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A guide for the organization and administration of special education classes in the Los Angeles city elementary schools.
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A guide for the organization and administration of special education classes in the Los Angeles city elementary schools.
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A <mim FOE ME ©EtAEIZATIOE AND ABMIEISIEAflOE OF SPEOIAL EBEOAMOE GLASSES IE ME LOS AEGELES GITT ELMEMAET S01001S A. Project Presented to the Faculty ©I the School of Education fhe University ©f Southern California la Partial Fulfillment of the Bequirements for the Begr Master of Science in Education UMI Number: EP49046 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Ptitelisteng UMI EP49046 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Ed ’-W This project report, w ritten under the direction of the candidate’s adviser and approved by him , has been presented to and accepted by the faculty of the School of E ducation in p a rtia l fu lfillm e n t of the requirements fo r the degree of M a ste r of Science in E d uca tio n . Date. A dviser Dean TABLE OF CONTENTS I. THE I I. . j Statement of tke Proklem Importance of tke Study Organization of tke Study * . • • ...... II. HISTORY AND PHILOSOPHY OF SPECIAL EDUCATION . . History of tke Sckools for tke Mentally Retarded . ............................ * * History of Special Training in California • • Pkilosopky of tke Special Training Program . III. A SURVEY OF MENTAL RETARDATION .. ... ... Definition of Mental Retardation........... Identification of tke Mentally Retarded • • • Educational level Social status * . Croup intelligence tests ..... , Referral skeets ........... Individual psyckological examination Croup conference . • ............... ! CHAPTER i I Consultation with parent • •••«• » . . ! Follow-up................................... ! | Summary .................... ........... i IT. CIASSIFIOAMOJT.............. ........ 1 Classification According t o Degree . . . . . Idiot .................................. Imbecile ••••• ... ................. Moron • •••••••• • . • ............. Borderline ......•• ......... ... lull-normal...................... Classification According to Cause •••••• Heredity . ............... Post-natal . . . ..........•••••••• Classification According to Clinical fypes Mongoloids............... .. • • . * • . * Cretins ........... • • ........... Microcephalies .... .................... Hydrocephalics............. • Classification for Educational Purposes • • • Mentally retarded ..... ... • • .. . Mentally handicapped ••••••••••• Mentally deficient • ........... Summary . . . ............. . . . . . . . . . ¥. OHCAMIZAf IQM AMD ABMINISTEAflO! OF fHE 100M . . Establishing the Need for the loom • ♦ . Pre-compulsory Special Education Glasses Srze of Clas s*** *»••••• Request to Open Special Room • • The Special Education Teacher . • Physical Classroom and Equipment Public Relations ........ TI. SUMMARY AND CONCLUSIONS # • • • • • « « APPENDIX • m • # • ♦ • • • • • • • Statement of tke problem. This study is i' to aid principals in tke Los Angeles City Elementary Sokools when they find it necessary to open and conduct special education classes in tkeir school. It is aimed ? . r . . toward tkose new administrators wko are eaqperiencing tke estakliskment of new rooms for tke first time. Tke pur pose of tkis study is to give tke administrator some kackground in special education practices and to describe procedures to be used wken opening tke new classes. Importance of tke study. As researck continues, it, gives us more information regarding tke benefits of special education and at tke same time points out tke need for tke program to be enlarged. Tke White House Conference on Ckild Healtk and Protection reported tkat at least two per cent of tke children in elementary sekool grades are mentally re tarded to suck a degree tkat special educational services are required if tkese children are to receive an educa tional opportunity equal to tkat of tkose wko have normal 1 *Hjhite House Conference on Child Healtk Protection, _____________ : __________ ! __________________'_______________________________i 2 i j Special education facilities have been rapidly ex- i jpan&ing in tke Bos Angeles City Sckool Districts* In Iff? |tkere were seven special education sckools , twenty-four | special education rooms in regular elementary sekools and s ■ ■ ■ ' ■ ■ ■ ■ I jno special education centers* Today, in 19571 tkere are five special education sckools, twenty-three special education centers, one hundred forty separate special education classes in re gular elementary sckools and three point two classes. This rapid increase has occurred mostly within tke last !five years* Due to this growth in pupil enrollment, many new administrators have been appointed; and it is likely tkat they will encounter special education for tke first time i . I |wken they open new rooms in tkeir schools* Procedure * A survey of tke literature was made to determine tke history and philosophy of special education* | Ike information regarding procedures to be used wken I ' - . - - T - ■ : - • ■ establishing tke new room was gained by personal interview with educators prominent in tke field of teaching tke exceptional child, administrators in tke main offices of tke Bos Angeles Gity Board of Education and administrators Special Education; The Handicapped and tke Gifted* Report of tke Committee on Special Glasses • Charles Scott Berry,! chairman* New forks Tke Century Go*, 1951, p. 459* I - 3 in the Los Angeles County Superintendent of Sckools office^ Principals who were new to their positions when they had been required to open special education rooms were also interviewed* Prom the latter mentioned sources, informa tion was gained as to the essentials which they believed would have been most helpful if such a study as this had been available to them at the time* Organization of the study* Ghapter I contains the statement of the problem* importance of the study* and method of procedure. fhe remaining chapters will be organized as follows: Chapter II will present a short history and philosophy ©f special education. Chapter III will contain a survey of mental retardation* Ghapter IV illustrates a classification of the mentally retarded* i Ghapter V will explain the procedure of organization and administration of the special room* Ghapter VI is de voted to a summary and conclusions* j ©HAPTEH II i I histosy and philosophy of special isveati©n j History of the schools for the mentally retarded# I i I fhe history ©f the specialized ©are for the mentally j deficient in the United States begins with the establish ment in 1828 of the first experimental school, with an appropriation of $2,500 annually, in the Perkins Institute in Boston# This institution was incorporated in 1850 as the Massachusetts School for the Idiotic and Feebleminded Youth# In 1891 the school was renamed the Walter 2# Fernald School and relocated at Waverly* Hew York State followed in the establishment of an institution in 1851* Ohio in 1857, Connecticut in 1858, Kentucky in 1860, and Illinois in 1865# The first private school for the care and training of the mentally deficient was established in 1852 in Media, Pennsylvania now known as Elwyn, Penn sylvania. The school is at present called the Elwyn j |Training School. Special classes in the public schools for the mentally retarded followed at a much later date. ! ' * Providence 1896, Chicago 1898, New York 1900, Philadelphia 1901, Los Angeles 1902# i i History of Special Education in California. Prior s' to 1880, in California, there was permissive legislation jfor tke special education ©f mentally retarded children, yet, as late as 1936, fifty-six years later, ©nly thirteen districts in the entire State had made special provisions for the education of mentally retarded children* Many i I : professional people throughout the State worked for I Jnumerous years to increase and improve the educational provisions for mentally retarded children* Little pro gress was made toward achieving this goal until 194-5* when a Senate Interim Committee was appointed to study the entire problem of mentally retarded children in California As a result of two years work, Senate Sill So. 133 was presented to the 1947 session of the State Legis lature • It was passed unanimously and signed by Governor Earl Warren. This measure made special education mandatory for all "educable” mentally re- ; tarded minors of compulsory school ages and provided, for the first time in California, State reimbursement for the excess cost of operating the programs • This law, which became effective in 1948, gave great stimulus to the program in Los Angeles, as it did S everywhere throughout the State*2 Philosopher of the special training program. The philosophy of education as expressed for all children in the Los Angeles City School Districts, recognizes the need for discovering. the potentialities of each child. It Mary Frances Martin, "The Role of State Legisla tion and Leadership in Extending Educational Opportunities for Mentally Retarded Children," American Journal of Mental leficiency. Vol. VIX, R®. 