xt7wm32n988c https://exploreuk.uky.edu/dips/xt7wm32n988c/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1948-12 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A State Plan for the Education of Exceptional Children", vol. XVI, no. 10, December 1948 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "A State Plan for the Education of Exceptional Children", vol. XVI, no. 10, December 1948 1948 1948-12 2022 true xt7wm32n988c section xt7wm32n988c 0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
—

A STATE ELAN-I ,I

FOR'THE‘ ,.
EDUCATION OF EXCEPTIONAL
CHILDREN

(Including KRS 157.200 to 157.300)

Published by

DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

H
—

ISSUED ,MONTHLY

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

Vol. XVI December, 1948 No. I0

 

 

 

 

  

 

FOREWORD

This bulletin has been prepared for the use of local school ad-
ministrators in developing and supervising special education facilities
for exceptional children who are physically or mentally handicapped.
It includes a copy of the 1948 Act for‘the Education of Handicapped
Children and a statement of policies and standards as adopted,
September 17, 1948, by the State Board of Education.

It is hoped that superintendents, boards of education, super-
visors, special education teachers, and others interested in the educa-
tion of exceptional children will find this bulletin useful as a Stilllll‘
lating guide in developing educational opportunities for the innumer-
able handicapped children of our Commonwealth.

BOSWELL B. HODGKIN
Superintendent of Public Instructw’n

October 21, 1948

 

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 INTRODUCTION

This is the century of child welfare—an age of child care. Society
has recognized the value of conserving and developing the abilities of
its children whether they be “normal” or “exceptional”. In order
that proper opportunity be offered the exceptional child, we have
come to' realize that education is an important part of “learning to .
live”; that education, properly adapted, has a definite contribution i
. in the rehabilitation and development of the physically handicapped; ‘
i that education, properly designed, assists the mentally handicapped
‘ child in developing, to the fullest, his potentialities even though they 1

are limited.
Since 1934, Kentucky school law has permitted local school dis-
a d— ‘ tricts to provide special instruction and special materials for children
' ‘ with physical and mental handicaps. Under this Act, however, no pro-

£1313 l visions were made for an appropriation to support the program.
pped ' During the period following 1934 certain county and independent .
pted. i school districts provided some special education, called home teaching, ‘y

' for children who were unable to go to regular school and for whom 1
uper- special classes could not be organized. In the larger cities a few

/
iuca- , classes for mentally handicapped children were developed. Louisville
[ Public Schools also provided day school classes for the partially

Organizations, having the relationship of sincere interest in the
welfare of children, often take the leadership in stimulating educa-
tlonal planning. Among those organizations which have aroused in-

; terest and action in educational planning for the exceptional child

I are the Kentucky Parent and Teacher Congress, the Kentucky Society

‘ for Crippled Children, and numerous service organizations through-
out the State.

_ Acknowledgment is due the Kentucky Society for Crippled
Children for its spirit of service to all handicapped persons. Its inter-
, e§t m handicapped children is almost legendary. Since 1930 the S0-

919135’ has consistently and actively worked for an adequate State-wide

l educational program, including fundamental legislation and financial
‘ Support, for ALL handicapped children.

, su The Society, in 1947, recognizing the need for a State-wide, State-

thPDOI‘ted program for exceptional children, made a money grant to

e State Department of Education. The one and one-half year grant

:2; seeing, the deaf, and the orthopedically handicapped. Records show
that during the 1947-48 school year a few more than a thousand
‘ handicapped children were served in special education facilities en-
‘ i tirely supported by local school districts.
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713

 

  

 

made possible the employment of a supervisor trained in the field of
education for exceptional children. During this period practical and
sufficient legislation was prepared by the Society’s Legislative Com-
mittee and enacted into law by the 1948 Legislature.

The 1948 Act created a Division of Education for Exceptional
Children within the Bureau of Instruction. The Act further provided
an appropriation to help local school districts pay the added cost of
special education facilities. '

In acknowledging the right of the handicapped child to educa~
tional opportunity we recognize that there are and will be many prob-
lems to work out and overcome. Many of us must learn to recognize,
early in the child’s life, handicapping conditions. \Ve must find the
handicapped child, in the classroom, on the playground, in the home
and report immediately to the Superintendent of Schools. There must
be knowledge of, and referral to, all available local, state, and national
resources for diagnosis and treatment. As citizens of our community
school we must take steps to consistently carry out recommendations
of experts. The school curriculum——even the home and neighborhood
curriculum~will have to be adjusted to provide properly designed
and adapted education for the exceptional child. The child’s liabilities
must be MINIMIZED and MAXIMUM opportunity created to de-
velop his assets.

