Integration of the aurally handicapped in regular schoolroom classes

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INTEGRATION OP THE AURALLY HANDICAPPED IN REGULAR SCHOOLROOM CLASSES

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by F e m e L. Jones June 1950

UMI Number: EP45901

All rights reserved INFORM ATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

UM I Dissertated Publishing

UMI EP45901 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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T h is project report, w ritte n under the direction of the candidate’s adviser an d ap p ro ved by h im , has been presented to and accepted by the F a c u lty of the School of E d u catio n in p a r t ia l fu lf illm e n t of the requirements f o r the degree

o f M a s t e r of

Science in E ducation.

Date.......................................................................

A d v is e r

6-36£; Forty-Ninth Yearbook l4,24,2£, 32,33,38-60; Frampton and Rowell (II) 218-221; Heck 274-8, 284; Martens (A) all; Pintner, Eisenson, and Stanton 190-2.

9

CHAPTER 2. CLASSIFICATION HOW TO SEGREGATE THE TYPES FOR EDUCATIONAL TRAINING

A.

BENEFITS which should be derived from grouping the types of hearing defectives for educational purposes. 1.

ESTABLISHED STANDARDS:

The state laws provide defin­

ite standards for admission to classes upon the basis of which state aid is paid, therefore it is necessary to have rigid classification. 2.

STATED SUBSIDY:

The amounts allowable for equipment,

supplies, and services vary in different states, but are contingent upon rigid classification.

Much of the

equipment involved is peculiar to the handicap.

B.

PROBLEMS of establishing and maintaining special classes and suggestions for their solution. 1.

How to set up the program of hearing testing on the basis of which classification is made. a.

Refer all. doubtful cases to the hearing clinic after a routine check by the school health ser­ vice.

b.

See chapter 7»

Refer the child to his' own otologist who can make recommendation to the school health department if the school has no hearing clinic..Blanks should be provided for this purpose.

10

2*

How to select candidates for the special class. a.

Determine the intelligence quotient of the child in question after the recommendation as to ear condition has been made, to be in accordance with the state law. (Different state laws make different provisions but the general statement as to hearing loss conditions is generally accompanied by some such statement as this: mind."

"they must be of sound

Thus, you must first determine the inter­

pretation of the statement and then give tests to determine the intelligence quotient.) b.

Give intelligence tests only after preliminary period of instruction in the hearing conservation class.

(The tendency is to place the pupil in the

hearing conservation class during the period of orientation and observation, due to a multipli­ city of factors which might affect or influence the test score.) 3.

How to differentiate between the deaf and hard-ofhearing for the purposes of education. a.

Recognize the severely deaf as: (1) Those who have only an island of hearing and have developed no pattern of spoken language# They can faintly hear only a limited number of sounds, in circumstances which are very variable.

11

(2) Pupils whose deafness is less severe, who can respond to a number of sounds within the speech range.

The majority of this group use their

voices spontaneously as a means of expression but talk very little before education begins, and invariably their understanding of words is very limited and imperfect in quality and quantity. b.

Consider the hard-of-hearing individual as: (1)

A person who reacts to spoken language under­ standing^, provided the source is brought within;his hearing range, either through loud voice, through amplification of sound, or through some other mechanical device.

A

hard-of-hearing person may have only five per cent of hearing, yet nevertheless may hear understandingly. (2)

A person who has become totally deaf adven­ titiously, that is, by disease or accident, may yet be called hard-of-hearing because he has language patterns which were established prior to the loss of hearing.

4.

How to classify the hard-of-hearing pupil with a mental handicap. a.

Place such a pupil in the hearing conservation

12

class, or the deaf class, if he will benefit from instruction in there. t

b.

Place him in the class for the mentally

retarded

if he will benefit more from instruction there, and provide that teacher with such materials and mechanical aids as he is able to use. c.

Place a deaf pupil in the hearing group

for some

reading as pupils with low intelligence often acquire a certain degree of proficiency by being alerted to keep up with the group. G.

PROJECTS which will strengthen your ability to classify pupils for special classes. 1.

Select from tests made in your school, one intelli­ gence and one ability or performance test which would be suitable for use in determining eligibility of pupils for the hearing conservation class.

2.

State five reasons which you as a teacher would give your principal to convince him of the wisdom of plac­ ing the child in the hearing conservation class for a period of orientation before administering an intel­ ligence test to him.

3.

Make a blank for the report to the testing bureau following this period of observation.

Be sure to

include all findings which might influence the test.

13

D«

READINGS which will help to clarify the foregoing state­ ments and make them more meaningful to you. «

Baker 92; Davis 352-lj.; Forty-Ninth Yearbook ll,12,li{.,39» 14.0,152-163; Frampton and Rowell (II) 2014.,221; Lord 27*28.

14

REQUEST FOR PUPIL STUDY I.

Identifying Data Name

Age

Birthdate

Address______________________ School__________ Grade_ Is child new to L.B. schools,?

No. of siblings_

Name of father_______________Occupation____________

II•

Name of mother__________

Occupation

With whom does child live?

Name and relationship

Test Data Sefeool Achievement Superior Satisfactory Unsatisfactory-

East Beading Aohiev. Test Name of Test Date________ Level______

Mental Tests 1,111 ■ m '!!'1 , 1 Binet Index_____ _ Index _.. Index

Weohsler __________ _ ’

Other Individual Group ________________________ _________________ "

Physical Date of last exam___________ By whom_ Special health problem______________ NUrse*s Signature II®.,

Present Problem--reason for requesting study. Give specific examples of child*s behavior. (Use back of this page.) Date

Counselor FIGURE

-Principal

1

REQUEST FOR PUPIL STUDY PRECEDING SPECIAL CLASS PLACEMENT

15

CHAPTER 3. BACKGROUND HOW TO PROVIDE AND MAKE USE OF RECORDS AND CASE HISTORIES

A.

BENEFITS that may come from keeping careful records and case histories. 1.

ESSENTIAL INFORMATION: and up-to-date records

Carefully prepared, concise are essential to the success

of any undertaking with physically handicapped pupils. 2.

WELL-INFORMED TEACHER:

The teacher must be familiar

with the condition of the hearing and the

general

health of each pupil, his mental ability,

his person­

ality, attitudes and family history. 3.

BETTER COORDINATION:

The teacher must be

able to in­

terpret the records and thus fit the program to the individual needs of each pupil. if. GOOD EVALUATION:

Cumulative records are invaluable

in understanding the child with a hearing loss because the "whole child" affects the process of hearing and is affected by it. 5.

MORE SATISFACTORY ADJUSTMENT:

These records are of

value to the teacher to whose class the pupil may be transferred, either in a higher division of hearing conservation or in regular class to which he may be returned because of improved hearing condition or mastery of speech reading of a sufficient degree.

16

B.

PROBLEMS that will present themselves in providing and obtaining; the use of records and case histories and some solutions for them, 1.

How to select a record blank which will include all the important data. a.

Choose a record chart which provides for the his­ tory, the etiology and prognosis of the deafness which causes the deviation.

b.

Include record of the amount of hearing with and ♦ without a hearing aid, recommendations of the otologist as to care, modified instruction and probable effect of instruction.

2.

How to plan a record blank which will provide for pe­ riodic entries after hearing loss checks. a.

Have the second page of the blank ruled for fre­ quent entries with space for remarks.

b.

Provide space for audiograms so you may have a more adequate picture of the degree of hearing loss.

3.

How to secure records from your attending otologist. a.

Send the record blank to the otologist after the visit of the child to him, requesting that he fill it out and return it to the school.

b.

Take the record to the otologist, thus establish­ ing a contact which is moat helpful to the work.

17

l\.»

How to use the

records in planning the program

the pupil, his

seating position in the room, the

for

severity of his loss, etc. a.

Watch the slightly hard-of-hearing child. (1)

Allow

him to proceed with

the

others.

(2)

Favor

him with a seat within distinct hearing

range of the teacher. (3)

Command his attention when directions are being given or assignments are being made.

b.

Place the child with severe loss in both ears toward the front of the schoolroom, say the third seat from the front, if the teacher's desk is in the front of the schoolroom, and instruct him to *

watch the lips of the teacher and the reciting pupils carefully. c.

Seat the child with a hearing loss in the right ear to the right front of the schoolroom so he is in a position to catch what both teacher and class mates say.

Explain about the handicap to the

other pupils so that recitations may be made in a clear well spoken manner. d.

Locate the child with a hearing loss in the left ear at the left center front of the schoolroom so he may be at a vantage point in hearing both teach­ er and class without undue strain.

18

e.

Give lip reading to those pupils who cannot get along by special seating alone.

This enables

them to supplement their hearing with the use of their eyes in understanding speech. f.

Give special education in small classes in the regular school, with facilities for hearing aids, individual attention, etc., to the pupils who cannot succeed in the schoolroom even with the aid of lip reading.

5>.

How to modify the pupil's program when recommenda­ tions for full or moderate instruction appear on his chart. a.

Program the pupil for regular class with assis­ tance in major subjects in the hearing conser­ vation center when "full study program" appears on the chart.

b.

See that the program consists of basic work and that assistance is provided when "moderate" ap­ pears on the chart.

Continue until the full

study program is recommended. 6.

How to plan the family data record. a.

Secure hearing loss history not only of the im­ mediate family but of the grandparents, aunts and uncles on both sides.

19

b.

Obtain any pertinent information which may be of assistance in helping to solve emotional upsets as well as throwing light on the hearing dif­ ficulty*

7.

How to use the cumulative record already compiled and on file in the school. a.

Copy any significant data from the cumulative record card for the confidential folder of the individual child to be kept in the hearing con­ servation room.

b.

Be sure to copy onto the cumulative card any significant data which may be on the hearing loss record because the cumulative card is the one that accompanies the pupil to junior or senior high school and gives the counselor a picture of the pupil.

8.

How to have all cumulative records easily accessible to the hearing conservation teacher. a.

Place all records in the file in the office, in a school which allows the teacher free access to the cumulative records.

b.

Make a copy of the cumulative record card, the health record card, and the test scores for the confidential file in the hearing conservation room.

20

9.

How to adapt tests to hearing conservation pupils so that it will be possible to have complete test scores on the cumulative cards of these pupils. a.

Use the modifications, of standard tests which have already been made if these pupils are not able to participate in the regular tests.

b.

Have copies of the tests used in the regular classes and be sure that all words used in the directions for administering these tests are in the vocabulary of these pupils who are to take the test.

A notation should be made to the

counselor in each building where hard-of-hearing pupils are to be included in the testing pro­ gram, and in all cases the counselor should ob­ serve whether their performance warrants their presence among the group which is being tested.

G.

PROJECTS that will help you select data for records and case histories and make use of them. 1.

Prepare a list of records which you think would be necessary to you as a teacher of pupils with partial or total hearing losses.

2.

Make an

audiometer record sheet which you would like

to use.

Attach it to the pupil’s cumulative record

card or

his health card.

Justify your choice.

21

3*

Outline a program of work and study for the pupil whose hearing loss is shown on the following page.

D.

READINGS that will supplement the information brought to you in the foregoing chapter and guide you in formu­ lating opinions about usefulness of records and case histories. Baker 28-33, ip.,42,ij.6,$0,101; Frampton and Rowell (II) 223-6; Graham lij.,l£,3^,44,1*5,6 3 ,61p Heck 204,20$.

Nam©_ 128 -

Age 256

512 .1024

1448

School 2048

2896

4096

5792

8192

10~

* 5 0 5

10 15

20 25 50 55 40 45' 50 55' 60 65* 70 75 80 85* 90 95*

.5 1,1

1.8 2.6 3.7 4.9 6.3 7.9 9.6 11.3 12.8 13.6 14.6 14.8 14.9 15.0

14

13 •9 2,1 3.6

1.3 2.9 4.9 7.3 9.8 12^9 17.3 22.4 25.7 28.0 30.2 32.2 34.0 35.8 37.5 39.2 4Q|0

5,4 7.7

10.2 13.0 15.7 19.0 21.5 23.5 25.5 27.2 28.8 29.8 29.9 30,0

.3 .9 1.7 2.7

3.8 5.0 6.4 8.0 9.7

11.2 12.5 13.5 14.2 14.6 14.8 14.9

"IsTTT

100 Frequencies Right Left "______512______

A.

________ 1024

B.

7 x total j better ear Total % worse ear

2048______ 0,

Al

B

4096

D. Total

0 4 8

Binaural loss

Record audiometric test result figures in appropri­ ate spaces in columns under the e&art. Add each column and confute loss of capacity to hear speech. FIGURE

2

PERCENT LOSS ASSIGNED TO SPEECH RANGE FREQUENCIES

23

PART II. ORGANIZATION HOW TO INAUGURATE SPECIAL CLASSES

Are you baffled when you hear organization being dis­ cussed?

Do you know how to make full or part time provis­

ion for exceptional children in a school system?

Could you

hurdle the obstacles which stand in the way of such a pro­ gram? As far as possible, the exceptional child should be al­ lowed to have opportunities to mingle with the general group of children.

The ability to coordinate these programs and

fuse them in such a manner that they seem to be one distinct entity is one of the big tasks of organization. If you follow through the next six chapters you will find some of the accepted answers to the above questions.

CHAPTER i|.. CONSERVATION CENTER HOW TO PROVIDE A SATISFACTORY PHYSICAL PLANT

A . ' BENEFITS which may be derived from placing special classes in an adequate physical plant* 1.

SUCCESSFUL OPERATION:

The entire program of hearing

conservation is dependent on a suitable physical plant* 2.

EASIER PUPIL ADJUSTMENT:

If it is true that outside

influences vitally affect the lives of normal chil­ dren, it is more than ever true with atypical chil­ dren who have more of an adjustment to make.

B.

PROBLEMS that you will encounter in locating these classes most advantageously for best achievement. 1.

How to locate the building with reference to accessi­ bility by bus and street car, and to territory to be serviced. a.

If the use of one building is adequate to the need locate it centrally;

if more than one is required

locate the buildings in strategic positions within the areas to be served. b.

