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AUTHOR McClure, William J., Ed. TITLE Report of the Proceedings of the Meeting of the Convention of American Instructors of the Deaf (45th, Little Rock, Ark., June 25-July 2, 1971) . PUB DATE 72 NOTE 787p. AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402

EDRS PRICE MF-$0.65 HC-$26.32 DESCRIPTORS *Aurally Handicapped; Communication Skills; *Conference Reports; Educational Programs; *Exceptional Child Education; Instructional Media; Program Descriptions; Teacher Education; Vocational Education IDENTIFIERS *Convention of American Instructors of the Deaf ABSTRACT Presented are proceedings of the 45th meeting of the Convention of American Instructors of the Deaf, 1971, including numerous papers and discussions on the multiplyhandicapped, vocational education, libraries, principals and supervisingteachers, curriculum, Federal programs, day programs, post secondary programs, reading and language, preschool, mathematics, communication, educational media, coaches and physical education, audiologists,and teacher preparation. Papers concern such topics as the establishment of a multiple response repertoire for noncommunicating deafchildren, the organization and administration of parent education atthe Carver School for the Deaf, individualizing curricula through the use of instructional packages, the role of the paraprofessional, and a community service volunteer program for students at the National Technical Institute for the Deaf. Also considered are computer-assisted instruction'in language, early interventioqi programs, the management of deaf children frombirth to 3 years of age, orosensory perception in the deaf, adoctoral program at Syracuse University in instructional technology foreducation of the deaf, and the present status of physical education and sports programs in residential schools for the deaf. (GW) 92D CONGRESS) SENATE DOCUMENT 2(1 Session No. 92-75

REPORT OF THE PROCEEDINGS OF THE FORTY-FIFTH MEETING OF THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF

ARKANSAS SCHOOL FOR THE DEAF Little Rock, Arkansas

CONVENTION THEME "MORE OPPORTUNITIES FOR DEAF CHILDREN" JUNE 25-JULY 2, 1971

Ordered to be printed with illustrations

U.S. GOI/ERNMENT PRINTING OFFICE 77-903 WASHINGTON : 1972

U.S. DEPARTMENT OF HEALTH. EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION OPIG. MATINGIT. POINTS OF VIEW OR OPIN- 1 IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU S. Con. Res. 41 Agreed to May 9, 1.972

Binag-second Congress of the 'United tatof america Al' l'HE SECOND SESSION

lligun and held at the City of Washington on 'Tuesday, the eighteenth day of January, one thousand nine hundred arid setwity.ttro

Concurrent &solution Rcsol veil by the ,Senate (the house of Representatives concurring), That the report of the proceedings of the forty-fifth biennial meeting of the Convention of American Instructors of the. Deaf, held in Little Rock, Arkansas, from June 25. 1971, through July 2, 1971, be printed with illustrations as a Senate document. Five thousand five hundred additional copies of such document shall be printed and bound for the use of the Joint Committee on Printing. Attest:

167-e-, Secretary of the Senate.

Attest :

Clerk of the House of Representatives. LETTER OF TRANSMITTAL

op"rnr. Par.sunrx.r. KENDALL( ;REEN. 1 Vashington,1).C.,1 al y 2,1971. Hon. Spun) '1'. AuxEw, President of the 8enate, Hon. CAm. ALmarr, ..S'peaker of the !louse. 7'o the Congress of the United Slates: In accordance with the act of iucorporation of the Conventionof American Instructors of the Deaf, approved January. 26, 1897, 1 have the honor to submit the proceedings of thet5th meeting of the Con- vention, held at the Arkansas School for the Deaf, Little Rock, Ar- kansas, jnne 25--July 2, 1971, inclusive. I have the honor to be, Very respectfully, Your obedient servant. Edward C. Merrill, Jr., President. LETTER OF SUBMITTAL

C.MIFORNIA SCI1001. FOR 1111: y 19, 1971. Dr. Emma) C. Mmimm. Jr., Peexident,Gollooelet College, 11' oshinglon, D.C. Snt: In accordance with section I of the net of incorporation of the Convention of American Instructors of theDeaf, 'approved jitnuary 29.1897, a report, is to be made to Congress, throughthe president of Gallaudet College at Washington, D.C., of"such portions of its proceedings and transactions as its officers shall deemto be of general public interest and value concerning the educationof the deaf." In agreement with the above request., I have the honorto submit herewith a comprehensive report containing suchpapers and addresses as may be of special interest or of historic value, all of whichwere presented at the 45th meeting, held at the Arkansas School forthe Deaf, Little Rock, Ark. June 25July 2. 1971, inclusive. May I respectfully request that this report, be laid beforeCongress. Very truly, GERAW BURSTEIN, Seerdary-Treasurer. FOREWORD

of American Instructors of the The published proceedings of the Conventionestablished In 1850 to the pres- Deaf, dating from the time the organization wits of the ent, contain tin almost complete historyof the development and progress education of the deaf Iii Anierien. This reportof the proceedings of the 15th Con- vention held at the Arkansas School forthe Deaf in I.Ittle Rock. June 27--JulyY. NM adds another chapter of interest toeducators of the deaf and to their associates In allied lields. The Proceedingsemitains all the addresses. papers and other material wide!' can be presented inprinted form. The proceedings of the business meetings :u ml general sessions areearofully recorded. Papers and sum- maries are secured where possible fromsection meetings and from workslums, IVidie the -15th meeting of the Cialventhot ofthe America Instructors of the Deaf Convention has met at the ArkansasNebel in Utile Rook. the Arkansas Sclund has hosted meetings of the sister organization,the Conference of Execu- tives of American Schools for the I Waf. The editor and associate editor of thehyieeeilIngs wish to express their appreciation to the following people who assisted In thepreparation of this volume: To Mr. Roy G. Parks, Superintendent. ArkansasSchool for the Deaf, Little Rock. for providing space and facilities for the editorialoffices, and for making the contacts which resulted In the required concurrentresolution for producing these proceedings, To lir. Kenneth It. Matignii, the immediate pastpresident of the Convention ofAmeriean Instruetors of the Deaf and to Dr. Annin G.Trnechek, his snecessor. for their suggestions and approval of various arrangementsmade hy the editor. To Mr. Jack W. Brady. Superintendent. Kentueity Schoolfor the De3f. who as program ehairman. made the necessary arrangementsto obtain Papers and other material for publication in these proceedings. To Mr. Albert It. Davis, stenotypist of Jefferson City.Missouri. for his ellioient attention to all details. awl for his excellent suggestionsregarding the organization and presentation of the material. Mr. DitVis la, served asstenotypist for the Convention for more than twenty years. To Miss Fenn. E. Davis and Mr. Arthur G. Norris fortheir assistance in preparing material for I he printers. To. Mr. John Coder. Senate Rules Committee and to Mr.Michael Blake and Mr. Donald Casey. OPice of the Secretary of the Senate. fortheir vontinuing pa- Deuce, consideration and advice Wiring the correction ofproof, the indexing, the printing and binding of these proceedings. Respectfully. WILLIAMJ. McCt.iiiie. Editnn llowAtin M.QUIGLEY,Associate Editor. (V)

5 1 40'

A(T OF INCORPORATION 1ic it riiiietrit b51 theNCIII111; 111111 III11110!nJ Represenb1111T8 of the rnited shde8 .Imerien in myeess ossesahled, That Edward hi.ltallandet, of %Vas' Illittlon.ht the District of Columbia; Francis 1). Clarke, of Flint,in the Slate of Aliehigatt ; S. Tefft Walker, of Jacksonville. in the State of Illinois;.s autos L. Smith, of Fart- bault, in the State of Minnesota ; Sardt Fidler. oflhostoll, in the Stale of Massa- chusetts: Ilitvhi C. I honey, of IltiOrittio Springs,lit the Stole of Colorado; and John It. Dtliy118. of Jaekstm, in the Stale of Mississippi,officers and members of the Convention of American Instructors ofthe Deaf, and their assoeiales and SlIelTsmiS, he, and they are hereby, incorporated and madeat body politic and consirow in liiiInside': of Cohnnbia, by thename of the "Convention of Ameri- can Instructors of the Deaf, for the promotion of the tsdnent ionof the deaf on the broadest. most advanetsl, and practicallines, and by the moor if. may sue, plead. and Int illipiPaded, in any e01111 of law,or Ninny, and may use and have common seal am! change the same at pleasure. SKr. 2. That the said eorporat ion shall have thepower to take and hold personal estate and such real estate us shall benecessary and proper for the promotion of the edtwatitmal and itetwvoleatpurposes of said elirporation, which Shan not be divided among the 11114111Pra of the corporation,but shall descend to their sne- VeSSora for the promotion of the objects aforesaid. Ste. 3. That said corporation shall have;t OMNI it1111011 and regulations or bylaws and shall have the power to amend thesame at pleasure; Provided, That such constitution and regulationsor bylaws do not. conflict with the laws of the United States or of any State. Ace. That said association may hold its meetingsin such places as said in- corporators shall tleterinine and shall report toCongress, through the President of the t'olumbia Institution for the IWaf and Dmnb at Washington, 1/Istriet at Columbia, such portions of its proceedings deem to be of general piddle interest and and transactions as its officers shall deaf. value concerning the edtteation of the Approved, January 20, 1StIT.

> ow named Gott:toilet College.

else MEETINGS OF TIlE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF First-New York, N.Y.. August 28-30. 1850. Second-Hart ford, Conn., August 27-29, 1851. Third-Columbus, Ohio, August. 10-12. 1853. Four111-Stanuton, Va.. August 13-15. 1856. Fift II -Jacksonville, 111.. August 10-12. 1858. Six t 11. -Washington, D.C., May 12-16. 1868. (Also (Idled the "First Conference of Superintendents and Principals of Ole American Schools for the Den f.") Seventh--ludlana polls. Ind., Angina 24-20. 1870. Eight 11-Belleville. Ontario, July 15-20. 1874. N int h-Columbus. Ohio. August 17-22. 1878. 'Tenth - Jacksonville. Ill., August 211-30, 1882. leve11111-Berkeley, Calif.. .1111y 15-23. 1886. Twelft 11-New York. N.Y.. August 23-27. 1890. TilIrteentil-Chlengo, Ill.. .1111y 17, 1. 21, 24, 1893. Fourteenth -- Flint, Mieli...Inly 2-8. 1895. Fifteenth - Columbus. Ohio, July 28-August 2, 1898. S ixteen111-1111ffalo. N.Y.. July 2-8, 11101. Seventeenth - Morganton, N.1!., July 8-13. 1905. Eighteen111-Ogden, Gtah, .1111y 4-10. 1908. N imeenth-Delavan, Wis., .1111y 0r- 13.1911. Twentieth-Staunton. V3...11111e 21-July 3. 1914. Twelny-tirs1-11:1 Word. Coml., June 20 -July 3, 1917. 'Meld y-second --M omit Airy. Pa.. .11111e 28-July 3.1920. Twenty-third-Belleville. Antall°, June 25- 30,1923. Twenty.fourt 11-Connell Bluffs. Iowa..11111e 29-July 4,1925. Twenty-fifth-Columbus. Ohio. June 27-July 1. 1927. Twenty-sixth-Fa ribault. M11111...1 nue 17-21, 1929. Twents.seventh-Winuipeg. Maul( oh m. June 22-20. 1931. Twenty-eighth-West. Trenton. N.J.. June 18- 23.1933. Twenty-111M h-Jneksonville, Ill., June 17-21. 1935. Thirtieth -New York. N.Y...11111e 20-25..1937. Thirty-first-Berkeley. Calif., June 18- 23,19:3`. Thirty-secoml-Fultou, 31o...111110 23-27. 1941. Thirty-third-St. Augustine, .111ne 16- '20,1947. Thirty-nwt h-JaeksonvIlle. III...11111e 19-24. 1%19. Thirty-Ilfth-Fulton, Mo...111111. 17-22. 1951. Thirty-sIxth-Vanconver, Wash.. .blue 28-.111ty 3, 1953. 'Thirty-seventh -West !tart ford. Conn...June 26-.1111y 1, 1955. Thirty-eigh111-Knoxville, Tenn...Time 23-28. 1957. Thi rty-niath-Colorado Springs. Colo...Inne 2S-July 3..1959. Mill let b-SnIpm. Oreg., June 25-311, 1961. Forty-tirst-IVashington, D.C.. June 22-28, 1963. Forty-second-Flint. Mich.. .11111e 21-25. 1965. Forty - third -West Dartford. Conn., June 25-30. 1967. Foil,. -fourth-Berkeley, Calif.. June 21-27, 1969. Fort plIft11-1.1t11e Rock. Ark., .Inue 25-.1111y 2, 1971. VII) LIST 01' PRESIDENTS .1. Christopher Morgan. NewYork. 2. Thomas Day. Connecticut. 301111W. Andrews, Ohio. . James 11. Skinner. Virginia. 5. Rev. .1. M. Sturtevant,Illinois. G. Harvey 1'. Peet, New York. 7. Rev. Collins Stone,Connecticut. 8. W. W. Turner,Conned kilt. 9. Rev. 1)r. A. 1,. Chapin.Wisconsin. 10. Evard Nliner W11;11(1(4,Dist Oct of Columbia. 11. Philip G. Gillett.. Illinois. 12. Warring Wilkinson, California. 13. Philip G. Gillett, Illinois. 1. Wesley 0. Connor. Georgia. 15-20. Edward Miner Gallandet.District of Columbia. 21-23. Percival Hall, District, ofColumbia. 24. Newton F. Walker, SouthCarolina. 25. John W. Jones, Ohio. 20. Frank M. Driggs, Utah. 27. Elbert A. Gruver,Pennsylvania. 2S. Thomas S. McAloney.Colorado. 29. Alvin E. Pope, New Jersey. 30. Barris Taylor. New York. 31. Ignatius 13jurlee, Maryland. 32. Elwood A. Stevenson. California. 3:3. Clarence J. Scillies. Florida. 3.1. Leonard M. Elstad, Districtof Columbia. 35. Mrs. 11. T. Poore (Ethel A.),Tennessee. 80. Daniel T. Cloud, New York. 37. Truman L. Ingle. Missouri. 38. James II. Galloway. NewYork. 39. Edward R. Abernathy.Ohio. 0. Richard G. 131'111. California. 41. Roy M. Stolle. New York. 2. Lloyd A. Ambrose(:. Maryland. 43. Stanley 1). Roth. Kansas. 44. Marvin 11. Clatterbaek. Oregon. 45. Kenneth R. Mangan. Illinois. OFFICERS OF THE CONVENTION OF AMERICAN INSTRUCTORSOF THE DEAF (1971-73), AND TIIE STANDING EXECUTIVECOMMITTEE /'resident. Armin C. Turechek, Colorado School for the Deaf. Provident Meet Jock W. Brady. Kentucky School for t he Deaf. First rice-President. Robert T. Dawson, Florida Schoolfor the Deaf and Blind. ennd Vice-President Warren W. Faulk California Schoolfor the Deaf, RIversine.seerctory.7'reasurcrGerald Burstein, California School for the Deaf,River- Executive SecretaryHoward .I. Quigley, Washington, D.C.

DI RECTORS (The directors, with the officers, and the immediatepast president. form the standing Lxecutive committee) Bird. Idaho State School for the Deaf and Blimi. Keith Lange. Oregon State School for the Deaf. Edward Strictly, Wisconsin School for the Deaf. M. Martha Lutz. Misso(Irl School for the Deaf. William .1. McConnell. Virginia School at Ilampfim. Kennetth Mangan, Illinois School for the Deaf.

OFFICERS OF THE CONVENTION OF AMERICANINSTRUCTORS OF THE DEAF (1969-71), AND THE STANDINGEXECUTIVE COMMITTEE President Kenneth Mangan. Illinois School fur theDeaf. President- Elect. Armin Turechek, Colorado Schoolfor the Deaf. First rice /'resident. Jack Brady. Kentucky Schoolfor the Deaf. Second Vice PresidentRobert Dawson, Indiana Schoolfor the Deaf. 8ecretury-Treusurer.Gerald Burstein, California School for theDeaf, River- side. Executive Secretary.llonril M. Quigley, Washington, D.C.

DIRECTORS The directors, %%it h the °Ricers, and the immediate pastpresident. form the standing executive committee)

4-YEARTERN( Paul Bird. Idaho School for the Deaf. Keith Lange. Oregon School for the Deaf. Edward Strieby, Wisconsin School for the Deaf. 2-YEAR Tr.itat Carrie Lou Abbott, Texas School for the Deaf. Charlotte Osborn. Arkansas School for the Deaf. Marvin B. Clatterbuck, Oregon School for the Deaf. CONSTITUTION OF THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF

Airricu: 1. NAME This assoelat ion shall be vatted the Convention of Americo a hist rootorsof tie( Deaf. Airrict.t: II. 011J MVO; 11,, objects of this association shall be : Z'''!(t. To secure the harmomi llll s notion in one organization of all persons ce!"aolly engaged in educating the deaf 111 Second. fro provide for general and local meetings of such oersons from time to time, with a view of affording opportunities for a free interchange of views coneerning met 119110 01111 Means of educating the deaf. Third, To promote by the piddle:aim, of reports, essays, and other writings, the eduention of the deaf on the IffnalleSt, mast advanced. and praetioul Hues hi !mummy with the sentiments and practice suggestell by the following pre- amble and resolutions inlaid sly adopted by the convention in 1SSU at. a meeting held in Berkeley. Calif. : "Whureas the experience of inn ay years in the instruction of the den: has plainly shown that among members of this class of persons great differences exist iumental and physical conditions and in capacity for improvement, making results easily possible in certain eases which are practically and sometimes actually inuottainable in others. (liesc differences suggesting widely different refitment with different individuals : it is t herefore "Resedred, That the system of instruction exist big at present in Americo' com- mends itself to the world for the reason that its tendency is to include all known methods and expedients whic have been found to be of value in the education of the deaf while it allows diversity 011(1 independence of act llll and work at the same time. harmoniously aiming at the attainment of an object eommen ( 11 1 1 1 ; ; and he it further "Restared, That earnest and persistent endeavors should be made in every school for the deaf to teach every pupil to speak and read from the lips, and that: such efforts should be abandoned only when it is plainly evident that the measnie ofsuccess ;Maimd does not justify the necessary amount of labor :Prorided, gloat the children who are given to articulation teachers for trial should Is' given to teachers who are trained for the work. and mt to novices, before saying that it is a failure: And prorlded further, That a general test he wade and that those who are found to have sullielent hearing to distinguish sound shall be lust meted (molly." Fourth. As an association to stand committed to no partienlar theory, method. or system. and adopting as its guide the following motto: "Any method for wood results ; all methods. and wedded to none." Airrici.t: III. 31 I.:Mtn:11S Siarriox la, All persons actively and directly engaged in the education of the deaf in the l' nited States mod Canada may enjoy all the rights and privileges of membership in the assoeint upon payment of the required fees and agreeing to this ronstitnt ire. lb. l'ersons engaged in fields of endeavor closely related to the edowalion of the deaf, and persons actively engaged in the education of the deaf in foreign countries. may become associate members of the association upon payment of the required fees and agreeing to the eonst it lillon. Si:,.I le. "Associate members" shall enjoy ail the rights and privileges of membership except those of voting and holding office. (1)

10 of the associallim who has retiredfrom Star, 2. A member or (Miner membermemberships with all the rights and Privileges ;tett ve seer lee may continue his payment of the required fees andagreeing to except those of holding Ititiee upon of 1his 0111Stli, Minn. IC Snell retiredmember of the Con coition has 25 years may be granted nn honorarymembership service to the education of the deaf. he subscript ion by the executive etontultte, suchimitator: dap does not include n 101 he American Annals of the war, by the Sm. 3. Eligibility of appllotntsfor membership shall be determined report ed to tlw association. sic, tiding execut lye committee andassociation shall pay animal dues as reco- St:e. 4. Each person joining Out and approved by the assoelation. mended by the xceolve ettnunit tee registration fee shall be load by St:c. 5. In MI(11111111 In the :1111111:11 dues, a :11111MII eat41 'monitor registered at each regularmeeting of the association. The standing executive committee.Nonem- of this fee shall be determined by the required bers attending Ilse regular meetingsof the association shall pay the regist rat ion foe. national ounce headed by on npiodiatiol SEC. el. As Ilmg as CAW operatesmembership a must be made to the Executive Executive secretary, appilations for question Secretary, who will reed ve allmembership fees and clues, If there is a about the eligibility of an applicantfor membership, the ExecutiveSecretary shall refer the application to the StandingExecutive Committee, The Executive Secretary shall perform all the dutiesformerly assigned to the Treasurer. The Seevetay-Tresurev shall retain membership onthe Exceptive Committee and Executive Secretary not be employed, thefinancial serve as Auditor. Should an and duties of the Executive Seeretarywill return to the Seeretary-Treasurer an Auditor will I w appointedby the President. ARTICLE IV. OFFICERS of I he association there shall beelected SI:C.1940N 1. At each general meeting seeret ary- by ballot 31 president-elect, firstvice president. sellout vim president. president who Is elected at the 19117meeting shall Impolite 1 reasurer. The first vice president-elect who is elected at the 1t169 meet- president at the 1969 mooting. The the 1971 convention and eachfuture president- ! og shall become president at the eonelusion of his term aspresident - elect. Meet shall 10eVIIIlle president at tellehers. The assneiat ion shall have live direett trs.at least three of whom shall be shall be elected for two year termsand three At the PM meeting two directors subsequent meetings vacancies shall be Shall he elected for four year terms. At officers Idled ns the terms expire. With theimmediate past president, these elected tee of the convention. They shallcontinue will form the sl milling executive commit which their successors are in otlit-eMillihe dose of the convention program at between eleeted, and shall have power to 1111vacancies ocenrring In thdr body general meetings. of the executive committee. shall :41.:c. 2. The president. with the concurrence of the association designate tnleit sections as seemadvisable for the fonctionIng thereof. and shall appoint the section lendersof the affairs of the associationshall be S"&e. :1. The general management provisions of In the hands of the standingexeeutive ennttnittee, subject to the lit to adopt. mien bylaws as the as.social ion shall see the Sec. 4. All officers and members ofcommittees must be active members of :5510Viation in regular standing. committee shall make a full report nteach See. r,. The standing executive and general meeting of all the operationsof the association, including receipts disbursements of funds. since preeetP.fig meeting. ARTICI.F. V. 'MEETINGS the association shall be heldbiennially, but SEC.ION 1. General meetings of their the standing executive committee maycall other general meetings at discretion. committee Sge. 2. Local meetings may beconvened as the standing executive and the committees on localmeetings shall determine. but they Sec. 3. Proxies shall not be usedat any meeting of the ns.soelatIon, may be used 111 committeemeetings. advance Sec. 4. Xotice of general meetingsshall Ito given at least 4 months in and notice of local meetings at least2 months in advance.

11 3

SEE. 5. The business of the association shallbe transacted only at general meetings, and at such meetings 100 votingmembers of the association mast be present to constitute a quorum. sktvricti: VI In the ii st election of officers held tinder theprovisions of this eonstitut said election occurring immediately after its adoption,all duly accredited active members of the 1th meeting of the Convention ofAmerican Instructors of the Deaf shall he entitled to vote. said membersmalting payment of their membership fees to the treasurer at the earliest',makable opportnity after he shall have been elected. ARTICLE VII. A NI EXTS constitntion may be amended by an affirmative vote of two-thirdsof the members present at any general meeting of the association :Prorided, That at such meeting at least 150 rating members of the associationshall be present. ARTICLE VIII

I)evises and bequests may be worded as follows: "I give, devise. andbequeath to the Convention of Ameriom Instructors of the Deaf, fur thepromotion of the cause of the education of the deaf. in sueh manner as thestanding executive committee thereof may direct." etc.: and if there be anyconditions, and "subject to the following conditions, to wit :".

12 MEMBERS OF THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF Membership List 1971 Li/c 31 cm ',cr.Edward R.Abernathy, Columbus, Ohio. A Aldyosha, Norika, Washington. D.('. AIM% 31elda, Council Bluffs, Iowa Aaron, Rev. James L., Pittsburgh, Pa.Albert, Mrs. Dorothy M.. Scranton, Pa. Ansba Mrs. Suzanne, Brooklyn, N.Y.Allay., Jon P.. Pittsburgh, Pa. Abbot, Mrs. Jenny, Wilton, N.II. Albright, Judith, Pittsburgh, Pa. Abbott, Mrs. Carrie. Austin, Tex. Alby, James F., West Allis, Wis. ANHUI, Virginia. Ronkonkoma Aldrich, Kenneth, Columbus, Ohio Abbruzsee, Sister Carmel'', Randolph,Aldridge.Mrs. AnnII.,Morganton. Mass. N.C. Abernathy, NelsonM.. GlenAlpine,Aldridge, Mrs. Lila, Newark, Del. N.C. Alexander, Mrs. Alum Lester, Tucson. Abernethy, Sarah IL,Colton,Calif, Ariz. Abrahamson. Mrs. Sharon, Austin. Tex.Alexander. Mrs.DorisJ.,Franklin. Abramson, Mrs. Queade, Abbotsford, 13.(1., Canada Alexander, Mrs. Frances, Fulton, 31o. Abshure, June M.. Portland, Oreg. Alexander. Mrs. Mildred, Baker, La. Acheson. Mrs. Jean, Lafayette, Ind. Alexander, Robert. Fulton, Mo. Aeht zebu, James C.. .1r., Syracuse, N.Y.Alford. Mrs. Marydel S..St. Augus- Aeiro, Mrs. Milagros T., Frederick, Md. tine, Ackerman. Rudolph A.. San 13(!rnarAlfred. Mrs. Doris R., Baton Rouge, Ln. dim', Calif . Algotson, Nancy, So. Pasadena, Calif. Amnia, Mrs. Darlene, Tucson, Ariz. Allard, .1. Brad, Fulton, Mo. Adams, vid, Jacksonville,Ill. Allen. Dale A., Indianapolis, Ind. Adams, Ellery J., Torrance, Calif. Allen, Norman K., Colorado Springs, Adams, Francis W., Greeley, Colo. Colo. Adams. Imunie L. Agana, Guam Allen, Mrs. Sally F., West Hurtfod, Adams, Mrs. Lucille, Danville, Ky. Conn. Adams, Mrs. Margaret, San Antonio,Allen,StephenW., West Hartford, Tex. Conn. Adams, Paul R., St. Augustine, Fla. Allen. Teri M.. Dallas, Tex. Adamson, Bevedly, Birmingham, Ala,Mummy, Mrs. Jane E., Pittsburgh, Pa. Adcock, Hal K. Little Rock, Ark. Almer, Mrs. Patric'', Vancouver, 11-ash. Adcock, Mrs. Mary Nell, Little Rock,Alper. Glenna, Elkins Park, Pa. Ark. Alpine'', Dr. Jerome, Littleton, Colo. Adepojn. Gabriel A., Washington, D.C.Alsobrook, James V.,St.Augustine, Adkins. Mrs. Barbara K., Indianapolis, Fla. I nd. Alter, Ronald L., Bloomfield, N.J. Adkins, Trisha, EI Paso, Tex. Alter, Winona 13.,Indianapolis,Ind. Adler, Gerald, Washington, D.C. Altman, Mrs. Ellen, Rochester, N.Y. Adler.Mrs.JnuelleK..Columbus,Alvarez, Adoracion A., Devils Lake, Ohio N. Dalt, Adler, Mrs. Judith, Simi* Falls, S.Dak.Alvarez, Hermenegilda A., Salem, Oreg. Marie A. E.. Yardley, Pa. Annum, Frank, Rome, N.Y, Agines, Joan, Scarsdale, N.Y. Ambro, Mary Corita, Cleveland, Ohio Aguilar, Mrs. Toni. Austin, Tex. Ambrose, Dr. William R., Athens, Ga. Ai, Mrs. Josephine, Hastings-on-Hud-Ames, Ruby J., El Cerrito, Calif. son. N.Y. Annst, Mrs. Mary P., Pittsburgh, Pa. Ainbender, Ililnry, Portland, Maine Andersen, Lloyd, Glen Cove, N.Y. Ainsworth, Phyllis, Yarmouth, MaineAndersen, Mrs. Sandra, Sioux Falls, Akin. K Conley, Knoxville, Tenn. S. Dak. Akin. Mrs. Lucy L., Knoxville, Tenn. Anderson. Mrs. Dorthy M., Los An- Akins, Mrs. Juanita W., Raleigh,N.C. geles. Calif. (4) 5

Anderson. Mrs. Diane, Detroit, Mich.Agpengren, Mrs. Frances, Lim Angeles, Anderson.Mrs.EloniseII.,Baton Rouge. La. Ast reit°, Veronica, Buffalo. N.Y. Anderson. Eugene S.. Tacoma, Wash. Atchley, Teena, Whittier, Anderson. James J.. Morganton, N.C.Atherton, Mrs. Louise T. Spartanburg, Anderson. Janet. Jacksonville, Ill. S.C. Anderson, Kathleen Lynn, Arlington,Athy, Mrs. Hazel, LIttle Rock, Ark. Tex. Atkinson, Mrs. Catherine, Baton Rouge, Anderson,NIrs.MamieNI.,Shaker Ileights, Ohio Attanasio.Dr.FrederickO.,Hyde Anderson. Margaret F., Croton, Conn. Park, N.Y. Anderson, Mary L.,Glendale,Calif.Attletweed, Mrs. Bernadette, Oakland, Anderson, NIarzene 1.1., Philadelphia, Calif. Pa. Attletweed, George, Oakland, Calif. Anderson, Nancy E., Mansfield, OhioAubry, Ronald L., J11PRS011i I IP, Anderson, Peter E., Salem, Oreg. Auerbach, Hortense, Hyattsville, Md. Anderson. Robert, Jacksonville, Ill. Auerbach, Leon, Hyattsville, Md. Anderson, Mrs. Susan S., Decatur, Oa.August, Mrs. Mattie, Austin, Tex. Atiderson, Thomas II., Oxford, Ohio Austell, Mrs. Frances G., Spartanburg, Anden-kon. Yerker, Washington, D.C. S.C. Andrew, William, Huntington Beach,Austin, Betty Port's, Jackson, Miss. Calif. Avery, Charlotte B., Pittsburgh, Pa. Andrews, Alice E., Frederick, Md. Avery, Joseph C., Rochester, N.Y. Andras,Mrs.Constance,Norman.Avery, Mrs. Mildred, Jermyn, Pa. Okla. Ayala, Mrs. Linda, Vancouver, Wash. Men°, Francine R., Utica, N.Y. Ayala, Ray, Vancouver, Wash. Angel, Mrs. Bettye J., Cave Spring,Aycock, Mrs. Annie W., Rome, Ga. Ga. Ayers, Doyle W., Spartanburg, S.C. Angel, Lynn I., Kansas City Mo. Ayers, Mrs. Susie, Olathe,KI% Angel, Roberta, New York, N.Y. Ayers, Mrs. Sybil M., SpartanbUrg, S.C. Aanaht. Linda, Jacksonville, Ill. Anselmo, Tom A., Colorado Springs, B Colo. Ansley, Mrs. Francine E., Pittsburgh,Babbini, Mrs. Barbara, Urbana, Ill. Pa. Babocsi, Mrs. Patricia, Webster, N.Y. Anthony, Davhl A., Anaheim, Calif. Bacon,JennyII.,NewportBeach, Anton, Mrs. Jeannette,Jacksonville, Calif. III. Badatuy, Joseph R., Rochester, N.Y. Apodoca, Patricia, Las Vegas, Nev. Bader, Janice, Sausalito, Calif. Aragon, Louis G., Indianapolis, Ind. Badgett, Mrs. Norma X., Tucker, Ga. Arbuthnot, Helen, Oakland, Calif. Banes, Carole, Frederick, Md. Archer, Mrs. Anne B., Baltimore, Md.Ball**, Rev. Clark R., Oakland, Calif. Arellano, Mrs. Angelina,SantaFe,Ball.ey. David, Knoxville, Tenn. N. Mex. JoAnu M., Eugene, Oreg. Arensmeier, Mrs. Wilma, Salem, Oreg.Bailey,Susan,L.,Pittsburgh,Pa. Argentos, Chris, Oakland, Calif. Bailey, Mrs. Janie M., Newark. N.J. Arkeylan, Mrs. Kathleen,Knoxville,Baird, Terry J., Rockville, Md. Tenn. Baker, Arthur A.Superior, Wis. Armstrong, Carol, Staunton, Va. Baker, Bernice S., Houston, Tex. Armstrong, Mrs. Julia W., Morgan-Baker, Mrs. Celeste S., Pomona, Calif. ton, N.C. Baker, Dorothee, Washington, D.C. Arndt, Diane, Normal, Ill. Baker, Francis, Baton Rouge, La. Arney, Mrs. CarolynS.,Morganton,Baker, Mrs. Margaret, Austin, Tex. N.C. Baker, Mrs. Mary Virginia,Fulton, Arnold,' Mrs. Fioris, Downey, Calif. Mo. Arnold, Geraldine E., Romney, W. Va.Baker, Robert W., Naperville, Ill. Arnold, Mrs. Phyllis, San Antonio, Tex.Baker, Thomas James III, Washington, Arnold, Mrs. Rhea V., Romney, W. Va. D.C. Arrington, Mrs. Rebecca, Tucson, Ariz.Balas, Robert F., Alexandria, Va. Ashen, Mrs. Abby, White Plains, N.Y.Masa, Mrs. Mary, Danville, Ky. Asehkenas, Judith, New York N.Y. Baleom,Mrs. DorothyA.,Seattle, Aseltine, Mrs. Lorroine, Lombard, Ill. Wash. Asheraft, Learn M., Lakewood, Calif. Bald's,Mrs.BetteJ.,Miramonte, Ashford, Gary G., Los Serranos, Calif. Calif. Askew, Mrs. Martha D., Hampton, Va.Baldridge, Kathryn, Carmel, Ind. Asklar, Francis J., Torrington, Conn.Baldridge, Paul F., Carmel, Ind.

