AN EXPLORATORY STUDY OF THE FIELD GF SPECIAL EDUCATION IN THE CENTRAL AMERJCAN REPUBLIC OF GUATEMALA Thesis for flue Deg!“ 6% Ph. D. MiCHmAN STATE UNEVERSiTY Daniei C. McAIees 19.63 This is to certify that the thesis entitled AN EXPLORATORY STUDY OF THE FIELD OF SPECIAL EDUCATION IN THE CENTRAL AMERICAN REPUBLIC OF GUATEMALA presented by Daniel C. McAlees has been accepted towards fulfillment of the requirements for Ph.D. Education degree in Dme August 2, 1963 Michigan State University h .. W 3': s “ “1'“ f '99:“ “‘fi ABSTRACT AN EXPLORATORY STUDY OF THE FIELD OF SPECIAL EDUCATION IN THE CENTRAL AMERICAN REPUBLIC OF GUATEMALA by Daniel C. McAlees Problem The purpose of this study was to ascertain the nature f and scope of special education services, programs and facil— Zities in the Central American Republic of Guatemala. The '“ data reported provide a comprehensive description of the Republic' 8 current educational provisions for exceptional Method and Technigues 6."l'he population under study encompassed all institutions fidhfl agencies in the Republic of Guatemala, both public and ., ‘7 igfiéiiiite, which have educational programs for children who are. 'jically disabled, mentally retarded, speech impaired, I ~1y impaired, socially maladjusted or emotionally dise' Daniel C. McAlees Due to the limited number of institutions, their relatively small size and their great heterogeneity, a study of the total population was conducted. Two types of instrumentation were developed for use in the study. Both were designed to be uniquely suited to the problem under investigation and its cultural context. The first type of instrumentation designed was a data- rschedule which was used by the researcher in conducting structured, directed, information gathering interviews and observational visitations. This instrument was designed to provide data concerning the following basic factors involved in the studys A) History and development B) Organization C) Services, instructional programs and courses of study D) Characteristics of professional personnel E) Characteristics of student population F) Finance and fiscal administration G) Physical facilities, including instructional materials and equipment The second type of instrument developed was a Personal Daniel C. McAlees information which could only be obtained directly from profes— sional employees. Structured interviews, observational visitations and personal information inventories were the major data collection techniques. When possible, official records, reports and unpublished materials were'reviewed in order to supplement and validate the data obtained through the above procedures. In view of the uniqueness of the data obtained from each institution studied, individual institutional reports were deemed the most appropriate method of data presentation. Within each individual institutional report, all pertinent data were organized under the following categories: History and Development, Student Population, Professional Personnel, Program and Program Organization, Administration and Organi— zation, Finance, Facilities, and Summary of Institutional Problems and Needs. Major Findings The results of the study indicated that in Guatemala provisions for the special education of exceptional children are limited to the following institutions: Daniel C. McAlees ‘A) Instituto Neurologico (Neurological Institute) B) Instituto de Retrasados Mentales (Institute for Mentally Retarded) C) Centro Educativo Asistencial (Educational Assistance Center) D) Centro de Observacion y Reeducacion (Observation and Reeducation Center) E) Centro de Reeducation para Varones (Reeducation Center for Boys) F) Centro de Reeducacion para NiEas (Reeducation Center for Girls) G) Escuela Fray Pedro Ponce de Leon (School for the Deaf) H) Escuela Santa Lucia (School for the Blind) I) Hospital Neuropsiquiatrico (Neuropsychiatric Hospital) J) Instituto de Rehabilitacion Infantile (Children's Polio Hospital) An overview of the specific data contained within the individual reports of the above institutions led to the fole lowing findings and conclusions. A) Special educational provisions in Guatemala are few in ,Aiinumber and in a very embryonic stage of development. ‘3 B) In most instances, special education undertakings-in Daniel C. McAlees of voluntary non-governmental organizations and private indi- viduals. No special classes are offered in any public pri- mary or secondary school. C) The educational programs provided for Guatemala's exceptional children are almost wholly institutional and residential in nature. Few examples of the "day school" are to be found. D) All special education services are concentrated in the capital city with no educational facilities available for exceptional children living in other urban and rural areas of the nation. } E) Since little education is provided for exceptional children, there is no program of training for special teachers and no system for certifying them. I F) The prevailing attitude of many parents and the general public is that the handicapped must always remain the object of pity and charity and that little can be done toward helping them to become contributing citizens. G) Most special education programs in Guatemala are carried out without the benefit of adequate facilities, materials or educational equipment. The needs of most spe- cial schools and classrooms in these areas are extensive. Daniel C. McAlees H) Little cooperation and coordination exists among the ' various agencies and institutions of the Republic which pro- vide-services for exceptional children. 1) Finally, it was concluded that the physical impediments of geography, different languages, poverty, insufficient teachers, schools and money make the demand for a universal primary education for all exceptional children an ideal that can.have no present fulfillment in Guatemala. Instead, special education services will have to continue being planned . w.on the basis of limited projects that only partially serve the total handicapped population. =AN EXPLORATORY STUDY OF THE FIELD OF SPECIAL EDUCATION IN THE CENTRAL AMERICAN REPUBLIC or GUATEMALA BY . \e‘ .Daniel C. McAlees -A THESIS Submitted to Michigan State university in partial fulfillment of the requirements for the degree of VDOCTOR'OF PHILOSOPHY .COIlege of.Education “» Guidance and Personnel-Services 1963 ‘ACKNOWLEDGMENTS Dr. John E. Jordan for his interest, encouragement and guidance throughout the study, His foresight made possible the writer's visitation to Guatemala and the invaluable experiences that have accrued therefrom. Without his suggestions, insights, and personal sacri- fices of time and energy, the study would not have been possible. ,My doctoral committee which included Dr. John E. Jordan, chairman, Dr. Gregory A. Miller, Dr. Cole Brembeck and Dr. Edgar Schuler. These men have generously given of their knowledge, expert assistance and time in evalur ation, guidance and encouragement during the progress of the study. Dr. Guido Barrientos and his wife Rosie, whose warm personal-friendship and personal dedication provided a the writer and his wife with many pleasant growth ex? ‘ '7 "§ _periences, both personally and professionally, during ‘their residence in Guatemala. ii h." 'i'"_‘5' x_ ’- ,' r V U‘ I ’, ".II£"'.'4 ‘ l s." .i'- _ 4T0: The appropriate officials of Michigan State University and the university of San Carlos of Guatemala, who made available the complete resources of the Institute for .Educational Research and Improvement (IIME) at the University of San Carlos of Guatemala for the purpose of this investigation. The data contained within the study were obtained during the author's affiliation with this Institute. The Cultural Affairs Bureau of the Department of State of the United States who provided the initial overseas study grant which culminated in the present investi- gation. ~All opinions expressed within the study, howb ever, are those of the author. rThe International Society for Rehabilitation of the Dis- -ab1ed whose early interest in the study has been of in- estimable value. in: W fins .un ,~.-..:::C) Services, Instructional Programs and.Courses of Study D) Characteristics of Professional Personnel E) Characteristics of Student P0pulation F) Finance and Fiscal Administration G) Physical Facilities (including instructional materials and equipment) The second type of instrument deve10ped was a Person- al Information Inventory which was distributed to all service connected personnel in the institutions investigated. This instrument was designed to obtain that vital personal 56 information which could only be obtained directly from indi- vidual professional employees (Appendix II--English trans- lation). A study by Toth (52), on rehabilitation services in Guatemala, was conducted simultaneously with the present in- vestigation. The above instruments were so constructed as to permit their use in either the special education or rehabili- tation study. Procedure Structured interviews, observational visitations and Personal Information Inventories were the major data collec- tion techniques. To initiate the study, individual appointments were arranged with all key persons in the special education field in Guatemala, e.g. school directors, government officials, officers of voluntary organizations, institutional adminis- trators, et cetera. During these visits a carefully planned introduction to the nature and purpose of the pr0posed in- vestigation was presented and their c00peration in its com- pletion solicited. Acceptance and approval of the prOposed study, by these key individuals, varied from strong skepticism to 57 unqualified cooperation. Whereas some institutions placed the entire staff and facilities at the complete disposal of the researcher, others permitted direct contact with the chief administrator only and provided little information other than that of a rather limited and general nature. How- ever, all institutions did cooperate to some degree and infor- mation was obtained regarding the entire p0pu1ation under study. After the initial contacts had been made and approvals received, a step-by-step study, to the extent possible, of all special education agencies and institutions was under- taken: (1) Appointments were arranged with various profes- sional and administrative personnel at each institution and structured interviews conducted; (2) observational visita- tions were made to observe facilities and operational tech- niques; and (3) staff conferences were held for the purpose of completing the Personal Information Inventories. When possible, official records, reports and unpub— lished materials were reviewed in order to supplement and validate the data obtained through the above procedures. The number of necessary visits to each institution varied greatly; however, the average for the total population was ten. 58 Mention should be made here of two cultural factors which influenced the nature of this study. The first is the fact that research, especially edu- cational research, is not common in Guatemala. Investigations of educational institutions are seldom conducted unless there is going to be an administrative "shake-up." These adminis— trative reorganizations are politically based and quite fre— quent; thus institutional directors have an understandable distrust of any "investigation." This distrust is reflected in a hesitance to provide certain types of information, e.g. financial. The second cultural factor which influenced the study is the existence of a subtle and covert "anti-Yankee" attitude among certain sectors of the Guatemalan population. Although seldom expressed Openly, this attitude had a defin- ite effect on the type and amount of cooperation received from certain agencies and institutions. Attempts were made to minimize the negative effect of both cultural factors. In the case of "fear of investi- gations," every effort was made to present the study in as clear and positive a light as possible through personal visitations, and letters of endorsement were obtained from the Rector (President) of the University of San Carlos, the 59 Minister of Public Education, the Director of the Institute for Educational Research and Improvement and other community leaders. (These letters were of an introductory nature only and are therefore not reproduced in the appendices of the study.) In order to minimize the influence of the latent antipathy towards North Americans, a Guatemalan National from the University of San Carlos accompanied the researcher on all visitations. This National was intimately familiar with the nature and purposes of the investigation and served as its interpreter and national representative throughout the length of the study. Data Validation A major difficulty in conducting survey type research in the United States is that of obtaining reliable and valid data. In Latin America, as the result of a unique personal and cultural value system, this problem is greatly accentu- ated. This difficulty became apparent to the researcher during the preliminary investigation and every effort was made to structure the present research design so as to pre— clude as many errors as possible. The following measures were taken to assure the highest validity, representativeness and reliability for the data gathered: 60 A) Investigation of the total population. B) Collection of data through structured interviews and personal observational visitations. C) Obtaining endorsement of study by community leaders and providing for active participation of Guatemalan Nationals. D) Cross references between official records, unpub- lished materials, Personal Information Inventories and information obtained by the researcher through the interview technique. E) Presentation of draft reports at apprOpriate stages of preparation to knowledgeable individuals in the field. F) The careful scrutinization of all data for internal consistency and the exploration of any uncovered irregularities. Data Analysis Due to their limited stage of develOpment, lack of systematized record keeping, relatively small size and great heterogenity, it was not possible to obtain comparable types and amounts of data from all institutions and agencies in- vestigated. As a result, statistical analysis of the data ‘was limited to the use of simple descriptive statistics such as tables, charts, diagrams, percentages, et cetera. In View of the uniqueness of the data obtained from each institution, individual institutional reports were_ deemed the most appropriate method of data presentation. At many institutions, certain types of data were not available at all or else were not recorded in such a manner as to allow 61 their incorporation into any standard classification system. However, every effort was made to analyze and organize all obtained data for the purpose of presentation, into the fol- lowing categories: History and Development, Organization and Administration, Services, Instructional Programs and Courses of Study, Finance and Fiscal Administration, Physical Facilities (including instructional materials and equipment), Characteristics of Professional Personnel and Characteristics of Student Population. CHAPTER IV RESULTS OF THE INVESTIGATION Institutional Reports The main purpose of this study was to gather that information which is essential to an initial understanding of the nature and scope of special education programs and services in Guatemala. The complete absence of data in this area at the present time was demonstrated earlier. Also, in a previous chapter, certain basic areas of interest were out- lined, e.g. history, administration, programs, personnel, et cetera as were the procedure and methodology of the investi- gation. It shall be the purpose of this chapter to analyze and report the data obtained in as complete and concise a form as possible. Due to the small and heterogeneous nature of the population investigated, individual institutional re- ports were deemed the most appropriate method of data presen- tation. In Chapter V, a discussion of the findings from a national perspective will be presented. 62 63 All data contained in this chapter were obtained by the researcher from one or more of the following sources: structured interviews, individual personnel questionnaires, institutional records and documents and personal observa- tional visitations. All financial data are presented in terms of dollars and the following symbols are common to all tables: Category not applicable --- Data not available ... Magnitude nil Provisional or estimated figure * ***** Ciudad de los Nifios History and_pevelopment The recognition of the problem of delinquent minors and the creation of special centers for their care dates back to the year 1834. At this time, during the administration of Galvez, a law was passed regarding the establishment of a reform school into which those under 18 years of age and con- victed of felonies would be admitted. However, there is no information available as to Whether this measure was ever put into practice or whether the school was actually created. In 1857, during the administration of Carrera, the law was repealed. 64 In 1887 a new law was issued which decreed the foun— dation of a correctional home to which delinquent children under the age of 18 would be sent. This center was not ex- clusively for minors, however, since adult vagrants and criminals were also included in its p0pu1ation. This center was closed two years after its inauguration and in June of 1889 the Political Chief of the Capital was authorized by government decree to convert a section of the City Hall into a correctional home for children younger than 15 years of age. This center operated unchanged until December of 1913, when, by government decree, it became independent of the adult center of incarceration and moved to a separate residence on 7th Avenue. In 1925 a correction home for minor girls was created and annexed to the women's prison. Before this time, there had been no distinction made in the women's prison between minors and adults. In 1927, its name was changed to the Correction School for Minors. In 1931 this school was relo- cated next to the boy's correction home and both centers were called Reformatories for Minors. In May of 1950 this name was changed to School for Juvenile Prevention. In June of 1952 the Juvenile Prevention Centers were separated from the 65 Ministry of the Interior and Justice and made dependencies of the Ministry of Public Education. In July 1952, by government decree, the three special education centers which constitute the present Ciudad de los Nifibs were created. The decree states: WHEREAS: The organization and Operation of the so called Center of Juvenile Prevention are antiquated and do not fit the standards of special education which are prOper of centers of this kind; WHEREAS: It is necessary to deal technically with the problem of socially malad- justed children and those of irregular conduct; the government THEREFORE DECREES: 1. To create three special education centers for the attention, study and reeducation of socially maladjusted children and those of irregular conduct. Said centers are the following: A) Observation Center; destined to the study and classi- fication of maladjusted or delinquent children; B) Boys' Reeducation Center: For the impartation of that special education which tends to channel or prepare them for a healthy and beneficial life; C) Girls' Reeducation Center: With the same purposes as the foregoing. 2. The centers to which reference is made shall maintain close relations with and shall be governed by a Director General. 3. The Ministry of Public Education is in charge of the fulfillment of this decree and shall issue the regulations and necessary provisions for the good operation of said centers (35). Since August 1952, when the above decree was put into operation, the Ciudad de los Nifios has undergone no major organizational or administrative changes. The major change that occurred during this period of time was the moving of both the boys' (1956) and the girls' (1963) reeducation cen— ters to the Municipality of San Jose Pifiula approximately twenty miles from Guatemala City. 66 Student Pppulation There exists, in actuality, three distinct student populations within the Ciudad de los Nihos, i.e., the students of the observation center, of the boys' reeducation center and of the girls' reeducation center. Each will be discussed separately below. The students of all three centers have been placed there by the Juvenile Courts. Observation Center: The total student population of this center in March, 1963 was 39--a11 boys. The center has two types of classes, Alphabetization and Culturization, with 24 and 15 students respectively. Alphabetization refers to learning how to read and write; Culturization refers to the development of attitudes of civic and social responsibility. The age ranges of the students at this center are shown in Table l. The reasons for their court placement in the center are shown in Table 2. Reeducation Center for Girls: The total student population at this center in March 1963 was 29. Reeducation classes are conducted by three teachers who attempt to de- velop the entire six-year primary cycle. The enrollment of students by grade level within the center is shown in Table 3: ‘Their age ranges are shown in 67 Table l.--Enrollment by age levels in 1963: Observation Center. Age level Number of students 10 years 8 11 years 5 12 years 0 13 years 0 14 years 12 15 years 0 16 years 9 17 years 3 18 years 2 Table 2.-—Reasons for court referral: Observation Center. Reason for referral Number of Students Theft 18 -Aggression 6 Drug usage 5 Undisciplined behavior 10 Table 4. Table 5 lists the reasons for court action and the girls' subsequent placement within this institution. 68 Table 3.-—Enrollment by grade level in 1963: Girls' Reedu- cation Center. Grade level Number of students lst year 8 2nd year 10 3rd year 4 4th year 3 5th year 4 6th year 0 Table 4.--Enrollment by age levels in 1963: Girls' Reedu- cation Center. Age level Number of students 12 years 8 13 years 0 14 years 0 15 years 12 16 years 7 17 years 2 69 Table 5.--Reasons for court referral: Girls' Reeducation Center. Reason for referral Number of students Prostitution 16 Home abandonment 5 Theft 5 Lack of family supervision 2 Abduction of minors 1 Reeducation Center for Boys: The total student popu- lation within the Boys' Center in March 1963 was 90. This center also deve10ps the entire six—year primary cycle of studies. The placement of students by grade level at this cen- ter is shown in Table 6. The age ranges of the students are shown in Table 7. The reasons for court action and the sub- sequent placement of the boys within this center are listed in Table 8. The length of stay of the students at the reeducation centers varies from one to five years with the average stay being somewhere between 3 1/2 and 4 years. The children are, ‘without exception, from poor and disorganized homes, or, as is often the case, have been abandoned and know no home at 70 Table 6.--Enrollment by grade level in 1963: Boys' Reeduca- tion Center. Grade level Number of students lst year 20 2nd year 15 3rd year A 12 3rd year B 11 4th year 14 5th year 10 6th year 8 Table 7.—-Enrollment by age levels in 1963: Boys' Reeduca- tion Center. Age level Number of students 12 years 30 13 years 12 14 years 21 15 years 10 16 years l6 17 years 0 18 years 0 19 years 1 71 Table 8.--Reasons for court referral: Boys' Reeducation Center. Reasons for referral Number of students Theft 3O Aggression 13 Undisciplined behavior 15 Frequenting houses of prostitution 17 Lack of family supervision 15 all. The underlying motivation in court referrals to these institutions is often not the seriousness of the crime com- mitted but rather the absence of family or relatives to care for the child and the lack of other types of State facilities to meet the need. This latter point has given rise to a rather unique philosophy on the part of the personnel within the reedu— cation centers, i.e., a belief in the desirableness of re- taining a child within the institutions long after legal re- quirements have been fulfilled. To discharge him, they feel, "would be evicting him from the only home he has ever known." Thus, from a purely legal point of view, there are many cases within the reeducation centers which should have long since been discharged. It is the opinion of the direc- tor, however, that until more child protection institutions 72 are established to absorb the cases of forsaken and abandoned children which are now referred to these centers, the Ciudad de los Nifibs will not be able to function solely within the strict limits of a reeducation center for delinquents. Professional Personnel The technical staffs of the three centers are as follows: Observation Center: Sub—director Two reeducators (teachers) A psychologist Two social service workers A physician-psychiatrist Reeducation Center for Girls: Sub-director Three reeducators (teachers) Three home economics instructors Reeducation Center for Boys: Sub-director Six reeducators (teachers) A teachers' aid Three shop instructors VA.more detailed analysis of the characteristics of the above personnel is presented in Table 9. In order to be appointed to their positions, the technical staff must possess the following qualifications: A) Teachers--possession of Primary Teachers' Certificate. B) Professionals--possession of appropriate university degree. Table 9.