at 5 institutions, with a total of 24 graduate trainees in speech and hearing.

These traineeships are in such medical settings in such institutions as Johns Hopkins, University of Iowa, University of Kansas, Stanford, and Vanderbilt. The stipend ranges from $2,400 to $3,600. (2) The Office of Education, at the present time, does not support specific traineeships in speech and hearing, although it did have a large program in education.

(3) One of the specific Public Health divisions, the National Institute of Dental Research, has recently entered this field.

In 1963, it has supported three training grants in the amount of $146,000, at three training institutions, with a total of 14 trainees. These training grants include also some faculty support.

The National Institute of Neurological Diseases and Blindness has supported many training grants in speech and hearing. This year it supports a total of nine grants in the amount of $272,000. Two of these have been in phsysiology, and four in medical audiology, one in auditory physiology, two in speech pathology.

These include support for some 14 faculty members.

In addition, a total of 16 trainees at the predoctorate, postdoctorate, and special fellowship levels, have been supported.

(4) The neurological and sensory disease service program also is a relatively new agency entering this field, and has, in 1963, supported three training grants, for a total of $161,000.

Each of these has four trainees.

In addition, this institution is supporting some 17 individual traineeships which may be awarded at different institutions, for a total of 29 traineeships, plus some faculty support.

(5) The Veterans' Administration has also been active in supporting a graduate training program in speech and hearing. At the present time, some 70 trainees are being supported by the Veterans' Âdministration in the total amount of some $237,000.

Most of these trainees are employed at a GS-9 or 10 level, on a halftime basis, as opposed to the stipend situation used by most of the other divisions.

(6) Finally, the Vocational Rehabilitation Administration has been most active in supporting graduate training programs in this field.

In 1963, the Vocational Rehabilitation Administration has supported some 413 graduate traineeships and, in addition, some 48 training programs; 48 out of some 110 institutions which offer graduate training in this field.

The total amount involved in 1963 has been approximately $1,800,000. This, then, as you can see, is a large program.

IMPACT ON GRADUATE EDUCATION

I should like to conclude by calling to your attention the impact that this governmental program has had on graduate education in our field.

According to the most reliable estimates that the American Speech & Hearing Association is able to make, some 800 individuals will receive graduate degrees in speech and hearing from American col

We will keep that 800 figure in mind. May I then call to your attention the specific trainee support of the various institutions concerned. Thus, the Vocational Rehabilitation Administration is supporting 413, or approximately 52 percent of the total graduate degree load of the American universities, or 73 percent of the Government support. The Veterans' Administration, total 70 trainees, is supporting 9 percent of the total degree load.

The neurological and sensory disease service program, with 29 trainees, is supporting 4 percent; Children's Bureau, with 24, 3 percent; and NIÑDB and NIDR, 16 and 14, respectively, are each supporting some 2 percent of the total degree graduate load of American Speech & Hearing training centers.

May I remind you that not only is this of tremendous percentage, some 72 percent in total, but that also the figure of 800 represents an increase of what we would have had, had not these training programs been instituted.

And that, finally, not only does this represent a significant percentage of an expanded number, but that also the training itself has been better, because of support which has come to the universities and colleges from these agencies. Thank you.

Senator JAVITS (presiding pro tempore). Thank you very much, Dr. Johnson. Would you gentlemen on the panel, Dr. Matthews, Dr. Irwin; would you like to make any supplementary statement? Dr. MATTHEWS. Dr. Johnson has a statement to make.

STATEMENT OF DR. KENNETH 0. JOHNSON, EXECUTIVE SECRETARY, AMERICAN SPEECH & HEARING ASSOCIATION

Dr. JOHNSON. Dr. Matthews has described the needs of speech and hearing handicapped children as well as the need for additional specialists in this field to provide the services required by these handicapped persons. Dr. Irwin has discussed the extent to which the various Federal programs are contributing to the training of clinical specialists as well as academic and research specialists in the speech and hearing field.

Senator JAVITS. Would you allow me to interrupt you? I had been misinformed. It was Dr. Irwin who just completed his testimony and now you, Dr. Johnson, are testifying.

Dr. JOHNSON. I would like to take the remaining minutes of our time to make a few comments on the relationship between S. 580, title V-B and the important needs which the speech and hearing profession has if it is to meet the long-term needs of the speech and hearing handicapped. Three fundamental needs of the speech and hearing field are

(1) Support for the maintenance of courses of study in universities and colleges,

(2) Support for graduate fellowships and,

(3) Support for research and demonstration projects.

SUPPLEMENTAL COURSES OF STUDY

At the present time there appears to be an adequate number of universities and colleges committed to training in this field, but as

sistance in staffing and equipping some of these programs is essential. The ultimate success of any support program to this profession rests in the strengthening of existing academic programs so that they can train adequately the additional students needed to meet the needs of the speech and hearing handicapped. Substantial support is needed in the form of graduate fellowships, but the strengthening of the training programs themselves is at the core of the problem of increasing the supply of competent speech and hearing specialists. S. 580, title V-B, clearly recognizes this basic need in this area and makes provision to satisfy the need by authorizing the Commissioner to make grants to institutions to assist them in covering the costs of courses of study.

GRADUATE FELLOWSHIP

A second major need is for support for graduate fellowships. The critical need in this field is for an increased supply of qualified clinical specialists who in turn may provide the services needed by speech and hearing handicapped children and adults. S. 580, title V-B is directed principally to the satisfaction of this need for clinical specialists. Properly administered it would appear to us that this bill would contribute significantly to overcoming the shortage of clinical specialists in speech pathology and audiology.