14 6

Baldwin, Mrs. Blanche,Rochester, N.Y. Baldwin, Mrs. Patricia Barron, Mrs. Richard;Rocky River, Okla. A., Sulphur, lhio I Baldwin, Richard L., iron, Roy, Council Bluffs,Iowa Kans. Prairie Village,ILtrows, Mrs. Orpha, Colo. Colorado Springs, Balfour, Louis 31., ChevyChase, Md. Ball, Ca therin, Dumont,N.J. Barry. Sister Virginia,Lake Ronkon- Ballard, Mrs. Carolyn F., koma, N.Y. Mex. Roswell, N.Bartlett, Mrs. LindaT., Dallas, Tex. Barts, Lettie, Omaha, Ba !tzar, Susanna, Suitland, 31(1. Nebr. Bamerick, Susan .1.,Corona del Mar,Barnett, Mrs. Latto la,Fulton, Mo. Calif. Bass, Mrs. Barbara.Great Falls, Mont. Banks, Geraldine W., Baton Bass, Mrs. Berenice1'., Miami, Fla. Rouge. La.Barwick, Dorothea, Banks, Mrs. Mattie 1).,East Orange, Providence,R.I. N.J. Batchelder, Mrs. Patricia,M., River- Banta. Mrs. Harriett, side, Calif. Fla. St. Augustine,Bates, Mrs. Joanne, Iowa Council Bluffs, -Baran, Loretta R., Erie,Pa. 13a rba, Mrs. Sincere Batshaw, Mrs. Marilyn,Woodbridge, Pa. T., Philadelphia, N.J. Barbee, Margaret,Minneapolis, Minn.Pattin, Mrs. DorothyB., Pennington, Barber, E. Carl, Riverside,Calif. Barber, Mrs. B. Page,San Francisco,Battle, Mrs. Edna C.:,Knoxville, Tenn. Calif. Battle, Mrs. Kenneth B.,Raleigh, N.C. Barham, Jane. St. Augustine.Fin. Battle, Raymond N.,Knoxville, Tenn. Bari), Mrs. BeverlyY., Richardson,Bandon', Thelma, BatonRouge, La. Tex. Baughniar, RobetT., Stanford, Ky. 13arison. Andrea. FortLee. N.J. Bauman, Glenn 0., Gooding,Idaho lia viten.Mrs.Mildred, Baumstark, Barbara, Ft.Meade, Md. N.Mex. SantaFe,Bayless, Elizabeth A., Calif. Balboa Island, Barker, Jay. ColoradoSprings. Colo. Barker,MaryLouise, Beach, Mrs. Charlotte,San Francisco, N. Mex. Santa Fe, Calif. Barites, Alice, Albany, Calif. .1301101,J. Edward, 3 forgatZon, Beach, Mrs. Gail G., N.C. Barksdale, Mrs. Ratty 0.,Spartanburg, Morganton, N.C. S.C. Beacham, Mrs. Gayle M.,San Antonio, Barkuloo, Dr. Herbert W., Tex. Wash. Bellevue,Beaird, Mrs. Catherine, Ga. Cave Spring, Barlow, Praline, Austin,Test. Barner, Joan C., Schnectady, Beal, Mrs. Cynthia C., N.Y. Beal, Mrs. Marjory B.,Pittsburgh, Pa. Barnes, Mrs. Connie B.,Talladega, Arvada, Colo. Ala. Beale, Jane C., SilverSpring, Md. Beak., Mrs. Jean W. Barnes, Mrs. Genevieve II.Pittsburgh, Las Vegas, Nev. Pa. Beam, Norman, Talladega,Ala. Barnes, George E., Rochester, Beasley, Edward E.Bethesda, 3Id. Barnes, Dr. 0. Dennis, N.Y. Beatty, Mrs. Mary H., Rochester, N.Y. S.C. Spartanburg, Barnes, Mrs. Joyce N.,Indianapolis, Beaver, Larry 13., Olathe,Kans. Barnes. Mrs. Marjorie,Fulton, Mo. Beaver, Mrs. Stephany,Olathe, Kans. Barnes, Mrs. Nelda K., Beck, Mrs. Janet B.,Orlando, Fla. S.C. Spartanburg,Beck, Joan, El Dorado,Ark. Beck, Mrs. Marilyn, Barnes, Ralph,Spartanburg, S.C. Fulton, Mo. Barnes, Ronald, Los Beek, Ruth, BaysideHills, N.Y. Angeles, Calif. Becker, Betsy, Evanston, Barnett, David, Indianapolis,Ind. Ill. Barnett, 3Irs. Mary, Baton Becker, Brace, Omaha,Nebr. Rouge, La.Becker, Glenda, Jacksonville, Barnett, Mary Ann, Hannibal,Mo. Ill. Barnett, Mrs. Sally,Indianapolis, Ind.Becker, Mrs. Sonjia G.,Dallas, Tex. Barr, Mrs. Barbara W., Bedford, Ce limb, DevilsLake, N. Dak, Frederick, Md.Beam, Mrs. Margaret S., Barr, David P., Boxford,Mass. Fla. St. Augustine, Barr, Marilyn, SanMateo, Calif. Burr, Paul K, Frederick, Beers, Carlton, CouncilBluffs, Iowa Barr, Paul E., Jr., Frederick,Md. Debra, Sister Ann, Md. Behrends, Brooklyn, N.Y. Barrett, Anna Marie,Buffalo, N.Y. Dr.StanleyG.,Garden Barrett, Sharon Sue, Grove, Calif. Las Vegas, Nev. Behrens, Dr. Thomas Barron, Mrs. Lena, BatonRouge, La. Va. IL, Arlington, Bekker, Mrs. Carol, Boynton Beach,Berry, Mrs. Betsy L., Riverside. Calif. Fla, Berry, Herbert M., Canaserage, N.Y. Belcher, Milton Don. Colorado Springs,Berry, Mrs. Judy, Hildebran, N.C. Cob,. Berry, Mrs. Sharon, Norfolk, Va. Belding, Anita. Sunnymend, Calif. Berry, Thelma, Rochester, N.Y, Belding, Don. Riverside. Calif. Bess. John. Little Rock, Ark. Bell, Mrs. Bobbie J.. Riverside Calif.Best, Barbara, Fresno, Calif. Bell, Robert C., \Vest Ili II, Ontario,Best, Diane, Overland Park, Kans. Ca nada Hester, Mrs. Ruby S., Cincinnati, Ohio Bell, Sheryle, Stevens Point, Wis. Bellinger, Mrs. Cornelia, Webster, N.Y. Bellelleur,Dr.PhilipA.,Philadel-Bevan, Richard C., Newtown, Pa. phia, PO. Beyvr, Frances M., Santa Ana, Calif. Bei thorn, Walter J., Detroit, Mich. Biddle, Karen, Finleyville, Pa. Be liman, Patty, Evanston, Ill. Biggerstalf, Mrs. Shirley, Olathe, Kans. Belser, George, Vancouver, Wash. Bighant. Mrs. Meta 11., Morganton, N.C. Benedetto, Joseph, Metairie, La. Itilho, Patrice, Pittston, Pa. Ben field, Mrs. Lonise Ii., Glen Alpine,linger, Charles M., Olathe, Kans. N.C. Huger. Mrs. Grace, Olathe, MINS. Benett, Mrs. A. Jean, Santa Susana,Billings, Mrs. Ella W. II., Morgonton, Calif. N.C. Bennett, Elizabeth, Shawnee Mission,intone,CarolJean,N.Hollywood, Kans. Calif. Bennett. Mrs. Elizabeth Ann. SantaItingeman, Mrs. Colleen, St. Augustine, Fe, N. Mex. Fla. Benowitz, Mrs. Marceille, Rochester,Bingen. Helen, Chicago, Ill. N.Y. Birch. Mrs. Jane R., Pittsburgh, Pa. Benowitz, Stanley, Rochester, N.Y. Birch, Lowell B., Amherst, Nova Scotia, Benshoof, Margaret, Seattle, Wash. Canada Benson, Dr. Elizabeth, Frederick, Md.Bird, Mrs. Eleanor L., Knoxville, Tenn. Benson, Mrs, Marcia N., West Orange,Bird, Mrs. Martha M., Gooding, Idaho N.J. Bird, Paul C., Gooding, Idaho Benson, Mary Alice, Frederick, :. 1. Birdsell, Ben A., West Hartford, Conn. Benny, Mrs. Tommie, Lubbock, Tex. Birdsell, Mrs. Delia, Jacksonville, Ill. Benton, Mrs. Marissa, Pensacola, Fla.Bishop, Mrs. Alnora, Sun Diego, Calif. Benton, Nancy, Sioux Fall% S. Dak.Bishop,Mrs. SuzanneB.,Tempe, Benton, Norma L., Cave Spring, Ga. Ariz. Beranek, Junior B., Jacksonville, Ill.Bissell,Mrs.Joan,BattleGround, Berg, David R., Tonawanda, N.Y. Wash. Berg. Thomas 0., College Park, Md.Bitter, Dr. Grant B., Salt Lake City, Bergau, Robert L., Silver Spring, Md. Utah Berger, Shirley I,., Parsons, Kans. lijorlie, Henry 0., Rome, N.Y. Iterges, Shirley A., Cleveland, Ohio Black, Clifford R., McKeesport, Pa. Bergin, Rev. Robert D., West Hartford,Black, Darlene K., New Hope, Minn. Conn. Black, Mrs. Frances, Little Rock, Ark. Berg!, Mrs. Burkett K., Morganton,Black, Mrs. Gail M., Lombard, Ill. N.C. Black, Joanne. Ypsilanti, Mich. Bergman, Stephanie R., Philadelphia,Black, Mildred, Spartanburg, S.C. Black, Nancy, Ypsilanti, Mich. Pa. . Bergrynist,Mrs. AnnaT.,ColoradoBlackburn, Mrs. Earline, Austin, Tex. Springs, Colo. Blackburn, Mrs. Nancy, Staunton, Va. Bergstresser, R. Henry, Arlington, Va.Blackburn, William, Austin, Tex. Bergstresser,Phyllis,Webster, N.Y.Blackmer, Gary, Delavan, Wis. Bergstrom, Daguy D., Williams Bay,Blackwell, Jesse C., Carmel, Ind. Blair, Mary A., Lansing, Mich. Berhow, Byron, Vancouver, Wash. Blake. Gary D., Fayetteville, Ark. Berhow,Mrs. Martha, Vancouver,Blake. Florence, Bronx, N.Y. Wash. Blakemore, Mrs. Janicc, Brick Town, Beriow, Dr. Susan, Chicago, Ill. N.J. Bernknopf, Ava, Philadelphia, Pa. Blakesley, Mrs. Lillian A., Dallas, Tex. Bernover, Rosanne, Champaign, Blat ti, Christine, E. Hartford, Conn. Bernsen, Mrs. Eliane, Fullerton, Calif.Blattner. Mrs. Evangeline, Fulton, Mo. Bernstein,H.William,HolliswOod,Bledso, Mrs. Neal, Tucson, Ariz. N.Y. Bleifuss, Mrs. Mary Ellen, Milton, Mo. Bernstein, Seymour S., Riverside, Calif.Bless°, Mrs. Rosemary, Jacksonville, Bernstein, Vivian I). Brooklyn, N.Y. Bernstone, Mrs. Alyce, Brooklyn, N.Y.Blessing, Regina, Riverside, Calif. 77-903-72-2 16 S !Bettie% NIrs. Laura. It !mins, Richmond. Calif.Bourret. NIrs. Tarrell. %Vilna/itG..Northampton, Stanford. III. Mass. Bouvet. 'Irv. Leticia,Santa Fe. N. Mex. Blomberg, NIrs. DorisM., Moline, III. Bowe, Prank, Espy,Pa. Itionstein, Mark M., Bowen. Mrs.Carol. St. Augustine, Fla.Bowers, airtime, Berkeley. Calif. Blow, Mrs. Marion.Rochester, N.Y. Glen Alpine, N.C. Blue, Mrs. Burnell.N. Bowers. Joy C.,Morganton, N.C. Ark. Little Rock,Bowers, Mrs. Kay S., Bowie, Mrs. BobbieBirmingham, Ala. Blunt. Carolyn. LosAngeles, Calif. J., Monroe,La. Blum, Mrs. Ellen, !Iowa, Mrs. Sue,Austin, Tex. Blum, Mrs. MaryRochester, N.Y. Boyce, C.L. Omaha, B.. Spartanburg,S.C.Boyd, Barbara Nebr. Boatuer. Dr. B. B.,Hartford, Conn. B., Indianapolis,Ind. Bode, Mrs. BerniceE., Orange, Calif.Boyd, Jane, Coronadel Mar, Calif. Driner, Barbara Ann, Boyd,1)r.John, Belleville, Boehm. Susan M.. Jamesville, N.Y. Canada Ontario. Wilson. N.C. Boyer. Mrs. Nyda Boemke. Sharon.Brooklyn, N.Y. C., Riverside,Calif. loose, Delia, M itwit nkee. Wis. Boyette, Mrs. Mamie,Wilson, N.C. 110050n. Kelly W.,Northridge, Itozarth. Peggy,Coruwells Heights. Pa. Rogan, Kathleen,Buffalo, N.Y. Bozzi, Diane L..Houghton Lake, Nliel. Boldizar. Gloria A., Brace. Lilian J.1)., S'orcs. Wr. Bolen,Mrs. Pittsburgh. Pa. NE. England 1.11, Calif. Sandra:ale,Riverside,Bradford, Mrs.EreleneL.,Baton Boles, Mrs. Virginia.Baton Rouge, La. Rouge, La. Bolesta, Mrs. Ethel Bradford, Mrs.Jessie, Austin, Tex. Holey, Louis M., M.. Tampa, Fla. Bradford. Mrs. Rouuuey W, Va. N. Mex. Rosalind, SantaFe, Raley. Mrs. MarjorieL.. Romney. W. Va. Bolognone, John,Columbus, Ohio Bradford, W. L.,Baton Rouge, La. Bolton, J, David,Leesburg, Va. Bradley, Clifford R.,Enid, Okla. Boltz, Robert, Metarie,La. Bradley, Eloise,Moraga, Calif. Boutteorso, Mrs. Album, Bradley, Helen, Baton Rouge,Bradley, Maryellen,Hudson Falls, N.Y. Mtadi°, Mrs. Diana, Bradley, Mrs. RuthBrooklyn, N.Y. Beaune. Mrs. PatriciaWilkes-Bare, Pa. Ill. C., Jacksonville, W. Va. A., Burlington; Bradley, Mrs. Sandra,Piedmont, Calif. Bond, Albert, Reseda,Calif. Bradshaw, Daniel G.,Florissant, Mo. Bonds, James 1).,Jacksonville. Bradshaw, Mrs. Ian,Danville, Ky. Bonito, Antonio, Bradshaw. John,Danville, Ky. Bouniekson, Mrs.St. Augustine, Fla. Bradshaw, Mrs. Norma Ariz. Kathie A., Tucson, Calif. B., Riverside, Brady, Mrs. Boutrager, Robert,Salem, Oreg. Dorothy, Danville,Ky. Booker, Linda. Brady, Jack W.,Danville, Ky. Boozer, Donald,Knoxville, Tenn. Brady, Mrs. Patricia Palmyra, Pa. -N.Y. A., Chappaqua, Borden, Mrs. Sue,Shoshone, Idaho itordman, Marcia B., Brady.Mrs.Robbye, Long Bores, Mrs. Frances,Washington, D.C. Calif. Beach, Euclid, Ohio. Brady, Mrs. Roberta, Borgert, Mrs. MargueriteA., Edmonds, Springfield, N.J. Wash. Bragner, Mrs.Josephine E., Topsfieid, Born, Edward D.,Gooding, Idaho Mass. Borntrager, Karen, GreatFalls, Mont.Bragner, William E.,Beverly, Mass. Boros, Mary N.,Wilmar, Minn. Branch, Mrs. HattieL., Hampton, Va. Borron, Mrs. Roberta, Brandy, Mrs. Ellen.Del Mar, Calif. Bosch, Mrs. Audrey,Austin, Tex. Braniger,J. Fulton, Mo. Oreg. Harley W., Monmouth, Basler, Ronald J.,Columbia, Mo. Boston, Mrs. InezIL, Baton Rouge, Brannan, A. Clark,Abilene, Tex. Bosworth, Mrs. La.Branson,Virginia Md. Margaret, Pasadena, Conn. M., New Haven, Bothwell, Hazel,Springfield, Ill. Brantley, Nancy,Smithfield, N.C. Bottini, Elizabeth,Rome, N.Y. Brasel, Kenneth,Urbana, Ill. Bottlinger, WayneC., South Burnaby,Brasel, Melvin II.,Faribault, Minn. B.C., Canada Brett, Mrs. Dorothy,Bethesda, Md. Bouchard, Mrs. Evadna, Braucht, Patricia Pittsford, N.Y. L., Philadelphia,Pa. Boucher, J. Philip,Peterboro, N.H. Braun, Mrs. ElizabethC., Pittsburgh, Boucher, Robert R., Pa. Bounds, Mrs. LauraGeneseo, N.Y. Braunstein, Mrs. Ala. F., Tuscaloosa,Bray, Mrs. ElvIraStephen, Waco, Tex. Ga. C., Cave Spring, Bourget, Alfred C.,Manchester, N.H. Breitwieser, JosephV., Napa, Calif. 9

Bre IA!, II. William, Portland, Oreg. Brown. Mrs. Virginia, Detroit, Mich. Brendan. Sister Ann, Brooklyn, N.Y.Browne. Herschel,R.,Roebuck, S.C. Brendle, Mrs. JosephineNI.,I )rexel,Browning, Nis. Roth D.,Louisville, N.C. Ky. Nirs. ('kin, Trenton. N.J. Broyles, Mrs. Jerry, Little Rock. Ark. Brennan, Mrs. Natal.B., Pittsburgh.Brubaker, Karen F., Frederick, Md. Pa. Brnegaean, Dorot by,Olathe, Ka118. Brenton, Mrs. Carolyn. Glenwood, IowaBrmalidge, Kenneth, CouncilBluffs, BrettA. Carol Ann. Atlanta. Ga. Iowa Brelver. Mrs. Mary Virginia, Jaekson-Bnming, Mrs. Deborah .J., West Tren- ville. ton. N.J. Brewer. Hilbert. San Antonio. Tex. Brimjes, Adele, Oyster Bay, N.Y. Briek. Lawrence J.. Jacksonville,Ill.Brunk, Margaret E., Philadelphia, Pa. Bridgers, Nirs. Ruth. Morganton, N.C.Bruno, Mary Ellen,Pittsburgh. Pa. Bridges. John S., Illidebran, N.C. Bruno, Mrs. Phyllis. Normal, III. Bridges, Mae, Cowpens, S.C. Bruns, Karen JI., Austin, Tex. Bridges, Mrs. Ruth C.. Morganton, N.C.Bruns. Margaret E.. Beekeley, Calif. Bridges,Mrs.SharonL.,Jackson,!truster, Mrs. Allee F.. Rolf. Okla. Miss. Britton. Katherine M., Overland Park, Bridges,Mrs.SusanK.,Shawnee Kans. Nlission, Kam:. Bryan, Don J., Indianapolis, Ind. Bright. Mrs. Anne 0., Romney, W. Va.Bryan, Frank R., Cheverly, Md. Brill. Dr. Richard C., Riverside, Calif.Bryan. Judith A., Tueon, Ariz. Bringer. Stanton. Concord, Calif. Bryan. JerryB., Grand Forks, N.C. Brin, Kenneth, 1'.. New York. N.Y. Bryan. Mrs. Kathleen T., Buffalo. N.Y. Brininstool, Carl, Austin, Tex. Bryant, Frank W., Cave Spring, Ga. Bristow, Sandra, Santa Fe. N. Mex. Bryant, :Um. Goidle S., Spartanburg, Broadbent, Mrs. Loyce S., Indianapolis, S.C. !mi. Bryant, Vlgreglner, Atlanta, Ga. Brock. Jon M., Birmingham, Ala. Bubar, Nancy, Los Angeles, Calif. Brodie, Catherine, Little Rock, Ark. Buchanan, Mrs. Alice,an Jose, Calif. Brodsky, Carole, Chicago, Ill. Adella V., Olathe, Kans. liroecker,Mrs. Betty, New Orleans,Buick, Frank, Lafayette, Calif. La. Buehler, Mrs.Margaret,Plantsville, Broecker, Clarence. Austin. Tex. Conn. Brooke, Frances E., Las Cruces, N.Bugden, Sister M. Itrldglt, San Antonio, Nies. Tex. Brooke, Mrs. Gladys, West Hartford,Builm. Mrs. Lorraine, Bloomfield. Conn. Conn. Buil, Rev. Thomas H., Alexandria, Va. Brooks, Mrs. Frances S.,Centerville,Bullock, Donald, Concord, Calif. Pa. Bunge, Mrs. Mary K., Ontaria. Broome, Edward L., Clinton. Miss. Bunker, Charles, Buffalo, N.Y. Broulliette,Ronald,Rochester,N.Y.11111111, Mrs. Ruby V., Wilson, N.C. Broussard, Herman, St. Augustine, Fin.Burk(, Daniel David, Kalamazoo, Mich. Broussard, Mrs. Patricia, St. Augus-Bunco, Mrs. Mary Ellen, Vancouver, t i ne, Fla. Wash. Brown, Bernard, P., Springfield, Mass.Burdett, Kenneth, Ogden, Utah Brown, Donald W., Sliver Spring, Md.Burdett°, Priscilla, Ogden, Utah Brown, Mrs. Ester D., Delimit, Wis.Burger, Fr. Richard, Edgerton, Kans. Brown, Fr:media B., Washington, D.C.Burgheimer, Martha, Overland Park, Brown, George K., Morganton, N.C. Kans. Brown, HaroldF.,Morganton, N.C.Burke, Mrs. Beatrice, Pittsford, N.Y. Brown, Mrs. Joyce, Little Rock, Ark.Burke, Harry C., Flint, Mich. Brown, Joyce L., Cleveland Heights,Burke, Sister Mary Eleanor, Randolph, Ohio. Mass. Brown,Mrs. Judith, Roodhouse, Ill. Burke, Rosemary M., Pittsburgh, Pa. Brown,Luther, Jackson, Miss. Burkhart, Mrs. Anne, Austin, Tex. Brown,Mrs. McKay, Staunton, Va.Burks, Mrs. Sandra, Austin, Tex. Brown,Mrs. Nan, Swope, Va. Burley, Marvin M., Wilson, N.C. Brown,Norman S., Indianapolis, Ind.Burley, Mrs. Sallie Ann, Wilson, N.C. Brown,Mrs. Ola M., Indianapolis, 7nd.Burlingame, Sharon Smith, Ann Arbor, Brown,Mrs. Pauline, Benton, Ark. Mich. Brown,Robert S., Jackson, Miss. Burnet, Eugenia, Indianapolis, Ind. Brown,Mrs. Ruby C., Cleveland, OhioBurnett, Barbara, Riverside, Calif. Brown,Rath Fletcher, Santa Fe, N.Burnett, Mrs. Ruth E., Houston, Tex. Mex.

18 10 Burns Mrs. Catherine, Ark. Little Rock. Cammeron, Julie Jane, D.C. Washington, Burns. Mrs. CynthiaC., Sacramento, Calif. Caada, Mrs. Rosemary,Brooklyn. N.Y. Burns, Mrs. Frances,Chicago, Ill. Campaign, Mrs. JacquelineM., Little. Burns, Mrs. GladyeeE., Devils Lake, ton. Mass. N.C. Campbell, Mrs. AnneMary, Big Spring, 101111N. Mrs, Mary Tex. Burrell, Mrs. Jeannette,Ann, Grandview, Mo.Campbell. Don R.. 13arrows, Nona. Tucson, Ariz.Campbell. Mrs. KarenInglewood, Calif- Pittsburgh, Pa. Ind. S., Indianapolis, Burstein, Gerald,Riverside, Calif. Burstein, Theresa C.. Campbell. Mrs. Katherine, Riverside, Calif. N.J. Pennington, Busby, Mrs. CarolineM.. Olathe, Kans. Busby, Howard IL,Olathe, Kans. Campbell, Mrs. Margaret,Indianapolis, Busby, Rev. NValter, St.Augustine. Fla. Busenhark, Mrs. Madlyn,Omaha, Nebr.Campbell, Mrs. Mary,*Berkeley, Calif. Bushey, Norma M.,Morganton, N.C. Campbell, W. 1). Jr.,Morganton, N.C. Butkus, Mrs. MarieM., Morganton,Canada, Lillian, Ft.Lauderdale. Fla. N.C. Caner% George P.,Tarrytown, N.Y. Butler, Mrs. Eleanor,La Habra, Calif.Cannon, Mrs. Sally,Palo Alto, Calif. Butler, Mrs. Gloria,Roebuck, S.C. Cantwell. Paul R.,Chicago, Ill. Butler, Gwendel, Austin,Tex. Canty, Mrs. Linda,Hartsdale, N.Y. Butler, John W.,Liverpool, N.Y. Cagle, John B., CaveSpring, Ga. Buller, Mrs. Marguerite,St. Augustine,Compel, Guy M..Salem, Oreg. FN, Calais. Elizabeth,Jacksonville, Ill. Boiler, Raymond,St. Augustine, Fla.Capps, Rosemary,Berkeley, Calif. Butterweek, ThomasC., Jacksonville,Capsato Herman M.,Tucson, Ariz.' Carballo, Mrs. Anne,Newark, N.J. Butt rill, Mrs. Jane, Carbon, Evelyn M.,Butler, Pn. Annapolis, Md. Cardinal, Alane, Butts. Frank M.Charlottesville, Va. Rochester, N.Y. I3uzatto wski, FatherDonald J., GreenCarl, Sister Mary,Randolph, Mass. Bay, Wis. Carla, Sister Mary,Randolph, Mass. Buzzard. Henry L.,Peekskill, N.Y. Carleton, Mrs. Frederick,Bay Village, Byers, Gerald, Corona,Calif. Ohio Byers, Lois, Evanston,Ill. Carlson, Mrs. JoanneM.. Casper, Wyo. Bynum Donald F.,Charlotte, N.C. Carlson, Mrs. Bettie,Sioux Falls, S. Byrd, Herbert J.,Maryville, Tenn. Dr, k. Byron, Mrs. Minnie,Columbus, Ohio Carlson, David N., SiouxPalls, S. Dak. Carlson, Mrs. June M.,Clinton, Wis. 0 Carlson, Mrs. Kay,Sioux Falls, S. Dak. Carlson, Thomas L.,Faribault, Minn. Cabbage, Mrs. NellyP. K., Gooding,carlstrand. Glenn,Tucson, Ariz. Idaho Carlston, J. Raymond,Staunton, Va. Caceantise, Frank Jr.,Arcata, Calif. Carmichael, Minnie,Knoxv1111), Tenn. Cade, Mrs. Judith S.,Las Vegas, Nev.Carney, Barbara,Washington, D.C. Carve, Mrs. ElnoraL., Hampton, Va.Carpenter, Douglas,Ogden, Utah. Cagney, Elizabeth, ElMonte, Calif. Carr, Agnes II.,Jacksonville, Ill. Caldwell, Doris C.,Knoxville, Tenn. Carr, Albert G.,Kansas City, Kans. Caldwell, ElizabethH., Seattle, Wash.Carr, Josephine,Monmouth, Oreg. Golda, Austin, Tex. Carr, June, Milwaukee,Wis. Calhoun James R.,Athens, Ga. Carr, Mrs. Margaret,Knoxville Tenn. Callagy, Shannon, No. Carrlcut, Miss Carol,La Center, Wash. Fla. Miami Beach,Carrigan,Warren, Panorama Callahan, Calif. City, Mrs.CatherineG.,Glen Mills, Pa. Carrithers, Winifred,Omaha, Nebr. Callahan, Sister Helen, Carroll, Mrs. BarbaraA., Mass. Randolph, N.Y. Baldwin, Callahan, Judy Lee,Seattle, Wash. Carroll, Karen M.,Richmond, Va. Callaway, Mrs. BettyJean, Spartan-Carroll, Mrs. Mildred,Taylor, Pa. burg, S.C. Carroll, Sister Patricia,Brooklyn, N.Y. Calvert, Mrs. Rae, Cnrskadon, Mrs. Karen, Berkeley, Calif. Carson, Mary E., LaCrosse, Wis. Cameron, Carl L.,Conshohocken, Pa. Jacksonville, Ill. Cameron, Mrs. DorothyS., Columbus,Carson. Roy, Fulton,Mo. Ohio Carstens, Rev. David,Knoxville, Tenn. Cameron, Mrs. Lynn S., Carter, Mrs. Betty J.,Midway, Tex. Conn. East Hartford,Carter, Mrs. Carlota, Fla. St. Augustine,

19 11

Carter, Leah B., San Diego, Calif. Cindrich. Mary L., Royal Oak, Mich. Carter, Mark, De 'mn, Wise. Chtk, James Leland, Hyattsville, 31(1. Carter, Melvin .1r., Fariban lt, Minn. ('laret', 1)r. Jack R., Victor, N.Y. Carter, Paul J., Uncial°, Ga. Clark,Clarence.1.Jr., LosAngeles. Carter, Mrs. Sharon H.,Faribault, Calif. Minn. (*lark, Debbie, Washington, D.C. Caruso, Mary 1)., Pittsburgh, Pa. (*lak, Mrs. Dorothea, Fulton, Mo. carver, Patricia A., Fresno, Calif. clak, Mrs. Dorothy M., Flint, Alich. Casel, Caren, Margate, N.J. Clark, Airs. Edwina, Ada, Okla. Casey, Mrs. Dondra. Cave Spring, Ga.Clark, Kenneth E., Olathe, Kans. Casey, Katharine, Cave Spring. Ga. Clark, Joyce, wrIleti011, Ariz. Casillo, Mrs. Mary L., Pittsburgh, Pa. Clark, Mary, Knoxville, Tenn. Cass, Mrs. Edward, Boy Village, Ohioclark, Mrs. Mary M., Staunton, Va. Cassell', Edmond, Rocky hill, Conn. Clark, Mrs. Naomi, Talladega, Ala. Casienada, Carol E.. Seattle, Wash. Clark. Mrs. Trudy, Walt°. Calif. Caster, Audrey,Trenton, N.J. Clarke.Gordon\V., West Hartford, (*male, Mrs. Elizabeth, Faribanh, Minn. Conn. castle. Dr. E.. Penfield, N.Y.Clarke, Linda, Alexandria, Va. Catalano, Eugene W., Portland, Maine. Clarke. Airs. Ruth F., West Hartford. Calla, Mrs. Ruth N., Panlilw, S.( . Cauley, Eileen, Little Rock, Ark. clake, Itr. Thomas C., NorthLogan. Cansby, Judy A., Morganton, N.C. i tai Cecil. Sister Mary, Randolph, Mass. Cl(atrteegribnek, Mrs. Margaret, Salem, Cenci, Mrs. Mary Beth, Newington, Conn. Clatterbnek, Dr. Marvin B., Salem, 31rs. Roberta, Alexandria, Va. Oreg. Chadwick, Barbara, Racine, Wis. claytor, Mrs. Harriett, Hampton, Va. Chagnon,Mrs. Lucille F., Vancouver,Cleary, Dan, Tneson, Ariz. Wash. Cleary, Florence, Lake Ronkonkoma, Chnifetz, Dana Site, Morganton, N.C. N.Y. C111111111erS, Mrs. Catherine, Atlanta, Ga.(*teary. John, Elmsford. N.Y. Chance, Mrs. Paula. Jacksonville, 111.Cleary, Sister Alary, Brooklyn, N.Y. Chaim, Henry, Vacaville, Calif. Mall'. Paul G., BastHartford,Conn. Chapman, Dona, Monmouth, Oreg. Clemens, Kenneth, Salem, Oreg. Chapman, Mrs. Dorothy, Spartanburg,Clement,Airs.Honor, Winnipeg 22, Man., Canada Chapman, Mrs. Iva, Mount Berry, Ga.Clement, Susan Lynn, Mabelvale, Ark. Chapman, JesseI'.III, Jacksonville,Clements, E. Eugene. Jacksonville, Ill. i II. Clements, Mrs. Fay M., San Antonio, Chapman,31Es. JmlyII.,Gastonia, Tex. N.C. Clements, Mrs. JUlianne, Jacksonville, Chapman, Mrs. Mildred, Baton Rouge, La. Cleaner, Mrs. Irma, Middlebrook, Va. Chappell, Mrs. Gloria, Talladega, Ala.Clerk, Seleana, Jackson, Miss. Charlton, Ella, Pittsburgh, Pa. Cleslar, Alicia, Urbana, III. Chaston. Bert, Roy, Utah Cleveland. Merton D., Sulphur, Okla. Charters, Judy. Oak Park, Mich. Clinard, Betty, Washington, D.C. Chatman, rtentriee, Washington, D.C.Cline, Mrs. Brenda K., Hickory, N.C. Chan:inn.irs. Amanda B., Rome, Ga.Clingenpeel, Robert G., Santa Fe, N.M. Cheney,Audi Jacksonville, Ill. Clonzt, Mrs. Martha C., Gooding, Idaho Clieng, A* rs. Kwok-Chi Gertrude, Hy-Clouse, Thomas I... Manheim, Pa. attsvil e, Md. Clouser. Richard A., University Park, Cheraso. Samuel C., Searboro, Maine Pa. ChernofDr. Marvin, Beverley Hills,Cobb, Goodwin K. III, Newark, Del. Call'. Cobb, Regina, Knoxville, Tenn. Cher,dier, Ada M., Frederick, Md. Coen, Mrs. Karen, Ypsilanti, Mich. ChiKs, Mrs. Peggy,Austin, Tex. Cohen, Marcy Ellen, Los Angeles, Calif. Cleuikieh, Mrs. Sarah. Livonia, Mich.Cohen, Miss Roble, Scotch Plains, N.Y. ("unpin, Mrs. Joan, Daly City, Calif.Cohen, Rose, Yonkers, N.Y. bristian, Howard, FnIton, 31o. Coil, Mrs. Rona S., Carmichael, Calif. Christopulos, Tony, Ogden, Utah Cohn, Mrs. Joan, Old Mystic, Conn. Chubb, Mrs. Louise B., Cave Spring,Colrs, Christine, Chicago, Ill. Ga. Colburn. Mrs. Moran 0. Talladega, Ala. Chwalow, Mrs. Esther L., Bala Cyn-Colburn, Moran 0., Talladega, Ala. wyd, Pa. Coleman, Mrs. Joyce, Knoxville, Tenn. Ciehowski, Robert, 'Birmingham, Mich.

, 20 12

Coleman, 3Irs. Julia S..Spartanburg, S.C. Coin. Mrs. .Janet. Stoughton.MOSS. Coleman, Lynn C.. Frederick. Cornett. it. tlriv. LaArel,31d. Md. Corson Harvey Jay, Cinchonti, (Woman. Margaret G..Berkeley. Calif. Ohio Coleman, Mrs. 31ildred, Corson. Mark. Reseda, Calif. S.C. Spartanburg.('osart. Mrs. Alma R.. Oroville, Costello,31rs. coleman, Sara L., Danville.Ky. Catherine,Brooklyn, l'olepaugh, Gertrude. Yen ice, N.Y. Coll, Mrs. Mary Belle, Fla. Costello, David, Dixon,Ill. Olathe, Kan. Costello, Mrs. Elaine W., Collier. Miss Billie,Overland Park, Dallas, Tex. Kans. Costello.SisterFrances.Brooklyn. N.Y. Collins, George, CouncilBluffs. Iowa Costello, Sister Katherine, Collins, Dr. James I..,Rochester, N.Y. N.Y. Brooklyn. Collins, Mrs. Jane, Yardley,Pa. Collins, Sister Jeanne. Costello, Sister Mauro,Lake Ronkon- Randolph, Mass. koma, N.Y. Colo, Ann Marie, WestHartford, Conn. Costin, Mrs. Mary Ann,Atlanta, Ga. Comaskey, Al E., Covina,Calif. Cottrell.It. Combee, Mrs. Ladre 0.,Route, Ga. S., 1Vashington, D.C. CotnIK Wilma, Imperial Conch, Jattimb. Verona, Vit. Beach, Calif.Comdata',Howard, Conlin. Constance,Trumansburg, N.Y. WalnutCreek. Compton, Betty L., Tuesou, Calif. Ariz. Courtois, Mrs. Barbara0., Redondo Condon, 31rs. Helene, Trenton,N.J. Beach, Calif. Conklin,Mrs.Cara 31., Minn. Furth:tuff,Couthen, Albert, WestHartford, Conn. Conley, Mrs. Charlotte II.. Covalluski, Richard, Morganton,N.C: N.C. Morganton,Covell, Mrs. Mary P., White N.Y. Plains, Toulon, Sara, TallallaSSee,Fla. Connelly, Sister Helen Coded'', s.Christine.Neseonsel. burgh, Pa. Louise. Pitts- N.Y. Connelly, Mrs. Marilyn, ('mitt, Mrs. Karen, NewYork, N.Y. La. Baton Rouge.Cowan, Mrs. Inez, Knoxville,Tenn. Cowden. Chandler W., Conner, Florence, Tucson,Ariz. D.C. Washington. Conner. Janet, Evanston.III. Cox, David B.. St. Augustine,Fla. Connolly, Thomas A.,Henrietta, N.Y.Cox, Mrs. Diane. Rome. Connor, Mrs. Marcella.Omaha, Nebr. Ga. Cmmors, Sister Phyllis, Cox, Jack, Bluffs, III. Buffalo, N.Y. Cox, John T., St. Augustine, Consttal, Valerie J., Rochester.N.Y. FN. Coutes, Ellen, Tucson,Ariz. Craig, Dr. NVillinin N..Pittsburgh, Pa. Conti, Richard A.. Valhalla. Crain, Mrs. Carol, BatonRouge, La. N.Y. Crain, Robert B.. Jackson, Conway, Sister Anne,Randolph, Mass. 3110. Couway, Mrs. Eileen, Cast Crain, Mrs. Sharon, Maude,Ind. roville, Calif.Crammate, Alan B., Adelphi, Conway, Jeanne W..Alexandria .Va. Md. Conyers, Mrs. Mary 31., Crandall, Kathleen .1., Evanston.Ill. Wilson, N C.Crane. Norman, White NOW, rook, Gerald, Santa Fe. N.Mex. N.Y. Cook, James. Little Rock. Crawford, Diane E.. Lakewood. Ark. Crawford, Mrs. Gladys II., Colo. Cook, Joan, Evanston. III. Fla. Tallahassee, Cook, Mrs. Laura, St.Augustine, Fla. Cook, Mrs. Lenore, Crawford, Mrs. W. D., Sannultt,N.J. Swope, Va. Cribbin,Rev. Thomas F., Brooklyn, Cooke, Richard 8., East:Orange. N.J. N.Y. Copeland, 1(,Sister Marie Estelle, Pitts- burgh,Pa. Criehlow, Hazel. St. Augustine,Fla. Mrs. Evelyn IL. Morgan-Crider, Woodie H., CaveSpring, Ga. ton, N.C. Grist, Mrs. Nutley L.,Columbus, Ohio Copperml, Mrs. Damn ris, Crittenden. Dr. Jerry B.,Tampa, Fla. Calif. Berkeley, Crockett. 31. II., Raleigh, N.C. Croft, Mrs. Betty, Staunton, Corbett, Edward, BatonRouge, La. Va. Corbett, Mrs. Harriet W., Crowe, Leon Roy, Lebanon,N.J. Pa. Allison Park,Croultal. .111(11 Ann, West Conti. Hartford, Corbett, Mrs. Marcia, BatonRouge, La.Croulutal, Philip Corcoran, Patricia, StevensPoint, Wis. S., West Hartford, (7ordano, Waldo, Delavan, Conn. Wis. C:onin, Frances, Bronx, N.Y. Corder. Mrs. Louise,Jacksonville, Ill. Crookhatn. 31rs.Ramona.Connell Coretti, Made L., Romney,W. Va. Bluffs, Iowa Corflold, Joan, Santa' Ann,Calif. Coriale, Rose, Utica. N.Y. Crosby, Yolande, Evanston,Ill. Crossett, Mrs. Sue, Rochester,N.Y.

21 13

Crossumn, Agnes Seguin'. Wash. 311 s. Sue B.. Wilson, N.C. S, B.C., Cr' ISM HI,Airs. Carol K.. Washington,Dakin, Charles.Vancouver Canada Crimeh, 31rs. Marcia It., Dallas. Tex. Dale, Joan V., Winnipeg 13, 31an., Crow. Arthur, Little Rock. Ark. Ca uvula Crowe. Betty Ann, Evanston. III. Dailey. Thomas, Great Falls. Mont. Crowley, Jean Marie. Buffalo. N.Y. Dalton. Mrs. Judith. Tucgou, Ariz. Croy. Mrs. Helen L., Balmoral. 3Ian.,Daly. 31arcia, !Amyl. Md. Canada Damon. 3Irs. Faith, Vancouver, %Vasil. Crozer. Norman, Northridge, Calif. Damran, It. Terry. 3aeksouville, Daney. Mrs. Gaudin S.. Louisville, Ky. Crutchfield.3Ers.!Wide. Morganton. N.C. Daniels. Mrs. Beatrice R.. Chattanooga, Crutchfield. Paul, Morganton. N.C. Tenn. Crutchfield, Paul B., Jr St. Augustine.Da nick. Mrs. Margaret, Vancouver, Fla. NVash. Cruzn. Gary, Seattle. Wash. Darby, Albert W.. Bristol, COUll, Culotta,.3irs.ShelbyF..Pittsburgh.Darcy, Rev. Waiter J.. New York. N.Y. Pa. Dargay, :Jeanne A., Minneapolis. Minn. Culberson. 3Irs, Mildred. King's Moun-Dark, Ann. Fulton. 31o. tain. N.C. Darnell, William T.. Rochester. N.Y. Culbreath. 3Irs. Cleo. Austiu. Tex. Darrah, Mrs. Virginia M., Glendora, aaa, Calif. Cullen. Sister Frances. Ito 11111111111, liattilo, Mrs. Mildred J.. Bristol, Pa. C1111 Mrs. V., Chicago. III. Cullison, Sammy K.. Indiamumlis. Ind.Danbe. Charges G., Washington. I. Cullom Paul M.. Huntington Beach,D'Afainey, Mrs. NVesiee. Omaha. Nebr. Daugherty, Jamie Barbara, Louisvillo. Cuiverhonse, 31rs. Patsy. Fulton. 31o. Ky. Cunningham, Dean. Austin, rre... Daugherty, Thomas. Shirley, N.Y. Cunningham, 3Irs. Dorine L. Carroll-Daniton, Mrs. Dorothy A., Columbus, ton, Tex. Ohio Cunningham. Mrs. Ilisako, Bronx, N.Y.Davidowitz, David A., Minuet. Cunningham. 31rs..19noE..Seattle,Davidson. Lynn, Riverside, Calif. NVash. Davies, Mrs. Lois, Monroeville, Pa. Cunningham,31rs.Patricia.Austin,Davies, Patricia. Casper, Wyo. Tex. Davila. Robert R., White Plains, N.Y. Cunningham, Paul J.. Washington. D.C.Davis, Alice Jean. Oxnard. Calif. Curchin, Ames /3., \Vest 1Vebster, 1)ayls, Anne, Staunton, Va. 31rs. Pamela, Denver. Colo. Davis., Mrs. Bettie. Austin, Tex. Curran.SisterMargaret, Randolph,Davis, 3Irs. Bilye F., Irving. Tex. Mass. Davis. Bob. Cave Spring. Ga. Currey, Robert, Council Bluffs, Iowa Davis, even It., Jackson. Miss. Curry, Airs. Irma, Delon'', Wis. Davis. Mrs. Churls. S. Henrietta, N.Y. Curry, Mrs. Judy, Tucson, Ariz. Davis. Clarence, Fulton, 31o. Curry, Mrs. 1'. Ruth. Pittsburgh, Pa. Davis, Dorothy, NVestiorook, 3laine Curry, 3Irs. Sadie M., Hampton, Va. Davis, Mrs. ngenia M., Philadelphia, Curtis, Gary A., West Hartford. Conn. Curtis, Marie, Baton Rouge, La. Davis, Mrs. Helen, Fulton, 31o. Curtis. Robert. Little Rook. Ark. Davis, Henry B., Inman, S.C. Curtis, Shirley, Rochester, N.Y. Davis, Mrs. Jean, Fulton. Mo. Cusack, Dorothy Kay, Philadelphia,Davis, Mrs. Joan. Rochester, N.Y. Pa, 1)avis, Mrs. Joy B., 'Roanoke, Va. Custer, David, Boulder, Colo. Davis, Dr. Lawrence, Sioux City, Iowa Custer, Gretchen, King of Prussia, Pa.Davis, Mrs, Lols, Jackson, Miss. Czernicki, Edward E.. Romney, W. Va.Davis, Michael, New York, N.Y. C%ernicki, Mrs. Norma F., Romney, W.Davis. Nancy C., Pittsburgh, Iva. Davis, Nancy IL. Morganton, N.C. Va. Davis, Richard 0., Fulton, Mo. 1) Davis, Robert. Austin, Tex. Ducey, Edward L. Jr., Newark, N.J. Davis, Mrs. Ruth 1'., Hatfield, Pa. Daggett, Mrs. Jeanne 0., East Granby,Davis. Mrs. Thomasine, Austin, Tex. Conn. Davis, Vernon W., Henrietta. N.Y. D'AgostIno, Mrs. Dorothy, Baton Davis, W. Robinson, Fulton, Mo. Rouge, Ln. Davis, Waiter S., Livonia, N.Y. Dahlquist,Mrs.Doris,Vancouver,Davis, Mrs. Wilma H., Cave Spring. Wash. Ga. Daigle, Rev. Robert FL, Houston, Tex.Dawkins, David, Sulphur, Okla. 14