Here it will be well to recall that the “Principles underlying a
program of special education do not differ from those that guide our
work in a regular program of education”."‘*

The Division of Education for Exceptional Children believes
that together we can serve many more of our handicapped children,
both in rural and urban areas. This Bulletin, containing the 1948 Act
and the State Plan, as adopted by the State Board of Education, will
serve as a ready reference for those interested in a State—wide educa-
tional program for exceptional children.

GWEN RETHERFORI). Director
Education of Exceptional Children

‘ Heck, Arch 0., Education of Exceptional Children, McGraw-Hill Book Co.. Inc.,
New York, 1940.

714

 

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a1 and I 1
Com- ' a)
)tional ‘ j
ovided ‘ TABLE OF CONTENTS 1
lost of I
Section Page 1 .
educa. PHILOSOPHY ................................................................................................... 717 j I
I prob- ‘ ADMINISTRATION .......................................................................................... 718
Ogmze’ ‘ I. DEFINITIONS OF EXCEPTIONAL CHILDREN .............................. 718
Lnd the Physically Handicapped Children ........................................................ 718 7 l
a home ‘ Educable Mentally Handicapped Children ........................................ 719 . I
'6 Inns: I Special Education Facilities .................................................................. 720 ‘
311(1):: L Special Schools ...................................................................................... 720
. ' : Special Classes ...................................................................................... 720
datlons Special Instruction—Home, Hospital .............................................. 723 i ‘
bOl‘llOOd I
esig‘ned II. ESTABLISHMENT OF SPECIAL EDUCATION FACILITIES... 725
lbilities Resident Pupils ...................................................................................... 725
to (10— , Pupils in Home, Hospital, Sanatoria ................................................ 726
I Non-resident Pupils .............................................................................. 726
lying 3 Application for Preapproval .............................................................. 727
ide our 111. DETERMINATION OF STATUS OF CHILD .................................... 727
Medical Certification .......................................................................... 727 .
believes Educable Mentally Handicapped ...................................................... 728 .
hildren, ' IV. QUALIFICATIONS OF TEACHERS OF EXCEPTIONAL
948 Act CHILDREN . 730
$532: I V. ANNUAL CENSUS BY ATTENDANCE OFFICERS ........................ 732
7‘ VI. BUDGETS, REPORTS, PAYMENT OF EXCESS PER
‘ CAPITA COSTS ....... 733
Ziggy” APPENDIX 1. FORMS AND INSTRUCTIONS .......................... 735
' APPENDIX II. SAMPLE F ORMS—LOCAL DISTRICTS ........ 746
APPENDIX III. MATERIALS AND SUPPLIES .......................... 753
APPENDIX IV. AGENCIES PROVIDING SERVICES FOR
HANDICAPPED CHILDREN .............................. 756

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EDUCATION OF EXCEPTIONAL CHILDREN
Philosophy

“In content, motive, and method education must be democratic
at every level and phase since it is the process of having experiences
in which one makes self—directed choices in carrying on self-expressive
activities which result in self-realization both individual and social.”1

Through adjustments of curriculum, teaching methods and tech-
niques, and daily programs the individual needs of the exceptional
child are resolved in terms of his ability to achieve. Accordingly, we
seek to promote for them, as for the so-called normal child, the valid
goals of Self—Realization, ability to enjoy and to participate in Whole-
some Human Relations; Economic Efficiency; and sharing in Civic
Responsibilities as set forth in The Purposes of Education in Ameri-
can Democracy?

