AUTHOR Leiss, Robert H.; And Others .TITJ.E. Preschool ... · The final-report contains narrative information on a. 1-year project designed to identify and serve preschool, handicapped

164452 004

AUTHOR.TITJ.E.

INSTITUTION

SPONS AGENCY

PUS DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

DOCONNI2 RENON4

.

Leiss, Robert H.; And OthersPreschool Services for Handicappedeinal Report.-July 1, 1976, to June 30, 1977. (Iwo fclumes).Montgoaery-County Intermediate Unit 23, Blue Bell,PamBureau of Education for the'Randicapped (DREW /OE),ashington, D.C. , 4

7748-05023-460-380'309p.; Some print is marginal and may not reproducewell in hard copy ; Best copy available

EC 101 935

4

NF -$0.83 Plus'Postage. HC Not Available from EDRS.Delivery Systems; Early Childhood 'Education;Exceptional Child'Services; *Handicapped Children;Identification; Preschool Rducationp ,ProgramDescriptions; *Program Evaluation; Publicize; PublicSupport; Records (Forms)

IDENTIFIERS Final ReportsN

ABSTRACTThe final-report contains narrative information on a

1-year project designed to identify and serve preschool, handicappedchildren (birth -4 years 7 'months). Activities are described for eachof seven major objectives, including creation of public awareness ofprograms and services available for unserved handicapped children,identification of previously unservedhandicapped childrentprovision,of individualized Program plans for handicapped 'children, anddevelopment of a child-tracktAs system. Internal and ezterrealevaluation procedures and results are reviewed for the seven projectobjectives. The bulk of the document is composed of 31 appendixes,including sample. newspaper advertisements, radio announcements,parental resource forr, and computer tracking.sheets. CL)

I

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44**************************m********************plowswoovoloolowsReproductions supplied by EDRS are the beet that can be made

from the original document.***41********************************,*lowlow************Iwwwwowooss

3

I

1FINAL REPORT 0

q76 - 1977;

. %

PRESCHOOL SERVICES FOR THE HANDICAPPED

(Voltilme 1 of 2)

U S DEPARTMENT OP HEWN,EDUCATION A WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS SEEN REPRO-OUCE0 EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-AT INC, IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFF ICiAL NATIONAL INSTITUTE OF

'EOUCATtON POSITION OR POLICY

BEST COPY AVAILABLE

C7

I.

MONTGOMERY COUNTY INTERMEDIATE UNIT 23

Dennis U. Harken, Ph.D., Executive Director

J. Steven Banks, Ph.D., Director of Special Education

Robert R. Leiss, Ed.D., Aimistant Director of Special Education c.,..n Earton B. Proger, Ed.D., Coordinator of Federal]. Projects in Special Education 6

) , ,

4

(4

\lT

Carolyn Hebdin Lutz, e.s6 Federal Projects Specialist in Special Education

17/3I PERMISSION 'TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY.

Carolyn -Lutz

4\kTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) ANDUSERS OF THE ERIC SYSTYM

.t2

iff

4

FINAL REPORT

1976 - 1977

A

PRESCHOOL SERVICES FOR THE HANDItAPP

(Volume 1 of 2) ,

by

Robert H. Leisi

Carolyn Hebden Lutz

Barton B. Proger

Funded Under the EdUcation for the

Handicapped Act, Part B

July 1, 1976, to June 30, 1977

Project No. 48-05923-460-380,

E. ab,

Montgomery County Intermediate Unit 23Special Education Center1605-B West Main StreetNorristown, Pa. 19401

October, 1977

3

0

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r

TABLE OF CONTENTS,

Vol. 1 of 2

1.

2.

3.

4.

DEBE-1432

Report Organization

Final Repoiting Forms

Narrative Report:

1

2

3

a. Preface . 17

b. Abstract 18

c. Acknowledgements 20

d. Major Objectives . . .1

22

p e. Projected Target Groups 23

f. Project Personnel 24

g. Activities s 26

h. Evaluation Fraiework g '36

i. Evaluation Results 39

j Dissemination41

51

k. Elimination of' Gaps or Weaknesses 52

5. Appendices:

A. °Newspaper Advertisement4f

53

B. Newspaper News Articles 4 . 55A

C. Radio' Announcements

D. Early Warning Brochure 63

E. Staiting Early Brochure

F. 'Starting Early Pester F 68.

G. 'Monthly Referral Tallies 71

H. Confidential Child Developmental History 83

4tt

i'Ci

TABLE OF CONTENTS - Vol. 1 of 2 (Continued)

'5.Appendices (continued)

I. Plitental Release Forms 98

10,I J. Counseling Groups for Parents of

Preschool Handicappred Children . . , . 1 108

R. District Invitation for Speech andLanguage Program, 124

'L. Tracking Letter Sent to School Districts 126

Vol. 2 of 2

M. Outside Evaluatoi Agendas 150

-N. Hearing Program Content Criteria 153

O. Outside Evaluator Interim and Final Reports .,. .

P. Referral' Source Tally 188

Q. Numbers of Children Identified 190

R. Evaluation Instruments 192

S. Sample IEP,Non-Categorical Class . 194

T. End-of -Year Summary Report

Non-Categorical Class' 1

199

U. Sample IEP, Hearing Impaired Class 203

I \ V. CONNECT Feedback . . . 210

W. Class Goals, Hearing Impaired Class 213

X. Schaumberg Chart . 216

Y. Content Objectives, Hearing Impaired Class . . . . 218

Z. Parental Developmental Workshops 239

to -2. Parental Attendance 245

B-21- Computer Tracking Sheet 248

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TABLE OF CONTENTS - Vol. 2\of'2 (Continued)

C-2. -Hearing Impaired Program Presentation 251

D-2. Community Education Position Paper 259

E-2. Team Approach Position Paper . . 273 .

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2

.14T.,ALn o T.g NN LVARIA fieAIlor HT o r DEtt 110.4 1

sami, FEDERAL PROJECT APPLICATION(PL. 0-313 dnd Part 8, LHA)

4etI432 8/75

1CHEP e ONE I

1-1 APPLICATION'S/ ".

NEVIHION

1.21 REPORT

,>1,BUCTIONS Application - three cqpirs of berm, budget breakdosAn, narrati:c and 41,c:r ict of narr itive. Revision - three copies of. form,

.ect,breakdown and iustattation:AReport - one copy of form and narraiive cvaluat,ion. ',Amu to the Dt-pArinicnt of Ediucation, Division of

-kctal Education, Box 911, Harrisburg, Pennsylvania 17126.

APPLICANT AGENCY . PDE USE ONLY

NAME OF PROJECT DIRECTOR, LAST FIRST MIDDLE INITIAl.

. .

Leiss ' Dt. Robert HDATE RECEIVED

*A.

..HE OF AGENCY "...

i Montgomery County Interpediate Unit No. 23PROJECT NUMBER

.. JRESS mvo.46(a AND sTatsT CITY STATE ZIP COOS

-' 1605-8 West Main Street, 'Norristown, PA , IW401.

.

DATE APPROVED

:'..14 TY

Montgomery

AREA CODE AND PRONE. HI,II R

(215) 539-8550

EXTENSION

210

AMOUNT OF FEDERAL FUNDSREQUESTED

s 230525.00

AMOUNT APPROVED

V

_.:ISLA TIVE FUNDICnUTHORIT Y (CREE ONE)

R.L. 80.313:. "

BART s. CAA

PROJECT DURA T'O'i ilik SIGNATURE

.AO., (MONTH, DAY, YEAR)

July 1, 1976

TO ImONTH) OAT, YEAR)

June#30, 1977

T LE OF PROJECT

"A Plan for Initiatidn of'Services to Preschool Handicapped

Children not Prelliuusly Sc.i,ved"1

SEA RATING

STATISTICAL NFORMATION

(Appliccoio Give eshmored ',timber of pers,:nnil and cINIdron se, ed. Report Give actuenumber of personnel and children served.),

A. CHILDREN PECEI iING SERVICESB. PROJECT PEREONNE I. PAID

FROM FEDERAL PROJECT FIIINDSC PERSONNEL RECEIVING

.,sERVICE TRAINING FROMFEDERAL PROJE,C1 FUNDS

-.P[ Or ..A ..:i0APC0

- , _ 0 C m

NED

Nu)oriE'P ..D,r,--

CHILDREN SER ,ItO NUMBER OF PERSONNEL PAID.Numilr_ 0. PERSONNEL TR AINE-

0 . 2

TEAR"3 - 5YEARS

6 - 12

YEARS

13 18YEARS

ID )1(10OliN

TOTAL 'EACREASTEAc..TA- oTwco

PERS.TOTAL 'rcFEs TEACHER-

AIDESOTHERPERS.

TOTALPERS.

INA111.1yTALLY

.ADED7 23 30 A 2 2 4 2 . 2 4

_::CASE["NTALLY

LARDED1(0 10

.

tANING31111-LO

. 711:104 ALLY

(ITJIIIIED

-

rTr--

254

4 4

0

--,THER

,..[ALTm0,.co

2 2 4

11.

i

.

5 5 232 232

,LED 5..

6

e

.'S/ALLY.;IcAto

,,..,.0

4

-,1,-

4, .

_____..._

_

SEAS

i.

..RC OS-tAINC. 1 13 14 1

,1 1 1

tic..-,..,... 5 84 -

.

..

89 2

.

22

TOTAL,fr

20 171. 3,91 5 2

.

5 12 5, 2

,

232 239

Applicurlan Gq sttm led etc It.i. amour*It of F, 3,v ortual e.p.editi.os attd unl:quidalsif ahll °hunt

EXPENLII,UNL ACCOUNT. Acciz irirNI,Ptil..f,

....AL111.5

...

i_orteAc tit)St ri\rICt s

250.00.....

--e-o ,i-

Clctiirsi si

TOTAL

.t.nriministration 0100

103,312.31

.w-w-

t...,-.

i

250.00

,/, 'Nue/foetal 5410ris 0200

N

45,498.62 14,235.61 163,046.54

Pupil PrsonnI Services 0300 20 ,080.00 .(20 0 .0;\Health Services 0400

_./

. .,

Pupil Transportation 0500,

C::ration and Mointnance 0600 I 2,020.00 2", 020°. 00

Fixed Charges 0800

.

29,'959.80 29,959.90

Food Services 0900ti

St.dont Acrivitis 1000

:ornmunity Services 1100.

x

nsi,uctionol Equipment 1243 628.00 628.00,

hlartrnitruchonal equipment 1244

\--.

GRAND

794.75

TOTAL

94.75

216,779.09

FEDFPAL FUNDING CIPEAKDOWN

BY TYPE OF HANbIC A PPEDCNILORCN EIENEF,,ING

AIJOUNTS TYPE OF CHILDREN NUMBER OF C'...011

tatnalale Mentally t,t.iorad 34,034.32 Chldren op, 6 and over participating in preschoolactivity

Ii

Educable mentally Refolded 11 272, 51earning Disablircf- 28., 398.06 Students participating in vet -ad activity

p.

.

tr.-rationally Oisabl d 4455 2,24Ctner Hesith Imp°. ed 4,552.36

Severely handicapped children participating directly 63_,.pilled

12.573.19,,,011,,,H,d.cs.filped 4,552.36

Children from low income (Gentiles participating-a( blind

C,,,( Children enrolled in nonpublic schar,ls (APSY 154

d of Hearing15, Additional children re- cnly Incidental se,. ;indirect)

,!eech Impaired 101,019.06 American Irtzran cl-nldren involved

TOTAL HANDICAPPED s 216,779.09

Clock children involved 17

Oriental chi'd'e involved ,

apantth svr,cret,d childr:n 1

Parents receivin4 direct services s 232

CERTIFICATION

I CERTIFY that, to the best of my knowledge, the information contained in this application is correct and complete and

applicant Agency has authotized me, as its ;epte,,entativr, to give a s suran s and, to file this application.

APPLICANT AGENCY IS IN COMPLIANCE WITH THe CIVIL RIGHTS ACT-OF 1964.

,} OF- A 7.,0k4IZEG. i. L P i TA TIVt_ s GNA irr, (LC}, i 6.,

. .

/

Dr. Dennis Harken / //' /

Executive Director /

t Ativt_ DA T

that the

/

9

REPO T ORGANIZATION

(

In line, with state ma ated reporting procedures, the formsyr the

finAl report of each component in the project are enclosed. However, to

supplement these fact sheets the Montgomery County Interpediate Unit has

supplied a detailed narrative a41 appendix materials to provide'ifitigted

individuals with sufficient information" about the project.and its operations,'i.

It is felt that this rev)rt aids in the dissemination .efforts which were

conducted alder component seven, and also the accotintabi 'lity efforts which)

were of the entire project year.

9

ad

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6

COMPONENT 1 - FINAL REPORT OF PUBLIC AWAIRENESS OF PROGRAMS

AND SERVICES (Status of 670/77)

3

OUTCOME UNITS-VW

NUMBER ORAMOUNT REPORTED

Newspaper - news releases

advertisements

Items Prepaed

.23

Disdeminated

23--.qapers

undeter- citcular

mined tion

r

paperscircula-tion

Flyers - lio,000l 83,000

/ Posterslogp 90

A Radio - releases, spots,, programs3

#stationsundetermined

.#116es

Television - releases, spots, priograms #stations.

A 2- #uses

' Display1 100

PROGRESS --

, More than ''ewer than

a. Outcome Uklits Expected Expected As Expected

2

!

!:

b. Timeline's Ahead ofJ7' Behind

Schedull : Schedule On Time

t?

. r t. .

,

c. Resource AvailabilityResot 4ces Resoprces Resources

per AtInsufficient Adequeundant

1O

1

V ease escribe any significant differ r es bdtween giat4STin this service cepo:- 4

Went and what was expected as describe Ln'the.program'pan for the 1976-77 school .

year. Be. sure to include unanticipate problems and continuing needs.

6

For detailed description of activ ties, outcomes, and. recommendations.

related to Component, 1, see narrative f final report.

6

r

C

Indicate kthe per cent of funds that was applied tAhis service component in the

1976-77 school year.

10 Per cent of Funds

A

OUTCOME UNITS

Referral.

. - A.

. .

COMPONENT 2:-'FINAL REPORT OF LOCATION AND-IDENTPICATWNSERVICES (4,ratus as'Of 6/30/77) ;

',P..

'

Referrals of thOught-to-be handicapped'children- (excluding group screenings,) JTOTAL/'

Screening 'au

Children screened for pOssible handicap - TOTAL

VerificationA

Children evaluated for verification - TOTAL

10111Children verified as handicap ei - TOTAL

Seyerity' of, Handicap 1

Mild Moderate SevereMentally Refaaded 23 21 5

4

Leaynipg Disabled , 3 2.

Emotionally,Disturbed 18 -. 4 2

Other Health Impaired . 2 2 .

Crippled.

1 3

Visually Handicapped 1

Deaf-BlindDeif 10

Hard Of HearingSpeech Impaired ,., 12 (25

7

PROGRESS -

L.

'Birth

f4

21

_

NUM BER OR

AM6UNTREPORTED

Number/.

1..3

21'

8

5

of 'Children' .

- Entry. Entry

- 191. I.13

191 13

179

21

18 144, I unkrigwe'

4

a. Outcome Units

b. Timelines

4

pore than Fewer thanExpected Expected As Expected

Ahead of BehindSciledule . Schedule bn Time

/ c. Resource Availability Resources Resources ResourcesA Sulier Insufficient Adequate

Abundant

1111=1111.11141111111M

el

Please describe any significant differences between status in this service compo- .

rent and what was expected as destribed in the program,paanfo the 1976-77 schoor

,year. Be'stapto.includa unanticipated probleps and continuing needs.

%it detailed description of activities: outcomes, and recommendationsrelate to Component 2, see narrative of final report., ,,

*

Indicate the per cent

1976-77 school year.

dh

«.;

4.

of funds'that was applied to this service component in the

15 r cent of Funds'''.

134%.

44

COMPONENT 3 - FINAL REPORT OF IEs PLANNING'(Status as of 6/ 0/77)

OUTCOME'UNITS

41. IEP

Children for whom IFP plans have been developed(assurance sheet completed) - TOTAL.

IEPs revised (assurance sheet replaced) TOTALOr

NUMBER ORAMOUNT REPORTED

Birth -i2

0

3 - Entry

38

0

Pt

PROGRESS --

More than Fewer thana. Outcome Units Expected Expected As Expeqrted

Ahead,of Behindb. Timelihes Schedule Schedule On Time

//Resources Resources Resources

c. Resource Availability. , Super Insuffichilt AdequateAbundant

S

any significant differences between status in this senentanewhat was expected as described in the prog-ram plan for the 197year. Be sure to include unanticipated problems and continuing needs.

For detailed description of activities, outcomes, and recommendations

related to Component 3, see narrative of final report.

J

Indicate the per'cent of funds that was applied-to this service component in the1976-77 scho8I year.

10 Per cenTf Funds

OUTCOME UNITS

r-9

COMPONENT 4 - FINAL REPORT OF0INSTRUCTIONAL PROGRAMSAND RELATED SERVICES (Status as, of 6/30/77)1

NUMBER OR(

AMOUNT REPORTED

CHILDREN (count a child only once)

Instructed via:

Claesroom/selfLcontained programming

lk A- At-home programming '

Itinerant support

Other (Spetify)

TOTAL

Birth - 2

0

- Entry

30

0 8

0 0

0

0 .38

PROGRESS --

a. Outcome Units

b. Timelines

c. Resource Availability

"lore than Fewer thanExpect,ed Expected. As Expected

Ahead of Behind

Schedule Schedule On Time

ResourCes Resources ResourcesSuper` Insufficient AdequateAbundant

16

4

Please describe any significant, differences between status in this service compo-nent and what was expected as described in the program plan for the 1976-77:school.year. Be sure to include unanticipated problems Ind continuing needs.

OP, For detailed description of activities, outcomes, and recommendations'related to Component 4, see narrative of final report.

14,

Indicate the per cent of funds that was applied to this'service component in the1916-77 "school year.


COMPONENT FINAL REPORT OF CHILD TRACKING(Status 'as of 6/30/77)

NUMBER OF(

OUTCOME UNITS AMOUNT REPORTED

Children tracked - TOTAL

f

i.

PROGRESS:

a. Outcome Units

b. Timelines

c. Resource Availability04,

More than tFewer thanExpeCted , Expected

Ahead of Behind

Schedule Schedule

191Oy

As Expected

On Time'

ResourceS ResOurces ResourSuper Insufficient Adequ

Abundant

1

s

e

please describe any significant differences between status in this service compo- 12nent'and whabiwas expected as described ,n theprogram plan for the 1976-77 schoolyear. Be'sure to inciudeunanticipated problems an 4 continuing needs:.

For detaled description of activities,4outcoies, and recommendationsrelated to component 5, see final report narrative.

.

'4I"

4,

11

if

.

't

A'

)1 I.

5

* . .

'Indicate the:per, cent of funds that was applied to this service component in the1976-77 school year. -

,,. I .*

7 ' Per cent of Funds

fo

e

OUTCOME UNITS

4

COMPONENT 6 - FINAL REPORT OF *SOURCE INFORMTION' (Status as of 6/30/77),

NUMBER OR

AMOUNT REPORTED

Resource Directories

Evaluation/Assessment

ato

Developed or revised = TOTAL 2

Resources acquired for parents /professionals

ParentUsers

>4

Acquired

#Used

Books 10-

10,

Pamphlets and-brochures, 110,00. 70,000

Training materials 327 327

PROGRESS:

via

-a. Outcomg Units

#1.

13

PrOgrams VServices'

Professional'Users

# '

Acquired I Used

110, 000.

28,000

More'than Fewer than .Expected' EXpected As Expected

FV

Ahead of Behindbi Timelines Schedule Schedule On Time

Resources Resources Retourcesc. Resource Availability Super Insufficient Adequate

Abundant

iff tip*v

#ti

ra.case uwan.r.wejimy slgniricant,airreropces between status in tpis service compo7 14nent and what as expected as described the program plan for the 1976-77.schpolyear. Be, sure to include unanticipated problems and continuing needs.

For detailed description of activities, outcomes, and recommen ationsrelated to component 6, see'final report,narraidve.

'4I

/ A

Indicate Se, per cent of fund4 that was applied to this service component in the1976-77 school year,.

Per ce1it of Funds

COMPONENT 7 - FINAL REPORT OF MANAGEMENT AND ACCOUNTABILITY(Status as of 6/30/77)

15

NUMBER OR

OUTCOME UNITS AMOUNT REPORTED

Planning

Program plans ipepared or revised

1

38

PROGRESS --

a. Outcome Units

b. Timelines

c. Resource Availability

More than Fewer than

Expected Expected

Ahead of Behi9d

Schedule Schedile.

ResourcesSuper

Abundant

22

As Expected

On Time

Resources ResourcesInsuffioient Adequate

wmairta --aacau&i.w7 miry maAjauLmLaux. uiLLeLeas--6 becweenstatus ammnas.servlce coypu

nent and wha was expected as describe0 in the program plan for the 1076-77 school'year. Be sure to include unanticipated problems and continuing needs.

4111

For detailed description'of activities, outcomes, and recommendations, related to component 7, see final report narrative.

Indicate the per cent of funds. at was app13,ed to this service component in the1976-77 school year.

MAN


23

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17 .

PREFACE

rThis report is the resuA of input from many project and applicant

agency staff members. Data and evaluative feedback ztve bben obtained from

Mrs: Anne Marie Kauffman, Project Psychologist; Ms. Bonnie Carr, Project

Information Manager; Mr. David Shiery, Project Case Manager; Ma. Ann Walls,

Project Teache MA. Kathy Bacchus, Project Teacher; Ms. Pat Warliga,Tralett

Teacher. Apart from the above project staff, many Intermediate Unit staff

members also assisted: Mrs. Lottie Porter, Socia Worker; Mr. T. Peter'

Boardman, Assistant Director of Special Education; Mrs. Janet McBride,

Supervipor of Hearing Impaired; and Mr. Marshall H. Siegel, Coordinator of

Speech, Language, and Hearing Programs.

4

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ABSTRACT

In its second year oUfunding the project was concerned with_aeven

objectives. Specifically,'these goals were:

all _is-crate public awarenes f project programs and services;

2) to identify and locate all handicapped chi,ldren ages 0 to 4 years

7 months, and to provide diagnostic evaluation services to this

population;

3) to develop and implement an individualized educational prograM for

each child eligible for, instructional programs; 1-1*.

.1..

4) to provide instructional programs to select target groups;

5) to develop and-maintain a child tracking system;

6) to provide 4source infermation to all interested parties; and,

7) to gather, summarize'and report information.

In attempting to'fulfill these stated objectives the program implemented

the following activities:

'l) a planned media awareness campaign;

2) the utilization of agency and parental referrals, implementation

a high risk register, and diagnostic evaluations;

3) th development of written educational plans for each child;

4) the implementation of classroom programs for hearing impaired and11

non-categorical children;

5) tbe4development and utilization of'a computerized child tracking

system;

6) the establishment of reference materials for parents and teachers;

and

7) the reporting and analysis of these steps for fur4her program1

25

4>

improvement.

41-9

Detailed evaluation of the strengths and weaknesses was conducted by

the staff and was supplemented by two on-site outside evaluations.

I

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alb

7

20

,11

ACKNOWLEDGEMENTS

report represents, in many cases, the cufkination of an entire.

year's worth of effort in the preschool handicapped area by the following

project staff. Mr. David Shiery,,as Case Manager, 'has put forth aldesirable

: '-image of the project in his work establishing an initial,' detailed.contact

with.pareats. Ms..Bonaie Carq*contrnuted to the ptoject as Information

110Manair, aad in that capacity,nrganized the project's coordination with

.....

, .

the general public. 'Mrs. Ann Kauffman has directed and coordinated the

psychological services component, and has done much to make the evaluation

service component successful. Mrs. Janet McBride has labored unceasingly on

behalf of the hearing impaired program clasegs whichshe supervis,d, while Ms.

-Laurie Frasinelli proVided valuable speech therapy sessions. .,Mrs. Kathleen

Bachus, teacher of the hearing impaired class, Ms. Ann Walls and Ms. Patricia

Varliga, teachers of the non-categorical classes, have gone to'great lengths.

- .. . \

,

in devising stimulative-activities for their preschool students. Mr.-T:Nter., .

P : il,_ .

Boardman, Assistant Director -of Special Education, provided direction and

AP'

support for the non-categorical glasses. Mrs. Jean Kern admirably carried

out the task of conducting parent training sessions in early, childhood speech

and language development.n. #

Dr. Recald'Fischman, Director of Psychological Services for the Inter-,

iate 0nit, Mr. Marshall H. Siegel,' Assistant Director of Speech, Languager../ n .

d Hearing Services, and Mrs. Lottie Porter, PrNect Social Worker, all. _

ontributed their expertise in joy ways to Make the project function mo,i,,to.-.

guccesshilly. Dr. Dennis Batkeut.Executive Directoiof the Iatarmilqat4.1104L .

has given valuable advice and continued support throlighout the 1976-4i0 l'e:°, t, , lit 7 4.. 4, '1 6o , Vigik .1. Jo % ' ,,

0

project year. 'No ''''_ .`00

4,

I21

Mrs. Marjorie Simons and Mrs. Esther Markley of the Intermediate Unit's

Federal Projects Accounting OfficeV

have provided constant support in assist-

ing with the financial management of the project.

At the state level Dr. Gary J. Makuch, Director of the Bureau of Special

and Compensatory Education, has offered consultation at various times. Ms.

ElaineGilvear, Adviser iA.15.4eral Projects; Mr. Carl Thornton, her assistant;

'and Mr..H. Eugene Hobaugh, Finan'Cial Analyst with Federal Projects; hwye all

Q

.

provided continuing support and guidance. Mr. Fred Davis, of P oject CONNECT,, 0

has also given valuable advice at several time( especially in co ection -.

with the IEP phase of the project.

QL., u

,

MAJOR O)JECTIVES

rService Coilibnent - To create public awareness of programs and services

available to previously unserved handicappedIversons.

Service Component 2 - To locate unserved handicapped persons aged zero to

Service Component 3

Service Component 4

Service Component

21 years; then.to identify, and verify all previously

unserved preschool handicapped persons.

22

- To provide individualized program plans for handicapped

persons served or assigned by means of ERA-B.

- To RrovIde instructional programs and related services

for preschool handicapped persons for whom such

progFams are not mandated-or otherwise.availible.

- To develop and mainta'4 a child-tracking system that

meets I.U., state, aidloppational level information needs

about persons served under EHA-B:

Service Component 6 - To. provide resource itformation'necessary for adequate

services to handicapped persons under EHA-B.

Service Component 7 - To gather, summarize, and report information about ERA -B

e

a

programs and services for management, accountability,

and ongoing planning purposes.

I,

23

4

PROJECTED TARGET GROUPS

This project was designed to serve all preschool handicapped childftn

ages birth to 4 years, 7 months. A11 preschool handicapped children who

were referred to, or located by, the project were eligible for service as

fax as resourcea permitted. At the minimum, this would have included the

&sea of awareness, location, identification, comprehensive evalUktive

services, and tracking services. Additionally, childien were served through

actual educational services for non-categorical and hearing impaired classes.

On the basis of start of the year estimates of preschool handicapped

children,it was anticipated that 300 children were eligible, as shown below,

by age and exceptionality breakdown:

Exceptionality 0-2 years 3-5 years

Trainable Mentally Retarded 14 21

EducableiMenially Retarded 5 19

Learning Disabled 6 82.

Emotionally Disturbed 3 8

'Other Health Impaired 5 27

Crippled 3 / 10

Visually H*dicapped 3 9

Deaf 1 3 `

Hard of Hearing 9 24

Speech Impaired -' 2 46

4

TOTAL 51 249

The actual numbers of children who were surveyed will be discussed in the,

section entitled, "Evaluation Results."

) 13 0

Employee

Mr. David Shiery

Ms. Bonnie Carr

Mrs. BernadetteMcMenamin

Ms. Carol Shuback

Mrs. Kathleen Bachus

Mi. Ann Walls

Ma. Patricia Warliga

Ms. Susan Clugston

Ma. Nancy Grosedose

Ms. Ann Kauffman

Ma. Martha Brong

Ms. Lynne McCutchean

, PROJECT PERSONNEL

A. PAID PERSONNEL

Position

Case Manager

Information. Manager

Information Specialist

Information Specialist

Teacher of the HearingImpaired

Teacher of Non-categorical Class

Teacher of Non-categorical Class

* Teacher's Aid.

Teacher's Aide

PrOject Psychologist

Itinerant LanguageTherapist

Physical Therapist

Ms. Kathryn Schlaudecker Occupational Therapist

31 s'

24 .

Areas of Expertise

Coordinating child track-

ing system; conductingconfidential parent inter-

views

Coordinating awarenessA campaign; assisting in.

Child/location and identi-

fication ,

Assisting information_/manager

Assistingmanager

information

Instructing students inthe hearing ampaired pre-school class

-.Instructing special edu-cation students

Instructing speciaeedu-cation students

Aiding teacher in special

education

Aiding teacher in specialeducation

PerfOrms and coordinatesdiagnostic evaluations

In -home, therapy with

communication disorderchildren

Therapy service* to non-categorical claisse$

Therapy services to non-4categorical cladses

A

Position

,M4. Laurie Fraasinelli Itinerant SpeechClinician

Ms. Helen Carroll Itinerant Speech ,

Clinician

Ms. Susan Gluck inerant SpeechClinician

Dr. Robert H: Leiss

Dr.'Barton B..Proger

Mrs. Lottie Porter

eo. .

Mrs. Janet McBride

Ms. Jean Kern

Dr. Ronald Fischman

B. NON,PAID PERSONNEL,

Assistant Director' of

Special Education andDirector of thiscurrent project

Coordinator of Federal_

Projects and ProgramEvaluatiOn, ankalsoAssistant ProjectDirectOr

2Sotiai Worker'

Supervisoeof SpeeChand Hearing

Educational Advisorin Speech and Hearing

_Coordinator of Psycho-lotical Services

Mk. Peter Boardman Assistant Director of

Special Education

Mr. Marihall SiegelJ

Assistant Director ofSpeech and Language

32

Areas of Expertise

Therapist, SpeechServices p r

Aiding in Speech Therapy

Services

Therapist, SpeechServices

404A

Sery Project Director,"-eit 4;att wilris_guidance in imple-menfing:preschool programactivities

Program evaluation, childtracking, confidentiality,and assistance to ProjectDirector in federal projectprocedural matters

Guidance in planning andimplementing awareness andchild tracking efforts

Program Implementation,especially the hearingimpaired class

Program Implementation,especially the parenttraining activities

Consultation on deploy-ment of psychologicalservices

Supervisor of don-categor-ical classes

Speech Supervisor

a

ACTIVITIES

In this section, the activities which were used to_impl'iment each of

the seven service components are discussed in detail. Appendices are used

.

to clarify and amplify the activities and materials which were involved in:

each phase ocAthapproject.

Service Component 1: Awareness.

The first set of activities undertaken by this project attempted to

advertise the existence of the preschool project services available to all

county.residents, jt was anticipated that parents would become sensitized

to the importance of recognizing abnormal child development, and, ifa

pioblem were detected, the urgency of early intervention.

To accomplish these goals, a mass media advertising campaign was con-

ducted during September and October in all daily and weekly newspapers in

20

Montgomery County. The text of this adlfertisement (Appendix A) was.intended 0!

to make parents aware'of the I.U. as a'resource agency for handicapped and

,suspected handicapped preschool children. Though a general news release

4which was"disseminsted, several area newspapers featured an article on the

project and its goals. Several of these articles are presented in Appendix B.

Anothy phile of the mass media campaign was the use of informational

releases through radio public service .spots. These broadcasts communicated

brief information about project services and provided the name and telephone

number for contact at the I.U. Three spots vete written by the Information

'Manager to fit 10, 15, and 30-second radio broadcasts. (Appendix 0,

As an additional means of reaching the area target groups during the

awareness campaign, an interview was arranged on the television program

"Dialing fot Dollars." The staff psychologist gave a seven-minute interview

33

27

. r. presentation in which she discussed the range of preschool services avail,-

r able, and the fOcuslpf the project. Th; showjwas cdnsidered ideal for an'. e. 1

p.--,

1

. inlormati nal presentation of this material, since its projected targetia

7group is women between 16 and 38, matching television durieg the daytime r.

hours.

To supplement the disseminatio of information about project services,

a wide - based brochure campaign was ladachedin the Tall and reinforced by

poster distribution, again in the Spring of the project year. The brochures

distributed were entitled Early4Warning Signs (Appendix D) and Starting

Early Makes a Difference (Appendix E), and asze created to alert parents to

the importance of identification of Problems', and't use of the I.U. as a

resource at the preschool level. The language in eath 'of these communications

was kept nonthreatening and at a.ievel easily understood by laymen. These

_pamphlets were widely distributed through sexeral means. Primarily, they

were disseminated through District school superintendents to be used in

conjunction with the annual public school census: The parochial school

sector was covered through the office 6/f Sister Denis*Edward, Archdiocesan

Regronal Representative. Additionadly, the brochures were given to other

agencies which were contacted by the Information Manager, or groups who

requested such information.

In the Spring campaign, the poster advertisements were used to rein7

force the brochuie informati6n, and had the "Starting Early Makes i Differ-

ence",message (Appendix F). Posters were disseminated through 40 volunteers

who had been briefed concerning the nature. of the services. Use was made of ---

12 volunteer groups such as the Boy Scouts, women's groups, and area J.C.s.a.

Posters were displayed in high traffic areas including supermarkets, local

34

food stores., banks, and some medical offices or tlinics.

As mother facet to-,the awareness Campaign, the Information Manager

made personal visits to service agencies, nursery schools, and day care

centers to explain the project services. InformatiCnoncerming the ways

in which the project could aid the area preschool related agencies and how

these agencies could be integrated with project efforts wad also communi-

cated to approximately 50 organizations.

Although not completed in the project year, a slide series describing

preschool handicapped problems and programs was initiated. Sec ral hundred

slides of program children and staff were taken and a short presentation

using these pictures with an accompanying narratt

pose of the presentation was again to sensitize

abnormal child development, as welt as to show

_// .

various /types of exceptional children.

A"ttrther aspect of the awareness and loca

1

ve was produced. The

ndividuals to the signs of

e programs offered to the

n/identification p. es'of

the project was the initiation of contact with tie local 'medical c ty.

Part of the, rationale behind this contact effort was to establish a pub

relations base in order.to foster referrals fram

be a part of an early intervention program. Sec

to be established in conjunction with a local ha

identify children at. birth who_were'target group

detailed discussion of this aspect is provided

Results."

-Service Component 2: Location, Identification,

Children eligible for project services wer

sources including referrals by parents in respo

35

family physicians who co

ndly, a high -rid register,

ital, was envisioned to

for project services. More

the section on "Evaluation

and Verification

located through several

se to the awareness campaign,

29

recommendations by I.U. staff, And area service agency or local school

referrals. Appendix G provides a detailed tally of the monthly referrals

oechildren identified throughout the program year. Initial information

for each child was recorded by either the Information Manager or Cage

Manager at the time of initial referral contact. .At that point in time,

the Case Manager would also make arrangements with the parent or guardian

of the child' for a home visit. During this visit, the Case Manager would

establish a detailed confidential history,(Appendix H) which contained both

family background and the child's developmental history..

After these steps for ldcatiOn and identification were completed,

arrangements were made to schedulLthiChila for five diagnostic evaluations:

psychological, pediatric/developmental, audiological, speech and language,

and visual. Parental releases for these evaluations to take place'aid for

the r ease of results to a family doctor were secured before testing

(App ,I).i If examination ii any of these' areas .had been completed in

the previotis year, the results were substituted for the current evaluation.

Additionally? if it was deemed necessary when this batteiy of=evaluations

was complete, a psychiatric and/or neurological examination would also be

irperformed. These evaluations were performed as part of the project cervices

and were at no cost to the parent.

The entire diagnostic process.was directed by the project psychologist,

who was responsible for the final verification,oUthechild as a "child

count" handicapped child, who

//tam

then eligible-for additional services or

referral. The integrated results of the evaluations were presented to

parents, usually by the project psychologist and case manager, in a home-.

based feedback session, andeecommendations as to further project services,

36

30-

op a relevant outside service agency were made at this time.

Service Componentd: Individualized Educational Programs

Foall children accepted into the project run classes, an Individual-

_ ized Educational Program (IEP) was developed and implemented. Yesponsibiifty

for this phase ofthe project was held primarily by the project psychologist,

as well as the program class supervisors and teachers. Parental input on the

suitability of program goals was solicited and incorporated into these indi-

vidualized programs, and information from the diagnostic and staff evaluations

was used to develop each child's plan.

Project CONNECT provided support services in this area by providing

workshops on IEP compliance. Selected phises of development and implementa-

tion of the IEPs were covered in the two presentations given. 4 more detailed

review of this activity phase is given in the section on ':Evaluation Results."

Service Component 4: Instructional Services

Instructional services were provided to two separate consumer components

during the project year. The major focus of services was preschool handi-

capped children, With classes run for non-categorical and,also hearing impaired,1

3 and 4 year olds. The second consumer group was parents, interested in the

area of preschool development.

Instructional services in the two non- e4tegorical classes were under

the direction °Olt. Peter Boardman. While at its inception these classes

were to be non - categorical because of the nature of referrals received, the

classes were in actuality composed of primarily modeiately t severely/pro-*

foundly mentally' retarded children. The majority of these children had been

previdusly served through the Montgomery Association for Retarded Citizenh

(MARC), which had discontinued preschool services shortly before the project

37

S.

31',

year. Tbsesefde, creation of this type of instructional program had not

`,.1

been anticipated in the project proposal, but was clearly required in response

to this unexpected, unfilled community need.

Approxima ely 20 children participated in non-categofical program

.

classes, which'were held in two half-day sessions of 21/2 hours,each. Classes

were-held at t e Valley Baptist Church and the Thomas Fitzwater Elementary

4

School. The curriculum basis of these classes was a behaviorally oriented

diagnostic model. Each child had received the evaluation battery in the

first six week0 of the program, and, based on these and other evaluations,

an IEP was developed.

Support services for these children were provided by an occupational

7'ttherapist and S physical therapist who made class visits once a week and

whose serviceslwere integrated with the regular curriculum through informal

conferences b4wekn the teacher and therapists. Behavioral objectives for

each child, through khe IEPA, were developed on a short-and long-range basis,

and were monitbred.on a continual isasis to insure development in all relevant

areas. At the end of the year, a developmental Summary for each child was

written to deScribe the progress made in relation to IEP and prqj90 goals.

As another phase in child services, classes fora-preschool hearing

impaired children were continued from the previous project year, under the

supervision of Mrs. Janet McBride. Approximately 10 children were srlied by

the program, Shich was held in two half-day sessions at Gywn-Nor Elementary

S of of the North Penn School District. Speech therapy,services provided

by ±inerant Speech clinicians were also provided

e basiC program philosophy associated with this program was to provIde

these children with a total communication experience which would foster later

school inegrtion, both in the emotional and academic areas. Each child in

/

38

- 32

these -classes had ankIEp developed and, again, there was a day-to-du monitor-

ing of the attainment f the pre-established goats. Actual curriculum activ -

ities for these classes;\as well as a description of the evaluative processes,,.,

are dischssed in more detail in the "Evaluation Results" sectioI

\ \. . _

A third. component to the services Afered to preschool child& was

._ . .

. ,

.1rinstituted later in the projent. year to servethe needs of.childrih who had

been idTntified as haling commnication disorders, In February, an in-home

4t.

therapy program was initiated, icith a'therast pebviding'twice -a -week'sessions

for these children.

w4

Instructional programs were also offered'to parents of preschool children.

Two separate rograms were conducted; one for parents of children in the

categorical pro t classes, and one providing background information to

interested parents4a the topic of normal preschool speech and language devel-

opment.

I

-

The program for parents of children in the non - categorical classes was

offered-to,proVide a forum where specific iss es and concerns could be suit-

faced and defined. Since the majority pf these parents'vere dealing with

childr witfi early mental retardationiiharacteristics, there was a common-

"alt of interest in the groups. The sessions, conducted by Dr. Bernice \

-'iUcker, consultant 1 the project, were held in a series of four weekly large

'groups for 1 LI hours each. This series was then followed by ten small grou

sessions on a bi-monthly basis. Within this program, it was hoped that

increased awareness could be developed in.the parent's of the types of

resources available to them, and the activities end psychological suppo ts

Which would be introduced in the home environment to support and fost

further development in the child. A report which provides detailed info.1 -4

4; 33Ptk

tion on the content and evaluation of this program is provii.eliapendiV.

---A second developmental parent group was conducted on, the topic of aortal

epee h and language development in early childhood. Although sponsored by

"this project, it was conducted through the,auspices of the local school

districti. Invitational lettets, explaining the topic of presentation;

were sent to selected districts (Appendix K), and 9 districts chose to Use

the prOgram. At each participatiy school, a segos of four, two-hour pre-

sentations were given which provided an overview of speech and language

development from birth to five yeast*. Ma. JealrKern Edycational Advisor in

Speech and Hearing, organized and 'resented these programs and supplementtd

the talks with films and tapes.

