DOCUMENT RESUME

ED 051 591 EC 032 428

TITLE Administration: Exceptional Child BibliographySeries.

INSTITUTION Council for Exceptional Children, Arlington, Va.Information Center on Exceptional Children.

SPURS AGENCY Bureau of Education for the Handicapped (DREW /OF),Washington, D.C.

PJB DATE Feb 71NOTE 11p.

EDRS PRICEDESCRIPTORS

ABSTRACT

FDRS Price mr-50..65 HC-$3.29*Administration, Administrative Organization,Administrator Role, *Annotated Bibliographies,*Bibliographies, *Exceptional Child Eduction,Program Development

The bibliography contains 37 references selectedfrom Exceptional Child Education Abstracts relating to administrativeconcerns of special education. Ore in a series of over 50 similarselected listings concerning the education of gifted or handicappedchildren, the tibliography cites research reports, conference papers,journal articles, texts, and program guides on such administrativetopics as professional standards, evaluation methodology, programsuper,,ision, laws and regulations, program development, and teachertraining. Bibliographic data, availability information, indexing andretrieval descriptors, and abstracts are provided for each entry.Author and suLject indexes are also provided. (RD)

U S DEPARTMENT OF HEALTH, EDUCATIONrI s WELFAREOFFICE OF EDUCATION

CrN THIS DOCUMENT E AS BEEN PEPROOULEDEXACTLY AS RECEIVED FFOM1HE PERSON ORORGANIZATION CRIOINAIINC, II POINTS OFVIEW OR DC,NHONS STATED DO NOT F.ECESTAR LY REPRESENT OFFICIAL of VICE OF EDUCATION POS -ICN DA POLICY

ADMINISTRATION

A Selective Bibliography

Febtuary 1971

CEC Information Center on Exceptional Children'The Council for Exceptional Children

Jefferson Plaza, Suite 9001411 S. Jefferson Davis Highway

Arlingzon, Virginia 22202

This bibliography is a product of the Information ProcessingUnit. CEC.ER IC Information Center on Exceptional Children.

The work presented or re potle. r erem was performed pursuant to a grant row The Bureau ofFducat.on for the Handcepoed, VS Office of Educaboe. De ',ailment of Hearth, Education, a ldWelfare. However, the op,hOns expressed herein do not neceSsar.Oy forest the pos!ol or p1: Cof the US Office oT Education and no official endorsement bs, the US Office of Eds...,,ton Shou'dbe inferred.

30o. 4-71

The CEC Information Center on Exceptional Children

With a grant from the IiS Office of Education, the CEC Information Center was established at The Council for

Exceptional Children to serve as a comprehensive source of information on research, instructional materials,

programs, administration, teacher education, methods, curriculum, etc. for the field of special education. The Center

functions as the Clearinghouse on Exceptional Children in the Educational Resources Information Centers (ERIC)

program and also as a member center in the Special Education INIC/RMC Network. In addition, the CEC Center's

program includes a commitment to a concentrated effort towards the c'evelopment of products which will interpret

research results into educational methods and practices.

How to Use This Bibliography

The abstracts in this bibliography have been retrieved, on a selective basis, from the computer stored information

of the CEC Information Center. Abstract:, were selected from the Center's complete holdings on this topic as of the

date indicated.

How to Read the AbstractEach abstract contains three sectionsbibliographic data, descrintors, and a summary of the document. The

bibliographic section provides the document's identifying number (ED and/or EC), publication date, author, title,

source, and availability. The descriptors indicate the subjects with which a dcycunicat deals. The summary provides a

comprehensive overview of the document's contents and in some carsdocument availability is announced here.

Now to Use the IndexesSome bibliographies in ceptional Ch:!dren Bibliography Series contain author and/or subject indexes. In these

bibliographies, readers see, 1g work on a specific aspect of the general topic may coiisult the subject index to be

referred to specific abstract numbers. Abstracts dealing with several topics may be identified by finding the same

abstract number under two or more subjects in the subject index.

How to Purchase DocumentsFor documents available from their publishers, information on price and address is included in the abstract.

Many documents may be purchased in microfiche (a 4" x 6" microfilm card containing up to 70 pages of

information) and/or hard copy (readable size photo reproduced pages) reproduction from the ERIC Document

Reproduction Service. For example, "EDRS indica,es the document may be purchased in microfiche

reproduction and "EDRS mf, he" indicates the document may be purchased in both microfiche and hard copy

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library rate and first class or foreign postage (outside the continental United States) rate will be billed at cost.

Orders should be sent to:ERIC Document Reproduction ServiceP.O. Drawer 0Bethesda, Maryland 20014

No. of Pages

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Cost of Hard Copy

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$19.74$23.03$26.32$29.61532.90

For documents over 1,000 pages in length, add $3.29 for each additional 1-100 page increment.

ABSTRACT 1028')EC 01 0280 ED 017 085Publ. Date 66 9Ip.Profesatoual Standards for Personnelin the F:du,ation of ExceptionalChildren, Professional Standards Pro-ject Report.Council For Exceptional Children,Washington, D.C,EDRS mf

Descriptors: exceptional child educa-tion; standards; professional education;teacher certification; teacher education;professional continuing education; stu-dent teaching; accreditation (institu-tions); teacher education curriculum;emotionally disturbed; aurally handi-capped; speech handicapped; visuallyhandicapped; educational administra-tion; supervision; ethical values; doctor-al programs

Developed by approximately 700 specialeducators over a period of several years.this document is a statement of researchreviev s (publications) education. Stand-ards prtaining to institutions offeringpreparation programs for teachers inspecial education are outlined with sup-plementary standards for the specificareas of behavioral disorders, dear andhard of hearing, gifted, mentally retard-ed. physically handicapped, speech andhearing, visually handicapped, adminis-tration and supervision, and doctoralprograms. Guidelines for the profession-al competencies of students in each areaoutline content of coursework and prat-ticum for general and specialized profes-sional preparation. Responsibilities ofagencies and organizations for programsof continuing education are outlined.The code of ethics of the educationprofession is interpreted as it relates tospecial education. The reference listcites 19 items. This document was pub-lished as stock number 551-20944 byThe Council for Exceptional Children,1201 16th Street, N.W., Washington.D.C. 20036. and is available for 51.25.(S1Y)

P.RSTRACT 10531EC010531 I'D 023 226Publ. Date 68 348p.Self-Study and Evaluation Guide.National Accreditation Council ForAgencies Sees ing The Wind And Visual-ly Handicapped. New York. New YorkSocial And Rehabilitation Service(D/IFIV), Washington, D. C.;American Foundation For The Blind,New York, New YorkEDRS not availableRD-2406-SNational Accreditation Council ForAgencies Serving The Blind And Visual-ly Handicapped, 84 Fifth Avenue, Room501, New York, New York 10011.

Descriptors; exceptional child services;administration; standards; visually

ABSTRACTS

handicapped; agencies; self evaluation;evaluation techniques; financial policy;administrative personnel; volunteers;physical facilities; public relations: finan-cial support; library services; visually'liandicapped mobility; rehabiliiationcenters; social services; vocational train-lag centers; program eva'uation

Standards developed for agencies over a3-year period are presented. The follow-ing are provided or specified: a manualof procedures for agency self-study, anagency and community profile, agencyfunction and structure, financial ac-counting and service reporting, person-nel administration and volunteer serv-ice, physical facilities, public relationsand fund raising. library services, orien-tation and mobility seridce.s, rehabilita-tion centers, sheltered workshops, socialservices, vocational services, an individ-ual staff member information form, andthe evaluation summary and report.Eirections for use are given in each ofthe sections; ;harts, tables, ant' lists ofmembers of the National Ace reditarionCouncil's officers and board of directors,Commission on Accreditation, Commis-sion on Standards, council staff, and thepanei of reviewers for the guide areincluded. (Shi)

ABSTRACT 10532EC 01 0532 ED 022 309Publ. Date 68 213p.Self-Study and Evaluation Guide forSheltered Workshops.National Accreditation C011tbj1 ForAgencies Serving The Blind And Visual-ly Handicapped, Near.. York, New YorkSocial And RehalYilitation Service(Did ENV), Washington. D. C.;American Foundation For The Blind,New York, Newt orkEDRS not availableRD-2406SNations' Accreditation COUtiCil ForAgencies Serving The Blind And Visi al-ly Handicapped, 84 Fifth Avenue. NewYork, New York 10411.

