Some adjustment problems of visually handicapped adolescents with proposals for school therapy

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SOME ADJUSTMENT PROBLEMS OF VISUALLY HANDICAPPED ADOLESCENTS WITH PROPOSALS FOR SCHOOL THERAPY

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 Martha Hudson Walker January 1950

UMI Number: EP46119

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This project report, written under the direction of the candidate's adviser and approved by him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillm e nt of the requirements fo r the degree of Master of Science in Education.

Da.

...........

........

Adviser

Dean

TABLE OF CONTENTS

CHAPTER

PAGE

I. INTRODUCTION ................................ The need

........ .........

1

Statement of the problem • • • • • • • • •

1

The need for the project . . . . . . . . .

1

........

Methods of procedure . . . . . .

II.

•

2

The selection of the problem............

2

Reading on the problem . ...........

2

The method of organization

...........

3

A supplementary problem................

3

Interviews

4

. . • • • • • • • . • » • • •

Testing

...

• • • • • • • •

4

Writing

........

. . . . . . . . . . . .

4

THE CASE OF EDWARD . . ......................

6

Education. . . . . . .

........

• • • • •

6

Physical health. • . . • . • . • • • • • •

10

Mental health. • • . . . • . • • • • • • •

11

Home

12

.....................

Social relations • • • • • • • Vocational interests • • • • • •

..........

12

........

14

Summary. • • • • ........... III.

1

16

THE CASE OF R O Y ............................ Education. • • • • • • • . .

........

••

17 17

ill CHAPTER

PAGE Physical health . . ......................

20

Mental health • • . . . • • • • • • • • • •

21

Home

IV.

• • • • • • • ......................

Social r e l a t i o n s .......................

23

Vocational interests

. . . . . . . . . . .

25

Summary . . . . . . . . . . . . . . . . . .

26

THE CASE OF P A U L ............................ Education . . . . . . .

................ •

27 30

Mental health

.......................

31

. . « • • • • • • • . • • • • • • • •

32

Social relations

• • • • ...............

Vocational interests

• • « • • . • • • . »

Summary THE CASE OF T E D ..............................

Physical health . . . Mental health Home

33 36 37

Education . . . . . . .

.................. .......... . . • • •

.........

38 33 39 41

• • • • • •

..........

. . . . . . .

42

Social relations

..........

. . . . . . .

43

. . • • • . • • • • •

45

...............................

46

Vocational interests Summary VI.

27

Physical health . . • • • • • • • • • • • •

Home

V.

21

THE CASE OF A R T .............................. Education .

. . . . . . . .

47 47

iv chapter

page

Physical health Mental health Home

.......................... ........

. . . . . . . . . .

51

• • • • • • • • • • • • • . . • • . .

51

.........

Social relations

VII.

52

Vocational interests • • • • • • • • • • • •

53

Summary

54

. . . . . . .

. . . . . .

THE CASE OF B O B ......................... Education. • • • • • , . . • • Physical health

•

53 33

. . . . . . .

39

Home • . • • • • » • • • • • • • • • • • • •

39

Social relations •• • • • » • • .

33

.........

Vocational interests

32

Summary.

33

THE CASE OF R U T H ........... Education. . . . . . . .

64 ..................

64

Physical h e a l t h ..........................

67

Mental health.............................

69

Home .

70

...................

Social relations

IX.

55

.........

Mental health. . . .

VIII.

49

.

70

Vocational interests • • • • • • . • • • • .

7^

Summary.

..........................

72

THE CASE OF D O N W A ............................

73

Education. • • • • .......................

73

CHAPTER

PAGE Physical health . . . . . . . .

..........................

Mental health

74 75

Home . . . . .

75

Social relations. ....................... . .

76

Vocational interests

78

Summary X.

...........

• ....................

.........

78

PROPOSALS FOR SCHOOL T H E R A P Y .................. Education

79 79

Implications.............

79

Recommendations

88

.....................

Physical health • • . . • • • • • .............

Implications

Recommendations • • • . • • Mental health

.......... •

83 83

..........

...

85

. . . . . . . ..........

85

• • • • . . • • • » •

........

85

Recommendations • • • . • • • • • » • • • • *

86

Implications

Home

• • • • • • • • • • • • • • . • • • • • •

Implications

87

.........

87

Recommendations * .........

87

Social relations Implications

• • • • • • • • • • • • • • •

. . • • • » •

................

Recommendations . • • • • • • • • Vocational interests Implications

. • • • • •

88 88

..........

89

............

90 90

vi CHAPTER

PAGE Recommendations. . . . . . . . . . . . . . Conclusions. . . . . . .

APPENDIX

.

.................

...................

91 91 93

vii

LIST OF TABLES PAGE

TABLE I.

Summary of Educational Data on Visually Handicapped Senior High School Students • .

II.

80

Data on Physical Health of Visually Handicapped Senior High School Students • •

84

CHAPTER I

INTRODUCTION In recent years adolescents and other people with physical handicaps have received much attention from educa­ tors and psychologists*

There is some literature regarding

the problems of various kinds which face adolescents with visual handicaps*

Most of this literature appears to be

based on observation and not on scientific investigation* I*

THE NEED

Statement of the problem.

The purpose of this proj­

ect is to discover the different types of adjustment prob­ lems which face adolescents with visual handicaps.

The

project is but one part of the entire field of special edu­ cation, which deals with the amelioration of the condition of the handicapped.

This field provides an interest and a chal­

lenge, which apparently is only now being met by the public schools* The need for the project.

Our democracy is based on

the theory that each individual is entitled to develop his potentialities.

Persons who are handicapped physically have

this right, as well as do those who are normal physically. Everyone is entitled to a free education in our country*

a The adjustment of an individual to his environment is one of the important aims of education.

That they may be

made to feel that they are normal, useful members of society is vital to the adjustment of adolescents who are visually handicapped.

A study that brings definite problems to light

may prove helpful to teachers in recognizing problems which do exist and may be treated. There appears to be very little literature specific to the problems of these adolescents.

Most of the writings deal

with the problems of visually handicapped people, who are classified as to degree of visual handicap rather than age. The present investigation aims to discover some of the adjustment problems facing adolescents with visual handicaps in the hope that the school may use the data to help make these individuals acceptable and accepted members of society* An attempt will then be made to suggest further necessary re­ search in this field. II.

METHODS OF PROCEDURE

The selection of the problem.

The first decision to

be made regarding this study was the selection of a problem from the large field of special education for the visually handicapped.

The problem was limited to the adjustment prob­

lems of visually handicapped adolescents at Pine High School

in Cox, California,

(The names of the school, the community,

and the eight pupils included in the study are fictitious.) .Reading on the problem.

The next step was the general

reading on the subject with definite aim toward literature dealing with the problems of visually handicapped adolescents. This reading was done at the Education Library of the Univer­ sity of Southern California, the Cox Public Library, and the Cox Professional Teachers1 Library.

Material was outlined,

analyzed, and organized. The method of organization.

To attempt to carry out

the study the investigator decided to use the case study method to present the problems.

Because each student is an

individual with individual problems, he is discussed in a separate chapter.

Problems were found to fall in certain

areas: education, physical health, mental health, home, so­ cial relations, and vocational interests. The director of the guidance program at Pine High School offered help in regard to oase study methods.

He pro­

vided several case study forms for careful perusal. A suppleraentary problem.

A supplementary problem

arose when no case study form was found to meet the needs of this study.

A case study form to meet the needs of this par­

ticular project was set up.

The director of the guidance

program then checked the form and made several constructive

suggestions*

The final form was then drawn up*

This form

may be found in the Appendix* Interviews*

Data was secured from cumulative records

and from health records*

Conferences with the school nurse,

the school doctor, the supervisor of special education, and a school psychiatric worker were held to complete all avail** able information* In some instances it was possible to interview the parents of these students*

Their responses were noted*

Any anecdotal information or supplementary information of things which had occurred in classroom activities and con* versation was noted*

By this time forms were quite well

filled out with the exception of the direct interview of the students*

Students appeared most curious about the inter­

views and very cooperative. Testing*

The school administrator in charge of the

testing program suggested that the Bell Adjustment Inventory, the Study-Habits Inventory by Wrenn, and the Kuder Interest Inventory be administered to the individual students whose case studies were to be presented*

These tests were given

orally, scored, interpreted, and recorded* Writing*

After all the personal data was organized,

the actual task of writing and editing was begun*

One case

study was completed and handed to the director of guidance a Braille instructor, and a university professor for sug­ gestions*

As a result of their several constructive ideas

final revisions were made on the first case study*

Other

studies were then written and revised in similar manner* Implications of the studies were then recorded, along with suggestions for future study which might he of help to these students in becoming better adjusted.

CHAPTER II

THE CASE OF EDWARD Edward was born in 1933. devout Catholics.

His father and mother axe

His father is of German descent and his

mother of Scotch-Irish ancestry.

The educational background

of his parents is extremely hazy to Edward. mother completed the eighth grade*

He says that his

The father is employed as

a machinist and the mother as a cafeteria worker.

There are

three other children in the family. Edward*s poor vision was discovered before he was a year old.

His mother says that she has always assumed a pro­

tective air toward him. Education.

At the time Edward was ready to enroll in

school, there was no school available for training of the visually handicapped near his home.

He remained at home un­

til September, 1943, when provision was made for him to attend the State School for the Blind*

The only instruction

which he had there was Braille and weaving.

His father ob­

jected to the young teachers in the school and Edward was withdrawn. During the school year 1944-1945 his father was transferred to California.

Edward's mother made immediate

inquiry about enrolling Edward in the State School for the

7

Blind.

His name was placed on a waiting list and in January,

1946, lie enrolled. His brother visited him at the school and complained that Edward was not being kept clean and that he was not given adult supervision on the playground.

As a result of

this visit and the fact that Edward was homesick, his mother had him withdraw from the school in April, 1946. After his return home Edward spent much time at the local amusement zone. ties.

He was picked up by juvenile authori­

When he told the officers that he was not attending

school due to poor eyesight, he was taken to talk with the supervisor'of special education.

His mother was called in

and informed that Cox made provision for the education of children with visual defects.

Because she was unaware of

sight-saving classes, his mother had permitted him to stay around home for a year with no attempt at any sort of edu­ cation.

Edward was enrolled as a sight-saving student on

April 16, 1947. At the time of the conference Edward supplied most of the information regarding his past schooling. records of any kind.

There were no

Edward stated that he had had no pre­

vious instruction but Braille.

He was unable to read.

As

Braille was not being taught in his sight-saving class, he was transferred to another school, which was more of a vocational school and a place where students were not so

handicapped by poor vision. At the vocational school Edward’s program included crafts, foods, wood shop, auto shop, mathematics, social studies, agriculture, and physical education.

His work was

a little below average. When the vocational school was abolished in June, 1948, Edward was enrolled in a Special Training Class for the mentally retarded.

Boys are assigned to this class who have

intelligence quotients of seventy and under.

A supervisor

of special education felt that he was conspicuous in this group due to his greater ability and that a change seemed desirable. In September, 1948, a new sight-saving class was be­ gun at Pine High School,

Students were to enroll in regular

classes and participate in them as long as they could profit from discussion and presentation of material.

When reading

of any kind was to be done, the visually handicapped stu­ dents were to report to a special room for aid* School authorities recognised that Edward would not be able to do tenth grade work, but felt that Braille and music would be helpful.

He was enrolled as a special student

without regular promotion, Edward has been enrolled in four schools in a little over a year in Cox.

Supervisors feel that the needs of the

boy have never been met at any time.

9

Edward has been in school approximately two school years and five months in his lifetime.

This period of time,

of a possible ten, has been divided among many schools. When Edward returned to high school for his second year, the difficulty of programming him became evident.

He

said that he and his mother had talked things over and that they both felt he should go to work.

His first year in high

school he had been absent one-third of the time and had failed in most of his subjects.

He and his mother thought

it best for him to get a job and forget school. In the light of his educational background, school authorities agreed and helped him to find a job shining shoes.

Edward secured a work permit and left school at the

end of the first week. At the beginning of the sixth week of school he re­ appeared, desiring admittance.

He stated that he was tired

of working because he had not made enough money.

He once

more pledged himself to regular attendance and an eagerness to learn. In October, 1947, Edward was given the WechslerBellevue intelligence test. recorded as sixty-eight.