1 (July, 1954-), pp. 43-47. believes tkat these potentialities tke personal benefit of tke of tke society of which tkat realises the necessity of y should be developed for and for tke benefit; is a part* It ing tke best educational ings and with tke resources and Special education for handicapped children can do no more and mo less! Tke aim, then, of special education is to foster wholesome growth in full measure for each child, with due regard for tke child1 s abilities and limitations and kis possible contributions to society* It is tke privilege of tke special class teachers to guide, direct, and encourage the balanced and optimum physical, mental, emotional, spiritual, and social development of each child, no matter how handicapped* Education in tke elementary grades is recommended for all children wko are able to profit from tke regular curriculum. Special education is recommended for tkose children wko, because of physical and/or mental handicaps are not able to profit from the regular curriculum and who require special facilities to meet their particular needs, Tke emphasis, however, is upon tke likenesses of handicapped children to normal children, rather than upon their differences from nor children have the same fundamental need for love, 7 security, recognition, and success as do normal children* They need all of the advantages given to normal children and, in addition, they need individual attention in learning so that they may he helped to adjust to life situations in a satisfactory and a happy manner* i The mentally retarded child is more like the normal child than different from him in his learning processes* Mis differences are of degree rather than of kind* The late Dr. Let a S* Hollingsworth, formerly Professor of Education, Teacher's College, Columbia University, used to tell her students of psychology that working with subnormal children is like working with normal children under a microscope* To teach mentally retarded children successfully, one requires scientific knowledge and skill, abundant patience, and a genuine ! a stoyex m mental retardation i ! I. DEFINITION OF MENTAL RETARDATION ! i Educators encounter tke terms mental deficiency, feeblemindedness, cerebral agenesis, intellectual re tardation, amentia, mental retardation, backwardness, and many otker terms often times used interchangeably* In i fact, tke members of tke American Association of Mental Deficiency do not agree upon an official definition of mental deficiency or mental retardation* Tke physicians, |psychiatrists, neurologists, pathologists, teachers, and I . i . ' 1 ( i Jsocial workers who compose the membership of this organi zation do not seem to have a common working vocabulary i 1 among themselves• The biological, medical and social j i . • - I sciences all add to the knowledge and understanding of i > . . | mentally retarded individuals and it is not unlikely that |the resulting enormous body of research, experience, and |information cannot be reduced to only one definition. One of the most universally accepted definitions, and also one of the oldest, of mental deficiency is promoted by Dr* A* F. Tredgold, a well-known English authority in this field. His definition states: The condition is a psychological one, and we may accordingly define amentia as a state of restricted potentiality for, or arrest of, cerebral development, in consequence of which the person affected is in capable at maturity of so adapting himself to his environment or to the requirements ©f the community as to maintain existence independently of supervision or external support•3 | Boll’s statement of mental deficiency is considered; Iby the English to be useful enough to be contained in jtheir Mental Deficiency Act of 1913» this act being the 4 legal authority on the subject. j Social adequacy is also used as a measure in its i i idefinition of mental deficiency by the loyal College of |Physicians and Surgeons of London. They say that a feebleminded person is able to earn a living in some special circumstances but is unable to compete favorably with his peers or of doing a successful job of managing himself and his affairs. The director of Vineland Training School in Hew Jersey uses as his definition the following: Although we use the term *mental deficiency* as a generic concept for all feebleminded regardless of degree, type, or cause, Jjhis does not imply that feeblemindedness is a single clinical entity. On the contrary, mental deficiency is an aggregate of differ ent clinical pattern^. Each of these has six charac teristics in common with all the others, namely; (l) social insufficiency due to (2) incomplete development of (3) general intelligence which is of (4) constitu- ^A. F. Tredgold, Mental Deficiency (Hew Yorks William Wood and Company, 1922, p. 28 (IT edition). Edgar A. Doll, "Feeble-mindedness Versus Intel lectual Retardation." American Jomrnal j o ' f Mental Deficiency. LI (January, 1947), pp. 436-39* 1© tional (especially cerebral) ©rigin (5) obtaining at maturity and (6) essentially incurable although its manifestations may be somewhat ameliorated under favorable circumstances*? According to Ingram the term mentally retarded has reference to the seriously handicapped as she statesi The term ”mentally retarded* will be used to mate the more seriously handicapped, . . * The term j * * du 11-normal” will be applied to the larger number of j the slow-learning who are less seriously handicapped than the mentally retarded but who are unable to make normal school progress year by year.6 The California Education Code defines mentally retarded minors as follows: Mentally retarded minors means all minors who be cause of retarded intellectual development as de termined by individual psychological examination are incapable of being educated efficiently and profitably through ordinary classroom instruction*7 A careful distinction must be made in all cases between a person of low mentality and a person who is feebleminded• Many of those who have been classified as feebleminded have become useful persons in society and very economically self sufficient* Boll believes that special education for the feebleminded, or severely ment ally retarded as they are now termed, accomplishes an 6 Christine P* Ingram, Education of the Slow-Learn ing Child (Eew York: World Book Company, 1935)* P* 10. ^ *7 1 'State of California, Education Code. Sacrament©t State Printing Division, 1955~ 9801* i 1 1 in habits and adjustment; it dees net greatly alter tke nature of tke condition, however# Tke mentally deficient, or edueakle group, are kelped ky special education to tke extent tkat tkey are akle to take tkeir place in society as self-supporting citizens. Anderson and fearing go so far as to say tkat from tkeir study tkey have concluded: elements tkat enter into tke failure or success of tke mentally defective in life are in no sense different from tkose tkat affect tke lives of normal Anotker survey by Ckanning summarizes: study as a wkole would seem to indicate tkat tkere is a place for subnormal boys and girls in in dustry. Even tkose wko skowed little mental ability could perform certain types of work satisfactorily. Of these subnormal young people tkose in tke lower grade had held their last jobs longer than tkose of higher mental level; this probably indicates tkat tkey were more willing to settle down at tasks tkat were monotonous and irksome than tkose of higher intelli gence. Tke percentages of promotions for tke differ ent intelligence groups and wage increases in last over first jobs show tkat ability to progress in creased with a higher intelligence quotient• Tke fact tkat so many young persons of less than average men tality were able to earn a livelihood in tke special classes, in good habit formation, and in a right attitude toward work#9 V. Y. Anderson and Flora M. Fearing, A Study of tke Careers of Three Hundred Twenty-Two Feebleminded Persons (National Committee for Mental Hygiene, 50 West Fiftieth Street, Hew York City; 1923), p* 25* ^Alice Ckanning, Employment of Mentally Deficient Boys and Girls, Children*s BureauPublication Ho• 210 (Superintendent of Documents, Washington, D. C., 1932). It is important because of tke difference in educa tional objectives for tke two classes tkat in selecting and qualifying tkese pupils a clear distinction be made between educable retarded minors as tkey are set fortk in Education Code Section 9801*1 and severely mentally re tarded minors as tkey are defined in Education Code Section 9801*2:; 9801.1. The education of mentally retarded minors wko are of compulsory sckool age and wko may be ex pected to benefit from special educational facilities designed to make tkem economically useful and socially adjusted skall be provided for in tke manner set fortk in tkis ckapter* 9801*2. fke education of mentally retarded minors wko do not come witkin tke provisions of Section *1, wko are five or more, and less tkan 18 years , and wko may be expected to benefit from educational facilities designed to educate and train tkem to furtker tkeir individual acceptance, social adjustment, and economic usefulness in tkeir komes and witkin a skeltered environment, may be pro vided for in tke manner set fortk in tkis ckapter* ^ Eurtkermore, educators must be careful not to confuse pupils wko are mentally retarded witk tkose wko are only educationally retarded. Pupils wko fall in tke range of normal or above-normal range of ability may not be re tarded from lack of ability but because of emotional disturbances, a transient family life, illness, lack of, or faulty instruction, and otker environmental conditions. Pupils wko are affected by tkese causes may exkibit tke Education Code, Sections 9801.1, 9801.2.loc.cit. 1 5 same retardation in school success as is shown by mentally retarded pupils. Often-times children display behavior patterns i which so closely resemble those of children who are men tally retarded that we assume them to be so affected when actually this behavior is really caused or aggravated by other conditions. Research tells us that there is a higher incidence of physical defects among mentally re tarded children than among boys and girls with normal mental ability, therefore t every effort is made to deter mine any defects of speech, hearing, vision, or other physical or social handicaps among the mentally retarded in order that they may be considered when the program is being planned for the education of these children. It j |should also be kept in mind that if one child scores higher than another on a mental test the one with the highest score will not always be the more well-adjusted. There is always the chance that under certain circumstances the one with the lower test score will be much happier and more stable than the one who scored higher. II. IDEM?IF ICATI0N ©F THE MENTALLY RETARDED A most important question to consider is: How can schools identify mentally retarded pupils who should be assigned to special schools or classes? The California law relating to tke education of mentally retarded pupils places tke major responsibility of identifying tkese 11 pupils upon tke school psychologist. A psychologist must be trained in modern clinical techniques and have an understanding and an appreciation of tke problems of school organization and classroom instruction, fke school psychologist must meet certification requirements set by the California State Board of Education. The Division of Research and Guidance, office of the County Superintendent of Schools, Los Angeles, in a study of problems connected with the selection of children for special training classes, statesr The diagnosis of mental defeetivemess is not a simple matter that can be entrusted to amateurs who merely know how to administer the Binet test or battery of group intelligence or achievement test. j Rather it is a problem for experts (clinical psycholo gists or psychiatrists) who possess an extensive back ground of case experience with many types ©f mental deviates and retarded children plus skill in clinical examination procedures. Ho child should be classified as feeble-minded or mentally defective except as a result of a careful individual study from the stand point of intelligence, educability, physical status, environmental background, personal and family history* Competent clinical psychologist or psycho-educational examiners should be made available to all public schools.