A COMPREHENSIVE PROGRAM FOR SPEECH IMPAIRED IN THE SYSTEM. The plan shall reflect some anticipation on the part of the local school system as to projected needs for staffing. These projected needs should assist administrators in the recruitment of qualified personnel. E. JOB DESCRIPTIONS FOR SPEECH THERAPISTS TO BE EMPLOYED, INCLUDING: 1. APPROXIMATE CASELOAD FOR THERAPY WITH INDIVIDUALS AND SMALL GROUPS 2 APPROXIMATE CASELOAD FOR LARGE GROUPS (I. E ., WORK IN ORAL COMMUNICATION SKILLS) INCLUDING MAXIMUM AND MINIMUM SIZE 45 3 NUMBER OF SCHOOLS TO BE SERVED UNDER A AND B 4. NUMBER OF SCHOOLS TO BE SERVED BY EACH SPEECH THERAPIST 5. DESCRIPTION OF THE TYPES OF SPEECH IMPAIRMENTS TO BE SERVED BY EACH THERAPIST A system shall utilize the skills of personnel employed in the program to their utmost effectiveness and capabilities in serving the speech impaired children in the system. Realistic grouploads and caseloads for speech therapists should demonstrate the system's awareness of their capabilities. A description of the job tasks expected should facilitate the effective functioning of employees in the school program. F. DESCRIPTION OF FACILITIES TO BE PROVIDED IN EACH SCHOOL, INCLUDING: 1. LOCATION WITHIN THE SCHOOL BUILDING 2 GENERAL ACCEPTABILITY OF ROOM FOR THERAPY PURPOSES 3 OTHER USES MADE OF THE ROOM 4. ANY GROSS DEVIATION FROM APPROPRIATE FACILITIES WHICH MAY INTERFERE WITH THE EFFECTIVE UTILIZATION OF A ROOM FOR THERAPY SHOULD BE POINTED OUT G. DESCRIPTION OF SPECIAL MATERIALS AND EQUIPMENT TO BE PROVIDED EACH 'lYPE PERSONNEL IN THE PROGRAM FOR SPEECH IMPAIRED, INDICATING WHICH WILL BE AVAILABLE AT EACH SCHOOL. Appropriate materials and equipment should be furnished in adequate quantity to enable the speech therapist to do an effective job. Many of these materials and pieces of equipment cannot be transported from school to school and should, therefore, be available in each schooL H. AMOlUNT OF FUNDS TO BE ALLOTTED EACH THERAPIST EACH YEAR FOR PURCHASE OF MATERIALS AND SUPPLIES. Funds should be bUdgeted for the replacement of expendable ma.terials and supplies and for the purchase of new materials and equipment. Understandably, new units will require more funds than renewal units. The system shall indicate the amounts allotted for each type unit. I. ARRANGEMENT OF SCHEDULE S OF PERSONNEL. C~ographic distribution, availability of space and size of schools, number of personnel and needs of children create unique situations in each school system. This is a primary reason for encouraging school systems to participate in the planning of their program. The provision of adequate 46 service to each child enrolled and the effective utilization of personnel, however, shall be the primary criteria used in planning and scheduling. I. A GRAPHIC AND WRITTEN DESCRIPTION OF THE ADMINISTRATION AND COORDINATION OF THE PROGRAM. Efficiency and effectiveness of personnel working in the program will be enhanced by a well-defined description of lines of authority and responsibilities. Such a description should outline staff relationships of speech consultants and speech therapists to classroom teachers, principals and other administrators. J. A STATEMENT DESCRmING THE EFFORTS OF THE LOCAL SCHOOL SYSTEM TO INFORM SCHOOL PERSONNEL SYSTEMWIDE OF THE GOALS AND ADMINISTRATION OF THE PROPOSED PLAN. The pUblic school program for speech impaired should be an integral part of the total instructional program. The program should provide an ancillary service to children who need this special help, to improve their chances of benefitting from the regular educational program. It is imperative, therefore, that all school personnel have a clear understanding of the purposes and goals of the program. K. A STATEMENT OF THE LOCAL SUPERINTENDENT ENDORS ING THE PROPOSED PLAN. As chief administrator, the local superintendent must endorse the plan proposed by subordinates as one that is practical and feasible for the local school s,ystem. IV. Continuation of Plan Continued approval of state-allotted units shall be contingent upon the local school system maintaining the standards established by the school system endorsed by the Speech Therapy Advisory Committee, and approved by the Program for Exceptional Children. The local guidelines should be given annual review by the local school system and the local professional advisory committee. Revisions must be approved in writing by the Program for Exceptional Children. In addition, any system using special speech teachers must submit to the program for Exceptional Children an outline of their specific usage.