THEREFORE, THE COMMITTEE RECOMMENDS THAT: 10. Provisions should be made for Federal financial assistance for the development of models or prototype demonstrations of services to rural handicapped children In making these recommendations the National Advisory Committee on Handicapped Children recognizes that we have realized a year of significant achievement, a year that has provided a sound foundation for the next stage of progress. A favorable response to the Committee's recommendations could generate the next thrust forward toward the fulfillment of the commitment to educate the Nation's handicapped children. With this presentation of views and recommendations to improve the function of the Bureau of Education for the Handicapped, and to act upon four special areas that urgently need attention in order to speed the education of handicapped children, the Committee looks forward to the coming year's activities. During 1968, the Committee plans to initiate investigations and special task force studies encompassing other important areas that require development for the benefit of handicapped children. THE NATION'S COMMITMENT FOR EDUCATION OF HANDICAPPED CHILDREN STATEMENT BY HAROLD HOWE II, U.S. COMMISSIONER OF EDUCATION, DEPARTMENT OF HEALTH, ÉDUCATION, AND WELFARE On January 12, 1968, the Bureau of Education for the Handicapped had its first birthday as a major unit of the U.S. Office of Education. It is apparent that the drive to bring educational opportunity to every handicapped child in America has make great progress under the leadership of dedicated men and women. Such drive has already led to some meaningful accomplishments. For example: • The Office of Education has assisted over 30,000 teachers and related specialists in the field of special education to acquire full- or part-time education. More and more young people are looking to this field as a challenging career area. • In the field of research and demonstration projects, Federal support has grown from $1 million in 1964 to more than $11 million in 1968. • Films developed or disseminated by our Captioned Films for the Deaf program have been viewed by audiences in excess of 3 million. In 1965, we began a new program of grants to help with the education of institutionalized handicapped children. . Now in 1968 we will see a new advance with the beginning of support for handicapped children in the Nation's elementary and secondary schools under Title VI of the Elementary and Secondary Education Act. We recognize how easy it is for a local school administrator, faced with the chronic problem of underfinancing, to suggest that some other level of Government take the primary responsibility for the training of handicapped children. This factor becomes even more compelling when the administrator is faced with the high cost of special education programs and the limited availability of specialized personnel to work with these children. When the problem has not, or cannot be acted upon at various levels, it is important that the Federal Government, representing all our people, take the necessary steps to act to fulfill our commitment to provide adequate education for handicapped children. We live with a great if sometimes uncomfortable legacy given to us by our Founding Fathers. The phrase "all men are created equal" can only mean that "all men should have equal opportunity." Îf we are to be true to our legacy, and perhaps prudent concerning our own mental health, our actions must match our noble words. Our commitment to universal education carries no conditions. We do not say that every child is entitled to quality education except if he is poor, or except if he is mentally retarded or deaf. It is in this spirit that we enthusiastically pursue the goal of excellence in education for the handicapped. To speed this objective at the Federal level, we have established the Bureau of Education for the Handicapped to coordinate all of the many programs in this field. As in our other programs, our goal is to strengthen our partners, the local education agencies and State education agencies. If we do our job well, this triumverate of local, State, and Federal agencies, working together in behalf of the handicapped, will lead to a richer and more self-sufficient future for these children, and a happier prospect for their parents. BASIC FEDERAL LEGISLATION FOR EDUCATION OF Year 1957... 1958____ 1959---1961______ 1963__. 1965___ 1966----- 1967-. Authority Public Law 83-531, co- Public Law 85-905, cap- Public Law 85-926, pro- teachers of the deaf. Public Law 88-164 (sec. Public Law 88-164 (sec. Public Law 89-258, cap- Purpose Action of the Appropriation Committee earmarked for the retarded approximately % of the $1 million appropriated. A program of captioning films for cultural enrichment and recreation of deaf persons. Grants for training leadership personnel in education of the mentally retarded. Added authorization for support grants to institutions of higher learning. Grants for training basic instructional personnel in education of the deaf. Provided for the production and distribution of films. Expanded authority to train personnel for handicapping conditions not previously covered: "hard of hearing, speech impaired, visually handicapped, seriously emotionally disturbed, crippled, or other health impaired," were added to mentally retarded and deaf. Grants for research and demonstration projects in the area of education of the handicapped. Created a new source for higher educaiton for the deaf. Extended basic authorities; allowed development of research and demonstration centers. Expanded authority, allowed development and distribution of other media and equipment in addition to films. Public Law 89-313, State Amended title I, ESEA to provide grants schools. Public Law 89-694, model secondary school Public Law 89-750, edu- Public Law 90-170, Public Law 90-247, 1 Bureau of Education for the Handicapped, Office of Education, Department of Health, Education, and Welfare, Feb. 20, 1968. |