ED 125 215

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INSTITUTION

SPONS AGENCYPUB DATENOTEAVAILABLE FROM

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EC 090 483

Child Identification: A Hanlbook forImplementation.Mid-East Regional Resource Center, Washington, D.C.;National Association of State Directors of SpecialEducation.Office of Education (DHEW), Washington, D.C.7655p.National Association of State Directors of SpecialEducation, 1201 16th Street, NW, Washington, D.C.20036 ($2.00)

EDRS PRICE MF-$0.83 HC-$3.50 Plus Postage.DESCRIPTORS Early Childhood Education; Elementary Secondary

Education; Exceptional Child Research; *FederalLegislation; *Handicapped Children; *Identification;*Information Dissemination; *Interagency Cooperation;Public Relations; State Departments of Education;Student Records

IDENTIFIERS *Child Find

ABSTRACTThe document synthesizes information presented and

discussed at a January 1976 workshop on methods and prcedures foridentifying handicapped children. Reviewed are Federal legislationrequirements, the child find planning process, practices to ensureinteragency cooperation, components of a public awareness campaign,collection and utilization of data, and confidentiality measures.Three appendixes provide information on the Education for AllHandicapped Children Act of 1975, a directory of child findcoordinators in State education agencies, and a child find publicinformation handbook (including objectives, goals, communicationapproaches, publicity methods, and sample materials.) (CL)

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* via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original. ************************************************************************

U.SDEPARTMENT OF HEALTH,EOUCATION & WELFARENATIONAL

INSTITUTE OFEDUCATIONTHIS

DOCUMENTHAS SEEN

REPRO-DUCED

EXACTLY ASRECEIVED FROM

THE PERSONOR

ORGANIZATIONORIGIN:

ATING ITPOINTS OF

VIEW OROPINIONS

STATED DO NOTNECESSARILY

REPRE-SENT

OFFICIALNATIONAL

INSTITUTE OFEDUCATION

POSITIONOR POLICY

CHILD

IDENTIFICATION:DENTIFIC A ON:

nandbook for Implementation

-East Regional Resource CenterMid1901 Pennsylia M06

(202) 6764200ettle, Northwest

Washingto

vann,D.C. 200

National Association of State Directorsof Special Education

1201 SixteeM11 Street, NorthwestWashington, D.C. 20036 (202) 8334193

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Additional copies of this publication may be obtained for $2.00, prepaid, tocover postage and handling, from National Association of State Directors ofSpecial Education, 1201 16th Street, Northwest, Washington, D.C. 20036,or from Mid-East Regional Resource Center, 1901 Pennsylvania Avenue,Northwest, Washington, D.C. 20006.

1976

The material presented herein was developed pursuant to a grant from theU.S. Office of Education, Department of Health, Education, and Welfare.The opinions expressed, however, do not necessarily reflect the position ofthe U.S. Office of Education, and no official endorsement by the U.S. Officeof Education should be inferred.

3

AcknowledgementsSpecial appreciation is due to the many people who planned and

conducted the Child Find Workshop in Washington, D.C. in January, 1976and who wrote, edited, critiqued, and revised the manuscript for thisdocument.

Special thanks are extended:to the consultants who provided the content expertise during the

workshop upon which this document is based: Linda O'Neal!, Institute forthe Development of Human Resources, New York; Judy Schrag, Director ofSpecial Education, Idaho Department of Education; Linda Gibbs, RegionalCoordinator, Idaho Department of Education; Patricia Miller, Texas Edu-cation Agency; Jim Underwood, Director of Special Education, Worcester,Massachusetts; Mike Moriarty, Massachusetts Department of Education;Dorothy Dean, Director, National Information Center for the Handicapped,Washington, D.C.; Wayne Largent and Marilyn Semmes, Bureau of Educationfor the Handicapped, Washington, D.C.

to those persons who recorded and transcribed information during theconference: Belle Cohen, Nora Flynn, Emily Crandall, Mary Holly Allison,and Brian McNulty of the Mid-East.Regional Resource Center.

to Ann Conner, MERRC, and Veda Cummings, National Association ofState Directors of Special Education, for making conference arrangementsand disseminating resource materials.

to those persons who read, critiqued, and made revisions for the finaldraft of the document: Judy Schrag, Idaho; Enid Wolf, Washington, D.C.,Division of Special Education Programs; and Sharon Schauss, South DakotaDepartment of Education.

to Jim Haynes of La Mancha Group, Inc., Austin, Texas, for their ChildFind Public Information Handbook published for the Texas EducationAgency, which they reproduced especially for inclusion at the end of thisHandbook.

In particular, we acknowledge Jane Power, National Education Associa-tion for writing the first draft of the document; to lo Loughnane, MERRC,who helped with an early draft of portions of the document; to Linda Foley,MERRC, and Terry Berkeley, Massachusetts Department of Education, forextensive efforts in the planning and writing of portions of the document.

To all of those noted above, we are most appreciative.

JAMES R. GALLOWAYExecutive Director, NASDSE

RAY COTTRELLDirector, MERRC

MARY MCCAFFREYConference Coordinator, MERRC

WILLIAM V. SCHIPPER, NASDSEConference Editor

WILLIAM C. WILSON, NASDSEConference Coordinator

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CONTENTS

Acknowledgements iii

Introduction 1

I Planning 2

Identifying BarriersPrinciples of a Planning ModelEvaluating the Process

I I Interagency Cooperation 5

State Level Support

11 I Awareness 7

Mass Communications MediaUse of VolunteersModel of Volunteer ProgramSources of VolunteersEvaluating the CampaignEstablishing Continuity

IV Collection and Utilization of Data 12

Ways to Use Information

V Confidentiality 13

APPENDIX

A The Education for All Handicapped Children Act of 1975 15

B Directory of Child Find Coordinators in State Education Agencies 16

C Child Find Public Information Handbook (following page 18)

5 v

INTRODUCTION

The United States Office of Education's Bureau ofEducation for the Handicapped (BEH) has estimatedthat there are more than 8 million handicappedchildren from birth to 21 years of age in the nationand that fewer than 40 percent of these children arereceiving ar appropriate education.

These statistics helped to stimulate developmentand passage of amendments to the Elementary andSecondary Education Act, which require the develop-ment and operation of statewide systems for theidentification, assessment and placement of all handi-capped children in free, appropriate educationalenvironments.

In order to be eligible for federal assistance, statesapplying for federal assistance must demonstrate thatall children residing in the state who are handicapped,regardless of the severity of their handicap, and whoare in need of special education and related servicesare identified, located, and evaluated, and that apractical method is developed and implemented todetermine which children are currently receivingneeded special education and related services andwhich children are not currently receiving specialeducation and related services. (Public Law 94-142,Sec. 612)

Implications for local education agencies (LEAs)are evident in Section 614 (a) of Public Law 94-142,which requires local education agencies receivingfederal funds for special education to also identify,locate, and evaluate all handicapped children in needof special education and related services.

Specifically, local education agencies will need todo the following:

carry out a child find plan which would bewithin the guidelines of the state plan;provide inservice training to personnel in theidentification of handicapped children;implement systematic screening for the purposeof identification of children with handicappingconditions;implement a program of nondiscriminatory test-ing in completing an evaluation of handicappedchildrm;

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insure that due process procedures are followedwhen identifying, locating, and evaluating child-ren, andrequest parental consent before evaluation takesplace.

It is the intent of this manual to provide state andlocal education agencies with some procedures thathave been successfully used in some states and localdistricts. By utilizing these procedures, it is hopedthat state and local education agencies will be able toimplement child find activities more effectively.

Regional Child Find Workshop

This manual is a synthesis of information providedand discussed at a workshop on child identificationmethods and procedures, which was jointly coordi-nated by the Mid-East Regional Resource Center(MERRC) and the National Association of StateDirectors of Special Education (NASDSE) on January29 and 30, 1976, in Washington, D.C.

In planning this workshop, the staff of MERRCand NASDSE first conducted a needs assessment ofthe Mid-East region (District of Columbia, Delaware,Kentucky, Maryland, North Carolina, Tennessee, Vir-ginia and West Virginia). Some of the identified areasof concern included:

how to set up urban and rural child identifi-cation systems;how to conduct child find at the local educationagency level;how to monitor a child identification system;how to develop and use data collection forms;how to develop a back-up delivery system;how to comply with confidentiality require-ments;how to establish interagency cooperation/coordination;how to coordinate state, regional and localplanning;how to use media in an awareness campaign, andhow to anticipate problem areas.

1

Persons with the necessary experience and exper-tise in these areas were then contacted to act asresource persons and consultants for the workshop.

The format of the workshop included large grouppresentations as well as small group sessions toprovide a free flow of information among personsfrom the consulting states, the regional states whichhad experience in this area, and the states new to thechild identification process. Evaluation data indicatedthat the small group sessions were extremely benefi-cial to the participants.

In addition to sharing experiences and providingnew information, another workshop goal was to

I. PLANNING

0,

develop a document which would be useful to stateand local child find coordinators and make it availa-ble for national distribution. To this end, the infor-mation presented and shared at this workshop hasbeen synthesized and compiled in this manual.

The following chapters review and discuss the legalrequirements of federal legislation, the child findplanning process, and the child identification com-ponent in depth. In addition, the information gener-ated during the workshop has also provided the basisfor an analysis of these child identification com-ponents: awareness campaigns, the collection and useof data, and interagency cooperation.

It has been established that it is the states'responsibility to identify all children in need ofspecial education services (Public Law 93-380). How-ever, it cannot be over-emphasized that child identifi-cation is but one component of the entire service

ChildIdentification * Screening

delivery process.

Building from this concept, reference should bemade to the following model from which states areoperating:

Diagnosis

If state and local education agencies are going tofind, locate, and evaluate all handicapped children inneed of services, the entire process must be con-sidered in initial` planning and should be evaluated onan ongoing basis. Any decision to make a change inthis process should be a conscious one, not anaccidental one, as a change in any one part of thesystem will affect changes in other parts of thesystem.

Since child identification is but one component ofthe provision of full and appropriate service, planningfor back-up components must be done simul-taneously. Thus, it becomes the responsibility of the

2

ServiceDelivery

EvaluatingProgram

Effectiveness

planner to describe how the project intends to:conduct screening for those children identifiedin need of service, giving priority to those whoare in most need;diagnose those children using bias-free assess-ment procedures;establish the mechanism for and make availabledue process procedures;ensure that the confidentiality requirements offederal law are met;develop an individualized program for each childin need of service;ensure that there are available resources and

7

staff to carry out the establishment programs,andestablish a mechanism whereby this program willbe evaluated periodically.

The next step is to find out which of thoseelements are already being provided by public, byprivate, and by semi-private agencies. Here, a goodmanagement system is vital.

The completed plan provides a roadmap of wherethe responsible agency is going and shows how itintends to get there. A comprehensive child identifi-cation system should begin with the public awarenesscampaigr, and proceed thrcugh program prescriptionsfor individual children, as well as the evaluation ofthe success nf the programs and the progress of thechildren in it.

Understand Available Resources

No workable plan can be made without a clear ideaof all the resources available and the limitations thatare imposed on the program from the outside, i.e.,the barriers preventing or complicating service deliv-ery for children who are handicapped: legislative,organ izational-administrative, fiscal, social, etc.Otherwise there would have been no need for aspecial program to find unnerved and underservedhandicapped children.

