DOCUMENT RESUME ED 102 771 Standards for …DOCUMENT RESUME ED 102 771 BC 071 439 TITLE Standards...

DOCUMENT RESUME

ED 102 771 BC 071 439

TITLE Standards for Program Evaluation: ExceptionalChildren.

INSTITUTION North Carolina State Dept. of Public Instruction,Raleigh. Div. for Exceptional Children.

PUB DATE (74]NOTE 45p.; For related documents see EC 071 438-441

EDRS PRICE MF-410.76 HC-81.95 PLUS POSTAGEDESCRIPTORS Curriculum; Definitions; Educational Facilities;

Exceptional Child Education; Guidelines; *HandicappedChildren; Identification; Program Design; *ProgramEvaluation; *School Districts; *Special Education;State Departments of Education; *State Standards;Student Placement; Teacher Qualifications

IDENTIFIERS *North Carolina

ABSTRACTProvided by North Carolina's Division for Exceptional

Children are guidelines to assist local school systems in theirself-evaluations of programs and services for crippled, deaf blind,educable and trainable mentally retarded, emotionally disturbed,gifted and talented, hearing impaired, homebound, hospitalized,learning disabled, speech and language impaired, and visuallyimpaired children. Each type of exceptionality is defined, andstandards are outlined for areas such as identification andplacement, personnel, program organization and services, curriculum,program evaluation, and facilities. For example, under programorganization and services for crippled children, it is stated thatenrollment in special classes should range from approximately 6 to 12pupils. (LS)

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FOREWORD

This publication has been designed as a means of assisting

local school systems in doing a self-evaluation that centers

around programs and services for exceptional children. We hope

that as you begin to analyze where you are and where you need

to go, that this publication will provide some directions to

you and your staff as you develop effective programs and

services for children.

We sincerely hope that you will use this publication and

will call upon the staff for assistance as we try to guarantee

better services for all exceptional children.

Theodore R. Drain, DirectorDivision for Exceptional Children

CONTENTS

CRIPPLED 1

'DEAF - BLIND 3

EDUCABLE MENTALLY RETARDED 5

EMOTIONALLY DISTURBED 10

GIFTED AND TALENTED 14

HEARING IMPAIRED 18

HOMEBOUND 22

HOSPITALIZED 24

LEARNING DISABLED 26

SPEECH AND LANGUAGE IMPAIRED 30

TRAINABLE MENTALLY RETARDED 35

VISUALLY IMPAIRED 39

Crippled Children

Definition: The crippled child is one who has a crippling physicaldisability making it inadvisable for him to participate inthe regular classroom program of the public schools.

I. Identification and Placement

A. Any child who has a crippling physicaldisability to the degree that it is inad-visable for him to participate in the regularclassroom program is eligible for the programfor crippled children.

B. On file in the administrative unit is astatement from a physician relative to thenature and extent of the crippling condition,the physical limitations within which thepupil can operate successfully, and the anti-cipated length of time the pupil will beincapacitated.

C. The administrative unit has written criteriato determine eligibility and placement ofpupils in programs for crippled children.

D. A school-based, bi-racial diagnosticeducational assessment team is utilizedbefore a pupil is accepted for placementin a program for crippled children.

E. Periodic assessment is made regarding eachpupil's need for special education services.

II. Personnel

leachers of crippled children hold certificationin the area of Crippled Children or are workingtoward such.

III. Program Organization and Services

A. Enrollment in a special class for crippledchildren ranges from approximately six to12 pupils.

B. Provisions are made for teacher aides inclasses where pupils' disabilities requirefrequent physical assistance.

C. Service of supportive personnel, such asspeech and language clinicians, physicaltherapists and counselors, Pre availableand utilized.

D. :ndividual records, containing case history,diagnostic reports, and teacher progressreports are maintained.

E. Individualized instruction is provided.

F. The academic studies for pupils in specialclasses parallel the regular class as muchas possible.

G. Teachers emphasize :ommunication skills,personal development, physical development,and emotional-social development.

IV. Facilities

A. Special classroom furniture is providedaccording to each pupil's needs.

B. Classrooms are easily accessible and containor are convenient to toile' facilities.

C. Rooms are well ventilated and lighting isadequate throughout.

V. Reports

A. A data collection and reporting system existsto facilitate program planning, management andevaluation.

B. Reports are submitted to the appropriate localschool system personnel and the StateDepartment upon request.

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N.A.

Deaf-Blind

Definition: The deaf-blind child is one who has auditory and visual handicaps,the combination of which causes such severe communication and otherdevelopmental and educational problems that they cannot properlybe accommodated in specW education programs solely fog the hearinghandicapped child or for the visually handicapped child.


A. Any child who qualifies under the definitionof a deaf-blind child is eligible forservices.

B. Parents are involved in the plans for evaluationand are informed of the results of evaluationand diagnosis and plans for habilitation priorto placement.

C. Comprehensive evaluations are obtained beforeplacement and include audiological, medical(general physical and opthalmologic0) andpsychological assessments.

D. Evaluation repc "ts are obtained and studiedby the professional staff before placement.

II. Personnel

Teachers of deaf-blind children hold as minimum anA certificate, and have certification in an area ofSpecial Education orareworking toward such certifi-cation.

III. Program Organization and Evaluation

A. The type of training is determined byindividually assessing each child's needs.

B. As a maximum there are two children to eachteacher. With children with near normallearning ability, there are four childrenfor each teacher.

C. Parent training and counseling is provided.

D. Individual case records are maintained on eachchild.

LM

Yes No I N.A.

E. Aides are employed to assist teachers ifthree or more children are assigned to ateacher.

F. Information regarding each child's progressis periodically recorded and reviewed.

IV. Curriculum

A. Comprehensive programming includes activitiesin socialization, daily living and self-careskills, motor development ambulation andmobility, manipulative and sense v skills,and communication development.