Do not locate schools in relation to the personnel of the class to be established as this is a con­ stantly changing factor.

25

2.

How to locate the building with regard to safety from crossing hazards. a.

If possible, place these centers in locations easily accessible to bus and street car lines but not at busy thoroughfares of traffic.

b.

Make adequate provision for protection from haz­ ards if it is necessary to place the conservation center at a'*’busy thoroughfare.

3.

How to choose the building which has available impor­ tant equipment and apparatus for corrective gymnasium work.

(Hearing defectives often suffer from poor co­

ordination. ) a.

Ascertain from the physical education department those school buildings which are well equipped with this kind of apparatus, and choose according­ ly*

b.

Secure assurance of the principal of the school under consideration that this equipment will be available for the use of these pupils in the reg­ ular corrective gym set-up.

c.

Try to secure buildings which have swimming pools located in them. (1)

Swimming is an important skill.

(2)

Swimming can give these students a much needed feeling of freedom from restraint.

26

[j.*

How to select the school building with regard to ca­ feteria service. a.

Select a building which has an adequate cafeteria service or make some provision for hot lunches. (1) Nutrition plays an important part in physical well-being. (2) These students are, as a rule, transported long distances.

b.

Arrange with the cafeteria manager to provide a hot drink or a bowl of hot soup for the lunch of these special students.

How to choose the room in the building with regard to accessibility, size, acoustics and natural light­ ing. a.

Consider natural lighting the most important fac­ tor when choosing location of the room. (1) In some areas you may choose rooms with a northern exposure because this makes possi­ ble a comfortable, uniform light. (Remem­ ber however, that north exposure rooms are sometimes cheerless.) (2) In case you must select a room with southern exposure, the south breeze does not compen­ sate for the sacrifice of easily controlled light.

27

(3) As few school buildings are oriented exactly north, south, east or west, you may choose rooms facing northeast or northwest, thus getting the benefit of the sunlight some part of the day and the advantage of a fairly uni­ form light, (1|_) You may choose east or wsst rooms if care is used in controlling the light. (5) Have windows at left of pupils if at all pos­ sible. b.

Ghoose a room large enough to accommodate the necessary equipment and to provide work areas

for

the different grade levels in the class. c.

Locate the room as centrally as possible because books and materials are heavy and the students must carry much of their special materials with them to their classes.

d.

Secure the help and advice of an acoustic physi­ cist in assessing the hearing qualities of the room you have under consideration.

This requires

scientific knowledge and judgment. 6.

How to control diffusion of light at all times of the day. a.

Check lighting facilities against a check list such as that called "Outline for Checking Lighting

28

Facilities and Equipment", available from your electric service company. b.

Use a light meter in checking and endeavor to have at least 30 foot-candles of light on all desks, tables, chalk-boards and other work areas.

c.

Equalize levels of illumination by means of opaque medium-light colored window shades installed so that both halves of the window may be shaded sep­ arately.

d.

Install lights in the room that may be turned on separately to equalize illumination.

7.

How to select suitable wall and eeiling finish and floor surface. a.

Paint the walls in north or northwest rooms in warm buff, dull finish.

b.

Finish the walls in rooms with other exposures in gray-green or blue-green.

c.

Check finish so as to be sure of £0 to 60 per cent reflection above the eye level.

d.

Finish the ceilings in dull white or oyster white.

e.

Require hard wood floors, with a dull finish.

f.

Insist on very hard finish if you must settle for linoleum or linoleum tile covered floor.

8.

How to insure adequate storage space for special equipment, books and supplies.

29

a*

Arrange for closed cupboards sufficiently large to allow for easy access by the pupils to secure and replace their materials readily.

Half-lockers

for individual use are good if there is room for them. b.

Install open cupboards or book shelves so they are easily accessible for the students* use*-

c.

Provide a separate space for filing of loose-leaf materials.

9.

How to insure adequate number of electrical outlets for hearing aids, phonograph or radio, audiometer and movie-projector. a. Install at least four outlets in the ordinary size classroom. b.

Place these outlets near the working areas planned for the equipment mentioned.

G.

PROJECTS that will impress upon your mind the importance of the very best possible solutions of the foregoing prob­ lems . 1.

Locate a suitable school building in the district in which you are located, keeping in mind accessibility, safety, available gymnasium equipment, cafeteria ser­ vice, size, natural lighting, position in respect to noisy playground, and storage space.

30

2.

Draw a plan of an ideal schoolroom for a special class, indicating exposure, window area and place­ ment, lighting facilities, blackboard space, cup­ boards, color and finish of floor and walls, which you think could be used and substantiate your reasons for choice.

D«

READING which will supplement the information which you have gained from the study of this chapter. Baker 52; Graham 2lj.,25; Heck 172,203,226,273J Martens (B) all.

31

CHAPTER £. ACCOMMODATION HOW TO INAUGURATE A CLASS TO FIT THE NEED

A*

BENEFITS which should result from establishing these special classes in the public schools* 1.

EDUCATIONAL COMMON DENOMINATOR: An aurally handi­ capped child is, except in rare cases, perfectly normal in other ways.

Therefore his educational

program should approximate that of the normal child. 2.

SELF AND SCHOOL ACCEPTANCE:

The physically handi­

capped child learns in this cooperative class to live with his handicap and to adjust to the normal school program. 3.

FEELING OF BELONGINGNESS:

The child learns to live

normally in his home and in his community, where he will have to live and adjust to his environment. 4.

CIVIC TOLERANCE OF DEFECTIVES:

The community in turn

learns to adjust to the aurally handicapped and to accept them as definite contributing members.,

B.

PROBLEMS AND SUGGESTED PROCEDURES in fitting the atypical child in the regular school program. 1.

How to get the legislature to authorize special classes for exceptional children if this is not already provided for by law.

32

a.

Determine the need by the aid of service organ­ izations, the Parent Teacher Association, or other suggestions mentioned in chapter one.

b.

Secure the backing of the state otologists’ organization and the American Medical Society.

c.

Present the need to the state education associa­ tion’s legislative committee.

d.

Secure the backing of the State Superintendent of Public Instruction.

e.

Present to the legislature facts and figures which give the statistics concerning the states already having such provisions, the advantages to the children involved and the schools so aided, and the need substantiated by all the data you can secure.

(Assistance in this phase will glad­

ly be extended by both the American Hearing Soci­ ety and the American Association to Promote the Teaching of Speech to the Deaf.) 2.

How to get legislative provision for state organiza­ tion and supervision. a.

Make available to the superintendent of public instruction all research findings on the subject of adequate organization and supervision with a view to the particular situation which exists in the state in question.

33

b.

Have the coordination agencies, together with the legislative committee of the state educational association, the superintendent of public in­ struction and a representative of the American Hearing Society submit a workable plan to the state legislature, outlining the need for a worker who will closely coordinate' this phase of public education within the framework of existing agencies.

3.

How to get the financial support from the state for the local class. a.

Follow the requirements for securing state aid as set forth in the state law if your state is one of the states making special provision for part­ ially deaf children.

(Nothing can be done with­

out legislative provision.) b.

Show that speeial education is not expensive by computing the cost as the difference between that of regular and special classes*

if.

How to inform the community as to the number of pupils that should be taken care of, the community’s respon­ sibility, and how they can take advantage of existing laws governing such classes. a.

Secure the backing of the service clubs and the local Parent Teacher Association in this effort*

3k

b.

Secure free materials from the American Hearing Society and the American Association to Promote the Teaching of Speech to the Deaf, and distri­ bute this material at meetings at which repre­ sentatives of these organizations speak on this subject.

c.

Inaugurate a Hearing Conservation Council com­ posed of teachers, the superintendent, a repre­ sentative from the school board, and lay repre­ sentatives, which council will interpret the move ment to the public.

5.

How to meet the requirements for state aid. a.

Establish the class by the authority of the local school board.

b.

Report such a class to the County superintendent and to the Superintendent of Public Instruction of the state.

c.

Keep detailed account of all disbursements as this, together with the attendance report, will be required by the state department of reimbursment.

6.

How to get the local community to accept their share of the responsibility for these classes. a.

Present to the community the proposition that it is their job to educate all the children of all

35

the people* b.

Prove to the community the advantages of this class, not only to the individual atypical pupil but to the' school and to the community which so cares for the individual differences and prepares these children for life in their own community.

7*

How to establish the Hearing Conservation Council. a.

Secure the cooperation of the

school board, the

Superintendent of Schools and the cooperating Civic organizations. b.

Select key people in the community and from the otologists as well as the school personnel to speak concerning this project at meetings of their organizations•

8.

How to select the schools to take care of the pupils located by means mentioned in chapter one. a.

Locate these classes in schools easily accessible to bus or street car lines.

b.

Locate the class in a regular school building where the principal is alive to his responsibil­ ity for these atypical children.

9.

How to prepare the principal and teachers in the building which ha3 been selected. a.

After selecting the principal because of his in­ terest in the handicapped, and his interpretation

36

of the meaning of equal educational opportunity for all, secure for him all available material pertinent to the new situation in which he will be placed. b.

Prepare for the regular class teachers a clear outline of their responsibility with a definite statement that the class is an integral part of the building and extends a service to the regular class teacher who finds one of these pupils in her class.

10. How to have a qualified teaching staff. a.

Insist on more than the minimum state require­ ments for regular teaching as requirements for teachers of these classes.

b.

Interest the state authorities in setting up definite standards for a credential in this teaching field.

c.

Select teachers particularly for their qualities of professional growth, adaptability, ability to get along with co-workers, and special interest in special education.

CV PROJECTS that will test your skill in .judgment and diplomacy organizing special aid for the aurally handicapped. 1.

Make a plan for an administrative set-up for these

37

classes in your school, based on allowable state aid. 2.

Outline a plan to convince the community of the need of establishing these classes.

3.

Select a school building in your community suitable for a Hard-of-Hearing class of pupils and give sever­ al reasons why you selected that particular one.

if.

Write a statement which you as principal would cir­ culate among your teachers, giving them a clear understanding of their responsibility in this coop­ erative class.

D.

READINGS that will help you answer questions about the key action in providing special help to hearing defect­ ives. Heck 172,173,182-186, 195-198, 200,225,226-239; Martens (B) 6-10, lif-20, lfl-51, 54-56, 61-91; Sylla, all. Prampton and Rowell (II) 226.

38

CHAPTER 6. EQUIPMENT HOW TO PROVIDE ADEQUATE APPARATUS AND MATERIALS

A.

BENEFITS which you may expect by having adequate equip­ ment and materials supplied for the special class. 1.

GOOD LIGHTING:

The proper amount of light and the

elimination of glare are the first essentials in a schoolroom. 2.

BETTER ACOUSTICS:

Special type flooring and plaster

improve the vibration quality of the classroom. 3*

LESS TENSION:

Individual hearing aids, both personal

and desk types, and group aids with sufficient amp­ lifying volume to meet individual differences are valuable assists to both teacher and pupil, ij..

COMFORTABLE FURNITURE:

Seats and desks must be ad­

justable so they can be adapted to individual needs. 5*

UNIFORM MATERIALS:

Paper, pencils, pens and chalk

must be selected with regard to quality and approp­ riateness.

B.

PROBLEMS to be solved in selecting equipment and materials for greatest efficiency in special classes. 1.

How to select shades which will aid the problem of lighting. a.

Install two translucent or buff shades at each

window. b.

Place rollers at or near the center of the window, one directly below the other, with the space be­ tween covered by a V-shaped bar.

How to place pupils’ and teachers’ desks in relation to light. a.

Place the teacher’s desk and chair so that the well-lighted portions of the room will be avail­ able to the children for their work.

b.

Never place the teacher’s desk near a window. This necessitates the children looking toward the light.

c.

Place the pupils’ desks at an angle of 30 degrees from the windows with the light coming over the left shoulder for right-handed pupils and over the right shoulder for left-handed pupils.

How to select desks and tables to fit the needs. a.

Select desks which are adjustable in regard to height, angle and position.

b.

Select desks which have adjustable top equipped with horizontal rods to hold books and papers in place.

c.

Provide for at least two large tables for study use and on which large and bulky equipment can be placed while in use.

40

d.

Select desks, tables, and chairs with dull sur­ face only.

4«

How to select group hearing aids. a.

Establish the need for a group hearing aid for 1b aching purposes.

b.

Contact reliable dealers of A.M.A. approved hear­ ing aids.

c.

Have two or three different group aids set up in the room consecutively, each for a trial period of several weeks.

This apparatus is expensive and

you want to be sure that you are getting the one that will best serve your needs. d.

D o n ’t rely on your own judgment but get reports of latest research and all reliable up-to-date information.

e.

Apply the information to the purpose for which the aid is expected to be used.

f.

Advise your principal and supervisor of the results of these trials, and which selection you would make.

5*

How to provide suitable paper, pencils, and chalk. a.

Choose a good buff paper which has no shine or glare.

Have a portion of it lined to your own

specifications• b.

Secure a good grade of paper for notebook work.

Have it punched and cut the desired size. c.

Select pencils which make a distinct line and do not smudge.

d.

Get alphasite chalk if possible. good cream-colored chalk.

If not, use a

(The white chalk with

yellow dip is misleading.) How to select materials for the definite purpose of enriching experience. a.

Choose pictures and charts with careful attention to finish, size of objects depicted, authenticity, and detail.

b.

Select large globe, preferably outline type, with dull finish.

c.

Keep in mind that all skill materials such as blocks, puzzles, and maps should be of the best materials.

How to make use of the opaque projector and other slide projectors in the special class room. a.

Use the opaque projector to make maps not avail­ able otherwise.

(Do this by projecting map on a

large piece of buff paper and tracing the outline so projected with a Cade pen.) b.

Use the opaque projector, if possible, in the room to project pictures, maps, and other parts from books when the copies are too limited for

i+2

class use. c.

Use the slide projector to illustrate material which lacks illustrations or when more suitable illustrations will clarify the point.

8.

How to supplement available material with duplicated material to fit and enrich the curriculum. a.

