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DOCUMENT RESUME
ED 027 688 EC 003 755
By-Naples, Victor J.; Todd, Joseph H.Orthopedically Handicapped Children in Ohio Public Schools.
Ohio State Dept. of Education, Columbus. Div. of Special Education.
Pub Date Jun 68Note- 50p.EDRS Price MF-$0.25 HC-$2.60Descriptors-Administration, Educational Objectives, Equipment, Etiology, *Exceptional Child Education, HomeInstruction, Hospital Schools, Incidence, Intelligence Level, Legislation, Occupational Therapy, Orthopedically
Handicapped, Perceptual Motor Coordination, Physical Development, *Physically Handicapped, PhysicalTherapy, Special Classes, *Special Health Problems, Standards, *State Programs, Telephone Instruction
Identifiers- OhioThe historical development of programs for orthopedically handicapped children,
class units and hospital classes approN,ed .during 1967-68, and the number oftherapy units established are presented. Tables give data on program population:enrollment for years 1962-68, percent of handicaps enrolled, and DO distributions.Aspects of occupational therapy described are self help skills, communicationproblems, muscle strength, coordination, social and emotional development andspecial equipment; aspects of physical therapy are physical evaluation, alleviation ofpain, range of motion, strength, coordination, runctiona! training, and specialequipment. The team approach, the administration and organization of a program,educational needs, and home and telephone instruction services are discussed.Appendixes give a glossary of diagnostic terms, standards for special educationunits, for transportation, and for boarding homes, and bibliographies on learningdisorders, cerebral palsy, and muscular dystrophy. (RP)
0NMI
.1=0MEM
ORTHOPEDICALLY HANDICAPPED
CHILDREN IN OHIO PUBLIC SCHOOLS
Victor J. NaplesEducational Consultant
Joseph H. Todd,Educational Administrator
Martin EssexSuperintendent of Public Instruction
Wayne M. CarleAssistant Superintendent of Public Instruction
S. J. Bonham, Jr., Director
Division of Special Education3201 Alberta Street
Columbus, Ohio 43204
June 1968
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED ROM THE
PERSON OR ORGANIZATIONORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
00401DPrinted and Bound by
Columbus Blank Book Co.Columbus, Ohio 1968
2
FOREWORD
The program for Orthopedically Handicapped Children hasbeen in existence in the State of Ohio for over fifty years. Duringthis time, the program has expanded and developed to meet theever changing needs of the handicapped child. Changing conceptsin medicine, education, and habilitation have created the need fornew approaches in the classroom. Ancillary services such as occu-pational therapy and physical therapy are now included in thedaily school program. Psychological testing and parent counselinghave provided a better understanding of the problems of the physi-cally handicapped child.
This bulletin has been prepared to provide information rela-tive to Ohio's program for the Orthopedically Handicapped.
S. J. BONHAM, JR., MrectorDivision of Special Education
3
TABLE OF CONTENTS
CHAPTER I
Historical Development 7
CHAPTER II
Program Population 11
CHAPTER III
Occupation and Physical Therapy 15
CHAPTER IV
Ohio's Orthopedic Program 21
Home Instruction 25
APPENDIX A
Glossary and Symbols 29
APPENDIX B
Program Standards
APPENDIX C
Bibliography 45
4
i
LIST OF TABLES
I. Approved Orthopedic Class Units 8
II. Special Education Program for CrippledHospitalClasses 9
III. Total Enrollment for Years 19624968 11
IV. Percent of Handicaps Enrolled in Program 12
V. Orthopedically Handicapped Special EducationProgram In Intelligence Quotients 13
VI. Home Instruction 26
CHAPTER 1
HISTORICAL DEVELOPMENT OF OHIO'SORTHOPEDIC PROGRAM
Shortly after the turn of the century, a group of young peoplein Cleveland, Ohio organized a kindergarten for crippled children.Later, the first program was expanded to include classes for thoseof school age. In 1910, the Board of Education in Cleveland tookover the operation of the school wi'zh 63 children enrolled. Thepurpose of the school was not only to educate, but also to furnishopportunities for corrective treatments, necessary exercise, andproper rest periods. The program of special classes for handicappedchildren in the State of Ohio was thus officially started.
In 1918, the Cleveland Board of Education employed an ortho-pedic director to handle the public school program for crippledchildren in that city. The orthopedic director had a physical educa-tion major, special training in corrective gymnastics and experi-ence in teaching. This could probably be considered the beginningof physical therapy in the public schools.
In 1917, Dayton opened a special school for crippled children,and in 1919, Cincinnati opened a similar school.
Interest in the problems of the handicapped child was growingthroughout the state. On May 8, 1919, the Ohio Society for Crip-pled Children was founded in Elyria. The society grew rapidly andexercised a watchful eye over crippled children.
Prior to 1919, no legislation was provided for the crippledchild. The first law for handicapped children was enacted in 1919.It provided for a broader program for deaf and blind children andadded provisions for crippled children. This legislation establisheda new type of state financial aid for these programs, and includedprovisions for home instruction for children who could not attendschool. This legislation committed Ohio to recognize and financiallysupport programs for handicapped children.
The Division of Special Education had its beginning in 1924when a supervisor was appointed in the Department of Educationto administer the special education program.
Crippled children services were well established in Ohio bythe early 1930's. Laws governing detection, physical care, treat-
4 /7
ment, and special education were in operation. Public school classesfor crippled children were established in various parts of the state.Children needing the special placement could remain fairly closeto their families. Special classes for crippled children were then apart of the local school system in whiLl they were maintained.
PROGRAM STATUS
For the 1967-68 school year the Ohio Division of Special Edu-cation approved 100.5 special education classes for crippled chil-dren. The total enrollment for these approved units is 1,146 chil-dren and involves twenty different school districts. Table I indi-cates the school districts having educational day school programsfor crippled children.
TABLE I
APPROVED ORTHOPEDIC1967-1968
School DistrictLake
PainesvilleAkronBarbertonCantonChillicotheCincinnatiClevelandColumbusDaytonHamiltonMansfieldMiddletownNewarkParmaSpringfieldSteubenvilleToledoWarrenYoungstownZanesville
8
CLASS UNITS
Number of Units
1.07.01.04.0
.814.718.013.0
8.01.03.02.01.03.01.01.0
13.01.04.03.0
Total 100.5
The figures listed in Table I do not include the approved hos-pital units. The Ohio Division of Special Education approved 29
hospital units with a fluctuating enrollment of approximately 320
crippled children in seven school districts. The number of days
each child spends in the hospital unit is determined by the physi-
clan, therefore, the total enrollment varies throughout the school
year.
Table II shows the school districts having approved hospitalunits and the number of approved units for the 1967-68 school year.
TABLE II
SPECIAL EDUCATION PROGRAM FOR CRIPPLEDHOSPITAL CLASSES
1967-1968
UNITS
School District Number of Units
Akron 2.0
Cincinnati 6.0
Cleveland 8.0
Columbus 7.0
South Euclid-Lyndhurst 3.0
Toledo 2.0
Youngstown 1.0.111.101111111
Total 29.0
THERAPY
A program for orthopedically handicapped children must pro-vide services for each handicap created by ti child's disabilities.In order to help the child improve physically and mentally and toadjust emotionally and socially, a comprehensive program must in-clude physical and occupational therapy. These therapies shouldbecome a part of the regular school program for orthopedicallyhandicapped children.
The two interrelated therapies, physical and occupational,are concerned with the same goal; to help the child gain the skills
9
.,
which permit him to live as nearly a normal and active life aspossible.
