Some Current Directions in Education of the Severely/Multiply Handicapped

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Abstract
The current phase in our national education program for handicapped people began in November, 1975, with passage by Congress and signature by President Ford of the National Education for All Handicapped Children Act (P.L. 94–142). Before this legislation was passed, no specific agency assumed responsibility for the education of severely handicapped children and youth. In a few instances, school districts carried out experimental programs. Other programs were conducted by special facilities operated by county and local Association for Retarded Citizens programs. For the most part, “education” fell to large, understaffed, ill-equipped state institutions for retarded children, where most of the children and young adults were maintained. As a result of the often very primitive assessment, diagnosis, and classification systems available, many severely and multiply handicapped children–who are functionally retarded–were diagnosed as mentally retarded and placed in these institutions. So the primary milestone in the impetus for educating the severely/multiply handicapped was a legislative one, sponsored by a relatively small group of professionals. Milestones in the educational process for this population are coming thick and fast. As a rapidly growing cadre of highly competent professionals gains experience with these children in 6-hour-per-day classes, new and creative developments in their educational strategies become legion.