--Characteristics 73 of technical personnel in 1962: Position Age Sex :::::::2: Director 40-49 M F-T Sub-director Obs. C. 30-39 M F-T Sub-director (Girls) 50-59 F F-T Sub—director (Boys) 30-39 M F-T Reeducator Obs. C. 20-29 M F-T Reeducator Obs. C. 20-29 M F-T Reeducator (Girls) 40-49 F F-T Reeducator (Girls) 20—29 F F-T Reeducator (Girls) 20-29 F F-T Reeducator (Boys) 20—29 M F-T Reeducator (Boys) 20-29 M F-T Reeducator (Boys) 20—29 M F—T Reeducator (Boys) 20-29 M F-T Reeducator (Boys) 20-29 M F-T Reeducator (Boys) 20-29 M F—T Social Service 60+ F F-T Social Service 40—49 F F-T Psychologist 20-29 F P-T Physician 40-49 M P-T Psychiatrist 40—49 M P-T Home Ec. Instructor 30-39 F P-T Home Ec. Instructor 30-39 F P-T Home Ec. Instructor 40-49 F P-T Shop Instructor 30-39 M P-T Shop Instructor 30-39 M P-T Shop Instructor 40-49 M P-T (a) Category not applicable 74 Ciudad de los Nifios. Number of hours Monthly Number of Years at worked per week salary students per class school 49 $300 ---(a) 2 49 180 --- 8 49 360 —-- 1 49 180 -—— 10 49 180 24 4 49 180 15 2 49 180 12 4 49 180 8 4 49 180 10 2 49 180 23 2 49 180 12 4 49 180 15 4 49 180 18 4 49 180 14 4 49 180 13 2 48 120 ——— 10 48 120 --— 4 15 50 -—— 15 120 --- 10 15 120 --- 10 10 50 ll 6 10 50 10 4 10 50 12 8 7 15 50 14 3 15 50 8 2 15 50 10 4 75 C) Home Ec. and Shop Instructors—-Diplomas of completion of sixth grade. The above appropriate qualifications are possessed by all members of the staff. No additional formal training, beyond that required, is possessed by any member of the teaching staff. The teaching staff "lives-in" at all three institu- tions and receives this maintenance in addition to their regular salary. Each teacher is responsible for conducting a formal, elementary-level class four hours each morning. In the afternoon the same teachers take charge of various group activities, e.g. agriculture, live stock raising, music, shops, recreational, et cetera. The teacher works an average of 49 hours a week with one afternoon free plus Saturday and Sunday. Programs and Program Organization Each of the three reeducation centers that comprise the Ciudad de los Nihos has its own distinct and separate program. Observation Center: The program of this center is directed towards observing, studying and classifying those minors referred to it by the Juvenile courts. Admittance is restricted to boys only. 76 During a period of no greater than two months, the personality, behavior and reeducational potentialities of each child are evaluated and a recommendation made in re- spect to the further disposition of the case. The program of the center is divided into two parts: reeducation classes in the morning and vocational, social and recreational acti- vities in the afternoon. At the present time they have two groups of students: Group A—-This group consists of boys between the ages of 9 and 15 years, all of whom have never received the first year of elementary school instruction. The program de- veloped with this group is strictly one of "Alphabeti- zation,“ i.e., learning how to read and write. Classes are conducted four hours a day, six days a week. Group B--Within this class are grouped all those chil- dren who already know how to read and write. Their ages range from 10 to 16 years and their academic level of achievement ranges from lst to 4th grade. Due to the short period of time spent in the center by each child, the program of this class is not aimed at imparting routine primary level academics but rather attempts to develOp attitudes of civic and social responsibility through the careful selection of lecture and discussion topics. As above, this class also meets four hours a day, six days a week. In the afternoon and early evenings, occupational, social and recreational activities are developed, e.g.: Occupational--Basket weaving, box making, modeling, painting, rabbit raising, simple weaving, gardening and building maintenance. Social--Various group activities within the center, theatrical presentations and musical concerts for the neighborhood and participation in parades and other celebrations. 77 Recreational--Various intramural athletic events, basket— ball tournaments with neighborhood teams which are Open to public attendance and use of a small game and TV room. Boys' Reeducation Center: The program of this center is directed towards "reeducating, guiding and developing the whole personality of socially maladjusted minors and pro- viding them'with attitudes of social responsibility and values of cooperation and progress" (35). The complete primary cycle is offered at this center and the studies are developed in accordance with the of- ficially prescribed national curriculum. There is one teacher and classroom for each of the six primary grades. Classes are held in the morning, four hours a day, five days a week. The children are placed at the appropriate grade level when they enter the institution and advance yearly, up- on the successful completion of the official Ministry of Edu- cation exams, to successive grade levels until the time ar- rives for their leaving. In the afternoon the following types of organized activities are engaged in: Occupational--The center has three shops: shoe making, tailoring and carpentry. These shOps are well equipped and do production type work, e.g. the shoes for the institution are made and repaired in the shoemaking shOp, the clothes for the center are repaired in the tailoring shop and building maintenance is conducted through the carpentry shop. In addition to the work shOps, there 78 are extensive vegetable gardens and livestock pens as well as facilities for painting, modeling and leather- craft. Social--Bands are organized, plays presented, interest groups formed and nightly informal gatherings held in a social—recreational center. Recreational--The center has spacious soccer, basketball and baseball fields and is currently building a swim- ming pool. Teams are organized and competition is both intra- and intermural. In addition, there is a small game room and a TV room. An important point to be noted here is that the Boys' Reeducation Center, unlike the Girls' Reeducation Center and the Observation Center, is an "Open" institution in a rural surrounding. The atmosphere of the center is more like that of a boys' summer camp than a juvenile penal institution and the number of "walk-aways" averages only ten per year. Girls' Reeducation Center: The program of this cen— ter is directed towards the same goals as those of the boys'; however, the physical facilities and actual programs devel- oped at the girls' center are greatly inferior to those pos— sessed by the boys'. This is a "closed" center located in a small inadequate building which prevents anything but the most minimal program from being established. Reeducation classes are conducted by three teachers who attempt to develop the entire primary cycle. There exist no classrooms as such--only four tables situated under an overhang in an open courtyard. The overhang does not begin 79 to keep out the wind, dust, sun or rain and the same tables double as dining room facilities for all three institutional meals. Each teacher is responsible for instructing two grade levels and an attempt is made to organize the girls into ap- propriate instructional groups; however, due to lack of ade— quate rooms, instructional materials, institutional organi- zation and overall morale, very little of an academic nature is accomplished. No organized occupational, social or recreational program exists nor would there be adequate facilities or space available if one did exist. Activities such as sewing, baking and housekeeping are engaged in; however, they are regarded as maintenance activities and not conducted with instruction in mind. The situation of the Girls' Center is very poor. Many "students" do not have shoes to wear and all possess only one, or two at most, worn dresses with no material avail- able for making new ones. The center lacks the organization, plant, equipment and material necessary for developing even a minimally adequate program. Services, other than reeducation, are all centralized within the Service Department of the Observation Center. 80 Such services as medical, psychiatric, psychological and social work are provided for students from all three reedu- cation centers. All student personnel type services provided within particular centers are done so on an empirical basis, dependent upon the observation and experiences of individual teachers. When the student reaches the final stages of his program, the social worker acts as vocational counselor and placement officer, again on an empirical basis. Administration and Organization The Ciudad de los Nifios is under the direct adminis- tration of the Ministry of Education which appoints a Director General to oversee the functioning of the three centers. Each center in turn has a sub-director. There is no formal administrative board at the Ciudad, however, there does exist a Technical Council which functions in an advisory capacity. The Technical Council is presided over by the Director General and is composed of the following members: sub-directors of three centers, psychologist, psy- chiatrist, physician, two social workers, a teachers' repre— sentative and the president of the juvenile court. Membership on the Technical Council, with the excep- tion of the teacher representative who is appointed by the 81 Director General is an automatic function of the various professional positions at the Ciudad and tenure is a function of length of service in that position. The council meets once a week to discuss the technical problems facing the re— education centers; however, its role is solely advisory and tangible results of its deliberations have been difficult to observe. The administrative aspects of the Ciudad de los Nifibs are carried out by a Director General and three sub-directors. These officers are appointed by the Ministry of Education and their tenure depends, to a large degree, on political fortune and intrigue. For example, there have been six Director Generals appointed and removed within the past four years. In Figure I the formal organization chart of the Ciudad de los Ninas is presented. Qualifications required by law, for appointment to the position of Director General are: A) To be Guatemalan by birth B) To enjoy civil rights C) To be of the lay state (secular) D) To be between 25 and 45 years of age at the time of appointment E) To be a graduate teacher, to have special knowledge of pedagogy, psychiatry or psychology and to present a background of activity that accredits his scien- tific capacity and honorability. 82 .ummo OOH>HOm Hmcoflwmmmoum T Housemuwm Hmccomumm Housemumm OOH>me OUH>me woe>nwm ’ mucumoopmmm fmuoumospwmm _ — muoumoopwmmfi ..— Hmucoo mHuHo mmom coaum>ummno cofluowm Houuwufipnsm nouownflonsm Houoouflpnsm w>flumuumHCHEp< _ A faflocsou Hmoflcnome flll! fmmcflz moH mt Ompsflo mo Hmuwcmo uouooufln _ rcoflumospm mo muumflcflz_ mohaz moH wt pmpsfiolluumgo coflumuflcmmHOIl.H mhsmflm 83 Requirements for appointment to the position of sub- director are: A) Possession of Primary Teachers' Certificate B) Experience Major policy decisions in regards to rules, regu- lations and operating procedures and those requiring a change or addition in the budget are determined by the Ministry of Education. Internal policy formulation not included in the above is dependent upon the Director General and may be ini- tiated directly by him or by a sub-director upon approval. The Director General oversees the teaching activities of all three centers. However, the responsibility for the reedu- cation program within each particular center is assumed by the respective sub-directors. Finances It was not possible to obtain detailed information regarding the finances of this institution. Data regarding capital holdings, Operation expenditures by category and capital outlay expenditures by category were all unavailable. The sole source of income for the Ciudad de los Ninds is a yearly allocation administered through the Ministry of Public Education. The yearly amount Of this income for the past five years, in addition to teachers' salaries which are 84 paid directly by the Ministry, has been $60,000 for all three centers. In 1963, however, due to financial difficulties within the Republic, it was found necessary to reduce the amount of this appropriation by $12,000 to a total of $48,000. The Director General is responsible for overseeing the use of funds by all three centers and must approve all major expenditures. The sub-directors assume responsibility for small operational expenditures within each individual center. The Director General, with the advice of the sub— directors, submits a budget request to the Ministry each year, the Ministry reviews the request and allocates funds after it has made any changes it deems necessary or desirable. Facilities. j—q I Since there is such a contrast between the facilities possessed by the three separate centers comprising the Ciudad de los Ninas, it is best to discuss each center independently. Observation Center: This center is located in Guate- mala City, Zone 5, and occupies a building belonging to the Ministry of the Interior. This zone is a densely settled low income area and the building faces a heavily traveled avenue . 85 The center consists of a large one-story building that was originally designed and built for use as a resi- dential dwelling. The building is of stone and masonry con- struction and approximately 40 years of age. The overall physical condition is poor and it has not been well main- tained. Lighting throughout the building is poor, one 50- watt bulb per room, and sanitary facilities meet a bare mini— mum of adequacy. There is a total of 12 rooms: two class- rooms, two dormitories, one dining room and seven offices which are divided among administrative and professional service personnel. .Qlfls' Reeducation Center: This center is located in the municipality of San Jose'Pihula. Although this is a rural village, the center possesses only 1/6 of a manzana (square block) and has very little space in which to conduct its activities. The center consists of a one story building that was originally designed and constructed as a private home. The building is of stone and masonry construction and approxi- mately 50 years of age. Its overall physical condition is very poor and in terms of lighting, sanitary facilities, de- sign, space and function, it does not meet even minimum stan- dards of adequacy for an institution of this nature. 86 There is a total of six rooms; one serving as an ad— ministrative office, one as a kitchen, and the remaining four as dormitories for the 29 students, three teachers and five non—professional staff, all of whom live permanently at the center. The dormitories are so small and crowded that stu- dents and teachers sleep in the same rooms with less than a foot of space on either side of most beds. Three tables located under an overhang in the open courtyard double as dining room and classroom facilities and their use is dependent upon weather conditions since the overhang provides little protection from wind, dust or rain. There are only two bathrooms for the nearly 40 persons living at the center and cooking facilities are similarly inadequate. Boys' Reedggation Center:' The boys' reeducation cen- ter is located near the municipality of San Jose Pifiula on a tract of undeveloped land approximately 2 1/2 caballerias in size (1 cabelleria equals 56 square blocks). The center is situated on top of a hill and surrounded by tall woods and virgin fields with only 1/6 of the available land currently being used. . The center was initiated on this site in 1956 and was designed and constructed to serve the specific purpose of an "open" reeducation center for boys. The buildings are 87 functional in design, well spaced, constructed of concrete and no wall or fence surrounds either the buildings or the property. The facilities of the center consist of: A) A school building with nine classrooms and the administrative offices; B) A vocational training center which contains shoe— making, tailoring and carpentry shops; C) A building housing the dining room and kitchen; and D) A large dormitory divided in two sections with each section further divided into halves. One section is for boys between the ages of 10 and 12 years and contains 43 beds, 21 per dorm room; the second sec- tion houses boys between the ages of 13 and 18 years and has 60 beds in total, 30 per dorm room. These dorms are quite spacious, the sanitary facilities are adequate, and the building is clean and in good repair. They present a striking contrast to the girls' center. In addition to the above facilities, there is a pri- vate residence for teachers; a casino (recreation cabin); football, baseball and basketball fields; a swimming pool; chicken, swine and rabbit pens; and numerous plots of land developed as vegetable gardens. The types and amounts of instructional materials and equipment possessed by the three reeducation centers com- prising the Ciudad de los Ninfis are very limited. Instruc- tional materials consist of a very limited supply of paper and pencils, a few textbooks at each center and teacher produced materials. No center has a library or library 88 holdings, laboratory facilities and equipment or audio- visual materials and equipment. In most cases the only person in the class who possesses a textbook is the teacher. Due to current budgetary limitations and a highly pessimistic attitude regarding possible budgetary increases, plans and planning for the future in terms of facilities are limited. At all three reeducation centers, the only type of physical improvement and upkeep which can be antici- pated in the near future is that which is dependent on the labor of the students themselves. Summary of Institutional Problems and Needs The following is not an all-inclusive list, but rather a statement of the most pressing problems and urgent needs. Problems: A) Appointments to the administrative post of Director General have proven to be very unstable. The high turnover in this position has led to inefficient and ineffective leadership over most of the past six to seven years. Appointments to this position by the Ministry often appear to have a political rather than a professional basis and past directors have not all been duly qualified for the post. B) C) D) 89 Relationships between the office of the Minister of Education and the Ciudad de los NinOs have not been cordial. There is the general feeling at the Ciudad that the Ministry neither understands nor appreciates their task and there have been a number of public denunciations of the Ministry made by the adminis- trative and professional staff of the Ciudad. It is felt that the Ministry ignores the established rules and regulations of the three centers in its relation- ships with them and that it does not have the best interests of the Ciudad de los NinOs at heart when making administrative appointments, fiscal appropri- ations, et cetera. Relationships between various administrative officers as well as between administrative officers and pro- fessional staff have been strained and antipathetic. This internal dissension has resulted in a lack of cooperation between the centers and the Director General and in an overall ineffective and inefficient operation of the Ciudad. The above administrative problems, coupled with poor facilities and inadequate financial support, have created an atmosphere of low morale among the E) F) 90 professional workers and have resulted in slowed- down and ineffective staff performance. The lack of adequate child protection centers in the Republic has led to the practice of admitting, and retaining for long periods, abandoned and forsaken children who ordinarily would not be eligible for - placement in an institution of this nature. In con- sequence, the Ciudad de los NinOs is not able to con- centrate its total efforts solely on that select portion of the population that requires reeducation of the type they provide. The appointment of unqualified personnel to various positions has resulted in low standards of perfor— mance and generally ineffective and inefficient practices and procedures. Needs: A) B) An increase in financial resources. The budget cut of $12,000 in 1963 has left the Ciudad with totally inadequate resources for the services they need to provide. The acquisition or construction of more adequate facilities for the Girls' Center and the functional reconditioning of the Observation Center. C) D) E) F) G) H) I) J) K) L) 91 The acquisition, for daily use by all centers, of clothing, shoes, bed linen, mattresses, pillows, furniture, dining room supplies and recreation equipment. The acquisition of common school supplies, books, desks, and equipment. A more organized and formal reeducation plan and program with coordination between various centers. An observation center for girls. More adequately trained staff. A comprehensive and continuous psychological evalu- ation program. Greater emphasis on the placement and follow-up of departing students. An effective public relations program. Research on causes and prevention of delinquency in Guatemala. Prevention centers. ***** 92 Escuela Santa Lucia History ang_2eve10pment The Santa Lucia School is the oldest of the estab- lishments now functioning under the patronage of the National Committee fer the Blind and Deaf-mute. The School for the Blind was founded in February, 1942 by the Girl Scouts Association, which directed and managed it during a three-year period. During its initial phase the bulk of the school's pupils were inmates from the Home for Invalids and the program develOped was primarily one of teaching the blind to read Braille. The first teachers were the Girl Scouts themselves who took charge of these students without any particular organization. At this time, children and adults, blind and deaf, of all ages and degrees of disability were treated together at the house of the Girl Scouts on a day-student basis only. The idea of forming a national committee in charge of all problems arising from blindness and deaf-muteness soon grew. Thus, in 1946, the National COmmittee for the Blind and Deaf-mute was created for the purpose of giving attention to this type of disability. This national committee is "an autonomous entity, of private enterprise, charged with 93 directing the work done in Guatemala in favor of those de- prived of sight and hearing'5(12). Upon assuming responsibility for this social service program, the committee acquired the proPerty where the school is now located, and established it as a residential insti- tution. Initially, blind and deaf ranging in age from seven to adult were housed in the same building. In 1960, however, a separate school for the deaf-mute was established, as well as a rehabilitation center for blind adolescents, and en- rollment at the Santa Lucia School was restricted to blind children between the ages of seven and fourteen years. The school's objective is "to fulfill the task of educating blind children from kindergarten through primary school, in the belief that they have the right to be educated, so as to contribute to Guatemala's cultural inheritance with their achievements as useful citizens" (12). Stadent Population No records exist regarding the first years of the school's Operation. It was not possible to establish the- number of pupils with which the school started, however, it is known that initially they were of various ages, seven to adult, possessed various types of disabilities and were of both sexes. 94 At present, only children from seven to fourteen years of age who possess no disability other than blindness are accepted. The number of students enrolled and graduated by years since 1958 are shown in Table 10. Enrollment by grade level and sex in 1962 is presented in Table 11. Enrollment by age level in 1962 is presented in Table 12. Table lO.--Students enrolled and graduated by years since 1958:. Escuela Santa Lucia. 4"” Year Enrolled- Graduated 1958 45 5 1959 49 7 1960 56 5 1961 60 8 1962 48 5 1963 48 ___(-ial) ’ (a): ’ Category not applicable. Of a total enrollment of 48 pupils in 1962, 32 were classified as blind, 12 as partially sighted and 4 as blind and emotionally disturbed. In addition, 19 were listed as residing in Guatemala City while 29 were shown as residents of various departments. Only 5 were considered day students, however, the remaining 43 being classified as residential. 95 Table ll.--Enrollment by grade level and sex in 1962: Escuela Santa Lucia. Grade level Male Female Pre-primary l 6 Grade one 5 3 Grade two 3 3 Grade three ——- --- Grade four Grade five Grade six l-‘Nl—‘OW Pre-vocational Special class for emotionally disturbed 3 l (a)Category not applicable. Table 12.--Enrollment by age levels in 1962: Escuela Santa Lucia. Age level Number of students 4-6 4 6-8 11 8-10 11 10-12 9 12-14 6 14-16 4 16-18 3 96 In order to be admitted to the Santa Lucia School the following entrance requirements must be met: A) Age between 3 and 14 years B) An ophthalmological examination C) A complete medical examination D) Psychological and psychiatric examinations E) A socio-economic report. No tuition or fees are charged students who attend the Escuela Santa Lucia and professional services such as medical and psychological are provided free of charge by spe- cialists attached to the school's professional staff. As can be noted in Table 10, both the numbers of students enrolled (ranging from 45 in 1958 to 60 in 1961) and the numbers of students graduating (ranging from 5 in 1958 to 8 in 1961) have remained fairly stable over the past four years. This is largely due to the fact that enrollment at the school is a function of the financial well—being of the Central Committee for the Blind and-Deaf rather than a func- tion of need or desire for services by the general population. In addition, it is the opinion of the school's director that unless the present financial situation of Guatemala notably improves, which would make itself felt in the school's weekly sale of lottery tickets, no increase in enrollment over the next five to ten years can be expected. 97 Professional Personnel The technical staff of the Santa Lucia School is comprised of a technical director, seven full-time grade teachers, seven part-time teachers of special subjects, and five part—time professional service personnel, i.e., psy- chologist, child psychiatrist, social worker, dentist, and physician. The characteristics of age, sex, marital status, full—time or part-time, number of hours worked, salary per month, years at school and average number of students per class for each of the above staff members are presented in Table 13. Complete data on the seven part-time instructors were not available. These special teachers are responsible for instructing the students in physical education, piano, singing, English, Braille, modeling and typing. They work an average of three hours a week and receive a monthly salary of $25 to $30. The training required by law for teachers at this institution is the successful completion of the program leading to the Certificado de Maestra—de—Educacion Premaria (Primary Teacher's Certificate). 