His intelligence quotient was

There was some question as to the

reliability of the score due to the fact that he had never been able to read.

10

Physical health. excellent.

Edward considers his general health

However, he is absent from school due to illness

one-third of all school days.

On November 1, 1948, he was

sent home with an infected eye.

En route home he stopped at

another school to visit a friend and remained for two hours. He was absent from school that entire week.

Previously, on

October 4, he was excluded from school with athlete*s foot. Teachers agree that Edward is not always clean and neat, and that many times he haB a most offensive body odor, especially in the afternoon.

Some progress has been made by

stressing the idea of cleanliness and by praising him when he is shaved and clean. Edward's mother stated that he was a baby delivered by instruments and that his head was injured at birth.

He seems

quite normal in appearance now, being five feet seven inches tall and weighing 135 pounds.

His ear drums are scarred, but

Edward says that he hears very well. Edward complains of physical fatigue, but blames it on his girl who keeps him out so late that he fails to get enough sleep. The report of the ophthalmologist on Edward's vision is summarized: Edward's visual defect is stationary. His vision, without glasses, which are of no value to him, is 20/200 in both eyes. There is a great deal of nystagmus, later­ al and of the searching type. The nystagmus is quite rapid and rarely slows much. No ocular treatment would

11

be of any value. ■*“ Edward often complains of pain in his right eye.

When

he reads, he turns his head to the side and reads with the outside corner of his left eye.

His vision at a distance has

been clearly demonstrated on several occasions. Edward feels that the doctors do not know much about his eyes.

He says that his optic nerve has degenerated and

that he can correct his trouble by himself through exercise. During his first year of high school Edward was ex­ cluded from school with gonorrhea.

He was under the care of

the City Health Department. Mental health.

The concensus of teachers' opinions

is that Edward has made a good adjustment to his visual handicap. friends.

He says that he is always happy and has many His only worry is whom he will marry.

He says he

tries to like everyone, and if he dislikes an individual, he avoids him. ly.

He remarks that he indulges in daydreaming rare­

Sometimes he says that he feels his parents treat him as

a child.

Edward says that he bitterly resents such treatment

since he believes that he is old enough to make his own de­ cisions.

When he is tired or tense, he says he loves to play

his harmonica for relaxation.

He regrets that he is unable

to read in his leisure time; even funny books hurt his eyes. I The report was taken from records at the school.

12

Home,

Records reveal the following facts regarding

Edward*s home: Edward*s mother feels that there is terrific con­ flict at home* The father ridicules Edward, tells him he is dumb because he cannot read, and tries in every way to get him out of the way* Edward’s father at one time disclaimed paternity because his eyes are blue and those of Edward are brown. As a result, Edward’s mother says that she tries"to protect Edward* She states that her husband might beat Edward if he found out that he smoked* She has tried to get her husband to confer with school authorities about her son, but he has refused to take any interest* On the occasion of a home visit by a school worker the father exhibited great rage upon learning that Ed­ ward had been truant from school. Edward’s mother says that the home situation is quite intolerable. Her husband controls all family finance. He gives Edward no allowance. The older boy gives money to Edward when he is at home. The older brother has suggested that he would like to marry and take Edward to live with him* The mother says that she feels her position is un­ fortunate. She admits that "sjtie is afraid of and domi­ nated by her husband and anxious to protect her son at the same time,3 Edward’s attitude toward his home in conversation reflects none of this conflict. of his family are happy. money for family needs.

He. mentions often that all

He says that there is plenty of He declares that he is able to

earn extra money by mowing lawns* Social relations*

Edward reports that he has many

2 The report was taken from records at the school.

13 friends, none of whom are rejected by his parents. that more of his friends are boys than girls.

He feels

He spends his

lunch hour at school on the grounds talking, playing games, or playing the harmonica.

He emphasizes that he thoroughly

enjoys all types of people, Edward says that he likes all his teachers, and feels that they all like him.

Many times he has advised other

students that it would well pay them to get along with their teachers, who are there to help thestudents. Edward was a member of the Glee Glub. he loves to sing.

He says that

Last year he sang in an amateur talent

performance and did very well.

Hisexperience in Glee Club

was his first musical training.

He remarked his first day

that he was surprised that the Boys* Glee Club was so good. After school hours Edward spent lots of time playing the piano at a Teen-Age Club.

He says that he loves to spend

his time where there are lots of people.

He appears to enjoy

playing football and sitting around later, with friends to talk to and good coffee to drink. Edward1s main interests, sports and music, have been important to him for several years. much like to have a piano at home.

He says he would very He plays by ear entirely.

He has several harmonicas and plays with very slight encour­ agement anywhere, even on a crowded bus. loves to listen to music of any kind.

He says that he

14 Smoking is one of M b habits*

He says that he consid­

ers that there is nothing wrong with smoking, but that it is just one of life*s pleasures*

He says that it is difficult

for him to stay in school all day without smoking.

School

rules prohibit students from smoking on the grounds or from going off grounds to smoke.

Edward admits that he has gone

off grounds many times and that on more than one occasion he has been caught by the attendance officer. The concensus of opinion of teachers is that Edward is polite, kind, friendly, and good-natured.

He says that he

likes people who are honest, decent, and capable of enjoying the same things he does.

He says that he detests drunkards.

Edward appears to be mature physically. Edward says that he has never been able to overcome his feeling of inferiority caused by his inability to read. However, he feels that he is quite accomplished musically* He likes for his friends to call him nFrankieH after Sinatra. Edward says that he is embarrassedwhen people his own age learn that he can read and writevery little.

He

seems

to want to keep this fact from his acquaintances. Results of the Bell Adjustment Inventory given on October 39, 1948, indicate that Edward has a normal adjust­ ment to his home, his health, his social relations, and his emotional problems. Vocational interests.

Edward states that he has not

15 been able to do any exploratory reading about vocations*

He

says that he feels he should go to a junior college to learn a trade at some future date.

He says he likes airplanes.

He has done no type of work except the mowing of lawns and the shining of shoes.

Since his self-stated interest in

life is music, he says he would like to use it as a basis for his vocation.

Of course he says that work as a musician is

hard to get.

However, Edward says that he can imagine no job

better than being a movie star with a large income. Edward's mother states that he should have a loom at home so that he would weave certain products, which he could sell for spending money.

Just now Edward appears to be much

too sociable to stay at home weaving or engaging actively in any work by himself.

He lists as desirable occupations: song

writer, musician, movie star, inventor, and construction man. Last year Edward was taught how to write his name, elementary reading and writing, and simple arithmetic.

He

was also enrolled in music appreciation and glee club.

In

English and world history he was not able to get much, so he often reported to the sight-saving room for individual help. He often worked on the Braille alphabet with the slate and stylus and the Braille writer.

Teachers agree that he is

cooperative, but that his absences make sustained learning difficult. Edward became eligible for help from the Vocational

16

Rehabilitation Department of the State of California on his sixteenth birthday*

However, his lack of ability to read and

write has limited his vocational opportunities* On the Ruder Interest Inventory Edward shows definite interest in vocations which deal with the scientific, the artistic, and the musical*

He indicates very little interest

in work that deals with the persuasive, the literary, and the clerical* Summary,

From statements by Edward, from records, and

from observations the following summary is presented* Edward, a boy of sixteen, appears physically mature. He seems to be suffering from several handicaps: possible low mental ability, lack of educational training, extreme visual handicap, protection by his mother, and rejection by his father.

The concensus of opinion among teachers is that he

has made an excellent social adjustment, for he has many friends,

Edward’s viewpoint on many social relationships is

quite adult* music,

He states that his greatest interest in life is

Edward hopes to make some form of music his life work.

The aim of his schooling is the acquisition of elementary educational skills* Edward’s main problem appears to be visual, which is one of the causes of his educational retardation and a likely source of difficulty in securing employment.

CHAPTER III

THE CASE OF ROY Roy was born in a small town in North Dakota in 1933* Almost at once his parents realized that he had congenital cataracts on his eyes.

A long history of operations and

examinations by eye specialists began* Education*

When the time came for Roy to enroll in

school, his parents entered him in the North Dakota School for the Blind,

During his two years at that school, Roy

tried to learn Braille,

Because he could see some, he tried

to read the raised dots with his eyes instead of his fingers* He regards this training as a definite failure.

His mother

taught him elementary skills, so that when he moved to Cali­ fornia in 1941, he was ready to do third grade work.

The

family lived in California for three years, during which time Roy was enrolled in a sight-conservation room. Roy says that his first few years at school were dis­ organized.

The teachers in the regular public schools found

it difficult to get him to concentrate.

However, by the time

he left California in June, 1944, after the completion of the fifth grade, his teachers remarked that his study habits had improved. The family returned to North Dakota in the summer of 1944.

Roy attended a consolidated type of school in his home

18 town.

He remembers it as one of tbe best schools in that sec­

tion of tbe state.

At this school his grades were below those

of the average student. In February, 1947, when Roy was in the eighth grade, the family returned to California.

The teacher who^ Roy had

had previously in the elementary school had been transferred to the junior high school, the school in which Roy now was en­ rolled for sight-saving work. The entire second semester of the eighth grade and both semesters of the ninth grade were completed in California. Roy’s grades in the ninth grade were a little better than those of the average student. This year Roy is enrolled in Pine High School in the sight-saving class.

Last year in addition to English, world

history, physical education, and arithmetic, he learned typing and Braille.

This year he is taking English, United States

history and government, biology, typing, and physical educa­ tion. Roy considers arithmetic his easiest subject.

When

questioned as to favorite subjects, he mentioned physical ed­ ucation, lunch, and study period. The examiner who administered the Weehsler-Bellevue intelligence test to Roy in March, 1948, gives the following report: Roy earned an intelligence quotient of 103. Only the verbal portion of the test was given due to Roy’s

19 poor eyesight. He was unable to see pictures of the Picture Completion Card or to see the Object Assembly Test. Roy did his best in the fields of General Com­ prehension and Similarities, a fact which indicates normal reasoning ability. Roy did poorest on the arithmetic section. He spoke with considerable verbal fluency and was able to make rather full explanations. ** There are no achievement test scores available, for tests have not been adapted generally- for the visually handi­ capped. Teachers agree that Roy can learn very rapidly.

He

seems curious about many things and most grateful for help. He admits that his background in English is weak and is causing him some concern in high school.

His first year in

high school he worked well, but interruptions of any sort were most welcome.

He never took any work home.

During his

second year his study habits have improved immeasurably. is nolonger content to hand in careless work. work home on occasion.

He

He even takes

He says that he is proud of his im­

proved achievement. At the end of the first five weeks of his first semes­ ter in high school Roy received an unsatisfactory notice in English and world history.

For several days thereafter he

toiled diligently to make up the work.

Since that time there

have been no complaints from his teachers. On the Study-Habits Inventory given November 9, 1948, Roy showed that his study habits are far below normal* ---------5---------

The report was taken from records at the school*

The

20

test offers a.series of statements or situations on the use of study time.

Students respond to the situations according

to their frequency of occurrence in their own experiences* Roy*s habits of.concentration and school interests show negative scores. Roy*s future plans include business or vocational school.

He says he,would like to go to college if a friend

were going with him. Roy declares that he is able to do very little read­ ing at home, as his eyes get very tired. Physical health.

Roy appears normal physically*

says that he is proud of his excellent health. active and alert, and moves very quickly.

He

He seems

He complains of

fatigue in the morning and is most unwilling to get up.

He

says that many mornings his dog and his mother cooperate to get him up just in time so that he has to rush to be punc­ tual at school. School records carry a complete report from ophthal­ mologists about Roy*s vision.

A summary follows;

Roy had congenital bilateral cataracts which were needled when he was six months old. At the age of six years Roy had a muscle straightening operation. All this work was done in the Middle West. His vision at that time without his glasses was 20/200 in the right eye and 2/200 in the left eye. Roy*s last examination classed his eyes as bilateral aphakic with little residual membrane. Although no definite pathology was noted, there might possibly have been some sort of congenital choroidal atrophy. If so,

31 whatever there is, is old. and stationary. Roy has marked lateral nystagmus. He has vitreous opacities in each eye. Roy*s condition is stationary. He should be encouraged to use his eyes all he can. Without glasses his eyes test 30/300 in the right eye and 6/200 in the left eye. With his glasses his eyes are corrected to 20/80 in the right eye and 30/400 in the left eye. His vision is approximately fifty-three per cent of 20/30 vision.4 Roy often complains of eye fatigue and is extremely careful in the use of his eyes.

