C. Part B funds are viewed as being used to produce a catalytic effect in the States, as opposed to providing continuous basic support services. Projects under Part B include such items as diagnostic services, curriculum development, instructional material, equipment, leadership activities, in-service staff training, etc. Impact on Mentally Retarded During fiscal year 1973, about $37.5 million was obligated for the Part B program. Of this amount about $12 million was expended in the area of mental retardation, providing direct services to 64,000 mentally retarded children. In 1974 the Part B appropriation increased to $47.5 million; $15 million of which provided direct services to 80,000 mentally retarded children. During 1975 and 1976, we are estimating that we shall be serving the same numbers of mentally retarded children. The purpose of the P.L. 89-313 Amendment to Title I of the Elementary and Secondary Education Act is to provide assistance to the States for the education of handicapped children in State-operated and State-supported schools. A new provision, beginning in fiscal year 1975, requires that if a child is transferred from a State-operated or supported school to one operated or supported by a local school system that the P.L. 89-313 funds follow him there. During recent years, as local facilities for the handicapped have increased, State schools have found the composition of their resident populations changing from the mildly handicapped to large percentages of children who are severely méntally retarded, and those who have serious handicaps in addition to mental retardation. Model and pilot programs for these types of children have been conducted under P. L. 89-313 in many States. These funds have enabled institutions and agencies to develop programs for children who have not previously been considered capable of responding to educational or rehabilitative services. The results in many instances have been encouraging and special educators and staff in residential institutions and day classes have raised their levels of expectations for such children. While this program originally had a relatively limited funding, significant results have been realized, especially in terms of planning for comprehensive services. During fiscal year 1973, of $75.9 million expended, about $46.9 million was in the area of mental retardation, serving about 98,760 children. During fiscal year 1974 about $85.8 million was appropriated for this program. Of this amount, about $52.5 million went to mental retardation, serving about 103,600 mentally retarded children. In fiscal year 1975 we estimate that we will be serving 112,400 mentally retarded children. Special Services Branch Programs for the Severely Handicapped A. Purpose The Special Services Branch of the Division of Assistance to States monitors two special programs directing attention to severely handicapped children and youth. "Telecommunications for Severely Handicapped Children and Youth Who are Homebound," was designed to explore the effectiveness 50-132 O 75 pt. 1 24 B. of modern telecommunications technology in the provision of educational/ training services to those severely handicapped children and youth who are homebound due to restricted mobility or other aspects of social performance of physical involvement. Programs for Severely Handicapped Children and Youth provides for the funding of projects which would provide in conjunction with relevant public and private agencies and organizations within a State, (a) a plan for comprehensive services designed to meet identified, developmental needs of severely handicapped children and youth; (b) a model, demonstration program providing direct educational and/or training services for these children and youth which can ultimately be replicated State-wide and throughout the nation; and (c) a dissemination strategy whereby information about exemplary program activities or elements will be made widely known to both professional and nonprofessional personnel working with or interested in the education/training of severely handicapped children and youth. Assessment Needs It is estimated that nearly one million severely handicapped children and youth are totally excluded from the educational system of our nation. At least 300,000 others are not receiving adequate services. The principal problems delimiting the delivery of effective educational/ training services to severely handicapped children and youth, in those areas where such services are mandated or supported, include: (1) extensive deficiencies in personnel with expertise and experience; (2) lack of adequate, functional facilities; (3) general void of appropriate curricula, methodologies, and education/training programs; (4) scarcity of specialized materials and equipment; (5) limited child and youth identification; diagnostic, prescriptive and placement services; and (6) a general apathy or lack of concern for the needs of such persons, as well as the near nonexistence of advocate groups organized and functioning on their behalf. The extreme shortage of adequate facilities, staff, and programs, has in many instances limited placement options for severely handicapped children and youth to already overpopulated institutions where, with a lack of funds, facilities, and staff, it has been impossible to provide little more than custodial care. Under more fortunate circumstances there may be more appropriate programs as institutions, and a variety of education/training service capabilities in home communities through mental health clinics, group home, halfway houses, and interim care placement centers. The States of Washington and New York are among those implementing some of these techniques. The "Rosenberg Report", a study in New York State in 1969, found that almost one-third of the retarded children and adults institutionalized by the State could be placed in the community if there were appropriate mental health and day-school facilities for them. At the present time, adequate