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A survey questionnaire was distributed to 211 speech and hearing clinicians to assess the changes in the special education process resulting from Massachusetts Special Education Law--Chapter 766, which calls for mainstream reform in the form of individually planned educational programs which involve parents in the educational planning process. Information was gathered in the following areas: general demographic variables (such as clinician's work experience, level of training, and changes in current and pre-Chapter 766 caseload population); attitudes comparing the pre-766 and current importance of 35 specific competencies in such skill areas as identification, evaluation, and therapy; changes in types of professional programs and activities in which clinicians are currently involved as compared to pre-766; and changes in clinicians' caseload profile subsequent to implementation of Chapter 766. Among survey results were that speech and hearing clinicians described a wide spectrum of increased services; that caseload profile changes were notable toward the more organic and central nervous system type problems; and that clinicians needed more experience in working with the younger ages. (Tables presenting statistical data are provided.) (SB)

This report analyzes, via site visitations and telephone interviews, a sample of 23 well-established training programs which serve young hearing-impaired children, for compliance with Public Law 99-457. The programs represent 16 states and the District of Columbia, with several of the programs being recommended for the study by federal government officials. The study found that all states and programs complied with the specifications of Public Law 99-457. At considerable expense, these programs had launched parent/infant components, increased staff development, added space, and developed interagency networks. Programs reported more minority and multicultural students than reported in the past. Teacher, administrator, and staff personnel lacked proportional ethnic representation relative to student composition. All programs employed at least one speech/language pathologist and one audiologist, and contained aural rehabilitation and assistive device units. There was a growing use of American Sign Language as the instructional language mode for communication. Hearing-impaired students were often classified as multiply handicapped because of concomitant language and other limitations. (18 references) (JDD)