We are particularly pleased that S. 580, title V-B restricts the use of Federal funds in this area to graduate fellowship. We conclude that it is both professionally and economically sensible to restrict the use of Federal funds to the support of graduate level students in speech pathology and audiology first, because the minimum academic background required for full professional competence in this field is a master's degree and second, because the attrition rate among individuals who obtain a bachelor's degree as a terminal degree is much greater than among those who go on to take graduate training. No matter what action is taken by Congress, there will always be a limit to the number of dollars available for support of students in training. The funds that are made available should then be put to maximum use. Maximum use of student grant funds will result only if they are restricted to graduate fellowships. S. 580, title V-B appropriately restricts funds in this way.

EXPANSION OF RESEARCH

A third need is for the expansion of existing and the development of new research laboratories. Progress in the care and treatment of children and adults with speech and hearing disorders will be made during the coming years in large part because of the research carried out today. The kinds of diagnostic and therapeutic services provided speech and hearing handicapped children in our schools will depend greatly upon the emphasis placed on research. We are pleased to see that S. 580, title V-B recognizes research as a fundamental in the development of a broad program for handicapped children. We are likewise pleased that the administration of a research and demonstration program within the Office of Education, as authorized in S. 580, title V-B, would be subject to the advice of competent

RECOMMENDATIONS

There are two matters in S. 580, title V-B which are of concern and question to us. S. 580, title V-B improperly identifies specialists in the speech and hearing field. Speech and hearing specialists are not qualified as professional teachers. That is, they are not qualified as professional teachers as are teachers of the deaf and teachers of the mentally retarded. Speech and hearing specialists are clinical specialists providing a specialized clinical service. The services they provide are noninstitutional of nature and may be contrasted with the instructional services provided by classroom teachers. S. 580, title V-B is confusing in the labels it applies to groups. In one section it identifies those in our field as speech correctionists and in other sections it refers to us as teachers. We would hope this inconsistency and mislabeling could be corrected. Terminology is important if it inaccurately describes or inaccurately implies what specialists do or what their training has been or what their professional competencies are. We feel that S. 580 does improperly label specialists in this field.

S. 580, title V-B authorizes the establishment of technical advisory panels. We support and urge that this authorization be changed and instead made a requirement. Only if technical advisory panels are established by the Commissioner of Education on a categorical basis will there be reason for the various profesisons involved to feel that they will continue to be self-directing. The self-direction characteristic of professions in this country is closely related to superior level of services which most of them are able to provide. It is important that legislation safeguard the self-direction characteristic of the professions that it seeks to help. S. 580, title V-B provides no other safeguards for the standards of this profession than the authority granted to the Commissioner concerning advisory panels. We would hope that these advisory panels would guarantee to the public and the speech and hearing handicapped that Federal funds will be used to assist only those students who attend training programs which meet nationally recognized standards in this field.

CONCLUSIONS

In conclusion, the American Speech and Hearing Association is particularly gratified to see consideration being given to the administration's proposals for aid to handicapped children. Title V-B of S. 580 has the potential of strengthening our university and college training programs, for increasing substantially the available supply of speech and hearing specialists and encouraging research efforts for the long-term improvement of services to speech and hearing handicapped children. We hope, and we urge, that if S. 580 or a similar measure is enacted into law that the Commissioner of Education will utilize his authority to establish an advisory panel in speech pathology and audiology composed of responsible leaders from university and college graduate training programs in this field. Senator JAVITS. Thank you very much.

I do not want to encourage extending the testimony, as we have many witnesses, but if Dr. Matthews would like to add somethingDr. MATTHEWS. No, sir.

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ADMINISTRATION OF THE PROGRAM

Senator JAVITS. May I ask you this: I notice, in the basic statement, you indicate something of a preference for the administration of this section of the act, not by the Office of Eductaion, but by the Vocational Rehabilitation Administration.

Is there any such implication in the statement, at all?

Dr. JOHNSON. No. This is not intended to be implied.

Our point here was to emphasize the fact that it is not a matter of our concern where such a bill is administered.

We merely point out that, as Dr. Irwin has emphasized, the Vocational Rehabilitation Administration already has authority in this area and has administered that authority in what we consider to be a highly commendable way.

If it is decided that the Office of Education should have such authority, we would hope that they would administer it in a similarly excellent manner.

Senator JAVITS. You are very kind and we appreciate your testimony, which I am sure will be very helpful to us in designing this bill to its optimum purpose.

We thank you very much.

The next witness will be Dr. James T. Baldini, chairman of the Education Committee, National Association for Retarded Children, Inc.

Dr. BALDINI. Thank you, Mr. Chairman.

marize the statement, that is fine.

We would like to proceed as expeditiously as possible.

Mr. BALDINI. Thank you, Mr. Chairman.

Senator JAVITS. Do you wish to summarize? I will order it printed into the record.

Dr. BALDINI. I would like to read it.

Senator JAVITs. Right.

STATEMENT OF DR. JAMES T. BALDINI, CHAIRMAN, EDUCATION COMMITTEE, NATIONAL ASSOCIATION FOR RETARDED CHILDREN, INC.

Dr. BALDINI. Thank you, Mr. Chairman.

The National Association for Retarded Children is honored to appear before the distinguished chairman and members of the Senate Subcommittee on Education on behalf of S. 580.

Today there are about 5,500,000 Americans who are identified as mentally retarded. As the population of the United States grows, the number of those who are mentally retarded is expected to increase. The President's message to Congress on mental illness and mental retardation of February 5, 1963, thus focuses upon a national problem of wide dimension.

Because of the long-term nature of this handicap, research on its causes, application of now-known methods of prevention, and adequate services are of key importance to a total program on mental retardation.

The National Association for Retarded Children is a voluntary