abilities. This will be done by using group methods of learning for short-span participation using radio-taped performances combining music, art, literature, drama and the dance. The activities will be integrated and coordinated with a community arts festival which is being planned by local community groups and is supported by both State and local agencies. The King cultural center project will develop growth in visual perception and creative self-expression, while at the same time encouraging latent talent and developing skills. Counties served: Providence. Further information: Charles A. O'Conner, Jr., Superintendent, Public Schools of the City of Providence, 170 Pond Street, Providence, Rhode Island 02903. (401) 272-4900. BUREAU OF ELEMENTARY AND SECONDARY EDUCATION-DIVISION OF COMPENSATORY EDUCATION Title I of the Elementary and Secondary Education Act of 1965 is implemented at the local level by the local school districts and is not presently making a significant contribution to the understanding and knowledge of Negro history and culture. However, it is potentially capable of making such contributions without legislative amendment. This can be done by school districts making wider use of multi-racial textbooks whenever possible, having extensive inservice training programs for teachers and teacher aides on race relations, and by having the social studies and literature teachers focus attention on Negro life and history in their classes. The Division, in cooperation with other elements in the Office of Education, is making a start to ensure that the educational story of the Negro in America, both past and present, is researched and compiled. An Area Desk Program Specialist is preparing an exhibit proposal called "The History of Negro Education: A Study in Compensatory Education, 1619-1965." The Office of Education also could undertake for dissemination a historical study of the efforts made by the Federal Government to meet the special educational needs of disadvantaged minorities during periods of social crises, especially during the Civil War, Reconstruction, the Great Depression, as well as during the Civil Rights struggles in the 1960's. Such a study would reveal the roots and the understanding as to why Negroes are educationally disadvantaged in an affluent society and provide a historical basis for better understanding of the present status of the Negro education level. U.S. OFFICE OF EDUCATION-BUREAU OF EDUCATION PERSONNEL DEVELOPMENT: TEACHER CORPS INTRODUCTION Since the inception of the Teacher Corps program, a high priority has been placed on the inclusion of Negro history and culture in the curriculum to be taught these pupils. We estimate that approximately 60 percent of Teacher Corps programs include Negro history and culture in the curriculum. Among the 60 percent are the following: Catholic University, Washington, D.C. Xavier University, New Orleans, Louisiana Those programs which have not offered a course in Negro history and culture were asked to amend their proposals to do so. We anticipate a very high percentage of participation in these courses during the coming year. U.S. OFFICE OF EDUCATION-BUREAU OF EDUCATION PERSONNEL DEVELOPMENT: DIVISION OF PROGRAM ADMINISTRATION The Education Personnel Development Act authorized programs to train and retrain teachers, administrators, and support personnel (such as counselors and teachers aides) whose activities are in or directly concerned with the schools, elementary and secondary, plus post secondary vocational education. The training may be provided at all academic levels, pre-school through post-Ph. D. The B-2 program, specifically, is a State plan program directed toward the recruitment of newcomers into the teaching profession and the training of teacher aides. The possibilities for creating a better understanding of Negro history and culture by means of these EPDA programs is great. The principal ways are as follows: 1. Direct study by teachers and others of historical and other materials related to Negro history and culture. This activity is not necessarily limited to history programs or to disadvantaged youth programs, but could be a part of any or all programs. 2. Direct, personal contact and living experience with Negroes in their communities. Programs can be so organized as to facilitate or require that the teachers and other EPDA participants meet Negro parents, etc., attend Negro meetings, work in clubs, on playgrounds, etc., even live in their homes, as part of the orientation and training program. 3. Negro drama, or literature, or art, etc., can be features in special institutes, and could be incorporated to some extent in all programs. 4. As an incidental part of EPDA programs, teacher participants can create teaching materials related to Negro history and culture for use in demonstration classes and for later use in their own classes. (The EPDA does not permit making this a major emphasis.) 5. Promote (and train for) integration of school faculties by giving teacher participants an experience of working in integrated institutions and on integrated faculties. 6. Promote (and train for) integration of pupils by setting up demonstration classes in which the pupils are integrated (or all-Negro). 7. Provide "sensitivity training" to both non-Negroes and Negroes to improve inter-personal relations and mutual understanding. 8. Include in EPDA programs a wide variety of special features dealing with Negro history and culture: lectures, plays, art, music, visits, etc., irrespective of the nature of the EPDA program. 9. Sponsor on both a regional and national scale-through conferences, publications, etc., a greater emphasis on and interest in Negro history and culture. 