B. Amplification equipment is available and used.

C. Adequate materials and supplies in keepingwith the instructional objectives areavailable.

V. Facilities

A. Rooms are well ventilated, and lighting isadequate throughout, with electrical outletsaround each wall.

B. Rooms are adequate for class size and function.

C. Acoustic treatment in each room is provided asneeded.

VI. Reports

A. A data collection system and report systemexists to facilitate program planning, manage-ment and evaluation.

B. Reports are submitted to appropriate localschool system personnel and the State Depart-ment upon request.

Yes N.A.

Educable Mentally Retarded

Definition: The term educable mentally retarded refers to pupils whose

intellectual functioning is equivalent to the "mildly retarded"

range in the American Association on Mental Deficiency classi-

fication system, but also includes an extension upward into the

lower portion of the A.A.M.D. "borderline" range and an extension

downward into the upper portions of the A.A.M.D. "moderately

retarded" range.


A. Eligibility

1. Written procedures and policies for screening and

placement in keeping with the current POLICIES ANDREGULATIONS adopted by the State Board of Educationhave been developed and approved by the local. Board

of Education.

2. The POLICIES AND REGULATIONS have been explained and

are understood by principals, supervisors, teachers

and other school and administration personnel.

3. Parents have been consulted and have given their

permission in writing prior to placing or trans-ferring pupils from a "regular" program to a"special" program or from a "special" program to a

"regular" program.

4. Assignments of pupils to special education services

and/or programs are made only upon the recommendation

of a placement committee which includes the coordinator

of programs for exceptional children.

5. Classes for the EMR are racially balanced approxi-

mating the ratio of the particular school.

B. Evaluation

1. The assessments and evaluations are performed or

supervised by a qualified examiner.

2. A placement committee reviews annually the appropri-

ateness of each pupil's placement as evidenced by

pupil progress or lack of it.

3. Pupils who are unable to profit from special education

services or who no longer need special education ser-

vices are reassigned to "regular" programs.

4. After the evaluation, the placement committee and

teacher receiving the pupil prescribes an individual

program for each pupil.

YES Nor N.A.

II. Staff Utilization

A. Administration

1. A person knowledgeable and competent in mentalretardation coordinates the program.

2. The school administrative personnel at thesystem level support the program.

3. The school administrative personnel at theschool level support the program.

4. The parents are involved in and support the program.

5. Su. Icient auxiliary personnelprovide health services.

6. Sufficient auxiliary personnelpsychological services.

B. Teachers

are available to

are available for

1. The teachers hold either a Special EducationCertificate in Mental Retardation or hold s class"A" certificate in some other field.

2. The teachers who do not have a degree or certificatein mental retardation are working toward such a degreeor certificate.

3. The teachers have the competencies needed to worksuccessfully with EMR pupils and regular classroomteachers teaching the EMR.

C. Staff Development

1. Staff development and in-service training areprovided on a regular basis.

2. The teachers are encouraged to attend stateconferences and other special meetings dealing withinstruction of the educable mentally retarded.

3. The teachers meet regularly to discuss their programs,success, problems, etc.

4. Opportunities to visit classrooms and programs in theirunit and in other units are provided for teachers.

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A. There is a sequentially plannel program of servicesK - 12.

B. Various class organizations are available (example:self-contained, resource program) so that pupils willnot be forced to function in a program not meetinghis needs.

C. The program has a written statement of objectivesreflecting a philosophy that each EMR pupil shall receivean education to meet his individual needs.

D. The philosophy and purposes of the program are under-stood and accepted by the school staff.

E. There is evidence that the program has scope andsequence necessary to meet the individual needs of theEMR at all grade levels.

F. Special and regular teachers work together in developing,implementing and evaluating the instructional program.

G. Pupils participate in regular school programs andactivities as much as possible to promote overall growthand development.

H. Policies and procedures exist for evaluation of programeffectiveness for individual pupils.

IV. Curriculum

A. Realistic educational goals for each EMR pupil have beendeveloped and are being implemented with considerationfor individual capabilities and limitations.

B. The teachers are affiliated with and utilize theservices of the Regional Support and Technical AssistanceCenter in their area.

C. Community resources are used to supplement the instruc-

tional program.

D. Where modifications and adaptations of the regular class-room and/or curriculum are necessary, they are developedthrough joint efforts by special and regular teachers.

E. The curriculum class activities, classroom organization,materials and equipment are geared to the practical aspectsof daily living and ultimate integration into the community.

ICI COPY AVAILABLE -1%-r-1- -No

F. Centers of interest are established (within each class-room) to provide the pupils with a variety of educetionalexperiehces.

G. The following curriculum areas are included at all levelsof the school program:

1. Communication skills2. Number concepts3. Social competencies4. Correlated areas: art, music, physical education,

practical science, health and safety.

H. The career education concept is integrated into thevarious curriculum areas.

I. Pupils have an opportunity to develop specific talentsand abilities as well as to strengthen area of weakness.

J. the school day has flexible blocks of time for implement-ing the experience unit method of instruction, individ-ualized methods of instruction, as well as group methodsof instruction.

K. Teachers demonstrate the ability to create environmentsconducive to learning for all pupils.

L. Teachers demonstrate knowledge and respect for thecultural variations in pupil's behavior.

M. Opportunities are provided for EMR pupils to utilize thespecial resources of the school, such as the library,shops, gymnasium, language laboratories.

N. Guidance and/or psychological services are activelyinvolved in the program.

0. Textbooks, magazines, newspapers and other appropriatematerials are provided.

P. The materials are selected to meet a variety of readinglevels and interests in each class.

Q. The basic equipment and supplies essential to instructionare available.

R. At the high school level, pupils are provided on-the-jobexperiences in the community as well as prevocationaland vocational training in the school to prepare them forfuture employment.

S. The high school special teachers work closely with per-sonnel in Vocational Rehabilitation and OccupationalEducation in planning, implementing and evaluating thework experiences in and out of school.

12-8-

T. The pupils in the special high school classes are not

necessarily required to take the same courses as "regular"

pupils to g- aduate. The program is individually pre-

scribed to meet the particJ'ar needs of the pupils.

U. High school pupils who meet the in6vidually prescribed

requirements are graduated with a dipluma.

V. If the high school pupils (imp out of school or are

graduated but need additional training before obtaining

a job, they are referred to Vocational Rehabilitation.