Educational experiences for the exceptional child are the media
through which he learns and he must be given the opportunity for
these experiences within the ability of the teacher to provide them and
the child’s ability to profit from them. For the exceptional child edu—
cational experiences must differ from those of the normal child in
instructional method and technique, instructional materials, and
equipment, therapeutic services which help remove or minimize the
handicap in addition to different experiences and adaptation of cur-
ricula to help him become a. well-adjusted, self-sufficient exceptional
child. '

The needs of the exceptional child can be met only with intelli-
gent program planning. That is to say, for many less handicapped
children a satisfactory program can be maintained in the regular
classroom; for others, with slightly more severe handicapping con-
ditions, classroom attendance plus transportation; for those more
severely handicapped a combination of the regular classroom and a
Special class; and for the most seriously handicapped, special classes
are necessary. In all cases the educational facilities, therapeutic serv-.

ices, equipment, etc., must be adequate to meet the needs of the child.

Segregation of exceptional children from “norma ” children is
to be discouraged and should be supplanted whenever possible by edu-
cational facilities which place exceptional children in a normal en-

‘\

, 1Courtis, S. A. Philosophy of Education. Ann Arbor ;. Brumfield and Brum-
field, 1934. p. 204.

2National Education Association, The Educational Policies Commission. The
Purposes of Education in American Democracy. Washington, D. C. The Associa—
tIon. September, 1938. 157 pp. ~ .

717

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
    
    

 

 

 

  

 

Vironment, supplemented when necessary by special facilities. Segre-
gation should be used only when definitely necessary for educational
reasons. No child should be denied opportunity of enrollment in a
special school or class if he is educationally in need of such facilities.3

Administration

The legislative Act creating a Division of Special Education for
Exceptional Children places direct administration of the educational
program upon the local schools. The legislature assigned to the Direc-
tor of the Division the responsibility of : (l) supervising and direct-
ing a state program of education for exceptional. children, (2) regis-
tering all exceptional children, (3) classifying types of exceptional
children who may receive instruction together, (4) recommending
rules and regulations for adoption by the State Board of Education.

There are certain duties placed upon the Superintendent of Pub«
lic Instruction. These are mentioned in the law, a copy of which is
contained in this bulletin.

The Superintendent of Public Instruction is authorized by the
State Board of Education to require reports, other than those in-
cluded in the present plan, as are necessary to the successful operation
of the Program of Education for Exceptional Children.

In the event that total costs of. the program exceed the actual
amount allotted by the Legislature for purposes of paying the excess
costs for exceptional children, the Superintendent of Public lnstrUC-
tion has authority to determine. the items and factors on which State
reimbursement may be made to the local school district.

Changing conditions dictate change of plan, and may make it
necessary to revise the policies in this bulletin. \Vhen local conditions
indicate the need for flexibility the Superintendent should confer
with the State Department of Education.

I. Definitions of Exceptional Children

Law “Physically handicapped children” means children of
sound mind between the ages of three and twenty-0116
years who suffer from any disability making it imprac—
ticable or impossible for them to benefit from or partici-
pate in the normal classroom program of the public

' schools in the school district in which they reside and
whose education requires a modification of the normal
classroom program.”

z’Haitema, Stoddard, Martens. “The Education of Exceptional Children“
School Life. Vol. 29, No. 6, p. 7. March, 1947.

718

 

 

 

 

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Interpretation

a. The aid of special facilities is restricted to specific ages of
children but not a grade placement. Thus, preschool, kindergar—
ten, elementary, and secondary pupils Within the age range may
benefit.

b. A person twenty-one years of age or younger is one who has
not reached his twenty-first birthday by the beginning of the
current school year.

c. Children who have the following defects may be considered as
“physically handicapped”. Partially seeing, hard of hearing,
deaf, epileptic, crippling conditions including cardiac difficul-
ties and speech deviations.

Law “Educable mentally handicapped children” means chil-
dren between the ages of five and twenty-one years Who
because of retarded mental growth (as determined by
recognized standardized tests) are incapable of being edu-
cated profitably and efficiently through ordinary class-
room instruction but who may be expected to benefit from
special educational facilities designed to make them eco-
nomically useful and socially adjusted.”

Interpretation

a. The aid of facilities is restricted to specific ages of children
but not to grade placement. Pupils within the range of preschool
and high school placement may benefit.

b. A person who has not reached his twenty-first birthday by the
beginning of the current school year shall be considered as
twenty-one or younger.

c. Educable mentally handicapped children are those children
who because of mental retardation cannot meet the demands of
the regular classroom, but who by simplified and adapted method,
Procedure and curriculum can make progress. Uneducable men-
tally handicapped children should be excused from school. It is
preferable that special education facilities be provided for men-
tally handicapped children upon the recommendation of a quali-
fied psychological examiner. When a qualified psychological ex-
aminer is not available, objective standardized tests should be
used to determine the mental status of the child.