Existing state legislation may create some barriers.Some states, such as Idaho, have legal exclusion of"disruptive" children from regular classrooms or fromthe whole school. Some regulations governing theactivities of state agencies also are obstructive e.g.,the available fiscal resources and the administrativeresponsibility for a given task may reside in twodifferent agencies.

In Idaho, state funding provides 80 percent of thecost of special education personnel, as well as anadditional allowance per child for education mater-ials, equipment, and other costs of serving exceptionalchildren. The state's director of special educationarranged for a system of incentive awards andsub-contracts so that whenever a handicapped childwas located, the financial resources could be given tothe local education agency in a few weeks rather thanmonths afterwards.

Also, another system was needed to help preschoolchildren because of unavailable state funds. Becauseseveral private agencies were already helping youngchildren in various ways, Idaho's special educationdirector established an interagency contract to ex-pand this service delivery system so that identifiedhandicapped children could be served.

When this kind of system is idopted, it is

necessary to carefully separate and identify monies

8

that come from different sources, for G.fferentpurposes. Title VI-B money, for example, still has tobe used to supplement rather than to supplantexisting resources. It is the state's responsibility tokeep track of each child to make sure all are actuallygetting the right kind of help.

Identifying Barriers

It is important to define the parameters withinwhich a child identification/child find system willoperate. The facilitating factors as well as thecomplicating factors within the state that operate asbarriers must be identified. Possible barriers to boththe child identification component and the back-updelivery services could include:

non-supportive legislation;financial constraints;administrative procedures;insufficient human resources;lack of cooperation from other agencies;technological barriers;social barriers, orcommunication constraints.

To assess the situation, first examine the federalregulations and guidelines, then examine statestatutes that may affect what can and cannot bedone. Some agencies on the state and local level arealready working w!th the handicapped what aretheir priorities, legal responsibilities, resources? Arethey willing to cooperate? Is there money to hire afull-time coordinator? Can a thorough professionalsystem development be afforded? Remember, theadministrative structure chosen will affect the successof the program.

Perhaps there is some degree of flexibility withinthe state administrative structure. Texas, for example,has a five-site unified cooperative structure as well asstructures with one localized administration. Bothstaff and administrative expertise should be con-sidered when determining which will be the mostefficient.

Need for Trained Staff

Lack of adequately trained staff also is a commonproblem to a good program. Some of the Texasprojects hired consultants to train special educationstaff ir. working with children whose handicaps wereespecially severe.

All components of a system should be plannedbefore the actual child identification phase, or elsemoney may be depleted after identifying scores ofchildren who need special services. It is easier to berealistic when planning the whole system: which

3

functions are already being carried out by some otheragency? Can there be an incorporation of thosefunctions? After these questions have been resolved,determine the cost(s), resource(s) of funds, com-pletion date(s) and person(s) responsible for each stepof the plan. Remember that the system will actuallyserve children only in those localities where the localand state agencies are cooperating with one another.

Principles of a Planning Model

Idaho has established a planning process whichcould serve as a model for other states or localeducation agencies. Briefly, the principles used maybe summarized as follows:

I. Design a simple system which will identifyexisting child identification efforts throughoutthe state.

2. Plan all components simultaneously (child iden-tification, screening, diagnosis, programming).The plan should include.

the resources available;how data will be collected;how the data will be used;what programs exist to provide the serviceschildren will need, andwhat people have had training in providingsuch services.

3. Implement a reasonable time line, delineating:

all of the action steps needed;how long these will take, andwho will be responsible for each step.

4. Establish a Lommunications mechanism forthose involved in the planning process.

5. Develop interagency coordination. Once activi-ties of other agencies are identified, work out asystem of formal and/or informal agreementswhereby efforts of these agencies will receivestate or local support.

6. Develop Lomprehensive pub . information m,,terials.

4

7. Coordinate state, regional and local levels forchild identification and back-up educationaldelivery mechanisms.

Evaluating the Process

If an agency is continually to find and educate thechildren who need special help, it will need toexamine its entire system periodically, because pro-gram goals may change. For example, the system mayevolve to a position where it will serve people in awider age range, serve children whose handicaps arenot quite so severe, or give more kinds of help. Onthe other hand, the system may have found so manyseriously handicapped children, or found a need toprovide such expensive services that it is necessary toformulate less ambitious goals.

Each component of the public information pro-gram must be evaluated: how much is being paid foreach response? The effectiveness of the program as awhole can be checked by picking several neighbor-hoods with different populations for door-to-doorcanvassing to see how many of the handicappedchildren in those neighborhoods have been referrals.Through such a process, public awareness campaignparts may be strengthened in accordance with thefindings.

It is also a good idea to get outside opinions of aprogram. Massachusetts has set up 16-member ad-visory councils in each of its six regions. Eightmembers of each council are professionals and eightare parents or other people from the community.Each year a State Advisory Council, made up ofrepresentatives from the regional councils, rneets andsubmits to the State Board of Education a report onwhat is happening in the state and recommends anychanges it considers advisable.

Massachusetts also has a complaint-audit-investigation system. The audit teams are made up ofeducators, special educators, administrators, and par-ents. They audit the programs of the local educationagencies, checking them against the plans the agenciessubmitted, somewhat as an accreditation agencyaudits the program of an educational institution. Thisauditing group also records all the complaints madeby parents in each system.

In summary, an agency will need to review itsprocedures and results constantly, keeping in mindthat, on the basis of changing needs and develop-ments on other fronts, its own goals and objectivesneed to be re-examined occasionally.

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II. INTERAGENCY COOPERATION

Emerging as one of the fundamental factors inachieving goals and providing success is the area ofinteragency cooperation. The blending of adminis-trative talents, fiscal resources, programmatic decis-ions and legal mandates has been a somewhat diffkulttask to accomplish in the past. With economiccutbacks and the demand for greater provision ofservices by federal, state and local agencies, inter-agency cooperation generates the most effective andefficient means to provide consumer satisfaction. Thisis especially true in conducting child find campaigns.

The parallel intent of federal, state, and localmandates provides both the impetus and ability toestablish relationships, utilize resources, and imple-ment programs. An example of a legislative mandatethat assists in these efforts is found in Massachusetts.Massachusetts has in operation a system that com-bines the general intent of federal law, state law(Chapter 766), and Early and Periodic Screening,Diagnosis and Treatment (Medicaid Title XIX) inthe provision of child find, screening, diagnosis,treatment, due process, and confidentiality to itsschool population. Relationships among the followingagencies and associations exist:

Division of Special Education;Department of Public Welfare;Department of Mental Health;The Office for Children;The Massachusetts Association of School Com-mittees;The Massachusetts Association of School Super-intendents, andThe Federation of Children with Special Needs.

Other agencies and institutions (hospitals, neigh-borhood heal th centers, etc.) also provide a con-tinuum of services to the educational system. A jointplanning group brings these agencies together. Thechairperson is the Chief State School Officer. Eachweek the group meets to consider matters of commoninterest, to examine existing regulations, to interpretlegal requirements, and to publish policy statements.The net effect has been an increase from 9 percent to

11 percent of Massachusetts children in specialeducation programs.

Several states have established management infor-mation systems. Maryland, for example, has a com-puterized coding system which gathers data onhandicapped children from all agencies that deal witheducation, mental retardation, health, and welfare. Itcontains approximately 100,000 records which arecoded to assure that any personally identifiableinformation will remain confidential. This type ofsystem is expensive, having cost Maryland $150,000to implement and $100,000 to maintain. It isassumed that startup costs for other small stateswould be similar. The fact remains that, howeversophisticated a system may be in codifying informa-tion, the critical precursor is still obtaining theinformation, which goes back again to the need forgood relationships among all agencies that servechildren.

The North Carolina Division for Exceptional Child-ren (DEC), strengthened by a commitment from theGovernor, the State Superintendent of Public Instruc-tion, other state agencies, parents, professionals, andadvocacy groups, has made progress in interagencycollaboration. The DEC has developed a collabora-tive planning and service delivery relationship withother state agencies serving children with specialneeds as well as professional and parent organizations.

Examples of such cooperative efforts include:service agreements;jointly developed policies of basic rights andservices for hearing impaired children;dialogue among appropriate agencies for thementally retarded residing in institutions;jointly planned and conducted conferences, re-gional meetings, and training programs, andj..l.tt program reviews and evaluations.

A(..3% ding to the Division for Exceptional Children(DEC) the following should be considered in imple-menting and achieving interagency efforts:

Establish state and local advisory councils to actas a focal point for action.

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Collaborate with other agencies and departmentswhenever possible and practical.Designate an individual in each agency anddepartment serving children with special needsto be responsible for maintaining interagencydialogue.Be an initiator in working with agencies, depart-ments, and institutions of higher education.Seek the input and assistance of parent andadvocate groups. These groups have the ear oflegislators and others in state government whocan be of assistance.Know all state resources which impact onchildren with special needs.Set an example. Collaborative efforts at the statelevel establish a model for local school units tocollaborate with agencies, universities, andothers interested in exceptional children.Seek to have cooperative agreements included instate laws.

State Level Support

State education agencies can assist local educationagencies in planning and conducting child find systemsin several ways: reimbursement arrangements;

61.

interpreting or developing confidentiality guidelines;and the development of other criteria in the areas ofmanagement and service provisions. If a state prefersnot to furnish rules, it may simply suggest issues withwhich local education agencies may involve them-selves.

In state education agency and/or local educationagency relationships, the superintendent is a parti-cularly crucial individual in coordinating activitieswith other local organizations. The superintendentcan provide creative perspectives and a knowledge oflocal resources that can be utilized beneficially.Discussion of issues with local education agencies in afully open forum is essential. Explanation of law,guidelines and expectations is necessary. Provisions oftechnical assistance by the state education agency tothe local education agency and an open method ofcommunication can be of benefit in the solution ofproblems and other issues.

The other necessity of interagency relationships isthe documentation of contracts and of resourcesneeded to continue the relationship. This can betranslated into manuals or monographs for trainingand can be positive for other agencies to follow andto utilize in their interagency cooperative efforts.

III. AWARENESS

Many children with special needs will be locatedand identified easily because they are well known tolocal treatment and health care agencies. Theirproblems are generally recognized and documented.This group is generally one characterized by: in-formed and concerned parents; more obvious and/orsevere disabilities; assertive efforts by agency per-sonnel to initiate and maintain treatment.

This is the group that will emerge almost immed-iately when a child find campaign is launched as hasbeen the experience in areas such as the District ofColumbia which began its first major outreach effortin 1972.

Beyond this group, however, the situation is muchdifferent. The awareness campaign must go beyondthe direct service facilities directly to the public. Useof a wide variety of media often results in thelocation or awareness of many more children, manyof whom may not actually need special education;however, this can only be decided after the childrenhave been found and evaluated. Although an educa-tional program for all children may not yet beprovided (e.g., preschool age or those who are beyondhigh school), knowing each child's identity anddiagnosis will make it easier to help that child when itbecomes possible to do so.

In planning a public awareness campaign, firstdecide what tone of message the constituency thestate department, local education authorities, thepublic will be most comfortable with. For example,one awareness campaign round it extremely effectiveto present its message from the viewpoint of anindividual faced with a problem a parent or ahandicapped child. It is important to consider re-source limitations; do not promise more than can bedelivered. In Connecticut, the state decided tosimplyset a positive tone toward the idea of educatinghandicapped children and to find those who wereactually out of school.