Service Component 5: Child Tracking System.

A manual (paper-and-pencil) chid tracking system had been ina4tuted

in the previous project year in order to establish individual infermition

on the background, dates of evaluations, and,

piacemeneof each individual

child referred to the project. Since the-number of children utilizing tie-f .

program was expected to increase, it mms thought to be pire a to computer:\

)

ize the system. In this way, tle progressof a child, identified by mile= -

.

/

. stone event points, could be..ttecked from initial coated to final placement.

This information Niuld alsorbe linkea'with'the existing data bank of infor-

ii

mation on I.U. children:

The tracking system was established a,i implemented as a working data-

base management systgo. However, as will be discussed under the "Elimination

of Gaps or Weaknesses" sectiOn, the utilization of this component was hindered

by logistical problems in trensferring the data from written to coded format.

Efforta' are:being made during the current year to abiorb the backlog of

4

r

I

A".

A

p

'children to be entered and updated into the system. ,

, Ae'another 'component of the tracking effort, school districts wire

A .

'informed of the numbers of preichool handicapped children whifl.fied'been

identified within their jurisdiction. The informational letters1"(AppeltdiX L),

wI ere sent to each district identified groupi of childrenby age group

and'type of exceptionality. With this type of awareness, it wes'falt that

the school dipricts could better Ilan thlir educate° oprograwdemands.

In line ith this project component, initial c.ca made with

. ' 4 0the medical community for the purpose of establishing a highrisk register

which would be able to coordinate tracking efforts with local hospitals and

medical clinics. The information, coupled with efforts in the awarews

campaign, would be able to be voted-elixir so that. follow-up could be assured.-

This goal, as mentioned earlier, was unfortunately not successfully accom-

islislied0(nd will be diicussed in detail later in thia,report.-4 = 4'

SerViee Component 6: Resource Information .. .

e c*. c

roughout-the.project year, efforts were made to establishes lase of

//-information which could be used by professiakls and interested parent's in

'

the areas of preschool special ncation. easroa ckground information

and referral ,Fesource agency descriptiona were cdhslidered to be of vital

.

loterest to the prOgram and its target group of users. Currently onfile.s

at the project Irocationis'acollection of pamphlets'and descriptive litera-

ture on the various Montgomery Cavity service agencies,.:which can supplement0,

--or uniquely provide--iervices to the preschool handicapped child.

A second file contains inloriition collected as a literature seArch

401pertaining to the area of preschool handicapped,childien. This information

had been collected from various phases of the project, from the perlonal

4

yN

"35

agency visits made by the Information Manager, and from sources such as

Regional Resources Center of Eastern Pennsylvania for Special.Education

(King 4 Prussia, Pa.), ,Pennsylvania Research and Information Center for !

.

Special FLdticatiop (King of Prussia, Pa.), and Project CONNECT: Coordination

and Outreach Network for the Needs of Exceptional Children Today,(Rarrisburg,

P. A bibliography of these sources is to be compiled -in order to be

distribdied to the general publi

AA was discussed earlier, a lids presentation was initiated in counsels-

tion with the awareness phase prOict. From this effort, approximately'

800 slides wereJaken of program Classes, children anf teachers. nine slides'

not used in the formal, presentation were,catalogued,andcross-referenced by4 A

'type of exceptionatt eqty for asf reference St-teachers preparing presentationsAt

for .sir own classes

Service- Oomponeo

Efforts to

or parents. 40

7: Management, Ac6onntalbility, and'Disn,mination

intain a system of efficient program management and

.4*0accountabilit§ were continually it-project priority. .bay-mto-dayAffarts were

.made to _develop a succesnful model

for parent and child consumption.'

cussed:in the "Evaluation Results"

elppVorf,111

42

of handicapped preschN1 education both

The majority 'of work in this'ares

and "Dissemination" sections of this

ij

4

EVALUATION' FRAMEWORK

The project evaluation efforts can be groulft under tiro main headingsl

internal and'external. The internal evaluations are those that were

voluntarily arranged and conducted by Project Staff, while the extern

evaluation was mandated by the Pennsylvania Department of Education's

Division of Special.Education and conducted by a private consulting fire, `'

the Institute for Educational Research (IER) of Philadelphia. For purposes

of discussion, the procedures can be outlined as follows:

A. In\tetna t ion

.1. Formative Evaluation

a. Staff meetings

b. Ad Hoc, Small-Group Discussions

c. Use of outside consultants

d. Year-round individual efforts to debug, evaluate and

4 change

2. Summative Evtluation

a. escriptive data (objective)

b. Parent/Consumer opinion6

(structured interviews and parent reactions)

c. Staff opinions (structured interviews)

-External Evaluations

a

1. Intervieirs with Project Staff

2. Interviews with parents

3, (Project program and class observations

V

The external-evaluations were conducted entirely from outside the

project and consequently not all details are known as to how the proce s was

oo

43 IP 4

ae

36

aplanned and conducted. Intermediate Unit staff set up an itinerary of

- sites to be visited, and people tO be interviewed (Appendix M). Id parti-

culir, the outside evaluators began by interviewing the Project Director

and Assistant Project Director, and then speaking to Protect Stag and also

visiting clastroom sites. Aidditionally,.a'workshop held with parents of

'to/

children inthe non-ctegorical class was observed.

The internal evaluation, of course, was theone that the Project Staff

. controlled and which was considered to be the most thorough due tO the '

blcontinual c lection,pf informatipn throughout the year. The formative

evaluation process was regarded As the most useful, in that immediate imple-

37

-mentation could be made ig this information to directly change the projectte. T

operations. r

The sUmLtive phasellg the internal evaluation is considered

primary importance because-it notonly reflects,the final status of the

to he of

project but also can be considered aj a tope of formative evaluation to help

in planni for 1977 -781Yrojedt'activities.

Three iffereut types of internal, shmmatiye evaluation were utili;sd.

First,. . .

of 4 project-(for instal, performaice data on the children in hearing. - . .

impaired and non-categoricaloclasses and summaries of'the number 'of pareitsA

ripus types of objaiive data were collected on different,phasea

and children orrved). Second, structured interviews were held with Project4011,

Staff tp reiiew all aspects of project operations. Third, parents were

questioned! both formally and informally as to their perceptions of 4e, es

success of aspects of the projOict.

AP.

MPFor both program Alasses, thereiwere ormal, individual evaluations of'

IIN t/the children die through the use of theirs and end -of- the -year evaluative

44

I

38

No.

emmmaries. Day - today 'evaluation of child progress was the basis of this

phase of evaluation. For the hearing impaired class content criteria were

t

developed and used o determine the individual performance of each child.

The lists of crite is were broken into coMpetencies,in areas of social/

emotional, cognition, self-help, motor development, and language, as given

in 49endix N.

A questionnaire was prepared to assess parent reaction to the lleramt

discussion groups which were held throughout the year for parents of children

in the non-categorical classes.

The overall internal project evaluation was overseen by the Intermediate

Unit's Coordinator of Program Evaluation Services, Dr. Barton Prog. The

/-objective data on the hearing impaired classroom was gathered by Mist.

Kathleen Bachus, while the objective data on the parent training sessions

was gathered by Ma. Jean Kern. Dr. Preger interviewed all staff members toK

determine their perceptions of strengths and weaknesses of the various program

areas.

An auxiliary component to the evaluation framework was the use of con-. 4

sultants in several phases of the project. In their areas of expertise, each

consultant gave'insights and advice which was incorporated into the project

,-._plan. Also, the consultant was asked to c the operational aspects

of the project as a whole, and to give any opinions as to arias which would

be improved. In this double-barreled approach the use of,consultants prb-

vided both' formative and summative evaluation feedback. Actual comments and

produced materials from these encounters are discussed under the section on

"Evaluation Results."

4

,

4

0'

3 39

lir

EVALUATION RESULTS

The section on "Evaluation Framework" presented the general evaluation

framework within which feedback on all

In this

service

section the evaluation results

components-Of the project. In

formative evaluation methods that were

aspects of.the project was obtained.

are presented for each Of the seven

his way the results of summative and

employed throughout the. year can be

. . .

used to give direction to the 1977-78 program year, Aand provide accountability

for program activities during this year.

For Sach service component, elements of tummative and formative evalu-

ation and their respective sub -parts are reviewed in each case where appro-

priate.

The reports from the,two mandated, external evaluations are presented '

in Appendix 0. A reaction /respOi by the Project Director to the first

report is also included in this appendix. The final external report was

received too late in,the project year to have a written reaction formulated.

Service,Component Awareness

Detailed data pertaining to the numbers and frequency of the mass -media

campaign have already been presented in connection with the "Major Objectives?

A

section. The evaluative data on the effectiveness of this campaign can be

surmised from the referral source tally presented in Appendix P. As can be

seen, a large proportion of referrals was not directly,attributed to the

awareness advertising. Several reasons for' this situation can be inferred.

A suspicion voiced ¶y one staff member indicated that a compounding effect

cot 4O be at work,in which a person would be exposed to the politer or brochure

campaigns, awl secondarily this idea would be reinforced by other rAferral

sources, whiCh would then be need as the primary referral: Also, staff

4 6

40

opinions indicaXed that the timimg of these media presentation's could have-

1 aa substantial effect on public reaction, And it was suggested that a market

*research or public-relations expert could be brougifit in to provide knowledge

on the times where the message of project services would be moat likely to,

be successfully received.

The staff did feel that the breadth of the awareness campaign was better

4-during this Imor-; compared to-the first year. A suggestion was made to

attempt to have more television appearances, and if possibim6, to create a.

T.V. slide to be used in visual public service spots. Because of the cost

41involved in the production of this slide, the effort was. nut deemed feasible

during this project year.

As part of this year's proposal, the idea of a high-risk reg ster, to

be used in conjunction with both the awareness and tracking components of

this project, was described. Ideally, this involvement with the medical

community would have allowed identification at birth of those parents and

children who were most probably in need of project services. Efforts in

this line were made to establish formal contact with the radical community

of the Norristown area and with a loc;].\' community hospital. A local medical

,

director with strong connections in community child care was selected as the

consultant to establish contact and projeCt visibility with other doctors in

the area. AlthOugh several meetings with staff and project administratorsAT

were conducted, this contact person apparently was not effectively communi-

cating with the local medical community. Negotiations with the local.hospftal

to establish a link for a high-risk referral system were also failing to4

materialize throuih this consulta4. By .the time project staff were fully

aware of the magnitude of the problem, the timing and situation were such

sr'

I

41

that no Aorta Could be made to rectify the situation.

Efforts were, however, planned for the 1977-78 year to renew contacts

with ither individuals in the medical community, and to establish a similar

concept through other local medical institutions.

Service Component 2: Identification, Location and Verification

For the areas of identification and location, descriptiVe data are '

provided in Appendix Q on the numbers of children identified alkof.the end

of the project year, by age and exceptionality. Staff reactions to these

phases of this service cImponen4 t were positive. Some staff members felt

that at. the pointwf initial contact, it was vital to have parents be clear

on the services that the program offered, and the limitations of what kould

be done. A clear fact sheet and time-line in conjunction with the Oases

of diagnosis'and class offerings was sngested so that not unreall,ticlhopes

were fostered at this point.

Ih the phasw-of verification (diagnosis), 162 children were valuated

during the program yeai. As can be seen, many more children were evaluated

by the program'than were actually placed in contact with programing. The

nonprogramed individuals were found to beilbapptopriate for project clauses,

and were referted to other sources of service. A listof the evaluation

instruments which were employed in testing the psychological and intellectual-

.capabilities of the children is given in Appendix R.

In agmmarizing staff opinions of the success of this phase of operation;N

it was wident that many logistical problems were encountered in the completion

of the five evaluations for each child identified in the location phase of

service. Because of the magnitude of children considered by the project this

'year, consultants were employed for much of the evaluation battery,' This

fact, in turn, created problems in scheduling

and professionals to meet for (ach test.- Cad

times for parents, children,

silations were frequent, and

in the case of bad weather or unexpected parent cancellations, both were

inconvenient and expensive to the project

An additional problem with this phaSe of the project was the evaluation

of children who were clearly not appropriate for the project's goals. A

suggestion was made to suspend the scheduling of evaluations until the Case

Manager and other staff members had a Chance to review the individual case.

In this way, a pre-selection could be fected to eliminate wasted time and

consultant expenditures.

42

Again, because of the numbers of children being referred to the project,,

i.

and the logistical considerations oescheduling, the turn-around time for a

child t4; be diagnosed was felt to be too'lengthy. It was hopes that through

I

changes in operational methods, mode efficiency could be, promoted during the

next program year.

Suggestions for a better eval ation program also included: the simpli-

fication of the evaluation battery to incorporate only those evaluatio

which seemed necessary and appropriate for each case; the use of an u-

ationlesgmmary in each consultant r port which could be included in

_development of the child's IEP; increased Communication of evaluation

resul)s to teachers of children a cepted into program classes.

J

Service Component 3: Individualized Educational Program

The utilization of this phase of project planning was to insure a

method of individualized Manning, accountability, and evaluation for each

child. Aspects of both sgmmative and formative evaluation were served

through the IEP. A second' utilization of this phase of operation was its

41:j,

4

a

use ih accountability for program results.

The IEP was the basic part of individual evaluation in terms of

preschool programs, as well as setting the program content itself for any

project class child. For children in the non - categorical classes, an IEP'

was constructed based on his diagnostic evaluation results, as well as

parent and teacher input. An example of the IEP work Product is contained

in Appendix' S. From this baseline of expected- behaviors.and goals, an on-

going evaluation process was used to measure expected and actual growth.

When behaviors and projected goals were not lint, a more intensive assess-

ment was conducted; and then changes were ins tutdd where necessary. At

the end of the year AwViluative summary (Appendii T) was written to provide

f

individual evaluative.information.

In the hearing impaired class situation, the 1EP was part of an)xtensive

evaluation system, as will be discussed \in detail in connection with th\

evaluation results of the hearing impaired porogrami. A sample-I/2 from this

class is'provided in Appendix U. Each child was continually monitored, to

determine if he/she was attaining the set goals./ !For each behavior which

was accomplished, note wks made so at the end of the year, summary assess-

ment could' be made cif the overall growth.

The management and consultant services of PrOject CONNECT were utilised

on two occasions during the project year to aid ii the IEP program phase.

NO actual training or systematic technology were offered to staff during

these sessions, but advice and constructive criticism were provided (Appen-

dix V). The project staff, in evaluating this activity component, felt that

full advantage was not derived from CONNECT's services for number

reasons. Problems were also eac9;stered,by the Demands made by CONNECT in

.4V

4 v.

441

c'

the area of cost-effective record keeping, and inthe lack of consistency

between the format for preschool and regular school IEPs. It is regrettable`,

that these demands are being continued despite the time drain currently

created by P.L. 94-142. However, efforts are being made during the 1977-78

project year to initiate more interaction and advice in the area of measure-.

meats and evaluations, as available through Project CONNECT.

Service Compoient 4: Instructional Programs

As described in Section 8, there were four components to the instruc-

tilt programs: class for preschool hearing impaired, classes for non-

categorical children, developmental sessions for parents of handicapped

preschool children and sessions on normal preschool speech and language

development. The evaluative results for each of these areas will,be dis-

cussed separately in the following sections.

Class for Hearing Impaired As mentioned earlier,,several.evaluative

methods were used in measuring success with hearing impaired children:

Specifically, content objectives, Schaumberg Wheel evaluations by chart,

IEPs, andtriterion-referenced checklist were utilized. From the detaile4

currtcVulum guide that was developed for this. program, several behavioFs and:

abilities were extracted as a reference point of class success. TheSe goals

Are provided in Appendix W. The Schaumberg Wheel %ma used to dete e areas

cognititve weakness witbiU,each child so that activities nd les ons could

be directed to these areas. A Sample of a Schaumberg chart is giv n in

Appendix X and shows the iarious areas which were successfully cb leted by

that child (shaded areas)and those activity groupings ;which wer deficient

(large blocks of white). :Lists of objectives in content areas at. given in

Appendix T.

4k 51

Olt

I

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45

Staff opinions concerning the success of the program were very favorable,

and it was felt that a substantial amount of progress was made with each ofJ,.

.the children in the program. Parents were also very enthusiastic about the

classes, and feedback was given on a child's performance in numerous informal

*rent-teacher interactions, and in several formal parent conferences.

Although no integration with normal hearing children was planned for

this year's,hearing impaired classes, there was an amount of spontaneoul

integration which occurred with the four-year-old class students. Because

of scheduling coincidence, this class was exposed to a number of fifth-grade

children, who early in the school year asked to be taught to sign so that

they could communicate with the hearing impaired children. Ms. Kathy Bachus-4

taught the basics of sign language and the social/cultural and emotional u

import of being deaf, in twenty-minute segments, to the class of)fifthgraders

1Pthroughout the year. She identified this part of the year to be of signifi-

cant importance to the hearing impaired youngsters, who through this contact

felt much more a part of their surroundings.

Non-categorical Classes As was discussed in reference to the IEP phasesAs

of the project, the classes for non- categorical children utilized the IEP'

for formal individual evaluative feedback (Appendices S, T and tr).. Each

child was monitored for behavior and act*ity accomplishments and dates of

completion or the amount of mastery was noted.

In the development of the curriculum for theie classes, a specialist in

preschool special education, Dr. Betty Vince= wad used on a consultant

basis, to provide guidelines to project staff. .In'her presentations, she

focused on curricular development and-task analysis, as well as providing

both a philosophy and practical operational suggestions. Her presentations

52

were successful in that they drew together many approaches to the relatively

new area of preschool special education. However, due to same problems in

communication and coordination, staff members felct that the products and

resourc potential of this effort were not fully utilized. Inconsisten

dissem nation also hindered the information she'had to offer from being1 used

to itls full potential.

/Parent Development Workshops for Parents of Non-Categorical Children

Detailed descriptive data on these developmental sessions is contained

in Appendix Z. The evaluation tresults and recommendations from thirprogram

are' also included. Specifically,

participating parents being given

ral aspects. In general, the

a questionnaire was administered/with

an Opportunity to rate the'program 'on

positive comments indicated an appreciation

for the opportunity to share experiences with other parents-of sillar chil-i

dred. Weaknesses that were mentioned included a lack of structurie and'too

much time spent on individual problems. Staff opinions in this Aires of0

program services indicated, that parent involvement was very important to

program functioning, apd should be stressed as in integral part

gram, as well as being implemented earlier in-the program year.

of ,the pro-

Preschool Speech and Language Parent Development Sessions The session'

held for interested parents on the topic of.ptescAool speech a language

development were very well organized and received. Appendix A 2 gives the'

numbers ofilients attending each session. It was reassuring o note that

the large majoTity of the parents attended all ledtures in the series.

Because of the formal.nature of the PreSentations,'no.witen evaluation. -

was obtained from these participants. Some logistical probletS were'encount-'"4

ered in the arrangements' that needed.to be made by the districts for baby- 1'

qs

53

it,

47

4.*sittinj services, refreshments, appropriate roomaccommodations, and janitor-

ial services. However, such difficulties were felt to beeminor.

Service Component 5: Tracking System In the previous program year

efforts had been made to establiSh a manual (i.e., paper-and-pencil) tracking

system which would consolidate information on each Randicapped.o thought -to-

be- handicapped child identified by the project. Throughout last year this

information was,kept in a written form by thAiroject staff, and altbDualr

it was a successful,eethod of information processing, it was thought that

with the increased expectations of children serv04, a computerization of

this information was necessary.. To this end a computerized information

1management system was devised, written, and successfully established during

this project year. Informatidh contained in this system was expected to be

integrated eventually with computef data already'held by the /ntermediate.

Unit at the school-age level. A sample of the sheet which contained all

relevant materials to be instituted in the syuem for child is given0

in Appendix B-2. As can be seeni'the usual backgrOund inforation of name,

age, etc., is required, as well as the dates of major milestontctivities

te4

and evaluations which would provide detailed performance datappor each

vidUal. Àfter placement recommendations were made, it-was also hoped thatje

f

feedback/on the actions taken'by parents would be included.!

I

Although the computer Programs were instituted and operatiasal during

the.piPjectileai problems were encountered in the process4of coding indivi-

.

dual information and inaummarizing evaluation resulta'into- form appropriate

for coa(iPutex

during the 1977

the current p

ng. It is expected that this process will 4e. simplified

\

ldrtieveloped during. 4

78 program year, and the backlog of dh

gram will be absorbed and entered,

54

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SAwice.Component,6: RespuyaÌnfOrmation

Through the efforts of the project staff, 6,substatial collection of

48

inforMation pertaining to'several areas of special education preschool educa-

tiot was coordinated. The Information Manager spent much time and effort in

lathering resource literature and information from the local service agencies

which hav elation to the project areas of interest. Since this infor-

nation is for :le by project professionliVand community individuals, it is

Useful It keeping people infOrmed of relevant options and indiaiemratingiv

preschool resource information. Other sources which were\ibllected during

the year are being orgatbeemand compiled into a reference bibliography,

which will later be able to be disseminated to any interest$6 party. As

well, the slides clsllected an&made available through the slide preseniatit

411

can be utilized-by teachers of preschool handicapped to communicate infor*-A

Z.

,AA

matiOn about tL resources necessary to identify and help thesechildren.

These efforts represent a unique .effort in tte-.Montgomery County area

to collect, organize,. and disseminate all types of information related to°

}school handicapped children, and in the sense 'that this informati,i

now rea441y available, is,a'successful part of the program operation..

4

S*rvice Component 7: Gather, ,Summarize and Report Information Efforts

in tide component have been on -going throughout the project year, tolevefdl)

amore efficient at4mpuccessful model of handicapped preschool education,

both for parent and child consuMption. As'part of 'this effort, this end-of-

theldar report has been developed to be comprehensive.and exhaustive in its

e40.anItion of activities and purposes. The"inclus

,

ials which were used

-114aposite goal. Suc

t #

Alt relevant mater-

Or produced in the project.year s seen to support thii

things asift4PclasEcurricula; IEP

A

samples, and parent

41

49"

' .

workshop content, canbe.viewed as a disSaination effort, and an effort

to 417;.de additional accountability for programAactivities. .

.

'The on-going process o f evaluation of the management/accountability',. 0.

. .

provided-

component providevalvabfe results add maintained consistency in the opera-

k tions of this program. Through in-process staff meetings decisiOnswere1

r

%V,reache

- fh were very resplonsive to program needs. Because all new

-.

', . X,

directions were'ratioaally arrived at through the group acision process,

many operational and personal conflicts were avoided._

4

(1A furtliet activity for 'the purpose of summarizing and disseminating

progrOoperations and results was wpresentation describing the hearing,

.

. .

4, s-

4-=----impaired classes, which was given by Ms. ,Janet McBride at the national

. -meeting of the American Speechand'Hearing Association. The text Orthis

nesentation is provided in Appendix C-2.

As i basis for further decisions and guidelines for future program. ..

vs_operations, several posittopapqrs were develop o reflect the attitudes

of staff members of importaneissues. In the area of community education,0

TT. Patrick Mullarny,

was utilized* ate consultant to meet with the staff'for,...Po, . ,

--. .

i several dayil in order to develop guidelines in"the area of community 1111.417,e-.

ment in the program. A paper from this interaction ('Appendix D-2) wasjolov

written and used in planning the 1977-78 program in this regard. Community

educat was defined in this report, and then a clarificition was given as

11, to how this concept could be applied to each basic service component. While

many of the ideas'given were incorporated in theory,or practice /during the

.project year, some changes which were suggested were cdnsidere to be unfeas-, .

ible or not in-line with project goals and priorities.

A

/

second positiOn paper was developed on the topic of to team approach

5"

4,

50.

in the evaluation and placement of identified handicapped children (Appendix

E-2). Based on group discussion of the strengths and weaktesses of the

procedures-then in operation, the policy of using consultants for evaluations

and7the procession for decision making were delineated. This policy state-

ment was part of the formative evaluation phase, the management and account-

ing components, and also served as directional gui4lines fOr 1977-78 program

10.,

.1`

41,

or.

ti

6

4

V

51 if

I

Nk

DISSEMINATION 4

0

.

This project has made anumber of notable effortsito disseminate infor-

iination about its services and resources. Consideragon should be given at

this point to the efforts made in connection withathe awareness campaign,

.0 ,

and the availability of resource information, as discussed in sections on. .

"Activities" and "Evaluation Resulti." Dissemination efforts also were

furthered through the use bf thrs-report anckhe attached materials. Pro-

fessional communication has also been effected through the use of consul-,

tants to the project, and also the professional organization presentation

given on the, topic of the-hearing impaired program (Appendix C-2).

ELIMINATION OF GAPS OR WEAKNESSESti

As accomplished in the eblier projeCt year, this program has again

succeede a coordinating operations and ices for preschool special

education consumer groups, as detailed under the seven projeCt component

areas.

In this current year, efforts have been made to eliminate problem areas

whi had been of concern in the first year of funding. Efforts were wade,

and wir# successful, in the broadening of the awarenesg campaign>, and in 4'

.,

the expansion of'program'services to both/Parent and child consumer groups.

Improvements in the factaities for the hearing impaired classes were also

introduced. in response to the recommendations from last year.

A

ti

A

52 1"

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'NEWSPAPER ADVERTISEMENT'

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GQMERY COUNTY INTERMEDIATE-UNIT,Special Education Center

160576 VVES = N STREET, NORRflO\A/N, PENNSYLVANIA 19401 PHONE.215-539-0550

BONNIE E. CARR, INFORMATION MANAGERTITLE VI PRESCHOOL PROJECT

DATE OF RELEASE: 9/13/76

WE CAN HELP YOUllitESCH001, HANDICAPPED CHILD:

We 'offer free diagnostic testin and evaluation

and can help in planning for' an

appropriate educatiorial program for your ,

. .

If Ou think your child has a special need call:

THE MONTGOMERY COU4TY fNTERMEDIATE UNIT.

I539-8550, Ext. 262 ,

BONNIE E. CARR

The "f.u." is a public school agency.

G1 fi

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w

APPENDIX B

NEWSPAPER NEWS'BrRTICLES .a.

VAC,,(...

e-

...

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a

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55

ifr

t

'011 0/1Jo

VOLTZ itM710C-77747:33(1114

41 nopC9 ED HIM

(-nine %ikon could not walkup and Gown stairs, when she

as a 3-year-old She frequentlyrobhed her eyes complainin.1thty -hurt, and disliked playinga:ora. with toys, pots aria pansand her sandbox.

By the'time she was I Cindycould not balance herself on onefoot and when she spoke shetalked in an unusually loudvoice.

Soupelike a icajt healthychild'

Fur years parents believed tnephysical and tempermentalcharacteristics of a likeCindy, a fictitious per . wereMelly personality quirks whichwould be ironed out as the childbecame older

"She'll grow out of it." and"that's just part of her rtature.her personality," parents havereadily replied, rationaunknowingly for physo al and

'mental handicaps,Impairments in a child t.ke

4Cindy 0P-en =o unnmic--sd untilscho,1 adrydistratorcoverOte.prebienis glut ci!. Coen thechild is nearing b- yof ageand the condition has tw corn( so'ngrained it often results in a

life - ton

The' Montgomery Coiint%Intermediate Unit hasdeveloped a special ecnieationprogram. whirls- offers freediagnostic testing arillevaluation for a childlike Cindy

"ft's geared to the pre-schoolchild." snid Bonnie Cart', in-formation manager. nychildren born with or _who h veacquired conditions w ich

'handicap Their growth, ca be

helped or completely cer ctedif parents recognize the pre temearlyand seek aid "

"It's the fdiluelL to reetognizand deal with the nrohlerh earlythat results in art unnecessarylife long handik-al,." she em-pLiasiLca

The kierally f progr(m

is offered free to ,parents oruoardians throughout thecounty, Miss Carr said lf apoirent belies is the child ha,,eel n.thit slightest probieni Ks, orsate ,should contact the unitWe'll set up an appointment tolearn mon. of thebackground and, it n4.4(1i-d, set

up a battery of tests," she ad-ded.

__The testiniecan take place inthe home or at a set owl in whichthe child is erirc.d.ed, the in-formation manager continued"The, family and the child will beconsulted by a schoo,1psychologist and a speechtherapist to determine any4thertesting for the child. In all, it'svery individualiacd."

Hiss Carr stressed theprogram also encompasses a,referral service. "if the childrequires services *huh areunavailable throw:Pt the unitwe'll make errant( ments withother agencies, eshe said.

-Some tat ocr.im are !:"c.Others depend on the a,...etk rid

the t3,pe of service ne,uiThe intermediate unit effel,

three trre-,choi progr:,,m; uricfor children with hearths:, im-pairments an1 to 1 as

ooneatecor,c lioth (ireoperated. iti. ;tn-Lost to theparents

Although' t..so children fromthe Poftstiiwn area arecurrently tnrolled in theprogram. most of the ch'dreacome from other art .141* a the

countyare not aware of

the vicei." said Case'Manager David Shicry. "Esenwith the lack of, publicity wehave been able to identify morethan 2.50 chtldren in the..countythrtru;,ri phone efills and dif-fereot school system$ "

Shiery, who holds a master sdegree in soci.d ant:parent, sad merit-yrs of th jntthas e sis'ited 110 f.tro,ht.xs thi

;nor "We can't help thechile unloss the parentscespond,' he added

1 he apn-categorical programIs in ttl5 so-toritl yeer, but. this is'the first year there was enoughrioicy s ;,Aahle f(-(r th-e unit tooffer the e,tnsise ser. ices,doe,orrtilw to Mrs, f Jr.r.

Classes are offered toPlymt9uth and Upper DublinTow nshs,ps consisling of twohMf-cia,y \sessions five days aweek 9. 30\to 11..3v a m. and 1:30to 30p m \

The hearig impairmentprogram is in its sixth year,according to Miss Carr.

"Through the use of totalcorrOuntcations. said*Mrs. JanaMe..rde. supervisor of theheating services, "languageskit s re deveolped

Mrs McBride has a master'sdegree in speech and languagep.itholugy "This :s the first time

have offered the program ina public school she noted

6

"Children rm.: now hase %eft.stimulation from students thi itown ages

The supervisor added parent:are given th chance to attelleweekly sign language coursesand learn all the aspects ,n-volvvl w ith hearing losses

-The ihteri.fr.ited ens room( tohas been quite lpful," MrsMcBride contilued, "Thehearing impairment course isgiven next door to children fromthe fifth grade In turn the fifthgraders are learning' signlanguage and are com-municating between classes andat the playground "

Classes arc being offered atGwyti-Nor -Elememtery School,Nortk'W a les.

The administrators of theMontgomery County In-termediate Unit SpecialEducation Irrograms has e

prepared a brochure Usual/early wmninifigns which' stietiout unusual t..h.isiorer pewsibliphysical prrfh.-ms of wfhi:d

to `.,/

J

la";' your ;.i-e-soe _,, chrld is

r,,f,Y2nlJnable t-, locate and pick

i.,, -,---,i.-i:t ofil,e'ts which havebeen dropped,

l' he doer not respond to youwhen you ca,' from anethe,

:.,m, ,

If he cannot repeat comi-rje'

f Vries Or television iire.,,le,s by

tt age of 3 .

is possible he may r aveteen born with or acguire.c11mental or physics land

The Montcomety Countyintermediate Urot is tr, ing tc

63

et tft ing

;19

''17F2,P.SUr" ;,-re schdol childrenin tee cu,,rty

It rs offeIng free diagnostictesting for pre-schoot childrenwith mental or physical handi-

caps, and will make reoc,rn-r-iendaeons to the parents onwhat programs may help

Through early interye,':-

t,c, raid Bonnie Carr, theunit s information manager,

some of the problem: which

crop up late?' Lan be pre-

ventedThe intermediate unit is a

(44

Testing or liandicapredL Childrenhai5iiri between Irv: bounty's 29sctioel districts and the stateboard of education, and is

federally funded through Title6 of the Education for theHandicapped Act to identifyarea handicapped chodren

Si-ice the identification pro-gram s beginning in July,1975 the unit has t&orked with250 children It had 27 referralsr. 7-ugurst

The unit operates threeschools for handicapped chil-dren for the hearing impaired

I n Lansdale, and two "non-categorized Schools in

Plymouth Valley BaptistCnurch and the Fitzwater Ele-

mentary School in Abington.''Not only do the testing and

the programs help to prevent

some of the problems, but theyalso help the child to get a littleahead of the game, to preparehim for what's ahead in

school," said Mrs. Carr,She added she can accept

referrals only from the parentsor legal guardian of the chil-dren, not from the schooldistricts-,

When pa'rents ask us forhelp, acase manager will visitthem, usually within twoweeks, to consult with theparents and get the child'shistory The parents will alsori-,eet with a child psychologist

With the permission of theparents, the child wilhbe giventhe diagnostic tests and thepsychologist will make rec-ommendations at a conferenceweth the parents or wh i thechild neeO,S,

Mrs Carr repeated that allthe unit's testing and itsprograms, are free, as are mostDinh% oiner programs for thehand;rapped in the coiln:y

lose which are not free,She added, usually have asliding fee scale

The unit also offers a pam-phlet entitled "Early WarningSigns." which infludes some'of the more .ortmon indica-tions that a problem may exist

The pamphlet is free by

contacting Mrs. Carr, at539-8550 Other county ioter-mediate units also have thesame information, which canbe received by calling the.units' information managers.

664

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APPENDIX C

RADIO ANNOUNCEMENTS

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MONTGOMERYCOUNTY

TERMEDIAEUNIT

11%C)- COnd Svo't AnucUI1C er-ontii October t-'10

E'. Carr, At.forration

a

The liontuniery rt .te (1,it can 11-1; you firrl

programs:: that will hell. your prcs,411:lo'l handicapped child.4If you live in Montpc,grry ('ourty, t11

539-8550, :t t:12

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MONTGOMERYCO NTY it; f ;

IN RME4DIATEUNIT

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15-Fcc,ond ST)c)t Annou-weTcnt

Use October415;November 30 -

Bonnie E. Carr, Information f!;r.'

If you live ih Montgonery County and" ttank that

your preschool clvid mty hav(a groyth or learning-.-

problem, call the Mortw,cm,?.ry County Intermediate l'nit

for information about free testing and evaluation.

.01

4'

Call; 535 -8550, Ext. 262

The I.U% is aligubIic agency

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.441046'

I* \,

MONTGOMERYCOUNTY_INTERMEDIATE

NIT .

4

al

.\ 01( . `,()Ct4i iI \A ,

Anne!,ineement

1,e October 25-N4cmber 365,innie E. Curr,einformatior,

PAREN1S - Start edIb, Lc help your presipool handicapped

child. If you live in 'fohtgomery County and thiLk

your child ha:, a grown r learning prcLlem, call the49b.

Montgomery Cguntv Int.r7ifate Unit for ir9rmatiOii

about free testify ani taluion. We can help, you find

the education-al programs that can help your child,440W:i0.

Call 519-6550, Ext. 262

,/

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The I.U. is a public seli.41 gpl dAerAy.. a ' . 4

A e* /t ."

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If Your Child

Is unIble to vt ,iin support H rze. I

( annot ss,flkssithout help

Does it ltd1h up end dose n stcps,d,c agc_

Is unAle to li i1Inte on one 6,or, to- \

time he age 4

( annit thr:tv, a Hill %)cerhnd and ca,ball bounced to !limner h, aim 5

1;!

aDoes not turn to t.icc the ,,,prce of strange

sow,nds or tutees he six rponths'ot igc

Ilan car aches or running ears

en unusually loud cn

res d from another

If Yotir (1111(1

1)()e,, nr

I urns the sduir it,,, "or4 i.11,0 t1c7.ir

72

10 Vs rd sours! licshe

Who Can Help . .

It soli suspect that s-our child mac hose specialnced4tall, smith tamils doctor sour public:

health nurse or other protessionaI0 in the tick)

Don t hesitaste"to cll their attention to sand asl. their411. d ice ,bout csbat sou feel nis he unusual behasFor

. pos.doe prdiiensi of ...out child

No.r,at,e, !c here souarnavlise, there are parento*o.ani/ations and public agenciesshish %kill assist

.oc, sour chi3d has special wreds People corkingIn WU, health department and sour publicsets is can often put ou In to4v,,ith those 'n()

are best able to help sou

RI 11F1IBF R, the . eat]; sou recognize sour

child s special needs 'and ek prlifessional help, thegreater the eillks our child earl he helped

to lerCOrTle .the `t:)r(fiC,lem

HELPUS to help your preschoo handicapped childTh.v Montgomery Courify Intermediate Unitwould like to be made aware of ,any handscapped, or thought to bellandicapped, prelit hoc)! child in Mongtornery County TIg intermed ate Unit can assist you to find the appropriate services and program to bensfityour ptesChool handicapped child

PARENTSfor further infor.rnatpan Please call

539-8550, Extpsion 262

Supported tbru /We F1, I 114 Part R Funds

Executive Director Dr.. Dennis HarkenDirector of Special 6 Dr. Lester Mann

tiluc;tiOnProject Director Dr Robert ExissCoordinator ef. tar Barto5Ptoger

Eadcral Pkg( ass Manager Mr David Skiery'

./fr.

I

*Early

Warning

4

Montgomery County. Intermediate UnitSpecial Educ.illon Programs

Serving clkildren iiirobagh xnuriocal s_chool, distnc'r

.1

47".

:

h.4

Many children are born with or masacquire physical and 'or rnentafLondittonswhich handicap their normal gr6wth anddevelopment Fortunately. man} of theseconditions can be helped or' completeIN.corfected.IF parents recognize the prub-lem early and seekthelp Failure ti recog-nize and deal with a pr6blern earl, mu,'result an .unnecesar *life -long han-

dicapw

The following EARLY VvA R \NGSIGNS are same of the !rime commonindications that a problem may exist If

ior ari\ reason you suspect that .ourLluld 4-ray have special needs, we urge \ vu

, to seek help imm edfately don't. j,t

untt .,dourour child enters,school before'oudeal with the problem

If Your Child

's often unable to locate and pick up smallobjects have been dropped

Frequently rubs eyes or complains that eyeshurt

Has reddene watering or encrusted eyelids

)

If You Child . . .

Does not play games such as peek-a-boo, pat ycake, waving be ye by age 1

Does not i ifate _patents doing routine house

hold chores by age 2

Does not enjoy laying'alonc with toys,and pans, sand, etc. by 1.ge 3'

Holds 'head in a strained or awkward position Does t play group gathes such as hide-a d-'(tiltNead to either side thrusts head forwardor backwspd) when try. ineto loQk at a particularperson or object.

seek, t

n

-ball, etc. with other children by ago

s e take urns by 'age:5

Sometimes or glways csosses one or botfl eyes

If ,Your . .

Cann t say "'Hama'and "Dada" by age 1

Cannot say the names of a few toys and peopleby age 2

Cannot repeat common rhymes or T V, jinglesby age 3

is not talking short sentences by age 41.

Is not understood by p4opl outiide the familyby le 5 '

p

If Ybur Child .

Does not react to his/her own name when called .

by age1

Is unable to identify hair, eye's, ears, pose and-mouth by pointing to them by axe 2

4'Does not undirstand ample stories tbld or '

read by age 3

Do not give Itasdnable answers ,tO suchqu ions as "What do you do whsn you ire

1111 sleepy,'" or "What do you do whenfrou are' , 0hungry.:" by age i .16

.

Does not' seem& to understand the meanings of il

the words "toliai,":"tornorrow," "yesterday"by age 5

4 . 113

I

a

v

APPENDIX E

STARTING EARLY BROCHURE

0

to.

I4

65

T illf4,

Upon reaching school age. you shouldregister your child in your local school districtEven though you've received direct r Uservices for your child as a preschooler allrequests for education4 services for yourschool -age child must be made through theschool district (Referrals to the I U forschool-age Children can only come from thelocal school district )

The Intermediate Unit is a public schoolagency and is one of three parts in thestate s system of public education local ,school district intermediate unit StayDepartment of Education TheMontgomery County Intermediate Unitprovides consultative adyiebry andeducational services to the twenty-twoschool districts throughout MontgolieryCounty

Dr DefIrtiS HarkenExecutive Director

.-..

if3r. Lester MannDirector of Special Education

ii

Dr. Robert Lek*Protect Director

The Preschool Protect is supported throughTitle VI Part B EHA

71( 4

le

ti'V

,

MONTGOMERYCOUNTY

INTERMEDIATE

IP' SPECIAL EDUCATION CENTER

AO

1605-B West Main StreetNorristown Pennsylvania 19401

Phone 539-8550

o

it,

E

78

IStarting early makes a diffiserloel8 you think your preschool child has a growthor teaming problem, the Montgomery CountyIntermediate Unit (I U) has tree services thatcan aid your child and you now

A pnmary concern at the I U is-toden* all preschool handicapped childrenwithin Montgomery County The I U

Protect can help ydumine 4 a problem does exist and

rillfrassist to 'planning for your child's

Ybu will have the t (.' , t1 future ( /

ocoolpfirty to mokit MS - irMeager Who can viola, i' -C ifol 1 \--1_,i.i

varobasennpes provided h;',4 it 1 1 I ,4, A ., /through the Title VI Preschciol '1'.: '.:14tt li $ I .-Protect In addition, the Case i , ,i Ile / !Manager will ask you for / ,,r '

, Y

important background /

information about your child,

,.