Descriptors: excearioral child services;visually handicapped; vocational reha-bilitation; administration; rating scales;blind; sheltered workshops: programevaluation; evaluation criteria; evalua-tion metliods; evaluation techniques;agencies; personnel: faculty; public rela-tions; financial policy; volunteers; ad-ministraa ive organ iratir n; program eval-uation; personnel evaluation; accredita-tion (institutions)

Developed from a general self-study andevaluation guide, this document is de-signed as an instrument for self studyand evaluation of a sheltered workshopFor the blind which operates as anindependent agency rather than as partof a letter multiservice organization. Itaddition, the volume serves as a guide toart on-site review as part of the accredi-

Administration

k)

cation program conducted by the Na-tional Accreditation Council. Forms anda manual of procedures are provided forevaluation of major aspects of admirds-a- at ion common to any service orgarUza-

including function and structure,financial accounting and ser /ice report-ing, personnel administration and volun-teer service, physical facilities, and pub-lic relations and fund raising. Forms aregiven for comprehensive evaluation ofthe service program conducted by theworkshop. Also included are the individ-ual staff membe. information form, tieevaluation summary and report, andcoding instructions. (AAIJDI

ABSTRACT 10729EC 01 0729 ED N.A.Pub/. Date 63 580p.Dunn, Lloyd M., Ed.Exceptional Children in the Schools.George Peabody College For -reached.,Nashville, TennesseeFEARS not availabletiolt, Rinehart And Winston, lac., 383Madison At enue, New York, New York10017.

Descriptors. ex:eptional child educa-tion; educational needs; administration;program planning; individual character-iLd gifted; instructional materials; ed-ucational programs; incidence; mentallyhandicapped. identification; educablementalh handicapped; trainable mental-ly handicappea; emotionally disturbed;speech handicapped; aurally handi-capped; visually handicapped; physicallyhandicapped; learning disabilities; net:-rologically handicapped; socially malad-justed; deaf; blind- hard of hearina;partially sighted; orthopedically handi-capped

Intended as a sarvey text for collegestudents in special education ea as areference for non-educators associatedwith the schools, the book includes 10chapters by seven authors treating ex-apnoea, children in the schools. Ageneral overview is presented and excep-tionality and the problem of adjustmentare discussed. Areas of exceptionalityconsidered include the educable mental-ly retarded, trainable mentally retarded,gifted, emotionally disturbed and social-ly maladjusted, speech impaired, deafand bard of heating, blind arid partiallyseeing, and crippled and neurologicallyimpaired. Each exceptionality is definedand discussed in terms of pre.atence,identification, characteristics, education-al procedures, and resources. For each,references, films, and resources are list-ed. (LE)

ABSTRACT 18054EC oi 1059 ED NPubl. Date Feb 66 17p.Wittenberg, Ernest P.Organization. Administration, and

Supervision a( Special Ed. cation.Chapter VII, Education of Exception-al Children.Los Angeles City Board Of Education,CaliforniaEDRS not availableReview Of Educational Resaarch: V36NI P134-30 Feb 1966

Descriptors: exceptional child research;administration; special classes; incid-ence; student distribution; comparativeeducation; administrative organization;federal programs: stale programs; com-munity programs; program administra-tion; research needs; research reviews(publications); leaching measods; handi-capped children; legislation; qualifica-tions

Studies corn, tered between 1963 and1965 and concerned with the theory andfunction of acimairster:ag special educa-tion programs are reviewed. Literatureon the rationale for programs treatspublic policy, statistics on needs andservices, scope and characteri'aics ofspecial educaCon groups, a tcl compara-tive special education. The administra-tive structure of federal, state, and localprograms and modification irt programsand procedures are covered. Writings onthe instructional program and its super-aisron, personnel, and needed researchate also reported. A bibliography c a esB9 ilea-A.(SD)

ABSTRACT 11 087EC 01 1087 ED 025 068Publ. Dale 66 393p.Koestler, Frances A., Ed.The Comstae Report: Standards forStrengthened Services.National Accreaaation Council ForAgencies Sec ring The Blind Ard isu al-ly Handicapped, New Yolk, New York.Commission On Standards And Accre-ditation Of Services For The BlindEDRS not availableNational Accreditation Council ForAgencies Serving The Blind And Visual-ly Handicapped, Suite 501, 84 FifthAvenue, New York, New York 10011,

Descriptors: exceptional child services;visually handicapped; standards; admin-istration; administrative policy; admin-istrative principles; confidential records;nondiscriminatory education; tuition;educaticnal programs; library services;yistallo handicapped mobilay ; rehabili-tation centers; sheltered workshopa; so-cial services; personnel; physical facili-ties; public relations; financial polity;agencies; blind; partially sighted; Com-mission on Standards ate Accreditationof Services for the Blind; COMSTAC;National Accreditation Council forAgencies Serving the Blind and VisuallyHandicapped

Printed in large type and intended foragencies serving blind and viauallyhandicapped persons, the report reviewsthe accomplishments of the Commissionon Standards an Accreditation of Serv-ices for the Blind (COMSTAC) and theorganisational structure plans for itsreplacement body, the National Accre-ditation Council for Agencies Serving

the Blind and Visually Handicapped.Statements on polcies and principlestreat confidentiality. fees, and nonaliscrimination, which are incorporatedinto the following 12 standards reportsby a system of cross - reference. The fivesets of standards for administration con-cern agency function and structure, fin-al cial accounting and service reporting,personnel administration and volunteerservice, physical facilities, and publicrelations and fund raising. Seven stand-ards reports for service programs consi-der the areas of education, library, ori-entation and mobility, rehabilitationcenters. sheltered workshops, socialservices, and vocational services. Eachset of standards is preceded by an indexof its contents and followed by airappendix of references. A directory listsperiodicals, pu`aishers, and referencesoaraes. (Author (LE)

ABSTRACT 11291EC 01 1291 ED 024 187Publ. Date 66 83p.Sheltered Workshops; A Handbook.National Association Of ShelteredWorkshops And Homebound Programs,Ira., Washington, D.C.Vocational Rehabilitation Administra-tion (DHEW), Washington, La C.EDRS not availableNational Association Of ShelteredWo %shops And 'lernebaund Programs,Inca 1522 K Street, N. W., Washington,D. C. 2(1005.

Descriptors; exceptional child services;vocational rehabilitation; program plan-ning; administration; personnel: stand-ards; sheltered workshops; la'tor legisla-tion; administrator guides; special s "rv-ices; handicapped; adults

Source materials for the estahlishmentand maintenance of sheltered workshopprograms is arranged in chronologicalorder. Aspects described include plan-ning considerations, ho.v to get masted,program of services, operatitia the work-shop, personnel, slate and federal laborlaws, workshop standards, and the future of the workshop. .appendiats prowide job descriptiors and specifications,cost determination procedures, break-eve n point analysis, a list of regions!offices, a model canstitution, a glossaryof terms, and a bitiography of 25 items.(1.E)

ABSTRACT 11 320Fetal 1320 ED 0'A4 158Publ. Date 67Baumgartner, Bernice B.; aynch, Kath-erine D.Administering Classes for the Retard-ed: What Kinds of Super-Owes AreNeeded?EDRS not availableThe John Day Company, inc.. 62 West45th Street, New York, New York10036 ($3.95).

