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EDUCATIONAL BULLETIN

EXCEPT/ONAL
CHILDREN

Administrative Guide

for
Speech Correction Programs

In Local School Districts

Published by

DEPARTMENT OF EDUCATION
WENDELL P. BUTLER
Superintendent of Public Instruction
Frankfort, Kentucky

ﬁ
ISSUED MONTHLY

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

POSTMASTER: SEND NOTICES OF
CHANGES OF ADDRESS ON FORM 3579

VOL. XXXI SEPTEMBER, 1963 NO. 9

TABLE OF CONTENTS

FOREWORD _______________________________________________
INTRODUCTION __________________________________________
1. STATE DEPARTMENT OF EDUCATION _____________

II. LOCAL SCHOOL DISTRICT _________________________
School Superintendent _____________________________
Building Principal ________________________________
Supervisor _______________________________________

III. SPEECH CORRECTIONIST ___________________________
Location—Testing ____________________________________
Selection ___________________________________________

Degree of Severity _______________________________
Type of Problem ________________________________
Intelligence Level ______________________________
Maturity Level __________________________________
Prognosis _______________________________________
Speech Improvement _____________________________
Grouping _________________________________________
Scheduling _________________________________________
Facilities and Equipment ___________________________
Classroom ______________________________________ 20
Central Office __________________________________ 20
Teaching Aids and Materials _______________________ 20
Expendable Materials ____________________________ 21
Equipment _______________________________________ 21
Professional Status ________________________________ 21
Professional Organizations __________________________ 22
Records and Reports _______________________________ 23
State Reports ____________________________________ 23
Local Reports __________________________________ 24
Records _________________________________________ 24

CLASSROOM TEACHER _____________________________ 26
PARENTS _______________________________________________ 28

REFERRAL AGENCIES _____________________________ 30

BIBLIOGRAPHY AND SOURCE MATERIALS __________ 32
Books ____________________________________________ 32
Pamphets ________________________________________ 33
Source Materials __________________________________ 34

VIII.

APPENDIX _________________________________________ 35
A. Certification Requirements for Public School

Speech Correctionist _________________________________ 35
B. Criteria for Classroom Unit for Teachers of

Exceptional Children ______________________________ 37
C. Semi—Annual Speech Correction Unit Report __________ 41
D. Final Annual Report For Speech Correction

Programs ___________________________________________ 42
E. Suggested Teacher Referral Form _____________________ 44
F. Suggested Report Form to the Classroom Teacher _____ 44
G. Suggested Educational History Report Form __________ 45
H. Suggested Case History Report Form _______________ 46
I. Suggested Individual File Card Form _______________ 49
J. Suggested Report Form For Parents _________________ 49

_____ 35

_____ 37
_____ 41

FOREWORD

This Educational Bulletin contains guide lines for the adminis-
tration of public school speech correction programs in Kentucky.
These guide lines pinpoint the responsibility of the Division of Special
Education, Department of Education, the local school district, the
classroom teacher, the parents and the speech correctionist.

In this Bulletin, you will find suggestions for enrollment, group-
ing, supervision, selection, diagnosis, materials and reference informa-
tion to assist in the development of a speech correction program in
a local school district. It is emphasized that the material presented
in this Bulletin is not regulatory in nature, but merely suggestions and
recommendations. However, implementation of these recommenda—
tions should enhance the success of a speech correction program.

Appreciation is expressed to Mr. Donald Clopper, former Super-
visor in the Division of Special Education, who had the primary re-
sponsibility for the preparation of this Bulletin.

Wendell P. Butler
Superintendent of Public Instruction

INTRODUCTION

Man’s ability to communicate with his fellow man is one of the
prime requirements of our modern society today. The most important
facet of present day mass media of communication is that of speech.
Speech provides men with the opporunity to share their thoughts with
one another and to expand their horizons of learning and understand-
ing. Without speech, man is lost from his society, unable to work and
live fully with his fellow man. A child whose speech is not under-
standable, or who speaks in a manner that causes him embarrass-
ment'or ridicule, has lost his place in the world of other children and
adults.