Realizing the importance of a comprehensive team approach tomeeting the spacial needs of crippled children, twenty-one physicaltherapy units and nine occupational therapy units in eleven schooldistricts have been established in accordance with State Board ofEducation Program Standards ED-b 215-03 (A) (2).
i
i
CHAPTER II
PRO/2R44.M POPITLATTnN
In the last two decades, we have witnessed many changes intne medical and scientific fields. The infant mortality rate has beenreduced to the lowest point in our history. Miracle drugs and newmedical procedures have saved the lives of thousands of children.The scientific achievements which have contributed to the survivalrate of children, have also created new educational challenges.While we have observed a steady decline in the incidence of certaintypes of crippling conditions, we have also noticed an increase in
total enrollment of orthopedically handicapped children with othertypes of disabilities.
The population enrolled in orthopedic classes has not steadilydecreased as had been predicted several years ago. Table III showsthe total enrollment fell to a low of 878 children in special classesand 125 children in hospitals during the 1963-64 school year. How-ever, since that year enrollments have continued to increase in
both the classroom and hospital programs. While both the Polioand Tuberculosis populations have steadily declined the enrollmentof multi-handicapped children in orthopedic classes has increased.These increases may be examined in Table IA V. The numberof Cerebral Palsy children enrolled has steadily kncreased from 372during the 1961-62 school year to a new high of 582 for the 1967-68school year. Increases in other crippling conditions such as SpinaBifida and Muscular Dystrophy may also be noted. In addition, anexamination of Table V would suggest that lower mental ability isa factor which must be increasingly taken into consideration whendeveloping a program for orthopedically handicapped children.
TABLE III
TOTAL ENROLLMENT FOR YEARS 1962-1968
School Year1962-19631963-19641964-19651965-19661966-19671967-1968
School
943878
1,0801,0921,1111,146
Hospital111125198221265319
T.B.
20
11
Table IV shows a listing of the types of disabilities and the totalnumber placed in classes for crippled children during the 1967-1968school ;any%
TABLE IV
PERCENT OF HANDICAPS ENROLLED IN PROGRAM
1962-1963 1967-1968Medical Diagnosis Percent Percent Number
Cerebral Palsy 37.46 50 582
Spina Bifida and Paraplegia 6.65 11 129
Muscular Dystrophy 6.75 11 128
Abnormal Heart Condition 11.18 6 71
Polio 16.72 5 53
Meningocele .70 3.5 43
Congenital Deformities 1.52 3.5 42
Hydrocephalus 1.00 2 25
Hemophelia 1.32 1 21
Legg-Perthes 2.63 1 17
Rheumatoid Arthritis .90 1 14
Arthrogryposis .70 1 13
Sickle Cell Anemia 1.22 1 12
Asthma .80 1 8
Osteogenesis Imperfecta .90 1 7
Achrondroplasia .40 1 5
Scoliosis .60 Less than 1% 4
Miscellaneous 6.75 Less than 1%
TOTALS 100.00 100.00 1,146
12
col"
TA
BL
E V
7.73
7.1,
P.
OR
TH
OPE
DIC
AL
LY
HA
ND
ICA
PPE
D S
PEC
IAL
ED
UC
AT
ION
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GR
AM
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TE
LL
IGE
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E
QU
OT
IEN
TS
AS
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MPA
RE
D W
ITH
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AL
DIS
TR
IBU
TIO
N
I. Q
.Su
mm
ary
of I
.Q. D
istr
ibut
ion
for
Yea
rs19
61-1
964
and
1966
-196
8
Cla
ssif
icat
ion
Nor
mal
Dis
trib
utio
n
50-7
922
.6%
354%
Edu
cabl
e M
enta
lly R
etar
ded
8.0%
80-8
924
.523
.0D
ull N
orm
al14
.5
90-1
0941
.734
.0A
vera
ge46
.5
110-
149
11.2
7.6
Bri
ght P
lus
30.7
TO
TA
LS
100.
0%10
0.0%
Tab
le V
sho
ws
orth
oped
ical
ly h
andi
capp
ed s
peci
aled
ucat
ion
prog
ram
inte
llige
nce
quot
ient
s as
com
pare
dw
ith n
orm
al d
istr
ibut
ion.
The
tabl
e in
dica
tes
the
perc
enta
ges
for
each
cla
ssif
icat
ion
for
the
year
s 19
61-1
964
and
1966
-196
8.
CHAPTER III
OCCUPATIONAL AND PHYSICAL THERAPY
The whole child must be considered in planning any education-al program. Because of physical disabilities such as cerebral palsy,arthritis, muscular dystrophy, poliomyelitis and congenital anom-alies, some children require special services other than those pro-vided by a regular school. It is an effective and efficient practice tohave the service of occupational and physical therapy availablein the same building as the classroom for crippled children. Theseservices are an integral part of program planning. The childrencan receive the prescribed treatments with a minimum loss oftime from their academic work.
The overall aims of occupational therapy and physical therapyare the same, to help the child gain the abilities which permit himto live as nearly a normal and active life as possible. The twotherapies are interrelated. They both test and evaluate the physicalability of the child, strengthen specific muscle groups, improvecoordination, teach activities of daily living and help to improvisenecessary equipment.
OCCUPATIONAL THERAPY
Occupational therapy is a medical service using therapeuticactivities, mental and physical, involving individual and group tech-niques, as well as evaluating procedures in treating children. Pro-fessionally trained occupational therapists administer their serv-iccs under the direct prescription and guidance of a qualified phys-ician.
The occupational therapy department in the public school oper-ates on the same schedule as the classroom and is an integral partof the school program.
The same basic principles of education involved in teachingthe academic subjects apply to the teaching of skills related tomotor and perceptual development. Since motivation is basic to allaspects of education and treatment, careful planning is needed toelicit co-operation from the child and pal'ents.
The therapist's ingenuity and initiative, knowledge of basicprinciples, and correlation of techniques with equipment are used
ie/ /15
1
in planning and carrying out the prescribed treatment. Essentialto the program is the therapist's awareness of research in thephysical and behavioral sciences and the research guides that eval-uate specific syndromes of d,sfunction. This information is neces-sary for establishing realistic goals for the parent and the childand improving therapeutic procedures.
Activities are planned to develop self-help skills, to provide ameans of communication, to increase muscle strength and rangeof motion, to encourage coordination and perceptual motor develop-ment, to aid in social and emotional development, and to evaluatevocational assets. Depending on the child's handicap, emphasis maybe in one or more of these areas.
SELF-HELP SKILLS
The child must attain maximum independence in the area ofself-help skills to realize optimum goals in physical and mentalhealth. These skills are acquired through training and practice.Some examples of self-help skills are dressing, eating, toilet ac-tivities, and personal hygiene.
MEANS OF COMMUNICATION
The child vdth multiple handicaps may have poor or illegiblewriting. He may be unable to write because of poor coordination,lack of muscle power and perceptual difficulties, or he may writeso slowly that writing is not a practical tool. The goal of the thera-pist is to provide for communicative development so that thechild may participate in the classroom. Pointing or indicating com-prehension, writing practice, developing a language board and typ-ing are methods used to improve communications.
MUSCLE STRENGTH AND RANGE OF MOTION
The activity and equipment used by the therapist depend uponthe muscles involved and the motion desired. The motivation fora desired motion comes from interest in the activity used. A fewmodalities are mentioned to give a general idea of how an occupa-tional therapist used material, equipment, and activities.
Examples of therapeutic activities are ceramics, woodworking,weaving, braiding, and water play. Therapeutic devices which are
,comrnonlr used are splints, ball bearing and resistine feeders,weights and built-up handles.