1awson, Mrs. Elaine, Milton, Fla. Denel. Alfred. Talladega, Ala. )awsoll,Mrs.ElizabethS.,Wilson,Deuel. Ilnrold C., Valdese, N.C. N.C. Denel, 31 is. Patricia. Valdese, N.C. mwson. Robert T.. St. Augustine, FM.Dever, Mrs. Jane, Talladega, Ala. My. Harvey D., San Francisco, Calif.Devereaux. Robert, Vancouver, Wash. lay, Mrs. Ti lik, Shaker Heights, OhioDeville,.14)1111, Baton Rouge, La. ).a ii. Mary F., .rackson, Miss. Devine, Norman, Council Bluffs, Iowa )('fltoll. Mrs. Melia D., Dailas. Tex.DeVinney. Charles. Vancouver, Wash. )(.13°1(1. Mrs. Joann(. Webster, N.V. Devito. Mrs. Donna, Stannion, Va. )(Veer°. Mrs. Erna. Indianapolis. DeVito, Rocco. Staunton. Va. )44ellerd, Mrs. Helen. Austin, Tex. DeVore. Margaret, Casper. Wyo. h.eiter. Anne M., Lansing, Mien. DoVoss. Margaret. Bloomington. Ill. welter. Nancy, Baltimore, Md. Dewart, Mrs. Ann, Prides Crossing. leclan. Sister Mary, Randolph, Mass. Mass. terrick. Mrs. D. W., \Vest Hartford,DeYoung. Peggy, Ypsilanti. Mich. C4mn. Diagonale. :Josephine C., Hyattsville, )44Face. Kathleen. Dallas, Tex. Md. )(genie°. Mrs. Karen, Des Plaines, Ill.DiAgostino. Louise T., Roselle Park. )egier. John M., Willow Grove, Pa. N.J. &Guzman, Felicishna1'.,Baltimore,Dial, Heim Jacksonville,Ill. 391. Diamant, .lity.1.,Greenbelt, Md. )llart. Kathie, Mt. View, Calif. Diarmit. Mrs. Loretta, Salem, Oreg. teist. Mrs. Marlene II.. ttliodyear. Ariz.Dickens, Mrs. Hattie, Morganton, N.C. Ile tains. Rita A.. Pittsburgh, Pa. Dickens. Ruth C., Hamilton, Va. DeJolighe, Mrs. Susan E.. Tucson, Ariz.Dicker, Mrs. Eva, Fox Point, Wis. Dein Cruz, Rita IC, Olathe, Kans. Dieker. Pr, Leo, Bayside, Wis. d'Elia. Mrs. Toshiko, Ridgewood, N.J.Dickerson, Mrs. Vassar D., Houston, De Laughter. Betty L., Wilson, N.C. Tex. Dellis. Mrs. Sally, Riverside, Calif. Diekins. Raymond E., Vancouver 9, De immile. Mrs. Grime G., Palos Verdes 11.C., Canada Est.. Calif. Dickinson, Mrs. Mildred, Olathe, Ka us. DoLumi. Mrs. Marianne, Pleasant Hill,Dielana n. Mrs. Eileen, Southhampton. 374111f. 1,.I..N.Y. DeLyser. Ann, Rochester, N.Y. Dickson. Mrs. Alice E., Pittsburgh, Pa. De Mare°, Rev. Peter A.,Southport,Dickson, George W., rittsburgh. Pa. Conn. Dienia, Mary Am Danville, Ky. Dement, Nyna Sue, Faribanit, Minn. Diebold. NIartin II., Tampa, Fin. Dpmeza. Dr. Joseph G., Belleville, Ont.,Diesel, Susan, Little Rock, Ark. Canada Dietrich. Kristine, Baton Rouge. La. Demme.Mrs.Virginia,Vancouver,Dietz, Mrs. Naney, Knoxville, Tenn. Wash. Dillard, Conner L., Cave Spring, Ga. Demskis. Christy, Newark, N.J. Dillingham, Eime., Morganton, N.C. DeNardin. Mrs. Sally L., Indianapolis,Dillon. Mrs. Florence H., Santa Fe., 111(1. N. Mex. Denight, Mrs. Charlotte, Jacksonville,Diihm, Dr. Thomas J., Santa Fe, N. Ill. Mex. Dellinger. Michael L., Rochester, N.Y.DiMartilm, Ranclin, Belleville, N.J. DeNio, Dr. James N., Rochester, N.Y.Ithurn. S., Edmonton 61, Alb., Canada Denis, Tarns 13., Elmsford, N.Y. Dingledine, Wayne, Staunton, Va. Denney, Mrs. Laurie, Wilmington, Del.Dint. Mrs. Virginia. Vaneonver, Wash. Dennis. Coddle Nadine, Monroe, Mich.Dirst,Richard D., West Hartford. Dennis, Sharyi A., Berkley, Mich. Conn. Dennis, William, No. Little Rock, DiSalito. James V., Pittsburgh, Pa. Denno. Bruce W., Fenton, Mich. Disheroon, Dona G., Houston, Tex. Denton, David M., Frederick, Md. DiSomma, Mrs. Elizabeth. White Denton, Mr. Smile K., Wilson. N.C. Plains, N.Y. &Rose, Mrs. Rae, Newington, Conn. Dispenza, Mi's. Heriann, Baton Rouge, Desmarais. Rev. Camille, West Hart- La. ford. Comi. Dixon, Mrs. J. Lynn, Rochester, N.Y. Desmarais, Sister Judith I., Vancouver, Ill. Wash. Dixon, Mrs. Linda, Jacksonville, Desmarais, Mrs. Marjorie, West Hart-Dixon, Marguerite C., Pittsburgh, Pa. ford, Conn. Dixon, Mrs. Mary T., Baton Rouge, La. PeSoto, Mrs. Eunice J.. Tacoma, Wash.Donne, Mrs. Glenna N., Kissimmee, Desrosler, Mrs. Shirley, Granby, Conti. Fin. Desrosler, Thomas, Granby, Conn. Dobeckl, Janet S., Indianapolis, Tnd. 15

Dobozia. Diane, Buffalo, N.Y. Driscoll, Mrs. Inez M.. Houston. 'Vex. Dodds. Ronald G., Milton. Ont., CanadaDrum!. Diane Marie. Riverhead, N.Y. Dodge, It. Douglas. Frederick. Md. Drury. Virginia, Brooklyn. N.Y. Doe, Suzanne, E. Rochester. N.Y. Dry, Edward B.. Portland. Maine Doer Iler, Leo 0., Pittsburgh. Pa. Dullard, Biotic, Hattiesburg. "Merger. Rev. Stan lyD.. Cincinnati,DuBois, Mrs. Ruth, I3uffalo, N.Y. Ohio Dudek. Mrs. Joan. Buffalo, N.Y. Dure, Mrs. Linda, Jacksonville. Fla.Duff, Judith A., Arlington. Va. oheny% Dolores It.. Brooklyn. N.Y. DaffY, Mrs. Barbara, Webster Groves. Donald. Maureen Mitchell, Vancouver 8, Canada r.)11gig()t.m.Sister Bernadette. Randolph, Donald. Nira Jne II. Jackson. 3liss. MOSS. Donaldson, Mrs. :Mildred. Vancouver.Duiek, Charles, Delavan, Wis. Wash. Dnick, Mrs. Edra, Dela van. NVis. Donaldson, RitaJ.,Overland Park,Dukes, Mrs. Edythe. Knoxville, Tenn. Kans. Duncan, Mrs. Catherine D.. New Mil- Donaldson, Mrs.Faye b., Oklahoma ford, N.J. City. Okla. Duncan. Mrs. Victoria A.. Colona, Do oAronua, Mrs.Geraldine B., WestDunham. NIrs. uIaude. Dela van. Wis. I tart ford. Conn. Dunn. Mrs. Marie P.. West Hartford. Doncaster. Mrs'. Lana. Knoxville. Tenn. Conn. Donnelly, Martha, Flint 'Mich. Dunn. Peri L.. St. Paul. "51inn. Donoghue, Robert, Evanston. III. Donnell, Nancy S.. St. Augustine, Fla Donohoe, Sister Anne, Randolph, Mass.iinprez. Mrs. Daryl. Sewell. N.J. Donohue, Judith, Buffalo, N.Y. Duresky, Mrs. Margazet S.. Berea. Ohio Doran. NI'illiam J.. East Orange, N.J.Durfee, Max. Constance, Rochester, Dom Rev. Paul, Jackson, Miss. N.Y. Dorrance, Mrs. Patricia K., Sim Valley,Durham. NIrs. Katherine. Danville, Ky. Calif. Darbant, Mary L., Spartanburg, S.C. Dorsey, Cecelia, Jackson, Miss. Durham. Mrs. Sibble, Danville. Ey. Dorsey. Eugene, Jackson, Miss. Duryce. Hazel 1'.. Alhambra. Calif. Doucette.Mrs. Anna, Baton Rouge,innton. Mrs. Delma W., Santa Monica. La. Calif. Doucette, Nell: Baton Bouge, La. Dwyer. Mrs. Melanie E., Santa Fe, Doucette. Reno. Enfield. Conn. N. Mex. Doty, Don, Sulphur. Okla. Dwyer. Itev. Robert D., Rome. N.Y. Douglas. W., Austin, Tex. Dye. Judy B.. Spartanburg. S.C. Donglum Mrs. josie W., Wilson. N.C. Dyer, Dynan, Tulsa. Okla. Doey, Mrs. MildredL., Pittsburgh,Dyer. Kathryn 1., Springfield, W. Va. Pa. Dyer, Lyann L., Columbus, Ohio Dow, Mrs. Susan. Lake George, N.Y.Dyke, Mrs. Hazel M.. Frederick. Md. Dowd, Mrs. Helen M.,Indianapolis, Ind. Dykes, Follette, Indianapolis, Ind. Dowling, Michael. Tonawanda, N.Y. Dylanan, MaJ. Carl .1.(Ret.), San An- Dowling. Patrick J.. Spartanburg. S.C. tonio, Tex. Dowling, William E., Oakland. Calif.Dzinrzynski, Stanley, Knoxville, Tenn. Doyle, James E., Davenport, Iowa Dznrick, Mrs. Sarah. Fulton. Mo. Drackley, Bruce, Delavan, Wis. Dznrick, Russell, Fulton, Mo. Drake, Dennis, Council Bluffs, Iowa Drake, Donna F., Little Rock, Ark. Drake, Mrs. Gladys. Denton, Tex. Eads, Mrs. Frances, Little Rock, Ark. Drake, Nancy P., North Chili, N.Y. Eagney, Peggy, Bronx, N.Y. Drake, Race, Staunton, Va. Earnest. Mrs. Leslie, Greenfield, N.H. Drake. Mrs. Sue, Austin, Tex. Eastman. Gilbert C., Bowie, Md. Drasin, Mrs. Gertrude, Santa Fe, N.Eatmom Mrs. Clara K.. Wilson, N.C. Mex. Button, Mrs. Marian, N. Hollywood, Dray, Dawn, El Centro, Calif. Calif. Dray. Mrs. Gerry, El Centro, Calif. Eberle, Mrs. Marsha, San Jose, Calif. Dreistadt, Sister :Institut, Pittsburgh,Eckstein. William, Little Rock, Ark. Pa. Eddlelom Judith Il. Ashland. Va. Drennen, Mrs. Nina M., San Diego,Edelin. Patricia, Washington. D.C. Calif. Eder, Martha, Rochester. N.Y. Dresbach, Mrs. Connie E., Columbus,Edgar, Mrs. Schutt, Falmouth ForesIde, Ga. Maine Drexler, Mrs. Geraldine B., Rahway,Edmonson, Mrs. Ruby, Austin, Tex. Edmunds, Henry C., Knoxville, Tenn.

: 16

Edmunds, Mrs. 1osie. Knoxville. Tuna.Ennio, Muni A., Brattleboro, Vt. Ktltrurds, Mrs. CarolL..Sheboygan, Wis. Eppley, Cynthia D., Cleveland. Ohio Epps, Mrs. Margaret U., Newport News, Edwards. Davis, Danville, Ky. Va. Edwards. Diana, eininnati, Ohio Epstein. Gerald, Pomona, Calif. Edwards, Mrs. Edna G., Las Cruces,Erb, Mrs. Sherry. Barrington, N.J. S. Mex. Erickson, Catherine R., Onanda, Edwards. Eleanor. New Boston, N.II. Erickson, Christine, Delavan, Wis. ihvards. Ernest C.. Augusta, Ga. Erickson, Iqbert, Omaha, Nebr. Edwards. Fern L., 1Vashington,.C. Erickson. Mrs. Genera, Salem, Oreg. Edwards. Robert M., Las Criers, N.Erickson. William, Salem, Oreg. Mex. Erikson, Ellen B., Alexandria, Va. Edwards. Ruth, Delimiln, Wis. Erlaeher, Mrs. .1Iaybon.Delavan. Efken, Seig., Torrance, Calif. %Vis. Egbert, Mrs. Ethel, Battle Ground, Erindson. Delores, Tucson, Ariz. Wash. Ertel, Mrs. Carol, West Seneca, N.Y. Egberl, Jamiem Omaha, Nebr. Esterline, Albert Egbert, A. Marie, Colorado Springs. C., Faribault, (7olo. Esterlium Mrs. Lucille B., Faribnult, Egbert, William, New York, N.Y. Estes, Mrs. Linda, Austin, Tex. Ehr, Willa .1.. Gooding, Idaho Etheridge, Mrs. Caroline F., Riverside, Ehrman, Mrs. Jeannette 0., Pittsburgh, Calif. Pa. Etheridge. Mrs. Mildred C.,Pittsburgh, ichelberger, Nancy, Cleveland, Ohio Pa. Eichenlaub, Marynell, Drexel Hill, Pa.Etheridge. Mrs. Rose, Knoxville,Tenn. Kifert, lielene M., Trenton,N.J. Etherington, James R., Milton, Ont., Kipper, Mrs. Pat j., Saeramento,Calif. Canada Eisen, Carol, Santa Fe, N. Mex. Eubanks, Mrs. Nlaryann, SanAntonio, Eisenberg, Rmilyn, Santa Fe, N.Mex. Tex. Misenstark, Mrs.Eileen.Palo Alto, Calif. Evans, Cathy A., San Antonio,Tex. Evans. Mrs, Delores R., St.Augustine, Eley, Mrs. Kathleen R.. Lansing,Mich. FM. Eliason, Mrs. Stephanie, Fresno,Calif.Evans, Elva E., Wilson, N.C. Elkins, Donna K., St. Augustine, Fla.Evans, Mrs. R. Hugh. SantaMaria, Elkins. Mrs. Gerlrude,Morganton. N.C. Calif. Ellefson, John, Sioux Falls, S.flak. I.:nelson, Mrs. Margaret, Sioux Evans. Larry. Austin, Tex. S. Dak. Falls.Evans, Pheliks, Danville, Ky. Elliott. Mrs. Judith, Tulsa,MN. Evans, Mrs. Susan L., Sun City,Aria. Elliott, Judy G., Sulphur, Okla. Evans, Mrs. Sue, Danville, Ky. Evans, Mrs. Wilma, Austin,Tex. Elliott, Neilius Leroy, Riverside,Calif. Elliott, Mrs. Patricia, West Evelsixer, lr. Ronald. University.Ala. Conn. Hartford,Evelyn, Mrs. Anita 0., Perkasie,Pa. Everett, Mrs. Sue W., Romney, Elliott, Peter T., Knoxville,Tenn. W. Ya. Elliott, Dr. Woodrow W'.. Everhart, Bonnie G., Wheeling,Ill. Ala. Talladega,Eversden, Mrs. Marguerite Y.,Narbeth, Ellis, Mrs. Becky, Champaign, Pa. Ill. Eyler, Bum Grover City, Calif. Ellis, Mrs. Betty R., Louisville,Ky. Eymard, Sister Mary, Randolph, Ellis, Charles, Sioux Falls,S. Dak. Mass. Ellis, Mrs. Irene. Eggertsville,N.Y. Ellis, Mrs. Virginia C.,Trenton, N.J. Elmore, Marilyn R., Minneapolis,Minn.Fagan, ?dui. Ernestine. Colorado Elrod, Mrs. Helen 1., No. Springs, Colo. Ark. Little Rock, Fahey, Mrs. Celia;roan,Riverside. Elstad, Mrs. Mary C., Denvor,Colo. Calif. Embree, Judith, Buffalo,N.Y. Fair, Mrs. Ellen J., Carmel,Ind. Embry, Joan, St. Augustine,Fla. Fair, Janke I)., Seattle, 11'ash. Emerick, Aleth, Riverside,Calif. Fair1113111, Donald W. Great Fulls, Endelman, Sue. Champaign, Mont. Ill. Fairwood, Mrs. Barbara G.,Delavan, Enders, Mrs. Marilyn,Rochester, N.Y. Wis. Engel, Dr. Dean C., Grand Fa,igier, Aim, Morrisville, P31. Pak. Forks, N. Milberg, Mrs. Dorothy M.,Olathe, Bogert, Bradley E.,Jacksonville, Ill. Kans. Engle, Mrs. Janet, Jaeksonville, English, Millard B., Romney, Milberg, Roger, Seattle, Wash. W. V3I. Filler, Barham, Ann Arbor,Mich. 17

Fallon. Denis P.. \Vest Hardbord, Conn.Fink, Bill, Daytona Beach, Fin. Falb Sharon M., W. St. Paul. Finley,SisterMargaret,Brooklyn, aushaW, M rS. Wanda S., Cave Spring, N.Y. Ga. Finnegan, Joe, Swansea, Mass. rant. tics. Christine, Austin, Tex. Finnestad, Harvey, Delavan, Wis. Fact, Louie .1. Jr., Northridge, Calif. Fisher. Mrs. Owen, Superior, Wis. Fantanzzo,DominickJ..Rochester,Fisher, Jennifer. Tucson, Ariz. N.Y. Fisher, Mrs. Lillian N., Tacoma, Wash. Fargialli, Mrs. Joan. ('lint on, N.Y. Fisher. Robert Dean, Hyattsville, Md. Fannon, J. Jay, Rowe, N.Y. Fishier, T. G., Riverside, Calif. Farmer, Mrs. Betty M., Rock Island,Fisher,Mrs.NadineL.,Riverside. Calif. Fanner. Mrs. Brenda B., Birmingham.Fiske, Karl .1., Great Falls, Mont. Ala. Fitch, Dr. James L., Las ('races, N. Farmer. Gary W., Wilson, N.C. Mex. Farmer, Mrs. Mary F., Houston. Tex.FitzGerald, Mrs. Della R.. Wilson, N.C. Farnsworth, Nancy, Oakland. Calif. Fitzgerald, Mrs. Jo Ellen. Indianapolis, Farquhar, lIngh D.. Manchester, Conn. Ind. Farrar. Mrs. Cathy, Charlottesville, Fitzgibbon, Sister Catherine, Lake Ron- Va. konkoma, N.Y. Farrell, Joan, New York, N.Y. Fitzpatriek,SisterBrIdgetta,Pitts- Farrell, Joan, Suitland. Md. burgh. Pa. Faulkner, Mrs. Loran IL, Bliss, IdahoFlaherty, Sister Margaret, Randolph, Faust, Mrs. Paula. Baton Rouge. I.a. Mass. Faun', Mrs.Bette,Riverside,Calif.Flaherty,s, Mrs. Patin, WestHartford, ninth. Edith, Santa Fe. N. Mex. ninth, Warren \V., Riverside, Calif. Flame. Linda, Tucson, Ariz. Fazio, Carol Ann. Arlington, Va. Flanagan, l'arl W., Romney. \V. Va. Featherall, Celia, Jenny'', Pa. Flanagan, Mrs. Senath .1., Romney, W. Feder. Mrs. Fern, Wilmette. III. Va. Feder, Mrs. Glenda, Dallas. Tex. /.'latlionse. Virgil. Champaign, Ill. Felder, NIrs. Blanco B.. Baton Rouge.Cleischer, Lawrence IL, Berkeley, La. ('alit. Feldman, Albert, Tenant, N.J. Fleming,NIrs.Nettie, St. Augustine, Feldman, Larry I., Baldwin, Long Fla, Island, N.Y. Fleming, Robert G., Morganton, N.C. Feller, Edward, Jacksonville, Ill. Fletcher, Robert, Ogden, Utah Feller, Mrs. Patricia, Jacksonville, Ill.Flint, R. \V., Lyndeborough, N.II. Tendon. Marion D., Avon, Conn. Flint, Richard, Middle Haddam, Conn. Fendrich. Richard, Rochester. N.Y. }lister. Sara Louise, Pittsburgh, Pa. Fenton. Mrs.Pauline,Gross PointeFlood, Dr. James T.. Columbus, Ohio Woods. Mich. Fion,. Mrs. Pearl B., Mystic, Conn. Ferber, Rev. A. E., Kansas City, Mo.Flower, Mrs. Barbara, Knoxville, Tenn. Fergason, Stanley, Olathe, Kans. Flower. Warren, Knoxville, Tom. Ferguson, Mrs. Cheryl, Pine Bluff, Ark.Flynn. Frances, W. Hartford, Conn. Ferguson, Mrs. Judy, Little Rock, Ark.Flynn, Marilyn L., Athens, Ga. Fernandes, Mrs. Jean, Seattle, Wash. Flynn, Mrs. Michele L., Levittown, Pa. Ferusler, Mrs. Rcnlah. Lansing. Mich.Fogel, Mrs. Dorthea, Lansdale, Pa. Ferraro, Linda Carol, Woodbridge. N.J.Fogg, Mrs. Margaret A., Newington, Ferrick.Sister Margaret. Randolph, Conn. Mass. Fonville, Wilson E., Colorado Springs, Ferris, Mrs. Margaret II., Neenah. Wis. Colo. Fertig, Ralph E., El Monte, Calif. Foley, Merle J.. Frederick, NId. Fest, Paul. Vancouver, Wash. Forcht, Mrs. Wanda, Vancouver, Wash. Fetrow, Richard, Council Bluffs, IowaFord, Elizabeth, Corte Madera, Calif. Fewell Jane IIoughain, Indianapolis,Ford, Mrs. Eugenia, Baton Rouge, La. Ind. Ford, Harry I'., Naples, N.Y. Windell. W. Indianapolis, Ind.Fore, Mrs. Pat, Ardmore, Okla. Field, Mrs. Beatrice N., Honstom Tex.Foreman, Jack, Tulsa, Okla. Field, Mrs. Cornelia C., Omaha, Nebr.Forestal, Lawrence, Omaha, Nebr. Fields, Phyllis Irene, Morganton, N.C.Forney Mrs. Joan, Jacksonville, Ill. like, Mrs. Elsie B., Inman, S.C. Forrest, Joe C., Spartanburg, S.C. File, Mrs. Hazel, Jacksonville, Forry, Mrs. Mary D., Kingsport, Tenn. Finch, George, Austin, Tex. Forsberg, Elsie, Detroit, Mich. Flake, Arlen, Bayville, N.Y. Forsyth, Diana, St. Augustine, Fla.

26 Is Foster. Elizabeth. Indianapolis, Ind. G Foster, Joan E.. Waltham, Mass. Foster, Sliaron, Commil Bluffs, Iowa Cabal, Linda, Morrisville, Pa. Foti. John. Van Nuys, Calif. Gage.lIrs.ElizabethIt..Wenhata. Fowler, Carrie, St. Augustine, Fla. Mass. Fowler, Mrs. Kate. Morganton. N.C. Gagliardi. Donna, Wethersfield, Conn. Fowler, Robert, Vancouver, Wash. Gagnad. Robert T., Metairie, I.a. Fox. Jill. New York, N.Y. Gaines. Mary .1.. Cave Spring, Ga. Foy. Jean. Colorado Springs, Colo. Gaines. Mrs. Sharon L. Lincoln. Nebr. Frakes, Glom. Colorado Springs, Colo.Gallagher, Mary Joy. Lombard. Ill. Frame, Mrs. Javkie, Fulton, Mo. Gallimore, Ray II., St. .kugustine, Francis, Mrs. Martha, Danville, Ky. Galloway, Mrs. Gertrude S., Frederick, Francis, Mrs. Patricia G.,ncasville. Conn. Victor II.. Greenbelt, Md. Francis. Patricia L. Stonington. coml.Galluzzo, Frank 1'., Colorado Springs, Frank. Mrs. Claudia, Austin, Tex. Colo. Frank, Diana I.., Pittsburgh, Pa. Galin', Mrs. Betty. Orinda, Calif. Franks, J. It4HIney, Raleigh, N.C. Galvin'. John, Orinda, Calif. Franks, Mrs. Mary D., Raleigh, N.C. Gamble, Mrs. Anne lorganton. N.C. Fraser. Forrest A., Denver, Colo, Gannon, Jae': It., Silver Spring, Md. Fredericks. Raymond K., Jacksonville,Ganutin. It'isalyil I... Silver Spring. Ganssie, Mrs. Claireanne, Silvee Storing. NW. Frederking, Rev. Theodore, Phoenix,Gant, Mrs. Evelyn F., Delavan, Wis. Ariz. (:ant. John R.,elavan, Wis. Freeman, Mrs. Helen, Baton Rouge,Garber. Dr. Carl E.. Ypsilanti. Midi. Garber. Mrs. Nettie Mae, Albany. Calif. Freeman, Jerome. Baton Rouge, La. Garcia. Secnndino, Santa Fe, N. Mex. Freeman, Mrs. Rhoda. Los Angeles.Garold!, Mrs. Edythe, Santa Ana, Calif. Freeman. Winnie M.. Centerville, UtahGardner, Janet, Randolph, Mass. French, Mrs. SophiaL.. Ann Arbor,Gardner, Rosalyn, Washingum, D.C. Mich. Garmines, Louis, North Wale, I'a. Freund, Mrs. Dorothy7..,Faribault,Garin. Azneena, Devils Lake, N. Dak. Minn. Garlitz, LaDonna F., Romney, \V. Va. Frick, Mrs. Alice. Staunton, Va. Gamer, Diane, Austin, Tex. Judy D., Devils Lake, N. Dak. Garnett, Christopher B.,Jr., IIyatts- Frick, Maxwell J., Flint, Mich. ville, Md. Frick. Mrs. Page, Urbana, Ill. Garrett, Erpel L., Riverside, Calif. Frick, Wayne, Staunton, Va. Garretson, Carol, Wheaton, Md. Friekel, Katherine, San Antonio, Tex.Garrison, Jack 0., Sulphur, Okla. Friend. Mrs. Jamesine E., Palo Alto,Garrison, Mrs. Myra, Omaha, Nebr. Calif. Garrity. James II., Pittsburgh, Pa. rincke, Marilyn, Royal Oak, Mich. Garrity,SisterRose Xavier,Pitts- Froelich, Barbara Jean, New York, burgh, Pa. N.Y. Garrity, Mrs. Rosemary P., Pittsburgh, (''roman, Mrs. Laura, Quincy, Ill. Pa. Frisch, Frances M., Jacksonville,Ill.Gaskins,ElizabethA.,Spartanburg, S.C. Frisina, Dr. D. Robert, Pittsford, N.Y.Castilian, Carl L., San Francisco, Calif. Fry, Marjorie, Philadelphia, I'a. Gatehouse. James T., Cumberland Cen- Fnehrer, Janice L. Versailles. Ind. ter. Maine Fujiyama, CarolF., Monterey Park.Gatehouse, Mrs. Lois T., Cumberland Calif. Center. Maine. Fnkuzawa, M. Frank, Gardena, Calif.Gates, Mrs. Jolla V., Riverside, Calif. Fuller, Ren S., Jr., Romney, W. Va. Gates, I)r. Robert R., Fairport, N.Y. Fuller, Ted A., Birmingham, Ala. Gates.tIrs. Vivian M., Port Jefferson Fuller, Mrs. Virginia, Benton, Ark. Station. N.Y. Fulton, Jean C.. College Park. Md. Theda, Benton, Ark. Fulton, Helen Kay, Wheaton, Md. Gatmaitan, Mrs. Rosa, Fairless Hills, Fultz, Vac Rose, Jacksonville, Ill. Pa. Funchess, Dr. Lloyd, Baton Rouge. La.Gannce. Robert L., Kansas City, Mo. Funderberg, Mrs. Ruth, Tucson, Ariz.Gay. Mrs. Mildred, Sulphur, Okla. Funk, Harry E., Overland Park, Kans.Gaylor, Mrs. R. Jane, Santa Susana. Fusselman, Mrs. Suzanne, Austin, Tex.

A 19

Gaylord. Mrs. Iola, Glen Alpine. N.C.Godsave. Bruce F.. Tukwila Park. Md. Gays. Itiehard F.. Woodbridge. Va. Goetter. Ma rie, Omaha, Nebr. Gail, Carbondale, Pa. Goetzinger, Dr. C. P., Olathe. Kan. 1:.hlar.ap limb C., Salem. Oreg. Goetzinger, Madelon. Olatlab, Kan. lelabtti. Ann 31.. Kalamazoo. Mich. Goetzinger, Mrs. Rita. Olathe, Kan. Genrich. Randall K, Minneapolis. Gott Elam E.. Colorado Springs, Colo. Minn. Goforth. Mrs. Amy, Knoxville. Tenn. Geoliga. Mrs. Mary R., Ft. Lauder-Goforth. Mrs. Naomi, Salem. Oreg. dale, Fla. Goldberg. Madeline, Rocky IIiii, Conn. George. Mrs.Juanita.Vaneouver,Golden, Emanuel, Bowie, 31d. Goldbanuner. Judy. Allston. Mass. Gerhardt, Lois. Bayvi lie. N.Y. Goldfarb, Mrs. Soralie L., Pittsburgh. Germany, Mrs. Gladys, Trenton. N.J. Pa. Gerson. Eileen, Chicago, Ill. Goldman, Mrs. Linda. Fullerton. Calif. Gerstman Dr. Hubert L., Boston, Mass.Goldman. Merle L., Indianapolis. Ind. t;iatigreco,Dr.C.Joseph,Council . Morris. West Ihtverstraw, I ulTs,Iowa N.Y. Gibish, Stella, Pittsburgh, Pa. Goldman, William II., Columbia, S.C. Gibson. Joan, Amherst, N.Y. Goldman, 1Varren It., Rochester, N.Y. Gibson. .Toy M., Cave Spring. Ga. Goldsmith, Mrs. Clarice. Salem. Oreg. tabson, Vernon, Austin, Tex. Goldstein, Sandra. Columbus. Ohio Gibson William, Staunton. Va. Golightly, James V., Morganton. N.C. Giddings, Mrs. Mary, Sioux Falls, S.Golladay, Mr. Loy E.. Rochester. N.Y. Dak. Gonter, Martha A., Buffalo, N.Y. Mott. 311 s. Ethel M., West Hartford,Gonzales. Mrs. Lord B.. Gooding, Idaho Conn. Gonzales, Ricardo D.. Riverside, Calif. Gitlin. Robert, Council Bluffs, Iowa Goodman, Judy, Urbana. Ill. Gigler, lnatid, Riverside. Calif. Gohvin, Mrs. Hazel, Jackson. Miss. Gilbert, Ray, Vancouver, Wash. Goodwin. Rouniti, West Trenton. N.J. Gilbert Mrs. Ruth. Forest City, N.C. Gordon. 3Irs Marion. Fulton. 31o. Gilchist, Mrs. Katherine, Talladega,Gordon. Nancy, Staunton, Va. Ala. Gossett, Mrs. Fannie II., Spartanburg. Giles.3Irs.CatherineS.,Talladega, S.C. Ala. Cover. C.L., Riverside. Calif. Gilkey, Mrs. Ann, Little Rock, Ark. Gowan, Mrs. Yvonne K., Sulphur. Okla. Gillespie, Faye, Catassaugua, Pa. Gower. Mrs. Nancy, Stanford, Ky. Gillespie, Mrs. Margaret I'., Tucson,Cowing. Elizabeth. Knoxville. Tenn. Ariz. Graber, Evelyn, Minneapolis, Minn. Gills, Perry W., St. Augustine, Fla. Gradnauer, Thomas,West Trenton, Gilman. Mrs. Anna, Salem, Oreg. N.J. Gilmer, Mrs. JoAtum IL, Valdosta, Ga.Graham. Mrs. Carol M., Danville. Ky. Gilmore, Charles A., Washington, D.C.Graham, Diane, NVashington, D.C. Gimpel, Mrs. Christine C., Hyattsville,Graham, Ilailie, St. Augustine, Fla. 31d. Graham, Mrs. Jacqueline.Staunton, Gionfriddo, Mrs. Mary, \VestHart- Va. ford, Conn. Graham. Lester D., Santa Fe. N. Mex. Giordano, Joseph P., Omaha. Nebr. Grant, Mrs. June M., San Antonio, Tex. Giordano, Mrs. Katherine, West Tren-Grant. Dorothy B.. Ann Arbor, Mich. ton, N.J. Grant, Kathy. St. Cloud, Minn. °Irvin, Eric, Georgetown, Tex. Grant, Mary B., Indianapolis, Ind Giuliana, Angela. Wood Ridge, N.S. Grath, Mrs. Donna. Kalamazoo, Mich. Glancy. Leonard, Indianapolis, Ind. Or:111111:e,Dr. W. Lloyd.Knoxville. Giandon, Judy, Evanston, Ill. Glattke, Dr. Ted, Menlo Park, Calif. Mrs.Mildred,Knoxville. Glawe, Arleen, Sioux Falls, S. Dak. Tenn. Glenn, Charles W., Cave Spring, Ga. Graves, Mary Lee, Dexon, Pa. Glenz, Mrs. Grace A., La Crosse, Wis.Graves, Milton T., Honeoye Fails, N.Y. Glover, Mrs. Sammie. Centre, Ala. Graves. Mrs. Natalie, El Cerrito, Calif. Cluecklich, Mrs. Kathy, Minneapolis,Gray, Mrs. Helen Joan, Indianapolis, Minn. I nd. Gobble, Edward M., St. Augustine, Fla.Gray, Mr. L. A., Baton Rouge, La. Goddard, Mrs. Margaret, Rome, N.Y. Gray, Mrs. Virgie P., Spartanburg, S.C. Godfrey, Mrs. Ruth W., Jacksonville,Gray, Mrs. Virginia Q., Jacksonville, Ill. Iii.

28 20 Graybill, Mrs. Grayhurn, Mrs.Joanne, Ens Ina,Pa. Ga. Kathryn. it., Gustastat, Gerilee,Long Beach, Atlanta,Gustafson. Fred Calif. Green, Mrs. Blanche I., ColoradoSprings. Green, Mary J.. P.altintore,Md. Lou, Norfolk.Va. Gustafson, Lloyd, Green, Masm, G usta fson. Nlanchesrer, Conn. t;reest Mr.. Hammond, La. %Vayne, Duluth,Min. Sophie, Sew Gustin. Mrs.Mary Jo., Green, Mrs. York, N.Y. N. Mex. Alhaquertints, S.C. Sylvania M.,Spartanburg, (lunation., S.Theodore, Aurora, Greenberg, BernardL., College Guziak, Julienne, Colo. Park,Owituter, RobertStevens Point, Greenberg, Mrs. E., %VestChester, Pa. Patricia, Newark, Gyle, Mrs. AliceM., Pittsburgh, Greene, Mrs.Doris T.. Del. Pa. Greene, Sandra, Frederick, \Id. Casper, Wyo. II Greene, WilliamA., Frederick, Greettutn, Mrs. Md. Hadfield, Mrs. Fla. Rosalind R.,Elkton, Utah Barbara, SaltLake City, movers. Donald Greenwood,Marsha, Carmel, I'., Salem, Greever, Mrs. Calif. Ilagasuan. Wallace Oreg. Gaynelle, Staunton, IL, Belmont,Calif. Gregory, Mrs.Noel, Walled Vu.Hagan. Mrs.Nancy, Wausau, Grentillion, Ilarbey, Lake, Mich.Hagland, Chiron, Griffin, Barbara, Baton Rouge,La.Hagerman, Mrs.Ogden, Utah. Buffalo, N.Y. Ethel, Council Griffin, Mrs.Carol I.., Iowa Bluffs, Okla. Oklahoma City,Hahn, Mrs. Elizabeth, Walnut Griffin, Constance Calif. Creek, Griffin, Mrs. M., Austin,Tex. Haines, Mrs. Fla. Linda C., GulfBreeze, tine, Flu.Margaret L., St.Angus. Griffin, Sheila, Haines, Mrs. Griffin, Warren,Oakland, Calif. Va. Margaret M.,Shanks, W. Woodland Hills, Griffith, Mrs.Edru, Olathe, Hairston, Ernest, Grimm, Judith, Kans. Hairston, JerrieGreenbelt, Md. St. Paul, Minn. S., LittleRock, Ark. Grimm, Mrs.Judith, Pittsburgh, ilaislip, Mrs. Grogan, Jacqueline Pa. Hadley, C. Philip,Camille, Staunton,Va. Grontan, Mrs. A., Scarsdale,N.Y.Ilajna, Mrs. Morganton, N.C. Gross, MyraHarry, Lakewood,OhioMilberg, Mrs.Raglan, Rome,N.Y. S., Pittsburgh,Pa. Caroline T., %Vest Groth, JohnWilliam, Jr., ford, Conn. Hart- N.Y. Thornwood,Ilalberg. David Conn. II., West Groves, Ian D.,San Jose, Calif. Hartford. Grow, Charles Halkbat. Helen, B., Danville,Ky. Indianapolis, Intl. Grubbs, Mrs.Deo& A., Hall, Mrs.Aileen B., Gruber, Barbara, Jackson, Miss.Hall. Mrs. Kensington, Md. Riverside, Calif. Charlotte, Knoxville, Gruenhagen, Mellen Hall, Mrs.Edna II., Tenn. Ohio G., Columbus, Hall, Harry Monrovia, Calif. Hall, Jonathan,Lee, Jacksonville,Ill. Grunthaner, Thelma,Buffalo, N.Y. Kensington, Md. Grum, Joseph, Hall, JuliaC., Tallahassee, Grass, Betty,Faribault, Minn. Hall, Mrs. Maud Fla. Gruver, Margaret,Faribault, Minn. Canada V., VancouverS. B.C., Portland, Maine Gualtieri, Mrs. Hall. Mrs.Nancy H., Pa. Barbara A.,Pittsburgh,Halpern, Dr., Scarboro, Maine Guenther, Mrs. Canada Montreal 249,I'.Q., Nina, Roland,Ark. Guess, Mrs.Hester, Santa Halstead, Sammie, Gaffey, Ernest, Rosa, Calif.'lame', Clara Big StoneGap, Va. Guido, Eleanor,Staunton, Va. A., Rochester,N.Y. Yonkers, N.Y. Hamilton, RondeL., Wilmington, Outdone, Mrs. R.L., Manhattan Hamlin, CarolL., Morganton, Del. Calif. Beach,Hammer, Fred, N.C. Guiles, Paula, Hanuner, Mrs.Vancouver, Wash. Winchester Bay, Sharon,Vancouver, Guillory, Mrs.LaVera, BatonOreg. Wash. La. Rouge,Hammermeister, Dr. burgh, Pa. Frieda K.,Pitts- Gullmynott, James,Austin, Tex. Gulbranson, Claude Hatumermeister, Mrs. Guldager, Lars, S., Port Byron,DI. burgh, Pa. Kersti N., Pitts- Newtonville, Mass. Gulick, Mrs.Minim B., Hammerschmith, Gulick, Mrs. Yardley, Pa. Oreg. Edward,Monmouth, Mabel, Olathe,Kans. Gulley, Mrs.Carolyn, Danville, Hannuerstrom, Gunderson, Rosella, Ky. Nebr. Mrs. Mary J.,Omaha, Gunson, Kathy, Berkeley, Calif. Pennington, N.J. Hammett, Mrs. Alit. Louise S.,Tallcdegn. 21

Ilannuond. Mary. New York. N.Y. Harris, Mrs. Nlarilytt,Dailas,Tex. Hammond. Terry. Rockford. Ill. Harris. Mary' V., Adamstown, Md. Ilannpshire, Sharon S., Areadia, Calif.Harris, Mrs. Rosemary, Fulton, Mo. Hampton. Mrs. Ida W., St. Augustine,Ilarris, Sarah Louise. Morganton, N.C. Fla. Harris. Wendy, Mill Neck, N.Y. Hampton, Mrs. Natalie S., Cleveland.Harrison. 'Urn. Item, Fulton, Mo. (Hilo Harrison. Duane. Ogden. Utah llampton.Sherwood.St.Augustine,Harrison, Lloyd A., Fultm., Mo. Fla. Hairston, Mrs. Kathlyn A.,Ilonstim. Hamrick. Mrs. Annie B.. Hickor Tex. Grove, N.C. Hartman, Diane E., Washington. D.C. Hand, Mrs. Anne. Pocatello, Ldaho Ilart, Barbara, Santa Fe, S. Mex. Hanes, Mrs. Gertrude D.. Pittsburgh,Ilartl, William R. Devils Lake. N. Dak. Pa. Hartley, Harold V.. Jr.. Clarion. Pa. Haney. Mrs. Mary R New York, N.Y.Hartley, Mrs. Minnie, Jackson, Miss. ilankitis, Joseph. Jaeksonville, Ill. Hartnett. Judith, Danbard, Hanks, E. Kendall, Jr., Olathe. Kans.Hartwell. Mildred E.. Wilson, N.C. Hanks. Itiehard T.. Moriarty. N. Mex.Harvey, Mrs. Marguerite, Sioux Falls. Hannah. Mrs. Jolene Ii., West Covina. S. Dak. Calif. 1111rvey, Mrs. Nedra. Rochester, N.Y. Hansen, Elizabeth P., Connell Muffs,Harvey, tins/111 J., Hobbs, N. Mex. Iowa Hassell. Jerry, Austin, Tex. Hansen, Mrs. JeanI...Sacramento.!last. Mrs. Barbara L., Pittsburgh, Pa. Calif. Hastings, Mrs. MildredE., Tucson, (Munson, Bonnie IL, Brooklyn. N.Y. Ariz. Hanson, George E., Faribanit, Hastings. Theodore. Morganton, S.C. !Lamson. Grace, Austin. Tex. Hatch, Pamela J., Latham, N.Y. Hanson, Linda, Portland, Maine Hatch, W. S., Fulton, Mo. Harden, Mrs. Elizabeth, Staunton, Va.Hathhorn, Mrs. Patricia, Austin, Tex. Harder,E.,Ed ton70.Alberta,Hattala, Sharon, Binghamton, N.Y. t 'amnia naught. Dan It., Romney, W. Va. Hardin, Vanda B., Morganton, N.C. Hauptman. Mrs. Doris, West Hartford, Hardy, Myrtle, .1., Rocklin. Culif. Coml. Handy, Yemen. Hampton, Va. hawk, Dr. ElizabethA., Columbus, Hargis, Charles II., Knoxville, Tenn. Miss. Hargraves, Britt M., Westminster, Md.Hawk, Murk, State College, Pa. Hargreaves, Alfred, Talladega. Ala. Hawkins. Leroy, Baton Rouge, La. flurland, Gordon, Tucson. Ariz. Hawks, Janet, Portland, Maine Harkins, Charles T., Pittsburgh, Pa. (lawn, Rev. E. Joe, Houston, Tex. Hurler, Harry, Council Bluffs, In. Hawthorne, Mrs. Linda B., Lubbock. IL, Indianapolis. Tex. Harlow, William 11., Hayek, Allen J., Devils Lake, N. Dak. Harms, Melanie J., Alden. Iowa Hayes, Mrs. Ann, Seattle, Wash. Harmon, A. B., Louisville, Ky. Hayes, Mrs. Brenda S., Spartanburg, Harmon, Mrs. Margaret, Indianapolis, S.C. Intl. Mayes. Mrs. Dorothy M., Madison Wis. Harms, Mrs. Virginia F., Trenton, N.J.Hayes, Mary, Long Beach, Calif. Ifarned, Sylvia M., Antarillo, Tex. Hayes, Mrs. Miriam, West Hartford, Harp, Mrs. Jan, Baton Rouge, La. Conn. Harper, Mrs. Beatrice N.,Houston.Hayes, Nita V., Fresno, Calif. Tex. Hayes, Mrs. Patricia, Sulphur, Okla. Harper, Mrs. Corn W., Brooklyn, N.Y.Hayman, Mrs. Betty, Little Rock, Ark. Harper, Judith C., 'Pittsburgh, Pa. /Wiles, Mrs. Janice, Dela van, Wis. Harper, Mrs. Phyllis, Jacksonville, Ill.Hayward, Sandra D'Anne, Evanston, Harper, William, Vancouver, NN'ash. ill. Harrington, Dr. John D., Brooklyn,Healy, Mrs. Catherine, Brooklyn, N.Y. N.Y. Healy, Mrs. Mabel, Buffalo, N.Y. Harris, Archie, Staunton, Va. Heath, L. M., Phoenix, Ariz. Harris, Betty M., Ventura, Calif. Ileatwole,Mrs.HelenA., Romney, Harris, Mrs. Elizabeth 11., Woodbury, W. Va, Conn. Ileavner, David S., Lincointon, N.C. Harris, Mrs. Isabel I., Baton Rouge,Heavner, Judy, Newton, N.C. La. Hebei!), Mrs. Jeanne, Dallas, Tex. Harris, Jane Gilchrist, Dallas, Tex. Heber, Waldo N., Knoxville, Tenn. Harris, Jeanne, Chicago, Ill. Hebert, Lenard, Greenfield, N.H.