Basically, a speech correction program functions to provide as
much assistance as necessary to help the speech handicapped child
overcome his problem and attain his individual place in his society.

It is the purpose of this guide to provide school administrators,
Classroom teachers and parents of speech handicapped children with
an understanding and a knowledge of a speech correction program.
Further, it will familiarize these persons with their individual roles
in such a program. Finally, as an assistance to the beginning speech
correctionist, this guide contains a detailed resume of the suggested
procedure to be followed in starting a new speech correction program.

The most important objective of this guide is to aid in the de-
velopment of a better understanding of public school speech cor-
rection programs by administrators, teachers and parents. It is hoped
that the speech correction program will become a more efficient,
effective integral part of the school and community as a result of
this bulletin.

Stella A. Edwards, Director
Division of Special Education

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STATE DEPARTMENT OF EDUCATION

State-wide responsibility for providing leadership and guidance
to public school speech correction programs in Kentucky is invested
with the staff of the Division of Special Education in the State De-
partment of Education. The Division carries out administrative and
consultative services that provide assistance to local school districts
for the initiation, development and expansion of speech correction
programs in Kentucky public schools.

The Division of Special Education attempts to meet its respon-
sibility to speech correction programs through the following three main
functions:

1. Administration and supervision of the program of speech cor-
rection at the state level. It is the purpose of this function to
provide a broad framework and minimum standards for use by
local school districts in establishing and maintaining speech
correction programs. Also, it helps to create an understanding
of the need for such program at the state level.
Administration and supervision of speech correction programs
in local school districts. The purpose of this function is to
assist local school districts in planning, establishing and main-
taining speech correction programs.

3. Consultation and coordination of services with other state,
national, public and private agencies dealing with speech
handicapped children. The main purpose of this function is
to insure a balanced program of speech correction services,
promote a total understanding of the problems in speech

handicapped children and avoid unnecessary duplication of
services.

Implementation of these three functions in relationship to the State
speech correction program is carried out by the Division of Special
Education on three different levels. The first function, administration
and supervision of the program of speech correction at the state level,
is primarily implemented within the Department of Education and
is handled through the following different procedures:
1. Promote the passage of legislation to insure adequate pro-
grams for speech handicapped children.
2. Development of regulations for presentation to the State Board
of Education to serve as guides to local school districts in
establishing and maintaining speech correction programs.1

1A copy of the general criteria for classroom units for exceptional children
can be found in the Appendix.

Cooperate with other state, public and private agencies to
insure the development of the services of all in the best in-
terests of speech handicapped children. Examples of these
agencies would include: Kentucky Commission for Handi-
capped Children, Kentucky Society for Crippled Children,
United Cerebral Palsy of Kentucky.

Work cooperatively with other Divisions and Bureaus within
the Department of Education in the proper development and
maintenance of speech correction programs. This is par-
ticularly important in giving final approval to speech cor-
rection programs for the allotment of Foundation Program
funds. In addition, the development of certification require-
ments for speech correctionists in the public schools is a
product of this cooperative effort within the Department of
Education?

Preparation of bulletins, guides, etc., on speech correction
programs in the public schools of Kentucky.

Develop and coordinate policies and procedures relative to
the reporting of speech correction programs in local school
districts to the Director of the Division of Special Education.

The implementation of the second function, administration and
supervision of speech correction programs in local school districts,
takes place basically within the local school district and is carried
out through the following steps:

Stimulate local school districts to initiate and develop speech
correction programs.

Assist local school districts in identification and diagnosis of
speech handicapped children by means of speech surveys. It
is necessary for the Division of Special Education to provide
this service since the number of persons qualified to render
such service in Kentucky is very limited.