He often chides the other

students about using their' eyes too much.

He says that his

eyes do not tire from watching motion pictures.

He laugh­

ingly admits that fatigue may depend on desire to see. Mental health.

Roy seems busy all the time.

His

teachers agree that he talks fluently and makes friends quickly.

He says that he regardB everything in a happy way.

He declares that he has no worries or prejudices of any kind. Often when he has nothing to do, Roy appears to daydream.

He

says that he believes, that his parents, teachers, and friends understand him very well. very sorry for himself.

Roy admits that sometimes he feels Roy*8 mother adds that sometimes

she feels that Roy spends too much time with her and her hus­ band and their adult friends. Home.

Roy says that his home life is very happy and

that his family are very sociable.

His dog, Blackie, which

” 1 ---------

This report was taken from records at the school.

22

he recently gave away, provided much companionship. Roy's parents are of English descent. high school graduates. er.

They are both

Previously the father was a Ford deal­

Now he is employed as a tool planner.

His mother has

just completed a course in the operation of switchboards. In North Dakota the family belonged to the Presbyter­ ian Church and attended regularly.

In California they go to

church now and then. There is another son in the family who is enrolled as a cadet at West Point.

At the age of seventeen he enlisted

in the United States Army and was sent all over the United States.

Through a high score on a competitive examination

he was sent to West Point for officer training, Roy says that he is very proud of his brother.

He

says that he can hardly wait until he can go to West Point to see his brother graduate.

The newspapers in North Dakota

wrote up the appointment to the military academy. brothers correspond regularly.

The

Roy is much interested in

the accounts of life at the academy. Roy's mother says that she is most anxious to coop­ erate with teachers. Teachers Association.

She attends functions of the ParentShe often expresses the hope that Roy

will be well adjusted at school. Roy and his father spend many hours together looking at new car models and inspecting used cars on lots.

Roy

33

says that he wishes they had more time for such investigation* All in all, members of the family seem to enjoy each other very much.

Roy once remarked that his parents never

objected to the people with whom he ran around, that they just wished he would go with someone his own age*

Roy admits

that he misses his dog, that was so friendly* On the Bell Adjustment Inventory given October 28, 1948, Roy showed average adjustment to his home* Social relations.

Roy repeatedly asks one of the

other boys in the sight-saving class to visit his home and to attend assemblies and games.

During lunch hour these boys

eat, listen to a portable radio, and play games*

Teachers

agree that Roy is friendly with all the boys in the room and particularly friendly with the boy mentioned above. Other scores in the Bell Adjustment Inventory show that Roy's adjustment to health is average, as is his ad­ justment on emotional relations.

His score on social rela­

tions shows adjustment far below normal. Roy says that his relationships with his teachers are pleasant.

He has mentioned many times that his junior high

school teacher taught him a great deal*

Roy says he was

never bothered by the fact that she often became cross and bawled him out.

He says that he is grateful for the aid

which his teachers have given him*

24

Roy*s mother saye that at home he spends many hours listening to the radio.

Roy admits that he has many favorite

programs, to which he listens regularly. joys music very much.

He says that he en­

Roy says that he has forgotten how to

play the piano, but still knows how to play his guitar. Roy*s parents and teachers agree that he has a mania for cars, especially Fords.

His father was formerly a Ford

dealer and his uncle now has the same agency in North Dakota. Roy keeps a scrapbook of cars.

He and his father visit show­

rooms to inspect new models regularly.

Roy spends much time

visiting his uncle's garage in the summer*

He also spends

some time during the winter months at a nearby service sta­ tion*

He always carries car keys in his pockets.

He draws

and designs cars, which he enters in the Fisher Body Company contests. Roy has a bicycle with all available extra attachments. He admits that many of his leisure hours are spent in over­ hauling this vehicle. Teachers agree that Roy is gregarious, agreeable, and alert.

They regret that he is not inclined to do more

is required of him.

than

Roy admits that he puts things off and

has some trouble concentrating on the task at hand.

He often

states that he is careless and lazy. Roy declares

that he has never enjoyed sports.

he wassmall, he was hit

in the head by a bat.

When

Before that

25 bruise was healed, he was hit on the same spot hy a hard ball.

Since that time he says that he has always been afraid

of balls.

He says that he doesn't like to play and does not

care to watch athletic events.

One of his friends is trying

to show him how to throw correctly.

During his second year

in high school he seems to be developing more of an interest in sports and is playing some tennis. Roy belonged to the Boy Scouts, but has recently let his membership drop.

He also belonged to the Young Men's

Christian Association, but when the dues went up to twelve dollars annually, he dropped his membership.

He is active in

the Fisher Body Craftsmen Guild. Teachers and parents agree that Roy needs companion­ ship with boys and girls of his own age.

He has been encour­

aged to join the Dance Club at school, but he seems reluctant about participating.

He is beginning to attend some of the

meetings during his second year in high school.

His inter­

ests seem to be those of an adolescent boy except for the fact that he is not yet much interested in girls. Vocational interests. vocational literature.

Roy has done little reading in

He has also had little job experience.

He has mowed lawns, worked at a service station, delivered cards, and stayed with friends' children, but not for pay. Roy says that he wants to be a car salesman or a

26

short story writer.

He says that his parents approve of his

o

choices.

He says he wants a job that will give him a good

living, one that will permit him to save a little something. He says that he has no desire to make lots of money. On the Ruder Interest Inventory Roy shows interest in occupations that deal with the mechanical, the musical, the literary, and the persuasive.

He indicates little interest

in work that has to do with the computational, the artistic, the scientific, the clerical, and the social service. Summary.

Statements by Roy and his mother, the opin­

ions of his teachers, add the reports of the ophthalmolo­ gists substantiate this summary: Roy, a boy of sixteen, seems fairly well-adjusted. His most serious handicap is visual. enough to get around easily. his vision is stationary.

However, he sees well

According to eye specialists

His parents express lively inter­

est in his welfare and future.

All those interested in him

agree that he needs more companionship with those of his own age.

Roy says that he wants a vocation which his vision will

permit him to follow.

With this thought in mind, Roy feels

that writing and salesmanship are his choices. Roy's main problem, that of visual defect, is not serious enough to affect his choice of vocation or his educa­ tion.

Facts point to a mild social maladjustment; but time

seems to be taking care of that.

CHAPTER IV

THE CASE Of PAUL Paul was born in California in 1931# born four years later*

His sister was

His father, who is of German descent

is a school administrator*

His mother is of English descent

Both parents are college graduates*

Paul's father has done

approximately three years of graduate work*

The family be­

longs to the Congregational Church and att ends regularly* Education*

Paul started to school in a regular ele­

mentary school in Cox*

When he was in the second grade, his

teacher sent home a note stating that Paul could not see to read.

Paul was immediately sent to an eye specialist, who

"decided that Paul was a victim of a strange eye condition. Because of this trouble, the principal recommended that he be transferred to a special sight-saving room* During his junior high school years Paul began to learn Braille as his sight was diminishing very rapidly. About this.time Paul's sister began to suffer from a similar affliction*

Since Cox provided nothing for sight-

saving or blind students after the junior high school level, the family decided that they must move to a nearby city that made provision for such students*

Paul's father was then

forced to commute daily to his work in .Cox* Both students attended school in the larger city and

88 studied Braille.

When the program was established for senior

high school pupils in Cox, their original home, the family decided to return. Paul's academic record in the ninth grade averages C plus.

In high school his grades in life science, physiology,

United States history, and Spanish have been A.

He likes

science very much and plans to major in that field.

His

grades in mathematics, English, and other social sciences other than United States history average B.

Paul says that

all his subjects are fairly easy and that there are none that he dislikes. Because of his visual handicap and the fact that he lost a year of schooling learning Braille, Paul will be nine­ teen before he goes to college.

This last year in high

school is primarily to complete all college requirements and to enrich himself.

He is taking creative writing, radio

workshop, Spanish, choir, and physical education.

He tried

to carry six subjects this semester in order to graduate in February, but he soon found it impractical.

He said that

his study period was of too much value to him to let it drop. On the Study-Habits Inventory given November 9, 1948, Paul's score is above the norm.

His score on the general

work habits is very high as is his score on note-taking techniques, which in his case include the use of Braille. Paul's parents say that they very much want him to go to

29

college if he can make it.

They admit that college work is

the expected thing in their family, hut that it may be a lit­ tle difficult for Paul.

Paul says that he has no strong de­

sire to attend college*

Sometimes he says he wants to go;

again he does not* Records of intelligence tests administered to Paul are summarized as followsj On February 22, 1940, Paul was given the Binet Test by the school psychologist. The Arthur Performance Test was given at the same time. Paul was a student in the 3A. His intelligence quotient on both tests was 122. Paul'8 range on the Binet Revised Form was from year seven through parts of year thirteen. The examiner said that Paul talked very much to the point. His re­ actions were slow, but he made so few false moves that he scored high in spite of his slowness. His was the analytical, detailed type of thinking. Paul's fact knowledge was very rich for his age. He was emotionally stable in spite of his serious exterior. On the Arthur manual tests Paul showed fine concen­ tration and quick comprehension of orders, but his re­ sponses were slow. He made time through accuracy. The examiner recommended that Paul might be helped from his extremely serious manner if associates were more cheerful and optimistic. She also suggested that plans be made to speed Paul up, subject to the approval of his physician. The Binet Test was revised by Hayes for use with the blind. Certain items were omitted. Paul was given such a test while he was a student in the eighth grade* His intelligence quotient was 132. The examiner stated that he was superior in every way and was definite college material. 5 This report was taken from records at the school.

30

Physical health*

Paul says that up until the time he

was sixteen years old, he was tired all the time.

Physical

examinations revealed that he was low in thyroid with a score of minus thirty.

Minus ten to plus ten is normal.

doctor prescribed thyroid pills daily,

The

Paul says that he has

felt much better since he has been taking them.

He says that

when he forgets to take them, he feels as if he were running about in slow motion with a pulse of approximately fifty-two beats a minute,

Paul likes to call his thyroid lazy*

Paul says that dust irritates his nose and throat, and that most mornings hay fever bothers him.

However, he feels

that his general health is good and that now at last he is really going strong, Paul*s father says that Paul has been taken to many ophthalmologists. Paul's eye defect.

None of these men have been able to help In fact, none of them have been able to

name the cause of the trouble.

These specialists agree that

there is a deterioration of the tissue of the macula of the eye.

Since Paul's sister has the same trouble, there may be

some relationship in heredity.

However, the father states

that on neither side of the family is there apparent devi­ ation from the normal in eyesight, Paul says that glasses have never been of any use to him.

He adds that his vision is of the type in which he can

not see straight ahead*

He admits that he can see a little

31

of moving objects which are in front of him and a good deal peripherally.

His father says that Paul can work on the

blackboard, but admits that he can not explain how he can see when using it and not when using paper. Specialists are compiling a list of people afflicted with the same trouble in the United States.

Several years

ago the known cases numbered between twenty and thirty.

The

father says that the entire family lives in the hope that someday some person will discover something to help their children. Paul’s eyes seem even and normal in every way.

He

says that photographers often have trouble getting him to look at certain spots when they are taking his picture.

His

walk and appearance would never indicate that his vision is so poor. Mental health.

Paul’s father remarks that Paul often

gets very low emotionally at home.

He also stated that when

Paul was eight or nine years old, he often threatened to run away from home.

On one occasion he walked the streets for

hours instead of showing up for school. Teachers agree that Paul is serious and rather welladjusted at school, that at times he appears moody, and that he needs and enjoys personal attention. Paul says that he regards himself as a carefree lad,

32

who envoys daydreaming when he has nothing elBe to do.

Paul

says that he realizes that ability to relax is necessary for good health and that he is working to develop relaxation. Paul's father says that Paul has often told him that his main disappointments are his inability to drive a car and his Inability to participate in athletics. coordination.

Paul has excellent

His father recalls that when Paul was about

ten years of age, he could catch and throw a ball well and shoot baskets with accuracy. In the Bell Adjustment Inventory given in October, 1948, Paul scored low average on adjustment to home, average on adjustment to health and to social relationships, and barely below normal on emotional relations. Home.