98 Table 13---Characteristics of technical staff in 1962: Position Age Sex ::::::l Technical director 40-49 F S Teacher - Grade one 20-29 F S Teacher - Grade one 20-29 F S Teacher - Grade two 20-29 F S Teacher - Grade four 20-29 F M Teacher - Grade five 30-39 F M Teacher — Grade six 20—29 F M Librarian and teacher of Braille 20-29 F S Teacher of home economics 30-39 F M Social worker 40-49 F M Child psychiatrist 40-49 M M Psychologist 20-29 F 8 Physician 40-49 M M (a) (b) Data not available. Category not applicable. Escuela Santa Lucia- 99 Full-time Number of hours Monthly Number of stu- Years at Part-time worked per week salary dents per class the school F-T 60 $180 «4 (b) 10 F-T 34 70 5 2 F-T 34 70 8 2 F-T 34 90 6 4 F-T 34 90 6 8 F-T 34 87.50 3 .2 F—T 34 90 6 2 F-T 30 100 5 6 P-T 5 35 11 6 P-T 22 75 --- 4 P-T 4 . (a) --— 7 P-T 6 . --— 4 P-T 4 . . ——— 6 100 The qualifications for appointment established by the school are: A) possession of a Primary Teacher's Certificate, B) previous experience in the field of education, and C) the successful completion of an interview, with the director, in which the applicant's ideas and atti- tudes on special education and particularly blindness are examined and evaluated. All teachers at the school possess the necessary training required by law. In addition, four have received specialized training in the area of the blind in either Mexico, Chile or the Uhited States. This advanced training was made possible through one—year scholarships awarded by the National Committee for the Blind and Deaf—mute. Program apgaPrOgram Organization The Santa Lucia School provides the blind child the Opportunity to go from kindergarten through sixth grade. The school covers these primary studies in accordance with the established government requirements for public schools and the cycle of studies covers the school year followed by all public elementary schools. Many additional classes are also offered, due to the nature of the students' handicap 101 and the school's objectives. The special classes offered are Braille, reading and typing, activities of daily living (ADL), modeling, typing--conventiona1, English, instruction in mobility, piano and violin, home economics and manual arts, and physical education. In addition, there is a special class in which those students who have problems ad- ditional to blindness, e.g. emotional disturbances, are placed. Being residential in character, social, civic and religious activities are provided in addition to the regular academic curriculum. During vacations the children return to their homes and for this purpose a special training course for parents is offered. Although there is no formal student personnel program, as the child passes from grade to grade the teachers empir- ically attempt to provide him with the program and experi— ences which are best suited to his interests, aptitudes and abilities. When the student reaches the final stages of his program the social worker acts as his vocational counselor and placement officer, also on an empirical basis. All pupils are provided, free of charge, with room, board, and medical—dental care. Upon entrance to the school each student is given an intelligence test (Hayes-Binet (51)) 102 and a psychiatrist attends those cases referred to him by the teachers. Although additional psychological testing is unusual, a follow—up intelligence examination may be given in special cases. Administration and Organization The Santa Lucia School is an autonomous, private institution operating under the patronage of the National Committee for the Blind and Deaf—mute. The board of governance is referred to as the Tech- nical Council. This council is composed of the following six members: school director (chairman), executive director of the National Committee flxr Blind and Deaf-mutes, school physician, school psychiatrist, school social worker, and a teachers' representative. All are permanent council members except the teachers' representative who is elected on a yearly basis. The council rules on admissions and discharges, approves services and programs, attempts to solve technical and administrative problems and Serves as liaison between the school and national committee. The technical director (principal) of the school is its only executive or administrative officer. She is re- sponsible for the internal administration of the institution, 103 formulation of the budget, approval of expenditures, selec- tion of technical and non-technical staff, and theprocurement of necessary supplies, materials and equipment. Although the school is autonomous as regards internal administration and program planning, all major policy de- cisions and long range development plans are made by the executive director of the National Committee for Blind and Deaf-mutes and its board of directors. Finance The Santa Lucia School is a dependency of the National Committee for the Blind and Deaf—mute and its sole source of revenue is the National Committee. Money is al- 1ocated on the basis of a yearly budget presented by the school's technical director. The National Committee, how- ever, makes the final judgement regarding types of expendi- tures to be financed and amounts allocated to each. The National Committee's main source of income is the sale of tickets for a lottery which it conducts weekly. Private donations and the sale of goods produced by the blind are additional sources of revenue. The 1962 budget of the Santa Lucia School is pre- sented in Table 14. Categories of expenditures are shown as 104 Table l4.—-Budget of Escuela Santa Lucia in 1962. category Of expenditure exgzng:Zre ex:::diiure Salaries of technical and teaching staff $ 1,750 $ 21,000 Salaries of administrative personnel 530 6,360 Food for children 629 7,548 General expenses 150 1,800 School materials 100 1,200 Linen and clothing 200 2,400 Teaching materials _ 30 600 Specialized teaching materials ___(a) 2,000 Mending and making new clothes 100 1,200 Medicines 40 480 Transportation of students 20 240 Maintenance of building 50 600 Kitchen and dining room materials 50 600 Furniture maintenance and supply --- 1,000 Electricity 150 1,600 TOTAL $ 3,799 $ 48,628 1 (a)Category not applicable. 105 they appeared in the original budget prepared by the technical director. Although this budget refers specifically to 1962, with minor changes it represents the school's budget for the past four years. Facilities The Santa Lucia School occupies a tract of land two manzanas in size (one manzana equals approximately one square block). It is located in a sparsely settled residential zone of Guatemala City and is well removed from all heavily traveled streets and loud external noises. The school is of concrete construction, approximately 16 years of age, and in excellent repair both internally and externally. The building, which was originally designed for the purpose it is now serving, consists of two distinct sections and has a total of 41 rooms. The front section of the building has one story and contains the majority of the school's 13 classrooms. These classrooms are laid out sys- tematically on either side of a large hallway and allow the blind child to achieve optimum independent mobility. The two-story rear section of the school houses a few additional classrooms, a library, the kitchen, dining rooms and the dormitories. 106 The school was designed for use by approximately 80 children in terms of both classroom and dormitory space. The classrooms and dormitories are more than adequate in size and are well lighted, both naturally and artificially. In addition, there are spacious, unobstructed play areas in both the front and rear of the school. In general, this building possesses high functional utility as a residential school for the blind. There is no formal instructional materials and equip- ment inventory at the school; however, it is safe to say that the Santa Lucia School is the best equipped special edu- cation institution in Guatemala and probably all Central America. There are sufficient numbers of Braille writers, typewriters, record players and tape recorders, Braille text— books, musical instruments and special instructional aids such as Braille globes and relief maps. In addition the school possesses a large reference library. This library is of great importance to the Santa Lucia School since class in- struction is supplemented heavily by reference material from this library. The library contains over 800 volumes in Braille, including material covering all the primary courses taught at the school. Books covering the most famous liter- ary works and children's poetry are available as well. 107 In addition to the Braille volumes described above, the library also contains an extensive record section which has approximately 240 long playing albums. These records are divided among popular, romantic, classic and children's music. There are also a number of Talking Books and other types of tapes available. Much of the material contained in the library repre- sents donations to the school by such international organi— zations as the American Foundation for Overseas Blind. Summary of Institutional Problems and Needs The following is not to be considered an all inclu- sive list, but rather a statement of the most pressing pro— blems and urgent needs. Problems: A) Dissatisfaction among the teaching staff is wide— spread due to the difficulty of the task required and the length of working hours in relation to salary received. The salary range per month for 'full-time teachers is $70 to $100 per month, with only one of the seven instructors receiving $100. This salary is well below that received by equally qualified teachers in public schools. As a result, B) C) 108 staff morale is low and they usually leave when a better position becomes available. The lack of funds is manifested not only in low salaries but also in the inability of the school to function to capacity. The school is well appointed physically and could comfortably and adequately accommodate more than 80 students; however, due to lack of funds, only 48 pupils are enrolled. The lack of acceptance by public schools of the qualified and capable graduates from Santa Lucia makes it impossible for them to obtain additional education. Public school teachers often possess no realization of the possibilities that exist for edu- cating this type of child and usually are fearful and/or rejecting when approached on this matter. In addition, it is the opinion of the director and the majority of her staff that persons from the Ministry of Public Education and the Technical Council of Edu- cation lack knowledge and understanding regarding these children and consequently demonstrate immature attitudes and little cooperation in respect to edu- cational activities on behalf of blind children. D) E) F) G) 109 The lack of training facilities in Guatemala and the unavailability of trained and qualified personnel in the field of the blind limits the school's program development and standards of achievement. The lack of materials necessary for educating the blind in Guatemala and the necessity of importing them from the United States at high cost greatly limits the school's ability to acquire essential and specialized teaching aids and equipment. Lack of vocational Opportunities for qualified grad- uates, negative attitudes on the part of employers regarding the occupational competencies of the blind, and the uneducated attitude of society in general re— garding the nature of blindness and the character— istics and abilities of blind individuals put severe limitations on the school's program development. Finally, the unwillingness and/or inability of most parents to continue with the necessary program of activities when the child leaves the school frequently results in the child regressing to a much lower level of functioning and achievement than he possessed while enrolled in school. 110 Needs: A) B) C) In previous years the National Committee has provided overseas scholarships for specialized study in the education of the blind; however, they have been un- able to sustain this program due to lack of funds.‘ Due to the absence of facilities in Guatemala for this type of training, a reinauguration of this pro- gram appears desirable. An increase in teachers' salaries appears not only desirable but necessary in order to continue to at- tract and hold the most qualified persons available. With little exception, the present building, grounds and facilities are adequate for current and antici- pated enrollment and services. In addition, the availability of most common teaching supplies seems to be sufficient. However, materials of the fol- lowing nature appear to be desirable for a more ade- quate program: 1. Additional specialized teaching equipment such as Perkins Braille Writers, tape recorders, typewriters, et cetera. 2. Additional special instructional aids such as Braille maps, rulers, clocks, et cetera. D) 111 3. Additional Braille texts and reference books, particularly in the fields of natural science and mathematics. 4. Material for home economics courses, such as cloth, Braille tape measures and sewing machines and additional tools for the manual arts classes, especially electric.u In the area of program and services the following can be recommended: 1. More comprehensive and frequent psychological testing and counseling. 2. More intensive vocational counseling and greater emphasis on vocational placement activities. 3. An effort towards increasing the number of day students in relation to boarding students. 4. An attempt to partially integrate capable stu- dents into public school classes while they are still attending Santa Lucia. This might ease their transition into public schools upon gradu- ation and serve to educate public school teachers regarding the characteristics and capabilities of blind children. E) 5. 112 A more intensive parent education program in order to maintain the achievements of the school during vacations and when the children graduate or leave for other reasons. A public relations program aimed at educating employers, public education officials and teachers, professionals and the public in general as regards the nature and characteristics of blindness. In respect to adequacy of personnel, the following additional staff members appear desirable: 1. 2. Vocational guidance and placement counselor. Braille specialist for both teaching and tran— scribing. Additional grade teacher--preferably one with experience in the area of retarded and/or dis- turbed for the school's special class. A psychologist on at least a one-half time basis (currently the psychologist devotes only six hours per week to the school). *,**** 113 Escuela Fray Pedro Ponce de Leon Historygand_Qevelopment The Fray Pedro Ponce de Leon School was founded by, and continues to function under the auspices of, the National Committee for the Blind and Deaf-mute of Guatemala (Comité Nacional Pro-Ciegos y Sordomudos de Guatemala). This school for the deaf-mute initiated its activities empirically in the premises now occupied by the Santa Lucia school for the blind. No organized program for this type of child existed, however, and the assistence given them was limited almost wholly to maintenance and health care. In January of 1960, through the initiative of the National Committee and the teachers then working with these children, pr0perty was obtained and the present school for the hearing impaired (i.e., deaf-mutes) was created. The clientele which attended this new school was extremely varied since the founders envisioned the institution as a center where children and adults with all types of ear or speech defects could seek help. Experience demonstrated, however, that this was not a feasible arrangement and admission was regulated so that at present only children between the ages of 3-1/2 and 12 years are accepted. 114 Student Population Of the school's total enrollment of 92 pupils in 1962, 65 were classified as deaf and 27 as aphasic. In addition, 66 students were listed as residing in Guatemala City while 26 were shown as residents of various departments. However, only 53 were day students, the remaining 39 being classified as residential. The number of students enrolled and gradu- ated, by years since founding, are shown in Table 15. Table 15.—-Students enrolled and graduated by years since founding: Escuela Fray Pedro Ponce de Leon. Year Number enrolled Number graduated 1960 68 2 1961 85 l 1962 92 9 1963 98 ---(a) (a)Category not applicable. The educational program of the Fray Ponce de Leon school is divided into three language levels, with three stages at each level. Each stage is one year in length;. thus the complete program requires nine years for completion. Due to the fact that the school has only been in operation 115 for less than four years, student enrollment is not yet dis- tributed throughout all stages of the nine year program. Pupil placement, by language level and stage of pro- gress, for the 1962 school year is shown in Table 16. The age ranges of the students for the same period are presented in Table 17. Table l6.--Enrollment by language level and sex in 1962: Escuela Fray Pedro Ponce de Leon. Language level Male Female Pre-school 10 11 First language level first stage 5 3 second stage 0 0 third stage 0 0 Second language level first stage 24 13 second stage 8 third stage 12 4 Third language level first stage 0 second stage 0 0 third stage 0 0 116 Table l7.--Enrollment by age levels in 1962: Escuela Fray Pedro Ponce de Leon. Age level Number of students 3-6 21 6-8 18 8-10 13 10-12 13 12—14 13 14-16 14 16—18 0 Size of enrollment at the Fray Pedro Ponce de Leon school is a function of physical capacity and the financial well-being of the National Committee for the Blind. and Deaf- mute. It is the opinion of the researcher that the school is currently functioning at the limit of its physical capa- city and it is the Opinion of the school's director that no additional operational monies may be anticipated for the near future. Therefore, over the next three to five years, little or no change is likely to occur in the above enrol- lment figures. The school's entrance requirements stipulate that in order to be accepted a child must: 117 A) be between 3 and 12 years of age, B) be in good health, C) have a family that is responsible for him, D) have normal intellectual ability, E) successfully complete the school's diagnostic examination. The diagnostic team includes an audiologist, otorhino- laryngologist, pediatrician, psychologist, child psychia- trist and neurologist. No children with mental deficiencies. neurological disturbances or complicating handicaps are ac- cepted. All examinations are given by the school free of charge. Professional Personnel The technical staff of the Fray Pedro Ponce de Leon school is comprised of a technical director; eight full-time grade teachers, two full-time auxiliary teachers (teachers who reside permanently at the school), three part-time teachers, and five part-time professional personnel, i.e., psychiatrist, psychologist, social worker, pediatrician and audiologist. The characteristics of age, sex, marital status, full or part-time classification, number of hours worked, salary 118 per month, years at school and average number of students per class for each of the above staff members are presented in Table 18. The training required by law for teachers at this institution is the successful completion of the program leading to the Certificado de Maestra de Educacion Premaria (Primary Teacher's Certificate). The qualifications for appointment established by the school are: A) possession of Primary Teacher's Certificate, B) two years' minimum experience with hearing children, C) the demonstration, during a two months' trial period, of interest, ability and vocation for working with deaf children. Due to low salaries, lack of Opportunity for ad— vancement and the difficulty of the task required, the above criteria cannot always be adhered to when selecting personnel. There are many applicants but few possess the necessary qualifications. All members of the technical staff at the Fray Pedro Ponce de Leon school possess the training required by law. However, only three of the 13 teachers have received special training in the education of deaf and aphasic children. In 119 Table 18.--Characteristics of technical personnel in 1962: Position Age Sex :i::::l Teacher 20-29 M S Teacher 20—29 F S Teacher 20-29 F S Teacher 20-29 F M Teacher 30-39 F M Teacher 30—39 F M Teacher 20-29 F S Teacher 20-29 F S Teacher (auxiliary) 20-29 F 8 Teacher (auxiliary) 20—29 F S Teacher 20-29 F S Teacher 30-39 F M Phys. ed. teacher 20—29 M M Phono-audiologist 30—39 F S Psychiatrist 40-49 M M Pediatrician 40-49 M M Psychologist 20-29 F S Social worker 40-49 F M (a) Data not available. (b) Category not applicable. 120 Escuela Fray Pedro Ponce de Leon. Fullétime Number of hours Monthly Number of stu- Years at Part-time worked per week salary dents per class this school F-T 34 $90 6 4 F-T 34 70 5 1 F-T 34 90 7 4 F-T 34 90 8 4 F-T 34 90 8 4 F—T 34 110 6 4 F-T 34 110 8 4 F—T 34 110 8 4 F-T 63 75 10 1 F-T 63 75 7 1 P-T 24 110 10 3 P-T 24 9o 9 2 P-T 6 ...(a) .. 4 P-T 1-4 30 ---(b) 6 P-T 6 50 --- 4 P-T 4 ... --— 6 P—T 10 ... --- 3 P-T 22 75 --- 4 121 one case this training was received at the Central Institute for the Deaf in St. Louis; in the other two instances the training was received at the Instituto Mexicano de la Audicion y el Linguaja (Mexican Institute of Speech and Hearing) in Mexico City. The special training, in all three cases, was made possible through one-year scholarships pro- vided by the National Committee for the Blind and Deaf—mute of Guatemala. PrOgram and Program Organization The Escuela Fray Pedro Ponce de Leon is an oral school for deaf and aphasic children. In 1962, the 65 deaf and 27 aphasic students enrolled were distributed among 12 classrooms and attended by 13 teachers. Of these 13 teachers, only three possessed special training in the education of deaf and aphasic children. For teaching purposes, all children admitted to the school are classified into various groups. In making the classification, the following considerations are taken into account: A) the diagnosis of the otOlogist and audiologist, B) the physical and approximate mental age of the student, 122 C) the attitudes and aptitudes manifested by the student during a trial period, D) any special characteristics or problem the student may possess as a result of lesions or cerebral traumas. The school's educational program is organized into three language levels with three stages at each level. One year is required to complete each of the nine stages; thus- the entire program spans a period of nine years. The content of the program is essentially the training of the students to speak and communicate through oral language. However, the school does follow the public school curriculum up to about the third grade level. Theoretically, when a student completes the nine—year program of the Fray Pedro Ponce de Leon school, he should be able to continue with the fourth grade in any public elementary school. This assumption has yet to be verified, however, since to date no student has completed the school's entire nine—year program. The special instructional techniques employed by all teachers while carrying out the above program are Dr. Gold- stein's multisensorial method for the deaf and Miss Mildred McGinnis' method of association for aphasics (16,5). 123 In addition to the formal educational program, stu- dents are given medical, psychological and psychiatric atten- tion; provided with room, board and clothing (free of charge); and instructed in recreational, civic and cultural activities. -All activities carried out at the Escuela Fray Pedro Ponce de Leon, in the words of the director, have the primary ob- jective of "developing through integral education harmonious personalities in order that the students may develOp as use- ful elements of society and be able to fend for themselves in the exercise of their duties and rights as Guatemalan citizens." Administration and Organization The Fray Pedro Ponce de Leon school is an autonomous, private institution Operating under the patronage of the National Committee for the Blind and Deaf-mute. The board of governance is referred to as the Tech- nical Council. The council is composed of the following eight members: director of school (chairman), executive director of National Committee for the Blind and Deaf—mute, otOlogist, psychiatrist, social worker, psychologist, medical director of National Committee for the Blind and Deaf-mute and a representative of the teaching staff. -All are perman- ent council members except the teachers' representative who 124 is elected on a yearly basis. The council rules on admissions and discharges, formulates program and service plans and policies, oversees the general Operation of the institution and serves as liaison between the school and the National Committee. The technical director (principal) is the school's only executive or administrative officer. She is responsible for the internal administration of the institution, i.e., formulation of the budget, approval of expenditures, selec- tion of technical and non-technical personnel, procurement of necessary supplies, materials and equipment, et cetera. Although the school is autonomous as regards internal administration and program planning, all major policy de- cisions and long range development plans are made by the ex— ecutive director of the National Committee and its board of directors, since it is they who ultimately determine budgetary allowances and limitations. Finance The Fray Pedro Ponce de Leon School is a dependency of the National Committee for the Blind and Deaf-mute of Guatemala. Monies are allocated on the basis of a yearly budget prepared by the technical director of the school. 