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commonwgm ofkentuck, i j>
f uudCATIONAL BULLETIN

A REPORT OF
THE CONFERENCE ON ,
EDUCATION OF I . ' _
HANDICAPPED CHILDREN . '
February 27, 1959 ’

Published by

DEPARTMENT OF EDUCATION
ROBERT R. MARTIN

Superintendent of Public Instruction
Frankfort, Kentucky

v '13:,
E

Em ISSUED MONTHLY '. -,

ml as second-class matter March 21, 1933 at the post office 83 . . v
Frankfort, Kentucky, under the Act of August 24, 1912. _ * '

POSTMASTER: SEND NOTICES OF

CHANGES OF ADDRESS ON FORM 3579

VOLXXVII APRIL, 1959' No.41"

BLANK
PAGES
THROUGHOUT

FOREWORD

On February 27, 1959. the, State Department of Education
spOllsored its first Statewide Conference on Education of Handi-
capped Children.

Participants in the Conference represented professional organi-
zations, the lay public, civic organizations, religious interests, and
public and private schools from all areas of the Commonwealth.
This group was brought together to diseuss the present status and
future needs of education for the handicapped child in Kentucky.

An outstanding feature of the meeting was the active partici-
pation of the Conference members in the group discussions which
resulted in many constructive recommendations.

In this publication will be found the principle addresses of the
Conference and the recommendations of the group discussions. It
is hoped that this material will be helpful to you in your work to

improve the educational opportunities of handicapped children in
the Commonwealth.

I express deep appreciation to the members of the Planning
Committee and the following members of the Bureau of Instruction
who helped arrange and develop this Conference: Mr. Don Bale,
Head of the Bureau, Miss Stella A. Edwards, Director of Education

for Handicapped Children, Miss Doris A. Perry, Mrs. Sarah Hay-
craft, and Mr. Don Clopper.

Robert R. Martin
Superintendent of Public Instruction

TABLE OF CONTENTS

Remarks of Presiding Officer and Introduction of Speaker
Robert R. Martin, Superintendent of Public Instruction. . . 15

ADDRESS

Philosophy of Education of the Handicapped
Maurice H. Fouracre, Head
Department of Special Education

Teachers College, Columbia University .................. 161
LUNCI-IEON
Introduction of Miss Marian Williamson .................... 169
Introduction of Speaker .................................... 170
Robert R. Martin, Superintendent of Public Instruction
ADDRESS

Practical Approaches and Plans for

Education of the Handicapped
Ray Graham, Assistant Superintendent of Public
Instruction and Director of Education for Exceptional
Children, Department of Public Instruction,

Springfield, Illinois .................................... 172
SUMMARY OF DISCUSSIONS
Group Reports ............................................ 180
APPENDIX A
Members of Conference Planning Committee .................. 183
APPENDIX B
CODY of Program .......................................... 184
APPENDIX C
Group Leaders and Recorders ............................... 185
APPENDIX D
List of Conference Participants ............................. 186

155

REMARKS OF THE PRESIDING OFFICER
By
ROBERT R. MARTIN

Superintendent of Public Instruction

It gives me great pleasure to open this, the first Statewide
Conference on Education of Handicapped Children to be sponsored
by the Kentucky Department of Education.

Since 1948, when the General Assembly passed the Special
Education Act providing for educational programs for mentally
and physically handicapped children, Kentucky has made great
progress in meeting the educational needs of these handicapped
children. Passage of the Foundation Program Law, with consequent
greater financial support, has resulted in an increase in the number
of local districts having programs for handicapped children.

In addition, the Department of Education has recognized its
responsibility to furnish leadership in assisting local school dis-
tricts to identify and plan educational programs for handicapped
children. The staff of the Division of Special Education for Handi-
capped Children has been increased from one professional person
to the four staff personnel who are currently devoting full-time to
this important phase of the total educational program.

However, we are under no illusions that we are providing the
best posSible education for all our children and I think it is fitting

and proper that we look at the educational needs of handicapped
children in our State.