facilities for such placements are very limited. Among the most isolated of all severely handicapped children are those who reside in the nation's "training schools for the retarded and mental hospitals for the emotionally disturbed." Many of these institutions are located far away from any developed community; often those in larger cities are in relatively isolated or inconvenient locations. Children in these institutions rarely leave the grounds of the facility and are almost never given the opportunity to participate in the educational programs of the local school district. ! Despite programs administered under legislation such as P.L. 89-313, amendment to Title I, ESEA, which helps to serve nearly 175,000 children in State-operated and State-supported educational programs, tens of thousands of children are left on their own to pass their days without constructive educational programs or social therapy. Such critical personnel shortages exist, that often when services are provided, these services constitute little more than routine custodial care. The failure to educate or train is still commonplace despite mandatory education laws and United States District Court statements. Pennsylvania Association for Retarded Children et al v. Commonwealth of Pennsylvania et al. states that every retarded child is capable of receiving some form of education and that the Commonwealth must provide a free public education in accordance with every child's abilities. Ꭰ. In fiscal year 1974, ten programs and five telecommunication programs were funded for the severely handicapped. The ten programs, totaling $2,246,659, will be set up as model demonstration programs to be replicated throughout the States. The five telecommunication efforts, totaling $1,557,477, deal with Telecommunications for Severely Handicapped Children and Youth who are Homebound. Telecommunications can be a link between severely handicapped children and the improvement of their social skills and enrichment of their general life situation. The following is a brief synopsis of "Telecommunications and Programs for Severely Handicapped Children and Youth." Historical Overview and Future Goals The Bureau of Education for the Handicapped has been particularly interested in launching a concerted effort on behalf of the severely handicapped because of the demand and apparent need for services to this population, the difficult financial position of local and state governments, and the extent of successful activities conducted in the programs for deaf-blind children, funded by the Bureau over the past several years. Through the BEH objective and activities addressed to the needs of severely handicapped, we will undertake cooperative planning with related Federal agencies and with State departments of special education to target resources at this population. There will be a program of technical assistance to State education agencies to improve both their management and planning techniques so as to make maximum use of all Federal resources that can be dedicated to the needs of the severely handicapped. The specific strategy proposed for implementation by BEH during fiscal year 1975 as an initial thrust toward meeting the educational/training needs of severely handicapped children and youth is: to develop and refine a national compact between BEH and selected States on the education and training for the severely handicapped. A tentative plan for such an agreement has been drafted to incorporate the major service delivery problems that will have to be considered, resolved and funded from State and Federal sources. The current intent is to discuss this plan in whole and in the broad spectrum encompassed by its several parts, with selected States. The objective of this year's activity is to engage in a dialog with these States to determine the feasibility and possible deficiencies of the task required to launch the implementation stage of such a national plan. In furtherance of the intent of this year's activity, it is visualized that we would pursue this effort along two lines: (a) E. a technical assistance colloquy with the several States to explore various areas of mutual concern, and (b) the development of bench-mark data to be used tentatively in a preliminary assessment of the scope, quality and breadth of the plan. Impact on the Mentally Retarded The following statistical analysis denotes the current participants in "Programs and Telecommunications for Severely Handicapped Children and Youth." As it reflects in the data presented, 46% of the children served were considered to be severely mentally retarded and 28% were considered to be Multi-Handicapped. In terms of money expended, the percent reflects approximately: $1,749,903 to be expended on behalf of severely mentally retarded and $1,065,158 on behalf of the multi-handicapped. B. The purpose of this program is to "provide through a limited number of model centers for deaf-blind children, a program designed to develop and bring to bear upon such children, beginning as early as feasible in life, those specialized, intensive professional and allied services, methods, and aids that are found to be most effective to enable them to achieve their full potential for communication with and adjustment to, the world around them, for useful and meaningful participation in society and for self-fulfillment." These centers will develop and provide services to children who are Historical Background, Legislation and Funding Public Law 90-247 was signed on January 2, 1968. This legislation was the nation and left many children with auditory and visual impairments, Total funding approved for Centers and Services for Deaf-Blind Children is as follows: 3832 deaf-blind children are in various types of educational programs located in public and private institutions and state hospitals for the mentally retarded. Some of the types of services offered by the DeafBlind Program are as follows: 1. Full and part-time education services (both residential and day.) |