V. Facilities

A. The facilities are of the size and condition equal to

the average regular classroom and are located within the

complex of rooms housing children of the same chronologi-

cal ages.

B. Adequate heating, lighting and ventilation are in evidence.

C. Appropriate classroom furniture has been provided.

VI. Schocl-Community Coordination

A. The community acceptance of the special program is

evident.

B. The school interprets the needs of the handicapped to

the parents through:

1. Parent conferences2. Parent Teacher Association

3. Home iisits

Emotionally Disturbed

Definition: The emotionally disturbed child is one who either manipulates or ismanipulated by emotional factors and fails to adjust in the regulareducation program. This child usually requires a modified schoolenvironment and special learning materials and is taught by specialstrategies compatible with his learning needs. This child is oftensaid to have "primary emotional problems"- (i.e., behavior and learn-ing difficulties with no identifiable organic or physical cause suchas those often referred to in clinical terminology as social malad-justment, adjustment reaction, neurosis, psychosis, autism, etc.).


A. Eligibility

1. The local Board of Education has approvedwritten procedures for identification, place-ment and evaluation of the emotionallydisturbed child in keeping with the currentPOLICIES AND REGULATIONS adopted by the StateBoard of Education.

2. A system-wide assessment (census) has beenconducted within the past year using instru-ments in addition to group I.Q. and s-hieve-ment tests to identify emotionally disturbedchildren.

3. The local unit has developed written policiesand procedures for the placement of identifiedemotionally disturbed children.

4. The local unit has developed written policiesand procedures for the return to the regularclasses of emotionally disturbed children.

B. Evaluation

1. A person qualified to administer and evaluatetests used in identifying the emotionallydisturbed person works with the emotionallydisturbed pupil population.

2. Before placement in a class for the emotionallydisturbed, a child is given a completepsychiatric or clinical evaluation that indi-cates moderate or severe emotional disturbance,the child's strengths and weaknesses, and theinability of the child to profit from theregular instructional program.

3. Appropriate school personnel makes availablebehavioral information on the child.

14

YES NO NA

II. Program Organization

A. Teacher's Role

1. Teachers demonstrate an awareness thatchildren can grow and develop.

2. Teachers demonstrate an understanding ofthe significance of the failure to learnand provide for a continuum of environmentsto children in order to insure relevance totheir personal development and learningstyle.

3. Teachers demonstrate knowledge of theprinciples of therapeutic intervention ineducational arrangements for the child.

4. Teachers demonstrate knowledge and respectfor cultural variations in children'sbehavior.

YES NO N.A.

5. Teachers influence regular classrom teachersto alternate their teaching strategies forthe children served by this program.

6. Teachers demonstrate an awareness of andways to mobilize educational, community, andparental resources for the child.

7. Teachers perform successfully (as a teacheror other resource person) in educationalarrangements for emotionally disturbedchildren.

8. Teachers receive approval from the Divisionfor Exceptional Children, State Departmentof Public Instruction, for utilization o?that teach. in any arrangement aimed toeducationally benefit the emotionally dis-turbed child or youth other than resourceroom, team teaching, itinerant program orself-contained classrooms.

9. Teacher aides are employed for every self-contained classroom and in any resourceroom where the pupil load is above twelve.

10. Preventive measures are an integral part ofall mainstream programs.

11. Special instructional materials are availa-ble. Where materials are teacher-made,adequate time provision is made for suchwork. L

12. Special provisions and equipment areavailable such as use of space, climatecontrol, cubicles, dividers and otherenvironmental considerations for theteaching areas.

13. Enrollment in self-contained classesdoes not exceed 10 students for eachteacher/teacher aide unit.

14. A resource teacher/teacher aide workswith no more than 25 students a day.

15. If the teacher is a member of a team, sheworks only to benefit those studentsidentified as emotionally disturbed.

16. Personnel working with emotionally dis-turbed children share reports on thestudent'i progress with his parents.

17. Reports returning with the student tothe regular classroom stress his growthand development and the process that hasled to such learning.

18. Supportive personnel (speech therapists,guidance counselors, remedial specialists)are utilized where needed in the child'sinstructional program.

19. An advisory council with members broadlyrepresentative of individuals andcommunity agencies having responsibilityfor the education and socialization ofchildren has been formed to assist andadvise in the development and evaluationof the program.

20. Transportation has been arranged as a partof the unit's plan for transportation ofhandicapped children.

B. Evaluation of Program

1. Information is kept on each student inorder to be compared to later behavioralor academic descriptions or scores.

2. Specific methodologies used in teachingare evaluation for their contributiontowards helping the emotionally disturbedchild or youth.

16 -12-

NO N A

3. When specific behaviors or instructionalmethodologies have been demonstrated assuccessful, that information is disseminatedto teachers in the local units as well as theDivision for Exceptional Children of theState Department of Public Instruction.

C. In-service Training

1. Teachers are kept informed of recent develop-ments, practices and research in the area ofED.

2. Teachers attend workshops or professionalmeetings in order to maintain or upgradetheir skills in ED.

YES NO N.A.

Gifted and Talented

Definition: The term gifted and/or talented child shall mean a pupil properlyenrolled in the public school system of North Carolina whopossesses the following qualifications: (amended by the StateBoard of Education on March 4, 1971)

1. an intelligence quotient test (IQ) score of 120 or higheron a standardized group test of intelligence,

2. a majority of marks of A and B,

3. a standardized academic achievement test score of averageor above,

4. a recommendation by his teacher or principal,

5. and/or possess other characteristics of giftedness and talentsto the extent that they need and can profit from programs forthe gifted and talented.

I. Identification and Placement NO N.A.

A. Eligibility

1. The Board of Education has approvedwritten procedures for identification,placement and evaluation of gifted andtalented children in keeping with thecurrent POLICIES AND REGULATIONS adoptedby the State Board of Education.