^ It is of extreme importance that a child not be ■^Education Gode Section 9808, loc. cit. TO Division of Research and Guidance. Bulletin. Los Angeles: County Superintendent of Schools. S classified incorrectly* Some pupils have am appearance ©J being retarded* This latter mentioned phenomenon is re ferred to as ps eduo-mental retardation* Many aspects of a pupils reactions and physical appearance mast he 1 studied* Authorities suggest that at least six areas j should he examined. Especially the area of the so-called borderline level between a child who is about to be classified as normal or subnormal. The six areas are as follows: 1* History of development* When did the child be gin to walk? Or at what age did he begin talking? Factors such as dentition, bladder / and bowl control, are important. When the child became able to feed and dress himself should be determined* Many times these seem ingly simple processes are delayed in the child who is mentally deficient. 2* Psychometric examination. This phase should include as a minimum one verbal and one non- verbal test* 3* Educational level. An important indication is that of being retarded more than three years in school* j 1 6 -4. Social status. Usually the child will continue to play with children much younger than him- ^self. 5. Family history* Lout it s ays: Evidence of nervous or mental disorders in parents, grandparents, and collaterals or other relatives of the patient may serve to indicate the presence of pathological conditions, hut strong clinical evidence is necessary to establish this. Limited understanding and slow development among siblings and the parents themselves is suggestive evidence#33 Information from the California State De partment of Education gives us a warning that:: Severe mental defect seems to cut across all social and economic strata, suggesting patho logical conditions. On the other hand, border line deficiency appears with s omewhat greater frequency among the lower economic groups, suggesting familial inheritance. Furthermore, it is important to understand the family history and socio-economic background of the child in order to understand the degree of cultural deficiency that is contributing to limitations in the child's behavior. It is possible that severe cultural deficiency may contribute to the impression of pseudo-mental deficiency, and cause an otherwise dull-normal child to be classified as mentally deficient* Especially among Mexican-American children in the poorer settlement areas of California. It is necessary to evaluate the effects of cul tural limitations on school achievement and performance on mental tests.® « C# M. Loutitt T Olinical Psychology. Hew York: Harper & Bros., 1947, p. 195 (revised edition). 1 4 California State Department of Education, Infor- 17 6. Physical examination, A complete physical examination is necessary. Often times a child will appear to he of low mentality when he is really only hard of hearing or it may he that it is difficult for him to see well or clearly. Poor nutrition or a mal-func- tioning organ, such as the thyroid gland can also mahe a child show a pseduo-mental A Committee of Problems of Selection appointed by the chairman of the Exceptional Child Committee of the California School Supervisors Association has studied the problem of selection of children for special classes for the mentally retarded. The following steps represent a suggested procedure for public school staffs, based in part upon the committee's recommendations. Step I. Croup Intelligence feats. Croup intelli gence tests should be used only for purposes of screening. Pupils scoring low on group tests will need to be further individual study. mat ion lejgarding the Education of Mentally Retarded Minors * * California. VolumeXXW. No. 10•, Sacramento, Calif., 1955. 57 pp# I II. Referral Sheets. A referral sheet should filled in by a teacher in order to identify aay child in need of special education, whether he he mentally re tarded, emotionally disturbed, educationally retarded, or physically handicapped. Information on the referral sheet should include identification data and suggestions as to why a pupil needs special education and how he would he expected to benefit from a special class. III. Individual Psychological Examination. Individual psychological examinations should he adminis tered to all children being considered for placement in special classes for the mentally retarded, fhe selection of specific examinations should he the responsibility of the school psychologist, who must consider several factors’ relevant to the individual child if a valid index of mental level is to he obtained. For example, scores on tests of a verbal nature are liable to be affected by socio-economic status, bilingual language background, or by other language or sensory handicaps. It is therefore highly advisable to supplement examinations with tests of a non-verbal and performance nature, as well as with some scale which will indicate social maturity. Step IV.. Group Conference. The school psycho- : - i legist should be responsible for collecting the develop \ mental history, social behavior descriptions, and educa tional adjustment facts on each child# A group conference !should he held, including the school principal, a nurse ©r* I i |doctor, and the regular classroom teacher, to review j i ! psychological, educational, and physical data regarding each chiId in order to satisfactorily place the child in school# In instances where it is impossible because of distance for a school psychologist to he present at a conference, a written summary of his findings and recom mendations should he made in advance of the conference# Step Y# Consultation with Parent# It is recom mended that whenever possible the principal or the school i psychologist consult with parents regarding special class placement. However, it may he that some other member of the staff who has already established rapport with a parent can make the most acceptable explanation of the pupil’s need for special placement# It is further suggested that if possible the parent should be given opportunity to visit the special class and meet the teacher• Step YI# Follow-Up. The school psychologist or special class supervisor should request a written pro gress report from the special class teacher on each child at periodic intervals after placements are made# It is also suggested that the psychologist make periodic *t^^ a^clx jsj^e^^isLuL 3 L @ls 1 3 t o soc> JL@il- sju^L slca^Loj^i^f adjustments of pupils assigned to special In some cases it is difficult to whether a child would he served hest in the program for the edueahle mentally retarded or in the program for severely mentally retarded minors. In such cases, it is hest to consider tentative placement in what appears to the appropriate group, with consistent follow-up and evaluation, and new placement if found advisable * Present trends in the differential diagnosis of deficiency might he summarized as follows: 1. A score on a standardised intelligence test is necessary hut not sufficient data on which to 1. Projective and performance test should he utilized as part of the total study of the child. 3* Neurological and other physical examination should he made in every case where organic brain damage is suspected. 4. Since mental deficiency is a prognosis at hest, re-evaluation of the child is necessary at 5. An evaluation of the child for school placement must also attempt to discover all ! ' strengths and assets and communicate the facts concerning these to the teacher and 6. A diagnosis of mental deficiency is a serious responsibility and should not be made until all possible data has been examined* See Appendix 1 for clarification of policies and for assigning mentally retarded pupils to special training schools, centers, and classes* Summary. Host authorities agree that a mentally retarded person cannot compete favorably with his peers and has a great deal of difficulty of becoming a self sufficient adult. The greater the degree of retardation the more difficult the task becomes until at its greatest extreme the individual is completely dependant on those charged with his care, fhe California State Code says that the mentally retarded are those pupils who because of retarded intellectual development are incapable of being educated efficiently and profitably by the means at hand in the regular classroom* The difference between the point one and the point two program was highlighted because of the difference in educational objectives to be used for the two groups. The point two program is more a process of training rather than that of education. Caution must he exercised so that a child who is simply educationally retarded will not he confused with those who are mentally deficient. Six key points to he | observed when screening a child were brought out in this chapter, lecommendations by the Exceptional Child Com mittee of the California School Supervisors Association for selection of children for special education classes were cited. Present trends in diagnosing mental defi ciency were summarised. O M S S IFIC A flO lT Whenever an administrator concerns himself with * l E classification it is done with great caution for there are always the exceptions and borderline cases. Kirk Johnson, however, have classified children with low in telligence for educational purposes, rather than for I clinical diagnosis* Classification According to Degree Idiot, fhis category includes those with the greatest degree of defect. A child so intellectually low that he usually does not learn to talk or take care of his bodily needs• Complete custodial care is required. Gen erally classified as those persons who have exhibited in telligence quotients (I.Q's.) of 0 to 25 on psychometric Imbecile* An imbecile is up one step higher on the scale* He will probably develop some language ability, j and take care of his bodily needs. Supervision is require! throughout life. The imbecile rates between 20 and 50 on ! I intelligence tests. Moron. A„ person with some degree of educability in school subjects, train ability in habits and can gain a j |small degree of social competence. Me can. become partial- j ly self-supporting and get along with others outside of an i institution* The moron obtains an I* Q. between 50 and 70 on an individual intelligence test, such as the limet* Borderline * It is difficult to classify the borderline pupils* Some of them are placed in special classes while others remain in the regular classrooms of public schools* They usually have difficulty with school adjustment. Children with I* Q*s. between 7© and §© are considered borderline cases. lull-normal* These are the children at the lower ! . ! end of the average range. They can usually compete with the majority of the children in most cases except the strictly academic school subjects. They are usually re- i tarded a year or two in the elementary grades. They may | I i complete high school with some difficulty. In many cases, however, they drop out before completion.15 As was mentioned in the beginning of this section, it is difficult t© put these children in to neatly defined "pigeonholes" because, after all, they are individuals and each classification grades in to another. The classifi- i ^Samuel A. Kirk and G. Orville Johnson, Educating the Retarded Child (Mew Yorks Houghton Mifflin and Company* 1951), p. 3. • cation is useful, though, in a general sense* I i |Classification Aceorting to Pause | Workers in the field dissatisfied with the class!