Four such teams would be needed. They would be housed geographically. Each team should have not less than a psychologist and educational diagnostician as full-time staff and funds to purchase the other needed services. It is hoped enough of these services will be available so that the pupils may be reevaluated every 2 or 3 years. Of course, any questionable cases would necessitate a reevaluation at once. Estimated cost, $350,000. ONE HUNDRED TRAINEESHIPS FOR TEACHERS The teacher is the key person in the needs and services her pupils require. Through training, she can interpret a medical diagnosis better, she understands a psychological report, she knows the characteristics of the children with whom she is working, she knows the goals of the program, how far and fast to move each child, the expected outcome of each specific program for each special type of handicapping condition. A trained teacher will insist on having the necessary services furnished her so these pupils may have a quality program. Alabama always has far more requests for traineeships than the number possible under title III, Public Law 88-164. Estimated cost, $50,000. MORE CLASSES AND SERVICES Today there are 97 requests for new classes for exceptional children and youth in the State office; despite the fact that thus far superintendents have not been invited to ask for additional classes and services for 1967-68. Considering the fact that staffing classes with trained personnel is very difficult, this request is limited to 100 new classes, services, and teacher aids. Estimated cost, $1 million. TRANSPORTATION Where possible, the regular school transportation is used for handicapped pupils. Many students live away from established bus routes, usually in rural areas and are denied training and service due to lack of transportation to bring them into centers where programs are available. Other students, the physically handicapped, require specialized equipment in the buses such as ramps, lifts, et cetera. In practically every system some additional transportation is needed. In some cases this would involve purchasing of buses. Cost of services of drivers for each bus would be included. Estimated cost, $400,000. Also transportation is needed for teachers and other personnel to make home visits. To do the most effective work with handicapped children and youth the teachers need to know the family and home conditions. Estimated cost, $50,000. EQUIPMENT AND MATERIALS OF INSTRUCTION Suitable equipment and materials of instruction are essential to good programs. Teachers need to examine the materials and equipment to see if they meet the needs of their classes. For this reason, two mobile units with all types of equipment and materials are desired including braille, large type and equipment for deaf and hard-of-hearing pupils. These units would be driven to various school systems, and left at each place for sufficient times to give teachers an opportunity to make their selections. A specific amount could be allocated each class with guidelines for its use. One-half time of a librarian would be needed to purchase, catalog, and maintain display. Estimated cost, $250,000. SUMMER PROGRAMS There is a need for summer schools. Many of the mentally retarded regress during the summer months. The pupils in other areas of exceptionalities need some planned activities for the summer. Summer school should reinforce what was taught during the school year, using a variety of techniques. Other activities could involve bringing in new pupils who will attend the school the following year. This would be an orientation period and would be valuable as these pupils would be familiar with the routine and services when school opens in the fall. Much teaching could be done through arithmetic and reading games, field trips, picnics, sewing club for older girls, shop work for boys. Recreation should be provided probably as a part of the recreation program of the community-a summer camp might be possible. Various agencies include recreation in varying degrees in their programs such as YWCA, 4-H Clubs, Scouts. Coordination would be necessary to avoid unnecessary duplication. Estimated cost, $100,000. DEMONSTRATION CLASSES AND CURRICULUM DEVELOPMENT This would involve four classes of multiple handicapped children and youth. One each at primary, upper elementary, junior high, and senior high level. These would operate through a contract with the University of Alabama and under the supervision of the special education staff at the University of Alabama and be housed in the Medical Center, Birmingham. All teachers would have at least 6 years of college training with specialization in special education. This would be a 12-month program and have the very best known equipment and materials of instruction. The cost the first year will be much greater than the following years as much as the materials and equipment would serve several years. Plan would include time for the teachers in the field to visit during the school year as well as during the summer. Also superintendents, principals, and supervisors would be urged to visit. Personnel involved: Four teachers for 12 months, Four teaching assistants for 12 months, Four research assistants for 12 months; Travel, equipment, supplies, materials of instruction, et cetera. Each three people at each level would do curriculum planning for that level. All 12 people would do curriculum planning for the unit as a whole. This work would be done in conjunction with the coordinator of educational services at the medical center. This would also emphasize the importance of sequence of classes in developing a program. of special education for any school system. APPROPRIATE HOUSING Many communities have attempted to operate special classes or provide special services in in adequate buildings or quarters not designed for school purposes. Superintendents now realize that proper housing is essential to a good special education program. As a result of this realization many school systems are planning and building new school plants and remodeling other buildings and are including in their plans facilities for the education of exceptional children. Special education needs, both present and future, should be considered before building, What is needed will depend upon the type of exceptionality to be served and upon the background of the teacher, therapist, or other personnel working with the children. Estimated cost, $330,000. PARENT EDUCATION This would be done through individual counseling, group meetings, and workshop. Emphasis would be placed on helping parents accept the handicapping condition and be realistic about the child's potential. Estimated cost, $15,000. PRINTING OF MATERIALS This would involve printing of reports from inservice meetings, newsletters, brochures, and other materials that would be helpful in developing a quality program in special education. Estimated cost, $15,000. The needs of special education increase each year as the program develops. I urge you to fund title VI, Public Law 89-10 as authorized by Congress, $150 million for 1968. STATEMENT OF WILLIAM SIMMONS, DEPUTY SUPERINTENDENT, DETROIT PUBLIC SCHOOLS Mr. SIMMONS. Mr. Chairman