2. In keeping with recent law, a system-wideassessment (census) has been conductedwithin the past year using instruments inaddition to group IQ and achievement teststo identify gifted and talented students.(See "Suggestions for Identification ofGifted and Talented Students, SOH, 1974")

3. All eligible gifted and talented studentsreceive special services--K-12. (SeeEqual Education Opportunities Law, 1974)

B. Evaluation

1. A person competent to evaluate testresults and interpret other identificationmeasures works with the gifted and talentedpupil population.

2. Specific attention is paid to evaluatingpotentially gifted and talented studentsfrom all ethnic, environmental andeconomic groups,.

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YES

II. Staff Utilization YES

A. Administration

1. A person knowledgeable in gifted education withtraining in this area is responsibile forprograms for the gifted and talented.

B. Teachers

1. All teachers working with gifted and talentedstudents possess at least the "A" certificate.

2. These teachers are working in their field ofcertification.

3. These teachers are working on or already havecompleted the certified endorsement in Giftedand Talented Education on their teachingcertificates (completion date--September, 1977)

4. These teachers have a daily planning period.


1. Inservice programs are designed to improve thecompetencies of the teachers of gifted andtalented students.

2. Each of these teachers is released to attendday-long workshops and conferences when theyare held in your region.

3. Inservice programs are designed to upgradecompetencies of teachers of heterogeneousclasses containing gifted and talentedstudents.


A. A comprehensive plan has been developed to bringservices to all your gifted and talented students.

B. A sequential K-12 program for gifted and talentedstudents is being implemented.

C. In order to bring maximum services to gifted andtalented students and to offer flexibility, variousclass organizations are used (example: block,secondary subject area, itinerant, enrichment/resource, advanced placement, others).

D. The maximum teacher-pupil ratio (depending onclass organization) does not exceed those in thecurrent POLICIES AND REGULATIONS approved by theState Board of Education.

NO NA

E. A reevaluation program for gifted and talented studentsis being conducted to insure maximum benefit and serviceto these students.

F. New students can be placed in the program or removed ifimproperly placed.

IV. Curriculum (including teaching and learning styles,materials and equipment)

A. Classrooms are arranged flexibly.

B. A differentiated curriculum designed to provide for theunique and individual needs of the gifted and talentedstudent is employed.

C. Teachers:

1. employ various teaching sytles with these ablestudents:

a. lecture where applicableb. read and reportc. question and answerd. discussione. demonttrationf. problem solvingg. inquiry

2. offer opportunities for students to develop thefive senses; i.e., auditory, visual, tactile,olfactory, taste.

3. use open-ended questioning to give experiences indivergent and convergent thinking.

4. arrange clife.%Jrk to offer students experiences todevelop these learning processes:

a. rememberingb. transformingc. interpretingc. applicatione. analysisf. synthesisg. evaluation

5. develop these communication styles with student:

a. verbal-oralb. verbal-writtenc. three dimensionald. color-linee. soundf. symbolsg. movement

D. Additional materials, supplies and funds beyond theusual State funds are used for these children(example: books, art supplies, tools, laboratoryand scientific equipment, buses for trips, etc.

E. Classes have ready access to the Media Center.

F. Parents and laymen are invited into class and/orutilized in field activities to enrich the curriculumfor these students.

V. Facilities

A. Teachers of gifted and talented students have adequateclassroom space.

B. Space for classes meeting for periods other than dailyis provided.

VI. School-Community Coordination

See IV-F

Hearing Impaired

Definition: The hearing impaired child is one with a hearing loss that ishandicapping educationally and developmentally. Classification

may be either hard-of-hearing or deaf.


A. Any child, including those under the age ofsix years, whose hearing is impaired to thedegree that speech and language developmentis delayed or deficient, or that his progressin regular class is hampered, is eligiblefor the program for hearing impaired children.

B. Identification of hearing impaired childrenis made by speech, language and hearing clini-cians, nurses, principals, teachers, orqualified referral agencies.

C. The administrative unit obtains and keeps ina central file the appropriate medical,otological and audiological evaluations,which are subject to review by the State Super-intendent of Public Instruction.

D. A summary of all data is placed in the teacher'scumulative folder.

E. Placement of hearing impaired pupils is in aregult.- classroom with the supportive servicesof a special teacher or in a special self-contained class.

F. The administrative unit has written criteriato determine eligibility and placement ofpupils in programs for the hearing impaired.

G. A school-based, bi-racial diagnostic-educa-tional assessment team is utilized before apupil is accepted for placement in a programfor the hearing impaired.

H. Qualified teachers of hearing impaired pupilsand /or audiologists and directors of exceptionalchildren have the primary responsibility fordetermining the type of program model neededand the frequency of direct/indirect contactsscheduled for the pupils.

22-18-

Yes No N.A.

I. Prior to placement in a program for hearingimpaired the pupil receives a minimum ofotological evaluation, audiological evalua-tion, and a speech and language evaluation.

J. Pupil placement is reviewed on a regularbasis by the teacher of the hearing impairedand/or regular classroom teacher.

K. Written documentation(a) retention in theto different programsmissal and follow-up.

is prepared for:program, (b) transferor services, (c) dis-

L. When special questions arise concerningproper placement an advisory committee isrequested to provide consultative service.

M. Cooperative arrangements exist between theadministrative unit and the residentialschool for the deaf for reciprocity inplacement of pupils.

N. Transfer to and from residential schools isarranged well in advance of admission inSeptember and January.

II. Personnel

Teachers hold certification in an exceptionalchildren area or are working toward suchcertification.


A. Enrollment for classes conforms to thefollowing: self-contained, approximatelysix; resource room, approximately 15; itiner-ant services, approximately 15; and forintegrated classes, an average of twohearing impaired pupils in a regular class-room of 25 pupils, and in a totallyintegrated classroom, an average of sevenhearing impaired pupils and eight pupilswith normal hearing.

B. Pupils are integrated into regular classesas soon as possible.

C. Pupils in regular classes are given prefer-ential seating and are encouraged to move toany position in order to be able to hear.

r.r)

-19- A:. .0

"Nes WOI

/4

D. Individual records, containing case history,

diagnostic reports and teacher progress re-ports, are maintained.

E. Classes are available for preschool pupils.

F. Clagses are available for elementary pupils.

G. Classes are available for junior high and

high school purls.