125 The National Committee, however, possesses the final author- ity in regards to both individual budgetary items and total expenditures. The National Committee's main source of income is the sale of tickets for its weekly lottery. Private do- nations and the sale of goods produced by the blind are additional sources of income. The 1962 budget of the Fray Pedro Ponce de Leon school is presented in Table 19. Cate— gories of expenditures are shown as they appear in the original document. Although this budget refers specifically to 1962, with minor changes it represents the school's budget of the preceding two years as well. Table 19.--Budget of Escuela Fray Pedro Ponce de Leon in 1962. Category of Expenditure Amount of expenditure Food $ 5,031.31 Clothing 238.42 Medicine .(a) Salaries 20,962.97 Other costs 5,309.00 TOTAL $ 31,541.70 Cost per day per child 2.00 (a) Magnitude nil. 126 Facilities The property which the Fray Pedro Ponce de Leon school occupies is one-fourth of a manzana (one manzana equals approximately one square block). The school is lo- cated in a densely populated area of Guatemala City and is adjacent to heavily traveled streets and avenues. There are two separate buildings serving the needs of the school with- in this property. One building, purchased with the property in 1960, contains the administrative office, dormitories, dining room and one classroom. It is of concrete construction and al- though over 16 years of age, it is in good repair--both in- ternally and externally. This building, originally designed for use as a residential dwelling, is limited in its func— tional utility as a school facility for deaf children. Space is at a premium throughout and sanitary facilities are minimal. The dining room is small and crowded and bunkbeds are required to accommodate the 39 boarding students in the five small rooms which now serve as dormitories. When the National Committee for the Blind and Deaf- mute adOpted the pr0perty for use as a special school for the deaf, a section of 12 classrooms was constructed adjacent to the building described above. Although originally 127 designed to be temporary in nature and constructed of light wood, these classrooms have now been adopted for permanent use. A rather unique design feature of all 12 classrooms is the absence of a fourth wall. This building can perhaps best be described as a large lean-to type structure which has been partitioned into 12 separate classrooms. Although these rooms are small, the limited number of children per classroom (four to nine) renders them functional in this re— spect. However, their open-sided characteristic and the re- sultant inconveniences due to loud external noises, dust, wind, rain and other general weather changes obviates any ad- vantages they might possess. In addition, for an insti— tution where electronic equipment could play a major educa- tional role, the absence of electricity in the classrooms is significant. No formal inventory exists and the availability of even the most common supplies may be described as minimal. Almost all instructional materials used at the school are produced by the teachers and students themselves. These materials consist principally of flash cards and notebooks depicting word—picture relationships. No printed books are available; however, popular magazines are used whenever pos- sible. The only other instructional material available 128 consists of paper, pencils, and blank notebooks, all in limited quantities. No instructional equipment is available to the 12 classrooms located in the "temporary" structure. Nor would .it be feasible to place expensive equipment, if available, in these classrooms due to their open exposure to the weather. In the main building, however, there is a class— room which is equipped with a Maico, model MT-l, group hearing aid. This electronic apparatus consists of nine individual earphone sets, a microphone for the teacher, and a turntable for records. No other instructional equipment is available. Summary of Institutional Problems and Needs The following should not be considered an all in— clusive list, but rather a statement of the most pressing problems and urgent needs now existing at the Fray Pedro Ponce de Leon school. Problems: A) Dissatisfaction among the teaching staff is wide- spread due to the difficulty of the task required and the length of working hours in relation to salary received. The average salary per month for a full-time teacher is $90. This salary is below B) C) D) E) 129 that received by equally qualified teachers in the public schools. A high turnover rate among residential (auxiliary) teachers. It has been very difficult for the school to find qualified teachers, especially males, who will reside at the institution. As a result, it is often necessary to replace the personnel holding these positions two or three times during one aca- demic year. The unavailability of trained and qualified in- structors and the absence in Guatemala of facilities for the training of special education personnel have limited the school's program development in terms of both sc0pe and standards of excellence. The lack of adequate space, facilities and special materials and equipment has a restricting influence on the further improvement of educational techniques and levels of achievement. The unavailability, in Guatemala, of the special electronic equipment needed for a comprehensive edu- cational program and the high cost of importing this equipment from the United States greatly limits the F) 130 school's ability to acquire even the most essential teaching aids and audiometric equipment. As was also the case at the school for the blind, the lack of acceptance by public schools, employers and society in general of the qualified and capable graduates of the school for the deaf renders the further education and/or employment of these children unlikely. Needs: A) B) In previous years the National Committee for the Blind and Deaf-mute of Guatemala has provided over- seas scholarships for specialized study in the edu- cation of deaf and aphasic children; however, due to lack of funds they have been unable to sustain this program. In the light of Guatemala's continued lack of training facilities in this area, a reinauguration of these scholarships at the earliest possible date appears desirable. The need for more adequate facilities is of prime importance to this school. This need is not limited to classroom space only, but includes dormitory, dining room, administrative and recreational areas C) D) 131 as well. Estimated on the basis of current appli- cations, any new facilities constructed or acquired should provide for an enrollment of at least 200 students. The needs of the Fray Pedro Ponce de Leon school in the area of supplies and equipment are extensive. Currently even the most basic educational materials, e.g. pencils, paper, books, are in very limited supply. Examples of the types of supplies and equip- ment needed are: textbooks covering appropriate aca- demic subject matter and grade levels, visual aids, recreational equipment, individual hearing aids and other special apparatus needed for the acoustical training of deaf children. In the area of programs and services, the following extensions and additions appear to be desirable: l. A more extensive and intensive psychological testing and counseling program. 2. The initiation of a vocational counseling, training and placement program. 3. A program of partial integration of capable stu- dents into public elementary schools. This pro— gram would ease the students transition into the E) 132 public schools upon graduation and might also serve to combat the uneducated attitudes and beliefs held by many throughout the pOpulation concerning the characteristics and abilities of deaf children. Finally, in order that the school might most ade- quately accomplish its stated goals and objectives, the following additional staff members appear to be indicated: 1. An auxiliary teacher. 2. Vocational guidance, training and placement personnel. 3. The services of a psychologist on at least a one— half time basis. 4. A secretary. (The technical director currently spends much of her time doing routine secretarial tasks.) ****** 133 Instituto Neurologico History and Development The Neurological Institute of Guatemala was founded in 1961 as a direct result of the initiative of its current medical director, Dr. Roberto Rendon. ~A practicing neurol- ogist and pediatrician, Dr. Rendon became acutely aware of the needs and problems of the children in Guatemala suffering from psychoneurological disabilities and felt the need for an institution which would be dedicated to their treatment and education. Through the organization of an initial supporting nucleus of 50 parents and professionals and after receiving the support of the Rotary Club of Guatemala, Dr. Rendon was able to have the institute granted legal status and initiate its activities in July, 1961. The institute was conceived as a "private, non-profit institution with no religious or governmental affiliations whose services would be dedicated to the public in general" (46).. The institute's stated purposes and objectives upon founding were the following: A) To establish and develOp programs which will provide therapeutic physical and mental rehabilitation for children and adults suffering from such psychoneuro— logical afflictions as cerebral palsy, epilepsy and the various forms of mental retardation. 134 B) To assist such persons in every way possible to be- come self-sufficient and useful members of society. C) To counsel and assist the parents and relatives of such persons in solving their individual problems and coordinate their efforts and activities so that they will provide the greatest benefit for the af— flicted persons. D) To develop a better understanding of the problems of persons so afflicted among the general public. E) To become associated with similiar organizations in other countries for the purpose of promoting the cause of those afflicted. F) To solicit funds to meet the institute's present commitments and to proceed with the following impor- tant projects: 1. Clinics for diagnosis, treatment and general counseling. . Centers for special education . Centers for vocational training . Supervised workshOps . Training farms . A residential hospital 0 prOpose and promote legislation in favor of af- flicted individuals (46). I-JO‘Ulnh-UAN G) At the present time the program of the Neurological Institute is limited to special educational activities on be- half of mentally retarded children. Due to budgetary limi- tations, there exist, at present, no specific plans for the development of the various other programs and activities de— scribed above. Student Population The Neurological Institute was founded in July of 1961; therefore, enrollment statistics for a complete academic year are available for the year 1962 only. 135 In 1962, a total of 19 students were enrolled at the Institute.‘ All 19 students resided in or near Guatemala City and attended the institute on a day student basis. There have been no graduates since founding nor have any students left the institute for other reasons. For instructional purposes, the students are divided into 5 groups. The number of students in each group, their approximate 1.0. range and their sex are shown in Table 20. Enrollment by age levels is shown in Table 21. Table 22, prepared by the staff psychologist, presents the types of disabilities possessed by the students and the number posses- Sing each disability. Table 20.--Student enrollment at the Neurological Institute in 1962 by class, 1.0. range and sex. Class 1.0. range M Sex F Group A 30-60 4 1 Group B 50-60 4 2 Group C 70-80 2 . Group p 65-75 .(a) 2 Group E 55-65 3 l (a) Magnitude nil. 136 Table 21.--Enrollment by age levels in 1962: Neurological Institute. Age level Number of students 4—6 2 7-8 9—10 11—12 13-14 15-16 17-18 19-25 2 Nl-‘ubNO‘ .(a) (a) Magnitude nil. Table 22.--Types and number of disabilities in 1962: Neurological Institute. Type of disability Number of students Mental retardation 19 Mental retardation and physical defects 5 Mental retardation and speech defects 11 Mental retardation and convulsive disorders 3 Mental retardation and emotional disorders 19 137 At the present time, the Neurological Institute pos- sesses no formal written admission requirements. Eligibility for service is determined on an individual basis after an examination by the medical team of the institute. It has been unofficially established, however, that an individual must exhibit potential for education and/or training and be between the ages of 5 and 50 years. Economic requirements may be said to exist in that fees are charged. Based upon ability to pay, the fees vary from $5 to $65 per month. Professional Personnel The technical personnel of the Neurological Institute include a director of special education, two class teachers and a psychologist. In addition to the above salaried per- sonnel, the following professionals volunteer their services approximately three hours each week: pediatrician, psychi- atrist, orthopedist, neurologist and physical therapist. In Table 23, the following characteristics of the technical personnel are shown: age, sex, marital status, full-time or part-time, number of hours worked per week, salary per month, number of students per class and years at the institute. 138 Table 23.-—Characteristics of technical personnel in 1962: . . Marital POSltlon Age Sex status Director of Special Education Center and Teacher Teacher Teacher Psychologist Neurologist and Medical Director of Institute Psychiatrist Pediatrician Child psychiatrist OrthOpedist Physical therapist 20-29 less than 20 less than 20 20-29 30-39 30-39 30-39 30-39 30-39 30-39 (a) Category not applicable. Neurological Institute. 139 I Full—time Number of hours Monthly Number of stu- Years at Part-time worked per week salary dents per class institute F-T 35 $200 6 1-1/2 F-T 30 120 7 less than one F-T 30 120 6 less than one P-T 22 80 ___(a) less than one P-T 20 volunteer --- 1-1/2 P—T 3 volunteer --— 1—1/2 P-T 3 volunteer --- 1-1/2 P-T 3 volunteer --- 1—1/2 P-T 3 volunteer --- 1-1/2 P-T 3 volunteer --- 1—1/2 140 The medical director of the Neurological Institute is elected for a two-year term by the General Assembly which consists of all the institute's members. He cannot be re— elected for more than one additional term. Teachers and other professional staff members, e.g. psychologist, are selected after an interview with the medi- cal director. Their initial appointment is for a three- month trial period only, during which time aptitude and ability must be satisfactorily demonstrated. No official criteria exist regarding the selection of technical personnel other than their possession of an apprOpriate degree (for teachers, a primary teacher's certificate-—for other profes- sionals, a university degree) and an "expressed desire to work vigorously and efficiently with children who possess psycho-motor handicaps" (46). The training required by the Ministry of Public Edu- cation for teachers at this institution is the completion of the public school program leading to the Certificado de Maestra de Educacion Premaria (primary teacher's certificate). Although none have received training beyond that required by law, all teachers at the Neurological Institute do possess the specified primary certificate. 141 The medical director of the institute is acutely aware of the need for specially trained and competent teachers and he has taken concrete steps toward acquiring such person- nel. Salaries at the institute are equal to or above those offered in public schools for equally qualified personnel (a situation that is unique in the field of special education in Guatemala), while teaching loads and number of working hours are less than those found in the public schools. As a result of this situation, the medical director hopes to ac- quire and hold capable individuals and instill in them a de- sire to specialize in the education of the mentally retarded. In addition, arrangements are now being negotiated for a teacher-exchange program with a private institution for the retarded in California. According to this pending agreement, there will be a yearly exchange of one teacher between each institution. It is hOped that the in-service training abroad coupled with the insights gained from the visiting California teacher will significantly improve the quality of the insti- tute's instructional program. Although none have had previous experiences in the field of special education, the medical volunteers of the Neurological Institute are all highly trained and qualified individuals. For example, the present medical director 142 received his M.D. from the University of San Carlos of Guate- mala, was a resident in pediatrics for two years at the University of Michigan Medical Center and is currently a member of the American Board of Pediatrics. In addition, he received an M.S. in neurology after serving as a neurological resident for an additional three years at the same medical center. The other volunteers have received equally special- ized training in their respective fields of practice. Program and Program Organization The program and instructional techniques at the Neu- rological Institute are in the process of evolving. Due to a lack of training and experience on the part of the teachers, an empirical approach has been used to date. Initially an attempt was made to follow the national elementary curriculum using the traditional lecture-type approach; however, this proved unsatisfactory and they are now in the process of adapting the California WOrk-Unit technique to their partic- ular situation (2). Although this approach is suitable for many of the children at the institute, the teachers' lack of training in its methodological procedures and the absence of materials needed for diversifying its presentation have prevented the technique from producing totally satisfactory and efficient results up to the present time. 143 In general, the institute is attempting to develop the public elementary school program from kindergarten through second grade. For instructional purposes the children have been classified into the following five groups: Group Ar-kindergarten Group B--instruction in reading and writing Group C—-instruction in first year elementary program Group D—-trainable Group E--instruction in second year elementary program. It is planned that the students who are currently receiving instruction at the second year level will continue with the third grade in a public school. In the future the institute hopes to provide instruction at the third, fourth and fifth grade level as well. When the students are admitted to the institute they are given a battery of psychological tests which includes the Stanford-Binet, Rorschach and Children's Apperception Test (1,47,51). Follow-up examinations are given yearly there- after. Administration and Organization The board of governance, known as the Junta Directiva (Board of Directors), is composed of the following members: 144 chairman, vice-chairman, general secretary, assistant secre- tary, treasurer, assistant treasurer, medical director, four regular members and the executive secretary. Members of the board are elected by the General Assembly, which consists of all the institute's members, for a two—year term of office with 50% being replaced on alternative years. No member of the board, with the exception of the medical director, can be re-elected until at least one year after his term expires. The medical director can be re-elected for one additional two-year term. Among the functions of the Board of Directors are the following: A) Formulate the budget and work-plan required by the institute. B) Formulate the internal regulations of the institute. C) Accept donations and other gratuities and decide on 'the acquisition of real estate. D) Name all committees, commissions and delegations that are considered necessary. E) Call and direct the meetings of the General Assembly. F) Accept new members. G) Set a minimum fee for contributing members. 145 The chief administrative officer is the medical director. It is he who in reality makes most policy decisions and functions as the recognized voice of the institute. The executive secretary, director of the Special Education Center, and other professional personnel are under his direct supervision. As a private, non—profit organization, the Neurologi- cal Institute recognizes five types of memberships in the General Assembly: founding, active, contributing, honorary and correspondent. Founding members are those who signed the charter within six months after its initiation. Active members are those who donate their services to the institute free of charge, either continuously or period- ically over a one—year period. Contributing members are all those who in any way periodically contribute economically to the institute. Honorary members are those who have given distin- guished scientific, moral or economic service to the institute. Correspondent members are individuals who are not residents of Guatelama but desire affiliation with the institute. 146 The administrative organization of the Neurological Institute is presented diagrammatically in Figure 2. Figure 2.--Organization chart: Neurological Institute. LGeneral Assembly) [Board of Directors] LMedical Director] Executive Social Director of Special— Secretary Services Education Center [Volunteers] [Teachers] Finance The Neurological Institute is a private, non-profit organization. The 1962 budget totaled $12,800. Sources and respective amounts of revenue are shown in Table 24. Oper- ational expenditures are presented by category in Table 25. The budget is formulated by the Board of Directors and submitted to the General Assembly for approval. The ex- ecutive secretary may authorize expenditures up to the amount of $25. Capital outlays over $25 must be approved by the board. Major expenditures, e.g. buildings or land, must also be approved by the General Assembly. 147 Table 24.-—Revenue sources for 1962: Neurological Institute. Source Amount Tuition $ 6,300 Donations 2,000 Membership fees . 1,900 Concert and theater presentations 2,600 Table 25.-—Operational expenditures for 1962: Neurological Institute. Expenditures ~Amount Salaries--administrative personnel $ 2,400 Salaries--service personnel 6,720 Materials and equipment purchases 1,000 Overhead and maintenance 2,100 _ Tuition, based upon a sliding scale, is administered in accordance with the individual's ability to pay. In 1962 the amount of tuition charged individual students ranged from $5 to $65 per month with two students attending classes on a scholorship (no tuition) basis. 148 The institute's projected 1963 budget has been esti- mated at a total of $20,350. This represents a $7,500 in- crease in revenue over 1962. The additional funds are anticipated as profits from the sale of tickets to a lottery which the institute intends to initiate in March, 1963. With these additional funds the school plans to hire a social worker and teacher, increase the number of scholarship students attending the institution and acquire instructional materials. Facilities The Neurological Institute is located in Zone 1, a densely populated section of Guatemala City. This central- ized location, in regards to Guatemala City, has proven advantageous in view of the fact that the students of the institute must commute on a daily basis. The activities of the institute are conducted in a concrete, one—story, eight- room building which was originally designed for use as a residential dwelling. »Within the school there are four classrooms, two offices, a dining room (food is not served, however, students bring their own lunches), an examination room and a utility room. The building and classrooms, in terms of the school's current program and activities, are adequate in size but 149 limited in functional utility. For example, all rooms were initially designed for use as private living quarters and possess small windows which do not provide adequate venti- lation or illumination for classroom purposes. Other ex- amples are the lack of recreational or play area and limited sanitary facilities. Any judgment regarding the facilities of the Neurological Institute should be made not only in terms of its current activities but also with regards to the institute's stated objective of rapidly expanding and di- versifying the present program over the next few years. The instructional materials possessed by the institute are limited to a bare minimum, e.g., paper, pencils and note- books, and even these are in short supply. No reference books, textbooks, or any of the specialized materials nor- mally associated with schools of this type are available. Instructional aids are all teacher produced and limited to such items as flash cards and word-picture association charts. Summary of Institational Problems and Needs The following should not be considered an all in- clusive list, but rather a statement of the most pressing problems and urgent needs now existing at the Neurological Institute. 150 Problems: A) B) C) D) E) The unavailability of trained and qualified teachers has restricted the development of an organized edu- cational program with definite goals and procedures and has resulted in a low level of teacher productivity. The lack of adequate supplies, materials and equip- ment has prevented the development of anything more than a minimal program of educational activities. The lack of acceptance and understanding by parents, public schools, employers and society in general of the problems and needs of mentally retarded children renders the effective post-school integration and adjustment of these children difficult. The unavailability of hospital and other treatment services for children with neurological disabilities limits the effectiveness of the Neurological Insti- tute's services and prevents the comprehensive treat- ment of individual cases. Being of volunteer status and devoting only two to three hours a week of service to the institute, the various medical specialists on the institute's staff are unable to participate in any systematic therapy 151 programs. Their activities are limited almost en— tirely to the observation and evaluation of new applicants. Needs: A) B) Instructors who have received special training and experience in the education of mentally retarded children. In terms of current programs and services the present facilities of the institute are adequate in size and with some minor remodeling, functional as well. How- ever, in terms of projected growth, these facilities appear inadequate. For example, in 1963 an increase of $7,500 in revenue is anticipated; 30 additional students are expected to enroll; and a staff increase of one or more teachers and a social worker is planned. If growth of this nature does occur, new facilities will soon become necessary. The nature of the facilities that will be required is difficult to predict, however, because the institute has no formal development plans and its ultimate objectives are quite diverse in nature (see pages 133-134). A statement of priority in regards to the proposed pro- grams and services is necessary before a concrete [llllllnll’ll [{[,[ [Ill ’1 lllLrl I {I'll (I! (ll ll‘l‘llll‘ ’u‘ 1' I C.) D) 152 determination of needed facilities can be made. The needs of the Neurological Institute in the area of materials and equipment are extensive. Currently, even the most basic supplies are either totally un- available or in limited supply. Examples of the types of materials and equipment needed are: l. Textbooks and workbooks which cover appropriate academic material and are suited to the chrono- logical and mental ages of the students. 