10. Through revision of the EPDA guidelines and the establishment of corresponding priorities, encourage greater emphasis on any or all of the above activities in proposals which will be submitted to OE under EPDA in the future. Appendix of examples: NEGRO HISTORY/CULTURE The following Experienced Teacher Fellowship Programs contribute to a better understanding of Negro history and culture: Elementary Education-University of Missouri-(Russell Doll, Dir.) Human Relations for the Inner City Reading Yeshiva University-This is for the teachers of the disadvantaged and deals with the study of man History-Johns Hopkins University-Emphasis in American history program is on the Negro and the South Social Studies-Hampton Institute, Virginia-A social studies institute in a Negro institution In the NDEA institutes the following deal with a variety of aspects of Negro life and culture: Arts and Humanities-University of Denver-Sociological and Anthropological concepts in teaching to develop worldmindedness and cultural diversity Disadvantaged Youth-Antioch-Putney-Innercity Washington with focus on the Adams-Morgan area Disadvantaged Youth-Ursuline College, Cleveland; Alverno College, Wisconsin-Both have strong emphasis on Civil Rights History-San Fernando Valley College-Minority groups in U.S. History Civics-Loretta Heights College, Denver, Colorado-Civics Problems and minority groups Civics-University of Mississippi-Civil Liberties Civics-Virginia State College-The Negro and the Political Process Disadvantaged Youth-University of California at Santa Barbara-Repertory Workshop for Negro Drama History-Spelman College, Georgia-Negro History History-University of Illinois at Chicago Circle-Negro History History-University of Dayton, Ohio-Recent southern History History-University of Southwestern Louisiana-The South in U.S. History U.S. OFFICE OF EDUCATION-BUREAU OF EDUCATION FOR THE HANDICAPPED INTRODUCTION The Bureau of Education for the Handicapped is designed to organize and administer Federal research, training and service activities directed toward improving pre-school, elementary and secondary programs for children who are mentally retarded, hard of hearing, deaf, speech impaired, visually handicapped, seriously emotionally disturbed, crippled or other health impaired children, who by reason thereof require special education. Increasingly, as the Bureau's activities have developed and programs have expanded, there has been a growing awareness among the staff and throughout the field of special education that an accurate knowledge of the social conditions and heritages of ethnic groups must be developed in order to plan and implement appropriate educational programs for handicapped children. The relationship between economic deprivation and educational performance is clear for most children. However, this relationship is far more striking among handicapped children. Thus the relevance of fostering a knowledge of Negro history and culture is extremely important for the educators and children, as well as for the nation as a whole. The Bureau's programs which are related to the need for an understanding of Negro culture and history have been surveyed. A report on each pertinent program is presented in the following pages. Recommendations of the National Advisory Committee on Handicapped Children's Report The National Advisory Committee on Handicapped Children's Report "Special Education for Handicapped Children" developed three recommendations which are directly related to fostering an understanding of Negro history and culture. This first annual report from the Advisory Committee (a committee responsible for the review of the administration and operation of Title VI of the Elementary and Secondary Education Act and other provisions of law administered by the Commissioner of Education with respect to handicapped children) made three recommendations on pages 2-3: Recommendation 8: Research of handicapped children in inner city areas. The Bureau of Education for the Handicapped should encourage research for the purpose of identifying the number, variety, and severity of handicapping conditions existing in the child population of the inner city areas. Recommendation 9: Educational programs for the handicapped in inner cities. The Bureau of Education for the Handicapped should encourage states and local communities to develop unique educational programs in inner city schools that will be adapted to conditions of intellectual, social, and emotional deprivation often found in inner cities. Recommendation 10: Federal support for handicapped children in rural areas. Provision should be made for Federal financial assistance for the development of models or prototype demonstrations of services to rural handicapped children. Bureau implementation of these studies Growing out of these recommendations, the Bureau's Office of Program Planning and Evaluation has planned for two studies: (1) an evaluation of handicapped children in the inner city, and (2) a study of the need for educational manpower for handicapped children and youth. The first study, emphasizing the needs of handicapped children in an urban setting, draws upon the cultural achievement of black communities as well as other ethnic groups like the Puerto Rican and Mexican-American, to develop strategies for relating these communities to the educational system and special education. The Manpower Study will assess the need for special educators at the local and state levels, in colleges and universities, in urban and rural areas, and for differing cultural groups. As a result of these studies, the educator of handicapped children will develop a better sense of Negro culture and life which is invaluable for appropriate planning and programing. Detailed reports on research, training and service activities by individual programs The exposure of handicapped children to ideas and institutions occurs at the classroom level and depends on the skills and resources available to the teacher. Since the ethnic backgrounds of handicapped children are varied, an accurate sense of the world should be conveyed in the classroom. Thus, teachers must, through adequate research, training, and service activities, be aware of Negro history and culture in order to met the diverse intellectual and social needs of handicapped children. Each of the major ongoing programs currently administered by BEH has submitted a program report surveying the impact of the particular program upon fostering and understanding of Negro history and culture. CAPTIONED FILMS FOR THE DEAF I. Nature and Purpose of Program. As authorized by Public Law 85-905 and amended by Public Laws 87-715 and 89-258, the Captioned Films for the Deaf program has the following objectives: A. To provide enriched educational and cultural experiences for deaf persons by means of a free loan service of acquired or specifically produced captioned films B. To promote the educational advancement of deaf persons by 1. carrying on research in the use of educational media for the deaf; 2. producing and distributing educational media for the deaf and for parents of deaf children and other persons who are directly involved in work for the advancement of the deaf or who are actual or