impinge sharply upon the educational program for the exceptional child, he needs to be sufficiently well informed in these areas to feel at ease with their representatives and to merit the confidence of specialists in these fields. Unusual tact and mature judgment again are required, for the pretention or assumption of knowledge by a layman is always suspect in the eyes of the specialists in any field. To be confident of a working knowledge in a field without appearing to assume specialized knowledge and skills which are rightly reserved to the initiated is an exercise in diplomacy which requires rare qualities of personality.

Functions Performed by State Personnel

The major emphasis in the first section of this statement will be placed on the competencies needed by State personnel who are responsible for the administration of the State program. Many of these competencies, however, will be equally needed by specialists. It must be remembered, too, that in some States one person will be serving in both an administrative and a supervisory capacity; this person will need the competencies of both positions, insofar as it is possible for him to acquire them.

As a result of his training and experience in education at both the elementary and the secondary level, the State leader should have thorough knowledge and understanding of the "normal" child, which should lead to a better understanding of the "exceptional" child. Furthermore, training and experience as an administrator in the field of general education should enable him to understand the problems of administration which he encounters in the field of special education and to adjust his program to the local program with the least inconvenience or disruption. In order to be respected by the teacher of exceptional children, the State director or specialist should have had experience in the actual teaching of such children in one or more areas and because of the scope of his work he should have a working knowledge of all areas of special education.

PREPARING THE BUDGET

One of the chief duties of the administrator of a State program of special education is the preparation of the State budget for the education of exceptional children. While the specific duties may vary from State to State, the overall responsibility requires a complete familiarity with budgetary procedures in general and, in particular, the laws governing budgets in the State in which he works. The administrator must know the laws under which his budget will operate. In addition, he must know the laws governing the entire program of special education in order that he may prepare his budget in conformity with those laws as well.

Since budgets are drawn up in terms of estimated needs, the administrator should know the State program of special education so thoroughly that he can

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forecast financial requirements with a high degree of accuracy. He should be familiar with the costs of the various phases of the State program in order to evaluate the requests or "estimates of claim" which he receives and to fit them together in a total budgetary program for the State. He needs an intimate knowledge of the additional and varied costs of educating exceptional children and considerable familiarity with the general school laws of the State. For instance, some States reimburse school districts on the basis of excess costs. The cost varies widely according to the handicap suffered by the individual child, and the State director must be familiar with the variations. He must also be aware of the method by which basic costs are determined in the State and the variations in costs which occur from district to district.

Estimating needs is only part of the job in preparing a budget. The administrator should also be familiar with the sources of revenue and should balance his projected expenditures with his estimated income. While this may be controlled by statutory limitations in many cases, it is often determined by need as presented by the administrator. In the latter case the administrator should be able to prepare a sound budget; he may also find himself faced with the necessity of defending it, a responsibility which requires him to have the personal characteristics set forth in an earlier part of this report.

EVALUATING LEGISLATION

Although many States have well-drawn laws governing the program of educaion for exceptional children, most of them are being amended from time to time o keep them abreast of new developments and needs. Also being drafted and ›resented for legislative consideration are new laws, some of which are good and ›ome of which are of questionable value.

One of the greatest tasks of the administrator of a State program is to help in he passage of sound legislation and to discourage or forestall the passage of insound legislation. Here again tact, judgment, leadership ability, and sometimes courage are needed in abundance. Specifically, however, the administrator should have a sound knowledge of the needs of all types of exceptional children in order to plan an effective legislative program which he believes will adequately meet those needs. Among other things this would imply a comprehensive knowledge of legal provisions for special education in other States and familiarity with the operation of programs under those laws. In this way, he can better judge the merits of his proposals and can evaluate his efforts at improving legislative provisions. Complete and up-to-date knowledge of developments in each field of special education will help him to recognize legal changes necessary to permit a State to set up a functional program. He should be able to recognize the danger of too great specificity in law and the advantages of flexibility under regulation.