Remember, also, to plan ways of reaching thegroups of people in the state who cannot be reachedby ordinary Englishlanguage materials and broad-

casts, as well as ways to reach rural isolated geogra-phic areas.

Within various populations, locatiag children withsimilar types of handicapping conditions may beaccomplished more easily than locating children withother handicapping conditions. For example, exper-ience has shown that parents of deaf children aremore likely to respond to an awareness cam paignthan parents of emotionally disturbed children.Therefore, special attention must be given to findingparticularly hard-to-reach children.

Consider the responsibility to guarantee confi-dentiality in the campaign plan. If a toilfree numberfor people to call is used, make sure the people whoanswer are trained in their legal obligations tomaintain confidentiality. The people involved shouldbe aware that federal and state regulations requirethem to maintain specific, high standards of confi-dentiality.

Many different media are useful to let the publicknow about the child find program. The wider therange, the more audiences will be reached. Thefollowing are some typical examples of media use inawareness cam paigns:

radio and TV spot announcements and inter-views;newspaper feature articles;grocery sack stuffers;stuffers for utility bills or bank statements;

posters;brochures;display cards for buses and subways;films and filmstrips;press conferences;speakers bureaus;contact with parents and professional and com-munity organizations;contact with churches, synagogues, and otherreligious centers and their publications;newsletters to school staff members, andletters to parents.

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The campaign plan should appear in phases: keepthe same core concepts, but every six weeks to threemonths issue a wave of new materials that illustratethose concepts in new ways. This will reach more andmore people and possibly new audiences. At the sametime, it gives the agency a chance to begin serving thechildren found and to evaluate the various compo-nents of the public awareness campaign.

Mass Communications Media

Most people, especially parents with handicappedchildren who need assistance, can be reached throughthe media. Therefore, radio, TV stations and news-papers may want to use materials that already have

been prepared. Since every person in the UnitedStates sees or hears about 1,600 advertisements a day,an advertisement must be outstanding if it is to leaveany impression. In fact, because it will be competingwith other pudic service announcements, it willprobably have to be outstanding in order to be shoe ,-1at prime time when it will be viewed by the largestaudience. Be sure to send a description with thescript, along with the spot, so the station managerwon't have to play it through to find out what it is.Many radio stations prefer to have their own an-nouncers read the spots anyway, so having the scriptwill make it easier for them to do this. After doingthis, call or visit the stations from time to timeonce a week, perhaps just to ask when it wasplayed or when it will be shown, and thanking themfor their cooperation. Volunteers can assist in thisperiodic contact.

When planning spot announcements, rememberthat radio and to a certain extent TV stations

have different kinds of audiences. Design spotsspecifically for use on Spanish or soul stations as wellas Anglo, classical or rock stations. (Projects in Texasproduced spots in four languages.) Get speakers, too,who will appeal to the different au.liences that are tobe reached. Using TV personalities, local or national,will help get the spot shown on a station; however,using famous people is helpful just as long as theemphasis is on the message, not the celebrity. Forradio and TV, make both 60 and 30-second spots;for radio, make I 0-second spots as well.

Newspapers also will appreciate having articles ofdifferent lengths -- 60, 250, 400 and 600 lines tofit whatever space may be available. They will bemore likely to use feature articles than to give freeadvertising space, because paid advertising is animportant source of their income. Send the news-paper reproduction proofs, with whatever picturesand captions arc to be used. Newspapers, like theother media, are more likely to use prepared mater-ials; and, like other media, call or visit them from

8 3

time to time to ask when the article(s) will appear. Inaddition to regular daily and weekly papers, neigh-borhood "advertisers" may be interested in printingthe articles. Short pieces, such as coupons or boxdisplay notices, can be provided to newspapers to beused as fillers over a period of time.

Good posters combine picture and text thatcomplement one another. It is good to use a picture

that is warm rather than austere, and to pickindividual people and their problems as the theme.Posters and all other printed materials should beproduced in each of the languages spoken in the state,and the content and form should be adapted to thevarious audiences as well. In Massachusetts, forexample, materials were produces in Spanish, Portu-guese, Greek and Russian in addition to English. TheDistrict of Columbia in addition to Spanish, French,Greek and French, did a special Braille duplicationw%ich was sent to all agencies and organizationsserving the visually impaired. Many TV stations nowhave interpreters for the deaf on certain news shows.This is an excellent avenue for communication.

If the state education agency, other state agency orlocal school system has a public relations department,media department or the equivalent, media campaignsshould be coordinated through them since they havethe experience, expertise, and often the officialprerogative to make contacts with radio, TV andnewsletters. This is particularly important in large

cities where there is great competition for publicservice time.

Use of Volunteers

Because personal contacts are often so importantin finding children, volunteers are very helpful. Theymay also make it possible for child find programs tosucceed with only limited funds a particularlyimportant factor in rural states like Idaho, where asmall population is scattered over a large area. Highschool and college students are often willing to help,and existing organizations such as the League ofWomen Voters often agree to work on such publicservice programs as child find. A series of post cards

can be mailed to identified high school and collegeage groups which can be returned to a central agency,such as the SEA, indicating the amount of hours/timeand type of volunteer work (distributing posters,

speaking to groups, etc.) that can be donated. Returnpostcards can provide a cadre of volunteer resourcesto be utilized in various geographic areas of a state or

district.In Idaho, the work of League volunteers made it

possible to spend most of the limited funds onmaterials and yet reach audiences all over the state.They divided the state into seven regions. In each, a

coordinator from the League worked with volunteersfrom each community. Coordinators spent from 40to 80 hours during a four-month period during whichthey carried out a 16-step program. The program isgiven here with slight modifications to make itapplicable to all areas.

Model of a Volunteer Program

1. Contact any local High School Organization volun-teers who have responded to the State Department.

Activities:a. Each regional coordinator receives a list of

students who volunteered to give an identifiedamount of time to help carry out Child Findactivities.

b. The coordinators contact the students in theirregion and give them assigned activities to becarried out by a given date. (Activities includedistributing brochures, posters, fliers, etc.)

2. Identify other volunteers who could assist withChild Find/Public Awareness activities, in yourtown and neighboring towns.

3. Assign various tasks to identified volunteers.

Activities:a. Prepare a schedule for volunteers. (Determine

when volunteers are to carry out scheduledtasks.)

b. Give volunteers specific tasks. (Where they areto go, what types of information they are todisseminate, etc.)

c. Provide volunteers with any needed materials,sample letters, sample TV and radio releases, etc.

d. Be sure press releases, posters, etc., emphasizeboth local and state phone numbers.

e. Ask volunteers to let you know if they need anyassistance and to also let you know when theyhave completed the assigned activities.

4 Make or arrange for a personal visit to localtelevision stations regarding Child Find publicservice spots.

Activitiesa. Make available to regional coordinators a list

of all TV stations in their area.b. Provide sample releases to radio stations.c. Have the regional coordinator arrange a local

interview to discuss Child Findd. Have coordinators check to see if TV spots are

being played during prime time.e. Send a thank you letter to all TV stations

thanking them for supporting Child Find.5. Contact radio stations regarding Child Find an-

nouncements.

14

Activities:a. Make available to regional coordinators a list

of all radio stations in their area.b. Provide sample radio spots.c. Have coordinators check to see if radio spots are

being played during prime time.d. Have the regional coordinate; arrange a local

interview to discuss Child Find.e. Send a thank you letter to all radio stations

thanking them for supporting Child Find.6. Contact legislators, State Board of Education

members, agencies serving handicapped childrenand ask for newspaper releases in support ofProject Child Find.

7. Call your regional school superintendent, identifyyourself, leave your phone number, and encouragecalls or information requests.

8. When regional doctors are named, State Depart-ment will communicate with you. Please call andintroduce yourself to this doctor; leave your phonenumber and encourage calls regarding transfer ofnames to the State Department of Education.

9. Contact and work with your Regional SpecialEducation consultant who will be providing assis-tance in your region.

Suggested activities for regional consultants;a. Assist regional coordinators in obtaining mater-

ials. (tapes, posters, brochures, etc.)b. Make contacts with radio and television stations.c. Give talks to local civic and business groups. (A

prepared tape explaining Child Find will assistany volunteers in presenting talks to such localcivic and business groups.)

d. Assist coordinators in administrative activities:(1.) Prepare any needed duplicated materials.

(Sample letters, tapes, etc.)Prepare any reports for regional coordi-nators of activities as requested by theState Department of Education.Assist regional coordinator in finding vol-unteers in any rural towns when the coor-dinator has been unable to find assistancein distributing Child Find materials.Act as a liaison between regional coordi-nators and the State DepartmentOrganize any regional meetings for coordi-nators.Assist coordinators in preparing a time lineof all identified activities.Support the coordinators be available toassist in any way possible to help carry outtheir activities. Periodically call the regionalcoordinators to see if any assistance is

needed.

9

10.Make or arrange for contact with all local civic andbusiness groups.

Activi ties:a. Develop a list of suggested community re-

sou rces.b. Chamber of Commerce will provide local list of

civic and business groups.c. Make a list of community resources and identify

who will be responsible for contacting eachgroup with Child Find information.

d. Discuss routing system.e. Provide tape explaining Child Find.

11.Contact PTA presidents and ask to have a meetingto support Project Child Find (including distri-bution of posters, etc.)

12.Contact or arrange for contacts with religiousgroups and leaders for announcements regardingProject Child Find, local canvassing, distribution ofmaterials, etc.

13.Ask regional special education consultant to con-tact Council for Exceptional Children.

Activi ties:a. Distribution of materials to areas identified by

regional coordinators.b. Assist in mailing out materials to areas identified

by regional coordinators.c. Assist in making contacts with college and

university radio and TV stations.d. Prepare news releases to campus newspapers.

e. Make or arrange contact with all living groups oncollege campuses, explaining Child Find.

f. Assist with any follow-up activities as identifiedby regional consultant and regional coordi-nators.

14. Respond to local, regional concerns and calls, orrefer calls accordingly.

15.Mail any registration forms identifying handi-capped children who are out of school or unnerved.

16.A t tend meeting to plan ongoing activitiesthroughout the school year.

Many of the volunteers in Idaho were high schoolstudents who were acquainted with the local children.The three SEA regionally-based services coordinatorsgave the League coordinators a briefing session,letters to use in enlisting help, and names andaddresses of prospective volunteers (many recruitedby a postcard survey of high school groups). Theyalso wrote up reports from the coordinators, handledthe referrals, and sent each referral regular newslettersreporting the methods and achievements of eachcoordinator.

The coordinators also went to state meetings of

l015

doctors', lawyers', and bankers' associations askingthem to recommend that their members help withchild find. One coordinator reached small, isolatedcommunities enlisting the special education teach-ers or getting college students to drive out onweekends and distribute materials to stores, gas

stations and other public places.

Sources of Volunteers

What are the sources of the most helpful volun-teers: large, established, general groups? Small, ad hocadvocacy groups? schools and colleges? or peoplerecruited individually? The answers will differ withdiffering local circumstances, but it is important toknow. Do not be reluctant to give volunteers respon-sibility; it is the only way they will consider theirwork important.

It is important to use only volunteers who are ableto work with the existing school staff and structure.It may be useful to organize their work precinct byprecinct, like a "get-out-an d-vote" campaign.