Descriptors: exceptional child educa-tion; mentally handicapped; administra-tion; teacher selection; special classes;administrative personnel; supervisors;principals; special programs; teachers;

curriculum development; physical facili-ties; inservice teacher education; voca-tional counseling; community programs;identification; community planning; in-sirttctional materials; parent eductaion

Written chiefly for a wide variety ofspecialists who have responsibility forspecial educational provisions for men-tally retarded pupils, the book also isintended for general school and specialeducation administration courses, Eachchapter starts with a set of guidingprinciples, followed by expanded exam-ples, and concludes with a summarywhich highlights the Substance of thechapter. The topics which are exploredinclude a program design for continai,y;identification and characteristics of thementally retarded; the teacher as basisfor an effective curriculum; the role ofthe principal and of the special educa-tion supervisor; the school environment,including the physical plant. supplies,and equipment; inservice education forteachers; parent education; vocationalcounseling, and community planning,programs, and projects. Listings areprovided of 120 references, 15 films(with annotations), and 12 publishers'books for elementary and secondaryclasaes. Appendixes aresent cumulativerecords, special forms for administrtors' use, and special teacher pasparedmaterials. (OF)

A9BSTRACT 11509EC t)I ED 029 407Publ. Date 68 185p.Special study Institute for Adminis-trators of Special Education (Sacramemos October 30 -Nos ember 3,

University Of Sou,haa n California. LosAngeles, Instructional Materials CenterFor Special EducationCalifornia State Department Of SpecialEducation, Los Angeles, Division OfSpecial Schools And ServicesEDRS mf,hc

Descriptors: ex( eptional child educa-tion; administration; curriculum; stateprograms; personnel; program planning;administrator role; behavior change;teacher cirtification; curriculum devel-opment; educational finance; state aid;federal aid; mentally handicapped; arcs-elsool programs; teacher recruitment;community resources; state legislation;CaliforniaThe proceedings include the following:three 'papers on state finance; six onstate legislation: 10 on state. county, andcommunity resources; two on specialeducation administration: seven on re-cc aitment problems and training of per-sonnel; and 11 on curriculum and pro-gram planning. Keynote and banquetaddresses treat administrative problemsand new developments and treads. (I.E)

EC 01 153011530

ED 029 432Publ. Date 68 74p.Thomas, Janet K.Floss to Teeth and Administer Clara asfor Mentally Refolded Children.EDRS not available

2 t aaraionar (nod Itasaaaairay scca

4

1. S. Denison & ompany, Inc., 5100West 82nd Street, Minneapolis, Minne-sota 55431 ($4.98).

Descriptors: exceptional child educa-tion; mentally handicapped; administra-tor responsibility; teacher role; parentparticipation; learning characteristics;staff role; facility requirements; specialclasses: identification; class size; admis-sion (school); parent education: schoolschedules; curriculum planning; studentevaluation; p,...crit teacher conferences;instructional materials: student records;teaching methods

Element; involved in the teaching andadmininering of classes for the mentallyretard NJ are discussed, and the schoolprogram is described. The administra-tor's role and areas of concern aredetailed; and parent teacher conferencesare considered, with six guide sheets andan outline provided. The following arctreated: teacher qualifications, educa-tion, and duties: instructional classroommaterials; primary and intermediatespecial classes; and classroom research.A section concerning cooperation in thelearning process and intended for re-production for parent education distri-bution is included. (3D)

ABSTRACT 11690F.(' 01 1690 ED 030 245Publ. Date 67 217p.Gearheart. B. R.Administration of Special Education;A Guide for General Administratorsand Special Educators.EDRS not availableCharles C Thomas, Publisher. 301-327East Lawrence Avenue, Springfield, Illi-nois 62703 IS8.50).Descriptors: exceptional child educa-tion; administration; administrator re-sponsibility; program development;mentally handicapped: professional per-sonnel; financial support; school dis-tricts: cooperative programs; state super-visors; physicians; vocational counsel-ing; program evaluation; legislation;teacher education; handicapped child-ren; organizations (groups); public rela-tions. administrative problems; I os An-geles Study

A guide for general and special cducation administrators presents an overviewof special education programs. World-wide development of special school pro-grams and the ;resent scope of specialeducation ace considered. Also consi-dered are the following: finances; cooperative special education districts: prob-lem areas in administration; growinginterest in adminiv.:rlion: duties of localadministrators; special education leader-ship at the local level; the role ofphysicians and vocation.-.1 rehaailitationcounselors; and five suggestions for edu-cators. Edward Meyen discusses pro-gram development for the mentally re-tarded. Appendixes include the summa-ry, conclusions, and recommendationsof a study in I Os Angeles and a programfor the preparation of professional per-sonnel in the education of handicappedchildren Twenty-nine general and 27curriculum references are cited, 11 K)

A dr,r,Ir at inn

ABSTRACT 11898EC 01 1898 ED 028 582Publ. Date 6£, 131p.Blessing. Kenneth R.. Ed.The Role of Resource Consultant inSpecial Education.Councll For Exceptional Chiidr-n,Washington. D. C.EDRS mfThe Council For Exceptional Children,1201 Sixteenth Street, N. W., Washing-ton, D. C. 20016 WC $3.50 Paper:54.95 Cloth).

Descriptors: exceptional child educa-tion; resource teachers; adininistration;supervisory activities; handicappedchildren; visually handicapped; aurallyhandicapped; emotionally disturbed;mentally handicapped; speech therapy;gifted; physically handicapped; learningdisabilities: administrator responsibility

After au overview by Kenneth R. Bless-ing, eight positional papers col-cider therole of the resource consultant in var-ious area of special educatioo anddiscuss the current and envision theFiture consultant role. Lou Alonso andCharles E. Henley treat the area of thevisually impairer,: Hazel Bothweli. thehearing impaired; Peter Knoblock, theemotionally disturbed: Grace J. War-kid, the mentally handicapped: JuneBigge, the physically handicapped: andRuth A. Martinson, the gifted. Alsodiscussed are the state consultant inspeech correction and the consultant forchildren with learning disabilities. PrsWes of the contributors are provided.(JD)

ABSTRACT 11974EC 01 1974 ED 031 006Puhl. Dare May 68 126p.Birch, Jack W., Ed.Designs for Organising and Administering Special Education; Proceed-ings of a Looperatise Work-Eonferonce (Atwood Lodge, Hellroy, Ohio.May 9.10, 1968).Ohio Stat: Department Of Education,Columbus. Division Of Special Educa-tionOffice Of Vesication 11711 LW), Washing-ton. D. C'.BURS mf.hc

Descriptors: exceptional child educa-tion: administration: program planning;handicapped children; classification:grouping (instructional purposes); professional personnel: educational facili-ties; program evaluation;technology: regional programs: instruc-tional materials centers: identification:vocational education: learning disabili-ties; demography; administrator respon-sibility: state programs

Papers included are the following: de-si.,1 for organizing and adrnin Actingspecial education by Paul R. Ackermanand William C. Geer; indications ofpatterns and trends in special education.by Mervin e. Beekman; the organizationof special education services, by JohnW. Kidd: and organization and adminis-tration of special education. by Harrie

Selznick. Other topics discussed are

the national legislative and ad ministrarive scene, the problem of built-in atti-tudes of educators, directions forchange. mobilization of multi-discipli-nary resources and their utilization forfulfillment of the special needs of theexceptional child, reactions to the pap-ers and presentations, and a discussionsection among conference participantsand consultants. (1.E)

ABST RAC- 11986

EC' 01 1986 El) 051 018Publ. Date Nov 68 87p.Training 'Institute in Adm:nistrationof Special Education (lasses (HiltonHawaiian Village, Honolulu, llaw;fili.Novi mber 6,7.8,1968).Hawaii Stale Department Of Education,HonoluluOffice Of Education (DREW), Washing'ton. D. C.EDRS mf.hc

Descriptors: exceptional child educa-tion; educational programs; educationalneeds: administration; identification;teacher education: self concept; voca-tional adjustment; learning disabilities;trainable mentally handicapped; physi-Hy handicapped; learning characteristics:mentally handicapped: educable mental-ly handicapped; incidence; stale pro-grams; diagnostic teaching; instructionalmater ials; agency role: Council forExceptional Children

Included in the proceedings are papersby Flans M ayr on the nature of specialeduection, by Marvin Beekman on real-istic goads for the handicapped, by Er-ne-i Willenberg on 1-. ends in identifica-tion f ham ;:apoed students, by WayneLaicc on instructional materials forsprcinl educatior. and by John Kidd onthe leadership role of the Council forExceptional Children. Panel discussionsco Isider the leaning process and educa-tional planning and trends and issues inad ministration and supervision. Groupdiscussions and evaluations are outlined.as is a report of 75 individual evaloa-Oen s of the training institute. OD)

ABSTRACT 20165

FC 02 0165 ED 011 834Pt bl. Date 69 244p.Valeit, Robert E.Flog ramming Learning Disabilities.ERRS not availableFear:in Publishers. 2165 Park Boule-vard Palo Alto. California 94306.