This information will be -iit .i.

4',1reviewed confidentially, with 'a ,k

t'certified school psycholOgistwho wilfthen recommend what i,

.1 , :=special tests your child should \s.have An important aspect of ') '

i the protect is to provide treediagnostic lesting andevaluation Tests for your childmight include speech hearingor vision screenings pediatncpsythological or neurologicalexaminations on testresults the I U s ill t

recommend progr ms they thinkwill be most helpful for your childduring his preschool years Childrenare referred to programs und6r theresponsibility of the Intermediate Unit orto programs in a community agency amedical facility or a private preschool

Through this protect the I U can'track each preschool handicapped childidentified and follow the child s service and

ieducational progress The information in theProtect tiles is confidential and can be released N,,,C'to other schools and professionals only withyour written perm ion 14.

For prescbool services, parents or legalguardians should contact the I U directly

Call 539-8550, ,Extension 282

1it/ ,,,14 1

(N

79

tJ

seff

. 15-P"11/41 IV 1

:, V17, let'

S.,4'PS

:7 ) -10,17 14,\. ;Sae ltir

Y

80

APPENDIX F

4 STARTING EARL POSTER

. A

68

, , , '

.

-.1cw.ra=

It

yk -- 1 '

1.

;

V

f t

L

iD

(7-')

I

I

/ /I,4/1

4

Y.

E

V

rt

V.

F

oi

o

\` , i ..,1t------

'

1/4t 1/4.'1/4 r i;-

S.S. *

r

NI .,,,,,,,.v.,10 ,-,,.... ......e.,

,,..,

' - k,

----,_. 1

'S

if you think that your preschool-age cttld haS

a growth or learning p`roblem,'the MOMgomery County intermediate Unit has FREEserviatts that canhelp your child and you NOW

CP The I U offers to ch-ildren, ages 0-5 years,'a series of-free tests to deterrvne if a problem does exist The U can assist you in fording

the special services your child may need

Formore intgrmatioli call,the Montgomery County Intermediate Unit Preschool *vices

Phone. 539-8550, Ext 262

MONTGOMERY COUNTYINTEAMELVTE UNIT

O

\4 :

itr.,)1)

1

/.40'

1..

1

e

O

4

APPENDIX G

1

PRESCHOOL %MRAUGUST, SEPTEMBER, OCTOBER 1976

.

.

STAATE APPROVED PRIVATE SCHOOL

f

1

UNDER 1

4o.aaa.

..

' ..*

UNSERVED

ACE LEVEL

MR

PH BI VI HI

S

&

LI

'S&

EIMH

. MR

PH BI VI HI

S.

&LI

S

&EI

MH(,UNDETER

MR

PH BI VI HI EIIll

S JP

UNDETERMINED,YJNED Tr4 Aw7ro, uu fav

). rmatEmRp4f

0 10

.

1 111ay.

2 3

I

i

,

I;

li 11

.

1

. 11 111

11111111

fl

1 11

111

1

. 111

11it

ii

3 4 i,

4 5

,

1

.1,1 UM 1111

11i

1

i . if:,

`5 6 Jil 1 111111

6 7

1111111

.

1

.

i

i it'

.

. . 1111

1

ji b. DRL

,

111111 11111 IIIvs 1111 .

IHEARING IMPAIRED LANSDALE. PROGRAM

C

3

4

J\McBRIDE TOTAL,

9 1 5 2 2

1 B.D. Unklawn

54

Total 55

1 17 4

8c;-

7:T1,E V: PS::SC RO.:Y.CT nE F=F<CLS

STATE APIEOVED FTIVATE

, ; s SACE, LEVfLli LY-Tr,

; SeT LI

1) -

. 1...sDED,SEP ED 4

va1

PnibiE"'F ST! I

5 s DTYER S

EA L.71-1 SE?.r 4: :m-e. ;

frqFri S.

IEHR ST"I 1

1 - 2

7

8

T

5t I

I ;1

I

Fat

6

, .

i 4I

4,

.

. .

, - 7 . , .

- ,

I

Illb.

.

.5 OVERi

I i

I

I

r i - ..

'

t ,

Ir

4

..

OTAL 4.4'

_._

1

.1 1 4;4( 1

41:4'

i

,

87

I

TOTAL REFERRALS

v4 0

40/. ,

r*I

S

TIT-E AtI'PESCP,',01. PRO.;ECT

STATE .1 P.'S: EL) SG. IT....-.EltSIIRVED UNSEFA E

4.1. . - . 5 : 5 t, 1.r. L. n. ,

T MR . IV,'

*I.gt 1,

s i s ; uir.z.r.EII VI, RI 6 I & ; ,IEALTH

' ,i i../Iiier.1 1 y.P. .. , 1,, 1 i

i 4

.

UNDETEi..MINED

.

AGE LEVEL r . . Ph? 31 {,If.W.. 6 6 :.I.IALT:1 , . I31, VI; ii: 16 I 6 HEALTH, UNDE1 ERMINED 1

I I T:',.::!? 1 ST; 1 Li ...I' IM? , TV,?: ,--'R ST , .. i I 1 LI : E I I T .`.?. I

1 . 1 i to. ,

I ' -1-NR 1 Ey.R IFI Pr'

.4

.:

. 1

.$

.

I

1

I

I,

f -i

t1 ,

I

I

1

I I:

.

I I

2 3I

1

t

,

.

! 1

' ,,

. 4

.

4 5

.4 I,I ti

r.....

1..

1

4 .

e

1 i i...'

t-

i I .

I

$ ,

'

,

/ 1 / i

1 I

- 6-

s

'

-r :1 ;- r1

\ .

.

f(

)

. .

.

1 'r 1

1

tI,

ir,1 7

1

i 1

.

..

-41'.r

,I

' 8 ' IA

II.I

i

5....P'..

-

_

\ -t I

01

6 p 7i." R 11"

.1 I

- ' I

..

e

I

,

-,. 7

.

OTAL

I

7

,1

.4

, '''.

.

r . r ..,

8

T

I

83Iy

s

90

0

TITLE VI PR' CHOO'L PROJECT

Referrals Re eived

PRESUMED DISABILITY AREAS'

a.

5 nge Level1-1-til EMIR ShR PH BI VI HI ,1 S +EI Other Hearth Irpalred Undetermined TOTALI, .

1 v2

r 4.

. .

2 - 3.

t .

.

..

3- 4 r4 t-

rtS'' //// .

. .

_1

.

i

4 - 5i

rs .,

,' ///'

i.

/0

5 - 6

.

'

,

..

I

6 - 7

10. ,

.

)

7 -, 8.

.

. .

.

.

.

.

.

8E. Over

.

.

-

.

.. ,

t

TOTAL c2 l01 t Gq9

94e

CA

$

js

TITLE V I 'PRESCHOOL PROJECT

Referrals Received ( 1

PRESUMED DISABILITY AREAS

e

t1

Age Level- THII EMS BI VI HI SI, S+E'l Other -Health Impaired Undetermined TOTAL

.

, T

.

.el, ,

.

I

.. . .

J . 4' . .

.

-

.

I 1

..:2

3 - L4. .

I

.

IrtiI I l3

t .

. ,

fk

L :6 u 7

.. .

s -r

.

.

I.

.

.

r,

,

,

.

)

. .

.

.

t'

& Over§

s

. .o

A

.

,

.

iTOTAL

.

\ .

.-

.

... .

.

c:2__S

9 3

4

9. 4

TITLE VI PRESCHOOL PROJECT

Referrals Received rnAtsy.

Age;/level


TMR EMR SMR PH BI VI HI St

0,-1

Other Health Impaired Undetermined TOTAL

2 . 3

r'

3 - 4

4 - 5

rrr

1

5 - 6

6 - 7

7-.8

8 E. Over

TOTALI

596

l

TITLE'VI PRESCHOOL PROJECT

Referrals Received A

I


Age Level

.

.s--

TMR4

EMR SMR PH 81 VI HI SI S +EI Other Health )1npaired Undetermined TOTAL

0 - 11

\ ..

1 - 2..

. /1

,

cg.

2 - 3

,

\..,

/.

' -

/ 4.

3 - 4

fillS

.

'5

..

4 - 5

/1.

itli to

5 - 6.

,

6 - 7" . ,

.

7 - 8.

.

.

.

I . I

i

8 t Over

S

TOTAL /.

/ /

.

.

,

/5

97 .98CO

\

0

'Dr Let%

4


Referrals Received ay- /977


Age LevetTHR EMI . SMR PH 81 VI HI

itSI S +EI Other Health Impaired 'Undetermined TOTAL :

0 - I

.

..

,

.' 1

1 - 2

..

F

-

t/

M //

2 - 3

. ,.

.

3 - 4 it/

is

,r H _ -

....

I 1i , 4/

1

6

...

4 - 5....,,y

.

..

t

frt.,--

.

/t i 5.-

5 - 61.

.

-

r

*4a

I

.

, .

,_

I

,

;-/

.' 6 7

.t

i

t

(

.

, .. .

.

...- i .

7 - 8

(

.

8 t.Oxer

.

.4

..

. ,116.

.

`r . -

. . ..

Tdit'AL

._

3 i s )I

, 7I

z.0

I

51,

1`.


Referrals Received

.11

O

PRESUMED DISABILITY AREAS'

Age LevelTMR

--,

EMR SMR PH BI VI HI Si S +EI Other Health impaired 1 Undetermined TOTAL

- 0 - 1.

/-

.

4 -

1 - 2 , \ ft-

4

. .

2 - .3

4 .

. /.

i.

1

e

3

1

- 4

I , MI /.

,

. i

11

4 - 5,

.

.

.te,

.

5

.

-_, 6

,1

-- . %....

////_

_

6 - 7/

. , .,

. . ..

.

7 - 8>

,. . .

.

& Over

_

..

r. . .

I/

),...- -

.

TOTAL/

Ci

.

1 .P

it,2/

101 102.

41111ft.

a.

.....,. - .a

.

TITLE VI PRESCHOOL

Referrals Received

PROJECT

lc) y 3

.

. .

r -t .

,c,..4.,[,/

Age Levol

PRESUMEVOISABILITY AREAS,

TMR E P I R SMR PH B I VI HI SI S+EI Othai:. Health Impaired Unteiermlned TOTAL

..

i

0 - 1 . .

. ,

..

t.

.4

i

'1 - 2 .

i,

.

.

11 - 3 .

. _

. .

1

o-

..

iI

1

3 4

...." 1 1

o ,

I III d.11.14

4 ' 5

..

4 - 5I

l I4

/ , //P

....- -

.N

P . / 2 .

I

6 -77

.

-.

...

. .

S.

7 .. 8

--e

lo.

7" -

.

8 & Ovir .,.

-

.

. TOTAL 1/ I ol- I .02% /02-

103, go

1(14

00

,

F

TITLE PRESCHOOL PROJECT \

Referrals Received Q-un,t t nT 1'179-

\

.

Age Level

..

PRESUMED DISABILITY*AREAS ...

THR EMR , SMR PH, BI VI H I S I tl S+EI Othef Health Impaired Undetermined TOTAL

'

..

1 Z

-. .

..o . .

4 .

. ..

2 - 3

i

_

.^-, .

"sio /".

.i /) /

1

Lel

/u//....

3 .. 4 /I

,

7"

... ,

io 5-

. .

5 - 6

k.

li , .

...

\. :. ..

7 " 8 ..-

...4

.-- .

. .

.

rifir8 & Over

_ .1

t

.

TOTAL_

1,

1 v ---- I . .q o

020

1 AC: 106

/ t .

COgrIDENTIAL CHILD DEVELOPMENTAL HISTORY84

IAME'OF PERSON FILLING ODT...THE FOin DATE: .

SCHOOL DISTRICT

RELATIONSHIP TO CHILD:

1 IDENTIFYING DATion

Child's full name .

Address

gc..11

,Ie ^cc

o.'Sex Birthdate

Number7&-Efreet j' Apt No. 'City State Zip

Father's name/ ,Age Mother's name Age

His address Her addTess

'Eis.pbone: Home . Work N.,. Her-phone: Home 1 Work

Place of work Place of work

Type of Job , Type of Job

-Guardian's name (Only if chilst,is living in different residence than parents)

:Edurce of referral to Intermediate Unit

Date of itferipl_to'Intermediate Unit 111

... --,.

. .

All persons residing in the'home (brothels, sisters, other relatives, boarders, etc.).

4

XAME,& RELATIONSHIP: BIRTHDATE:

4

0

Marital Status: singXe = married - divorced separated widowed

Age of child when separatibn(s) divorce(s) occurred

How often doeshild see him/her

Family physician Phone

' Persoi to contacX in case of emergency ca*

Name and relationship Phone

.1/

85

-Ji. PREGNANCY AND BIRTH:

i1. Plannede

Wahted. A e of mother. at child'' birth A

2. . Did mother have any bleedinE during pregnancy? Yes' NO

Illness'during'pegnancy? Yes No'410 .

Medication during pregnancy? Yes No I.

Palls or accidents? Yes No ,

Hospitalizations ?' Yes No-

LBed rest at home? Yes No . 01,

If Tes is checked for any of the'above, describe

t c-

/ t,1. Was' pregnancy Full term Premature Birth e

Labor induced Length of labOr Drugs administered.

4. Describe type of delivery (normal, forceps, cesarean, breech presentation, etc.). 41

I

5. After delivery, was baby in oxygen? Yes NoY

:Did child breathe on his/her own? Yes'

Was child released with mother from hospital? es' 4 No

Were parents ordoctor-.6are of any problems at birth? 'Yes No

If yes, describe _

6. Did'the child require any medical attention or hospitalization during the first few

months? Yes No . If-yes, expleld why and where

)

7. Was mother ill after delivery? f.e.r.ti No

-Was mother hospitalized? Yes No,

If yea; describe

103

III DEVELOPMENTAL MILESTONES:

1. Fedfatrician

fiPhone

2. Feeding: Bottle Breast Weaned: Yes. At what age

,--

'Feeling problems: Yes _T No If yea, describei

4.thods used'if child did not eat

.1 N

Did child'have colic wring first few months?

Did child gain weight at normal rate?

Present Eating Skills: Circle the number of the one statement that best fits your child:

1. Feeds self adequately to eat in restaurant or friend's home

Z.,fieds self adequately to eat in own home' .

3. Feeds self poorly (messily, or with considerable spilling)

4. Needs assistance in feeding

p.

r

5. . Fed by others

3. Does -child use utensils tp_feed self? Yes No Finger'fed: Yes' No

4. DIA child have sleeping' problems during first year?Yes No

If yes, describe

S. Row would you desCribe your child in the first few months? Active .Demanding.)

Quiet Content Irritable .

6;

8.

9.

Does the child sit up mith support?sit without support?

., ..

Yes No At what age?

Yes__

No At what age?

Yes No At what age?otr'

cannot/Ai at this time,...

*Does the child stand with support? Yes No At wed age?

-. stand without support?

cannot stand,at this time

Yes No At what age?

Yes No At what age?

Does the child walk with help?,

Yes No At what age?

walk without help? Yes No At what age?

cannot walk at this time Yes No At what aged?

Does the child begin to speak words? ,Yes No At what age?

speak sentences? 'Yes No At what age?

'cannot speak at this time Yes No At what age?

InStructiOns: Circle the number of the one statement that best fits your child:

Speech Skills'- Part I

1. Communicates difficult verbal ideis, appropriate to child's age

2. Communicates in simple sentences, appropriate to child's age

3. USes a few words only, appropriate to child's age

4. Communicates in sounds and/or gestures, appropriate to child's age

5. "Does not communicate any information, appropriate to child'd age

0 Unknown

Speech Skills -Part II

1. Understandable by non- family members

2. .Somewhat difficult to understand

31 Hard to understand

4. No understandable speech, but jabbers

5. Makes nesound

0 Unknown

Comprehension Skills

1. Understands difficult verbal communication

2. Understands simple verbal communication

3. Underitands simple phrases or words

4. Responds to .gestures and/or signs

5. Does not 'respond to Verbal-or gestural communication

0 .Unknown

Supplemental Information.- Language spoken in the home

1. Speaks or understands English only

2. Speaks or understands foreign language only

3. Is bilingual or multilingual (speaks more than one language)'

0 Unknown

Vision (without glasses)

1. No difficulty in seeing

2. Some difficulty in Seeing.

3. Great difficulty in seeing

4. No usable vision

5. Wars glasses ,Prescription by

6. Date of eye examination Examined by

0 Unknown

7

Rearing (without hearing aid)

1. No difficulty in hearing

2. difficulty in hearing

3. Great difficulty in hearing

4.' No usable hearirigtgb

5. ,Audiological examination administered by

Date

0 Unknown

Wearing hearing aid Make -Model

Arm -Hand Use

1. Full use (both hands and arms)

2. Requirei some help 1

3. lequires much help

4. No use

0 Unknown

Walking Ability

1. Walks unassisted. Yes No

2. Can climb steps. Yes No

3. Walks with crutches,. cane, etc. Yes

4i Wears braces. Yes

5. Cannot walk. Yes

Transportation

NQ

Ng

1. Can child enter and leave a vehicle 4ithout'asslitance? Yes No

2. Can child ride at least .one hour in a vehicle without being uncomforta4e40.

Yes No 4 it

3. Does child sit in an upright'loosition in vehicle? Yes No

r

f

I'

- b

Paralysis 4

1 89

,...

1. Child id paralyzed. Yes No ,

If yes, Mildly MOderately Severely

10. lathe child bowel trained? Yes No At what'age.

11. Is the child dry.day and nigh ? Yes 'No At whit age?

.

12. Has the child ever returned t wetting or soiling? Yes -No If Yes,

describe the problem

'

Instructions:'Circle the number of the one statement that best fits your child

Toilet training

,l. Independent use of toilet

2. Makes toilet needs known, but needs some assistance

ips 3. Partially trained (responds if taken to toilet at scheduled intervals,

but some' untidiness)

4. Not trained at all

If not toet trained:

1. Training not yet begun

-2. No response to training

0 Unknown

IV MEDICAL`HISTORY:

ow

1. Did the child ever have a high fever with or without convulsions for a prolonged

period of time? Yes No If yes, describe

2. Did the child ever have any unusual "spells seizures"? Yes No If,yes,

.

desckibe-

3. Was th hild ever Unconscious? Yes No \If yds, des

and tell how long the child was unconscious

e the incident

4.4EIs the child currently receiving on-going medical treatment? Yes No If yes,'

describe the treatment and give the doctorfs name

rfi

4

5.

7

Has the childever been{ hospitalized? Yes

Where. Also, give the doctor's name

No If yes,

90

explain why and'

Child's reaction to the hospitalization:

"*.W .40

6. Did your child/receive the following immunizations (baby shots):,

D.P.T. .(Triple Shot) NO YES

PoliO: Shots (salk) 'by mouth (sabin) 1.,, NO YES

Measles yaccina . NO YES

German measles (Rubella) vaccine NO YES.

Mumps vaccine y NO YES

Tuberculin Test ...

,

-:q10 YES

Smallpox vaccination Al YES

Was he/she sick after any of the shots NO . YESc

Date, of Age

a

SPECIFIC

.

a.

b.

p.ln(ss.and InjuriesDuration: Severity:-Type:

1 I,c.

e.

f.

8. DOes child have any allergies (food, medicines, pollen, dust, etc.) Yes No

. rf yes, describe reactions

9. Medications:

a.

. I

be

c.

Age: Duration: Child's action:

10) Does your family have a history, pf:

Visual defect

Speech, defect

Rena 'Ong detect

Cerebral Palsy

Mulculai Dystrophy

TubertulosisMuscular Weaknesq

'Epilepsy,-Convulsions. 4,

91

Heart trouble

Diabetes

Bronchial didorders

Mental Illness

Tumors

Inherited Conditions

Birth' Defec0

Other

. . eIf yes to arty of the above, describe & name relationship tzo child,

;

IV EDUCATPONAL AI STORY.e /

. . /.. , ., _ .! .'./ .. ..

typeof the.fh4d has attended and years irceach'

grade adbludemursery school E.'ihdetgarten 1l/

.6

.

I" "

'4 .

'2. How do youfeel problems starteel

II a

. . .

3. What do You think are yput chiles Major probliM?,

'). Age of difild

4.- What do.you think your child, doe's-be,?

5. In. what areas4do yqu feel you,nee0 help?,,

f:

. ,

. .-

, ,

Medical evaluations ' , , % ....NO YES._'' ,

Child's- care a home ', NO. ,YES '

i Adjustment of the chijd . NO . YES.

Planning for long-term care ,NO YES

Planning.fqreduqation t . NO YES

Oher'(SpeCify

6. What do yop think should be done about these#problems?

Does_yourhusbandiwife agree?

s : I/'

. 115

- 9 - ,

Instructions: Circle the number of the one statement that best fits your 'child:

On what educational Level do you think from your observation experience?

Reading:

1. Reads and comprehends newspapers and/or simple stories

2. Reads and comprehends simple sentences and/7 instructions

3. ReCognizes practical words and signs ("Stop:", "Exit",."Men", ett.)

4. ean identify.most letters of the-alphabet,

5. Can identify few or no letters of the Alphabet

6. ,Recognizes some trademarks or sips (e.g., cereal packages)

if 7. Dpes not recognize any signs or symbols . A

0 Unknown#,

Writing:

1. Writes sensible aid understandable letters

2. Writes short notes or sentencesP

3. Writes or prints ten'words

4. {Wes or prints own name, few words. .

5. Prints or writes letters of the alphabet,

6. Cannot print or write any letters of alphabet

0 Unknown

Number Concept:

1. Counts thirty or_ more objects

2. Mechanically counts ten,obj,cts

3. Handles "number 4ituations"up 'to four (including."taking away")

4. Discriminates between "one" and "many" or, "a lot" ,

5. 'Rai no understandingof ?lumbers

'0 Unknown

Arithmetic Skills:

1. Can add and subtract simple fraceions

2. Can multiply and/or divide simple numbers

3. cal and/er subtract, simple numbers

4. Ca4 recognize numbers

5. Cannot recognize numbers

0 Unknown

1 144* 14P

92

4

93

- 10 -

VI SOCIAL FUNCTIONING:.

1. Describe child's favorite activity and approximate time spent on it per day:

2. Describe child's relati6nship with:0

Parents'

Other adults

Brothers & stters .. e(

Other children

3.. Bow does child play with other childien in neighborhood?

4. Doeschild play with friends his age? Yes Noy Itji, ate his friehds

older or younger?

c

5. Does child wait for children to come to his house or does he go out to seek the

conpany,of others?

Does child play with/one or two "best ft:lends"?

7. Name child's favorite TV programs

8. Does child have nightmares?

nearly every night

- once per week

once per month

less frequently

:

When,this happens, can Child get back to sleep or 'doe, he remain upset?

Does child share bedroom with other persons? Yes

9. How does your Child respond to learning?

No Relationship

NI

doe

10. What activities does your family do together?

1 -1A

A 94

-

11. Has the child had any experiences away from hoMe or family - -overnights or longer?

- 11 -

12. Does the child have any trouble riding in school busses and cars? Yes No

If. yes, describe

13. Family stresses of which you are aware:

14. What frustrates the child?

-1 . -What things frighten the child?

16. With which parent does the child best relate when "something goes wrong"?

17. Describe how discipline is handled in the home by each adult?

Mother

Father

Other

18. Is your child aware of his/her handicap and if so, what is his or her att ude towards

the problem?

19. How does the family react to the child with the handicap?

113 1

12 -

Instructions: Circle the number of the'pne sWement that best fits your. child:,

Interactions with others:

1. Interacts cooperatively and/or competitively' with Others

2. Interacts with others for at least short periods of timee.g.; showing or offering toys; c],othing or objects

3. Interacts with others imitatively with little interaction

4. Is completely unresponsive to others

0 Unknown

95

Participation group activities:

1. Initiates group activities (leader and organizer) +-

2. Participates in group activities spontaneously and eagerly (active participant)

3. Participates in group activities if encouraged to.do so (passive participant)

*7 4. Does not participate in group activities

0 Unknown

sponsibility:

1. Very conscientious and assumes much responsibility, makes a special effort;

1the activity will always be performed. ,

2. Usually dependable - makes an effort to carry out responsibility; onecan be reasonably certain that the activity will be performed.

. 3. Unreliable - makes little effort to carry out responsibility; one isuncertain that the activity will be performed.

4. Not given responsibility - is unable to carry out responsibility at all.

0 Unknown

Initiative:

1. Prefers to select his own activities if permitted

2. Asks if there is an activity for him to do

3. Sits all day if not directed to do an activity

4. Will not do any assigned activity

0 Unknown

Time Concept:

1. AssOciates time with various actions and vents

2. Understands relationship between day, reek and month

3. Understands time intervals, e.g., between "3:30" and "4:30"

4. Can tell time by clock correctly,

5. Discriminates between day and night-

6. Has no concept of time

0 Unknown

11

Money Handling:

1. Is able to use banking facilities

2. Makes change erectly, but does not.use banking facilities

3. Adds coins of various denominations, up to one dollar/

4. Uses money, but does not make change.corectly

5. Realizes money has value, but does not use money

6. Has no idea of the value of money

0 Unknown

- 13 -410)

Errands:

1. Can go to several shops and specify different items

2. Can go to one shop and specify one item

3. Can be sent on an errand for,simple,purchasing without a note

4. Can be sent on an errand. for simple\puichasing with a note

5.4-Cannot be sent on errands

0 Unknown

Dres ng Ability:

1. Dresses self completely

2.- Requires little assistance

3. Requires much assistance

4. Must be completely dressed

0 Unknown

Grooming:

1. Keeps-self clean when reminded to do so

2. Needs assistance to keep self clean

3. Must be kept clean by others

0 Unknown

Type of Behavior:

Physical violence - Attacks other individuals.

1. Yes

2. No

0 Unknown

IP;

96

TYpf Behavior:

Physical violence -Self-deatructive

1. Yes

.2. No0 Unknown

Physical violence - Destroys property

1. Yea

2. No

. 0 Unknown

Hyperactive'- Constantly talking gild/or in motion

1. Yes'

2. No

0 dnknown ,"Withdrawn - Sometimes seems unaware of surroundings

1. Yes

2. No

0 Unknown

18. Will you become involved with the child's program? (Attend meetings4 conferences,be available for diicussions)

:19. 'Please list all physicians, therapists, specialists, special schools, psychologistsor other agencies who have worked with the child:

20. Alit have they told you about your chld's*problems?

21. Suggestiops on what you were told--Did you follow through on the suggestionaZ

p

If not, why?

(Parent's Signature

APPENDIX I

PARENTAL RELEASE FORMS

1"

i` 4 98

.

11.

0.

k

116

-ie.'

0.4

Ar.

MONTGOMERY .

COUNTY SP_CIAL EDUCATION ('EN I ER 1605-13 WEST MAIN ST NORR1SfOWN, PA 19401

INTERMEDIATEUNIT -

ki

DATE:

We give permission for the Montgomery County Intewediate Unitduring the 1977-78 school year .for verbal or written permissiod toobtain a Confidential Child DeGeldpmental History on our child

11,

This information Is important thus in providing appropriateservices for your.child at the present time. We will keep this .

information on file to plan for y6ur child's education in the future.

We also give permission for other Montgomery County IntermediateUnit staff members to contact you for gathering (Aber information inthe future during the 1977-78 school year. ,

4k

41)

(Signature)

RELATIONSHIP:

123

21'5-539

4

99

0 -11r

46

6

Nef

w.

--*". MONTGOMERYCOUNTY , 1 %I t ATI9N CENTER. 10:5-11 WEST MAIN ST. NORFUSTOWN PA. 19401 21S-539-80

i INTERMEDIATE

fob

UNIT V

Date

has referred I .

0

to our agency for a diagnostic evaluation to determine irthe child is having ant'

difficulties at this time and to help develop an appropriate educational' program.

To help us, we would appreciate from you a short summary of the child's medical

history. ,Notehelow ' -did give his/her permission

for he releise of this informatiollk

Note below , hat given his/her permission for

our reports tobe sent to your office after-empletion of evaluations.

.

Should you hiVe any questions or cadments, please feel free to contact me at

539-8550, Oft. 'Ell...li.

Dtpmcm

I hereby grant my permission for40

to release medical informatidn on my child.I hereby deny my'permission for

,

to release medical inkormation on my child.

Sincexel% yours,

d R. Shiery, M.S.liCt! Manager, Preschool Services\

I hereby grant my permissionr Montgomery County Intermedialease the following evalUatiffs to

Psychological, Speech, Hearing, Pediatric;

71-liereby deny my permission far Montgomery County. InterM?diat

lease the following evaluations to

Date,

4.

Unit o re-

Vision.Unit to re-

Psychological; Speech, Hearing, . Pediatric, Vision..

fia

fi

signature of Parent(s) or Cuardian(s)

124

101

MONTGOMERYCOUNTY. (1 "I( IION (F \TIR 1605:8 WEST MAIN ST NORRISTOWN, PA 19401 215-539-8550

'INTERMEDIATEUNIT

,REQUEST OF INFORMATION

Date:,

To:

Dear

\\:

Please release the following information:

gib

to Critle)

The Montgomery County Intermediate Unit for my child

Thank you,

* (Signature).

of

(

(Relationship)

cc:- Custodian of Records'Montiomery County Intermediate Unit

eal

p

r

-"MONTGOMERICOUNTY-.1.1,,INTERMEDIATEUNIT

a

4

v

P '102

1605-8 WEST MAIN ST NORRISTOWN, PA 19401 215 -5 V4-ssso

RELEASE OF INFORMATION

Date:

NIontgomny County Intermediate Unit

Special Education.Center .

1605-B West Main Street

Norristown, Penna. 19401

Dear

I hereby grant to you, permission to release the following Information:

1,0

-to:

concerning my

child 4

Thank you,

(Signature)

(Relationship)

cc; Custpdlan.of Reco ds

Montr.omery councy n cpmcdiat.

128:

-mom uuivitK, Y L.,uuiN1 I I IIN I CKIVItIJI/A I L VINI ISpecial Education Center 103

1605-B WEST -MAIN STREET, NORRISTOWN, PENNSYLVANIA 19401 PHONE 215-539-8550-

UEST FOR PERMISSION TO COLLECT PERSONAL DATA - PSYCHOLOGICAL EVALUATION

Dear

Your child,

Date:

referred for a psychological evaluation by

has been

yourself 4

The reason for this referral is: to help determine appropriate

educational ,programmingA

/-

This evaluation will be provided bya Certified Sthool Psychologist of the Montgpmgry (bounty Intermediate Unit, afidthe results of this evaluation will be discussed with you upon completion ofthe evaluation- This evaluation will be performed at your child's school duringschool hours and the resulti of this evaluation will be maintained'in confidenceand shared only With appropriate, authorized school personnel.

To a?compljsh this evaluation, one or more of the ;following techniques will

be used: intellectual,eacademic readiness, perceptual -,rooter,,

auditory discrimination, and personal - social adjustment assessments

On the form below, please check the appropriate line indicating yourapproiml or disapproval of this evaluation and return'thia form in the enclosedenvelope. Should you have any questions or comments, please feel free tocontact me at 539-8550.

Dear

"1'

Sincerely yours,

(Signature)

(Title) School Psychologist

I hereby grant permicnion for the psychological evaluation anindicated 'above.

I hereby deny permission for the psychological evaluation asindicatcd

(Date)Signature u: Prent(s). or Guard1nn(0

12 7

/

MON I C.,UMLKY LUUN I Y IN I tKMLUI/A I t UINI 1o . Special Education Center 104

1605-13 WEST. MAIN STREET, NORRISTOWN,4KNNSYLVANIA 19401 PHONE 215-539-8550

REQUEST FOR PERM/SSION.,-TO COLLECT PERSONAL DATA - PEDIATRIC /DEVELOPMENTALEVALUATION

I

Dear

Your child,

Date:,

referred for a pediatric/develop

The reason lor this referral is to determine the child's current%levellpental

1 evaluation by') kourself

has been

A

feilitfee and to help.develop an appropriate program for him or her.

° p o ,

who the Intermediate Unit has made arrangements with to carry out'tbisevaluation, and the results of this evaluation will be discussed with:youupon .tompletion.of this evaluation. The results of this eviluation.will bemaintained in confidence and shared only with appropriate, authorizedschool personnel.

A

The evaluation will be provided by

To_accemplish this evaluation, standard pediatric /developmental

evs4ation tiechniques'will be employed.

In order ro gatber this information,.your wriiten .permission is required.

Please check the appropriate line on the form provided below. Should you

--have any question* or comments, please feet free to contact me at 539-8550.

ow.

'Siacerelx yours,

r.

(Signature) .1"ti4T

(Title)

gigDear

CASE MANAGER, PRESCHOOL SERVICES

v

,I herebyhereby grant my permistion for the pediatric/developmental:evaluation as indicated above.

I hereby deny my permission for thispediatric/developmentalevaluattobas indicated above.

(Dstel

101

Signature of Parent(s) or Guardian(s)

MONTGOMERY COUNTY INTERMEDIATE -UNITv

. Special Education Center los

1)1605-B WEST MAIN STREET, NORRIS1OM, PENNSYMNIA 19401 PHONE 215-539-8550

, REQUEST FOR PERMISSION TO COLLECT PERSONAL.,DATA - AUDIOLOGICAL EVALUATION

.i ,

.

Dear

Your child,

Date.I.

has been

refeired for an audiolvicar evaluation by yourself,

The reason for this referral is to determine the child's audiological

functioning and to help develop, an appropriate.ptogram for him or her.

.The evaluation will be provided byirdho,the Intermediate Unit has made arrangements with to carry out thisevaluation, and the results of this evaluation will be discussed with youupon completion of this evaluation. -The results will be maintpined inconfidence and shared only with appropriate, authorized school personnel.

To accomplish this evaluAtion, standard audiological evaluationtechniques will be employed.

In ordevo gather this information,. your written permisSion isrequired. Please check the appropriate line on the form provided below.Should you Wave any questions or comments, please feel tree to Contact meat 539-6550.

Sincerely yOurs,

(Signature) /

(Title)

I

- ,

Case Manager, Preschool Services

Dea r

(' I hereby grant my permission for'the audiological evaluationas indicated Above. . ,

I hereby deny my permission for t'e audiological evaluationas indicated above.

(Date) Signature of Parents) or Guardian(s)

12 9

1 1 gi g sm .11/ ,NP

Special Education Center 106

1605-B WEST MAIN STREET, NORRISTOWN, PENNSYLVANIA 19401 PHONE 215-539-8550

REQUEST FOR PERMISSION 32 cOLLECT PERSONAL DATA SPEECH &,LANGUAG,r

Date:

Dear'

Tour child,

/

hes been

referred for a Speech and Language Evaluation by yoursg4lf

The reason for this refertil,is to determine the child's speech and language

,,abilities at this time to help develop an approp program for him or her

This evaluation will be provided by

of the Montgomery CountyIntermediate Unit staff and the results of this

evaluation will be dilcussed with you upon completion of this evaluation.

These results will be maintained in confidenc6 and shared only with

appropriate, authorizedrschool personnel.

To accomklish this evaluation, one or more of the following techniques

uilllbe used:Informal Language Testing

Boehm Test of Basic Concepts

Peabody,Picture Vocabulary Test

Preschool LaDeuaze Manual

In order to gather this information, your written permission is

required. Please check the appropriate line on the form provided below.

Should you have any question* or comments, please feel free to contact me

at 539-8550.

Sincerely yours"'

(Signature) r;11

(Title)Case Manager, Preschool S rvices,

Dear

I hereby grant my permission for the speech and language

evaluation as indicated above.

I hereby deny my permission for the speech and language

evaluation as indicated above.

(Date) Signature of Parent(a) or Guardian(s)

13

MONTGOMERY COUNTY INTERMEDIATE UNIT

W.+

Special Education Center1605-B WEST MAIN STREET, NORRISTOWN, PENNSYLVANIA 19401 PHONE 215-539-8550

REQUEST FOR PERMISSION TO COLLEOT PERSONAL DATA\- VISUAL EVALUATION°

Dear

Your child,

Date:

referred for a visual evaluation by

has been

4'

yourself

The reason for this referral is. to determine the child's visual functioning

at this tide to help develop an appropriate program for him or her.

This evaluation will be provided by Arnold Bierman, 0.1)., F.A.A.0.

who the Intermediate Unit has made arrangements with to carry out this

evaluation, and the results of this evaluation will be discussed.with you

upon completion of this evaluation. The results will be maintained inr_ confidence and shared only with appropriate, authorized school personnel.

ITo accomplish this evaluation, standard visual evaluation techniques

will be employed.

In order to gather,this information, your written permission is required.

_Please check the appropriate line on the form provided below. Should you

Lave any questions or comments, please feel free to contact me at 539-8550.

_ t ,m,

.

Since ely yours,

4 /

pr' I

(Signature) ", e" 7--fe, tO < 1

2 r (Title) 'Case Manager, Preschool ervices

%...

tE r'

Deer '

/ I hereby grant my permission for,the visual evaluation as

...//

indicated above.

I hereby

)

'21 1deny my permission for the visual eval4stion as * -

K-indicated above.

4c,

t. .i / (Date) Signature of Parent(s) or Guardian(s)

1

,

R I

C1'ti

..

9

.

4

APPENDIX J

COUNSELING 'GROUPS FOR PARENTS

OF PRESCHOOL HANDICAPPED -CHILDREN .

132.

108

ar

COUNSELING GI BS FOR PARENTS

OF PRESCHOOL HANDICAPPED CHILDREN

Dr. Bernice Tucker, Consulting Family TherapistMr. Dave Shiery, Case Manager

Mr. Frank Robinson, PsychologistMrs.,Ann Kauffmpn, Psychologist

IP

Montgomery County Intermediate Unit

Title VI PrescFool Project

133

109

FS ;

TABLE OF CONTENTS

I. Introduction

Proposal: Includes rationale, goals, procedures,2

III. ..Results: Description of t'iree pilot groups .7

IV. Recommendations: Includes4proposed curriculuM outline,

modifications for service delivery, and

suggested public awareness activities 10

p

134

4

110

I. Introduction

The overall purpose f the present dolcument is to describe

rationale, procedures, content, and results of counseling groups for

parents of preschool handicapped children during the 1076-77 school

+ear. Several approaches were'implemented duritg this pilot phase

and a brief outline of each is included. In these experimental ap-

proaches, key issues included: 0) Motivational and logistical -

factors in engaging parents 4 group participation; T Sibling

involvement; and (3) Selection of content based on needs and cor-,

earns of parents: As a result of our pilot groupWrecommendationsfor future parent group work are also outlined in this document.

'AD

135

ti

-1-

A

111

112

F

11. Proposal: Includes Rationale, Goals, Procedures -

A. Rationale'

All families deal with a multiplicity of issues _related to rearirg

their children. Families in which one or, more children are handil

,capped will experience additional pressures and crises which effect 4

all family members (e.g., parents, the child, siblings,,grapd-

parents). The purpose of parent groups is to provide a forum where

- ( specific issues of concern can be surfaced and defined. A Sharing

'dialogue can'then take place with an opportunity to giviirand to

receive mutual help and,tupport under rile leadership of mental

\---/health professionals. 'Families will thus become more aware of someti

of their difficulties and their resources. They willgain new in-

formation and new ways of coping with p.;oblem areas more effectivel

It Is hypothesized that the following areas are Of,some concern to'

01 parents ond may be of specific concern to parents of handicapped.

children:

1. What te)expeCt of the child('

a. Normal child development; development of the handicapped

child.P Jr

b. Behavior management apd limit setting.

2. Socialization

IIIa. Who does the child play witfil acceptance of the childiOy

ofher children and communloty\plembers,

3. Attitudes toward the child by extended family members--grand-.

parents, aunts, uncles, eta.

Oip

a. Effects'on nuclear family.)r,

4. Siblings. -

a. Attitudes toward the handicapped child-roverprotection,'

,denial.

5. Parental attitudes toward the child

a. .Effects on parental ecreation outside the home.

b. Leaving the child with family, sitters.

c. Guilt and shame.

1.36

ti

p

a \

d. Overprotection

e. Worries about the futureWhen I grow old--die-

Roleofthe father

InObttance of participation

b. Comp etenty

1 c. Relief for mother

B. Goals

t. *to 1 parents of preschool handicapped ohiidrenein specify-

1 g of concern and diffituity to -them in relating to their

children.

4 2. To assess paretal attitudes, behavfors and resourcesi a

.toping with p chool handicapped children.

3. To examine old' ways of coping with conc&nok and to explore and

test new, constructive Methods.

4. To provide an opportunity for a sharing dialogue among parents

of pi-esChool handicapped children and mental health profes-

sionals.

