Page images
PDF
EPUB

PREPARED STATEMENT

You have created the field, now we need to people it with the resources necessary to move it from a dream to a reality. Thank you for you time this morning.

[The statement follows:]

STATEMENT OF ALFRED HEALY

Good morning, Senator Harkin, my name is Alfred Healy and

I

[blocks in formation]

Assistance and Bill of Rights Act and how those priorities relate

to the broader issues facing persons with disabilities today.

UAPs are engaged in interdisciplinary training of physicians

and allied health professionals, exemplary service provision to

infants and young children with severe developmental disabilities

and technical assistance to community-based residential, vocational

[blocks in formation]

the UAP system during that period, Maine, Rhode Island, Delaware,

Wyoming, Alaska, Oklahoma and the territory of Puerto Rico remain

[blocks in formation]

represented in the Consortium for Citizens with Disabilities (CCD), address a panoply of pressing issues including early intervention,

aging, paraprofessional personnel preparation, behavior management

and assistive technology.

era

Yet:

in this of tight fiscal constraints, why is it important to complete the UAP national network? How will the new training initiatives improve the lives of persons with

developmental disabilities?

Unfortunately, the

to

answer

those

[blocks in formation]

example, the incidence of Fetal Alcohol Syndrome among infants born

on Native American reservations in Nevada and Wyoming is twice as

[blocks in formation]

strikingly large pediatric AIDS population for a city of its size.

[blocks in formation]

Providence, Rhode Island, Wilmington, Delware, and Oklahoma City,

Oklahoma.

In their wake, these national trends leave infants with

[blocks in formation]

You have been active Mr. Chairman, in addressing these issues.

Specifically, through the passage of Part H of the Education of the

Handicapped Act, you have sought to provide these children with multidisciplinary early intervention services that will give them

a real chance to live independently, hold a job and have

a family

[blocks in formation]

infants and children cannot be dealt with by the erection of direct

service programs alone.

we

More than ever before, must expand our interdisciplinary training and exemplary service capacity --represented in part by

[blocks in formation]

illustration, many of my colleagues in the UAP system believe that

[blocks in formation]

assistance is the result of advances in medical technology,

or

improved diagnostic techniques, or drug and alcohol abuse or

some

other factors is largely irrelevant to us.

The fact remains that

the United States must produce a substantially larger number of pediatricians, occupational therapists, physical therapists and speech language pathologists specifically trained to meet the needs

[blocks in formation]

appropriation of $16.9 million for the UAP system, or an increase of roughly $3 million, is a step in the right direction. While this may

seem like an insignificant expenditure in view of the scale of personnel shortages face, the history of the UAP

we

program shows that limited DD Act funds can have an extraordinary

impact on institutions of higher education.

Thank you for taking the time to listen to our

concerns.

UAPS Not Receiving Funding for Training Initiative Projects:

1. 2.

3.

4. 5. 6. 7. 8. 9.

Sparks Center Birmingham, Alabama
Mental Retardation & Developmental Disability Program (UCLA)

Los Angeles, California
Center for Child Development & Developmental Disorders

University Affiliated Training Program (USC) Los Angeles
Hawaii UAP for DD Honolulu, Hawaii
Kennedy Institute Baltimore, Maryland
Shriver Center UAP Waltham, Massachusetts
New Hampshire UAP Organization Durham, New Hampshire
Mental Retardation Institute/UAP Valhalla, New York
University Affiliated Cincinnati Center for Developmental

Disorders cincinnati, Ohio
The Nisonger Center Columbus, Ohio
Temple UAP Philadelphia, Pennsylvania
Texas UAP Austin, Texas
Developmental Center for Handicapped Persons Logan, Utah
Vermont Center for DD Burlington, Vermont
Child Development and Mental Retardation Center Seattle,
Washington

10. 11. 12. 13. 14. 15.

[blocks in formation]

Senator HARKIN. Thank you very much. Is it safe to say these States that still do not have a program, probably would not be able to start one with the level of funding requested by the administration?

Dr. HEALY. Absolutely would not be able to do, sir,

Senator HARKIN. Well, we do have budget constraints, but this is one area in which we are going to need this program, especially with the passage of ADA.

Dr. HEALY. Exactly. We totally concur.
Senator HARKIN. Thank you very much, Dr. Healy.

Dr. HEALY. Thank you for hearing me.
STATEMENT OF DR. JOHN W. FOLKINS, PROFESSOR AND CHAIR, DE-

PARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY, UNIVER

SITY OF IOWA Senator HARKIN. Next we will hear from Dr. John Folkins, the American Speech, Language, and Hearing Association. And might I just say that Dr. Folkins is professor and chair of the Department of Speech, Pathology, and Audiology at the University of Iowa.

Dr. FOLKINS. Thank you, Mr. Chairman. It is an honor to appear before the subcommittee on behalf of the American Speech, Language, and Hearing Association. That is ASHA.

AŠHA has already joined with other professional and disability organizations in the Consortium for Citizens With Disabilities in making recommendations for numerous programs in education, rehabilitation, and health in fiscal year 1992. Therefore, my testimony today will focus on a single program, special education personnel development.

Communication disorders form one of the largest categories of disabilities in the United States. Approximately 1 in 10 Americans have some kind of speech, language, or hearing disorder. Nearly one-quarter of the children served under Public Law 94-142 have primary disorders of speech and/or language. The Special Education Personnel Development Program assists institutions of higher education in producing an adequate supply of qualified providers of special education and related services. It is difficult to envision a successful implementation of appropriate education under Public Law 94–142 without properly trained personnel.

An important achievement of Public Law 99-457, was the enactment of a provision requiring all individuals covered by the special education mandate to receive services from qualified providers. The provision requires that education personnel standards are based on the highest requirement in the State for personnel in a specific profession. In this way, Congress has effectively abolished dual standards for service delivery in which children with communication disorders received inferior services in many States.

The Department of Education reports that in the 1987–88 school year, there were nearly 30,000 additional special education teachers needed for students 6 to 21 years old. This included 3,500 speech language pathologists, or 13 percent of the positions needed. In addition, over 15,000 additional related services personnel were needed. Both the number of related services personnel and the shortfall have increased steadily during the past decade.

Incidentally, the State of Iowa does not train nearly enough speech language pathologists to fill its needs. In the past 10

« PreviousContinue »