As time permits, type assignments and material used in the regular classroom.

(If books are

available, this will not be necessary, but with overcrowded classrooms and shortage of text books this condition may exist.) b.

Confer with the curriculum department and set up a transcription project which will make use of duplicators if material is needed tities

9«

in larger quan­

.

How to select materials for hand-work in conjunction with relaxation periods. a.

Do not use any handwork materials which require strict mental application.

b.

Make use of clay, finger-paints, large easels with cream paper for water coloring, large crayons, colored chalk, etc.

10.

How to provide materials for the tactual facility of the young hard-of-hearing child. a.

Provide all available pre-reading

materials in

kl

use in the regular kindergarten, such as blocks, beads, clay, toys, etc. b.

Provide the child with exact replicas of many ob­ jects which he will read about.

(This is where

your audio-visual department can be of inval­ uable service to you.) c.

Provide the child with skill developing materials such as the Montessori cards for buttoning,

hook­

ing, etc. d.

Provide the child with kinaesthetic materials, such as various shaped blocks, peg boards, jig-saw puzzles, tools, etc.

11.

How to insure adequate materials, special books, paper, chalk, etc., required by the handicapped pupils. a.

Provide a group hearing aid with sufficient

out­

lets so each child may have one for his own use. (Aside from the hygienic standpoint, sharing an aid with others means part-time education.) b.

Establish a part of the school book-fund to be used especially for books and materials for the special class.

c.

Borrow books, records, talking book records, rec­ ord albums, from libraries in any large city or from universities or directly from the Library of Congress for information concerning the loan

kk of materials to schools or to individuals.)

G.

PROJECTS which will make you more sure of yourself when you are put in the real situation. 1.

From school supply catalogues select desks which you think would be suitablej from hearing aid manufact­ urers secure brochures of hearing aids, both individ­ ual and group, and make selections after comparing them in all respects.

2.

Bring to class samples of paper, pencils, pens, and chalk which you think would be acceptable.

3.

Make out an order for handwork materials for use during relaxation periods.

4.

Make a selection of pictures to be displayed for decoration, enjoyment, and enrichment.

D.

READINGS which will furnish additional information about special classroom equipment. Baker 37,38; Forty-Ninth Yearbook lip-17,39 *4®; Graham 23,2i|.,52,53; Heck 176-178, 203,20i4.,22i4..

45

CHAPTER 7. SPECIAL SERVICES HOW TO PROVIDE HEARING CLINIC, HEALTH SERVICE, ETC.

A.

ADVANTAGES that will be gained by providing special ser­ vices to the pupils in the hearing-conservation classes. 1.

IMPROVED HEALTH:

The maintenance of an adequate hear­

ing clinic with a competent staff of clinicians and at least one otologist is as essential to conserva­ tion of hearing as the health department and the school physician are to the maintenance of general health in all school children. 2.

BETTER QUALITY WORK:

Hearing-aid service is essential

to hearing conservation and special assistance classes because it is impossible to keep all hearing-aids at peak of reception without constant check-up by qual­ ified service representatives. 3.

HIGHER AVERAGE ATTENDANCE:

Transportation becomes a

vital problem because of the relatively small number of pupils in special classes which necessitates con­ centration in a few centers.

Operation and mainten­

ance of vehicles if school owned is another factor in furnishing this service to the pupil.

B.

PROBLEMS that you may have to solve in obtaining these special services for pupils.

46

1.

How to get the ears of all school children examined. a.

Give each child a complete physical examination including ear examination by an otologist upon enrolling him in school. (1) If the physical examination is done by the family doctor, have the parents present the health report signed by the doctor. (2) If the child is transferred from another school, require the health report from the school or administer another examination.

b.

Place the health report on record in the health service department of the school.

2.

How to provide for a periodic hearing check. a.

Convince the school authorities that a periodic hearing check is the only way to safeguard the hearing of all children and to promote its con­ servation.

b.

Have this routine periodic hearing check of all sehool children given through the regular health department of the school.

c.

Establish if possible a hearing clinic to which will be referred any unusual findings.

d.

If this is not possible you may be able to inter­ est some one of the otologists of the city to give a few hours of his time each week to this work.

How to arrive at a basis for placement in the hearing conservation class. a.

Have the school health department establish def­ inite standards which conform with those set up by the Association for the Deaf and Hard-of-Hear­ ing, or the American Hearing Society.

b.

Circulate printed copies of these standards to the school nurses, counselors and to the otolo­ gists of the city.

How to give aid and definite instructions to the teacher in adapting the program to the particular hearing difficulty. a.

Have the school health department and the depart­ ment of special education together formulate and distribute to all teachers a statement of care of the ears of all school children.

b.

Formulate another statement which will give defi­ nite instruction in adapting the classroom in­ struction to the aurally defective in the class.

c.

Schedule institutes and personal conferences for the teachers with the staff member in charge of this work.

d.

Allow teacher visitation to similar classes in other schools and other school systems.

This will

probably be of more help to the teacher than any

How to improve instruction and individual care of the ears on the basis of the findings at the time of the hearing checks. a.

Provide hearing tests for all hearing conservation pupils twice a year, at which time the teacher, parent, and school otologist will confer concern­ ing the latest findings, the former recommenda­ tions for modified instruction, the change, if any, and the new recommendation,

b*

Follow this up by comparing notes with the par­ ents periodically.

How to protect the ears of the children from "quacks"• a.

Inform the community of the benefits of correct ear health and care.

b.

Concentrate on a positive program rather than a negative, giving the public the true facts about the rightful place of the otologist.

How to secure helpers or guides for senior and junior high school pupils. a.

Have the teachers recommend those pupils whom they think best for this work.

b.

Have the counselor recommend those whom she thinks would be suitable and would care to extend this helpful service.

c.

In the seventh and eighth grades in the junior

k-9

high school where this understanding and assist­ ance is so necessary, it is important that the service groups in the school are made acquainted with the problems of the aurally handicapped as you will probably have to rely on voluntary help.

8. How to set up standards for the selection of guides or helpers. a.

Make the first quality necessary the sympathetic understanding of the problem of the defective.

b.

Choose a helper pupil for personality, general scholarship, adaptability, and a sincere desire to be of some worthwhile assistance.

9*

How to provide for reimbursement of helpers. a.

Try to secure part of the student aid fund for this purpose if the chosen helper is in need of money.

b.

Choose worthy pupils rather than those who would like to help just because it is an innovation.

1 0 . How to make use of amplifiers, dictaphones, and re­ corders of various types. a.

Secure the assignments from the regular teachers and transcribe onto the dictaphone cylinders for the pupil's use.

b.

Pile the cylinders in a convenient place so that the pupil can listen at his convenience without

50

aid from the teacher. c.

Use the dictaphone in teaching typewriting.

d.

Teach the pupils the techniques of the use of the dictaphone in their work, particularly in junior college and on the college level.

e.

Use tape recorders and.other record making devices as you would the. dictaphone.

However, in this case

transcribe only permanent material as these rec­ ords cannot be used again. f.

Secure talking book records from the large city libraries, from your state institutions, includ­ ing universities, and from the Library of Congress.

g.

Make your talking book selections to fit your curriculum from lists provided.

(Do this early

in the school year as there is much demand.) 11.

How to provide transportation for students living out of the district. a.

Make application to the state fund for this, on blanks provided for this purpose.

b.

Keep accurate record of the child’s attendance.

c.

Have the child’s parents or guardian pay for the transportation, then reimburse them with the state fund.

d.

Pay the child’s parent or guardian directly by the school and then let the state reimburse the

51

school.

This alternate plan is used in some

states. e.

Provide a school bus.

(This is not recommended

except where use of the public conveyance is not practical.) 12.

How to convince the public of the social and psycho­ logical value of the use of the public conveyance. a.

Bring before the Parent-Teacher Association, other groups of parents, and interested public groups, members of the staff of the child guidance clinic who can best present the value of the training in community living acquired by using the public conveyance instead of a specially provided bus.

b.

Work out some kind of point honor system whereby good conduct on public conveyances and successful self-handling of fare, watching for the correct stops without assistance, etc. would be a matter of favorable comment during sharing period.

13.

How to provide a guide or companion if necessary. a.

Secure some child, 'either in the pupil’s family or in the neighborhood, who will consent to a transfer to the school.

b.

Pay for the transportation of this child from the fund furnished by the state. (If the handicapped child lives in the district or can in any way be

52

trained to come to school without assistance, this is to be encouraged, as it is of definite educa­ tional value.)

C.

PROJECTS to give you experience in handling problems in­ cidental to providing special services. 1.

Set up the room for a hearing test and give a test to the students in the class with a IjJk audiometer.

2.

Find out as much as you can about the mechanical devices to supplement reading and demonstrate each. Give the good and the bad points for each as their use relates to the particular problem.

3.

Give five reasons in favor of transporting pupils by bus; give five reasons for using the public convey­ ance.

D.

READINGS to furnish additional information and answers to other questions you may have about special services. Forty-Ninth Yearbook 18-36 ; Frampton and Rowell. (II) 223; Heck 280-285; White House Conference, Special Education 320.

53

CHAPTER 8 . INFILTRATION HOW TO EQUALIZE TEACHER LOAD AND DISTRIBUTION OF PUPILS

A.

BENEFITS that will be derived from equalizing; teacher load and distributing pupils* 1.

MORE CHEERFUL TEACHERS:

It is possible

for the

teachers to take care of more pupils if the grade classifications are few.

This will lessen the ex­

pense of the class. 2.

BURDEN RELIEF:

The special teacher is responsible

for all materials needed by the pupil in carrying on work in the regular class.

This becomes too com­

plicated if there are many grades represented in the class. 3.

ASSURANCE OF INDIVIDUAL HELP:

If there is a wide

range of mentality, much individual attention is needed which makes a small enrollment mandatory. lj.. LESS NEGLECT OF PUPILS:

If many of the pupils have

extreme loss of hearing, they necessarily require

a

greater amount of attention and adaptation of mater­ ials so it is necessary to keep the special pupil enrollment in these classes small. 5.

TIME EQUIVALENCE:

If many deaf pupils are included

in the class, the enrollment must be kept small as it is estimated that a deaf pupil is equal to one and

5k-

one-half times a hard of hearing pupil in the amount of teacher time and special materials needed.

B.

PROBLEMS which will need to be solved if provision is to he made for the hearing defective, and some solutions for them. 1.

How to plan grade classifications in a large city system. a.

Establish primary centers with the first three grades represented and intermediate centers with grades four, five and six represented.

b.

Establish one center for pre-reading and first grade hard-of-hearing pupils if the enrollment is large enough to justify it.

Place these pu­

pils in the primary center when the initial sta­ ges of reading and speech-reading have been ac­ complished. c.

Establish at least one junior and one senior high school center.

2.

How to plan grade classifications and numbers of pu­ pils to be taken care of in one center in a small city. a.

Establish separate classes as indicated above if the number of primary or intermediate pupils is between nine and fifteen.

55

b.

Establish one class to service all six grades if the enrollment is small.

c.

Have all these grades in one hearing conserva­ tion center if the 8-ij. plan is used, in which case an assistant teacher or cadet teacher should be provided to take charge of the pri­ mary reading and generally assist the teacher of this special group.

d.

Establish one high school group in the case men­ tioned above. (1 )

This is a very important time in the pu­ p i l ’s career.

(2)

Too often the hard-of-hearing child is as­ sisted through the elementary grades and left to shift for himself because no class has been established in the junior high school and no provision has been made for him in the senior high school.

3.

How to provide mechanical aids so that more pupils may be concentrated in one center, a.

Encourage parents or guardians to have pupils fitted with one of any number of good hearing aids. (1)

Opinions differ, both in lay and profession­ al people as to when a child should be fit-

56

ted with a hearing aid. (2) The author thinks they are of inestimable value at any age they can be properly fit­ ted, provided the aid is kept in good work­ ing condition.

(This, however, would not

affect practices to the extent of changing enrollment.) b.

Insist on individual hearing aids at the junior high school level. (1)

The group hearing aid which has been used in the elementary level does not satisfy the needs of the junior high school pupil.

(2)

He may still use the group hearing aid dur­ ing the class period but he now circulates among various classrooms.

ij..

How to make use of the mimeograph, duplicator, etc. a.

Require teachers from the different centers to send in requests in advance to the central office.

b.

Determine the general needs, the probable future use, and the relative importance of items sub­ mitted by the teachers and then set up the pro­ ject.

c.

Form a committee of conservation teachers togeth­ er with a representative from the curriculum department.

57

d.

Make use of the duplicator in your building if and when available.

(There are new models of

duplicators which will duplicate written material, copied pictures, and enlarged illustrations.) How to plan with the regular classroom teacher so that assignments may be secured in advance thus ob­ viating a pile-up of material to be run off at one time. a.

Have the pupils themselves take the responsibil­ ity for securing assignments in advance as much as possible.

b.

Plan with the regular classroom teachers so that they will provide you with a copy of planned work and assignments a week in advance.

c.

Secure copies of all classroom and citywide tests together with the approximate dates to be given.

6.

How to secure aid if necessary. a.

Have regular help assigned by the main office for transcription purposes, if possible.

b.

Try to secure some aid from the typing teacher if you cannot have regular help.

c.

Advise the teacher that she will have to make the original copies herself, in most cases.

d.

Ask the Red Cross to supply someone who can help you or to recommend such a person or per-

58

sons who are proficient enough to do the re­ quired work.

(Volunteer help is not satisfac­

tory since material must be at hand promptly, and prepared more or less on a regular schedule.)

C.

PROJECTS to help you arrange an efficient program for both teacher and handicapped pupil. 1.

Give five reasons for concentrating the first three grades in one building, the next three grades in another.

Give five reasons why it should not be

done this way.

(Remember the problems of transpor­

tation, long bus trips, etc.) 2.

Give suggestions for collections of material, and filing of same which would effect economy of the teacher’s time, thus leaving more time to devote to the individual needs of the pupils.

D.