Descriptors: exceptional child educa-tion: learning disabilities; program plan-ning. psychoeduc at ional processes; eval-uation methods; psychological es altia-tion; diagnostic leaching: reinforcement:sensory integration; perceptual motorccordination; administrative policy;identification; records (forms): teachingmethods; instructional materials; classorganization: classroom design; ancil-la y services. clinical diagnosis

Written primarily kir use by personscencioned with the establishment andoperation of leaning disability pro-grams. the text presents a rationale forprogiairing. definitions- examples. and

3

educational rationales for basic learningabilities, and a model school districtpolicy statement. Preliminary screening.psychological evaluation, a developmen-tal task approach to education. the diag-nostic-prescriptive teacher, and the de-velopment of sensory-motor and percep-tual skills are discussed. Suggestions aremade for prescriptive programing andprogram organization; the rationale andmethods for behavior modification andsupporting programs and services areconsidered. Sample letters, forms, andrecords, behavior rating scales, evalua-tion sheets, schedules, lists of equipmentand supplies, and lesson plans are prosided. tieJ)

AB5/1 PACT 20823EC 02 0823 ED 032 689Publ Dale 69 256p.Do :' F. W.Laws and Regulations Relating toEducation and Health Services forExceptional Children in California.California State Department 01 Educa-tion. SacramentoOffice Of Education 1DHEW), Washing-ton, D.C.EDRS mf,hc

Descriptors: exceptional child s"rvices:health services; slate programs; educa-tional legislation; legislation; legal re-sponsibility; state departments of ....duca-tion; educational finarn:e: student trans-portation; administrative organization;educational programs; adult education:superintendent role; state legislation;federal legislation; handicapped child-ren: special schools; teacher certifica-tion; CaliforniaA compilation of laws and regulationspertaining to the provisions of educationfor exceptional children includes Mea-sures passed in the following areas:general provisions and organizationalstructure of the public school system;the educational program and personnel;property.. traniporlation, and finance:and educational institutions, libraries.and miscellaneous provisions. Contentsalso include the provisions of govern-ment code regulations, health and safelycodes. and the welfare and institutionscode; the California AdministrativeCode, Title 3, Education. and the Cali-fornia Administrative Code, Title 17.

Public Health are also giver. (WW)

ABSTRACT 20950EC 02 0950 ED 033 490Publ. Date Aug 68 77p.Means, Howard: Hammett. RonRehabilitation Programs in the Pub-lic Schools; Handbook for Counse-lors and Supervisors.Rehabilitation Services AjministrationILMIEW). Washington. D. C.;Office Of Education ILMIEW). Washing-ton. D.C.EDRS mf,hc

Descriptors: exceptional child services;vocational education: mentally handi-capped: work study programs: vocation-al rehabilitation: educable meniallyhandicapped: administration: adminis-trative personnel. junior high school

4

students; physically handicapped; coop-erative programs; job placement; pro-gram budgeting; expenditures; staff role,student evaluation; work experienceprograms: agency role

The work experience program of theDepartment of Vocational Rehabilita-tion, which provides vocational, educa-tional, and social experiences for men-tally handicapped adolescents while theyare still in the school setting. is de-scribed. Information is give.. on theDepartment's responsibilities. on meth-ods used to bridge the gap between thestudent's school experiences and gainfulwork experiences, and on ways to assistin the evaluation cf the student's poten-tial and to b. ing ancillary services to thestudent which schools cannot provide.Program funding. administrative struc-ture, guidelines for implementing theprogram, and descriptions of the in-school work experience program. thePhysically disabled program. and thejunior high program are outlined. Anappendix provides samples of a pro-posed budget, office supply list. groupcounseling topics, and other informationon program provisions. (WW)

ABSTRACT 21077EC 02 1077 ED N.A.Publ. Date Jan 64 IJIp.Standards for State Reiddentidl lnstilotions for The MentaPy Retarded,31onovapli Supplement,AAMD Project On Technical PlanningIn dental Retardation Columbus, OhioNational Institute Of Mental i.calthIDHEW), Washington. D.C.EDRS not availableAmerican Association On Mental Deli.ciency. P. 0. Box 96. Willimantic. Con-necticut 06226 ($3.00).American Journal Of Mental Deficien-cy; N'68 N4 Jan 1964

Descriptors: exceptional child services:mentally handicapped; standardr; insti-tutions; residential schools: public facili-ties; administrator guides. instLtuiionalfacilities: ease records: institutional per-sonnel: evaluation criteria; special serv-ices; physical facilities; educational pro-grams; employment qualifications; ad-mission criteria; administrative policy

A manual of standards, offering season-able levels of operation, is presented andis considered attainable in state institu-tions by 1974 without disruption to theeconomy of any state. The minimalstandards involving the philosophy,practices. and goals of institutions are asspecific as possible. Included are stand -ards on management services, admissionand release, institutional programing.personnel training and staff develop-ment. physical plant. records. repots;,,g.and research. (LE)

ABSTRACT 21476EC 02 1476 FD 034 354Publ. Date 69 62p.Guidebook for Classes in Special Edu-cation.Arkansas Stale Department Of Uduca-lion. Little Rock. Division Of Instruc-

lional ServicesEDRS mf.hc

Descriptors: exceptional child educa-tion: handicapped children; administra-tion: program planning; educable men-tally handicapped; trainable mentallyhandicapped; visually handicapped;learning disabilities; aurally handi-capped; orthopedically handicapped;speech therapy; home ..istruction; homeeconomics; vocational education; teach-er certification; administrator responsi-bility; teacher responsibility: classroomdesign; Arkansas

Statements are made concerning thephilosophy of special education classes,the role of the State Department ofEducation in them (including tack-ground and financial assistance availa-ble), and the steps in setting up a specialeducation program (administrative res-ponsibilities, selection and placement,and parent consultation). Programs arediscussed in terms of eligibility, classsize and age range, physical plant, edu-cational program, and teacher rcqvire-ments. Program standards included atethose for educable retarded, trainableretarded. children with learning disabili-ties. visually handicapped. hard of hear-ing, orthopedically handicapped, child-ren with special health problems, speechtherapy, homebound instruction, andeducational examiners. Standards forscheduling, reporting. and dismissal, vo-cational training in home economics,and cooperative programs are also rre-sented DM)

ABSTRACT 21418EC 02 1478 10 034 356Publ. Dale Jun 69 43p.Regulations and Procedures; Pro-gram for Es.ceptional Children.Georgia State Department Of Educa-tion, Atlanta. Division Of Special Edu-cation And Pupil Personnel ServicesEDRS mf,hc

Descriptors: exceptional child educa-tion, handicapped children; state pro-grams: educational programs; emotion-ally disturbed: aurally handicapped: ed-ucable mentally handicapped; trainablementally handicapped; multiply handi-capped; speech hr,ndicapped; visuallyhandicapped; learning disabilities: psy-chological services; administrative poll-Cy; Georgia

Discussed are the support of the StateDepartment of Education. the responsibilities of a program for exceptionalchildren, responsibilities of the localschool sistem, and teacher approval andcertification. A definition, types of pro.grams. enrollment and placementequipment and facilities, and goals areprevented for each of the followingexceptionalities: emotionally disturbed.heering impaired. the hospital or homebound, educable menially retarded,Ira nable mentally retarded, multiplyhandicapped. speech impaired. and s is-ually impaired, Information is a'so pre-scr led On psychological services antispecial learning (pill

(pi anal (11t1,1 81h1t..Frart

ABSTRACT 21987EC 02 1987 ED 036 000Publ. Date 69 107p.Freeland. Kenneth H.High School Work S'udy Program forthe Retarded; Practical Informationfor Teacher Preparation and ProgramOrgar'zation and Operation.EDRS not availableCharles C Thomas, Publisher, 301-327East Lawrence Avenue, Springfield, Illi-nois 62703.