16
COORDINATION
Children with motor involvement may have perceptual and con-ceptual difficulties. Training is done with multi-sensory experiences(visual, auditory, tactile, and kinesthetic) in order to obtain simpleand complex controlled muscle function. Finger painting, weavingand woodworking are excellent examples of activities involvinggross coordination. Some examples of activities involving visualmotor development are rhythms, play activities requiring bodyorientation in space, tracing, coloring, use of the chalkboard, andmanipulating educational toys. Writing, needle craft, and modelconstruction are activities the therapist may use to develop finecoordination.
SOCIAL AND EMOTIONAL DEVELOPMENT
Children with handicaps may not have the opportunity orphysical capacity to participate in activities that lead to socialand emotional development. The occupational therapist helps toprovide these activities through organized and directed play,games and contests, and by encouraging the children to work ingroups. Developing clubs and organizing class projects providesplendid opportunities for stimulating social growth.
Through the therapist's training in skills, self-care and workattitudes, the foundation is laid for future vocational guidance andjob training. Good work habits, care and use of equipment andmaterials, speed and accuracy, responsibility and initiative, mayall be developed as the child participates in the occupational ther-apy program.
SPECIAL EQUIPMENT
Equipment and facilities in a special education unit frequentlyhave to be modified so that the child can perform at his maximumphysical and mental ability. In this area, the occupational thera-pist must be ingenious and creative. This particular function maybe carried on without a medical prescription, but the child's physical condition must be kept in mind when making any equipmentmodifications. Following are some examples of typical equipmentwhich may require modification: Chairs and work surface , writingdevices such as crayon and pencil holders ; typing tools and typingdowels ; reading equipment such as page turners and book racks;aids for dressing, undressing, eating, and personal hygiene.
1 7
PHYSICAL THERAPY
Physical therapy is a medical service administered by pro-fessionally trained personnel under the prescription and guidanceof a qualified physician. It deals with the prevention, correction,and alleviation of disease and effects of injury. Through the useof physical agents such as heat, cold, light, water, electricity,massage and therapeutic exercise, the crippling effect of manydiseases and injuries can be lessened or overcome.
The same basic principles of education which are involved inteaching an academic subject apply to the teaching of a motoractivity. Motivation is basic to all aspects of treatment. This re-quires careful planning and the child needs help in developing a"will to do."
The therapist performs testing procedures used in evaluatingmuscle strength, range of joint motion and function, in developingexercise programs for improving strength and coordination, ingiving training in activities of daily living, and shares in the re-sponsibility for the proper fitting and maintenance of braces andother equipment used by the child.
The therapist's ingenuity and initiative, knowledge of basicprinciples, and correlation of techniques with equipment, are usedin planning and carrying out the prescribed treatment.
PHYSICAL STATUS
Before a treatment program is planned, the child's physicalactivities and limitations are evaluated. On the basis of the diag-nosis, the therapist selects the appropriate techniques and equip-ment. The tests and measurements used to evaluate the physicalstatus include the manual muscle test, the joint range of motiontest, the functional activity test, and the electrical test
ALLEVIATION OF PAIN AND INCREASE IN CIRCULATION:
Heat, in any form is applied to increase circulation to alleviatepain, and to malc,, tissue more pliable. The physical therapist mustknow the indications and the contra-indications for all forms ofheat. Some of the modalities used are infra red, diathermy, whirl-pool, and moist heat pads.
18
RANGE OF MOTION
Children who are not able to perform normal motor activitiesor who show an imbalance of muscle strength, tend to developcontractures. To maintain or to increase range of joint motion, atherapist may use a variety of modalities and equipment such as:therapeutic exercise, stretching, neuro-muscular facilitation, pul-leys and bicycling.
STRENGTH
When a muscle weakness or imbalance exists, a strengtheningroutine is indicated. In some cases particular attention must begiven to isolate the weak muscle and to exercise it; in other
cases muscles may be exercised in group patterns. There are manyexercise rountines and modalities used to increase strength, butbasically, exercises are classified as passive, active-assistive, active,
or resistive.
COORDINATION
Children with motor involvement may have problems withcoordination. It is essential to provide and to regulate harmoniousaction. The physical therapist is interested in controlled muscle
function which leads to greater independence. This can be accom-plished through reciprocal and contra-lateral exercise, therapeuticexercise, bicycling, suspension slings, rhythm activities, and games.
FUNCTIONAL TRAINING
Generally, functional training applies to activities which re-quire balancing, standing, walking, and transfer activites. To
strengthen and coordinate both the upper and lower extremities
as well as the trunk, the therapist may use standing tables, par-allel bars, skiis, stabilizers, crutches, walkers, stair climbing, and
mat activities.
SPECIAL EQUIPMENT
Equipment and facilities in a special education unit frequentlyhave to be modified so that the child can perform at his maximumphysical and mental ability. The physical therapist must be ingen-
ious and creative in work with special equipment. This particular
19
function may be carried on without a medical prescription, butthe child's physical condition must be considered when making anymodifications of equipment. Desks, standing tables with work sur-faces, and wheelchairs are all examples of typical equipment whichmay require modification.
It must be emphasized that the primary purpose of the schoolis to give the child an education. The therapist who works withthe handicapped child in the school situation meets a daily chal-lenge of varied responsibilities. The therapist's ability to commun-icate the philosophy and techniques of education and rehabilitationplays an important part in the child's development. The therapistha5 a direct responsibility to the school, the child, the parent,the physician, the community, and the profession.
20
t
I
i
CHAPTER IV
OHIO'S ORTHOPEDIC PROGRAM
The program for orthopedically handicapped children has beenin existence for over 50 years. During this time, the program hasexpanded and developed to meet the ever changing needs of thehandicapped child. The severity of crippling conditions has changedrapidly during the last 15 years. Many of these children may neverbe physically able to attend regular .Jchool.
These problems have highlighted the need to develop contin-uous programs through the secondary level. The curriculum shouldinclude physical activities, recreation, life enrichn i ant, and wherenecessary, work study programs adjusted to the limitations of thechild, utilizing the teacher, occupational and physical therapist,available physical education personnel, work study coordinators,and community resources.
TEAM APPROACH
The goal of an educational program for orthopedically handi-capped children is to provide the type of education from whicheach child can profit. This means giving consideration to deve!op-ing a team approach designed to include speech, physical and oc-cupational therapy, trained teachers, psychologists, and othereducation personnel concerned with the habilitation and rehabilita-tion of crippled children. The team approach presents a challengeto members of the team to understand and appreciate the contri-butions of their co-team members, Finally, if the team is to becomplete, the family of the child must be involved.
THE ADMINISTRATION AND ORGANIZATION OF ANORTHOPEDIC PROGRAM
Organization of classes has not been a major problem in thelarge metropolitan areas where there are a sufficient number ofchildren to develop classes for orthopedically handicarned children.However, there is a need to explore ways of meeting the challenge
21
of crippled children residing in smaller school districts where theschool's population is not sufficient to support traditional ortho-pedic programs.
A. Placement1. The superintendent of the school district of attendance
(or his designated representative) is responsible forthe assignment of pupils to approved special educa-tion units.
2. A child must have a congenital or acquired physicaldisability which prevents successful functioning in aregular classroom.
3. A child must be under the care of a qualified physican.
4. A child of legal school age with an intelligence quo-tient above 50 as indicated by an individual psycholo-gical examination by a qualified psychologist may beassigned to the special unit if it is determined thatthey are capable of profiting from a formal educationalprogram.
5. Criterion for placement in a special class should in-clude the need for:a. Special building facilities and equipment.b. Protective care which could not be provided in the
regular class.c. Physical or occupational therapy.
B. Special Equipment, Furnishings and Materials. Appropri-ate furnishings, cables, chairs, instructional and treat-ment material and equipment shall be available.