H. Parent training and counseling services are

available.

I. Methodologies regarding communication systems

are based upon the individual pupil's needs.

J. Aides are provided in self-contained classes.

IV. Curriculum

A. Teachers emphasize diverse experiences for

general enrichment.

B. Pupils' activities are related to apparent

needs and have discernible objectives.

C. Specific instructional goals are evidenced.

D. Walk-away amplification equipment is avail-

able for each pupil.

E. Adequate materials and supplies in keeping

with the instructional objectives areavailable.

V. Facilities

A. Rooms are well ventilated, and lighting is

adequate throughout, with electrical outlets

around each wall.

B. Rooms are adequate for class size and

function.

C. Acoustic treatment in each room is provided

a;.needed.

D. Rooms have adequate restroom facilities,

drinking facilities and storage space.

VI. Hearing Screening Services

A. Hearing screening is performed annually In

selected grades by trained personnel.

B. Pupils suspected as being mentally handi-capped, learning disabled or in any otherway handicapped are given a hearing screening

C. Pupils failing threshold screening are re-ferred for appropriate otological and/oraudiological evaluations.

D. Hearing screening and threshold proceduresare administered uniformly in the admini-strative unit, with specified test frequen-cies, screening level and criteria forfailure.

E. Audiometers are calibrated at least onceevery two years.

F. Pupils with known hearing losses aretested annually.

VII. Reports

A. A data collection and reporting systemexists to facilitate program planning,management and evaluation.

B. Reports are submitted to the appropriatelocal school system personnel and theState Department upon request.

-21-

Yes - No N.A.

Homebound

Definition: A homebound child is one who is disabled to the degree that itis impossible or inadvisible for him to attend public school evenwith the provision of special classes and transportation, iscapable of profiting from an educational program, is eligiblefor enrollment in a public school, and is expected by competentmedical authority to be away from one classroom for a minimumof four weeks.


A. Any child who meets the definition of a home-bound child is eligible for homebound services.

B. The administrative unit has a filedOysician's statement on each child in theNmebound program which certifies the child forhome instruction.

C. The physician's statement sets forth the natureand extent of the handicap, the physical orpsychological limitation under which the childcan operate successfully, and the anticipatedlength of time he is expected to be incapaci-tated.

D. A pupil is enrolled in the homebound programonly when placement in a regular classroomprogram is impossible or inadvisable.

II. Personnel

Teachers of homebound children hold certificationin Special Education or are working toward such.

III. Program and Services

A. The administrative unit has written policiesgoverning the conditions under whichinstruction will be provided in a pupil'shome, and include (1) the requirement thata responsible adult member of the child'sfamily be present during the teacher'svisit, (2) the provision of a suitable placeof work and appropriate equipment, and (3)an environment that is free from distractionsof noise and the presence of other children.

14

262 2 -

Yes

B. The full-time assignment of a teacher ofhomebound ranges between six and twelvepupils.

C The physical condition and level of functionof each pupil and the amount of travel involvedare considered when determining teacher loadand schedule.

D. The physical condition of the pupil permitting,an average of five hours of instruction per weekis given to each pupil

E. Homebound teachers are considered part of theregular teaching personnel of the administra-tive unit.

F. Transportation is provided for homeboundteachers.

G. Instructional supplies, textbooks, librarybooks, and other instructional materialsand aids are provided as needed in the samemanner as for all other pupils enrolled inthe public schools

H. The school at which the pupil is enrolled oris eligible to be enrolled provides theneeded instructional materials and books.

I. Teachers' editions of textbooks and teachers'guides or manuals are provided by theadministrative unit.

J. Credit is granted by the pupil's home schoolon all work which, according to the home-bound teacher is satisfactorily completed.

K. Teachers maintain the usual school registerand submit contact and progress reports to thelocal superintendent and to the principalof the school in which the child is or wouldbe permanently enrolled.

Yes

Hospitalized

Definition: A hospitalized child is one who is confined to a general orosychiatric hospital for treatment or for a long period ofconvalescence, is capable of profiting from an educationalprogram, is eligible for enrollemnt in a public school, and

is expected by medical authority to be away from the class-room for a minimum of four weeks.


A. Any child who meets the definition of ahospitalized child is eligible for hospita-lized services.

B. The administrative unitstatement on each childprogram which certifieslized instruction.

has a filed physician'sin the hospitalizedthe child for hospita-

C. The physician's statements set forth thenature and extent of the handicap, the physical3r psychological limitation under which thechild can operate successfully, and the anti-cipated length of time he is expected to beincapacitated.

D. A pupil is enrolled in the hospitalized programonly when placement in a regular classroomprogram is impossible or inadvisable.

II. Personnel

Teachers of hospitalized children hold certificationin Special Education or are working toward such.

III. Program and Services

A. The full-time assignment of a teacher ofhospitalized ranges between six and twelvepupils.

B. The physical condition and level of functionof each pupil and the amount of travelinvolved are considered when determiningteacher load and schedule.

Yes No N.A.

4

C. The physkal condition of the pupilper....4tting an average of five hours

of instruction per week is given toeach pupil.

D. Hospitalized teachers are considered partof the regular teaching personnel of theadministrative unit.

E. Transportation is provided for hospitalizedteachers.

F. Instructional supplies, textbooks, librarybooks, and other instructional materialsand aids are provided as needed in the samemanner as for all other pupils enrolled inpublic schools.

G. The school at which the pupil is enrolled oris eligible to be enrolled provides theneeded instructional materials and books.

Yes No N.A.

H. Teachers' editions of textbooks and teachers'guides or manuals are provided by the administraltive unit.

I. Credit is granted by the pupil's home schoolon all work which, according to the hospita-lized teacher, is satisfactorily completed.

J. Teachers maintain the usual school registerand submit contact and progress reports tothe local superintendent and to the principalof the school in which the child is or wouldbe permanently enrolled.