potential employers of the deaf; and 3. training persons in the use of educational media for the instruction of the deaf. II. Identify the ways your program (using specific projects if possible) contributed significantly to a better understanding and knowledge of Negro history and culture. We require multi-ethnic representation in all of our visual productions. Specifically, we have distributed to schools for the deaf throughout the United States two outstanding films which will aid in understanding contributions of the Negro. The firms are "Portrait of the Inner City" and "Portrait of the Inner City Schools." III. Identify the ways that programs of your agency do not presently significantly contribute to understanding and knowledge of Negro history and culture but which are potentially capable of such contributions without legislative amendment. Programs of our agency do not significantly contribute to understanding and knowledge of the Negro-his history and culture. Since we are in the business of providing films primarily for deaf persons we have not concerned ourselves too much with the racial angle. Also, we usually caption already existing films which limits our choices. However, we recognize the value and the role films can play in promoting and recognizing contributions of the Negro. We have talked with film producers about this and we are sure contributions of the Negro and an expression of his culture will be evident in future productions. IV. Efforts your programs are making to ensure that Negro contributions to American life, both past and present, are reflected in information disseminated by your programs and in work of grantees supported by your programs. An individual in the Office of Captioned Films has been appointed the special task of locating, retaining, evaluating and disseminating multi-ethnic materials, especially on the Negro. At the present time four of our educational media centers are evaluating a multi-media kit on Negro History. Hopefully, the evaluation will result in the approval of materials on Negro History that we will distribute to schools in all fifty States. EDUCATIONAL IMPROVEMENT FOR THE HANDICAPPED-PUBLIC LAW 88-164, as AMENDED I. Nature and Purpose of Program Support of research and related activities dealing with improvement of educational opportunities for handicapped children. Appropriate populations include those who are mentally retarded, seriously emotionally disturbed, hearing impaired, visually impaired, speech impaired, and crippled or otherwise health impaired to the extent that they require special educational services to achieve optimum educational development. II. Identify the ways your program (using specific projects if possible) contributes significantly to a better understanding and knowledge of Negro history and culture. This program bears no direct relationship to Negro history and culture. With our emphasis on handicapped populations many Negro children are included in study sample, but in almost all cases race is an inconsequential variable in the project design. Furthermore, very few of our projects have any specific emphasis on history or culture in the sense implied here. In short, the program is essentially uninvolved in questions bearing a specific relationship to Negro history and culture. DIVISION OF TRAINING PROGRAMS I. Nature and Purpose of Program "To make appropriate and significant contributions to the total efforts of the professional community in developing an effective national pattern of training programs for personnel to assure the best educational practices to all the handicapped" is the central purpose of the Division of Training Programs. The Division administers Public Law 85-926, as amended, under which grants are made to colleges, universities and State education agencies for the preparation of professional personnel in the education of handicapped children. Traineeships and fellowships are awarded on the undergraduate (Jr. and Sr. Year only) and graduate level; summer programs and Special Study Institutes are funded, and program development grants are made. II. Identify the ways your program (using specific projects if possible) contributes significantly to a better understanding and knowledge of Negro history and culture. Given the nature and purpose of the Division, we do not, in a direct way, function in a manner so as to create a better understanding and knowledge of Negro history and culture. Several of the programs which we do fund are at colleges which are predominantly Negro in enrollment, such as Tuskegee Institute in Tuskegee, Alabama, Coppin State College in Baltimore, Maryland, and Grambling College in Grambling, Louisiana. Institutes dealing specifically with Negro problems, such as a recent one sponsored by the University of Florida entitled "Speech and Language Development of the Negro Child," have also been funded by the Division. Since a large percentage of handicapped children are from disadvantaged homes, the professionals being trained under P.L. 85-926 will very likely be serving a large number of Negro handicapped children and increasing concentration on methods of emphasizing Negro history and culture is being given. III. Identify the ways that programs of your agency do not presently significantly contribute to understanding and knowledge of Negro history and culture, but which are potentially capable of such contributions without legislative amendment. The law administered by the Division has as its emphasis the training of personnel to teach the handicapped, regardless of race or color; it is not designed to contribute specifically to a better understanding of Negro history and culture and the further development of such a contribution seems unlikely under the present intent of the law. IV. Efforts your programs are making to ensure that Negro contributions to American life, both past and present, are reflected in information disseminated by your programs and in work of grantees supported by your programs. All contributions to the field of Special Education are included in information disseminated by the division, and as increasing emphasis is placed on ways of teaching Negro history and culture it will be included in information announcements of the division. REGIONAL INSTRUCTIONAL MATERIALS CENTERS I. Nature and Purpose of Program Although an accurate estimate of the types and varieties of materials based upon an understanding of Negro culture and life distributed to teachers through |