we have found better ways for teaching retarded and other handicapped children. So progress is being made.

KANSAS PROGRAMS

Mr. Shriver comes from one of the best States in the country so far as the care and treatment of the mentally ill are concerned, and also so far as the development of better treatment and teaching of the handicapped is concerned. Dr. Palmer, of course, was one of the leaders in this field. He comes from an area that has been showing the way. But in many areas, including my own State-we have one of the poorest schools for the deaf in the country, I have made that statement publicly-the schools for the retarded and other handicapped are shameful. The State of Kansas has been doing a much better job in this field than most of the States, including my own.

Mr. SHRIVER. Yes, but we can do more. We are not moving fast enough in the training of teachers and filling this gap.

PROMOTION BY OFFICE OF EDUCATION NEEDED

Mr. FOGARTY. I do not think the Department of Education has put on a real selling program in these areas. Our teachers' college in Rhode Island has not made an all-out effort to interest the young people in going into these various fields, but the president of the college tells me more emphasis is being placed on this every year.

So I think we are on the right road but I agree it will take a long time to catch up. I would hope by a little prodding the States will do more and also the universities and teachers' colleges will do more to encourage the young people to become teachers of the handicapped. Do you want to say anything else?

Mr. Moss. No; I probably said too much already.

Mr. FOGARTY. Dr. Harris, do you want to say anything else?

TEACHING THE HANDICAPPED IN HAWAII

Mr. HARRIS. I made a study some 25 years ago for the Board of School Commissioners of the Territory as it was then-of Hawaii because they were not quite happy with the program for mentally retarded children in the Territory of Hawaii. My study extended nationwide to determine what was being done in the way of teacher training and in the way of financing special programs and in the way of research and studies such as were being done by clinics such as the Gesell Clinic in New Haven. I found that instead of having specially qualified teachers they put the children in a special school called the Opportunity School, very badly misnamed. Teachers in the public elementary school had to have 5 years of collegiate work whereas teachers in the Opportunity School were 2-year normal school graduates and the principal also was a 2-year normal school graduate and the only training they had for that type of teaching was in summer school.

As a result of that study the teachers were replaced and they brought in teachers from the mainland and sent teachers back for training in

institutions like Syracuse, the University of Denver, and institutions like that, and they did make a start but I have been greatly disappointed that 10 or 15 years later the country seemed not to have moved appreciably in the solution of this problem.

There is now an obvious acceleration. I think we can increase that acceleration by putting the pressure on the demanding side.

It might be well to have this statement, such as we sent to all State departments of education, suggesting that they might want to distribute it to the school districts, showing the resources available to their local educational agencies whereby they can take steps for the handicapped.

What

Mr. FOGARTY. I do not think the Department of Education is doing enough for handicapped children. I think you can do more. do you say to that?

Mr. HowE. We will certainly try.

Mr. FOGARTY. Good. Thank you very much.

1966 estimate..

1967 estimate_.

Grants, subsidies, and contributions-total obligations by object:

$25, 500, 000 32, 600, 000

Erplanation of changes

An increase of $5 million will provide a total of $24,500,000 for training grants, and will support an additional 2,555 awards. The increase will be dis

For research and demonstrations, an increase of $2,100,000 will provide a total of $8,100,000, and will support an additional five projects as well as the construction of a comprehensive research facility.

Educational improvement for the handicapped

NOTE.-Amounts appropriated for "Expansion of teaching in education of the mentally retarded "and "Expansion of teaching in education of the deaf" are combined with this account.

Public Law 85-926 as amended authorizes a program of grants-in-aid to institutions of higher learning and State education agencies for training professional personnel related to the education of children who are mentally retarded, hard of hearing, deaf, speech impaired, visually handicapped, seriously emotionally disturbed, crippled, or otherwise health impaired. Public Law 89-105 extends the program an additional 3 years through 1969. The amount requested in fiscal year 1967 for such training is $24,500,000, representing a $5 million increase over fiscal year 1966.

During the past 15 years one of the most serious obstacles to educating handicapped children has been the lack of qualified professional personnel at all levels of education. Almost 10 percent of all school-age children in the United States are numbered among the handicapped. To meet the special training requirements for the preparation of these afflicted boys and girls, 300,000 special education teachers are needed this year. Only 60,000 are available; from 30 to 60 percent of these are essentially untrained and acquiring training on a part-time basis. To reach the requisite number of teachers for 1970, a minimum of 53,000 persons would have to be trained each year for the next 5 years, and this addition would not account for attrition.

The fiscal year 1965 appropriation of $14,500,000 is providing training for over 5,000 personnel beginning in academic year 1965-66, and it is expected that 6,577 persons will start training in academic year 1966-67 under the 1966 appropriation of $19,500,000.

It is estimated that over 1,000 applications requesting more than $42 million to train professional personnel in all areas of the handicapped will be processed in fiscal year 1967. The request of $24,500,000 would make possible the award of about 4,902 fellowships and traineeships to State education agencies, and about 4,230 awards for institutions of higher learning. In addition, approximately 20 grants will be awarded to develop teacher-training programs in geographic regions not currently served.

Included in the estimate for State education agencies is an amount of $1,475,000 for administrative costs in implementing their State plans. Currently, up to 10 percent of funds awarded to State agencies may be used for the support of one or more professional staff members who are directly responsible for developing the program. However, the Advisory Council on Education of Handicapped Children and Youth has recommended that this be increased to 20 percent to assist the States in providing the necessary leadership to carry out the program effectively.

Allocation of grants by area of handicapped