C. ProceduresProcedurese

I. Professional co- leadership will bcprovided by Bernice Z.

Tucker-, 0(.0., consultarit; David Shiery,M:S.W.; Frank Robinson. .and Ann Kauffman.. '

2, A series of four large parentfgroup meokings Will be offered to

a.Nop-tfie twenty-sLX families whose children presently attend4Inteemediate.Unjt preschool classes.

a. .To be held.on four consecutiriTuesday evenings at 8;00 -

a:30 (November -16, 23,30, and December 1) aCthe Inter;

mediate Unfit.. Leaders will assemble at 7:30 forlgast

4. minute planning-and will meet from_9":30 - 10 :00 for post '. gr.

O

session processing. .

b., Purposes and*

content of meetings: ee

J 'Meeting.) ---- 1.1/16176 .6to

11.

. Purpose Is to becoi-ne 'acquainted with each other through open

discussion and sharing of 'mffirtua-loconcerns. Stimulus wit be,

-a 40. provided" by group leaders Ln opening possible area:s of con r

through introductory statements and throughhrough A description of

1.

113

. ,

tt,

4

-

S 1.

. Nt

possible areas of concern ough introductory statements

r ...

and through a description a Hypothetical family where

many Of the aforementioned issues are incorporated. rarenwill be asked toirespond-fNkally tb- these issues and to 4

bring in their own additional concerns. +rents will also.

ire requested to list their conderns on paper before leavird.

From the discYsion and the written lists, agendas for the

next three meetings will be developed. The format, Climatel

Ed method of the three subsequent meetings will be-es.(ab-f

1 ishet by the example of the rocess of group discussion,

information giving and pla'nni g, sh@rtng, dialogue, and so

on'that evolves during the f' t meeting..,, 4

, Meeting II -- 11/23/764 -

Agenda

*0.(1) 'Lent ncy -- Discipline t`

,.. (a) Limit setting -- Who limits. the child; howl parent ,

feelings about.disoiipline_, .

(b) Consistency -- Effects qi. inconsistency'-.

'(c), WhatWhat to expect from the child

(d) Shar ngof related experiences:amon group emb'ers

(e) Sugge tions from parents andAleaders

Hapdbut: "Flaking anC.Enford44004kUles.!'

(2) .Family attitudes toward tPle child ,.(a) How do siblings relate t6 the child

protect.child'from parents; fighting; jealousy

.(b).Grandparents ---AcceptanceNonacceptancd of the chllri

Attitude'toward parents" 111 , . .

-- Accepting help from grandparents

Meeting III ---11/30/76.

Agepda

(1) Parental Teamwork -- Givifig cOnsis ent messages

(2) Siblings' and other relatives' inf uence on discipline

(3) Family and community attitudes toitardsirchild

Meeting IV 12/7/74.

Agenda

JIgo 138

TI

(1) Paren'tal Teamwork -- Father's role in child rearing

(2) The child, the community, and other relating adults

(3) Planning for future meetings

3. Small Parent Group Meetings

a. At the termination of the initial foilT parent sessions, the

.group wilt, be divided into two smaller groups if the total

number of participants is adequate (16-20).ir

b. The small groups, each with two co-leaders, will meet twict_

_monthly for ten sessions of the following dates: January,

11, 25; February8,22; March 8, 22; April 5,-19; May 3, I,.

c. 'The focus of the smell parent group meetings will be to

explore in more deptiN, according to the needs and interest

of group members,rthe issues and areas of concern that werE

dealt v0th inimore superficial way in the previous four

meetings.` Some examples might be: aspects of child dis-

cipline and limit setting related to interactions in specific

families; sibling-parent-grandparent interrelationships

specific to the families of group members. These groups will

have a counseling, rather' then discussion, focUsimithat

the co-leaders will encourage the group members to relate

their own specific experiences, feelings, attitudes pertaip-

ing to thelsubject at hand. 'The leaders.will guide group

members in probing ft4ther,with each other, in dialoguing

rIld supporting and in developing resolutions or alternative

approaches. Itcroup co-leaders will also be responiible for

offering reactions, infoimation and suggestions from their

own experience and expertise.

d. IrLthe event that the total group size is less than sixtee-,

the same approach as above will be utilized, but the group

will'nbt be divided.

4. Audiotape

° All meetings will be audiotaped, with signed permission from

all group members. The purpose of these tapes will be to exam;

in greater"d4;itht parent-child-family issues and how they are

being dealt witO6nd to expand the co-leaders' understanding of

-5-

131

115

ei

the'group.frocess. Audiotape helps one to be aware of what, in

the group interaction, was not pibked up and responded to and

shOuld have -been; who was -t4rned off and Interrupted; and what

_leader responses a7e helpful and enhance process and which ones

do' not.

5. Meetings of the Professional Personnel

The,group co-leadefs will meet on a weekly basis for the ler-,

lowing purposes:

a. To listen to and prOcess the contliont of the audiotapes:

This is an important learning device in terms of under-

standing what ls happening in the group and in developing

leadership skills.1

b. To plan f ture parent sessions on the basis of what has

happened-. hUs far.'

c. To share Toformation re. familyedynamics and interactions0

especially as they pelltairti to specific group members:

1.6ndic?pped chiliplrenand other areas where.specific infor-

re

mation might be usefUi,1440 the parents in the group.

1r,

.40

4P

- c.

III. Result;: Description of Three Pilot Groups

ik. Grout:001

1. Members were drawn from population of two preschool classes.

a noncategorical class and a hearing impaired class.

2. A series of nine evening meetings,were held with attendance

i ranging from five to twelve :parents per meeting.

'3.- For the first four meetings, the outlined agenda the

attached proposal was followed.

4. Areas'of discussion in the last five meetings were as follows.

a. Diagnostic categories and their implications.or.

b. Rates of,progress and,expectations for future development:

)

educational,, social, speech, self-help and independence.

c. Dicussion of financial support for'the continuation of

educational programs.

d. Behavioral 6anagement: Parental and sibling contributigrs '

in reinforcing deviant non-approe1ate behaviors.

e. Crisis points in the development of a handicapped child,

e.g., reactions'to birth; developmental milestones, such

as walking, speech, school entrance through adolescence

4IP into adulthood; anxieties and fears relating to future

dependencies of the Child on parents, siblings, friends and

extended family; family planning.

5. A sibligq group meeting was held on February 22, concurrent wit`;4a parent group. Eight siblings of handicapped children were in

attendance. Discussion centered on the following areas:

a. Relationship between the child and the handicapped.siblin-1.

(1,.. e.g., What does it mean to have a hodicapped sibling/ How

has your,life changed'; responsibility of normal child for

handicapped Child; meaning of special class placement.

Relationship between parents, handicapped and normal chil.dren.

spe al treatment, overprotective, overinvolvement of

ents with handicapped preferential treatment.

c. Effects o ing a handicapped sibling on peer relationships.

e.g., how to deal ith friends' reactions; ability to discuss

V

Ft

117

bt

I

I

handicapped sibling openly with friends; shame; ability to

bring friends home.

.'"d. Concerns about the futn-, of the handicapped

6. Results and parent reactions to counseling groups: a question-.-

,nacre was administeret at the close of the series of meetings.

The following comments are summarized from the questionnaires.

a. Strengths

(1) Opportunity to share with others who understand beca.0

they, too, 'have a handicapped child. Not alone with

problems.

(2) _Expressing feelings and thoughts that have been pent

up inside ofjou.

(3) Gave me more personal confidence.

. (4) lipalizlition that parents with a special child bave to "r:

"a little bit stronger" than others. "I learned how

r

set limits more firmly."

b. Weaknesses

(1) Not enough structure and feedback from professionals.

(2) Not well attended at timii.

(3) Too much time spent on individual problems

(4) Prefer -a7 educational lecture series

c. SuggeStiony N.

(1) Having guest speakers who are handicapped

(2) Rote- playing

(3) Amore structured program

113. Groups,11 and 111

1.' Agendas for Groups It and III were modeled after, Group I.

2. Population: a language communication disorder group that was i

the Process of evaluation and general referrals.

3. Results:

These groups were an experimental attempt to engage parents it

alternative fashions. An effort was made to select parents fro-

.. .a homogeneous group, of which the total pool was limited. In-

suff4iient attendance resulted in expanding the population to

Include seleqed general referrals and meeting's were scheduled

142

or*

0for daytime hours in a different location in an attempt to en-

gage a larger number of parents. Feedback from parents in au--

dance indicated that many parents did not recognize the impor-

tance of early intervention and tended to deny existence of pro-

lems in the belief that the child would outgrow tore.

This attitude was not prevalent in Group I where the handicapsA

were clear-cut and, in general, more severe. This points to

need for increased public awareness ofthe impIct of early in-,

tervention for the child and the family.

41,

I.

4

143

119

A

1r'

ab

I . Recommendations

. -A. Proposed Curriculum Out-Isine For Future Groups

Dissemination of Information

a.' Specific information regarding handicap(s)

b. Definitions: retardation; speech development, normal and

deviant, etc.

c. Description-Discussion: Evaluative procedures, educationa'

programming, other services offered by the Montgomery1

6 County Intermediate Unit.

d. Early signs of deviations in growth and development:

Child development--normal and abnormal

e. Future of the handicapped child: Social and educatio-al

planning.ti

2. Family-Community RAllationships

a. Nuclear family Sharing parenting; sibling relationship;,

etc. lb. Extended family. Grandparents, etc."-

c. Family with a handicapped child: Siblings of.a handicapped

child.

d. Neighbors; ot>er community members.'

et Community resources: Social service agencies providing ser-

vices to families.

f. School community.

3. Behavioral ManagementIII

a. Implementing techniques and skilli: discipline, limit setti-0.

b. Special problems with 'andicapped children.

4. Supplemental Films

a. Use of films for parent prbgrams such as the following .flims

(1) Reward and Punishment: Behavior modificatibn approaches

to-disciplining children. Rewird is used to reinforce

constructive behavior.

(2) Hello Up There: Describes from the child's point of view

A how children feel about and react to adults. ,

(3) Parents of Disturbed Children: Self-scrutiny-of parents/

-10-

144

120

121.

of emotionally disturbed children. Focus on parent re-

sponsibility.

(4) Jamie, The Story of a Sibling: What the experience of

having a handicapped brother or sister is like for a V,f 1,

sibling.

Stress: Pa,rents With a Handicapped Child: Family and

community relationships explored through interviews of

families with a wide range of handi-capped children.. , (6) The Long Childhood.of Timmy: Living with and caring fo-

a Down's Syndrome child.

S. riDdifications For Service Delivery to Pare?lts

1. .Suggested approaches for delivering services to parents of chil--

pre-natal to five years old.

a. In order to serve greater numbers of ptrents of preschool

handicapped or thOught to be handicapped children, we recor-

1 nd the following broad approach:I

( ) A too-hour Introdtttory meeting In each, individual schor '

district will be scheduled in order to disseminate info;-. i

(5)

nation. ,-

(2) Interest will be assessed at each meeting in a series c):-

subsequent meetip, that will explore topics addressed

in general meeting in greater depth.

(3) Top ts and areas covered in these general meetings wille

,be chosen from the curriculum outline.

(4) The twenty-one districts in Montgomery County will be

Odotified by the Title VI staff of the Purpo.ses, agenda,

and logistics of this reeting.

(5) On the basis of the districts0,10sponses, an as yet un-

)determined number will be selected to participate in

this

2°ilot phase.

(6). Contingent on the irterest expressed by parents, addi-

tional group meetings may be scheduledqo meet the needs.-..

.of each particular group.

b. In order to address the.ongeing needs of children being served

In preschool- classes, %he following procedure is recommended:

1 4 5

41(

40

441

(1)*A series of parent counseling discussions adapted frc.,

curriculum outline will be held in the school setting

(wherever possible). These ,meetings will be held car-t

current with the child's educational program for parent

who can attend during the day.

(2) Several suop/emental evening ri)eeiings will be schedules

in,order to engage parents not able to attend during

the day and to arrange Concurrent sibling group meetinc .

(34 Attendance will be encouraged by arranging babysitting:

offering packets or printed material; LPviting guest

speakers, including representatives from community

agencies and films.'

(4) In order to engage these parents pore effectively, there'

will be a structured fifteen to thirty minute individual

conference to 4istuss individual needs and questions.

motivate interIllt, alleviate anxiety and encourage in-

volvement in thtHgroup setting. )

c. In order to fatilitate parental response to and understandi,g

of information obtained from the evalOative procedure and di5-

cussed during the summary feedback conference, the followina

are recommended:

(1) Modifications of the evaluation procedure in order to

increase dialogue between parents and evalpators.

(a). Parents have questions and anxieties that relate to

their child and to the procedures. Opportunities

should be provided for. parents.to share their ques=

tions and concerns over a period of time. Under-

standing and acceptance_of a child's limitations

and handicaps is a process that takes place gradu-

ally and unevenly. -

(2) The "sumv4ry feedback conference" should be exiafIded

several meetings approximately one week apart.

(a) !'Feedback' implies a great deal ofinformation beir;A

given in one direction, rather than a dialogue &air

tween parents and professionals. This does not allow

-12-

146 ,

/

4

... for ar!cuudte clari':catHL,of J-Iclear points, ror

does s ..h a li 1.,ei iirne facilitate clvity and aLcco-

tance.

t (b) Understanding ]nd acceptance by parents are vital to

educational pl_p,.iml for the chile.

(c) Dia1oQ e,t this "crisis" tire noy provide a brid.i:

in wIti:atinc3 pa-en-al attendance at a series of

parent ,,,r(jp -.,..2!-Ing, If the questions and conce -.

that p:rents h,-Jvc _-,:r be crystalized at this tHe.0.--

the grup raeetinrjs-._ar be perceived as providing r! r-

ther irfw-iatior. in ar inforral but sorev.hat Y,.r_ '-

t in r! -,0'._*,- fly.

C. Public Ad' vneS1, ,,

1. Meet with Irtemedill.e Unit.! 7itle VI,starl dui-ire sch_dHc. 9'

inserv4e meetifcr + , icqn', :taff with o,41- noa/s. procedar

and progress and to ut;t3;r1 "-;r1 staf their reactions, c.17--e t.!..

and 5uggestions., .

2. Provide inforrati-y. -egardir,1 raret'Group ',Lark for .p

dren to district -..n-irtendnnts and directors of pupil servic.

3. It is hoped that the ;ereral public would be inflarrred of T.;tie

VI'Preschool Services to°pPirnts through the ongoing puHiL

awareness actii17t;(21 of the I:If-or-ration Manager. ,

-..\

.111.

1

c .

.0.

,--

I.

s I

APPENDIX K

DISTRICT INVITATION FOR-113v

SPEECH AND LANGUAGE PROGRAM

14 S

4

. 124

v."

125

Our Intermediate Unit has received Title VI monies to provide services to tpreschool ludadicapped children. As a part of this project, we would liketo determine whether or not your district might be interested in hivingdur staff present a series of four two-hour workshops on normal languageand speech development to parents of pre-school children.

We would be pleased to meet with.you td discuss What is involved in thiseffort, if you desire. Since the availability of staff -and time is limited,I Would appreciate receiving a.response at your-earliest convenience.- Wewill honor all recillests based on the date-of -receipt .of the written replies.

Should y

-Sincerely,

ve any quvitions, ;lease contact me.

Robert H. Leiss, Ed.D.Assistant Direbtorof Special Education

REIL/dmb

cc: Dr. Barton B. P ogerMiss Jean Kern

.

1 4 ()

I

4-1

k

(

"

...a i.. .-

70 ..PP

,

1

rb

..

APPENDIX L

I

0 12:

f

k.

Mb

sr

.0

. V's

TRACKING LETTER SENT

.TO SCHOOL DISTRICTS

-,

, 4

150 r

r

lle

- r

NO

,P.

NIC*ITCOMERATCOUNTYE( , (<DL

INTER DIAT111==11 UNIT-7791,PP-.

s

ION CIs. I FR 1605-B

O

1

MAIN ST NORRISTOWN, PA WI 215-539-8550

_):"..-1' = . I.,. .

ar\VI. .

I am sending information compiled through the Title VI PreschoolProject tracking sygiem. 41114.

-The attached chart shows the number of preschool children. gilprehto 4 years, 7 months) in your School district who have been identified:ai handicapped, or are thought to be, handiCeped.

......

... _

10Letters are being sent to the parents of those children in your.

district who'will be' school -age,, encouraging them to register their, child, and nOtifyffhb district that their ehild has received Title V;

ervices. As you are well aware, we cannot` release any furtherinformation 40.thout the parent's written permission.

We, hope the attached information will be useful to you iriplanning

to meet the special education need& in your school district.

e -"/"- iflkou'have any questions about this information, please feel free'to ton tact mfts Bonnie Carr, Title VI ,Information Manager, for anyclarification

.

4 4

"Am.

1

0.

RHL/cs-

IN*4

Attachment INòp

A

Sincerely,.,

1,

AN ROBERT H. LEISS, Ed.D., PROJECT Dt)RECTORTITLE VI - PRESCHOOL SERVICES

151A

44

q4.

A

ft

1Q8

Title-Vi Pr (4hoo 1 [;.1!)j cv.t

Mont orrery Cou: t y 1 n t ' In 1 t

Childrens'icentif !i..r-.1)ca;7)ed

TOTAL MI.-ER.1:AT

434-

4'December, 19Z6

. 0 r

Age 0-2 Yf .11 s

---

3-4 Years Total

'-)le mentally Retarded14

,.

1§

.r. ly. Retardgdo.

1

...__-`

_ t1y -£, Profoundly Retarded

.....11.

.2

.3

i c ly iiIndlcapped ti,

5 .

lured, Learning Disabled 1 - 29 .c 30.

lv if-paired1 .

, .

.

V.1 , .

'18_'-';;aired

--.!' 1,---pz)ired c,#"-

.37

443

,

, , 4. liv F, TrrK-.) t i o n a 1 .1 y ir'palred I

..........

s

OTT'edx t I 2 i t h I MW r 4

2.

r i .

,,,,' : ned.

9 V

,

-22 31...'1.1.:

. ".

37 138 . -P1.75

152

L

41,

,./

Title' VI Pr ,-;c1,-,

,

-Montgomery County inti:f-12-iate Unit

4Children IdentifiLd as handicapped

41

AB1:,p1ONSch,-, 1 District

.129

. December, 1976

.

. . Age 0- ears 3-4ilk

Years

......

Total i

1

fr.,irable Mentally Retarded,

111 .

,,':,c.-.)ble Mentally- Retarded

irvc.rely & Pro undly Retarded

,-

. 1 ,., 1... _r,/ ; call,/ Handicapped 1 1 2

.;1< in injured, tearning.DisQbled ..

Ily impatred 1,4.. :

;- ; . -c; Ipaired1

. .

111.

3 1

--7itrnalred ..

--,

1 1,

,iyC Emotionally Impatred

t!, ;;!,.:nth impair,d ,_,_

,

*4c '. mir,r.d 111 3

i,"1-t1. .,- .) . 12

,

11

I .,

1

Title VI Preschool Project'

I 9NI%

Montgomery County lntarmediate Unit

Children Identified as0andicape

BOYERTOWN

-

it°School District

, December, 1976

4

130

Age 004-2 Years. 3-4 Years. jTotal

--zi,ible Mentally Retardedfl

1 1

._!)le Mentally Retarded. -

:)everely .7, Prufounciy Retarded ,

riillitHandicapped .

Ar

Brain Injured, learniiig Disabled. . .

1,

.;sually Impaired__

,

.

. a.

,

wring Impairedt

:cf_') I-paired I 1 , 1

r,c-:J11v E, Emotionally lrpaired

Health Impair v.,

w

,'_,i,- 0

T3TA L_

-:

40 2.

f 2

154

14-

Title VI Prscc,(711 Project

-Vonlgonery Count', Intclmic:te Unit

't ,C ildren Identified as HJnAicapped

C :11T-"\'1:chW,1 st'i7C-til

- 131

December, 1976.

. -Age ''. 0-2 Y..Jr-,, ,3-4 Years. Total

!

'!".,, .blc Mentally Re riled.

-Lie -'crstally Retarded.

.

.,_,1:: & Prqfoundly Retarded

0:.

.

. ..

.--11,1calli Handicappedt

.

. .

:rain InjurC'd, Learning Disabled.

visually Impaired .

' !\ .

.

, .. inc.; 17paired.

2

n Iroaiud , 1 A 11 2e--

ily & Emotionally impaired.

,

.

- Hez-ith.Impaired

=

_5

1 6

A 1 ,

155

.

Title VI ;;,,Jject

Montgomery CoLAV Intl ate Unit

. -

Ctoildren Idtifit,J as 11-)rdicappeti

tCOLUs;la

is Mcnt41 ly Retarded

entally Retarded

`.

414'42;5triCt . Deterber, 1976

--1'

.0-2 'r ,rs

Profoundly Retarded4-

t I

1

1

-.111 . Handicapped'- I

.rlitcl; Learning Di s.--.5 I ed '.1-

--.

)'Alb '11. I-- r: a i ce cr

J_

;' i red

I T...T

Emotionally

'th IrTaired

-ed

Lit

4

1.32

3-4 Years Total

1 '

,1111

11

. 4

. 1

1

6

1 56

11 5

17 22

4

A

Tfi le VI PrvschoolPiojeot

y County Inteerrediate Unit

Children Identified as Handicapped,

HATBORO-HOPCHA

I

School District

a

December, 1976

133 .

.. ._

.

. Age &-2 Years Total',4

3-4"Years

,rainabe Mentally Retarded ,

L1Jcz:ble Mentally Retarded .

.

ly & Profoundly Retarded,

.,

,sically HandicappedO

.

.

Injur. . Learning Disables 1

, _Ally Impa4Ted.

1111111111111.1

.

.. .

ri-7 ImpaIred 12. ii-

. _

,-. Impaire'd

r.

.

HIly r_., Emotionally Impaired.

.

.

.

- Health Impaired.

.

.-7.,ined_._

-.

k_.

-CTAI.*2 , 2

-

4

15 i

411

Title VI Prscillol Project

Montgom114 Covnty Intemediate Unit

Children Identified as Holdicapped

LOWZRScho,)1 District 'December,,1976

134

Age 0-2 Y,...-Irs 3.-4 Years .

1 .

Totai

7E.-.:-.le Mentally RetaAded 4,- ,

tie Mentally Retarded #0

Lly E: Profoundly Retarded 1

:311/ Handicapped

-------*--1.

'i 2,n'ured, Learning Disabled 1 1

visuy impairedJ .

r...,:'ng Impaired 1, . ..,

.

Speech Impaired1 s 111,

.i1:1ally & Eriotionally 1r-pireJ. -.

.

r- Health Irpaire'd.

'

,

..

_'t,

', tL-mined' 11 2

-iTTAL

J 10

1 5 S

Title VI i-rt_chool P1,)ject

Montgomery Court; latfrmc_flatc Unit

Children Identified as Handicapped

LOWER MORLLANfl

A

.135

School District December, 1976

_______

.A9e

,0-2 Years 3-4 Years Total

--0;,able Mentally RetardedN.

11./1

,...:,_:c Mentally Retarded

-,-ly & Profoundly Retarded.

, __

:HE,11 Handicapped.

P.

4

i-, In; :red, Learning Disabled

: _ly t^-paired

I-pair

e.

Irdale , ,

41 :.

-..:, ,1: 1. Emotionally Ir-paired

ia:th Impaired.

-

--,if,ed, 1

' 1

7_770-.

Aill.

5

..

ob.

,

Title VI Preschool Project



1.iETHACTONSchool Di$tritt

. *

December, 1976

136

.

,

. ,

,

Age 0-2 YearsAF .

.

3-4 Years-

Total

.

,.finable Mentally Retarded 1. 1

ca* ble Mentally Retarded4,

)

_.

.

..,,,-.2r.21y & Profoundly Retarded..

.

,. .

:cally Handicapped. .

1 . 1

,Hr Injured, Learning Disabled.

.

,,:illy Impaired ii*4

i

---Ire.,7 Impai red ,

,--

..

.

1;,2dch Impaired 11

.

2

racially & Emotionally Impaired .

_

A

ar Health ImpairedAM

.

t

w

.

.

4- ..!..ermined 41 / ill 1 4

. TOTAL- - 2

.

6 .

..

...r8

on'

--Title VI )1 Pcujcct

hantg.), cry County .(:':atc: Unit

Children os h .1icapped.

NORRISTM';

137

District December, 1976,

, .

. ' Ilk itT-,-, C-ii; Yccrs_..

.

3-4 Years

-..

____

,Total

.

Trainable ntally Retarded

___

1.

2.

1,-,cable Retarded, 1 1.

,.,,''rely & Profoundly Retarded

4

.

.

.,,

.

___

7; ': :cally Handicapped,

,. .

4

,

:

;$,;;) injured, learning DisaNed 111. - .3

4.

,.

... -Ily impaired 1

,

,

$ ''

.

1

.

. _ I-paired- . ,

.

.

,1

,

: ....-. Ir-paire,' 1,7 .

_

_,Li.,Ily r, Tmlotionally lrpaired 4 1 '' 1

t He,.1th 1-7,aired______ .

.

/*

.cr-hled ''

,

1,

L_ .

.

,

III.

.

-4 i-..

--_,TnL. N _

14.1

20

Nit




WORTH PPN

1

School District December, 1976

138

---

.

-Age 0-2 Years' 3-4

4YearsF. Total

.

-ina!_-,1e Mentally Retarded 1

1

1 . 2.

.J,1 mentally Retarded .

1', .7, Profoundly Retardedi-

7ally Handicapped

Injured, Learning Dis;bled 1141 111 8

l'y Impaired...

Impaired , 111

-_'-, Impaired 11

ily & Emotiopally Impaired.

.

.

i-.!alth Impered .

. ,,

' trmined

J-i-AL1 . 15 16.

1r3g

Title VI Preschool Pr ,,ject

hont9omery 'Cr..)unty I n-tc' ,,xdi at c Unit5'

Children Identified o; H-Indicapped

PEEKIMEN V1.1,1.1'School District December 1976

.

....

__ __ _

Age

_ _

0-2 .Years

.

3-4years. Total.

.

Th-ainbible Mentally Retarded.

.

)

.

:

4V

40 '

.

.

,(-:::r11-le Mentally Retarded

!)eht.elv E. Profoundly Retarded.

. .

P;.')_ :calfy Handicapped_

.

f',-,i- iniured, Learning Disabled

1

c,--

1 .,;:v.-:Ily Impaired77

. 'no Impaired .

.

Ir.-paired 1' 11 . f 3 i--

...

! Ily 6 Emotionally Impaired . All

-) -- He-lth impairgdA

:rmined 1

. ,

170TAL

,.

-3 ,

I

.1

3

5 lS

t

-J


Montgomery County -Intermediate Unit


POTTSGROVE

1--

School District

1

December, 1976

140

Aye 0-2 Years '3-4 Years Total '

inlb1c, Mentally Retarded

'. _ble Mentally Retarded

c,!ely & Profoundly Retarded

.--'1,y!,-ically Handicapped0

, .

3rairl Injured, Learning DisabledI--...--6

'IA ually Impaired

'i, ring Impaired_

,

.:cch Impaired . 1 0

.

___

pcially & Emotionally Impaired

",..1Gr'Health ImptIred.

.

--'-_!termined

. ,

-

.

TOTAL A2 2

J

4

Title VI pr eschoo 1 Project

4;11witgomery'Coqnty Intermediate Unit0,

Children Identified as tiandicapped

POTTSTOWN1IOSchool District

;

9

11.

'141

December, ill.

Age

N0-2 Years 3-4' Years

ea," Totals

Trainable Mentally Retardede

1

,

1 ,

4:able Mentally Re'ta'rded.

.yo

-.,re'ly &,ProfodObly Retarded.

_ 11

.

r.ivsically Mandlcapped ',

_

. .

01... 6. i

t--Jin Injured, Learning Disabledr

4

*, pily/ImpalredJ. A . .

1 1---r,

te.ir;n9 Imiaalred ( .

. ..,

..

. .

%(:::1-1 Impaired, 11..

2

Eccially .t, Emotion paired .

. .

t)

0- c--'-,-- Health I

..

, .,

-

.

.it dctermined1

.-.4:.

.

,

i4.)

_ .

. .

: -Tr.)TAL "i

.

6-- q

6

0i

1 6 5

I

av

I%

v

C

O.

'0 .-....

M '. so 0 r, , 1-_, )1r:".--

,j,..ct

I\ trontyoeny Cowity ir, p'ildte Unit .1 'e

r '

Children ri-,,1,4Jicapped/ISO

.r,2ntally P,tarded,

Profoundly Fot:,rJ'1

');'y Handicapped

5

(1R))1 iii t t.

I '

7

0

/red, Learning Disahl, J 41

r I*;,aired

I,

Emkationally lmpalred

142

December, 1976 1 1

O

c-3-4 Years, Ibtal

1

.1

1

Gther ecalth impaircd

Autermined

4

TOTAL

0

C

4 Ak

.6

I (tie Prolectift

Montycyery Lu.;rit. 'in it

Chi ldren (.7 1r ped

Hstrict_

I

143

Z

December, 1976

N I.,,_.

_

__,---

-

r,

I

-

,,..

f1,

5t3-4 Years Total

-,'...,1 e Mental ly Retarded .... - 1

" le nentally Retarded. --

', E. Profoundl -y Retarded i.

rr

1cllly Handicapped 1

I4

" i u ed , Learninl Cli sat Led..,

..-

1-aa ireds .

,_

Ir;--)i red , ._

-/

t A

v.

I --,-2 .., i red --_ e

.

,..',-_. -Fictional ly lrrpa i red

._

'.., t.' Irv-pa i red '

..

m

,

.-..

....re:::

, 1 I

. ,. ,._

NI.

2

.

I

I

e

arc1.

. 144

-

0 TI tlr. Pr, Dol Pro*--t

Montgomery Cvcrty , I nter(--(1.1.-.te Unit

Children I dent ifltIPP,

d -1 r i strict

1 ;1e "enta 1 1 y Retarded

:ntally Retarded'

Profoundly Retarded------1T---

Pandicapped

--ed, Learntng Disabled

; i red )

1

-aired

rrvd

Emotionally I mpa.1 red

Irpaired

$

1 (')

I

sa,

December, 1976

3-4/Wears

t

'1

6 I

Total

1'

1

1

e".5

1

Ja.

a

.0

145

Title-VI Preschool Project


it


UPPER DUP,II tN

'School .Distriet December, 1976

v I A e

.

0-2 Yeirs 4 Years,.J

Total

,alrable Mentally Retarded. 1 1

....JcLble Mentally 'etarcled.

.

. .

-e y ProfOundly Retarded' .

, .

,::-..ally Handicapped.

.

I- njured, e: i 9 Disableda,

. .. - 11'

s..

, ..:,11/ Impaired.

. _

i._ --paired

.

.

A

.

, I aired -4

_

*ciall motionally Impaired

.

,

.

. ..

,-,- Hea'th Impaired.

._

: 4r7ined '

N___.

.

.

TO

a, _I

11

0 Title Hojcct

146

.Montgomery , 1 mt, Unite

Idrc'r ; '

V

1'

zbl 1 1 y Retai ciL

MrntalJy Retarded

Profo,,;:-d1pRetar

Oily Hoc,'icapoe

nrn

IrCaired

_ aired

E-rational ly.

1-7aired

4

c:ip;)cd .41*

-1" -*r',rt, IDecember,s1976

, 3-4 Years Jotal

-

2";=1:

11 2

. I

Nye

°1

,

11 340

9I

1

kla

fir

4'

wirwriiirormlooll

.

Title VI Pre,-hool rroject

,Montgomery County Interrcilate Unit

6Children Identified as Handicapped

UPPER MOnlAs:DSchoof District December, 1976

147

- ...

Age 0-2 Years 3-4 Years Total\

:r-,--,inable Hentally'Retarcled 1 1

,:..'t 4.1e lien Jy Retarded 1 1

4, 0 2

......,7t4:,..4.4A ofoundly Retarded

,w.eb,.,-,',

si_all? -ndicapped4. 4..

-- ,- injured, -learning Disabled .

_

- lly impaiirea .

,

--ing I-paired.

4

i 1

.. =-1 Impaired .

.,_

i.ci ily 5 Emotionally Impaired

-

HeJJth Imoalred.

. :.

.

1

.

:-rmired 1 1., 2..t

-4, TOT/. L fr , 41, ,

3 . 7

I -7 1 t '1 '2

Title II Pr,sc Proj,_.;t

Unit

Children Ide,tif ab h,- i appecr

I I'C

1

r, : e ti - 2 r rz'or,

Ali Mentally Retarded f

..--,ie Mental ly Retarded

-eb,,' E:- Profoundly Retardedi 1----.---

1'-_..z.. 11y Hcndieapped 1

I

'

1I

--,r 1r: ured, Learning D 7 ,-ab le(: 1

fly Irpaired

; i re

_ .uahre

a iv

Emotionally Impaired

":_,,7_1th Impaired

0

r. is trict

I

N

148-

4

December, 1970

3-4 Years Total

1 1

411

r

Jor.

%r 4

I 7 3

Jr

4

2

1.

Title V: rr,

- riontga-cry CoA

)

,Cir-(2Ji,-Ito Unit

Children Identified H.fdicappcdlot

wIssp,lifcK(IN

.149

SciQot District 'December, 1976

'40

.

Age 0-2 Years 3-4 Years.(4.,

Tot61

',1e "tentally Retarded 10

!,:ntally Retarded,

& Profoundly Retarded '

1

\ .

.

y Handicapped Ale 1

i :-ed, Learning DisJblcd

1-paired

Dired .

.1red , 111_

Fmotioally Irpa.ired

.

1 1

'") Irraired

_.

111 ,

,

.

.

160 -

20

1 7,1

Mew

*11.%

FINAL. REPORT

1976 - 1977


(Volume 2 of 2)

*lb

p

MONTGOMERY COUNTY INTERMEDIATE UNIT 23 -

Dennis U. Harken, Ph.D., Executive Directors.

, J. Steven Banks, Ph.D., Director of SpeCial Education.

4,t

Robert H. Leiss, Ed.D.,' Assistant Director of Special Education

Barton B. Prager, .Ed.D., Coordinator of Federal Projects in Special Education

Carolyn Hebden Lutz, M.S., Federal Projects Specialist in Special Education

1 T 5 \..

) 1

1

4

0

FINAL REPORT

1976 - 1977


(Volume 2 of 2)

by

Robert H. Leiss

Carolyn Hebden Lutz

Barton B. Proger

Funded Under the Education for the

Handicapped Act, Part B

July 1, 1976, to June 30, 1977

Project No. 48- 05023 -460 -380

Montgomery County Intermediate Unit 23Special Education Center1605-B West Main StreetNorristown, Pa. 19401

October, 1977

176

41\

T4LE OF CONTENTS

Vol. 1 of 2

1. DEBE-1432 1

2. Report Organization 24

3. Final ReportinNForms' . . , 5t v

4. NarrSative Report:

a. Preface 17

b. Abstract 18

c. Acknowledgements \ .20

d. Major Objectives 22

e. Projected Target Groups 23

f. .Project Personnel , 24

gs, Activities 26

h. Evaluation Framework 36

i. Evaluation Results M 39

-j. Dissemination .,.. 51

k. Elimination of Gaps or.Weknesses 52

5. 4pentlices:

A: Newspaper Advertiseme 53

el

0

B. 'Newspaper News Articles . . Al. . .

C. Radio AnnoutWements,

5;

59

D. Early Warning Brochtire 63

E. Starting Early Brochure . 65

FA Starting Early 4Poster 68

G. Monthly Referral Tallies . > . , '71

H. Confidential Child Developmental History 83 ,

1

-41

TABLE OF CONTENTS -Vol. 1 Of 2 (Continued)

98

5. Appendices, (continued)

I. Parental Release Foimsb

1--J. ounseling Groups for Parent,s'of

reschool Handicapped Children . 108

K: District linvitationjor Speech andLanguage Program 124

L. Tracking Letter Sent_toe$Ichool Districts 126

4Vol. 2 of 2

M.' Outside Evaluator Agendis h 150

N. Hearing'Program Content Cr teria . -. 153

0, Outside Evaluator Interim a d Final Reports , . . . 163

0;P. Refetal Source Tally

%

'

. . 188 k

Q. Numbers of Chililren IdentiAe ) . 190

R. Evaluation Instruments 192 .

S. Sample:IEPiNon-Categorictal:Class . . 194

T. End-of-Year SumMary,Repoit.Non-Categorical Clasof 199

U. Sample IEP, Hearing Impaired Class' 203

V. CONNECT Feedback . , .4 210

W. Class Coals, Hearing Impaired Class . . '213

X, Schaumberg Chart 216

Y. Content ftjectives, Hearing Impaired Class . . . 218

Z. Parental Developmental Workshops 239

A-Z. Parental Attendance 245

, B-2. Co

(

Tuler 1rackine Sheet 248

tt

1 7'55

iii

5,5

,r414

TABLE OF CAFENTS - 1.761..2.cf,2 (Continued)

C-2. Hearing Impaired Program Presentation 251.

D-2. Community Education Position Paper I . . -259

,E-2. Team Approach Position Paper 273

4

-

iv

AITENDIX Mtb

OUTSIDE EVALUATOR AGENDAS

1?NDAY, NOVEMBER 1 1976

(a.m.) a 8:30 - 10:00

of 10:00 - 11:00

11:1600 - 12:302

(P.M.) 12:30 7 1:000nii.'

A

TITLE6EVALUATION

AGENDA

COURTESYltim,

EldireMta Carl ihutr

dr

Meeting with Dr.leislo Project Director

Special Education Center (Norri*t6wn,

I

0

Meeting with Mrsrlpn Kauffman Project Psychologist

Special EdudattrafflOrenter (Norristown, Pa.)

Lunch and tirsportition time

Meeting with Hearing Impaired Class Parents

Gwyn-Nor Elementary School (North Wales,'Pa.)

1:00 - 1:45- Observation of Hearing Impaired Class and

70- ''...Discussion with Mrs. Kathy Backus' Teacher

Gwyn-Nor Elementary School (North Vales, Pa.)-

2:15 - 4.00 Oblirvation oPeParent'

Ri ini4Rocks School-

/r 331/e - Meeting with.Ms. KernRinging Rocks School

41-00----4-110- Meeting With Mrs. JanImpaired Class andl.is

Ringing Rocks School'

\TUESDAY,' NOVEMBER 2, 1976

Workshop with Ms..Jean KernPA.)iW

, Workshop Coordinator(Pottstown, Pa'.)

y.

e McBride, SupergiOr of Hearing

. Sue Gluck, Speech Therapist

(Pottstown, Pa,)!' I

(a.m.) 8:30 - 930 4Meeting with Noncategorical Clasd ParentsThomas Fitzwater Elementary School (Willow Grove,

9:30 - 10:30 Observation of Noncategorical Class

Thomas Fitzwater Elementary School (Willow @rove, P,.

AMeeting with Mr. Peter Boardman, Supervisor

Noncategorical ClassThomas Fitzwater Elementary School

11:30 - 12:00 Discussion\wfth Ms. Ann Walls, -leacher

Thomas Fitzwater Elementary School (WillowGrove,

12:00 1011P'sI

Lunch and tebnsportation time d

10:30 - 11:300-

w Grove, P,..1

1:30 - 2:30 Meeting with,Mr. David Shiery, Case Manager

Special Education'Center 'Norristown, Pa:)

2:30 - 3:00 Meeting with Ms. Bonnie Carr,Specjal Education Center (Nor

181

atiol/Managerwn, Pa.)

4

4

Monday, April

4

*SCHFDULE,YOF-TITLE VI Fylei,UATION

of .

9:00 - 10:30 Meeting with Pioject Pirector

1Q:30 - 10:45

, 10:45 - 11:45

11:45 - 1:00

1:00 - 2:30

Meeting with SupervisOr of Hearing Impaired

. Meetirig with E.L.1.:A., Clinician

Lunch

Visit Gwyn-Nor Hearing Impaired

a.) t'Ae.et with Parents

Tuesday, April 19

9:00 - 10:00

-10:00 -= 11:00

11:10.i12:00

12:DO - 1:004

1:00 - 1:30

1:30 2:30

Classroom Observation tPlyncuth Valley Bapt4t)

Meeting with Parents

Meeting' with Case nanaerft

Lutich.)'

4

M'eeting with Infmation Speciallst

Meeting reKardtnr, Connect with Projectprettor, Case.

Yanager, InfomatAcl

2:30 - 3:30 Stirmaly Conference

"V

11 -

APPENIUX N

HEARING PROD

ma.

CONTENT, CRITERIA

I? "

4 4

a

Y

4

ti

ti

f

)53 -

a

:20

F

T.

4

,OBJECTIVES IN. CONTENT AR ;AS

FROM JAN - MAY 1977

(All objectives* are using total commulicat*on

,except when designated)

I

4

O

A, Child ill identify. by pOInting to Afferent kinds of homes.in 80% bf pictures shown. .4

B. Chili:Lill name parts and certain objects within' the house with

80% accuracy.