READINGS that will provide interesting and informative data on pupil distribution in special education. Graham 12; Heck 173? Lord 17,18,21; Martens (B) 35-lj-l.

59

PART III. ADMINISTRATION AND SUPERVISION HOW TO GAIN UNDERSTANDING AUTHORITY AND DIRECTION

How are special classes for the handicapped financed? Where does the money come from and how much can be used? How can you convince school boards, the appropriating bodies, and the general public that there is great need for such services?

How can they be dislodged from the traditional

budget for general school purposes?

What are the problems in

setting up an effective educational program for the exception­ al child?

How can a thorough-going program be motivated?

Problems of finance, taxation, and legislation are close­ ly related to administrative organization and, in the case of exceptional children, offer very special and unique problems. The solutions to some of these problems will be found in the following four chapters.

6o

CHAPTER 9. SUPPLEMENTARY HELP HOW TO AUGMENT THE REGULAR CURRICULUM WITH NECESSARY SKILLS

A,

BENEFITS that may come from the addition of helpful techniques for pupil achievement. 1.

CLEARER UNDERSTANDING:

In the case of the hearing

loss pupil, speech reading is the most important as it is their basic tool in the understanding of speech and language. 2.

SHARPER MENTAL APPLICATION:

special techniques in

oral arithmetic and rapid calculation are a neces­ sity because the aurally handicapped pupils are usu­ ally quite slow with pencil and paper calculation; mental calculation reduces the amount of time and muscle work. 3.

MORE ACCURACY:

The mastery of typewriting by the

touch method is a very helpful skill which enables the pupil to keep a neat note book, at the same time learning to spell correctly and to copy accurately. i}..

IMPROVED LISTENING ART:

Creative activities and

auditory training should be stressed as the ear is the medium through which a large portion of their background is presented to them.

Use of record se­

lections for auditory training is one of the best methods.

6l

B.

PROBLEMS in providing these additional skills for the hard-of-hearing pupil and some solutions for them. 1.

How to teach speech reading to the hard-of-hearing child. a.

Prepare for speech reading with reading readi­ ness . (1 )

Provide many concrete' experiences in this period for the hard-of-hearing.

You must

consciously build up a vocabulary and not depend on any hit and miss vocabulary which the pupil may already have. (2)

Provide experiences for motivating speech, reading; most children have had no exper­ ience with speech reading before they come to school because they have had no one to teach them and have heard only imperfectly.

(3)

Develop tactual facility as a great deal of facial movements in speech reading develop kinaesthetic sense in the speech reader. These senses can be profitably employed to help the child master articulation move­ ments that are difficult for him and to give him non-auditory means for controlling his every day speech.

(If.)

Use blocks, marbles, dolls, toys, clay,

62

crayons, paper, anything to stimulate in­ terest in the development of tactual facil­ ity. b.

select one of the good methods of teaching speech reading. (1 )

Progress from the known to the unknown.

(2)

Deal first with generalities, then with specific details as the pupil makes pro­ gress.

(3)

Use everyday topics of conversation.

(if)

Provide for much-needed practice.

(5)

Phrase all conversational material in every­ day idiom and simple conversational style.

(6) c.

Avoid bookish, stilted phraseology.

Limit the speech reading class group to not more than eight. (1)

A greater number than eight interferes with teaching effectiveness.

(2)

Attitudes are better when a group is homo­ geneous.

(3)

Similar handicaps in others consoles the pupil.

(4)

Pupils profit by the successes, the obser­ vations, the comments and the errors of classmates.

(S>)

Group method fosters more varied and inter­ esting lessons.

(6 )

The element of competition enters, and the interplay of personalities and spontaneous, comments produce easy, natural atmosphere favorable for learning.

(7)

Pupil’s ability to anticipate, and his men­ tal flexibility to deal with abrupt changes of subjects is developed.

(8 ) Experience is enriched with the conversation of the varied personalities within the group, (9)

The teacher has opportunity to study and understand individual requirements.

(10) Supplementary individual work can be assigned for the very slow or the very superior as needed. Explain the essentials of communication before any formal speech reading instruction is begun. (If the pupils are old enough to understand) (1)

The objectives (what you hope to accom­ plish. )

(2)

The method of instruction (How you will at­ tempt to do it.)

(3)

The purpose and value of the instruction to the pupils.

^

e.

Demonstrate speech reading in the classroom in three ways. (1)

Speak with normal or subdued voice.

Avoid

whispering as it distorts and exaggerates the normal speech pattern. (2)

Speak behind a large glass partition in nor­ mal tones so no distortion results from at­ tempting to muffle the speech.

(3)

Practice speech reading with amplified sound heard through group headsets, a wear­ able hearing aid, or over a loud speaker.

(4)

Allow the students to relax while the teach­ er gives instructions and explanations with the use of amplified sound so her speech is thereby clearly and easily understood.

f.

Supplement the classroom procedures in a variety of ways. (1)

Original skits are written that involve two or more characters in an amusing situation. These skits hold the attention and develop the ability to follow rapid dialogue.

The

skits also provide splendid practice in reading speech from every angle--full front, profile, and all the degrees in between— of a variety of people in action.

,

65

(2)

Motion pictures are excellent for instruc­ tion and practice in speech reading#

A few

carefully selected and edited commercial shorts, cuttings from feature pictures, and certain Navy training films along with some specially produced films are available. (3)

Alternate the use of sound and silent films. This gives needed practice in combining sight and hearing and is an excellent way to illustrate forcefully many of the prob­ lems of the speech reader.

(if) Use silent films as standardized tests of the student’s progress. Suggest the following aids to communication by speech reading: (1)

Remember that hearing is the natural and normal way to understand speech.

Therefore

be fitted with, and get instruction in the use of the best possible hearing aid for your loss. (2)

Be determined to master speech reading now.

(3)

D o n ’t strain either to hear or see speech. A combination of seeing and hearing enables you to understand most speakers readily.

(if)

Avoid tension.

Make every effort to relax.

66

(5)

D o n ’t expect to get every word.

Follow

along with the speaker and as you become familiar with the rhythm of his speech, key words will emerge to help you put two and two together. (6 )

Try to stage-manage the situation to your advantage.

Since lighting is important,

avoid facing a bright light, and try not to allow a speaker's face to be shadowed. Keep about six feet between you and the speaker. (7)

Try to determine the topic under discussion. Friends can be coached to give a lead, such as "We are discussing the housing problem."

(8 )

Maintain an active interest in people and events.

Being abreast of national and world

affairs as well as those of your own com­ munity and intimate social circle, enables you to follow any discussions readily. (9)

Remember that conversation is a two-way af­ fair.

Do not monopolize it in an attempt

to direct and control it. (10) Pay particular attention to your speech. long term hearing loss, or even a profound

A

67

loss, may cause a marked deterioration in voice and articulation.

A pleasant, well-

modulated voice is a great asset. (U) Cultivate those subtle traits of personal­ ity that do so much to win friends and in­ fluence people.

A sincere, ready smile, an

even disposition, and a genuine sympathetic interest in other people can do much to smooth your path. (12) Remember that the education of your pub­ lic is your responsibility.

Many people are

embarrassed because they have no idea of how to talk to the wearer of a hearing aid or with a speech reader.

Put them at ease,

and assure them that quiet, natural speech is their greatest favor to you. 2.

How to teach reading to those pupils who, on account of their hearing difficulty, have rejected reading in the regular grades and are three, four and some­ times five years retarded in reading. a.

Use the same good remedial reading methods you would use with the normal, increasing the indi­ vidual attention.

b.

Build up a feeling of security in reading and assurance of success; let the pupil feel your

68

belief in him and in his ability to read. c.

Transcribe material which is particularly inter­ esting to him; if necessary simplify it to fit his vocabulary.

d.

Find books for the hearing conservation pupil that have lively appealing stories with few printed pages but many colorful illustrations. (There are many of these recently published to which any librarian can guide you.)

3#

How to provide the pupil with needed arithmetical skills so that much computation is done orally, a*

Begin with the first arithmetic concepts and cal­ culation and build facility in mental arithmetic.

b.

Vary written work each day with oral drills.

c.

Provide definite instructions and drills in mul­ tiplication and division until the pupil can readily multiply three numbers by two numbers orally.

In this way the hard-of-hearing pupil

is building a skill that will serve him well in speed drills and arithmetic tests. 1+..

How to teach typewriting so that it will be function­ al . a.

After the keyboard has been mastered and the mechanics of the typewriter learned, have the pupil prepare lessons directly at the typewri-

69

ter.

(Program these pupils for typing beginning

with the fourth grade.) b.

Have the pupil write his stories for language directly at the typewriter.

c.

Train the pupil to take dictation at the type­ writer, so that either the teacher or a helper may read to him and he can select and write what he wishes for his note book.

d.

Teach the pupil to outline at the typewriter so that .his notebook material may be well organized. (This should be required before a pupil goes to high school.)

e.

Teach the pupil to write his letters at the type­ writer.

(Dictaphone lessons are available for

this training.) 5>.

How to meet the musical needs of the pupil. a.

Provide classes in eurythmies in the lower grades. This is most important because through this training bodily freedom can be gained which can affect the whole child in later development.

b.

Provide a well correlated music course which in­ cludes singing, listening, dramatizing stories about music, making simple instruments, etc. Base these units on the units being studied in the regular class.

70

c*

Provide a wealth of rote singing and ear train­ ing so that the hard-of-hearing pupil may enter actively into all community singing.

(Do not

neglect part singing in this training.) d.

Provide training in piano and the instruments, either in the regular class work in the building with suitable materials provided or by private instruction.

This will better prepare for

a place in the regular orchestra or band, e.

Teach a number of songs for community singing that the group can sing for pleasure during a rest or rainy day recreation period.

6.

How to provide creative art experiences which are suited to the needs and limitations of the pupils. a.

Place all elementary pupils in regular grade art classes wherever the teacher is understanding and cooperative.

The art experiences are so clear­

ly interwoven with the presentation of the unit that it is an unnatural proceeding to have the pupil do his art in the hearing conservation room. b.

See that these experiences closely tie in with his interests and are an outgrowth of his ex­ periences if for any reason he cannot share the art period with the regular group.

(Never, un-

71

der any circumstances, have the art work in the hearing conservation room "busy work" while the teacher is helping another group.) c.

Plan the handwork and art period of the hard-ofhearing pupils to clarify concepts and enrich experiences which closely tie up

with reading and

social studies* d.

Program the hard-of-hearing high

school pupils

for sketching and modeling with the regular class as far as possible.

Supplement this by instruct­

ion in handwork suited to the individual needs.

C.

PROJECTS designed to help you plan for the use of addi­ tional skills for the hard-of-hearing pupil. 1.

Make a lesson plan in arithmetic in the fourth grade for one week, outlining the written work ex­ pected and giving in detail the oral drills, short­ cuts and mental calculations needed in each lesson.

2.

Make one complete lesson plan for music of early California to be used in the music class of the hear­ ing conservation room.

Include songs, rhythmic ex­

periences, dances and creative activities. 3.

Outline five ways in which the mastery of some

skill

in music would help these pupils fit into the reg­ ular activities of the school.

72

4»

Outline the first five lessons in typewriting which you would use with an elementary pupil in a typing period of twenty minutes a day.

D.

READINGS that will give you clearer insight into the problems of supplementary aid for the hard-of-hearing pupils. Baker 1438-1+4 8 ; Ewing 83,81+., 119,122,145,223,21+3; FortyNinth Yearbook 163-173; Frampton and Rowell (II) 222; Graham 18-23; Heck 173-178, 279J Lippa, all; White House Conference, Special Education 292-6.

73

CHAPTER 10. ADAPTATION HOW TO PIT THE SPECIAL PROGRAM TO THE GENERAL CURRICULUM

A.

ADVANTAGES which should be the outcome of adapting the special program to the general curriculum. 1.

COMPLETE INTEGRATION:

As the ideal set-up is a co­

operative plan in which the pupil participates in all possible situations in the regular classroom, this factor of the total program is of utmost importance. 2.

ALIGNMENT WITH NORMAL PROCEDURE:

The curriculum as

set up for the regular classroom must be adhered t o , whether the instruction is given in the regular classroom or in the hearing conservation classroom. 3.

ALERTNESS TO PROGRAM CONTENT AND ADJUSTMENT:

There

must be no confusion in this area, thus the teacher must be familiar with all the courses of study and curriculum changes as set up by the curriculum department.

B.

PROBLEMS that will confront you in integrating programs of special and regular classes and suggestions for their solution. 1.

How to build a program which will adequately care for subjects to be taught in the hearing conservation room alone and also supplement those taught in the regular

classroom. a.

Plan the program so that the teacher will give her full attention to the group reciting; this will necessitate planned study activities, hand work, typing, or use of other aids for those not in recitation.

b.

Be sure to provide audio-aids and visual aids to supplement subject matter presented in the regular classroom which may have been accompanied by pictures or moving pictures for which the hard-of-hearing pupil needs assistance in the interpretation thereof.

How to adapt the materials used in the regular class­ room in presentation of a unit to the limitations of the pupils. a.

Copy materials which the regular teacher is go­ ing to use and see that the copies are in her room for the hard-of-hearing pupils to use.

b.

Index all copied materials as to units and sub­ jects and see that the pupil understands how to use this reference material in preparing his re­ citations for the regular classroom.

How to handle the problem of library work, a.

Confer with the librarian and select and list all books which are suitable for the grade, age,

75

and reading ability of the various pupils in question. b.

See that the librarian knows the names of the hearing conservation pupils who are to be al­ lowed to use the selected list.

c.

Have a browsing table in the hearing conser­ vation classroom on which there are many suitable books with good clear type and good illustrations, and other books relating to the units which are being studied.

d.

Secure talking book records for pleasure reading and book reports; have these filed so that the pupils can readily use them.

ij..

How to handle the problem of motion pictures and the trend in the classroom to use visual aids* a*

If the pupils use individual hearing aids, have the teacher seat them where hearing will be the most comfortable.

This will vary with the aid

and with the type and degree of hearing loss. b.

Preview the pictures in the conservation class­ room if time permits.

c.