— jfications according to degree have grouped the mentally i !retarded into classification according to cause* t fhe causes of mental retardation fall into two groups as follows: Hereditary (endogenous). Mental defects which have been transmitted from immediate or remote members of the Post-natal (exogenous)* Mental defects which have been acquired from such sources as trauma, infection, degeneration, or deprivation* It is agreed upon by most workers that in order to plan successfully an educational program for the mentally ^retarded, teachers and principals should be familiar with the causes of the intellectual defect of their mentally retarded students* Some authorities claim that nearly 90 per cent of all aments belong to the primary or familial group and a relatively small per cent to the exogenous or brain Los Angeles City Schools, Instructional Guide for 1 Por til® use of i clinical classification is very important* However, since ! |few clinical types are found in special training rooms j - ■ ' this type of classification is less useful for educational procedures* Classification under this method is made on the basis of physical anomalies (variance from the normal) and is included here for reference* Hong©loids* These persons are characterized by closely set, narrow slanting eyes and small, short flat head, prominent, protruding tongue with mouth breathing aml often drooling* Cretins * this individual is dwarfed and has a low forehead, broad flat nose, eyes wide apart, thick lips, mouth half open, poor delayed dentition, and often with a deep hoarse voice* Wsually is dull, placid and has marked Hlcrocephalics* Persons with abnormally small head, Hydrocephalics * Individual with an increased teachers of Special Training Schools and Classes, School Publication Ho. EC 1J6 (Los Angeles: Los School District, 1948), p. f. ! 27 amount of fluid in the brain which gives the head an en larged appearance* This condition is associated with i i *7 mental deficiency. f I Kirk and Johnson emphasize: j Clinical types are found more frequently among the I idiots and imbeciles than among the more educable j moron or borderline group, The emphasis on such a I classification is made more for medical reasons than for educational or sociological ones*18 t Classification for Educational l>urposes j Mentally retarded. Children who have shown by itheir performance on an individual psychological test that they have an intelligence quotient ranging between f© and 7P, who are retarded three years mentally and who do not profit from ordinary classroom instruction are generally considered to be mentally retarded. i ' Mentally handicapped. Often referred to as “men- |tally retarded. * * fhe term is used to indicate a child who is limited in intellectual ability and yet is educable. Mentally deficient. The term "feeble minded” is also used when referring to this degree of retardation. This child would not participate in regular or special | i i , ^ Loc. cit. 10 Kirk and Johnson, op. cit.« p. 7* jdasses in public school since M s intelligence quotient | (I* Q.) falls below 5@* These children require constant i ' s ' 'supervision either in a hone or in am institution* ! ! - v j Summary* Classification is always extremely dif- | ■ : / I 1 j !ficult because no two persons are exactly alike nor does ; ■ ' i the same person always exhibit the same behavior at all times* There must be some common ground or plane of ref erence, however, in order to describe certain individuals land thus be able to work with them* In this chapter i {classifications according to degree, cause, clinical and those for use of school personnel were described* ©E&AHIZAIIC® AM ABMIMISIRAflON QP *HB R00H j W W W jresponsibility of the prime ip al with the cooperation of ! the teacher t© recognize and determine those pupils who j are mot making satisfactory progress in their school work.j Academic achievement and results of standardized tests mayj I he clues concerning the need for individual study of potential enrollees of special education classes* Be havior difficulties may also he another indication of the need for further study of a particular child. Physical defects, sensory defects, poor motor coordination, short interest span, and limited vocabulary are attributes which often accompany mental retardation. Many administrators are of the ©pinion that the earlier a child is detected and put into a special educa tion class the easier it is for the child and the parents to adjust to the situation. It is felt that less frustra tion will result on the part of the child if he is given academic tasks he can accomplish rather than being con fronted for a number of years with a school program much : above his level of comprehension. The kindergarten teachers are asked to observe their pupils carefully. The teachers are required to test their future B-l pupils at jthe end ©f the semester while they are still in hinder- I i ; garten and submit a roster ©f those children who appear ! to he retarded mentally three years or more, or who are !found to haTe “ diligence tmotiemt between 5© and 75 j ! •.(allowing for a probable error ©f plus or minus four ! ! I ipointe) • The procedure outlined in Appendix B of this \ paper ©an he followed in order to place a child on the waiting list for special education* Pre-compulsory special education classes* The California Administrative Code includes permissive legislation for the establishment of special training classes in the public schools of this state for the teaching of mentally retarded children who are younger than the eight years of age required by the compulsory 1© attendance laws* J lies Angeles City Schools conducted an experimental class for young mentally retarded pupils* I This experiment was successful and consequently children under the compulsory age limit are included in the special education program when they are found to have the necessary re quirements * There have been cases recorded where a child of borderline mental retardation was helped to approach the ^State of California, Administrative Code Title j|, Education* SacramentoState Printing Division, 1951* j maximum of M s potential abilities in a pre-compulsory j special education class* When tMs child reached the i ' ! i compulsory age of eight years he was again tested and was ' |able to transfer .into a regular grade* After every fall and Spring Evaluation Program is j ■ i completed a request is sent out to all teacher to screen | their pupils according to the criteria just established, j If this procedure is followed regularly the administrator : will begin to establish a waiting list of pupils who re quire special education* Eooms are often established on the following basis j > i I i (with respect to grade levels* ! I Pre-compulsory- - - - - - - -Grades 1 and 2 j i Primary - - - - - - - - - - -Grades 3 and 4 Intermediate- - - - - - - - -Grade 4 i ! j Upper - - - - - - - - - - - -Grades 3 and 6 i It has been the experience of administrators inter viewed that it is better to maintain the group chrome- j logically as close together as is practically possible* ' ■ ■ 8i.se of class. It seems appropriate to mention at : this point the number of pupils each room is to have en- r.11.4. « i. f 1 pupils per classroom* fhe exception being that when there! is a chronological age spread of greater than four yearsf c the maximum enrollment may not he larger than fifteen a special room. As the number of children on the waiting list for special education reaches the legal number the administrator is required to request permission of the Assistant Superintendent of the district to open a special education room. This permission needs to be filed even though the Assistant Superintendent has 'directed the principal to establish the room. The re quired form is titled Los Angeles City School District Division of Elementary Education Special Education lequest ~ ~ r ~M ~ : ~ I t© Open or Close a Special Education Class. The form may [ ' ' ' . be obtained from the Supervisor of Special Education at the district office. Four copies of this form must be made, signed by the principal, and forwarded to the office !