A survey is handled in the following manner: (1) a teacher
orientation is held wherein a brief discussion is presented to
the teachers concerning the different types of speech problems,
the simple methods of correcting such speech problems, the
operation of a speech correction program and the role of the
classroom teacher in the operation of the speech correction
program. (2) The teachers are requested to refer children

2A copy of the new certification requirements for public school speech cor-
rectionist can be found in the Appendix.

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suspected of having a speech problem. (3) Each child referred
by a teacher is then given a speech evaluation to determine
if the child needs the service of a speech correction program.
(4) Following the survey, a complete report is prepared by
the Division of Special Education. This report contains gen—
eral recommendations for the school district and specific
recommendations for each child examined during the survey.
This report indicates whether or not there is a need for a
speech correction program in the school district.

Assist local school districts in selection of speech correctionists,
classroom facilities, and special instructional materials and
equipment in keeping with the special needs of the speech
correction program.

Work with local school district personnel relative to the
tentative allotment, annual audit and final approval of class-
room units for speech correction programs.

Interpret statutes and State Board of Education regulations
concerned with the development and maintenance of speech
correction programs in local school districts.

Plan workshops for teachers, school administrators and other
interested persons to provide an understanding of speech
correction.

Serve as in—service consultants to local school districts.

Assist local school districts in the utilization of services avail-
able from other local and state agencies dealing with the
speech handicapped.

The following procedures are used to implement the third function,
consultation and coordination with other state, national, public and
private agencies dealing with speech handicapped children, which
takes place mostly within areas dealing with all other interested
agencies and persons in the field of speech correction:

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Carry out consultation and coordination activities with public
agencies who have responsibility for the diagnosis, treatment
and rehabilitation of speech handicapped children. Such
agencies would include: Kentucky Commission for Handi-
capped Children and the Bureau of Rehabilitation Services.

Promote and carry out a program of cooperation and coordi-
nation with private agencies having programs for speech

handicapped children. Such agencies would include: Ken-
tucky Society for Crippled Children, United Cerebral Palsy
Association.

3. Consult with institutions of higher learning with regard to
recruitment of persons to train as speech correctionists and
development of preparation programs in the area of speech
correction.

4. Act in an advisory capacity, upon request, to private groups
maintaining programs for speech handicapped children.

5. Serve as representative of Kentucky to state and national
professional organizations dealing with the speech handi-
capped. Such organizations would include: Kentucky Speech
and Hearing Association and the American Speech and Hear—
ing Association.

As will be noted, the primary role played by the State Depart-
ment of Education through the Division of Special Education in
reference to speech correction programs can best be defined by one
word: Leadership. However, it should be pointed out that the
leadership role of the Department of Education is only one facet to
be considered in building a strong speech correction program in the
local school districts. The role of the local school district, the speech
correctionist, the parents and the classroom teacher are as important
and must be given equal consideration in the development of every
speech correction program in the public schools.

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LOCAL SCHOOL DISTRICT

The local school district is charged with the primary responsibility
for the direction and maintenance of its speech correction program.
The over-all effectiveness of the local speech correction program
depends largely upon the leadership and cooperation of the local
school administrative staff. Those administrators most closely con-
nected with the speech correction program and therefore most
important to it, are the superintendent of schools, the school principals,
and school supervisors (Director of Pupil Personnel, Elementary
Supervisor, General Supervisor or Supervisor of Special Education).

School Superintendent

Since the local superintendent is the chief administrative officer
of the local school district, his cooperation and support are most
important to the success of the initial organization of a beginning
speech correction program. His assistance can be most valuable in
making the school and community aware of the program and of the
benefits that it will Offer. His assistance is also necessary in making
the program an equal part of the total educational program. In
addition, it is the responsibility of the local superintendent to be
familiar with all State School Laws and State Board of Education
Regulations that concerns the speech correction program and its
place in the total educational structure.