1. The building entrance shall be at ground level orequipped with an appropriate ramp.
2. All rooms, including rest areas, shall be located onthe first floor of the building unless elevators areavailable.
3. Necessary safety grab bars should be provided in thetoilet rooms.
4. Toilet rooms and drinking fountains shall be appropria-tely equipped for crippled children.
5. At least one stall in the toilet rooms should be de-signed to accommodate a wheel chair.
6. Floors should be of a non-skid nature and free of ex-cessive wax.
22
I. zation Program
Educational objectives for ,hopedically handicapped children are
the same as the objectives for all children; however, the means
for their attainment will vary with each individual's limitations,
physically, mentally, and emotionally.
The responsibility of a school involves more than providing
academic instruction for the crippled .,hild. The emphasis may
change from instruction to treatment, then back to instruction.Generally, an educational program has the following objectives:
1. To help the individual to make a better life adjustment.
2. To help the child develop to his academic potential.
3. To help the child learn to use leisure time well.
4. To develop individual ability to earn according to his capa-
bilities.5. To help the child develop into an individual who accepts
responsibility and contributes to his social group.
A good program for the crippled child must accomplish all of
these. In addition, the program must be adjusted to each child's
special problems, his abilities, and his limitations. These objectives
are not necessarily all achieved in the classroom for crippled child-
ren.
Programs for crippled children must not be static and un-changing. As previously discussed the types of crippling conditions
have changed in recent years and many more severely involved
children are being admitted to school programs. In many instances
children with relatively mild involvements are now fortunately
being included in the regular classroom. Consequently, the special
education classroom for orthopedically handicapped children is
composed of severely handicapped children who present both
physical and mental problems.
The following observations represent current trends and issues
in orthopedic program development:
1. The orthopedic program should include:
a. Academic instruction.b. Adaptive physical education.c. Activities of Daily Living.d. enrichment activities.
23
e. Speech therapy.f. Work study program.g. Physical therapy.h. Occupational therapy.
2. Due to the lower mental ability of many childrennow being placed in orthopedic classes there is aneed for the development of programs specificallydesigned for educable mentally retarded children.
3. Special education programs for crippled childrenshould provide continuing instructional programsand services from kindergarten through the secon-dary levels.
4. The curriculum should include adapted physicalactivities and games which foster the developmentof a positive self-concept, sound maturity and in-dependence.
5. Activities of daily living such as self-care, personalhygiene, eating procedures, etc., should be incor-porated into the daily curriculum.
6. The development of life enrichment activities includ-ing recreational and leisure time activities whichhave positive value in post school adult adjustmentshould be explored.
7. It should be realized that traditional instructionalapproaches do not adequately meet the needs ofmulti-handicapped children. Greater emphasis mustbe placed upon developing a more individualized"diagnostic teaching" approach. This "diagnostic"approach makes imperative a careful evaluation ofmental ability, physical limitations and skill develop-ment, and an accurate description of achievement.
8. Consideration must be given to the greater utiliza-tion of a work study coordinator, available workstudy programs, and other community resources.
9. In consideration of a high incidence of learning dis-orders related to neurological handicaps, more con-sideration should be given to effective physical or-ganization of the classroom. In general, the class-room should be highly structured, neat, orderly,
24
conducive to an individualized program. This includes
provisions for the reduction of extraneous visual and
auditory stimulation. The following space utilization
factors should be considered:
a. Individualized study area.
b. Small group work area.
c. Supervised ph y sical activities and play areawithin classroom. A large physical activity area
should be provided elsewhere in the school build-
ing, such as a gym.
d. A small section of the room may be developed
for display of the children's work and key visual
aides. In general, group visual aids should not be
conspiciously displayed except as they are in im-
mediate use.
e. Adequate storage for materials, supplies, and
children's projects and personal belongir 0).s should
be available. Individual children's desks should
not be used for storage; individual work folders
(finished, unfinished, and future) should be avail-
able in a separate part of the room.
f. A group and individual auditory training center
should be incorporated into the room (earphones
for tape recorders, language master or phonic
mirror, etc.).
HOME INSTRUCTION
Home instruction is an educational service provided by the
local public school system for physically handicapped children who
must be confined to the home for instructional purposes and can-
not attend school even with the aid of transportation. These child-
ren may be considered for home instruction providing the child is
capable of profiting from a formal education program and is rec-
ommended for such service by a physician. Partial reimbursement
for home instruction can only be approved by the Division of Spe-
cial Education in accordance with State Board of Education Pro-
gram Standards EDb-215-10 (A). Table VI depicts the variety of
disabilities served by home instruction.
25
TA
BL
E V
I
HO
ME
IN
STR
UC
TIO
N19
65-1
966
Typ
es o
f H
andi
caps
:T
here
wer
e on
e hu
ndre
d fi
fty
diff
eren
t phy
sica
l dis
abilf
fies
appr
oved
for
ser
vice
. The
fol
low
ing
are
maj
orca
tego
ries
: Han
dica
pN
o. o
fPu
pils
Han
dica
pN
o. o
fPu
pils
Frac
ture
s56
6Sc
olio
sis
62
I\D
Rhe
umat
ic F
ever
320
Def
orm
ities
57c-
)Po
st O
pera
tive
132
Tub
ercu
losi
s55
Cer
ebra
l Pal
sy12
2C
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The cost of this instruction is shared by the local school dis-trict in the State of Ohio. The Division of Special Education willreimburse $1.50 per hour on home instruction at a rate of not lessthan $3.00 per hour and one half of the actual cost in excess of$3.00 not to exceed $6.00 per hour nor five hours per week. Pay-ment is not made for students receiving less than 20 hours of in-struction during the school year. The purpose of the reimbursementis to assist the local school district to meet their legal responsibili-ties of providing an educational program for all educable childrenof legal school age residing in their school district who cannot bemaintained in a school building because of physical limitations.
Section 3323.01 R. C. indicates that the State Board of Educa-tion may approve special education classes and special instruc-tional servicesfor children whose learning is retarded, interrupted,or impaired by physical or mental handicaps. Home instruction isconsidered to be a special instructional service for physicallyhandicapped children. Other sections of Ohio School Law whichprovide legal basis for home instruction are as follows:
1 3313.48 R.C.--Assigns the responsibility of providing freeeducation to the board of education of each school district.
2. 3313.64 R.C.Schools shall be free and open to all schoolresidents six to twenty-one years of age.
3. 3321.01 R.C.Outlines compulsory education and attend-ance.
TELEPHONE INSTRUCTION
Telephone instruction is a two-way system from the schoolto the home. Not only can the student hear everything his teacheror instructor says, but he can also recite, ask questions, even parti-cipate in group discussions. The entire class can hear him clearlyand distinctly just as if he were at his own desk.
Telephone instruction as described in State Board of Educa-tion Program Standards 215-10 (A) (1) (d) may be consideredunder the following conditions :
1. Applications for this service should be submitted on regularHome Instruction Forms SE 10 (A). The phrase "TelephoneService" should be written across the top of each request.
2. It has been our experience that mature students of at leastaverage ability tend to benefit a great deal from this ser-
27
vice. Telephone instruction should rarely be consideredbelow the fifth or sixth grades.
3. The expected period of disability should be long enough tow9rrnnt tha instAllAtinn of equipment.
4. The Division of Special Education will reimburse as followsfor telephone instruction.a. Half the cost of installing the telephone.
h. Half the monthly service charge.c. Half the cost of one hour (at a rate of $3.00 per hour)
per week tutoring by a teacher to guide the child.