2. Materials for use in developing concepts, e.g., color, size, shape, number, et cetera. 3. Common supplies such as colored crayon, scissors, paper, glue, rulers, et cetera. 4. -AudiO-visual aids such as phonographs, tape- recorders, maps, et cetera. The educational program of the institute lacks organi— zation and direction. A specific organizational structure needs to be developed and definite ob- jectives and procedures determined. In addition, criteria need to be established for evalutating the program's effectiveness. E) 153 In regards to personnel, the Neurological Institubepos- sesses, "on paper," all the professional staff re- quired of an institution of this nature. However, the teachers are the only full-time personnel. Up to its present stage of develOpment, this arrangement was feasible and necessary. But if the institute's program should grow and expand as anticipated, volunteer workers could no longer adequately meet the need. The problem is not one of obtaining new types of personnel, but rather one of providing, on a more intensive basis, the services of those who are already available. With specific regard to teachers, the institute has established a maximum pupil-teacher ratio of seven to one as standard. Thus, as additional students are admitted, teachers would need to be hired in prOportion to the above ratio. ****** 154 Instituto de Retrasados Mentales The Instituto de Retrasados Mentales is a private school for mentally retarded children. The following report and analysis regarding this institution is more superficial than is desirable yet as comprehensive as possible under the circumstances. The personnel of the school were hesitant to supply the desired information. History and Development The Institute for the Mentally Retarded was founded in November, 1952 by its present Director, Mrs. Rosario de Solares. The program of the school was initiated with just two_pupils and for many years only those students who could pay the full $60 per month tuition were accepted. Today, enrollment has grown to 30 pupils and individuals of medium and low economic circumstances are sometimes accepted on a sliding fee basis. When founded, the school was located at Villa Ospena, in Zone 13 of Guatemala City, and possessed grounds of more than a square block in area. However, because of precarious economic resources, the school has been forced to make three subsequent relocations with each relocation reducing the size and quality of the premises. The original purpose and f {It}!!! (I‘ll . V 155 objective of the institute, "to provide non-profit service to the community in the area of the education of mentally retarded children," has remained unchanged, however, as has the nature of its program and organization. Student POpulation In 1962 the institute had a total enrollment of 30 pupils. The I.Q.'s of these students ranged from 45 to 80 while their chronological ages ranged from 7 to 17 years. All 30 students were classified as mentally retarded by the school psychologist and five were listed as possessing con- vulsive disorders as well. Although 28 students were con- sidered residents of Guatemala City and only two as residents of the various departments, ten of the pupils lived at the institute on a residential basis. No formal admission requirements exist and the elibi- bility of each case is determined on an individual basis by the director. The child must be considered educable, however, and fall within the chronological age limits of 6 to 18 years. A further admission requisite is the possession of suf— ficient economic resources to cover the cost of tuition and services. 156 In regards to projected enrollment, the director of the institute feels that due to continuing financial diffi- culties, no increase in student enrollment can be antici- pated in the foreseeable future. There is even the possi- bility, she feels, of a decrease in the institute's total student population during the next few years. Professional Personnel The technical staff of the school is comprised of a director and three teachers. The services of a psychiatrist are obtained on a consultative basis. In Table 26 the following characteristics of the technical staff are pre- sented: age, sex, marital status, full-time or part-time, number of hours worked per week, salary per month, number of students per class, and years of teaching at the institute. The qualifications required by the institute for ap— pointment to teaching positions are the possession of a pri— mary teacher's certificate and at least two years' experience in teaching normal children. Applicants are interviewed by the director and given a temporary appointment of one month. If, at the end of this trial period, the director feels the applicant possesses interest and aptitude in the education of the retarded, the appointment is made permanent. 157 Table 26.--Characteristics of technical personnel in 1962: Position Age Sex Marital Full-time status Part-tlme Director 30-39 F M P-T Teacher 40-49 F S P-T Teacher 30-39 F S F—T Teacher 20-29 F M P-T Psychiatrist 30-39 M M Consultant (a)Category not applicable 158 Institute for the Mentally Retarded. Number of hours Monthly Number of stu- Years at worked per week salary dents per class this school 15 $ 100 15 ll 14 45 14 ll 31 75 17 9 8 45 7 8 (a) ---- fee basis --— 7 159 All teachers at the institute possess the training required by law. None, however, with the exception of the director, have received additional training in the education of the retarded. The director, who also functions as a teacher at the institute, attended the Escuela Ensenaya Especial (School for Special Teachers) in San Jose, Costa Rica for two years and received the degree of Profesora Ensenanya Especial (Teacher of Special Education). Program and Program Organization There is no formal program or program organization at the institute and educational activities are conducted mainly on an empirical basis. Students are divided into three groups on the basis of 1.0. with no regard given to chronological ages. Within these groups instruction is given in activities of daily living, motor-coordination ex- ercises, recreational and social activities and basic ada- demic skills such as reading and counting. However, due to the large pupil-teacher ratio that exists, a great deal of student time is also devoted to unstructured individual activity. No formal occupational training is offered and no placement service exists when the students reach school leaving age. 160 Upon admittance to the school the children receive a psychological examination. This examination is administered by the director and consists of an intelligence and person- ality test. Further psychological testing is seldom done; however, under special circumstances follow—up examinations are given. Pupil progress is measured through the use of tests constructed by the individual teachers and through con- stant teacher observation. Administration and Organization The Institute for the Mentally Retarded is a private, non-profit institution. No board of governance exists. The director is responsible for all decisions regarding budget, personnel, salaries, services, enrollment, policy, planning and business transactions. In addition, the director is the immediate supervisor of the three classroom teachers and the determiner of educational programs and procedures. Finance Little information was made available in this respect. The total income of the institute in the years 1959 through 1962 is presented in Table 27. Most income is received through tuition and donations. In addition, the government provides an annual subsidy of approximately $4,000. Over 161 the past few years, however, both the promptness and amount of this subsidy have been undependable. The amount of tuition charged ranges from $5 to $60 per month, with the majority of cases paying $40 or more. Table 27.--Income for years 1959 through 1962: Institute for the Mentally Retarded. Year Amount 1962 $ 18,000 1961 20,346 1960 17,834 1959 20,689 Data regarding Operational expenditures and capital outlay were not provided. The director formulates the budget, determines the amount of tuition to be charged and conducts all other business operations. Facilities The Institute for the Mentally Retarded is located in Zone 8, one of the most populous sections of Guatemala City. Surrounding streets are unpaved and dust and noise are a daily problem. The building occupied by the institute is 162 a small, two-story structure which was designed for use as a residential dwelling. The building's eight rooms are di- vided among three classrooms, three sleeping quarters, an administrative office and a kitchen. The building does not possess high functional utility for use as a school. The classrooms and sleeping quarters are small and crowdedanui no adequate recreational area or space exists. As noted earlier, the institute's present location is the fourth and the least satisfactory facility occupied by the school since its founding in 1952. Due to inadequate financial resources, the institution has been forced to con— stantly seek less expensive, and as a result less adequate, locations and facilities for its educational activities. In regards to instructional materials and equipment, only the most common items are available, e.g. paper, pencils, notebooks, scissors, pOpular magazines, beads, blocks, et cetera, and even these are in short supply. There are no textbooks, workbooks or reference library, and no audio— visual aids are available. Almost all instructional aids used at the institute are teacher produced. Summary of Institutional Problems and Needs The following should not be considered an all in- clusive list, but rather a statement of the most pressing 163 and urgent needs that now exist at the Institute for the Mentally Retarded. Problems: A) B) C) D) As a result of insufficient financial resources, the institute has had to function with inadequate physi- cal facilities, a minimum of educational materials and equipment, and an incomplete staff. Owing to the part-time status of most teachers and their lack of training in the education of the re- tarded, the institute has been unable to deve10p a well organized and comprehensive educational program. A high pupil-teacher ratio and the inadequacy of facilities and materials have resulted in low teacher morale and productivity. Although a non-profit, service institution, the school receives little community support, sympathy or understanding. Needs: A) B) The need for more adequate facilities, especially as regards dormitory and recreational space, is of prime importance to this school. The needs of the institute in the area of educational materials and equipment are extensive as well. C) D) E) 164 Examples of the types of supplies not now available are: textbooks, visual aids, materials for teaching of concepts and educational toys and games. A more highly organized educational program, with definite goals and purposes, needs to be develOped and implemented. In the area of services, the following extensions and additions appear desirable: a more intensive psychological testing and counseling program, voca- tional training and placement, and parent counseling and education. With regard to personnel, additional full-time teachers are definitely needed. In addition, the full or part-time services of a psychologist, social worker and vocational training teacher would be desirable. ****** 165 Special Education and Public Schools There exist today in Guatemala, no special education classes in the schools organized under, and supported by, the National Ministry of Public Education. This lack of special programs in the public schools does not mean, how- ever, that the National Ministry of Public Education has not recognized the need for special classes or that legal pro— visions have not been established. The legal basis for special education in Guatemala is found in three documents: the Constitution of the Re- public; the Organic Law of National Education; and Government Decree No. 157. Referring to human rights, the Constitution of the Republic decreed by the National Constituent Assembly on February 2, 1956 states in Section IV, Chapter III, Article 92: The State shall guard the physical, mental and moral health of infancy, and shall issue the laws and create the necessary institutions to insure its protection. The articles relating specifically to education are found in Section IV, Chapter V. Special mention may be made of the following: The promotion and dissemination of culture in all its forms is a primary obligation of the State. The purposes 166 of education are to develop human personality to its fullest extent, to inculcate a respect for the rights of man and for his fundamental liberties, to bring about physical and spiritual improvement, strengthen the sense of responsibility of the individual citizen, promote civic progress and heighten patriotism (Article 95). There shall be a minimum of compulsory, common education for all inhabitants of the country within the age limits laid down by the law. Primary education provided by the State in Schools supported by funds provided by the Nation is free (Article 98). All persons have the right to education. Technical and professional education is Open to all on an equal basis (Article 100) (45). As derivations of the general law of the nation there are specific laws for each of the branches of public adminis- tration. Among these documents is Government Decree No. 558, the Organic Law of National Education (41). This decree, which entered into force on February 25, 1956, is the basic legal text on educational matters throughout the Republic. The following articles, relating to the "Level of Special Education," are presented under Title III, Chapter V of this law. This level, in a systematic manner, proposes to adapt and readapt to the scholastic and social environment those adolescent children and youths of irregular con— duct or those with problems which place them in danger of not achieving integration into their community (Article 69). Specific objectives of this educational level are: 1) To train the physically deficient with methods of therapeutic pedagogy; 167 2) To help the mentally weak, the mentally indolent, perverts and the unstable with emotional or character disturbances, to develop; 3) To help the students who are slow learners or those who are scholastically retarded, as well as those who are fast or superior learners; 4) To take care of abandoned children; and 5) To direct children and adolescents with trans- gressional conduct (Article 70). The plans and programs develOped in special education schools shall be flexible; and preferably shall cover the carrying out of activities adapted to the needs and nature of the students. The staff for schools of this level shall be specialized and aided by pediatricians, psychologists and other specialists needed (Article 71). Government Decree No. 157, published April 27, 1962, is the final and most recent legal document pertaining to special education issued by the National Government of Guate- mala (15). The following articles are contained in this mandate. To create a section of specialization in the education of exceptional children, which shall be installed in the Normal School for Teachers of Pre-school children 'Dr. Alfredo Carrillo Ramirez' which operates in this Capital (Article 1). Only previously selected graduate teachers of primary education shall be enrolled in this section as students (Article 2). To create Sections for exceptional chil- dren with 20 pupils each, in the Normal Establishments where teaching studies are taken in the Capital, in which programs there shall be included the Chair of Special Education, in the third year of the Vocational Cycle (Article 3). The studies shall last two years in the following manner: a) A basic common year with the same work as the first year of specialization for Parvulos (pre-school children), according to the 1945 Study Plan. 168 b) A second diversified year with special subjects for the education of exceptional children (Article 4). The graduate primary education teachers who finish the specialization courses for exceptional children shall receive the title of teachers specialized in the education of exceptional children when said studies are finished and duly approved (Article 5). The Ministry of Public Education is authorized to issue the measures and provisions necessary for the fulfillment of the present decree (Article 6). As noted above, provisions for special education pro- grams in the public schools of Guatemala have been provided for in the Constitution of the Republic, the Organic Law of National Education, and by Presidential Decree. This legis- lation has not been applied, however, towards the creation of an effective and functional program within the public school system. The major reasons for this lack of appli- cation are two—fold. The first is a shortage of education funds coupled with the priority of programs directed towards reducing the high rate of illiteracy among the nation's general population. The second factor is the "political patronage" status of administrative positions within the Ministry of Public Education and an apathetic attitude to- wards special education held by most officials appointed to these positions. 169 Progress is being made, however, based largely upon the interest and initiative of one man. Dr. Alfredo Carrillo Ramirez, president of an advisory group known as the Techni- cal Council of National Education, has succeeded in organ- izing a number of activities on behalf of special education in Guatemala. In November, 1961, Dr. Carrillo, in COOper- ation with UNESCO, organized a four—week teacher training seminar in the field of special education. The 74 graduate elementary teachers who attended the seminar received in- struction in such areas as the history and methodology of special education, individual diagnosis, the psychology of exceptional children and the use Of special materials in teaching exceptional children. In November, 1962, a second seminar was conducted which was attended by more than 80 graduate elementary teachers. It was not intended that this information would be used by the teachers in special classes, but rather that it would find application in their regular classroom activities. In January, 1963, Dr. Carrillo submitted to the Ministry of Public Education a proposal regarding the organ- ization of a special education program in the public schools. This plan was identical in all respects to Government Decree No. 157 discussed above. The Minister of Education approved 170 this proposal and authorized Dr. Carillo to proceed with the organizational program as specified but did not allocate the required funds. As a result, no progress with this program has been achieved. If, at some future date, funds do become available, it appears that any special education program organized under the Ministry of Public Education will possess the following characteristics: A) The preparation of special teachers via the expansion of the current training program of the Normal School for Teachers of Parvulos (pre—primary children). A degree in special education would thus presuppose six years of elementary school, four years of prepar- ation in the present Normal School curriculum, and one year of specialized training in the area of ex- ceptional children. No special wage provisions for these teachers are anticipated. B) The establishment of special classes, with approxi- mately 20 students per class, in selected public schools. These special classes would initially be limited to the pre-primary and first grade level and only slow learners would be accepted. Those children who are physically handicapped, socially maladjusted,. 171 or severely mentally retarded would not be accepted or provided for, at least not during the initial phase of the program. Because of the dire shortage of schools, classrooms, teachers, funds and materials that exists in the field of public education in Guatemala, the lack of provisions in the area of special education is understandable. When it is remembered that 60.6% of all school age children in Guatemala are never able to attend a class and that 71.9% of the popu- lation over seven years of age are illiterate due to a lack of educational facilities, one can realize why it is rare to see physically or mentally disabled children attending public schools. Perhaps the most important point to be noted, how- ever, is not the inability of the Ministry of Public Edu- cation to provide provisions for the education of exceptional children, but rather the fact that the National Government has incorporated into its Constitution the ideals of liberty, equality and fraternity and into its educational laws a recognition of the need for compulsory education and the de- sirability of extending educational advantages to the physi- cally and mentally handicapped. This is the first step, and it can be assumed that as the government finds solutions to the many pressing problems it is now confronting in all 172 educational areas, it will begin to make effective and func- tional its ideals in this area as well. In addition to the difficulties faced in the field of general education, there are a number of problems specific to special education which will also have to be resolved be- fore an effective program can be established. Examples are: the centralization of authority for the program, curricular development, improved teacher preparation, adequate compen- sation for special teachers, the integration of medical and educational provisions in the area of the mentally and physi— cally disabled, transportation, a census of the nation's dis- abled, et cetera. Until the government is able to provide solutions to these types of problems, it can be assumed that private individuals and organizations will continue to play the dominant role in the field of special education in Guatemala. Special Classes in Public Institutions Although no organized program for special education exists under the Ministry of Public Education, a number of special education classes have been established in public institutions. These classes will be examined below. ****** 173 Centro de Rehabilitacion Infantil The Centro de Rahabilitacion Infantil is an insti— tution directed towards the rehabilitation of children who have been stricken with polio. The center was founded in 1955 by Dr. Miguel Aquilera and is a dependency of the Minis- try of Public Health. There are 80 beds within the center and an out—patient clinic which treats a similar number. In- cluded on the staff of the hospital is an elementary teacher who has specialized in the education of physically handi- capped children. The salary of this teacher is paid directly by the Ministry of Public Education. Classes are conducted three hours a day, five days a week. An average of 12 students are enrolled in the classes with ages ranging from approximately five to nine years. The average length of enrollment in this special class is four months and the program is held flexible so that the in- dividual needs of each child can be met. The primary purpose of the class is to provide the children the opportunity to maintain a level of academic achievement equal to that of their peers who are progressing within the public schools. However, in addition to routine subject matter many other activities are introduced, e.g. the prOper use of braces, 174 which are specifically directed towards helping the child adjust to his disability. When a child is discharged from the hospital, he is encouraged to return to the special class on an out-patient basis. However, due to problems of distance, transportation costs and lack of interest on the part of most parents, students seldom return to the center. In addition, very few continue their education in the public schools. In regards to facilities, the classroom is located in a spacious, newly constructed wing of the hospital. The room is more than adequate in size and is handsomly decorated with large, varied colored murals of the many Walt Disney characters. All education materials necessary for an ade- quate program are available, including the special equipment, e.g. stand-up desks, required by the nature of the child's disability. The teacher of the special class, who has been with the rehabilitation center for the past five years, conducts classes 18 hours a week and receives a monthly wage of $120. In relation to hours worked, this is the highest salary re- ceived by any special education teacher in Guatemala. Her training includes the degree of Teacher of Primary Education as well as the degree of Specialized Teacher in the Education 175 of Pre-school Children. In addition, she attended a two month seminar on the education of the physically handicapped in Puerto Rico and received the Diploma of the Department of State of Puerto Rico. ****** Hospital Neuropsiquiatrico The Neuropsychiatric Hospital is a public insti- tution which functions under the auspices of the Ministry of Public Health. Maintenance and treatment of the mentally 111 is provided