The following article surveys the development of preschool special education programs and the rationale for employing an administrator to carry out activities necessary to support early intervention services. The functions of a preschool administrator are discussed, using the framework of the agency, the early intervention program, and staff and stressing the linkage of duties and their impact on the program. Qualifications for implementing preschool special education administrative responsibilities are suggested.8 Educational services to preschool children with handicaps are relatively new. Although
A fundamental purpose of education is to prepare people to live a productive and rewarding life. For far too many Americans, our schools are failing in this essential mission. (Marland, 1971). When Sydney Marland, Jr., then U. S. Commissioner of Education wrote this statement, he was describing a situation for some 2.5 million non-handicapped students leaving the formal education system yearly without adequate preparation for a career. This scene described by Marland for the vast numbers of unprepared non-handicapped high school graduates is magnified for the unprepared and untrained special needs graduate. While certain federal legislation (1976 Amendments to the Vocational Education Act P.L. 94-482; Vocational Rehabilitation Act of 1973 P.L. 93-112; and the Education of All Handicapped Children Act of 1975 P.L. 94-142) mandates appropriate occupational preparation experiences for the handicapped or special needs learner, only a small number of special needs learners have received quality occupational preparation programs. It remains to be seen whether P.L. 94-142, which gives occupational preparation high priority, provides penalties for noncompliance, and creates extensive responsibilities for both special and vocational educators in preparing the special needs learner for a career, will have a significant impact upon the low number of occupationallyready special needs learners.Career education for behaviorally disordered (BD) and learning disabled (LD) youngsters has received little attention among professionals in special education. In fact, Irvine, Goodman, and Mann (1978), in noting the dearth of literature in this area, were able to cite less than fifteen references to career preparation of the at EASTERN KENTUCKY UNIV on June 1, 2015 jcd.sagepub.com Downloaded from
Meeting the unique career education needs of the learning disabled requires appropriate, systematic models for career education development. Currently, few such programs are available because of the reluctance of secondary learning disabilities teachers to abandon the remedial academic model. The author traces some of the current trends in career education for the learning disabled and presents a model for providing career education to secondary learning disabled students.
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