Descriptors: exceptional child educa-tion; mentally handicapped; work studyprograms; program planning; adminis-trator guides; program administration;classroom arrangement; recordkeeping;records (forms); teacher qualifications;school community relationship; infor-mation dissemination; instructor coordi-nators; interviews; employers; educablementally handicapped; vocational edu-cation; labor laws; public relations

Intended for both school and nonschoolpersonnel, the text treats work studyprograrning for educable mentally hand-icapped students at the secondary level.Information is provided c,.ncerning thestructure and objectives of work studyprograms as well as the required compe-tencies and resp snsibilities of the teach-er-coordinator. Guidelines are includedfor setting up a new program, for organ-izing the classroom for program instruc-tion, and for developing a record system.a school-public information plan, and asystem to interview prospective employ-ers. Program (aviation is defined interms of legal requirements, employ-ment limitations, and time allocation forthe teacher-csordinator's duties. Furtherguidelines for conducting the programspecify means of maintaining etfectiverelation and suggestions for tivt substi-tute teacher. Reports and forn.s arelisted and samples of them are append-ed. (JD)

ABSTRACT 22004EC 02 2004 ED 036 017Publ, Date May 69 88p.Goodman, Elizabeth M.Directory of Programs for the Educa-tion of Handicapped Children In theU.S. Office of Education.Office Of Education WHEW), Washing-ton. D. C., Bureau Of Education ForThe HandicappedEDRS mf,hc

Descriptors: exceptional child educa-tion; handicapped children; program de-scriptions: directories; federal aid: spe-cial services; agency role; program de-velopmr i r; grants: program administra-tion; feoeral legislation; professional ed-ucation; teacher education; researchprojects: educational programs: con-struction programs; U.S. Office of Edu-cation

The directory identifies the responsibili-ties and programs for the education ofhandicapped children by the U.S. Officeof Education and describes the purpose.size, and scope of effort of these pro-grams. 1 he major section of th docu!Lent covers divisions within the Bureau

Admini.tranon

of Education for the Handicapped, theBureau of Elementary and SecondaryEducation, and the Bureau of HigherEducation. Other bureaus covered areAdult. Vocational, and Library Pro-grams, Educational Personnel Develop-ment. Research, and the Office of Con-struction Service. The role of each bu-reau or division is discussed. Types ofbenefits and responsibilities are tabulat-ed for each program and the piece oflegislation which goes with it. An alpha-betical index to programs and a categor-ical index are also included. (RJ)

ABSTRACT 22196EC 02 2196 ED 037 846Put/. Date 69 32p.Report of Institute on the Administra-lion of Special Education,Mississippi State Department Of Educa-tion Jackson, Division Of InstructionEDRS mf,hc

Descriptors: exceptional child educa-tion; administration; educational legisla-tion; handicapped children; program ad-ministration; cooperative programs; ed-ucational trends; administrator responsi-bility; educational finance; vocationaleducation; educational programs; publicrelations; instructional materials cen-ters; student placement; teacher educa-tion; interagency cooperation; federalaid; Elementary and Secondary 'Educa-tion Act, Mississippi

\V. Owens Corder discusses the role ofthe special -.location supervisor inpromoting his program and describestrends in special education. Questionsraised by the institute participants andinvolving various aspects of administra-tion are listed; presentatior.s by mem-bers of the stale department of educa-tion are summarized concerning provi-sions of the Elementary and SecondaryEducation f ct and the cooperativeagreement between the state vocationaleducation division end the special education office. An institute critique isincluded. OD}

ABSTRACT 22261EC 02 2261 ED N.A.Publ. Date 69 48p.Smith. Cc B. And OthersReading Problems and the Environ-ment: The Prinripars Role, TargetSeries Book One--The Principal.Indiana University, BloomingtonOffice Of Education WHEW), Washing-ton. D.C., Bureau Of ResearchFURS not availableInternational Reading Association. 6Tyre Avenue. Newark. Delaware 19711.

Descriptors: exceptional child educa-tion; reading; reading difficulty; readingprograms; reading research; principals;environmental influences; program plan-ning: community involsement; measure-ment techniques: case studies (educa-tion); administrator guides; remedialreading: remedial reading programs: ed-ucational diagnosis: Detroit (MichiganPortsmouth tVirginial; Indianapolis I In-dianal

Designed to give school principals ideasabout environmental causes of reading

problems and to suggest adjustments byschools, the monograph summarizes re-search. des:ribes new and st ccessfulprograms, and makes recommendationsfor setting tip programs. Relationship ofhome environment to reading is dis-cussed. Examples of programs designedto overcome environmental deficienciesare described. Information is providedon problems and techniques involved inmeasuring and evaluating reading per-formance. Steps in establishing readingprograms are listed. The appendix pre-sents a summary of research on adminis-trative arrangements for overcomingreading problems. Other monographs inthis series on reading disabilities aredirected toward the teacher, the readingspe cialist, and the administrator. IXIS)

ABSTRACT 22262EC 02 2262 ED N.A.Publ. Dale 69 55p,Smith, Carl B. And OthersEstabtishirg Central Reading Clinics:The Administrator's Role. Target Se.ries Book TwoThe Administrator.Indiana University, BloomingtonOffice Of Education ;DREW), Washing-ton, D. C., Bureau Of ResearchFURS not availableInternational Reading Association, 6Tyre Avenue, Newark, Delaware 19711.

Descriptors: exceptional child educa-tion; educntional diagnosis; learning dis.abilities; readir4;: reading difficulty;reading programs; reading research;program planning; case stueLes leduca,lion); administrator guides; administra-tor role; remedial reading; reading clin-ics

Designed for superir tendents and othertop-level administrators, the monographidentifies severe reading disabilities, de-scribes types of clinics or diagnosticcenters, and pros ides helpful data con-cerning establishment of reading clinics.Characteristics of severely d'sablesireaders are described. The work of bothuniversity chilies and public school clin-ics is discussed and sketches of someschool clinics are provided. ConsideraLions in setting up a clinic program arcdiscussed including selection of children.testing. staffing and training. services.cost, facilities. and coordination. Stepsror sealing up a clinic are listed. Appen-dixes include a sample book list for areading clinic, a listing of universityreading clinics that treat severe readingdisabilities, and a summary of researchon overcoming reading problems. Othermonographs in this series on readingdisabilities are directed toward theteacher, the reading specialist. and theprincipal. Od 5)

ABSTRACT 22548EC 02 2548 1-D 038 819

Pu!,I. Date 169) 20p.Russell. Robert W.Administrative Design and Organiza-tional Procedures for Working withEducationally Handicapped Children.FURS mf,hcAn Address Presented To the AmericanAssociation Of School Administrators

(Atlantic City. New Jersey. February 16.19701.