at no cost to the individual. On January 31, 1963 there were a total of 1,103 patients residing in the hos- pital. Of this number, 592 were men, 463 were women, and 48 were children.) Of the 48 children, 29 were boys and 19 were girls. Included on the staff Of the hospital are two part- time special education instructors. Each teacher conducts classes two hours a day, five days a week, with an average enrollment of ten pupils per class. The students range in age from 6 to 18 years; however, most are functioning at a pre—school educational achievement level.) When questioned as to the nature of the disabilities possessed by the 176 students in their classes, the teachers indicated that al- though exact figures were not available they felt the great majority were mentally retarded, that a few were epileptic, and that a small number possessed character disorders. The primary purpose of the special classes, as stated by the teachers, is "to provide the children with an opportunity for social interaction with their peers with the aim of fostering social adaptation skills, developing motor skills and coordination, and lastly, in the most advanced cases, providing instruction in basic academic skills such as reading and writing." It is the Opinion of the researcher, based on observation, that no planned and organized program has been develOped to facilitate the accomplishment of these objectives. The majority of student time appears to be spent in undirected individual activities such as leafing through picture books and playing with blocks, beads, et cetera. Little was observed that could truely be labeled special edu- cation, and the primary function of the classes appeared to be the separation of the children from the adult patients for at least two hours a day. An illustration of the lack of organization and a planned program is the fact that the teachers did not know: (1) what criteria are used in select- ing children for their classes; (2) the medical, psychiatric 177 or psychological diagnosis of the individual students in their classes; and (3) the criteria used for removing a child from the classes. In regards to facilities, there is only one room available for both special classes. This one room is used simultaneously, with the aid of a wooden partition, by the two special teachers. The room is small, lacks windows and therefore adequate light and ventilation, and is of a frame construction which is old and paintless. With the exception of a very limited supply of such items as blocks, beads, yarn, paper and scissors, no educational equipment or ma- terials are available in the classroom. They do possess, however, a varied assortment of popular magazines, e.g. Life, Ladies Home Journal, Saturday Evening Post, et cetera, which the children spend a great deal of time leafing through. The teachers of the special classes, both of whom have been working at the hospital on a part-time basis since 1947, conduct classes 12 hours a week and receive a monthly salary of $75. In addition to their employment at the hos— pital, both teachers are also part-time staff members of the Instituto de Retrasados Mentales, an institution which was discussed in a previous section of this chapter. In each 178 case the training possessed by the two teachers is the com- pletion of the public school program leading to the title of Teacher of Elementary Education. ****** Centro Educativo Asistencial The Centro Educativo Asistencial, C.E.A., is an insti- tution devoted to the protection and education of orphaned and abandoned children. The C.E.A. is a state supported institution, administered directly through the office of Public Health and Social Assistance and indirectly through the Ministry of Public Education. The institution's two edu- cational centers, one for boys and one for girls, provide a complete six—year primary school program not only for the 180 homeless residents of the C.E.A., but for over 200 children living in the surrounding area as well. Included on the staff of the C.E.A., on a part—time basis, is a teacher trained in the area of special education. This teacher conducts three special classes a day, each class being of 40 minutes duration, six days a week. There is an average attendance of six students per class with ages ranging from 10 to 14 years. The degree of educational achievement possessed by the students varies from the first 179 to the fourth grade level and all have been classified by the school as educationally retarded. Although not so classified, the teacher feels that many pupils exhibit emotional and be- havioral problems as well. The primary purpose of the special classes, as stated by the teacher, is "to raise the educational achievement of the individual students to what is considered a more appro- priate level." The program followed is flexible and the teacher attempts, through personal tutoring, to concentrate on the peculiar needs of each student. During that part of the day when the children are not in the special classroom, they attend the regular elementary classes of the C.E.A., at an apprOpriate academic level, where they receive no special or individual attention. In regards to facilities, the special classes are conducted in a large, well lighted room in the girls' section of the institution. With the exception of textbooks and audio-visual equipment, a large variety of educational ma- terials is available. The teacher of the special classes appears to be especially productive in the designing Of in— structional aids and these latter products play a principal role in her educational program. 180 The special teacher has been employed by the C.E.A., on a part-time basis, for the past seven years. She teaches at the center for a total of 12 hours a week and receives a monthly salary of $75. Her training includes the degree of Teacher of Primary Education, received from the Escuela Nor- mal Federalizada in Morelia, Mexico, and the degree of Specialized Teacher in the Education of Exceptional Children, received after an additional two years of study at the Escuela Normal de Especializacion at Parque Lera, Mexico. CHAPTER V OVERVIEW OF SPECIAL EDUCATION IN GUATEMALA The previous chapter presented a number of specific reports regarding various aspects of the field of special education in Guatemala. The present chapter presents an overview of the nature of the total field. When considering special education in Guatemala, one is immediately impressed by the limited number of provisions that exist and the very embryonic character they often pre- sent. Experience indicates, however, that it is not possible to separate the educational needs of a nation from related needs in the social and economic spheres. This indicates that the problems of special education in Guatemala cannot be separated from the nation's total pattern of social and economic develOpment. The health and educational needs of the so-called normal child are so great in Guatemala, and economic resources are so limited, that it is impossible for priorities to be established with assurance that the most im- portant needs are being met. 181 182 Currently, basic educational and sanitary problems are demanding top priority in Guatemala and draining heavily on an inadequate national income. For example, in many rural areas one of the most imperative problems is to control tropical diseases, such as malaria, ancylostomiasis and yaws. These rural endemic diseases are undermining and disabling thousands of Guatemalans and require expensive sanitary pro— grams in order to be controlled and/or completely extinguished. Other serious health and educational problems are also calling for first priority. Malnutrition is wide-spread and the mortality rate in the first year of life is alarming: 101.4 per 1,000 births. Not to be forgotten, as a vicious circle of cause and effect of the above conditions, is the high rate of illiteracy found throughout the Republic. Another con— sideration is the high rate of pOpulation growth coupled with a rapidly expanding economy and problems of communication, transportation and production. In spite of these difficulties, some beginnings have been made in Guatemala to meet the educational needs of those persons who cannot participate in regular educational pro- grams. Table 28 presents a summary of all institutions pro- viding special education, the types of disabilities treated 183 Table 28.-—Summary table of various aspects of special Type of program Special Special Name of schools classes Type of institution disability served c c c c o o o o -H -H 'H -a u u u u 5 w 5 s m 5 o D u u olu u D win-l fU-r-l -r-|-r-l (U-r-i ...... >4.) ~44.) >4.) ,QU) w-iU) ,QU) -r-IUJ D c u c 5 c u c m H m H m H m H Escuela Santa Lucia X Blind and partially sighted Escuela Fray Pedro X Deaf and Ponce de Leon aphasic Instituto X Mentally Neurologico retarded Instituto de X Mentally Retrasados Mentales retarded Hospital X Emotionally Neuropsiquiatrico disturbed Ciudad de los Nifios X Socially a) Centro de maladjusted Observacion b) Centro de NifiOs c) Centro de Nifias Centro de Rehabili- X Polio tacion Infantil Centro Educativo X Slow Asistencial learner (a)Magnitude nil. 184 education in Guatemala for the year 1962. Number of teachers Number of Number students of enrolled Full- Part- Specially class- . . . Total rooms time time trained 48 7 7 4 14 ll 92 10 3 3 13 13 19 3 . . 3 5 30 l 3 l 4 3 20 .(a) 2 . 2 2 39 2 . 2 2 9O 6 . 6 6 29 3 . . 3 0 l2 . l l l l 18 . 1 1 1 1 185 by each, and the number of children and teachers within each program, for the year 1962. In most instances, special education undertakings in Guatemala have been the result of the interest and initiative of voluntary non-governmental organizations and private indi- viduals. No special classes or programs are offered in any public primary or secondary school. The data indicate, however, that governmental personnel are beginning to recog- nize the necessity of taking action on behalf of exceptional children and are becoming increasingly aware of their re- sponsibility in this area. The blind, deaf, and mentally retarded were the first groups to be provided with special facilities and programs and to date most attention remains focused in these disability areas. Educational facilities for the crippled, socially maladjusted, speech impaired and emotionally disturbed exist, but in a highly circumscribed manner. Facilities for children who have “special health problems" or who are intellectually gifted are non-existent. The educational programs provided for Guatemala's exceptional children are almost wholly institutional and residential in nature. Few examples of the "day school" whereby a child attends a local school while living at home, 186 are in evidence. Special rooms for the visually impaired, hard—of-hearing, crippled, mentally retarded, et cetera, in public schools are non-existent. All special education services are concentrated in the capital city with no educa— tional facilities available for exceptional children living in other urban and rural areas of the nation. Some residen- tial schools in Guatemala City do, however, make an effort to serve children from all sections of the Republic. The content of the special education programs is in— clined to be highly academic in nature and to possess little or no relationship to any vocational plan. However, very few children complete the six-year elementary curriculum and almost none continue on to secondary school. Most programs lack a high degree of organization and possess no specific goals or objectives. Provisions for post-school welfare supervision and/or follow-up are not provided for on a syste- matic basis by any school or institution. The medical, psychiatric and psychological aspects of special education are seldom given more than token recognition in most pro- grams. 7 Guatemala has compulsory education laws as well as specific laws regarding the provision of special education, but there are insufficient numbers of schools and trained 187 teachers to meet the needs of the non-handicapped. As a re- sult, provisions for the location of exceptional children and the enforcement of compulsory education are non-existent. Nor does a census exist which might indicate the SCOpe of the problem and the need for services in this area. The prevailing attitude of many parents and the general public is that the handicapped must always remain the object of pity and charity and that little can be done toward helping them become contributing citizens. A major handicap confronting exceptional children in Guatemala is the negative attitude of many public education officials and school teachers in regard to the value and necessity of pro- viding educational facilities for children who are physically or mentally different. Since little education is provided for exceptional children, there is no program of training for special educa- tion teachers and no system for certifying them. Therefore special teachers attend the regular government supported teacher training institutions and are trained in the same manner as are ordinary elementary school teachers. An ele— mentary teacher's degree presupposes six years of elementary school and five years of normal school training. There are no legal specifications which require a higher level of 188 competence for teachers of special classes than for teachers of elementary grades in the public schools; however, a num- ber of private institutions require that additional training and/or experience be possessed by potential personnel. In addition, there are a few special teachers who have been trained abroad who have returned to train others on an in- service basis. The salaries of special education teachers are, in general, the same as those of the teachers in public schools. However, in a few private institutions the salaries of the special teachers are actually lower than those of public school teachers. In neither case is the salary of the special teacher adequate to meet the cost of living in Guate- mala, nor is it proportionate with the income earned by other sectors of salaried workers. The Guatemalan government is beginning to recognize the need forthe special training of teachers of exceptional children and plans to establish a program for such training in the future, starting with a group of about 20 trainees in the area of slow learning children. The government also recognizes that the demand for special teachers will be greater than the supply for many years to come. The supply of special teachers is currently limited by a scarcity of 189 training facilities. However, this is not the only factor involved in the shortage of candidates for special education positions. The particular nature of the demands made on most special education teachers in relation to the low remuner- ation received and the limited possibilities of promotion within the field are also contributing factors. In addition to possessing untrained staff, most special education programs are carried out without the bene— fit of adequate facilities or materials. Most facilities currently in use have little functional utility as special education schools or classrooms. They are severely limited in terms of both space and adequate provisions for auxiliary necessities, e.g. dormitories, recreational areas, dining rooms and sanitary facilities. The needs of most special schools and classrooms in the area of supplies and equipment are extensive. Currently even the most basic educational materials, e.g. pencils, paper and books, are often unavail— able or in very limited supply. The use of special instruc- tional materials or equipment in special classes for ex- ceptional children is rare in Guatemala. Although limited in their number, little Cooperation and cOordination exist among the various organizations and institutions which provide services for exceptional children 190 in Guatemala. For example, rivalries have develOped between various voluntary groups working for the disabled, some of which feel they have a vested interest in the welfare and educational activities for a particular category of handi— capped children. In addition, a division of responsibility exists on the national level in regard to services provided for exceptional children. Educational provisions are under the Ministry of Education, welfare provisions are under the Ministry of Social Welfare, and medical treatment is under the Ministry of Public Health. There is no doubt that ser- vices for the disabled would be more effective if there were better coordination of the programs for which the various ministries are responsible. CHAPTER VI SUMMARY, RECOMMENDATIONS AND IMPLICATIONS Summary The purpose of this study was to ascertain the nature and scope of special education services, programs and facili- ties in the Central American Republic of Guatemala. The population under study encompassed all insti- tutions and agencies in the Republic of Guatemala, both public and private, which have educational programs for, and provide educational services to, children who are physically dis- abled, mentally retarded, speech impaired, visually impaired, socially maladjusted or emotionally disturbed, deaf and hard of hearing, or intellectually gifted. The results of a pre- liminary survey indicated that the above pOpulation consisted of the following agencies and institutions. A) Instituto Neurologico (Neurological Institute) B) Instituto de Retrasados Mentales (Institute for Mentally Retarded) 191 192 C) Centro Educativo Asistencial (Educational Assistance Center) D) Centro de Observacion y Reeducacion (Observation and Reeducation Center) E) Centro de Reeducacion para Varones (Reeducation Center for Boys) F) Centro de Reeducacion para Ninas (Reeducation Center for Girls) G) Escuela Fray Pedro Ponce de Leon (School for the Deaf) H) Escuela Santa Lucia (School for the Blind) I) Hospital NeurOpsyquiatrico (NeurOpsychiatric Hospital) J) Instituto de Rehabilitacion Infantile (Children's Polio Hospital) Due to the limited number of institutions, their relatively small size and their great heterogeneity, a study of the total population was conducted. After considering the type of information desired, the nature of respondents and their accessibility, two types of instrumentation were develOped. Both were designed to be uniquely suited to the problem under investigation and its cultural context. The first type of instrumentation was a questionnaire-like data-schedule. This data-schedule was not distributed to the agencies or institutions being studied, but was used solely by the researcher as his guide in 193 conducting structured, directed, information gathering inter— views and observational visitations. This instrument was designed to provide data concerning the following basic factors involved in the study: A) History and develOpment B) Organization C) Services, instructional programs and courses of study D) Characteristics of professional personnel E) Characteristics of student pOpulation F) Finance and fiscal administration G) Physical facilities (including instructional ma- terials and equipment) The second type of instrument developed was a Personal Information Inventory which was distributed to all service- connected personnel in the institutions investigated. This instrument was designed to obtain that vital personal infor- mation which could only be obtained directly from individual professional employees. Structured interviews, observational visitations and Personal Information Inventories were the major data col- lection techniques. When possible, official records, reports and unpublished materials were reviewed in order to supplement and validate the data obtained through the above procedures. In view of the uniqueness of the data obtained from each institution, individual institutional reports were con— sidered the most appropriate method of data presentation. 194 For the purpose of presentation, all data were analyzed and organized into the following categories within the individual reports: History and DevelOpment, Student POpulation, Pro- fessional Personnel, Program and Program Organization, Ad- ministration and Organization, Finance, Facilities, and Summary of Institutional Problems and Needs. In addition to the institutional reports, the relationship of special educa- tion to government supported education was also discussed with particular emphasis on pertinent legislation, the present program of activities and future plans. In Chapter V an overview of the scope and nature of the special education field in Guatemala was presented. From the overview certain findings and conclusions emerged. A) Special educational provisions in Guatemala are few in number and in a very embryonic stage of development. B) Currently, basic educational and sanitary problems are demanding top priority in Guatemala and draining heavily on a reduced national income. C) In most instances, special education undertakings in Guatemala have been the result of the interest and initiative of voluntary non—governmental organi— zations and private individuals. No special classes are offered in any public primary or secondary school. D) E) F) G) 195 The blind, deaf and mentally retarded were the first groups to be provided with special facilities and to date most attention remains focused in these dis— ability areas. Educational facilities for the crip- pled, socially maladjusted, speech impaired and emotionally disturbed exist but in a highly circum- scribed manner. Facilities for children who have special health problems, or who are intellectually gifted are non-existent. The educational programs provided for Guatemala's exceptional children are almost wholly institutional and residential in nature. Few examples of the "day school" are to be found. All special education services are concentrated in the capital city with no educational facilities available for exceptional children living in other urban and rural areas of the nation. Guatemala has compulsory education laws as well as specific laws regarding the provision of special education, but there are insufficient numbers of schools and trained teachers to meet the needs of the non-handicapped. As a result, provisions for H) I) J) K) L) 196 the finding of exceptional children and the en- forcement of compulsory education are non-existent. Since little education is provided for exceptional children, there is no program of training for spe- cial teachers and no system for certifying them. Most special teachers possess six years of elementary school and five years of normal school training. The salaries of special education teachers are, in general, the same as those of teachers in public schools; however, in a few private institutions the salaries of the special teachers are actually lower than those of public school teachers. The prevailing attitude of many parents and the general public is that the handicapped must always remain the object of pity and charity and that little can be done toward helping them become contributing citizens. A major handicap confronting exceptional children in Guatemala is the negative attitude of many public education officials and school teachers in regard to the value and necessity of providing educational facilities for children who are physically or mentally different. M) N) 0) P) 197 Most special education programs in Guatemala are carried out without the benefit of adequate fa- cilities, materials or educational equipment. The needs of most special schools and classrooms in these areas are extensive. Little cooperation and coordination exist among the various agencies and institutions of the Republic which provide services for exceptional children. Although the national government is beginning to recognize the need to provide special education services for exceptional children, the government's lack of schools, trained teachers and financial re- sources in the area of general education leaves little doubt that private individuals and organi- zations will continue to play the dominant role in the field of special education in Guatemala for many years. There is a complete lack of research regarding even the most basic of special education issues; e.g. no information is available pertaining to the number of disabled children in Guatemala or the various types of disabilities they possess. Q) 198 Finally, it was concluded that physical impediments of geography, different languages, poverty, insuf- ficient teachers, schools and money make the demand for a universal primary education for all exceptional children an ideal that can have no present fulfillment in Guatemala. Instead, special education services will have to continue being planned and executed on the basis of limited projects and that only partially serve the total handicapped population. Recommendations for Further Research Special education in Guatemala is a prime field in regard to future research. Programs and services in this area are in the early phases of growth and development and in need of a sound basis of scientific knowledge and infor- mation. The following are examples of the types of research that need to be conducted: A) B) A study of the number of exceptional children in Guatemala who require Special education and the types of disabilities they posses. An investigation of the relative distribution of dis- abled children among the various social and racial sectors of the population. C) D) E) F) G) H) 199 A study of the nature of attitudes held, among the various sectors of the population, towards disa- bilities and special education. An investigation of different methods of establishing a special education program within the public schools. A study of the educational needs of special teachers in Guatemala and various methods of special teacher preparation. An investigation of the effectiveness, in Guatemala. of special educational techniques and procedures de- velOped in more advanced countries. A study of the nature of special education curric- ulums in Guatemala and their relationship to the needs of the children. A follow-up study of the children who graduate or drOp out of special education programs, i.e., schools, classes, et cetera. Implications While the following section does not evolve from the data of the research per se, it does reflect the personal observations and opinions formulated by the author during his entire stay in Guatemala. 