©f the District Superintendent. The District Smperimtem- I ' ’ 1 dent signs them and forwards them to the Supervisor of [special Education at the main Administrative Offices. i jWhen final approval has been secured from the Associate (Superintendent, Division of Elementary Education, all per- i Isons concerned will be notified. The furniture and i , isupplies are ordered from the Business Division. Equip- i ment and supplies will be covered later in this paper. The special education teacher. At the present time, one ©f the most perplexing problems the administrator has to meet is that of securing experienced special education The first step is to contact the special education supervisor and make sure that there is a special education teacher position available at the Board of Education* If a position is not ©pen, one will have to be created and this is taken car© of by the supervisor* next procedure is to place a request for a teacher with the supervisor. As a general rule, there are no special teachers available when they are re quested. The principal must then devise his own ways of securing the services of a teacher, ©nee having opened a special room, the experienced administrator would have . I ' : been wrestling with this problem long before the need had arisen. Many times there is already a teacher on the faculty who has had experience in special education. This experience may have been by the way of college courses or in having taught special education in some other state. See Appendix B for legal requirements concerning the education teacher. An admini strat or who has a teacher on his faculty I with the personal qualifications and who is interested in !teaching special education should not hesitate to contact the District Superintendent or the Personnel Division Credential Section at the Administrative Offices. In most instances the regular teacher can qualify for the Special ! ' i I Education Provisional Credential* Care must he exercised to make certain that the <teacher chosen is really a good strong capable teacher, j one who understands the problems of the mentally retarded child and is sympathetic towards the slow learner. Fre- t quently a regular teacher becomes impatient with the ! ' progress made by the children in a special class. The * : child should always be protected from becoming discouraged |lt is necessary that he be given the opportunity to feel that he can excel in something regardless of how humble the task may be* The teacher must be prepared to visit the homes of |the children. The special education teacher should under- jstand the attendance problems involved and know what he can do to solve them. It is a time saving device to allow I ■ . / the prospective special education teacher to visit special i classes which are in operation. Me should attend demon strations of teaching techniques and methods of working with the mentally retarded, this latter phase is most essential if the teacher had had no experience in a i , special classroom* ! The supervisor is of very great assistance in [grooming the mew teacher to assume his teaching duties* iEvery year there are institute seasions held |teachers ©f the mentally retarded* If the principal knows |in time he can encourage his prospective teacher to attemdj i i these valuable sessions and begin building background for I | ’ - V i ; the mew field which he is contemplating* j ! ■' ■ ! ®he State of California has certain basic requirements for a classroom i when it is to be used for the special training of mentally! the following items are recommended by the State j i Department of education for use in special classrooms for ! I. Black boards Coat closet space teacher*s desk 1 filing cabinet Education Code 9801.1, loc. cit 1 long work table 1 paper cutter 1 pair of shears 1 movable magazine rack and book shelf 1 hot plate 1 chart stand 1 stapler 5 IT* Wood working 1 work bench 4 vises 2 saw horses 1 tool rack 1 dozen coping saws 1 cross cut saw (20" long 10-point) 1 ripsaw (20" long, 6-point) 2 hack saws 3 planes (block, smooth, Jack) 3 hammers, claw (12 and 14-oz*) 3 chisels ($»*, %n, 1") 3 wood files 2 file brushes 1 pair cutting pliers 8 G clamps (4" and 6") i 3 screw drivers j I l trace and set of wood tits ! I | ! 1 counter sink j i ! 1 i i 1 try square (6° tlade) | | 1 wooden mallet I S ' ! i 1 mail set I j 1 marking gauge | 1 push drill and set of tits i ’; ! j ; k : i' 2 sloyd knives 1 pair tin ships V* Graft work ; 1 sewing machine ! 1 iron \ ' i 1 Ironing hoard 1 carpet loom i j 12 hand looms | ! i § waffle weaving frames | I j | i | 1 clay cart ; i ! The following items will te approved if need can be| Justified: 1 library table 1 portable bulletin board ! 1 typewriter i 1 hand printing set 38 1 piam© 1 sand table | 1 aquarium— terrarium 1 slide projector 1 set follow building blocks 1 pet ©age or pern wall maps globe gardening equipment 1 Jig saw 1 kiln 1 stove 1 refrigerator cupboards cocking table 1 kit tools for leather work 1 full length mirror fhe sehool is allowed the normal of $180.©0 plus $200.00 extra per special education pupil for sup plies and equipment, fhe sum ©f $330.00 is allowed per pupil for transportation to and from school each year. Undoubtedly each administrator will work out his own plan of purchasing and distribution of these special supplies. Ordering for the special education classes is carried out on a requisition form which is different from |that of the regular classes* The special form may he re quested from the Business Division* Each of the administrators interviewed had a dif- i ferent procedure for distributing the supplies. Some had I | i s a separate storeroom for the special classes and all their supplies had to he obtained from this one source. Others had the teachers of special rooms order their regular supplies along with the other classrooms in the school. j |They maintained a separate storeroom on a small scale i ! ; just for the craft and home economics supplies which were j i ! , ( •to go to only the special classrooms. At the opposite i . i i extreme were those administrators who completely inter- j 'mingled the supplies. The latter mentioned schools were those which had only one special classroom in operation. The general practice observed was to hold only the craft materials aside for the special education rooms until there were sufficient rooms in operation to warrant establishment of special stock rooms. There are times when a principal does not receive all the equipment order ed for the special education rooms. Of course, this also happens with respect to the regular classroom. Many administrators have found that if these requests are not put aside and neglected but resubmitted that eventually they get the items which they desired. Another source of supply equipment which should not jb© overlooked is that of salvage* A call to through the Business Division is often rewarded with the item desired being delivered* Ironing boards, irons, sew ing machines, etc* received from salvage are not charged against the budget of the individual school* When an administrator has received the permission to open a special classroom a call to the Business Division to remind them that he will need certain items is time well Public relations* A good many administrators fee that "selling the community" and getting the approval of parents to put their child into a special education pro gram is one of the most significant tasks they perform* Los Angeles Gity Schools feel that cooperation of the j parent should be solicited before assigning a child to any special education class* Kirk and Johnson say Although it may take time for the parents to accept' the retardation of their child, it is more profitable for all concerned to obtain the cooperation of the parent before the child is assigned to the special class* They offer these suggestions to assist in parent Parent education requires:; 1* An appreciation of the parents and of their with the children. I* Interviews with the . i ©f their children both at their re- ! and at the school's revest. ' j I Prequent visits by the parents to the school to j discover what is being done, to learn some of j the techniques for the teachers, and to see j their children in relation to others• j 4* Notes may be sent to the parents so that they [ will know what their children do* i 5* An effort should be made to reduce the anxieties' of the parents in order to assist them in understanding the limitations of their child ren and to have them deal with the children more intelligently as a result of the school experience. This is done by frequent dis cussion of the problems of the child with the parent at the school and at home* The major differences in parent education with parents of mentally handicapped children relate to differences in intellectual and cultural levels, and to attitudes toward handicapped children* j 1. The intelligence and cultural level of the | parents in the preschool are lower for more of the parents than is found in a regular murseiyj school. At times it is so low that the habits of the children have to be changed in the pre school and then transferred to the home* Dis dus si on of the problems, or instruction to parents, is many times not sufficient to pro duce changes in attitudes of parents or habits of children. 2* Parents of children who show slow mental growth, especially as a result of disease or injury, sometimes have a feeling of guilt or anxiety which may interfere with their understanding of the child* Showing them what the child can y wv HA.SS? J S 5 9 J m U 0 X J. JL IM **» I H i J . V C L V * b W I T I M ^ the parents to work out their own problems through these discussions sometimes assists in achieving the goal of adjustment•21 pi Sequel A. Kirk and G. Orville Johnson, Educating the letarded Child (New York: Houghton Mifflin and Comp- and, 1951) ♦ _________________________________________________ school program is indeed important and merits some con siderable thought as well as adequate planning* this phase of the process is specifically mentioned in the California State Code which provides for the special | 22 !education of mentally retarded minors* I ’ ~ T Wham a child has been given the required examina tions and has qualified for placement in a special * ’ '' ; ' i 1 !education room the parent is invited to the school for a conference with the principal* the principal points out f I ithat the child's rate of learning is slower than that of the average child* Consequently, when he is given the same type and amount of work as an average child he is unable to he successful and this continued failing may lead to unfavorable personality traits and behavior dis orders. Many parents do not understand the different degree of mental retardation* fo them a child is either bright or dull-witted. It is the principal's responsi bility to point out how various children differ and how certain abilities and disabilities exist, fhe adminis trator explains that it Is unfair to require the child with a learning disability to compete with the average child in a crowded classroom* All the benefits of a ^California State Code, loe* cit. special education program are stressed* Such advantages as: (1) less number of children in the class, which means that each child has more of the teacher's time; (2) am educational program tailored to meet the r@t^i3?