Descriptors: exceptional child educa-tion: learning disabilities; educationalneeds; intervention; learning character-istics; identification; educational pro-grams: resource teachers; professionalpersonnel

Children with learning disabilities areconsidered with reference to educationalneeds, professional knowledge charac-teristics, definition, and incidence. Ad-ministrative solutions are then delineat-ed. including early identification, specialclasses, resource rooms, supportive andconsulting personnel, inservice educa-tion for regular class teachers, and longi-tudinal programing ranging from pres-chool through high school. (JD)

ABSTRACT 22580EC 02 2!80 ED 038 823Publ. Date 70 45p.Mooney. Thomas J.Special Education( Developing a

Comprehmsive Program. Croft headership Action Folio Number 24.EDRS not availableCroft Educational Services, Inc.. 100Garf :Id Avenue. New London. Con-necticut 06320.

Descriptors: exceptional child educa-tion; administration; program planning;administrator guides; handicappedchildren; supervisors; department direc-tors (schools); school superintendents:educational programs; program develop-ment

Three-part guidelines detail the develop-ment of a comprehensive special educa-tion program. The first part dealingwith planning and °the, administrativetasks, is addressed to the superintendent:the second, outlining the actual mechan-ics of establishing a program, is for thespecial education director; and the third,covering day to day operation of theprogram, is for the classroom supervi-sor. Each part incluths six or sevenexhibits. 1.1

ABSTRACT 22587EC 02 2587 ED N.A.Publ. Date 70 48p.Guidelines for the Collection, Alaintenonce, and Dissemination of PupilRecords.EDRS not availableRussell Sage Foundation. 230 Park Ave-nue, New York. New York 10017.Report Of A Conference On 1 he EthicalAnd Legal Aspects Of School RecordKeeping (Sterling Forest, New York.Slay 25.28,1969)

Descriptors: recordkeeping; data collec-tion; confidential records: student re-cords: reports; administrator guides:classification: case records: records(forms)

Resulting from a conference on ethicaland legal aspects of school record keep-ing. the report presents a set of guide-lines for formulating school policiesabout pupil records. Specific topicstreated are collection of data. classifica.

6

tion and maintenance of data, adminis-tration of security. and dissemination ofinformation regarding pupils. Includedis information to aid in the interpreta-tion and implementation of the guide-lines. Hypothetical cases are provided.Sample forms are included. (HIS)

ABSTRACT 22880EC 02 2880 ED 040 532Publ. Date 70 58p.Handbook for Administrators: AGuide for Programs for the MentallyRetarded.Tennessee State Department Of Educa-tion, NashvilleEDRS mf.hc

Descriptors: exceptional child educa-tion; state programs: mentally handi-capped; administrator guides; programadministration; educable mentally haid-icapped; trainable mentally haia.;:-capped; educational programs: programevaluation; Tennessee

Guidelines are provided for the develop-ment and operation of Tennessee pro-grams for the mentally handicapped.information on the two separate educa-ble and trainable programs covers goals.administration, and instructional pro-gram. Guidelines for evaluation are alsopresented: a list of services is appended.(1 D)

ABSTRACT 22903EC 02 2901 ED 040 555Publ. Date 69 52p.Meierhenry, Wesley C.Planning cot the Evaluation of Spe-cial Educational Programs: A Re-saurce Guide.Nebraska University, LincolnOffice Of Education (DIIEW). Washing-ton, D. C., Bureau Of Education ForThe HanuicappedEDRS mf,hcOEG-0 9-372160-3553(032)

bescriptors: exceptional child research:administration: program evaluation:evaluation techniques: cuucational pro-grams; educational objectives; programplanning: educational finance; consult-ants: resource centers: information dis-semination

Developed along will-) a tape-slide pack-age, the guide covers evaluation of spe-cial educational programs. Robert Mc-Intyre discusses evaluation for decisionmaking: Victor Baldwin considerssources of help and how' to use them:and Helmut Hofmann treats objectivesas guidelines for action, dzta collection,and hu.'get planning and evaluation,Wesley Meierhenry describes what andwhen to evaluate as well as repottingand dissemination: he also lists refer-ences on evaluation. ()D)

ABSTRACT 22999EC 02 2999 FILPubl. Date 70 383p.GOO., Dorothy: Al-Saadi. I uctiaHelp Mr. A Way to Guide TroubledYouth.FDRS not availableThomas Publications I td . Box 208,

Kaukauna. Wisconsin 541301512.501.

Descriptors: exceptional child services:emotionally disturbed; residential pro-grams; p'...chotherapy; adolescents;group living: program descriptions; in-stitutional facilities; institutional admin-istration

Residential treatment in a specializedopen grog p setting for emotionally dis-turbed adolescents is the topic of a bookon group living therapy. The planning ofa therapeutic milieu, both the conceptsand the mechanics of operation, focuseson an institution where emotionally dis-turbed adolescents live normal lives in ahomelike setting with multidisciplinaryprofessional supervision, but the princi-ples of operation are applicable to otherchild care institutions also. Attention isgiven to physical requirements in themilieu (physical plant. food. clothing.medical program) and programing. Theprograming discussion considers allength the organization of staffing.placement. therapy, education, employ-ment, le'sure, transportation, and dis-charge planning. Finally, a portion ofthe book is designed as a manual to beused in establishing a group living thera-py situation. The manual contains pract-ical, mechanical details of operation,policies, and summaries of philosophyin ea..) of the areas previously devel-oped in the presentation of programing.(KW)

ABSTRACT 23292EC 02 3292 ED 034 904Publ. Date Jan 70 62p.State Legislation for Children withLearning Disabilities. CLC Statered-rral Information Clearinghouse forExeeption-I Children Series on Gov-ernment and the Exceptional Child.Volume I.Council For Exceptional Children. Ar-lington. VirginiaOffice Of Education (DREW). Washing-ton. D. C.FMB inf,hcDescriptors: exceptional child educa-tion; state legislation; learning disabili-ties: educational programs; state laws:special classes: admission criteria: ad-ministrator responsiblity; school dis-tricts: what)l district spending: adminis-trative policy; school attendance laws:financial support; definitions; specialservices

The first in a series of reports on theexceptional child and government. thepublication is compiled from the laws ofthe 50 slates and is specifically directedto the child w 'th learning disabilities.Not ir,cluded are the laws of states inwhich the learning disabled receive serv-ices when no specific legal provisions atemade (an umbrella law covers all excep-tional children) or when services basebeen extended isy broadening legal la-bels such as crippled, maladjusted. orhealth impaired. 1 he document is updat-ed through 1969: more current informa-tion will become available from theState-Federal Information tearing-house. Laws are cited from the follow ing

I bit Ft:hri,g,rf,

states: California, Colorado. Conneci-cut, Delaware, Florida. Hawaii, Idaho.Massachusetts, Nevada, New Jersey.New Mexico, Oklahoma. Oregon. Penn-sylvania, South Dakota. Texas, Wash-ington, and West Virginia. (R.J)

ABSTRACT 23433EC 02 3433 ED 041 404Publ. Date Jun 68 235p.Gibbons. PatrickAdministrator's Handbook for SpecialEau, ation in Ohio's Schools.Ohio State Department Of Education.Columbus, Division Of Special Educa-tionEDRS mf,hc

Descriptors: exceptional child educa-tion; hats licapped children; state pro-grams; adidnistrationl standards; legis-lation: administrator guides: profession-al personnel; therapy; instructional materials; special services; residentialschools; aural.,' handicapped; physicallyhandicapped; neurologically handi-capped; educable mentally handicapped;visually handicapped; emotionally dis-turbed: Ohio