You who are attending this Conference represent the views
Of'Drofessional organizations, the lay public, civic organizations,
religious interests, and representatives from public and private
schools from all areas of the Commonwealth. \Ve hope that you
Wlll help us take a look at just where we are in the education of
handlcapped children, and to get some ideas of the future needs
of these children in order that we may ensure an educational pro-

:Eﬁlg: that will enable them to develop to the maximum of their
1 1 y,

157

To assist us in our thinking, we have invited 'two outsta-nd‘m
leaders in the field of special education for handlcapped ehlld};
to address the Conference. They are Dr. Maurice H. Fouranr.
Teachers College, Columbia University, who will address the mo:
ing session, and Dr. Ray Graham‘of the Illin01s Department;
Public Instruction, who Will talk With us at the luncheon meem

158

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INTRODUCTION OF
DR. MAURICE H. FOURACRE
By
ROBERT R. MARTIN

Superintendent of Public Instruction

It is a great pleasure to have Dr. Fouracre with us today to
speak on “Philosophy of Education for Handicapped Children”. Dr.
Fouracre has been Head of the Department of Special Education at
Teachers College, Columbia University, since 1952.

His broad professional experience has fitted him for the role
he now plays in the field of education of the exceptional child. He
spent one year as a teacher at the \Vayne County Training School
in Michigan; was a counselor at a camp for underprivileged boys,
principal of an elementary school; for five years Director, Division
of Education for Exceptional Children, Wisconsin State College. He
has been a visiting professor at the Universities of Illinois and
Florida, and was for six years the Director of the Division of Edn-
cation for Handicapped Children at the New York State Teachers
College, Buffalo, N. Y.

Dr. Fouracre directed the Survey of Educational Programs 5301'
Retarded Children in New York State, conducted under the auSpiCGS
of the Mental Health Commission. Under his leadership, the first
workshop for teachers of trainable mentally retarded children was
conducted during the summer session of 1954 at Teachers College.
ljhe workshop was continued and expanded in later summer ses—
s10ns at the College.

t' He is the author of numerous papers and articles on the edu-
ca Ion of cerebral pals1ed and mentally handicapped children.

cerngllsilil22mberships in. professional organizations reflect his con-
the New Yreslt 1n handicapped children. He is Past President of
EXceptionaloréh‘State Federation of Chapters of the Council for
Deﬁcienc iD.111d1'en; Fellow, American Association on Mental
SioualPsycll 111) Omate, American Board of Examiners in Profes-
United Cy 0 ogy; Counseling and Guidance; and Former Chairman,

erebral Palsy Association, Educational Advisory Board. He

159

is Past President of the national organization, bounul for En.
tional Children.

Dr Fouracre received his bachelor of arts, master of arm

Ph. D. degrees at the University of Michigan, Ann Arbor, Michig;

It is a tremendous pleasure to present to you at this timel
Maurice H. Fouraere, who will speak on “Philosophy of Educr
for the Handicapped”.

160

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PHILOSOPHY OF
EDUCATION OF THE HANDICAPPED

MAURICE H. FOURACRE, Head
Department of Special Education
Teachers College, Columbia University

Exceptional children are most commonly described as those
children whose exceptionality is so marked that they are unable
to profit to the fullest extent from the usual programs in the regular
classes of our public schools. These children may deviate physically,
mentally, socially and emotionally to such a degree that adjustment
must not only be made in the methods and materials used but also
in their school placement in order for them to learn to their maxi-
mum potential.

During the past decade and a half more school systems have
provided special services for these children than at any time previ—
ous. During and immediately following \Vorld War II, parents of
children having a specific type of disability began forming local
associations for the purpose of discussing problems of management
of their children. As each individual group grew in numbers it be-
gan fund-raising campaigns for the purpose of having qualified
professional workers carry 011 research in the areas of prevention,
care and treatment. Later they formed strong lobby groups in state
and federal governments for the purpose of obtaining financial

sulJPOrt for medical, therapeutic and educational programs for their
chlldren.