Allow questions.

Instruct the pupils in matters of changing seat locations if reception is not clear' or com­ fortable. necessary.

Caution that undivided attention is

d.

Allow pupils to get all they can from pictures both silent and sound, and by a few adroitly placed questions you will be able to ascertain whether it may be necessary to show the picture another time due to inadequacy of the audio­ aids.

How to provide the hearing conservation pupil with interesting experiences which will help him to par­ ticipate actively in the regular classroom despite his handicap. a.

Plan excursions and trips with the class so that the pupils may have first hand experience with subjects studied in the regular class­ room.

b.

see that these pupils are included on all trips with the regular class.

c.

Have interesting objects in the conservation classroom related to the subjects that are being studied in the units in the regular classroom. Allow the objects to be touched or handled at will.

d.

Try to help pupils develop any talents which they may have so that they may have something to contribute to the group.

How to select those pupils who should be allowed to

77

take special subjects such as manual arts, printing* sewing or cooking. a.

Program all students for manual arts unless the health card clearly advises against it.

b.

Make reading and spelling a proviso for the study of printing.

c.

Caution children with hearing loss that they will not be allowed in hand work classes unless they first do their study and work. (1) Children with hearing loss are apt to prefer hand work to their book work. (2) Girls in sewing Glasses are especially prone to favor the hand work. (3) Close work with the craft instructors is necessary to prevent this happening.

d.

Program both boys and, girls in the cooking classes. An instructor who is interested can do wonders with these boys aiid girls.

7.

How to help the pupil with hearing loss to take part in the regular activities of the school such as glee club, orchestra, student council, etc. a.

Try to discover any talent or interest the pupil may have and encourage him to develop this.

b.

Enroll the pupil in class instruction group in orchestral instruments, especially the wind

78

instruments. (1)

It will in some cases be a help to hearing improvement.

(2)

Likewise, in some cases it is a provocation to the ailment.

(3)

In any case it should be done under advise­ ment of the otologist.

8.

How to avoid duplication of instruction in this cooperating program. a.

Have a definite understanding as to the respon­ sibilities of each teacher.

b.

Develop a notebook technique for the pupil by means of which he keeps his work well organized and the hearing conservation teacher informed of daily work and assignments.

9.

How to adapt the city-wide tests to the problem of short work periods and rest periods from hearing aids, a.

Give all timed tests individually.

If the coun­

selor gives the test to groups, the hearing con­ servation teacher will have to arrange to give it at a separate time to her pupils. 10.

How to plan the whole program to insure adequate helpful understanding for the pupils with hearing losses. a.

Make a master program which will assure the han-

79

dicapped pupil an equable amount of time. b.

Arrange for longer work periods so that oral recitation can be alternated with study periods.

c.

Train the pupils themselves in the vital matter of watching the teacher give every direction and assignment.

Teach them that that is their re­

sponsibility whether in the classroom or at home. 11.

How to cope with the problem of unexpected program change, which frequently happens. a.

Learn to adapt the program in the hearing conser­ vation classroom to these changes.

Your program

is more flexible than the one in the regular classroom and there are fewer pupils involved. b.

Train the pupils in a spirit of mutual helpful­ ness and Hgive and take" which is more important in a balanced personality than adherence to a rigid schedule.

C.

PROJECTS which will give you valuable experience in conditioning yourself to special teaching. 1.

Select ten audio-aids which you would use with the hearing conservation pupil in developing the unit you are to use this fall, or the subject you expect to teach. unit work.

Select ten audio-visual aids for use in

80

2.

Prom your school library of a public library se­ lect 20 books suitable for supplementary reading for use in the fourth grade.

3.

Outline a plan for notebook technique which the pupils can use in each class; this must give the hearing conservation teacher an over-all picture of the assignments and dictated material from the reg­ ular classroom and a one-glance check-up of the accomplishments of that student for that day*

D.

READING which will augment your information and arouse interest for further study of the problems. Baker 36-3 8 } Frampton and Howell 94"97} Graham 16-23} Heck 205-211,279,280.

81

CHAPTER 11. SUPERVISION HOW TO ASSURE EFFICIENT•DIRECTION OF COOPERATIVE CLASSES

A.

BENEFITS that may result from special supervision of Hard-oi*-Hearing classes. 1.

GOOD RELATIONSHIP:

Special supervision is necessary,

not from the administrative angle which should be taken care of by regular administrative set-up, but from the advisory standpoint. 2.

TEACHER HELP:

The teacher needs the specialized

guidance in the same way that the regular classroom teacher needs the advisory counsel of the art or music supervisor. 3.

STIMULATING INTERACTION:

In a specialized program

where special facilities, special services, and special legislative provisions demand much research, it is imperative to have one person who is in author­ ity to whom both teachers and administrators may turn with confidence. if.

GOOD PUBLIC RELATIONS:

It is imperative, too, to

have a "liason officer", as it were, to interpret to the public and to the school personnel as a whole, the importance of the cooperative class in relation to the complete school program. 5.

AVAILABLE LEGISLATIVE INTERPRETER:

It is necessary to

82

have on call from the main office someone who can give advice on the many intricate problems relating to state apportionments, vocational rehabilitation, and national legislation concerning the handicapped,

B,

.PROBLEMS that evolve from the supervision and guidance angle in teaching special classes, 1.

How to assist the teacher in her problem of adapting the regular program to the needs, interests, and abilities of each pupil, a.

Edit and make available to the teacher new pub­ lications and bulletins issued by individuals, State Departments, the Federal Government, the Association for the Hard-of-Hearing, the Volta Bureau, and others.

b.

Arrange institute meetings with the teachers at which time there can be round table discussions and talks on the subjects with which the teacher feels she needs assistance,

c.

Arrange for conferences with the parents, teach­ ers, counselors, and the principal of the build­ ing to bring the work into focus and unify all endeavors along the line of development of the child.

2.

How to assist the teacher in her problems of secur-

83

ing adequate duplicated materials. a.

Act in an advisory capacity to assist in the set­ ting up of a project for provision of special materials.

b.

Explore all possible methods of duplicating and .mimeographing material and make this information available to the teacher.

3.

How to interpret the program of hearing conservation to the whole teaching staff in the building. a.

Strive, as

a staff officer, to make this depart­

ment an integral part of the complete administra­ tive set-up. b.

Stress the

fact that this department is a service

department and functions only in order to care for the differences of one group within the larger family of the school. Ij.. How to interpret the hearing conservation program to the parents and the public in general. a.

Be willing to speak at service clubs, ParentTeacher Associations, and other civic organiza­ tions, bringing to them a clear picture of what such a class can mean to a community.

b.

Prepare from time to time articles for the paper ‘ which will inform the public of this particular phase of education by working with the person

responsible for publicity on the Board of Educat­ ion staff. c.

Prepare a leaflet showing pictures and giving facts concerning the classes.

Distribute these

to the schools, clubs, Parent Teacher Associations, otologists and doctors. How to set up an adequate screening program that is continuous. a.

Work with the health department through the school nurse and the hearing clinic to set up this program.

b.

Make available to health service personnel all research on the subject with copies of plans now in use in other school systems.

How to bring to the teachers the best educational procedures for their classes. a.

Prom sources within the state, both from pub­ lications and from observation of teacher prac­ tices, bring suggestions which may aid the teacher.

b.

Prom sources within the community, compile and make available to the teacher the best of these procedures.

c.

From the national field of teaching and experi­ ment bring the results of publications and obser*-

85

vations. 7*

How to bring to the teacher the results of confer­ ences and national meetings which may affect the future of the hearing conservation program, a*

Not only attend these conferences and bring re­ ports to the teachers but make it possible for the teachers themselves to attend these state and national meetings with opportunity to give of their experience as well as receive ideas to help them in the solution of their problems.

8.

How to foster the best teacher, principal, super­ visor relations. a.

Keep clearly in mind and demand of the teacher that all administrative problems affecting the school are to be taken care of by the principal and through his office.

b.

Inform both the principal and the teacher

that

you as a supervisor are ready at any time

to aid

in furthering the program and in advising

in this

field in which you are necessarily a specialist.

C.

PROJEGTS.which will give you comprehensive view of the importance of supervisory guidance. 1.

Compare the state supervisory programs of the states of Pennsylvania, Minnesota, and California, and

86

outline what you think would be an adequate super­ visory program. 2.

Plan a group of institute meetings in which your supervisor would give you aid in the solution of two specific problems.

Lay out a tentative program,

stating topics and subjects for round table discus­ sion. D.

READINGS that may further assist you in being tactful with your supervisors. Forty-Ninth Yearbook 20-22; Graham 12—lip; Heck 285; Martens (B) all.

8?

CHAPTER 12. CONTROL HOW TO SECURE COMPETENT ADMINISTRATION OF THESE SPECIAL CLASSES WITHIN THE COMPLETE ADMINISTRATION OF THE SCHOOL

A.

BENEFITS that may come from administering these classes as an Integral part of the complete administration. 1.

DEFINITE BELONGINGNESS:

The hard-of-hearing class

should be a unit of the regular organization just as any other home group. 2.

SOCIAL ADVANTAGES:

The hard-of-hearing class should

be a completely socialized unit within the school, not merely housed in the school building; thus we care for the individual differences in this group as in others. 3.

NO HEALTH BARRIERS:

The hearing clinic should be an

integral part of the school health service, not a separate unit.

The health of all the children be­

comes a concern of the school, whether members of the atypical group or not. If.

NO SELECTIVE DISCIPLINE:

Any behavior deviation

should be referred to the child guidance clinic and not to the special education department for only then will these pupils be recognized as a part of the school system and not a segregated unit. 5.

CLOSE RELATIONSHIP:

All supplies and equipment

should be taken care of through the regular busi-

88

ness office.

This again brings the group into the

“family1’ of the school and not a separate unit as it so often has been.

This also insures a business

department familiar with acceptable standards lead­ ing to improved dealing with all special groups.

B.

PROBLEMS which must be solved if integration of special classes with regular classes is to succeed. 1.

How to make the hard-of-hearing class an integral part of the school. a.

(Prom the teacher’s standpoint.)

Assume your share of building responsibilities, as well as accept its privileges.

b.

Stress the idea at all times that this is a ser­ vice room, ready to assist the regular teacher in her job with the handicapped pupil assigned to her group.

2.

How to sell the idea of the "cooperative" class to all in the building. a.

Make it work.

b.

Show well-adjusted, happy pupils who are achiev­ ing in spite of their handicaps.

3.

How to plan the program cooperatively with the regu­ lar class teacher. a.

Try to fit your program to hers and at all times be adaptable.

Remember, she may have forty-five

pupils while you have ten or fifteen. How to fit the pupils into the regular programs and assemblies of the school. a.

Make the pupils so well adjusted and normal, despite their handicap, that they will be included naturally. (Do not attempt any unnatural"pushing" of these pupils into programs.

This is particular­

ly detrimental to the adjustment of their handi­ cap. ) b.

Prepare and coach them in special skills such as music, public speaking or swimming so that they will have something to contribute.

(Again, be

careful to demand the same degree of proficiency as with normal pupils.) How to plan the cooperative physical education pro­ gram and supplement it with the needed corrective work. a.

Include

these pupils in all regular gym activi­

ties in which they can participate and achieve. b.

Consult

the health card to be sure that a modi­

fied program is not recommended. How to give allegiance to the principal in the building and at the same time follow the suggestions of the special supervisor. a.

Refer all matters of administration, routine

90

classifications and building adjustments to the principal.

Remember that the principal is the

executive head of his building, b.

Refer to the supervisor all matters which call for advisement in the special field, and prob­ lems as they relate to the over-all city, state, and national program.

7.

How to include these children in the larger programs of the school. a.

(Prom the administrator’s standpoint.)

Include these pupils in school activities as you do the other pupils in home room groups, no m o r e , no less.

b.

Judge the merits of their contributions to the group by exactly the same standards.

(This is

of great importance in preparing them to fit into their community.) 8.

How to plan the master program so that the hearing conservation teacher becomes an active member of the faculty with duties and responsibilities comparable to the other teachers. a.

Place the conservation teacher on building com­ mittees and curriculum committees as you do other teachers.

b.

Assign the conservation teacher to some class or extra-curricular activity with the regular pu-

91

pils of the school, 9.

How to provide help for preparing and assembling materials. a.

Include this item in your request to the main office for clerical help.

b.

Emphasize the fact that it is a building respon­ sibility.

10.

How to give the teacher a feeling of responsibility for her share of each child's program. a.

Stress the fact that the pupil is a member first of the regular grade room.

b.

Clarify the position of the hearing conservation teacher as assistant to the regular teacher in the provision for the individual differences of these pupils.

11.

How to have an informal business department, famil­ iar with the problem of purchasing supplies and equipment for these classes. a.

Assign this job to some member of the purchasing department, and never have it handled by the special education department.

b.

Confer with the supervisor of the special educa­ tion department as advisor to the regular busi­ ness department in the purchase of supplies and equipment for these classes.

92

12.

How to fit the testing program to the needs of these handicapped pupils. a.

Include these pupils in the testing program whenever possible.

b.

Place sample materials and dates in the special

13.

How to plan for

the hands of

teacher previous to the testing dates. the child whose hearing loss is in­

sufficient to admit him to the special class, but who needs watchful care. a.

Prepare a bulletin for the teachers which will familiarize them with the problem of detection of these pupils.

b.

Prepare a bulletin for the teachers which will give them information as to good practice for all children and for the children with loss of hearing in particular.

lij-* How to plan for

the aurally handicapped child in

rural areas. a.

Provide transportation to a center which has hearing conservation classes established.

b.

Provide special conservation equipment and m a ­ terials to be used in the regular class in the school where they are enrolled.

(With adequate

state supervision this method may be successful.) c.

Appoint some member of the very young deafened

93

child's family, or an older pupil who is trust­ worthy to assume responsibility of transportation to the center.

The actual work day for the young

child is shorter and there is usually no pro­ vision made for their care after they are dis­ missed from classes. m

C.

