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operated or -supported schools which provide free public education to handicapped children. Also enacted in 1965 was the National Technical Institute for the Deaf Act. This Institute will supplement the post-secondary educational opportunities for the deaf provided only by Gallaudet College. In the summer of 1966, an HEW Task Force on Handicapped Children and Child Development reviewed the Department's programs for the handicapped and suggested priorities of effort and means for improved coordination of programs.

In the last days of the 89th Congress, two important pieces of legislation for handicapped children were enacted. One authorized the Model Secondary School for the Deaf at Gallaudet College. The other added Title VI-Education of Handicapped Children-to the Elementary and Secondary Education Act. This title authorized earmarked funds for projects to develop education programs for the handicapped, and directed the Office of Education to establish a Bureau for the Education of the Handicapped. The establishment of the new Bureau was announced by the Office of Education on January 12, 1967.

Although these enactments provide an impressive foundation for research, professional training, aud development of special education programs for handicapped children, we must continue to expand their educational opportunities.

Of the estimated 5 million children, or 10 percent of the school-age population, appreciably limited by one or more handicapping conditions, only about 40 percent are receiving the benefits of special education programs. Half of the public school systems in the United States report that they do not provide educational services for even one type of handicapping condition.

Little beyond verbal acknowledgement has been provided for the education of hundreds of multiply handicapped children. Some handicapped children must remain on residential school waiting lists 5 or 6 years before being accepted into an education program; this almost destroys a child's chance to prepare for his future and to prepare to contribute to our Nation's future.

Early diagnosis and identification of a handicapping condition is essential and basic to formulating an education program for a handicapped child. There should be a focal point at which such diagnosis can be provided to help decide how best to allocate available resources to meet the needs of all handicapped children. The great obstacle to developing and providing educational programs for handicapped children is the critical shortage of trained personnel-teachers, teachers of teachers, supportive personnel. Of the estimated 300,000 teachers and other personnel necessary to provide educational opportunities to all handicapped children within this decade, there are now only about 70,000. And at this time, there are only about 300 institutions of higher education capable of offering training for the preparation of professional personnel, often only in one area. If the 300,000 goal is to be attained, a nationwide personnel recruitment program, utilizing comprehensive and innovative information-dissemination methods, must be immediately initiated.

Proposal

The proposed amendments for improvement of the education of the handicapped would provide a variety of expanded educational opportunities for all handicapped children. The proposed Regional Resource Centers, which would be authorized by a separate part of title VI of the Elementary and Secondary Education Act of 1965, would provide testing and evaluation services to determine the special educational needs of a handicapped child, would develop education programs to meet these special needs, and would assist schools and other agencies in their respective regions in providing these educational programs for the handicapped child. $7.5 million would be authorized for the Centers for fiscal year 1968.

The proposal for Recruitment of Personnel and Dissemination of Information on Education of the Handicapped would provide grants to or contracts with public or private agencies or institutions to expand and encourage intensive nationwide recruitment programs and information dissemination programs aimed at encouraging students, professional and supportive personnel to work in the field of education of handicapped children. $1 million would be authorized to implement this program in fiscal year 1968.

Schools for Indian children operated by the Department of the Interior and overseas dependents schools operated by the Department of Defense would be made eligible for assistance under title VI of the Elementary and Secondary Education Act.

The proposal for Expansion of Instructional Media Programs to Include All Handicapped Children would insure that all handicapped children would receive

the demonstrated benefits of the instructional media materials program established and successfully carried out under the Captioned Films for the Deaf program and would greatly help in shortening the time lag between new educational media discoveries and their actual applications. $1 million would be authorized in fiscal year 1968 for this expanded program.

Existing authority to make grants for research in the education of the handicapped would be made more flexible by authorizing the Government to obtain such research through contracts with public or private educational research agencies and organizations.

V. MISCELLANEOUS AMENDMENTS TO THE ELEMENTARY AND SECONDARY
EDUCATION ACT AND THE FEDERALLY IMPACTED AREAS PROGRAM

INDIAN CHILDREN IN BIA SCHOOLS AND CHILDREN IN DOD OVERSEAS
DEPENDENTS SCHOOLS

Background and Need

Last year, the Elementary and Secondary Education Act of 1965 was amended to include two groups of children-Indian children in schools operated by the Bureau of Indian Affairs of the Department of the Interior and children in overseas dependents schools operated by the Department of Defense who had not been afforded the educational benefits offered other children under the Act. Indian children in BIA schools were made eligible to participate in programs conducted under Titles I, II, and III of the Act; Deparmtent of Defense schools were included in the provisions of Titles II and III.

The benefits to the two groups of children have been substantial. It is estimated that 37,000 Indian children will be reached by special programs for the educationally deprived under Title I of ESEA, at a total cost of more than $5 million. More than $125,000 will be spent in providing these children with textbooks, library boks, and other instructional materials during this fiscal year, and nearly $205,000 will be expended on supplementary educational centers and services under Title III. Overseas schools will also reap the benefits of change during this fiscal year: more than $404,000 for books and instructional materials under Title II, and $527,000 for supplementary educational centers and services under Title III.