The family owns their own home, which is large

and comfortable.

Paul adds that the general atmosphere at

home gives opportunities for reading in Braille, music, games, and family trips.

Paul says that he enjoys his home,

but imagines that it could be improved in some manner. In addition to the family members already mentioned, the music teacher of the children lives at the house.

Paul

says she is a cheerful sort of person, who is just like one of the family. Paul's father served as instructor at a western col­ lege during a summer session.

Paul enrolled at the school

33

in a course in the care and training of horses.

He recalls

that summer as one of his most pleasant and profitable. Social relations.

Teachers agree that Paul is some­

what sensitive about his visual handicap and so hesitates to enter activities.

When he lived out of the city for a time

and attended school in Cox, he had a good reason for not attending after-school functions. Paul was urged to join the Dance Club by its sponsor and the sight-saving teacher. attend a meeting of the group.

On one occasion he agreed to After fifteen minutes he re­

turned stating that he had gone to the meeting, but that nothing was happening. had not arrived.

The sponsor of the club said that he

She assumed that he had come to the door

and lost his nerve. Finally Paul went to the Dance Club on the day the samba was taught.

He reported that he had really enjoyed

himself and that he was a real member of the group.

Later

in the year he participated in the assembly program given by the Dance Club. When Paul changed schools in his junior year, he sug­ gested that he stay out of activities until he discovered if he could adjust to his new school.

When he received

grades of A and B in all his subjects at the end of the first quarter, he decided to join more groups.

34

Out of school Paul enjoys an occasional party with the Braille group with whom he formerly attended school. that he enjoys his radio very much. portable one.

He says

His radio is a small

He receives The Braille Radio Log and the

Reader*s Digest in Braille from a friend, Paul declares that most of his time at home is spent practicing on the piano.

He admits that his teacher has

great hopes for him as a pianist.

He says that her method of

teaching and her philosophy are an inspiration to him, Paul says that when he practices, he does not waste any time, but works conscientiously in trying to make every minute count,

Paul declares that memorizing a selection of

music from Braille is tedious work.

He reads a measure with

his fingers, tries it on the piano, repeats it until he has memorized it, and goes on to the next measure. the entire selection together.

He then puts

He often goes back to reread

certain measures, Paul says that if he had time, he would love to col­ lect thingB.

He likes to sing, write, draw, and paint.

At

school he often expresses an interest in painting with water colors.

He says that he loves games and sports. These interests have not changed much during the last

three or four years, Paul declares.

However, he says he has

always wanted to read more than anything else.

When he was

small, the family had a bookcase in the library filled with

35

■books.

When Paul was In the first grade, he resolved to read

every book in the case.

Just after he learned to read, he

learned of his poor eyesight.

He says that the fact that he

could not read all the books was a keen disappointment. When teachers began to teach Paul Braille at school, he seemed resentful.

Now he says he does not mind Braille,

but at times his fingers become so sensitive in reading for a long period that his arm aches. Several times recently Paul has given talks on Braille in his English classes.

These talks included how to read

Braille and how

to write with Braille writer

and with slate

and stylus.

says that two or three years

ago

He

it would

have been Impossible for him to speak of his handicap before a group of fellow students. Paul says that he has learned that visually handi­ capped people must not think too much about what others are thinking of them.

He says that he used to feel inferior con­

stantly, but that now he is working for self-confidence. Paul says that he has many friends, both boy and girl* He says that just now he has no special friend.

He states

that his teachers are friendly and that he likes all of them. Paul says that he has many problens when he goes out on a date.

Transportation is

know whether to

his main problem. He does not

offer to take the family car

and let the

girl drive or to ask her if she would libs to take her

36

family*s car.

He also wondered if he should open the door on

the right side of the car and permit the girl to slide across the seat, or if he should walk out into the street to open the door nearest the driver, permitting the girl to enter there.

He says that these things cause him real concern. Paul owns a sailboat and spends lots of time on the

bay.

He confides that sailing gives him a feeling of free­

dom and no need for that constant strain and fear of running into something* Teachers agree that Paul is sensitive, shy, conscien­ tious, and mature in his outlook.

Paul himself thinks he is

quite a character and rather moody.

He says that his person­

ality and character are constantly changing. Vocational interests.

Paul says that he has been able

to do little exploratory reading in vocational fields.

He

says that he has had practical experience in carrying papers, delivering packages, and mowing and caring for lawns.

He

devotes most of his Saturdays to working on lawns. Paul says that he would like to be an astronomer, a musician, or a cattle rancher.

His parents say that they

have no particular choice for him, as long as it is some­ thing he can do and will enjoy.

They say that they are try­

ing to make Paul as independent as possible.

Paul says that

the salary of the position which he will have must be enough

37

for him to have someone to drive him around* On the Kuder Interest Inventory Paul shows interest in occupations that deal with the scientific, the literary, and the musical*

He indicates lack of Interest in work that con­

cerns the mechanical, the computational, and the clerical* Paul*s father has given him the Strong Vocational In­ terest Test two or three times informally.

Unfortunately no

record has been kept of the tests* Summary*

Statements hy Paul, his parents, teachers,

and the school records are the basis for this summary* Paul, a boy of eighteen, is the son of well-educated parents.

Paul is expected to attend college if possible*

He says that he enjoys school,

Paul appears to have many

interests: reading, music, sports, art, horses, dancing, and sailing.

He says that his social relationships with his

fellow students are more pleasant now that he lives in the same district in which he attends school*

Paul admits that

his visual handicap may make finding an acceptable vocation difficult. Apparently Paul*s main problem is visual.

His visual

defect is so serious as to demand the use of Braille for educational purposes and to limit his vocational choice to a very few occupations.

CHAPTER V

THE CASE OF TED Ted was born in 1931 in the Middle West,

His father

was born in Ireland, where he attended school until the age of fifteen.

After he quit school, he began to work.

In 1926

he came to the United States, where he met an American girl of English and German parents. in this country.

They were married and had two children: Ted

and his younger sister, ized citizen.

She had completed high school

Ted*s father has become a natural­

The religious preference of the family is

Methodist, Education,

A summary of intelligence tests given to

Ted follows: On a Wechsler-Bellevue Intelligence Test given on March 2, 1948, Ted*s intelligence quotient was eightysix. The school psychologist, who administered only the verbal portion of the test, felt that the visual difficulty would invalidate the performance section. On an earlier Binet Test given in another school, Ted had an intelligence quotient of eighty, a retarda­ tion of one year and four months,® Ted says that when he was in the lower grades, his family moved every two years.

He states that he was sent to

many sight-conservation schools, many of which were out of his immediate school district, Ted*s family have lived in Cox, California, since 6

This report was taken from records at the school.

39

1944.

Ted was immediately enrolled in the sight-saving class

in the elementary school.

His teacher there described him as

"overly sensitive, full of self-pity, slow in work, but grow­ ing in interest, desire to do good, and in emotional con­ trol. In junior high school Ted*s grades were a little below those of the average student.

His teacher said that he had a

good citizenship record except for one incident.

One day in

shop class, Ted lost his temper and threw a chisel at another student. In senior high school Ted chose a social studies major with electives in commercial and art fields.

He says that he

likes mathematics and all types of history, but dislikes typ­ ing , because it is difficult for him. Ted says that he would like to go to some type of special school after graduation from high school, but he is afraid that lack of money may make such a plan impossible. On the Study-Habits Inventory Ted scored far above the average in study habits that lead to success.

Teachers agree

that he is extremely conscientious about his school work, perhaps too much so for his defective vision. Physical health.

A summary of material in school

records regarding Ted’s physical health follows: 7 This report was taken from records at the school.

40

Ted is poorly coordinated. He has round shoulders and bad posture. He has been to a clinic regarding his feet. He has had three glandular testicles operations. A doctor in the East reported to Ted’s parents that he has a disease with a serious prognosis. The mother says that she does not know the diagnosis. According to a transferred report from another school, Ted is not supposed to live as long as he has, on the basis that an uncle who had the same disease died at the age of sixteen. Former teachers state that Ted was retarded due to his long medical history. He was easily upset and discour­ aged. His glandular disturbances seemed to be responsi­ ble for his speech difficulties. A fine teacher gave him speech training for a year and a half without noticeable improvement, Ted also had a slight hearing loss in the speech range and a severe loss in the highest frequencies. His teach­ ers felt that his mother was indulgent due to the grave prognosis and to contributing difficulties. Ted's elementary teachers believed that there was a definite gain in general health during his first few years in school. Typing had seemed to help his hands. Working high on the blackboard had seemed to aid posture.0 Ted's mother says that he is much improved in general health since they moved to Oalifornia,

The school doctor

confirmed this report in a recent examination. that Ted's general health was good.

He stated

The only negative report

was slightly infected tonsils, Ted remembers his childhood as a time of much illness. He states that most of the time now he feels very well.

He

declares that he has occasional headaches and that he is al­ ways very hungry, even an hour or so after eating.

He often

8 This report was taken from records at the school.

41 begins to eat bis lunch about ten o'clock in the morning, Ted is six feet tall and weighs 160 pounds.

Teachers

agree that his appearance is normal but for the thick glasses which he is required to wear.

To some extent his shuffling

feet and round shoulders appear to attract attention also. The school has no complete report on Ted's eyes.

He

says that his left eye will never get any better and may get worse, but that his right eye has improved thirty percent in vision in the last few years. his condition as severe myopia.

He says the doctor diagnosed His doctor has recommended

that he not spend too much time reading, Ted declares that he is always tired.

He says that

he sleeps eight or nine hours nightly, and often falls asleep on the bus on his way home from school. Mental health.

Ted says that he has many worries;

his school work, his feeling that teachers and parents some­ times do not understand him, and his lack of girl friends. He says that he daydreams lots and is a person of many dif­ ferent moods.

He adds that he often gets discouraged and so

angry that he cries.

However, he believes that these out­

bursts are much less common than they were. Teachers agree that Ted is easily discouraged when he fails to understand work.

He has expressed extreme disgust

by throwing books and papers and by turning over chairs.

Ted is extremely sensitive and says that he is very unhappy when he incurs any punishment that citizenship record.

goes against his

He boasts that he knows just how far he

can go with his teachers.

When he oversteps this line and

is reprimanded, he appears morose. Home,

Both of Ted's parents are employed and Ted's

sister does most of the housework. family pitches in and works,

On weekends the entire

Ted's job is to mow the lawn

and

care for the garden.

He says that he hates this work,

for

which heis given a weekly allowance* Ted regards his home as a very busy place, where mem-

bers of the family are constantly leaving and returning.

On

past holidays Ted and his father have enjoyed many camping trips. When he was smaller, Ted admitted to his teacher that he was spoiled, that he always got what he wanted, and that he did little around home.

How he appears to be a more re­

sponsible member of the family group. On the Bell Adjustment Inventory given October 29, 1948, Ted scored above the norm in relation to his home. Such a score indicates good adjustment. However, in the past few months, Ted's parents have been having trouble getting along.

For a time they were

separated with the mothe’r living at home with the children. Very recently they were divorced.

However, it appears to be

43

a friendly divorce, as the father visits the family on week­ ends and helps with the yard work.

During this trouble Ted

protested bitterly that he could not understand why they could not be happy when everything seemed just right to him. He made frequent remarks such as, "I*11 be glad when I am twenty-one and can leave home," and "Everyone has friends but me.■

4

Social relations.

Other scores on the Bell Adjustment

Inventory indicate that Ted's health adjustment is average, as is his social adjustment.

His emotional adjustment, how­

ever, is above average. Teachers agree that Ted tries very hard to be welladjusted socially, but that his appearance makes this hard. To illustrate the point: the sponsor of the Dance Club in­ vited all the boys in the sight-saving class to come to the Dance Club*

There were two girls to every boy*

was very interested.

Ted said he

He immediately enrolled and has not

missed a single session of instruction. ^He*took part in the assembly given by the Dance Club for the student body. Teachers agreed that they feared Ted might be rejected by girls due to his appearance. report from the school nurse.

This fear was prompted by a One day on the grounds she

overheard some boys heckling Ted and making fun of his thick glasses. Ted.

Another day a teacher reported seeing a boy trip

44

Ted says that he regretb that he has so few girl friends, and that he hopes to use the Dance Club as a means of getting acquainted, Ted says that he likes his teachers and is grateful for their help.

