DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OBLIGATIONS FOR MENTAL RETARDATION PROGRAMS, FISCAL YEARS 1966-67-OBLIGATIONS FOR PROGRAMS ON MENTAL RETARDATION-Continued

The CHAIRMAN. I have some figures that you supplied me about proposed expenditures for training and research in the field of the education of the handicapped I will insert at this point. (The material referred to follows:)

BUREAU OF EDUCATION FOR THE HANDICAPPED, U.S. OFFICE OF EDUCATION

PROPOSED EXPENDITURES FOR TRAINING AND RESEARCH IN EDUCATION FOR THE HANDICAPPED

Note: This material was prepared at the request of the Senate Committee on Labor and Public Welfare and represents estimates of future expenditures.

The CHAIRMAN. It may be that you want to revise these figures. If you think it wise, do not hesitate to do so.

Senator MURPHY. One of the reasons I bring it up, it is a great temptation, and it is also comfortable. Also, I find now that more and more people get into school and develop scohlastic habits. I had a fellow call me up the other day, and he was a sophomore. I said, "How old are you?" He said, "47." He is worse off than I was. I was a freshman twice. But this is a temptation. It is comfortable. It is easy, you know. That is good. I want everybody to live in full comfort, but the main thrust of the program is lost. Getting the show on the road where it has to go is the most important thing.

The CHAIRMAN. These figures that you provided me, I do not know whether they were figures of the budget or whether they were figures of the experts in the Department.

Dr. GALLAGHER. These are just projections of what we think might be the growth in this area.

The CHAIRMAN. These are not budget figures, just projections compiled by you, sir?

Dr. GALLAGHER. That is right, projections of growth, not need or budgetary figures.

Senator MURPHY. I notice the research figure there stays pretty

constant.

Dr. GALLAGHER. This reflects to some extent the substantial need for training in the area. I would like to remark on your comment, that one of our major efforts in the research program is to disseminate information into the classroom for the teacher so we are involved in a network of instructional material centers and these are being funded out of our research authority. These centers are to make readily available to the classroom teacher the latest materials and to evaluate these materials so the teachers have these resources at their disposal. So, we are going to spend a good deal of our research effort in trying to get this material into the hands of the teachers, so that the materials will have a direct contact with the youngster himself.

So, it is not as easy as the academic research.

Senator MURPHY. Sometime, if you have a moment, come on up and I will show you some ideas that I have had about ways. I am still hopeful that I will get a degree someplace.

The CHAIRMAN. Come up and talk with the Senator.

Is there anything you would like to add, Miss Switzer?

Miss SWITZER. It is interesting in vocational rehabilitation that the research and training appropriation is evenly divided between research and training, but it is a relatively small part of the total program, because most of the money goes for service to the States, you see. That portion might be a little bit—it is clear what is going on. The CHAIRMAN. Anything else you want to add?

Senator MURPHY. I have another question, Mr. Chairman.

My staff has remarked that in a 1964 AMA handbook on mental retardation, there is an indication that there is a great gap between the present knowledge and its application. In other words the first indication would be picked up by the doctor. There has been a gap between present knowledge and the doctor's awareness of the state of the art. Is that being taken care of? Is that gap being closed?

Dr. LEE. I think, Senator Murphy, as a physician, I could speak to that question. There is no question but what this is a very significant gap. As a result of this program and the outreach of it, there is much more awareness on the part of the physicians, and I could cite as an example: I was recently in Georgia visiting with the State society of obstetricians and gynecologists and there they have developed over a 2-year period of time a document relating to mental retardation-it is about 500 pages-an excellent analysis of the problem and role that the physician can play. They now have the full support of the physicians of Georgia spearheaded by the obstetricians who are concerned particularly about prevention and the provision of good maternity care, prenatal care, good care at time of delivery, care for the women of childbearing age as a major thrust, but their focus on this has interested physicians in many other areas in the total problems of the retarded, so that we are beginning to see, as a result of this program-this did not occur until there was a Federal program— where they stayed in local participation as Miss Switzer indicated— a tremendous effort on the part of the voluntary agencies, but I think there is a big change in the last 3 or 4 years on the interest and knowledge of physicians in this field.

The CHAIRMAN. That is very encouraging. That message ought to be carried to each one of the other 49 States.

Dr. LEE. I think they have done a superb job on this in Georgia. The CHAIRMAN. Any other questions?

Senator MURPHY. No, sir.

The CHAIRMAN. We want to thank you all very much for this.
Senator Yarborough, do you have any questions?

Senator YARBOROUGH. You are spending about $11 million a year on

research for education of handicapped children?

Dr. GALLAGHER. This was within the Bureau of Education of the Handicapped. There are other parts in the Department that are also spending research money. It would be $11 million.

Senator YARBOROUGH. Where is that being spent?

Dr. GALLAGHER. There are a variety of places, Senator.

Senator YARBOROUGH. Maybe the more precise question is: "How?" What type of research is funded by this $11 million?

I tried to teach school one time. My first year I taught grades one through eight. Everybody came-handicapped and not handicapped, and I did not know what to do. I am curious about how you go about educating these children.

Dr. GALLAGHER. First, there are the individual investigators who are taking on a project and conduct a research project that may be on a variety of subjects. They would all have some application to education. We are also funding a research and development center. This takes a comprehensive look at all areas of education for the handicapped. This has been awarded to Teachers' College at Columbia. I mentioned earlier the 14 instructional material centers, Senator, which is a part of our research program where you get the latest type of instructional material in the hands of the teachers.

Senator MURPHY. Who makes the instructional material?

I ask this for a purpose. Way back in the beginning of my interest of visual education, I could not get anybody to make the things that I felt were necessary. I found that professors wanted to make something that would impress other professors. In music you get an arranger. We used to have great difficulty in Hollywood making these fellows orchestrate for the general public, not for Johnny Green and other experts.

Let us begin at the beginning. I had to go into my commercial project-I had to go to England and make some pictures there, because we could not get them made here. So, I had to go to England, bring them back and then the Encyclopedia Britannica and McGraw-Hill wanted some. This was about 6 years ago. But everybody said, "Yes, let's get in research." For instance, I was very bad in chemistry and physics. "Let's take the first 15 experiments that you do-freshman chemistry in the Yale Sheffield Scientific School-and put them on film." Then I could go to the library and look at them 10 times in the evening if I wanted to. I will never forget it. I have not been able to get it done yet. But this is the reason I say: Who is doing it? You have to find out what and then you have to find out how. The storyteller, getting back to that: Who was the first fellow? And this is extremely important. Very often I find fellows who wanted to be storytellers that should not be storytellers; they should have been carpenters or something else. This is very important, because you can waste a lot of time. I have tried to train Joe here-"Just say quickly and simply, so I can understand it." He is trained legally, and I am not.

Dr. GALLAGHER. That is a very perceptive question.

One of the problems we have had in the education of the handicapped is in adapting instructional materials for their particular use. These instructional material centers are collecting information, evaluating it, making it suitable for the teachers and students to develop additional materials on their own. We are looking forward to this phase where the most knowledgeable practitioners can produce more materials.

One of the research projects that we are supporting, for example, is a social studies curriculum development program that Dr. Goldstein has at Yeshiva University. This is a special curriculum that fits the needs of mentally retarded youngsters and is built around them. Instead of trying to adapt the program for regular fourth graders or fifth graders, this is a program that meets the age level of the youngster, but is appropriate for his degree of mental retardation. So, we are funding this kind of research just as well.

Senator YARBOROUGH. You would not have the same type of curriculum for the mentally retarded as for one who is physically handicapped?