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Learning Disabilities

Definition: Children who exhibit a disorder in one or more of the basic psy-

chological or physiological processes involved in understanding

and in using spoken or written languages. These may be manifested

in disorders of listening, thinking, talking, reading, writing,

spelling, or arithmetic. They include, but are not limited to,

conditions which have been referred to as perceptual handicaps,

brain injury, minimal brain disfunction, dyslexia and/or developmental

aphasia. They do not include learning problems which are due primarily

to visual, hearing, mental retardation, emotional disturbance or

motor handicaps.

I. Identification and Placement YES

A. Eligibility

1. Written policies and procedures for identifica-tion of LD children have been developed by thelocal unit.

2. Written policies and procedures for thescreening and selection of LD children hivebeen developed by the local school unit.

3. Written policies and procedures for the place-ment of LD children have been developed by thelocal school unit.

4. Written policies and procedures for the returnto the regular classes of LD children have been

developed by the local unit.

B. Evaluation

1. Diagnosis of a learning disability is made by amultidisciplinary team.

2. Teacher and/or principal is assigned to the team.

3. A school or educational psychologist is assigned

to the team.

4. A consulting physician or neurologist is availa-

ble for the team.

C. Placement

1. The child has an I.Q. of 90 or above as deter-

mined by an individual acceptable I.Q. test.Where I.Q.'s are below 90, there is evidence of

potential for "average" functioning.

2. Any student placement coordinates the school

environment with the individual needs of the

student.

30

NO N.A.

411

3. Medical consultation is available in thesituation where there may be an organicand/or progressive condition contributingto the student's variant behaviors.

4. An LD program is available at the kinder-garten level.

5. An LD program is available at the elemen-tary school level.

6. An LD program is available at the juniorhigh level.

7. An LD program is available at the seniorhigh level.

8. In-depth evaluation prior to actual place-ment has been completed.

II. Program Organization

A. Teacher's Role

1. Teachers of children with learning disabil-ities hold a Class A Certificate inElementary Education as a minimum require-ment.

2. The teacher demonstrates an awareness thatall children can grow and develop.

3. The teacher demonstrates an understandingof the significance of the failure to learnand provide for a continuum of environmentsto students in order to insure relevance totheir personal development and learningstyle.

4. The teacher demonstrates knowledge of theprinciples of prescriptive intervention ineducational arrangements for the child.

5. The teacher demonstrates knowledge andrespect for the cultural variations inchildren's behavior.

6. The teacher knows and practices develop-mental strategies with children.

7. The teacher influences mainstream classroomteachers to alternate their teaching strate-gies for the children served by this program.

8. The teacher demonstrates an awareness of theways to mobilize educational, community, andparental resources for the child.

dr.

YES 1 NO N.A.

9. Where the program arrangements are other thanresource rooms, team teaching, itinerantprograms, or self-contained classrooms, thearrangement has- prior approval through theDivision for Exceptional Children, StateDepartment of Public Instruction.

10. Areas for the instruction of children withlearning disabilities have special provisionsas to space, climate control, lighting, storageand other arrangements that contribute to thetherapeutic management of children withlearning disabilities.

11. Enrollment in self-contained classes does notexceed ten children.

12. A resource teacher and teacher aide work witha total caseload of not more than 25 children.

13. There is a written plan as to how children aregrouped (by behavior characteristics, age,achievement level, disability, etc.)

14. Personnel working with children who havelearning disabilities prepare periodic reportsconcerning the achievement of the instructionaland behavioral goals set for them.

15. The local unit has available supportive profes-sional personnel (speech therapists, remedialspecialists, guidance counselors, etc.) forconsultation about individual children or

classes.

16. An advisory council with members broadlyrepresentative of individuals and agencieshaving responsibility for the education andsocialization of children has been formedto assist and advise in the development andevaluation of the program.

B. Evaluation of Program

1. Information is kept on each student in orderto be compared to later behavioral or academicdescriptions or scores.

2. Specific methodologies used in teaching areevaluated for their contribution to specificlearning disability areas of strengths andweaknesses.

32 -28_

YES NO N A

3. When specific behaviors or instructionalmethodologies are demonstrated as successful,

. thatinformation.is disrAminated. to teachers)ocal,unitA as,weltas.the Oivision.for

Exceptipnal ChilOen.of the State Department.:of Public instruction.

C. In- service, Training

1. Tekhers are informed of recent developments,practites, and research in the area of learn-ing disabilities.

2. Teachers attend workshops or,professional .

meetings in order .to-maintailvOr upgrade *theirskills-in learning

. ..

3. 'Teachers have the Opportunity to visit learning disability demonstration centers.

7

r '' ). . .

4 f

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YES NO N.A.

f!

r C ,

i

I .

4' ,

: J,

Speech and Language Impaired

Definition: The speech and/or language impaired child is one who exhibits(1) a communicative disorder (severely-impaired language, voice,fluency or articulation to such degree that academic achievementand/or psycho-social adjustment is invariably affected) or (2) acommunicative deviation (mild developmental or non-maturationalproblems in language, voice, fluency, or articulation).

I. Services and Program Management

A. An ongoing identification, assessment anddiagnostic program t) ensure early identi-fication and appropriate placement of pupilsrequiring speech and language services ismaintained.

1. The program incltle .k ch, languageand hearing scre'ling.

2. The program includes diagnostic serviceswhich involve assessment of articulation,fluency, voice, language, auditory acuityand perception, and examination of theperipheral speech mechanism.

3. A registry of identified pupils ismaintained.

B. Criteria to determine eligibility andplacement of pupils in speech and languageprograms have been written.

1. Speech, language and hearing clinicianshave been assigned the responsibility todesignate the type, extent and frequencyof services required by pupils.

2. A procedure exists for informing the parent(s)or guardian(s) of the results of screeningand assessment, the diagnosis, and plans forhabilitation prior to placement of any pupil.

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34

Yes No N.A.

C. Prior to placement or denial of a pupil ina special education program, the pupilreceives a speech, language and hearingscreening or assessment.

D. Where a communicative disorder/deviation/need is found to exist a speech, languageand hearing clinician is assigned to serveon the diagnostic-educational team responsiblefor pupil placement.

E. Ail screening and assessment results areevaluated promptly and a full record made andpreserved for each pupil receiving diagnostic,instructional and habilitative services froma clinician.