T? the Special educator and to the private and governmental
agencies long engaged in this work, the parents’ movement gave
unprecedented support that educators and agencies had not had
3:53:238' Oonséwently, today the school and society have an
be IteSpOnSIblhty for the education of exceptional children

cause Of- (1) the increased numbers of these children in school

aid (2) the growing awareness and greater acceptance Of these
0 lldren by the general public.

The respongibility of the American schools now appears to be

r th ' .
a er Well defined. It Will be necessary not only to educate children

161

and youth to the maximum of their ability mentally, Physical:
socially and emotionally, but to translate new knowledge and my“;
niques to them in such a way as to insure utilization of that km

edge and those techniques for a better way of life, and to ident}
and foster development of those children and youth having great
intellectual ability to further perpetuate progress in science, induslr

and the arts.

The projected problems of the future may very well depend‘
how we prepare our children to face the problems of today. Still

have been made in this direction through the recognition and Sllppt'

of educational provisions for those children who are ill~equippii
cope with the demands of our present—day world. Many progra:
have been instituted for children with all kinds and degrees
handicapping conditions through: (1) a controlled classrooms
vironment, (2) a special educational curriculum, (3) a special
trained teacher, and (4) modified educational methods and materit

In practicing the democratic ideal, we recognize that all childrv:
including those that are exceptional, have the inherent right toz
education which is in accordance with their potential abilitios'
realize the goals of: (1) self-realization, (2) human relationshig
(3) economic efficiency, and (4) civic responsibility.1

Our present knowledge of the human organism indicates that:
children, including those we call exceptional, have needs whichm‘f
be fulfilled if realization of the aforementioned goals is to 119633
summated. The need for inner security, the need for recognitionil
the need for the feeling of success are a few of the needs foundill:
children. Special education services seek to assure the fulfillmii
of the exceptional child’s internal and external needs where physi-
mental, social and emotional limitations present barriers toful‘,
ment through regular educational facilities.

If we admit that we have a responsibility for the education
handicapped children now, future living in our complex $0616in
bring about an increased responsibility for the school.

Our world is a rapidly changing environment which Pro11D
new and intricate problems not only for exceptional children?
youth but for all its inhabitants. There are new problems that?
now arising in this “space age”. What will be the school’s respﬁ?

1 Educational Policies Commission, Policies for Education in AM
Democracy (Washington: National Education Association, 1946):?"

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bility in preparing its students for the area of intercontinental mis-
Siles? Advanced technology has now given us the age of automation.
The development of new and improved products will undoubtedly
reduce the number of unskilled and semi-skilled jobs, and require
greater numbers of highly Skilled workers. Advanced scientific prac-
tices promise to prolong life, hence the population will continue to
increase and have greater and greater numbers of older people. The
scientific advancement will call for a shorter work week resulting in
greater amounts of leisure time, hence what to do with this new-
found leisure time will be a major problem facing our posterity.

For physically handicapped individuals new and improved
products will enable them to participate more fully in community
affairs. Production of simpler methods of transportation, improved
prosthetic devices, smaller and more effective hearing aids, less con-
spicuous and stronger lens, will make the physically disabled more
self-sufficient. These improvements, plus the automation and sim-
plification of everyday home chores, which will be enjoyed by the
non-handicapped as well, will minimize to a great extent the handi-
cap in terms of the environment.

The need for increased numbers of semi—skilled and technical
workers will emphasize greater intellectual prowess than physical
abilities. The physically impaired may have an opportunity to par-
ticipate in types of work which heretofore had not been feasible.

An increased population with greater longevity will produce
more physically disabled persons in the community, hence both the
handicapped and the non—handicapped will have more opportunity
to have social contacts with one another.

. ' Shorter work weeks and the reduction of personal-home respon-
s1bilities will create leisure time for the physically handicapped as
well as the non-handicapped. The need now arises to introduce into
the curriculum recreational activities so that individuals may ulti-
mately participate in recreational pursuits based upon the nature and
degree of the handicap.

The future for the
it will offer man
locomotion and

physically handicapped is optimistic in that
y opportunities for increased functioning in: (1)
lationShips (4) movement, (2) communication,. (3) interpersonal re-
recre t' , ‘ economic and social participation, (5) self-help and

a ional activmes, and (6) personality growth and development.