200 There is too little special education in Guatemala, with too few schools and too short a period of schooling. In many cases the quality of the education provided is Open to criticism as well. However, we must never lose sight of the fact that educational opportunities and certain other services have been offered to hundreds of handicapped chil— dren who otherwise would have received no special attention. In light of the absence of any other types of facilities and the meager financial resources with which they must operate, the accomplishments of the private organizations and insti- tutions in Guatemala have been outstanding. Although it is desirable to begin any program with a minimum team of special education technicians, circumstances do not always make it feasible to wait until this ideal and complete team of specialists are available. Rather, a beginning must be made with whatever resources exist and a program develOped until the ideal situation is achieved. Such is the state of special education in Guatemala today. Due to a shortage of facilities and trained personnel, special education services have to be planned and executed on the basis of limited projects that only partially serve the total handicapped population. It can be safely assumed that private individuals and organizations will continue to play the dominant role in the 201 field of special education in Guatemala. And, if we make the basic assumption that public support of special education programs is necessary before significant growth and develop- ment can occur, little change in the nature of special edu- cation programs and services in Guatemala can be anticipated. This projected inaction on the part of the national govern— ment on behalf of special education is an all important point. we have already seen the scope and dimensions of the task ahead. It is a Herculean task, one not readily per- formed by voluntary groups and private individuals. An undertaking to provide a special education system adequate to the needs of the nation could only be initiated through the use of public funds. Thus, in order to gain a prOper perspective as re— gards the probable growth and development of special edu- cation in Guatemala, we must place special education against the background of the public school situation in the Republic. In Guatemala public schools are maintained, supported and supervised by the national government, which appoints the teachers, builds or rents the schools, plans the program, and supplies the classroom materials and equipment. By long range control it regulates and examines everything, from school desks, blackboards and final examinations to the morals of the teachers. 202 This bureaucracy, sometimes well intentioned but seldom well trained, gives orders in long "reglamentos“ that fill the air with sounds of activity but which usually make little difference in fact. And in periods of political in- stability--and political instability has been a norm in the last quarter of a century—-the education directors in the Ministry of Education change with each government. The old plans are thrown out and new plans are devised because they are said to be better; and before these new plans can really take effect, a change in government will bring a new minister of education, who will have a newer and better plan that in its turn will fail of fulfillment. These are pessimistic views, but they reflect the facts. Because of the high degree of centralization, the central government must provide for 60.6% of the school pOpu- 1ation now without schools. It must find, recruit, and edu- cate double the number of teachers it now has and place them on the national payroll. It must print twice as many books and notebooks, procure twice as many pencils and blackboards. It must double the school inspectors, bookkeepers, clerks, supervisors and normal schools for the training of teachers. It must do all of this and a great deal more, and it must do it in a hurry, for the pOpulation is growing so rapidly that 203 at the moment the school system is losing ground. From some source the means to double the education budget have to be found at the same time that national income is slipping back- wards. And if the President does all this, and no one else can do it, he will have done little more than maintain the status quo: a little over 2% of the children of school age will complete the fifth or sixth grade, and over half of the children matriculating will not go beyond the first year (22:162-167). The amount of literacy will have increased but slightly, and the extent of functional illiteracy will probably have doubled. Centralization demands that the national government do it all and the government of Guatemala expects to do it all, or leave it undone. But what is required within the Universal Declaration of Human Rights and the ideals of all special educators is a school system, rural and urban, that will give at least a primary grade education of six to eight years for all the handicapped children of the nation. And this the government cannot do. Physical impediments of geography, different languages, poverty, insufficient teachers, schools and money make the demand for a universal primary education for all exceptional children an ideal that can have no present fulfillment in Guatemala. 204 To make the project a reasonable one--that is, a possible one--the country would suddenly have to be endowed with an adequate industrial system, economy, social structure and national income. It would also require the rather im- mediate availability of large numbers of teachers with ade- quate training as well as administrators willing and able to organize and manage so large an undertaking. These things are not done by sheer exercise of will. They have to grow together. And those who are concerned with special education in Guatemala would do well to recognize that the educational system is a function of the total sOciety and can not be treated in isolation. One could say that a society has the kind of school system that its culture can contrive and ab- sorb. The school system changes as the culture changes, and there are no miracles to be looked for. At this point, I wish to make some personal obser- vations in regard to the nature of educational research in Guatemala. In Guatemala, educational research is closely connected to educational planning and action. Educational research workers--a rather small group, frequently self; taught because of a lack of formal training facilities-—have a sense of urgency, of practicality, and of active participa- tion in the amelioration of educational ills. Nearly all 205 research, and nearly all decisions and actions concerning educational problems, belong to the sphere of government and there is little Opportunity for basic or academic research due to the large number of practiCal research problems which are clear and compelling in their immediate urgency. Like most underdeveloped countries, Guatemala is forced to handle a great number of social problems simul- taneously: there is no time to treat them sequentially. Multitudes starve and multitudes live in misery. That in it- self is nothing new. What is new is that at least part of these multitudes have learned to shake off their lethargy and to demand improvement in their living conditions. The resources needed are hard to come by: rapid industrialization with too little capital, a badly trained labor force, lack of equipment; rapid develOpment of village improvement schemes (some 73 per cent of the population live in villages) with too little money, too few tools, too little seed, live— stock, fertilizer, irrigation, fuel, everything; attempts to wipe out unnecessary disease that maims and kills people by the thousands, with too few doctors, too few hospitals, too little vaccine, too little DDT and spraying guns, too little education to make it all understood to the villagers; rapid attempts to teach them at least the cheapest of the new 206 methods for improving living conditions, with little or no capital outlay--with too few teachers, too few schools, too few people who can read it in a book, too few radios over which to talk to them, too few projectors to show films to them. ‘And Guatemala has no choice but to do these things and do them fast. There is no time for temporizing or for long-term systematic experimentations, fact gathering, checking, and rechecking. Anything that looks at all reason- able has to be tried immediately. An experiment must be evaluated while it is still going on, and the first report had better be out within a matter of weeks or months, giving at least a first indication of what is "good," what is "bad," "what ought to be done." A report that comes out a year after a study is completed is in danger of being overtaken by developments that will simply go on without the benefit of careful evaluation. In addition, trained personnel for systematic evalu- ation are rare. Administrators who could make use of de- tailed, technically sophisticated discussions of findings are also scarce. All this puts a premium on research studies that can be carried out quickly, with a minimum of trained personnel 207 and statistical and mathematical methodology, and that can be presented in a form in which the results are immediately apparent to allow for a maximum amount of decision by those in authority. Needless to say, great care must be taken in the planning and design of investigations so that relevant results can be obtained in spite of the simplicity of the methods. The saving grace for the research worker is that at Guatemala's present stage of develOpment almost any study that is worth doing at all is bound to produce results that, properly obtained and presented, will indeed be immediately apparent. Anything that needs the refinement of more SOphisticated methods or tests of significance must, for the, most part, wait until the crudest and most urgent questions have first been answered. Just as village improvement at this point must rely largely on methods that can be handled with shovel and pick ax, so educational research must for the time being, rely largely on what can be studied with the help of percentages and averages. A standard deviation or a correlation coefficient has to be used as sparingly as a better hand tool or a power drill. The role of social and educational research in Guate- mala's strategy of development is a subject that merits more attention than it is now getting. In the United States, 208 extensive social and economic research has been a latecomer in the development process, but there is a strong argument that it should not be a latecomer in the less developed countries of the world. If the underdeveloped areas are to make progress at rates at all in keeping with their im- patient aspirations, they must avoid wasteful error by basing their efforts on careful planning, and this requires extensive research. But recognition of a need for more rational guid- ance to develOpment and an expectation that educational re- searchers can be of important use are only hOpeful beginnings. It remains to be seen how the forces of research can be ef- fectively marshalled and applied in areas where trained talent is scarce and social change is swift and turbulent. This then, is the mold into which research activities initiated by North Americans must be fitted. It represents the current status of research in Guatemala, and by generali— zation, all Latin America. However, this is not all the U.S. researcher needs to know in order to achieve significant and meaningful results from a research endeavor in Latin America. Before he will be able to conduct a successful research study in Latin America, the North American must gain an understand- ing of how the Latin American culture and "personality" differ from his own. The values which are held in common by most 209 Latin Americans are distinct from those held by individuals from the Uhited States and Western EurOpe. The controlling values of a culture perform many functions in a society. They provide a way of looking at the world and at people. They furnish those who hold them with a set of beliefs which explain, as it were, the structures and functions of what is perceived. Thus, no research study can be successful that does not take into consideration the diverseness of their values from our own. A few examples must suffice. Traditionally, for the middle-status individual in Guatemala, only those with whom he feels an intimate, per- sonal relationship are trustworthy. Personal friendship, plus a kinship relationship of some kind is usually considered es— sential for "getting something done." The impersonal confi- dence which an interviewee usually has towards a researcher from a large, established university in the United States is not yet a general feature of the Guatemalan culture. This is one reason, for example,why the concept of democracy con- tained in the Guatemalan Constitution, borrowed in the first instance from the United States or the French Declaration of the Rights of Man, seems to have so little effect on actual political behavior. North American researchers in Guatemala, regardless of their personal competence, will have little 210 success in their research activities unless they are able to develop personal confidence and evoke "simpatia." There is a need for "personalism" in any program developed. A second example of a cultural value of which the North American researcher must be aware is the emphasis placed upon words, ideals and elegance of expression to the neglect of purely pragmatic approaches to problems. A tendency to feel that the job is finished when written expression has been given to ideals while systematic, determined efforts to translate the verbalized ideals into reality remain Wanting. This point is of particular significance in any study that requests written or verbal responses to various questions which are not backed up by personal observations on the part of the researcher. The gap between expressed ideals and actual practice are often very great. The objection of many Latin Americans to North Ameri- can.researchers is not simply the fact that they are from the United States. Rather they are unaccepted because they are efficient, purposeful, direct, and often single—minded. Their research activities do not fit into the Latin American culture's total scheme of things. In Latin America every relation, no matter how unimportant in the research program is important on the human side, for each individual must be 211 treated with courtesy and dignity, almost as a member of the family. The efficiency and single-mindedness of the American research program is usually unaware of or indifferent to the scheme of ethical and esthetic values by which Latin American life is ruled. Its very egalitarianism and familiarity are offensive. It sticks out not because it is American, but be- cause it is not part of the milieu. No research study that is oblivious to and/or dis— dainful of Latin American values and their sense of personal dignity can be successful. No amount of good will, back- slapping or offers of material aid are adequate substitutes for understanding of and sensitivity to the values that give meaning and direction to life itself. Our efficiency and purposefulness, our "go—geterness," our enthusiasm about suc- cess, qualities we greatly prize, prove most irritating and incomprehensible. If only we were less in a hurry, less bent on getting things done quickly; if only we had time for talk and courtesy; if only we did not seem to push people around and in our haste forget, or be ignorant of, the amenities es- sential to friendly relations! One very important additional factor which needs to be considered when planning research in Latin America must be mentioned. This is the attitude of extreme nationalism 212 possessed by most educated individuals in the various countries. Defensive reactions against suspected attempts to infringe upon their sovereignty in the political, economic, educational, or cultural spheres are easily evoked. These fires of suspicion and sensitivity are constantly kindled and stoked by astute anti-American prOpaganda, chiefly but not exclusively Communist inspired. If a researcher's motives are not clear, if they become suspect, the successful outcome of his research project is immediately in jeopardy. The above considerations raise an important question regarding the nature of the training and personal character- istics an individual should possess who is going to conduct research activities in Latin America. More than academic course work is required, as illustrated by the common saying that in order to be successful abroad: "Uncle Sam must ex- change his tOp hat for a turban, his jacket for a sarong and his trousers for a loincloth. He must give up his sirloin steak for a handful of rice, his split—level house for a thatched hut and turn in his Chevrolet on a bullock cart." What this underlines is the fact that more than professional efficiency is needed. The American who serves abroad will need to understand how the people in the host country think 213 and feel, if he is to establish the kind of communication and rapport necessary to carry out his assignment. This question of preparation for "overseasmanship" can be briefly discussed under four headings: l. the at- titudes of the individual; 2. his technical training; 3. his knowledge of the culture and the language; 4. his ability to secure cooperation and teamwork in getting things done. Attitudes of the individual The attitudes of the individual are more important in many respects than his technical training since the individual will never be able to utilize his training unless he has the attitudes through which he can win the confidence of the peOple with whom he works. Central and basic to the attitudes of one who is going to Latin America should be an abiding and indestructible belief in the worth and dignity of every human being. A genuine interest in people and a desire to help them is very important. All of the qualities that make for a well-inte— grated personality are valuable to anyone who is going to conduct research activities in Latin America: friendliness, politeness, tolerance, sincerity, integrity, and perhaps most important of all, patience. 214 The individual must possess the quality of "cultural empathy"--the skill to understand the logic and the inner co- herence of other ways of thinking and the restraint not to judge them as bad just because they are different than one's own. This ability to put one's self in the other person's place in order to facilitate our acceptance of differences in people, in living conditions, customs and beliefs, is not easily learned. Yet it is essential in the overseas re- searcher. Individuals who want to succeed in an underdeveloped country must also have humility, modesty, and an ability to meet and deal effectively with people. They should be free from prejudice, have sensitivity and adaptability. They need personal maturity of judgement, objectivity, and the ability to pioneer. They need to be the kind of persons who can "make do" with the local resources available, who can gain the confidence of the local community, and those whose sin— cerity is self-evident and unquestioned. They must be fully qualified professionally for the job they are to undertake, but also willing to take a hand at any task, however menial. The natare of technical training In thinking about the nature of technical training for research abroad, it is essential that it not be too narrowly 215 defined, or too definitely specialized. -Education for "over— seasmanship" should involve a knowledge of economics and economic institutions; a grasp of the humanities: philos0phy, literature and languages. It requires an acquaintanceship with history, a knowledge of anthrOpology, sociology, and of political science. Without such a broad education, the indi- vidual going to Latin America will not secure that deeper understanding of his own culture; which is requisite to ap- preciate the common and the dissimilar values in the Latin American culture. In general, it may be said that the kind of education for working abroad is the kind that will provide a person with a proper understanding of the biological, social and spiritual nature of man. While there is danger that education for "overseasman- ship" may become too rigid, or stereotyped, the emphasis on a broad educational base should not be an excuse for lack of competency in the field of specialization. Mediocre scholars will not secure the respect Of competent native leaders, nor are they apt to provide the kind of specialized service re- quired by the host country. Local leaders are often deeply hurt by the treatment of second-rate individuals, who behave like colonial masters rather than visiting experts to a friendly nation. 216 The expert going to a foreign country needs to acquire as much background training as possible. This would involve knowledge of the country, its culture, language--where pos- sible, its government, noted leaders, and regulations govern- ing foreigners in the country, as well as talking with persons who have been in the region, seeing films of the area, and having the necessary knowledge about his own culture and the organization he represents to properly represent them both adequately. Thorough briefings should be held before leaving, and, where possible, an intensive orientation period of several weeks or more. A briefing center established in the host country, with the briefing performed by Nationals of that country, would also greatly add to the effectiveness of the expert going abroad. Knowledge of culture and language A third phase of the preparation for "overseasmanship concerns a knowledge of the culture and the languages of the peOple in the country visited. This is necessary because, to attempt to transplant our ideas of what is needed into their culture without a thorough,acquaintanceship with it, would be disastrous. It would result in a program that is not indi- genous to the cultural heritage of the peOple, and, therefore, would not be apt to be successful. 217 Thus, the researcher's most difficult challenge is to make his professional training useful. He must learn how his professional skills and the specific programs with which he will be identified are likely to be regarded and received by the individuals and the institutions with whom he will be associated. He must understand how his particular project is likely to be influenced by and have a direct effect on the surrounding political, social, and economic enxironment. He must be well equipped to make judgments which relate his skills, his behavior, and his project effectively to the de- mands of the society in which he is working. Theoretically, it would be desirable for all indivi- duals who are to conduct research in Latin America to under- stand the language of the peOple with whom they are to work. But as a practical matter, this is often impossible. When a country wants an education expert, it wants him now. They will not wait for one or two years until this expert learns Spanish. There is little possibility in the immediate future that all educational researchers who will need to go abroad can be instructed thoroughly in the language of the country of their assignment. But some steps should be taken which move toward that goal, particularly for those who are going to be in close daily working relationships with the foreign 218 Nationals over a considerable period of time. Language is a door to understanding, and given equal technical and personal competence, the expert who can communicate with the other people directly in their own language has a great advantage over the one who cannot. Securingicooperation and teamwork This leads to the final subject in my consideration of the training of overseas research personnel; how to secure cooperation and teamwork in the field. Just because an indi- vidual possesses a certain body of knowledge, this is no guarantee that he can impart it to others. A man may be ex- ceptionally well—educated, understand a country's cultural background and even the language, and still not be the kind of person who can work with the country's Nationals and get things done. In working in a foreign culture, one can never advance beyond the understanding and consent of the overseas citizen. Thus, a knowledge of diplomacy, and the art of motiviating people, is essential. This calls for the kind of person who is acceptable in personality, humble in Spirit, kindly in attitude, and persuasive in securing the cooper— ation of others. The ambitious, aggressive attitude of many Americans often gets them into trouble overseas. What appears 219 to be required is the kind of person who needs no publicity and, therefore, can take a backseat, and let the host country or the National leaders get the credit. An acquaintance with the power structure, and the approved procedures and methods of communication are also necessary. For example, when an American deals with a govern- ment agency that regularly loses three letters of every five it receives, it is hard for him to believe that such inef- ficiency is not a planned attempt to sabotage his work. The individual who conducts research in Latin America either learns to accept these facts and act on them or he will be frustrated because of his failure to understand his environment. In closing, one additional factor needs to be men— tioned--the nature of overseas programs. One may bear the simple title of "research adviser," yet be required as an education expert to do far more than what any single edu- cator would be expected to do in the United States. In the United States the research consultant would have only to serve as one of a team in a task force. In Latin America it is assumed that the educational "research advisor" is able to handle the whole process of educational program development, so that his actual task is that of an institution-builder. 