1. The records show in detail the conditionof the pupil with respect to speech,language and hearing performance andcapability.

2. For pupils identified as needing speechand language services, the records showthe diagnosis, the review required, andthe manner of and extent to which theyare being provided, together with thecourse of progression or regression.

3. Records are confidential and neitherthe records themselves nor any infor-mation contained therein are disclosed toany persons, except for school personnelrequired to use them in connectionwith the instruction or treatment of thepupils, the parents of the pupil, thepersons authorized by the 'arent.

4. The school system has adopted and utilizesa standard individual case record for useby the speech, language and hearing clini-cian.

F. The programs and services provided by eachpupil are contained in a written plan whichincludes establishment of goals and objectivesto meet individual needs which are consonantwith the pupil's total educational programand curriculum.

G. Reports of each pupil's progress are given toparents, teachers and other responsibleparties on a regular basis.

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35

H. The speech, language and hearing clinicianshave flexibility to arrange their caseloadsin order-to work as intensively as is profes-sionally feasible and sound.

I. There exists a Communication DevelopmentProgram which serves the general school popu-lation and is prevention. oriented, providingstrong speech and language models andsequenced curriculum activities emphasizinglistening skills cognitive and expressivecompetencies, understaiding and protectionof the hearing and speech mechanism, and self-confidence to help children develop appropriatecommunicative behavior in social, educationaland cultured contexts.

J. There exists a Communication Deviation Programwhich serves pupils with verbal deviation ofsome consequence, although not defirad ashandicapping disorders, and provides speechand language improvement services.

K. There exists a Communication Disorder Programwhich serves pupils with handicapping disordersof communication and includes comprehensivediagnostic and intensive individual and/orsmall group therapy utilizing modern researchtechnology and clinical-educational practices.

L. Consultative services provided by speech,language and hearing clinicians includeprovision of information and support to class-room teachers, curriculum specialists andadministrators; supervision and training ofaides; inservice training of personnelproviding or being prepared to provide instruc-tion or related services; parent counselingand instruction; demonstration of instructionalprocedures and techniques; and curriculum anddevelopment activities.

M. Coordination time (equal to at least one-halfday per week) is provided to speech, languageand hearing clinicians to allow them to performcertain professional responsibilities, such asparent conferences, counseling and instruction,attendance at inservice professional develop-ment activities, consultations with medical andother professional support personnel, screeningand assessing pupils referred after the initialidentification program has ended, classroomobservation of pupils and consultative servicesto teachers.

36-32-

Yes 1 No NA

4

N. The following types of options for providingservices to pupils with communicativedisorders, deviations, or needs are availableif needed:

1. Diagnostic class placement (short termplacement for diagnostic assessment)

2. Special classroom placement (when thediagnostic assessment indicates thatthe pupil's needs cannot be met in thegeneral education program).

3. Regular classroom placement withsupportive services (direct/indirectservices from a speech, language andhearing clinician operating on anitinerant basis [intermittent session orintensive cycling] or a single buildingbasis; consultation service to teachers).

4. Home and/or hospital services.

II. Personnel

Speech, language and hearing clinicians hold StateCertification in Speech and Hearing before employed.

III. Materials and Equipment

Specialized tests, materials (including bothdurable items and expendable supplies) and equip-ment appropriate to the assessment, diagnostic,and habilitative process are provided and madeavailable for use by speech, language and hearingclinicians.

IV. Facilities

A. Speech, language and hearing clinicians areprovided rooms that are well ventilated andwell lighted, with adequate electrical outletsavailable.

B. Rooms are adequate in size and have provisionsfor appropriate work space, seating spaceand furnishings.

C. Rooms provided are regularly available

D. Rooms permit privacy and are relatively freeof extraneous noise.

0-

Yes No 1 N.A.

V. Reports

A. A data collection system and reporting systemexists to facilitate program planning, manage-ment and evaluatiOn.

B. Reports are submitted to the appropriate localschool system personnel and the State Depart-ment upon request.

Yes No

Trainable Mentally Retarded

Definition: The term trainable mentally retarded refers to pupils who have a

moderate degree of mental retardation as indicated by tests of

mental ability individually administered by a qualified psycholo-

gist or psychological examiner.


A. Eligibility

1. Written procedures and policies for screening andplacement in keeping with the current POLICIES ANDREGULATIONS adopted by the State Board of Educationhave been developed and approved by the local Boardof Education.

2. The policies and regulations have been explained andare understood by principals, supervisors, teachers

and other personnel.

3. Parents have been consulted and have given theirpermission in writing prior to placing pupils in the

TMR program.

4. Assignments of pupils to special education servicesand/or programs are made only upon the recommenda-tion of a placement committee, which includes thecoordinator of programs for exceptional children.

5. All eligible TMR pupils are receiving special education

services.

B. Evaluation

1. The assessments and evaluations are performed orsupervised by qualified examiners.

2. A placement committee reviews annually the appro-priateness of each pupil's placement as evidencedby the pupil's progress or lack of it.

3. An individually prescribed program is developed for

each pupil after the evaluation.

II. Staff Utilization

A. Administration

1. A person knowledgable and competent in mentalretardation coordinates the program.

2. The school administrative personnel at the system

level support the program.

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YESJ NO

I

3. The school administrative personnel at the schoollevel support the program.

4. The parents are involved in and support theprogram.

5. Sufficient auxiliary personnel are available toprovide health services.

6. Sufficient auxiliary personnel are available forpsychological services.

B. Teachers and Aims

1. The teachers hold a teaching credential issued bythe State Department of Public Instruction.

2. The aides have training at least equivalent to ahigh school education.

3. The teachers and aides have the competencies neededto work successfully with the TMR.


1. Staff development and in-service training are providedon a regular basis.

2. The teachers are encouraged to attend state conferencesand other special meetings dealing with instruction ofthe TMR.

3. The teachers meet regularly to discuss their programssuccess, problems, etc.

4. Opportunities to visit classrooms and programs in theirunits and in other units are provided for the teachers.


A. There is a sequentially planned program of services at theprimary, inteniediate, and secondary levels.

B. The philosophy and purposes of the program are understoodand accepted by the school staff.

C. There is evidence that the program has scope and sequencenecessary to meet the individual needs of the TMR at allgrade levels.