719

 

 

 

  

 

 

d. The following standardized tests are recommended:
1. Stanford-Innet~—administered only by trained clinicians.
2. Bellvue-“leclIslerwadministercd only by trained clini-
cians.
3. California Mental Maturity—administered by principal,
supervisor, teacher.

Law “Special education facilities” means special school, special
classes, and special instruction. All special education facil-
ities shall be under the supervision of the Superintendent
of Public Instruction.”

Interpretation

a. Special Schools

1. Physical Plant—a school unit designed with physical
facilities to meet the needs of one or more types of excep-
tional children. For example: a building for children with
orthopedic handicaps having ramps rather than stairs for
safe, convenient and efficient use by children fitted with
braces, crutches, and wheel chairs.

2. Instructional Facilities—should include such eqilipment
and materials as will best serve the special needs of the type
or types of exceptional children served in the special school.
[See (f) under “Special Classes.”]

3. Staff Personnel—of special schools should be qualified by
training and experience. (See recommended qualifications
for special teachers, supervisors. IV.)

b. Special Classes

1. A class wait for one type of exceptional children (hard of
hearing, partially seeing, mentally handicapped, etc.) 10'
cated in a regular school building to serve children who de-
viate from the normal to the extent that special modification
of the school program cannot be made in the regular class-
room. Such classes should be administered on the non-
segregated plan with the exceptional child taking part in the
regular program whenever possible, providing the child’s
physical or educational safety and progress are not 611'
dangered.

2. Instructional facilities should include the proper adapta'
tion of method and technique; provision of recommended 111'
structional materials and equipment; and provision for a

720

 

 

 

  

 

1
wide scope of educational experiences Within the child’s
icians. ability to profit. Too much stress cannot be placed on the
clini- ' necessity of providing educational experiences for the ex-
ceptional child'that are equivalent to those of the normal
ncipal, child of a similar growth level. (See listing of materials and
equipment.)
special 3. Staff personnel having the responsibility of supervising ‘ ,
[facil- . or teaching Special classes should be qualified by training ‘ i
endent and experience necessary to serve properly the type of ex- ‘ .
ceptional children enrolled in the special class. (See Section
IV, b.)
4. Pupil-Teacher Ratio, of course, varies with the type of

 

handicap, the degree of the disability, and the age range of

 

 

 

 

 

 

l .
hysical the special group. The following table indicates the usual ,J ‘
excep- ‘ number of children per teacher: 1
n with l Number of Children in . ‘ ,
.lrs for Type of Class Special Classes Full Time ; 1,

. Orthopedic and Cardiopathic .................................. 12— 30 ‘ fl‘
1 Wlth Deaf _________ 8— 12 ‘ 3
Hard of Hearing 10— 25 . ;'
Blind _____ 8— 12 1
[pmth 1 Partially Seeing _ 10— 25
Epileptic _____________ 15— 25
18 type l Homebound __________ 10——- 15
school, Hospital, Sanatoria, Etc. .......................................... 15— 20
(Modify for bedside or class group instruction)
Speech Correction ...................................................... 125—200 per Wk.
’ied by Mentally Handicapped .............................................. 15— 20 l
nations ‘ In speech correction programs pupils should be met as often ‘
as necessary but not less than twice a week for periods of
approximately 30 minutes. The correctionist should set aside ‘
a definite amount of time for conferences with parents,
lard of teachers, and others.
c.) 10- 5. Housing and Equipment. Careful consideration should
vho de- be given to locating the children so that they will have as l
‘ication many profitable contacts as possible with normal children of
r class- I their own age group.
e non- (a) Placement of special classes should be made in a
; in the centrally loeated building if possible. It is advisable
child’s that the building, or classroom, should not be below
1012 en- the average for normal children. I
(b) Orthopedic classrooms should be on the first floor
adapta' of the building near an adequate exit having ramps
de d in- and hand rails as well as properly constructed
‘ for 21 steps. Toilet facilities, a drinking fountain, cot
' room, etc., should be near by. It is desirable to have
721

 

 

  

 

 

(c)

(d)
(e)

(f)

such facilities adjoining the regular classroom if
possible.

