Date of award: November 16, 1966.

Estimated completion date: October, 1969.

APPROPRIATIONS AND APPROVED APPLICATIONS, UNIVERSITY-AFFILIATED FACILITIES FOR THE MENTALLY RETARDED, DEC. 31, 1966

Miss SWITZER. The center at Johns Hopkins is almost ready to go. It is awaiting availability of money.

Senator YARBOROUGH. I think this is important.

The CHAIRMAN. You supply those for the record.

Dr. LEE. The children's center in Boston is expected to be completed just about this time, and also the one at Johns Hopkins. I think the one in Boston also.

Senator YARBOROUGH. You complete one and start another one, or are you going to build these 14 simultaneously?

Dr. LEE. The completion dates are estimated to be anywhere from this fall to November of 1970 which is the last one.

Senator YARBOROUGH. That is all 14?

Dr. LEE. Yes, sir.

Senator YARBOROUGH. What about the 12 research centers? How many of those have been built already?

Dr. LEE. The one that is in operation is in Chicago, and that only required movable equipment. The first of these that is expected to go into operation will be the University of Washington at Seattle, and that will be February of next year.

Senator YARBOROUGH. Have all of these locations been settled upon? Dr. LEE. Of those that we have listed, of the 14 and the 12, we have detailed reports on all of those.

Senator YARBOROUGH. Will you file with the committee the locations and expected dates of completion for each of these facilities? Dr. LEE. Yes, sir.

The CHAIRMAN. Give us a detailed report on that. Senator YARBOROUGH. Pardon the interruption. I get confused on what one witness gave us and what the other one gave us.

The CHAIRMAN. We need that for the record so we will know just where we are.

Let me ask you this: S. 1099 authorizes such sums as may be required to train teachers of the handicapped.

Do you have estimates of the appropriation authorizations that would be required for training teachers of handicapped children?

Dr. GALLAGHER. Yes, sir; I do. I am pleased to have this opportunity to be here. This is the first chance I have had.

The CHAIRMAN We welcome you here. You are the new Commissioner for the Handicapped?

Dr. GALLAGHER. Yes, sir.

We have for fiscal 1968, $24.5 million, and the projected plans for 1969, $37 million; 1970, $55 million; 1971, $60 million; and 1972, $60 million.

We have made training teachers our highest priority. The President's Committee on Mental Retardation suggests that there is still half of the 25,000 school districts that do not have special services for the mentally retarded

The CHAIRMAN. AS I introduced the bill, we authorized such funds as may be required. So, these figures would not necessarily be binding. If we need more money, we could appropriate more money; is that right?

Dr. GALLAGHER. That is right.

The CHAIRMAN. This is your estimate of what you think would be needed? Is that correct?

Dr. GALLAGHER. Yes, sir.

The CHAIRMAN. How do the requests for the funds for the training of teachers of the deaf compare with the appropriations that have been available?

Dr. GALLAGHER. In fiscal 1967 we were able to provide $2,800,000 for training and this includes over 1,000 trainees for graduate fellowships and traineeships.

The CHAIRMAN. How many applications did you have?

Dr. GALLAGHER. I will have to provide that for the record.

The CHAIRMAN. In other words, how many were denied because you

did not have the funds?

Dr. GALLAGHER. Yes, sir.

The CHAIRMAN. Supply that for the record.

Dr. GALLAGHER. Yes, sir.

(The information referred to follows:)

BREAKDOWN ON TRAINING TEACHERS FOR THE DEAF SUPPLIED BY DEPARTMENT OF

HEALTH, EDUCATION, AND WELFARE

A total number of applications received or funded might not provide a clear answer since one application may be for two post masters year-long fellowships and another for fifty teachers to attend a three day institute. We can provide a figure which represents the total funds requested for training teachers of the deaf including senior year traineeships, masters and post masters fellowships, summer school traineeships and special study institutes. Those figures are:

Requested

Available

Percent of requests funded...

$4, 452, 074 $2,651, 516 58

The CHAIRMAN. Are the research funds sufficient to fund approvable applications?

Dr. GALLAGHER. Sir, in the whole research area in the Bureau, the research authority, we had total requests for research projects, and it is $37 million, and the total amount that is available for approval is $9,980,000. Some of this request would not be funded, of course, because they were not adequate for the job. We could have funded a good deal more than we had in this area.

The CHAIRMAN. You had requests for $37 million, you say?

Dr. HILL. That is right.

The CHAIRMAN. Do you have any estimates of how many of these requests were adequate?

Dr. GALLAGHER. Dr. Moss is Director of the Division of Research. Perhaps, he could make a comment on that.

Dr. Moss. About $15 million was requested for research and demonstration centers and a good portion of those were very good applications that we did not have the funds for. We had only $2 million for this purpose.

The CHAIRMAN. Just did not have the money.

Dr. Moss. Right. The remaining amount, I would say about 10 percent, or about $2 million worth, would represent fundable projects. The CHAIRMAN. Tell me this, and you may have to supply this for the record: How many teachers of handicapped children have been trained?

Dr. GALLAGHER. I have an interesting report from the Coordinator of the Deaf, Dr. Rosenstein, who has prepared this for us which goes into detail on the preparation of professional personnel.