Building Principal

Next in importance for the continuing success of the speech
correction program is the individual building principal within the
school district. The cooperation, assistance and understanding of
this administrator is essential if the speech correction program is to
achieve its goals. The principal may greatly aid the development
of an effective program by:

1. Creating within the school building an atmosphere of accept-
ance of the speech correction program.

2. Making the speech correctionist feel a part of the school staff
by arranging for him to be included in all staff activities and
programs within the school. This will help to integrate the
speech correctionist with the total school staff.

3. Coordinating the speech correction program with the other
special services offered by the school. In this way, the child

10.

11.

will be able to receive the benefits of a total educational
program.

Providing an adequate place for the speech correctionist to
work. The selected room should be given over to the
exclusive use of the speech correctionist on the day he Visits
the school. A constantly shifting environment is not con-
ducive to a good program.

Securing all necessary equipment that is needed by the speech
correctionist within the school building.

Giving the speech correctionist pertinent data concerning the
family background or scholastic record of all children enrolled
in the speech correction program. Such information will be
helpful to the speech correctionist in gaining insight into the
children he is working with in the program.

Assisting the speech correctionist to work out a class schedule.
This will help to resolve any conflicts that might arise with
the schedules of other visiting teachers (Art, Music, Remedial
Reading).

Encouraging classroom teachers to send children promptly to
the speech correction class, to carry out follow—up suggestions
made by the speech correctionist and to talk with the speech
correctionist concerning any speech or language development
problems that they might note about the children in their
classrooms.

Notifying the speech correctionist in advance when special
activities or programs will prevent children from attending
the speech correction class. This way the speech correctionist
will be able to put the lost time to good use through parent
conferences, home visits, etc.

Visiting the speech correction classes as he does the regular
classrooms. (This will provide the opportunity for the speech
correctionist to receive assistance from the principal on mat-
ters of general educational practices and, at the same time,
it will give the principal an opportunity to gain a clearer
understanding of the speech correction program.

Arranging for classroom teachers to visit periodically in the
speech correction class. These observations will help the
teacher to better understand how he can assist the speech
correctionist and the speech handicapped child in her room.

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12. Arranging for the speech correctionist to talk with parent,
teacher and other community groups about his program. By
being familiar with the speech correction program, these
groups can better understand their role in the program.

The principal should be fully aware that his main responsibility
to the speech correction program is to see that it becomes as much a
part of the school program in the principal’s building as possible. The
more firmly integrated the speech correction program is with the total
building program, the more easily the program can work toward
achieving its goals.
Supervisor
Very often the local superintendent of schools may delegate the
responsibility for supervising the speech correction program to a
supervisor. This person may be the Director of Pupil Personnel,
Elementary Supervisor, General Supervisor or Supervisor of Special
Education. ‘Nhatever the title, this supervisor is given the
responsibility of directing and supervising the speech correction pro-
gram. In this work, his duties may include:
1. Assisting the speech correctionist to arrange a workable dis—
trict-wide schedule.
2. Establishing a definite policy concerning the speech cor-
rection program and its relationship to the total school program.
This policy should be discussed with classroom teachers,
principals and the speech correctionist. A definite policy
will be most helpful in making a favorable attitude for the
speech correction program with the entire school staff.

3. Assisting in the integration of the speech correction program
into the district’s total school program.

4. Arranging with individual school principals for adequate
classroom facilities for the speech correction class.

5. Helping the speech correctionist to secure the materials and
equipment necessary to his particular program.

6. Assisting the speech correctionist to find methods in which
he can use his specialized information and training to help the
classroom teacher.

7. Visiting speech correction classes periodically to gain a better
understanding of the speech correctionist’s work.

8. Arranging periodic conferences with the speech correctionist.

9. Assisting the speech correctionist to maintain records, reports
and other information necessary for the speech correction
program. Particularly important are those records and reports
that are required by the State Department of Education and
the local board of education.

10. Scheduling opportunities for the speech correctionist to
discuss and explain his program to lay and professional groups
within the school and community.

