FOREWORD

ALTHOUGH organized programs of special education have been con

ducted for at least 150 years in the United States, the movement to provide for large numbers of exceptional children in local communities is essentially a development of this century. With the widening of this effort

to serve children in their home communities as well as in institutions came problems, the solution of which depended to a great extent on a broadened program. State departments of education began to concern themselves with legislation for exceptional children, finances for such services, and the training of personnel in special education. Gradually the need for a basis of selection of specialized people who were qualified to give statewide leadership in this field and to help in solving the growing problems was recognized.

The pioneer effort to develop a supervisory program in the State department of education began in 1901, when one State employed an "inspector." State after State followed suit in rapid succession; by 1940, 16 States had personnel responsible for some aspect of a State program for handicapped children, and by 1953 all but 3 States reported one or more persons carrying some responsibility at the State level for the education of exceptional children. Even these figures do not tell the whole story, for in some States the number of staff members has been multiplied several times. Even with this increase in statewide responsibility there still may be among the 5 million exceptional children at least 3 or 4 million who receive no special service from the schools.

Because of the importance of this problem, which concerns not only State leaders, but also all other special education personnel, the nationwide study "Qualification and Preparation of Teachers of Exceptional Children" was undertaken. This publication reports that part of the information collected in the broader study which concerned State directors and specialists. It is hoped that it will prove helpful in the development and improvement of standards for State leaders in the education of exceptional children.

WAYNE O. REED,
Assistant Commissioner,
Division of State and
Local School Systems

J. DAN HULL,
Director,

Instruction, Organization,
and Services Branch

ACKNOWLEDGMENTS

SO MANY PERSONS have contributed to the study reported here that

it is a truly cooperative project. Although not everyone who aided is acknowledged individually here, appreciation is extended to each one, for without such cooperation this report would not have been possible. For major contributions special gratitude is due:

◆ The Association for the Aid of Crippled Children, for their special cooperation throughout the project.

◆ The members of both the National Advisory and Policy Committees, for their wise counsel and guidance.

The consultants who gave advice on special problems.

The many State special education leaders who so carefully completed inquiry forms.

The members of the Competency Committee who prepared the statement of the distinctive skills and abilities needed by State leaders in special education.

♦The special educators who assisted in developing and pretesting items contained in the inquiry forms, among whom were: Felix S. Barker, Mary A. Blair, W. R. Burris, Joseph J. Endres, Joseph Fenton, Phoebe Goff, Ray Graham, Mamie Jo Jones, Charlotte Leach, John J. Lee, Francis E. Lord, Darrel Mase, Ernest Newland.

Naomi Nehrer, Patricia Robbins, and Ann Stevenson of the study staff, who assisted in collating and preparing data for publication.

Herbert S. Conrad, Director, Research and Statistical Services Branch, who has played an important part in the planning and execution of this project, and Mrs. Mabel C. Rice and other members of his staff who assisted in preparing some of the statistical data.

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XPLORING THE QUALIFICATIONS OF TATE DIRECTORS AND SPECIALISTS

N A PHASE of education as relatively new as the education of exceptional children, concepts and practices are constantly expanding and changing. These anges have been accompanied by an increasing recognition of the value of the ork done by special education personnel in State departments of education; latively little attention, however, has been given to the establishment of prosional standards for such staff members.

Most persons would readily grant that preparation and experience, specialized owledge and skills, and personality traits and attitudes all contribute to successful adership, even without making an objective study to confirm such a generalation. The unanswered question is "What distinctive competencies and skills, hat educational background, what specific personality traits and attitudes are f most importance in the development of a fully effective State director or spealist?" To answer the question, these necessary elements must be identified nd described in order that they may be presented in such a form as to constitute goal for State special education leaders, and a professional standard which would e a useful tool in the selection of such personnel.

In order to get new light on these questions, information was collected as part the broad study, "Qualification and Preparation of Teachers of Exceptional hildren." This publication reports those findings which have bearing on the rofessional competence of directors and specialists in State departments of educaon who are responsible for the education of exceptional children. Specifically. includes some information on the State directors and specialists contributing to he study, a statement of a committee of experts on the competencies needed by tate personnel, opinions on the background of experience and preparation hought to contribute to success in this field, personality characteristics which eachers would like their directors and specialists to have and the services they xpect from them, and a summary with implications for future planning. It is oped that the findings will serve as a guideline to the development of standards Or State leaders.

See appendix A for the plan and procedures of the broad study.