28
APPENDIX A
GLOSSARY AND SYMBOLS
GLOSSARY OFDIAGNOSTIC TERMS
ABDUCTIONThe limb is moved away from the midline of thebody.
ACHRONDROPLASIAA condition of abnormal osteogenesis re-sulting in the typical congenital dwarf. The pathologic pro-cess begins early in intrauterine life as disordered chondri-fication and ossification of the ends of the long bones; themembrane bones develop normally.
A.D.L.Activities of daily living.DDUCTIONThe limb is moved toward the midline of the body.
ANKYLOSISAbnormal immobility and consolidation of a joint.
ANOXIALack of oxygen.APHASIADefect or loss of the power of expression by speech,
writing, or signs.APLASIADefective formation or developmentlack of develop-
ment.ARTHRODESISSurgical fixation of a joint.ARTHROGRYPOSISPermanent fixture of a joint; anklosis; per-
manent idiopathic contracture of a joint.ASEPTICFree from septic material.ASSYMETRYLack or absence of symetry.
ASTHMAParoxysmal dyspnea. Commonly, however, it refers toallergic asthma, characterized by dyspnea, cough, wheezing,
mucoid sputum, and a sense of constriction of the chest.
Pathologic changes consist of bronchiolar spasm, edema of
mucosa, hypertrophy of glandular elements, and secretionof mucinlike substance. It is usually due to hypersensitive-ness to inhaled or ingested substances, or bacteria. In al-lergic asthma, the name may include the etiologic factor.
ATAXIAFailure of muscular coordinationlack of balance.
29
ATHETOSISAffection marked by continuous movements in-
voluntary movements.ATROPHYA w- sting or diminution of sizeShrinkage of cells
or fibers.BENIGNNot malignant.BILATERALHaving two sidespertaining to both sides.
CALCANEOUSReferring to the heel bone.
CALUSThe bony material by which union between ends of a
fractured bone is effected.CARDIACReferring to the heart.
CEREBRAL PALSYCerebral palsy has been described as a loss
of ability to control motion, because of disease or injury
which has damaged the motor center of the brain. The per-
son who has it may not be able to walk or talk or use his
hands. Many cerebral palsied have more than one disabilitymultihandicapped.
CEREBROSPINALPertaining to the brain and spinal cord.
CHONDRIFICATIONConverting into cartilage ; becoming car-
tilogenous.CONGENITALExisting at or before birth.CONTRACTIONShortening of a muscle.CONTRACTUREShortening of a muscle in distortion a per-
manent condition.CYANOSISA blueness of the skin due to lack of oxygen in the
blood.DIPLEGIAParalysis of like parts.DORSIFLEXIONThe act of bending a part backward.
EDEMALocalized fluid in the tissue.
ELECTROCARDIOGRAMA graphic picture of the electricalcharges caused by the contraction of the heart muscle.
ELECTROENCEPHALOGRAMRecord of brain waves.
EMBOLUSA clot or plug that obstructs the blood vessel.
EPILEPSYA nervous disease marked Joy seizures with convul-
sions and loss of consciousness.
EPIPHYSISThe growing end of the bone.
ERB'S PALSYParalysis due to degenerative changes in the spinal
cord.
ERYTHROCYTESRed blood cells.
ETIOLOGYScientific view of causes of disease.
30
i
EXTENSIONStraightening out a joint.EXTERNAL ROTATIONRotation away from midline of the body.
FLACCID--A type of paralysisweak, lax, and soft.FLEXIONBending a joint.FRACTURESBreaks in the bones.
a. CompoundFractures with external wound leading intothe bone.
b. GreenstickFracture in which one side of bone is brokenand other side being bent.
c. ComminutedFracture in which bone is crushed or splin-tered.
d. CompressionFracture in which joint is jammed to-gether.
e. ImpactedFracture in which one fragment is firmlydriven into the other.
FRIEDREICH'S ATAXIAHereditary ataxia, progressive.GENUKnee-articulation of femur with lower leg bone.HEMIPLEGIAParalysis of one side of the body, either right or
left.HEMOPHILIAStrong hereditary tendency to bleeding due to a
defect in the coagulating power of the blood.HODGKIN'S DISEASEDisease of the bloodPseudoleukemia.HYDROCEPHALUSAn increase in the volume of cerebrospinal
fluid within the skull. The term is commonly applied to dis-tentions of the ventricular system by cerebrospinal fluidwhich cannot escape into the subarachnoid space, is blockedin the subarachokl pathwrwys, or cannot be absorbed into thevenous system.
HYPERPrefi.x meaning excess.HYPEREXTENSIONExi;ension of a limb began neutral ana-
tomical position.HYPOPLASIAFailure of a cell to develop freely.
IDIOPATHICUnknown cause.INTERNAL ROTATIONRotation toward the midline of the body.
ISCHAEMIADeficiency of blood sl.pply to a part.
ITISSuffix meaning inflammatdon of.KINESIOLOGYScientific study of movements of muselez.
LESION--Any hurt, wound. or local degeneration.LITTLE'S D1SEASEType of cerebral palsy.
31
LORDOSISAn increase in the normal curvature of the lumbar
area of the spine.MALIGNANTVirulent and tending to go from bad to worse.
MALNUTRITIONImperfect assimilation and nutrition.
MENINGOCELEA protrusion of the cerebral or spinal meninges
through a defect in the cranium or vertebral column. It
forms a cyst filled with cerebospinal fluid.
METASTASISTransfer of disease from one organ to another.
MUSCULAR DYSTROPHYFaulty state of nutrition to the volun-
tary muscles. A progressive degenerative disease of the
voluntary muscles.MYOSITISInflammation of a muscle.NECROSISLocal death of a tissue.NEPHRITISInflammation of the kidney.
NEUROGENIC BLADDEROne in which the nerve supply has
been damaged.NOXIOUSHarmful.OPPENHEIM'S DISEASECongenital myatonia or spasm of
muscles.OSGOOD-SCHLATTER'SInflarnmation of bone and cartilage at
upper portion of the tibia.OSLER'S DISEASEChronic blueness with enlarged spleen and an
excess of red corpuscles in the blood.
OSSIFICATIONThe formation of bone the conversion of tissue
into bone.OSTEOBone.OSTEOGENESIS IMPERFECTAA defect of bone formation and
calcification of unknown cause but often hereditary, chara-
cterized by bane fragility, blue scleras, and sometimes deaf-
ness. Multiple fractures may occur before birth, in infancy,
or later in childhood.
OSTEOMYELITISInflammation of the bone marrow.
PARAPLEGIAThe legs alone are involved in the neuromusculardysfunction or paralysis of the lower limbs.
PARKINSON'S DISEASE Paralysis Agitans shaking palsy.
Disease of late life.PERIARTICULARAbout a joint.PER1PHERALThat which is on the boundary in regard to
nerves, those outside the central nervous system.
32
PLANTER FLEXIONPointing the a:ikle downward.P.N.E.Proprioceptive neuro-muscular facilitation.PNEUMOENCEPIIALOGRAMA record of shadows of brain fol-
lowing injection or air or other gas into brain through spinalcolumn.
POLIOMYELITIS--Infantile paralysis.POLYDACTYLYExcessive number of digits.PROGNOSISPrediction of probable result of attack of disease.PRONATIONTurning down.PRONELying with face down.PROSTHESESArtificial appliances, such as arm, leg, etc.PYEMIAPus in the blood stream.PYOGENICPus forming.PSEUDOHYPERTROPHYIncrease of size with loss of function.QUADRAPLEGIAParalysis of all extremities.RECIPROCATIONBicycle motion of legs and arms.REFLUXBackward flowusually referring to urine.RIGIDITY--Tenseness on movement of part.RESIDUALRemaining; left behindRHEUMATOID ARTHR1TISA chronic arthritis of unknown
etiology; affects multiple joints, producing constitutionaleffects such as debility, weakness, and loss of vAight. Thespecific lesion is a proliferation of granulation or connectivetissue in synovial and periarticular tissues over the jointsurface and in subchondral spaces. There is pain, limita-tion of motion, deformity, and sometimes bony ankylosis.