Proposal

Provisions for participation of Indian children enrolled in BIA schools and of children in overseas dependents schools would be extended one year, through fiscal year 1968. These provisions would otherwise expire at the end of fiscal year 1967. Extension would make them uniform with the rest of the Act, which continues through fiscal year 1968. A study of the provisions and further recommendations will be submitted to the Congress later this year.

AMENDMENT TO TITLE V OF THE ELEMENTARY AND SECONDARY EDUCATION ACT

In order to provide for a more equitable distribution of Title V funds the allotment formula would be amended. Forty percent of the amount available for apportionment among the States would be allotted to the States in equal amounts and the remaining 60 percent would be allotted to the States on the basis of school age population.

AMENDMENTS TO DISASTER AUTHORITY IN PUBLIC LAWS 874 AND 815

Background and Need

Public Law 81-815 and Title I of Public Law 81-874 were amended by P.L. 89-313, approved November 1, 1965, to give the Commissioner of Education authority, until June 30, 1967, to provide assistance to repair or replace school facilities damaged or destroyed by natural disasters, to provide temporary facilities while damaged facilities were being repaired or rebuilt, and to provide operating assistance as might be needed in any area declared by the President to be a major disaster area.

Prior to these amendments, such disaster assistance was provided by the Office of Emergency Planning. Although this was a new program for the Office of Education, it has worked well in meeting the most urgent needs in disaster areas. There were 11 disasters during fiscal year 1966 and two disasters thus far in fiscal year 1967 for which applications for aid have been received. The total cost of the disaster program for applications received, as of February 1967, exclusive of Hurricane Betsy, is estimated to be $375,000.

Proposal

Authority to provide disaster assistance under Public Laws 815 and 874 would be extended five years, through fiscal year 1972. Coverage would be extended to a few special public schools that now provide elementary and secondary education, but are not covered by the Act because they are operated by a State rather than a local educational agency.

The burden and effort test now required before emergency assistance can be authorized would be eliminated. This change is necessary because most school districts do not have in their yearly budget funds to meet emergency disaster needs, and they cannot get such funds until a new budget is approved for the following year. At present, the Office of Education cannot give assurance of Federal assistance when the disaster occurs and emergency repairs must be made; the change would permit authorizing emergency aid when needed.

A minimum amount of $1,000 or one-half of one percent of the agency's operating budget for the year will be established for any disaster claim. This would avoid handling requests for very small amounts of money.

The Commissioner of Education would be authorized to grant funds to a public agency in sufficient amount to house students who were in a private school which was destroyed by a disaster, if the private school is not to be rebuilt. Under present wording, this can be done only if there also is destruction of or damage to public schools; the amendment would permit granting such assistance to a public agency when a private school is destroyed and not to be rebuilt, although no public school has been destroyed or damaged.

AMENDMENT TO PUBLIC LAW 874

The only amendment proposed to P.L. 874 is a technical change in the definition of Federal property. This amendment is made necessary in order to remove any question as to the deductibility of other Federal payments from the gross entitlement of school districts in those cases where the other Federal payment is made because of taxes on private improvements on land held in trust for individual Indians or Indian tribes. Two recent court cases have ruled against making deductions in these cases. The amendment would prevent duplicate payments to some districts.

Senator RANDOLPH. There are reasons why we should move along as quickly as possible this morning.

I know that we are delighted, the chairman of the Subcommittee on Education, and I, as a member of the subcommittee, we are both delighted to have the testimony of Senators Kennedy of Massachusetts and Nelson of Wisconsin. You constitute a panel in a degree, and will you proceed, Senator Nelson and Senator Kennedy, as you desire.

STATEMENT OF HON. GAYLORD NELSON, A U.S. SENATOR FROM THE STATE OF WISCONSIN; AND HON. EDWARD M. KENNEDY, A U.S. SENATOR FROM THE STATE OF MASSACHUSETTS

Senator NELSON. Mr. Chairman, Senator Kennedy and I have a joint statement, and we each will read some excerpts from it and I would ask that the statement be printed in the record in full.

Senator RANDOLPH. The statement will be included as you have requested.

Senator NELSON. We are appearing in behalf of the National Teacher Corps which we jointly authorized a little more than a year ago.

At the conclusion of our statement I would like to have several letters, four letters, printed in full in the record, rather five letters. They are letters from the principals of the high schools in Wisconsin where Teacher Corps teams have been at work for the past year.

I might just read for the chairman some excerpts from the letters, but I would ask that they be printed in full at the end of the testimony.