All classrooms With easily controlled unilateral
lighting, should be large enOugh to allow for free-
dom of movement, desirable arrangement of fumi-
ture, and special equipment. A room at least 20x30
feet may be considered adequate.

Facilities for lunch rooms are desirable for all
special classes.

Special equipment should be movable so that it may
be used in another location, if desired. Items of
equipment that become fixed parts of the room or
building are not reimbursable.

The same materials and equipment supplied for
all children should be available to special classes.
Materials and equipment on which reimbursement
is to be paid must be listed, with cost price, in the
Application for Preapproval. Reimbursement Will
be made on items of equipment only if the local
district is granted written approval from the Divi-
sion of Education for Exceptional Children. The
following are examples of equipment on which reim
bursement may be paid if they are needed:

Hard of Hearing
Audiometers Lipreading tests, charts

Consonant and vowel and drills
drill charts

Mirrors
Orthopedic

Back supports
Bradford frames

Reclining chairs
Rolling platforms

Creeper carts Toys for muscle exercise
Desk attachments Screens

Foot rest supports Walkers

Mirrors Wheel chairs

Partially Seeing

Book racks or rests Sight saving pencils
Chalk—large Sight saving papers
Copy holders Talking books

Dictaphone or Sound Scriber Textbooks, clear type
Typewriters, bulletin type

722

 

 

 

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Speech Correction

Blowing equipment Practice materials
Mirrors Testing materials

0. Special Instruction

1. Home: Special. education facilities may be provided in
the home under the following conditions:
(a) The physical handicap must prevent the child from
attending regular school.
(b) Transportation facilities cannot be adjusted to take
the child to his regular school.
(c) All children on a home teaching program must have
a medical examination by the proper examining
specialist in which it is stated that the child is
physically unable to attend school.

((1) Instruction: Each child on a home teaching pro-
gram should be under instruction for a minimum
of 2 hours per week. It is advisable that there be no
less than 2 separate weekly periods. This is a
minimum standard. More time should be allotted
the child if the physical status permits and if time
spent is profitable. Such allotment should be upon
the recommendation of the examining physician.

(e) Pupil Loud: Home teachers in Independent School
Districts may be able to carry pupil load of 15
children at any one time. Home teachers in County
School Districts may find that an adequate pupil
load is less than 15 because of the extensive travel .
involved. It is highly recommended that pupil load
be thought of in terms of service given to the child
by the home teacher, since she has the additional
responsibility of travel and preparations in propor-
tion to the number of children which she teaches.
Careful study of travel time and preparations must
be made before determining the actual number of
children which a home teacher can serve With
maximum efficiency.

2. Hospital and Sanction?“ Educational service for phys-
ically handicapped children in hospitals and sanatoria must
come under the direction of a local school system if reim-
bursement claims are to be made. The local school system

723

 

  

 

sponsoring the hospital or sanatoria teaching shall be re-
sponsible for supervision of the teachers, and for payment
of teacher salary, instructional supplies, etc. In order that
the teaching plan work smoothly, the local superintendent
will find it advantageous to work out cooperative policies
and procedures with the hospital superintendent and per-
sonnel—such as the occupational and physical therapists, as
well as the medical staff.

(a) Non-resident pupils in hospital: Any child whether
resident or non—resident of the local school district
should be considered eligible for educational serv-
ices whenever they are provided in the hospital in
which he is confined.

(1) The school district of the child’s residence
shall pay to the district offering the hospital
teaching, depending upon the period of training,
a proportionate amount of the average per cap-
ita cost prevailing in the district of residence
(tuition).

( 2) School districts maintaining special facili-
ties in the hospital may claim excess cost after all
tuitional fees have been received and taken from
the total cost of the special facilities.