30 Ileht. Mrs. Joyce. Stockton. Calif. Herm ld. Mary D.. Heffernan, Patricia K.,Conshohocken, Romney, W. Va. Hersey, Mrs. Barbara,Itiehmond, Calif. . gg. Mrs. Linda, Sioux Falls, Hersh. Susan S., LosAngeles, Calif. Ileidinger, Virginia, S. Dak.Hertz, Mrs. Dona. Washington. D.C.Herward, Mrs. PamelaVancouver, Wash. Ileitiberg, Mrs. Jeri,Detroit, Mich. Pa. A., Pittsburgh, Heinsohn, Miss C., Winnipeg9, Man., Canada Herzog, Virginia R..Dallas, Tex. Heitazelman, Mrs. Rats Hesdorffer,Mrs. Arlene G.,Dallas, Calif. L., Hollywood, Tex. Hess. D. \Mott. Helgeson. Richard M.,St. Paul. Minn. Rochester, N.Y. Hell:tad,Mrs.Judith, Hester, James.Danville. Ky. Wash. Bremerton,Hesvik, Mrs. Myrna,Sioux Falls, S. Heller, Mrs. Nancy E., Pak. Ind. Indianapolis,Henser, Mrs. Dorothea, Hewett. Ruby Mae, Linen In, Nebr. Heilman. Priscilla, ForestIIills, N.Y. Rome, Ga. Ifelton, Richard IL. Hibbs, Hamm It R., Danville, Ind. Hickey, Mrs. Virginia,Santa Fe, N. Mex. Henderson, Mrs. Betty L.,Morganton, Knoxville, Tenn. N.C. Hickman. Marsha D.,Morganton, N.C. IIenderson,CharlesIt., Hickman, Mrs. TheresaD., New Bruns- N.C. MorgantOn, wick, N.J. Henderson. Malcolm T., Hicks, Bette D.,Frederick, Md. wood, Calif. \Vest Holly-IIicks, Bruce, Mks, Dr. Doh'Indianapolis. E., Ind. Henderson,Mrs. RuthB.,Lincoln, Washington, D.C. Nebr. Higgins, Francis,Beltsville, Md. Higgins, Mrs. Mildred, Hendren, Glen R., Metairie,La. Simsbury, Conn. Hendren, Rosemarie, IIighnote,Mrs. Emma leeJ., Okla. Oklahoma City, Spring. Ga. Care Hendriek. Mrs. C. F., Hig !mote, MissMargaret, Hollywood, Calif. Santa Fe Springs, Calif. Iliett, Nita .T., Tucson. Ilendrieks, Sister Mary,Buffalo, N.Y. Ariz. Hendrickson, Mrs. Terry, IIilke, Mrs. Rosemary,Se.'ttsMills. Ark. Little Rock, Oreg. Hendrix, Emma Lee, Hill, Alice, Phoenix.Ariz. Unapt. West Hanford.Hill. Mrs. Alice, Hill. Knoxville. Tenn. Ileney,Margaret1.,North Mrs. BeulahE.,StudioCity, Plains, N.Y. White Calif. Henke. Mrs. Nicole.R., Devils Lake,Hill. Edith M.,Washington, D.C. N. Oak. 11111. Jerry, Sulphur.Okla. Henke Is. Milo P., Hill, Linda .1.,Birmingham. Ala. Adrian, Mich. hill, Mrs. Wilma, Long Ilettneberr, Mary, Brooklyn,N.Y. Beach, Calif. Hennessy, Mrs. Anne,Antrim. N.H. Susan, Evanston, Ill. Henninger, Mrs. Susan Hindsman, Mrs.BettyIt., Pa. L., Pittsburgh, N.C. Raleigh, Henry, Mrs. Catherine Hines, Mrs. Mary,Galesville, Md. Tex. A., Houston,Hines. Rudolph C., Md. University Park, Henry. Mrs. JohnnieM., Little Rock, Ark. Hines, Walter, CouncilBluffs, Iowa Hensley. Mrs. MaryJ., North LittleHinkle, Mrs. Candyce,Little Rock, Ark. Rock. Ark. Hinkle, Kathy L.,Morganton, N.C. livas leY. Jack, Austin, Tex. llinuant. Leslie, Rochester,N.Y. Hensley, Mrs. Norma,Austin. Tex. Hinton, Mrs. VelmaJ., Raleigh, N.C. Henson, Linda Sue,Louisville. Ky. Rippe, Vernon, GreatFalls, Mont. Henood, Norman, Harry J., Riverside,Calif. Herden, Mrs. Elsie,Vancouver, Wash.Hine, Darrell J., Webster, N.Y. Ilirte, Mrs. Elena,Gooding, Idaho Hermann, Elaine,Indianapolis, Ind. Gooding, Idaho Hernandez, Mrs. Katherine11, Hamp-Hitch, Jeannette C..Lakewood. Ohio ton, Va. Hjartarson, Mrs. HelenaL., Winnipeg Hernandez, Mrs. Marian 29, Manitoba, Canada Ariz. P., Phoenix,Hoag, Dr. Ralph L., Hoag, Sister MaryRochester, N.Y. Herrick, Helen M.,Philadelphia, Pa. Linus, Pittsburgh, Herrick, Monroe. Rochester, Pa. N.Y. Hobart, Barbara, Herriott, Edith P.,Romney, W. Va. Newark, Del. Herrmann, Elaine A.,Edgeood, Pa.Hobson, Jean. Staunton,Va. Merritt, Edward,Huntington Valley,Hocking, Barbara, Glenview,Ill. Pa. lIodan, :qrs. Janice,Cheektowaga, N.Y. Hodges, Lois E., Wilson,N.C. 23

D(itson, Rev. Daniel A., Garden City.Hotchkiss, Mrs. Mary S., Morganton, N.Y. Ilotinik, Joseph, Olathe, Kans. Mandan. Elmo, I.ittle Rock, Ark. Moloch, Iren, Intinapolis, Ind. lbotchins, Rollie It., Shawnee Mission, Mrs. Charlotte. Austin, Tex. Knits. Mitt Joel R.. St. Augustine, Fla. Houk, George A., Indianapolis, Intl. Hoffman, Gary V., Sow.7ea, N.Y. Houk, Mrs. Judith A.,Indianapolis, Hoffmann, Mrs. Kenneth. Sacramento, Ind. Calif. Houlihan, Kathleen. Newark. N.J. Iltimeister, Alfred J., West Hartford,Ibutrilian, John P. N:wark, N.J. Conn. Mouser, Jeanne, St. Augustine, Fin. IlotImeyer.Dr.11..uE., West Hart-Houser, Mrs. Margaret S., Vale. N.C. flint, ('nun. thyme, Mrs. Martha, Sioux Falk, S. 11.,;Tmeyer, Clam le. Danville, Ky. Iit. Hffnyer, Mrs. Vent B., West Hart-Iloward,NIrs.Elizabeth,Ilighgrove, ford, Conn. ('alit. Ibizatt. Patricia C., San Mateo, Calif.Howard, Mrs. Helen I., Cleveland. Hoke, Mrs. Dona. Bowie, .Id. Ohio Holesunb, Elam., Rochester, N.Y. Howard, Nlistie Gaye, Jacksonville, Iii. iloicontio, Mrs. Loretta, Rochester. N.Y.!Toward, 11-3matt, Council Bluffs, Iowa loleob, Ma rjoriebell ft., Tustin, Calif.Howarth, Mrs. Elizabeth, Vancouver, Iloieotub, Mrs. Martha It., Buena Park, Nash. Calif. Howe, NIrs. Helen A., Redondo Beach. Iloleomb, Roy K, Tustin. 'Thin. Calif. Holder, Joan L., Napa, Calif. Howell, Rev. Gerard .1., New Orleans, 15mit, Mrs. Betty, Monmouth, Oreg. La. Ho Hamby, Mrs. Harriet, St. Augustine,Howell, Mrs. VickySue,St.John, Fla. Ku ns. Holland. lee, Kalamazoo, Mich.Howze, James, Austin, 'I'ex. lb. lland, Mrs. Kathryn, Encino, Calif.Iloxie, James A., Riverside, Calif. Matto!. Michael, Encino. Calif. Hoyle, George M., Gooding, Idaho 11011.ln:t. Mrs. Evelyn II., Irwin, I'a.Ilritz, Ann S., Riverside, Calif. !Lotma, Gary L., Pittsburgh, Pa. IIn, Dorothy Y. L., Miami, Fla. Holmes, Mrs. Janet K., Indianapolis,Huang, John, West Hartford, Conn. Ind. Hubal, Mrs. Irene, Jessup, Pa. Holmes, Mrs. Mary Alyce, Rome, Ga. Hubbard, Joane I'.. Portland, Oreg. Ii.dste, Dr. Herman, Detroit, Mich. Hubbard. Mrs. Winifred, Olathe, Kans. Holt. Mrs. Gera !dyne M., St. Louis, Mo.Huber, Theodore 0., Jacksonville, III. Holt. C. Jackson, Staunton, Va. Judith, Jacksonville, Iii. Holt. Mrs. Mary Morley, Fulton, Mo. Hudson, Mrs. Doris, Tucson. Ariz. Hotter, E. John, Riverside, Calif. Hudson, Mrs. Elsie, Jackson, Miss. llontfeld, Shirley, San Mateo, Cant. Hudson. John, Knoxville, Tenn. Iloneycheck,SisterFrancisLouise,Hudson, Mrs. LeNora, Rolf, Okla. Pittsburgh, Pa. Hudson. Mrs. Pansy, Olathe, Kans. Hood, Linda, Flint, Mich. Huff, Mrs. Anna, Delavun, Wis. Hoover, Robert, Austin, Tex. Huff.ND's.Kathryn, GranadaHills. Hoover, Mrs. Robinette, Austin, Tex. Calif. Hooverson, GailC., Redondo lime l,Huff, Kenneth F., Deiavan, NV N. Calif. I 1111TM:111, BCWalt, Morganton, N.C. Hopkins. Mrs. Mary T., Orlando, Fla.Huffman, Willhemine, Believple, Oat., Hoppe, Mrs. Kay S., Gambier, Ohio Canada Horan, John, East Rockaway, N.Y. Ilfford, Mrs. Joan, Rialto, Calif. Hord, Mary .To, Morganton, N.C. IIttglies,Mrs.Barbara,Greensboro, horn, Mary Jo, Columbus, Ohio N.C. Horner, Mrs. Katherine IL, Romney,Hughes, Mary Elizabeth, Sun Antonio, W. Va. Tex, Horstmann,Mrs.Dorothy,ShelterHughes, Robert Tucson, Ariz. Island, N.Y. Hughes, William, Rome, N.Y. Horton, Clarence, II, Terry, Miss. Hughston, Fred, Talladega, Ala. Horton, Mrs. Janet G., Mobile, Ala. Hulse, Mrs. Gladys, Campbell, Calif. Horvath, .Tudit, White Plains, N.Y. Hultman, Mrs. Cherrie E., West Eliza- Horvath, Richard J., Pittsburg, Calif. beth, I'a. Horwitz,Natalie Rae,Indianapolis,Hultman, Joseph L., West Elizabeth, Ind. Pa. Hotard, Mrs. Patricia, Baton Rouge,Humbert, Mrs. Lillian, Morganton, N.C. La. Humphrey, John A., Knoxville, Tenn, 77-003-72-3 32 24

Humphrey, Mrs. NInry F., Wilson, N.C.Jacobson, Mrs. Marilyn, Portsmouth, Humphreys. Beverly, Manhattan Va. 'teach, Calif. Jacobson, Teesah, Ventura, Calif. Humphries, Tian I._ NVashingbm, D.C.Jacoff, Norman, New Rochelle, N.Y. lima, Mrs. Novelle, Sulphur, Okla. .latch. Timothy A., Riverside, Calif. Hunter, Christopher. Gooding, IdahoJaeger, Gene, Seal Beach, Calif. liunziker, 3irs. Alet ha, Augustine,Jaenichen. Cora Lee, Gooding. Idaho Fla. Jamar, 3irs. Juaneva., Sc. It t Ilnot, Lawrence T.: Jacksonville, Ill. Ari 4. Hurd, Olathe, Kans. Jandmr,Mrs.Lenora E.,Livonia, linnovitz. Mrs. 1 mllIe. Staunton, Va. 3lich. Hurry, 3irs. Sharon E., Indianapolis,James.J.Michael,WestHartford. Conn. !hush, Carl It., Monroeville, Pa. lamison, Mrs. 3laryP., Morganton. Hurwitz, Tracy A., Penfield, N.Y. Hutchinson, 31edaS.,Silver Spring,Jankoff, Jacqueline. New York, N.Y.. Nid. Janssens. Corinne It.. Raleigh. N.C. Hutto, Danny I.., St. Augustine, Fla. .la ruler, Judith, Willingboro. N..1. Hutto. Mrs. Mary Ann, St. Augustine,Javatlekar, Vidya V., Tallahassee, Fla. Fla. Jeans. Dan C., Dallas. Tex. lit:sak. Frank M., Riverside, Calif. Jefferies, Mrs.B. Ann, Hagerstown. Ilatebins, Ida J., Brattleboro, Vt. 310. Hutton, Mary, Groton. Conn. Jeffers. Mrs. Marilyn. Little Rock, Ark. Ilyden. Eddie, Danville, Ky. Jefferson, Sonia IV.. Raton lbmge. La. Hyman, Faith, New York. N.Y. Jemison, rga yet, Beverly Inns. Ilyntaa.31 rs. ShirleyB.,Newport Calif. News, Va. Jenkins,DanielJ.,Amherst, Nova I Sent ia, Canada Jenkins,Mrs.LorraineV., Salem, lannarone, Antonia, Freeport, N.Y. Oreg. Igleheart, 3irs. Betty it., Brattleboro,Jensen, Donald, Ogden. Etak Vt. Jensen, Veil, Salt Lake City. ttalt Ingleheart, Elliott II., Brattleboro, Vt. Jensen, Dr. Pauline, Flemington, N.J. Hale, Mrs. Ferne, Lincoln, Nebr. Jillette, Arthur G., Jr. Concord, N.H. Iker, Mrs. Rita, Rochester, N.Y. Joanita, Sister Mary, Randolph, Mass. MIL Mrs. Virginia V., Mesa, Ariz. Jobe, Brenda, Mt. View, Calif. hubc.0en, Mrs. Jean, Jacksonville, Fla.Jobe, Mrs. Joyce, Jacksonville, Ill. lime, Nicholas, Baton Rouge, La. Joehem, Dr. Charles M., West 'Trenton. Ingebo, Mrs.Mildred,DevilsLake, N..I. N. Dak. Johns, Mrs. Elizabeth L., Arlington, Va. Iofollo, Linda, Las Vegas, Nev. Johns, Stephen G., Denver, Colo. Irving, Mrs. Peggy, Danville. Ky. Johnsen, Mrs. Shea A., Tulsa, Okla. Irgens, Henning, Plainwell, Mich. Johnson, Barbara, DeKallt, Ill. Irwin, Curl F., Riverside, Calif. Johnson, BarbaraII.,New Haven, Irwin, Vincent, Albany, Calif. Conn. Israelite, Neita, Levittown. Pa. Johnson, Bonnie, Urbana, Ill. Ivens, Mrs..Marianne M., Houston, Tex.Johnson, CharlesII.,Jr., Talladega, Ala. Johnson, Mrs. Cheryl, St. Augustine. Jablonsky, Marsha, Horsham, Pa. Fla. Jach, Roberta, Antioch, Ill. Johnson, Dr. Donald D., Rochester, Jack, Bruce, Winnipeg 29, Man., Can- N.Y. ada Johnson, Edwin T., Faribault, Minn. Jackson, Sara C., Richmond, Va. Johnson, Efford, Council Bluffs, Iowa Jacobs, Mrs. Dorothy M., Oakland,Johnson, Mrs. Emma, Rome, Ga. Calif. Johnson, Gerald L., Plymouth Meet- Jacobs, Eunice, Waterville, Minn. ing, Pa. Jacobs, Mrs. Joanne, Austin, Tex. Johnson, Helen L.,Riverside, Calif. Johnson, Mrs. Legia, Salt Lake City, Jacobs, John T., Austin, Tex. Utah Jacobs, Leo M., Oakland, Calif. Johnson, Lorna, Rome, N.Y. Jacobs, Mrs. LorettaB.,Lexington,Johnson, Mrs. Margaret F., Newport Ohlo. News, Va. Jacobsen, John A., Hartford, Conn. Johnson, Mary Ellen, St. Augustine, Jacobson, Joan, St. Cloud, Minn. Fla.

33 25

Johnson, Norris K., Memo, Ga. Joseph, Sister Theeht, Itnffalo, N.Y. Johnson, J. Pamela, West Trenton, N.J.Joshua, Mrs. Vairee. Vaneouver. Wash. Johnson, Jeremy Ann. Inglewood. Calif.Joy, 3Irs. Sheila, 3lielt. Johnson. Louise B., Frederick, 31d. Joyce, Sister Scholastics, Pittsburgh, Johnson, Mrs. Marion 1'., West Hart- Pa. ford, Cont. Joyner, 31rs. 31argaret E.. Wilson. N.C. Johnson, Mrs. 3Iary B., Trenton, N.J.Joyner, 31rs. Sandra, Little Rock, Ark. Johnston,31rs.3litry.1.,Morganton, 31rs. Pauline 31., Dallas, Tex. N.C. thinker, 31rs.Virginia, Baton Rouge, Johnson, Penelope, Jacksonville, Ill. La. Johnson,Rev.RusselI'.,Warren,Just], Mary J., Napa, Calif. Mich. Johnson, Boss A., 3Iorganton, K Johnson, 3Irs. Ruth, Little Bock, Ark. Johnson, Shari, Sterling,Ill. Kelly, airs. Susan, Dela van, NVis. Johnson, Vernon .1., Devils Lake, N.Kelly, Walter Vaal, Ferris, Tex. Da k. Kelman, 31yra, Newark, Del. Johnson, Virginia W., Wilson, N.C. Kelsey, Mrs. Martha, Delavan, Johnson, William, Iowa City, Iowa Kemp!, 3Irs. Edna ., Cave Spring, Ga. Johnson.Mrs.',GowanS.,Romney,Kettealy, Mary E., Berwyn, Ill. W. Va. Kendall, Judith, Jacksonville, III. Johnston, Billie K., Jacksonville, Fla.Kennedy, Ann, Minneapolis, Minn. Johnston, 3Irs. Esther, Jackson, Miss.Kennedy, Sister Arlene, Lake ltonkoh. Johnston, George William, Cincinnati, koma, N.Y. Ohio Kennedy, Eloise, Santa Fe, N. 3Iex. Johnston, 3Irs. 3Iargaret, Philadelphia,Kennedy,3Irs. JanetIt.,Berrien Pa. Springs, Mich. Johnston, Sandra Y., Bellevue, Wash.Kennedy, l'atrici:t, 31111netonita. 3111111. Joiner, Allie 31, 'rows, Ariz. Kennedy, Pani T., Elmsford. N.Y. ,lamas, Sue E., Vale, N.C. Kenney, Sister Bernadotte, Randolph, 011, :Veen, Hooper, Utah 31ass, Jones, 31rs. Anne W., Orlando. Fla. Kenney. Sister Karen, itrnoklyn. N.Y. Jones, 31rs. Barbara, Fulton, 31o. Kent, Alice A., Highland Heights, Ohio Jones, Bernhardt, E., Tucson, Ariz. Kent, Margaret S., Braddock Heights, Jones, 31rs. Betty L, Lakewood, Calif. 31d. Junes, Dale, Staunton, Va. Keough, Margaret, Jackson, Miss. Jones, Mrs. Elizabeth, Fulton, Mo. Kerikas, 31rs. Sharon N., Salt Lake Jone s, 31rs. Frances C., Houston, Tex. City, Utah Jones,Mrs.GeraldineT.,Jackson,Kerman, Mrs. Pamela, Torrance, Calif. Kerr, Bryce. Council Bluffs, Iowa Jones, Gregory \V., New York, N.Y. Kerr, Mrs. Edna 31.,St.Augustine, Jones, Judith J. Redlands, Calif. Fla. Jones, Mrs. Judy, Newark, Del. Kerr, Mrs. Etta C., Jacksonville, Fla. Jones, Kate-Helen, Asbury Park, N.J.Kerr, Thomas, St. Augustine, Fla. Jones, Katherine, Jacksonville, Kessel, 3Is. Linda D., New Orleans, Jones, Mrs. Lillie Dell, Jackson, Miss. Jones, Lois, Vancouver, Wash. Kesslr, Annamae, Pittsburgh, Pa. Jones, Mrs. Mary E., Rome, Ga. Kessler, Blayne, Valley Stream, N.J. Jones, Melody, Canyon, Tex. Kessler, 3Irs. Everlyn, Staunton, Va. Jones, Michael L., Rochester, N.Y. Kessler, Marcia S., Huntington Beach, Jones, Preston, Austin, Tex. Calif. Jones, Rev. Ray L., New Boston, Mich.Ketchum, Jack, Holland, Mich. Jones, Richard M., Pittsburgh, Pa. Ketkar, Sharad, New York Mills, N.Y. Jones, Uriel C., Knoxville, Tenn. Key, William, Washington, D.C. Jonsson, Ruth, Jacksonville, Ill. Kidd, 31rs. Lois, Little Rock, Ark. Jordan, Gall A., Morrisville, Pa. Kieburtz, Mrs. Nancy, Port Jefferson, Jordan, Jerald 31., Adelphi, Md. N.Y. Jordan, Mrs. Shirley C., Adelphi, Md. Kiernan, Sister Mary, Randolph, Mass. Jorgensen,Constance, M.,Seattle,Kile, Margaret, Riverside, Calif. Wash. Kilkenny, Sharon, Whining, Ill. Joseph, Sister Anita, Randolph, Mass.Kilian', Mrs. Doris, San Angelo, Tex. Joseph, Mrs. Jean C., Pittsburgh, Pa.Killian, Mrs. Martha, Topeka, Kans. Joseph, Mrs. JeanF.,Wethersfield,Kimpton, Sister Luanne, Palo Alto, Conn. Calif. Joseph, Kathy, Utica, NS. Kincaid, Sue, Sulphur, Okla.

34 1:itule. Stewart W.. 'fainit. Knight, Mrs. Mary .1o, Dobbs Kindervater, Louis A., Amherst,Nova Ferry, Scot N.Y. Canada Knight, Susan. Rochester, N.Y. King, NIrs. Beverly, 11-inilipet.:13, Man.,Knighton, Mrs. Rebid Sue, Salt Canada City, Utah Lake King, Dr. Burton. Durham, N.C. NIrs, Dorothy. Knoxville, Tenn.Knott, Mrs. Yaripat, Las Vegas,Nev. King, Mrs. Jane. Sioux Falls, S. Dak.Knox, Mrs. Florence, St. Cloud, Joseph, Kearny. N.J. KGelt, Dick, Staunton, Va. King, Linda, Elmhurst. N.Y. Koch, Fred L., Rochester, N.V. King, M:triatute. DANS, Tex. Bartley R., Harbor City, Calif. Koch, Jacqueline, St. Paul,Nlitus. IC 11g, Nellie IL. Romney, W. Va. Koeurek, Georgia, Austin, Tex. King, Mrs. Rose C., Munition, 1'a. Koenig, Mrs. Mary F., Pittsburgh. Kinnett, Nirs. Cheryl!, Jacksonville,Ill. Pa. Kinney. W. It., Sulphur, Okla. Koepsel, Mrs. Adeline C.,Manitowoc!, Kirby, Sister Alice Mary, Randolph, 1Vis. Nlass. Koester, Mrs. Miriam, Gooding,Idaho Kirby, Lois Anne. Colorado Springs,Kohl, Nirs. Judith, Kemlllll N.Y. Colo. I:tailed, Gail, Cincinnati, Ohio Kolowinski, Sister Carol, Buffalo,N.Y. Kirelisai. Mrs. Lueille, Pontiac,Mich.Kolktneyer, Laurie, Brookfield, Wis. Kirchner. Carl J.. Granada hills. calif.Komori, Mold, Colton, Calif. NIrs. Susanall, Granada Hills. Calif. Konceski, Judith, Berwick, Maine Kondas, Mrs. Janet W., Indianapolis, Kirk. Louise, Colmbus, Ohio Intl. Kirk, Sister M. Regina, Itttlialo,N.Y. K.irkley. James It., Colorado Springs,Knob, Ethel NI., Indianapolis,Ind. Koonse, Mrs. Bettie.1., Colo. Ind. Indianapolis. NIrs. James, Colorado Springs, Coln. Kopas, Joseph T., Romney, 11'. Va. Kopra,Dr. 1:irktettrich. Mrs. Mildred It., Sulphur, Lennart Kipra,Austin, Okla. Tex. Kordattsky, NIrs. Ruth, Newark, I:irltsey.Mrs. Mary II.,Morganton.Korey, Mary b., Carden City. N.Y. N.C. Korneth, Mrs. Gwendolyn, I:irtley, Alexander, Staunton, Va. Sultayside, Kirtz, NIrs. Cathrrine, Morrisville, N.Y. Pa.Korsehgen, Mrs. Margorie,Jackson- Kiser, Mrs. Joni, 'ruesou, Ariz. ville, I:itlien. Patricia A.. Riverside, Calif.Kosydar, Andrea, Olyphant, Pa. Kitik, Marian Ellen, Pittsblirgh,1'a.Kowalewski, Felix, Riverside, Kitsloi,Donald.St.Augustine,Fla. Kitson, Mrs. Mona, St. Augustine, Fin.Kowalewskl, Joanne, Allston, :Mass. Mrs. Laura,Riverside. Charlene it., Sulphur, Okla. Calif. Klafelitt,RobertN., Roltester, N.Y. Georginna,Bridgeport, Klassen, Margaret. Vancouver8, B.C., t!(1011. Canada Koziar, Mrs. Anna, Fulton, 31o. Kleherg. Robert, Austin, Tex. Koziar, Stephen, Fulton, Mo. Kleifgen, Mary Fran, EvergreenPark, III. Kraemer, Mrs. Margaret., Brattle- boro, Vt. Klein. Mrs. Mildred. Sioux Falls, S.Kraft, Mrs. Barbara, Baton Da k. la. Rouge, Kleinman. Elsa. Berkeley, Calif. Kramer. Sandy, Phila, Pa. Kleint, Alma, St. Joseph, Mo. Kraus, Donald. Staunton, Va. IC.iempel, Gustav C., Salem, Oretr, Kraus, Jim, Milwaukee, Wis. Klettlie, Rev. Paul F., Cincinnati, t)IdoKraus, Norma, New York, N.Y. Kleper, Michael L., Rochester, N.Y. Krause, Mrs. Sally A., Long Beach, Kline, Mrs. Lorraine, Jaeksonvilie, Calif. Kling, Cheryl, 1'., Las Cruces, N. Mex.Kretsehmer, Robert, Levittown, Pa. Klothi, Bonita, Wausau, Wis. Erielin, George John, Dallas, Tex. Klopping, Mrs. Sandra Lee, Tucson,Kritz, Kenneth W., Frederick, Md. Ariz. Kritzner, Lorine, New York, N.Y. Kloster, Mrs. I.onanne. Olathe, Kans. Krohn. Mrs. Emmylott, Council Bluffs, Knapp, Sally, Santa Fe, N. 'Mex. Iowa Knauf. Marge, Stevens Point,1VIs. Knight; Mrs. Alm, Chinchilla, Pa. Kropa, jean, Warren, Mich. Krueger, ChristineS.,Indianapolis, Knight, Mrs. Judy, Vancouver, Wash. Ind.

35 27

Kruetumer, Edward, Austin, Tex. Lankford, Mrs. Sibyl, Austin, Tex. Krug, Adele .1., Hillerest Heights, NW.Lanphier, Sharon, San Antonio, Tex. Kruinn, Mrs. Deborah W., Santa Fe,Labzi, Peter C., Riverside, Calif. N. Mex. lareer, Richard., Ana Arbor, Mich. Kruse, Mrs. Lola It., Ft. Lauderdale,La Plm, 1'ictor, New York, N.Y. Fla. Lapp, Margaret A., Vancouver s, B.C., Erusemark, Darlene, Northridge, Calif. Canada Kruvant, Carol, South Orange, N.J.Laptad, Mrs. Marese, Olathe. Kans. Kubis, J01111 J., Rochester, N.Y. Laptad, Mrs. Ruth, Olathe, Ka us. Kubotsu, Miss Teruko, Riverside,Laramie, Dora Benoit, North Bountiful, Calif. Utah Kugal, Mrs. Anita S., Morganton, N.C.Lamed, Janet, New York, N.Y. Kugal, Stephen, :Morganton, N.C. Larsen, Harold C., Indianapolis,111(1. Kugler, Richard A., Peekskill, N.Y. Larsen, Joyce G., Salem, Greg. Kukieski, Andrian M., Braddock, Pu.Larson, 1)r. Alfred, Normal, Ili. Ituttzman, Mrs. Helen, Covina, Calif.Larson, Herbert W., Tustin, Calif. Knrisu, Irene A., Madera, Calif. Larson, Janet E., \Vest Hartford, Conn. Kurtz, Mrs. Clara, Fulton, Mo. Larson, Mrs. Mary Ann, Duluth, Minn. Kutuyak, Martin M., Toledo, Ohio Larson, Vern, Oklahoma City, Okla. Kutzera, Bert, Springfield, Ill. Larzelere,Mrs.Esthee,Kalamazoo, Kushner, Mrs. Aiice, Pasadena, Md. Mich. Kwako, Kathryn A., St. Cloud, Mimi.LaRue, Mary S., Adelphi, Md. Lafayette, Sister M., Chicago, ill. L Lushway, Patricia A., Seattle, Wash. Lasley, Mrs. Laura J., Lacey, Wash. La Sasso, Carol, Oxon Hill, Md. Latham, Gladys, Cave Spring, Ga. Laehtermun, Daryl It., Dallas, Tex. Latimer, Mrs. Esperanzu C., Santa Fe, Laey, Mrs. Barbara \L, Louisville, Ky. N. NIeX. Ladner, Emil S., Berkeley, Calif. Lauber, Harold, Newark, Del. Ladner, Suzanne, Portland, Maine Lauderdale, Geraldine, Charlottesville, I.:Moment., Roger II., Greenfield, N.H. Va. Unison, Melvin R., Arlington, Vu. Laufer, Mrs. Hazel, Rome, N.Y. La Duke, Mrs. Bonnie, Ontario, Calif.Laukhuf, Lois, Middle Village, N.Y. Lafeumn, Jack, Vancouver, Wash. Lauritsen, Robert, West St. Paul, Minu. Lake,Mrs.Florence,DevilsLake,Laustrup, Margaret, Des Moines. Iowa N. Dak. Lavender, Thoris L., Ogden, Utah Lalonde, Catherine, Cheektowaga, N.Y.Locos, George, Flint, Mieh. Lamar, Marcella, Battle Creek, Mich.T.awery, Barbara E., Randolph, Mass. Lamb, Alfred J., Indianapolis, Ind. Lawler, Louise, Mayfield Village, Lamb, Gladys E., \Vest Hartford, Conn. Hawaii Lampe, Clyde, St. Augustine, Fin. Lawrence, Margaret I'., Romney, W. Lamm, Mrs. Carolyn 0., Spartanburg, \'a. S.C. Lawrie, Mrs. Bessie, Cave Spring, Gn. Lamm, James W'., Wilson, N.C. Lawson, Ann Louise, Brooklyn, N.Y. Lamont,Mrs.Mary,Milton,Out.,Lawson, Mrs. Betty, Knoxville, Tenn. Canada Lawson, Robert, Knoxville, Tenn. Lnmoreaux, Mrs.MarilynK.,EastLawson, Mrs. Pat It., Roff, Okla. Lansing, Mich. Lawton, Pamela J., Tallahassee, Fla. Lamothe,Danielle.,Salt Lake City,Lane, JoAnn, Morganton, W., Va. Utah Lazarus, Mrs. Beverly K., Bronx, N.Y. Lane, Helen W., Ogden, Utah Lazzari, Helen, Weymouth, Mass. Lane, Mrs. Eluora It., Hampton, Va.T.azzari, Nina M., Council Bluffs, Iowa Lane, Kenneth R., Middle Haddam,Lazzaro, Mrs. Virginia, Omaha, Nebr. Conn. Leaman, Mrs. Eleanor, Bedford Lane, Leonard G., Washington, D.C. Heights, Ohio Lane, Sister Madeline, Randolph, Mass.Lenrd, Shirley L., Mystic, Conu. Lane, Richard K., Brattleboro, Vt. LeBlond, John, West Hartford, Conn. Lang, Harry C., Rochester, N.Y. Ledet, Sister Eymard, Lafayette, La. Lang, Robert W., St. Augustine, Fla.Lee, Carmen J., Devils Lake, N. Dak. Lang, Susan, San Antonio, Tex. Lee Mrs. Dorothy W., Wilson, N.C. Lange, Keith, Salem, Oreg. Lee, Kenneth C., Orlando, Fin. Lunge, Rebecca, Los Angeles, Calif. Lee, Mrs. Martha M., Houston, Tex. Langford, Betsy, Madera, Tex. Levi, Milton. Delavnn, Lanham, Mrs. Isabel, Fulton, NI% Lee, Mrs. Naomi, Oakland, Calif.