I have a letter from the principal, Gladys Caughlin, of North Fifth Street School in Milwaukee, and in her first paragraph she says, "The National Teacher Corps interns who have been a part of our teaching staff since September are making a decidedly significant contribution through their work with children. At the same time they are developing understandings and skills that will enable them to work successfully with the disadvantaged."

I also would like to read an excerpt from Mr. Roger M. Jones, principal of the Unified School District No. 1, Garfield, Racine, Wis.

"Garfield Elementary School in Racine has a Teacher Corps Team on its staff this year. As principal of the school, I feel they have been of much help to us. Garfield is an inner-city school with many socially, educationally, and economically disadvantaged children among its enrollment. The Team has been working in the areas of tutoring individuals and small groups, helping teachers with units of study in the classroom, making home visits and contacts, and operating after school activities for the children.

"We have seen positive results educationally for many children because of the individual help the Team has provided. With the help of a Team member, the classroom teachers have been able to try and accomplish some exciting and interesting projects that have motivated learning for their students. The after school activities are correlated with learning situations during the regular school day. Because of these activities many children have a more positive attitude toward school and life in general.

"I am looking forward to having this Team with us again for the next school year. I trust funds will be made available for this purpose." I have a letter here from Mr. John Schertzl, principal of the Wells Street Junior High School:

"DEAR SENATOR NELSON: As we enter the second half of the school year which offered our first experience with the National Teacher Corps, I should like to take this opportunity to report to you on the progress of our Teacher Corps Team.

"Wells Street Junior High School is a central city school with a non-white enrollment of approximately 60 percent and a large number of culturally disadvantaged pupils of various social and ethnic groups. Our total enrollment is 1,068. Our Teacher Corps Team consists of four young interns, two men and two women, and a very competent team leader who has had teaching experience at this school.

"I must admit that I had some reservation regarding the effectiveness of a National Teacher Corps when I was first approached regarding the assignment of such a group to this school. I questioned the administrative and teaching time involved and the facilities required in relation to expected results. I also considered the matter of relations between the team members and our regular teaching staff. However, my apprehensions proved to be groundless, and the Teacher Corps Team, under the capable direction of its team leader, has proven to be a valuable asset to the school and to its instructional program." I have a letter from Mr. Powers, principal of Rufus King High School. He states in part:

"Here at Rufus King High School we have seen the results of a remarkably happy marriage between an ingenious plan and a team of intelligent, sympathetic, energetic, and devoted, young Corps members."

I also have a letter from the Vieau School, the principal, Mr. K. G. Place, in which he states in part:

"My expectations have been more than fulfilled. With the addition of two more interns-in January-we have a fine team of alert, conscientious and energetic young people in the process of learning and practicing the arts of teaching."

Mr. Chairman, the National Advisory Council on the Education of Disadvantaged Children issued a report on the effectiveness of the Teacher Corps. This report was clear in its findings that, and I quote "The National Teacher Corps is too badly needed and too promising to be either discontinued or treated as a temporary stopgap. Of all the present investments of public effort, few are likely to yield so large a return." The report went on to state: "The National Teacher Corps has proved itself a useful weapon in the attack on the disadvantages under which too many American children labor. The direct effect on the children with whom the Corpsmen work would be justification enough to continue that work. The Corps quite clearly will have other effects as well. The most significant of these may very well be its influence on the capacity of the educational systems of the universities to reach those children who have been most grievously neglected."

I won't read the statement reporting on Wisconsin experiences. It is self-explanatory and the letters I have submitted to the record testify to that.

I would conclude my remarks by urging that the salaries for the Teachers Corps team be continued as they are at the minimum starting level for whatever school the team is working in rather than substituting for that a weekly salary of $75, which would amount in Wisconsin to $2,300 a year. I think that that salary is inadequate, and that the present system has worked very well without any serious complaints from the teaching systems where the teachers are working. Thank you, Mr. Chairman.

Senator RANDOLPH. Before you proceed, Senator Kennedy, let me comment briefly on the statement of Senator Nelson. There is, as you gentlemen who are the authors of the program know, an uncertainty today which I have reason to believe causes the interns in training for Teachers Corps to be leaving this program. I have heard this because, in West Virginia we have had some 27 interns in training. In Massachusetts you had 42. In Wisconsin you have had 22, and the country as a whole has had about 1,100 in this program. But the uncertainty that exists, as I understand it, Senator Nelson, is the reason you are here today, partially, is this correct?

Senator NELSON. That is correct.

Unfortunately, when the program was authorized appropriations didn't come through, and adequate appropriations didn't come through so there was a serious question whether or not the program would get underway at the beginning of the last school year and that made recruiting difficult. It forced some of the volunteers who were uncertain as to their fall employment to either go back to school or seek employment elsewhere. And this continues to create the uncertainty continues to create a problem throughout the whole Teachers Corps.

I might say, Senator Kennedy, and I do, in our joint statement, "as a result of Congressional delays in its early days the Corps had only six weeks to organize; yet it recruited 1,200 college graduates for im

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