Research and demonstrations

Handicapped children in the United States today do not have the educational opportunities that enable them to realize their full potential as contributing members in our democratic society. Public schools are generally unable to provide equal educational opportunities for handicapped children. Gaps in our knowledge about handicapped children are so great that educational programing cannot be as effective as it should be. Not only is our basic knowledge and understanding of handicapped children deficient, but there exists a critical shortage of competent research persons who can investigate these questions. Without adequate knowledge and trained personnel, little can be accomplished toward realizing the goal of equal educational opportunities for the handicapped. The research and demonstration program for handicapped children and youth was established as a means to reduce the knowledge gaps and to improve the education of these children.

Public Law 89-105 increases the support of research and demonstration projects in education of the handicapped and authorizes grants to institutions of higher education for the construction, equipping, and operation of research facilities. It raises the 1966 authorization from $2 to $6 million; and authorizes $9 million for 1967. An amount of $6 million has been appropriated for 1966, and $8,100,000 is requested for 1967.

The research and demonstration program is concerned with two significant problems-the drastic need for improved services for handicapped children, and the severely limited national resources for meeting these needs, including research personnel and physical facilities. If the educational needs of handicapped children are to be met, it is necessary to develop effective remedial techniques, classroom procedures, new methods of instruction, special materials, and appropriate curriculums, and to translate research findings into practical application.

1. Program research.-This program provides for thorough investigation of a problem area over a number of years. Grants will be awarded to experienced researchers who have demonstrated competence in a particular area of study. Examples of such studies might be the development of tests for the diagnosis of learning problems of brain-injured children, or the modification of behavior in severely emotionally disturbed children. During 1967, it is expected that approximately 8 to 10 new program grants will be awarded at an average cost of $100,000 to $150,000. During fiscal year 1966 three or four such grants are to be awarded.

2. Construction of research facility.—It is proposed that one comprehensive facility be budgeted in fiscal year 1967 in the amount of $2 million. The facility will be developed to serve as a center for research, demonstration, dissemina

tion, and training relating to several areas of the handicapped. The unique features of such a center will be the combination of basic and applied research within a setting which integrates activities over several fields of the handicapped. The facility will include experimental classrooms, research equipment, office space, laboratory space, and a major dissemination program.

The anticipated cost of the facility is based upon an analysis of construction costs for public school classrooms and research facilities. Specialists within existing research facilities were consulted as to equipment costs. Expense of the building construction, including planning costs and architect's fees, will approximate $1,750,000; necessary equipment is estimated to cost $250,000.

A review committee will select the site from applications, taking into account the overall excellence and cohesiveness of the institution's program for the handicapped, the institution's firm commitment to conduct research in the specified areas for a period of not less than 20 years after completion of the facility, the potential of the institution to attract experienced researchers and train new research specialists, the number of children for study, and the ability of the institution to provide the necessary administrative and financial support after completion of the center.

3. Project support program.-This program supports specific projects relating to the education of handicapped children. For example, grants have been awarded to develop home teaching techniques which can be used by parents of preschool deaf children and to demonstrate the effectiveness of an experimentally developed curriculum and teaching method in educating retarded children. In 1967 an amount of $600,000 will support new awards under this program. summary of grants actually made in each area of the handicapped is presented in the accompanying table.

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4. Small grants program.-This program supports exploratory pilot studies on a small-scale basis. Grants are limited to a maximum of $7,500 plus 20 percent indirect costs and a time period of no more than 18 months. Approximately 20 new grants will be awarded in 1967.

5. Regional demonstration program.-These activities facilitate the implementation of effective educational practices by local school districts. In sparsely populated regions, there is a serious lack of special classes for retarded children. A project demonstrating how a number of small school districts can support special education classes by joining together in a cooperative program will provide a model for the school districts of the State or region. About seven additional projects will be funded in 1967 at an average cost of $75,000.

6. Curriculum materials centers. Two such centers are currently being supported-one at the University of Southern California in the area of mental retardation and one at the University of Wisconsin covering all handicapping conditions. These centers are engaged in the collection, evaluation, and dissemination of educational materials related to handicapped children. The 1967 request will provide for the continuation of 6 to 10 materials centers and the initiation of 6 to 10 additional centers.

WEDNESDAY, FEBRUARY 9, 1966.

RESEARCH AND TRAINING

WITNESSES

RICHARD L. BRIGHT, ASSOCIATE COMMISSIONER FOR RESEARCH HAROLD HOWE II, COMMISSIONER OF EDUCATION

HENDRICK D. GIDEONSE, PROGRAM DEVELOPMENT OFFICER FOR RESEARCH

NORMAN KARSH, ASSISTANT COMMISSIONER FOR ADMINISTRATION

JOE G. KEEN, BUDGET OFFICER

JAMES B. CARDWELL, DEPARTMENT DEPUTY COMPTROLLER

1 Selected resources as of June 30 are as follows: Unpaid undelivered orders 1964, $8,229 thousand (1965 adjustments, -$25 thousand); 1965, $10,796 thousand; 1966, $17,411 thousand; 1967, $20,210 thousand.

Mr. FOGARTY. We will next take up "Research and training."

BIOGRAPHY OF ASSOCIATE COMMISSION FOR RESEARCH

Dr. BRIGHT. I know who you are but, as usual, will you state your background before you entered the Federal service.

Mr. BRIGHT. Yes, sir.

I started out my collegiate work at Carnegie Tech in physics and mathematics and graduate work in electrical engineering. Then I taught at Carnegie Tech 7 years under the direction of Dr. Teare, one of the leading educators in the country, who got me extremely interested in teaching. He suggested that I go in industry 5 or 6 years to get some industrial training. I went into industry, Westinghouse Electric, with the intention of staying there 5 or 6 years and then going back to teaching. I never quite made it back. I was at Westinghouse a total of 12 years, during which time I worked in the areas of the development of transistors and other devices and the design and application of digital computers, and the last 2 years I have been concentrating in the area of how can modern technology contribute to education. My last title at Westinghouse Electric was "Director of Educational Technology."