\ C. Child will identify_irooms of the house' 4 1. bylpointin'T

2. in answer to "what room is this?"

3. in Answer to verbal description on ,80% of trials

Child t5ii1 name at least, one activity we do' in each room when

asked in leSson.

E. elAid will: be exposed 'i cert concepts, expressions and vocabulary'

Concerned with house: home is where I live": homes are different-but all have sOme,things; homes are made of, certain things, give ue'shelter from weather; people live together inhomes eating, sleeping,

wasting.

F. Cbild will answer the question "where do you live?"

#go,

G. Child will plallitouse item in appropriate room on 80% of trials.

H. Child'will be encouraged to extend the concept of care of hi;selfto care/ of his belOnEini;s and of his home.

ti

4

4.

0

I 4

4p*e

OBJECTIVES IN CONTENT AREASFROM JAN.- MAY 1977

(All Ojectities are using total communication5e4c,ept When. designated)

II. Mailtan and Wentine's Day-14'N%.

A. Ch %i will dramatite through play a simple understanding

of'mail delivety. . **4

.1 '

D: Child will be exposed to discussions about general customs of the

/0! - 'day k end a Valentine home and participate in, cooking and artprojects -tlIgt center on the'holiday

,...

i.

_

'155

3

r

A

0.

4

III. Community WdIkkers

I / -

10, .

. 'OBJECTIVES IN CONTENT ANPASFROM ZAN - VAY 1977

(All objectives arc eising total communicatign'.except whe'dviesignated)

P

A. The child" will attempt to answer . "Why do We work:" 9

B. The child will.spanttuleously use the Word job or work.

C. Child will name one 'job that he does in scho0.1

D. Child will demonstrate understanding ,of Certain 'jobs throughdramatization.

E. Child will-point to correct' store on beineshown the iipropriateitem belonging there.

F. Child will answer the verbal question "Where do we buyak

G. Child wall identify 4v pointing 13 wdrkcrs (Peabody'Kit) with60% accuracy.

H. Child will name 13 workers in atwer to "Ad is that?"

?

.I. Child will demontrate understanding of majw street signs thrsughdramatization.

.5;.- Child will attempt toshown a safetydancerto their own laves.

anclier the question :'What wilashappenj" whensitlAtion iind will begin to apply safety rules

Ni , /

K.' Child will demonstrate understanding of doctor'srb by appropriate ,

role-playing.

i; .

a

s'

Pr-

'I

OPECTIVEVN CGOITEr.AREAS %

FROMAN - MAY, 197

(Ali-objeaiv s are using total communicationexc t wilen.designated)

IV. -Cleanliness - Growt 3calth,

A. Child will be exposed to the concepts that childten'grown4der,bigger, heavier, that we need certain things to growand

stay healthy. 4 ;

P/.< Child

I.

17k)

r

1

"157

4'

..give One answer'to'the question "What do we needto gro .

/ 4

'

ti

4

'Ne

I

s.ti

eg

'

mi

OBjECVVES IN CONTENT AREASFROM JAN. - MAY 1977

(All objectives are *sing total communicationexcept when designated)

V. St1 Patrick's Day, Easter, Mother's Day .

A. Child will be exposed to discussions bout kneral customs ofthe holidays. Cooking, artaand books will center on holiday symbols.

ID

easo

11%

e

1 S S

4a,

a.

4VI. Spring

.

OBJECTIVES:IN CONT1VT AREASFROMTAN LVAY 1977

-*kor

(All objectives are usinctotal communicationexcept when desicnated)

A. thilAlwill match seasonal pictures on 80% of examples.

a

B. .Child will spontaneously use the word's grow and spi-ing in lis

vocabulary.

I

1 51

7

.

*

es-

OBJECTIVES IN CONTENT AREASFROM JAN - MAY 19.77

\

(Al]. ,c6jectiyes are using total communicationexcept.whep_des. ated)

r

VII.ind Air

&

A. Child will be exposed to discussion of his physiCal environmentfinconcepts as wind is air and makes things move.

tJ

0

J

4

. - Av i

Chin will identify spontaneously a windy day and/or Make noticeof air functioning in his experience. .6

:5

1,

7

111(444

0.

r

4.J

.4P

*

II4

OBJECTIVES IN CONTENT AREASFROM JAN - 11AY 1977

(Ali objectives are using total communicationexcept when designated)

VIII. Plants

r

A. Child will be expoed to concepts of'his physical environmentin the area of plants: that there are many kinds of plants and

411that they grow from seeds.,k

- B. Child will name-one thing a plant needs to grow.

4

41

191

161

#

Ve.

S

OBJECTIVES IN CONTENT AREAS

*- FROM JAN - MAY 1977

GM.

(All objectives are using total communication

except when des4gnatedl

i. Animal Nimes, Farm, ZooV

A. Child will point to or answer the question "where does the

live?" on 80% of trials with major animals that live in the woods,

farm, zoo, house.

B. Child will be exposed'to cohave different amounts ohave different coverin

I.

C. Child will selecof the above attr

pts ghat animals,look.differently,, some have tails, move differently,

ound differently.

from 4 pictures or name one animal that one or More

utes.

.

D. Child will discuss if a certain animal could be a pet and tive the

animal a name.

E. Child will identify ld.farm animals by name with 80% accuracy in

lessons by either pointing or naming.

F. Ohild will match products of main farm animals with the appropriate. ,

animal, either with object, picture or word.

a

G. Child will be exposed to the concepts that fa;m1 animals live in

4116 different places and do certain things.

Child will be exposed to concepts that we grow vegetables on a farm,

fee these to animals or sell thcmebuy them at the store or gory them

at home.

162 .

' I. Child will name or, point to 5 zoo animals on request.

A

I

ke

a

a

#3

4

1

APPENDIX 0

163

oe

OUTSIDE EVALUATOR

INTERIM AND FINAL REPORTS

s

4

A

1

".4 4 *2'.°.

3,

8

.4

410

-c

if/ 61.410# 12.17

Mhuiscr:. Interim Eialuation Report of EgA7B FundedProgfams for Preschool Handicapped Perkons

TOt

PROW

Intefmediate Unit Exec iVe DirectorIntermediate Unit Sp al Education DirectorIntermIdiate Unit C act Person for EHA-B

Dr. Gary J. Makuch, Director 47014/F79A2444.4,IL-.

Bureau of Special and Compensatory Education

164cd......0..pss4,...4 OF PENNSYLVAP444

November 29, 1976

The information in this interim evaluation is provided to aid in, internal program improvement in each intermediate, unit operated EHA-B

funded program fOr preschool handicapped persons. Fiscal resources orcontinuation of programs is not determined solely by this report.

It is anticipated that this interim report will provide directionin project administration and operation as well as recommendationi forprogramming, that are practical and feasible. Some of these recommen-dations may be able to be implemented before the on-site visitationsthat are to be scheduled in April and May.

The final evaluation report will be distributed to'intermediateunits after June 30, 1977. The final report will be similar in formatto this interim report but, in addition, will reflect significant pro-gram progress made between the two on-site visitations.

Please check the interim report for accuracy of data and informa-tion provided by your intermediate unit staff. Corrections and anycomments concerning the interim evaluation report should be directed toMr. Carl Thornton of my staff.

t

Mr. Cat'. E. ThorntOn

Federal Programs AdvisorDivision of Special EducationBox 911

Harrisburg, Pennsylvania 17126Area Code 717-787-7459

.RECELIEITLJ L. la 1 t".

MON I GOMERY

INTER 1EDIATL 'JN11 (

4

,B.S.C. -L 48-070064

Project Funds $250,000

PROJECT.TITLE: A Plan or Initiation of Services to'HandicappedChildren` Not Previodsly.Served

1

N-

OCAL EDUCATIONAL. AGENCY: Montgomery County intermediate Unit 231605-B blest Main Street

Norristown, PA 19'401

11PROJECT ADMINISTRATOR: pr. Lester Mann

PROJECT DIRECTOR: _Dr. Ro'ert Leiss

I

CONTACT-PERSON: Dr. Robert Leiss

NUMBER M.PERSONS PROJECTED :PO BE SERVED: 32G ACTUAL: 48

... .Lf BREAKDOWN OF PERSONS BY EXCEPTIONALITY AND AGE

4}n, Age (years)

Projected - _ AptualExceptionality

TrainAble Mentally .RetardedEducable MentOly RetardedLearning Disabled

' Emotionally -Disturbed :

Other HealthilmpairediCrippled

. Visually Handicapped..-Deaf7Slind

. _ Deaf

A.NHard of HearingSpeech Impaired,

0-? 3-5 6-12 0-2 3-5 6-9

14 .,, 21 .0 3 11 ° 0

5 19 ( 1 2. 2 0

'6 8? 17 0 2 1

3 -8 0,

0 2 0

5 27 0 1 0" 0

3 10 . .0' 1 2 1

3 9 o- to )2 = 0

'0 Q 0 4b.0 0 0

1 - '3 0,' 1 4 1

9 24 t Y 3' 0

2 46 0,

0' 6 0

TOTALS :- gg Ti

4

196-

/

166 ,

4

S.S.CJ..\troject# 48 -0'006 Project Funds $250,000

PROJECT TITLE: A Plan or Initiation of Services to'HandicappedChildren` Not Previodsly,Served

NUCAL EDUCATIONAL AGENCY: Montgomery County intermediate Unit 23

1605-B West Main StreetNorristown, PA 19401

ISPROJECT ADMINISTRATOR: pr: Lester Mann

PROJECT DIRECTOR: Dr. Ro\'ert Leliss

CONTACT PERSON: Dr. Robert Leiss

t.

NUMBER Of4ERSONS PROJECTED TO BE SERVED: 324 ACTUAL: 48

9

4 ,... !. BREAKDDWN OF PERSONS BY EXCEPTIONALITY AND AGE

4 .-,i,

Age (years)Projected - Attual

,

.-, Exceptionality 0 -? 3-5 6-12 0-2 3-5 6-9

4 ,4

TraitiAble Mentally .Retarded 14 -' 21 0 3 11 ° 0

Educable Mentally Retarded 5- 19 1 1 a 2 bLearning Disabled '6 8? 17 0 2 1

Emotionally .Disturbed 3 -8 0 0 2 0

Other Health,Impairedi 5 27 0 1 0" 0

Crippled , i,3 10 :. AD' 1 2 1

. Visually Handicapped 3 9 0' /0 )2 0

..'Deaf7.Blind 0 Q 0 41.0 0 0

. .. Deaf 1 - '3 0,' 1 4 1

" Hard of Hearing 9 24' t 3) 3 0

4 Speech Impaired, 2 46 0 0' 6 0

'TOTALS:- - 20

4

11 '34 3

'166

41

OVERALL PROJECT ObSERVATIONS .

-'AND RtCOrtTNNATIONS

INTERMEDIATE UNIT 23.

167

PROJECT ADMINISTRATION:

The day -to -day, activities of .his project are directed by a capable projectdirector, who is ably assisted by an assoste program director (who is alsothe coordinator of federal%programs for the 1:U.). 'Other staff members include

three classroom teachers and two aides, a psychologist, a speeth4tlinician,*aAdse manager, an information manager, and two information specialistflwho actJ as secretariesto the case and information maAagers). A physical and occupa-tional therapist, funded by local MH/MR base service unit, provide serviceson.a part-time basis. A supervisorpf hearing program and a supervisor of non-categorical programs also assist the project staff. In addition, a pediatrician,a psychiatrist, and a neurologist are also available in a consulting capacity

- as needed.k

Educational services are coordinated through,the. irector of special educationin the local school district and clinical staffin s are scheduled as needed.,Program plOining_ and development are carried out with the assistance of a parentadvisory committee which meets monthly with the I.U. executive director. Ad-

ditionally, a non-public advisory council consisting of reOesentatives oflocal human service agencies will be meeting quarterly to pro ide input, reviewand recommendations.

Internal communicat on fthin the project V.aff_ filters down'from.the.ptojectdirector through the "cie.apd information man -hers .and appearS' to be ver in-

formal' and unstructur d.' Some project staffIvembers are familiar with he

stated objectives and goals of the program.

Currently, project administration,and program staff arein the prooss of ciceTthis

..op4ng a plan, which when implemented, will provide higher visibil*ty of tsprog'ram and its services within the local'-medical community as w'11 as private

social-agencies.

PROGRAM OPERATION:4

The project has three basic components: a publicicammunity awareness campdign,provisions for diagnosisof handicapping conditions of per ns3 -4.7 years of'age and providing classroom instructions for appropriate 0 rsons.

The public awareness campaign ts'being conducted by the i formation. mana;:er

who, althoOgh new to the position, his begun a vigorous mpaign. Presentpublic awareness activities include ll-ticles and adverti cments in local n.Ls=

papers, personal visits to local hoiln service agencies nd parent groups

0

, 197z-2-

Alo

1

.A

168

INTERMOIATE WIT 23..

dissemination of an "Early liarning Signs" brochure to the medical crriuoll:and to parents,thrpugh the local,school districts in the county. Themation Manager, who is respdnsible for the identifi&tion and location (-4-target 'population, is also developing a "high risk.regi.s.trY and a child te. c.ing system. All identified persons are' entered into the tracking system.wliciis being computerized.

After the initial phone call is scrioned Gy either the case or inforationma Adger; a house visit is made by drib case manager. Develoventalexisting evaluation and'pertinen,t data on-the person is obtained anc bothperson and the. family is ifformally.observed. Following this home visit,arrangements are made formulti-disciplirary diagnosis with .apprtpriF.te ct:.ft

,members. Further evaluations, if needed, are arranged with the consultin;specialists. 'Staffings are attended by the case manager, who makes the finalrecommendations on whether the person should be admitted to the procirr or t,e-refeer.red to an outside agency. Presentri, no follow-up is made or datilabout the results òf the suggestions-. if .the, person is placed in an outsideOnly those persons served directly by thAs program are iqtluded in the chi-dtracking 'system.

As Of the date of this evaluation, a total of ninety-eight persons lave beenreferred to the program, forth -eight of whom have been verified ts

However, programming has been instituted for only twenty-six of these 0.erscins..

educational services are p- rovided in two preschool programs with three classrocThe first program is for h4ring Hpaired persons where the,principal mode ofoperation is to provide tutoring of linguistic development, incrrae percepti,ieand expYessime skills and develop social'behavior: There are both morning andafternoon sessions and all persdns wear amplification equipment which they artaught to use and maintain. Since this classroom is located in a local schooldistrict, it lends itself to integration with normal persons fbr some activitie:,during the day: The'teacher is highly competent and dedicated and provides.instruct* to parents in "signing" once a week. The activities of /this pro-gram are:ably supervisedby the supervisor of hearing iwpaired prog /am fromthe I.U,

The second program has four non-categorical classes that are operated Morningsand afternoons from'two other locations. The twenty persons participating inthis prograll are brain injured and mentally retarded pnd were refpqred from aideal agency (M.A.R.C/), whose operation was terminated. .A physical therapistand an occupatiobartherapist.is being funded by M.A.R.C. to serve these per-sons. -The emphasis in this program is -to develop cognitive, gro§'sand fine

'motor skills and language and self-care skills. The classroom teacher has,deve-loped-ifiaividualized education programS (IEN) for each berspn hosed on theMichigan State Curriculum Guide-PreschoolForm. A hehavioral modificationapproach 'is being utilized (ind par'e'nts are, encouraged to follow teacher pre-scription at home. One of the teachers is conducting home visits and plans tocontinue, these on a bi-monthly'basis. Communication with parents is'informalbut7g9od.

198',3-

169

INTERMEDIATE UNIT 23 . A 1 ,t0 o /

i1 t .

Although this program is ethbryonic .( in oprration only a few weeks) at its

Maw location, the overall Operational structure of the program iS beginuinito be defined and shows signs' of good planning and potential future success.. \, -

...""

41

- 170

INTERMEDIATE UNIT 23

EXTENT TO WHICH THE SEVEN OBJECT,11.1 S (AS' DEVELOpED ,BY TILE P,UREAU -OF

TECTALA-24,,COMPENSMORY [DUCA' ION.) ARE HMG MLT BY THE PROGRAM

Objective 1 - To create public awareness of programs and services av-ailableto previously urserved handicapped persons.

Project information is dissemiiited to the community and to t)o.,involved in thci project by means, of ar-ficles and advertisme.--.sin newspapers , broch-ures, newsletters' to outside agencies., 1 =-tierto parents through local school districts, and television anci,radio announcements. The project maintains liaison with otii=cprograms through lecturing and visits. to Outside agencies.this time however; a ctmplete familiarity with existing cot--

munity.programs ha's not beeri' established.

I

Objective 2l ,To. locate unserved handl capiTd persons aged 0-1121 years ; to ,

identify and verify al 1 previously unserved preschool bandicpersons. 4

The target population is 0-4.7 years (not 0-21 per EHA,B rec 1- .

lations) and persons.are refer:red by outside agencies, physiciansand Orents. Multi-disciplinary diagnostic evaluations for vpr -

fication of handicapping conditions are provided by the project.

4

Objective 3- -.To provide individualized program plans for handicapped ,persons

served or assigned by means of EIiA =Q funds.

Although not mentioned by project administration, IEPs are beingdeveloped *the teachers.- Parents are provided in-servicetraining (by, teachers) in teaching procedures and techniquesto reinforce educational processes at home.

Objective 4 To provide instructional programs andrelated services for pre-school handicappedLpersons fOr wl)om such programs are ,not Mandatc;I,or otherwise ava-ilable'.

The target population of the preschool program is those unservedor undcrserved handicapped persons aged 0-4.7.. An attempt isbeing made to deifermine which programs in the county can beutilized for referrals., Instruction is provided by the prdject.in self-contained 'Classrooms-. Partial integrattjon is provided

Olp

20()-5-

ti

171INTERMEDIATE UNIT 23

with regular school students. In addition, speech ther4)y,'multi-diSciplinar9 diagnostic evaluation,, and parent trainin,and counseling, are provided by the project. The project,stalfthink that parental involvement is extremely important and V:atthe parent-should' play the role of .a teacher for reiArcemenl.of programming at home. Group counseling to parents is TovIded-bi-weekly and parent' training seminars are conducted three t.,per year. Nearly a dozen outside agencies participate in theprogram. Pre-and pose-evaluation is provided tO,all persons ,inthe Program.

Objective 5 - To'develop and maintain a-child-tracking System that mee'ts.I..H.,

state and national level inforMatioq needs about persons servAunder EHA-B.

Aral educational evaluations (often utilizing Schaumberg tc-st). are administered to the person's.. The results of this evaluation '

are used for child-tracking purposes. The ,child- tracking system

developed has 14 components including the person's name, address,date of entrance into program; stages of the multi - disciplinaryevaluation, placement and due process information. #

e

Objective 6 - To provide resource /-information necessary tt!t- adequate servi'-es

to handicappedpersbns under EHA-B.

The project provides the following services: classroom,A itinerant-school, speech therapy, diagnostic, parent training,

and parent counseling. Theproject maintains relationships withpublic schools, medical community, other I.U. operatedrprograms,private agencies, MH/MR base service units, and other preschoolprograms. In addition to these services, the project providesin-service to the project staff and disseminates information toschool districts through letters and parent groups. (

Objective 7 - To gather, summarize, and reRort information about EHA-B-Poqramsand services for manageMent, accountability, and on-going_planning.'purposes.

Total population of I.U., past experientez, census of schoolsystem and estimates from MH/MRbase service units, M.A.R.C.,and private preschools were used to determine projected numberof persons. No major changes in budget or program are expectedin the near future. A parent committee meets formally on a

201

11.

.

AI TSIMEDIATE 23

e

9 (./ 721

_

moOthly basis with: the executive -directorNpf the I.U.%to reviewthe program and its servicgs. An addition, a non-public advi-sory council, Consisting of members of M.A.P.t., MH/MR baseservice units, and members of various service'groups,,Meks-four timcs a year to provide input, review program and make

°recommendations. '49

p

I

a

201,2-7-

a.

4..

Ay. . 173

?INTERMEDIATE UNIT 23 -..

,

RECOMMENDATIONS: .

1. Plymouth Valley Baptist Chur6 location was not included in theschedule.duhng this visit and speech, physical, and occupationaltherapists were also not available for interviews. It would be of :

great value to fhe'evaluators to see these professionals and visit theabove location during the gext.visit.

2. Lines of communication within the projec appears to be someAat infor2.pal but cooperative. An effective And formalsystem of'intra-staff'communication should be developed and instituted to achieve maximumeffect. It is extremely important for-the teachers t4,be:ii contact .

with occupational, physical and speech therapists, sci-Nol psycholdgi-,t. and otherierofessional specialists in'order to develop sodtid, IEPs for

each person. Regularly scheduled staff meetings to pldn program,exchange ideas and informat* and share -experiences should be inst.itut=yi.Each member Of the project staff Should have a uniform understandinc ofthe stated' goals and objectives of the program.

3. The location and identification procedUres have not been tompletelyeffettive as yet and the public awareness campaign is presently beingdirected' to persons 0-4.7 years'of age. It shtiuld be directed and

expanded to 0,21 as per EHA-B regulations.k

4. Better.screening procedures should be developed acrd implemented to rcduc

the number of inappropriate referrals resulting in diagnosite evaluitionsespecially since a large proportion of persons verified as handicappedremain unserved. 0

/,

5. Consideration might be given,to'instituting a follow-up/procedure forthose persons verified as handicapped and placed in appropriate outside '

human service agencies.

6.. Consideratiop might be given to develop additional educational programsfor personW8) identified as harldicapped but neither referred to outsidea§encies nor provided any educational programming.

7. A ceqp-al, register or file of all outside agencies in the catchment area. should be avaflable to all project staff members, Contact by staff

members with these agencies shoUld be recorded to avoid duplication ofeffort.

.0-

8? Consideratiori might be giNen to providing additional funds for physicaland/or occupational therapists (Ron-categorical classes) and for sgechtherapy services for the hearing impaired. persons. These specialist t '

could algo'prov e consultation (on a regular.basis)to the classroomteachers and p rents. 0..

1203-8-

.

N,

4NTERMEDIATE,UNII""23

r.

ae

la

. ..., i

Persons of school age or those who will reach school age during the,'funded year shoulsrbe provided services fin programs not funded withEHA-8 month.

. J

r'

4

-i

r

4

AI.74

INTIIIMCDIATE.UillT423

.

FIRST. , ."\

/5 \

t.

IAL'Auu,moJrct S1IAFF-fiNTERV1EWED

1.

2.

3.

4.

5.

ls. ,

,-t.';;;.,

"Dr. ,RObek Leiss'

Anne Katifman

Burt ProgerBonnie CarrJane McBrfde

'6. 'Jean Kern-7; ,Ann Walls

'11. Sue Clugston,g,_,Fteter Boardman-

10. David Shiery-.

. Title .

Projea DirectorSchool Psychologist,Assistant Project Director4Aormation Manager '1 ,

. Supervisor-Hearihg'Impairee_ClassWorkshop CoorijinatoxTeacherAide

.

Assistant Director of Special'alucatioo,.Case Manager

175

.:Tetal I.U. and PrOject_StafAipterviowed 10Total Parents'Inteeviqwd a 94

Total Infervieweg, 19

4

PROJECT .LOCATIONS

1. Special Education Center-1605 West Main Street ,Norristowd, PA 19401

3. Ringing Rocks Schodl.

Kauffman RoadPottstown, PA 19464

41f

11/4

4

5

^

1,

205.

I 1

.Gwyn -Nor Elementary School

Hapcock Road .

North-Wales, PA 194,54

4. Thows,Fttzwater Elementary SchoolSchool Lane .

,Willow Grove, PA 19090

al

MOINTGOKM YCOUNTY r ,

INTERMEDIA 1 h

:lender* 11, 1977

r irri, i N11 `,1 Mt 1I\ 11 V.)612iSIO41N Pi 1.9V,i

Dr. Gery,i-Mikuch, DireCtotBureau of:Specinl-and Compeastory Edueltion.PENNSYLVANIA DE1ARTMENT OF EDUCATInNBox allHarrisburg, PA ,17126

a'.-Dear Gary:

111.,

rc,:eived evaluation report of ourhas ,beirva misiny,erpretation of the.

_ _;/4Would like tjlo respond tp,tht recent7yTitle y1 efforts. In my opinicn, thereinformation submitted to the evaloaticn

On page 1 of the report, we are,listedpersons. In fast, we had served 92 chinformation was,aiven o the tearTol e

r,

team.;

bs erving only 48 of a projected 32°ld en 'at that point in time. Thisluators.,

Page 2 Indicates that we provide diagn& ticp only for childrpn of 3 to 4.years. ,.This-is in. error. We serve exceptional or thouNtit to be exce'15tIonaChildren fromD io,4./..years'of ag'6. Page, 3, paiagEaph it states that the

- ,case Manager makes the final recommendation of ttliaetent for these children..I would" like to clarify this point'. our Cas4 Manager provides 'input Jntothm,placersent; the certificated school p'sychologist makes fhe program recor-r-.er.datibased an all of the information gathered: Admission to an Intermediate. unit.sponsored program is done only wi.O1 thef,thal authorization'of the cerfificatVprOgram-superviser- The final senteace df-paragraph 2, pge 3, indicates,

,

that -we track27nly children enrolled.;,in Jnterte.diate Unit operate programs,Again, this fW In error. We track all children referred. to as Who Are eRce;t,or throught to be exceptional.

#

,176.

. .

Paragraph 5; page 3, states that MARC i funding a physical and occuptiona. -

"therapist to serve-Intermediate Unit. Trvrairs.- This is in error. Thp:Mli/ML'offkelypdbv,ides us' these services. . .

..,. .,

On-Rage 5 under Objective I, a statement is made that complev f.amiliarity.' wit E exiitingiorograms has not been establish'ed. I chaklenge this statement-,sinceliatilaware-of.nocomaramityprwniros for lazgeptionarxhildren aboUrwhich

, .we have no information.

Om-page 8, *recomvendation 2 seer tk, indicate at the physical therapist,occupational therapist, speech elinician,"and teacher io:tot communicate or

'r

'

177

Dr. Gary J. MakuL .1auary 11,

plan together. I dm unQertaln Is 4;6 tn .,si; ll'r this inc3u ion- bl.t i -.

assure you that these persons.ao,_:n ; ..:t, pllncooperatively. In the s-n-E-paragraph, I. disagree With the .a'ssumpticr that it is necessary for each reef-. "

(of the project00 hdye equal knolede t.c,cetning the objectives of the 'llt. 0 ..,

AP. project: .project director, I thin;: th it it is necessary that the" are I i

, with-Only those aspect; that will arfe:r their functioning within th- Drolc .

Recommendation 3 do pige 8 states thlt cc: identificaticn procedures have r,I

been completely effe i.ive. I assume there is a basis for this statement.so, ttis should be 4ecifically stated ,,c) that we can take 4propriate art.,

C

.

. ; challenge rec emendation 4 on the b_isis that we are exrected to-provWeservice to all identified or thou* t-o be exceptional pre'schoO1,children.I also.question'the statement Mit a larg,e proportion lof persons verified

r,

handicapped remain unnerved. Bried on cur records, no identified'pre4c1N._,.

exceptional children referred to the Intermediate Unit are unserved. They :IYnot necessarily be in programs, especiall;,- tho0 to 3 years group, but they

. are receiving some degree of scryi(e frEmHs and thus cannot be classifiedas unserved..

,

1..

,

Recommendation 6 suggests proyidin,: edoucaeIonal programs for 18 identifi,',----1- handicapped children. The mejoritii. 9t- these children are voungerthvn. 3 \c 's

of age,. By-directive from the Pennsilvani, ;àpartment of Education ue are-to provide programs for thee cl,ildreN -

if .r

i

Recommendation. 7 suggests tt.e deal,,,,.nt ,,, a oentr,:,1 file of outside %i-erThis has been operative for t-0 :Ears In,1,..r the directiov;f the Case Marla.", .

and Information Srwciplist. 5i'1,:e CaflsLtivit is a part of their srecifijob discriptions,see no r a-',n'.hy the ,e efforts should he duplici tee!'by other .project staff-meers. The i:ornation i,=, nvaila eble in a entrdnlocation to all who desire it.

-' --

.

.

Recommendation 9 requests thdit'the intermec:ia,,e Unit provide service to sage exceptidnal children. Again, I assmle this recommendation is'clade- t,,basis. of factual information wh1,1 Indic ate that there tare school-ag ha-n:!ci.,.children not being served, 0 our knowle4e, this is not true. We would

. appreciate being informed of Ae.inforu:vio used to arrive at this reccmue'.eat.

I appreciate e opportunity to ,re,_pon0 tc tle VI evieAtion report.A would li to reiterate a sttement that T----fiae ve4-bally-diamde in the past.4Au team which evaluates this ti;,; (2 of of fort ,should have at leAst a minimal---unaVistanding of exceptional children, soecin1 'education Programming, and

IMP .overall objectives of the State for its 1.lt1e VI programs. I sense that thi,T4tle VI evaluation teams lack this appreciation:

Siocerely,

P Robert H. Leiss, Ed.D.Assistant Ditector of Special EdelatL,

RHL/dmb

cc: Dr. Dennis HarkenDr. Lester MannMiss Elaine GilvarMr. ,Carl Thorr' )n

207

A3,

..

Final Evaluation Report'nf 1976=77 LPA-B Programs

for ereschool Handicapped in intermediate Units

Intermediate Unit Executive Directors

/Gary J. Makuch (I./ -;117ct,/,'...0cr.----1/U.,,t

Directoreicr,7 i; ".

t..,Bureau of Special anck empensatory Education

)

C00.mtl4 skALTKOr

August 3p, 197

RECEIVEDSEP 2 197 ?

O

Attached you will find the final evaluation-report of, the inttrrediv:eunit operated program for preschool handicapped persons. This program issupported by ERA-B funds and evaluations are required by the federalregulations for the handicapped. _The EHA-B programs for presche'ot

handicapped persons are ednluated:by the Bureau of Special and-Co-vetHitcr;Education through the third party evaluation method. The Insktte niEducational Research conducts the on-site visitations fox the'DivIsicnc

of Special Education.

The purpose' of the evaluation system is to assess the .effectiveoess

of the program anil to identify strengths and weaknesses in project

activities that can be used to assist jati in impt.oving the quality of.

special education Services to preschool handicapped persons. This

evaluation report offers recommencrations.for internal program improvcrxt.It is not the determinant for allocations of ElIA-B funds to yo.urrm,1unit. Only one copy of this evaluation has been sent to your interm,diat,

'unit. Pleas; disseminate it to the Special Education Director and otherpersonnel as you deem appropriate. You may make duplicate copies if you

wish.

The third party evaluation method will be continued during, the

,1977-78 school year. Representatives of the Institute of Educationa;Research will present materialsand information concerning this yearevaluation at regional meetings to belield'at each of the Special LducatftoRegional Resource Centers beginning September 20, l977, Special Cdu,ntinDirectors, EHA-B contact personnel, ease managers and ifflormatibn ma:.agershaveheen informed of these meetings'' under a separate memorandum fro:-;

Mr. Carl E. Thornton of the Division of Splicial-tducation, Federal

Programs and Services. They have also'been made ms.dCe--that the thirl

party evaluation reports of your EHA-B preschool' programs are now availabre

in the intermediate uni-f.

Mr. Carl Thornton will contin me to coordinate this activity at thestate level., I you have any further questione'regarding dits

process, pleas contact Mr. ThOcntbn at (717)-787 -7459.

We appreciate your continued cooperation in this importa'nt

208'.

78.

Intermediate Unfit # 23_

r- Dates of Visits

e

i4

1,1:

First Visit 464mber 1 & 2, 1976

Second Visit Airii1 113 & 19,,1977

iY

rr

Since contractors performing research and evaluationunder governgent sponsordhip are encouraged to 4.xpress

their own judgement freely, this evaluation is prepared

by IER fdela'and-professional staffand is based on thedata'collected:'observations made and interviews.con-

.

ducted (with project administrators and staff, profes-sional specialises, parents and representatives of out-

side agencies) by IER personnel. It does not necessariry

reflect the position, opinion or policy of the Bureaujaf-e-r-

Spectal and Compensatory iducation of the PennsylvaniaccDepartment of Education, Iind no official endorsement,therefore, -should be inferred on the part.ofBSCE.

Il(--

::: -.1.

2.09if;GTITUTE OF FEIJC.ADONAL HE i05 .

4

179,

Ir

I

BtS.C.E. PROJECT # 48-07606

/

PROJECT FUNDS:, $250,'00,),

PROJECT TITLE: A Plan for Initiation of Services to. Handicatped

Children Not Previously Served

I-

LOCAL EDUCATIONAL AGENCY! nontgomery County Intermediate Unit 23

1605-B West Main ,Street

Norristown, PA 19401

PROJECT DIRECTOR: 'Or. Robert H. Leiss

NUMBER OF. PERSONS PROJECTED TO BE SERVED: 320 'ACTUAL: 36o "'

ric

BREAKDOWN OF PERSONS BY EXCEPTIONALITY'AND AGE'

it*

Age (Years

Exceptionality

Air Trainable Mentally Ret6rdedEducable Mentally RetardedLearning DisabledEmotiondlly DisturbedOther Health Ipai.redCrippledVisually,HandicappedDea i B11 d

De

Harceari ng'Speeth Impaired

Projected Actud

-0-2 3-5 6-12- 3=5

14 21 11

5 19 I 5

6 82 .17 7

, 3 8

5 27

3. 10

3 9

1 3

9 24 :- 2

2 ,46

r'TOTALS: 51 249 20

RACIALBREAKDOWN

2

5

'6

c..

. _.

* American Spanish

White Negro Indian Orient.' Surname Other. (Sileeifj)'

32 1... 2 1

* This total includes persons referred, verified, and/or receiving

educational services.

** This total includes 'Arsons actually .receiving educational services.

-1-

210

180

I

INTtRMEDIATE UNIT 23

PROJECT ADMINISNATION:

the overall project 'director Is the ,assistant director-for

#'Or the I.U. He is aided i'rrthe day-to-day operation of tassistant project director who is also the I.U."s coordin

programs in special education. Full-time project. staff incl

ager,*an informatiori manager, a psychologist, a speech clini

pathologist, a teacher of the deaf, tOo. special education'

aides; and two=infOrmation specialists. A part-time Ohysica

occupational therapist provide services to the projectfhrou

the MH/MR Board. Supervisors from theC.U. also advise clOs

OVERALL PROJECT udSERVAtIONS

AND RECCMYEZATIONS r

pecial educationproject by the '-

to of federalde a'casa' man-

Ian, a speech

chers, twotherapist enfunding by .

oom teachers.

Intra-staff communication among the administrators and projec staff is rote

forma! and informal. Informal ConrounicatIon 'occurs daily, wh reas formal

monthly meetings are held which ,are attended by Vie project direct r, assis-

tant director, case mapager, information manager, psychojogis eech pa-

thologist; social 'worker, and classroom-supervisors. Classro teachers.ard

therapists function somewhat autonomously.

The project staff displayed an excellentlfamiliarity with proje

They are extremely.enthusiasticabout the project and,dddicated

the.stated objettives%")

The staff has'cultivated a gooeworking-relationship with outside agencies.

One indicatjol of the quality of this relationship is the number of outside

agency personnel serving'on an adVisoty committOe for the project. The com-

mittee meets' monthly to aid in program planntng and proposal/budget writing.

The following agencies /persons are represented; MARC, ACLO, Wordsworth

Academy, Pathway School; Montgomery County MH/MR, Child Welfare, school

districts, diocese, and parentS. An additional parent liaison committee

meets'informally once 'or twice a year todoffer suggestions for'improving

,services provided by the project.

t objectives. -

to meeting

PROGRAM

,. , The prejeq 'six'six

.

basit components: pUblic awareness campaigns gnYstic-eN41Pations, classroom instruction, home-bound instruction', parenta invOlve-

ment, and chili tratking system.* 4 ....--

.The public awareness campaign As both extensive and well conceived. The

-iafonnatfon manager has utilized such techniques as newspaper advertisements

and afticles, project poster anAmpamphlets, outside agency newsletters, let-,

ters'and,Imeetings kth public 411111ols, physicians, agencies, and radio an-

. nouncementS.

Initial referhls are accepted 'by the 'two infon tion 'special\ists/projen)4

%.

seOretahes, case manager., or information manageri . Following referral, the.4

s-J

,

I

S

iINTEINEDIATE UNIT-23,

,

..

. .case manager visits the home to conduct 'a. brief .screening and take a deve'op-iiiental,, history'. At thi s.titA; release-of-informktion forms-and, evaluati.or.'

diagnostic`permissions ore obtained froM t parents. A diagnostic` evaluation, is thenscheduled within four, to six w . ,Following the evaluation, the case Tr; `-'ager '4nd plithologist meet to c ile tiie various evaluations and decide uponplacement. The case manager thenlrevisits- the home to provide feedback Opthreyfiruations4and tourrsil) the parents clikceen'ing appropriate placement.Pe sons evajuated'c. LI,1be P.lace'd in' on'e 867 ,the project's classrobms- Or.-rt-ferred to7an,outside- agency. 'In the lottt:er arse, an'evaluati.ons' are ,for-warded tea the 'agericy with the parents.' pemission, .: I..E.P.'s ,aredevelop/for those persons l'eseivig ,project services. -- ,

. f4. ' .

Thesecorfa'componerit 4n vo:Ki/ e 5 extensie'diagnosti eva luatiOns prbvi'ded_ by,theProjectt TO dlagnosi4:c te'tts -offersd. ar;e spiech, hetaring, and vision,

9,-scregnifigs, and psychajogieaT ,ond.,pedi'atet c e-Aarrrifliattons-:, When necessary;psychiatric aiiVor neOp.lo9i Cal eyaluatio-ris-ar,e, perforrped\ The diagnostite valuatt ons are use`d to.det r i i n e: ,TacOent and' decelOpj . E.P. ''s..

'4 . a.:

182

The thirdcomponent; classroon ins ruction; Is' an.i-htegral part of theproj-ect. There _are ,three classrooms lit,es: Val ley-. Baptjst siip-DO , Gwyn:Nor_ i, 7schopi, and Thomas' F ftii-lat0; -khdYr ,(not..vis4ed). .! IMF

..,.

.... -

, , . , ,

There I s a rndreng 'and -dn II tte rnOo a 'OAST. at :V-a,110 641 i'st $chcto/ , wi th..five'persons-i n. each.' "Nrrii n'sbs,si ons. run' from 9:06 'to II': 30 and 'afternooncleagses, from 12:3Q',vto. 3,.0. Both. clatses kre norircategorical . The....spealeducation .eaCherr and her al de- haTh' &eyeloped r. E. i3-: AS4for each Person:General goals. iticlude 'increasing soci'aTlizati-ok as& awareness of environment; .

' No .tp6:4fic,,Currici.kluni is employed. 'Rather,, an licfc-tictapprooch is uti6-1 ited. Alll liersOns reteiv the -.ServiCes- of.,aii,occuPatioarTal therapist,phYsi Cal* therapist', and. eech herapist one:day-,o4ieek. The, thera pi sts .mirk With each 15erson-...bothjndtMiCitial ly and in sailil.. groups.. They closely,c.dordi nate their:' activAtie`. wi iiil' thos'e:of-the. teacher. ,

,' -, i-, ,: t. -- '!' I' ,,

Separtte morning-And afternoon c,raSSei are" als .held ',at Gwyn. Ner School ;Thereiare five hearing-irnpiired,or ,deaf_perSons in each class. Sessions runfrom 8:45 to 11:15 and ,12:0 So./ :45. for 'the mbrniktg and afternoon, respec:- .

4 tively. -,A dettiCated 'and bighl4 qualified' teacher-of the, deaf works Q6ne -

.. with the handicapped personsu, A total_ communle.itionAppioaCh ii will). yedand Northwestern',Universitje''s .Pr'eschob.1 Guide fo.r:the Hearing ,Impai red isutilized.' The Tatter' inc)txtes unit o_b-Jectives.which" must be 'reached "before .

the next ,torrteht area can be -pursued.. .1 , --'.."---. . . ., , ,.

.-

hlially,-stiii Tiiomas. Fitzwater School has tWo non-categorical classes wti.t6_ ... , ....

separate morning and afternon sessions. / .

. . 'The fourth,projct component is home- and instruction Provided to tsver'langu'age and learning disabled person's.. A speech clipician visits. the home'

.:.; twice weekly:for a ,45 'minute to one"bour -session. Emphasis is placed on

. 'involving the ilartrifs in implementing activities in the ablence of the.. teacher:

C.

-3-212

.0.00"

INTERMEQIATE UNIT 23

The fifthproject component is parental, involvement. TO date, there are tv

well developed parental activities! _Parent grOup:counsel..ing sessionsare, unby 4 project psychologist' every two weeks. Approximately ten sessionsheld, with about eight parents attending. The goal/is to help paren with

183

"

the problems involved in havinan exceptional child. The second organj2e

. parental involveMent component is tie sign classes provided by,the teacher of. .the deaf. Parents 9f the deaf and hearing-impaired students.at ,Gwyn Nor meetwith the teacher once a week' to lear th0' total communication approach.