Teachers agree that he blossoms out with

attention, but sulks when he fails to get any.

He seems to

like being kidded about dancing, being a "wolf", and a ladies1 man* Out of school Ted belongs to church groups and the Boy Scouts,

He says that he is sorry that he does not have

more time to work in the Scouts,

He is a First Class Scout,

He says that he feels that his homework, his Scout work, the yard work, his church activities, and his talking book leave him little time for anything else, Ted attends all games and meets at the school.

He

seems very proud of his Bchool and says that he heckles his sister because she attends a rival high school, Ted says that he hopes some day to learn to play the piano and to have more time for camping.

He says he enjoys

the radio and television, particularly certain favorite programs, Ted claims that he has a definite feeling of infer­ iority and lacks confidence.

He states that he likes those

people who enjoy life, because he certainly does not.

He

declares that he likes to be with people, but that he is

usually by himself.

He says that he considers himself fun-

loving and likes nothing better than a party.

Teachers re­

mark that Ted always seems to be on the edge of a group and never really a part of it,

Ted's constant doodling and

fingering of any available objects appear objectionable to many of his acquaintances. Vocational interests.

Ted states that he wants very

much to enlist in the United States Navy after graduation. He says that he fears he will not be permitted to enlist be­ cause of his eyes.

It seems that this worry makes him very

sorry for himself. Because his eyes bother him when he reads, Ted says he has been unable to read much about his vocational choice* He recalls that in his two experiences on the water, he was quite seasick, but that fact does not deter him from his de­ sire to be a sailor. Ted says that his parents want him to work as a typist in an office.

He maintains that he hates typing.

After this

fact was explained to his mother, he was allowed to drop it* On the Kuder Interest Inventory Ted's scores indicate interest in occupations that deal with the mechanical and the musical.

He shows average interest in work in scientific,

persuasive, and artistic fields.

His scores indicate little

interest in occupations based on computational and literary fields.

46

Summary*

By his own statements, Ted is a most indus­

trious student who worries constantly about his schoolwork. He admits that when he is discouraged, he becomes very angry. He says that he is making progress in controlling his emo­ tions.

Ted says that he gets very lonely and yearns for the

companionship of others. to enlist in the Uavy. ill in his childhood.

He claims that his great desire is Ted recalls that he was constantly

He says that his general health is

quite good now, but that his eyes still worry him.

Ted re­

grets that he can not be happy and popular. Ted*s main problems seem to be visual and social.

He

also has a problem of generally poor physical health, which is, however, improving as he gets older.

CHAPTER 71

THE CASE OF ART Art was born in the Middle West in 1932.

His father,

who is of Scotch-Irish descent, completed the eighth grade and went to work.

His mother, who came from a French family,

completed high school.

Art's father was once an artist and

recently a commercial fisherman.

Art has an older sister who

is married. Education.

Art recalls that he has been a student in

more than thirty types of schools: military, technical, rural, and schools of large city systems.

He says that he and his

family are gypsies at heart. Art remembers vividly his first experience at school. When he was in the first grade, he kissed a girl in the cloak­ room.

His mother was asked to come to the school for a con­

ference with his teacher and the mother of the little girl. Art recalls his favorite high school as one that he attended in California during the school year 1947-1948.

He

took there typing, English, aviation, general mathematics, world history, and physical education.

Because Art entered

late, this school awarded him but partial credit for the work of the first semester.

The second semester Art contin­

ued the same subjects, but left school three weeks early to go to Colorado.

His teachers either failed him or gave him

48

incomplete grades.

Therefore he received no credit for the

second semester. Art was promoted directly from the eighth grade to the tenth grade due to his age.

High schools of California re­

quire that students who are so specially promoted make up forty hours of work in senior high school to substitute for the ninth grade.

In addition Art must complete 150 semester

hours in high school in order to he eligible for graduation. Art states that he has always been absent from school a great deal, and that he has never liked school.

He says

that the school curriculum offers nothing in which he is in­ terested, except shop work.

At Phoenix Technical School in

1947 he was able to take aviation, wood shop, auto shop, and Diesel mechanics. On the Study-Habits Inventory Art’s replies to lists of situations that affect studying and consequent success in school work indicate that he has a low score on habits of concentration and general work habits. After weeks of the fall semester of the school year 1948-1949 had passed, Art received a deficiency notice in science.

For two days he copied the notebook of a fellow

student.

He admits that this was his only concentrated work

at school.

At the end of the first nine weeks he received

failing grades in English, world history, and science* received a passing grade in Stage Craft.

He

49

On the Otis Beta Intelligence Test given December 6, 1945, Art's Intelligence quotient was eighty-three.

He re­

calls that he was able to finish only one-third of the test because his eyes began to blur. Teachers agree that Art learns quickly when interested. They agree that he could do average school work.

They say

that the test score may be low due to the visual difficulty. Since 1945 Art has been a member of sight-saving groups when­ ever such school facilities were available. In a Stanford Arithmetic Achievement Test given to Art in the eighth grade in April, 1947, his grade placement was seventh grade, a retardation of one year and seven months. Art has argued at some length with teachers and admin­ istrators that school is of no value to anyone, especially to him.

He states that he has already passed up his father, who

is doing all right with an eighth grade education.

He says

that the only type of school which could possibly help him would be one in which Diesel mechanics was taught. Physical health. given

On the Bell Adjustment Inventory

in October, 1948, Art's health adjustment score was one

of the highest ever recorded among boys at Pine High School, A high score indicates poor adjustment.

Art admits that both

he and his mother worry about his health. Art's father had tuberculosis, and at the age of nine, Art contracted the disease.

He declares that he surely feels

50

he contracted it from his father* and son are now restive.

The cases of both father

Both.go to the City Health Depart­

ment for periodic chest x-rays.. Tuberculosis seems to have left both father and son with an eye weakness.

After the father*s case was checked,

he was forced to wear glasses for the first time in his life. After Art got better, he noticed that after he read for fif­ teen or twenty minutes, his eyes blurred and watered.

A half

hour of temperate eye activity would then permit,him to read for about fifteen minutes without blurred vision. Art*s eye specialist fitted him for glasses, which Art says are broken most of the time.

He claims that the glasses

permit him to read only five minutes longer without rest than he can read without them.

Art says that the improvement for

so short a time is not worth the bother of wearing glasses. He says that the eye specialist does not know whether his eye condition will improve or get worse. Art once remarked that hie eyes are good in the early morning.

He added that he had been able to pass the visual

examination for a California driver*s license by reporting for the examination early in the morning. Brief school records regarding Art*s health are summarized: In 1945 a doctor sent a note to school requesting that Art be given a shortened day due to the state of his health. The request was granted.

51

In 1948 the school doctor examined Art and found that his tonsils were large and diseased. The doctorrecommended a modified program of physical education,9 Art is five feet six inches tall and weighs 128 pounds. He says that he is subject to colds, especially if he is very tired from too little sleep. Mental health.

Art's score on the Bell Adjustment In­

ventory in addition to the health score mentioned above shows relationships to his.home, to social relations, and to emo­ tional relations above the norm in every case. Art says that he is very happy, that he has no worry or prejudice, and that he spends his time enjoying life. says that he spends no time daydreaming.

He

He regards his out­

look on life as very cheerful, except when he is crossed by some individual.

He mentioned that he does not like the

Vice-Principal, who called him in to counsel him in regard to his school attendance and work habits. Home,

Art says that his home life could not be better.

He does not object to the fact that his parents have moved a lot; he says that he likes change.

Art gets an allowance and

also earns money fishing with his father. Art says that he enjoys visiting his sister.

The.

family tries to visit her approximately every two months. Art's mother visited school on the day which he 9 This report was taken from records at the school.

52

enrolled.

She said that she had been trying to teach him at

home and that she realized that teaching him might he rather difficult. When the school called Art's mother in regard to his numerous absences, she kept saying that "poor Art” had been ill and just could not do any more work. that colds

She also mentioned

and stomach upsets were his common ailments.

Art has stated that he smokes a package of cigarettes daily.

Questioned as to the advisability of smoking when his

lungs were subject to infection, he answered that he knew it was not good for him.

He added that his mother permitted his

smoking at home, as she preferred to have him smoke openly than to sneak off to smoke. Social relations.

Art claims that he picks his own

friends, and that his parents never object to them.

He says

that his friends are evenly divided between the two sexes, but that he has two special boy friends* He admits that he likes most of his teachers. who cross him or nag at him, he dislikes.

Those

His teachers agree

that it is almost impossible to motivate him to do any school work. Art

is a member of the Stage Crew.

enjoys that type of work.

He says that he

He often asks for permission to

spend his study period doing extra work on stage.

53

Out of school Art enjoys fishing, hunting, cooking on the boat, weight lifting, boxing, wrestling, and listening to the radio and his talking book. Art is an active member of a hunting and fishing club and a club for mechanics.

He says that he likes to work on

boats, to take part in sports, and to play the piano. family owns a studio grand piano.

The

Art says that he took les­

sons for about a year so that he could play for his own en­ joyment,

He admits a keen interest in girls.

Art declares that his habits of smoking and of drink­ ing beer are not good for his health. impulsive, patient, happy-go-lucky.

He considers himself He says that he is com­

petent in almost everything and that he never feels inferior unless someone else definitely proves his superiority. Vocational interests.

While Art has done little ex­

ploratory reading in vocational fields, he has had some practical experience.

During the past year he has worked as

a commercial fisherman as a regular crew member. was small, he has fished with his father. many trips into Mexican waters.

Since he

He has gone on

He says that he likes these

trips of three or four weeks' duration. Art says that he enjoys fishing very much and wants to make it his vocation.

He also admits an interest in

Diesel mechanics and thinks that he may go to a trade school

54

to prepare himself to be a mechanic.

Art says that his par­

ents approve his plans* Art says that he is anxious to make lots of money*

He

admits that it will take much money to satisfy his desires: a house, ranch, car, boat, and some savings* On the Kuder Interest Inventory Art's scores indicate interest in occupations that deal with the mechanical, the scientific, the artistic, and the musical*

His scores show

little interest in work in the fields of the literary, cleri­ cal, and social service* Summary,

From statements by Art and the school record

the following summary is presented: Art is a boy of seventeen years of age. difficulty stems from tuberculosis.

His visual

His difficulty permits

him to carry on a normal existence except in reading.

Art de­

clares that his school life has been neither happy or satis­ fying. spotty.

His mother admits that his education has been very Art says that his home life and relations with other

members of the family are most pleasant.

Teachers agree that

Art seems quite well-adjusted except at school.

Art himself

says that he has everything he needs and wants. Art*a main problem seems to be one of physical health. Irregular attendance in many schools has apparently caused his indifference to all education.

CHAPTER VII

THE CASE OF BOB Bob was born in California in 1934*

He is hazy about

the amount of education that his parents had*

However, he

says that his father did not need very much as he is very t

intelligent and is doing all right as a mechanic*

He says

that his mother was unable to get a license to operate a beauty shop because she does not have a high school diploma* There are three other children in the family* Education*

Bob*s vision has always been such that he

has been enrolled in a sight-saving group whenever possible* He completed the first eight years of school as any normal student.

During the first semester of his ninth year, the

doctor advised that he be taught Braille immediately as his eye sight was rapidly diminishing.

Bob was given a special

promotion to attend Pine High School so that he could re­ ceive Braille instruction. In the beginning of this instruction Bob remained at the junior high school for the morning session and came to the senior high school in the afternoon.

Four or five weeks

of this split schooling proved to be a bad idea.

Bob said

that he disliked it very much. At the beginning of the second semester school admirw istrators decided that Bob should enroll full time at the

56 senior high school.

Although only fourteen, Bob seemed ma­

ture physically and socially.

He was not given the program

of a regular tenth grade student, but a special program of Braille, typing, science, and arithmetic.

He was also signed

up for physical education, in which he was supposed to aid the teacher as a monitor*

The eye specialist had suggested

that he not play contact games. Teachers agree that Bob started his high school work with much enthusiasm.

At the end of the first quarter he

received grades of A in Braille, typing, and science and B plus in arithmetic.

In physical education he received Credit

with a notation that it was sometimes difficult to find him when he was needed. Bob lived seven miles from Pine High School and trans­ portation was difficult.

Most of his friends attended a

school much nearer his home.