36 28 Lee. Rena SI, Salem. Oreg. Lee, Russell, Jackson. Miss. Likes. Henry E.. Winchester.Ill. Liles. Mrs. Eleanor H.,Wilson, N.C. Lee, Mrs, Sally, Jackson.Miss. Lill. Daniel, Rochester, Lee.Mrs.Virginia Guthrie,Sacra- N.Y. mento. Calif. 'Anon. Frank. Brooklyn,N.Y. Leech, Mrs. Virginia Lindblom. Elsie M., Portland.Maine L.,Pittsburgh,Lindner, Mrs. Rose E., Floral Pa. N.Y. Park. Leen:touts. Myron A., Berkeley,Calif.Lindsey, Emily K.. Pentland. Le Feattx. Mrs. Dorothy.Baton Rouge, Tex. La. Lindstrom. AugustB..NVethersfield, Legard, Mrs. Aquila A., Baton Conn. La. Rouge,Lindstrom. Evelyn A.. Gooding.Idaho Lingerfelt, Mrs. Marilyn, Lehnert. Corrine E. G.. Towson.Md. Morf:aton. Lehrer Mr. Noel. North N.C. Yonkers, N.Y.Iinzey, Robert W., Romney,W. Va. Leh:it. Mrs. Ruth 11.. Provo,Utah Litchfield. Kendall Leinbch. Daniel P., Riverside.Calif. I)., White Plains. Leman. Charles W., Flint. Mich. N.Y. Lemke. Mrs. Margaret, Litchfield.Russell0.,SanDiego. Wash. Vancouver, Calif. Little, James A., SantaFe, N. Mex. LeMieux, Robert. GreatFalls, Mont.lively, Mrs. Lois. Route, (Ia. Le Nan'. Judith M.,Hyattsville, Md. Lively, Mrs. Patricia, BatonRouge, La. Lennau, Robert K.. Riverside,Calif. Lloyd. John IL, St. Augustine. Lennon, Patricia, Bronx,N.Y. FM. William. Great Falls, Mont.Lloyd. Dr. Lyle L., Washington.D.C. Lloyd, Marie, Vancouver,Wash. Lenox. .Tames P.. 'Morrisville,Pa. Loberg, Mrs. Leo, Sister Anna. Randolph.Mass. Elsie, Torrance.Calif. Leonard, Sister David Mary, Locke. Martha. San Antonio,Tex. burgh. Pa. Pitts-Loebel, Geoffrey A., Santa Fe.N. Mex. Loeffler, Mrs. Bonnie, South Leonard'. Irene. Trenton. N.J. Calif. Hayward. Leotthardt, Mrs. CaroleL.. Redlands. Calif. Loftus, Mrs. Marie. Scranton.Pa. Leonardt, Rev. Roger, Devils Logan. Janice L.. Salem. Oreg. N. Dak. Lake,Lohman.' Edith 1).. Arlington.Va. Lolan. Thomas, Cincinnati. Leotthardt, Mrs. Sonja M. C.,Devils Ohl() Lake. N. Da k. Lombardi. Ann. Cheektowaga.N.Y. Leo ich, Miss Toni, East Long. Edwin. Spartanburg.S.C. N.Y. Setanket,Long. Linda L.. OklahomaCity. Okla. Long. Mrs. Mary. Lpisto, Mrs. Hel!. Rock,Mich. Spartanburg, S.C. Looney. Patricia A.. Pittsburgh,Pa. Lerdal, Harriet E., Minneapolis.Minn.Lopinski, Mrs. Betty, Jacksonville. 1-z410)% Sister M. Pauline, Buffalo.N.Y. Lesesne, Mrs. Ruth. Austin.Tex. Lorene, Sister James, St.Louis. Mo. Lessain. Mick'. Cincinnati.Ohio Lorenz. Mrs. Katherine K.,Illekant Less:,SisterRosemary, AIM. Hawaii N.Y. Brooklyn,Lorenzen, Riehard I).. Salem.Oreg. Lester.Mrs. JeannetteJ., Lorton. Mary, Poe:dello,Idaho Mich. Lansing.,Imughitt. Mrs. Beth. FalmouthFore- side. Maine Letourneath Sister Nora. Buff'.lo, Loughran, Rosa lin D., Riverside. leVasseur. Arthur. Riverside.Calif. Calif. ',twiner, Mrs. Peggy, Love. Mrs. Sara, Staunton, Va. Morganton. N.C.Loveday. Thomas. Tucson. levitov. Barbara, Riverside,Calif. Ariz. Levy, Mrs. Annie J., Beverly Lovelace. Mrs. Frances. Talladega,Ala. Calif. Hills,Lowe, Mrs. Carol. Baton Rouge.La. T.owe. Elizabeth. Charlotte.N.C. Levy, Mrs. Joyce, Indianapolis.Ind. Lowell. Dr. Edgar L., Los Levy, Mrs. Lois, E., Houston,Tex. Calif. Angeles. Lew. Alley Y.. San Mateo,Calif. Lowell. Dr. Neil Lewis. A. P.. Jr.. Sulphur,Okla. F., Stevens Point, Lewis, Lucy A., Riverside. Wis. Lewis, Richard G., Evanston,Ill. Lowenbratm, Dr. Sheila. Seattle.Wash. Le Zak, Dr. Raymond J., Lowman. Rex P.. Riverdale,Md. Ohio Cleveland,Lownie, Susan. Buffalo, N.Y. Liao. Mary Ann. Stoney Lowrie.Mrs.Barbara, South Wey- Brook, N.Y. mouth. Mass. Liberate. Joan. Verona, N.J. Lowry, Jeanne E., Gaithersburg, LidstramL Mrs. Kay. Omaha,Nebr. Md. 'Mown'''. Mrs. ',meal. Omaha, Lubbers. Earl B., Tucson. Ariz. Nebr.Lucas, Mrs. Arlene B., Pittsburgh,Pa.

37 29

MeChord. Danville. Ky. Lucid°. Mrs. Feints L.. Olathe, Kans.NIcelain. Mrs. Lenore. Knoxville. Tem. Ludewia. William T., Pacific Palisades,McClanahan. 3Irs. Rosalie, Fulton, Mo. Cal if. 11c(71ary. Mrs. Dorothy, Fulton, 31o. Ludivico.3Irs.Ruth G.,Pittsburgh, Pa. 31cCienathan. Sister Melrose Therese, Ludwig, Mrs. Warrene E.. Aubrey, Tex. Buffalo. N.Y. Ludwig, Mrs. Ze li, College Park,31d.McClure. Mrs. Ruth E.. Pittsburgh, Pa. Luebke, .Melvin W., Mill Neck, N.Y. McClure, Dr. William J., St. Augustine, Cambridge. Fla. Lnkmire, Mrs. Nan K.. NIcCollom, Mrs. Florence, Great Falls, Muss. Portland, Mont. Lumpkins,Mrs.Jannette, McConalogue, Mrs. Agnes M., Bronx, Maine Lund, Elizabeth L., Tulsa, Okla. N.Y. Lunestad, Mrs. Sandra. Sycamore, III.McConnell. Mrs. Martha, Danville, Ky.. Lunna. Brenda J., Bronx, N.I. 31cConnell, William .1., Hampton, Va. Lupkin, Mrs. Susan. 3Ietuchen,N.J.\IcConvey. Gasport, N.Y. Luptak. Beverly 31., Chicago, Ill. MeCool. Sister Regina. Randolph, Mass, Lurwick, Donald IL, Roumey, W.Va.McCord. James .1..Washington, D.C. Luster, GaryD., ColoradoSprings,McCord.3Irs.Julianba K, Indian- Colo. apolis, Ind. Lwerman, David. Boston. Mass. McCord, 3Iiiia. Auburn, Ala. Lutz, Martha. Fulton, Mo. MeCord, Sam. Morganton, N.C. Lnxton. Mrs. Dianne K.. Colton,Calif.31cCormack, MaryAnn, Brooklyn, N.Y. Lyas. Mrs. Esther B.. Hanwton. Va. 31eCormiek. Cathy, Blackfoot Idaho Lybrand. Mrs. Susan C.. Dallas, Tex.McCoy. Mary R., Riverside, Calif. lfeCray, Mary M., Jacksonville, Lynch, Sister Jane Catherine, Buffalo,McCrea, Mrs. Betty J.. Baltimore, Md. N.Y. Lyon, Mrs. June M.. Portland, Oreg.MeCubbin, Mona K., Newington, Conn. Lyons, Mrs. Agnes K., Olyphant, Pa.McCulloch, Mrs. Barbara J., Lincoln, Lynam. Elizabeth, Bronx, N.Y. Nebr. Mrs. Barbara, Waynesboro, Va.McCullough, Mrs. Connie, Pittsburgh, Lynch, Daniel, Lafayette, Calif. Pa. Lynch, Mrs.Irene 3L,Indianapolis,McCullough, Mrs. Evelyn, Knoxville, 111(1. Tenn. Lynch, Linda L., Seattle, Wash. McCurry, S. Kay, Morganton, N.C. Lynch. Mrs. Petronella K., NewYork.McDaniel, Mrs. Mary Lou, Morganton, N.Y. N.C. Lynne, Barbara E., Clarklield,Minn.McDede, Marilyn. Great Falls, Mont. McDermott,ElizabethF.,Brooklyn, N.Y. Mc McDermott. Julie, Spartanburg, S.C. McAdam, Colin. Faribault, Minn. McDermott. Maryann, Arlington. Va. McAdams. Robert M., Wilson, N.C. McDermott, Raymond. Omaha. Nebr. MeAnally, Mrs. Patricia, Normal, Ill.MeDonqid, Mrs. Carol A., Frederick, McAuliffe. Mrs. Barbara M., Bronx- 31d. ville, N.Y. 31cDonald, Carl, Salem, Oreg. McAvoy. Sister Mary. Randolph, Mass.McDonald.Mrs.Dorothy IL,Pitts- Mclicath,Mrs.Gertrude,Cleveland, burgh, Pa. Ohio McDonald,LorettaAnn,Honolulu, NIellroom,Mrs.Jacqueline,Indian- Hawaii apolis. Ind. McDonald, Mrs. Thehna, Omaha, Nebr. McCabe, Ann Marie, West Hartford,McDowell. Floyd, Great Falls, N1ont. Conn. McDowell. Linda Anne, Albuquerque, McCahill, Rev.Patrick, New York, Mex. N.Y. 3fcEnaney,Susan,Stoughton, Mass. McCain. Willie M., Rome, Ga. McEvoy, Dorothy M., Riverside, Calif. McCandless. Mrs. Kathy, El Paso, Tex.McFarland. Mrs. Janice, Tucson, Ariz. McCann, Mary Ellen, Washington, D.C.McGarry, David A., Riverside, Calif. McCarr, Mrs. Dorothy J., Salem, Oreg.McGill, Daniel, Austin, Tex. McCarthy, Sister Mary Louise, Ran-McGill, David, Glastonbury, Conn. dolph. Mass. Vancouver, McCartt, Lee, Knoxville, Tenn. McGill. Mrs. Dorothy, McCarty, Mrs. (Meta. Sulphur, Okla. Wash. E.,Washington,McGill, Mrs. Gertie, Austin, Tex. 31cCalley, Joanne J.,Tucson, D.C. McGlamery, Mrs.Sara 3IcChord, Mrs. Charlotte, Danville, Ky. Ariz.

3S 30 McGrath, DavidP., San Francisco, Calif. NInek, Mrs. Elizabeth Md. A., Baltimore, MO; airiness, DavidJ., Bowie, Md. .NleIntosh, Mrs. VillaII., Atlanta, Ga.Mack, Janice,Charlottesville, Va, McKay, Robin,Frankfort, Ill. MacKay, Constance,Ogden, Utah NIcKelvy, Mrs. MaryD., OklahomaMalay, Noel, SantaFe, N. NIex, City, Okla. MacNeil, Linda,Redondo Beach, Calif. Mc Kende, Melinda,Dallas, Tex. Maddox, Mrs. HelenII., Taylors, McKenna, Edward Maddox, Mildred,Olathe, Kans. T., Frederick, Md.Mader, Judith C., Me Kenney, Kathleen,Omaha, Nebr. Indianapolis, McKeon. James,De lavan, Wis. Nladison, NIrs. JeannetteA., Frederick. McKenzie, Mrs. Carol, Md. McKeon, Mrs. Ethel,Knoxville, Tenn.Madsen, Willard J., Slayton, Oreg. Maedel, Judy. Ypsilanti,Riverdale, Md. 3IKinley, Mrs. Helen,Seattle. Walsh. Mich. McKinney, Charlie,Rome, N.Y. Maetello, Arthur,Brooklyn, N.Y. McKinney, 1)r. Lucille,Troy, Mich. Magill, Medford, BatonRouge, La. McKinnon, Mrs.Margaret, Sulphur,Magness, James, Rome,N.Y. Okla. Magno, Carmen P.,St. Augustine, Fla. McLachlan. Karen. Mahn ley, Mrs. Anne Mel Holland, Mich. Mah la, Sister Jeremy,K., Wilson, N.C. Sister Agnes Teresa,Pitts- Urbana, Ill. burgh, Pa. Milldam, Nancy, GreatFalls, Mont. McLaughlin, Ellen,Milwaukee, Wis. Mahoney, Donald B.,Washington, D.. lieLaughiln, Mrs. Maier, Mrs.BettyJ., Great Bend. Bluffs, Iowa hazel,Council Kans. Maison, Mrs. Elizabeth Mcl.cland, Shirley,Omaha, Nebr. .1%, Beverly MeLelland, Mrs. Helen, Hills, Calif. Staunton, Va.Malin, Dr. Jerald A., McLelland, Dr. Paul,Staunton, Va. Rlderwood, Md. McLennan, NormanJ., Salem, Oreg. Mallinekrodt, Mrs. Betty,Fulton. Mo. McLeondon, Gloria, Malmberg. Mrs.Geraldine Bladensburg, Md. burgh, Pa. J.,Pitts- Me Nlahon, Dale,Baton Rouge, La. Me Mammy, Mrs. Malone,SisterMildred, Bluffs, Iowa Maurine, Council Mass. Randolph. McMullin, Thomas Mallow, Mrs. wilda, .1., Pittsburgh,Pa.Ma 1phurs, Mrs. Jane Staunton, Vat. McNamara, Mrs.Isabelle, Vancouver, Miss. Wash. Malzkulm, Eric, Jr.,San Mateo. Calif. NIeNeil, Debbie, Manansala, Mrs. Lourdes Urbana, Ill. Md, S., Baltimore, McNulty, MargaretM., Wilmington, Del. Minelni, Mary, Buffalo,N.Y. Me Peak, Mrs.Elizabeth T., Monroe-Mandery, Linda,Rochester, N.Y. ville, Pa. Mangan, James J., LasCruces, N. Mex. Met'hedran, Mrs. Mangan, Dr. KennethIt., Jacksonville, Alberta, CanadaMarjorie, Edmonton, Ill. McSwain, Mrs. Manik, Patricia, Warren,Mich. Mc Tiernan, Mrs.Carol, Buffalo, N.Y. Manley, Mrs. Rachel Mary Lou, Paramus,Mann, Jacqueline, M., Houston, Tex. II4nn, Mrs. NanceyLandover, Md. McVeigh, Mrs. Joan,Lake Park, Fla. W., Norfolk. Va. Mann, Richard M.,Tucson, Ariz. M Mann, Susan B.,Dallas, Tex. Manuen, Grace, Detroit, Mans, Matthias, Mich. Vancouver, Wash. Manning, Mrs. Camille,Buffalo, N.Y. MacAskill, Mrs. Diane,Bethesda, Md.Mannion, SisterPhilomena, Pittsburgh, MacDonald, David,Concord, Calif. Pa. MacDonald, Mrs.Geraldine S., Am-Manshel, Mrs. Hannah,New Rochelle. herst, Nova Scotia,Canada MacDonald, Irvin S., Mantle, John Ervin, Scotia, Canada Amherst, Nova Utah Salt Lake City, MacDonald, Linda A.,Amherst, NovaMarcell e,Mrs.MildredK., Scotia, Canada Rouge, La. Baton MacDonald, Sister MarcellIno, Michael, Mass. Margret, Randolph, Larchmont, N.Y. Margaret, Sister, Chicago,III. MacFarlane, Mrs.Harriet, Margulies, Susan K., Diego, Calif. P.,San Washington, D.C. Marhefka, Frank R.,Lake Lynn, Pat. Mace, Emmie Lou, Marie,SisterDoris, Lake Ronkon- Morganton, N.C. koma, N.Y. Mac latio, Mada line,Rochester, N.Y. MacIntyre, Ann, West Mary, Sister Loyola, Newton, Mass. koma, N.Y, Lake Ronkon-

39 31

Marino,Mrs.Rosemarie,Brooklyn,ititsui, Mrs. Christine, Eugene, Oreg. N.Y. Matteson, Carol, Franeestown, N.H. Marjorie, Sister Mary, Randolph, Mass.Matthews, Gail, Great Falls, Mont. Markey, Francis B.,Brattleboro. Vt.Mattingly, Susan, Baltimore, Md. Markiewicz,BettyA.,Menlo Park,Matujec, Mrs. Mary Anil, Salem, Oreg. Calif. Man. Mrs. Carol, Tempe, Ariz. Markoff, Mrs. Maxine, New York, N.Y.Manreri. Grace, West Hartford. Conn. Marks,ConnieIt.,Amherst,Nova3Iaust, Dexter C., Dallas, Oreg. Soti II,Canada Maxey, Tom, Rochester, N.Y. Marks, Mrs. Mary Jane, Austin, Tex.Maxwell, Mrs. Betsy, Alexander, Ark. Mar land, Emily J., Washington, D.C.Ma swell, Joseph, Yarmouth, Maine Marney, Susan. Redondo Beach, Calif.Maxwell, Mrs. Nelda, Morganton, N.C. Marra, William, Olathe, Kam May, Barbara, Danville, Ky. Marriner,. Rebecca,NVashington, Pa.May, Mrs. Carol C., Riverside, Calif. Marsh, Charles E., Jr., Olathe, Kans.May, Mrs. Judith, Tucson. Ariz. Marsh, Mrs. Kathleen, Olathe, Kans.May, Karl H., Tucson, Ariz. Marshall, Alfred, Danville, Ky. May, Mrs. Nadene, Danville, Ky. Marshall, Erwin, Lafayette, Calif. May, Patricia Diane, Tallahassee, Fla. Marshall,Mrs.Margaret,Danville,3Inyder, Carol, Detroit, Mich. Ky. Mayer, Sarah, Gardena, Calif. Marshall, Marvin J., Carmel, Ind. Mayes, Mrs. Julia, Flint, Mich. 31arshall, Mrs. Mary lI., Hattiesburg,Mayes, Dr. Thomas A., Northridge, Miss. Calif. Marshall, Philip. Austin, Tex. Mayfield, Mr. Rohel E., Wilson, N.C. Marshall, Mrs. Teresa, Carmel, Ind. Mayo, Mrs. Margaret W., Baltimore, Marshall, Dr. William J. A., Seattle, Md. Wash. Maynard, Hollis 13., Louisville, Ky. Marshall, Zoe, Jacksonville, Mays, Mrs. Mary Alice, Casper, Wyo. Marston, Karen D., Mill Neck, N.Y. Mazick, Myra .T.,Pittsburgh, Pa. Martens, Mrs. Katherine K., Bronx,Mazanti, Mrs. Sharon, Little Rock, N.Y. Ark. Martin, Dolores, Newark, N.J. 3Iazotta, Mary G., Piscataway, N.J. Martin, Elnora, Lyerly, Ga. McDonald, Mrs. Jane H., Houston, Tex. Marlin, Frances, Morganton, N.C. Meacham, Mrs. Gail, Marietta, Ga. Martin, Sister Mary, Randolph, Mass.Meacham, Sharon, Memphis, Tenn. Martin,Mrs.MerleR.,Morganton,Meador, Kelly, Austin, Tex. N.C. Means, Mrs. Karen, Eaton, Colo. Martin, Pamela, Urbana, Means, Lily F., Long Beach, Calif. Martin, Mrs. Sandra, Orlando, Fla. Mears. Edwin G., Salt Lake City, Utah 31rtin, Mrs. Wile J., Morganton, N.C.Measels, Mrs. Evelyn, Santa Fe, N. Martina, Russell, Buffalo, N.Y. Mex. Martins, Gary II., Campbelivile, Ont.,Mediran, Virginia, Olathe, Kans. Canada Medlock, Mrs. Hilda, North Little Rock, Martncci, Cecilia, Los Angeles, Calif. Ark. Martyka, Emilia, Detroit, Mich. Meek, Mrs. Earle B., Frederick, Md. 31nrzolf, Michael, Staunton, VII, Meek, Joanne, Riverside, Calif. Maselli, Miss A. A., Monrovia, Calif.Meeks, James E., Bloomington, Calif. Mason, Henry, Brooklyn, N.Y. Mehl, Albert E., Morganton, N.C. Mason, VirgilJ.,Columbia, Md. Meier, Mrs. June, Great Falls, Mont. Mason, Warren M., Monmouth, Oreg.Meis, Mrs. Edna Noe, Albuquerque, Massey, Mrs. James F., Wilson, N.C. N. Mex. Massey, LeslieJ.Indianapolis, Ind.Meisegeier, Richard M., New Carroll- Massey, Wayland, Council Bluffs, Iowa ton, Md. Massingill, Nan, Lufkin, Tex. Meisel, Adrienne, Chicago, Matheny, Lawrence, Forest City, N.C.Meisser, Mrs. Virginia, Milwaukee, Mathews, Mrs. Jack, Chicago, Wis. Mathews, John P., Faribault, Minn. MOW', Mrs. Carol, Devils Lake, N. Mathewson, Mrs. Penelope, Alhambra, Dak. Calif. Melnick, Mrs. Rose R., Bronx, N.Y. 3Inthis, Mrs. Amy, Knoxville, Tenn.Melton, Sheldon, Staunton, Vil. Mathis, Steve, Baltimore, Md. Menkis, Paul, Gaithersburg, Md. Matkin, Dr. Noel D., Evanston, Ill. Menson. Stanley, Riverside, Calif. Matlock,Mrs.Ethlyn,LittleRock,Merealdo, David, Rochester, N.Y. Ark. Mercurio, Mary Ann, Newark, N.J. Mancha, Mrs.Valerie, Green Bay,Meredith, Linda, San Antonio, Tex. Wis. Merklin, Arthur, Fulton, Mo.

40 32 Mei. lino, Robert,Vanconver, Wash. Merriam, Jessie 1).,Lakewood, Ohio 'Minnick, Mrs. Marie,Mill Neck, N.Y. Merrill, Dr. EdwardC., Jr., Washing-Minnick, Peter, MillNeck, N.Y. ton, Minogue, KathleenF., Chicago, Ill. Messmer, Mary Lon, Minor, Mrs. Claryce Columbus, Ohio La. J., Baton Rouge, Metealfe, 'Mrs. MaryC., Gastonia, N.C. Meyer, Mrs. Catherine,Ehillinrst, 111.Minor, Joseph K.,Wilson, N.C. :Nleer, Hannah,Oakland, Calif. Minor, Mrs. Mary,Briarcliff Manor, Meyer, Mrs. NancyE., Sank Rapids, N.Y. Minn.. Minton, Nita M.,Riverside, Calif. :Meyers, Sister Edna Miracle, Mrs. Janet, Pa. Marie, Pittsburgh,Miranda, Joe, VancouverOlathe, Kans. Canada 8, B.C., Maria, Winnipeg 9,Manitoba, Canada Mims, Edward,Delay:in, Wis. Michael, Joan II., Missimer, Mrs. LouN., Elizabethton, Michael, Sister Marie,Oakland, Calif. Tenn. Michaelson, Judy, Randolph, Mass.Mitchell, Mrs. Betty Seattle, Wash. N.C. I,., Morganton, Michener, Martha,Kingston, Tenn. Middleton, Bernice,Ceres, Calif. Mitchell, Mrs. CarolynA., Centre, Ala. Midkiff, Mrs. JaneII., Lexington, Ky.Mitchell, Dianne N.,Rochester, N.Y. Mieran, Patricia,Royal Oak, Mich. Mitchell, Mrs. DorothyB., Morganton, Mieremlorf, Mrs. N.C. Clair Shores, Mich.Gerarda :tnn, St. Mitchell, Mrs. Peggy, Mitchell, Ronald, Austin, Tex. Miescher, Mrs. FrancesR., Tucson, Ariz. Farilmult,Minn. Mikes. Kenneth, Mitchell. StephenM., Centre, Ala. 31ilburn, Dr. WandaBerkeley, Calif. Mulch, Wayne C., Mich. 0., Ann Arbor,Moak, Solon E., Talladega, Ala. Miles, Mrs. Brenda, Mobley. Mrs. Glenda,Jackson, Miss. Miles, Lucy, Wilson, N.C. Moehring, Mrs. Trenton. N.J. Waynesboro, Va. Tex. Gertrude V., Houston, Milesky, SamuelD., Madison, Wis. Milford, John, Tucson,Ariz. Moen. Mrs. Karen,Sioux Falls, S. Dak. Minch, Predda,Flnshing, N.Y. Moenigmann, Clarice,St. Louis, Mo. Miller, Mrs. Albert, Mol lit, Norma,Roy, Ptah Miller, Carolyn, Bay Village, Ohio'Moffitt. Mrs. Mary, Ypsilanti, Mich. Mog, Hubertine, Portland, Oreg. Charles J., Colambus,Ohio Los Angeles, Calif. Miller, De Mins F.,Morganton, N.C. Mokate, R. Lorene,Urbana. Miller, Mrs. Harriet,Simi Valley, Calif.Moline, Grace.Clarendon Hills. Ill. Miller, Dr. June,Kansas City, Kans. Mo 11011, John F.,Sr.. Pontiac, Mich. Miller, Kenneth,Vancouver, Wash. \lolocaavage, Mary C.,Tucson, Ariz. Miller, Mrs. Loretta,Sioux Falls, S.Moncrief, Mrs. Clara,Talladega, Ala. Da k. Mondada, Ernest Silver Spring, Md. Miller. Mrs. LucilleV., Northridge, Monfort on, Jan,Vancouver, Wash. Calif. Monaghan. lbo, Knoxville, Miller, Dr. M. H., 3Ionsees, Dr. Edna Tenn. New York, N.V. D.C. K., Washington, Miller, Sister MarieCorona, Pittsburgh, Pa. Montgomery, Mrs. Callie, Rome, Ga. Miller, Marlene,Dayville, N.Y. Montgomery, Mrs.Camille, Memphis. Miller, Mary A.,Oakhurst, NI. Tenn. Miller, Sister Mary Moon, Irma, SantaPe. N. Mex. field, N.J. Lou, North Plain-Moon, Mary Alice, Miller, Richard, Mooneyham, Mrs.Indianapolis, Ind. Ventura, Calif. Calif. Jeannine, Covina, Miller, Mrs. Wanda,Oakland, Calif. Milligan, Mrs.Bertha,White Plains,Moore, Cheryl, St.Clair Shores. Mich. N.Y. Moore, Eileen B.,Mt. Vernon, N.Y. Milligan, Kevin,Buffalo, N.Y. Moore, Larry,Jacksonville, Ill. Tim. Hot Springs, Moore, Leander. Ark. Moore, Lucy, Trenton,Knoxville, Tenn. Milligan, William,White Plains, N.Y. N.J. Mills, Dr. ,Tack.Annapolis, Md. Moore, Marguerite,Colton, Calif. Mills. William I1Hayward, Calif. Moore, Marilyn,Dallas. Tex. \[inward, JaniceC., Denver, Colo. Moore, Mrs. Marjorie,Ft. Worth, Tex. Ming, Mrs. Kay,Austin, Tex. Moore, Mrs. MaryEvelyn, Tallahassee, Ming. Prentis,Austin, Tex. Via. Minger, Pamela, Moore, Cheverly, Md. Pa.Sister Ma.ry John,Pittsburgh, Minihan, Helen R.,Stony Brook; N.Y. Minkel, Mrs. SarahL., Newton, Pa. Moore, Michael IL.Jacksonville.Ill. Moore, Mrs. NanaL., Mounds, Okla.

41 33

Moore, Mrs. Ruth, Fulton, Mo. Murphy. Dr. Harry J., Inglewood, Moore, Mrs. Sue, Indianapolis. Ind. Calif. Moore, Mrs. Susan E., Pittsburgh, Pn.Murphy, Mrs. Joyce, Sulphur, Okla. Moore, Sister Theresa, Buffalo, N.Y. Murphy, Mrs. Joyce E., Vancouver, Moore, 1Viuchell, Peterboro, N.II. Wash. Moores, Dr. Donald F., St. Paul, Minn.Murphy, Rev. Lawrence C., Milwaukee, Moran, Josephine M., Bronx. N.Y. Wis. Mora n, Mrs. Wean, Davidson. Ala. Murphy, Lee C., Buffalo. N.Y. Morgan. Mrs. Martha Kay S., Rich-Murphy, Michael, Jacksonville, Ark. :1 raison, Tex. Murphy, Rosemary, Bronx, N.Y. Morgan. Susan B., North Ogden, UtahMurray, John, Austin, Tex. 3Iorin, Mrs. Lois. Douglas Hill, MaineMurray, Mildred P., St. Augustine, Fla. Morila, Hamm, Vancouver, Wash. Murray, Mrs. Peggy, Vidalia. La. Morris, Judith A., Wilson, N.C. Murray, Mrs. Winona L., Palos Verdes Morris. Mrs. Margaret B., Long Beach, Peninsula. Murrel, Mrs. Margaret, Little Rock, Morris, Mrs. Mildred L., Spartanburg, Ark. S.C. Muse, Helen, Cave Spring.. Ga. Morrison. lames D., Loudon. Ky. Musenteche,Mrs.Genevieve,Baton Morton, Pauline J., South Bend, Rouge, La. Moseley. Mrs. Lola B., Louisville, Ky.Mnsmanno, MadelineF.,Riverside, Mosher, Mrs. Nancy A.,A. Holt, Mich. Calif. Mosier, Wilbur, Little Ark. Myers, Mrs. Thelma, Baton Rouge. Ln. Moss. Mrs. Catherine J., Houston. Tex.Myhre, Mrs. Doris P., Milwaukee, Wis. Muss. Mrs. :Janet, Jacksonville, Myklebust, Joseph, Council Bluffs, Iowa Masse!. Max. Fulton, Mo. Myklebust, Dr. A. S., Sioux Falls, S. Mothersell, Lawrence, Genesee, N.Y. Da k. Motley, Gene R., St. Augustine. Fin. Motley, Jeanne R., Denver, Colo. Motley, Mrs. Ruth G., St. Augustine, N Fla. Motley. Mrs. Susan, Fulton, Mo. Nace, Dr. John G.. Newark, Del. 3Iott, Clyde. Seattle, Wash. Nagamine, Mrs. Dorothy, San Jose, Moulton, Robert, Ogden, Utah Calif. Moor:mud, Mrs. Geraldine. Austin, Tex.Nagel, Dr. Robert F., New Haven. Conn. Mowl, Harold M., Jr., Pittsburgh, Pa.Nagy, Edward J., Pittsburgh. Pa. Moylan, Patti, Shawnee Mission, Kans.Nagy, Mrs. Sally J., Pittsburgh, Pa. Mrizek. Shirley, Citrus Heights, Calif.Nathanson, Yale S., Philadelphia, Pa. Mueciolo, John L.,Hastings-on-Hud-Nand, Jean-Guy, Rochester, N.Y. son, N.Y. Neal, Ermine, Cave .Spring, Ga. Mucciolo, Lillian C., Hastings-on-Hud-Neatly, John, Fnribault. 3Hun. son, N.Y. Neashant, Patricia A., Colorado Springs, Much. James B., Corbin City, N.J. Colo. Mudgett, David, Jacksonville, Ill. Needham, Richard M., Lancaster, Ohio Mudgett, Mrs. Grace L., Jacksonville,Neff, 'Pisa, Durango, Colo. Neidetcher, Mrs. Rebecca, Whiteshoro, Mnegge, Mrs. Jane. Austin, Tex. N.Y. Mueller. Eleanor, Fa ribault, Minn. Neleigh, Janice L., Pittsburgh. Pa. Mueller. Ruth, Spring Hill, Kans. Nelsen, Patsy A., Devils Lake, N. Dak. Mull, Mrs. Betty S., Morganton, N.C.Nelson, Mrs. C. Arlene, Jacksonville, Ill. Moll. Mabel M., Drexel, N.0 Nelson, Mrs. Barbara, Libertyville, Ill. Mullane. Mary, Rockford. Ill. Nelson, Mrs. Bonita. Salem, Oreg. Mullenax. Mrs. Marian. Olathe, Kans.Nelson, Jayne V.. Minneapolis. MUM Muller, Keith D., Westminster. Md. Nelson, Mrs. Kathleen H., Houston, Tex. Mullins, Richard. Great Falls, Mont. Nelson, Linda C., Houston, Tex. Manager, Mrs. Evelyn, Kansas City,Nelson, Mrs. Louise B., Raleigh. N.C. Kans. Nelson, Mrs. Lynn, Charlottesville, Va. Mmanis. Mrs. Alice. Lincoln, Nebr. Nelson, Martin R., White Plains, N.Y. Munroe. Mrs. Gall, Tucson. Ariz. Nelson, Norman. Staunton, Va. Murdock, Mrs. Margaret. Buffalo. N.Y.Nelson, Mrs. Patricia, Gooding, Idaho Modell°,JoAnne,Croton-on-Hudson,Nelson, Robert, Morgan. Utah N.Y. Nelson, Mrs. Ruth E., Monmouth. Oreg. Mnrolo, Marco. Tucson. Ariz. Nesemeier, Gregg R., Washington, D.C. Murphy, Mrs. Billie. Little Rock, Ark.Nenbacher, Marjorie, Drayton Plains, Murphy, Fred R., Olathe, Kans. Mich.

42 34

Naumann, Donald, Tucson, Ariz. O'Donnell. Helen. Scranton, Pa. Neumann, Mrs. Kit, Austin, Tex. Odzer, Olivia, Scranton, Pa. Newberg. Mrs. Connie, Riverside, Calif.Oermann, Rev. Ervin, Milledgeville, Ga. Newby, Bernice D., New York, N.Y. Ogan, Mrs. Edith, Sulphur, Okla. Newby, .1.I.., Cedar Rapids, Iowa Ogden, Sister Angelene, Chicago, Iii. Newkirk, June, Tucson, Ariz. Ogletree, Mrs. Barbara b., Morganton, Newman, Mrs. Betty, Riverside, CAC N.C. Newman. Lawrence, Riverside,Calif.O'Grady, Mary C., Jninnien, N.Y. Nichols, Mrs. Katherine M., Elmwood,Ohlinger, Betty I'., Colton, Calif. Conn. Oily, Lee Ann, Delavan, Wis. Nicolui. Richard D., Indianapolis, Intl. 0.111, Mrs. libido, Peterboro, N.H. Nicholas, Mrs. Anne, Austin, Tex. Mr3. Marcia, St. Augustine, Fin. Nichols, Mrs. Clore. 1)elray Beaeh, 01a, Norman, St. Augustine, Fin. Nichols, Jenny, Portland, Oreg. (Mangler, Mrs. Mary B.. Gooding,1(111110 Nicholson Mrs. Caroline, Omaha, Nebr.Olanoff, Mrs. PearlIt.,Philadelphia, Nicholson,Mrs.Evelyn,Knoxville, Pa. Tenn. Olanoff. Mrs. Rose S., Philadelphia. Pa, Niedzialek. Edward, Rochester, N.Y. lesiuski, Mrs. Natalie, Brooklyn, N.Y. Nielsen, And rew G reel ey, Coln. Oliver. John, St. Augustine, Fla. Nielsen, .1. Boyd, Ogden, Utah 0Intstead, M. Ann, Rocky Hill. Conn. Nies, Barbara Ann, New York, N.Y. Olsen, Gary W., Indianapolis, Ind. Nilson, Mrs. Mabel W., Worthington,Olsen, Miss Jean A., Goastra, Mich. Ohio Olson, Carolyn M., Los Angeles, Calif. Nolan, Jenny. Ypsilanti, Mich. Olson, Mrs. Diane, Riverside, Calif. Noland. 1.111(111 A., Birmingham, Ala. Olson, Harvey, Omaha, Nebr. Noll. Phyllis J., AV:Isliington, Olson, Jack, Bozeman, Mont. Nomeland. Emery T.. Romney, W.Va.Olson, John R.. Indianapolis, Ind. Nomeland, Ronald., Liverpool, 01S011, LeAnn. Omaha, Nebr. Nord. A. Meredith, Colorado Springs.Olson, M. Christine, St. Augustine, Fla. Olson, Marlys C., Salem, Oreg. Norman, Mrs. Susan. FaSetterille,Ark.Olson, Mrs. Manly W., Indianapolis, Carl N., Irving, Tex. Norris. Beryl. Philadelphia, Pa. ()Isola. Mrs. Mary, Columbus, Ohio Norris, Nathan P., Tueson, Ariz. Olson. Raymond C., Sioux Falls,S. North, Sister Rose Anita, Buffalo, k. Northeott, Mrs. Winifred Nies, Minne-O'Malley. Mrs. Ann R., Danville, Ky. apolis, Minn. O'Meara, Kathleen, Van Nuys, Calif. Northrup. Nancy, St. Augustine, Fla. O'Neill, Florence, Rome, Norton. Mrs. Dorothy L., Orosi,Calif.O'Neill, Marlyn, Urbana, Ill. Norton, Mrs. Sylvia, New York.N.Y. Opperntott, John J., Cleveland Ikights, Nortz, Naomi. Vancouver, Wash. Ohio Norwood, Joyce, Norfolk, Vn. OpsnItl, Mrs. Harriet, Riverside,Calif. Norwood, Malcolm J., New Carrollton,Oquisanti,JosephL., Glastonbury, Md. Conn. Nom-se, Anita, Amherst, Mass. (mutt, Gene L. Luquillo, P.R. Noyes. Dr. Marrianne, Jaffrey,N.H. Orenhamn. Ruth, Austin, Tex. Nugent, Nicholas, Rochester, N.Y. Orlando, Sandra, Williamsville,N.Y. Nunez, Margaret, Son Diego, Calif. Orman, Mrs. Doris B., Jacksonville,Fla. No1111010*, Mrs. Jeannette, Rome,N.Y.Orr, Agnes, Ogden, Utah Nunnery, .Toseph, Jackson, Miss. Gundalupitn, Colorado Springs, Nutt, Mrs. Emogene. Little Rock,Ark. Colo. Nwomkpn,Theopldlus,Portales, Ortiz, Jose Dennis, Holt, Mich. Mex. N. Osborn, Noun Linn, Way sate,Minn. Nyeum, Mrs. Mottle, Austin, Tex. Osborn,Mrs.Dorismine, W.,Pitts- Nye, William, Cumberland Ctr.,Maine burgh, l'n. Osborn,Mrs.LucileB.,Cleveland, 0 Ohio Osborne, Howard, Council Bluffs,Iowa Oberman, Nancy C., Denver, Coln. Osborne, Koren, B. Norritson, Pa. O'Brien. Elizabeth 11.. Rochester,N.Y.Osborne, Mrs. Margaret, Council Bluffs, O'Brien, Rt. Rev. Michael D.,Oakland, Iowa Calif. Osborne, Rev. Stanley, Danville, O'Brien, Philip C., Silver Springs,N.Y. Ky. O'Shea, Mrs. Joan, New York,N.Y. O'Connor, M. Lorraine, Saskatoon, O'Shea, John T., Rochester, N.Y. Sask., Canada Ottinger, Paulo, Hagerstown, Md. O'Connor, Patricia A., Pittsburgh,Pa.Otto, Anne, Napa, Calif.

43 35 Otto, Mrs. Donna, Austin,Tex. Mrs. Caroline,Ras b'ster,Patterson, l)r. Itantelle F., Louisville, N.Y. Ky. Overman, Mrs. Anne, Willing, Patton, Carolyn, Salinas, Calif. Oreg. Portland,Patton, Charles, Venice, Calif. l'atton, Mrs. Mary C.,Morganion, N.C. Owen, Charles, III,Columbus, Ohio Patton, Roy K., Talladega, Owens, Charles It., Wilson,N.C. Ala. Owens, Mrs. Joy B., Wilson, l'aul, Jeanne, Riverside,Calif. N.C. Patti, James B., Cheswick,Pa. Owens, Michael E., Landover,Md. Pan ley, Susan, Normal, Owens, Mrs. Ruth, Austin,Tex. Pan! l, John II., Ill. Owens, Mrs. Vera Y.,Cedartown, (::t. Riverside, Calif. Paxson, Grace E., Riverside,Calif. P Paxton, Fannie, S:aunion, Va. Payte., Joint A., .1r.,Tallahassee, Fla. Paarlberg, Mrs. Betsy, Normal,Ill. Payne, Mrs. Marsha E.,Aliddietowit, Pace, Donald II., Wilson,N.C. Md. Pacheco,Mrs.I )orothy, Payne, Mrs. Nancy, N.II. Utah Salt Lake City, Padden, Agues \L,Hyattsville, \hl. Payne, Mrs. PatsyJo, Santa Fe, N. Padden, Donald A.,Hyattsville, Md. Mex. Paddock, Douglas,Brian: tifManor,Payne, Airs. Shirley,Fulton, Mo. N.Y. l'encock, Letmard,Delay:tit, Wis. Page, Mrs. Helen A., NewYork, N.Y.Pearce, Mrs. MaryFrench, Tucson, Pah le, William F., HighlandPark, ill. Ariz. Painter, Carroll C.,Spartanburg, S.C.Pedrce, Virginia L,Wilson, N.C. Painter, Aubrey, Staunton, Pearson, Mrs. Connie, Vu. Fla. St. Augustine, Paiuton, Mrs. Ann, Austin,Tex. Paknla, Isaac J., Romney,W. Va. Pearson, Edward A.,Ilampton, Va. Palau, Alicia I)., ChulaVista, Calif. Pearson, John, (treatFalls, Mout. Painter, Carl, Rochester,N.Y. Pease, Carolyn, Garfield,N.J. Pa lutanist, WarrenR., Simi Valley,Pea, Airs. DorisC., Houston, Tex. Calif. Peck. Billy.1., Salem, Oreg. Painter, Howard 0.,Jr., Ila Word, Peksa, Paul Jr., EllicottCity, Md. Conn. l'ellieci, Lucia, WhitePlains, N.Y. Panara, Robert F.,Henrietta, N.Y. Pelloth, Lorraine,Buffalo, N.Y. Pansta, Shirley, Henrietta,N.Y. Pelser, Anna K., 'WestHartford, Conn. Pancake, Anne E., Romney, Pemberton, Mrs, Cecilia, W. Va. Ind. Indianapolis, Pancake, Virginia L.,Romney, W. Va. Papa lin, Anthony,Vancouver, Wash. Pendell, Lucille II.,Alexandria, Vu. Park, Charlotte, Dallas,Tex. Penland, Alm. Nutt,Spartanburg, S.C. Park, Mrs. Patricia,Northridge, Calif.Pens's, Joseph Kalamazoo, Mich. Parke, Mrs. Ruth V.,Chicago, Ill. Penny, Mrs. PenelopeS., Cave Spring, Parker, Mrs. Doyle,Sulphur, Okla. Ga. Parker, Samuel,alkersvi Ile, Md. Pepe, Joseph, Riverside,Calif, Parkin, Mrs. Orpha, Perdue, Mrs. Catherine, Cannel, Ind. Ga. Cave Spring, Parks, Mrs. Fern, Olathe,Kans. Parks, Mrs. Fern, Little Perdue, Engeue, Cave Parks, Lloyd It., Rock, Ark. Perez, Mrs Carrie Spring, Ga. Olathe, Kaus. 'rex. S., San Antonio, Parks, Roy G., LittleRock, Ark. Parrish, Horace, Cave Perkins, Roger S., Parrish, Rhonda, Spring, Ga. Perlmutter, MilesKnoxville, Tenn. Rochester, N.Y. Calif. B., Los Angeles, Parry, Judiruth, Surrey,B.C., Canada Pascaretta, Sister MarieGerard, Pitts-Perrin, Mary, BatonRouge, La. burgh, Pa. Perry, Kristine,Indianapolis, Ind. Pasitky, Mrs. Linda,Sylmar, Calif. l'erry, Robert, LittleRock, Ark. Pasco, Mrs. SylviaB., Indianapolis, Persinger, John,Newark, Del. lad. Peters, Mrs. Bryatme,imp:lea, Wis. Pate, Gwendolyn L.,Washington, D.C.Peters, Charles, SaltLake City, Utah Patrick, Lilly-Mary,Dunmore, Pa. Peters, Mrs. Verniee,Riverside, Calif. Patrie, Stanley,Sunderland, Mass. Peters, William,Riverside, Calif. Patten, Frances M.,Corona Del Mar,Petersen, Mrs. Frances,Newark, Del. Calif. Petersen, Larry, Mt.Lake Terrace, Patterson, Dorothy,Olathe, Kans. Wash. Patterson, Mrs. Lola Peterson,Mrs. W., Hampton, Va. Island, BarbaraR.,Rock Patterson, Lorraine,Levittown, Pa. Peterson, David R.,Santa Ana, Calif.