(b) Instruction:
(1) Individual Teaching: Instruction in hOSpi'
tals and sanatoria is frequently individualized.
This should be done only where group teaching
is not possible, or when the child cannot be
moved into a group situation. It is, however,
recommended that all work be scaled to the
child’s educational needs and physical capacities.
(2) Group Teaching.- ‘Vherever possible it is ad-
visable that group teaching be done since one Of
the purposes of instruction in hospitals and sam-
toria is to provide proper socialization of tile
children. Academic instruction may be given 111
a classroom for those who can be moved there; 01'
it may be given in a ward Where several children
can be grouped together. As many group actIVl-
ties as possible should be offered including =
Occupational Therapy

724

 

 

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 all be re-
- payment
)rder that
rintendent
we policies
and per-
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Play Therapy

Assemblies

Recreational Activities, etc.
Care should be taken to assure a program for the
total day; that is, some plan for educational
recreation should be made for the evening hours
before the child is required to retire.

H. Establishment of Special Educational Facilities
Law ”School boards of any school district may, subject to any
limitation specified in KRS 157.240 to 157.300, establish
and maintain special education facilities for physically or
educable mentally handicapped children who are residents
of their school districts, and, in accordance with provisions

of KRS 157.280, who are residents of other school dis-
tricts.” ‘

Interpretation

a. The law is permissive and provides that any board of educa-
tion may establish special education facilities for educable phys-
ically handicapped children, as well as for educable mentally
handicapped children.

b. In all public school programs for the education of exceptional
children the local Board of Education is responsible for the ad-

ministrative and supervisory planning and direction of all‘special
facilities.

Law “If in any district there are handicapped children not
able even with the help of transportation to be assembled
in school, instruction may be provided in the child’s home
or in hospitals or sanatoria. Children so instructed may
be counted under the provisions of KRS 157.230, counting
however, a minimum of two hours of instruction by a
teacher . . . as equivalent to the attendance of one child ‘5
days in school.”

Interpretation

a. The local school board is authorized to plan and develop spe-
cial education facilities for those educable physically handi-

capped homebound children who are unable to attend regular
school.

b- Special facilities may be organized by local school boards in
Suitable places such as homes, hospitals, sanatoria, recognized

725

 

 

 

  

 

 

 

convalescent homes, etc, at the invitation of governing boards of
the institutions in which the facilities are to be established.

c. As specified. in the law the minimum time allowed, if reim-
bursement is to be received, is two hours per week. It is advisable
that there be no less than two separate weekly periods. (See pre-
ceding section on “lnstruction”.)

d. It is recommended that children who receive home, hospital or
sanatoria instruction, providing the minimum requirement of
hours of instruction with proper distribution of periods per week, '
be counted in regular attendance.

Law “If a child resident of one school district, because of his
handicap attends a class or school for any such types of
children in another school district, the school district in
which he resides shall pay to the school district maintain-
ing the school or class he attends, his tuition in the sum
equal to the per capita cost of educating normal children
in the district of his residence . . .”

Interpretation

a. Special facilities should be designed to serve neighboring

school systems not having such facilities; that is to say, non—

resident children shall be allowed attendance providing the en-

rollment does not exceed the maximum number of children for
productive work.

b. Establishment of special schools or classes in some school diS‘
tricts is impractical because there are but few children who can-
not be educated safely or profitably in the regular program. The
legislature, recognizing this fact, specifies that districts having a
sufficient number of exceptional children to develop and main-
tain special education facilities may provide for both resident
and nonresidents.

c. To encourage the development and use of area planning, at
minimum expense, the legislature specifies that. the school diS‘
trict from which the child comes shall pay to the school district
providing the facilities tuition equal to the per capita costs 0i
normal children.

Law “The local superintendent of schools shall present to the
Superintendent of Public Instruction an application If“
conditional preapproval of a plan for special educatlon
facilities . . . before a local school district shall be eligible

726

 

 

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III.

to receive state reimbursement for these special education
services.”

Interpretation

a. Local school districts, before establishing special education
facilities, must make application for preapproval and have re-
ceived State Department approval as a prerequisite for reim-
bursement.

b. The necessary preapproval forms and instructions for use are
to be secured from the Division of Education for Exceptional
Children.

c. To facilitate the mechanics of setting up a program of special
facilities it is recommended that the preapprovals, for the coming
school year, be completed and in the office of the Division of
Education for Exceptional Children by May 1, of the current
school year. Those classes starting after the beginning of the
school year should complete the Application for Preapproval at
least 10 days previous to the establishment of special education
facilities.

d. It is the intention of the Department to return the approved
forms to the local superintendent