PROJECTS which will test your ability to organize an effective program in view of both teacher and adminis­ trator. 1.

Make a program for a hearing conservation class which includes ten pupils from five different grades. It will be necessary for you to make a hypothetical program for each of these grades and then superim­ pose the program for the hard-of-hearing group on these.

2.

Outline a plan by which you, as principal of a school, could make the hard-of-hearing group an in­ tegral part of the school.

D.

READINGS that will guide you in healthful attitudes in the teacher, special teacher, principal relationship. Forty-Ninth Yearbook 20-36; Heck 273,278,28^-6.

914 -

chapter 13. INSTRUCTION HOW TO MEET THE PROBLEM OF TEACHER SUPPLY AND TRAINING

A.

BENEFITS that will come from a nation wide program for timely provision of teachers of special classes* 1.

MORE CAREFUL SELECTION:

If selection of teachers in

the field of regular instruction is Important, it i 3 more so in the special field because the teacher must have unusual capabilities to be qualified for this type of teaching. 2.

HIGHER STANDARDS:

Only the teacher who possesses the

qualities of adaptability, good judgment and sympa­ thetic understanding, coupled with excellent mental health should be selected. 3.

ADDITIONAL TRAINING:

The acquisition of special

skills and information is absolutely necessary, whether these are acquired on the job under excel­ lent supervision or at a training school. MINIMUM OF FRICTION:

The hearing conservation teach­

er must be selected with care for she is the key to the whole situation in the cooperative class.

She

must be diplomatic in her contacts with all those connected with the operation of the class, from the custodian of the building to the consulting otolo­ gist.

95

5.

HARMONIOUS COMMUNITY SUPPORT:

As the citizens be­

come awakened to the need for caring for the handi­ capped children and participate in these objectives, more and more teachers will have to be recruited and trained.

B.

PROBLEMS to be solved in the endeavor to supply wellqualified teachers to instruct these special classes. 1.

How to secure teachers who will meet the necessary qualifications. a.

Select from teachers in service those who al­ ready have been successful along the lines of adaptability, willingness and inclination to p i ­ oneer in a much neglected cause.

b.

Rate these teachers according to their general success in teaching.

2.

How to interest promising graduates of training schools in the cause of special education. a.

Agitate for courses in hearing conservation in training schools.

b.

Have ambitious, successful teachers from this field speak to the students of the training elasses, acquainting them with the challenge and the need for education.

c.

Provide extra compensation for these teachers.

96

(Many cities have made this provision in their teacher salary scales.) 3*

How to impress teacher training institutions of the need for more and better trained teachers in the field of special education. a.

Have the State Department of Special Education present to the deans of the colleges a state­ ment of the need.

b.

Have the superintendents of schools who are now trying vainly to find teachers for these classes present their need to the deans of these train­ ing school.

4.

How to get more courses in the special education field offered in the colleges and universities. a.

Interest teachers of regular classes in request­ ing these special courses.

b.

Request courses in special training, as a group of special teachers from your community.

If the

training schools have sufficient demand they are usually willing to institute such classes. How to acquaint all teachers in service with the im­ portance of hearing conservation for all children, a.

Establish in every school system a hearing con­ servation council which shall have a represen­ tative from every school.

97

b.

Rotate the membership on this council among mem­ bers of the faculty until all have become aware of the necessity for attention to ear health and ear care for all school children*

c*

Include among the membership on this council, speakers at institutes and other faculty meet­ ings, who know the importance of this subject to the general health and development of all children and particularly the need in your com­ munity.

6.

How to acquaint teachers with the means of aiding the aurally defective in their classes. a.

Prepare a bulletin, as principal, for all teach­ ers, stating the principles of hearing conser­ vation as they relate to teacher practices.

b.

Secure from the Society for the Hard-of-Hearing pamphlets to distribute to the teachers and also posters for display on faculty bulletin boards. *

c.

_ *

Inaugurate a hearing conservation week in the school system as you do education week, stress­ ing in every room the importance of ear health and ear care. (1)

The present stress on audio-visual educa­ tion should bring into focus care of the organs which make all this possible.

98

(2)

Such a Conservation Week was done in the Minneapolis, Minnesota schools.with great success and interest on the part of the pu­ pils, parents and teachers.

7.

How to provide training in service. a.

Have cadet teachers assist experienced hearing conservation teachers and teachers of the deaf for at least one school year, spending a portion of this time at each center, if there is more than one, so that they will have the opportunity to see the many variations in these classes and the methods of adapting instruction to the needs.

b.

Provide training courses in late afternoon clas­ ses, either at nearby educational institutions or in classes provided by the board of education.

C.

PROJECTS that will furnish valuable concepts of special training for teaching special classes. 1.

Compare the state requirements for the credential for the teaching of the hard-of-hearing child in California with the requirements suggested by the National Society for the Hard-of-Hearing.

2.

Suggest five ways in which you could bring before your pupils the matter of ear health and ear care.

3.

Suggest five activities for your class which will

99

focus their attention on good hearing conservation practices. If..

Critically evaluate yourself in the light of the qualifications as set up by the most discriminating state boards of education.

D.

READINGS that will help you build a positive psychology about the training of aurally defective children. Baker 102; Forty-Ninth Yearbook 103-117, 152-176; French 6l; Graham 25,26; Heck 272,273,281-1^; White House Conference, Special Education 73-5, 286-292, 303-11, 316,317,320-22, 556-579.

100

PART IV. PUBLIC RELATIONS HOW TO GET COMMUNITY SUPPORT

What per cent of the school pupils are receiving maxi­ mum educational opportunity?

Are pupils and their parents,

relatives and friends potentially satisfied rather than dis­ satisfied with the school program?

Is it a lethargic satis­

faction because they are not aware of their responsibilities to all of the children? When facilities are lacking, the number of potential failures and malcontents, and eventually delinquents, both at home and at school are increased many fold.

These facts

alone, aside from the satisfaction from greater efficiency, should be evidence that a complete program is the very best means of improving public relations for education. Check your opinions with the suggested solutions of problems found in the next two chapters.

101

CHAPTER llj-. REHABILITATION HOW TO PROVIDE ADEQUATE GUIDANCE DURING AND FOLLOWING SCHOOL TRAINING

A.

BENEFITS that may result from effort to guide the hardr of-hearing in achieving; the goal of successful and happy citizens. 1*

EMOTIONAL ADJUSTMENT:

The presence of lowered hear­

ing acuity has an emotional effect on the young man or woman who stands in need of adjustment in rela­ tion to himself, his family and his friends. 2.

DISABILITY ACCEPTANCE:

The person handicapped with

a hearing loss must be led to accept his handicap and to properly evaluate himself. 3.

CAREFUL PERSONAL DIAGNOSIS:

The hard-of-hearing per­

son must be aided not only to scrutinize his handi­ cap but to discover his existant abilities, capaci­ ties and interests. 4.

CLEAR OBJECTIVES:

One of the aims of the coopera­

tive conservation of hearing class is the develop­ ment of self-sufficient, economically independent citizens.

A wise guidance program makes this pos­

sible. SUCCESSFUL REHABILITATION:

Vocational guidance is

more important for the aurally handicapped than for the normal student because opportunities are fewer

102

and the chance for failure greater.

Thus the voca­

tions must be 'carefully selected.

B.

PROBLEMS that must be solved if the rehabilitation of the aurally handicapped is to be accomplished. 1.

How to help the child adjust to his environment. a.

Make full use of the guidance facilities of the school.

b.

Consult the counselor and the child guidance clinic on all problems.

c.

Secure all the factual data available.

d.

Give reasonable advice to the pupil at all times. (You are the one who can really aid him since you have him so closely under your guidance for several years.) (1)

Give the child security and confidence.

(2)

Help him to overcome habits typical of his handicap which may cause others to react unfavorably towards him.

(3)

If his personality is not to be warped by having much done for him by well-meaning but poorly informed parents, playmates and friends, you must imbue him with a feeling of service to others, and a recognition of his responsibilities as a member of his

103

group. 2•

How to help the pupil to accept his handicap and its limitations. a.

Help the child to view himself objectively.

b.

Encourage him never to accept defeat where it is physically possible to achieve.

c.

Help him to recognize that certain physical skills are not attainable but that he must ac­ quire others to compensate for them.

3.

How to help the pupil to recognize his abilities and capacities. a.

Stress his capabilities rather than his limit­ ations and help him to develop whatever talent or inclination he has.

b.

Encourage participation in building activities, clubs and organizations which may reveal lines of interest hitherto unsuspected by you or the pupil.

Ij..

How to help the pupil choose his vocation. a.

D o n ’t encourage decisions until the pupil has had vocational aptitude tests, opportunity to confer with a trained worker, and a chance to explore fields of his own choice.

b.

Help him to analyze his particular disability in relation to the particular field he shows

preference for, and the likelihood of success in that field. c.

Place before the pupil definite information con­ cerning many suitable vocations for his partic­ ular degree of disability.

Give facts concern­

ing working conditions, hazards, compensation, and other factors affecting possible vocations. «

How to provide training for the job and placement. a*

Establish, if possible, a program of part-time employment and job-plaeement in senior high school.

(State and Federal Rehabilitation Cen­

ters can help you set up this program.) b.

Give high school credit for training on the job. (This necessitates a trained worker to supervise the job.)

How to provide a program of follow-up and rehabili­ tation. a.

Cooperate.with the State Department of Education and their program of placement and rehabilita­ tion.

b.

Take advantage of the federal funds established for this purpose.

How to help the pupil in the wise use of his leisure time. a.

Encourage him to develop an interest in hobbies.

105

b.

Help the pupil to develop any talent he may have, not necessarily to the point of public per­ formance but for his own -enjoyment.

c.

Make opportunities for him to participate in any group activities and clubs in the school. Training for participation in community groups is most important as the inclination of most of these pupils is towards isolation from the group or at least too great a degree of shyness.

C.

PROJECTS to test your aptness in guiding pupils who are handicapped by hearing loss. 1.

Outline the salient features of ten vocations which you think would be suitable for the student with' less than 20 per cent hearing acuity.

2.

Find out what shops, factories and business concerns if any, in your community, employ hard-of-hearing workers.

What is the policy of the merchants and

employers as applied to the aurally handicapped? Suggest what you think could be done to aid in the remedy of these problems. 3.

In your opinion, what effect does the pension have on the problem of guidance and mental health of handicapped individuals?

State five reasons in favor

of and five reasons against the pension.

io6

D.

READINGS that provoke further thought about the person­ ality and guidance problems of the hearing defective. Baker lj.27-29; Davis 317-321, 36if-365; Forty-Ninth Year­ book 83-103, 117-135; Frampton and Rowell (II) 223-229-31; Graham 27-29; Heck 270,271,280; Neuschutz lj.6-51; West, Kennedy, and Carr 23-32; White House Conference, Special Education 322-26, 468-72.

107

CHAPTER 15. RAPPORT HOW TO ESTABLISH COMMUNITY CONFIDENCE

A.

BENEFITS that may come if the people in your community have a favorable attitude towards the special education program. 1.

MORE ENTHUSIASTIC PARENTS:

The parents of except­

ional children often need to be educated to the importance of the program for educating their own children. 2.

GREATER OPPORTUNITIES:

The program of special edu­

cation will be recognized as an opportunity rather than punishment for school failure and anti-social behavior. 3.

FEWER OBJECTIONS:

Patrons will accept the special

program in the spirit in which it is intended as the benefits of all types of special classes become evi­ dent. I4.. ENLIGHTENED TAXPAYERS:

The citizen with no children

in school must be helped to realize the significance of a special educational program.

It is cheaper and

better to provide education and prevent delinquency than it is to support juvenile courts as the out­ growth of truancy and emotional behavior. 5.

WORTHWHILE OBJECTIVES FOR SERVICE CLUBS: Projects of

108

service groups have been directed toward the physi­ cal health and general social welfare of exception­ al children as worthy community and national causes.

B.

PROBLEMS that must be solved in order to have the whole­ hearted support of your community. 1.

How to emphasize the need for school-community plan­ ning. a.

Make the policy of "learning is living" function­ al. (1)

Help the parents gain a better insight into school planning by better school-home rela­ tionships.

(2)

Encourage parents to cooperate with teach­ ers .

(3)

Poster programs in parent education.

Par­

ents need to understand likenesses and dif­ ferences in children. b.

Further school-community understanding. (1)

Lend support to the parent-teacher associa­ tions.

(2)

Interest community agencies in supporting classes or in furnishing equipment for special classes.

(3)

Encourage cooperation between school coun-

109

selors and juvenile court personnel. /

(4) Promote understanding and acceptance of the handicapped in the community where they live* (5>) Request training for the vocational needs of these children. 2.

How to prevent prejudice toward the physically handi­ capped. a.

Prevent conditioning.

Children especially are

impressed when told about "the poor helpless cripple” , or that "all deaf people are suspi­ cious." b.

Watch for overt motives, as those of dominance or superiority, so that certain individuals can have a social and economic hold over those who are handicapped*

3*

How to overcome stereotyping in attitudes toward the aurally handicapped. a.

D o n ’t ascribe to such statements as "all deaf people are very irritable", and the like.

Such

statements are fallacious and type individuals and groups. b.

Avoid creating "pictures in the head."

If you

cannot vouch for the verity of any statement you may make, don’t make it. if.

How to assist your fellow-man to compensate for phy-

110

sical deficiencies. a.

Give him all the social rights you accept as your own. (1)

Don't pity him.

With pity often comes a-

voidance, withdrawn behavior and many ra­ tionalizations. (2)

Don't admire him unduly.

It may cause ab­

normal feelings of superiority and possible failures, negative tensions and frustra­ tions. (3)

Accept his deviation in a matter-of-fact manner.

Make nothing of it but give him

every opportunity that is his own right. b.

See that these hearing defectives have a chance for economic equality with the so-called normal person.

c.

Encourage the physically handicapped person to exercise fully all rights and privileges as a citizen.

£.

How to integrate the handicapped and the normal. a.

Emphasize qualities he has in common with the normal person.

b.