Designed as a reference to help schoolaeministrators provide programs andservices for exceptional children inOhio, the handbook contains generalinformation on the following: stale lawsfor special education, role and functionof the professional staff, registration ofeducat;onal materials for the visuallyhandicapped, the federal program forpure, ase of textbooks and materials lotthe visually handicapped, policies andreporting procedures on research anddemonstration projects, admission pro-cedures for the Ohio Schools for theBlind and for the Deaf. procedures forpre-approval of units. the Special Educa-tion Instructional Materials Cent.preparation of professional personnel inthe education of handicapped childrenSPublie l aw 85-926 as amended), andfederal assistance f die education ofhandicapped children under fide VIA.Elementary and Secondary EducationAct. Public Law 89-10, as amended.Program standards and procedures arespecified for individual instructionalservices, transportation of handicappedchildren, boare:ing homes for physicallyhandicapped children. legal dismissalfrom school. and for units for the follow-ing exceptional children and services:deaf, hard of hearing. crippled. visuallyhandicapped. neuroloe.ically handi-capped. emotionally liandicapped, educ-able mentally handicapped, speech andhearing therapy. child-study services.OD)

ABSTRACT 23536LC 02 3536 1717 042 271Publ. Date 68 116p,Raffet ty. ManSpecial (lass Programs for Intellec-tually Gifted Pupils.California Slate Department Of Educa-tion. Sacramento, Projo.A. latent

,111, ht,

Office Of Education (DfIEW). Washing-ton, D. C., Cooperative Research Pro-gram``:DRS mf,hc

Descriptors-. exceptional child educa-tion: gifted; program evaluation; group-ing (instructional purposes); administra-tion: ability grouping; program adminis-tration; screening tests; evaluation. meth-ods; program guides; inservice teachereducation; admission criteria; specialclasses; curriculum development; stu-dent attitudes; student evaluthion

A project to develop instructional andevaluative procedures for special classesof intellectually gifted students in gradesfour, five, and six was developed as partof California Project Talent. Two dem-onstration programs were observed eaera 3-year period: the two classes wareall-Jay, full-week programs for childrenwith al IQ of 130 or over. The followingaspects of the classes are described:administrative procedures and organiza-tion, selection of students, curriculumdevelopment oriented to the learners.provisions for professional education ofteaching personnel, and evaluation byinformal and formal measures. Ro-om-mendations are made for each of ;heareas discussed. A reference list cites126 items. (SF"

ABSTRACT 23543EC 02 3543 ED 042 276Publ. Date Feb 70 87p.Training Institute in Administrationof Special Education Classes (llcmlu-lu, Hawaii, November 6.8, 1968).Hawaii State Department Of Education.Honolulu, Office Of Instructional Serv.:nesED RS mf,hc

Descriptors: exceptional child educa-tion; handicapped children; gifted; edu-cational administration; institutes (train-ing programs): professional training; ed-ucal:cnal planning. conference reports;identification; instructional materials

fht proceedings of the training instituteinclude papers by Flans Myer on thenature of special education, goals for thehandicapped by Marvin Beekman, iden-tification of handicapped students byErnest Willenberg. instructional materi-als by Wayne Lance. and the rove of theCouncil for Exceptional Children byJohn Kidd. Transcriptions are providedof panel discussions on the learningprocess and educational planing and ontrends and issues in trin-Mislration andsupervision. Also presented are the evaluation of the Institute and group discus-sions. 11 01

ABSTRACT 23557EC 02 3557 ED 042 290Publ, Date Nov 69 37pThe Role of the Public School Admin.istritor Related to Special EducationPrograms. Proceedings of CM Special

9

'tudy Imiiiute IRestchester County,`se.. )ork, November l3 -15, 1969).

t'nivervity Of New York Albany,h. it, I du-r.ri.ar Department

i)RS mf.hc

1) c,c- ;riot s: exceptio.tal child research;administration: administra-

t sonnr1; administrator attitudes;,lisrittlies (training programs); specialirit.--scst regular class placement: ;riser-vice education; Special Education Ad.1.,ir :sir ,tiori Task Simulation Game

N.neteen general education e.dministra-i..is w iih no special education trainingor csperience, the majority of thembui.Jing principals. at'. nded a specialstudy irt-titute These they participatedin the SEA r5 (Special Education Admini hation Task Simulation) Game,de coped by Daniel Sage for use intraHing special education administra-t-r s. A semantic differential VC, Of 10cOnCCI's depicting issues in special eclu-c,ti ion (integration and coordination)uns .stered at the beginaing andc..,J of the institute: change m the de-sircJ s'.res iion resulted for nine of thecor...-er,s and statistically significantchants for three of them. On an inter-view schedule given at the insitit-te'sclose. a number of participants madeverhel commitments to actual behavior-al changes. (JD)

ABSTRACT 23569EC 02 3569 ED C42 302Publ. Date Jan 70 58p,IAA:Wines. fer Programs for E,:cep-Contd. Children and Youth In Ken-tucky Public Schools.Kentucky State Department Of Educa-tion, Frankfort, Division Of Special Educ alienEDRS mf,hc

Descriptors: exceptional child educa-tion; state programs; program adminis-tration; program guides; administratorguides; educational prograr s; specialclasses; vocational education: specialprograms; professional personnel; in-structional materials; handicappedchildren.. Kentucky

Information in the guidelines for Ken-tucky' programs for exceptional childrenincludes administration of classroomunits and criteria for s...ecial classes andprograms in the areas of crippled andspecial health problems. home and hos-pitalieed instruction. trainable and eslut-Jble mentally handicapped, deaf, hard ofhearing, reurolojically impaired, emo-tionally disturbed speech handicapped.and visually handicapped. Also consideroi are the work study program coor-dinator. the textbook program for thevisually impaired, summer enrichmentprograms. and federal scholarships forpreparation of professional personnel.

7

Baumgartner, Bernice B 11320.Birch, Jack W. Ed 11974.blessing. Kenneth R, Ed 11898.Doyle. F W 20823.Dunn, Lloyd M, Ed 10729.Freeland, Kenneth H 2. 37.Gearheart, 4 R 11690.

Ability Grouping 23536.Accreditation (Institutions) 10280,

10532.Administration 10280, 10531-10532.

10729, 11054. 11087. 11291, 11320,11509, 11690. 11898. 1 1974 11986,20950, 21476. 22196, 22580, 22903.23433, 23536, 23543, 2355/.

Administrative 0-ganization 10532.11054,20823.

Administrative Personnel 10531, 11320.20950. 22251. 23557.

Adminiwative Policy 11087, 20165,21077, 21478. 23292.

Administrative Principles 11087.Administrative Problems 11690.Administrator Attitudes 23557.Administrator Guides 11291, 21077,

21987, 22261-22262. 22580, 22587.22880, 23433, 23569.

Administrator Responsibility 1(530.11690, 11898. 11974. 21476, 22196,23292,

Administrator Role 11509, 20823,22262.

Admission Criteria 21077. 23292.23536.

Admission (School) 11530,Adolescents 22999.Adult Education 20823.Adults 11291,Agencies 10511-10532, 11087.Agency Role 11986, 20950,'2004.Ancillary Services 20165.Arkansas 21476.Aurally Handicapped 10280. 10729,

11898. 21476. 214,8. 23433.Behavior Change 11509.Blind 10532. 10729. 11087.California 11 CnQ 20823.Case Record, 21077. 27'57.Case Studies Education/ 22261-22262.Class Organization 20163.Class Size 11530.Classification 11974, 22587, 23292.Classroom Arrangement 21987.Classroom Design 20165,21476.Clinical Diagnosis 20165.Commission On Standards And Accre-

ditation Of Services For The Blind11087.

Community Plenning 11320.Community Programs 11054. 11320.Community Resources 11509.Community Role 22261.

AUTHOR INDEX

Gibbons, Patrick 23431.Goodman, Elizabeth NI 22004.Goon, Dorothy 22999.Koestler, Frances A, Ed 11087.Means, Howard 20959Meierhenry, Wesley C 22903.slooney.ThontasJ 22580.

SUBJECT INDEX

Comparative Education 11054.Conference P.eports 23583.Constru.:tion Programs 22004.Consultants 22903.Cooperative Programs 11690, 20950.

22196-Council For Exceptional Cnildren

11986.Curriculum 11509.Curriculum Development 11320. 11509.