220 He must often create an organization that will not only de- velop and carry out his research activities, but implement the findings as well. Rec0gnition of the need for an over- seas researcher being prepared to handle this task of "insti- tution—building" will help individuals in advance to be pre- pared for more fully executing the work they are assigned to do. It will also make them more aware of how important it is to have cooperation and teamwork, if one is to succeed. As the qualities for overseas research have been dis- cussed, it appears that what is needed is a very exceptional person. Yet, in actuality, the qualities needed are not greatly different from those required of all individuals who wish to live realistically with concern, cooperation, and competence in a democratic society such as our own. 7. 10. BIBLIOGRAPHY Bellak, L., and Bellak, Sonya S. Children's Apper- ception Test. New York: Grune and Stratton, Inc., 1949-1955. California Elementary School AdministratOrs' Associe ation. Home and School WOrk Together for Children. California Elementary School Administrators' Associ- ation: Yearbook, let, 1949. Center of Latin American Studies. Latin America in Periodical Literature. Los Angeles: University of California, issued monthly. Center of Latin American Studies. Statistical Abstract of Latin America. Los Angeles: University of California, annually since 1955. Central Institute for the Deaf. McGinnis Method of As— sociation for Aphasics. St. Louis: Central Institute for the Deaf, 1925. Centro Guatemalteco de Turismo. Guatemala. Guatemala: Centro Tipografico Moderna, 1962. Council on Foreign Relations. Social Change in Latin America Today. New York: Harper and Brothers, 1960. Direccion General de Estadistica. Anuario de Comerico Exterior. Guatemala: Editorial del Direccion General de Estadistica, 1959. Direccion General de Estadistica. Guatemala en Cifras. Guatemala: Editorial del Direccion General de Estadistica, 1960. Direccion General de Estadistica. Ilnformador Estadis- tico. Guatemala: Editorial del Direccion General de Estadistica, 1962. ‘221 ll. 12. 13. 14. 15. l6. 17. 18. 19. 20. 21. 22. 222 Direccion General de Estadistica. Censo de Republica de Guatemala. Editorial del Direccion General de Estadistica, 1951. Galvez, Isabel. Personal Communication, 1963. Geiger, T. Communism vs. Progress in Guatemala. Washington, D.C.: Washington National Planning As- sociation, 1953. Gobierno de Guatemala. Manual de Organizacion del Gobierno de la Republica de Guatemala. Guatemala: Editorial Galindo, 1962. Gobierno de Guatemala. Proclamation No. 157. Guate— mala: Gobierno de Guatemala, April 27, 1962. Goldstein, M. A. The Acoustic Method for the Training of the Deaf and Hard of Hearing Child. St. Louis: The LaryngoscoPe Press, 1939. Inter-American Development Bank. Social Progress Trust Fund. Washington, D.C.: U.S. Government Printing Office, 1962. International Bureau of Education. International Year- book of Education. Geneva: International Bureau of Education. International Bureau of Education. l'Organisation de l'Instruction Publique dans 53 Pays. Geneva: Inter- national Bureau of Education, 1932. International Institute. .Educational Yearbook. New York: Teachers College. Columbia University. James, P. E. Latin America. New York: The Odyssey Press, 1959. * Jordan, J. E. -A Professional Preparation Program in International Rehabilitation. Paper presented at Inter— national Rehabilitation Seminar, washington, D.C., March, 1962. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 223 Jordan, J. E. "The Guatemala Research and Training Center in Rehabilitation and Special Education." Selected Convention Papers, 40th Annual Council for Ex- ceptional Children Convention, Columbus, 1962. Jordan, J. E. Rehabilitation and Special Education in Latin America. Papers read at the Inter-American-Con- gress of Psychology, Mar del Plata, Argentina, April 1963; and at the Second International Seminar on Special Education, Nyborg, Denmark, July 1963. Jordan, J. E. "Special Education in Latin America." Phi Delta Kappon. 1963, (December issue, in press). Jordan, J. E. "Special Education in Latin America." World Horizons in Special Education. Proceedings of 1963 Summer Lecture Series, Michigan State University, (In press). Jordan, J. E. "The University Looks at Rehabilitation: An International Perspective."' Journal of the Michigan Medical Society, 1962, 61:620. Keith, J. P. and Jordan, J. E. A Cross Cultural Study of Potential School Drop-outs in Certain Sub-Saharan Countries. Submitted for publication, 1963. Keith, J. P. Assessing Academic Achievement with Specific Variables of theerawing Completion Test in Certain Sub-Saharan Tribal Groups: A Pilot Study. Un- published doctoral dissertation, Michigan State Univer- sity, 1963. Kelsey, V. 0. Four Keys to Guatemala. New York: Funk and wagnalls Co., 1961. Lee, J. L. Resolutions and Recommendations on Education of Crippled Children Adopted at the Geneva Conference. Journal of Exceptional Children, 1949, 16, 229-232. March, L. Rapport au nom de la Commission Mixte de la Statistique Intellectuelle. Cairo: International Sta- tistical Institute, 1928. ' 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 224 Martz, J. D. Communist Infiltration in Guatemala. New York: Vantage Press, 1956. McAlees, D. C. "Special Education in Guatemala." WOrld Horizons in Special Education. Proceedings of 1963 ‘Summer Lecture Series, Michigan State University. (In press). Mendez, Augusto. Personal Communication, 1963. Ministerio de Educacion Publica. Datos de Estadistica Escolar para una Planificacion. Guatemala: Editorial del Ministerio de Educacion Publica, 1961. Ministerio de Educacion Publica. Informacion Estadis- tica. Guatemala: Editorial del Ministerio de Educacion Publica, 1961. Ministerio de Educacion Publica. Informe de las Labores Realizads por la Seccion de Estadistica Escolar Durante e1 Ano 1960. Guatemala: Editorial del Minis- terio de Educacion Publica, 1961. Ministerio de Educacion Publica. La Educacion Guate- malteca. Guatemala: Editorial del Ministerio de Educacion Publica, 1961. Ministerio de Educacion Publica. Legislacion Basica de la Educacion Guatemalteca. Guatemala: Editorial del Ministerio de Educacion Publica, 1961. Ministerio de Educacion Publica. Reglamento de la Lev Organica de Educacion Nacional. Guatemala: Editorial del Ministerio de Educacion Publica, 1961. Ministerio de Educacion Publica. Situacion Demografica, Economica, Social y Educativa de Guatemala. Guatemala: Editorial del Ministerio de Educacion Publica, 1961. Munoz, J. Guatemala. Guatemala: Tipografia Nacional, 1952. Orellana, C. G. Historia de la:§ducacion en Guatemala. Mexico, D.F.: B. Costa-Omic, 1960. 45. 46. 47. 48. 49. 50. 51. 52. 53. '54. 55. 56. 57. 58. 225 Pan American Union. Constitution of the Republic of Guatemala. Washington, D.C., 1960. Rendon, Roberto. Personal Communication. 1963. Rorschach, Hermann. Psychodiagnostics, a Diagnostic Test Based on Perception. New York: Grune and Stratton Inc., 2nd Edition, 1946. Schneider, R. M. Communism in Guatemala. New York: Praeger, 1958. Suslow, H. Social Security in Guatemala. Unpublished doctoral dissertation, University of Connecticut, 1954. Taylor and Taylor. Special Education of Physically Handicapped Children in Western Europe. New York: International Society for the Welfare of Cripples, 1960. Terman, L. M., and Merrill, Maud A. Stanford-Binet In- telligence Scale: Manual for the Third Revision, Form L—M. Boston: Houghton Mifflin, 1960. Toth, J. C. An Analysis of the Nature and Extent of Rehabilitation in Guatemala. Unpublished doctoral dis- sertation, Michigan State University, 1963. Tumin, M. M. Caste in a Peasant Society, A Study in thejgynamics of Caste. Princeton University Press, 1952. University of London Institute of Education. Yearbook of Education. London: University of London. UNESCO. Basic Facts and Figures. Place de Fontenoy. Paris, France, 1960. UNESCO. Current School Enrollment Statistics. Place de Fontenoy, Paris, France, 1960. - UNESCO. La Situacion Educativo en America Latina. Place de Fontenoy, Paris, France, 1960. UNESCO. Organization of Special Education for Mentally .Qeficient Children. Place de Fontenoy, Paris, France, 1960. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 226 UNESCO. Statistics on Special Education. Place de Fontenoy, Paris, France, 1960. UNESCO. World Handbook of Educational Organization and Statistics. Place de Fontenoy, Paris, France, 1951. UNESCO. World Survey of Education, Volume I. Place de Fontenoy, Paris, France, 1955. UNESCO. World Survey of Education, Volume II. Place de Fontenoy, Paris, France, 1958. UNESCO. World Survey of Education, Volume III. Place de Fontenoy, Paris, France, 1961. UNESCO. International Yearbook of Education. Place de Fontenoy, Paris, France. United Nations. United Nations Statistical Yearbook. New York: United Nations Publishing Service, 1962. United States Embassy of Guatemala. Selected Unpub- lished Papers. Guatemala, 1961. United States Senate Committee on Government Operations. Rehabilitation of the Disabled in Thirty-seven Countries of the WOrld. Washington, D.C.: U.S. Government Printing Office, 1960. Whetten, N. L. Guatemala, the Land and the People. New Haven: Yale University Press, 1961. APPENDIX A DATA-SCHEDULE FOR STRUCTURED INTERVIEWS (English Translation) 227 228 INSTITUTE OF RESEARCH AND IMPROVEMENT OF EDUCATION Special Education and Rehabilitation Project — SERP - Face Sheet 83- F8 CODE Name of the Agency or Institution Address Telephone _fi. Public Private Name of person to contact Other locations Special Education E,- Rehabilitation [:[; Bot-h [:17 Nona: General nature of services offered Best times for interviews Estimated time necessary to collect data Researchers comments Nov. 1962 Researcher Date Informant 229 HISTORY _ ss - H1 CODE ’ 1. When founded 2. By whom 3. Purpose when founded (obtain charter) 4. Major changes since founded a) Programs and Services Dec. 1962 Res Date 1963 Informant 230 HISTORY SS - H2 CODE b) Clientele- Type and number when founded and subsequent major changes c) Types and number of service personnel when founded and subsequent major changes 231 HISTORY SS - H3 CODE d) Organization when founded and subsequent major changes e) Facilities when founded and subsequent major changes 232 ADMINISTRATION SS - Al CODE 1. *Major Control: Govt. Private 2. Organization Structure (obtain c0py of by-laws). (a) Board of Control: YES NO 1. Number and composition 2. How often do they meet? * 3. How elected 4. Length of service 5. Role of Chairman (b) Admin. Organization (obtain organizational chart or draw an organization chart if unavailable) 1. Duties of chief admin. officer 2. How are admin. personnel selected? DEC. 1962 RES Date 1963 Informant 233 SS - A2 CODE 3. Major Policy Determination (a) How are programs and kinds of services determined? (b) How are eligibility requirements for service determined? (c) How are personnel needs and standards determined? (d) How is the budget formulated and approved? 234 ADMINISTRATION SS - A3 CODE (e) How is Capital outlay decided? 4.*Board Admin Executive Admin 5. Autonomy or Coordination with other agencies. (a) Are facilities shared with other agencies? Explain (b) Do you refer and/or exchange clientele? Explain (c) Do you share fund raising programs? Explain (d) Do you share personnel? Explain 235 FINANCE SS - Ql CODE 1. Total and SE or R budget by years: (obtain c0py of budgets for 1960-61-62) 1962 1961 1960 1959 1958 1957 2. Expected 1963 budget (obtain a copy) 3. Sources of income: (also enter expected 1963 figures) (a) Govt. (Name specific agencies and amounts) 1962 Q : Q 1961 Q : Q 1960 Q , Q 1963 Q; ; Q (b) Individual Companies or Non—Cash gifts EVE; donations Organizations Indicate the kind solicited unsolicit.solicited unsolicit.and estim. value 1962 1961 1960 1963 (c) Lotteries: Who conducts it? 1962 Q ; 1961 Q ; 1960 Q Expected 1963 Q Dec. 1962 Res Date 1963 Informant (d) Fees: 236 FINANCE SS - 02 CODE 1962 1961 1960 1963 Rate and/or kind Tuition Edu. Materi als Medical Subsistance Materials and equip. Other services fees TOTALS (e) Sale 3: PRODUCE RESALE Amt. Kind Kind 1962 1961 1960 1963 (f) Other income: (indicate year, amount, and source) 4. What are the dates of your fiscal year? 5. What are the dates of your school year? 10. 237 FINANCE Expenditures: (obtain salary schedule) CODE SS - Q3 EXPENSE CATEGORY 1962 1961 1960 1963 (a) Salaries of admin. personnel (b) Salaries of service personnel (c) Service material costs (d) Service equip. purchases (e) Overhead and maintenance (f) New Construction (g) Debt management (h) Other service costs Explain (h) Who does your auditing? (obtain statement for 1962-61-60) 1962 Insurance value: (if any) Q 1962 Book value or estimated assets Q Comments: 238 F1 CODE 1 I SS GENERAL FACILITIES - DGMEHOMGH mama puma (.2 fi‘ 32.. mom pcmam mcflumom Amy ___ __1 Ln h—a S? m N h.— Hflo -mmo luv a _ ._ L m ..._ a mwfluoum>mq ADV wcflmucsom kumz ADV muflofluuomam Amv Noma .UWQ .uumnu w>onm CA pwumfla m@:HpHHSQ OD ummwn Bonn mwxon CH muwQEdz .m >uuwmonm mo ONHm .N v-INMV'LD Hom m pmcmflwwp soap 0 me_.uumcoo maflmcflmfluo uflvcoo m :uoum mo was“ mUH>Hmw \mmmHo mEoou # mcflpawsm AcmHm noon cflmunov wEoou mo # HMDOB 239 F2 SS GENERAL FACILITIES CODE wEoon mom» mcflcfimue .oo> va mmmnwfiu Ammamsnm mo mmmmu Has Amv .ucmsummup Hmoflomz “to mmoflmwo mUH>Hmm on mmOflmmo .CHEUd AQV mEooummmHo coflumospm amaommm Amv "Hones: pom mEoou mo mmmwe mpcsoum Hmcoflummuomm Any Amumu mo .02 hnv mcflxumm AHV msmzaamm lav muflmum “my muflxm Amv .¢ F3 moon H m \mEOOH mo # "mumo SS Iflch .mwflnou a E IHEHop Ho mpHMB CODE GENERAL 240 FACILITIES - .fiomm mflfluommp mmmmam .mEoou pmumeH wUH>umm Hmnuo mEoon mama soapmmuomm mumunflq mmmcsoq mEOOH @UCQHGMCOU mEoou mcHCHQ Ev A3 2: CE A: C: A3 7.3 2: A3 241 FACILITIES - SPECIFIC SS - F4 use one sheet for each service room or class room CODE 1. Identification of room by number and/or name. 2. Relative location in building 3. Draw a sketch and indicate size and Openings. 4. What is this room currently used for?’ 5. What kind of activities take place in this room? 6. How many hours per day is this room in use? 7. What are the characteristics of the clientele/students using this room? (a) Age range (b) Kinds of disability (c) Largest number at any one time (d) Average number utilizing this room each day 8. Number and kinds chairs or desks: (fixed?) DEC 1962 Res Date 1963 Informant 10. ll. 12. l3. 14. 15. 16. 242 FACILITIES - SPECIFIC SS - F5 use one sheet for each service room or class room CODE Types and amounts of equipment in this room. Lighting Ventilation Noise Temp. *What is the capacity for services in this room? What materials or equipment do you need or have in excess: (Indicate which?) *Is this room adequate for the services conducted? Explain 243 FACILITIES - SPECIFIC SS - F6 use one sheet for each service room or class room CODE 17. Types and amounts of rehab. materials in this room? 18. List of teaching materials: (a) Types and amounts of institutionally provided teaching aids. (b) Availability of common supplies (paper, pencils, etql (c) Books. (d) Types and amounts of teacher produced materials. 244 PERSONNEL SS - Pl CODE 1. Administrative personnel: (get list of total personnel) TITLE Sex Pd. Vol. Full-time Part-time hrs/wk. hrs/wk. 2. Service Personnel: (indicate average hours per week) Total # Full—time Part-t TITLE Pd. Vol. # F # hrs, # hrs. (a) Prim. Teacher (b) Sec. Teachers (c) Speech therapists (d) Counselors (e) Social workers (f) Psychologists (g) Psychiatrists (h) Physicians (i) Physiatrists (j) Oculists (k) Phys. Therapists (l) Occ. Therapists (m) Prosthetist (n) (0) (p) Dec. 1962 Res Date____"1963 Informant 245 PERSONNEL SS - P2 CODE What additional staff do you presently need? (Indicate type and number) Have provisions been made for additional personnel in your 1963 budget? (indicate type and number) What is the rate of turnover among your service personnel, (paid and voluntary)? Explain What criteria are used for employment of service personnel? (if written obtain a c0py) 7. 8. What are your hiring procedures? 9. 10. 246 PERSONNEL CODE Are your hiring criteria difficult to follow? SS - P3 (obtain c0py) What Opportunities exist for advancement? Fringe benefits: (a) (b) (C) (d) Social Security Retirement Insurance Other 247 SERVICE PROGRAMS SS - Sl CODE 1. What are the objectives of this institution? (Obtain copy) 2. What are the elibibility requirements for service? (Obtain copy) 3. What are the referral methods to and from this institution? (List agencies and numbers also) Dec. 1962 Res Date 1963 Informant 248 SERVICE PROGRAMS SS - $2 CODE 4. How are those admitted for services selected? 5. What is the criteria for case closure? 6. How do you evaluate student performance? (SE) (a) Grading system (b) Examination procedures (c) Testing programs (list types of tests used) 7. What is the criteria for grade placement? (SE) 249 SERVICE PROGRAMS SS - 83 8. Indicate below the specific services provided by this insti- tution and the percentage of the clientele receiving each service. (a) Psychological testing (b) Psychological counseling (c) Psychiatric services (d) Social work (e) Vocational counseling (f) Medical services (g) Prostheses (h) Physical therapy (i) Occupational therapy (j) Speech therapy (k) Ophthalmological and/or optical services (1) Vocational training (m) Educational training (n) Training in activities of daily living (0) Maintenance (p) Subsidies (q) Vocational placement (r) Followeup (3) Transportation (t) Avocational activities (u) Services for parents, etc. (V) (W) (X) (y) (2) 250 CLASSIFICATION AND TALLY SS - CIS CODE 1. Approximate number of students applying or recommended for admission in: 1962‘) ‘ 1961 1960 1959 1958 ' 1957 2. Number of students in special classes or receiving special services in: 1962 1961 1960 1959 1958 1957 3. Number of students graduating in: 1962 1961 1960 1959 1958 1957 4. Number of special classes taught in: 1962 1961 1960 I 1959 1958 1957‘ DEC 1962 Res Date 1963 Informant 251 CLASSIFICATION AND TALLY SS - C28 CODE Students Served During 1962 Type of Disability Number Type of class or service 6. Enrollment by grade level: (1962 only) .M F M , F , M _ F Pre school , J I! Ila J III M 7 F _ M ‘ F g M F III I IV! I! - VI 1 M F M _ F M F VI VII! I Other 7. Number of students in age ranges from: (1962 only) 6t08 8tolO 4 to 6 ——_1 10 to 12 12 to 14 Other- 14 to 16 HUD 16 to 18 252 CLASSIFICATION AND TALLY SS - C3S CODE 8. Number of residential students (1962 only)-—-- Number of day students: (1962 only) ----------- I 9. Number of students from city: (1962 only) ----- Number of students out of city: (1962 only)--- 10. Anticipated applications and recommendations for enrollment in: 1963-1964 1964-1965 1970 J ll. Anticipated enrollment in: 1963-1964 1964-1965 ‘ 1970 253 ClR SS CLASSIFICATION AND TALLY E D O C 7 5 _ 8 5 . 9 5 _ 0 6 _ l 6 _ 2 6 9 1 also Enter projected 1963 Tally usmEHOMGH mmma Oumn OOm mmma Own . Omsmm #50 as m E E . O a O Q» . O.>H m HO O B Omd ca # muaawnmmfln mHOm mpOOz HOEED #50 CH muwummmu OOfl>HOm coflumoflmfimmmao suHHAanun .m 255 RESEARCH ENDEAVORS SS - R CODE What research, if any, has been conducted by members of the staff of this institution? INVESTIGATOR TITLE Publisher J V 1 . Date Where available , A Brief summary INVESTIGATOR TITLE Publisher Date Where available Brief summary DEC 1962 Res Date 1963 Informant l. 2. 3. 4. \OCDQO‘ 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 256 DOCUMENTS CODE SS - D Please obtain the following documents when available. Check the ones obtained and write in the number of pieces of materials. Legal Charter or by—laws . . . . . . . . . . Printed materials on aims, services, etc . . Budgets for years 1962-61-60 . . . . . . . . Auditors statements or financial reports for 1962-61-60 . . . . . . . . . . . . . . . . Floor plan of building if service areas are extensive . . . . . . . . . . . . . . . . Salary schedules . . . . . . . . . . . . . . Personnel list . . . . . . . . . . . . . . . Criteria for hiring professional personnel . Application forms for professional service personnel . . . . . . . . . . . . . . . . Criteria for admitting clientele . . . . . . Applications and admissions forms for clientele. Student/clientele classification . . . . . . Class/service schedules . . . . . . . . . . Fee schedules . . . . . . . . . . . . . . . Copies of available statistics . . . . . . . C0pies of various annual reports . . . . . . Institutional procedure guides or manuals . Research reports or. publications . . . . . . DUUHDUUUDUDHDUU DEED D BUD APPENDIX B PERSONAL INFORMATION INVENTORY (English Translation) 257 258 INSTITUTE OF EDUCATIONAL RESEARCH ANQ_IMPROVEMENT (IIME) Survey of Special Education and Rehabilitation Programs Personal Information Inventory IIME is conducting a survey of Special Education and Rehabilitation programs and facilities in Guatemala. An estimated twenty public and private institutions and agencies are cooperating in the study. Most of the infor- mation to be collected will be obtained through interviews and visitations. However, some of the most vital infor- mation can only be obtained directly from individual profes— sional workers in the field. Will you assist the Institute in this important study by completing all the information requested below? Your responses will be kept in strict confidence and analyzed only by IIME researchers. Thank you for your COOperation. 259 INSTITUTE OF EDUCATIONAL RESEARCH AND IMPROVEMENT (IIME) SS - P4 Survey of Special Education and Rehabilitation Programs Personal Information Inventory PERSONAL DATA 1. Name of Institution in which you are employed: 2. What is the title of the position which you now hold? 3. Describe in about one sentence the nature of the work that you do. 4. For how many years have you been employed in this Institution? (Check one) a. Less than 1 year ( ) d. 4 to 6 years ( ) b. l to 2 years ( ) e. 6 to 10 years ( ) c. 2 to 4 years ( ) f. 10 or more years ( ) 5. Normally, how many hours per week do you work? 6. Is this position considered to be full—time or part- time? (check one) a. Full-time ( ) b. Part-time ( ) 7. In what way are you paid? (Check one) a. by salary ( ) b. by hourly rate ( ) c. non-paid volunteer ( ) 8. If paid by salary, what is your regular monthly salary? Q 10. 11. 12. 260 ss - P5 If paid by means other than by salary, what are your earnings per hour? Q What is your sex? a. male ( ) b. female ( ) Are you married? a. yes ( ) b. no ( ) Approximately what is your age? (Check one). a. under 20 ( ) c. 30-39 ( ) e. 50-59 ( ) b. 20-29 ( ) d. 40-49 ( ) f. 60 or more ( ) PROFESSIONAL TRAINING AND EXPERIENCE 1. Have you taken a course at the university of San Carlos in the last three years? If so, please identify the courses in the space below. (If more than three, list the three most recently completed). Name of Course Faculty Date Completed In general, of what value were the courses you took at the University of San Carlos in your professional work? (Please check one) a. of great value ( ) c. of little value ( ) b. of some value ( ) d. of no value ( ) Please identify the professional organizations to which you belong. To what professional publications do you regularly subscribe? 261 P6 SS PERSONAL INFORMATION INVENTORY pwmonEO sOH£3 cofiumooq cofiusuwumcfl OHuwB E CH mHOOM mo OEOZ C: M: A.usOUOH OOOOH Op ucOOOH Once we HOOMO OH umfiqv .OMOOA GO» ummm M: OLD msflusp paOn O>m£ so» coflummsuoo Ho wcofluflmom Onu DOHH OmmOHm .o E: H: : E "n D N a A: G: N: I: N: I: : : T: = “u N: O: I: S: S: Ma pOchO pOUCOqu m: OOOOHMHOHOO £0fl£3 ESHSOHHHSO COHOOOOA sOflusuHumsH mo OEOZ P: HO OOHmOQ CH OHOOw : R: .pmn O>O£ so» COHDOUOOO mo OHOOm home 30: ODOOAOCA OmwOHm .m 262 PERSONAL INFORMATION INVENTORY SS _ P7 PROFESSIONAL ACTIVITIES .Ig you are a teacher, omit questions 1 through 5 and CONTINUE DIRECTLY TO QUESTION 6. 1. Approximately how many clients do you_see during the average day? 2. What is the average length of time you spend per visit with each client? a. Less than 30 min. ( ) c. 1 to 1% hour ( b. 30 min. to 1 hour ( ) d. more than 1% hour ( 3. Do you limit your practice to specific disabilities? Yes ( ) N0 ( ) 4. Briefly state the type(s) of disabilities you treat. 5. What additional training, if any, do you believe would help you to better perform your present duties? ) ) 263 mmfluflsanmmun .mucmespm mo Ousumz mmmHO, musOpsum mo Ca usmsmu Omsmu Omm OuUOnme m E OucOpsum mo HOQESZ HO>OH Opmuw OOUDGHE ca mmmao Oo spasms mmmao mo Osmz mm.1 mm .moma manage coflusueumcn menu ca unmsmu so» £0H£3 OOOOOHU GOMOOODUO HOAUOmm On» mo gumO How sOHumEHomsfl pOumOstH O39 3OHOQ unmno On» ca Opfi>oum OOOOHA V .0 MAZO mammoflme Nm BDO QWAQHm mm QADOEm mflmflfi mHmE 264 PERSONAL INFORMATION INVENTORY SS - P9 7. Do you hold any other position in addition to your em- ployment in this institution? a. Yes ( ) b. NO ( ) If yes please describe in the chart below. Title of Hours Salary or position Institution per week wage per month D. pRofiESsIONAL OPmIONs 1. What do you consider to be the four greatest problems or needs in the field of special education ( ) or rehabili— tation ( ) in Guatemala?. (Please check one) b) C) 265 SS - P10 D. PROFESSIONAL OPINIONS (continued) [ l a) 2. In your Opinion, how great are the Opportunities for pro- fessional advancement in the field of special education ( ) or rehabilitation ( ) in Guatemala? (Please check one) a. Many ( ): b. Some ( ): c. Few ( )7 d. None ( ). 3. Do you have specific plans for additional training in your field? (Please check) Yes ( ) No ( ) If yes, please describe below:a 4. Do you plan to remain in your present field of speciali— zation? (Please check) Yes ( ) NO ( ) If not, please describe the reasons why you are choosing to leave this field of specialization. APPENDIX C ADDRESSES OF INSTITUTIONS STUDIED AND NAMES OF DIRECTORS 266 267 ADDRESSES OF INSTITUTIONS STUDIED AND NAMES OF DIRECTORS Institution Centro Educativo Asistencial Ciudad de los NifiOs Centro de Observacion Centro de Reeducacion para Varones Centro de Reeducacion para Nifias Escuela Santa Lucia Escuela Fray Pedro Ponce de Leon Hospital' Neuropsiquiatrico Instituto Neurologico Institute de Retrasados Mentales Instituto de Rehabilitacion Infantil 5.99% 4 Av. 15—36 Zona 1 13 Av. 29-29 Zona 5 13 Av. 29-29 Zona 5 San Jose Pinula San José Pinula 2a Calle "A" Zona 10 6a Av. 0-18 Zona 10 San Vincente 4 Calle 9-46 Zona 1 40 Calle "B" 3-75 Zona 8 26 Calle 3—43 Zona 3 Director Dr. Augusto Aquilera Augusto Mendez Isabel Galvez Maria Teresa Godoy Dr. Jose Campo Dr. Roberto Rendon Rosaria de Solores Dr. Miguel Aquilera