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the elementary school to RCHS, Kerry maintained that more vocational training is needed for the mentally retarded at the secondary level. In addition, she said, more individualized help is required for LD students at the high school, particularly for the students who didn’t receive early intervention. “The sooner you begin to work with a learning disabled child, the less severe the handicapping condition,” she said.
Another Elementary Teacher
Kerry noted that the wide range of ages among special education retarded students coupled with the difference in handicapping conditions complicated placement and staffing problems at the elementary school. She recommended an additional combined position for a learning disabled and emotionally disturbed teacher.
She pointed out that the high turn-over rate among teachers also created difficulties by interfering with the continuity of educational programs and advised the school board to be supportive of its faculty.
Kerry maintained that the board could try new approaches to staffing and grouping classes for the 12 mentally retarded, three emotionally disturbed, 15 LD resource and 14 selfcontained LD students at the elementary school. She stressed, however, that the children’s individual educational needs must come first and volunteered assistance of a consultant on instructional programs from the regional special education office to develop feasible alternatives.
“Without an appropriate education, these children can be wasted human resources,” she concluded.
Later in the meeting, superintendent Bloomer reported that he will have a recommendation ready for the next meeting on partitioning - existing special education classrooms to
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