Elle latter will be more positive as a result of the minimizing of the
andlcapplng condition.

163

What does the future hold for the mentally retarded? Ngu-
products for use in the home as well as out of the home will treat
problems for the retarded in their utilization, operation, maintenanc-
and repair. The great demand for skilled and semi—skilled worke;
will preclude many of the retarded from employment, since lhr
have traditionally found employment in the ranks of the llllskillgi

For example, retardates at one time made excellent farm liait
before the advent of complex farm machinery which now often in
mits one skilled person to accomplish the job of ten hand laborei
Today, even ditch digging has been taken over by mechanical giant

Increased population and longer life span will result in great
numbers of trainable and educable retarded individuals. Tllclle
for a more highly trained working force will reduce the llllllllltti‘
low-order jobs available to the less capable retardates.

As with the physically haudieamaed, the retarded will btizlr
with greater amounts of leisure time. The nature of retardali
implies the, need for active recreational pursuits. rather than past
participation. Therefore, it becomes the responsibility of the ssh
and community to provide such opportunities for the mentally hail-i
capped.

If the future for the physically handicapped appears optimist
the future of the mentally retarded may be deemed pessimistic:
our society continues to place greater emphasis on mental tuiicli:
ing than on physical functioi'iing, the retarded is lost. l’f the ileum:
for unskilled workers continues to decline, employment possibililf
for the retarded become less, at the same time more are beiiigmlii
to the population and living longer because of improved melt
science. \Vith the increased number of unemployed mentallyj
tarded, problems of inter-personal relationships with otliel‘tif‘l
munity members increase. Leisure time and recreational ﬁtlllll
will be most important in keeping the retarded occupied.

\Vhat does the future hold for the socially maladjusted midi
emotionally disturbed?

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A complex seeiety, wherein greater demands are made 111”“
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strains of interpersonal relations within the family constellatio
in increased demand for communication and social intercOul'Selmi
few of the numerous causes which tend to accentuate personality
viations.

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The intellectually superior and gifted on the other hand will
determine the ultimate use of atomic power; through their moral,
political and intellectual leadership, they will be in a position to
guide the social and economic welfare of the greatest numbers. In
effect, they will determine the standards under which all men will
function.

It is evident that the implications for the future leave much to
be desired; however, the increased responsibility is obvious if we
are to provide equal educational opportunity to all. The objective of
developing special and educational facilities which will prepare the
child for greater economic and social participation in the community
through more realistic curricula, more qualified teacher—specialists,
the implementation of good current educational methods and ma-
terials in a desirable school facility is imperative.

Further, there must be established and maintained a two—way
avenue of communication between the fields of special education,
general education and allied disciplines. Only through an under-
standing of respective problems and practices, an exchange of ideas,
methods, diagnostic and evaluative techniques, will we be able to

effectively develop a program of education and training for all ex-
ceptional children.

We must work toward the objective of integrating the excep—
tional child with his normal peer whenever it is possible and not
harmful to either the handicapped child or his normal brother. For
some exceptional children it will be assimilation into an academic
Situation, for others it will be only in a social or non—academic
setting, and for others complete segregation.

As welview the increased responsibility of the public school for
the education and care of exceptional children, it can be detected
that the area of professional education for teachers and other school

.t . . .
s aff ineinbeis must be strengthened if our educational programs are
to be effective.

The well-trained teacher of today needs to know much more
‘ “t a variety of subjects than his counterpart of 30 years ago. The
2:322:03? teacher pf exceptional children must be flexible in his
effectiVel 0 Chllldrens learning problems, he must be able to relate
include 0311?”: intelligently to other members of the team which
Work Th eaaues from the fields of psychology, medicine, and social

. e teacher working in 1959 has a very great responsibility in

abo

165

parent-teacher conferences; therefore he must have the ability,

interpret educational test results, explain child behavior and git;
other pertinent information to parents. He must be acquainted will
the work being done by both private and governmental agencies COE-
cerned with the type of exceptional child with whom he is WOI‘king

The present educational programs for teachers must he give
serious review and be modified so that the most effective experience;
can be obtained during the period of training. Colleges and unive
sities having teacher-education programs in special education 1113:
obtain trained and well qualified staffs if they would aim to proviii
worthwhile laboratory experiences for the potential teachers oft
ceptional children. Too frequently, teachers have been graduati
from inferior teacher—educational programs staffed by professioni;
who have had little or no experience in dealing with exception
children. Further, many such programs are located in small can
munitics which do not have classrooms and agencies that provii
services for the exceptional child.