11530. 23536.Data Collection 22537.Deaf 10729.Demography 11974.Diagnostic Teaching 11988. 20165.Directories 22004.Doctoral Programs 10280.Educable Mentally Handicapped 10729,

11986, 20950, 21476. 21478. 2190.22880, 23431.

Educational Diagnosis 27261.22262.Educational Facilities 11974.Educational Needs 10729. 11986.

22548.Educational Objectives 22903.Educational Planning 23543.F.lucational Programs 10729, 11087.

11986, 20823, 21077, 2.478, 22004,22196. 22548. 22580, 22880. 22903,237.92, 23569.

Educetional Trends 22196.Hemel tary And Secondary Educator'

Act 22196.Emotionally Disturbed 10280, 10729,

11898, 21478, 22999. 23433.Employment Qualifications 21077.Environme,:tal Infliences 22261.Evaluation Criteria 10532, 21077.Evaluation 51 ethods 10531-10532,

20163. 22903 23536.Exception.) Child Education 10280,

10729. 1132' 11509, 11530, 11690,11898, 11974, 11986. 20165, 21476,21478. 21987. 22004, 22196. 22261-22262. 22548, 22580, 22880. 23;92,23433, 23536. 23543. 23569.

Exceptional Child Research 11054,22903, 23557.

Exceptional Child Services 10511.10537 11087, 11291. 20823. 20950,21077. 22999.

Expenditures 20950. 25792.Facilities 10531. 11087. 1132 ), 11530.

21077.Federal Aid 1130n, 22004, 22196.

Rafferty, Max 23536Russell, Robert W 22548.Smith, Carl B And Others 22261-22262.Thomas, Janet K 11530.Valet', Robert F 20165.Wil!enberg, Ernest P 11054.

Federal Legislation 20E23, 22004.Financial Policy 10531-10532, 11087.

11509. 208 3, 22196. 22903.Financial Support 10531, 11505, 11690.

20823, 23292.Georgia 21478.Gifted 10729, 11898, 23536, 23543.Grants 22004.Grow; Using 22999.Grouping (Instructional Purposes)

1,974. 2351(.-Handicapped 11291.Handicapped Children 11054, 11690,

11898. 11974. 20823. 21476. 21478,22004. 22196. 22580, 23433. 23543.23569.

Hard Of Hearing 10729.Health Services 20823.Home Economics 21416.Home Instruction 21476.Identification 10729, 1 1120. 11530,

11974. 11986, 20165, 22548, 23543.Incidence 10729, 11054, 11986.Indiana 22261.Individual Characteristics 10729.Innarmation Dissemination 21987,

22903.Insery ice Education 10280,23557,Inservice Teacher Education 11320.

23536.Institutes (Training Prorrarns) 23543,

23557.Institutional Administration 22999.Institutional personnel 21077.Institutions 21077, 22999.Instructional Materials 10729, 11320,

11530, 11986. 20165. 23433, 23543.23569.

Instructional Materials Centers 11974,22196.

Instructional Staff 10537...Instructor Coordinators 21987.Interagency Cooperation 22196.Intervention 22548.

iews 21987.lob Placement 2095C.Junior 13.gh School Students 20950.Kentucky 23569.1 abor Legislation 11291, 21981.1 earning Characteristics 11530. 11986,

22548.Learning Disabilities 10729. 11898.

11974, 11986, 20165, 21416. 21478.12262, 22548. 23292.

Legal Responsibility 20823.

urpnonal hi'd l3,hlwitary Sr rn,

10

Legislation 11054, 11509. 11690, 11974,20823, 22004, 22196, 23292, 23433.

Library Services 10531, 11087.Los Angeles Study 11690.Measurement Techniques 22261.Menially Handicapped 10729, 11320,

11509, 11530, 11690, 11898, 11986,20950, 21077, 21987, 22880.

Michigan 2226:.Mississippi 22196.Moral Values 10280.Multiply Handicapped 21478.National Accreditation Cout,cil For

Agencies Serving The :3/ind Ind Vis-ually Handicapped 11087.

National Programs 11054.Neurologically Handicapped 10729,

23433.Nondiscriminatory Education 11087.Ohio 23433.Organizations (Groups) 11690.Parent Education 1,1320, 11530.Pa rt nt Role 11530.Parent leacher Conferences 11530.Partially Sighted 10729, 11087.Perceptual Motor Coordination 20165.Pcrsonnel 10532, 11087, 11291, 11509.Personnel Evaluation 10532.Physically Handicapped 1072. , 11898,

11986, 20950, 21476, 23433.Physicians 11690.Preschool Education 11509.Principals 11320, 22261.Professional Education 10280, 22004,

23543.Professional Personnel 11690, 11974,

22548, 23433, 23169,Program Administration 11054, 21987,

22004, 2296, 22880, 23536, 23569.Program Budgeting 20950.Program Descriptions 22004. 22999.Program Development 11690. 22004.

22580Program Evaluation 10531.10532,

11690, 11974, 22880, 22903, 23536.Program Guides 23536, 23569,Program Planning 10729, 11291, 11509.

11974. 20165, 21476, 21987, 2226)-22262,22580, 22903.

Psychoeducational Processes 20165.Psychological Evaluttion 20165, 21478.Psychotherapy 2299°.Public Facilities 21077.Public Relations 10531-10532. 11087,

11690, 21987, 22196.Qualifications 11054.Rating Scales 10532.Reading 72261-22262.Reading Clinics ',2262.Reading Difficulty 22261. 22262,Records (Forms) 11087, 20165, 21987,

22587.Region.; Program: 11974.Regular Class Placement 23357.Rehabilitation Centers 10531, 11087.Reinforcement 20165.Remedial Reading 22261-22262.Remedial Programs 22261.Research Needs 11054.Research Projects 22004Research Reviews (Publications} 11054.Residential Programs 22999.Residential Schools 21077, 23433,Resource Glides 22903.Resource Teachers 11898, 22548.Scheduling 11530.School Attendance Laws 23292.School Community Relationship 21987.School Districts 11690, 23292,Screening Tests 23536,Self Concept 11986..7,0f Evaluation 10531.Sensory Integration 20165.Sheltered Workshops 10532, 11087.

11291,.1 Services 10531, 11087.

Socially Maladjusted 10729.Special Classes 11054, 11320, 11530,

23292, 23536, 23557.23569.Special Education Adm.nist7alion Task

Simulation Game 23557.Special Schools 20823.Special Services 11291, 21077, 22004.

23292, 23/ ,3.Speech Handicapped 10280, 10729,

21478.Speech Therapy 11898, 21476.Staff Role 11530, 20950.

Standards 10280, 10531, 11087, 11291,21077, 23433.

State Aid 11509.State Boards Of Education 20823.State Legislation 11509. 20823, 23292.State Programs 11054, 11509, 11974,

11986, 20823, 21478, 22880. 23433,23569.

Student Altitudes 23536,Student Evaluation 11530, 20950,

23536.Student Placement 22196.Student Records 11530, 22587.Student Teaching 10280.Superintendents 20823, 22180.Supervision 10280, 11898Supervisors 11320, 22580.Teacher Certification 10280, 11509,

20823, 21476.Teacher Education (02E0, 11690,

11986, 22004, 72196.Teacher Qualifications 11320, 21987.Teacher Recruitment 11509,Teacher Role 11530, 21476.Teachers 11320,Teaching Methods 11054. 11530, 20165.Technology 11974.Tennessee 22880.Therapy 23433,Trainable Mentally Handicapped 10729,

11986. 214'4, 21475, 22880.Transportation 20823Tuition 11087.U.S. Office Of Education 22004.Virginia 22261.Visually Handicapped 10280, 10531-

10532, 10729, 11087, 1)898, 21476,21478, 23433.

Visually Handicapped Mobility 10531,11087.

Vocational Adjustment 11986.Vocational Counseling 11320, 11690.Vocational Education 11974, 20950,

21476, 21987, 22196.23569.Vocational Rehabilitation 10531-10532,

11211, 20950,Vo10nteers 17531-10532.

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