As spring came on, he said that

he found it increasingly difficult

to get to school.

time he was truant for four straight days.

At one

His mother became

very alarmed and called the school to find out where he was. She asked the help of the school and juvenile authorities in keeping him in school. One day at school he became irritated at a grade of B given him in one of his classes and left school with the permission of no one.

He was truant a total of twelve dif­

ferent times during this one quarter.

57

Because of his high first quarter grades, he was able to pass in all subjects at the end of the semester.

He had

wanted very much to return to his junior high school to grad­ uate with his class.

School authorities at the senior high

school felt that his conduct had not warranted such a privi­ lege.

Graduation was denied. At the conclusion of this first year at Pine High

School, his sight-saving teacher and his mother agreed that he should try to attend a regular high school nearer his home due to the fact that an eye check showed his eyes to be no worse than they had been two years before.

They hoped

that the fact that his friends were there and the closeness of the school would increase his interest. However, on the day of enrollment, the second day of the semester, an attendance officer picked him up out on the grounds some place.

Naturally, his record had preceded him.

When taken to the Vice-principal, the boy was suspended.

He

was out of school for seven weeks, during which time he had two minor operations. At the beginning of the eighth week of the semester he returned to the sight-saving room, where he plans to re­ main until his sixteenth birthday*

He says he then wants to

get a job and go to school but four hours a week in accord with state law.

His mother says that she has agreed to this

plan and is only hoping to get through this year*

58 On the Wechsler-Bellevue intelligence test given in 1948 Bob’s intelligence quotient was 98.

Only the verbal

portion of the test was given due to Bob’s poor eyesight. Bob stated that he hated the examiner and thought him very silly.

His teachers feel that there may be some lack of true

measurement due to his attitude, because he learns with such rapidity and apparent ease. At one time when school was going well, Bob said that he would like to go to college.

However, he spent much time

later on, stating what an extreme waste of time school of any sort was.

He admitted that he always started out well

in a new school and later completely folded up. Physical health.

During the last quarter of his first

year at Pine High School the nurse made four appointments for Bob to see the school doctor.

On each occasion he was ill or

truant. Bob says that he is tired most of the time, especially in the morning.

Two minor operations for a kidney ailment

may help to clear up his chronic fatigue, according to his mother. Bob is five feet eleven and weighs 160 pounds.

He

says that he is much interested in building up his body.

He

lifts weights regularly, Bob’s eye condition is congenital.

He had a type of

59

glaucoma*

He has extreme and very rapid nystagmus.

eye he can distinguish only light and dark. he sees 20/50*

In one

In the other eye

However, he is extremely myopic and the doc­

tor feared that it was of the progressive type. Boh rarely complains of headache.

He admits that he

sometimes uses his eyes as an excuse when he does not wish to do something* Mental health* often.

Boh sympathizes with his hard lot

He says that he is very happy with his friends, hut

not always so happy at home, where he sometimes has to caxe for his brothers and sisters.

He says that his parents do

not permit him to make his own decisions and that he is cer­ tainly old Boh ual.

enough to do that. says that heconsiders himself a normal individ­

He declares that he dislikes anyone who tries to alter

him or his thoughts.

He hoasts that he knows hest what is

hest for him, and wants no interference. Boh says that his main disappointment is his inabili­ ty to participate in sports. interested that he can.

He declares that he is very

in athletics and attends all games and contests He appears to try to compensate for this dis­

appointment by swaggering and loud talking. Home.

Bob's family live in a housing project.

says that they are rather crowded.

Boh

Boh often cares for his

60

younger brothers and sisters when his parents are not at hone. Bob's father works at night.

His mother says that she

regrets this very much, since he is not at home at night when Bob gets in.

She says that she has always tried to protect

Bob as she felt that he would perhaps be blind one day and that he should have as much fun as he could while he could see.

She admits that often when she tells him he has to stay

in at night, she later relents and lets him go out.

Bob

boasts to his teachers of his lack of punishment at such a time, Bob's teachers have talked with his mother. mits

that she lets him get away with a lot and that

She ad­ she often

finds herself at her wits' end when dealing with him. says

Bob

that his father is more strict. Bob said that he hoped his parents would beable

to

help with his home work this year, but that he doubted if they could. Bob often talks of the family's economic status.

Dur­

ing the war his father and mother both worked and received high wages.

He remembers this as a time of a nicer home, a

big car, and plenty of money.

Now he says that they have to

live in a smaller place and drive an old car of cheaper model. Social relations.

Bob says that he chooses his own

friends, but that at times his mother objects to them.

He

61 boasts to fellow students that most of M s friends have been arrested for stealing cars.

Teachers agree that he loves to

talk and brag of his achievements, but that his friends are not a good influence on Bob. Bob belongs to no clubs or organizations.

He says he

spends his leisure hours hanging around a service station and a Teen Age Olub with his friends. regularly.

He goes out with girls

His mother says that his trouble with his differ­

ent girls causes him real anguish. Bob says that he does not feel inferior to anyone.

He

says that he knows that his teachers feel he should not drive a car, but that he drives whenever he gets a chance.

Last

year his teachers made inquiry for him with the state vehicle department to see if he could get a license.

He went down to

take the written tests, but when the time came for his par­ ents to sign as responsible for him, they refused to do so. Bob said he was very bitter about their refusal. Students agree that Bob can be likable, but that he is completely unreliable and somewhat dishonest.

Last year a

high school girl knitted some small argyles for Bob to hang on his car.

One of Bob*s fellow students admired them, so

she also kindly knitted him a pair.

Immediately after she

had given them to him, they disappeared from his locker. er investigation revealed that Bob had taken them. returned them to their rightful owner.

Lat­

His mother

62 Vocational interests. reading about vocations.

Bob has done no exploratory

He has taken no tests to indicate

just what his field of interest is.

However, he has had a

little practical experience. Bob says that he has worked as a delivery man, a ser­ vice station attendant, and as a handy man for a trucking firm.

Teachers agree that it is difficult to know just how

much of this is fact.

During his first year in Pine High

School he was advised that he would have to secure a work permit to work in a service station.

When he asked the owner

of the station to sign for his employment, the man refused on the baBis that he would have to pay social security and unem­ ployment insurance. Bob had used his work at this service station as a reason for missing school.

The service station owner was

warned by the juvenile authorities.

After that time Bob said

the man would not permit him even to wait on his grounds for a bus. When Bob returned to school this fall, he said that he had driven trucks this summer and that he knew his teachers would disapprove heartily. Bob constantly talked about getting a job and even asked his sight-saving teacher to help him find work.

When

advised that his record at school did not warrant any recom­ mendation, he failed to see any connection.

63 Summary.

Statements by Bob and his mother, the opin­

ions of his teachers, and the reports of the physical exami­ nation substantiate this summary: Bob, a boy of fifteen, appears physically mature.

He

is suffering from a visual handicap which may result in total blindness.

For this reason his mother has humored him and

failed to discipline him consistently.

Bob appears normal

and says that he leads a busy social life.

His mother says

that she regrets that his friends are such a bad influence on Bob, but that no matter where they live, he seems to run with a similar crowd.

Bob says that education is not at all

necessary to work as a mechanic. Bob’s principal problem appears to be social and emo­ tional immaturity.

His mother admits that she may have en­

couraged his lack of development of responsibility.

CHAPTER VIII

THE CASE OF RUTH Ruth was horn in the Southwest in 1931, eight years old, her parents separated, her father since.

When she was

Ruth has not seen

Both of her parents, who were of English

and Irish descent, graduated from high school,

Ruthls father

worked as a blacksmith and a welder; her mother, as an elec­ trician and a helper in a tailor*s shop.

There are four

other children in the family. Education,

When Ruth was ready to go to school, there

were no schools nearby which provided for her special needs, Ruth was completely blind for all educational purposes. stayed at home until she was eleven.

She

She says that her fami­

ly tried to teach her all they could during this time.

When

she was eleven, she attended a country school for three months with her sister. The family decided to move to California because of the poor health of one of Ruth*s brothers.

He was a victim

of infantile paralysis. In California Ruth was given Braille instruction by a state teacher.

She had a home teacher sent out by the public

schools during the year 1944-1945.

The family then moved to

another city, where a home teacher did not become available for a year and a half.

The mother applied several times for

65

the home teacher, but received little satisfaction.

She

finally became very antagonistic and threatened to tell the newspapers that her daughter was being denied an education. In February, 1947, a home teacher was assigned to Ruth for five hours every two weeks.

This home teacher said that

Ruth was very alert and could learn very easily, but that she was handicapped by lack of background and lack of skill in typing and Braille. Ruth studied English, mathematics, social studies, and science with the home teacher.

Her grades for these subjects

in the ninth grade averaged a little below B. School administrators decided to experiment to see if a blind student could attend a regular public high school with a sight-saving room.

Ruth was eager to enroll in her

first regular school, she said.

Ruth*s mother was anxious

that Ruth not get overly tired at school due to an old heart condition.

Ruth was given a regular schedule on an experi­

mental basis: English, world history, Spanish, typing, and physical education. Ruth is interested in attending college and perhaps law school later.

She says that she likes all of her work,

but finds English and Spanish quite difficult, as she has had little previous work of similar nature. Ruth says that she realizes that she is overage for her school placement.

If she is able to finish high school

66

in three years, she will be twenty when she graduates*

How­

ever, she states that she is anxious to succeed and that she just loves school. At home she spends leisure time reading some in a Braille Bible and listening to members of her family read the newspaper. On the Study-Habits Inventory given October 20, 1949, Ruth showed that her study habits are far above normal.

The

test offers a series of statements of situations, habits, and conditions which affect the use of study time.

Students re­

spond to the situations according to the frequency of occur­ rence in their own experiences.

Ruth*s habits of concentra­

tion and general work habits showed very positive scores. During her first few weeks in high school Ruth felt that she was spending many, many hours on Spanish.

Her teach­

er said that her results did not seem to justify the expendi­ ture of so much time.

She conferred with Ruth and learned

that she was trying to study in the living room, where she was constantly interrupted.

She was advised to set aside an

hour to study, at which time she would go to her room and be alone.

Ruth says that this policy has helped her to do her

work more quickly and thoroughly. The family members say that they axe hopeful that Ruth will be able to complete all her plans for her education. They say that they relieve her of all duties at home so that

67

she may devote her time and her energy to her school work. She plans to do her college work at the University of Cali­ fornia, which makes provision for blind students, Ruth was given the Hayes Revision of the Binet on Oc­ tober 30, 1949, quotient as 134,

The examiner recorded her intelligence He stated that she had a memory equal to

that of a superior adult, and that she was able to meet most of the tests of an average adult, demanding visualization.

Ruth fell down on problems

He also stated that she was stubborn

about not changing her mind or trying to make an effort when she felt it was hopeless. Physical health.

Ruth has always been bothered by a

heart murmur; she used to suffer from the excitement of being around people.

This condition seems much improved now.

Ruth is normal in appearance.She is five feet five inches tall and weighs 127 pounds.

She says that she is wor­

ried about getting large hips because she sits around so much. Her teeth are very irregular. Ruth relates that when she was

four years of age, she

fellout of

bed.

The accident seemed to affect her eyes very

seriously.

Previously her family had noticed no difficulty.

Doctors say that she has a pink or degenerated optic nerve and that she can not see.

She says that she can see.

doctors say that she only imagines she sees.

The

She says that

68

when she looks in the mirror, she can see a vague outline of her face*

She feels that her eyes have improved lately; she .

recently saw one of her eyebrows in the mirror.

She never

had been able to distinguish any features before. Students and teachers constantly express amazement at the ease with which she gets around in the halls*

Ruth says

that the mobs between periods sometimes bother her.

This is

not odd as the seeing have similar difficulty. Mental health. trouble relaxing.

Ruth says that she usually has little

However, when she is under stress, she

realizes that she fingers her purse continually.

She is

aware of this nervous action and is trying to stop it.

Ruth

permits her eyes to wander in their sockets so rapidly as to be most disconcerting.

This may be involuntary.

Ruth states that she has no worries but her school work.

She seems very pleased when told she is making a fine

adjustment. On the Bell Adjustment Inventory given October SO, 1949, Ruth scored a high average in relation to home, below the norm in relation to health, a high average on social re­ lations, and above the norm in emotional relations.

These

results show that she tends to be emotionally stable and aggressive in her social contacts. Ruth states that she has no prejudices.