R.O.M.Range of motion.SCOLIOSISLateral curvature of the spine, named according to
location and direction of the convexity, as right thoracic.Usually there are two curves, the original and a compensa-tory curve, as an original right thoracic w;th a compensa-ting left lumbar curve.
SEPTICProduced by putrification.SIBLINGSBrothers and sisters.SICKLE CELL ANEMIALoss of normal balance between the
productive and the destructive blood processes, due todiminuition of the normal blood volume as after hemo.-rhage; or a deficiency in the number of red cells, hemoglobin
33
or both and is usually hereditary. It is characterized by thecrescentic form assumed by the erythrocytes after theirremoval from the circulation.
SLIPPED EPIPHYSISSlipping of the growing part of the bone.SPASTICITYState in which muscle is contracting continuously.SPINA BIFIDACongenital cleft of the vertebral column with
protrusion of the membraneous part of the cord.SPINA BIFIDA AND PARAPLEGIAA congenital defect in the
closure of the spinal canal with hermal protrusion of themeninges of the spinal cord. The hermal sac containscerebrospinal fluid and sometimes nervous tissue. Mostcommon in the lumbrosacral region. The contents of thespinal canal may protrude. Generally the rehabilitationfacets of spina bifida are the same as with traumatic para-plegia.
SPRAINTemporary dislocation of a joint.STILL'S DISEASEInflammation of several joints together with
enlarged spleen and lymph glands.STOMAArtificial opening in the abdomen for the surgical
ureterolleostomy procedure.STRAINOverstretching or over exertion.SUBARACHNOIDBeneath the arachnoid membrane, as the sub-
arachnoid space.SUBCHONDRALRelating to cartilage.SUBLUXATIONPartial dislocation of a joint.SUPINATIONTurning up.SUPINELying on back.SYNOVIALThe clear fluid which is normally present in joint
cavities.TALIPESA type of club foot.TENOTOMYCuttng of a tendon.THROMBIA plug in a vessel found at the point of its formation.TORTICOLLISWry neck.TRAUMAWound or injury.TREMORInvoluntary trembling or quivering.TUMORA swellingmo,-bid growth of a tissue.ULCERATIONAn open sore other than wound.UN1LATERALReferring to one side.VALGUS Away from the median line.
34
VARUSToward the median line.
VENTRICLES OF BRAINFive cavities filled with cerebrospinal
fluid.VENTRICULAR SYSTEMOf, relating to, or being a ventricle.
VIRUSAn animal poisoninfiltrable.
SYMBOLS
a.c. before mealsbid twice a dayCHD congenital heart defectCVA cardiac vascular accidenths at bedtime6 withOD right eyeOS left eyeOU both eyesp.c. after mealsprn when neededqd once a dayqid four times a dayqod every other dayRH heart disease followed by a rheumatic heart disease
g withoutSOB short of breathtid three times a dayVSD ventricular septal defect
35
APPENDIX BPROGRAM STANDARDS
OhioState Board of Education
EDb-215-03 PROGRAM STANDARDS FOR SPECIAL EDUCA-TION UNITS FOR CRIPPLED CHILDREN
(Adopted August, 1966)
(A) General(1) A special education unit or fractional unit for crippled
children may be approved only within these standards.(2) A special education unit or fractional unit for occupa-
tional therapy or physical therapy may be approvedonly within these standards.
(3) A special education unit or fractional unit may beapproved for an experimental or research unit designedto provide a new or different approach to educationaltechniques and/or methodology related to crippledchildren.
(4) A special education unit for supervision of a programincluding classes for crippled children may be approvedwhere there are ten or more units.
(5) A special education unit or fractional unit for crippled,iiildren may be approved for instruction in hospitals,
(6) The superintendent of the school district of attendance(or his designated representative) is responsible forthe assignment of pupils tc approved special educationunits.
(7) All children enrolled in an approved special educationuna for crippled children shall meet the standardslisted below.
(B) Eligibility
(1) A child who has a congenital or acquired physical dis-ability which prevents successful functioning in a
3: /37
regular classroom may be placed in a special educationunit for crippled children upon evidence of :(a) Current medical report of a qualified physician
presently treating the crippling condition.(b) The physicai and mental readiness to benefit from
instruction.
03 UNITS FOR CRIPPLED CHILDREN (Cont'd)
(2) Crippled children of legal school age with an intelligencequotient above 50, as indicated by an individual psycho-logical examination by a qualified psychologist, may beplaced in the special education unit if it is determinedthat they are capable of profiting from a formal edu-cational program.
(3) Crippled children functioning within the slow learningrange of mental ability (intelligence quotient 50-80)should be placed in a special program for slow learningcrippled children.
(C) Class Size and Age Range
(1) The minimum number of pupils in a special education
(2)
unit for crippled children shall be 8.Maximum class size shall be determined as follows:
,
(a) A primary or intermediate unit of children withinan age range of 12 to 35 months shall not exceedan enrollment of 18.
(b) A primary or intermediate unit of children withinan age range of 36 to 48 months shall not exceedan enrollment of 14.
(c) A junior or senior high school unit of childrenwithin a 12 to 35 months age range shall not exceedan enrollment of 18.
(d) A junior or senior high school unit of childrenwithin 36 to 48 months age range shall not exceedan enrollment of 16.
i
(3) A unit for slow learning crippled children (intelligencequotient 50-80) or any unit which includes slow learn-ers shall have a minimum enrollment of 8 children anda maximum enrollment of 12 children.
, 2
,k
38
(4) The chronological age range for a class of crippledchildren at any level of instruction shall not exceed48 months.
(D) Housing and Equipment(1) A special education unit for crippled children shall
be housed in a classroom in a regular school building(or in a special public school) which meets theStandards adopted by the State Board of Education,with children of comparable chronological age.
03 UNITS FOR CRIPPLED CHILDREN (Cont'd)
(2) All necessary special equipment, furnishings andmaterials for the instruction, safety and treatmentof crippled children shall be provided.(a) The building entrance shall be at ground level
or equipped with an appropriate ramp.(b) Class, treatment, and cot rooms shall be located
on the first floor of the building unless elevatorsare available.
(c) Toilet rooms and drinking fountains shall beappropriately eqr,ipped for crippled children, in-cluding necessary safety grab bars and at leastone stall designed to accommodate a wheel chair.
(d) Floors should be of a nonskid nature and free ofexcessive wax.
(e) An adequate physical activities, recreational areashall be provided.
(f) Lunchroom facilities shall include furniture, eat.ing utensils and equipment suitable to the individ-ual needs of the children.
(E) Program(1) A special education unit for crippled children may be
approved when organized at the elementary and/orsecondary level.
(2) Special education programs for crippled children shouldprovide continuing instructional programs and servicesfrom kindergarten through the secondary levels.
39
(3) The educational program shall provide instruction andtraining appropriate to the mental ability and physicallimitations of the children enrolled.
(4) The daily schedule for each child shall be based upon hisphysical condition, academic level and treatment routine.
(5) The curriculum shall include physical activities, recrea-tion, life enrichment and, at the secondary level, a work-study program adjusted to the limitations of the child,utilizing the teacher, occupational and physical ther-apist, available physical education personnel, work-study coordinators and community resources.
03 uNnrs FOR CRIPPLED CHILDREN (Cont'd)
(6) Crippled children may participate in the general schoolprogram and in certain cases may participate in selectedregular class activities provided they evidence the abil-ity to profit from such placement.
(7) Special education units for occupational and physicaltherapy shall provide treatments as prescribed in wri.ing by a licensed physician.
individual prescriptions signed by the physiciansshall be kept on file in these units.
(8) There shall be written policies for the selection andplacement of children in a regular class on a full orpart-time basis.
(9) There shall be evidence of periodic evaluation of theeducational progress of all children placed in approvedunits for crippled children.
(F) Teacher Qualifications
(1) Teachers, occupational therapists, and physical thera-pists shall meet the requirements for certification es-tablished by the State Board of Education for their par-ticular area of specialization.
40
Ohiogfotte. 11Insargil nf Frimentinn
EDb-215-11 PROGRAM STANDARDS FOR TRANSPORTATION
OF HANDICAPPED CHILDREN
(Adopted August, 1966)
(A) Eligibility(1) Transportation may be approved for physically handi-
capped children (State Board of Education Standards,Section 01-05) attending a special class program ap-proved by the Division of Special Education.
(2) Transportation may be approved for physically handi-capped children (State Board of Education Standards,Section 01-05) attending a regular class in publicand/or parochial school.
(3) Transportation may be approved for emotionally handi-capped children (State Board of Education Standards,Section 06) only when attending a special class programfor emotionally handicapped approved by the Divisionof Special Education.
(4) Requests for transportation for less than two monthsduration shall not be approved by the Division ofSpecial Education.
(5) The superintendent of schools (or his designated repre-sentative) shall sign all applications for transportationof handicapped children.
(B) Reimbursement
(1) Contract or Board-Owned Vehicles(a) The Division of SpEcial Education may approve
for reimbursement the actual costs of transporta-tion up to $2.00 per day per child in average dailymembership and one half of the actual cost inexcess of $2.00 per day.
(2) Other Reimbursable Costs(a) The Division of Special Education may approve
for reimbursement the actual costs of transpor-tation on public transportation.
41
11 TRANSPORTATION OF HANDICAPPED CHILDREN
(Cont'd)
(b) The Division of Special Education may approvefor reimbursement the actual costs for guide ser-vice for visually handicapped children (StateBoard of Education Standards, Section 04), notto exceed $1.25 per day per child.
(C) Date to be Submitted
(1) Applications for transportation of physically handi-capped children to regular school must be signed by
a licensed physician and submitted annually in dupli-cate to the Division of Special Education.
(2) Applications for transportation of physically and/oremotionally handicapped children to special class pro-grams approved by the Division of Special Educationshall be submitted annually in duplicate by the school
district transporting the child.
Reimbursement claims for approved transportationshall be submitted by August 1 of each year on thedesignated claim forms to the Division of SpecialEducation.
(3)
OhioState Board of Education
EDb-215-12 PROGRAM FOR BOARDING HOMES FOR PHYSI-
CALLY HANDICAPPED CHILDREN
(Adopted August, 1966)
12 BOARDING HOMES FOR PHYSICALLY HANDICAPPED
CHILDREN (Cont'd)
(A) Eligibility
(1) A physically handicapped child (State Board of Educa-tion Standards, Section 01-05) who resides in a schooldistrict that does not maintain a special education pro-gram to meet his needs may attend school in anotherschool district where such a program is available.
42
(2) When a physically handicapped child attends a specialeducation class in a school district other than thatof his residence, he may be boarded (if the distancefrom one district to the other is too far for the childto be transported daily) and the cost of such boardmay be reimbursed if approved in advance by theDivision of Special Education.
(3) The criteria for approval of children for boardinghome placement shall be determined upon:(a) The availability of appropriate special education
programs.(b) The travel distance involved.(c) The physical, mental, and social readiness of the
child to adjust to a boarding home.(d) The availability of licensed boarding homes in
the school district providing special educationprograms.
(B) General Information
(1) The superintendent of schools (or his designated rep-resentative) shall sign all applications for boardinghomes.
(2) Applications for children being considered for boardinghome placements must be submited by the superinten-dent of the school district in which the child legallyresides or the superintendent of the district whichmaintains a special education program if this districtadvances payment for the boarding home.
(3) The responsibility for finding boarding homes shallnot be assumed by school personnel nor by the parents.This responsibility is vested in the Ohio Departmentof Public Welfare.
(4) The placement of children in or the changing of chll-dren from one licensed boarding home to another shallbe the responsibility of the Ohio Department of PublicWelfare.
(C) Reimbursement
(1) The Division of Special Education may approve forreimbursement a rate of $15.00 for a five-day week
43
and a rate of $18.00 for a seven-day week in a licensedboarding home.
(D) Data to be Submitted
(1) The school district that advances payment for theboarding home shall:(a) Complete Form SE 12-I in triplicate on all
initial applications and submit them to the Divi-sion of Special Education.
(b) Complete Form SE 12-1I in duplicate and submitthem to the Division of Special Education.
(2) Reimbursement claims for all approved boarding homesshall be completed on the designated claim forms andsubmitted to the Division of Special Education notlater than August 1 oi each year.
44
APPENDIX C
BIBLIOGRAPHY
BIBLIOGRAPHY
Learning Disorders
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for Brain Damaged Children in Ohio. Columbus, Ohio : Ohio
Department of Education, 1962.
Barbe, Walter E. Educator's Guide to Personalized Reading In-struction. (Gr. 1-6), Prentice Hall, 1961.
Barbe, Walter E. Teaching Reading. Selected Materials. New York :
Oxford University Press, 1965.
Barsch, Ray H. Counseling the Parent of the Brain Damaged Child.
Chicago 12, Illinois : National Society for Crippled Children
and Adults, 2023 W. Ogden Avenue.
Berkowitz, Pearl H. and Rothman, Esther P. The Disturbed Child.
New York University Press, 1960.
Birch, Herbert G. Brain Damage in Children. Biological and SocialAspects. Baltimore 2, Maryland: Williams and Wilkins, 428East Preston, 1964. $5.95.
Clements, Sam D. Children with Minimal Brain Injury. NationalSociety for Crippled Children. $ .50.
Cruickshank, William. The Teacher of Brain-Injured Children.
Syracuse 10, New York : Syracuse University Press. $5.00.
Cruickshank, William. A Teaching Method for Brain-Injured andHyperactive Children. Syracuse 10, New York : Syracuse
University Press, Box 87, University Station. $7.95.
Delacato, Carl H. The Diagnosis and Treatment of Speech and
Reading Problems. Springfield, Illinois: C. C. Thomas, 301East Lawrence Avenue. $6.75.
Doyle, P. J. The Organic Hyperkinetic Syndrome. National Society
for Crippled Children and Adults. $ .07.
Dunbar, Flanders. Your Child's Mind and Body. Vintage Books, A
Division of Random House Publishers. $1.95.
45
Easter Seal Research Foundation and the Office of Vocational Re-
habilitation. Conference on Children with Minimal BrainImpairment.
Epheron, B. K. Emotional Difficulties in Reading. A Psychoana-lytical Approach. New York : Julian Press, 1953.
Frostig. Developmental Test of Visual Perception. Individual Stu-dent Set and Guides. Chicago, Illinois: Follett PublishingCompany, 1010 West Washington Boulevard. IndividualStudent Set $9.60 and Guides $3.00.
Fund for Perpetually Handicapped Children. Perceptual-MotorProblems of Children. Evanston, Illinois : Box 656.