Correct psychological and social handicaps by good vocational programs.

c.

Assist in placement and follow-up on jobs.

Ill

d.

Teach him a trade so he can take his place in the economic life of his community along with the normal.

More often than not, these handi­

capped individuals prove to be the more sub­ stantial citizens of your community.

C.

PROJECTS that will help you establish liason between the citizens of your community and the teachers of special classes operated for the physically handicapped. 1.

Arrange for several meetings in the neighborhood of the conservation centers and extend invitations to patrons and other citizens.

Present reports of sur­

veys in various industries on the performance of the physically handicapped employees as compared to ablebodied employees.

The United States Office of Edu­

cation also made outstanding statements about handi­ capped workers. 2.

Ask an employer of handicapped persons to be a guest speaker at one of these meetings.

Conduct the forum

in a question and answer manner so there will be audience participation. 3.

Present some handicapped employees who have been performing service in their own community and have them assure the citizens that they are very good educational investments.

112

D.

READINGS that will convince you of the need for commun­ ity understanding of special education problems* Baker i|_69-75; Davis 355»356,l(i|.0-9; Ewing 9>2lj.; Heck 286,287.

113

B I B L I O G R A P H Y

114

A.

1.

BOOKS'

Baker, Harry J.: Introduction to Exceptional Children. MacMillan Company, New York, 1944» 496 PP« Gives an overall view of the entire field. Valuable to teachers who expect to specialize. Recommended for teachers of regular classes to help them recognize poten­ tial candidates for special classes.

2.

Bell,-Moses: My Silent World. Hygeia, January, 1949* American Medical Association, Chicago, Illinois.

3.

Bentley, J.E.: Problem Children. Company, New York^ 1936.

4*

Brentano, Lowell: Ways to Better Hearing. Watts, Inc., New York, 1946•

W. W. Norton and Franklin

A blueprint for the hard-of-hearing person who wants to know the way to lip reading, hearing aids, and auditory training. Excellent to orient the regular class teacher to the problems of the aurally handicapped. 5*

California State Departments of Education, Public Health, and Social Welfare: Report ment Committee on Study of Problems and of the Deaf and Hard-of-Hearing. Assembly of California,1 Sacramento, 194°.

Mental Hygiene of Interdepart­ Services to the State of

Analysis of recent studies of problems confronting school systems. 6.

Claremont Colleges: Lip Reading. 1936-38. pp. 124-9. -----------

Reading Conference,

7.

Cole, Luella: Psychology of Adolescence. Rinehart, Inc., New York, 194S>*

8.

Davis, Hallowell: Hearing and Deafness. Books, Inc., New York, 1947 » 496 p p .

9.

Dolch, William Edward: Helping Handicapped Children in School. Garrard Press, Champaign, Illinois, 1948.

Farrar and Murray Hill

Illustrates how the Handicapped Child can fit into the

115

regular program under the guidance of a competent teach­ er.

10 .

A Digest of State Laws Affecting the Acoustically Handi­ capped. House Document No. 154-7 78th Congress, First Session, Washington, D.C. A valuable reference book for all citizens interested in effective legislation for the hearing-handicapped. It is a digest of the important features of laws of all states.

n.

Ewing, I.R., and Ewing, A.W.G.: The Handicap of Deaf­ ness. Longmans, Green and Company, London, 1938, 3 2 7 pp. Especially helpful in showing good clinical procedures, interpretation of audiograms, and educational procedure in various types of cases.

12

.

Fiedler, M.P.: Teacher’s Problems with Hard-of-Hearing Children. Journal of' Educational Research, 4.2:616-22. April, 194-9*

^

Typical child behavior and its vital need for interpreta­ tion. Direct help in many phases of teacher-child relations. 13.

Fletcher, Harvey: Speech and Hearing. Company, New York, N.Y.

D. Van Nostrand

Technical, but very helpful. li+.

Frampton, M.E. and Rowell, H.G.: Education of the Handicapped. Vol. I, History,World Book, 193 8 * ?60 pp. Vol. II, Problems, World Book,194-0.

15.

Gates, A.I., and Kushner, R.E.: Learning to Use Hearing Aids♦ Bureau of Publications, Teacher’s College, Colum­ bia University, New York, N.Y.» 1946* Subtitled, A Story of Factor's' I^fitiencing the Decision of Ghildren~to Wear Hearing Aids/ A report of the Sub­ committee of the Committee on Problems of Deafness of the National Research Council.

16.

Heck, Arch 0.: The Education of Exceptional Children. Mc^raw Hill, New York, 194^* 536 PP*

17.

Hilleboe, G.L.:

Finding and Teaching Atypical Children.

116

Teacher’s College Contributions to Education, No, Ij.23, Columbia University, New York, 1930# 177 PP. 18.

Holland, Ernest S.: Hear Again and Like It, Medical Instruments Company, Inc., Boston, Massachusetts,

19.

Kelly, J.B.: Finding the Hard-of-Hearing Child. lic Health Nursing (Hearing Series), May7 1938.

20.

Kessler, Henry H . : Rehabilitation of the Physically Handicapped. Columbia University Press, Hew York, 19^7•

21.

Lippa, Josephine: Early Problems in Teaching Reading to Beginners. Teacher’s Forum, 9* 1935>.

22.

Lord, F.E.: Helping the Exceptional Child in the Regular Classroom. Bulletin No. y\.j>, Superintendent of Public Instruction, Lansing, Michigan 194-1.

23.

Macnutt, Ena G . : The Hard-of-Hearing Child in School. Public Health Nursing (Hearing Series), January, 1939*

2l±.

Martens, Elise: (A) Organization for Exceptional Chil­ dren within State Departments of Education. Pamphlet i\2 with Supplement No. 1, Ghited States Printing Office, 1933.

25.

: (B) State Legislation for Education of Ex­ ceptional Children and Youth. United States Office of Education, Bulletin No. 2, 19^9 • United States Govern­ ment Printing Office.

Pub­

26.

Martens, E.H.: The Deaf and Hard-of-Hearing in the Occupational World. Office of Education Bulletin, No. 13, Government Printing Office, Washington, D.C., 1936, 95 PP.

27.

McLeod, B . : Teacher’s Problems with Exceptional Chil­ dren, IV, Deaf and Rard-of-Hearing Children. Office of Education, Pamphlet No. 51|-, Government Printing Office, Washington, D.C., 1934* 29 PP.

28.

Morkovin, B.Y., Kincade, J.M., and Caziarc, D.R.: Aural Re-Education, Psychological and Therapeutic Aspects. The Coordinating Council of Societies for the Hard-ofHearing in Southern California, Los Angeles, 19^-6.

2 9 . Morley,

D.E.:

Experimental Program for Hard-of-Hearing

117

Children, The Journal of Speech and Hearing Disorders, Danville, Illinois. Good description of supervision in action. 30.

National Society for the Study of Education: The Edu­ cation of Exceptional Children. Forty-Ninth Yearbook, Part II. The University of Chicago Press, Chicago, Illinois, 1950» 350 PP*

31.

Neuschutz, Louise: Jobs for Physically Handicapped. Bernard Ackerman, Inc., 19^4^4-*

/

Analyzes life adjustments confronting the physically handicapped and gives suggestions for working them out. 32.

Newhart, H . , and Reger, S.N.: Supplement to the Trans­ actions of the American Academy of Opthalmology and Oto­ laryngology. Douglas Printing Company, OmahaJ 19'4£» A syllabus of audiometric procedures used in the admin­ istration of a program for the conservation of hearing of school children.

33»

Nitchie, E.B.: Lip Reading, Principles and Practices. Frederick A. Stokes, fcfew 'York, 1930*

3I4.

Peck, Annetta W . , Samuelson, Estelle E . , and Lehman, Ann: Ears and the Man. F. A. Davis, Philadelphia. Stories by pioneer social workers among hearing-handi­ capped. The book deals with lives rebuilt through lip reading, a hearing aid, the right kind of mental atti­ tude, or a job.

35.

Phillips, W.C.: Diseases of the Ear, Nose, and Throat. F.A. Davis Company, Philadelphia, 1929* pp. 38-5>7'«

36.

Phillips, W.C. and Rowel, G.: Your Hearing— How to Aid and Preserve It. Appleton Company, Popular Health Series, 232 pp.

37.

Pintner, R., Eisenson, J., and Stanton, M . : The Psychology of the Physically Handicapped. F. S. Crofts Company, New Y o r k , -1940, 391 PP»

38.

Proffet, Maris M. and Segal, David: School Census, Com­ pulsory Education. United States Printing Office, 19^-5•

^

118

39*

A Program for Hearing Conservation. Bureau for Handi­ capped Children, Department of Public Instruction, Madison, Wisconsin, 19^3*

1|_0•

Scheidemann, Norma Valentine: Psychology of Exceptional Children, Volumes I and II. Houghton Mifflin, New York, 1931, 5>20 pp., and 1937, P >'0 pp.

ifl.

Special Education, the Handicapped and Gifted. House Conference, 1931*

ij.2.

Stowell, A., Samuelson, E.E., and Lehman, A.: Lip Readr ing for the Deafened Child. MacMillan Company, New York, 1928.

White

1^3. Super, D.E.: The Dynamics of Vocational Adjustment. Harper and Brothers, New York, I9I4.2 . A technical book on the various factors that influence vocational choice and success. ijij.. Traxler, A.E.: Techniques of Guidance. Brothers, New York, 194-5?•

Harper and

A discussion of tests, records, and school organization in guidance. I4.5 . Van Riper, C.: Speech Correction, Principles and Meth­ ods . Prentice Hall, Inc., New York, 1939» k-3k- PP« 14-6 . West, R . , Kennedy, L., and Carr, A.: The Rehabilitation of Speech. Harper and Brothers, New York, 1.937, PP* White House Conference: Special Education: The Handi­ capped and Gifted. D. Appleton-Century Company, Inc., New York, 1931, 5*0i|- PP* ij.8.

: The Handicapped Child. D. Appleton-Century Company, Inc., New York, 1933, i|-i?2 pp.

119

B.

PERIODICALS

1.

American Annals of the Deaf, Conference of Executives of American Schools for the Leaf, Frederick, Maryland.

2.

Hearing News, American Hearing Society. N.W., Washington 7> D.C.

3.

Journal of Exceptional Children. International Council for Exceptional Children, Saranac, Michigan*

1537 35th Street

if. Journal of Rehabilitation. National Rehabilitation Association, State Oapitol, Fpaaicfort , Kentucky. 5*

Journal of Rehabilitation. llllf 5&th Street, Des Moines, Iowa. Mrs. Ruth Grant, Editor.

6 . Journal of Speech Disorders. American Speech Correction Association, Indiana State Teachers College, Terre Haute, Indiana. 7.

Lip Reader. National Education Association, 1201 l6th Street, N.W., Washington, D.C.

8 . National Hearing Aid Journal. National Hearing Aid Journal, 309 Commerce Building, Sioux City 9> Iowa. 9.

News Letter. State Board of Education, Wilmington, Del­ aware. Leo Waters, Editor.

10.

The Trumpet. Long Beach Society for the Hard of Hearing, I2I4. West lifth street, Long Beach 6 , California.

11.

U.S. Government Publications. Superintendent of Documents, Government Printing Office, Washington 25, D.C.

12.

Vocational Guidance Journal. National Vocational Guidance Association, t52 Beaver Street, New York 5* N.Y.

13.

Volta Review. American Association to Promote the Teach­ ing of Speech to the Deaf, 1537 35th Street, N.W., Wash­ ington 7, D.C.

120

C.

FILMS FOR SPEECH AND HEARING INSTRUCTION

The following list of films and sources is not a com­ plete list and readers are invited to add to it. One or more sources are indicated for each film. 1.

EDUCATION FOR THE DEAF (18)1 : Sound, 5 Reels, 01 Minutes. (A detailed presentation of .the methods by which deaf children are taught to speak. Two_ year olds are accepted by the special schools and many stay until they are twen­ ty. Their classroom progress is slower than that of other children, but when they leave school they are fully qualified to take their place in the world.)

2.

EYES THAT HEAR (20,28) : Silent, 10 Minutes. (Spon­ sored by the Lexington School for the Deaf; gives a pre­ sentation of the training covered by this school.)

3.

HOW THE EAR FUNCTIONS (2, 3, 1*., 9, 12): Sound, 1 Reel. (Outlines functions of the human ear. Sound waves brief­ ly explained. Animation shows the tympanic membrane and ossieles, along with their functions. Eustachian tube is diagrammed and its function of pressure equalization explained. The Inner ear is shown and the function of the cochlea with its spinal membrane and accompanying nerves is explained.)

ij.# HOW WE HEAR (6 , 10): Silent, ^ Reel, 0 Minutes. (A study of the human ear by animated diagram and photogra­ phy. ) 0.

HOW WE HEAR (6 , 10): Sound, 1 Reel, 11 Minutes. (Com­ prehensive explanation of the entire ear structure and mechanism, showing how sound waves are received by inner ear. Photography, animated drawings, and sound are combined to make presentation complete and effective.)

6.

HOW WELL YOU CAN READ LIPS (20): (Development and stan­ dardization of a motion picture achievement test of lip reading ability, by Dr. Jean Utley. Further details avail­ able from the author.)

-*-See corresponding number on Source List.

121

7.

LIFE BEGINS AGAIN (15, 21): Sound, 15 Minutes. (Pro­ duced by Western Electric. The film deals with hearing aids and their use. It is an excellent treatment of the problem of audiometer tests in schools.)

8.

LIFE SITUATION MOTION PICTURES (22): Silent, 10 min­ utes each. (This series of ten films produced by Dr. B. V. Morkovin and Mrs. Lucelia Moore, Department of Speech, University of Southern California, is designed to teach lip reading through life situation motion pic­ ture technique. A manual of lesson instructions for each film accompanies the series.)

9 . LISTENING EYES (23): Sound, 20 Minutes. (Produced in technicolor by the Walt Disney Studio. This film des­ cribes the aims, purposes, and activities of the John Tracy Clinic. Though not designed for teaching purposes, the film is an interesting presentation of the work of this Clinic. Narration by Spencer Tracy.) 10.