. ,

.The ftnal project componehts the child tracking system. A umputerilzed

system isin final planning,stages. A manual file is waintained by the ir.7.:_

ffrmatton manager with the following information recorded: identifying in-

ripation (nettle,. -Sex, address, 'guaydjams, school district, age, etc.); refer-

rsource; consent forms; previous eval tibn and resu4s; dates of case'.

41nage:1s interview,, each project evalu ion, and feedback to parents; diag--

nosis and pladement. The child tracki system allows the I.U. to aleri each

. school district to the number and type of xceptionai persons who will-enter .

school eachlear. '1'

/-......

,

i

1,

41#1N,

er",

ti

1

' -4-

21,1 3

J1

1

,

INTERMEDIATE ,UNIT 23

EXTENT TO WHICHTH SEVEN OBJECTIVES (AS DEVELOPED BY-THE BUREAU OFpECIAL'AND COMPENSATORY EDUCAION) ARE BEING MET BY THE PROGRAT

'Objective 1- To'create public awareness of 'brograms and services available

to previously unserved handicapped persons.

.Project information is disseminated to 03 community and tothose involved in thproject by' means of articles-and advertise-nients in newspapers, brochures, newsletters to outside agencies,

/ letters and/or meetings with public schools, physicians, agen-

cies, and radio announcements. In addition to-the above activic

-ties, refejralsr have come from MH/MR base service unit, localhospitals., child welfare agencies: public/state health' clinics,

day carecenters, and social service agencies.

Objective 2= To locate unserved handicapped persons aged 0 -21 years;) to lo-

cate, identify, and verify all previously unserved preschool

handicapped persons.

Multi - disciplinary diagnostic evaluations for'verification of 1 A

handicapping conditions are provided by the project. The re-'.

sults'of the evaluations are used to identify the persons"'

handicapping condition and for developing I.E.P.'s, 'In addi-

tion, p)rysicians provide diagnostic evaluations t6 the project. e.

,Objective:3- TO provide individualized program plans for handicapped persons

served or assigned by means of EHA-B.

.The Bayley Scales of Infant DeVelopment, the Vineland Social

-Maturity Scale; the Boehm Test of Basic, Concepts, the Leiter

.International Performance SCale,rand the Columbia Mental Matu-

..

tity-Scale are some of the assessment tools/procIdures being

used by the project staff for purposesof,creeninb diagnostic/

'classification, and developing .E.P.'s. Approximately 287

parents are involved in'parent education groups. There were'

four- sessions of two hours each held for these groups. Twice

a.year, parent seminars are held for 35 -pareritsl Aftroximately

3'6 parents are involved in the planning of I.E.P.'s. This-takes

place once a year ok more often if requested. In-addition, 16

parents are instftted do hoW to carry out educational,and

therapeutic programs ift the'home.7 Observation and consililtation

occurs as nee4ed.,

,Objective 4- To provide instructional 'programs and related-services for

preschoolThandicapped persons for whom such programs are net

mandated motherwise.availablet-

the target population of the, preschool program is those unserveu

or underserved(handicapped persons'aged 3-5: Approximately 20

preschool handicapped persons are served by the project in

. /

, 3

. -5-

214

INTERMEbIATE UNIT 23

self-contained classrooms, and seven are served in the howe.

CUrrently,'no,handicapped preschoolei-s are integrated ihto regu-

lar preschool programs. In addition to' classroom and inahome

services, the project alto provides individual tutoring in the

Oassroomi and speech and physical therapy. With financial

Aassistance from MH/MR base service unit; the I.U.-personnel

provide occupational therapy to the project. The eclectic ap-

*proach is the curriular base,being utilized in the project.

Of the present handicapped persons in the project, none will

.enter regular schbol'clasies when they kcome school age.

A

Objective 5- T develop and maintain a child-tracking system that meets

State, and national level informationneeds about persontservec

under EHA-B.

Criterion reference tests are-post-administertd by the teacher

at the.time a preschool handicapped person leaves the'-project.

The purpose is.for evaluation and program planning for school-

age or alternative programs. The results of this evaluation

are used for child-tracking purposes. ,The child-tracking system

developed has 14 compdnents, including the person's name, ad-

'-dress, date of entrance into program, stages of the multi!disci-

. plinary evaluation, placement and due process ilifordiation.

Objective 6- To provide resource infarmati.on necessary fv- adequate services-

to handicapped persons under EHA-B.

The project maintains an excellent relationship With public and

MH/R base service unit. In addition to maintaining a god re4

lationship with the medical community, other I.U.-operated

programs, and private agencies, the project has a fair relation-

ship with other preschool programs.4 The project disseminates

information ,to the above agencies through brochures, pamphlets,

letters, etc. In addition to these services, the project pro-

vides inservice to the project staff and dissemindtes informa-

. tion to. school districts through letters and parent groups.

Objective 7- To gather, suMmarize, and report information about EHA-B pro-

a---,---arYsintabilitiani---11rams"foraservicesfml<7planning purposes.

4'

.,,.,--

.

,

Total population of I.U. dot ex census of school.

system, and estimates for MH/MR base service units, MARC, and .

private Oeschools were used to determine projected number of 4

persons. An advisory committee, formal and informal, is corn-

posed of representatives from- MARC, ACLD, Wordsworth Acadremy,,_________

Pathway School, Montgomery County MH/MR, Child Welfare Service,

School districts, and,parents. Since January they have been

meeting once a month on a fogmal basis and once or twice a year

informally. The main purpose is for program planning.

215s.

.")

INTERMEDIATE UNIT 23 4-

RECOMMENDATIONS:

186

.k

41. Communication 4mong-administration (project director, assistant direc-' .

' tor,scase minaer, information manager, etc.) is excellent, as.is tom-

. munication among direct service personnel (teachers, their supervisors,

therapists, etc.). However, thew is a tommunttation breakdown. between ,

these two groups of professionals. 'Attempts shoUld be made to eliminate

this breakdown by improving the quantity,aTuality of fbrmal and in- .

formal meetings. ,

All diagnostic evaluations (speech, hearing, psychologital,v

etc.) are

conducted separately, with'the results compiled by they case manager and

psychologist. Decision for placement is the responsibility of these

two s aff members. Consideration should be given to conducting indi-

vidual child staffings to make this decision, particularly fhjases.Where extensive evaluation's (e.g., psychiatric, neurol6gical) arg,,,,frd-

quired. ,

. Teachers should have more input into placemipt decisions. Currently,

persons aro placed in a'particular class,on the recommendation of the

case manager, and/or_psychologist. The teachers should be involved in,

this decision since they know the composition of their classes better

thin anyone else. Perhaps a "trial period" could be instituted during-

which time, evaluations as to the appropriateness of-placement could

continue.

'

4. At present, one teacher, of the deaf works alone with all the heariing-,

impaired or deaf student's. Consequently, she is unable to provide

intensive, individual speech and language therapy. 'Consideration

should be given to providing an additional part -time speech clinician

to fulfill this need.

5.. .More inservices'should be provided to the teachers and therapists. At

present, 'therapists ai-e paid per diem with no allotments for inservice

training.

6.- At the present time, funding for the occupational therapy-and physical

therapy is being provided through-MH/MR on a part-time basis. Consid-

eration might be given to expanding therapy services inithe non -cate-

gorical classes for those persons needing daily therapy'.

. There are. some areas in thd county from which referrals have not been

received for at'least two'years. Location and identification proceoures

should be re-evaluated and other methods of public awareness should be

considered.

. .

INTERMEDIAii'UNIT 23

I.U. AND PROJECT STAFF IN)ERVIEWED

187

Name Title-71. Dr. Robert H. Leiss Project Director .-

Assistant Director for Special Education

2. Barton B. Proger Assistant Project DirectorCoordinator'of Federal Projects inSpecial' Education

3. Janet E. McBride SuperVisor Special Education/Hearing,Impaired

4. Ruthann Pasker Hearing Therapist

5. Patricia Warliga Preschool Teacher

6. Kathryn Schlaudecker Occupational Therapist

7. David R. Shiery Case Manager

8. Bonnie E. Carr 'Information Manager

,Total.I.U. And Pi.ojeq,Staff Interviewed: 8

Total Parents Interviewed: 5

PROJECT LOCATIONS VISITED

Spfcial Education Center1605 W. Main StreetNorristown, PA 19401

Gwyn NorHancock Road . .

North Wiles, PA 19454

Plymouth Valley Nursery School '

705 Germantown PikePlymouth Valley, PA 19401

.

-8-

217

'ft

/

,

.188

4

ee

1 - .11%.

I c. 1.

ft

Ay

, 4

4

It

r

.

a )-

APPENDIX P

REFERRAL SOURCE TALLY

4.

/21 8

.

1 .,

%

4

.1,

1

4,

s

.

1:.

44

a

.

4

'/.-

.SOURCE OF,REFERRAL - TALtY (1976-1977) AS OF JUNE 9, 1977

189_

.

o

pool Dfstrict4

21

.4toor

Parent Program (J. Rlin's) 5

Day Care/Nursery School 44

Private gitiools 3

Medical CommunityDoctors

Hospitals 4

Community Agencies 42

Friends/Neighbors 29

DEBE's 17

Poster /Brochure 12

11 I.U. Staff -21

Other Title VI Pirograms 6

Newspaper Article/Ad 12

TV/Radio 4

Unknown 7

Minister/Church a 1

InActives-

/.

Unknown 2

DEBE 2

,Day Care 1

School Dist. 1

6

2.0

A

,

,COMPONENT 2 FINAL AFTuRT LOCATIOM AND IDENTIF/CATIONSERVICES (Status as of 6/30/77)

OUTCOME UNITS

V

Referral

Reterrals of thought -t3 -he hlndicapped

children ,(excluding gtdup screenings) - TOTAL

Screening

Children screened for 14100ble handicap TOTAL

Verification

Children evaluated for verification - TOTAL

Children verified as handicapped TOTAL

Ret ded

Sexuieraihty, of ,HandicapMild Arerate Severe23 21 , 5

Learning Disabblcadk. 3 2

poticiaal4 .Disturbed 18 4

bther Health Impaired..

Crippled ':.- r 1 3A.

Visuallyii931caged 1 . 1

DeafAllicd ' 1

Deaf ,

7.

4. -.04

Hard lf',Hearingi

Speech Impaired *, 25 Ar 7

1410GRES'S

3

NUMBEReORAMOUNT REPORTED

2

191

Number of Chiildren

Birth - 2 3 - Entry Entry 21

I-

21 191 13

21)

18(

18

191 . 13

179

144 1 unknqm

a. Outcome Units

b. Timelines

44.

*1/101:e than

v9txpected

, -

fewer thanExpected

ts,'Ahead of BehindSchedule . SChedule

4 c. Resource AvailSlality ResourcesSuper

Abundant

4.It7

g2.1,

sResource

Insufficient

As Expected

4On Time

Resources

Adegudit

a

*

to

.

ile ....,

.,,

Et

t

/ .)

APPENDIX R

.o.

EVALUATION INSTRUMENTS ..,a. ,

10

e

x.,

I.

I

.:,5

22Z -,.o.

ea

i

-;

C

192

rl

44.

L

00`

4

EVALDATIQN INSTRUMENTEs.

BayleyScales of Infant DeyelppmentMental Scale Developmental Index

P Motor Scale Developmental Index

Boeh ;'Test of Basic Concepts Reported

Beery -Bliktenica Developmental Test ofVMI Age Equivalent

Children's Apperception Test

in YerCentiles

Visuil-Motor Integration

O

Drav-ArMan (Goodenough. Scoring)Standard Score Points

Blakey Nebraska Tegt of Leaning Aptitude

Leiter International Performance Scale

Maxfield-Buchholz.ecale of Bocial.Matdrity for use with Preschool BlindChildren

Mcbarthy Scales of,ehildrens Abilities-Verbal ScalelndeiPerceptual-Performance Scale Iildex.Quantitative Scale IndexGeneral Cognitive IndexMemory4pcaleIndex

'.1'Motor Scale fndex

Peabody Picture Vocabulary Test

.PrOchool Attainment RecordPAR Attainment AgePAR Attainment Quotient

Wechsler Pre ool Primary Scale of Intelligence

itVerbal e,IQPerforms Scale IQ,Full Scale IQ-

Stanford-Binet Intelligence Scale - 1972 Norma

Rorschach_

npeladd Social Maturity Scale - Parent ResponseSocial Age EquiYllentSocial' Quotient'

Hunt-Uzgitis Ordinal Scales of Development

Berges-Lezine Imitation of Gestures Procedure

223a. O

9

K

A

193

I

.1

A .

I

. C .

.

1..

L

4

r

e

A

,

01

. A

fp 194

.4

. .

APPENDIX S

,-,SAIRLE IEP

NON-:CTEGORI CA10 -CLASS

224

1

,.

ct

av

a

Is

P .

.

. .

M

r

rrent e:

CHILD'S- NAME14*

PARENT/GUARDIAN:

ADDRESS:

IEP PLANNERS:

-4,

1

Name

V

SpeecH

P.T.

ItYllteVTEW PLC:.

I8IRTHDATE:r3 /18 / 73 AGE:/1YrI

m°SCHOOL DISTRICT:ay

CURRENT ASSIGNMENT:

..,

Relati9nship To Childt,

Teacher

M.C.I.U. Preschool .

(PLANNING HOURS

Data.iCollection JEP Dbvelopment

2i hrs.

Speech Therapist 2 hes.

Physical TheiapFeeL, .

Occupat i one 1 Th4r -64i).4

Psychologist

-f.

2 hrs.

3 hrs.

TYPE AND EXTENT OF RECOMMENDED* EDUCATIONA1AERVICES:

4 rPROJECTED WES .

Program/Service' Initiation Tgainati.on Contact HouosEducational 21 hrs.Assignment, .or; going 7/78 5 days/wk.

Environment/

# non-catagorical

Pre-school

Oct. 25,76 6/17/78 i hr./wk.

. Nov.- 76 7/78' hr.

roACnmponents of the ptan'are'sidiject to revi,ston os

425 I1

IL

Oev err

11

11

11

21 hrs.

hrs.,

14 hrs.

I. hr.

instrubtionalObjective

Personnel. evision Schedule'

eikM

rurdoted by the child's developmci.it.

Weekly _

Initial/Mid-termFinal

I

226_1(

4-

. r" 0'

A SUMMARY OF CHILD'S SAMS:i

re" QA-V / three yearsEt months at the time of evaluation, was seen

Tly with her mother in a creened off area of her classroom. She .

rildiy distractible and appiared to 4tiSue.quickly.:''She appeared to

si 44 developing a cold and additional testing was scheduled forman6ther day.

= At'that second'session, she-sat wititut support at a small table.. She was'

, not distractible but rarely looked at what she was doing despite verbal

directions to ddso. 'Much of her attention was directedto searching-the

' examiner's face. She wis quick to react to facial expression particularly

smiles.. This generally prompteda high pitched breathy stacatto laugh.

.'She was quick, however, to imitatera cough. laisteot skill development

. to the 12 month old level -was demonstrated., sistent development was

evidenced to the 19 month old range. She places objects into'dintainers

:on-command, scribbles with a crayon, follows-simple directions,.and places

shapei into Correspondirig holes in form boards. Her performance on the latter,

inconsistent suggesting that C.,..NA%selective attention interfe!rem

with her performancel As, reported by her mother, her self-help and social

PRESENT EDUCATIONAL LEVELS

ANNUAL GOALS,AND SHORT-TERM OFJSCTIVES

'

competency skills arb'on a consistent level, i.e. approximately 14 months."

COMMUNICATIONPresent Level: C.4{. tracks moving objects and localizes tom sound source.

Ai times, she nods mo indicate"Yes". She points often, makes sounds, and

follows very simple directions. She will play with a few toys appropriately

and can _point to a few facial-body parts on command.

-;

Receptive Goal: Child increases awareness and participation in

1

environment.

1

,_

Objectives: 1. When presented with old and novel toys, child

will touch, manipulate and explore 90% of the time

by June . . 42. Child will s rch forjuld find objects hidden .

from view 100% of the time by June '77.

3. Whey given simple one stage directions (i.e. throw

the ball, spin the toy, crawl here, etc.) child will

respond 100% of time by June 77.

Expressive/Gestural Goal:. Child increases expressive repetoire through

. use of sounds, words and gestures.

GROSS MOTOR ,

1. When, physically or verbally prompted child-will

say be gesture the following word concepts: "me,

want, more, up, down, stop, 1p, in, out, all gone."

i

Present 'Level: 4:.1.1.accomplishes gross motor skills comparable to those of

the average 9 month old child. She hasjood sitting balance and can sit for'

long lengths of time unsupported. Her main means of locomotion is hitching

on her buttocks or an army crawl. -She will not assume a 4 point position or

crawl. She is unable to assume and maintain a kneeling position. When assisted

227.

196

1

/' I"

4

. ii

.

to standing at furniture, she is able to cruise independently, though

.).: -;tmost frequently to the right. Fine motor skills at 15-18 month level. ,

004 Grasp/release are present bilaterally. Grasp patterns are palmar and

0.- ocassional crude pincer in rue..

*--$. v. .1I

i t Y 'Gross Motor Goal: Improve and refine presently accomplished m otor .

' Ame, skit and inleate other skills..

n. ,

. (1

t" - i , Objectives; 1. C-14. cruises to the left for a distance of ,15 to 20 , --

. ,te

-: 3 -*).4[ I feet with 90% accuracy by Sept. 1977. .F-1...

f..; 2. ,C...k. exhibits a parachute reaction in the left

..v.- 1 upper extremity with 50% accuracy by Dec. 1977.r

197

3; c.,14. maintains a crawl position for 20 seconds withI. 90% accuracy by June 1977.

;r4i

i

4. CA. crawls .5 feet with ,70X accuracy by .

i'' .'1-

1 ! / I

June 1977.5. C.O. pulls to stand at furniture&and lower

..! I herself to the floor withput falling with 60%.'

i.accuracy by Sept. 1977.

1

Fine Motor Goal: (..it: will demonstrate increased use of Pincer graspl

I,

in appropriate fine motor tasks.

,....,,

...,

I Objectives: I. (.:14. will palace a set of 1"--pegs in pegboard

within time limits 90% of the time by June 1977.2. C.O. wi 1 1 utilize pincer grasp in placinga set of small objects into container 90% of thetime by June 1977.

r- SELF HELPPresent Level: -e,v ,

range of self-help skills include finger feediAg

Independently and drihking and spoon feeding with guidance. She assists

in dressing.and washing. Her skills are at the 14-16 month level in this area.1

Personal Hygiene Goal: Child Increases level of independence Inpersonal hygiene Skills.

1

t

. 1,,II"'

,1

Objectives: 1. Child displays observable getture resulting in pi-,11.-P, J.r'

i isuccess on potty 100% of time by May 1, 1977..!

.

.

,1

1

,

- 2. Given wash cloth, child brings it in'contact with

face by May 20, 1977. .. 0./ui #D4 ifi,..,

1

/'Dressing Goal: Child independently removes several articles of clothing.

, z.. ,

i

t Objectives: 1. Upon verbal command child indePendently takes1 pants off 90% of,time by March 30, 1977.

1 2. Upon verbal command child independently takes

--1 shirt off 90% of time by April'15, 1977.

3. Upon verbal command, -child independently takescoat off 90% of time by April 30 577.

0.

228

. .

at. e

SOCIALIZATION ,

,4'

Present Level: Cfr0 is beginning to handle toys appropriately. She,does

,-; ''''=

not engage in cooperative play. Her attention span is short, and she often.

responds to activities by screaming'. 1

.' :' 1' Interpersonal Goal; Child engages in structured co-operative play.

:-:;-. .2;$ ....,-.tte",,

. , ., . i,

Objectives: .1. Given command to roll ball to one other child,(:4° will folloW through 85% of time by May 15,-1977:

2. During 15 minute play period, child is observedofferlheioy to another child at least one time by

June' 1, 1977.

Behavior Goal: Child eliminates resistance to change of routine.

, Objectives:- f. Child resp onds positively (no crying or screaming)when toy is takenaway from her 90% of time by May 10, .1977.

2.. Child responds positively .(no cryinor screaming), 0when stopping one activity and starting another 100% .

of time by June 15, 19,77. .

...41OGNITIVE ,

Present Level: CAC tracks mbving object/

f

erti Ily.and hoilzontally. She

is just beginning to respond to her envir as evidenced through voluntary

exploration. She exhibits signs of tactile defensivenest and needs encourage-'went to participate in'new activites. She will point to most facial body parts

and imitate very simple hand movements (i.e. waying, clapping, tapping).

I Reasoning Goal: Child deMonsfrate awareness, of object 'permanency-.

Objec 5': 1. Child uncovers partially hidden object (1 screen)

' 90% of time by April- 1, 1977.

.2. Given cup and edible object, when object 1,s placedundercup, child will pursue 90% of time by May 1, 1977.

3. Given closed container containing object ,child will.

open container to relieve object by June 1, 197T.t,

Perceptual Goal: Child increases the number and,range of problems

she can solve using various dimensions'of objects.

Objectivet 1. C.-14-.wil I discriminate between two sounds 51

if

(ex. ringing 1:iell, struck drum) .by pointing to sound---)

(r--

. ,-

producing instrument 85% of time by April 30, 1977./--- 2. Given verbal command to find a faiiillar object

pliced in close p?oximity,ch.ild obtains object - -t) 3"'

90% of time by May 10, 1977. c '. '

3. Given objects f 2 different textures (i.e. smooth,

jrough, soft, 'hard) child will pair objects by tactile

disctimination w h 100% accuracy by June 1, 1977. ,,Ittoup.)144P.it

7)/(ki 1

a

_ a. -

fr

22.9

^r,!.."-- l'

APPENDIX T

END 'OF YEAR SUMMARY REPORT

NON-CATEGORICAL CLASS

II

4.0

230A. 1

'4

a

199

°

2O0 .

ATTENTION: IyAiE USE LEGIBLE PRINTING OR HANDWRITING.

PERIOD,COVERING: 9/10/76 to 8/3/77*

DATE: 8/3/77

DATES IN ATTENDANCE: ,Regular Sch. Yr. Present: 150 days Absent: 21 days

Summer Sch. Present: 21days , Absent: da0

TITLE VI-B--PRE-SCHOOL C SS .

.SUMMARY OF ACADEMIC AND THERAPY PROG ESS REPORTS

SCHOOL YEAR 1976-77

PUPIL'S NAME:. C- 14

Last Firc Middle

PARENT/GUARDIAN M/M' ____ -_ , School Dist:

HOME ADDRESS:

DIAGNOSIS: Development Delay

ASSISTIVE DEVICES:

...

S.D.: 3-18-73

CLASSROOM TEACHER: °SPEECH THERAPIST:

PHYSICAL THERAPIST: .(9/76 -OCCUPATIONAL THERAPIST6/77-Oresene 6/771

PSYCHOLOGIST:DATE OF PSYCHOLOGICAL EVALUATION 9/29/76

INSTRUCTIONAL CONTENT:AREA: Communic tion Goal: Child increases awarenessand

`N. involv ent with environMent and Increases expressive-

repet re through words and gestures. - `---

RELEVANT-BEMAVIORS: L

C.,..4 follows pne step commands apprIpriately when they A re accompanied by ges-

'tural cues. She uses vowel vocalizations to attain aK.adults attention. or to

request items. She was initially resistant to vocalization during a task, but

has recently begun to vocalize in initative situations.

INSTRUCTIONAL CONTENT AREA: Self -help Goal: Child increases level ioffindependence

RELEVANT BEHAVIORS:C_,Wdrinks from a cup, finger feeds and uses a spoon independently. She it

resistant to water and needs physical and verbal prompting when attempting per-

sonal hygienegekills. She responds to' commands involving dressing (i:e. pants Clown,

arms.up), butuls generally dependent in dressing skills. T2i.let training was

started during summer session and C,1+ currently averages 211ccidents weekly. ,

231 11

Title VI -B -- Pre.T.Sch

Summery of ACadelp

Page 2

Class,

d Therapy Progress Reports 1976-77 t,

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-201

2 iiNSTRUCTIONAL CONTENT AREA: Socialization: Child increases amount i

parallel,play an increases spontaneo er interaction

C,, W3 current-playpatterns are primarily isolative. VAR was traneerred to

the afternoon session this summer, .and an increase of parallel flay wits ob-

served. She constantly seeks adult attention, but peer interaction IT very

limited,, .

INSTRUCTIONAL CONTENT AREA: Behavior Goal: .Child eliminates resistance to

change A rov'tine, and demonstrates more'poiltiioe ways of making nee41.,known..

RELEVANT BEHAVIORS:C14.15 abllity to change has greatly improved and, she does so without4Ccreems

or protest 90% of the time. She,uses gestures and one syllable utterances to

make her needs known 80% of the time, as opposedtocrying and temper tantrums.

INSTRUCTIONAL CONTENT AREA: Cognitive Goal: Child increases number and range

of problems.RELEVANT BEHAVIORS: She can solve involving various dimensions of objects.

C.3,4 began sorting 2 groups ofmgrossly different objects by shape and color

with 75% accuracy this summer. Her ability to duplicate simple block and

peg patterns iles increased to an 80% rate of accuracy. 'She has problems

with spatial conceptt (up,down, over, under etc.), but will imitate these

concepts when modelled.

CLINICAL SERVICES

Physical Therapy:

/ Referring Ph,,e'^''n

Address:,

Thnes per' week: 1 for 10 minutes.

Tel.:

-- _ -- -_-_-._

. Prescription: Increase strength in head control in prone and sitting: en - __°

courage better patterns of functional mobility; Increase sitting balandi.

Goals: Encourage reciprocal action and muscle tone; improve general muscle

strength;-encourage and improVe grass motor skills. -

Progress: ,0_%4 exhibits gross motorskilJs comparable to the average 12 to 15

month child with scatter skills at the 18 month level. This is in contrast

to testing in January 1977 when e,1-1 presented skills of an average 9 month

old.

2 3 2

ti

Tithe VI -B -- Pre-School ,Class

Summary of Academic and Therapy Progress Reports 1976-77

Page 3 -

CLINICAL SERVICES (Cont'd.)

Additional Comments:

202

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.( t

Oempational Therapy: Times per week: 1 ,for 15 -30,mtnutes.

-

.

Referring Physician: J 110Tel:

Address:

Goals: ( %4 will demonstrate improved motor planning and problem-solving

In both fine and gross motor tasks.

ski l. is

11111

Progress: ClAshas shown some improvement Inier'ability to perform a variety

of manipulatory tasks uponpresentatlonl,but needs continued work in this area'

on both a fine and gross level. Her attention to a task is extre*ly poor' and

she is moderately distractible.

J.

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233

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APRENDII U .

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SAMPLE IKE

NEARING IXPAIRED .CLASS

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203

)

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I. E. P. Recommendations for 5, for beginniquChool year-Sept. 77

1. increase general.

language complexit:f Conversations;ajects'and events for his underitanding

--2.--encoqrage attempts to answer WH questions

3. increase understanding of pastverb tense

14.' deepen understanding of prepositional phrases

descriptions of

a

strive for lopalization of source of speech sounds at ten feet is quiet°surroundlfs and:five in noise .

6. encourage initql:n of increased vocabulary and phrases acCgrang tocorrect stress, speech patt6rns-

increase amount and coRlexit4 of phr s undeistood audit 11y.

8. ititreime speech approximation of fami vocigil;sy and Phre;:ses

".4

.

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:235

ad,

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PRESENT EDUCATIONAL LEVELS

ANNUAL GOALS AND SHORT-TERM OBJECTIVESA

205

Sumniarrof child's status by psychologist, physician, therapists and otherconsultative services:5 ' ., born 6- -72, has been enrolled in a class for .hearing- .

impaired children becaute according to an audiolog*al.and otologicalekamination, he has a bilgeral progressive moderate-severe hearing loss -

and requires use of a hearing aid. This has contributed to demon-' strated.langbage competencies below what is expected for his chronological

, .age and, reduced use of residual hearing.. .

1-

: --1Reports and various kinds of .testing results Are on file at the LansdaleSchool for-Rearing Impaired Children. -The latest pstchological zeporls1/4_____was done on 7- -76 by .for Title VI Pre - school Project.The latest audioological,rephrt was done by .at Children'sHospital on 10- -76.

. .,

Comments:" The following education program has'been developed for

. completion by !June 1977. Performance on the objectives. ie (6. be eibected 80% 2f the time unless'if noted "incon-

4 siseent response" whicirmeans 50% performance.

I. tomia.cation. Entrance. Level Sept. '76:

spontaneous expressive language was verbal 2 to 3 word sentences,sometimes accompavied-by signslarge auditory receptive vocabularydth the use of total communication, demonstrates codprehension of,a wide range 'of commands and with help or repetition, luestionsauditory zesponse,to clued and unglued, sounds and `Words at 10 feet.

. feceptille Goal: 4

shall be guided -t$ development of receptive languagecompetencies and maximum use-of residual hearing for interactionwith peers and'adults, for appropriiiie understanding in lessons,for following alede range of simple commands and questions inthe classroom.

Objectives*5The child shall demRnstrate understanding that words can describe

locatiOn of an object or person by. indicating place of person-orobject that the teacher dtscribes.

. \The chilli*ghall demonstrate understanding of the quastion formswhat; where, who, 4110W and why when used to get infoimation about,something.

The child shall demonstrate understanding of plurality by indicatingmore than one object or person when the teacher gives the plural form.

4

V lE

'1.236

alb

: p.4

206'4

The chillowill demonstrate understanding of time relationships bypointing to the,appropriate picture when the teacher uses paSt andpresent Nefb tenses to describe-the action.

The child will indicate Understacding of Precise'.descriptions of`C objects or events the teacher presents'by pointing to the Correct

.

object or carrying out the appropriate direction.

17 The child 11 indicate understanding of ."to, for, with" by .carry-,ing out aPpropriate directions given by the teachers.

.t.

. 4 u.4_ The chid indicates understanding of pronouns by demonstrating

appropriate relationstyips when the words are presented by'the Pteachdit" OP 1

,.... .

s- The child will indicateunderstanding of spatial relationships byCarrying out teacher's directions which incorporate on, in, next to,in front Of,under, behind, and between. , .

,,,..

Use o,1 Auditory Oral Aspects of Language - Receptive Language

,4__e; The child stall ,demonstrate recognWor of source, of sound by in-_dicating its location 1 3,D

Va. envirohmental ound,b. .,speech sounds

Hrf

The chi. ld shall discriiate the length ol production by indicatingwhich is lo4er

a. environmentalb. ::speech

4

The child shall' respond to intofttion Patterns by imitation'.*a. phrases

tb. sentences

ft41.1'

k _The child :'spall respond to stress patterns b91, imitationa., wordsb. sentencea

:4,

.

,r1 . -

,. Aliklib

. e ,

A-: The child shall attach meaning to the acoustic message by indicatingobjects or picture referred tcrauditorally

a. Gross discriminationb. Ftne clivrimination. .

.

4'

-A; The child witextractitnformation from the-acausti pessage by, following dld,rectflons,orelitwering d'Aueseion

The child will produce words of difficulty making use of a.multi-

, segbory approach emphasizing auditionA. t,

Expressive Goal: 41P51x shall be guide* to developmeht of pressive language com-

Ortetencies for commuhrtating with peers and adrilts, expressing needs. ,

and wants, fo;orequesting and ingesting formation, for describingpresent and past events, for verbalzfalkeelings.

* 237

$

t.

A.

Objectives:4 The student will combine words to take about,a change in locat

L.,11e1Audent shall-express his wants by using words as like, want,'Reed

A.The,student will use words.to denote location of aft. object or aperson

4

The student shall use "what", "Where" and. "why" to get information

.--The child shall use words like gonna.demonstraie their understanding.thaimmediate.

-"The child demonstratesthe 's' ending

The child will use

hafta or .1.gXV(maybe) toevents are not limited to the

possession through use ofunderstanding of

"am, is and are" in their

Mbtor a

nnttrance Level Sept. '76:

Commensurate with age, level and ability,alternates,feek going up and down stairscan run or turn without falling

throws bean big in basket ae 4 feecuts along a.straight or curved 4".linecolors within circle

. Gross Motor Goal:

shall be guided to development of gross motor skills'commen-411, surate with age lever and ability. ,

communisation

P.

207

Objectives:4 The child will

4 The chIld.willone hand.

gallop smoothly leading with either foot'10 feet.

throw a 1)411 forward 18 feet hdlding trk ball in

41$' The child will bounce a large ball under control for 4 bounces.

The child will hop on 1 foot 4 hops without aid..

-,- The child will koep a balloon from touching the floor by bittingit for 30 seconds.

Pine Motor Goal:5 shall be guided to deve/opthent

surat wit'b age and ability.

3

of fine,motor'skills coMmen-

.`

14

!VectiVast

qi.

P\

The child will demonstrate tie to 'lace a shoe.

The child, shall demonstrate the ability to tie his/her shoe lace., in a-single knot

.

A, The child wlil_beable to follow a given stimulus with his eyes'without moving h4erhead

III. Self-Help ,

Entrance Level Sept. '76:

sable to put on and take off outdoor and indoor clothing unassistedexc uding fastening.a to wash hnds Unassisted

- toilets unassisted

-ftours from pitcher unassisted without spilling

Self-Hel Goal:

in car

and abi

shall be guide's to development of self-help skills necessarying out activities in the classroom, commensurate with ageUAW.

. .

The student shall attempt to button buttons.. The student shalldemonstrate ability to button large buttons.

+....The student

throw it in.shall inconsistently use kleenex without reminding andthe appropriate container.

The student will consistently stop at the curb and not cross thestreet before being told.

1. Socialization' ,

Entrance Level Sept. '76:

able to Initiate and, join in play with peers and teacher withenjoyment and expected sh6-ing skillssbne lack of abi]1.ty to exprast himself when angry or sadtaked responsibility for repeating and remembering the teacher's,rules for the childrtnoften asks if its all rightto do somethingattention time ample for group, single and lesson activities

Interpersqgal Goal:

5 shall be guided to development of interactive social behaviorcommensurate with age and ability.

qbjectiVes:

4- The child shall putdeway toys after free play trithcfpe being reminded

4 The child will demonstrate the ability to try. new things independently ,

I

de

4 208

33 .

Behavior Goal.:

5----shall be guided to development of increased selfficonfidence,independence and social maturity commensurate with age level andability

Objectives:

The child will achieve social co tact thtefugh the use of languagesuch as meaningful gesture, verbdI approkimation, formal sign

W. Cognitive

Entrance Level Sept. '76:. A

interaction with environmentin meaningful activityappropriate play with meaningful objectsidentifies gender

number concept to 10gives first and lad nomenames 4 baelbehapes

Reasoning Goal: --f

.5 shall b4 gu'54e4 to .levelapme=t of ability to fora strategiesfor problem solving which incorporate observation, discovery, pre-.

diction, cause and effect.

Objectives:

The child will imitate developmentally appropriate modeledtehaviorsupon request .

The child will indicate use of common.toye or household items whenshown a Pictle of them.

The child observes and asks questions about other's activitiess,

e child shall discover that one object has another purpose

Perce tual.Goal:

.- shall be guided to development_ of perception skills common-3.su ate with his age and ability.

bbjectives:/41p.

lk

.. The child will be able to place object in front of or in back ofhimselfwhen requested

.

The child will be able upon holding or lifting 2 objects to tell,which is heavy

Aand which is light, block and feather

4p

Tbe hi A will repeat finge plays with actions.frotimemory(ling lays to be of sim le'actions of 4-6 sentences)

4- The child will name shapes,'circle, triangle and square in hisenvironnlint no matter what form the shapes take, table top,picture frame

10,

Olb

209

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r=ow ss.0/Coordination and Outreach-Nitwork

for the Needs a Exdeptional 'Children Today .7.

1-A North Progress Avenue, Hanmsbunl Pennsylvania 17109 1/ Phona17171783-3238

December 21, 1976

pr. fart ProgerIntermediate Unit 231605B West Main StreetNorristown, PA 15401

Dear Dr. Proger,

211

Thank you for allowing us so much time on Tuesday. We appreciate your effortin having all people involved in the development of the IEPs present. We hope wealleviatedsole concerns you had, and clarified any confusion that may have existed.

The following three sectioneflect our analysis of the IEPs your supervisorsand teachers. provided.

I ASSURANCE PAGES: 4

. The front side of the DEBE forms were not complete.

S

A. The Current IEP Date is the same date of the last signature on thefront side of the assurance form.

B. The IEP Review 'Date is required within' one year of the current 1E12.,

date.

C.The InstrUctional Objective Revision Sche4ule is the schedule thatthe implementor will follow in evaluating and 'revising his/her inrstructional objective(.

II FORMAT FOR PROGRAM PLAN:

Any problems or concerns in the prografi area appeared to.be resolved.

A The present level areas could contain an age level of the childand a narc-ative statement of the child's ability.

f

,...

B. The irilitructional"bbjectives appeared to reflect tie ahnuatgoaliand present levels of the children. The cpiterion and the condition

were missing in some 6f the objectives.

III PROGRAM OBSERVATION:

Because of the limited observation time and the situation (substitutesk--....i .i.

the class we can not make'any valid comments concerning the implementation

of the IEP5 with the children. It is the intent of the pilot studyto.ke

--"'", 9.4...'

P

4

.

certain that IEPs are implemented and are more than just a paper program.After talking with the teachers, we are assured that the IEPs are in factbeing used as the framework for the day to day program.

Again, we appreciate your time and commend you on the IEPs,that we perused.-lf,you have any questions or need assistance, feel free to contact us.

MM/bal

cc. Dr. Robert LeissDr. Peter BoardmanMs. Jan McBride

Marie MardulaIEP Specialist

4

.4 1

243

A

fir

212

f .

=irolimir

-Mr

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f

APPFSDIZ W

CLASS GOALS

REARING IMPAIRED CLASS

244-.

213

214

MONTGOMERY COUNTY INTERMEDIATE UNITPRE-SCHOOL PROGRAM FOR THE HEARING IMPAIRED

CONTENT CURRICULUM OUTLINEit

I. CONCEPT OF SF,,I.F

.A. Understanding of concept that all people.have names.B. Ability to answe .,what's your name?C. Demonstrates com :tienoion or use of related vocabulary

including sister, biopher, parent, persbn, people.

II. BODY PARTS .l ,.

- The child will add to his receptive or expressiv Vodabulary,the names of major body parts and functions of some.

B.'.Child will be guided in awareness ofhis body's movements,and capabilities._

`11. 'EMOTIONAL AND PHYSICAL FEELINGSA. Child will be guided to understanding that he can feel

different ways and what the reasons are for them:B. Child will be able to tell how he feels and attempt to answer

why'

IV. SEASONS AND WEATHERA. Chil i.iili be,exposed to concept that each season has its

physical characteristics and that there are special activities , 4

and holidays for each season, that there are special clothesfor each season.

B. Child will answer to what is the weather today having been . °

&Awed to concepts that there are different kinds of weather,thil the temperature changes and the weather.is different ineach season.

,V. CLOTHINGA. Chiid wild add to his receptive or expressive vocabulary the

names of certain articles of clothing along with related express-ions.

8, Child will be exposed to concepts of why we wear,clothing andhow weather determines clothing.

VI. SHAPES AND COLORSA. Child will add to expressive vocabulary the major colors.B. Child willAidentify 4 basic shapes and find thee in forms of

real things.

VII. FOOD ,1,,

A. Child will add to his 'receptive or expressive vocabulary thenames of certain food items along with'related expressions.

B. Child will be exposed to concepts of wyjhre need food, the .

names of the meals, how we fix foods for eating. .

C. Child will sort foods appropriate for..eaip Meal and wil). sortvegetables, meat and fruit.

245

yin. FAMILYA. Child will be

members, what

TX. 'DAILY ACTIVITIES

A. ibhild will bein his normalof same'.

-2-

exposed to concepts that a family has manytheir Sobs are.

exposed.to discussion,of sequence of activity,day and will participate in sequencing picturesV

X. HOLIDAYSA. Child will be exposed to discussions ;bout general customs oft_

the holidays. Cooking, art projects and stories will center/on holiday symbols.

XT. HOME

1

Child will be exposed to certain concepts, vocabulary and ex-pressions concerned'with a house.

A. Home is where I live.B. Homes are different'but all have somethings.C. Moines have certain rooms for certain functions.

. D. Homers give us-shelter and provide dplacelor families tolive tsIgether.

R. We card for ourselves, our belongings Opt our home.

1

"7)

215.

b

.

.

t.

A

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Ir

APPENDIX X.

HCHAIIHBERG CHART

247

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248

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&

APPENDIX Y

CONTENT OBJECTIVES.)

HEARING IMPAIRED CLASS

v

243

I

44'

a

218

ti

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ki

5°.If

Social Emotional

1. The child shall actively explore his/her environment in a random_manneri

2.. The cnild shall demonstrate he/,be hasattract ng.attention to -himself either

3. The chid shall demonstrate he/she'hassitive or negative actions toward an

an effct on people tntoagh:positively or negatively.

an effect on the environment through

object.