Occasionally, legislation is introduced which, if passed, might result in tremendous financial or educational waste. The State administrator should be alert to detect such legislation, well enough informed to pick out its flaws, and competent to guide the sponsors into more constructive efforts. To be able to promote sound legislation and to advise against unsound provisions requires a knowledge. of legislative procedures in practice and competence as a statesman. The administrator should be able to appear before legislative committees and to present effectively the case for or against specific legislation and to muster the necessary support to carry the point.

DISTRIBUTING STATE FUNDS

When workable laws are in operation and proper budgetary provisions have been made, a person from the State department of education should be given the responsibility of distributing State funds to local programs. In order to facilitate this procedure, the person responsible (usually the director) should be able to devise forms which will accomplish their aim with a minimum of inconvenience

to the local district.

To avoid the charge of "red tape" the State worker should recognize the irritations which excessive reporting causes and should be able to keep his forms suffi

ciently clear and brief to minimize the charge, yet sufficiently detailed to kee within the law and the policies under which his department operates. To do these things he should have knowledge of the legal procedures involved, skill in streamlining and simplifying his procedures.

After the forms have been filled out and returned to the central office, the director should be prepared to evaluate them in detail and to pass upon their validity. Here, too, a knowledge of the law and of the regulations governing the program and of the detailed operation of local programs throughout the State is essential. When the director receives requests he cannot fill without deviating from State laws and regulations, he should be able to turn them down without antagonizing the petitioner and without appearing to be critical or dictatorial. Personal qualities, coupled with sound knowledge of State and local programs. are essential to successful performance of these duties.

FOSTERING AND IMPROVING LOCAL PROGRAMS

Most States in which special education programs function have recognized through their laws the advantages of local control and responsibility. A major duty of State personnel, however, is the fostering of local programs and the improvement of those programs. In order to carry out this duty, these workers should have arrived at a sound philosophy of special education in terms of which they can evaluate programs in operation. Such a philosophy will have been developed out of a program of training in general as well as in special education and through practical experience as a worker in the field.

In all States some local areas continue to go unserved, either because of lack of local leadership or lack of funds. To help such districts, the State workers should be competent to arouse their interest, to create a desire for local services, and to help them evaluate their needs. Assisting the community with such an evaluation requires knowledge and skill in organization, competencies in the various fields of specialty, and leadership in group dynamics. The preparation of forms for the evaluation of community needs requires a knowledge of research techniques and the ability to collect and to interpret data.

Local programs, because of various factors, frequently become overbalanced in one direction or another. The director should be able to see such disparities in operation and help the local workers reinstate a proper balance between the vanous segments of their program. The need for other improvements will often become apparent; these will also require skill on the part of the State leaders in bringing them into more effective working order. It is important to accomplish these changes effectively but without dictation or force. State laws and regula- 4, tions must be interpreted, cooperation must be secured, and professional relation- " ships must be established. While considerable knowledge is required, the success of the undertaking will also depend upon understanding, judgment, discrimination. and the ability to cultivate good interpersonal relationships.

ESTABLISHING STANDARDS

Standards for the evaluation of local educational programs for exceptional children must be established and must be kept under continuous study and review. Especially in States where funds for education of exceptional children are reimbursed from the State treasury to the local school district are specific methods of determining eligibility for State support necessary. The State director has a leadership responsibility in the development of such standards. He should have a thorough knowledge of the techniques of specialized instruction, the criteria for the diagnosis and placement of handicapped and gifted pupils, the desirable size of classroom, the physical facilities, and the special instructional devices needed for the education of children within each type of handicapping condition. He should be able to synthesize this knowledge into a set of principles which will guide the development of standards for local programs.

Since all standards include statements on the qualifications of teachers of exceptional children, the State administrator should have a working knowledge of teacher education facilities, of the course requirements of programs for teachers. of each type of exceptional child, and of teacher certification procedures in the

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