An Evaluation of the Impact of the Graduate Fellowship Program in the Education of the Mentally Retarded, Authorized Under Public Law 85-926.

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Office of Education (DHEW), Washington, DC. Bureau of Research.

Administrators; College Faculty; Exceptional Child Education; Federal Aid; Federal Legislation; Federal Programs; Fellowships; Graduate School Faculty; Graduate Students; Graduate Study; Grants; Mental Retardation; National Programs; Personnel; Professional Education; Professional Personnel; Program Evaluation; Supervisors

An analysis of questionnaires completed by 413 recipients of U.S. Office of Education graduate fellowships in mental retardation under the provisions of Public Law 85-926 was conducted. Recipients of university and state fellowship awards were included in the sample. The findings indicated that 95% of the fellowship recipients had had prior experiences (academic and work) in education and that 36% had taken prior work in the education of the mentally retarded or other fields relevant to the education of exceptional children. They have remained in the field of special education and have assumed increasingly responsible leadership roles in teacher training or administrative and supervisory roles (at the time the data were taken, 48.9% were involved in work in higher education in special education, 40% in local school systems, and 10.7% with state departments or agencies). The mental retardation fellows were generally satisfied with their goals. However, responses suggested that both program and student goals need to be more clearly delineated at the various levels of graduate study. The evidence indicates that the fellowship program substantially accelerated and increased the supply of a stable cadre of trained leadership personnel in the area of mental retardation for positions of responsibility at the state and local levels and in the area of personnel training. Data are provided and responses are summarized for 79 items. (Author/JD)

1969

ED026760