219.-

v.

4. s child-shall engage in solitary play by occupying him/herself independently

or 10 minutes.

_

5% °The child.shall demonstrate selfbecome distra5lid and not carry

.... 6. The child'Shaii demonstrate app

tivation through, moving toward-a task,

hkough.

riate'self-motivation by moving toward a

task and carrying out the action. k_

7. -mild shall engagedn,peraliel play by seeking out other children to beround rather than play by him/her self.

Ii

8. The child shall achieve social contact throUgh'the use of language such asmeaningful gesture, verbal approximation, formal sign.

The cnild shall initiate-and maintain attention ince suitable way'inton-'sistently when he/she wants something by gesture, verbal expression brformal sign.

-Tice child shall initiate ail maintain attention in a suitable way consistently.when her/she wants something by gesture, verbal expression or formal sign: ,

1

,11. The child shall systematically attempt to rely on his/her own resources beforelookly: for assistahe from art adult. $....

12. The chil shall consistently share his /her toys others when the teacher,

requests t. ,

13, The -child shall share toys when appropriate using hisiher43wn initiative.

.14. The chila/Illall make some positi/bt;s1pt at becoming -involved with pips.10

during free play.'

..The child shall take turns with the other chtldren4at the teacher's request.

r

',I.). The child shall, take turns when appropriate using his own initiative.

4.

.

17. The.child shall remain on task for 10 minutes ,during appropriate self4directed

activities.,

ctivities. .

13. The child shall wear his hearing aid for 507. of the working day.

.

ei. The student shallow3r his hearing'aid during part of the working day.IP, 1

'O. The student shall wear lip hearing aid for all of the woyking day.

. 5 00

4.

I-2-,

..

220

21.

22.

23.

-

The student shsit Iesve,,,his.hearihg aid on at the-apprivriate volume.

The student.Shailnot iEr phis hesrl1W1g aid cord.

The student shall not chew his,ear molds.

. ,

" t

4,1*

. :

24..°The studert.shall not take his hearing aid Apait.!. > .

C

41-

H7 1.- '.;

.t ,

I

251

4

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1'1

0

l'eer.

, 1..

Social Emotional

1. The child shall indicate he is aware of peer presence-win either a positive ornegative waver.

The child shall actively observe what peers aredoi

.

The child Shall cknowledge peer's intentions by gessigns of underst ng.

4. The child shall seek contact with peer in either positive or negative, ways

urea facial orAveibal

5. The cnild shallimitate behaviorf of another peer;

b. The c ild s ll respond to a peer request'even though'he doesn't carryihroUgh-.the a tion

The child shall 'respond to a request by a peer alvatry through the action.

,

81 Th .child shall seek involvement with peers in a positive way.

9. The child shall demonstrate, ability to wait hibiher turn for h reasbnableimount of time.

,

4

-10. The child shall join in an activity and remain on task for a shorriod of time.

11. The child shall participate in an adult initiated activity such as a game; Songor lesson for a short period ottime.

shall demonstrate attending behavior in adult initiated activitiesperiods of time in music., storytime, structured lessons and games.

shall demonstrate increased time of participation and attention in adultactivities.

The childfor short

13. The cnildinitiated

14. The child shall assist in toy pick -up when requested.

15. The child shalljnit away toys by himihefself when requested.

. The child shall put away toys after-free play without being reminded.

. The child shall demonstrate ability to play Ina group without guidance fromthe teacher.

AThe child.

following

The childin change

IP

will demodetra 1,1ity to change from gine activity to another bya routine. . t#

4 *', .

1.will demonstAlte ability adapt to ilew situations thrOugh acceptange

..,

of routine.'

ti

20; The child'ilhall demonstrate the ability to try new things with enccigementfrom'the teacher. 'v

_ .

21. The child shall demonstrate theability tOtry new things independently..t .

22. The child shall aegionstrate sinsitivity for other aeople's feelings by

, . appropriate actions upon explanation by the teacher.',VA

4',..3

23.: The child shall demonttrate approprfftte agions in relation to other people's/

. . ,.

.feelings without guidance from teacher.

,

-Vi.

. . V '4 . .244: The child will conform to rules for simitle games. - . .

222

I k.25. The child will assist another child upon request by that child.

/ The child will ask"oifier chiildten to play with their toys.1.

27.. The child will demonstrate courteous respons0inconsistently.

0The child will demonstrate courteous respon

0

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I

I

253

it

ently.

4

ti 25 - 36 mos.

1. The child. shall t

Cognition

.

ate his/her oWn, gender.

2; The child shall identify 1 primary-color

J. The child shall point to bodyparts, head, eyes; nose, mouth, ears, hair,chin, eyebrow, elbows, knee,.cheekuitin request of the teacher.

223

4. The child shall point to big and little when presented with 2 Vice objects.

5. Thip child shall'

6. The child, shall

7"; The child shall

8.. The child,shallupon request.

match 4.colAsamples on request.

indicate knowledge of his/her own name.

.

,

4 1.. ,.

siacks5 rings Aker by.size upon request.

imitate developmentally appropriate modeled behaviors

y91 The child shall identify boy and girl'in

37 - 48 dnths,4

t

i0 The child shall place'request'ed

11.4.ihe child shall point

The child shal( point 'to the

The child shall add 1 missing major part to 'a

-

..11(

preience of either.

an.object in front of or iqpback of himself when

to and count 4 anies when requested. 114

13.

14.. The child shall indicate (by pointing) "big orshows ari 8" and a 4" object.

15. The chiljeshall identifyline drawings of faces.

16. The child shall give his first-and last name when requested.

17, The childshail complete

longer of tuib dark lines' upon request.1

page siled drawing of a person.

little" using a picture which

'

6th'e emotions happy and sad upon presentations of

a kpiece puzzle in less than 5 minutes whet*4,o,u. The clAild shall i- ndicate use of common toys %household items when shown a

picture of, them. .

19. The child shall place 2 hallies of a circle together to forma whole circlein imitation.

20. The child shall identify red, blue, and yellow,

21. The child'shall utilize media suc asspaini; crayons, clay, paper to initiatean.aft activity.

254

The child shall exhibibiltty to describescertain characteristics of laobject.such Lig color, size, weight, ,texttre, temperature, odor, etc.' .

23.4'The child shall point to and count 5 objects upon request.

.1/4. The child shall' upon holding or lifting-2 objects, tell which is heavy and %

which is light, i.e. block and feather.

'5. The child shall repeat finger plays with actions from memory (finger plays tobe of simple actions of 4-6 sentences).

!6:' The child shall Point to and name a circle, triangle and a square.

_7. The child shall repeat 4 nonsense syllables ip imitation. .4

-G. The child shial observe and ask questions about other's activities.

-9. The child shall discriminate by touch and doocribe as smooth` or rough andsoft or hard. 1.

30. Giver a ball of clay., the child shall use his hands to form a balk -,and a snake

upon reque

31. The childno matter

9 -60 months

3?. The child shall sort small items into egg cartons according to size, shape, color--

and/or design as directed. , ,

st.

shall'namesshapei, circle,, triangle and- square in his.envirenntwhat form theashapes take, i.e. table top, picture frame.

'3. The child shall name 5different colon ten requested.,

. , e''..,

'4. The child shall demonstrate knowledge of concepts of directiOn -, up, doion;

-around, through; forward, backward; near, fat; close' to, far froi'04 manipulating

objects or themselves to follow verbd1 directions. .

.

. , . .

. ,5. The child shall relate 2 objects to the verbalized numeral 2 by indicating 2 objects

upon request.. .

., ,

..

A. The child shall differentiate day and night by demonstfating activity which occurs

.. in each time period.. .

. S

/. The child shall discriminate the difference between a set of one object and a

vet of 2 objects upon request. ..

The child shall correctly categorize common objects e.g. silverware, fruit or'

Inimala upon request.

The child shall categofize furniture pn the basis of the room which it

. belongs (2 pieces of furniture in each room.)*

Given2 pileslof objects (of 5 related pairs l'in each pile) the childshall

match associated items.

-ww w w

4

.3.

225

r'

Al. The child shall identify.w4ch object of 3 familiar objects has been removed.

42. The child shall inentify the first letter of his first name.

43. The child Shall immediately mite 3 familiar objects which he saw for 30 secondi

and which were then taken from view.

.

.1

44. Given a 10 minuteltime limit, the child -shall put together a simple puzzle

' of 5 to 8 pieces.; 3, I

A

45. The child shall add 3 pars incomslete drawing of a man. tt.;

46. Given a set of.5 objects of various heights, the child shall arrange the

objects so that they are ordered from shortest to tallest.

L-1:- The cnild w11 remember one missing part of a diawnimple, familiar object

and produci.a drawing adding the missing part (clock- do hands, etc.)

Given an outline pring of a common object foldedsymmetrically in half; the

Child will correctly name the:Iogject.

' itt. 4

The Child shall identify splkific times of,the day, mealtime,-bedtime, etc.

IPV

41

256

.zs

-:

4

Si

226-

Self Help

1.. The child shall consistently indicate his bathroom needs through gesture, sign=

ingior verbal expression.

2. The child shdll demonstrate tke.ability to use the toilet unassisted throughout

the school day.

3: The child shall demonstrate the ability to,pash and dry his hands by himself.

'4, The child shall wash his hands at appropriate Vmes inconsistently such asbefore eating and after toileting.

-J. The child shall wash his hands at,appropriaee times consistently-such as before'eating and after toileting,

11"6'. The child shall unzip a large zipper on clothing by himself.

1. The child shall demonstrate the ability to unbutton' large buttons by hilmeelf

s. The child shall demonstraee the ability to remove Nis hat and coat by hipselfwith the exception of difficult zippers and buttons.

i. The child shall remove snow pants by himself.. e

.

i.

.

'..

i

lie child shall demonstrate the ability ei, remove outdoor boots by himsellf.

.

. . . .

- -

The child shall-demonstraa the ability to ritt on'his boots by himself.

The child shall demonstflitte'the ability to put his boots on the correct feet

ay himself. '

. ,

. !J. The child shall demonstrate the ability to zip up large zippers.

. The child-shall attempt to button buttons. .0"

i.

15. The child shall demonstette the ibiWy_to butto* large buttons.4 .,

... lo. With the exceptibn of difficu]t buttoning and iipOtng, the child sat demonstrate

the ability to put on his coat-and hat with some assistance. f:

The child shill demonste thtability to put on his coat and hat himself.

child shall put on his snow pants by hilinself:

.9. The dhild shall demonstrate the ability to hang up his clothing unassisted.

). .

child shall hang up lop clothing inconsistently without being asked.

child shall hang 4p his clothing consistently without being asked.

.1e child shall demonstrate ability to use Kleenex 'when needed with/assistance.

The-child shall inconsistently use Kleenex when needed unassisted.

, :LAv.ehild shall consistently use Kleenex when needed unassisted,*k

0

r 1c 1 I

lif '

227

-2-

25. The child shall, inconsistently use Kleenex without reminding and throw it in

the appropriate container.

26. The child shall consistently use Kleenex without reminding and throw it in the-

appropriate container.

27." The child shall_demonstrate the ability to drink from a cup without spilling.,

26. The child shall demonstrate the ability to pour from a mj,lk carton withoutspilling.

29. The child shall demonstrate the ability to pour from a pitcher - without spilling.

' 30. The, child shall demonstpte the ability to drink from a ,straw appropriately.

31. The child will consistently stop at the'curb and not cross the street beforebeing 'told. ,s6

r. The child will inconstently put on and take off h i hearing aid correctlyunassisted.

33. The child will consistently put on and take off hii--hearing aid correctly unassisted.

The cnild will consistently be-able to take his battery out of the hearing aid"unassisted.

35. The child will demonstrate ability to test hi; battery-making correct judgementi,with assistance.

The child will danonstrate the Ability to test his_battevyynaking correct judge- ---

ments unassisted.

. The student will demonstrate the ability to test his battery making correct judge-,

ments 'without being reminded.

9 j

Gross Motor

25 - 36 months

1. The child shall5 seconds.

. .

.The child shall

3. The child shallrequest:

4. The child shall

3.. The child shall

6. The Child shall

- -Motor Development4 -OS. t.

.1:

stand on 1 foot when aided by a'person or an object for at least

sit down and arise from a child-sized chair without falling.

41demonstrate the ability to carry small breakable objects upon

wall 10 feet staying between parallel liaes.8" apart.

4gallop iwkardly preferred foot leading for 4 'template movements.

t

throw smalr objects a distance'of 2 feet while standing.

7. The child shall catch a large ball when it is siowl, rolled on the floor'to him2 out of 4 trials. .

3. The child shall go tirand down stairs one step at a time using the ame foo to lead

at least 5 steps. .

The child shall "roll a ball forward 2 of 3 trials.

.0. The child shall run forward 10.feet withdut turning.

- 48 months_

11. The child shall perform a standing'broad jump without tilling.

12. The child shall stand on 1 fop; atleast 3 seconds:without assistance.

13. The chit shall throw a ball underhand_in imitation at least 4 feet in

direction.

The child shall

The child shill h

imb a 5 foot slide without assistance and-slide do4b.

plade on both feet fOr 10 secondi with assistance.

a

-The child shall catch a large ball with both hands at A distance of-4 feet!'

The child shallguiding,

complete a forward Somersault on a soft surface wit an adult

!The child shall jump tgb the floorfloor and maintaan balance.

.

The child shall hop with both feet for

from a sturdy surface that is 12" above the

a minimum of .3.hopswithout assistance.-

J. The child shall bounce a large :ball within reach of another person at-a distance

4 feet. , 40

25

14:

. 1,

72.=ir

. .

..

.

.., 2W.-'"

..,, -. 1

'' 21. The child shall step on a footprint_ pattern ori thd/floor using the correcifeet- C.-:--;:.1,:, 1-

(left and right);.

j.''

. I. -

.. . .

22.' The child shall catch a'large ball that is-bounced by another person 4 or 5.feet .....,

away. 4.- . a

'% '.

r C. .li l'ii'' 4,1

23. The child. shall, broad jump 19".0%

l'I''/ . i li \ :e"..

- 60 months

/ I .0 ' .. 11'.1i ' '

1. I

c).

. ...!;,..: .

........,.'

:,. t!...:";. .)4. The child shall bounce and .catch a Medium size hall of-a hard surfaiesurface,.. .

.

.--

25. The child shall go up and down at feast 5 stair* using hand, rail and.alternate.feet.r

..

.

"8! The -child shall wan( at least 10 feet On a straight 3" taped line without aid` and. ,

without stepping offcompletely. ,... .-.. ,! t , 01 .

,

''.,, -; *4:i.'li' ,,s'

Li: The child shall run at. least 10 feet and stop. suddenly without falling. i

1s; ;,.

../1

.,. '

. .

.

, ..,

.6. The child shall gallop smoothly leading with either foOt 10 feet. ,;. ,,;:y /k.i.

.' ,.: '

29. The child shall run at least 10 feet and'i-!turn

'without falling. ., r-o '1

,

. t ..tt,. 1-

130, The child shall skip clumsily at least 4 complete successive- skips. , :

. - ._

.;1A ,...:*'

,

.Apip e37..

; :1. The child shall jump over a rope 16" high with a running start. !.=;:i .i '0..4.- v. .1. t. ...;:illi 4-... - ,Pr .1 . - -.

7. The child shall kick a 10" ball in the direCtion of a specified target without :,..

losing balance. , ,. :s1 .

; ",;:-Nt, ...,:'

.4,- .

:1! 1,?3. The child shall throw a-bean bagin.a basket at a distance of 4sfeet.-411 ''

';.4

The child shall throw a ball forward 18 feet holding tliet-bail in one hand ,..: ! 4-7% -

4 i.k.f

7he child shall demonstrate the ability to walk forward, backward And sideways

th a coordinated manner on request..

. ,

4,4\. The child shall k l ball under control f 4 bounces.ounce a large a uner conroor ce. ,

.;$

.1..';;! !,

','':'

(,7. The child shill hop on 1 foot for 4 hopg withoUtaid.

'..... The child shall keep a balloon from touching the floor by battg it for 22 seconds.

'1, Li

1'''

. tv I J 11.820

AUDITORY-ORAL ASPECTS Of LANGUAGE

Tbp development and demonstration of these skills are based on the c d's understandinghe meaning of the vocabulary and syntax used' or through meaningfuk e eriences.

-C-.)ectivesshould be defined in quiet or noise At varying distances o_

7 a d 10 feet.

0.jectrVesnould be defined through use of audition and vision,totai or auditionne-for understanding and pointing, matchina.actions,or speech for expiession.

T .

1. The child-shall demoroate AParefiess of sound by indicating its presence orsence.

a. environmental sounds

b. speech sounds .fs

11.

2. The child shall demonstrate recognition of'the sounds source by indicating its'cation.

a. envirdnmental1.

sounds

b. speech sotinds-,

.00 1

3. The child 'shall respond to high and low pitch levels by imitation of vocal%production.

4. The child shall

5. The child shall

6. The child shalla. phrases

sentences

distinguish between long end short tones.

distinguish between loud and soft tones and

imitate rhythm and intonation patterns in

,t

speech sounds.

7. The child shall imitate the consonant sounds of the English languagep, Cy m, n, t, d, 1, s, z, sh, ch, r, dj, k, g.

-01

S. The child shall imitate syllables makingouse of varying consonant vowel

.cohinations. , . .

46.

7

I 9. The child stall imitate the short and long vowqrsounds of the English1::-..tage, a e i o4. A **

.

. . .

'.

, .

10. The child shall demonstrate understanding of the acpustic messETby indicatingliropriate object or picture referred to.

a. gross discriminationb. fine discrimination

11.

conplexi

*.6

Child 4shallPimitate words, phrasei and sentences progressing in.lengt

12. The child shall demonstrate understanding of the acoustic message by-, owing a direction.

13. The child shall demonstrate understanding of the acoustic message by answering

P\t_ 261

. Fine Motor 4

co,

01, Motor Devil:Ate..

25 - 36 months.-

. .,.. 'Small -sized-. P 1. The child shall insert a Small-sized peg into a pegboard hole alone.

tr

t3-.-.*, ti.4 , ....iy: sc-, -

2. -The ?hild shall demonstrate the atility, to -strip the candy of its wrapper. , ,:,

4 -. 7 6 ,

'. Po

3. The child shall demonstrate the ability to copy a horizontal lip and a le: A.

, .. %., t-

,'. The child shall turn he page of a cardboard'book%

lk... . .

* 5. The child shall place; eces in the appropriate slots of a 3piene'formboard... ,,,

. 'O',JP .'

.

4. The child shall fold paper in half with Ant more than an-incly variance. 4'

f': The childshall pick-up small objects aid place them in a cup aid then dump the objects,'

. .. from it in imitation.. 2. 0

. , . , 4=,

1116. The child shall dAmonstrate ability to grasp a crayon using finger graiep

).....

. 10 . .. de ,

,

.). ,the childahall,imltate a "yr stroke on paper wilh crayon.,

- ..1

1. .The child shall /demonstrate the ability to !Old a7towce 6 blocks'hight.

The child shall thread 5 large beadPon a .string. A. -* .*

':hen the child is handed an.objeCt repeatedly, he shall grasp it with the same hand.

. .%et ., . . ,

. wv,

t 1

- 4S tionthslt------- ,

,1

3. The.dhil 11 dembnstrate the Unity to-copy, a-circfe o9 paper. ,

. 40 .- P

The h 1 demonstrate the ability to cut-,paper using child -sized scissors.

i. The child shall demOnstrate the ability to paste using poin6r finger.

- ......*

Thelthild hall demonstrate the abiltty to imitate building a three-block 'balidge.

Li . TiLe 4.:1111d* snail demonstrate the biAity to bui'ld. a tower mof 8 blocks. 6 4.

. ,--` ---..-`

1Z 0 The *hilci, shall demonsttate the ility to copy a simare. ' .% .

!9: The child. shall-demonstrate the'ability to xopy,a M and an N. ,

Ar--2'',. Theron& shall. demonstrate thee ability to copy a triaisle:

. The child shall demonstrate the ability to cdey a, o, acid t:'4

,

'. The child shall demonstrate the ability to dress and undress dolls.

'3. The child shall make recognizable copies of 5 different printed letters

262

A

ii

49-- 60 .months

24 The Child shall

25. The child shall.

4 inch line.

ihmnonstratelthe ability ,to

deffionstratg the abilit9.rta

. 26. 'The.ch lot demonsttate the ability

2/ The child shall demonstnate the abilityAa

23. The child shall demonstrate the ability

29. The child shall demonstrate

301 The child shall demonstrate-.sized pictures.

.31. the child shall demonstrate

32. The child shat demonstrate

34.

33.

36.

the

the

the

the

The-'child shall deMonstrate thestructure Of various sizes and

The child shall follow a given.44.

The child shall print his name, correctly.

ability

ability

to

to copy'

2J2

.'.';''

lace a shoe.

.

4

cut along a straight or. slightly curved

tie his /her shoe lace in a single knot.

totold asquaFe p'iece4f paper diaionally.

to copy.

to cut ,o

a 5 block bridge.

ut a simple picture with child-

ability to,thold a pencil in an adult-like manner.

ability to color staying etthin the circle.

ability to.build a stable410-piece verticalshapes.

stimulus'

with his eyes without moving his bead.

..

The Child shall imild a paint.brushcorredihy to form a straight, slanted andCurved lre. -

, 4

t.

GM

MM.

4

.4

x .

- . 414 I .

,

?eceptive

These objectives are based on child's understanding of single words used intilt questions and sentences.

Language

231

,

). The child shall demonstrate understanding that objects can be represented by wordsby pointing-to an object when the teacher gives th, name or gives the formal sign.

. . .

.

! The child shall demonstrate understanding that people can be reptesented by symbolicnames by pointing to the person when the teacher''says,the,name or givei the formal4ign, - ,

',

,

The chAd'shalllieonstrate understanding of gesture by coming to the teacher whe -----7----..,

motioned to.

J.

4. The child shall demonstrate awareness of facial -expressih throughreacting to anangry and happy face.

The child shall demonstrate understanding of"more" as a recurrence indicatingrant of more. . ___ .

: .

The child shall demonstrate understanding./

of "no" 901°n-existence by indicating achild Orparent is not in the room or a container is empty.

4 I

.-. . The child shdill demenstrateunderstanding of "no" as rejection by protesting or. refusipg. .

. -7

s ,

The-child shall demonstrate. understanding of possession*by indicating the objectand,,,tile6 person who owns it, i.e., mommy'tvcar. _ _ _ .

. .

The child *hdlf demonstrate understanding of words which describe the featores ofsize, shape, color, texture by,pointing, to the correct Object that-the teacher

. .

decribes, i.e., big, little, round, squip, rectangle, primary colors.

'11.,e child shall.

demonstrate understanding of act ion words to objects by carrying out- . the action on an object that the teacher-0401kt. . !II,.

.,:

:ne'child sha)ldemaihsttate understanding of actions orchange as they relate to --.

. change. of location by Carrying out teacher'slidirections.t44

,

. The child shall demonstrate undersanding of qe word "no or'not" tp deny thepresenkeof existence-of something thro6gn itsillippropriate use. le 4.

The child shall demonitrate understanding of. wordh of preference such as "like,rant, need" by answering teacher's question, "Do you like, want, need, Vs

e(1 N roprDitely. ,.

.

.

, ..,.

'she ch ld shall demonstrate understanding that words can desdribe.locatibn of an -1et,je.ct or person by indicating place of Iterson or object that'-tffe teacher describes. .

, s k: .

, F . e,. The child shall-demonstrate uaderstanding.of the litestioniforms "what, where, who,

htw and p when used something. .hy" whd to get information abdut .

.

, V a' /. /,

:.

-2-

16. The'childshall demonstreb under'standing o, the word "now" by carrying out an.,appropriate, action. ' .

17. The child shel.deponstrate undgrstatting of negation in relation to limiting people's,actions by vse of. appropriate actions..

.

.18. The ch1.14 shall demonstrate.enderstanding oeplurality bf indicating more than oneobjeCt or personwil6 the teacher gives che,plural form. '

19. The child-shall,demonistrate dikersfanding of the questionor "rlpat, where, why/ .

how and %then" when*it is used to ask information about therelattonship or cause/ffect one itliation has. to another, i.e., where do I put my'snoes? How doe%that come,apart?

-,A

.-2q. The child shall demonstrate,understanding of time 'relatiolthips by Pointing to the

appropriate picture whenhe teacher uses past ana pre ent verb-tenses to describe* the action.

,

i: 4TThe child.shall demonstrati understanding events that nay happen in the future

through calendar work or pointing-to the corrett picture whin the teAC'Her usesthe future tense. :I* --f

. . ,. . I

. .. f22. The child 1.ha1I indicate understanding-pf pretise.descriptions'tf;objects and events

the teacherpres s bypointing to the correct object.or carrying outtheappro-. pr te direetio

4.,. de . . %ire

.

.fr` 7-.. The child shall indicate'iladerStanding of "to, for, With"by carrying owt,appro-" vi:t idireCNons'given'byth!...teeilers. , *

4

, .

The-Childishall indicatd understandinkof, "dm - is _ -_are" as they are used incontent

.Nsimplesentenceswfthin gontent le9sons. .

..

. ..:. The child All indicate understandin,of the verb "can" is e/she demonstrates.

--,his/her ability.to do something in answer to the questiowca Wu ., ?

. ....

1- The child, shall indtcate,understanding of the verb "caeas,he/she.answeri7negatively to the questipn"Cayy?'1'to demonstrate inability.

. . . . :

, .

2/. .The child shall indiqap understanding of the verb ':'must, *quid" by appropriate.actions to the'teactier's deMand.

4.

,

..

:,. The child shall indicate understanding ofprbnouns by ftmonstratingrappr elationskilipt when, he words are presented by the teechei.(1.

.

..

,..

The child shall indicate understanding of spatial relationships.by carrying outeacher's direttions Which incorporate on, in, next to,:in front of, under,

ill.

_I,

.

,'oehind,. and between.4 Ak

I,.' The childvetill inditate-understanding-of tht suestion. fOrm:"when"'by/ansWering ;A, 7 /

.

,..

,-,,

''how as lateil.' appropriately. . -..

4di .

4,

o)

,4

. he child shall indicate u'aerstanding of tHe rtlattonships of events in a sequence''y lollowinedirections pr sented by the teaeler whilh'Make.wee of "before ad after."

A)

235

.,

32.- The child shalt indicate understanding ab,, out how two events relate to one another

by-understanding the word because in a sentence or asian answer to a why question.

3. The child shall,indicate undeutanding that relationships exist betWeen more than

One object cki situation by Allowing directions uacd by the 'teachee which \c..

incorporate raind" as the linking word.

34... The child shall progressivalis add,to his understanding of words in all word classes.t P ' .;

'-------....-- , ,35: The child shall prpgressivily add-to his/hei understanding of.inore complex question',

forms..

it.. .

. .

36. The child. shall, progressively add to his/her understanding of mordveomplexosentence structure. v..

.,

- ,

.

,.

w

0,

- 7.4 .44, fr -

I

St..

110

' 0

4

4

V

A

t.

.-I

7

;

t

z

vo

. :

r' ,e-

7

.1

0Expressive'

Language236'

. e The child shall vocalize actively.

and purposefully in;communication with others

throughout tie day;keven though the word-like syllables can't. be understood.

,.

i

2. The child'shall use ii gesture to indicate his wants, Le, be picked upi go to*.

- the bathroom., get a drink.,reral times a day... . .

3. The child'shall say "more " - several ti.mes i,dai'wh-en they want something to ,happen..

' ; A 4.,.

I

. / , .

.

4. The chilkshall say"no"or "all gol" consistently when something is not there' whenm 4

expected.. N

.

:. _

5: The child shll say "no" to protest something.

r6.' The child shall ,use a single- wore to name 15 famiar things.

7: The child shall use a few words to talk about the tangs they irA doing pr seeing.1

..'

8. The child shall use a feW words to tell )4hen" they Nut mere.

,

4

9. The child shall say"no"along with the name of the object.

I .

The child shall combine a few words to tell you what he/she doesn't want.

4.

.

. ,.

. .

The child shall tell,

about something thdt.belongs

.

to hileher ot someone else.t 11

. . al

. The child shall use words that describe..,

an objecti,e."big doggie,"that gDod."ooI' ...,.

-,4. -The child shall combine seN1 words- to talk about-actipas-, i.e., "build house,"

"tee ride bike."w . /

.1. ,

Tao child shall combine words to talk about a cha ge in-location. '04'-'

p

.). -Tae child shall use"noelb) indicate sqmething is not present or when they want to

deny the existences of something.

-The child shall express his41.etwants by using words as "like, want, need."'1)

s.

child shall usg words to denote location-df an object or a person..

41ile shall use the word "can't" to expreis something tlet-is 'not possible.% 4.

, ,.

d shall use two or tore words `to talk a1FOut something they. notice.

1.. 00,child shall 4zse "What", "where" and "why" to get. information.

/

. 1.

... ghe"child shall Indicate he/she wants tomett4ng_at that particular moment.by.-4 ,lakinglow."

,f3', ..0.. "j

.

I,

-v.. , 42 , . the child shall- use theword "don't ", to limit someone's actions.:-

ipk :..1040,. -1-

0, '3. -The child shalt use "and" to link one,Opject or-'situation.

.

, s.

; Th2 child .shall acknpwledcetreopleIkd talk abOut their actions, 4,That'squsie's coat.

. .

237

2). The child Will demonstrate understanding of "more than one" by inconsistent use of the

plurakProle of the "s" ending. -

The child Shall-use "who" in order to obtain information.

'The child shall- use phOw" 'n order to obtain information.

A A_The c ild shall use word endings .to renal their understanding of time relationships

st tense "ed" or pregent progressive "ing".

.

. The ch d shall words like "gonna hafta or let's (maybe)" to demonstrate their

enders in ing thee events arc not klimited to mediate.

r. ,

.....

The hild demonstrStes understanding of possession through use of the "s" ending.

31. The gild will use more, precise descriptiOns ofobjects and events through usecif

afpr8 iate modifiers. 6

2The c ild will.uge words like "to, for, with"lio help pinpoint the relationship

bp objects or events. \4

child will use articles such as Pa, an. and the" to talk about objects more044.0.s'pe

. -

15.

The child will use "am, i's, and are" in their communications.

The chip will use the verb "can" to express whit he/She is able to do.

. 36, The child willit talk about specific 141cation of something in .terms of in.front of,. betureen, behind, on, under and next to/

.#_.

., ,

37. The child will discuss events that hippen in the future through the use of "tomorrow

and later".

4

33. The child will demonstrate his/her idea that there is an absolute way to deil .

with kmethitt. thrOugh the :use of the verbs "most" and "should".,,

. k ' ', . s. i;'39. -.The:child will make use of pronouns to reflect awareness of theMsellies in relapion

-4. tg otberA my, she, ft", we, I, our, they, them..

.

i

.,0. The child 4ill ask 4uestions.ahou41:1when" things are going to happen to'reflIft ,...,

their understanding thSt events have a time relationship: 1,,i 6 ft

, '.'71: .The eiild will use "before, and after" to demonstrate understanding of the'relationship.of events in'a sequence. - .. u .

Al4?. The childWill Use "because" to discuss how one thing 'relates to another.a

-243:, The child' tealediscusi two evestsliiiSt have a sequential relation to one another

*.,

specifying ,the tirtle rel4tionsiaT). .

),4 '

44. The child will use'his/he "Linguage skills to indicate Uisneeds and wants.

i./

. 't

..

Y. Thechild will use .his/her language skills to indicate hi; /her feelings.

.,- :tl c r

.. 6ci`

i

46. The child will usithis/her

47. The child will use his /firer

48. The child will use his/herfuture events.

49. The child will use his/her

4

O

A-3-

language skills o direct others.

IIIIIlanguage skil o tell about histher,i4mas.

language skills to tell about past, present and

language skills7to inexact with peers and adults.

4

0

tr

it

41

.1

r.4.

1

4 \

v

N.

c-

i

is

4.

lir

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,e

gla

APPENDIX Z

PARENTAL DEVELOPMENTAL WORKSHOPS .

4

1

2.i1)

a

)

o

.p

...

239

- .4

IP

MONTGOMERY COUNTY INTERMEDIATE UNIT

Speech, Language and Hearing Program

lePARENT WORKSHOP

?

Speech and Language Development in the Pte-School Years

Session 1

I. Preliminaries

ft

A. What is Montgomery-County Intermediate Unit?

)1. Description of the `Pre -Stool P-rbject)

C. Pre-test.,

II. Introduction

4

- .

A. Talking - the most dlifficillt of_learned human skills (quote from Van Riper)ft

B. Requirements for normal speech and language development

1. physical aspects

2. mental aspects

3. psychological aspects

III.. Birth 40 6 months

4P

A. Normal speech and language development .

I. birth cry

2. comfort sounds

3. .babbling

4. understanding

5. first meaningful (word

6. words, words, words

7: echolaliaf

.8. jargon

B: Stimulation suggestions for birthto 24 months

s 2/11

aY

240

I

;%.

-2-_

241

Session 2

IV. 2 to 3 years

A. Normal speech and language development

1. increase in vocabulary development

. increase in sentence length

"3.' Stimulation suggestions for 2 to 3 years

V. to 5-Years

A. Normal epeech and language development

orthdgraphics and phonetics

2. speech sound development

SesIgion 3

3: increase in conceptual development

4

4. the,rules of grammar and the exceptions to the rules

B. Suggestions41.

I. stimulation Suggestions -for 3 to 5 years

2. .suggestions regarding the appropriate ways to "correct" errors inspeech and language

yr

Session 4

VI, Nonfluency as a 'phase of normal speech and language development

A. Characteristics.

B. Suggestions for the appropriate" handling of this

VII. Overview of speech disorders

A. Incidence figures

B. Types of disorders

T

272

44,

C

15 Via. Conclusion

S

A. Post-test

1.41, ,

Eviluation of Tiorkshot

ws

q

I

Session 4 (Coned)

273

C

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ti

N

2

r-

4

IMONTGONERY COUNTY INTERMEDIATE UNIT

Speech, Language and,Hearing Program

PARENT WORKSHOP

Speech and, Language DeVeltIpment in the Pre-School Years

40-

IrideetaPei

n south old - comfort sounds

..

.

9. month old - babbling; stimulation activities

.13 month old - single'vords; stimulation activities

Jo* (3-2) and HAY (4-2) - language during play

Jon (3 -2) - Grammatit Closure sub-test of ITPA

Holly °(4.-2) - praramatie;Closure sub-test

Amy (2-3)10 stimulation activities

Jon (3-7) - stitulatfon.activities

.

of ITPA

Holly (5.44 and Amy (5-10) conversation

Amy (5-10) - Grammatic-Clovre sub-test af.iTPA_

my (5-10) and Holly (5-1) -.areiculatioi test

1!

Speech disorders

Jeff (6-0) - uonfluencies and misarticuastions

'George (7-0) - hypernasality

giic (M)- - nonfluencies. and misarticulations

Frank (7-1) - nonfluencies,misarticulaaona and language problems4,

JP

?74

r

der

of

"243

111

Amdiaspes

stages of development

reflexive sounds

corfortsounds

babbling

*chola is

jargon

,2 year old.

4 year old

.

.self-talk and parallel talk

imitation of babbling

3 position articulation test

*-

examples of ipeechkfisordersP

examples of how people who

. Filmst

Tsach-Yojr Child to' Talk

4.

40

are hearing imPairea4mar

54

244

5.

'The Prevention of Stuttering - Part I

.

Ft

f

w

. 275

7

: r

.4

P

qr

MONTGOMERY COUNTY I NTERRE

TITLE VI. PARENT WORKSHOPS

SPEECH ANDkIANUAGE DEVELOPMENT I N_THE P

4/

School District-45

WiissahrOcon

Uppir DublinOF

Colonial111

April 18,:25' 4-42,1, 1977 ilt

%

April 19, 26 , 10, 1977.

April 20, 27, May 4, 11, 1977

eti $6tal Attendance

, ,

Parents- had children of the following ages!:* 0

, or.

icat

4.

Ir...0- 6 Monthtta

- 111 months

- rEt month S.z:"? 4

1924. months't

5

2 years u ,.8

3 years .....T1

4 years s ,.19.',

5 years...,..., 18.4 ,.%.

46 years, 1 8

*Children

TOTAL, 74

A--older than 6 years have not been counted.

a

277

"sk

OL MAR%4

f

. 246

Attendanci

A.M. P.M.

v.7* ...

,

9

a

8 15 0,

, 10

4b

4

'r

V

L

247

R.

-

TITLE VI PAR,EkT WORKSHOPS

SPEECH AND LANGUAGE DEVELOPMENT IN THE PRE SCHOOL, YEARS

sw

School District

,.

NOvembeY1,-8,

February.

February

.pates ,.-

1977

,

Attendance

..

Pottsgrove ,

Methactop

.411.

15; 22, 1916

15, 17; 224: 24,- 1977

25', 28, Marc1112,, '4,

A.M. P.M.

,21 ,15

53 31

i(A.MOnlY)

Potts,toWn March 7, 14, 2:1, 28/1977 25 23

Jenkintown March 8, 15, 22, 29, 1977 91

'Cheltenham Mgrch 9, 16, 23, 30, 1977 67 23

Spring-Ford ,March 10; 17, Iv .31, 1977 :!:-11. 7 1

- Total Attendance 2"87

. '

Parents had children of the foilowIngages::(Ok

.

Ass Number of.Children

;.; A'

- 6 months....:.. 1....224.. 7 = 11 Monthse' il 20

.. 4 4

- 12 - 18 months.. .......... ',.,.;.7,6

19 - 214 months '\ 27s,

1 -.

2 yeai-s-,

103 t

:3 years%

-4 years 70

/5 years e.. 54 4+1

6 years. . 56

fk -7-

Total S20-

::C+Iildren older than v6 year have: not' been counted.

-'

e

I

-11

I

t

dt

1

.1

4

.

is.

. "iliPENDIX B-2

COKPUTEit TRACKING WET

,11111

2 7J,

Oft

,I0 a

a

1

,

4

z

00

$4ME

ADDRESS;.

g ry ours y n erme la e. n

fi 71 E VI EVALUATION PROGRESS SHEET

4

,'

ty,

PARENT(s)"GUARDIAN(s):

kEPHONE: % -4' WORK

DATE,OF BIRTH;

24

D TlICT: 4 ,

R SENT ENROLLMENT:

FUNDED BY:.SCHOIX ENTRY DATE:

4-

p.

I

PRESUMED DISABILITY AS,STAtED, BY PARENT(s)/GUARDIANs):

. .

. EVACUATIONS RECOMMENDED BY CASE MANAGER CIRCLE) .AUD S&L. VIS PED PSV

DATE EVAL -)STATEMENTOr INITIAL BIAGNOSTIg IMPRESSION:**

s SDH i-,

1

S&L

.V

PED

PSY

s.

SIGNATURE or EXAMINER: ,

t

SIGNATURE414

MINER:

SIGNATURE PF EXAMINER :,,s

1.

SIGNATURE OF,EXAMINER:

A

SIGNATURE OF EXAMINER:r

1.

1r SIGNATURE 0 EXAMINER: 2RO*,Not tib-be used in lieu'of Final Diagnostic Sumprary.,

4

monugumely Logrum,y g Le unit"T"ITLE VI VALUADDNYROGRESS SHEET

ADDITIONAL REFERRAL'TO:'./

Date Evaluation

/A

250

ftisig0P

;11PER: REPORT OF:

4?FEEDBACK CONFERENCE:

...

fPresent: 1.U.

Date Lqrsattion z ' -1,

5

4I

s

V vg

iPerent(s)/Guardlan(s):

#.

FINAL PLACEMENT SUMMARY/RECOHMENBATIONS:ii

Ira

3

.34146

,

1W,

,G'`

*

....

.. 16 lb.4i

4

, Ann Kauffman:Certified School,,Psyllproglst

DISPOSITION:

DATE IEP SIGNED,:

0 .

f.*so

I7

r

tUIDEDPINTEGRATION FOR THE PRE-SCHOOLCHID WITilgA HEARING IMPAIIRMENT

Mon'tgomeOk County Intermediate UnitNorristown Pehnsyluania

JaneeMcBride, Supervisor.Kathleen Bachus, Pre;School Teacher

252,

vur purpose ,focla s. to shSre a preblem with you. the solution we arrived .

at after considering e alternatives available to us- and to disculp the advan:*f

) '

tages and disadvanta &es of this choicei It is our hope tfist'if you hav a similar

problem, this frttformation will be of value,to you. WA also hope that'you will

' sha our ideasa hnd experiences with us in,the best iatArests of the children we,. .. . .. ,s

#' A,

setve.'

7 The, ontgomery Counp Intermediate Unit in Pennsylvania .received Titre' VI.;

-

-funding. A$ result, we were given the exciting challenge -to design aV

pre-school

_pro r.m,for hearing impaired children.',, lit

I ' 7 7,-

we began-to'lorMulate plans, let me show you the problem we encountered.- .