@&$&ts of each individual child; (3) emphasis upon health, mat r it ion and rest; (4) emphasis upon what the child cam do success fully rather than the things which he cannot do well; and Cf) making certain that a child accomplishes certain tasks I {that he can he proud of day hy day instead of always know ing that he is going to fail* It is also made clear to the parent that the school is fortunate in being able to offer this advantage of smaller classes. Arrangements are made so that the parent or the parent and the child may visit a special classroom or classrooms if necessary* If the parent does not accept the change, the attitude of the child will also b e one of resistance* However, if the parent wishes the transfer the child will also be pleased to change classes* As in regular classes, parent and school cooperation is important for the peace and happiness of the child. The school should see that every effort is made so that the child believes that he is wanted, understood and accepted by the teacher, the group, and the school* One administrator, even though a conference has been held and verbal approval given, always follows up with a form letter which is ,reproduced below. i ! Doe Avenue School We have just completed our testing program and find that __________________ needs special help in his/her school work. We are fortunate at Doe Avenue School to have a number of special rooms, fhere are only eighteen children |in each room and the teacher is able to spend more time jwith your child. ! Effective your child will be assigned to _________________ . class in room_____ from ___________ 11o p.m. ; Please feel free to visit at any time. John M. Doe Please sign and return this letter which will acknowledge that you have received it. The preceding letter is sent out by United State® mail to the parent« Another administrator in an area where parents ©an seldom he reached, or who do not care to come to the school, or who cannot he contacted by telephone, sends the following form letter. Same of School Sometime ago we spoke with you regarding yomr child's progress in school. At that time we decided to have __________________ tested and if possible place _____ in a special room. Me are very fortunate to have completed ©nr arrangements and since it has not been possible for us to contact you, we are placing _____________ in the special class this coming ____________, _____ . If you have any regarding this matter, please feel free to telephone me at school* Tours sincerely, Mary Smith Principal teacher is ©me ©f the most important public re- i |1 at ions agents employed by the schools. What he says and i Idoes greatly influences the impressions the child brings h 'home to the parents. It is required that a ease study is ; 1 made of each individual child, This necessitates home i i visitations. A visit at the close of the school year leaves a feeling of good will and interested concern re garding the progress and well-being of the child. When making the home visit: Greet parents in a simple, friendly, and personal manner* Be frank in conversation. Start and end the visit with commendable comments regarding the child. Try to observe attitude of parents toward the child and child*s reaction t© parents. The teacher may modi fy undesirable attitudes of parents by his attitude in working with the child. Try to point out any unusual talent of the pupil to the parent in expectation that they will develop the ability to further lengths• Strive to assist the parents in facing the fact that their child does learn more slowly than the aver age child. Use examples to cite the fact that their child like many others in the same circumstances can, with help, learn to take his rightful position in i In your conversation with parents, leave out such terms as mental deficiency, mental retardation, and other similar phrases. Many times parents will wish to discuss matters other than that of the pupil. Take time to listen you will gain background information which is very valu- . „ . „ _ ... - - 'which may by used at borne to occupy the child and still prove worthwhile activities. When in the home, remember: lot to promise the parents that at sometime the child will return to the regular classroom situation* to visit the home for an unfavorable report i concerning the child. If an unpleasant condition develops make every effort to have the parent come to school in order to discuss it with yon. Hot to have papers and records concerning the child! with yon# Hemember not to take notes while yon are with the family.23 Summary. The number of children on the waiting list determines the need for the special room. The list is established by the principal from teacher conferences, intelligence tests, physical examinations and psychologi cal tests. The snperintendent must grant permission to establish a special room and assignment of pupils to that room, the size of the class is eighteen unless there is a chronological age spread of greater than four years then the maximum is fifteen. A competent teacher is selected and credentialed if necessary. The school is allowed extra equipment and supply money for a special room. The supplies are ordered on a ^Adapted from Los Angelas City School Division of tional Guide for Teachers of Special Training Schools and , 194®, pp. 20-21. requisition form different from that of regular ©lasses. | It is always important to have the approval and cooperation of the parents to put their child into a | special education ©lass in order for the program to run mi&Tm vi S1HMAEX AMD OmQIMBimB This e in order to to in his school plant* It was intended to tion who un- in the of the mental It was t o the I philosophy ©ver-view of as well as an aid in the of retardation is and 1 to determine tho There was no on to include the Los s covers main purpose to outline the correct pro- ■ating a special education cedure involved when are the Los d in this g to in The study ©f special education is comparatively new| !im public schools. Serious study actually began at the | jtura of the century* Since that time educators have mad© I i I jsteady progress in their dealing with the mentally re- I 1 - i I tarded* | The s low-learning child is more like the normal child than unlike him in his needs for love, security, recognition and success* His learning processes differ j from the normal child in degree rather than kind. the factors that enter into the failure or success of the mentally defective in life are essentially not (different from those that affect the life of a normal ipersom* Although special education achieves visible im provement in habits and adjustment it does not greatly alter the nature of the condition* The mentally retarded child requires, as does the normal child, the opportunity for expanded self direction, s.elf sufficiency, recognition, success and personal de velopment * The need for the special room is determined by the number of pupils on the waiting list. This list of pupils is established by the principal from teacher conference, j intelligence tests, physical examination, and psychologic i i cal tests. Permission must be granted by the Superinten- | ' j dent for the establishment of the room and the assignment j i of the pupils to the room. A competent teacher is select-j ed and credentialed if necessary* ] i i Parent permission is essential for each child if [the program is to run smoothly* The parent® should have the privilege of visiting in order to observe their child in relation to his peers and to gain insight and techni ques which will be useful in the home. The parents must be encouraged to recognize that their child does learn i more slowly than the average pupil and they should be given suggestions on how they can best aid him to prepare for adult responsibilities. The supplies and equipment for a special education ■ pupil is allowed on the normal A.3).A. of f180*0© plus i . . $200.00 extra. Most administrators will work out their i own pl&n for purchasing and distribution of these special supplies* Supplies are ordered on a requistion form which is different from regular classes. The concensus of opinion is that if it is necessary that a child be placed in special education, it should be | accomplished as soon as possible. Therefore, he does not j I I become used to constant failure; but is able to be success ful at his own level of achievement. The special educa tion children are integrated as much as possible with the regular school program. This includes activities at noon land recess as well as special events and holiday festivi- I {ties. The trend in education at the present time is away ( jfrom special schools and toward special rooms in the regu- Iducators generally agree that maintaining the special pupils with regular classes in the same school the chance of the special pupils feeling "different" or "not accepted** hy society is lessened. In view of the aims stated for special education then this trend seems to i \ BIBLIOGRAPHY A* ! Baker, Harry J. Introduction to Exceptional Children. | Mew York: The Macmillan "Company, 1944. Feath.estone, W. B. Teaching the Slow-Learner. Mew York: Teaehers College, Columbia University Publication, Ingram, Christine P. Education of the Slow-Learning Child. Mew York: World Book Company, 1935* Mirk, Samuel A. and Orville 0. Johnson. Educating the Retarded Child. Mew York: Houghton Mifflin Company, Tredgold, A. F. Mental Deficiency. Mew York: William Wood and Company, 1922. B. PUBLICATIOMS OF THE O0VERMMSMT, LEARNED SOCIETIES, AMI OTHER ©RGAHIZATIOMS Anderson, V. V. and Flora M. Fearing. A Study of the Careers of Three Hundred Twenty-Two Feebleminded Per sons. Rational Committee for Mental Hygiene. Mew York: 50 West Fiftieth St., 1923* California State Department of Education. Information Regarding the Education of Mentally Retarded Minors in California. Vol. XXIV, Mo. 10. Sacramento: August, Channing, Alice. Employment of Mentally Deficient Girls. Children*s Bureau Publication Mo. 210. Washington: Superintendent of Documents, 1932. Division of Research and Guidance. Bulletin. Los : County Superintendent of Schools. City Schools, Instructional Guide for Teachers of Special Training Schools and Classes. School Pub-j Ideation Mo. EC 133* Los Angeles: Los Angeles City j School Districts, 194S. | ! 55 , 110s Angeles City Schools, Handbook for Elementary School J Counselors* Los Angeles: Los Angeles City School i Districts, September, 1956* State of California, Administrative Code Title Educa tion. Sacramento: State Printing Division, 1951* State of California, Education Code. Sacramento: State Printing Division, 1955* | White House Conference on Ckild Health Protection. | Special Education: The Handicapped and the Gifted. I Report of the Committee on Special Classes. Charles ! Scott Berry, Chairman• Hew York: The Century Company, 1931* G. PERIODICALS jBoll, Edgar A. "Feeble-mindedness Versus Intellectual Retardation," American Journal of Mental Deficiency. Vol. LI (January, 194-7)• Martin, Mary Prances. HThe Role of State Legislation and ' , Leadership in Extending Educational Opportunities for ; Mentally Retarded Children.” American Journal of i Mental Deficiency. Vol. VIX, Ho. 1 (July, 1954J7 1. 1MPUBLIS HED MATERIALS Pitt, William X., "A Study of Fifty Mentally Retarded Boys and Their Occupational Succehs Following Formal Educa tion. 1 1 Unpublished Master’s project. The University of Southern California, Los Angeles 1951* j i Salaway, Juanita Moser. WA Handbook for Teachers Enter ing the Field of Elementary Development Teaching in the Los Angeles City School System.