One day in

69

history her instructor remarked that everyone had some sort of prejudice.

She told her sight-saving teacher that she had

tried very hard to think of a prejudice she might have, hut that she had been unable to think of a single one.

Ruth says

that she always tried to assume the other person’s point of view. Ruth says that she tries to keep from daydreaming, but that she thinks life is full of many bothersome problems, which she is trying to solve.

She says that she welcomes aid

in making decisions, for she believes that the young need guidance.

She also says that she often wonders if she might

be hurting someone’s feelings by something she might say* She worries that her kidding might be taken seriously.

She

seems to feel a certain insecurity in not being able to see the expression on the faces of those to whom she is talking. Ruth seems busy all of the time. fluently and makes friends very easily.

She speaks very She seems very adult

in her attitudes and extremely considerate of others for an adolescent. Ruth’s adjustment to a regular high sehool has been interesting to watch.

For a person who had never been to

school before to be plunged into the busy life of a large high school was quite an experiment.

Ruth’s parent and

teachers agree that she appears remarkably healthy and happy in her new situation.

70

Home,

Since her parents separated, Ruth has made her

home with her mother, sisters, and brothers.

Her older

brother owns their home and supports the family.

One of her

sisters is married and lives in a nearby town, Ruth receives a pension from the state because she qualifies as a blind person. thing that she wants at home.

She says that she has every­ She believes that the family

relationship is fine, and that she can not imagine any way in which it could be improved.

Ruth appears to feel a great

deal of security at home. Social relations.

Ruth says that she has many ac­

quaintances, but no special friend as yet. is most anxious to get along with everyone.

She says that she At school she

has joined the Dance Club and the Spanish Club,

She is also

a member of the Friendship Committee of the Girls* League. This is the group which sends a girl to eat with Ruth daily* She also attends meetings of the Young Women*s Christian Association in the evening, Ruth remarks that she likes to knit, crochet, and listen to the radio and television.

She says that the family

enjoys its recreation together through shows, drives, and visits.

They have a piano at home.

Ruth took lessons for a

short while. Since she has been at school, Ruth has become very

71

fond of dancing in the few weeks and says that she would like more time for it.

The sponsor of the Dance Club says that

she is making good progress.

She has attended the evening

dances held at the school. Ruth declares that she is a friendly sort of person who likes all people except those who never say a word except under direct questioning.

She says that she always tried to

look for something good in everyone.

She states that she

rarely gets excited over little things. Vocational interests.

Ruth says that she has talked

with her family about vocations.

They have heard a great deal

about the United States Senator from Oklahoma who is blind and have held him up as an ideal for Ruth.

She states that

he is the reason that she wants to study law.

Other work

that would interest her is teaching or selling in a store. On a Kuder Interest Inventory given on October 31, 1949, Ruth showed interest in lines of work that deal with the

scientific, the outdoor, the mechanical, and the musical.

She

showed very little interest in clerical

workand

only

moderate interest in the persuasive field, which she supposed would be her area of greatest interest.

Persuasive interest

indicates that a person likes to meet and deal with people and

to promote or sell.

Ruth felt that her

and

selling would show up on the test.

interest in law

73

Summary,

Conversations with Ruth and her mother pro­

vide information for the following summary: Ruth, a girl of seventeen, is severely handicapped visually.

Doctors claim that she is completely blind.

Her

teachers agree that she is conscientious and eager to learn and make a successful adjustment to school, which is a very new experience for her.

She is very intelligent, but lack­

ing in basic skills to assure easy success in school. appears mature and happy socially. wants to be a lawyer.

She

She declares that she

Her family has decided to back her up

in any educational and vocational plans she may have, Ruth*s blindness is her most serious problem.

She

says that she is not going to let that keep her from reach­ ing her goals, both educational and vocational.

CHAPTER IX

THE CASE OF D O M A Donna was born in California in 1933.

Her parents

originally came from Utah, where they graduated from high school.

Her mother was raised as a Mormon.

is Irish, is employed as a butcher.

Her father, who

In the spring of 1949

Donna's mother died very suddenly in her sleep.

Donna is an

only child and is now keeping house with her father. Education. fornia.

Donna has always attended school in Cali­

She started school as a regular student.

When she

began to read, it was suggested that she enter the room for sight-saving students due to her visual defect,

Donna has

been able to maintain correct grade placement in relation to her age. Since Donna has been in high school, her grades have been passing in all instances but one. been very low.

However, they have

Donna likes typing and physical education,

but feels that English is quite difficult.

She is taking a

commercial course. Donna prophesies that she will attend City College. When questioned as to her purpose, she said that all her friends go there. In her leisure time Donna reads current best sellers. She says that she prefers novels to non-fiction.

74

On an Otis Beta intelligence test given in January, 1949, Donna's intelligence quotient was eighty-nine.

In the

ninth grade she scored 9.3 on the Stanford Language:Achieve­ ment Test, a retardation of three months.

In the eighth

grade she scored 7.1 on the Stanford Arithmetic Achievement Test, a retardation of one year and eight months*^ Physical health. very good.

Donna considers her general health

She is rarely absent from school and is not sub­

ject to colds.

In 1946 she had a left inguinal hernia.

that time teachers complained of her poor coordination.

At She

attributes that to her hernia and says that since her opera­ tion, she has no difficulty in catching balls or taking part in any way in physical education activities. Donna is five feet one-half inch tall and weighs 110 pounds.

Teachers agree that she is quite attractive. When Donna

was three years old, she was kicked in the

back of the head by a man who was swinging in a swing at a picnic in a park. crossed.

As a result of this blow Donna's eyes were

She wastaken to an eye

specialist who corrected

this condition through glasses. Donna is also hyperopic.

Without glasses she sees

20/50 in her right eye and 20/40 in her left eye.

With her

glasses she sees 20/25 in her right eye and 20/20 in her left —

This report was taken from records at the school*

75

eye.

The ophthalmologist states that Donna’s eye condition

may improve, hut that just now her condition is so stationary that he did not advise her to return until she was twenty-one. Donna says that she has a little trouble with her ears from getting sand and water in them at the beach.

Her mother

once advised-her that oil might ease an ear condition.

She

remembers that one night she got up and put Sloan’s Liniment in her ear.

She says that the burning sensation from this

violent treatment lasted several days. Mental health,

Donna says that she has the ability to

relax as she has no special worries. does not daydream.

She states that she

She thinks that everyone should learn

something in life and try to amount to something.

She says

she believes that each individual has worth and should con­ duct himself accordingly. Donna says that she and her father have a happy home life and that she never feels as if she is misunderstood. Home.

Donna’s family have lived in the same apart­

ment for nine years.

They laughingly say that they could

easily have bought the place in that time.

Since her mother

died, Donna takes care of the apartment and does the cook­ ing.

She says that it is not too hard because they are not

home very much to> get things dirty. She says that she has everything that she wants and

76

that her home life could not he happier* Social relations. friends and companions.

Donna says that she has many good She has a special girl friend, a

Catholic, who attends another school.

She also has a special

hoy friend, a Catholic, who goes to college.

She says that

these two friends have influenced her to become a Catholic* Donna says that she has one friend whom nohody seems to like.

She states that everyone misunderstands this girl,

that her mother hated the girl, and that her father dislikes her too.

Donna says that she is trying to get her friends

and her father to appreciate this girl. Last year Donna was an active member of the Bowling Club.

This year she has neglected to join for no special

reason, she says. Donna spends most of her leisure time dancing and says she would like even more time for it. also enjoys sleeping.

She says that she

When she is at home, she spends most

of her time working. In the elementary school teachers judged Donna rest­ less, immature, careless, unstable, and unpredictable*

They

stated that her home life was quite unstable and that she spent lots of time with her grandmother,^ Donna declares that habits that hurt her are biting This report was taken from records at the school.

77

her fingernails and putting things off*

Teachers find that

she puts things off until a deadline and then works very hard to turn in her work.

She admits this, "but says that she al­

ways manages to get something in and besides, there are other people who are just like she is anyway. When asked to describe herself, Donna responded that she had a good personality or so her friends told her, that she was friendly, cheerful, even-tempered, honest, courteous, and understanding.

She said that she does not often feel in­

ferior, but that she does lack confidence in some ways* On the Study-Habits Inventory Donna indicated by her responses that her habits of concentration and general work are average and a little below.

She says that she is aware

of these faults but is not particularly anxious to make an effort to change. On the Bell Adjustment Inventory given on October 21, 1949, Donna scored above the average on relation to home, a high average on health, far above the norm on social rela­ tions, and a high average on emotional relationships.

Her

total adjustment score on this test was far above the norm. Such a score shows a tendency toward emotional stability and a friendly attitude toward others. Donna expressed a great deal of interest in the tests given her.

She said it was really a lot of fun to find out

about herself.

78 Vocational interests, some reading on nursing. like to become a nurse.

Donna says that she has done

She has often thought she would However, in school she is taking a

commercial course so that she may be a secretary later.

She

thinks fifty dollars a week would be an adequate salary. Donna’s only jobs have been staying with children. Other occupations which would apparently satisfy her are secretarial work, nursing, or being a housewife. On the Kuder Interest Inventory given on October 31, 1949, Donna showed interest in fields of work that deal with the computational and the social service.

She failed to show

more than average interest in any other fields.

She indicated

lack of interest in the mechanical, the clerical, and the per­ suasive. Summary.

From statements by Donna and the school

records the following summary is presented: Donna, a girl of sixteen, is attractive and socially well-adjusted.

She says that she has no special interest in

school but is going on to City College because her friends do.

With her glasses she has almost perfect vision, but her

correction is very strong. is good,

She feels that her general health

Donna has many friends and no worries apparently.

Donna’s main problem seems not to be one of vision, as her vision is such that she can lead the life of a normal per­ son.

She needs to develop responsibility and adult attitudes.

CHAPTER X

PROPOSALS FOR SCHOOL THERAPY The previous chapters show the adjustment problems of eight adolescents, visually handicapped students in senior high school.

Six of the students are boys; two are girls*

The problems of these students are grouped according to cer­ tain types; education, physical health, mental health, home, social relations, and vocational interests. The purpose of this study has been to discover types of problems which these particular students have and ways and means that the school may

help to meet them. Each student

has been presented in the

case study method.

An attempt will

be made now to classify or summarize these problems so as to cause uniformities to stand out in each broad field.

After

general implications in each field are related, recommenda^tions for school therapy will be given. I. Implications.

EDUCATION

Table I on page 80 presents a summary

of data concerning education.

It will be noted that intelli­

gence is not dependent on sight; in fact, there seems to be no connection.

Testing the visually handicapped is a rather

new field of measurement.

Hayes has revisedthe Binet so the

Braille students may take

the test. Just now there is no

80

TABLE I SUMMARY OF EDUCATIONAL DATA ON VISUALLY HANDICAPPED SENIOR HIGH SCHOOL STUDENTS

Name

I.Q.

Years in different types of schools

Grade placement in relation to age

Regular Sight- Blind Home Normal saving teacher

Edward

68

2.0

.5

Retarded

2,0 years

Roy

103

8*5

5.5

2.0

Paul

138

1.5

9.5

1.0

1.5 years

Ted

86

11.5

.5

3.0 years

Art

83

9.5

2.0

Bob

98

3.0

6.0

Ruth

184

Donna

89

.5

3.0 years Yes

2.5

.25 2.0

Yes

8.0

3.0 years Yes

81 particular test given for a partially-sighted individual. Some schools type the Otis Intelligence Test in "bulletin type and administer it to their visually handicapped students. Such schools agree that a longer period of time is needed. Just how long is left to the discretion of the teacher.

Such

a change in directions may invalidate the test. Other times students take the usual standardized test, but this may be an injustice to the student.

One of the stu­

dents studied, Art, said that he was able to finish one-third of his test only; then his eyes began to blur. A rather common practice is to administer to such stu­ dents only the verbal portion of an intelligence test and to skip the performance section.

These tests are given individ­

ually and rapport between the examiner and the student is most important. Because testing the handicapped is a difficult task, few tests are given.

Of the eight students studied, only one

has more than one intelligence test. sumethat one test, taken under is a

It is difficult to as­

these unusual circumstances,

true and* adequatemeasure. Most of the students have been in several types of

schools.

In the main, availability has determined the kind

of school attended.