. ,

, (slide 1) { would that all.probiems could be ds appealing asthisone)..'You are. ,

iiig'at som Of the eight three -and four-year old children W110, would avail -,,

*.

,.

themselves of our services and fox whom this program would be designed: On the. . e

) --- 04.0. I. - .

surfaCe, one Wiguld never thit* a this as a problem. There-have'been many quality

'.,

programs descrihed in the journals. 'Thege is titellent researc id this area.- '-,

' r . ,

tiateiials, curriculums, and assassedt'meesUrea-are readilyayr;Ilable. We know', '

..

because we have benefited from our study of them 4. - ., .

a4.

10/1kowever4 after assessing each, of these eight children; we found our probleM. A .

- . _

, ':had.taken on added dimensions. 'Due to their 4fferences.,inalearingloss, 'language. .

; ' .

level, social maturity and ho0e,-environments, we soon realzea that if we were to0 :

,

meexfor glem'as a group, we would haveotfflftiign. an tnnova!tiye mode.to meeot thesef 4'.

.,

. . ,

'",_varying needs; The small number of.children presented It chal- denee.,-

.

, :. . 0. . A i

28 j.\ 6

4

.83

-

-2-

411.

Heather (slide 2) has a profound hearing loss which was identified at ten f'

months of age. She received amplification and training Was initiated a month

later. Thropgh.the use of total communication, Heather is'ableto comyinate

her needs and ideas in simple tentence form. Her vocabulary includes a repetoire

yof nouns, verbs, modifiers and prepositions. Sloe is a/e to express \r,,p g/ of-r

thebe using intelligible speech in ebnlunction with signs. The others are signed, 1

correctly -with -verbal approximations., Her normal blearing.,

. .. k.

Akchard (slide3) is'a-t*in! Both I'e and his brother Robert (siO.de 4). I,,

.have moderate hearing losses which are feared to be progressive, llke that of.

itheir sistac. -They were4-identified at two years of age, receivid amplification

----,- . i

and entecad our parent/infant program sobn.after; The twins' Mother it deaf

_land'their father is_hardof-hearing. _Both are determined develop their

childien's vocabulary by training: them to acite lists of nouns from' picture. . ,

. - ',-

books. With the exception of a few stereotyped phrases, Richard and Robert, 1 i

4,

Aemomstrate,/ittle iise of expressive language. , Instead of initiating actions

411,

or communication, they wait to'be shown what -to

`Danny, on the other hand (slide 5), uses jaiton, gesture and plenty a '

energy. HiSthearing,loss which was idevtfied at,,18 months, is severe. Hei

-, ,. I

received amplification immediately and was enrolled in °A parent/infant program.

Danny has a warm, loving family Tdho all have- normal hearing. They do everything

for him tO the.extent that he could be cared immature for his young ge. His

use, of amplification is inconsistent as the receivers end up in the toilet or

,

washing machine., Earmolds Are chewed and cords are bought by the grogs. Danny

doesn't stay at anything very long as he tears about explOcing his environment, 44

with enthusiasm.

284

at

40.

60

s

414

,/

If'there was time,'I would tell you.sboUt Ashlee (slide 6) , Wayne, David

and Tina (glide 7). ,The listdf differAces'would grouf, in, all the areas. ,

, ..

mentioned. If I were to describe these children'g home environmevts, would. . -

.

use words such ae sophisticatg, unsophisticated, coping, helplesi, privileged,

---ao,warm, rigid,'accepting, overprotective; saddened, frantic, as well.as mareTthers..

The children's.hothes were also located all over Montgomery County, not one closer

than five miles from the othe%414

.tortubately; despite these differences, there were' also similarities whici

could be ugled -as a basisfOn whifh to define our goals.__All.the parents were- .

concerned and wanted a program for'thtir children.. Although it' was difficUlt

..-.... , t'for. some *, they could all provide transportation .to a central location, All the.

.

children demonstrated normal intellectual ability. SOmeieWted.in,the superior

to gifted range. None had concomitant physical or neurological ptoblems. All

but_one had had previous training relating to theirAlearIneglimpaiilment.

Badidon these findings, an assessment of needs.orboth.parevand child,.

. . , ,.and our studies of other proorams, Ewe designed tae following three agrsm

4., s.

*'in whidh to incorporate our maj als.''

, , ,, r

l. The children would be.integ tie .in a 'regular nursery,school'in order to

-

.

learn to and profit from communication, interaction And deakling with

their owp 'real worlds(th'e hearing world).

., ,

2. Alpe children wo 1 ateive aessons within a 'structured self-carleCined.- . .

.

. ,

41 . . .

classrooM to develowindividual emerginglangAge skills and colncepres,'

maximal'use-ofresi&nal hearing and.preblem golvC ing strategies. '.

*AllA, . -,

. ,,. , .

. 3." 'Parents woulctbe offered weekly training sessions to develop tindeests/nding4 '..'

.s. ". I-

of 'hearing loss, its effect on the child and the fami*, accentance and,..-

, .. .

. . . .

topfag behavior as-well as.A.he opPortunity for interaction and shmr_14.-. 9 - as-well

)4. 0.6- . , I

..

4

,p

In order to carry out e program such as this, examined several alter-.

. natives. We would *encourage parents toehroli,theix children4in-neighbOrhood,

'nursery scheols.'le-then could provi4g Structured lessons in the afternoon to

meet their specific needs.in eit

hearing children in our own nurpry

for therapy in the afternoon% We

ti

group or individually.. could enroll

school in the mOrningived provide opportunities

nclude all eight childrenin otilltgroup'or,

divide them into two iloy,age, by hearing 'loss; oikby language level.. .

155

' e were notot Satisfied that asiy of ehese plans/

f,would solve ouc problem oti\

. .

- '1,

, . _

.

ing the varied needs of our light children. After a great &All of brainstortiling

searching, the following solution was developed and carri0 out. ,We call it

guided integration.. .

Thp thildren were enrolled in Gwynedd Mercy College nursery-achool.J,Fptur,.

81.. ..

attenaecrsespions three mornings a week and, four attended sessions. two iticiprings..

., /_ . ,--- * . .

_ 0

'a well:, On'alternate afternoons, the children.aitended structured lessons 4'

. .

'our school for hearing impairei children. Weekly parenttrainirig sessions%were

o _

,,also held at thiA'school. ..,

,

''.

1It

i1

In order to ga n the most ben0f1A7for each child within these learning.

,, .- i,t

egyfronments , the ro4 of.our.ar dol teacher Of the hearing'impaired took

,"on two dimensions. Duringthe taFiyYngs she was assigned to .serge As a faculty.

.

,." .

,meniber of the college nursery school. In. ternoon. she was assigned to'the,

. ,

.

self-conkained classroocl. The program supervisor Was "responsible for urent_

l - A ..,

. . .

'training.1)0

.(7 .

lk .. .

, . AiThe role of.our teigcher varied within lhe nufseryArifool setting., Mrs.

4--- .

achus assisted. in the planning'aA development-of-the program. She. included. . f - '"It

children with normal hearing in her group on a btating, basis. tier additio6Z 7\-. . .

s,

.!

.. ..11. . 1

responsibility, hOwever, aside from elucatioina activities, wasto gune ours. .

)-

chiloriren to interact-, and 'communicatE i their. peers and adults (slide 7). In

order to do this, she alsoguided. the. hearing 'childten (Slidet) hettaculty,e 'A

' .

256

4.0 I-5- . ir

.4

.

.. 4110r

s' ,. ..'',

members and observers to understand that although our- children emonstrated p blems

\ , 4.

related to their Hearing loss, they were' children with many of t e same interests

1

and varying similarities and Oifferences as the others.

As a pre-sthool teacher in the self-contained -Classroom, Mrs. Bachus ieted

her attention towards meeting specific _needs related t15 the effects-of the hearing4,

It

loss and language 'delay. In order to coordina-te morning andaltViooll lessons,, t

concepts presented in the nursery school were further developed in this setting

were designed based on meaningful expdttenCes (slide 9, 10), direct invo0ement,

guided exploration, and discOvery (slide 11,' 12): Becau.se of-this-emphasis, the

,'two"groups Were divided according tolangtage levea rather than severity,of hearing

loss or chronological age.

Periodically, pareni.s were encouraged to observe and participate within this

classrooM (slide 13) and to visit the nursery school., As-their understanding of

a

.

and coping with thee4earing loos increased through involvettent in plant training, .

.sessions, these parents wile guided to reinforce classroom lgarning and take ad-. ',11'

, ..

, ,

, . yenta of situations within the home to increase the effectiveness of their

)

,

communication with their child.

., ,

rs id expected with any program, there were.both advantages and disadvantages,

. -

in the implementation cf this .plan. On the whole,,howtver, we felt that both the-i x I

o

'philoSophy behind the concept of gufded inte ation and the overall results were

, highly worthwhile Tor,this group of children, their families, those of us involved4

f

ti

in the, program and.for tht many who observed throughout the year. We each _grew in

our own special way.

In order to-end on a positive note, some of the disadvantages should be noted

first_and a few warnings -shOuldobse given to those who may v4.1311 to follow this model.

First,,the enrollment in he regular nursery school was too high for the

19'number ?f staff and.amount of spate. di four children axe hearing impaired, ,twenty-

,

,seven is an overwhelming number for three staff members. At times, ollohildren,

'p - 257

.41111.

as well as others, were intimidated and inhibited by the wealth of.iivdoRtimulation.

Second, transportation did become a problem as. Well as the distance between

schbol and home. tnechild missed a great deal of school on this accoun.t.

Third, the split groups interfered with the continuity of the,morning program:

Sometimes some of the child;'-en would start something and not be able to see itor*

through or others would come in after it was begun.

-

'Fourth, the dual role of the pre - School : teacher is a difficult one in which

she ,113 required to be many things to many people, teach in two locations each da)_,...

and spend ex-ta_time in plahni for twodifferentprograms.. The,teacher'ssensi-

tivity to situations, accepta the challenge and enthusiasm'iS what makes thisi

. model work. a r( A

Fifth, most of the thr olds were too young for integration at the0 .

beginning of the year. We ''that some of the children should have been more4"

,

,. .mature. Perhaps they should have only attended -the afternoon sessions.

Lait, some of the.regular school activities.weu too difficu,lt fOr oath chifaren '

....../

such as show and tell, songs and long'stories..

- ,

' Now, to talk about, the flood things which made the year a rewardingone. The

, .) ,.

`faculty at Gwynedd Mercy, the teachers, the college students, the parents and'the

hearing children made us all feel welcomein

evert way. rom the moment they accepted.--

our Plan, they joined us in our Aforts to successfully integrate our Shildren. As

total communication wellused by our teacher; many bean 1 arning, signs an njOyed

1

I

ifilliit thoroughly.....

/

.7 .

Second as there is-so much, verbal communication in free 'play, it is d'iflicvlkt-'..

.

.....

for t;he hearidg impaired child lo fit in. 1qual or a leader. He either. becomes

'a follower or withdraws. Because >trs. -Bashus was there to guide the. free play at first'-..

. ,. . ,

and then gradually -step away, the :nearing child was, iven security and self confidence. . -

. and the ihearlug child discovered that., yoo don't_have o speak well,to be fqn('

to play with.,.. "

2138 i

j

0

-7-

258

4

Third - the hearing im paired"Child would sometim'as-eisinterpret a situatibn andas.

\

cause the otherchIld to react°angri.lyl. Ac times, they also would not resi7nd to

being called which would also upset Ve children. Our teacher was there to explain

460 ,

not .to extbse during the first few months. When understandin4had been ciev eloped,

. -

she gradually encouraged them to solve their own problems.$

.

. . 1. ,

.e

, ..

Fourth - we are now far more aware of what is expecAd of a nursery school child.

p-i

We'401,this experience helped prepare our children for many later life situations.

Which involve large nambers Of people., They learned to abide by rules for.the good

of the grcnp. They learned that even though, they were differenor (and they know

this) - they could reach'out to another child and have a good experience. These and,

, many other things were learned by example.

: s;

Fifth - the structutikd lessons were invaluable. Consistent use and care of

...I . .

amplification was assured. Auditory training centereX.around individual and group

:need. Thel security 1 being with just 'three other .children provided 'the ,opportunity,

.

for communication , stories were read at their language level and fecords.werd,14yedp----.. -. .,

. .

to take advantage:of music rather than stories. ._0 r..- /

. . 4.0, , ..

, .

Sixth - parent training rounded out the program. It is necessary and awimpor-A.

0.

tAnt part of any preschool program. If thibparents are able to understand, cope and

..... . .

u,-

communicate, Alp child can't help but have a better chance*hld h.. . ,,

. _

As guided integratir(,)n vas the solUtion We chose tO our .problem, we now feel _as,

-46. r1.. t

"v- .

d9 our pavhts and the Gwynedd Mercy staff that it was a,good choice for_-_-all involved.our

,. , ,

o ,.

fr%We hope these ideas may Help-you in your plans' and may you 1411,1-lave as appeal ng,a

', ,

,

,

.4 , ,

.problem as our'S-(slide 14).- .

1 1A

:4 ' \....

ti'

.1

A .0 ;i1§)'t

'1"-

Community education is a revitaliza$ga of the democratic phrticipatofy

,_procesi in the realm of education in the community. Community education is a

process whereby the community assesses its needs and wants. At the same time,

it's needs in ordet

the process, the

! . the community identifies its resources and codOles them with

to have a more. humanistic and healthy community. Apart from

program aspect. is manifested in various community operations

4-,-implemented by educational agencies.

which are often

.The community education process is based upon some principles. One of

tiese principlesinciudes the desirability of a community to maximize the use

of existing human and physical resources. The community education process

strives:to establish cooperative relptionships among governmental servicg

agencies; amongvoluiteer and civic service organizations,.and among business

and industry.. The community 6ucation gtocese

generating activrtiei by establishing policies

establishes procedures for self-

and provisiens through which the

neememnity can andist itself. CommUnity education believes that such problem-

solving procedures should be established thrdisgh the creatiowand involvement.

of a citizens advisory council..

.In order for the process to be implemented, there must be some cootdination

to bring the various Community elements together to assist the community in its,

daslopment and in the development of its potential leadership. -The,process

encourages.the capacity for innovation and change according to tawants and

needs of the community it serves, Most importantly, community education fosters

serendipity. ComMunity education is an ppen 'Osten, areceOtive concept which

searches.out fortuitous developments.

A,In order to implement the community education.prodeas and provide for the-

f', 4- ,

development of a community witht

the foregoing principles, eight major compoPenrs

should operate -in doncart for the benefit and development* the comieghity.

4 4291

4

.

Components of Community Education

The Formal Education Component in Community education includes those

organizations and curricula' which traditionally meet the educational needs of a4--

/community through, organized, formal educational agencies. The programs within

44this component usually include: 3(1) pieschoo/ education, 2) elementary and

secondary education, (3) special education, (4) adult education,_(5) voCational-

technical schools, (6) community collegds,(7) four-year coll and .(8)" gra4u-I4

ate aild,othet professional schools.

.A typical resident in a community will utilize s or all of these programs

during his or hex lifetime.- Theoretically, the cdmmunit3k education procesvro-.

vides opportitiea and access to these programa for those citizens who have a

need foi th44 If the orgenlzatiOns with the.particular skills to implement

these programs are not available in he community, an educational orgaiization,

44'

such as an intermediate unit, must consider offefing those opportunities to meetk

the community's needs and wants, within an agency's mandated and/or.allowable

service domains.

The second major component in community education .is the Aeh9ationak

priiiams Component. Thie'CoMpoient would include enrichment programs fOr anyone

. 4 )

in, ehe community by way of, lifetime adtivities. Recreation is an' important

aspect that would Ofoiidealltypes.of opportpnitfes fdr single and ream sport

inthusisats. 'Ibmie activities sluld be available to all:people, including

those with'apecial needs, reiardlei; of,age or level of development. The third

major category of\programs in.thia component would include the fine and practical

arts, as well asthe-libraries, historical Societies, and any other activities'

which might be available and desired by the community..

The third major component in the process of community education is

Business. The business firms in a community have a vital role. Busi. ,

ti

292

needs

261

,

S.

the skills and resources of the,4cothmunity ln order to function; the community

needs business to pro4ide jobs for the citizens and products for the community

to purchase. The community organizations must interact with the businesses in

'otdep to have a mutually satisfying relationship.

The fourtivmajor component is the Religious Groups in the community which

play a significant role of nonduplicationrif effort and referral services. The

shaving of such resources would have to be within tbe limits prescribed by law

and the general will of the community residents.o

The fifth major component are those Government Agencies opematingln the

tomilmnity.. The main focus is on-the local government; however, the functifts

of the County, State, and Federal governments must be re6gnixed: The CoUnty

262 .

Intermediate Unitfis another agency in the community which plays an-important

role when one is considering the role of education and human services. 'Cooperi-.

tion among these groups is most essential fon efficient and effective organipation

and option of a community.

'Coordination and communication are the essential and absolutely necessary,

keys to the successful implementation of'the community education process. ThIP

flOho".and the "how" surrounding the implementation of the process are often not'

readily ascertainable. Each community will implement the total concept according'

.

to its needs and resources:if

The local school programs often have a coopera ;ive /collaborative role with

human service agencies in a community. Thus, the sixth major component-in

community education is Annan Servidei.,/ the agencies, in this component would

include thoseprivate and public medigfal services, dental services, and mental

health groups which providekservicee to the4Fitiana who require them. In1

l 1

addition, the various,iociakwelfar prOgrams,andiagencies w6cliprovide individual. .

. ,

and group tounselinvould be a part of this comlionent. The hospital and public,

e

wt.

263

)

health and welfare piograms would be included. The various community service

groups and service. clubs are included, since. they contribute to the community's

general ,welfare.

The Community School (the seventh' component) is one importaht place where

'living and learning meet. This is where the intellect and the environment may

interact to seek solutions tathe probleMs.Ofluman kind, individually airmail

as collectively. Experience and evaluation can create knowledge. The program, .

serves the identified needs of the members of the community and is available. ..

to all who wish to participate. Bowyer, all, programs' do not°P

always operate there.. . -

.

rating as ,a community school, a bridge is created to the

communication and participation go both ways. The'community school is the

program vehiCle for people in the community education process. The -County

intermediate unit can serve many of the needs of the community efficiently and#

effectively. Its broad purpose and base of Support uniquely places'it ince

position of leadership. An agency in'the communiti,usually accepts the loader-

ship and assists the people and other agencies in the process of meeti9g the. ,

identified needs with the community's resources. This-agency often acts as

' additional. .

resouree to those who have the re4onsibility to develop curri

for any age or learning level. To facilitate thieprocess;.coordination is

essentialA

Community participation is the heart of this Concept and.proceps. Usually

.the formal participation takes the fork of Advisory Councils, which are-the

eighth and`last component. Often-the advisory council provides input to all

phases of the program; it can be a valuable' resource to everyone in the educe-

tional proceas. ..Instant access to the community for the identification of

curriculum needs( and reaction to programs can be developed. If the council is.

operating effectively, it should be representative 474 all face )1r the community

1' 1

294

.

.

and be the coMmunication link with the community-at-large. This method4uld..

.

provide a participatory approach and focus on the decision-making process as.

the primary communication link within and outside an. organization. Members of

thergroup would be considered by Likert (1967) as "linking-pins" in his model:

The principle is a simple one. Each member of the decision-makinggroup id

representative of a particdlar segment of the organizition. Each member, there-

fore, acts as a two-way communication link within and outside the organization.

t Pre-School Education

One of the more important programs in the ctimpnity education process- is

pre-school education, It is during these important development years, that

community resources sbpuld.be brought to beer. If a child 'is to participate in

the community development process,116/142, must have basic intelleCtual, social,

and psicallleeds met.,

In-the past, then ;needs have been met geterally by the family unit.

However, with thp increas4ng strife and demands on the family unit, commUnityP

5.

resources have/had to plai4a more important role in pre-schbol/child development.4

!

Too often, these resources *re scattered throughout the community arl overlap

..

.,,

4;with each other. In this 0,4 of accountability pad dwindling fipcil resources,

,

. %

it is, necessary for coordinagion of these efforts to bring them to bear more.

effectively on this stage of development of children.

..

---__ 'Pre-schoWchildren'who heve special needi which usually require high

expenditures for-the special ca*can benefit from the coordinated effort of

'

. . .

the community education process446 addition, the direct involvement of parents . .

I.

264

as well as other professionele.col#iibute significantly. to the cognitive,

affective, and deVelOilnt,of the child. ,The comeudit educatiOn

process with its encouragement of democratic participation in problem-solvin

265

-would issisi in this Involvement. Ad intermediate unit with its resourcesAnd.

demomagrated leadership 6141/Plcontribute significantly to this development of, .

. .. r

pre-school children.

.

Montgomety Comity Intermediate Unit'.

.,

During 1976-77, the Montgomery County IntermediatalUnit-No.. 23 of Norris-. -

. toWn.Pennspkwania, was funded under Title VI, Part B; of the Education of the

HandicappedApt (ERA-B), to provide for the initiation of services to handicapped

O . .. .

children not previously served. To carry out this plan, the project has seven

-a

-components.*4

1. To create public awareness of'programs and services available to

previously unnerved hindisapped,persons:

2. To locate unserved handicapped persons aged zero to 21 years; to

locate, identify, and verify all previously unnerved pre-school

'handicapped persons.

3.. To provide individualized program planaloy handicapped person&

served or assigned by means of ERA-B.

4. To piovide instructional prdgrans related services for preschool

handicapped persons for whom such programs are not Mandated or other-

..

wise availible.-

- 5. To develop and maintain a child - tracking system that tweets /II, state',

'and national-level information Reeds about persons served under ERA-B.

6. To provide resource information'nicessaiv fliadequate services to

-handicapped persons under ERA-B.

7. To gather, summarize, and repOtt ormafioii about ERA -B, programs and

services for management, accountability, and ongoing planning purposei.

The pOrpose of this report is to assist this projeit'in the Wider utilization

2.9)

I-

ti

(

266

r

of community resources and-the community education process* to achiAre the follow-,

ing-service activities. . )

SERVICE COMPONENT 1 - To create public ikariness of proems and services avail-able to previously unservea handicapped

Information and presentations about the progrem should be given to organi-

tapioca such as Parents Without Partners, PteTNatal Health Care Centers, and

,

child development classes. Programs to inforM expectant mothers Should also be

developed. The programs would notshave to deal directly with the possibility of

having a handicapped Child.. The main focus of the program7should be ptoper pie-. . ,

, natal care. The importance of good health care and proper nutrition should be

stressed. During the program, various experts in early childhood Hivelopment

could be used to discuss the various topic areas. During this time, paren 4-

be could be informed_on some 4f the positive developueUt signs and enlouraged to .

seek more informatiwif they believe that/their child is not piogressing normal*.

During pietism, it might be appropriate to'encouragea, positive attitude towards

handicapped persons.

/

It is abso2tely essential that obstetricians and. ediatricians be involved.

in this awarene program. If these proftssionals serve on the comMunity advisory

council-and help to formulate the programs, they are more likely to support the#

I

program. This will be a slow process; however, if they have ponsultant contracts.

,and other prOfessionalrelationships.w4the intermediate unit,.they will be _

more likely to support its program. If these medical professionils are approached

in a. community- minded professional manner, usually they will cooperate. A direct

contact with the Montgomery County Medical Society to explain the *program and

servicesof the intermediate unit might be beneficial. Through meaningful dialogue,

mutual missions would be identified and cooperative efforts could be initiated.

As there are a number of pharmaceutical companies in the Montgomery County

297

area their help and public relationi programs 5oul4(assist in the, levelopment

'of-awareness in the Intermediate Unit'S programs: 4rhe$,-could inform the parents

of what they might do if they suspect they have a handicapped infant. Possibly

an in-service program for the companies' employees which would assist them in

talking to.people and parents who might have handicapped children. .These parents.

would be encouraged to seek diagnosis and help early in their Children's develop

sent.I

Brochures about the early signsvqf 'handicapped children could be enclosed

with the property tax statements to each household. This typaof information

would assist'the parent and general public in their understanding of potential

help.for their handicapped child as well as foitthemselves in trying to pope

with the situation.

Short informational items mould also be placed. in the public service

announcements and brochures of the, public utilities, billing statements. Often-

the statements of-the public utilities carry a small brochure, usually titled

"Nees and Notes" or'vomeq)ther'Similar title. They announce various educational

programs or special events Which are for the public's genel welfare. The use

of this vehicle could be most helpful.

SERVICE' COMPONENT 2 - To locate*unserved handicapped persona aged zero to 21

years; to locate, identify, and verify'all previouslyunserved pre - school handicapped persons.

One way toimore fully identify unserved handicapped persons ii for the

Intermediate Unit to conduct a special training session for 'ell census takers

which the member districts employ. The school districts could require this

Inservice class on the "Art of Taking the Censtis" as.a condition of Aloployment.

.

Of'course, the Intermediate Udit would have to be careful not to infringe on

/local.distriet prerogatives. Also, parents must be treated carefully so assnot.

296

c

- 4'

to offend, nor generate fea4rin, them; however, through.carefulandtsensitive

/-

questioning, army children could,te identified. Even though the census is taken

at different times of the years in the various districts, a coordinated effort'

on the part ofthe districts and the,Intermediate Unit could make the program

a reality: ,As many of the LEAs are concerned about the implications ofl.L.f94-

142, this process could more' specifically identify the potential clientele which

will have to be served. A planning process could follow to determine, whetter

. ,

the districts will operate their programs Or have the Intermediate Unit Arovide

the service. Planning is the key.,

,

Medical personnel, especially doctors, must take periodic in-service

training. ,A workshop on the programs and services of 4he Intermediate quit^ I

could be 'Presented durimgsome of these trainlug sessions in £he area hospitalle

The Intermediate` Unit persnnhel should participate to ascertain the doctors'

concerns and determine future prqgram developments.' Through this dialogue,

cooperation could develop with plans for the interface of the To organizations'

goali and programs.

'If a strong relationship is developed with the Mental Health/Mental Retarda-,

tion Group, cooperative efforts at'that level would assist in,identification.of

unserved handicapped persona. The.Advisory Counciehould have representation

from this group. As this group is generally county sponsored and does not

operate educational programs, a cooperative -aizangement.between-this group and- ,

Ithe Zntermedlatg Unit would be mutually beneficial.

2 ..

. .. -

SERVICE COMPONENT 3 - To provide individualized,program plans for handicapped

.

persons served or aseigned by deans of ERA-B.

An important role that e Intermediate Unit could play is to assist parents

. in understanding the programs n which their children are enrolled. With better

understanding,' Parents could assist the teachers by augmenting the learning

299

268

/

-

, 269_,

.:

fie, .

-41, ,. , ,t, . o

process in the//home, "The educational apeciellsis would gisistthe parehts in

. .

,uaderitanding what'is happeningsto their child and what rights and responsibilities

.

tha% have.

.

SERVICE COMPONENT 4 - To provide Instructional programs and relatedservices forpreschool handicapped persons for whom such programs Arenot mandated or otherwise available.

A key facet of this component is the parent training programs which are.o

offered. It is important for parents tq understand,the'various programs and ,

4 instructional services which are available to them and their chiIaren,.- It would,

also assist the parents in the relief of the anxiety of ruing a handicapped .

child. It would give them the opportunity to dissoli some of the commonfrsiblemta

which they are facing. Parents and family members could learn "to cope with the

situation together.. These same,claases could provide the parents with4same of

the basic information and. basic skills with which they teuld assist their 'had

in/lig/her development. More importantly, it would assist the Parents in pro-,

viding,a morel stable ebVironment for the handicapped child as well as other

members in the family. Not only could earlyrecognitia? lead to prompt diagnoals

and potential treatment, it would also'lead to an easier trAsition into normal

'school programs, of a less restrictive nature.

This might be anappropriate time to, suggeat that'the Intermediate Unit in

cooperation.wIth MARC(Montgomery Association of Retarded Citilans) couldpin-

forces to provide services to those which have not teen, served. As the Inter -,

'imdiete Unit does iot offer educational programs for childien 0-3 years ok age,

these programs could be providect,by MARC with consultation eillassiiiance fromo

the ;dtermediate Unit. Working with MARC, the Intermediate Unit could provide

classes for those parents who have handicapped children in the MARC program.

Areas in which the parents would receive instructioti would include general4,1/4 4

4 300

4/

270

p,

.%

' O

information about hindicapped froveami ntid attitedeswhigh must improved

for the mantel health of$all of, the involN4d. Thii wouldflead'to'

J

soseklierapy sessions ide,:the'Vs-r4tegdhich*iBWrassist them' to gdpe withthe.

14

'handicapped child as -well as copeWiththSmselves and other members of the-family... ,

w ,

At the next stage of 'development, the handicapped children 0ouldcomp to- , i ,.

. t . -_ r-. ' c..

the Intermediate Unit at the age of 3 years fors their educational programs. As-, ,.

the Intermediate Unit stafP'wOuld have WOrked closely'with the MARCIrogram,

1,

the tradeition to the InteitheliatelUnit's programs should be much easier. This..

. ,

.close relationship shduld alao provide for i 'higher quality of programs with

more consistency for the -general ben of t4e child. Parenti should also`. .

'..'

. remain in,--the trainineprngrams. They Auld table advanced Parent Effectiveness. i

.. ,Training to cppe withthenew aemandi which their older willbe Piecing on

D

t,- y,

.

. them. Volunteer training for the parents in order to be-more effective in their,.._

efforts would benefit the entire e'ducationa/ proceis. Advanced *At in advisory

council training would assist these peORle in leadership development which would

not only tellithe educational programs but also the OOMmunitrin general. WienI

the'cate manager visits the parents, hei e would inform the parents about the--,

'program opportunities andencOUrage-them oyarticipate.,

Instruction in the educational decision - making prime's shonict be offered.4

These parents will be makinga aigniftcant nuMber of dtcisio6rabout their -

chilarenve live and the educational progra's which they will be-receiving

the IEP process). With emphasis in decision-making skills, they would be more

effective_parents, sdvisorycounoil members, 04 better citizens -at- large.

Parent Effectiveness Training would be helpful to assist the parents in effecti4e- .

ly dealing w.th their children.

SERVICE COMPONENT 6 - To provide resource information necessary, for adequateservice to handicapped persons under ERA-B.

41.

30,1

1.)

4

Thelitermediate',Unit could act as a clearin house for informa,tion forw ,

parent, of ilbpped,children. Other components of the Intermediate UnitI

. . ,

already, provide these services. Vorkshopa shoulebe deieloped and offered to

4parents to trainthtm in the use of.these search and informational services.

r , 0,

,4,

If training and information programs were to be implemented in thei

pharniceutieal companies, they could encourage people

oplthis service..

271

,,,,SERVICE,COMPONE7r. 7 = To gather, summarize, and'report information about.ERA-Bprograms and services'for management, accountability, andongoing planning purposes.,

It would bemost)crucial to conduct research projects connected with these

various activitiea. Too often, programs are. based on what we think should be

done. With careful controls and a sophisticated r search design,- the results

of these programs would, have a fare-reaching effect[ on the community education

.404

Process as'well as future programs for handicapped children. However, even

aophisticated,.appropriate program evaluation studir,wil/ be if assistance to

the intent of this component. Various funding aginciea 'rad be mosi.interested

in Oat haw- developed; and how the funding is helping handiCappei.children and

families directly and'the community -at -large indfrecily for future generations.

,11 Summary Coakenti,

.

The Montgomery County Intermediate Unit le an educational orgatization

Mbich could provide the'/Fadership to implement the community education process.,,

. ,

' 'There tie some compOnents which already exist.ip the organization.,

"In thi preachoOl;handicapped program, there is the opportunity fort a .

. /

relationship, ith medical. and government personnel. Upon formation of an

7: .. .,.'

adlidiory.countil,vediatricians, obstetriciafts, and' veinment unitstoffering,,

, .

programs fOr'these.children could discuss common missions and ways to ,jointly

.

. Implement programs. The Intermediate Limit-could provAde leadership for these

cpoperative efforts.'

t, -

Igrents are Important in the educational proceis. With the expansion of

4100ir role tip the Intermediate Unit, the achievement.of their childten should

improve. To be more effectik', training programs in decision-making, volunteer-,

ing. and coping skills should be offered: Parents and interested citizens

could be trained to use he information rcaource systems operated 4o tie Inter-4

mediate,Unit.

Awareness programs offered in cooperation with budinesses in the area,4*

Mental Health/Mental Retardation_ Group, and local medical practices ehoUld

increase the identity of handicapped children:4.

272

The time,is now to cooperatively plan tkeprocese, train the participante,

and implement tbecommunity education process for the development of ill members

of the community--particularly preschool handicapped children.r- ,

4 46,

c.

\J

4

303

*

..

it

I

e

APPENDIX E-2

TEAM APPROACH

POSITION PAPER

304

MONTGOMERY COUNTY INTERMEDiATE.UNITPRESCHOOL PROGRAMS OPERATING POLICY

ON THE TEAM APPrOACH ANDUSE OF OUTSIDE CONSULTANTS

ft

(Febrdtk, 1977)-41P

INTRODUCTION

This policy ia'put forth as a collaborative effort by the Intermediate.

Unit staff members who are involvecwith the Title VI presabool handicapped

...

program operations. This policy descripes the manner in vial& a modified

team approach has bel'implemented within the projea. The team approach

utilizes the input' of all*major° profeasional disciplines in A coordinated ,

fashion.

274

This team approach involves both project employees and outside. contracted

consultants. TheCase Manager facilitates the flow of evaluationi with regard

ta-weheduling.and campletion of paperwor The evaluations conducted by each

professional are completed on an i div :lly arranged basis, with immediate

. feedback of the results to the parents also being completed by the individual

professional. However, this lodified teem approach occurs when each *completed

evaluation is brought together, dually coordinated by the Case Manager and

Project Psychologist. The ProjebtPsyehologist then makes the final decision

on placementand program.,_, If additional information, Or'clarification is 11

needed for 'such a joint meeting (with respect to one.of the professionara

physically present), efforts are made to cdntact that professional for further

discussion. At the final placement Ocision.meeting between the Case Manager. I .

and the Project Psychologist, every profeasionalreport is taken into full' .

G i,,. ,

consideration, thus achieving a team approach. (Ideally, it would be more

beneficial to have all professionals present to carry,out "aittaffing owthei

i,'s.'case, but logistics and finances preclude this poi,iii.ity at the present time.), ' . ip

'',.. '. ,

' 305-

,

COMPONENTS OF THE TEAM APPROACH

Components involved in providing information are:

/.. Social developmental history'

2. Hearing

.4, 3. Vision6t

4. Speech and Language

5. Pediatric

6. Psychological

. 7. (and others, as deemed necessary)

4

/ 115

, -

The policy ofe Intermediate Unit Preschool Program is to routinely

offer the first six components to each-child and his parents as a basic evilu-

ation process. The reason for each of the evaluations is to assist in the

4etermination of an appropriate, individual, educational program or service

%

for that child. A:description of what is desired under each component, wbether

carried out by Project Staff or by outside consultants, is given below.

With regard,to the use'of outside detracted consultants, howexpr, it

should be noted that the .consultant is to provide no recommendation. for educa-

tional programing; ihiO is the domain (of only project employees who Carry.cipti'.

the total,, modified team appioach, after all feedback has been .conikiderei.i

., ilk ,410 , ..:.

Outside consultants are tircarry.out only theCpeCific'evalUation in question

and provide their evaluative findings. ....._

. .

. Vielon (performed by outside consultant: Screening)is to be done in ''

terms of visual acuity add"the effects of any problem in acid

programing.

n educational -'

'Pediatric (performed by outside co sultant): This shall consist of a

Istatemeht regarding the medical condition of the, youngster. The examining

physician should 'state whether or not he seerievidence of neurologicarTY"

306

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7

.7

, .

lunction-

276

, Psychological (performed by both project employees and outside consultants ?:. . ,

; .

' The examining psychologist should Indlude measures of vocabulary; both receAive...

. ., . .

and:lexprissive; visual motor skins; coMprphension; reasoning skills; number

facility; emotiopal Makurity;.and social maturity. .f

. , .

Speech and languase (performed by project employees): The clinician

focdseaon speech and language behavior within a cognitive framework. Standard-

:.ized'tests and informal measures are used to assess play behaV4, ability to

retell stories from pictures, ability to ask and Answer questions, ability to

410' 1 .

follow and give directions, theabilityto understand and use ,spatial relation-,

;ships as wellas a sense of one's body'in'space, receptive vocabulary, the

sound system, understanding and use of basic cancept(3, syntax, various purposes

for which one uses language, spontaneous speech, and the ability to matck,, L

group; and'classi6T objects and khe ability to give appropriate rationales fay'I I

-such,classifications.

*

searing(performed by outside consultants):/.AudioIogical evaluation

including,tympanometry,44..passible, is carfied out. The purposes of this

evaluative'phase is to ascertain identificitAn of hearing. loss, nee of ampli-'

ficetion, effectiveness of amplifidatio(, use of residual hearing (both aided

and unaided), and any additional, concomitant, middle -ear problems.

Socialtopistory: The Caie Manager obtains child deVelopmentaihiat.

based on completionlot a'14-pagp form- This information includes the'background

of the child; history of the mother'spregnancy; Strengths and weaknesses of

.the.childrpreferred activities of tischildCdevelopmeatal milestones; family1

structure; observations by the Case Manager; and a ummary of any other evalu-

ations performed on thechild prior to the Intermedi e Unit'S conekct with the

child (such.as educational; medical, psychological; Sadiel agency, eA.1.

,

I

277

SUMMARY OF iEAMHAFFROA014- - PHILOSOPHY AND FtINCTIONING ,

,

.The Intermediate:Unit Bubscribe o the philosophy that each separate.

toast meabet perftrman evaluetiVe activity in accord with that discipline'sI,

ethics Snd.standards no eitelmi?is made in thalpolicy statement to prescribe.

i

*4 .,. ,. .....

the specific nature of.eaciliscipline's evaluation report'content.'.

, ..;. .r.

the general restriction!" .giyen;earlier are still to be borne-in mind regarding;

the fact ,that only the. Project .lisychblogist end CaSe Miestger-an their final- '.41.

, . .

r -, .

-placement -decision conferetT) are to make' epeaifiaechscationet 'program and S', .... , .

. .

. -.. ... . . \%,1 i, ...

1 . . , ,`'decedent recommendstiona' to 'the :parent:13., - `,. . ..

. . ,',. - , . ._. is . . , ,

I In summary, then,. esch'individuel performs a 'respective, evaluition accord-.. .

ing toprokeseional'stanoarde"pf. ;that dticipline, 411 se'pe .evaluetions 'are'a,. . ._ .

. , . nalif.

I.

4Ian(

..,.

coordinated by the.CaSe Manager ( Frojeet4.PSycholag;if.. ,Wheievet ,netecied,'-. Th,. . 4 . ...,

.additional contact idll. :Ate made. with..lne 'of =.the otper, pti4essionals whose::report taises questicrop,-On an needed bede.. This approach of ,coordinatirg

I

the six different .Aval4iattiore;effOtigt 1y mean.' s,oftiwer,individueb'is'viewe4 as_

a -variation of ia profeesions,l te,, approich end is cerrAe& Out. betause*of-,'

budgetary ,restiicioane at tt143-ttip4s pifet'professiopeP iec41on on' at apprb-'

.. piiefe iilee4me e is arrived at bY.,,the -Cale 21.1igeger.ezid the Protect' Psychologist.

-., The-Iinaii: oveIall f,eedback function is..oerriec'out by the Project Faycholo9t:. ,

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MONTGOKERY8TOUNZTINTERREDIATE UNITPRESCHOOL PROGRAMS OPERATING POLICY.

ON SCHEDULING APPOINTMENTS`WITH PARENTS4

(February, 1977) .

27§'

Prior teeppointments, as Soon as apppintmente haie been determined by,

the staff members involved, the secretary Will mail out a letter.ofcontirilla

flan ty,the parepts.that will.epecify how to change the date of appOintment.,

eithez\prior to the day of the appointment or oetbe day offthe-appoinOent

0, itself. A map will be enclosed with the lee4of Confirmation for- the parente-

information.

Aataffsaelber Or consultan.who is ill shoUld callthe Special Education

Center switchboard.to indicate they will not be in that day., The message'. ,

old be1relayed to Carol, Dave,4,pr,Bonnie. /Appointments would then be cancelled

as appropriateby One of the latter staff members;

Once appointments have been established, in the vent'ofsnow and the\

oclpsing of the School for Children with Impacted Heariig in Lansdale, apPoint-,

pants will be cancelled. This cancellitiOn 411 be made knownby radiethrough.

ulte:pf the appropriate co'e Walther and will be f011oWed up witlig-telephome;call

-froll the secretary that morning. consultants woUl:d also be called^by-the secrer

tar)" concernipg cancellation.

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Documents

AUTHOR Leiss, Robert H.; And Others .TITJ.E. Preschool ... · The final-report contains narrative information on a. 1-year project designed to identify and serve preschool, handicapped