Gallagher, J. J. The Tutoring of Brain-injured Mentally RetardedChildren. An Experimental Study. Springfield, Illinois :
Thomas, 1960.Gesell, Arnold and Amatruda, Catherine S. Developmental Diagno-
sis. 2nd Ed. New York 16, New York : Hoeber Medical Di-vision of Harper and Row Brothers Publishers, Inc., 49 East33rd Street, 1949. $8.50.
Gesell, Arnold. The Behavioral Bases of Perception. New Haven,Connecticut: Yale Press, 149 York Street. $9.00.
Gillingham and Stillman. Remedial Training for Children withSpecific Disability in Reading, Spelling and Penmanship.Educa., 1960.
Godfrey, Barbara B. Development of a Motor Therapy Laboratory.Department of Physical Education. Columbia, Missouri :University of Missouri.
Haring and Phillips. Educating Emotionally Disturbed Children.McGraw-Hill Book Company, Inc., New York, New York :330 West 42nd Street. $6.95.
Hellmuth, Jerome. Educational Therapy, Volume I. Special ChildPublications, Seattle, Washington: 71 Columbia Street,Room 320, 1965. $10.00.
Hellmuth, Jerome. Learning Disorders, Volume I. Special ChildPublications, Seattle, Washington : 71 Columbia Street,Room 320, 1965. $10.00.
Helimuth, Jerome. Learning Disorders, Volume II. Seattle, Wash-ington: Special Child Publications, March, 1966. $10.00.
Hellmuth, Jerome. The Special Child in Century 21. Seattle, Wash-ington : Special Child Publications, 1964. $10.00.
Hester, Kathleen. Teaching Every Child to Read. Harper-Rowe,1964.
46
t..
Kanner. Emotional Interference with Intellectual Functioning.1952.
Kephart, Newell C. Aids to Motoric and Perceptual Training. Con-siderations for the Parent and Teacher of the Non-IntactChild. Livingston Publishing Company.
Kephart, Newell C. The Brain Injured Child in the Classroom. Na-tional Society for Crippled Children and Adults. $ .35.
Kephart, Newell C. Aids to Motoric and Perceptual Training: Ed-ucational Problems of the Bn. ;n-Injured Child. Madison,Wisconsin; State Department of Public Instruction.
Kephart, Newell C. The Slow Learner in the Classroom. Columbus,Ohio: Charles E. Merrill Books, Inc., 1300 Alum CreekDrive. $5.95.
Kephart, Newell C. Understanding Children with Learning Disor-ders in Aids to Motoric and Perceptual Training. LivingstonPublishing Company.
Kottmeyer, W. Teacher's Guide for Remedial Reading. McGraw-Hill, 1959.
Lewis, Richard S. The Brain Injured Child. National Society forCrippled Children and Adults. $ .25.
Lewis, Richard S. and Strauss, Alfred A., Lehtinen, Laura E. TheOther Child. Second Edition. New York, and London: Gruneand Stratton, Inc., 1960.
Lippman, H. S. Second Edition. Treatment of the Child in Emo-tional Conflict. 1962.
Merrill, Charles E. Book A for Grade 1 or 2 and Annotated Teach-er's Edition for Book A, Annotated Teacher's Edition forBook B, Annotated Teacher's Edition for Book C, and An-notated Teacher's Edition for Book D. Columbus, Ohio: 1300Alum Creek Drive.
Merrill, Charles E. Discovering Mathematics (Workbook). Colum-bus, Ohio: $ .95.
Michal-Smith, Harold. The Special Child. Seattle, Washington:Special Child Publications, 71 Columbia Street, 1962. $5.85.
Morgan, C. T. Introduction to Psychology. Relationship of Visualto Delayed Audition. Second Edition. New York: McGraw-Hill. 1961.
Myklebust, Helmer R. Development and Disorders of Written Lan-guage. Test Pictures, New York 16, New York : Grune andStratton, 381 Fourth Avenue. $7.75 for Book and $1.50 forTest Pictures.
47
Myklebust, Helmer R. Rehabilitation Literature. National Societyfor Crippled Children. $ .25.
Myklebust, Helmer R. and Johnson, Doris. Learning Disabilities,Educational Principles and Practices. New York : Grune and3tratton, 1967.
National Society for Crippled Children and Adults Library. BrainInjury and Related Disorders in Children.
Office of the County Superintendent of Schools, Sonoma County,California. Growth and Development Through the Grades.
$ .10.
Pasamanich, B. and Kani, G. Pre and Paranatal Factors in Devel-opment of Childhood Reading Disorders (Monograph by Soc.for Res. in Child Development) 1959.
Patterson, Ruth M. Teaching Devices for Children with ImpairedLearning. Columbus, Ohio : Parents Volunteer Associationof the Columbus State School, 1601 West Broad Street, $1.75.
Phillips, E. L. and Wiener, Donil, and Haring, Norris : Discipline,Achievement, and Mental Health. Prentice-Hall. 1960.
Reppeport, Sheldon R. Childhood Aphasia and Brain Damage. Vol-ume II. Differential Diagnosis. Narberth, Pennsylvania :Livingston Public Company and the Pathway School, 1965.
Reppeport, Sheldon R. Childhood Aphasia and Brain Damage. ADefinition. Narberth, Pennsylvania : Livingston Public Com-pany and the Pathway School, 1964.
Rimland, Bernard. Infantile Antism. 1962-Appleton-Century-Croft.Ch. 11. The Consequences of Variations in Reticular Func-tion.
Siegel, Ernest, M. A. Helping the Brain Injured Child. New York,New York : New York Association for Brain Injured Chil-dren, 305 Broadway, 1961. $3.50.
1
Smith, Nila B. Graded Selections for Informal Reading Diagnosis.iI
Prentice Hall, Englewood Cliffs, New Jersey, 07632.
Spache, George D. Good Reading for Poor Readers. Champaign,Illinois : Garr 1964.
State Department of Education. Aids to Motoric and PerceptualTraining. Madison, Wisconsin.
Strauss, A. A. and Lahtineu, L. E. Psychopathology and Educationof The Brain-Injured Child. New York: Grune and Stratton,1947.
48
Strauss, A. A. Psychopathology and Education of the Brain-InjuredChild. Vol. II New York 36, New York : Grune and Stratton,330 West 42nd Street, 1955. $7.00.
Strong, Ruth. Diagnostic Teaching of Reading. McGraw-Hill, Inc.1964.
Strother, Charles R. Discovering, Evaluating, Programming forNeurologically Handicapped Child with Special Attention tothe Child with Minimal Brain Damage. National Society forCrippled Children. $ .35.
Symposium at Conference of NSCCA. The Brain Damaged Child.National Society for Crippled Children and Adulth. Chicago12, Illinois : 2023 West Ogden Avenue, $ .25.
Thompson, Margaret M. Development of Motor Patterns for theHandicapped Pupil. Columbia, Missouri. Department ofPhysical Education for Women, University of Missouri.
Thompson, Margaret M. Movement Patterns and Their Basic Ele-ments--Types of Activities, Effects of Movement on theTotal Development of Children and Youth. Department ofPhysical Education, University of Missouri.
Vernon, M. 0. Backwardness in Reading. New York: CambridgeUniversity Press, 1957.
Walliser, Blair. The What's That Book. New York 10, New York:Grosset and Dunlap, 1107 Broadway. $1.95.
Walliser, Blair. The When's That Book. Grosset and Dunlap. $1.95.
Walliser, Blair. The Where's That Book. Grosset and Dunlap. $1.95,
Walliser, Blair. The Why's That Book. Grosset and Dunlap. $1.95.
Wood, Nancy E. Language Disorders in Children. National Societyfor Crippled Children. $ .50.
49
BIBLIOGRAPHY
Cerebral Palsy
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50
BIBLIOGRAPHY
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