and members of the committee, I am William Simmons, deputy superintendent of schools in Detroit, Mich. I am also staff chairman of the Federal Relations Committee of the Great Cities Research Council. This organization is made up of the 16 largest school districts in the Nation. I appreciate this opportunity to comment on Senate bill 382. Elements in this bill are of concern, not only to the school district of the city of Detroit, but to all school districts which have been or are participating in Elementary and Secondary Education Act programs or which receive Federal assistance under Public Law 815 or Public Law 874. The total bill has real worth to the entire education com munity. This position is a matter of record in earlier hearings. I comment briefly on the following items. The proposal to extend and fund the Teachers Corps is of value to any school districts seeking teachers experienced in the teaching of disadvantaged youth. In viewing the availability of trained teachers, this is the area of greatest and, regretfully, the most neglect. It is well known that all too often the children in the lower economic attendance areas are confronted by teachers who have less than the usually expected training and experience. In Detroit, reliance for the teaching service for these children is on substitutes, regular and emergency. While the combined efforts of the community are directed toward the recruitment and special inservice training of regular staff members, the results are far short of one of the Nation's greatest needs. The Teachers Corps has had a stormy history, but not because of its basic purposes. Even though the number of teachers participating in the program has been limited, several teachers have completed their training and are more effectively at work teaching disadvantaged children. The real limitation on this program has been inadequate authorizations and appropriations. The amount authorized in section 3 of the bill once again is just a continuation of the initial seed money. The program for the handicapped has our enthusiastic endorsement. There are large concentrations of handicapped children in the population centers of this Nation. This concentration caused the initiation of remedial programs in the large cities even prior to any State or Federal participation. These programs, even with existing State and Federal support, have long waiting lists. The legislation as proposed gives national emphasis to a national problem. The extension of Public Law 815 has substantial support because of its basic function and the additional provision for possible disasters. The schools constructed under this program have, over a period of years, provided needed classrooms on a prudent basis that helped to remove many of the fears that had been expressed about Federal participation in local educational activities. The disaster provision should eliminate the danger of long interruptions by restoring the needed physical plant and making possible a regular school program with a minimum of delay. No school district has immunity from disaster. This may be the appropriate place to voice concern over the lack of adequate statistical information to evaluate the possible effect on participating school districts of the group rate change going into effect for Public Law 874 on July 1, 1967. Large city school districts, with few exceptions, are now participating in Public Law 874, many for the first time; hence, the effect of such a change without complete information raises serious question. If possible, the effective date for the change should be postponed until adequate available information is provided by the Office of Education. The authorization legislation that has been passed on by this committee has established a framework within which there is a potential that would make an important impact on the most neglected areas of American education. The lack of appropriations to fully carry out these authorizations has seriously limited the realizations of the gains anticipated at the time the authorizations were made. Those school districts which have the largest number of children that the legislation intended to benefit have demonstrated their ability to utilize fully the funds provided, and, indeed, they are equipped and ready to go beyond the authorizations in meeting the unique needs which are clearly recognized in the authorization legislation. Once again, I would express my appreciation to the committee for this opportunity to express a viewpoint. Should additional information be required, the large school districts with which I am associated will be most pleased to provide it. Senator YARBOROUGH. This subcommittee is recessed until 10 o'clock Monday morning, next Monday morning. Senator Dominick, do you care to make any statement? Senator YARBOROUGH. At this point in the record I order printed any material on hand and other pertinent information received for the record. DEAR MR. CHAIRMAN: This is to send a copy of the conclusions of six influential educational organizations on some of the legislative items they will support together for enactment in 1967. These conclusions are briefly stated and need to be elaborated on, but they represent larger areas of consensus among these organizations than for many years. We would be glad to answer inquiries on any of them, and to work with you and your staff in regard to specific legislation whenever we can be of service to you. My second purpose in writing is to ask permission for the Council of Chief State School Officers to supply a panel of witnesses on each bill that substantially affects elementary, secondary or vocational education. Upon a few days' notice, we can often produce a nationwide team of chief state school officers we believe could be of great assistance to you and your committee. Whenever possible, we would like to follow immediately after the Office of Education in the list of witnesses. With warm appreciation, EDGAR FULLER. Executive Secretary. PROPOSALS ON EDUCATIONAL LEGISLATION RECOMMENDED FOR CONSIDERATION BY THE PRESIDENT AND THE CONGRESS IN 1967 BY A LEGISLATIVE CONFERENCE OF NATIONAL ORGANIZATIONS A legislative conference of national organizations, representing the following groups: American Association of School Administrators Council of Chief State School Officers National Association of State Boards of Education National Congress of Parents and Teachers National Education Association National School Boards Association met in Washington, D.C., on January 16-17, 1967. The Conference considered a comprehensive agenda of items relating to federal policy and legislation, developments in the administration of various federally regulated school programs, and the needs and problems reported from school systems throughout the country. As a result of its deliberations the Conference unanimously makes the following recommendations for the consideration of the President and the Congress. 1. Timing of Federal authorizations, appropriations, regulations, allocations, payments and reports One of the most crucial problems resulting from the increased participation of the federal government in the financing of education is the incompatibility of |