RIGHT TO HEAR, THE (ij.): Sound, 33 Minutes. (Shows hear­ ing tests being conducted in a public school in Iowa. The test shows that several children have hearing losses; corrective measures are shown for those whose hearing loss is only partial; one little boy, however, is com­ pletely and incurably deaf. His enrollment in the Iowa School for the Deaf, at Council Bluffs, and what he finds the school is doing to help the deaf lead normal and useful lives, unfolds in a dramatic and revealing film story. In color.)

11.

VISUAL HEARING OR MOTION PICTURE METHOD (26): Silent. (Produced in 1930 In Speech Department at Ohio State University by Marie K. Mason. This is a laboratory technique in which the student is required to project a specific film.assignment on a silent motion picture screen to perceive a. speaker*s visible speech movements, to recognize groups of movements as words, to identify words as ideas, and finally to interpret them in mean­ ingful and connected thought. New films, in color, added recently.)

12.

YOUR CHILDREN'S EARS (18): Sound, 2 Reels, 15 Minutes. (Few people are born deaf, and too frequently loss of hearing in later life is due to carelessness or ignor­ ance. In this film the physiology of the ear is ex­ plained in detail by animated diagrams. Often children who appear dull and unresponsive are suffering from

122

hearing difficulties, which can easily be cleared up if given proper medical attention.) 13.

YOUR EARS (9): Sound, 1 Reel. (The mechanical function­ ing of the ear is explained and pictured in non-technical language. Photography aids in seeing inner ear construction and its function.)

llj..

BREATHING (i-j_, 12): Silent, 1 Reel. (The importance of having good lungs, action of the diaphragm, breathing, lung structure and functions. Excellent shots and ani­ mation. )

15.

HIGH SPEED MOTION PICTURE OP HUMAN VOCAL CORDS (2)+): Silent, 12 Minutes. (Enlarged slowed-down motion picture of the vocal cprds in action, showing phonation, changes in pitch and loudness, and coughing.)

16.

THE HUMAN THROAT (8,9): Sound, 1 Reel, 11 Minutes. (Describes the anatomical and functional aspects of the human throat. Outlines anatomy of the pharynx, its con­ nection with the middle ear, nose and esophagus, and its defense mechanism, and shows the ciliated epithelium in action. Shows action of the vocal cords in various sit­ uations. )

17.

THE HUMAN VOICE AND HOW WE HEAR (2^):

18.

Sound, 12 Minutes.

THE MECHANISM OP BREATHING (1, 3, k> 5* 10,12,13,17, , 19)1 Sound, 11 Minutes. (Breathing mechanism in oper­ ation. Technical animation portrays gaseous exchange in lungs and body tissue cells, including pathological con­ ditions. Demonstrations of artificial respiration. By means of animation and photography, nervous control of breathing and factors affecting rate and depth of breath­ ing are illustrated.)

19.

FUNDAMENTALS OP ACOUSTICS (2,^,5,6 ,10,12,13,15,16,19): Sound, 11 Minutes. (Velocity of sound. Some phenomena of refraction. Physiological aspects of audition. Ap­ plication and absorption of sound by walls of a room. Acoustical treatment of auditoriums.)

20.

SOUND RECORDING AND REPRODUCTION (2, 13 ,llj.,15, l6 ,19) : Sound, 10 Minutes. (Fundamentals of photoelectric sound recording and reproduction of films; microphone prin­ ciples; the light valve and its operation. Chiefly animated drawings.)

123

21.

SOUND WAVES AND THEIR SOURCES (2,3 ,1^5, 6 ,10 ,12,13 ,li{_,1^, 16,17,19): Sound, 11 Minutes. (Demonstration and ex­ planation of several types of sound sources. Transmis­ sion of sound waves through the air clearly visualized. Characteristics of sound waves, such as frequency, am­ plitude, wave lengths, fundamentals, harmonics, explained visually with acoustic accompaniment.)

22.

VIBRATORY MOTION AND WAVES (7): Sound, 20 Minutes. (By animation and slow-motion photography, shows damped, undamped, stationary, and propagating waves. Also dis­ cusses wave lengths* phase, crest, trough, nodes, anti­ nodes, condensation, and rarefaction.)

23.

REPORT ON DONALD (11): Sound, 2 Reels, 18 Minutes. (This is a film saga of a stutterer from early childhood until graduation from speech clinic at the University of Minnesota. Mention is made during the film of the mobile speech clinic unit which will test the speech of 80,000 Minnesota school children.)

2I4..

HARELIP AND CLEFT PALATE (27): (One of a series of med­ ical films produced for professional use.)

25.

BETTY (28): Silent, l£ Minutes. (A picture taken by the father of a little deaf girl, showing her progress at home under the instruction of a visiting teacher.)

Sources of films listed: 1.

Baylor University, Department of Education, Waco, Texas.

2.

California, University of, Department of Visual Instruc­ tion, Berkeley.

3.

Colorado, University of, Bureau of Visual Instruction, Boulder.

I}..

Connecticut, University of, Audio-Visual Aids Center, Storrs.

5.

Georgia, University of, Division of General Extension, 223 Walton Street, N. W . , Atlanta.

6.

Illinois, University of, Visual Aids Service, Urbana.

7.

Indiana, University of, Bureau of Visual Instruction, Iowa City.

\2br

8*

Iowa, University of, Bureau of Visual Instruction, Iowa City.

9*

Kentucky, University of, Bureau of Audio-Visual Aids, Lexington.

10.

Kansas, University of, Bureau of Visual Instruction, Lawrence.

11.

Minnesota, University of, Audio-Visual Service.

12.

Missouri, University of, Visual Education Service, Columbia.

13.

Nebraska, University of, Department of Audio-Visual Aids, Lincoln.

llj..

Oklahoma, University of, Visual Education Department, Norman •

15.

Texas, University of, Visual Instruction Service, Austin.

16.

Wyoming, University of, Cooperative Film Library, Laramie.

17*

American Museum of Natural History, Department of Education, Central Park West at 97th Street, New York.

18.

British Information Service, 30 Rockefeller Plaza, New York 20, N. Y.

19.

Enclyclopedia Brittanica Films, Chicago 6 , Illinois.

20.

Dr. Jean Utley, 325 Fullerton Parkway, Chicago II4., Illinois.

21.

Western Electric, 195 Broadway, New York.

22.

B. V. Morkovin and Mrs. Lucelia Moore, University of Southern California, Los Angeles 7* California.

23*

John Tracy Clinic, 92if West 37th Street, Los Angeles 7, California.

2I4.. Public Information Department, Pacific Telephone and Telegraph Company, 318 West 9th Street, Room 302, Los Angeles, MI 9 1 H »

12$ 25*

Lexington School for the Deaf, 90^1- Lexington Avenue, New York 21, N. Y.

26.

Marie K. Maaon, Speech Department, Ohio State Uni­ versity, Columbus, Ohio.

27.

Medical Research Film Library, 1569 Broadway, Brooklyn, New York.

28.

The Volta Bureau, 1^37 35th Street, N.W., Washington 7> D. C.

126

D.

RECORDINGS FOR AUDITORY TRAINING

The following is a commercial list of recordings compiled for a meeting of the Indiana Speech and Hearing Therapists Association, February 1949* VICTOR RECORDS 1.

When the Husband Kept House. Y-3 38 . (Good for teen-age and young adults for following conversation and dialogue over background melody.)

2.

Songs--Baritone. 22083. (Excellent cljsar voice for b e ­ ginning auditory training for high school and adult use.)

3*

L e t ’s Play. Y-23. (Good for children and adults for lis tening and following conversation over realistic back­ ground effects. It is for more advanced sta.ges of auditory training. Topics are Airplane Ride, Train Ride, Telephone, Fire Engine.)

1|.. Rhythm Dixie.

20166.

5.

In the Clock Store.

6.

Yankee Doodle.

7.

Marches (Rhythms).

8.

Rhythm Band.

35792.

20166. 2276ij..

22766.

9-10.

Singing Gamesw

11-12.

Singing Games.

19926 ,20079 2l6l8

20806 13-li|.*

Singing Games.

20211+. 22759 (If a budget for auditory training materials is limited, careful selection from above is recommended. All were listed as some are not easily available. Entire group (I4. to ll^} are recom­ mended for rhythm work.)

127

COLUMBIA RECORDS 1J?.

Peter and the Wolf--Prokofiev. MM-ij.77* (Story-type classical music with wide variation of tones.)

l6 . Instruments of the Orchestra. MX-250. (Children can learn to recognize the instruments of the orchestra. Adults enjoy using record to learn to set hearing aids to bring in as natural tone as possible for music.) 17-18.

Nursery Rhymes.

313-PV 311-PV 315-PV 31^-PV 30Q-PV 3I0-PV (Well enunciated so child or severely deafened adult can follow the familiar words. For extreme cases suggest teacher sing along with record so patient can also lipread.) CAPITOL RECORDS

19.

Bozo and the Circus. BBX-3^> Album. (Excellent audit­ ory training material for all ages. Animal sounds are exaggerated but very amusing and easily heard. Album has two records with picture book to accompany it. Child can follow pictures as well as text, as every work sung or spoken is printed as well as illustrated. Whistle blows every time page is to be turned.)

20.

Tex Ritter Album.

21.

Tex Ritter Album. DC-19* (I like to use one record from each of these albums for initial work in auditory training as they are exceptionally clear (I Love My Rooster and Thank You). With younger groups I use toy ani­ mals and point to each as they perform— later have a child point to the animal performing, etc.)

22.

Rusty in Orchestraville. BC-35 Album. (Not as valuable for auditory training as above three albums, but does provide good exercise in listening to voice alone, voice and music, etc. Recommended for ten-year-olds and up, with not too severe losses.)

BD-lij.

128

MGM RECORD 23.

Horton the Elephant. Ll^a. (Record follows text of book fairly well so child can associate written word and aud­ itory pattern of word. Good for those without too ex­ treme losses (35-60 db average speech range loss.) POX RECORD

2l|_.

Twenty Froggies Went to School. (Good for young chil­ dren. Combine with lip reading.) CLASSIC RECORD

25.

Olympia the Mechanical Doll. (Melodies are from Tales of Hoffman. Story is well enunciated, sound effects are excellent. Has real appeal to all ages.) YOUNG PEOPLE RECORDS

26.

Muffin

in the City.

27*

Muffin in the Country. (Both of these records appeal to children. Sound effects are good. Story books to accom­ pany records are available separately. Unfortunately the script of the book isn’t in quite the same sequence as the records. Use the pictures in the books. Good for early lessons in auditory training.)

28.

Indian Drums. (Great appeal to boys. Children enjoy keeping time to it.)

29.

Jazz.

(Good rhythm.) KAROUSEL RECORDS

30.

Sing a Song of Mother Goose.

31.

Sing a Song of Animals.

32.

Sing a Song of Boys.

EC-2

TC-5

TC-1

Excellent rhythm.

129

33.

Sing a Song of Girls. TC-6 . (Articulation is excellent. In group you will find small groups of voices and indi­ vidual voices in all ranges. song is sung in entirety first, then repeated, leaving out words and phrases for children to fill in. Very great appeal to I4.-IO year olds.) TALKING KOMIGS'

3^.

Chirpy Cricket. (Story of a cricket who wanted to play fiddle. He had many catastrophes to overcome. A comicstyle book accompanies record with exact sequence in pictures and text.)

35*

Sleepy Santa.

(Same type as above.

Seasonal interest.)

CENTRAL INSTITUTE RECORDS (Central Institute for the Deaf, 6I4.O South Kingshighway, St. Louis 10, Missouri.) 3 6.

P.B. (Phonetically Balanced)

37.

Test No. 9 Spondee Words.

38.

(Word List Recordings.)

Test No. 12 Single Sentences. (Above three selections developed during war program for aural rehabilitation. Good for speech sound discrimination and evaluation of hearing aids.)

Carefully selected popular records are excellent sources of auditory training material for teen-age and young people’s classes. They can be chosen so as to give practice listen­ ing to baritone, tenor, bass, soprano, contralto type voices, group singing over varying types of accompanying bands. Prepare questions on song content which can be used at first in helping pupils know what to listen for and later as a test after record has been presented. This is valuable listening practice and requires little added motivation as the content is often amusing, and all teen-agers want to be up on the latest song hits.

130

E.

ORGANIZATIONS HELPFUL TO THE AURALLY HANDICAPPED

1*

American Association to Promote the Teaching of Speech to the Deaf. 1537 35th Street, N.W., Washington 7> D.C. Josephine B. Timberlake, Executive Secretary.

2.

American Hearing Society, formerly known as American Society for the Hard of Hearing. 1537 35th Street, N.W., Washington 7, D.C.

3.

American Red Cross, and many other Civic Service Clubs. Any local chapter or club.

4.

American Speech Correction Association, Indiana State Teachers College, Terre Haute, Indiana, D.W.Morris, Sec­ retary.

5.

Convention of American Instructors of the Deaf, Inc., Idaho School for the Deaf and Blind, Gooding, Idaho. Burton W. Driggs, Secretary.

6 . International Council for Exceptional Children, Saranac, Michigan. Mrs. Buelah S. Adgate, Secretary-Treasurer. 7.

8.

9.

National Education Association of the United States, 1201 lbth Street, H.W., Washington 6, D.C. W.E. Givens, Executive Secretary. National Rehabilitation Association, Inc., kll 7th Street North, Nashville, Tennessee. (Sponsors of National Em­ ploy the Handicapped Week".) National Society for Crippled Children and Adults, Inc., 11 South LaSalle Street, Chicago 3» Illinois. Lawrence J. Linck, Executive Director.

10.

Society of Progressive Oral Advocates, South Kingshighway, Central Institute, Saint Louis, Missouri•

11.

United States Office of Education, Washington, D.C.

12.

Volta Bureau, 1537 35th Street, -N.W., Washington 7> D.C.

UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARY