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The article reports on the Council for Exceptional Children (CEC) Policy Statements approved by the Delegate Assembly in the U.S. The Organization and Administration for Special Education policy statement is prepared by the CEC Policies Commission and is originally derived from a paper by Ernest Willenberg. Such statements suggest some of the major principles on which a special education administrative organization should be based. Special education shares with regular education the basic responsibility of public educational systems to fulfill their right to education for every child.

The article focuses on the proposed policy statements by the Council for Exceptional Children on the organization and administration of special education in the U.S. It informs that the statements were developed from a paper by Ernest Willenberg, in collaboration with Evelyn Deno, Paul Voelker, Paul Mckinnon and Willard Abraham. The statements were first published in the February 1971 issue of "Exceptional Children." The article outlines the major policies on which a special education administrative organization should be based.

This paper reviews several programs for children with special needs, from historical perspectives, current involvements, and one particular orientation, called the ‘child development model.’ With respect to programs based on the child development model, it is recommended that each state consider planning toward the eventual organization of a child development agency, responsible for all children with special needs, irrespective of their characteristics, educational attainments, and prognoses. Further, it is recommended that, to the degree programs encourage and support the maintenance of children in community environments, they should be rewarded in both specific and general ways; and for purposes of better guaranteeing human rights and due process, citizen advisory and other advocacy groups should be organized throughout a state and given such support as would be needed to make these groups active and responsive grass roots partners in policy and decision making. [ABSTRACT FROM AUTHOR]

The passage of legislation concerning the development of adequate educational programs for the gifted and handicapped children has been supported by The Council for Exceptional Children acting in unison with various organizations. This paper presents (a) a brief review of CEC's past efforts to improve federal legislative provisions; (b) organizational policy statements that were adopted in order to increase CEC's effectiveness as an instrument for the encouragement of legislation for handicapped children; and (c) a look into the future of special education based on current trends. [ABSTRACT FROM AUTHOR]

The article reports on the consortium of the Instructional Materials Reference Center at the American Printing House for the Blind Inc., the Illinois Center for the Visually Handicapped and the center at Michigan State University as requested by the sponsor, the U.S. Office of Education. The three centers are to work cooperatively to insure an evenness in quality of information and resources for the visually impaired students of teachers and administrators in the nation. An invitation was made by the consortium to teachers, administrators and related personnel interested in curriculum, resources and instructional systems for these pupils to use the available services and to take part in the common undertaking for their education improvement.

The author depicts one cooperative state-university approach to implementing the federal directives for preparing supervisors and directors of special education programs for exceptional children in state and local school systems. Internship experiences which are provided graduate students in the state's special education section, in the field, and in intermediate, county, and city school systems are outlined. The underlying theme is the need for sound theoretical and course work background in the administration and supervision of special education services, coupled with broad practical internship experiences in supervision and administration. Additional needs for the extensive consideration of issues and problems involved in special education programing are indicated. [ABSTRACT FROM AUTHOR]

The article reports on the criticism thrown by the community to the little school store that had been long operating since 1932 as accounted by the headline in the local newspaper in the U.S. This public relations (PR) problem developed because the former administration never explained as to why or how the store was operated for the last 20 years. And in order for the new school administration to handle the growing PR conflict, they circulated a questionnaire explaining the store's importance and polling the public's opinion on the store's termination. Surprisingly, 12 percent of the respondents voted for no. Meanwhile, a committee of teachers were accounting the store's monthly sales and income before community and business clubs.

Two recent amendments to The National Defense Education Act of 1958 enlarged its scope to include the education of exceptional children. The new Title XI allows colleges and universities to plan institutes in critical subjects for teachers of exceptional children. The amended Title ill provides for instructional materials to be used for all school children, including the exceptional. This paper briefly presents the Titles' provisions and indicates those who would be eligible. [ABSTRACT FROM AUTHOR]

The article reviews several legislation addressing the funding of special education in the U.S. Its main purpose is to review approaches of funding for special education, the limitations of these methods and the responsibilities involved. The author argues that a dilemma has existed, namely adequacy and equity. Funds are insufficient and are distributed unequally, according to sentiments from court actions. She reviews the state's fiscal support procedure according to: 1) unit financing 2) weighted formula system 3) percentage reimbursement 4) personnel reimbursement 5) straight sum reimbursement and 6) excess cost formula.

The article presents a study which determines the implications of one legislative provision on the education of handicapped children in the private sector in New York. The study found out that there was a wide range of usage among school districts in the state of a provision which permits the positioning of handicapped children in private facilities as an alternative to providing services within the local public school system. And there is no proof that the variance of usage of the provision is associated with demographic or economic factors.

A review of articles and comments emanating from Dunn's (1968) criticisms of the education of the mildly retarded is presented to analyze some of the facets of the current controversy. Many writings prior and subsequent to Dunn's are cited to show a growing disenchantment with the current course of special education and the lack of viable alternatives currently available. The review is concluded with an emphasis on change rather than reaction and on the desire that inappropriate practices be altered rather than abolished as advocated by some writers. [ABSTRACT FROM AUTHOR]

Two notions about the delivery of services to disadvantaged, deprived, and mildly retarded children are advanced: (a) that insufficient attention has been given to the ]act that certain special education labels imply deficiencies and shortcomings in children and (b) that no systematic inquiry has been made of children's perceptions of the labels and services offered them. Analyses of data from several studies involving more than 10,000 public school students, graduates, and dropouts; college students; prospective and inservice teachers; and counselors revealed (a) that children reject the labels culturally disadvantaged and culturally deprived as descriptive of themselves, (b) that acceptance of such labels is associated with lowered school attitudes, (c) that teachers hold lowered expectations for performance of the deprived and disadvantaged child, (d) that the educable mentally retarded report (and teachers confirm) stigma associated with special class placement, and (e) that few strategies for the management of stigma in classes for the educable mentally retarded have been developed by teachers. [ABSTRACT FROM AUTHOR]

The need for a system of special education which covers all aspects of interprofessional and interagency relationships is discussed. Related problems are: that many general classroom teachers may not be ready to include the handicapped in their classes, that principals generally have little academic background on the needs of the handicapped, and that teacher education programs need to have broader certification requirements in the special education field. [ABSTRACT FROM AUTHOR]

This article considers the advantages and problems of labeling and suggests that the controversy over to label or not label is not the real issue since some children will be hurt by either decision. The author proposes and discusses a 2 year special education contract which would mitigate the damaging effects of labels in children with mild handicaps.

An overview of education of the deal in the Soviet Union is presented with emphasis on the system known as neo-oralism. Educational services available to children at the preschool, elementary, secondary, and postsecondary, levels are described. Changes from the traditional pure oral method to neo-oralism are outlined. Components include Active participation of the child, use of fingerspelling with very young children, and the concentric speech method. Implications for education of the deaf in the United States are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the growing concern for improving special education services and educational practices in meeting the needs of exceptional children in the U.S. Exceptional children needed specialized educational programs that would be essential for their development as members of the society. The role of the school had been questioned and educational policy decisions have to be made that will show the commitment of the educational system for creating opportunities of learning to every child including the handicaps.

The article focuses on the task of the Division of Training Programs of the Bureau of Education for the Handicapped to contribute to the efforts of the professional community in creating an effective national pattern of teachers training to guarantee the best educational practices of handicapped children and youth in the U.S. A new type of grant-Special Project has been implemented by the Division to allocate funds for conceptualizing new models of training program. It is also preparing activities that will enhance the quality of the reward scheme.

Recent federal support programs for education in the United States have emphasized innovation and evaluation. Little attention has been given to the evaluation problem. Special education bears a special responsibility because it has been a favored area in recent federal legislation. Despite many difficult technical and psychological problems, efforts must be made to meet the rising problem of evaluation. [ABSTRACT FROM AUTHOR]

The purpose of this report is to help prospective applicants present the best possible applications for grant support under Public Law 88-164, as amended by Public Law 89-105. In order to do this, a study was made of all applications submitted to but not funded by the Handicapped Children and Youth Grant-in-Aid Program. Twenty-four shortcomings were found to occur repeatedly. A number of suggestions are presented to help applicants avoid these problems. [ABSTRACT FROM AUTHOR]

The program for the preparation of professional personnel in the education of handicapped children and youth under Public Law 85-926, as amended, is described. The activities conducted by the professional staff of the Office of Education in the administration of this grant program are summarized. These activities include site visits to colleges, universities, and state educational agencies, consulting with professional persons in special education, planning and holding conferences, and preparing publications. Data regarding grants in the various areas of the handicapped awarded to colleges, universities, and state educational agencies during the past two award years are presented. A brief discussion of future trends in the program is included. [ABSTRACT FROM AUTHOR]

The future strength of the United States rests on the best possible education for all children. In 1963, Congress responded to the educational needs of handicapped children with the passage of significant legislation. As yet, Congress has not determined the role of the federal government in the education of the gifted. The author would welcome proposals for such participation from the profession. [ABSTRACT FROM AUTHOR]

The article comments on the major problems facing special education in the U.S., particularly in the area of manpower and professional training of special education teachers. The upgrading of the proficiency of the teaching staff will do more to improve special education. It has been suggested that there should be a differentiation made between research and reporting and much upgrading to be needed. The research problems include scientific investigations of the problem of placement, investigations of the needs of small towns, additional study of the financing of special education programs, and the study of the attitudes of normal people toward the handicapped.

The article provides information regarding the quality of education provided to special children in the U. S. The problems associated with education for special children is the shortage of trained teachers and the lack of understanding on the needs of the special children by the community and state. Several bills were passed concerning special education and rehabilitation but a special legislation is preferred than the general school aid bills. For about 75 percent of special children denied from special education, the government and all other agencies must make their part for the provision of better quality of education.

The article reports on the coordinated efforts of the community in vocational training for people with mental disabilities. The law and legislation in Minnesota plans to implement an educational service for children with mental disabilities. This law aims to educate retarded children to make him employable and independent. The plan will be based on research and on the opinions of the community and professional people. The community in Minneapolis works with various individuals, public groups, and agencies to support the social and personal problem associated with mental retardation.

The article presents the speech of Ivan K. Garrison, president of the Council for Exceptional Children (CEC), during the second general session of the 38th Annual Spring International Convention of CEC at Hotel Biltmore in Los Angeles, California in April 1960. He discussed the changes in CEC divergent views about the condition of special education in the U.S. He also shared his accomplishments and the objectives of the organization, as well as the implementation of by-laws and its effect on the organization.

The article discusses functions and roles of modern state department in providing special education services for exceptional children and youth in the U. S. The state department supervises the instructional techniques and practices necessary to fill in the gaps and insufficiencies in the undergraduate training teachers. A role which focuses on teacher-training function to support educational programs foe exceptional children. The state supervision having the dual nature of regulatory-supervisory task and the consultative functions must build a staff-relationship function for the improvement of instruction.

The article focuses on the challenges facing educational organization in the U.S. Example of such challenges include the revolution in the physical sciences, electronics, and technological changes. The advent of technological advances resulted to the demand of new kinds of jobs. Thus, teachers and educators are obliged to introduce changes to students. Furthermore, changes in educational policy are a must in order to provide both teachers and students proper training. Teachers propose that procedures and organization must be constantly reassessed.

The article examines the outlook of education and training for trainable mentally retarded children in the U.S. The state and local laws concerning the schooling of the mentally retarded have different definitions of mental retardation. Therefore, the school administrator must take the leadership to solicit all available resources in order to establish a long range planning for those who will need continuous direction. The school cannot solely tackle the problem confronting the team of community agencies.

The article presents several court decisions related to the education for the exceptional children from 1873 to 1950 in the U.S. In Massachusetts in 1873, a court ruled that actions pertaining to the education of exceptional children in public schools must be taken against the city or town and not against the school committee, which was upheld in 1901 when such action was brought by a parent demanding instruction in public schools for his child. In the case of Ward versus Flood in 1874, the court ruled that school committee acted in good faith in expelling the child who was affecting good order and discipline because the child displayed behaviors consisted of acts of neglect, tricks of playfulness, and inattention to study and regulations of the school.

The article presents several recent developments which have derived from the experience in dealing with the blind child in the public school classroom since 1943 when the so-called Oregon Plan of returning all ninth grade residential school graduates and children of any grade level, who seem capable and adequately prepared to public schools, was initiated. In order to prepare blind children to take full participation in the sighted classroom, a Braille teacher and a vision consultant were employed. In addition, the school for the blind has partnered with the division of special education to organize volunteer readers and some paid readers to record textbooks so that blind children can use the same texts used by their sighted companions.

The article discusses the results of a survey that determines the effect of state administrative structure on identification and service coverage of the nonresidential school age visually impaired children in the U.S. Results showed that to improve coverage there is a need to: obtain more teachers and consultants, develop regional cooperative efforts, obtain additional funds, and coordinate all services to visually impaired school children. The respondents also suggested the purchase of services from public of private agency, better funding patterns and in-service programs.

The article presents a summary of resolution adopted by the delegate assembly of the Council for Exceptional Children (CEC) in the U.S. The Council expresses its appreciation to the local arrangements chairman, Ronald Jones, and to his committee, as well as to the Metropolitan Toronto Chapter and North York Chapter of the Ontario Federated Chapters of CEC, and to the cooperating CEC units for the 40th annual convention. The Council takes note of the creation of a compact of states for the purpose of studying state responsibilities in the roles of education. The Council commends the honorable Terry Sanford and those who have been active with him in this endeavor for their intent to strengthen the base of public education in several states.