D. Persons in guidance and/or psychological services areactively involved in the program.

E. Provisions are made to insure that the entire faculty andstaff understand the organization, scope and sequence ofthe program.

40 -36-

YES I A

F. High School TMR pupils are phased into the ShelteredWorkshop, if available, at the appropriate time.

G. Sheltered Workshop personnel are involved in planningand evaluating the program.

H. Policies and procedures exist for evaluation of programeffectiveness.

IV. Curriculum

A. Realistic educational goals for each TMR pupil have beendeveloped and are being implemented with considerationfor individual capabilities and limitations.

B. The teachers are affiliated with and utilize the servicesof the Regional Support and Technical Assistance Centerin their area.

C. Community resources are used to supplement the instruc-tional program.

O. The curriculum, class activities, classroom organization,materials and equipment are geared to the practicalaspects of daily living and ultimate integration into thecommunity.

E. Centers of interest are established within each classroomto provide the pupils with a variety of educationalexperiences.

F. The following curriculum areas are included at all levelsof the school program:

1. Self-help skills2. Communication skills3. Physical and motor development4. Social Skills5. Cultural Arts6. Practical Occupational Skills

G. The curriculum includes preparation and orientation tothe Sheltered Workshop.

H. The teachers demonstrate an ability to create anevironment conducive to learning by all pupils.

I. The teachers demonstrate knowledge and respect for thecultural variations in pupil's behavior.

J. Policies and procedures exist for evaluation of programeffectiveness.

K. The teachers work with sheltered workshop personnel, ifavailable, in planning the school program.

L. Textbooks, magazines, newspapers and other appropriatematerials are provided.

M. The materials are selected to meet a variety of readinglevels and interests in each class.

N. The basic equipment and supplies essential to instructionar3 available.

0. The high school TMR teachers work closely with per-sonnel in Vocational Rehabilitation and/or OccupationalEducation in planning, implementing and evaluating thework experiences in and out of school.

P. TMR pupils who meet the individually prescribed require-ments are graduated with a special diploma.

V. Facilities

A. The facilities are of the size and condition equal to theaverage regular classroom and are located within the com-plex of rooms housing children of the same chronologicalages.

B. Adequate heating, lighting and ventilation are in evidence.

C. Appropriate classroom furniture has been provided.

VI. School-Community Coordination

A. The community acceptance of the special program is evident.

B. The school interprets the needs of the handicapped to theparents through:

1. Parent conferences2. Parent Teacher Association3. Home visits.

N.°

NM&

Ira

Visually Impaired

Definition: The visual impairment of children who need special services mayrange from partial sight to total blindness, and may be causedby disease, malfunction, injury, patching of the good eye todevelop vision in the poor eye, surgery, and neurologicalimpairments.


A. Any pupil of school age whose vision is impairedto the degree that his education is impededwithout special services of some type iseligible for the program for visually impairedpupils.

B. Identification of visually impaired pupils ismade by classroom teachers, nurses, principals,or qualified referral agencies.

C. Eye examinations are obtained before any typeof special education placement is provided.

D. Records of eye examinations are obtained by theadministrative unit and are placed in thepupil's cumulative folders.

E. Eye examinations are repeated every two yearsin cases where change can be expected.

F. Placement of visually impaired pupils is in aregular classroom with the supportive servicesof a special teacher or materials, or in aspecial contained class.

G. The administrative unit has written criteriato determine eligibility and placement ofpupils in programs fnr the visually impaired.

H. A schcol-based, bi-racial diagrnstic-educational assessment team is utilized beforea pupil is accepted for placement in a programfor the visually impaired.

I. When special questions arise concerning properplacement, an advisory committee is requestedto provide consultative services.

J. Cooperative arrangements exist between theresidential school for the blind for recipro-city in placement of pupils.

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43

K. Transfer to and from the residential schoolis arranged well in advance of admissionin September and January.

L. Pupils with vision less than 20/200 in thebetter eye after maximum correction are re-gistered with the American Printing House forthe Blind.

M. Pupils with vision better than 20/200 in betteeye but less than 20/70 after correction areregistered with the N. C. Department of PublicInstruction, Division for ExceptionalChildren.

II. Personnel

Teachers of visually impaired pupils hold acertificate in the area of Visually Impaired orare working toward such certification.

III. Program Organization and Services

A. Resource and itinerant teaching options areavailable.

B. Class enrollments for resource programconform to the following: partially seeing

pupils, minimum of 10 and maximum of 18;blind pupils, minimum of five and maximumof 10; blind and partially seeing pupils,range six to 14.

C. Caseload for itinerant program ranges from10 to 35 pupils, depending upon servicesneeded and amount of travel.

D. Where no resource or itinerant programservice exists, regular classroom teachersare given special resources, equipment and

supplies for the educaticn of visually im-paired pupils.

E. Information is kept on each pupil in order tomaintain progress of educational gains.

F. Conferences are held between the regularclassroom teacher and the resourcePtinerantteacher regarding pupil progress.

G. Reports to be used in obtaining federalfunds for books and materials are sent tothe Division for Exceptional Childrenannually.

44

N.A.

H. Pupils' academic studies parallel those ofpupils with normal vision.

I. Provisions are made for special services,such as speech and language habilitation,

psychological evaluation, and guidance andcounseling.

J. Large type and Braille adopted basal text-books, supplementary books, recorded booksand special paper and supplies are madeavailable for pupils.

IV. Facilities

A. Rooms are well ventilated and lighting isadequate throughout.

B. Rooms for itinerant and resource teachersare regularly available.

C. Rooms are adequate in size and have pro-visions for appropriate work space, seatingspace and furnishings.

D. Rooms permit privacy and are relativelyfree of extraneous noise.

V. Reports

A. A data collection and reporting system existsto facilitate program planning, managementand evaluation.

B. Reports are submitted to the appropriatelocal school system personnel and the StateDepartment upon request.

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Yes No N.A.

45

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