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Peterson, Gerold A.. Orange. Calif. Pokorny. Daniel II., Beltsville, Md. Peterson, Mrs.Inez., Council fluffs,Poling, Carmen S., Riverside, Calif. IIWO Pollard, Burhett, Morganton, N.C. Peterson, Mrs. Marilyn K.. Little Rock,Pollard, Kenneth 11., Macon, Ga. Ark. Pollard, Mary, Little noel:, Ark. Peterson. Paul C.. Rochester, N.Y. Polley, Janet S., Scranton, Pa. Peterson,Mrs. Rosamond, Webster,Coogan, Mrs. Ruth C., Teterboro, NAL N.Y. Poole, Mrs. Norma C., Faribault, 31inn, Peterson,Mrs.Shirley,Hagerman,Pope, Neil, St. Augustine. Fla. Idaho Porter, Barbara Lynn, Norman, Okla. Petrone. Angela, Devils Lake, N. Dak.Porter, Dean A., Olathe, Kans. Pettit., Mrs. Nancy, Vancouver, Wash.Porter, Fred, Roebuck, S.C. Pettingill, Don G., Seabrook, 31d. Porter, 3Irs. Gerald, Silver Creek, N.Y. Pelts, Mrs. Carol, Teterboro, N.11. Porter, .IOP, Jackson, Miss. Petty, Mrs. Phyllis T., Spartanburg,Porter, 3Is. Lois S., Canaan, N.Y. S.C. Porter, Shirley Lee, AP() New York, Petty,Mrs. Ruth, Spartanburg, S.C. N.Y. Petrovich, Mrs. Karen, Louisville, icy.Porter, 31rs.' Susan, Little Rock, Ark. Pesel, Mrs. Bonnie, Oakland, Calif. Porter. Thomas A., Olathe, Kans. Pfau, Dr. Glenn S., Washington, D.C.Portnoy. Mrs. Evelyn, Boca Raton, Fla. Pfnister, Naomi I.., Salem, Oreg. Posey, Mrs. Annie, Spartanburg, S.C. Pharr, Marian, Austin, Tex. Posey, Edward, Del Valle, !Fox. Phelan, 31argaet, Austin, Tex. Pool, E. Beverly, Smyrna, Ga. Phelps, A. Donald, Frederick, Md. Poulos, Dr. Thomas 11., Grand Blanc, Phelps, 31rs. Lenora A., Baltimore, Md. Mich. Phillips, Mrs. Annie L., Morganton,Powell, Cheryl, Milwaukee, Wis. N.C. Powell, Frank \V., Dallas, Tex. Phillips, Benjamin, Baton Rouge, La. Powell. Miss -Michaele D., Alameda, Phillips, Harvey IV., Wilson, N.C. Calif. Phillips, Mrs. Marie T., Pittsburgh, Pa.Powers, Sister Ann, Brooklyn, N.Y. Mary Ann, Buffalo, N.Y. Powers, Gerald Wm., Greeley, Colo. Phillips, Matthew, Baton Rouge, La. Powers, Mrs. Wilann S., Liudale, Ga. Phillips, Richard A., Redding, Calif. Pratt, Josephine, Spartanburg, S.C. Phillips, Richard M., Washington, D.C.Pratt, Geraldine, Tucson, Ariz. Phillips,Dr. WilliamD., Memphis,Preece, Karen, Ogden, Utah Tenn. Prong, 3Irs. Frances 31., Chicago, Ill. Piecolino, Joseph R., Williamville, N.Y.Presher, Mrs. Mildred,LittleRock, Pickering, Rev. Roger A., Philadelphia, Ark. Pa. Preston, Mrs. Katherine S., Decatur, Neon, Kateri A., Riverside, Calif. Ga. Mcleod:, Barry, Jacksonville, Ill. Pribbenow, Sophia F., Sherman, Tex. Pierce, Catherine, Houston, Tex. Price, Robert 0., Las Cruces, N. Mex. Pierce, Cheryl,0111111111,Nebr. Prichard, Doris, St. Augustine, Fla. Pierce, Roy L., Metairie, La. l'rickett, Hugh T., Jackson, Miss. Pieslak, Mrs. Mary M., Trenton, N.J.Prickett, Luther II., Pittsburgh, Pa, Pierson, Mrs. Kay 11., Baltimore, Md.Priddy, Dorothy M., Houston, Tex. Pillsbury, 31rs. Janey S., San Antonio,Pridgen, Gay, San Antonio, Tex. Tex. Prince, Mrs. Jean, Oakland, Calif. Pilsums, Leonids, Staunton, Va. Prince, Robert J., Concord, Calif. Pimentel, David, Tucson, Ariz. Poctor, Carol Louise, Los Angeles, lino, 1)r. Jacob S., Muncie, Ind. Calif. Pirtle, Mrs. Beth, Columbus, Ohio Proctor, Mrs. Dorsey E., Covina, Calif. Pitts, Mrs. Jodell, Lancaster, Tex. Prokes, Jerry E., St. Augustine, Fin. Pilger, Anita, Santa Rosa, Calif. I'rokes, Mrs. Linda. St. Augustine, Fla. Plaster, Mrs. Marguerite C., Morgan-Pronovost,Dr.Wilbert,Needham, ton, N.C. Mass. Plansky, Sister Jean, Randolph, Mass.Tropp, George, Lincoln, Nebr. Plummer, Donald 31., Winnipeg 29, Provance, Ben F., Washington, D.C. Man:, Canada Provow, Estelle L., Devils Lake, N. Dak. Plummer, Richard L., Perris, Calif. Pruden, Mrs. Catherine W., Trenton, Plyler, Roy E., Salem, Oreg. N.J. Podsiadlo, Frank, Cheektowaga, N.Y. Mimi, Mrs. Patricia,Indianapolis, Pokier, Mrs. Marlene Ind. G.,FountainPurdy, BurtonF.,Amherst, Nova Valley, Calif. Scotia, Canada

45 37

Purdy, 3Irs. Helen E.,Indianapolis, tad. Rau. Mrs. Elinor, Mt. Pleasant, Mich. Raudenbush,31rs.LilahT.,31inne- Purdy, John D., San Antonio, Tex. apolis. Minn. furor, 31rs. Enid, Cheektowaga, N.Y.Ram Alden C., Jacksonville, Ill. Puryear, Mrs. Alice, Austin, Tex. Itavn, 31rs. Caroline T., Jacksonville, Ill. Q Rawlings. Charles G., Huron, Ohio Ray, Eliza Jane, Wilson, N.C. Queiruga, Mrs. Linda E., Tucson, Ariz.Ray, Lwrence, Faribault, Minn. Querio.. Eileen, Corona, Calif. Ray, Louise B., Washington, D.C. Qiiiek, Marian, University Park, Pa. Ray, Max, Baton Rouge, La. Quigley, Dr. Howard 31., Washington,Raybould, Marilyn, Tucson, Ariz. 1).C. Raymond, Linda, Northridge, Calif. Quill, Eleanor R., Hartsdale, N.Y. Ready. J. Cleve, Fulton, 310. Quill, Mrs. Leonora, Champaign, Ill. Reardon, Mrs. Dorothy A., Pittsfield, Quinn, Kathleen S., Ypsilanti, 31ich. Ka us. Quinn, Mrs. Levere S., Riverside, Calif.Reap, Edward IV., Gooding, Idaho Quinn, Patricia D., Dorchester, Mass.Recotta, Mrs. Patricia, Rochester, N.Y. Quintana, Henrietta, Santa Fe, N. Mex.Redman, 31s. Pat, Ada, Okla. Quintana, Linda B., Santa Fe, N. Mex.Reece, Mrs. Norma, Delimit, Wis. Reece, Yolanda 31., Baltimore, Md. It Reed, Harold A., Gooding, Idaho Reed, Hilma, Little hock, Ark. Itabenau, Mrs. Leianna I)., St. Louis,Reed, Mrs. 31arthada, Fulton, Mo. Mo. Reed, Richard, Fulton, 31o. ltaeo, Thomas 0., Rochester, N.Y. Reeder, Andrea C., Hollywood, Calif. Radecky, Miss Gail A., Loudonville,Rees, Alberta 31., W. Trenton, N.J. N.Y. Reese, Mrs. Janice, Clarks Summit, Pa. 1:advany, Charles, Trenton, N.J. Reeve, Mark, Harper Woods, Mich. Rafferty, L. Dwight, Devils Lake, N.Reeves, Harriet, Spartanburg, S.C. Dal:. Reeves, Louis, Winnipeg, Man., Canada Ragan, Elsie. Los Angeles, Calif. Reeves, Mrs. Nancy 31., Dallas, Tex. Rahndow, Howard IL, Colton, Calif.Reeves, Rena S., Cedartown, Ga. Rains, Mrs. Kathleen C., Columbus,Rein. Robert, Teterboro, N.H. Regan, Lynn K., Sea Girt, N.J. Itakyla, Paul, Torrington, Conn. Rehrig, Mrs. Caroline D., Philadelphia, Raley, Norby, Cedar Creek, Tex. Pa. Itamliorger, William, Spartanburg, S.C.Reid, II. Carl. Belleville, Ont. Canada 31rs. Helene, West Hartford,Reid, Mrs. Jaucile, Knoxville, Tenn. Conn. Reidelberger, Mrs. Eleanor, St. Augus- Randall, Mrs. Clemontine Y., Tucson, tie, Fla. Ariz. Reidelberger, Henry J., St. Augustine, Randall,Mrs.Corinne,Vancouver, Fla. Wash. Reilly, Mrs. Susan, Brooklyn, N.Y. Randall, Darrel D., Derby, Kans. Reinke, Patricia A.. Philadelphia, Pa. Randall, Mrs.Elizabeth,Knoxville,Reising, Darlyne J., Brunswick, Ohio Tenn. Reitz, Edward, Omaha, Nebr. Randall, James, Vancouver, Wash. Reitzer, Miriam J.: Euclid, Ohio Randall, Kenneth. St. Augustine, Fla.Rembe, Raymond R., Cockeysville, Md. Randall,Mrs.Patricia,Knoxville,Rembert, Willa Ruth, Columbia, S.C. Renfro, Vicki, Tuscaloosa, Ala. Handel, Jack, Morganton, N.C. henna, Edith V., New York, N.Y. Itanases, Mrs. Agapita, Salt Lake City,Itensberger, Mrs. Nina S., Indianapolis, Utah Ind. Ranier, Mrs. Linda, Sulphur, Okla. Renzulli, Mrs. Florie, Oakland, Calif. Rank, Arvilla, Milwaukee, Wis. Repass, :fan, Portland, Maine Rankin, Ada, Great Falls, Mont. Resignata,SisterMary,Randolph, Itansdell, William, Gurnee, Ill. Mass. Ransom, Glenyce, Covina, 'Ian Resnick, Mrs. Libby, Brooklyn, N.Y. Rapp, Nancy, Talladega, Ala. Renck, Mrs. Blanche, Jacksonville, Ill. Rams, Mrs. Nancy B., West Hartford,Reyburn, Marian 31., Bethany, Okla. Conn. Reynolds, Barbara, Akron, Ohio Ras, Florence A., Ft. Lauderdale, Fla.Reynolds, Mrs. Betty E., Roebuck, S.C. Ratite, Sharon K., Baltimore, Md. Reynolds, Helen, Columbus, Ohio Rattazzi, Donato, Jr., Bolton, Conn. Reynolds, Mrs. Henrietta, St. Augus- Rattrap, Mrs. Phyllis, Brooks, Oreg. tine, Fla.

46 3S Reynolds. Lula A.,Louisville, Ky. Reynolds, Mrs. Mary E., Rodgers, Mrs. EstherJ., Hermosa field, Nlass. West Spring- Beach, Calif. Rhoades, Sidney, Rodin, Bonnie S.,Chicago, Ill. Colo. Colorado Springs, Rodriquez, Itamon F., Mex. Las Cruces, N. Rhodes, Margaret F.,Augusta, Ga. Rico, Amy Nifty, Roe, Mrs. Susan, Tulsa, Okla. Ark. North Little Rock, Rice, Mrs. FeriaeIL, Salem, Oreg. Itoetniek, Aaron A.,Jackson. Miss. Rice, Geraldine,Omaha, Nebr. Roebuck, Hazel M., Rice, Mrs. Marcia,Council Bluffs, IowaIttiillieeeler, Mrs. Gwen Washineton,A., D.C. Rice. Patricia, 'Parhamlt, Minn. Birmingham. Rice, Mrs. Sabra,Fulton, Mo. Rowel, Irvin IL, Rice, Mrs. VivianElaine, Oxon Hill,Itogers, Barbara E.,Watsonville. Calif. Md. Rogers, Mrs. Bonnie,Jacksonville.,Ill. Diehard, Mrs. Judyth Austin, Tex. A., Houston, Tex.Itogowski. Mrs. Mary,Ypsilanti,Mich. Richards. Mrs. Doris,%Varela', N.J. Rohner, Lorri, Evanston, Richards, Mrs. Veronica,Newington,R00% Mrs. Thelma, Conn. Roman, Mrs. Jacqueline,Rochester, N.V. Richardson, Mrs. Romero, Miguel 13., Detroit, Mich. son, Miss. Gertrude A., Jack- Santa Fe. N. Mex. Rompf, Mrs.Shirley,Stony Brook, Richardson, Mrs. Ruth,Vancouver, N.Y. Wash. Rood, Marvin S., Richey, Hilda, Romney, W. Va. Delavan, Roper, Mrs. JennieM., Morganton, N.C. Richman, Karen,Cincinnati, Ohio Roquemore, Mrs. VernaL., Houston. Rickel, Morris E..Alexander, Ark. Tex. Riegel, Clifford, Tucson,Ariz. Rorem, Mrs. Laura,St. Paul, Minn. Itiekehof, Lottie L.,Falls Church, Va.Roscoe, Mrs. ShirleyA., Farmington. Ries, Marsha M.,Romney, W. Va. Mich. Rinse, Marie A., NewYork, N.Y. Rose, Mrs. AnneWeaver, Cedar Crest, Richt mver, Mrs.Anne, Danville, Ky. N. Mex. ninon,PatriciaS., Rose, .1. Martin, Conn. East Hartford, Canada Amherst, Nova Scotia, Ring, Mrs. Isobel,New York, N.Y. Rose, Mrs. LindaC., Omaha, Nebr. Ripley, Sister Gail,Randolph, Mass. Rose, Mrs. Shirley,Los Angeles, Calif. Ripley, Peter IL,Morganton, N.C. Rose, Susan. Rochester,N.Y. Rippetoe, Mrs. Jacquelyn1., OklahomaRose, William D.,Aptos, Calif. City, Okla. Roseberry, Ann, Snyder,N.Y. Rigor, Catherine,Talladega, Ala. Rosen, Irvin,Middlebrook, Va. Rislov, Kenneth,DeKaib, Ill. Rosen, Mrs. Ruth, Ritchie, Katherine Rosen, Mrs Willabell,Staunton, Va. N.Y. A., White Plains, Va. Middlebrook. Roach, Dr. Robert Rosenbloom, Mrs. Betty, Ala. E., Birmingham, Washington, Itolthins, Mrs. Berneice, Rosenthal, Mrs. Iowa Indianola, Olaio Dora A., Cleveland, Roberts, Carl P.,Oklahoma City, Okla.Rosenthal, KathleenM., Scotch Plains, Roberts, Earl E.,Flint, Mich. N.J. Roberts, Mrs. Linda, Rosenweig, Mrs. Phyllis, Baton Rouge, N.Y. Brightwaters, Roberts, Kathleen K.,Bristol, Va. Rosica, Sebastian,Clarence, N.Y. Roberts, Robert,Tarrytown, N.Y. Rosner, Mrs. CarolS., Yonkers, N.Y. Robertson, George, Rosoff, NancyE. Fulton, Mo. Ross, Jerry, Sharon, Mass, Robertson, Mrs. Marie,Jackson, Miss. Flushing, N.Y. Robertson, SisterMaryAnn, Brooklyn,Ross, Mrs. Karla,Milwaukee, Wis. N.Y. Ross, Mary,Olathe, Kans. Robinson, Mrs. Carol,West Hartford,Roston, June M.,Valdese, N.C. Conn. Roth, Dr. StanleyD., Olathe, Kans. Robinson, Ralph I.,Colorado Springs,Rothstein, Susanne,Rochester, N.Y. Colo. Rotolo, Mrs. Jean,Troy, Mich. Itobirds, Cristine, Ronquie, Mrs. Lewis Italie, Mrs. Elcnora,Duncan, Okla. S.C. D., Spartanburg. Rochefort, Mrs. Chicago, Ill. Roussillon, Mrs. Ga. Browning P., Atlanta, N.Y. Barbara, Westbury, Rockwell, Dale L.,Henrietta, N.Y. Rowan, Mary A., Rockwell, Mrs. Sybil, Rowland, Mrs. Carolyn,Washington, D.C. Milwaukee, Wis. Garden Grove.

47 39 Sample. Anna T... Long Beach, Calif. Row Irs, :loan K., Hyattsville. Md. Ass. Royal!, IL G.. Jr.. Nlorganton. N.C. Sampson, MIN. Woodie. Jackson, Royster, Mrs. ).largaret, Danville, Ky.Sams, Wilbert. Baton Rouge, IA. 'Oyster, Mary Anne. Danville, Ky. S:1111S071. Mrs. Dale. Cleveland. Ohio Royster, James, Danville, Ky. Samuel, Mrs. Nancy T., Morristown, Rubenstein, Adrea A., Houston, Tex. S.J. Hubert, Patricia, Norristown, Pa. Sanborn, Mrs. Marie, Omaha, Nebr. Robin no, Alexander. Delavan, Wis. Sanborn, Priscilla, Los Angeles, Calif. Rucker, Delores G., Silver Spring, Md.Sanchez, Aurelio E., Santa Fe, N. Mex. Rut larinel. Linda, St. Augustine. Fla. Sanders, Mrs. Joyce, Harrodsburg, Ky. Ruder, Gary, Great Fails, Mont. Sanders, Mrs. Lee, Knoxville, Tenn. Rudy, .T. Paul, Newark, Del. Sandler, Mrs. Ruth S., Lake Ilia WII 11 Rudy, Les II., Riverside, Calif. N.J. ltuf, Pamela, Champaign, Ill. Sangster, Mrs. Collette, Tonawanda, !Oak. Mrs. Patricia A., Plainfield,N.J. N.Y. Rumford, Susan A., New Carrolton, Md.Stinson', Sandra L., Austin, Tex. Runyan, Linda K., Sulphur, Okla. Sansone, John Fireside, Newark. Del. 'Ouzo, David F., Rochester, N.Y. Santiamm, Mrs. Anna M., New Ro- Rupert, Mrs. Joan, Vacaville, Calif. chelle, N.Y. Rupert, Stanford, Vacaville, Calif. Sapko, Mrs. Ada M.. Pittsburgh, Pa. 'Op le, Mrs. Jo Fay, St. Augustine, Fla.Sartain, John R., Birmingham, Ala. Ituple, Steven, St. Augustine, Fla. Saner, Mrs. Nan, Knoxville, Tenn. Rupp, Joyce, Cincinnati, Ohio Saunders, Miss Erca M., Washington. Rusmisel, Mrs. Ruth E., Greeley, Colo. D.C. Itusovick, Carol, Pueblo, Colo. Saunders, Mrs. Martha M., Morganton, N.C. Russel, Lang, Oakland, Calif. Saunders, Rene, Snitland, Md. Russell, .Mrs. Pensacola, Fla. Saxe, Mrs. Beulah, Delavan, Wis. Russell, Mrs. M. Joyce, St. Augustine,Saxon, Mrs. Mildred, Rochester, N.Y. Fla. Sbarsky, Mrs. Shirley, Rosedale, N.Y. Rutledge, Mrs. Catherine, St. Clair Sealer°, Angela, Los Angeles, Calif. Shores, Mich. Rutledge, Mrs. Geraldine. Fresno, Calif.Scarvie, Mrs. Agnes, Council Bluffs, Ryan, John Edward. New York, N.Y. owa Ryan. Dr. M. Don, Denton, Tex. Scattaretico, Mrs. Mary T., Yonkers, N.Y. Ryan, Pauline, Buffalo, N.Y. Selmde, Mrs. Janet, San Antonio, Tex. Rybak, David, Buffalo, N.Y. Schaefer, Mary Ann, Pittsburgh, Pa. Rybak, John, Williamsville, N.Y. Schaeffer, Joseph, Kenmore, N.Y. 'Veltman, Mrs. Gytha, Stony Mountain,Schaeffer, Nancy, Salt Lake City, Ulah Manitoba, Canada Scharff, Gary, Greeley, Colo. Itynearson, Rodney R., Rochester, N.Y.Schatz, Mrs. Virginia W., Pittsburgh, Ryniker, Mrs. Mary Ellen, San An- Pa. tonio, Tex. Scheerr, Stella M., Indianapolis, Ind. Rzeminski, Stanley V., Chicago, IR Scheil, Margaret, Bayville, N.Y. Sehellin, Dorothy E., Houston, Tex. S Seheppach, Mrs. Jeannette, Madison, Saabye, Mrs. Betty L., Salem, Oreg. Conn. Sabena, Marie, °rekit', Pa. Seheppaeh, Van Kent, Madison, Conn. Sabin, Mrs. Patrocinio S., Philadelphia,Scherer, Dr. Patricia A., Northbrook, Pa. Sacco. Beverly, East Rochester, .N.Y. Seheringer, Antonia, St. Paul, Minn. Sachs, Marvin C., Rochester, N.Y. Sehert, Kathie, Tallahassee, Fla. Stenger, Mrs. Rose Lynn, San Antonio,Schieber, Mary T., Moosic, N.J. Tex. Schielke, Alfred E., Trenton, N.J. Salnnoto, Susan, Berkeley, Calif. Sehild, Mrs. Adelaide, Salem, Oreg. Salem, JamesM., Pittsburgh, Pa. Schiller, Eileen, Mineola, N.Y. Sales, Marjorie E., Ada, Okla. Schiller, Robert, Ypsilanti, Mich. Salinas, Joe, Austin, Tex. Schiller, Mrs. Sally G., Dallas, Tex. Salisbury, Mrs. Mary lin, Holland, Mich.Schillerstrom, Mrs. Carol G., Anan- Sa !lop, Marvin B, West Hartford, Conn. dale, Va. Salter, Mrs. Marilyn B., Salem, Oreg. Schilling, Barbara, Millburn, N.J. Salvatore, Sister Mary, Randolph, Mass.Schiltz, Kenneth, Tucson, A riz. Same Ilan, Mrs. Gloria A., St. Cloud,Schindler, Mrs. Virginia N., Glendnra, M inn. Calif. Samoore, Mrs. Rhoda G., Jacksonville.Schipp, Dorothy, Scranton, Pa. Schirmer, Barbara R., Cumberland, Md. 77-003-72-----4 48 40 Sehmae !zit., James G. Okla. Oklahoma City.Scribner. Robert. Dtdavon, Wis. Scully, Mrs. Mary .1., Sehatidt. Burton S., Riverside,Calif. Riverside, Calif. Schmitt, NI rga ret, \Vanwa Seaborn. Marlene, Mt.Pleasant, S.C. t osa, Seadier. Mrs. Milk., Winter Schmitt, Philip .1., Washington.D.C. Park, Fla. Schmitz, Brenda K, Overland Seal, Albert G., BatonRouge, La. Kans. Park,Scale, Mrs, Mary AnneE., Dallas, Tex. Schmitz. J. W., Tacoma, Seals. Mrs. Rosie It., Jackson,Miss. Wash. Seamatt. Virginia, Mamaroneck, Schoen. Mrs. Cheryl. AllenPark, Mich.S?aide, Linda L., Philadelphia,N.Y. Schoenfeld, Jane, Salt Lake City,Utah Pa. Schmierer, Mrs. Mary 11., Seawright, Mrs..ludy, LittleRock. Ark. Idaho Shoshone,Sebrell, Mrs. Ruby,Staunton, Va. Sehoppert, Thelma L., Frederick, Seeger, Julius. Austin,Tex. Md.Seeger, Mrs, Ruth, Austin,Tex. Showalter. Eileen, Jacksonville,Ill.Seeley, Kenneth It Schowe, Dr. Ben 31., Jr.,Columbus, Denver. Colo. Ohio Secwaltl, Mrs. Carol V. E.,311mm:wells, Schrader, Patrick J., ColoradoSprings, Colo. Segrett, Mrs. Helen,Vancouver. Wash. Schreiber, 31rs. Annette, Settle:, John R.,Rochester, N.Y. Penfield, N.Y.Seifert, Gary F., FallsChurch, Va. Schreimer, Kenneth F., Chalfont,Pa.Seiler, Peter J., Indiattapolis, Schroeder, 31rs. Elizabeth,Tucson, A riz. Seivert, Joyce. SiouxFalls, S. Dak. Selz. Frances T., Schroeder, Mary Jo, Santa Fe.N. Mex. Teterboro. N.11. Schroeder, Mrs. Meredith, Sellards, Mrs. Linda L.,Dallas, Tex. Greg. Monmouth,Sellner, Hubert, ElCerrito, Calif. Seater, 31rs. Ruth, Sehnclunann, John, Washington,D.C. Omaha. Nebr. Scimett, 3acolyn, Window, Serafin, Stanley, Yakima,Wash. 3111m. Sessler, Charles II.,Indianapolis. Ind. Sehnibcrg. 31rs. Helen, NewYork, N.Y.Severance, Mrs. Dorothy, Schultz. Ervin W., Faribattlt,Minn. Idaho Gooding, Schultz, 3f. Gretchen, Phoenix,Ariz. Schulze, Robert, Council Sevigney, Pierre J.,'Romney, W. Va. Biers, IowaSevilla, Ofelia 31., St. Schnnhoff,1)r.Hugo K,Berkeley, Augustine, Fla. Calif. Sewell, Mrs. Helen,Austin, Tex. Schuman, Mrs. Beta 31., Sexton, Mrs. Charlotte,Satellite Beach, Nova Scotia, Canada Collingood, Seymour, Mrs. Miriam. Schult6, Mrs. Nancy C., Mt.Kisco, N.Y.Sltaddix, Mrs. Cattle, Seattle, Wash. $chwake, William 0., Sulphur,Okla. Talladega, Ala. Schwartz, Sharon, Skokie. III. Shafran, Mrs. Susan,Brooklyn, N.Y. Schwartzman, Solomon, Pittsburgh, Shahan. Pauline .1.,Arlington, Va. Pa. Shane. Timothy 31,Morganton, N.C. Shanholtz, Noonan E.,Romney, W. Va. Sehwarz, Mrs. Doris Ethel,Bladens-Sluinholtzer, Mrs. Elfrieda burg, 31d. W. Va. I'., Romney, Schwebach, Ritinella D., Eau Claire,Shannon, Mrs. Nora,Rochester, N.Y. Selweiger, Carol L., New Shapiro, Mrs. Gloria,Detroit, Mich. 3i hut. Brighton,Shapiro. Mrs. Leslie, Sharp, Mrs. Elaine,Skokie, Ill. Schweitzer, Robert, Warren,Mich. Sharpe, MargueriteWausau, Wis. Selarretta, 31rs. Janice,Danvers. Mass. It., Frederick. Md. Sclortino. Joanne, Brooklyn, Shaver, Elizabeth Atm.Newark. Del. N.Y. Shaver, Mildred A., Scofield. Harry, Webster,N.Y. Newark, Del. Seat; Donald, Council Shaw, Adolphus,Cedartown, Ga. Bluffs, Iowa Saywell, Mrs. Martha, Scott, Mrs. Edith D.,Doraville, Ga. Colo. Fort Collins, Scott, Edward W.,Jacksonville, Ill. Scott, Elizabeth, Washington, Shealmn, Mary, NewYork, N.Y. D.C. Sheehy, Patti, Omaha, Scott, Mrs. Evelyn .T.,Princeton, N.J. Nebr. Scott, Mrs. Fanny, Rome, Sheffnum, Tatum, SantaAnn, Calif. Ga. Sheltan, Patricia, Omaha, Scott. Mrs. Juanita H.,Newport News, Nebr. Va. Shelley, Terry, Southgate,Mich. Scott. Saundra L., Lawrence, Shellgrain, Evelyn,Oakland, Calif. Kans. Shepard, Mrs. Charlotte Smitten, Edward, Fairport,N.Y. Oreg. H., Salem, Seouten, Mrs. Eleanor,Fairport, N.Y. Scoweraft, Mrs. Anna Lou, Shepard, Elgivn,Morganton, N,C. ton. Mich. Farming.Shepherd, Martha, Dallas,Tex. Seozzari, Salvatore, WhitePleas, N.Y.Sheridan, Donald, Salem,Oreg. Sherrill, Wilson, Morganton,N.C.

49 41

Sherry, Franei Willingboro. N.J. Simpson, 31rs. Eileen 31.,Morganton, Sherwood, Mrs. Patricia B., Jamaica, N.C. N.Y. Simlair, Mrs. Deborah L., Shev lin, Cheryl, Staunton. Va. Calif. Riverside, Shib ley, Luther, Little Rock, Ark. Sinclair, 31rs. Margaret 1'. Salem, Shiekora, Mrs. Bernadette, Trenton, 0 reg. Oreg. N.J. Shields, Stephanie S., Riverside. Sinclair, :ds. 3Iay L.,Frederick, Md. Shin:mit, Mrs. Alexandria, Jackson, Sinclair. .1. Wayne, Frederick,31d. Miss. Singer, Carolyn S., Rochester,N.Y. Shinatt lt, John \V., Jackson, Miss. Singer, 3Irs. Karen, NewYork, N.Y. Shipp:mt.:It, Joseph It., Staunton, Va. Singleton, James E., Hampton,Va. Singleton. Julian S., Salem,Oreg. Shipley, Mrs. Carolyn M., Rome.Ca. Siam, Mrs. Garnet It., Shipman, Elden E., Romney. W. Va. Miami, Flu. Sic). Mrs. Phyllis,Rockford, Ill. Shipman, John, Staunton. Va. 8 ism nt, Shippey, Mrs. Janis. Little Rock. .i ada, Tacoma, Wash. Ark.Sisti, Katharine A.,Caldwell, N.J. Shock, Charles, South Bend, lad. Sitar, 31rs. Magdalene Shock, Mrs. Ruth. South Bend, lad. W., Rummy. W. Shook, Les lee, Oklalunna City,Okla.Skaggs, Mrs. Edith S., Shopshire, Jay, Staunton, Va. Skelton, Victoria Austin, TeX. Short, Mrs. Dorothy IL, Spartanburg, 4.,Monrovia, Calif. S.C. Skinner, Mrs. Lillian,Northridge, Calif. Skinner, Nand, ColoradoSprings, Colo. Short, Elizabeth, Spartanburg,S.C. Skipper. Mrs. Selestitte, Shortridge, .lean A., Tucson, Ariz. Chicago, Ill. Slack, Mrs. JoAnn,Austin, Tex. Shorty, Joyce, APO New York,N.Y. :Though, Lee F., Ypsilanti. Slade, Elwin B., Tucson,Ariz.. Sladek. Frank E., Tucson,Ariz. Shouse, Steven A., Indianapolis, lad. Shin, 3Irs. Linda C., :Thome, William it., Jacksonville. Potomac, 31d. ill.Slater, Mrs. Eppie,Vancouver, Wash. Shotwell, Clayton 31., ColoradoSprings, Colo, Slater, Frank, St.Augustine, Via. Slater, IBM L., St.Augustine, Fla. Shows, Mrs. Jane T., Shreveport,La.Slemenda, Mrs. Joan skrock, Nadine, Seattle,Wash. Pa. A., Pittsburgh, Shrum, Susan, Pocatello, Idaho Slemenda, John, Jr.,Pittsburgh, Pa. Shull, 31rs. A. .loan, Gig Harbor,Wash.Sloboda, William I'., Shaping, Ronald V., Morganton,N.C. Silver Spring, Md. Shuster, Mrs. Esther M., Slosar, Richard, Cleveland,Ohio Pittsburgh,Stuck, Mrs. Patricia,Taylor, Pn. Pa. Small, Paul, Moraga, Shutsky, Fay, Washington, D.C. Smalls, Samuel, W. Shutter, Patricia Lee, SantaFe, N. Trenton, N.T. Mex. Smallwood, Dorothy,Riverside, Calif. Sailor, Raymond,Austin, Tex: Skiers, Bruce E., Flint, 3lieh. Smith, Mrs. Ada H., Siegel, Cathy, Cincinnati, Ohio Clearwater, Fla Smith, 31rs. Alberta,Knoxville, Tenn Sielaff, -Esther E., Dowling,Mich. Smith, Mrs. Alice W., Shiers, Judith, Ralston, Nebr. Smith, Betsy, Mill Morganton, N.0 Siegfried, Mrs. AliceG., Neck, N.Y. Ariz. Scottsdale,Smith, Mrs. BeverlyC., Trenton, N.J Smith, Carol A.,Pontiac, Mich. Siger, Dr. Leonard, Baltimore.Md. Smith, Carol Ann, WestHartford, Conn Silberstein, Joel 31., Spartanburg,S.C.Smith, Carroll, Walnut Silk, Duncan B.,Colorado Springs, Creek, Calif. Colo. Smith, Carolyn, St.Augustine, Ma. Smith, Mrs. Cherie,Austin, Tex. Silverman, S. Richard, St. Louis,Mo. Smith, Mrs. Diana Simeon, Sister Rose Cecilia,Pittsburgh, L., Wichita, Kans Pa. Smith, Mrs Dianne B.Morganton, N.C. Simmons, Al, Little Rock,Ark. Smith, Mrs. Dorothy L.,St. Augustine, Simmons, M. Patricia,Sierra Madre, Fla. Calif. Smith, Mrs. Edna W.,Washington, D.C. Simmons, Sandra L., Wilson.N.C. Smith, 31rs. ElizabethAnn, Sulphur, Simon, Barlmra, blushing,N.Y. Okla. Simon, Mrs. Marilyn V.,Orange, N.J.Smith, Ellen 31., Tacoma, SM10118011, Cu l rl A., Winnipeg9, Mall.,Smith, Etta L., Canoga CHU/Ida Park, Calif. Smith, Mrs. Faye 31., NewportNews, Simpson, William K,Morganton, N.C. Va. Sims, Mrs. Lois, Austin,Tex. Smith, Mrs. Helen L., LasVegas, Nev. Simonson, Sterling H., SiouxFalls, S. link. Smith, Janice E., Pittsburgh,Pa. Smith, Jess 31., Indianapolis,Ind. 50 42 Smith, Mrs. Jewell, Smith, Joan A.. Sulphur, Okla. Spence, Howard Cheektowaga, N.Y. B., Springhill,Nova Smith, Mrs. JudieM., Oklahoma City, Scotia, Canada Okla. Spencer, Mrs. BarbaraB., Spartanburg, Smith, Mrs. JudyV., Olathe, Kans. S.C. Smith, Kristine A.,Fresno, Calif. Speneer, Mrs.MurthaIi., Columbus, Smith, Mrs. LnureE., Morganton, Ohio Smith, Linwood, N.C.Spersted, Bert E., Smith, Mrs. LouiseMorganton, N.C. Spidal, Dr. DavidDearborn, Mich. S., Baton Rouge, A., Woodbridge,Va. La. Spicvnek, Jn lie,Cincinnati, Ohio Smith, Mrs. Spinks, Mrs. MaryA., ill. Margaret, PalosHeights, Mass. Ft.Devote:. Smith, Mrs. Marjorie, Spiro, Mrs. Mary, Smith, Mary Louise,Vancouver, Wash.Spitzner, Mrs. AlicePittsburgh, Pa. Royal Oak, Mich. N.J. E., West Orange, Smith, Mrs. MavisD., Sulphur, Okla. Smith, Meredith, Spitznogle, Mrs.Marcell Smith, Mrs. PatsyWhite Plains, N.Y. Oreg. L., Salem, Smith, Mrs. SaraR., Knoxville,Tenn. M., Indianapolis,Ind.Spizzirri, Julius C..Los Angeles, Calif. Smith, Stanley,Concord, Calif. Spotts, Jane E.,Wilson, N.C. Smith, Stanley M.,Houston, Tex. %iridium, Alice,Buffalo, N.Y. Smith, Susan L.,Dinuba, Calif. Spring, Judith, Smith, Mrs. Valerie, Squire, Melvin L.,Tonawanda, N.Y. Lake Charles, La.St. Indianapolis, Ind. Sinrz, Mrs. Nancy E.,Romney, W. Va. Adrian, SisterMary, Randolph, Slum Richard F.,Romney. W. Va. Mass. Snapp, Mrs. CeciliaA., Fullerton, Calif.St. Esther, Sister,Philadelphia, Pa. Snell, Mrs. Mary,Austin, Tex. St. John, Betty,Knoxville, Tenn. Snowden, Billy,Austin, Tex. St. John, Newton, Snyder, Charles, St. John, Warner,Ormond Bench, Fla. Staunton, Va. St. Augustine,Fla. Snyder, David M.,Romney, W. Va. St. Pierre, Paul,Greenfield, NAL Snyder, Mrs. MargaretG., Flint, Mich.Stabler. MaryElizabeth, Trenton, Soderberg, Mrs. Barbara, Stark, Albert,Olathe, Kans. N.J. Soe liner, Michael Superior, Wis.Stack, Archie, J., Rochester,N.Y. Vancouver, IVash. Soenksen, Victoria,Olathe, Kans. Stack, Hugh,Austin, Tex. So Much°. Mrs. Nenita Stack, Luther,Delavau, Solna°, Sister C., Cerritos, Calif.Stack,Mrs. Francis, Brooklyn,N.Y. Marianne,Vancouver, So lliday, Mrs.Sally, Jacksonville, Wash. Solomon, Judith, Ill.Stack.Sister Mamaroneck, N.Y. PatriciaMarie,Pitts- Somers,Mrs.WandaC., burgh, Pa. Beach, Va. VirginiaSW. We, Jack M., Sommer, Clarence Stagnate), Michael,White Plains, N.Y. E., Faribault,Minn. Rome, N.Y. Sommer, Mrs.Elizabeth, Stahl, Mrs. Minn. Faribault,Staley, Mrs.Margaret, Sue Northport,N.Y. W., Romney, W.Va. Somppi, Mrs. Ada,Great Falls, Mont.Stambaugh, Mrs.Eileen, Frederick, Sonnenstrahl, Deborah, Stamps, Mrs. Anna, Md. Sopko, Mrs. Ardeile, Wheaton, Md.Stand ley, C. Joseph,Morganton, N.C. Sopko. Mrs. MelissaAustin, Tex. Stanek, Kenneth, Jacksonville, Ill. Sluppick, Juanita,G., Phoenix, Ariz.Stanfill, Mrs. DorothyLackawaulm, N.Y. Sorensen, Mrs. GabrielaMemphis, Tenn. Ind. C., Indianapolis. Ariz. B., Phoenix,Stanfill, Lester C., Sorenson, Brenda G., Stangavone, James,Indianapolis, Ind. Solider, Mrs. Sydne,Alhambra, Calif.Stanley, Mrs. IreneHenrietta, N.Y. Des Moines, Town E., Pittsburgh,Pa. Souvestre,71113. Agnes C., Stansberry, David, La. Metairie,Stanton, Ruth, Alden, N.Y. Sovin, Janet Meyerson, Stalin lis, Gloria,Vancouver, Wash. Sowell, Mrs. Luda Berkeley, Calif.Stark, Bill, Jacksonville,Wilkes-Barre, Pa. B., Riverside,Calif. Ill. Spangler, Charlotte,Atlanta, Ga. Stark, Mrs. Dianne,Jacksonville, Ill. Sparks, Mrs. Haze Stark, Mrs. MarthaI., ford, Conn. lene, West Hart- Jacksonville, Sparks, Fred L., Stark, Patti, West Hartford,Conn. Denver, Colo. Spear, Mrs. Erma,Knoxville, Tenn. Starmer, Mrs. GwenJ., Olathe, Kans. Spector, Harold,West Trenton, Starr, MarjorieL., Youngstown, Spector, Leon, N.J.Starrett, Mrs. Anne Ohio Trenton, N.J. B., Morganton,N.C. Speed, Mrs. Wanda,Salem, Oreg. Staslikeveteh, BarbaraSage, Piscata- Specgle, Dr. JamesR., Rochester, way, N.J. Spellman, John F., N.Y.Steadman, Mrs. Cranston, R.I. son, Tex. Barbara T., Richard-

51 43 Stearns, Dorothy II.,Laurel, Md. Steele, Alvin E.,Jr., Cave Spring, Stiegerwald, Mrs. !leen Steele, Janie N., Ga. P., Riverside,. Cave Spring, Ga. Stiff, Steely, Mrs. PatriciaA., Salem, Oreg. Margaret A., Fenton,Mich. Steffey, Mrs. Mary,Staunton, Va. Stine, Mrs. Blanche,Fulton, Mo. Steffen, Sandra,Milwaukee, Wis. Stokley, Geraldine,Edenton, N.C. Stegall, Ralph C.,Jr.. Morganton, Stoddard, Judith Ann,Hinghant, Mass. Stegman, Jean, Stoefen, Jill, Casper,Wyo. Stelanan, Jean M.,Washington, D.C. Stokely, Mrs. Frances Evanston, Ill. S.C. B., Spartanburg, Steigerwatid, Mrs. Jill,South Casco, Maine Stokes, Mrs. SarahM., Florence. S.C. Steicutan. Hugo, Calif. Stokeshary, Glenn,Vancouver, Wash. Stein, Shirley P., Stokeshinry,Mrs. Chevy Chase, Md. Wash. Jean,Vancouver, Steinbreeher, Mrs.Rosemary R., Los Angeles, Calif. Stolle, Gretchen M.,S. Pasadena, Calif. Steinfeldt. Paul, WestJordan, UtahStoller, Iris, Himont,N.Y. Sleinntueller. Cara,Detroit. Mich. Stoltenberg, Doran,Vancouver, Wash. Stolle, Dr. Roy M..White Plains, N.Y.Stoltzfus, Elvin It,Ronks, Pa. Stelling:. Jessica,New York. N.Y. Stone, Mrs. Dom,Chicago, Ili. Stephan, JoanHarris, Minneapolis,Stone. Mrs. Glenn,Wilson, N.C. Minn. Stone, Mrs. PaulineM., Jackson, Miss. Stephens, Mrs. Barbara, Stotts, Joseph,Vancouver, Wasi. Stephens, Mrs. GladysPace, Fla.Stottdt, Mrs. Pamela Okla. G.,Sulphur, Ka ns. H., Lawrence, Stout, L. Gail, Stephens, Mrs. Xottnn,Normal, Ill. Indianapolis, Ind. Stephens, Linda C.,Costa Mesa, Calif.Stovall, Mrs. Annie,Little Rock, Ark. Stephens, S. S.,Amarillo, Tex. Straszewski, Lorraine, Stephens, Vicki A., Striekett, Barbara A.,Shorewood, Wis. Calif. Hermosa Beach,Strieby, Mrs. Dorothy,Dallas, Tex. Streiby, Edward, Delavan, Wis. Stephenson, Carl M.,Riverside, Calif. Deievan, Stephenson, DavidD., Striggow, Charlene.Urbana, Ill. D.C. Washington,Stringtield, Mrs. Maude, Ark. Little Rock, Stepp, Mrs. GevernaC., Rome, Ca. Stergies, Mrs. LeonidesC., Cambridge,Striver, Nancy,Laurel, Md. Mass. Strohmeler, Sara A.,Trenton, N.T. Stern. Mrs. Virginia Stromswold, Omund D., D.C. W., Washington, Calif. Mill Valley, Sternberg, Martin L.A., Forest Hills,Strong, Ernest C.,Kern City, Calif. N.Y. Strong, Mrs. FlorinW., Riverside, Steven, Flora, Buffalo,N.Y. Calif. Stevens, Barbara,Silver Spring, Md.Strong, Edith, Atlanta,Ga. Stevens. James. St.Augustine, Fla. Stroud, George H.,St. Augustine, Calif. Stevens, Mrs. Joyce, Stuart, Katherine,Dallas, Tex. Calif. San Bernardino,Stuekless, Dr. E. R., Stevens, Studnicky, Joan, Rochester, N.Y. Mrs.Linda,LittleRock, Champaign, Ill. Ark. Studwell, Jacquelynne.Houston, Tex. Stevens, Mrs.Marguerite, Baton Rouge.Stump, Geraldine S.,Romney, W. Va. Stump, JoAnne Mary,La Salle, Quebec, Stevens, Mary Anne, Canada Stevens, Raymond Portland, MaineSturgeon, Ronald, fitevens, Mrs. P., Brattleboro. Vt.Stushek, Lynn, Vancouver, Wash. N.J. Teresa H., Watchung,Suddreth, Mrs. PaulaAppleton, Wis. N.C. W., Gastonia, Stevens, WilliamE.,Silver Spring, Md. Sullivan, Eleanor,Stoughton, Maine Stevenson, Mrs. Lucretia Sullivan, Mrs. Estelle, ton, Ind. P., Washing- Maine West Falmouth, Stevenson, Mrs. Virginia Sullivan, Gerald L., Ariz. Lee, Tucson,Sullivan, James A.,Frederick, Md. Stewart, Mrs. Dorothy, Sullivan, James F.,Placentia, Calif. Stewart, Elizabeth, Austin, Tex.Sullivan, Katie, Ypsilanti,Washington, D.C. Stewart, Eugene, Winnsboro, S.C. Sultan, Mrs. Blanche, Mich. Stewart, Helen L.,Treynor, Iowa Summa, Margaret Westbury, N.Y. Lebanon, Pa. N.Y. A., Port Chester, Stewart, Mrs. JaneB., Pittsburgh, Pa. Stewart, Jerry, St. Summers, Alan K.,Yardley, Pa. Stickney, Mrs. Iola,Augustine, Fla. Summers, Hubert Santa Rosa, Calif. Mex. D., Las Cruces,N.

52 44

tm laresan. Savitbri, Ceres, Calif Taylor, Mrs. Rebekah L., Wilson. Sutter. Elaine, Vancouver,Wash. N.C. Taylor, Robert. North Salem.N.Y. Suttlentyre, nary, Layton, Utah Taylor, Velda L.. Danville, Ky. Sutton, Lee B., Knoxville. Tenn. Teas, Mrs. Susan I'., Norman, Sutton, Mrs. Lottie V.. Wilson,N.C. Okla. Sutton, Mrs. Marlene, Portuguese Tedford, Mrs. JoAnne, 1Vinston-Salem, Calif. Bend, N.C. Swartz, Mrs. Mary Jane, Tegeder, Robert W., Ogden,Utah Indianapolis.Teets, Mrs. Beverly J.. Salem,Oreg. Sweat, Mrs. Barbara D., Teets, Mr. Royal, Salem. Oreg. Talladega,Teitelbaum,Bernard, White Plains, Ala. N.Y. Sweatt. Jeri, Kosciuski, Miss. Tellgm, Mrs. Joan, Tucson, Sweeney, Mary Lou, Faribault,Minn. Ariz. Sweet, Mrs. 31yrle, Richmond, Tellam, William, Tucson.Ariz. Swift, Mrs. Carol S., Calif.Templin, 31rs. Carol. Jacksonville.Ill. Pittsburgh, Pa.Tennis, Mrs. C. Ann, Berkeley,Calif. Swiney, Mrs. Lonna 0., Dallas,TeX.Tennis,Mrs.Donaldina, Swisher, Mary V., Minneapolis,Minn. Calif. Riverside, Sythtor, Jacqueline, IlampIon, Va. Terango, Pr.Larry, Syra, Sister M.. Chicago,Ill. .TolmsonCity, Szajna, Helen, Warren, Mich. Tenn. Teresita, 31ary, Randolph, Mass. Szmanski, )Irs. Mary, GrandIsland,Terhenn, Mrs. Bernice, Santa N.Y. Calif. Clara. Szopa, )1rs. Marie, Middletown.Conn. SzubitTennie, Lackawanna, N.Y. Terreri, Herbert. Santa Ana.Calif. Ssuszitxky, Tom C., Santa Fe, Terrinoni. Theresa A., Scranton,Pa. N. 3Iex.Terry, Mrs. Joyce A., Torrance,Calif. Testnt, EldredIV., Oklahoma City, T Okla. Tabaieek, Evelyn A.. Pittsburgh.Pa. Tetlow. Josephine A., Pittsburgh,Pa. Tait, Mary, South Lyndeboro,N.H. Tetreault.EdwardI..,Huntington Takaes, Cloria J., Willowick,Ohio Park, Calif. Talbot, Dr. 3Iabel, CouncilBluffs, IowaTenber, Hartmut, Alleustown.NJ!. Mutant, Cynthia S., Westutinister, Thaler, Rev. Earl J., West Md. Conn. Hartford. Tarins, Jack II., North WhitePlains, N.Y. Thateher. Isabelle, Ogden,Utah Tark nia n, Mrs.Lots, Theresa.SisterMiriam,Randolph, Dettelt, Calif. Huntington 31ass. Tarnosky, Mrs. Marlene S.,Pittsburgh,Thetford, Mrs. Mamie, Sulphur.Okla. Pa. Theurer, Deborah, New Orleans.I.a. Tart, Mrs. Virginia W., St. Thierfelder, Mrs. Katy L.,Houston, Fla. Augustine, Tex. Tarter, Mrs. Gwendolyn B.,Baltimore,Thiele, Lester E., Chicago,III. Md. Thielman,3Ir.Virginia, Calif. Glendale, Tnsker, Vivian, Bloomington,Ill. Tassin, Mrs. Marie, BatonRouge, La.Thill, Mrs. Dorothy, SiouxFalls,S. Tate, Olen, Talladega, Ala. Tate, Mrs. Violet, Baton 71110111:1S.Alyce. Riverside, Calif. Rouge, La.17110111:1S, Taylor, Connie. Thermopolis,Wyo. Mrs. Annie, Jackson. Miss. Taylor, Dana R., Big Spring, Thomas.Charles, Danville. Ky. Tex. Thomas, Taylor, Doris IL, Washington,D.C. )I vs. Clandell. Enid. Okla. Taylor, Mrs. Dorothea B.. Thomas,Mrs. Grace D., Salem, Oreg. Lyman, S.C.Thomas, Taylor, Mrs. Dorothea K.,Lakeland. Jasper N., Houston, Tex. Fin. Thomas.Mrs. Johnnie, Sulphur, Okla. Taylor,Mrs. Dorothy Thomas,Judy, Rochester, N.Y. L.,Jackson.Thomas,Sara L., Ft. Walton Beach, Miss. Fla. Taylor, Evelyn, Knoxville.Tenn. Taylor, Mrs. Frances, Morganton. Thompson, Amelia, Ft.Collins, Coin. N.C.Thompson, Mrs. AnnetteS., Dallas, Taylor, Mrs. Jane B., Morganton,N.C. Tex. Taylor, Airs. Jean, Salem,Oreg. Taylor, :Terry Ray. Ogden,Utah Thompson. Ilea, Canyon, Tex. Taylor, John E.. Salem, Greg. Thompson, George, Omaha,Nebr. Thompson, Joe Ed, Austin,Tex. Taylor, Leonard, Fulton, Mo. Thompson. Mrs. Lois, Warren, Taylor, Mrs. ',mile N., Delavan,Wis. Mich. Taylor, Myra Jane, Huntington Thompson. Lowell A., Tucson.Ariz. Park.Thompson, Mrs. Martha F. E., Calif. ville, Ky. Dan- 45 Touch, JoAtitt, M., Archbald,Pa. Thompson, Mary Ann, Oakland,Calif. C.,Indianapolis, Thompson, Dr. Richard E.,Needham,Tower, Mrs. Janet Mass. Traba, Bernice. Detroit,Mich. Thompson, Terry Ann, St.Louis, Mo. White L.,Manhattan,Tracy, Dolores Marie, Thorns, Mrs. Janice N.Y. Kans. N.H. Thomson, Robert I. St.Augustine, Fin.Train. Alltr, Pembroke, Trenton,Traub. Mrs. Goldie S.,Atlanta. 'Thomson, Ruth Ann, West 'Traylor, Robert, CouncilBluffs, Iowa Mich. N.J. Vancouver,Traylor, William C., Flint, Thoreson, Mrs. Margaret. Trboyevich, Washington, D.C. Wash. ColoradoTreb, Mrs. Susan.Plover. Thornton,Mrs.Elizabeth, Trevarthen, Mrs. Marjorie,Vancouver, Springs, Colo. Thornton, Mrs. Linda,Jackson, Miss. Wash. M., Morganton. Thornton, William A., Riverside,Calif.Triebert, Mrs. Marjorie Birmingham, N.C. Thrash, Mrs. Saxon S., Triehert, Raymond F.,West Hartford, Ala. Conn. Threalkeld, Mrs. Frances, Dallas,Tex. II.,SanDiego, K.,Nowt itOgden,Trigneiro,Kenneth 'Thurber,Allnirt Calif. Utah Pittsburgh. Pa. Thvedt, Rev. I. M.,Faribault, Minn.Trolatio, Mrs. Ellen C., Santa Fe, N. Mfrs.PhyllisS.,Coltman's, Thum, Mrs. R. Gwyn, Ohio Mex. 02, Alberto, S.,St.Augustine,Trott, Joan V., Edmonton Tiberio, Carmen Canada Fln. Trujillo, Lydio, Buffalo,N.Y. Tiberio,Mrs. Eloise,St.Augustine,Trukken, Elaine M.,Farilmult, Minn. Tubb, Lonnie, LittleRock, Ark. Tidwell, Genoa E., Sulphur,Okla. Tiled, Mark, Trenton. N.J. Tiff, Mrs. Mary S.,Shawnee Mission,Tneeinardi, Mrs. Norma,Vancouver, Kans. Tiffany, John, Dixon, 111. Wnsh. Wash. Susan, Austin, Tex. Tnecinn MI. Richard, Vancouver. Tilley, Ariz.Tucker, .luck F.. Sulphur,Okla. Tillinghast, Edward W., Tucson, 'fucker, Mary, Wausau,Wis. Thu lin, Patricia, Scranton,Pa. Omaha, Nebr. Ariz. Tnininga, Mrs. Phyllis, Thuney, Mrs. Irene, Tucson, Tule, Donna II.. Tallahassee, 'Tints, Martha A., Lenexa,Kans. Md. E.,Houston,Turley, Bruce E., Frederick, Tinsley, Mrs. Christine Tullos,Mrs.Constance, Knoxville, Tex. Tenn. Tinsman, Mrs. Mary F., BattleGround, Olonse. Knoxville, Tenn. Wash. Willingboro, Tinsmith, Ernest G., Bronx,N.Y. Timm, Richard W. Sr., N.H. N..T. Tinsmith, Mrs. Vilma, Greenfield, Tunas, Connell M., Greenfield,N.II. Tisdale, Hope, Austin, Tex. G.,Colorado N.T.Turecheek, Dr. Armin TItsworth, Elizabeth F., Trenton, Springs, Colo. Titus, :Imes, Council Bluffs,Iowa B.,Colorado N.Y. Tnreeheck, Mrs.Elsie Titus, James R., Spencerport, Springs. Coln. Titus, Susie, Tustin, Calif. D.C. 19,Turk, Bernice G., Washington, Tobertson, Mrs. Pearl, Winnipeg Turk, Hosea, Birmingham.Ala. Man., Canada Tlirke, Mrs. Nora M.,Jacksonville, 111 Tobias, Mrs. Robert E., Islip,N.Y. Turley, Bruce E., Wilson,N.C. Todd, Andrew, Northlrifige, Maxine, Tucso, Aria. Tollefson, Olaf. Salem, Oreg. N.C. Tomlin, Bill, Rockford,Ill. Morganton, JuliaIL,Chattanooga,Tuttle, Mrs. Bernice 0., Toms, Mrs. N.C. Tenn. N.C. Bernardino,Tuttle, Marvin 0., Morganton. Toner,HelenA.,San Tuttle, Mrs. Mary II., Morganton,N.C. Calif. Md.Tweedie. David, Athens, Ga. Toohey, Jerome P. Sr., Baltimore. Twidwell, Marjorie B., Tulsa,Okla. Toomey, Sister Eileen, Randolph,Mass. Blanc,Twilling, J. Dean. Muncie, Ind. Toomey, Mrs. Jean B., Grand Tyson, Mrs. Theresa D.,Baton Rouge, Mich. La. Topel, Mrs. Lauren,Morton Grove,Tyskiewiex, Mrs. Arlene J.,Chicago, Torbert, Faye D., Mobile, Ala.

54 46 U Veele. Alry. Ypsilanti,Mich. Clang, Rev. Walter D., SiouxFalls, S.Velardi, John, Washington,N.J. I Ink. Ventura, Mrs. Barbara Amen, Pa. Irwin, Fitrig. Airs. Elaine. Greeley,Colo. l'Idrych, Aim Jean 31., Rohllinsdate,Yerdeanna, Rosemary, Bronx,N.Y. Minn. Vergara. Kathleen, C., Middletown,R.I. I:I Irbl, 'Mrs. Elizabeth1'., Vesey, Sister Claire.Randolph, Mass. Ky. Danville,Vetter, Carol E., St. Paul, Minn. rimer, Mrs. Georgia K, Vezina, Mrs.Isabelle, Salem. Oreg. N.H. Peterborough, Ulmer, Thomas A.. Salem,Oreg. Umslead,Airs.EthelA., 1'inci, Mrs. Hazel,AI Mal et Own, COMI. Calif. Fontana,Viole, Mrs. .CarolM., Los Angeles, Calif. Fmlerbill, Mrs. Kathleen, P.,Morgan- ton, N.C. Virnig, Joanne, Omaha,Nebr. 17nderwood. Mrs. Lillian M.,Indiana-Virok, Grace M., Trenton,N.J. ' lolls. n (1 . VISRer, Mrs. Sharon, Phoenix,Ariz. Cagar, Claire, Bronx,N.V. Vitale, Sister ClaudeMorin, Brooklyn, Updegraff, DavidIt..Potomac. Md. N.Y. Updike, Gary J., Kansas City,Mo. Vivian, Rose M., Malden,Mass. Pri(11), Kathleen, Omaha, ling,Henry,Vancouver15, Nebr. Canada B.C., V Volker, Mrs. Marilyn K, Mo. St. Louis, Valentine, Bruce C., Scranton,Pa. Von Druck, Robert,Levittown, Pn. Vaa Aken, Francis,Rochester, N.V. Von Tiekner. Mt K.,Richmond, Calif. Van Boekern,Mrs. Vose. Mrs. Edie, Lake Falls, S.C. Charlotte,Sioux Oswego, Oreg. Vreeland, Richard S., Monterey,Calif. Van Wilkie, Barbara R.,Washington, D.C. W Van Colt, Daniel AL,Cave Spring. Ga. Vanderveer,Airs.Colette,Peekskill,Wade, Sarah. Cave Spring,(In. N.Y. Wade, Mrs. Snsa L., Dallas,Tex. Van Drimme len, ThomasJr., Ogden,Wagner, C. Richard TIT,Amarillo, Tex. !la h Wagner, Pamela, Pottstown,Pn. Van Houten, Bernadette,San Francis-Wahl, Mrs. Allois \V.,.Tneksonville, co, Calif. Wahl, Howard P.,Jacksonville,III. Van Ittersum, Mrs.Sharon, Detroit,Wahl, Lewis B., St. Louis,Mo. Mich. Wahl, Roger, CouncilBluffs, Iowa Van Luven, Dr. Elizabeth Wahlgren, Mrs. Helen,Boca Raton, ville, Md. A., Hyatts- Fin. Van Mallen, Marion,Sunnyvale, Calif.Wahrle, Jackie. Tallahassee,Fla. Van Marion, Mrs. MaryL., St. Angus-Watt, Eugene, Knoxville,Tenn. ine, Fin. Wait, Mark A., Frederick,Aid. Van Prang, Mrs. AnnaIL, Upland,Wait, Mrs. Mildred J.,Frederick, Md. ('alit. Waits, Mrs. Lynda T.,Route, Ga. VanPul, Mrs. Margaret II., Watcher. Mrs. HelenR., Oklahoma 11(1. Hyattsville, City, Okla. Van Rocket, Willis, Waldorf, Frederick Preston, Portland, Greg, N.J. Vineland. VanRosendal, Mrs Dorothy,Jackson- ville,III. Wales, Billy It., Riverside,Calif. VanSanten. Mrs. Oslo, Salem,Oreg. Walker, Arch, Stanford,Ky. Van Tighem, Mrs. Wnlicer, Mrs. E. Ruth,ITniversity, Ala. Mont. Betty, Great Falls,Walker, Isabelle, P., Walker, N. F., Spartanburg,Stanford, Ky. Varkados, Mrs. Despena,Vancouver, S.C. Wash. Walker, Ruth F., LosAngeles, Calif. Vsnick, Andrew,Ardslny, N.Y. Walker, Mrs. Sallie,Knoxville, Tenn. Vasquez, Laura, APONew York, N.Y.\Vail, Mrs. Alice B., Itnyntond,N.H. Vassey, Mrs. RebeccaD., Spartanburg,Wall, Mrs. Pauline,Danville, Ky. S.C. Wallace, Susan, Knoxville,Tenn. Vnsys, Mrs. Mary Wallin, William, IL, LasVegas, Nev. Tex. K., San Antonio,Wallis, Ann, Austin, Tex. Vaughan, Edna M., Houston,Tex. Wallis, Mrs. Janieee M.,Santa Fe, N. Vaughan, Miss Verdry D., Mex. Md. Hyattsville,Wallis, Mrs. Milton,H., Ala. Talladega, Vaught, Mrs. Elizabeth,Danville, Ky. Walmnn, Neil, Mt. Vernon,N.Y. 47

Wu !Insley,Constance,LosAngeles,Webber, Mrs. Elizabeth M., Spartan- Calif. burg, S.C. Walsh, Mrs. Arm Marie, Bayville, N.Y.Weber, Gayle, Scranton, Pa. Walsh, .lean M., Newark, N.J. Weber, Jimmie 1)., Clairton, Pa. Walsh, Patricia, Buffalo, N.Y. W'ebster% Marian, Webster, N.Y. Walter, Dr. Gerard G., Rochester, N.Y.Weed, Margaret, St. Augustine, Fla. Walter, Karen, Brush, Colo. Weeks, Lucie E., Newark, Del. Walters, Glenn C., Colorado Springs,Wegner, Wilhelm, Dela van, Wis. Colo. Weber, Virginia, Sea Cliff, N.J. Walters, Helen P., Santa Clara, Calif.Wehrli, Robert, Washington, D.C. Walters, Mrs. Marion, Omaha, Nebr.Weida, Lois Jean, Dallas, Tex. Walters, Sam, Anniston, Ala. Weidner, Eunice, Mill Neck, N.V. Waltersdorf, Mrs. Etna, Omaha, Nebr.Weinberg, Mrs. Audrey, Oyster Bay, Waltman, Jo Beth, Colorado Springs, N.Y. Coif). Weir, Robert C., Lansing, Mich. Mrs. Betty, Fulton, Mo. Welch, Mrs. Beulah, Rome, Ga. Wamp ler,DennisW.,SantaRosa,Welch, Charles W., Annandale, Va. Calif. Welch, Guy, Rome, Ga. Vaunt, Mrs. Mary, Amherst, N.Y. Welsh, Kitty, Redondo Beach, Calif. Wand, Carl, Forest Hills, N.Y. Weller, Rosemary 1)., Oxen Hill, Md. Wang, Mrs. Tirade C., East Lansing,NVelling, Jean, North Ogden, Utah Mich. Wells, Mrs. Catherine P., Flint, Mich. Warchol, Barbara, Rochester, N.Y. Wells, Charles A., Flint, Mich. \Yard, Mrs. Agnes B., Perryville, Ky.Wells, Miss Deanne, Riverside, Calif. Ward, Mrs. Dorothy, Blackfoot, Idaho Douglas Ow Metairie, La. Ward, Mrs. Rosie, Jackson, Miss. Wells, Mrs. John B., Raleigh, N.C. Ward, Mrs. Sara, Knoxville, Tenn. Wells, Sally, San Antonio, Tex. \Ward, Virginia M. Danville, Ky. Wells, William II., Spartanburg, S.C. Warden, Mrs. Sheridan, Ann Arbor,Welsh, Mrs. Verna T., Miami, Fia. Mich. Wenning, Judy A., Rochester, N.Y. Ware, Margaret L., Tallahassee, Fla.Werner, Da Wayne, Staunton, Va. Warner, Don W., Ogden, Utah Wesley, Mrs. Zeima L., Hyattsville, Md. Warren, Ann Mills, Washington. D.C.West, Mrs. Angeicen, Austin, Tex. NVarren, Mrs. Betty C., Jackson, Miss.West, David C., Santa Fe, N. Mex. Warren, Mrs. Carrie, Omaha, Nebr. West, Mrs. Elizabeth, ,Theicsonville, Warren, Judith Gibson, Plattsburgh,West, Miss Kay K, Northridge, Calif. N.Y. West, Larry E., Frederick, Md. Warren, Mrs. Mozelle, Austin, Tex. Westendorf, Mrs. Esther, Cedar Falls, Misr!. II, Mrs. Irene L., Inglewood, Calif. Iowa Washburn, Arthur 0., Denver, Colo. NVestfall, Judith Marie, Staunton, Va. Waterman, Joan, .Tacksonville, Fia. Westfall, Norma, Denver, Colo. Waters, Lee L. Carol Stream, Ill. Wetzel, Rodger W., Devils Lake, N. Waters, Sharon, 3., Tustin, Calif. Da k. Watkins,Mrs.Carla,NorthLittleWhaley, Mrs. Katherlyn, Cedartown, Rock, Ark. Ga. Watkins Mrs. Dorothy H., Pittsburgh,Wheeler, Kathleen, Allston, Mass. Pa. Wheeler, Mrs.',colaF.,Columbus, Watkins, Earl, De lama, Wis. Ohio Watson, Chefem, Evanston, Ill. Wheeler, Mrs.Leslie, Baton Rouge, Watson, Mrs. Evelyn W., Morganton, La. N.C. Whisman, Charles E., Indianapolis, Ind. Watson Dr. Guy A., Hyattsville, Md.Whitaker, Mrs. Frances, Raleigh, N.C. Watson, Mrs. Jean B., Wilson, N.C. White, Dorothy, Union City, Tenn. Watson, Robert C., Wilson, N.C. White, Mrs. Frances, Austin, Tex. NVangaman, Mrs. Jane W., Pittsburgh,White, Mrs. Gail J., Ann Arbor, Mich. Pa. White, Mrs. Gloria W., Norwich, Corm. Way, Myrna, Stowall, Tex. White, Henry L., Elkton, Fla. Waye, Constance K., Romney, W. Va.White, John, Raymond, Miss. Wayman, Mrs. Martha S., Pittsburgh,White, Vancouver 8, B.C., Canada Pa. White, Mrs. Susan W., Hattiesburg, Wayner, William II., Canton, Ohio Miss. Weaver, Mrs. Edith, Staunton, Va. White, Mrs. Viola W., Elkton, Fla. Weaver, Mrs. Phoebe, Baton Rouge,White, Walter E., Gooding, Idaho La. Whitehouse, Mrs. Karla, Danville, Ky. Weaver, Dr. Ross M., Provo, Utah Whitehouse, Mrs. Mary, Danville, Ky. Webb, Mrs. Mary Ann A., Valdosta, Ga.NVidtehurst, Mrs. F. C. Orlando, Fla.

56 48 Whitmire..1:PS E.. Roebuck, S.C. Willis ration,Mrs.Kathryn,Walnut Whitney, Kenneth, Thneonver, Wnsh. Creek, Calif. Whitney, Patricia, Wisconsin Rapids,Williamson, Mrs. Mary Ella, Wilson, Wis. N.C. %Whitson, Edward, T., Jr., Greenville,Willie, Leslie K.. Gooding, Idaho S.C. Willis, Arthur. Berkeley, Calif. Whitson, Judy, Little Rock. Ark. Willis, Carol C., Long Bench, Whitt, Alonzo, Chicago, Ill. Willis, Mrs. George, Lakewood, Ohio Whittenberg, Mrs. Concile D., Cowpens,Willis, Mrs. Shirley, Bronx, N.Y. S.C. Wills, Robert C., Olathe, Kans. Whitworth, Jimmy II., Cave Spring,Wilson, Mrs. Betty, Bloomington, Ill. Ga. Wilson, Mrs. Char line, Knoxville, Tenn. Wiehman, Diana, Queens Village, N.Y.Wilson, Mrs. Frances, Staunton, Va. Wick, E. Marshall, Henrietta, N.Y. Wilson, Mrs. G.I., Salem, Oreg. Wickman, Claudia, San Pablo, Calif.Wilson, Grace, Rome, N.Y. Wiekstrom, Mrs. Linda, Stevens Point,Wilson, James, Little Rock, Ark. Wis. Wilson, Mrs. Joyce, Walker, La. %Wider, IIenry, Jacksonville, Ill. Wilson, Kenneth L., Jacksonville, 'Melte, Mrs. Margurete, Orosi, Calif. Wilson, Mrs. Laverne, San Antonio, %Wilbur, Elizabeth, Westbrook, Maine Tex. %Wilcox, Gordon, Minneapolis, Minn. Wilson, Mrs. Lynn D., Spartanburg, Wild, Barbara L., Tucson, Ariz. S.C. Wilding, David. Gooding, Idaho Wilson, Mrs. Marie, Berkeley, Calif. %Wilkerson, Henry L., Baton Rouge, La.Wilson, Natalie, Holland, Mich. Willies, Mrs. Penny T., Tucson, Ariz.Wilson, Mrs. Patricia, Baton Rouge, Wilkie, Mrs. Josie T., Spindale,N.C. La. Frances, Bronx. S.Y. Wilson, Mrs. Rae E., Indianapolis, Ind. Wilkinson, Donald F., Santa Fe.,N.Wilson, Sylvia E., Monroeville, Pa. Mex. Wilton, Mrs. Mae, Baton Rouge, La. Wilkinson, Mrs. Mattie L., Jackson,Wi Use, Mrs. Frances, Devils Lake,N. Miss. Dal:. Wilkinson, Myrlette, Vancouver, Wash.Wi Ilse, Lyle A., Devils Lake, N.Dak. %Willard, Margaret S., Pittsburgh,Pa.Winter, Mrs. Pauline, Fulton, Mo. Mileoxon, Dorothy, Austin, Tex. Wingo, Mrs. Annie C., Spartanburg, Willemsma, Tens, Romney, IV. Va. S.C. Williams, Mrs. Bambara, Austin, Tex.Winifred,SisterDenise,Randolph, Williams, Carl L., Morganton, N.C. Mass Williams,Mrs.Carolyn,Knoxville,Winsett, Ann, West Covina, Calif. Tenn. Winter, Mrs. Dorothy, Cedar Falk; Williams, Mrs. DianeR.,Colorado Iowa Springs, Colo. Winter, Sister Phyllis, Chicago, Ill. Williams, Donna K., Salem, Oreg. Wishmeyer, Judith,LocustValley, Wi Mains, Mrs. Elizabeth D.,Romney, W. Va. Wisner, Mrs. Joan, New York, N.Y. Williams, Mrs. Mira. Omaha, Nebr.Wisnieski, Ann Marie, Dodge, Nebr. Williams, Eunice E., Salem, N.J. Wisser, Mrs. Margaret S., Salem, Oreg. Williams, Mrs. Helen, Fulton, Mo. Wissnmn, Mrs. Karen, Rochester, N.Y. Williams, Mrs. Tone, Morganton,N.C.Witezak, Mrs. Betty, Riverside. Calif. Williams, Mrs. Jewell, Austin, Tex. Witherell, Joyce S., Riverside. R.I. Williams, Judith, Landover, ltd. Withrow, Mrs. Margaret S., Lanham, Williams,KatherineA.,University, Md. Ala. Witt. Mrs. Therese, Stevens Point, Wis. Williams, Mrs. Laura F., Jackson, Miss.Woe like, Sohn, Staunton, Va. %Williams, Mrs. Lenora, Jackson, Miss.\Vomiter,Mrs.Mary,GreatFalls, Williams, Marcus, Austin, Tex. Mont. Williams, Mrs. Marilyn, Morganton,Wofford, Mrs. Marthas.,Galveston, N.C. Tex. Martha, Talladega, Ala. Marvin, Santa Fe, N. Mex. Williams, Norman, Sr., Trenton, N.S. Wolf. Donna, Oxon Hill, Md. Williams, Mrs. Sharon, Little Rock,Wolfe, Mary, St. Augustine, Fin. Ark. Wolff, Louise, Sulphur, Okia. Williams, Mrs. Sondra S., Pittsburgh,Wolff, Sydney, Perry, N.Y. Pa. Wollaston, Roy A., Milton, Ont., Can- Williams, William FL, Pittsford, N.Y. ada Williamson, Mrs.Elaine, Knoxville,Wollenweber, Mrs. Marilyn K., Foun- Tenn. tain Valley, Calif.

5'7 49

Wonder, Gny, Vancouver, Wash. Yelikill, Linda, Cambridge, Mass. Wong, Mrs. Fran, Phoenix, Ariz. Yoder, Milton, Staunton, Va. W(sal,Mrs. Charlotte, Newcastle,York, Mrs. Dian, Memphis, Tenn. Okla. York, Mrs. ;Janet A., East Haven, Conn. Wood, Christine L., Mystic, Conn. York. Wayne, Little Rock, Ark. Wood, David,FalmouthForeside,Young, Alice, El Cerrito, Calif. Maine Young, Dr. C. El lery, Monmouth, Oreg. \Vood, Eugene, Newcastle, Okla. Young, Mrs. Elizabeth, Rome, Ga. Wood, Mrs. Gladys, Knoxville, Tenn. Young, Mrs. Ellen B., Pittsbnrgif, Pli. Wood, Mrs. MargaretK.,Douglas,Yining. George It., New York, N.Y. Alaska Young, Sister Loretta, Buffalo, N.Y. Wood, Marvin, Little Rock, Ark. Young,MarilynE.,Amherst, Nova Wood, Mrs. Thelma II., Lomita, Calif. Scotia, Canada Wood, Willow, Knoxville, Tenn. Yonng, Michael L., Morganton, N.C. Wood, Mrs. Wilma, Rochester, N.Y. Young. Sister Virginia, Buffalo, N.Y. Woodburn, Mrs. Don, Lincoln, Nebr. Young. 3Irs. \Villa L., Oakland, Calif. \Voodby, Ronald D., Morganton, N.C.Yomfgelson, Ellen, New York N.Y. Woodruff, Irma L., Orinda, Calif. Yonogers, It. T., Sulphur, Okla. 1Voodrum, Mrs. Dorothy, Staunton, Younger% Mrs. Milli T., Olathe, Kans. Woods, itrendit, Del Valle, Tex. Youngs, Joseph P., Portland, Maine Woods. Mrs. Tafel° S., Romney, W. Va.Yust, %Villiam F., Fishers, N.Y. Woodson, Winifred L., Charlottesville, Woodward, Jean, Boni°. N.Y. Woo lley, Mrs. Shirley, Riverside, Calif.Zadelt, Mrs. Carol, Westbury, N.Y. Wooten, Farris, Woodward, Okla. Zagata, Robert, Vacaville, Calif. Word, Muriel, Honston, 'Tex. Zalldn, Fran, Boston, Mass. Wright' 3Irs.Gloria,Ilillsborongh,Zaversnik l'hullis, I)enver, Colo. Zawolkow, Esther G., Rossmoor, Calif. Wright, Mrs. Avis, Staunton, Va. Zehr, Rachel, Normal. Ill. Wright, Dwight T., Morganton. N.C. &midis, Charles J., Berkeley, Calif. Wright, Mrs. Evelyn N., Jacksonville,%Amor. Jerry W., Ardsley, N.Y. Zilminn, Diant ha, Philadelphia, Pa. Wright, Hal, Wilson, N.C. Ziegler. E. Eugene, Cave Spring. Ga. Wright, Lynda, Oklahoma City, Okla. %ley, )Irs. Bebe, Melrose Park, Pa. Wright. Mrs. 3lary F., Sterling Heights,%ley, .Joel D., \Vest Hartford, Conn. Mich. Ziezifflo, Frank It., Rochester, N.Y. Wright. Velma M., W. Hartford, Conn.Zimmerman, Mrs. Maria Elena, Center- Wnescher, Peter A., Metairie, La. each. N.Y. Wukadinovieh, Mrs. Elodie, Riverside,Zimmerman, firs. Mildred S., lingers- Calif. town,l(1. Wnkadinovich, Michael, Riverside,Ziprick, Harold, Calgary 4S, Alberta, Calif. Canada Wyks, Hollis, Lambertville, S.J. Zilo, Mrs. Lynn. Arlington Heights, Ill. \\*yks, Mrs. Margaret, Wilmington, Del.Zollee, Mrs. Olive, Winnetka, Ill. Zook, George A., Jacksonville, Ill. Y %field, Ronald l\'., hollanapolk, Ind. %turner. Penelope Ann, !tome, N.Y. Yocobacci, MI's. rat M., Dallas, Tex. Rev. Donald \V., Aurora. ('oho. Valley, Vickie, Oak Park, Ill. Zanelt, Shirley. Yuba City, Calif. Yannacone, Mrs. Constance, San Fran.Zwick, Leonard G., Rochester, N.Y. eiseo, Calif. Irs. Virginia. Wauwatosa, Yarbro, Mrs. Fay, San Antonio, Tex. Zwierko, Mrs. Cherryi S., Reston, l'a. Yates, Mrs. Belle, Staunton, Va. Zwilleftherg, Mrs. Edith, New Rochelle, Yates, Fred, Staunton, Va. N.Y. Yelverton, Mrs. Norma, Wilson, N.C.