Professional people in the community can help justin the course of doing their work. Doctors can suggestto parents that they contact child find, although inmany states no one but the parents can actuallyreport a handicapped child. Anyone can report,however, knowing about a child of compulsoryschool age who is out of school. Homemakers, healthnurse, social workers, and ministers/priests makedaily contacts with community members who may beaware of handicapped children.

Lawyers, too, can be helpful. In Massachusetts,when the no-fault insurance statute was adopted,lawyers turned to the state's new law requiringeducation for the handicapped as a new source ofrevenue. Both doctors and lawyers are more likely tocooperate with you if their professional associationshave made support for child find a policy. A goodtray to contact them in the community is to talk toore doctor or lawyer who is especially interested inspecial education or who is especially prominent; heor she will help enlist the help of others.

Make sure the school staff members themselvesnot just teachers and nurses, but also the secretaries,etc. know how to recognize a child who may needspecial help and how to refer such children: where tocall and what information to provide. At the state orlocal level, a booklet containing this informationcould be produced.

Evaluating the Campaign

One way to evaluate the campaign is to check itseffectiveness by asking people how they heard aboutthe program; thus, the effectiveness of the mediawithin the state can be evaluated. In some communi-

ties, referrals are most often the source of personalcontacts; in others, TV is highly effective. Similarly,in some places professional preparation of materialsincreases the response notably; in others, it does notseem to make any difference.

Another way to evaluate the campaign is to arrangebriefings for a creative staff with people who canassess the effect of the awareness materials, holdregular staff meetings to discuss the results, and findout what stations and what showing times cause themost people to call. A house-to-house canvass in avariety of neighborhoods can report not only whatproportion of the children with special needs havebeen identified, but which audiences have beenreached most successfully and which ones need moreattention.

Establishing Continuity

A public awareness campaign cannot continue inperpetuity with the same drive and force as at thebeginning. To keep finding the children who needspecial help, arrangements with other agencies andorganizations to keep referring such children will beneeded. In turn, these agencies and organizations maybe able to use the materials already produced in thecampaign .

Volunteers require ongoing moral and personalsupport to keep up their efforts. Television and radiostations also need continuing communication from achild find coordinator.

1.611

IV. COLLECTION AND UTILIZATION OF DATA

Beginning in 1978, local education agencies will beentitled to financial support in relation to the numberof children served, if they provide the assurancesdetailed in Section 615 of the Educaoon of theHandicapped Act to the state education agency.Although Public Law 94 -142 authorizes a substantial'ocal entitlement, there are many eligibility criteria.

Initially, the state education agency will act as theclearinghouse for all data gathered from local educa-tion agencies in order to determine local entitlement,and the state will t-ansmit that information to theUnited States Commissioner of Education. Thus, itwill become necessary for each state to develop andimplement a standard management information sys-tem to gather data systematically concerning thenumber, type, and general location of handicappedchildren and youth, as well as data concerning thelevel of educational service delivery. Whether the datagathered are stored and retrieved manually or bycomputer, management information systems willmake recordkeeping more consistent within schooldistricts, among school districts in a region, andamong regions.

Ways to Use Information

The information generated, being consistent andcomprehensive, will be useful in many ways: inpreparing federally required state plans and docu-ments, delineating projected activities, and determ-ining the amount of federal dollars to be allocated toeach region based on student population and financialsupport to projects initiated at the state level that willultimately be administered at the local level. What-ever means are devised by the state to accomplish theabove, they must be in keeping with the criteria setc: in Education of the Handicapped Act, Section12 i (a) (15), to protect the confidentiality of data.(see next chapter.)

If educational programs and services are to beadministered efficiently by the local school district, itis essential that accumulated data concerning pre-school and schoolaged children be accurate, currentand readily available. The information gathered bycensus instruments should provide local school dis-trict administrators with reliable statistical pictures of

12

the number and types of physically, emotionally andmentally atypical children in the district so thatproper plans can be made to meet the educationalneeds of those children.

When evaluating items for inclusion in appropriatedata instruments, the following five basic criteriaquestions may be asked:

1. Is the item important to and needed by the localschool system?

2.1s the item needed to provide informationrequired by the State Department of Education?

3. Can the item aid in making projections of schoolenrollment?

4. Can the item help in identifying children withexceptionalities?

5. Can the item be maintained as a record withreasonable effort?

Basically, the data collection forms should be

designed to gather information in the following areas:1. Personal identification of an exceptional child

(including name of person reporting informa-tion, child's age, sex, birthdate, address, etc.).

2. Educational status (this section should providenecessary information regarding current statusof the child with regard to where he/she iscurrently receiving services, if he/she has beenexcluded, if he/she has not been presented forschool, or if he/she is in school and receivingservices.

3. Exceptionality information (the child should beassigned to a primary special need area based onhis/her individual needs at the present time).

4. Treatment and medical care (careful notationshould be made of treatments and medicationthe child is presently receiving).

5. Help from other agencies (this informationbecomes extremely important as the state man-ages/supervises services delivered, making sureone agency is not duplicating or hindering thedelivery of services by another agency).

6. Follow-up information (records should be con-tinually updated, monitoring child progress andevaluating program effectiveness).

17

V. CONFIDENTIALITY

The United States Office of Education has issueddetailed criteria for protecting the confidentiality ofchild identification data and information requiredunder Section 613(b) (1) (A) of the Education of theHandicapped Act (see Federal Register, February 27,1976).

Criteria on confidentiality upon which each statewill establish policies and procedures are as follows:

Notice

(1) Notice. The state educational agency shallprovide notice which is adequate to fully informparents about the requirements set forth in Section121a.10(g) (1) including:

(i) A description of the children on whom data willbe maintained, the types of data sought, thesources from whom data will be gathered andthe uses to be made of the data;

(ii)A summary of the policies and procedures to befollowed by participating agencies regardingstorage, disclosure to third parties, retention,and destruction of all personally identifiabledata; and

(iii) A description of all of the rights of parents andchildren regarding this data, including the rightsset out in Section 438 of the 6...neral EducationProvisions Act and Part 99 of this ti!le.

Access Rights

(2) Access rights. Parents shall have access to datarelating to their children, including the rights set outin Section 438 of the General Education ProvisionsAct and Part 99 of this title.

Hearing Rights

(3) Hearing rights. Parents shall have the oppor-tunity to have a hearing to challenge the accuracy oral i-ropriateness of the data, including the hearingrights set out in Section 438 of the General Educa-tion Provisions Act and Part 99 of this title.

18

Consent

(4) Consent. Parental consent shall be obtainedbefore data are:

(i) Disclosed to anyone other than officials ofparticipating agencies collecting or using thedata for the purposes set out in Section121 a.10 (g) (1);

(ii) Used for any purpose other than those specifiedin Section 121a.10(g) (1);

(iii)Sought directly from the child by formal evalua-tion, interviewing or testing.

State and Local Access to Data

(5) State and local access to data.(i) Personally identifiable data shall not be dis-

closed without obtaining parental consent, ex-cept to participating agencies which are col-lecting or using the data for the purposes set outin Section 121a.10(g) (1).

(ii)The state educational agency shall use personallyidentifiable data only for the purposes set out inSection 121a.10(g) (1).

Safeguards

(6) Safeguards.(i) Each participating agency shall protect the

confidentiality of data at collection, storage,disclosure, and destruction stages;

(ii)One official at each participating agency shallassume responsibility for assuring the confiden-tiality of any personally identifiable data;

(iii)All persons collecting or using personally iden-tifiable data shall receive training or instructionregarding the state's policies and proceduresdeveloped under Section 121a.10(g) (2) andregarding Part 99 of this title; and

(iv) Each participating agency shall maintain, forpublic inspection, a current listing of the namesof those employees within the agency who mayhave access to the personally identifiable data.

13

Destruction of Data

(7) Destruction of data.(i)All personally identifiable data collected for the

purposes set forth in Section 121a.10(g) (1)shall be destroyed within five years after thedata is no longer needed to provide educationalservices to the child, except that a permanentrecord consisting of a student's name, address,and phone number, his/her grades, attendancerecord, classes attended, grade level completedand year completed may be maintained withouttime limitation;

14

(ii)Prior to destruction of data, reasonabie effortsshall be made to notify parents that they havethe right to be provided with a copy of any datawhich has been obtained or used for thepurposes set forth in Section 121a.10(g) (1).

Children's Rights

(8) Children's rights. The policies and proceduresrequired under Section 121a.10(g) (2) shall includethe extent to which children will be accorded rightsof privacy similar to those accorded to parents.

19

Appendix A

The Education for All Handicapped Children Act of 1975

The Education of the Handicapped Act (EHA)which became effective july 1, 1971 authorizedgrants from the federal government to the states andoutlying areas to assist them in initiating, expandingand improving programs for the education of handi-capped children.

In 1974, the role of the federal government in theeducation of handicapped children was significantlyincreased with the passage of the "Mathias Amend-ment," which later became Public Law 93-380. Theintent of the amendment was to provide financialassistance to states to meet the following mandatesset in the Act: to identify, locate and evaluate allhandicapped children; to establish full educationalopportunities for all handicapped children, and toestablish a full timetable. The Mathias Amendmentlaid the basis for comprehensive planning, additional

financial assistance to states ($100 million for fiscalyear 1975), and protection of the rights of handi-capped children by due process procedures andassurances of confidentiality.

The federal role of stimulating states to providefull, appropriate programs for handicapped childrenwas again increased significantly on November 28,1975, when President Ford signed the Education forAll Handicapped Children Act (Public Law 94-142).This Act had passed in the House of Representativesby a vote of 404 yeas to 7 nays, and had passed in theSenate by a vote of 87 yeas to 7 nays.

The intent of Public Law 94-142 is to provide afree appropriate public education for all handicappedchildren between the ages of 3 and 18 by 1978, andto all handicapped children between the ages of 3 and21 by 1980.