* * Unpublished Master's project, The University of Southern Califor nia, Los Angeles, 1948. A ! ? II I 1 I I j ! APPENDIX A i J LEGAL PROVISIONS REGARDING SPECIAL ED¥CAtIOT ( Since 194? California kas greatly expanded its (special education program in suck areas as diagnosis, j I tkerapy, educational researck, and vocational guidance of all mentally retarded youngsters * today tkis state is recognized ky tke rest of tke nation as a leader in pro- j viding a program for tke mentally retarded# tke major laws wkiek would ke applicakle to a large city system regarding special education are given kere to save tke administrator time wken a question arises. Questions concerning tkese laws would ke for warded to tke District Superintendent wko in turn may ask for an opinion of tke County Council# tke Education Code of tke State of California, Division 4, Ckapter II, Sections 9801, 9801.1 and 9801.2 I 9801# “Mentally retarded minors* 1 means all minors wko kecause of retarded intellectual development as determined ky individual psyckological examination are incapakle of keing educated efficiently and profitakly tkrougk ordinary classroom instruction# 9801.1# tke education of mentally retarded minors wko are of compulsory sckool age and wko may ke ex pected to kenefit from special educational f aeilities designed to make tkem economically useful and socially adjusted skall ke provided for in tke manner set fortk in tkis ckapter# , 9801.2* flie education of the mentally retarded I minors wko do not come within tke provisions of section 9801.1, wko are five or more, and less tkan eighteen years of age, and wko may ke expected to kensfit from special educational facilities designed to educate and train tkem to further tkeir individual acceptance, social adjustment, and economic usefulness in tkeir homes and within a skeltered environment, may ke provided for in tke manner set forth in tkis I | ckapter. | Minors coming-witkim tke provisions of Education j Code 9801.. 1. t 7102.1. Tke Superintendent of Public Instruction shall allow to each school district an amount equal to; ; 75 per cent of tke excess current expense of educa- j j tion, including transportation, to tke school district^ j of educating mentally retarded minors who come within j tke provisions of Section 9801.1 during tke preceding | fiscal year in special schools or special classes but not in excess of one hundred fifty dollars ($15©) per unit of average daily attendance of suck minors* Minors coming within the provisions of Education ©ode 9801.2. 7105*1. Tke Superintendent of Public Instruction shall allow to each school district an amount equal to tke excess expense of education to tke district, ex- I eluding transportation, of educating mentally retarded] minors wko come within tke provision of Section 9801 *2 during tke preceding fiscal year but not in excess of four hundred dollars ($400) per unit of average daily attendance of suck minors* 7018*1. (b) In addition to all other amounts allowed to a school district under tkis article, tke Superintendent of Public Instruction shall allow to each schoo1 district an amount equal to tke current expense of tke district during tke preceding fiscal year of transporting blind, deaf, cerebral palsied, and orthopedically handicapped minor pupils and ment ally retarded minors wko come within the provisions of Section 9801.2, to and from special day classes but not in excess of three hundred fifty dollars ($55©) 1 j ( j for each unit of'average daily attendance ©f such j pupils during the next preceding fiscal year resulting from the attendance ©f such pupils on the special day classes t© and from which they were transported by the district#24 | The State of California, Title 5* Education, Cali- 1 ^ | f ©rnia Administrative Code, Sections 180 to 199.5* pro- j ! i ividess 1 Mentally retarded minors coming within the pro visions of Education Code Section 9801#1# i 180# Establishment of Special Training Schools j and Classes; Minors 8-18♦ Special training schools and special training classes for the education of mentally retarded minors j | between the ages of 8 and 18 years who come within the; j provisions of Education Code Section 9801.1 shall be i established by governing boards of elementary school , districts and unified school districts and by county j superintendents of schools, and may be established by governing boards of high school districts, pursuant to Chapter II of Division 4 of the Education Code and this article. 181. Establishment of Special Training Schools and Classes; Minors Under 8. i ( Special training schools and special training olassefe f©r the education of mentally retarded minors ! may be established by the governing board of an elemenp tary school district or unified school district for j mentally retarded minors who are less than eight years, of age but who come within the provision of Education Code Section 8971. 182. Eligibility of Pupils. The eligibility of a minor for admission to any State of California, Education Code (Sacramento; State Printing Division, 1955)> pp. 515-518. such school ©r class shall he determined by a psyeho- logist or psychometrist after such, pupil has keen given an accepted verbal ©r nonverbal individual intelli gence test. For minors ©f an appropriate age, group intelligence tests may be used as screening devices. 183• Admission. The responsibility for the assignment of a minor t© any such, school or class maintained by a school dis trict shall rest with the administrative head of the school district or an employee of the district de signated by him. The assignment of a minor shall be made only after a group conference of the psychologist, the school principal, the minor's teacher, the school physician or nurse, if any and any other persons responsible for making such assignment. 184. Size of Class. The maximum enrollment for any such class shall be 18, except that in a class in which the chronological age spread is greater than four years, the maximum ! enrollment shall be 15. The methods of instruction used in each such school or class shall be those approved by the administrative head of the school district, or county superintendent of schools maintaining the school or class except that with respect to a school or class maintained on a secondary school level on the premises of a secondary school or another district, such methods shall be subject to approval by the administrative head of the district maintaining the secondary school. 186. Supervision. Adequate supervision shall be provided for all such schools and classes. The superintendent, the building principal, and special supervisors should work co operatively to establish a helpful plan of supervision. 18?• Case Studies. Individual case study records shall be kept of all pupils placed in such schools or clashes. Minors coming within the provisions of Education | Code 9801.2. 196. Establishment of Special Training Schools and ^Ilasjs^qss * Special training schools and special training ! classes for the education and training of mentally re- 1 tarded minors who come within the provisions of Edu- i cation Code Section 9801•2 may be established by the j governing boards of elamentary, high school, or uni- j fied school districts and by county superintendents of schools pursuant to Chapter II of Division 4- of the Education Code and this article. The eligibility of a minor for admission to any such school or class shall be determined by properly certificated and qualified psychological and medical examiners. The following criteria shall serve as minimum eligibility requirements: A. A child must not come within the provisions of Education Code Section 9801.1. B. Physical Condition. A child must: 1. Be able to hear spoken connected language and be able to see well enough to engage in special class activities without undue risk 2. Be ambulatory to the extent that no undue risk to himself or hazard to others is in volved in his daily work and play acti vities • 3. Be trained in toilet habits so that he has control over his body functions to the ex tent that it is feasible to keep him in school. C. Mental, Emotional and Social Development. A child must:: 1. Be able to communicate to the extent that he can make his wants known and to understand simple directions. 2. Be developed socially to tke extent that his • behavior does not endanger himself and the | physical well being of other members of the group. 3* Be emotionally stable to the extent that group stimulation will not intensify his problems unduly, that he can react to learning sitjia-; tions, and that his presence is not inimical! to the welfare of other children. 198. Admission. The responsibility for the assignment of a minor to a special school or class maintained by a school dis trict or an employee of the district designated by him. The assignment of a minor to or continuation in a j special class shall be made upon the recommendation off an admissions committee, composed of the school psy- | chologist, the school physician and/or nurse, the minor*s teacher, and any other professional person designated by the person responsible for making such j assignment. The assignment of minors may be condi- ! tional, subject to review by the admissions committee.| In cases where doubt exists, a child should be given a! trial placement. 199* Size of Class. The maximum enrollment of any such class shall be 12 pupils per teacher. 199 *1♦ Instruction. ' Methods of instruction and training used in each such school or class shall be designed to educate and train severely mentally retarded children to further their individual acceptance, social adjustment, and economic usefulness in their homes and within a sheltered environment♦ Such methods shall be approved by the administrative head of the school district or the county superintendent of schools maintaining the school or class. 199*2. Grade Placement. Pupils in such schools and classes shall be grouped on a basis of social competence rather than by grade level. 