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Described and evaluated are the 21 programs funded by Title VI for eight handicapping categories comprising 1,024 children at all educational levels in Oregon during 1972-1973. Explained are criteria such as adequacy of documented needs established by the state Board of Education for funding projects and training procedures for utilization of a Third Party Evaluation Model. The following are among results discussed: number of projects per category such as eight projects for the emotionally disturbed (ED), five projects for the speech and language impaired, and two projects each for the educable mentally retarded (EMR) and preschool children; costs; kinds of services such as a classroom utilizing behavior modification to offset undesirable behaviors learned at home; and conclusions stressing success of resource rooms for ED and EMR students, regular class placement, preschool programs, parent training programs, paraprofessionals for language remediation. Recommendations emphasized the need for further data on effects of integration, and encouragement of proposals featuring vocational educational skills. Given for each project are the title, location (a map is included), population served, funding allocation, dates, background information, objectives and evaluation plan, methodology, the Third Party Evaluator's comments, and pertinent tables or forms. (MC)

Nineteen projects that served seven different classes of handicapped were funded for 1973-74 in Oregon under Title VI of the Elementary and Secondary Education Act of 1965. Six projects were funded for the emotionally disturbed, four projects for the hearing impaired, two projects for the developmentally disabled, two projects for the visually impaired, and one each for the trainable mentally retarded and the preschool handicapped. The projects served 1,650 children at a cost of $247,045. A careful examination of the 19 projects funded supported the following conclusions: that resource rooms demonstrated themselves to be efficient ways to serve emotionally disturbed children; that, given appropriate training and technical assistance, classroom teachers could cope with behavior problems in the classroom; that the use of volunteer aides with both speech and visually impaired children in areas where teachers were working on an itinerant basis continued to demonstrate itself to be an effective technique; and that a project serving developmentally disabled high school youth demonstrated that work experience skills could be taught effectively to such children. (Author/GW)

Summarized are results of a survey to determine the impact of 133 projects funded through Elementary and Secondary Education Act Title VI-B funds on handicapped children in Oregon by examining the number of children being served, the number of staff, and the number of dollars being expended. Significant findings are listed such as that deaf, blind, and trainable mentally retarded populations would not have been served if Title VI-B had not been available between 1968 and 1970, and that 87 percent of projects funded for an academic year were still in operation compared to only 44 percent of projects funded for the summer only. Among the 11 recommendations are that Title VI-B monies be awarded as seed money only and that the new special education service priorities be established every 3 years. General information includes report purpose, a summary of Title VI provisions, definitions of handicapping conditions, a description of eligible agencies, program purpose, program guidelines, evaluation model, and methodology. Seventeen tables are provided giving statistics such as the number and percentage of children served by handicapping condition. Five special projects are individually described including "A Study of the Extreme Learning Problem Program in Oregon." Appended are the questionnaire used in the survey and the cover letter. (DB)