2015

Appendix B

Directory of Child Find Coordinatorsin State Education Agencies

(as of May 1976)

AlabamaMrs. Pat TyeMr. Earl GatesExceptional Children and YouthState Department of EducationMontgomery, Alabama 36104(205) 832.3230

AlaskaMs. Judith HaydenDepartment of EducationPouch FJuneau, Alaska 99817(907) 465.2858

American SamoaMr. Dennis McCreaDepartment of EducationSpecial Education DivisionPago Pago, Ainerican Samoa 96799

ArizonaMr. Justin MarinoArizona State Department of EducationDivision of Special Education1535 West Jefferson StreetPhoenix, Arizona 85007(602) 271.3183

ArkansasMr. Jack MorganDivision of Instructional ServicesDepartment of EducationArch Ford Education BuildingLittle Rock, Arkansas 72201(501) 371.2161

CaliforniaMr. Douglas ClarkCalifornia Search and Serve ProjectOffice of Special Education721 Capitol MallSacramento, California 95814(916) 445.3561

16

ColoradoMr. David CrawfordSpecial Education ServicesColorado Department of Education201 East ColfaxDenver, Colorado 80203(303) 892-2282

ConnecticutDr. Linda O'Neal'Institute for the Development of

Human ResourcesRandom House, Suite 300301 East 50th StreetNew York, New York 10022(212) 594-6085

DelawareMr. Thomas PledgieChild Find/Data SystemDelaware Department of

Public InstructionTownsend BuildingDover, Delaware 19901(302) 678-4667

District of ColumbiaDr. Enid G. WolfReno Building4820 Howard Road, N.W.Washington, D.C. 20016(202) 282-0151

FloridaMs. Mary A. EllzeyChild IdentificationBureau of Education for

Exceptional StudentsFlorida Department of Education319 Knott BuildingTallahassee, Florida 32304(904) 488-1570

21

GeorgiaMs. Diana GossChild Find ProjectSpecial Education ProgramState Department of EducationAtlanta, Georgia 30334(404) 656.2425

GuamMs. Victoria T. HarperBox DEGovernment of GuamDepartment of EducationAgana, Guam 96910

HawaiiMr. James Yuasa1270 Queen Emma StreetHonolulu, Hawaii 96813(808) 548.6459

IdahoDr. Judy A. SchragMs. Martha NoffsingerDepartment of Special EducationLen Jordan BuildingState Office BuildingBoise, Idaho 83720(208) 384.2203

IllinoisMr. Michael KotnerIllinois Office of Education100 N. 1st StreetSpringfield, Illinois 62777(217) 782.0287

IndianaMs. Pam PetersonDivision of Special EducationDepartment of Public Instruction1 20 West Market, 10th FloorIndianapolis, Indiana 46204(317) 633.4763

IowaMr. Mark FeustelMr. John LanhamIowa Department of Public InstructionGrimes State Office BuildingDes Moines, Iowa 50319(515) 281-3176

KansasMs. Betty WeithersMs. Paulette BarnesState Department of Education120 East 10th StreetTopeka, Kansas 66612(913) 2963866

KentuckyMs. Eddie PendarvisBureau of Education for

Exceptional ChildrenState Department of EducationWest Frankfort ComplexUS 127 SouthFrankfort, Kentucky 40601(502) 564.3790

LouisianaMrs. Elizabeth S. BorelSpecial Educational ServicesState Department of EducationP.O. Box 44064Capitol StationBaton Rouge, Louisiana 70804(504) 389.6427

MaineMr. Richard P. Spencerc/o MSAD No. 71Kennebunk High SchoolKennebunk, Maine 04043(207) 985.7184

Mary landMrs. Ruth KurlandskyDivision of Special EducationState Department of EducationP.O. Box 8717Baltimore International AirportBaltimore, Maryland 21240(301) 796.8300

MassachusettsMs. Ruth Ann RasboldMr. Hal GibberDivision of Special EducationDepartment of Education182 Tremont Street (7th Floor)Boston, Massachusetts 02111(617) 727 -5770

MichiganMr. Ted BeckMichigan Department of EducationSpecial Education ServicesP.O. Box 420Lansing, Michigan 48902(517) 373 -1695

MinnesotaMr. Robert WedlSpecial Education SectionState Department of EducationCapitol Square550 Cedar StreetSt. Paul, Minnesota 55101(612) 296-2547

MississippiDr. Walter H. MooreSpecial Education SectionDivision of InstructionBox 771Jackson, Mississippi 39 205(601) 354.6950

MissouriMr. Graham WilliamsSpecial Education ProjectsMissouri Department of Elementary

& Secondary EducationP.O. Box 480Jefferson City, Missouri 65101(314) 251-2965

MontanaMs. Dorothy W. BeamerSpecial EducationState Department of Public InstructionHelena, Montana 59601(406) 449.2057

NebraskaMs. Mary Ann LoshSpecial Education SectionState Department of Education233 South 10th StreetLincoln, Nebraska 68508(402) 471.2471

2`.4

Nevada

Mr. David WillardExceptional Pupil EducationNevada State Department of EducationCarson City, Nevada 89701(702) 835-5700

New HampshireMs. Elise B. TogasSpecial EducationState Department of Education105 Loudon RoadBuilding 3Concord, New Hampshire 03301(603) 271-3741

New JerseyMr. Paul PoradoSpecial EducationDepartment of Education225 West State StreetTrenton, New Jersey 086 25(609) 292 -7610

New MexicoMr. Elie S. GutierrezState Department of EducationEducation BuildingSanta Fe, New Mexico 87503(505) 827.2793

New YorkDr. Zelda KayeOffice for the Education of Children

with Handicapping ConditionsState Education Department55 Elk StreetAlbany, New York 1 2234(51 8) 474.1672

North CarolinaMs. Mamie HubbardDivision for Exceptional ChildrenDepartment of Public InstructionRaleigh, North Carolina 27611(91 9) 829.3921

North DakotaMs. Janet B. KuntzDepartment of Public InstructionCapitol BuildingBismarck, North Dakota 58501(701) 224-2277

17

OhioMr. Joseph H. ToddOhio Department of EducationDivision of Special Education933 High StreetWorthington, Ohio 43085(614) 466.2650

OklahomaMr. Keith HaleySpecial Education SectionState Department of Education2500 N. Lincoln BoulevardOklahoma City, Oklahoma 73105(405) 521-3351

OregonMr. Terry KramerMr. Dale SkewisOregon Department of Education942 Lancaster Drive NESalem, Oregon 97310(503) 378-3598

PennsylvaniaMs. Margo S. KotulakCONNECT1-A North Progress AvenueHarrisburg, Pennsylvania 17109(717) 783.3238

Puerto RicoMs. Ligia Rivera ValentinAvenue Ten iente Cesar GonzalezApartado 759Hato Rey, Puerto Rico 00919(809) 767.6657

Rhode IslandMs. Judith SiegelRhode Island Department of EducationRoger Williams BuildingHayes StreetProvidence, Rhode Island 02908(401) 277-2797

South CarolinaMrs. Lee ParishOffice of Programs for the HandicappedState Department of Education311 Rutledge BuildingColumbia, South Carolina 29201(803) 758.7432

Scuth DakotaMrs, Sharon SchaussSection for Exceptional Children804 North EuclidPierre, South Dakota 57501(605) 224-3678

TennesseeMrs. Marion Parr103 Cordell Hull BuildingState Department of EducationNashville, Tennessee 37219(615) 741-2851

TexasMr. Don WestonDivision of Special EducationTexas Education Agency201 East 11th StreetAustin, Texas 78701(512) 475.3507

Trust TerritoryMr. Elsa H. ThomasSpecial EducationDepartment of Education, HeadquartersTrust Territory of the Pacific IslandsSaipan, Mariana Islands 96950

UtahMr. Benjamin B. BruseUtah State Board of Education250 East 500 SouthSalt Lake City, Utah 84111(801) 533.5982

18 2 3

VermontMr. C. Drussel CohinDepartment of EducationDivision of Special EducationState Office BuildingMontpelier, Vermont 05602(802) 828.3141

VirginiaMr. Austin T. TuningDivision of Special EducationState Department of EducationRichmond, Virginia 23216(804) 770-2673

WashingtonMr. Richard HopkinsClover Park School District5214 Ste:;acoom Boulevard SWLakewood Center, Washington 98499(206) 552-5221

West VirginiaMr. Bob IngramSpecial Education and Student

Support SystemsWest Virginia Department of EducationCapitol Complex B-315Charleston, West Virginia 25305(304) 348.8830

WisconsinMr. Gary HollowayMr. John StadtmuellerDivision for Handicapped Children126 Langdon StreetMadison, Wisconsin 53702(608) 266.2841

WyomingMr. Lamar GordonMr. Charles VanoverState Department of EducationHathaway BuildingCheyenne, Wyoming 82002(307) 777.7411

WCHILDFIND

"A"

24

Child Find Public Information Han boo

2 5

This CHILD FIND.PUBLICINFORMATION. HANDBOOKWas prepared:by Lie,MititchitGroup,,Inc."for the tate:OTexts Education Agentregicinal Educetion'Sli' ceCenteiti:andiloCil sducitioragencies`throUghinitWe hope you will fintideati:'in it-whIch UseftillO:,you.

Paves 5-8 are copyrighted bLa -Manchit Group, Inc.,- andpage 23.1s copyrighted byJim Heiynesof La Menthe:-Group. All rights to theinformation:on pegosOarici.:23 are reserved: No pOrtionof them may be riprodUCedin any form without the priorpermission of the copyrightowner.

La Mancha Group, Inc. is anot-for-profit corporationinvolved exclusively inprojects for non-profitorganizations in the areas ofpublic Information and publicawareness. Principals in LaMancha Group are JimHaynes, public relationsconsultant, Austin, Texas;Anne Blocker, businessconsultant, author, andpublisher, Dallas, Texas; andGladney Hatt, creativegraphic designer, Dallas. LaMancha Group's address isP.O. Box 1832, Austin, Texas78767; phone 512-478-2322.

This handbook is in its thirdprinting. Since the originalprinting in March, 1976, LaMancha Group has preparedand distributed a wide rangeof materials for state-wideuse in Texas. Information inthis handbook was presentedto regional education servicecenter representatives at aworkshop in Austin, andadditional trainingworkshops are beingplanned for September, 1976.

Child Find Objectives

All together, we've set out:

To identify every handicapped child between the ages of3 and 21 within the state of Texas.

To locate and/or provide appropriate services for hand-icapped children located through CHILD FIND, throughcoordination with local education agencies and otheragencies and organizations.

I Can+ Ober ..nof b myself.

lue can 1430...:her:Let's getv i+h

if!vox

ihepen,The--f-ypewrvietr,

The amen,4he+elephone,

-Ihe printing ess,the iv. tu I

end the radiowill help a bunch!

Child Find Public Information Goals

Well, i-tcanhelp a bunch!

I+ hos a majorresponsibilityfor4he suozeSs

ofCHILD

Here's whatuve need

to do:

Establish and sustain ahigh level of publicawareness that everyhandicapped child in thestate of Texas is assured afree public education.

Create a public awarenessof the fact that only 76% ofschool age handicappedchildren are receivingappropriate specialservices and that, throughCHILD FIND, TEA and localeducation agencies areactively involved in locat..ing and serving everyhandicapped child in thestate.

Increase the level of thegeneral public'sunderstanding of, andappreciation for, programsfor all handicappedchildren in the state.

6

Provide the people ofTexas with an appreciationfor the progress TEA hasmade in the field of specialeducation.

Communicate theimportant role of theindividual independentschool district in providingfor the special educationneeds of the citizens withinits district, with the supportof TEA.

Use unifying identity solocal programs will benefitfrom public informationand public education on astate-wide basis and thatfrom other local programs.

Stress availability of allcommunity resources toaid handicapped children.

Why Statewide Public Information?

1 e gth.great- idea*or toso

for rnyregion.

I don* won+.to use

4hcrt. ThingLaMancha Group

did.

The reason for statewidepublic information is toprovide a unity to theprogram so we can eachbenefit from what otherregions are doing. It'scalled "message reinforce-ment," and it works!

MessageReinforcement

People retain information forvarying lengths of timedepending upon

1. The importance theindividual attaches to theinformation

2. The number of times theperson is exposed to theinformation

27

We can try to influence theimportance people attachto our messages, but wecan't really control that.

We can control, to a largedegree, the number oftimes'individuals,areexposed to our messages.,But.they will .recognize it .

the second time, the third,and the fourth only, f it'svery similar in appearance-and sound to the original.

So the key to gettingpeople to remember theCHILD FIND message isrepeatiVorii Repeat thesame message over andover in different ways.