There is currently a shortage of teaching and leadership per
sonnel in special education and unfortunately there is a tendency:
employ untrained or partially qualified people in order to covert
classes. Steps are being taken to remedy this situation through st:
and federal legislation. It is hoped that within the near futi'
promising young special educators will be encouraged by finanti
grants to embark on advanced educational programs which “i-
qualify them for better classroom teaching, research, supervisiouzt
administration in special education.

Some states are currently providing scholarShips fo11111d"
graduate and graduate training at the Master of Arts level forPr
pective classroom teacheis (ea or. New York Maine, New Mexi
Utah, North Carolina, and others). The states, as well as v011111 at
health agencies, are thus attempting to meet the educatmnal 119*
of exceptional children by providing classroom teachers for SP?
classes in local districts, county units cities and res1dent1al 50110‘
The subsequent demand, how ever, is to provide schools and 0011??
of education with qualified staffs to train teachers of exceplf
children. The need is for traineeships and training grantsfﬂ
courage capable and experienced‘ “young ’pcople to continuW
education 1n the field of the exceptional child Since most classﬂ'
teachers have a bachelor’s or master’s degree it can be I‘eadlll'sr

166

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that those who wish to become college professors in special education
must be working at the doctoral level.

It is estimated that approximately 50,000 more teachers than
are now currently qualified will be needed to teach mentally retarded
children. Other areas of exceptionality have shortages of personnel,
but, because the incidence of retardation is greater than any other
single area of exceptionality, except speech defects, the demand has
been more keenly felt in this area. Thus the demand for classroom
teachers must be filled if we are to provide retarded children with
the type of education which will allow them to take their optimal
place in society.

Teacher education programs in special education are unique in
many respects. Many colleges and universities are unable to develop
special programs because they do not have within their communities
adequate provisions for exceptional children. Hence, teachers cannot
be provided the laboratory experiences that are needed to make
them more capable to handle the special problems that arise in their
classrooms.

Colleges and universities located in larger communities have
greater opportunities to establish superior training programs because
of community facilities that are available. Hence, present-day
teacher-education programs are serving students on a regional basis.
Some believe that because the training centers are not located within
each state, and certainly not within each city or local community,
the need for college teachers and other leadership personnel in special
education falls within the domain of the federal government.

How do we implement our philosophy and objectives of well-
balanced special education programs? These implementations may
become the bases of your discussion later this morning.

1. Early identification and diagnosis of the handicapping dis—
abilities of children and a continuing periodic evaluation
thereafter.

~ Adequate services for all categories of handicapped children.

An equitable distribution of special education services in

urban and rural areas in order that all children who need

giem may be served adequately.
evelopment of adjustive educational programs and services

founded upon sound principles of education and strong inter-
disciplinary cooperation.

167

10.

Full utilization of the facilities available through the rent
classroom, special classes, and the opportunities for hot.
and hospital instruction, in order to reach all handicappg;

children who profit from educational provisions.

Comprehensive guidance service for handicapped Clllllllr.
and their parents, beginning when the child enters the pri-

gram and extending throughout the educational experiene
and designed to achieve understandings, cooperative pla;
ning and effort, mutual helpfulness and life adjustments.

A pre-service and in-service program of teacher educati-ti:

A continuing objective evaluation of special education pi
grams and services together with a critical appraisal 0ft
relationship between the goals and the attainments.

The coordination of school and community resources ft
the education, welfare and health of handicapped children.

Development of total school staff and community 11ndw
standings and efforts through an active program of pull
relations.