All of the duties of the supervisor for the speech correction
program are not listed in the above items. The supervisor is also
responsible for making a continuing evaluation of the speech correc—
tion program through reports from the speech correctionist, visits to
the speech correction class and conferences with parents, teachers and
principals concerned with the program.

Comprehensive supervision is a pertinent factor in the develop-
ment of a successful speech correction program.

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SPEECH CORRECTIONIST

In Kentucky, the public school speech correctionist is faced
with a very challenging task. Frequently, the speech correctionist is
the only member of his speciality in the school district. Even so he
has an obligation to work cooperatively with the school district staff
to develop standards and establish policies for his work that will
result in a thorough, efficient program. The speech correctionist must
include in his organizational plan certain principles which are funda-
mental to the establishment of a good speech correction program
in order to meet his responsibility to the children with speech handi—
caps, the classroom teacher, the parent, the school and community.

Areas of organization that should be considered by the speech
correctionist in setting up the program are (1) locating and testing
of children, (2) selection of children for enrollment, (3) grouping,
(4) scheduling, (5) facilities and equipment, (6) records and reports
and (7) professional status.

Location—Testing

The beginning of any speech correction program starts with the
task of locating the speech handicapped children who will be en-
rolled in the program. In Kentucky, this problem is frequently
handled through a speech survey that is conducted by the Division
of Special Education, State Department of Education.1 However,
when the program is initiated without this service, then it becomes
the speech correctionist’s responsibility to arrange a survey or screen-
ing method. Depending on the size of the school district concerned,
it is suggested that the screening follow one of three methods: (1) If
the district is small, screen each child. (2) If the district is too large
to permit individual screening of all children, then have classroom
teachers refer children suspected of speech difficulty, or (8) a com-
bination of screening and referral in which the speech correctionist
screens selected grades in the district and accepts referrals from
the grades not screened. The speech correctionist can make his own
selection of testing materials for the speech screening; however, in
doing so, he should try to include material that is short but varied
enough to elicit the three main types of speech: conversational, read-
ing and naming.

1Explained in Section on State Department of Education.

After the screening process has been completed, the speech cor-
rectionist should re-examine all children found to have some degree
of speech difficulty. This re-testing should be thorough and detailed
as it will form the basis for deciding if the children need to be en-
rolled in the speech correction program. The speech correctionist
will need testing materials that will provide him with sufficient in-
formation for making a complete diagnosis. These materials should
include a detailed articulation test, a hearing evaluation, case history,
educational history, psychological examination, and complete med-
ical examination.2 Besides providing the speech correctionist with
information for making a diagnostic evaluation of the speech prob-
lems, this detailed examination will offer the speech correctionist a
basis for selecting the children for the program.

Selection

After the speech correctionist has determined which children in
the school district have speech problems, he may find that the en—
rollment is too large for one person to handle. Therefore, he must
make a decision as which children should be referred to a speech
clinic, which children should be referred to other agencies (Audiology
and Psychology Clinics, etc.) and which children should be taken
care of through a speech improvement program in the regular class-
room. In making this decision, the speech correctionist should be
governed by the following criteria:

Degree of Severity—In terms of this principle, the case selection
should be made with the objective of providing the speech correction-
ist with a variety of different degrees of severity of speech problems
in the program. As previously pointed out, the severity of some of
the problems will necessitate referral to another agency; still other
problems of less degree may [be placed on a waiting list. The prime
area of consideration for this point should be that an effective speech
correction program should contain a workable balance between the
degrees of difficulty: severe, moderate and mild.

T ype of Problem—As is true when selecting cases with varying degrees
of severity, it is also desirable for the speech correctionist to include
different types of speech problems in the selection of the enrollment
for the program. No speech correction program should be concerned
With only one type of speech problem and no speech correctionist
should so concentrate his work as to spend most of his time with one

2Examples of some of this material can be found in the Appendix.

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