Over a period of time that the U.S. Office of Education approved the training authority in 1962, under Public Laws 87-276 and 88–164, a total of 2,673 graduate fellowships and senior year traineeships have been allotted for teaching the deaf and an additional 536 teachers and students received special institute traineeships.

In addition, we have a great deal of information on where these people are now employed.

The CHAIRMAN. That is what I would like to know. How many of those trained with Federal funds have stayed in the teaching profession?

Dr. GALLAGHER. We are very pleased with the results of this survey, because of what we have found, that 75 percent of the students who were trained under this authority are working now in education of the deaf, only 6 percent are in regular classroom work-6 percent are regular classroom teachers and, considering some of these are young girls and would be married to husbands who had moved to an area where there would not be training programs for the deaf, we consider this a rather remarkable performance. An additional 6 percent are still continuing their studies, and another 37 trainees say they are unemployed with the reason given that they are raising children."

The CHAIRMAN. Can you not train them so they can carry on their work and also raise children?

Dr. GALLAGHER. Not simultaneously, sir.

I have an answer to that other question.

The total is 32,000 grants that were given to persons for full- or part-time training in the whole area of the handicapped.

This is Dr. Ed Martin who is the deputy.

The CHAIRMAN. Glad to have you here, Doctor.

How many teachers are needed today?

Dr. GALLAGHER. As we estimate it, in the entire area of teaching the handicapped we would need around 300,000. Currently employed are 65,000 to 70,000. As I say, although we are interested in training a broader spectrum of professional personnel to work with the handicapped, we feel training teachers is our first priority and so we are spending the majority of our funds in this area.

The CHAIRMAN. In this area?

Dr. GALLAGHER. Yes.

The CHAIRMAN. How many applications did you have to turn down? Dr. MARTIN. We had requests for about $50 million, a little over $50 million for training teachers in 1967, and at that time we had $19.3 million available to give to universities and to colleges; so about two and a half to one we had to turn down.

The CHAIRMAN. Turned down about two and a half to one.
Dr. MARTIN. That is last year.

The CHAIRMAN. Do you think most of them were qualified?

Dr. MARTIN. We think most of them were qualified. Some of them were not. The Advisory Committee had to turn them down. We funded a number of programs in a very small way, giving, for example, in one area an average of only three or four fellowships to each university whereas they might have a need for many more than that. But we are giving some awards to provide a nucleus for future growth of that institution.

Dr. GALLAGHER. It is not only the turndown of unacceptable programs in which the money gets reduced. The money also gets reduced in the terms of a qualifying university requesting 10 people and our ability to provide only four or five. We also are spending money on program development in which universities and colleges do not have programs to prepare people in this area. We give them some planning money for a year or 2 years which will enable them to staff their program to organize a program so that we can give them more extensive funding for fellowships.

The CHAIRMAN. I believe you were in Alabama, Dr. Martin?

Mr. MARTIN. I was director of the speech and hearing program down there at one time and project director for a VRA project as well as the Office of Education training project.

Miss SWITZER. You see, we infiltrate everywhere.

Dr. MARTIN. This gives me a chance to see both sides of this.

The CHAIRMAN. Both sides of the picture.

You got both sides of the picture, did you not?

What about the training of researchers in the area of handicapped children?

What are you doing now?

Dr. GALLAGHER. Let me call on Dr. Moss again.

The question is: What are we doing about training researchers in this area?

Without even referring to Dr. Moss now, I am sure we are not doing as much as we could. My own background is research in this area, and, as I say, our first priority where we have to make these kinds of decisions is for the classroom teacher. We have looked longingly at this

area of research training, and I do not think we have done a great deal.

Dr. Moss. That is right. The research authority does not permit training of research under that portion of the bill. The only possibility for research training at this time is under the professional program and the priorities there are for training teachers.

Now, we are hoping this year, under an amendment to the bill, which was Public Law 89-105, to do research training in that context. The wording of that amendment does permit research training in that setting.

Dr. LEE. I would like to add a personal note here, Senator.

We talk about expenditures for these various activities, and I could think of few areas where the funds really represent a greater investment. If you see what can be accomplished with some of these handicapped youngsters who may be perfectly normal mentally, or of superior intelligence, but either have learning disabilities or some physical handicap that prevents them from normal achievement, we see the results with these teachers who have special training and with new approaches. In reaching these youngsters, you realize how important this particular program is, and it is just repeated time after time and you realize it really opens the door of opportunity for these kids which would be forever closed if we can't reach them at this early stage.

The CHAIRMAN. If you do not get them now, you do not get them at all; is that right?

Dr. LEE. That is right.

The CHAIRMAN. Senator Murphy, any questions?

Senator MURPHY. I have no questions. I am most sympathetic. I had a close association for over 20 years with Mrs. Tracy. She had a child with this problem, and she has done remarkable work. I have been very close to her operation. I agree, I don't think there is any thing more worthy of consideration than in giving these youngsters a chance-just a little of the right thing.

One question, I think maybe you have answered: I wonder what percentage is being spent in research and training as opposed to the amount that is being spent in actual program work?

Dr. LEE. Of the total, Senator Murphy, we have to supply that for the record, because the expenditures in the Department are through a variety of activities the basic research at the National Institute of Child Health and Human Development, for example, so this would be somewhat more of applied research, the educational research, the expenditure of funds purely for the support of individuals who are retarded. We would be glad to supply those total figures broken down for the record.

(The information referred to follows:)