168

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INTRODUCTION OF
MISS MARIAN WILLIAMSON

ROBERT R. MARTIN
Superintendent of Public Instruction

I would like to introduce a lady who has been prominent in
work for handicapped children throughout Kentucky for many
years. Although she retired in 1958, she is continuing in her efforts
to serve these children and, although she is not a member of the
Planning Committee for this Conference, no conference on handi-
capped children would be complete without her presence.

I speak of Miss Marian Williamson who in 1958 received the
University of Kentucky Sullivan Medallion as “the State’s outstand-
ing citizen of the year”. Miss \Nilliamson was requested to assume
the position of Executive Director of the Kentucky Crippled Children
Commission when it was established in 1924 as the official treatment
agency for orthopedically handicapped children. Miss Williamson
served as the Commission’s only Director for 34 years until her re-
tirement in 1958.

When the Commission was established, the personnel consisted
of Miss Williamson, a secretary, and two volunteer medical con-
sultants. In presenting the Sullivan Medallion to Miss Williamson,
Dr. Dickey stated that the work of the “Kentucky Crippled Children
Commlssion stands as a monument to her life of unselfish service”.
He further stated that, “as a result of her dedicated and unstinting

efforts, the Commission today operates five permanent clinics and
28 field clinics throughout the State”.

h MISS Williamson, we are indeed pleased and honored that you
:ve shown your continuing interest in the education of handicapped
0 lldren through your attendance at this meeting.

169

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INTRODUCTION OF
DR. RAY GRAHAM
By

ROBERT R. MARTIN
Superintendent of Public Instruction

We are delighted now to present Dr. Ray Graham from 1'1:
Illinois Department of Public Instruction, who will discuss “Practit'

Approaches and Plans for Education of the Handicapped”.

Dr. Graham is not a stranger to many of us in Kentucky i":

have been interested in the education of handicapped childreuox»:

a period of years. He was a speaker at the 1953 Kentucky Conform:
On Handicapped Children which was sponsored by the Coordinatit:
Council for the Study of Handicapped Children and the Duhi
Nemours Foundation.

He has been Assistant Superintendent of Public Instruction an
Director of the Division of Education for Exceptional Childreni:
Illinois since May, 1943. It is my understanding that he is 0ft:
referred to as “The Dean of Directors of Special Education”i
recognition of his many years of outstanding service in the fieldi:
education for handicapped children.

He received his bachelor of arts degree from Monmouth Cole?
and his master of arts degree from the University of Illinois. llet‘
also done graduate work at the University of Southern Califorl':
and the University of Iowa. He was awarded the Honorary D9?“
of Doctor of Laws by Monmouth College in 1954 in recognition'
his outstanding contributions to the field of education. He l3
served frequently as a special lecturer and instructor of toad?
training classes in special education at various colleges and 11‘»
versities.

Dr. Graham holds membership in local, state, and national it?
eational organizations and has held offices and committee 3'55]?—
ments in all. He is Past President of the national organizath‘lt
the Council for Exceptional Children and is a Past Presideﬂt ”it;
National Association of State Directors and Supervisors 0f SP9”
Education.

170

He is the author of various publications dealing with the Illinois
Plan for Special Education of Exceptional Children and is co—author
of. the Chapter on Administration of Special Education of Excep-
tional Children in the 1950 Year Book of the National Society for
the Study of Education. He has written many articles for various
periodicals and publications in this field.

It gives me pleasure to introduce to you now, Dr. Ray Graham.

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171

PRACTICAL APPROACHES AND PLANS
FOR EDUCATION OF THE HANDICAPPED
By
RAY GRAHAM
Assistant Superintendent of Public Instruction

and

Director of Education for Exceptional Children
Illinois Department of Public Instruction

I am sorry I do not know the geography, the general sehoolpaz
terns, the tax and finance problems, the district org'a11izatio11aﬁ
the special education 110w existing in Kentucky. But I have gold
the records—~some from \Vashington. D. (Li-some from yourput»
lished reports. Therefore, I may be wrong in some of my statement
But I will be frank and honest in trying to help you look at 1'01:
problems.

The opportunity to talk about practical approaches and plat