63 If9.3* Supervision Adequate supervision shall he provided for all such, schools and classes. The superintendent, the building' principal, special supervisors and classroom teachers j should work cooperatively to establish a helpful plan j of supervision. j i Iff.4. Case Studies. Individual case study records shall be kept of all pupils in such schools or classes. Iff.5* Length of School Bay. For apportionment purposes, If© minutes, inclusive of recesses, shall constitute a minimum school day. Ho child shall be credited with more than one day of attendance in any one calendar day.23 : I Testing and Examination of Mentally Retarded Minors; 9805* Before any child is placed in a school or 1 class for mentally retarded children, he shall be given a careful individual examination by a competent ; psychologist holding a credential for that purpose issued by the State Board of Education, or by a person serving under the supervision of such a psychologist and holding a credential for that purpose issued by the State Board of Education, and a consultation with his parents or guardian held. A psychiatrist may be consulted in any specific case when the governing board of the district deems it necessary. f807*2. Ho examination as specified in this chapter shall be given if the parent or guardian objects on the ground that such examination is contrary to the religious beliefs of such parent or g u a r d i a n .26 ^State of California, Administrative Code. Title 5. Education (Sacramento: State Printing Division, 1931)* ipp. 40.2-40.5• State of California, Education Code (Sacramento: State Printing Division, 1955)* pp* 5l$-5l6. APPENDIX 1 fEAGHEB QUALIFICATIONS Title 3 of tke California Administrative Code, deals - ' I with the qualifications of teachers of the mentally re- j tarded. Sections 301 and 502 provide as follows:; j I 501. An applicant for tke special secondary ere- 1 dential for teaching tke mentally retarded skall j comply witk tke procedures prescribed for application | (Section 201) and skall kave completed a program in- I eluding tke following minimum requirements: | A. Possession of a valid teaching document of tke kindergarten, primary, general elementary, junior kigk school, or general secondary type* 1. Completion of eighteen s emester hours of pro fessional training selected from tke following and: 1. Bequired subject group: a. Growth and development. b. Psychology or education of exceptional children* c. Curriculum and methods of teaching tke mentally retarded. d. Arts and crafts* e* Directed teaching witk tke mentally re tarded may be accepted in lieu of tke directed teaching requirement for three semester hours of credit. 2. Additional work to complete tke required total of eighteen semester hours selected from any of tke following electives:; a* Speech correction, b. Mental hygiene. c* Clinical psychology. d. Abnormal psychology. e. Counseling and guidance. f. Mental deficiency. g. Bemedial subjects. G. Teachers who have had successful experience in teaching special classes for the mentally re tarded may, when making inital application, substitute a maximum of three years of such experience for professional training specified in (1) at the rate of ©me year of experience for four semester hours* D* ©f the professional course work submitted in } fulfillment of requirement (B), at least six | semester hours must have been completed with- j in five years of the time application is made j for the credential* E* Postponement of Requirements* A credential valid for two years may ‘ be issued to an applicant who has not completed the required training provided he verifies either:; ; i 1* The completion of six semester hours of work j outlined under (B), at least three semester hours of which must be from group (B) (1) or 2. Two years ©f successful experience in teach ing the mentally retarded* S*. A credential issued on the basis of a post ponement of requirements may be renewed for two year periods as follows: 1* Pirst renewal subject to completion of six semester hours of the required work out lined in group (B) (1)* 2* Second renewal subject to completion of six additional semester hours of the work re quired outlined in either group (B) (1) or QB) (2). 502. The special secondary credential for teaching the mentally retarded authorizes the holder to teach the mentally retarded in elementary and secondary schools*2? 'State of California, Administrative Code Title Education* Sacramento: State Printing Division, 1951* j APPENDIX G 66 USEFUL TEST INFORMATION The following information is found in the Handbook i * I for Elementary School Counselors it will aid in providing* I | information as to which tests are recommended for use in the identification of mental retardation in children# I# Psychological Tests* A* Psychological tests provide important infer- , mation in child guidance work: | i 1. A- quantitative measure of performance# 2. A qualitative measure of the child*s be havior under certain standard conditions. I 1. Individual Tests: 1* Mental Tests— verbal type:: a. He vised Stafford-Binet Test Kit , Forms L and M# b. Hayes-linet Revision# 2* Semi-performance tests: a# Wechsler Intelligence Scale for Child ren# 3# Performance mental tests: a. The Grace Arthur Point Scale* b. Cornell-Coxe Ability Scale# c# Goodenough Draw-A-Man Sc ale# 4* Social Maturity Tests: j a. The Tineland Social Maturity Scale# 5* Individual Achievement Testst Oral Reading a. Los Angeles City Schools, Handbook !School Counselors (Los Angeles: Los Angeles jlistriets, September, 1956), pp* 51-54-• for Elementary! City School e©iioies a m m o o m m m fob ABsimim memallx BEHAME© PUPILS HO SPECIAL THAI HIM SCHOOLS, CEHHIHS, AH© CLASSES i i Au, Identification of potential pupils for special j training classes* 1. Recognition of pupils wko are not making a p satisfactory adjustment on tke regular grades is an important function of tke teacker and principal# Academic achieve- ment and results of standardized tests may ke clues concerning tke need for individual! study of potential enrollees of special training classes* 2# fhe detection of Hearing and sigkt diffi culties, as well as otker Handicaps, of I pupils is very important. Learning pro blems may He due to suck factors ratHer tkan to retarded mental ability. 1# Physical examination# 1* All pupils should Have a recent complete physical examination before individual j I study by tke elementary counselor 2# In some cases, it may not be possible for tke school physician t© make a c omplete physic- i al examination when requested. In such cases, a health inspection, including screening for vision and hearing defeats, must he made hy the school nurse to deter- j I | mine whether there appears to he an urgent | | need for an immediate complete physical examination hy a physician prior to indi vidual study hy the elementary counselor* Bequest for individual examination* 1* The "Bequest for Individual Examination" (Form 799-700) must he completely filled out for each pupil who may he a potential special training pupil* 2. The "Bequest for Individual Examination** is sent to the office of Guidance and Consel- Individual study hy elementary counselor. The elementary counselor will make a careful in dividual study of the pupil to determine eligibility for admission to a special train ing class. This study will include an indi vidual psychological examination. Regulations of the State Board of Education Relating to Education of Mentally Retarded j Minors: j The assignment of a minor child shall he' made only after a group conference of a j psychologist, school principal, the minor fsj teacher, the school physician or nurse, if | any, and any other person designated hy the! person responsible for making such assign ment s. 29 The results of mental and educational tests are basic factors in determining placement I in special training classes, hut it is im portant that factors of health, physical and social maturity, school experience, and language experience, he considered in making a complete diagnosis of a pupil's mental ability. The appraisal can best he made through a group conference of persons having direct contact with the pupil. It is the principal's responsibility to schedule the group conference. The prin cipal will coordinate the findings of the elementary counselor, the teacher, and the physician or nurse, if it is not possible to schedule a group conference. Since the ^State of California, Administrative Code Title 5. Education. Chapter I, Article 19» Paragraph 183* I supervision of special education classes is tke function of the appropriate Supervisor of Special Education, these supervisors can he helpful in conferences concerning the j assignment of certain borderlime or problem 4 % J f f f c 13 i f i k 4Q v CXsD # g. Pupils are assigned to the appropriate special training class, center, or school by the Assistant Superintendent upon the recommendation of the elementary counselor* 3* It is the principal's responsibility to in form the parent concerning such placement* The pupil's adjustment in the special class will be more successful if such placement has the consent and approval of the parents* E* Transfer from special training schools, centers,! and classes to regular classes* Transfer of a pupil back to the regular school follows the same procedure as for the assignment of pupils to special classes* Cl. Transportation* The scheduling of transporta tion is a function of the appropriate Super visor of Special Education* i ^Guidance and Counseling DiTrision of Elementary Education, Los Angeles City School Districts, Guidance in Elementary Schools (Los Angeles, 1957) »_pp. 128-129*_____ _ U n i v e rs i ty oi S out hern C a O b m il
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Creator
Blaser, Norman M.
(author)
Core Title
A guide for the organization and administration of special education classes in the Los Angeles city elementary schools.
Degree
Master of Science
Degree Program
Education,Special Education
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education, special,OAI-PMH Harvest
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masters theses
(aat)
Language
English
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https://doi.org/10.25549/usctheses-c24-320366
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UC11277244
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EP49046.pdf (filename),usctheses-c24-320366 (legacy record id)
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EP49046.pdf
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320366
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Thesis
Format
masters theses (aat)
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Blaser, Norman M.
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texts
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University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
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The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
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University of Southern California Digital Library
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USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA
Tags
education, special