The parents have often found it neces­

sary to move to a place where provision is made for partially sighted students.

All of these parents have preferred to

83

have their children at home and have made sacrifices to keep them there.

Two of the students, Edward and Ruth, have had

little formal schooling, because their parents wanted them at home, where none was possible. This study reveals much retardation among the eight visually handicapped students who were included.

Since this

retardation is not limited to those of low intelligence, it may be assumed that these students were not in a position to receive special help.

After all, education of the partially

sighted is a very new process in the United States, having begun in 1913.

About one in 500 children needs such care.

Unless such a child lives in a community in which there are enough children to make such a program practical, necessary, and economically feasible, the child has to struggle along as best he can. Recommendations.

The school and the teacher are most

important to the sight-saving students.

The responsibility

of the school is to: 1.

Provide educational facilities which include improved physical surroundings: better lighting; clear type print; typewriters; adjustable, movable seating.

3.

Make intelligence testing as fair as possible to sight-saving students.

83

3.

Find means to extend equal facilities to the rural child.

4.

Set up sight-saving rooms in regular schools so that the partially sighted may be educated as seeing persons.

5.

Provide individual help and encouragement for students so that they maintain normal grade placement.

6.

Encourage the auditory method of teaching.

7.

Set up a curriculum that constitutes a minimum basis for a liberal education,

8.

Give training in typewriting, a basic skill, and in Braille, if necessary. II,

Implications. on physical health. defect.

PHYSICAL HEALTH

Table II on page 84 summarizes material The only uniformity is that of visual

However, the table indicates the wide variability

even there. Most of the students studied in this project have at least one other physical imperfection, which they have had treated.

These minor ailments and defects do not seem to

affect school attendance much. are in good general health.

They seem to feel that they

Two of the boys have admitted

that they use their health as an excuse to stay home if they

84 TABLE II

DATA ON PHYSICAL HEALTH OF VISUALLY HANDICAPPED SENIOR HIGH SCHOOL STUDENTS

.

Name

Vision with correction

Ear defects

Yes

Other ailments

.

Number of days absent from school due to illness

Gonorrhea

Edward 20/200

20/200

Roy

20/ 80

20/400

No-

Paul

10/200

10/200

No

Ted

20/200

20/300

Yes

Art

12/ 20

10/ 20

No

Tuberculosis

10

Bob

2/200

20/ 50

No

Kidney trouble

10

Ruth

Light and dark

No

Heart murmur

0

Donna

20/ 25

Hernia

0

20/ 20

Yes

30 4

Thyroid deficiency

0

Muscular disease Glandular disturbance

2

85 do not feel like attending school. Recommendatione.

The school should treat the physical

health of sight-saving students as of first importance.

The

responsibility of the school is to: 1.

Give a

physical education program individually

adapted to each student in so far as possible. 2.

Provide training in posture.

3.

Be aware of eye conditions and do nothing to make them worse.

4.

Stress

sensible care of the eyes.

5.

Follow

doctor's recommendations.

6.

Encourage parents to permit activity in their children.

7.

Teach habits of health.

8.

Set up activities, which will provide sightsaving students with opportunities to meet other students as friends and competitors. III.

Implications.

MENTAL HEALTH

On such a subject as mental hygiene there

is not enough uniformity among the eight students to summcurize.

However, a few observations may be of interest.

Teachers agree that some of the students who appear most mal­ adjusted scored well on the Bell Adjustment Inventory.

These

86 students may have responded to questions as they thought they should be answered, rather than as they really felt. also there is an inaccuracy in teachers' opinions.

Perhaps Either

may be the reason for the difference. The students' responses to their state of mind range from "very happy" to "extremely unhappy.'1 Mental health seems to be an individual thing with no relation to visual defect. One is always hearing that such students tend to day­ dream more than is natural and even live in worlds of phan­ tasy.

These students state that they daydream very little,

refuting the above generalization. Recommendations.

The school can aid these students

in making a good mental and emotional adjustment by: 1.

Setting up situations in which they can achieve success.

S.

Removing frustrating situations.

3.

Allaying fears arising out of school work.

4.

Helping them to avoid physical and mental fatigue.

5.

Forming classes in regular schools so as to give the handicapped a normal existence and the normal students an appreciation and respect for the handicapped.

87

6*

Helping them to develop a sound philosophy of life,

7.

Teaching students to make the best of their abilities,

8.

Treating students with kindness, not extreme sympathy, pity, or sentimentalism, XV.

Implications.

HOME

There is little chance for summary on

the home situations of the eight students in the study. Three of the students are living with only one parent.

Four

of the families own their own home; the other four families live in rented houses or apartments. Most of the students state that they have everything they want.

Some of the boys are constantly talking about

getting jobs so that they can make more money.

As a whole,

these students have responsibilities at home and consider their home quite a satisfactory place, Recommendations.

Understanding and cooperation be­

tween the home and the school is essential to student wel­ fare.

The school may further this relationship by: 1.

Educating parents to the possibilities of the handicapped.

2.

Encouraging parent-teacher conferences,

3.

Informing parents that the sooner a handicap

88 is recognized, the easier training becomes. 4.

Inviting parents to visit the school.

5.

Advising parents immediately of any diffii

culties at school. 6.

Advising parents of means of helping their children at home (when they request it).

7.

Encouraging parents to develop self-reliance in their children by letting them do things for themselves.

8.

Assuring parents that the aim of the school is to guide the child to his greatest pos­ sible development, V.

Implications.

SOCIAL RELATIONS Most of the students state that they

have many friends and acquaintances, but few of them have one special friend.

They all agree that they like people who are

friendly and cheerful.

All of them state that their parents

permit them to choose their own friends. All of these students, but one, are active members of at least one club or organization.

One of the boys belongs

to four different groups, but he says that he is lonely. says that he always feels on the fringe of any activity. Dancing is one activity which is open to anyone no matter how bad his vision.

Five of the eight students are

He

89

active members of the Dance Club.

The other three go to

dances out of school and do not feel the need of gaining experience during school time. As a whole, these students are well-mannered, con­ siderate, and thoughtful.

Those who have been spoiled at

home have the hardest time adjusting themselves to the group at school.

These students claim that as a rule they do not

feel inferior to the regular students.

Some of them admit

that they are trying to overcome occasional lack of confi­ dence.

Other students agree that partially sighted stu­

dents are no different from themselves, that they have nor­ mal reactions and desires, Recommendations.

The school may help the partially

sighted student by: 1.

Providing activities for self-expression.

2.

Reinforcing security.

3.

Locating neurotic tendencies before they become serious behavior problems.

4.

Providing a recreation program,

5.

Giving musical and other cultural outlets.

6.

Suggesting worthwhile hobbies,

7.

Providing companions of own age.

8.

Providing adequate sex instruction.

9.

Encouraging mingling with the seeing.

10*

Setting up and carrying out a definite policy on social relations.

11.

Educating the public

not to generalize and

pass on to the partially sighted as a class all tales it hears about unusual Individuals who may happen to be partially sighted. 13.

Educating the public

to the fact that the

partially sighted donot have magic other senses. 13.

Avoiding segregation.

14.

Encouraging extra-curricular activities.

15.

Helping students to face reality, VI.

Implications.

VOCATIONAL INTERESTS -

Only three of the students studied had

definite ideas as to the occupation they wanted to assume. The others all had vague ideaB and were much interested in the results of the Kuder Interest Inventory, which named cer­ tain major fields they preferred.

Most of the students were

in no way surprised by the results of the test.

Two of them

were amazed to discover a totally unexpected field as their line of most interest. Some of the students express doubt that they will be able to follow their choice of work due to their visual handicap. eyes.

These students have had grave prognosis on their

They hesitate to plan too carefully.

91 Most of the parents want these students to engage in work that will he pleasant and possible for them.

All of

the students state that they desire economic independence. Recommendations.

The school must aim to help these

partially sighted students to achieve economic independence by: 1.

Working out a plan considering eye conditions and the national vocational trend.

2.

Giving vocational interest and aptitude tests*

3.

Advising parents and students on possible work.

4.

Developing a student*s responsibility for his own work,

5.

Arousing in students the desire to make a judicious choice of work.

6.

Recognizing special abilities.

7.

Not wasting time in pursuit of special sub­ jects for which students have no talent.

8.

Facing handicaps squarely. CONCLUSIONS

This project has attempted to discover some of the types of problems faced by visually handicapped adolescents and to suggest ways in which the school can treat these problems.

Because of the nature of this study, the small

92 number of cases, it is not wise to draw any positive con­ clusions.

The eight students, six boys and two girls in a

regular public high school, do not represent a large enough cross-section of all visually handicapped students to make any sweeping generalizations. However, since the education of the partially sighted is relatively new, there are many problems which have arisen in this investigation that might be solved by further study. Some of the major ones are listed below: What changes may be made in intelligence tests to assure fair measurement to visually handicapped students? What measure of achievement may be used? methods are best? should be used? help?

What educational

What type of health records and program What sort of guidance service might be of

How may parents best help a child with visual defect?

What school and community organizations could be beneficial? How may students learn of vocational opportunities?

How

may these students train themselves to become independent members of society? These questions are but a few of the problems that the school and the visually handicapped student must face. These students do have adjustment problems, which vary with the individual.

The schoolls responsibility is to aid them

to become healthy, well-adjusted, economically independent citizens*

APPENDIX

CASE STUDY FORM

Name __ Address

I.

II*

GENERAL INFORMATION A,

Date of birth _____________ _____________________

B.

Place of birth ___________________ : _____________ ,

0,

Names of parents _______________________________

D.

Occupations of parents _________________________

E«

Nationality of parents

F.

Education of parents ______ ; _________________ _

G*

Religious preferences _______ _____________

H*

Siblings _______________________________________

-_____________________

TEST DATA A*

Intelligence Name of Test

B.

Date

0A

MA

Form

Grade

Score

Date

Date

Results

Achievement Name of Test

0*

Form

Personality Name of Test

IQ,

95 D.

Vocational Name of Test

III.

Date

Results

EDUCATION A,

Scholarship record

B.

Grade placement in relation to age

C,

_

Study habits (including inventory)

D*

Subjects: preferred disliked easiest hardest

E.

Changes in schools

F.

Types of schools

G»

Future schools and educational plans

H.

Type of leisure time reading.

I.

High school curriculum

J*

Copy of daily schedule

1 2 3 4 5 6

7 HEALTH A,

Physical 1,

General condition _____

2.

Specific disabilities and treatment

3.

Height __________________ Weight

4,

Vision a.

With glasses (1).

Right eye ________

(2)*

Left eye

________

b.

Without glasses (1).

Right eye _______

(3).

Left eye

_______

c.

Is condition stationary?

d.

Diagnosis

5.

Hearing ___________________________________

6.

Manifestations of physical disorders common to partially sighted individuals: a.

Fatigue

______________________

b.

Speech disorders ___________ ‘

c.

HBlindismsn

______________________

d.

Others

______________________

______

Mental 1,

Ability to relax

3*

Worries

3.

Prejudices _________________________________

4.

Daydreaming _______________________________

5*

Do you feel misunderstood? ________________

6.

General outlook on life

_____

V,

HOME A*

Social and economic status

General atmosphere

Studentfs attitude toward home

Relationships with siblings

VI.

SOCIAL RELATIONS A*

B.

School relationships 1.

Companions and friends

2.

Relations with teachers

3.

Extra-curricular activities

Avocational interests 1.

Hobbies ______ _____

2.

Clubs, organizations

99

3,

Recreation __________________________________

4.

Accomplishments: Singing

________

Painting _________ Drawing

_____ _

Playing instrument

0*

5.

Have your interests changed often?

6.

What do you enjoy more than anything else?

7.

For what activity would you like more time?

Personal traits 1,

What habits do you have that hinder you?

8*

Do you hesitate to make decisions?

3.

What sort of person do you like best?

4.

Do you have a constant feeling of inferiority?

5,

Do you lack confidence in any way? ____ _____

6.

List four or five prominent character traits*

100

711.

VOCATIONAL INTERESTS A«

Reading in vocational fields

B*

Exploratory training

C.

Your choice of vocation

D.

Your parents* choice for you

,E,

F*

Desired salary range

List three to five occupations which you feel would reasonably satisfy you ________________

QKUmm

of scfiMESN c u M R N K t M M i