Audiences 3

These are the groups of peo-ple to whom we will direct ourprincipal communications inthis program of public infor-mation:

Regional Education ServiceCenter special educationand communicationpersonnel

Independent school districtadministration, staff, andteachers

Public school students

Parents and guardians ofhandicapped children

Relatives and neighbors ofhandicapped children

Members of civic organiza-tions and other groupsconcerned with civic andeducational excellence

Local news media rep-resentatives editorial,

news, feature, and publicservice

Law enforcement person-nel

"Opinion leaders" on thestate and local level, in-cluding:LegislatorsMayors and City

CouncilmenSchool board membersOthers as appropriate

Staff of TEA

Members of the StateBoard of Education

Personnel of other stateagencies involved with thehandicapped

Private groups of parentsand others concerned withthe rights and education ofthe handicapped

28

Communication Approach 4

'Me CHILD FINDPublic awareness

andPublic informafion

programviill have 4-hree

Major par-l-s...each with i4-G ownpurpose and Ioen6i4-

I. IMPACT!

Because we need to GETTHINGS MOVING, we will usenews conferences toannounce the beginning ofCHILD FIND, for immediatenews impact

We'll have a major Capitolnews conference in Austin,where Chairman of the StateBoard of Education Joe KellyButler will announcestate-wide implementation ofthe program.

We strongly encourage youto set up a news conferenceimmediately prior to thebeginning of yourdoor-to-door campaign inyour region.

Set up the newsconference in a biggercity.

Get Dr. Brockette, Dr.Ford, Don Partridge,Don Weston, or anotherAustin spokesman ifpossible. Out-of-townpeople make biggerstories!

Use the guidelines inthe checklist, "How tohave a newsconference" which isin your handbook.

II. SUSTAINED AWARENESS

We'll continue to use thenews columns ...

Radio news releases

TV news films

News for newspapers

But we'll add public serviceannouncements to sustainthe level of awarenesscreated (hopefully) with thenews conference.

Radio public serviceRecorded on tape in bothEnglish and SpanishPrinted for use of discjockeysVarious lengths

Television public serviceShot on 16mm film;duplicated on 2" videotapeSeveral different spots foreach station

Sponsored ads for news-paper use

Two sizes of adsEnglish and SpanishSpace for ads can be soldto bank, utility, etc. and thename of the sponsorincluded in the ad.

. .. and don't forget

Feature articles

Photos

Talk show appearances

Letters to the editor

29

III. SPECIAL PUBLICINFORMATIONMATERIALS

Finally, you'll have availablematerials for the "long haul,"to maintain interest in CHILDFIND after it ceases to be anews item.

To Be Used ThroughoutRegion:

Bumper stickersMaterials sent home byschool children (art workwill be sent to you)Materials for statementstuffers (art work will besent to you)BrochuresCivic club speechesOther good stuff to comelater

A. GET*Incision newapapar

,/tiO1C,0Z,Wlio IN THE

PublisherOwns newspaper

of represents owners.Formulates overall

0100:

Executive Editor,'Generally insUres,

policiet are cerileifout in the Coliiinne ofthe neWsPapele.

Managing EditorIn charge of

general news and theeditorial staff (writingand editing)

City EditorResporisible for

local news. Reportersand editors reportto him,

DepartmentalEditors

These are the BusinessEditor, Sc ience Editor,Sports Editor, SocialEditor, etc.

B. Newspaper StoryPossibilities

See to it that a steadystream of newsworthystories goes to thenewspaper aboutyour organization'sactivities,personalities,positions on pendinglegislation, etc.

'Estiltd(*nTake Ma

writing.:sat

. 'wrting;Supply niro with tie0kOrtainclistatemerotoy60 00eilikon,important entittere-

Dd NOT sendhjrn arteditOrta(::'already Writtenr:

4. Column*Your orgeril;000

mayoffera'tegtils

column. Preparing* OoliFtiMia,demanding, long=teirii joP;b0tOdddcolutrins are well raid.

,Prepare a sample copy for thedepartmental Otter Of yourinterest. ,

5. Letters tothe Editor:A goad letter;

well written andsigned by the PreSident of yOur organ-ization, can be a forceful coinmun.,ication tool,

3 0

ttia 10eti

Immediat<eRel last.

riOldirditiWif the";for fuft re use, Indic at`e specific};-.rekeesediettandtime:,

4:A410441V:Use 11/0" margin's on tokenright Oil: Start

-16iaY,46i0.1.0.19.01i,getdprov,1'the ealtofapaCeheadline and other produCtioninstructions.,,

5.Dotibleortrfplespecethroughoutinclent5tO 10characters at thebeginning of each

.paragraph,

9. LengthLimityour article to onepage tfataitpossible If you must havemore than one pkige,:type the,word "More" in thelower rightside of the first page and "Page2" in-the upper rightside of thesecond page.

7. HeadlineDo` not indicate aheadline; that'sthe buSiness ofthe editor:

8. CheckNever trust yourself oranother typist. Proofread your completedarticle at least twice.Better yet, let someoneelse proof it.

9. DeliveryDo not mail . . deliver. Besure you understand copydeadlines so you can have yourarticle to the editor before hebeComes deeply involved inproducing the day's edition ofthe paper.

10. EndType " -30." or "30 # ** " afterthe last line of the article.

Not: Many major metropolitan newspapershave recently installed equipment which setstype by electronically scanning typed stories,,Check with your editor to see it he prefers"scanner-ready" copy If this is the case, he willprobably be able to provide you instructions onthe special methods of producing such copy, Ifyou are not equipped to supply scannerreadycopy, he will appreciate your interest, anyway.

twrtiee Vetta#4i4.40660ed'

Prodikei--AlaKII*40

eW***ir:000

0: SPOrk4fticknow0p0130,!!)06torganizations):,

e'. ii110,4Coriciffnirig jr,900 ani*aandifts,serite10,:;:kx:personS.:S.400kliti*0:tYPicall11144:115**,b0c*se ry ide :,400 e: freethe ado sOittentrtrikosponsor carybesefiii:the 'newspaper,,,arid tiro,into theadJfierki;iiii'

,Carilhen'run:the;'Acites,public service thenewspaper, Orself the-Spadeto civicminded businesses,and: utilities. ,

Newspaper editorials:.Prepareand distribute tonewspaper editors fact,sheets and other .Printedmaterials explaining, yourorganization's activities andcauses, AccOmPanymaterialswith a letter fromthe organizatiOn'S chiefexecutive requesting editorial'suppOrt.Request a meeting with theEditorial Board of daily .

newspapers. PrSSent them abrief explanation of yourorganization, its cause's andpositions, and how thenewspaper's readers areaffected. Be sure to include inyour presentation a requestfor editorial support of thenewspaper.

31

news 01040;t4ink,61004,,Dlioetoti:isterf

;,,,),,,,Ooirproiroocoar4OtetaAosns,..o6r1.-

:lotititteasage.Pheniti'Aiehethe.Ty. News.

bePartment,Ofintereating plans yo14,::have.

''',Firt.Stioet:cOrpebPlecoifering-event, a brief explanation with namesand titleind organization name.

IntervieWs-COntact the Ty,

Progiiin birictor whenyou plan community orpublic educatton activities:

w to get

For a talk show provide a spokesmanand aboui10 questionand answers forthe interviewer. Talk shows, are planned6 weeks in advance, so call early.

Spot[5(iPivi&rrTig Announcements

These are brief (10 to 602.0AIW° seconds, l5 to 50 words)e91( forceful messages

used to obtain specific action. Spotsmust be backed up by slides. Ask yourstation about assistance. Be sure toindicate dates the spots should be used!

Chpart`g'6

Shared IDIf your organization is

involved in a community-wide program; it ispossible to prepare

slides which give the individualstation's identification along with' avery brief (3 -5 word) message.

Contact the station's ContinuityDirector or Promotion Manager formore information. Be sure toindicate dates slides should beused.

FilmsMany television

stations use generalinterest, professionallyproduced 16mm color

films with optical or magnetic soundtracks. Determine what films youcan obtain and discuss with thestation's Program Director.

u&RE'S MyI DEM

Note:Educational and

public television canbe outstanding vehicles

for your organization to reach awide segment of the public.

Since programming for theseareas varies widely, we recommendthat you contact your local and areastations.

TELEVISION PUBLICITYCHECKLIST

Television News:0 Prepare and distribute to TV

news directors Fact Sheetsgiving pertinent informationon events and positions.

TELEVISICKPLIOCHECK ST (PPS

'Phone lietws ir,them first:handSri

Ivi4k.,frybeirA0:spoKeotn*ayairMining ot.tirktervtetti6-Distribute,,

i911,944.4**04,1OcriltitS'*0.t:fl-tiSUEit )4TrotiMS

.should etlitougTVIdfaitibitgo3sflirt).S61)*nitguiwith accurate'.froni.witidithei'their-AOriOtCY'

Television,publib..,qery,announberneyttk0 otape

16rnm.filni.sound.sentibsiannoulnaetrienICdistiibtite.:ttitio0hT.V.ItaWith -0 reilite4164kiblia:

'Prepai*-35,inilifoldrorfor 1aartdr20= ledoriCITV

diStribute with

Television sharert.ifiticiriidentification designtors:

Prepare "station - break`'slides using the Itigp.of.eacTV- station and atnef:.message from Your,' .

organization.,Distribute ndividuallyproduced slideslo eachstation.

Television "talk show"appearances:' Determine where "talk show'

appeararibes are available.Contact "talk show"' stars-anddetermine what type format isappropriate for appearances.Preparequestions for host-and answeisfor your,spokesperSon.Rehearse your spokespersonfor 'appearance.Schedule and coordinateappearances.

Television films:Locate or produce good16mm film explaining yourcause.Schedule film for showing oneach TV station.

32

anfitlitBecause iallastetietiji 0104

thel rs,brogranirni ity:aLniencOsthin newsPaperetiork,:felinfisign.thitypo otOrogrenirfiingNitride widelifrom'one station to:another:

Some concentrate on new*. Opine,on music.

Competition inspires creativity intheir programming. TheVar*eagerto tie into community interestactivities.

in planning your spebial events,.consult with radio ProgramDirectors andDJs.

Consider live, on-the-scenebroadcasts, a mythical character,etc.

Radio, like T.V., uses newscasts,.public'service announcements and .

interviews.1:17 Find 'out what is available

from the Program Direator.,

010 puswcrry coEcK407

RadioPrepare: andAiStribute factsheets giving information on.Positions. activities. etc.

O Regularly prepare ,anddistribute brief news releases.

O Prepare' tape and distributeby telephone finest() radiostations. using ",actuitity"recording from speeCh,recording-Of principalspokesperson. or otherpertinent information.

O Notify radio newsdepartments Of,ne,ws eventsregularly .by, telephone. Beprepared,for .neWsdepartments tbAape yourvoice for broadcast.

Radio public serviceannouncements:

Prepare tapes of radioPSAs 10. 20. 30. and 60seconds and deliver toradio station managers orprogram directors with arequest for public servicetime,

O Prepare and distribute printed10. 20, 30, and 60 second'PSAs for use by radio station,disc jockeys.

O Radio "talk show" appearances:cl Determine what "talk shows"

are produced which would beappropriate fOr yourspokesperson's appearance.

O Schedule appearances foryour representative(s).

O Prepare list of questions forhost.

O Prepare answers for yourspokespersor rehearsebefore appearance.

F: Taped presentations for radio:O Prepare 5-minute tape of

interview-type discussion ofyour organization and itsservices or causes.

O Distribute to all radio stations.or contact each station anddetermine which stations areinterested in receiving tapes.

33

Child Find Public Information Program 9

3

SampleMaterials ForRegional UseModel invitation to newsconference

Model reminder of newsconference

Model news conferencestatement

Model fact sheet for media

Model letter to local lawenforcement personnel

If you need vs,LaMancha Group

i5 available to helpwish your specialVeillional needs inpub) is information .

But try to work it out by aphone call first:

La Mancha Group, Inc.Contact: Jim HaynesPhone: 512-478-2322

VACHILDFl

MEDIA FACT SHEET

MEDIA FACT SHEET

A media fact sheet should beprepared for distribution atthe news conference (or otherevent being covered by newsmedia representatives) to assistreporters and editors in gettingtheir facts correct in theircoverage. The media fact sheetshould be paper-clipped to thetop of handout materials. Fol-lowing the fact sheet should bethe news release, then the printedcopy of the news conference state-ment, then any supplementaryinformation which would assistthe reporter.

Event: News conference with (name or names of spokesmen)

Date: (Insert day and date)

Time: (Insert time)

Place: (Insert location)

Purpose: To make an announcement related to public education whichis of interest to the people of this area.

Activities: (Name of principal spokesman) will present a state-ment at the news conference and will then be available toanswer questions from representatives of the news media.For the question-and-answer period, he will be joined bymembers of the staff of Texas Education Agency's RegionEducation Service Center in (Location) , who are listedbelow.

Participants: (List names, titles, and organizations of personswho will speak and/or participate in the question-and-answer session at the news conference. List on separatelines.)

For additionalinformation, contact: (Name, title, organization, and phone number of

person to be contacted by news media representatives)

35

CHILDFIND

NEWS CONFERENCE ANNOUNCEMENT

Announcement of the news conferenceshould be made by personally deliverednews conference announcements, byMailGram (Western Union service), orby telephone. . .one or two days (nomore) prior to the news conference.

NEWS CONFERENCE ANNOUNCEMENT

You are invited to attend a news conference at (time) , (day) ,

(date) for a presentation related to public education whichis of interest to the people of

counties.

Participating in the news conference will be(names and titles)

The conference will begin promptly at (time) at (exactlocation, with instructions, if necessary) We hope

you will be able to attend or be represented.

(Signature)

(Typed Name)

NEWS CONFERENCE REMINDER

Each news media representative invitedto the news conference should bereminded as early as possible on theday of the conference. Phone callsare the most effective way of handlingreminders. If you wish to use a printedor typed reminder, simply change theheading on the NEWS CONFERENCE ANNOUNCE-MENT to make it read NEWS CONFERENCEREMINDER.

36

VPCHILDFl

NEWS CONFERENCE STATEMENT

On the following pages is a suggestedtext for the principal spokesman atthe news conference in your area setup to announce the implementation ofCHILD FIND.

Please modify it to fit your ownregional CHILD FIND program, andhave your news conference spokesmanread it.

It is important that your spokesmanbe familiar with your CHILD FINDprogram and with the text of hisstatement well in advance of thenews conference. Insist that herehearse one or two days in advanceof the conference.

37

NEWS CONFERENCESTATEMENT OFDATE, CITY

FlILD

We're glad you could be here today. We have good news.

And since good news is rare, we want to share it with you.

(Pause.)

Today the Texas Education Agency and the 1,121 independent

school districts in our -county region begin an intensive effort

to locate and identify every handicapped child of school age who is

not now in school. It is an ambitious undertaking, and we call the

project "CHILD FIND."

We will search out handicapped persons between the ages

of 3 and 21 -- young people who are blind, deaf, physically

handicapped. . .those who have learning disabilities such as

language problems. . .and the emotionally disturbed and mentally

retarded.

In locating these youngsters, we will be carrying out the

instructions of the Sixty-First Texas Legislature which in 1969

unanimously passed Senate Bill 230 which provides for public special

education for every handicapped child in Texas.

By order of the people of Texas through their Legislature,

public education in Texas is for every child. Public schools are

for the handicapped. . .today as never before.1

How many handicapped children are there who are not in

school? No one has any idea. No statistics are available. The

handicapped children not in school are simply lost. Their futures

are lost a little every day they're not in school. Their contribu-

tions to society are lost. The productivity and happiness of their

38 (more)

CHILDFIND

Page 2

families are lost. They need to be found. That's the purpose of

"CHILD FIND."

On the basis of our experience in pilot projects around

the state, we believe there are roughly 10,000 unidentified handi-

capped children -- probably more. Their parents don't know there's

a place in our public schools for their children. Tremendous human

resources are being wasted. "CHILD FIND" will help people realize

handicaps are nothing to hide. Handicapped people generally are

very special people. They have insights and special abilities not

usually developed by many individuals in our society. To help them

achieve their fullest individual potential as humans, we have

special education programs in Texas public schools.

Today 76% of school-age handicapped children are enrolled

in special education programs. It is the goal of the Texas Educa-

tion Agency, in line with our directives from the Legislature, to

be serving the needs of every handicapped child in the state between

ages 3 and 21 by 1980. "CHILD FIND" is a major, unified, positive

"push" in that direction.

CHILD FIND will be implemented through the 20 regional

Education Service Centers located throughout the state, working in

close cooperation with the state's 1,121 independent school districts.

Let me tell you briefly how CHILD FIND will work.

First of all, we have initiated a statewide public

awareness program, to let the people of the state know there are

handicapped children in need of education who are not in school

(more)

39

wCHILDFIND

Page 3

because of some handicapping condition. Their parents are afraid of

ridicule, or they simply don't know we care enough about their

handicapped child to provide him the individualized education he

needs. We need to let parents know that the people of Texas do

care about handicapped children.

On behalf of the thousands of handicapped children who

need special education help and aren't getting it, we appeal to the

people of the mass media for assistance in CHILD FIND. We believe

your readers and viewers will want to know about the program and

its progress. We promise to keep you informed. . .we ask that you

let us know your ideas on communicating with your audiences. We

pledge to cooperate in every way possible.

I said I would tell you how CHILD FIND works. The Texas

Education Agency's Division of Special Education is responsible for

CHILD FIND, which is financed by a grant to Texas Education Agency

by the U.S. Office of Education, Bureau of Education for the Handi-

capped. Our Division of Special EduCation asked each of the state's

20 regional Education Service Centers to submit proposals detailing

how they could go about locating handicapped children not in school

in their regions. This area is served by the Region Education

Service Center, which is located in

public schools in

Counties.

It serves all the

Funds for the implementation of CHILD FIND are being

distributed throughout the state on the basis of the number of

children in public schools in each region. The individual programs

of the Education Service Centers are being unified by a statewide

public awareness and public information program.

40 (more)

CHILDFIND

Page 4

In each of the 20 regions, an every-family contact program

will be conducted in one area with a school district having an average

daily attendance of 3,000 students. Here in Region , the door-to-

door CHILD F:ND contact program will be conducted in

and that program is scheduled to begin

We are asking every person who knows a handicapped child

who is not in school to phone CHILD FIND at . Let me

repeat that phone number--it's important. The CHILD FIND contact

number is . Anyone in this area, whether or not they

live in the area to be covered by the door-to-door contact program,

should phone that number -- COLLECT if the call is long distance --

to report handicapped children not in school.

What happens then? The answer is "a lot"! People's lives

begin to change. . .for the better.

The family of the handicapped child is contacted. An

assessment of the child and of the family's situation is made. If

called for, counsellors will meet with the parents to help work

through problems they have.

As soon as possible, the child -- if found to be handicapped

will begin receiving the education he needs.

But what if the child needs additional services -- services

that can't be provided by Texas Education Agency or the local

independent school district?

In that case, CHILD FIND serves as a coordinator, matching

available services and resources to the individual child's needs.

Texas Education Agency will not duplicate services provided by any

other private organization or public agency. We will serve as a

(more)

41

CHILDFIND

Page 5

referral service, representing the child's best interests to the

appropriate organization, and communicating the availability of

special services to the parents on a person-to-person basis.

Earlier, I mentioned that we have implemented pilot pro-

grams in several Texas locations to determine how successful such

a program can be in locating, identifying, assessing, and serving

the special needs of handicapped children not now in school.

One of the pilot programs was conducted in a South Texas

town with a total urban and rural population of 20,000. The schools

there have an average daily attendance of about 6,000 children. In

that small town, we located twenty-six "lost" handicapped children --

children who should have been in special education programs but who

had never been involved in education programs of any kind!

I think that's dramatic and exciting!

CHILD FIND in that community located a 16-year-old boy who

had never been in school. Why? He couldn't walk. A public agency

had provided a wheelchair for him to use at home, but the parents

couldn't move it to school and back every day, and they couldn't

afford to buy a wheelchair for school. One of our staff members in

that town started making phone calls. The VFW post was contacted

and told the situation. Within a few hours personal commitments

were made by the members of the VFW post and its auxiliary. Within

days the wheelchair was bought, and the boy began attending classes.

The attitude of the whole family has brightened.

In that same community, two five-year-old blind/deaf

girls were found, in separate families. They are now in special

4Z (more)

VACHILDFIND

Page 6

education classes.

When I think about these youngsters and the others across

the state who are already benefitting from special education pro-

grams, it makes me very proud to be a Texan and to be involved with

our public education system.

Today Texas Education Agency and local independent school

districts are serving more than 300,000 students through special

education programs. By 1980 we expect to have more than 450,000

special education students.

Yes, it takes money. It takes a lot of money. We work

hard to keep the costs down. And yet we know, because we are

parents ourselves, that it's impossible to put a price tag on hope.

Hope is what we're offering thousands of Texas youngsters and their

parents, through the project we call CHILD FIND.

It's beginning today, here in our area, and we hope you

agree with us that that's big news.

We now invite your questions, and to participate in the

questionand-answer session, I'd like to introduce

43

From: Child Find of (Town or Region)

Contact: (Name)

(Phone Number)

FOR IMMEDIATE RELEASE (Date)

VACHILDFIND

The Texas Education Agency (TEA) today began a

statewide effort to locate and identify every handicapped

child of school age who is not now in school. Region

Education Service Center here is among the 20 state centers

working with TEA in the project called "Child Find."

"Child Find" is designed to search out young people

between the ages of 3 and 21 who are blind, deaf, physically

handicapped, emotionally disturbed, or mentally retarded,

and those with learning disabilities. In each region

door-to-door contacts will be made in one area having a

school district with an average daily attendance of 3,000

students. Here in Region this contact program will be

conducted in (town) , and that program is scheduled to

begin (date) .

(Name) , director of the local Education

Service Center, said through comprehensive statewide

publicity and the door-to-door canvass, handicapped children

not in school will be contacted, their families counseled and

the child will begin receiving the education he needs.

(More)

44

wCOULDFIND Page 2

(Last Name) , said more than 10,000 handicapped

children are presently not receiving educational service

promised them by Texas law which provides for public special

education for every handicapped child in the state.

"It is the goal of the Texas Education Agency to be

serving the needs of every handicapped child in Texas between

the ages of 3 and 21 by 1980," he said.

If a child's needs cannot be met educationally, Child

Find serves as a coordinator, matching available services and

resources to the individual situation of the child. (Name)

emphasized TEA will not duplicate services of other private

organizations or public agencies, but act as a "catalyst",

representing the child's best interests to the appropriate

organization and communicating the availability of special

services to the parents on a person-to-person basis.

A project of TEA's division of special education, Child

Find is financed by a grant from the U.S. Office of Education,

Bureau of Education for the Handicapped.

According to (Name) , two pilot programs

conducted in a South Texas town of 20,000, located 26

handicapped children who had never been involved in any

educational program.

"Today TEA and local independent school districts are

serving more than 300,000 students through special education

programs. By 1980 we expect to have more than 450,000 special

(More)

VACHILDFIND Page 3

education students. Hope is what we're offering thousands

of Texas youngsters and their parents, through the project

called Child Find."

4 6

GCHILDFIND

Xxxxx X. Xxxxx, Title0000 AddressCity, State, Zip

Dear Xxxxx Xxxxx:

LETTER TO LAW-ENFORCEMENT OFFICIALS

Immediately prior to the start of yourdoor-to-door CHILD FIND contact program,you should contact the county sheriff,local chief of police, and otherappropriate law-enforcement officials.Let them know what you're planning sothey can prepare their staffs to beprepared for phone calls from concernedcitizens.

On (date) we will begin house-to-house interviews in (location)for a state-wide program called "CHILD FIND."

The purpose of CHILD FIND is to identify all the handicapped children inthe state between the ages of three and twenty-one who are not inschool and to provide them special education services or other programs.

We will be contacting each family within the IndependentSchool District area, both in town and in rural areas, and we suspectyour office will receive phone calls from citizens who may be suspiciousof our field staff personnel or who may simply want to know more about"what's going on."

Enclosed is a copy of a news release which explains "CHILD FIND" inmore detail. I hope you'll give copies of it to switchboard operatorsand others who may be contacted with questions about our interviewprogram. If possible, I would like to spend a few minutes with yourstaff explaining the program and answering questions. I'll check withyou by phone in a few days to determine whether that's a possibility.

If we can answer questions or provide more information at any time,please call us at XXX-XXXX.

Sincerely,

(Signature)

NameTitle

47

aire a

you decide to have a newsference, you want it to go

ell; Assuming it is not a hastilyled. meeting with news,

edia representatives,Mended by an emergency ofme kind, the followingecklist should be of help:Select Location:

Choose site convenientto most news media.Call news mediarepresentatives to getsuggestions for locationif you are unfamiliar withthe citywhere theconferende is to be held.

Set date and time:Friday afternoons aregenerally bad. The daysbefore holidays areworse.Timesbetween mid-morningand mid-afternoon aregenerally good.Check on mediadeadlines.

Issue announcement ofnews conference, orinvitation to conference:

By phone,messenger-deliveredmemo, or MailGram(Western Union).In announcement,include purpose of newsconference and namesof spokesmen; indicatesignificance ofconference.Include exact time andlocation; include specificdirections to location.Do not give away your"punch line" by includingtoo much information.No one will bother toshow up for theconference.

In some cases, preparationand distribution of a newsrelease on the upcomingnews conference is

apprOpriateuponlheiMonewStqrlf0Y

If suck itPrO Pi te: .moreinforinatibn.:staternentihat,-;corifei`encec:itd'-MalckannOn0,6100

sch0011eadTOMS,"

ID Write Statemer)PPoke'SmOnE6',conferenCetshouldt?e,,top,*offiCer'Oforgtinlia

,E) Rehearsenelms:,Coriferincluding,o0duptioi,presenatatiO0Vstatement.

, Try to anti** tiqestPWI-of-news mediarepresentativesanc) *pare.spokesman Ibr, apPropnafai'answers.

E.] Prepare printed ,materialsfor distribution at hewsconference:1:1 Brief Fact Sheet. include'

namesand titles ofparticipants, ,

iNlews release, no more,than two -Pages:double-spaced.Supporting materia14, ifnecestary(dcin't overdo-

..

it!)Information packet, ifdesired (paper clipswork jilst fine).

If information available isappropriate, prepareposter -size illustration of theInformation (24" X 30"Works well); enlargephotographically at lithoservice, and add color.Mount on poster board orFoamCore, and display oneasel immediately to the

on' 4 . e,:i1

48

&Oft a9-someone -on (haridrnintates 9Ste' rktinie'arringeftlenliterature:

u address SyStern,if. speaker is soft- voiced: orrOPM:10itgO'0,utiliO:relatiOnSrrepresentetivashouldbeginnewa.conference no , more:than:2' Minutes afteratinOt:ineed starting time by-:introducing himself or ,..

hersell'and the newsconference spokesniah.:

0404cychiW

Pliamchild': PICampaign

O Field'Woltiera.'Child FindIntervIews

0 Child Find DoordO-DoorProgram EleginctornarrOw,,(city and RurafCharted andliepped)

0 "Door-to-Door interviewsBegin

O Doorto-DOor CampaignHalt COmpleted (Retail"Given)

0 Child Find Director Speaks,at Rotary Club

0 Childfind,froject, Leader*Displays Materiehi at"Working ,MothersConventkih."

0 Donattiiliheelchair toChild Arid Project (nameof ,Organilatioa makingdo natioi 410),

0 Door-to7Door CanvassEnds Today

0. HandicapPedChildren Fouiid.By Child'Find (fill in with tUmberfound)

0 ;HandicappedChildren Found ThroughChild, Find Motline, (fill Inwith number Of childrenfOund)

0 Mayor Places 'Fir:it-ChildFind Bumper ;Stioker

iliiw Ii School

49

zz

Child Find Public Information ProgramPublic Service Materials 25

50

Scripts for the radio and TVpublic service spots are onthe following pages. (At thispoint they are not final, butthey will give you a goodidea of what will be availablefor radio and TV publicservice in your region.)

The radio public servicespots will be recorded ontape in both English andSpanish, and a tapecontaining the spots will besent to each radio station inthe state.

The television public servicespots will be produced on16mm film, then duplicatedand distributed to each of thestate's 55 TV stations ontwo-inch professionalvideotape.

All spots will be producedcontaining your regionalCHILD FIND telephonenumber as well as thetoll-free 800 number.

English and Spanishversions of a newspaper adconcerning CHILD FIND arebeing prepared fordistribution to each of thedaily and weekly newspapersin the state. Sincenewspapers typically do notprovide public service spacefree, the ad layouts willbe prepared so thenewspaper can sell the spaceto a sponsor and insert thephrase, "A public service of

." Regional CHILDFIND phone numbers canalso be inserted before theads are printed.

CHILD FIND RADIO PUBLIC SERVICE ANNOUNCEMENTS CHILDFIND

Spot #1 10 Seconds:

IF YOU HAVE A HANDICAPPED CHILD WHO'S NOT IN SCHOOL,

MAKE THE CALL THAT CAN MAKE THE DIFFERENCE IN HIS LIFE.

CHILD FIND CAN HELP. XXX-XXX-XXXX.

Spot #2 20 Seconds:

SOMEWHERE IN YOUR NEIGHBORHOOD IS A HANDICAPPED CHILD

WHO'S NOT IN SCHOOL. THAT CHILD NEEDS YOUR HELP. WE

BELIEVE THERE ARE OVER TEN THOUSAND OF THESE CHILDREN

IN TEXAS WHO DON'T KNOW HOW TO TELL US WHERE THEY

APE. YOU CAN TELL US WHERE. MAKE THE CALL THAT MAKES

THE DIFFERENCE. CALL CHILD FIND. XXX-XXX-XXXX.

Spot #3 -- 30 Seconds:

WHO HELPS TILE CHILDREN WHO CAN'T HELP THEMSELVES?

WE ARE LOOKING FOR TEN THOUSAND HANDICAPPED CHILDREN

WHO STAY AT HOME ALL DAY BECAUSE THEY CAN'T HELP

THEMSELVES. TEXAS LAW GIVES EVERY CHILD THE RIGHT

TO PUBLIC EDUCATION. FREE FROM AGE THREE TO TWENTY-

ONE. YOU CAN HELP. YOU CAN MAKE THE CALL. HELP A

HANDICAPPED CHILD RECEIVE SPECIAL, FREE EDUCATION.

CHILD FIND. XXX-XXX-XXXX.

51

wCHILDFIND

CHILD FIND RADIO PUBLIC SERVICE ANNOUNCEMENTS Page 2

Spot #4 -- 60 Seconds:

THE

THE

DO

A

STATE OF TEXAS GUARANTEES EVERY HANDICAPPED CHILD

RIGHT TO FREE PUBLIC EDUCATION. A LOT OF PEOPLE

N'T KNOW THAT. SOMEWHERE IN YOUR NEIGHBORHOOD IS

HANDICAPPED CHILD. AND THAT CHILD NEEDS HELP. WE

BELIEVE THAT THERE ARE OVER TEN THOUSAND OF THESE CHILDREN

IN TEXAS WHO DON'T KNOW HOW TO TELL US WHERE THEY ARE.

BUT YOU CAN TELL US WHERE TO FIND THEM. CALL CHILD

FIND. LET US KNOW WHO THEY ARE AND WHERE. MAKE THE

CALL THAT MAKES THE DIFFERENCE. IN THIS AREA CALL

XXX-XXX-XXXX, OR CALL CALL TOLL FREE 1-800-292-9668.

THAT'S XXX-XXX-XXXX OR CALL TOLL FREE 1-800-292-9668.

YOU CAN MAKE THE DIFFERENCE...MAKE THE CALL NOW

PLEASE HELP US FIND THE CHILDREN.

52

CHILDFIND

CHILD FIND TV PUBLIC SERVICE ANNOUNCEMENTS.

Spot #1

53

t

AUDIO:

HOW DO YOU FIND THE CHILDREN

WHO STAY AT HOME ALL DAY BECAUSE

THEIR PARENTS DON'T KNOW THAT

FREE EDUCATION IS GUARANTEED TO

EVERY CHILD BY OUR STATE LAWS?

YOU ASK EVERY PERSON IN

TEXAS TO HELP.

MAYBE YOU KNOW A CHILD WHO

NEEDS HELP. MAYBE YOU CAN HELP.

MAKE THE CALL THAT MAKES

TILE DIFFERENCE.

(PAUSE)

CHILD FIND

(PAUSE)

ONE PHONE CALL IS ALL IT TAKES!

CHILDFIND

CHILD FIND TV PUBLIC SERVICE ANNOUNCEMENTS

Spot #2

VIDEO: AUDIO:

LOGO & PHONE NUMBERS

EVERY DAY IN TEXAS MORE

THAN TWO-AND-A-HALF MILLION

CHILDREN GO TO SCHOOL TO LEARN

AND TO GROW.

EVERY DAY IN TEXAS TEN

THOUSAND HANDICAPPED CHILDREN

STAY AT HOME BECAUSE THEIR PARENTS

DON'T KNOW FREE EDUCATION IS

GUARANTEED EVERY CHILD IN THE

STATE.

THERE IS A PROGRAM FOR EVERY

CHILD. YOU CAN'T DO IT ALL YOUR-

SELF. LET US HELP.

(PAUSE)

WE JUST NEED TO KNOW WHERE

THE CHILDREN ,RE.

(PAUSE)

CALL CHILD FIND.

51

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THESE CHILD FIND LOGOS ARE FOR YOUR REGIONAL MATERIALS. PLEASECLIP OUT THE RIGHT SIZE AND ADD TO YOUR ARTWORK AND TYPED PIECESBEFORE REPRODUCING THEM. 5T