58 INTERPRETERS FOR THE CONVENTION Henry Ejorlie New York Hugh PriekettMississippi Mrs. Jean Bo lesLouisiana Stanley Roth Kansas Nle !yin BraselMinnesota H. G. Royal!. Jr. North Carolina John CapleGeorgia Polly Shit hanGallaudet l'hilip CronbundAmerican Eldon ShipmanWest Virginia (Connecticut) John ShipmanVirginia Sue DementMinnesota Fred SparksAmerican (Connecticut) Patrick DowlingSouth Carolina James Stangarone--NTII) Lloyd GraunkeTennessee Joe YoungsMaine Ito rry HallIllinois Eve DickerWisconsin Gertrude HanesW. Pennsylvania Mickey JonesNTID Allen HayekNorth Dakota Paul Peterson N'i'ID Ralph HoagNew York (Rochester) Susan Rose--NTID George HoukIndiana Pauline StoneMississippi Lucy Lewis California (Riverside) James TitusNTID James LittleNew Mexico Connie BarnesAlahama Colin McAdamsMinnesota Richard ReedMissouri Winfield Mc ChordKentucky Ricardo GonzalesCalifornia,River- William McClureFlorida side Elizabeth O'BrienNTID Mary Ann RoysterKentucky Lloyd ParksKansas SECTION LEADERS Audiologists, Dr. Jerome G. Alpiner Multi-handicapped, Dr. J. G. Demeza Coaches & Physical Education, Mr.Post Secondary Programs, Mr. Robert Warren Fauth Lauritsen Communication, Dr H. W. Barkuloo Pre-School, Dr. Freeman McConnell Contributed Papers, Dr. William N.Principals & Supervising Teachers, Mr. Craig Winfield McChord, Jr. Curriculum, Dr. Doh' Hicks Rending & Language, Mr. Kenneth It. Day Programs, Dr. John D. Harrington Lane Educational Media, Dr. Gilbert DelgadoTeacherPreparation,Mrs.Marlyn Federal Programs, Dr. Frank Withrow O'Neill Library, Mrs. Anna Huff Vocational Education, Mr. Hollis W. Mathematics, Mr. John Kubis Wyks (50) SECOND NATIONAL MEETING OF THE PARENTS SECTION OF THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF ARKANSAS SCHOOL FOR THE DEAF, LITTLE ROCK June 25, 26 and 27, 1371 PROGRAM Friday, June 25 3 :00 p.m.Registration. 7:00 p.m.SocialSponsored by the Arkansas I'TCA. Film "Never to Hear the Wind." Saturday, June 26 8:95 a m.Opening SessionMr. Roy K. Holcomb, Chairman CAID Parent Section, presiding. InvocationRev. Robert E. Parrish, Little Rock. Welcome--Dr. Kenneth It. Mangan, President CAID. Introductions Keynote Speech : "Educatimal Crises", Dr. David M. Denton, Superinten- dent. Maryland School for the Deaf. 10 :30 aan.Business SessionDr. S. D. Roth, Superintendent, Kansas School for the Deaf, presiding Presentation of By-lawsMr. Clyde Lee, Los Angeles. 1:30 p.m.Second General SessionMr. Roy K. Holcomb, chairman. "Mythology and Denial in Deafness", Dr. McCay Vernon, Western Mary- land College. 3 :00 p.m.Business SessionMr. J. A. Little, Superintendent, New Mexico School for the Deaf, presiding Election of Officers. 6:30 p.m.BanquetHostess, Mrs. Mary J. Rhodes. Address "These Times", Mr. Ranee Henderson, Superintendent North Ca rolina School for the Dent Sunday, June 27 8 :30 a.m.Third General SessionDiscussion Groups Leaders 1. PundraisingMr..Tohn Locke. Takoina Park, Md. 2. bcgislatimiMrs. Mary J. Rhodes, Greenbelt, Md. 3. Organ izot ionMrs. Dolores Yowell, Lombard, 4. Federal Serriees Dr, Prank Withrow, Washington, D.C. 5. Vocational RehabilitationDr. Marshall S. Hester, Las Cruces, N.Mex. 10:30 a.m.Panel Discussion (Group Leaders) Mr. A. 0. Norris,Moderator. 11:15 a.m.Wrap-up SpeakerMr. Malcolm J. Norwood, EducationOfficer, U.S. Office of Education. KEYNOTE SPEECHEDUCATIONAL CRISES Dr. David M. Denton, Superintendent, Maryland School forthe Deaf There is a certain appropriateness in considering the wholequestion of Educational Crises at a National Parent 11leeting.Indeed, in the opinion of many, including this speaker, theheart of the (51) 60 crisis in education is in the home. Toconsider adjustments in education designed to overcome these crises,without fully involving parents and the home, would be to divorceoneself from the reality of the problem and to consider onlythe symptoms. There is also a certain urgency about thisundertaking; an urgency heightened by the fact thatas a nation, we are looking to our social institutions, primarily our schools,to provide us with a sense of upward, positive redirection. We darenot deny the fact that this is an era of crisis andwe dare not despair in the presence of this hard reality. It seems almost paradoxicalthat often a moment of crisis is, indeed, a moment of hope.It is really a matter ofperspec- tive. A present hope lies in thefact that we are able to identify these crises in education andeven to arrange them on the basis of priority, but this is not enough. We.must also provide alternatives. A whole generation of deaf childrenare out there somewhere depending on us. It is obvious to me, as I amsure it is to you, that the quality of education and indeed the quality oflife of this same generation of deaf persons, is being, toa large degree, determined on the basis of what we do here this week. Thereis no time for dilly, dallying.. let this be our moment of truth. . I know of no betterway to identify crises, to establish priorities and to offer alternatives, thanto do so by calling upon personal experiences and to use,as a point of reference, the Maryland School for the Deaf. 1. Tun COMMUNICATION CRISIS Since communication isa process which involves the whole human person, and since communication is fundamentalto normal human development, it becomes priority numberone. Deaf children achieve, learn, contribute and succeedon the basis of their ability to interact meaningfully with otherpersons in the environment and with the environment itself. Toput it succinctly, communication involves people interacting freely withpeople. If we can accept this premise, then it becomes apparent tous that indeed we have a crisis in communication in the education ofdeaf children. Far too many educational programs endorse andemploy restictive modes of communication which reduce the qualityof childchild interaction toan ahnost primitive level. We mightas well be frank about this. Com- munication skills... language skills evolve and expand through usage. This is a generative quality in languagewhich cannot be denied nor ignored. None ofus learn language by being taught language. We, instead, learnlanguage by freely using it withour peers, by experimenting with it and by measuring itagainst that of our adult models .. our parents. It must be pointed out that we were not only permitted to do this butencouraged to do it without prejudice. Now, how muchlanguage can young profoundly deaf children be expected to learn fromeach other when their communication efforts are limitedto speech and speech-reading? Haveyou ever observed two five year old. congenitally deafchildren engage in meaningful conversation throughspeech and speechreading? This question would be almost ridiculousif it were not so tragic. The Maryland School forthe Deaf fully embraces theconcept of Total Communication for all deafchildren. By Total Communica-

61 53 tion is meant the right of a deaf child to learn to use all forms of communication available to develop language competence at lie earliest possible age. This implies introduction to a reliable receptive- expressive symbor system in the preschool years between the ages of one and live. Total Communication includes thefull spectrum of language modes: child devised gestures, formal sign language, speech, speecheading, fingerspelling, reading and writing. Every deaf child must have the opportunity to develop any remnant of residual hearing for the enhancement of speech and speechreading skills through the use of individual and/or high fidelity group amplification systems. We are beginning to see dramatic changes among our upper- primary students who are 9, 10, and 11 years of age. Most of these students have now had two or three years of a Total Communication Program. Traditionally, reading comprehension levels for this age group have been around second grade and we havehad to settle for increments of a half grade or a .5 gain per year. In this group of approximately 40 students we are seeing many more children achieve a reading comprehension level greater than 2.5grade levels. Almost two-thirds or 01 per cent of this group scored higher than 2.5 in reading comprehension on the May 1971 achievement tests. These students were measured on the Gates MacGinitie Reading Tests. Even more interesting perhaps is the observation that 40 per cent of this group scored 3.0 or better, while 23 per cent scored 3.5 or better and 10 per cent scored above 4.0. The increment from September 1970 to May 1971 was equally heartening. Nearly one half of this group or 43 per cent made at least a full grade level gain. This is much higher than we had anticipated. We attribute much of this growth to .. . better communication on all sides ...exchange of ideas, etc., but more basically to signs which serve as the building blocks upon which the congenitally deaf child can develop his own linguistic base. We are finding that the knowledge of signs spills over into speech and speech reading as well as syntax. A. recent classroom incident illustrates the positive influence of manual communication on speech production of young profoundly deaf children. While visiting a class of primary children recently, a seven-year-old girl approached me and told methat she would like to do a poem for me. The teacher told her to go ahead and do the poem but to remember the final "g" sound in the word flag and the final "d" sound in the word red. The child smiled and indicated that she Would try to remember these sounds. She then turned to me and signed and said simultaneously ... "Welove our flag" (as she signed flag she ended the graceful movement of her right hand by assuming the g formation. This act seemed to provide visual as well as kinesthetic monitoring for her ow/1 speech production and she was able to produce a very good "g" sound), "of red and white and blue". As this young girl signed and said the word red, her index finger moved downward and Outward from her lips and her right hand assumed formation "d" of the manual alphabet. Again being able to use her hands seemed to provide her with the necessary feedback to aid in the development of the ratherdifficult "d"

62 54 sound. Of course, not to be overlookedis the fact that this little child did this whole poem using TotalCommunication and with full understanding as to the meaningof the poem itself. Incon- sidering the above statements, keepin mind the fact that the key to this kind of program is the unstructured(meaning no classroom drill) randomized but highly personalizedand therefore relevant dialogue between child and adult andchild and child. The Total Communication system isemployed throughout our school progrrin from preschool throughhigh school. Sincewe recognize that communication begins inthe home and involves the parents and whole family, we have hadto face up to our responsibility to teach the parents howto communicate. At presentwe have eight regional parent communicationclasses in the various cities and towns across our State. Theseclasses are taught by staffmom - hers from the Maryland Schoolfor the Deaf... both hearing and deaf persons. It will interestyou to know that these parentcom- munication classes have reachedapproximately three fourths of our families (siblings of our deaf childrenare also involved in classes). It will also interestyou to know that our teachers and teacher aides have voluntarilygiven up their evenings and nights, without pay, in order to makea contribution to parents and in the final analysis, to the deaf children. Sinceschool opened last Sep- tember. our staff members have drivenover 25,000 miles at night, explaining the concept of TotalCommunication to uur parents and providing them with thene.cessaly skills. The importance of parental response to this kind of effort must be stressed.Unless parents are willing to support sucha program, these efforts would be futile. So far, I can proudlysay our parents have responded. Thissame kind of thing, ladies and gentlemen,can be done in other states, as well, and indeed mugt be done. Before going to the next crisis,the fact should be mentioned that in our own schoolprogram we attempt to serve children and parents, not only at the Schol inFrederick but in the outlying communities as wellon an itinerate basis. Here again,we teach parents how to communicate with theirchildren, believing that if Total Communication is practicedin the home, the child will develop a much more normal languagecapability. 2. CRISIS IN FAMILY INVOLVESIENT Perhaps it would shockyou to realize that many deaf children have never had a satisfactory,truly, meaningful relationship with a hearing adult. You, ofcourse, do not have to be reminded of the gradual deterioration of the qualityof home life in our Country. A look at these two realities then bringsus to a full awareness of the existence of this crisis inthe home. Far too many parents of deaf children seem patheticallyunable to deal constructively with their children's behavior andfar too many deaf children harbora feeling of burning resentmenttowards the family which hasun- wittingly perhaps, but blatantlyshut them out. Deaf childrenare tired of being non-partieipating,non-voting members of the family. Deaf teenagers afro tired ofbeing handed a five dollar billand the car keys by parents who do noteven know the manual alphabet. It requires conscious efforton the part of the hearing members of

63 55 the home to help the deaf childintegrate fully into the family. As our parents learn to communicate with theirdeaf children, they frequently toll us such thingsas "Jimmy has joined the family". But, even more telling is the statementfrequently made to us by young deaf children whose parents have learnedto communicate. These little fellows quite regularlytell us "mother and daddyare deaf now". Perhapsnow we can begin to appreciate the crucial importance of family involvementwith the deaf child. Our parent communication classesagain have been extremely helpful in bringing the whole familytogether. During the stunmer months, we urge the whole familyto come to the communication classes and this includes the deafchild or children. In suchcases we keep the classes relaxed and frequentlyuse the deaf students as resource persons or teachers' helpers. Asyou can see, this provides not only an opportunity forinteraction, but in addition it provides an opportunity forthe deaf child to have status and play a role of importance. to In our program with WesternMaryland College, we asked for and obtained, the College'spermission to enroll parents of deaf children and siblings of deaf childrenin a manual communication class being offered to collegestudents. This effort turned outto be highly successful. Theyoungest member of the classwas a ten year old girl and the oldest memberwas a sixty-nine year old mother. ThisP1a:3was taught by a deaf teacher anda hearing teacher. Many of the class sessionswere conducted on our campus in the dormitory so that face to facecommunication could real live deaf children. This occur with quent classes. pattern has been continued in subse- Our Parent Teacher Counselor Associationhas played a very active role in promoting theparent communication classes inan effort to improve family relationships.Our PTCA is now scheduling regular meetings of parents withrepresentatives from the School to discuss this question of parentalresponsibility and family involvement. Parents in the audience,I cannot overstress the importance of your makingyour deaf child a real member of the family. 3.CRISIS IN MORALITY If asked what my biggestconcern for the future was, I would have to answer that it involves the growinginsensitivity to the need for the nurturing ofour children's spiritual needs and theseeming unwillingness ofour social institutions to provideour children with a set of moral, religious and social valuessufficient to sustain them during times of personal crisis,and sufficient toprepare them for a life of responsible service to other people. tendency on the part of adults It seems that there isa of responsibility, to timidly retreat from theseareas or to simply ignore the fact that childrenmust develop as total persons and thatthe moral, and spiritual dimensions cannot be overlooked. As some one recently pointed out, itseems almost paradoxical that in thisera when we are so concerned about ecology and the indignities rendered bo so insensitive, our environment, that we could so dulled, to the needs of the spirit. Iam worried about the pollution ofour social-moral environment. 77-003-72--5

64 56 It is my honest belief that TotalCommunication will over our Country, butmothers and daddies, spread all ment would be ifwe ignored our responsibilityhow empty thismove- develop a conscience.I am not to help our children alternatives in the face sure that I am reallyable to offer of this crisis, butI ant willing to parents in this audienceand to parents all say to the responsibility restssquarely upon over America that the foundation for moral our shoulders to providethe and spiritualdevelopment for dren through activeteaching and example. our deaf chil- that the school I am also willingto say your child attends is unableto do it. alone. Tlits area of responsibilitywhere the school is an hand in hand. and the familymust work Attitudes and values are learned.The concept of example beginsto develop earlyand it becomes justice for bility to providethe opportunity. a family responsi- 4. Cams IN TEACHER EDUCATION For several years the education ofthe deaf has suffered of well qualiliedteachers. This problem a shortage Federal Governmentin the early was recognized by the was enacted which 60's andappropriate legislation for teachers of provided federalfunding for training the deaf. Severalnew programs centers ous places across theCountry, but sprang up at vari- trained teachers of even today, the shortageof well the deaf continues.The emphasis ten years has beenrelated more perhaps over the past Teacher .preparationin the to quantity thanto quality. more university centered. area of the deaf hasbecome more and There is nothingwrong with large universities, obviously,but the point isthat in this trend development of universitycentered training toward the for the deaf andindeed, deaf children programs, programs remote from thetraining have somehowbecome quite across our Country haveprocess. Teacher preparationcenters all tended to embracethe same rigid munication philosophydiscussed in Crisis com- certainly beenan increase in the Number One.There has classrooms for the number of teachersmoving into deaf from thesetraining centers, not been it recognizableshift in educational but there has about as a resultof improved philosophy brought teacher training teacher education.Far too centers provide littleor no opportunity for many ment with parentsor members of the deaf involve- unusual to finddirectors of community. It isnot ers of the deaf, unable programs for the to communicate withpreparation of teach- training centers for deaf persons.Many to exclude deaf teachers of thedeaf have madeit it practice persons. So much forthe problem portant thing is whatcan we do about it. ...the im- Four yearsago when I became School for the Deaf,we faced it seriousSuperintendent ofthe Maryland with the openingof the school shortage of qualifiedteachers no other choice than just mere weeksahead. There to developour own in-service training was This VC recognizedas only a temporary program. of a full scaleteacher preparation measure, so the development hee..me a high program somewhere in priority item. Todayin Maryland. the State preparationprogram exists. Western an unusual teacher Maryland Schoolfor the Deaf Maryland Collegeand the have jointlydeveloped a teacher 57

preparation program... one which is based upon the concept of Total Communication andupon the concept of a sharing and pool- ing of resources by the institutionof higher learning andthe practicum facility. The College andthe School for the Deaf enjoy a relationship of mutual respect and mutualneed. The strength of the College's commitment to thisnew program and the Total Com- munication concept upon which itwas founded, was sufficient to attract, Dr. 'Mc City Vernon,an outstanding Research Psychologist,to the Western Maryland Campus.In addition to Dr. Vernon,this program has attracted other capableeducators of the deaf and is now receiving funding from the Federal only preparation Government. This is the program in America which enjoys theendorse- ment of the National Associationof the Deaf. Either deafor hearing applicants are accepted intothe program anda good share of the teaching is done by deaf facultymembers. This is thesame program mentioned earlier in thispaper, the one which involves the communication classes. parents in Since the very beginning of the Western MarylandCollege - Maryland School for theDeaf affiliation,our parents have played an active role. This Spring, forexample, there wasa Bill before the Maryland General Assemblyto establish Scholarshipsfor Teachers of thee. Deaf. Ourparents through organized effortsand through individual efforts helped insurethe passage of this Bill. Ourparents simply flooded the StateLegislature with telephone calls,and letters in support of thisScholarship Bill. Without the vidual support of collective and indi- our parents, it is doubtful that thisBill would have passed. It becomesapparent then, that.parents dohave a great deal of power whichcan be exercised to bring about chaoge in the education constructive of deaf children. Otherexamples of the use of political power by parentswill be mentioned later. 5. Ousts IN CURRICULUM Some persons would quarrel with mysense of priority andsug- gest that, the matter of curriculumbe given top consideration "prime time",so to speak. It is not that I and curriculum. It is instead that assign low priority to in futility unless these curriculum adjustment isan exercise first four crises havebeen dealt with adequately. Over thepast fifty years, there have forward made in the been great, strides but there has beenareas of curriculum design anddevelopment., a noticeable lack of parallelprogress in the educational achievement ofour deaf children. There is a secondreason why the matter of curriculum considered now rather than is being I want all of earlier in thepaper and that is that us to begin to consider curriculumin terms of the child's total life experiencesincluding not only the importantly the home. If school but more the problems of communication,family involvement., moral andspiritual development andthe preparation of professional personnelare properly attended to, then the of curriculum becomesless critical. In traditional problem grams for deaf children, there educational pro- has seemed to bean unspoken, per- Imps, but. well practicedbelief that deaf children teacher. This attitude learn from the accounts for the highlystructured nature of many school programs for deafchildren. This approachtends to

66 58 over-emphasize teaching and under-emphasize. learning. Perhaps the assumption is that the two elm be equated. Teaching and learning, however, are not synonymous. Perhaps the point 1 am trying to make can best be illustrated by a remark made by someone else. This gentleman after studying the design of a new educational program, remarked that it was built more around prescriptive teaching than around individual learning. Learning is a highly personal matter. In an atmosphere that encourages free and honest self expression and full participation by all persons involved, deaf children will, through interaction, experimentation, trial and error, not only develop but ;brine. Ladies and Gentlemen, this begins and continues at home. 6. CRISIS IN EDUCATIONAL PROGRAMS The past twenty years have seen dramatic growth in the school age population of deaf children. Coat tailing this population explosion has been a proliferation of local classes for "hearing impaired" children. Obviously, many of these new programs were needed, but the problem has been that they sprang up welly Hilly with a shocking absence of proper educational design and State wide planning. This uncontrolled, unplanned burst in the establishment of local day classes has been, to a large degree, responsible for two major problems facing the education of the deaf today. The first of these problems is that as these local classes sprang up, they frequently did so by adopting a private oral school educational philosophy and with a poorly defined population of hearing impaired children having a wide range of abilities and educational needs. These classes, even though they have espoused the concept of integration of the deaf child into the "hearing world", havere- mained provincial in terms of educational philosophy and often completely out of touch with the adult deaf community. The second problem is a direct outgrowth of the first one and that is that an ever increasing number of deaf children have failed because of the narrow based restrictive philosophies of theseprograms. and have been indiscriminately dumped on the State residential schools for the deaf. This practice has served to perpetuate the existence of inappropriate local programs and has seriously crippled the State schools who seem to have no choice but to enroll these children. It would seem to me that there is an obligation on the part of those persons administering State schools for the deaf to assume positions of aggressive leadership and to fight for a comprehensive network of educational services havingcontinuity, permanenceand stability. It would seem further that the school's obligation also includes the provision of these services from infancy into adulthood including parent education and that such services must be based upona concept of total involvement and Total Communication. The Maryland School for the Deaf has long facedan enrollment problem.. the School not only has been unable to accept all applicants for admission at the preprimary level, but has, in addition, been placed under increasing pressure to accept growingnum- ber§ of children who have already failed in local classes. These and

6'7 50 similar problems have been faced and are now being faced by many of our schools across the Nation. We, at the Maryland School, interpreted our respoosibilities in the following manner. First, it seemed mandatory that we maintain a legitimate high quality program for deaf children from the preschool level through the secondary level, and Second, that. we expand our programs so as to be able to, at least, minimally meet the enrollment demand. This expansion, we felt should occur not only on the campus in Frederick but through the establishment of a second campus as well, near the population center of the State. The plan also called for the estab- lishmen of satellite preschool parent counseling services in the local communities, sponsored and administered by the Maryland School for the Deaf. The long range plan also called for the establishment of a teacher preparation program which has already been mentioned. In 196S, the School was successful in getting legislation introduced which would establish the Columbia Campus of the Maryland Schol for the Deaf, to be built between Baltimore and Washington, D.C., in the densely populated suburban area. Our parents, alumni, organizations of the deaf and individual members of the deaf community were of unusual help in getting this legislation passed. The Columbia Campus of the Maryland School for the Deaf has already been funded and construction is scheduled to begin immediately with an opening date set for September 1972. This beautiful new school will provide services for up to fifty children and their parents at the preschool level, an elementary and intermediate program and a separateself contained unit for multi-handicapped deaf children. Columbia Campus will be both day and residential. As the Columbia Campus is being developed, the main campus in Frederick is in the midst of a massive building program which will push the enrollment. capability from 340 to approximately 475. It is estimated that within the next five years, the Maryland School for the Deaf, on its two campuses, will be able to serve over 725 deaf children and their parents. For families living too far away to benefit from the preschool programs on a commuting basis, our School will continue to send a team into the local communities and provide these services close to home. Ladies and Gentlemen, perhaps these are ambitious goals, but I really do not think we have any choice. References made in this paper to the Maryland School for the Deaf were done so only for the purpose of illustration. Obviously, we are extremely proud of our School and of our parents, but we would not for a moment pretend that we do not have our own problems. But, it is not how many or how few problems one has that matters, but how one deals with them. BUSINESS SESSIONSJUNE 26 MORNING SESSION The first Business Session of the 1971 meeting was called to order by Dr. Stanley D. Roth to receive a presentation of bylaws proposed for the permanent Parent Organization to b established during the present convention. The presentation was maar. by Mr. Clyde Lee of Los Angeles, California. 68 60 The bylaws were explained section-by-section. After much discussion and many abortive attempts to amend the bylaws from the floor. a committee composed of Mrs. Alice Tinsley (Indiana). Mr. .fames Morris (Missouri), and Mrs. Barbara Stoops (North Caro- lina ). Chairman, was appointed to receive suggested amendments and to propose changes to the membership for consideration and disposition via a mail ballot. The bylaws, as presented, were adopted subject to amendment by mail ballot. AFTERNOON SESSION Mr. James A. Little presided at the second business session called to elect officers for the ensuing two years. The Nominating Commit- tee presented a slate of officers which was not supported by the membership. Nominations from the floor resulted in the election of the following officers: President, Mrs. Lee Katz, Silver Spring, Maryland President-Elect, Mr. Larry Newman, Riverside, California .Lt Vice President, Mrs. Jane Grisham, Doraville, Georgia ithd Vice President, Mrs. Carol L. Schweiger, New Brighton, Minnesota Secretary-Treasurer, Mrs. Shirley Hooper, Santa Fe, New Mexico MYTHOLOGY AND DENIAL IN DEAFNESS Dr. McCay Vernon, Western INIaryland College -The great enemy of the truth is very often not the liedeliberate. contrived and dishonestbut the mythpersistent, pervasive, and unrealistic.- - President John F. Kennedy, Yale Commencement, 1962. Although the field of deafness has its share of deliberate lying and dishonesty, this is not the major difficulty. The real problem rests with the mythology in deafness which is persistent, pervasive and unreal istic, and even more importantly with the psychological needs in pro- fssionals and parents which creates the mythology. Only by 1111(1cl-standing the process underlying the need for and development of the myths can we effectively alter what is happening.. The process is psychologically complex, but can be examined by looking at what is called the copying mechanism of denial.

DENTAL The first reaction to most psychologically traumatic events is to deny them. Let's consider some examples of this. Some time ago my wife had a lump appear on her breasts. Because my wife is deaf I went with her to see the doctor. 0;,e of the first questions he asked was how long has the lump been there. When she replied several months, I was appalled and angry. It was inconceiv- able to me that a person with my wife's background as a hospital microbiologist familiar with the symptoms, its implications, and the importance of early treatment could conceivably wait so long before goin_ for treatment. After this visit, I went back to the physician to talk about what had happened. In the discussion lie explained that the average time be- 6' 19

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TABLE 1.-STUDIES ON THE EDUCATIONAL ACHIEVEMENT OF DEAF CHILDREN

Investigator Samples Results

Boalner (1965). and McClureNinety-three percent of deaf students M1. Thirty percent functionally illiterate. (1966) United States, age 16 years or older. 2. Sixty percent grade level 5.3 or below. 3. Only 5 percent athieve at tenth grade or better and most of these are deaf or hard of hearing. Wrightstone, Aronow, and Seventy-three school programs for deaf rep-1. Average gain in reading from age 10 to age Moskowitz (1962) resenting 54 percent of deal school chil- 16 less than 1 year (0.8 months). dren, ages 10 to 16. 2. Average reading achievement of 16.yea r olds was grade level 3.4. 3. Eighty percent of 16-year-olds were below grade level 4.9 in reading. Schein and Bushnart (1962) Gallaudet College population and estimates1.1.7 percent of deaf school age population of other deaf college students. attend compared to 9.7 percent of hearing school age population. Batbidge Report (1965, p. 23) Two hundred sixty-nine schools and classes1. Median average on Stanford of school 23.330 deaf children. 76 percent of deaf leavers is 5.9. school-age children (90 percent of resi-2. Thirteen percent of students "left" at age dential school pupils and 57 percent of 16 or Wore. private residential pupils. Day classes and3. About 3 percent were denied admission. school not represented). 4. Waiting list for residential schools was 3.6 percent of enrollment, for private school 48.5 percent.

Table 2 shows that from theage of 7 until the age of 10 the average deaf child only advances 3 months in readingachievement. By age 15 when the average hearing child is readingat the ninth or tenth grade level the average deaf child has achieveda third grade level. Finally, at age 17 or 18 the typical deaf youthleaves school as a fourth grade reader.

TABLE 2.-MEAN GRADE LEVEL OF STUDENTS WITH 60db (ISO) OR GREATER HEARINGLOSS. ACADEMIC ACHIEVE- MENT TEST PERFORMANCE OF HEARING IMPAIRED STUDENTS U.S.:SPRING, 1969. OFFICE OF DEMOGRAPHIC STUDIES, GALLAUDET COLLEGE, WASHINGTON, D.C.

Reading Age Test battery 7 8 9 10 11 12 13 14 15 16 17 18

Primary I 1.651.871.911.972.04 Primary II 2.382.502.412.512.44 Intermediate I. 3.413.46 3.33 Intermediate II 3.33 3.35 3.974.314.244.174.02 ......

71 63 These facts and the other data in Tables 1 and 2 stand in sharp and disgraceful contrast to the fact that deaf children have the same IQ as hearing children. Obvious,y,something is drastically wrong. Second MythThe Use of Fingerspelling and the Language of 1 Signs Will Impair Academic Achievement. Table 3 shows clearly that children who have had deaf parents and who use fingerspelling and the language of signs do far better in reading, mathematics, and academic work in general than do children who have been limited to just "oval" communication. Despite this establishedfact the overwhelming majority of deaf children continue to be limited to "oralism" in their educational programs. Third MythSign Language Will Cause Deaf Children to De- velop Poor Habits of Expressive Language. Once again the datain Table 3 indicates conclusively that the written lan.,.auage ofdeaf children who had early exposure to sign language and lingerspelling is superior to that of those who have been limited to "oralism". These findings are yet to be fully implemented in Maryland or in the rest of the nation. However, the Maryland School for theDeaf is pioneering in this area and providing national leadership. Super- intendent, David Denton, of the Maryland School deserves the highest of commendations for his courage and efforts in thisdirection. Fourth MythThe Use of Fingerspelling and the Language of Signs Will Negatively Effect Speech, and Lipreading. The overwhelming majority of the studies done have shown there is no difference in speech intellibilitv of deaf children who used sign language and fingerspelling and those who did not (Table 3). The differences in lipreading which do occur favor children who had early manual communication not so called "oral" children. Fifth MythThere Are People Who Advocate "Manualism." There are no advocates of "inanualisni" nor are there persons who oppose the teaching of speech or speechreading.Those who support the use of total communication system involving speech, finger - spelling, amplification, sign language, lipreading, and writing are increasing in number because the factual data indicate total communication to be far superior for deaf children. People who try to ignore the data and advocate "oralism", in theirdesperation, label persons believing in total communication "manualist" inmu.th the way Senator Joseph McCarthy used to call thosewho disagreed with him "Communists." Sixth MythMost Deaf Children Can Learn Auditorially. The diehard "oralists" who realize the data dearly indicate a total aural- manual communication is the far superior educational approach to deaf children have come upon a new tactic of evading the issue. They claim that all of their children except a few can learn through hearing. This approach has been given the name aceupedics. There are not many blind children who learn through vision and there are few deaf youth who learn through hearing. Those who have a vested stake in rigid oralism are now claiming their deaf children are hard of hearing. or "hearing impaired." They claim that because a child can hear a fog horn or gunshot lie is not deaf and that by hanging a hearing aid on him he will learn to understand speech which he cannot hear. (14

Cr rxr1.1.:41IINS We could go on listing other myths,many of which are crucial but this is not nearlyas important as tying the concept of the denial of deafness to thepurposes of this CAID Parent Section. More specifically how do weovercome the myths in order tnat fact and reality, not mythology, willgovern the education of deaf children. Just as with the othermore frightening and somewhat unfortu- nate examples of trauma, suchas death, cancer, the more visible we make deafness the less it will be deniedand the less mythology that will develop. Instead ofour present policy of keeping parents of deaf children from meeting andmixing with deaf adultsve need to encourage it. Instead of ignoringimportant organizations of deaf adults like the National Associationof the Deaf and the Council of Organizations Serving the Deafwe need to work pith them. The CAID Parent section does thisbeautifully. We make deafness visible and we deal with it effectively whenwe utilize the total communication necessary to communicate withdeaf persons. A way to overcome the denial ofdeafness pervasiveamong speech therapists, audiologists, physicians,and teachers is bring before their attention the increasingly-overwhelmingamount of data supporting total comnmnication.As the facts continue tocome forth, the possibility of denial diminishesfor all but the most desperate. In smnmary, the major point ofall this leads to is that much of the irrationality, the mythology,and the tragic inappropriations of education and rehabilitationfor deaf children and theirparents comes from all encouragement of the needto deny deafness. Our efforts should be directed beforeparents and professionalsas early in their parenthoodor their training as possible.

TABLE 3.RESULTS OF EARLY MANUAL COMMUNICATION

Investigator Samples Results

Meadow (1969) 1 Filly six deaf children of deaf parents1.Manual group better in reading (2.1 yrs.). (manual group) 56 matched deaf chil-2.Manual group better in math (1.25 yrs.). dren of hearing parents (oral group). 3.Manual group better in overall education achievement (1.28 yrs.). 4.Manual group better in social adjustment. 5.No differences in speech and lipreading. 6.Manual group better in written language. Vernon and Kohl (in Thirty two pairs of genetically deaf chit- press). 1.Stanford Achievement Test Scores. dren matched for age. sex, and I.Q. (a) General averageManual group better (1.44 Manual group had deaf parents, oral Years). group had hearing parents. (b) Reading averageManual group better (1.39 yrs.). (c) Para. meanManual group better (1.57 yrs.). (d) VocabularyManual group hetter (1.19 yrs.). 2.Written languageManual group superior at .002 level of significance. 3.No differences in speech intelligibility, speech Stud less and Birch reading, or psychosocial adjustment. One hundred and five deaf children of1.No difference in speech. (1966). deaf parents (manualgroup) 3372.Early manual group better in speech reading. matcheddeafchildrenofhearing3.Early manual group better in reading. parents (oral group). 4.Early manual group better in writing. 5.Early manual group possibly better in psycho- 6'.onlgomery (1966):... social adjustment. Fifty-nine Scottish children 1.Exposure to, use of, and preference for manual communication did not negatively affect speechor Stevenson (1964) speech reading skills. - One hundred and thirty lour deaf childrenI.Ninety percent of manual group did better than of deaf parents (manual group) 134 matched oral students. deaf children of hearing parents (oral2. group). Thirty-eight percent of manual group went to college versus nine percent of oral group. 63

Investigator Samples Results

Quigley and Frisina (1961). Sixteen nonresidential deal childrenof deaf parents (manual group) Sixteen 1. Manual group better in vocabulary,the speech nonresidential deaf children of hearing reading and better in educationachie.eineat. Ora parents (oral group). group better in speech. Hester (1963) Deaf children in Nevi Mexico Schoolfor the Deaf. One group had lingerspelling1. Fingerspelling group supericron standardized achievement tests. beginning at school age, onegroup taught many. Quigley (1969) Sixteen orally educated deafchildren matched with 16 combined orally 1. Combined manual and oralchildren rhd better in and language, speech reading, and Denton (1965) manually educated deaf children. gene:al academic. The academic top 10 percent of achievement. deafI. Mean acheivement test children ages 12, 15. and IC from26 score of manual group 8.2 schools for deal. Manual of oral group 71. deal group had parents,oralgrouphearing parents.

I The sample size varied some depending on variables This study did not specifically measures. involve preschool manual communication.

LIST OF REFERENCES McClure, W. J. Currentproblems and trends Deaf American, 1966,lb, 8-14. in the education of thedeaf. Tully, N. L. Holeconcepts and functions of deaf. Doctoral Dissertation rehabilitation counselors withthe Vernon, M. Available University of Arizona,1970. fessionals, deaf persons,training opportunitiesfor deaf people: A guidefor pro- 12-13, 22, 24, 26. and parents. Speech andhearing Xeres 3S, 1970, Vernon, M. & Rob,S. D. Early manual achievement. American communication and deaf childrens Vernon, 31. Potential, Annals of Deaf, 1970,115, 527-536. achievement, and rehabilitation Rehabilitation Literature,31, 1970, 258-267. in the deaf population. THESE TIMES Entice I fenerson, Supt., North CarolinaSchool for the Deaf The omnipresenceof time makes it to escape completely difliCultperhaps impossible the various time-relatedstimuli which stantly bombardour lives. We rush about in con- we want to beon time; we encourage various ways because them that their time or threaten people by telling will come;we reminisce about the when timeswere hard: we have depression told my children a favorite time of theyear: I have mornings; many times not to maketoo much noise on Saturday we are having a good timehere in Arkansas; things succeed or failbecause of good often equipped this evening or poor timing; most ofus are of you are sitting with some sort oftimepiece. Perhapsmany here wondering whattime you willget home tomorrow and if you will bebothered again next efficiency expert who week by thecompany tune. will tell you howto make betteruse of your Poets have often written about time.Shakespeare describes just right for action,saying that such action a time He believes thatfailure to act at the leads on to fortune. without real depthand happiness: perfect time results ina life There is a tide inthe affairs ofmen, Which, taken at theflood leadson to fortune; uu Omitted, all thevoyage of their life Is bound in shallowsand in miseries. On such a fullsea are we now afloat, And we must take the Or lose our ventures. current when itserves, How about thesetimes for youas parents of hearing-impaired children? As parents,do these times Do they constitute create a tide inyour affairs? a full sea on which youare now afloat? You know fromyour experiences that to examine reference to yourselvesas parents of hearing-impairedthese times in to look at thingsmore through a kaleidoscope children is scope or telescopeone does than througha micro- We might recall the not see all good or all bad inthese times. eXe$:It was the best openingof chapter of Dicken'sTalc of Two times, it. was theworst of times, itwas the age of wisdom,it was theage of foolishness, it belief. itwas the epoch of incredulity, was the epoch of was the season of Darkness, it was theseason of Light, it winter of despair, it was the springof hope, itwas the before us...." we had everything beforeus, we had nothing These words were never more true than today.In our time things are both goodand bad, desirable many tive and destructive and undesirable,construc- in effect. For example,we find it difficult to understand many of theattitudes of some of especially those whohave been labeled our young people, thankful to them for "hippies." Yetwe should be calling our attentionto the need formore love among people and for pointingout the obvious tragedy daily uponour environment and ultimately we inflict The same is true in upon ourselves. matters which relateto you as parents of hearing-impaired children.It would be difficultfor you to enumerate manyif anyrecentevents, thoughts totally goodor bad in their possible or discoveries whichare We have three options: implications and effects. 1. We can focuson the negative aspects; 2. We can become confused and completelyalienated by the two-sided nature ofthings; or 3. We have theoption of looking picture. at the positives inthe I would not pretendto have a completely these things,nor do I present accurate perspectiveon nature or agreed a list presumed to be inclusivein upon by all. However, thereare sonic "positives" of these timeswhich, in my opinion, encouraging: are noteworthy and 1. There is a wider curb the aural-impairinguse of rubella vaccine andother vaccines which manifestations of childhood reducing the numberof children whose diseases, thus prenatal factors and hearing is impairedbecause of are likely to be breakthroufthschildhood diseases. In thenext few years there in genetics whichwill further reduce the number ofhearing-impaired children. 2. There isan increasing emphasis ness in early identification upon and a greater. effective- of aural disability.This emphasis tines to produceearly identification con- screening programs approaches suchas hospital and the establishmentof high-risk registries.

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Greater effectiveness will be realizedactively through mammoth but precise pre-school screeningprograms and passively through the extensive publicity attachedto these programs. 3. There will continueto be substantial activity in regardto early intervention. This wholesomedevelopment is most encouraging those instances where: in (a) The activity ismore than a watered-down pre-school program; (b) Those in charge ofthe early intervention activity nize the acquisition of recog- language as the paramountdifficulty of the hearing-impaired; and (c) Programs are built arounda system of total communication which demonstrably results in better languageand precludes inordinate amounts of timespent on problems which peripheral. at best are 4. Evalnational procedures havebeen enhanced to Federal monies have made a marked degree. it possible to initiate variousprograms concerning personnel, materialsand equipment for poses. They provide additional evaluation pur- personnel and equipmentfor existing programs and facilities the establishmentof new programs. These resources have enabled educatorsto grasp a clearer pictureof the parameters of any given child.These same possible for every resources have made it hearing:impaired childto be evaluated withan ease and effectiveness previouslyunknown. 5. There are todaymany additional, legitimate placement into educational alternatives for to choose from quality programs. It is now possible forparents programs offered by residentialand day-class or day-school programs.We have seemingly myth that there is only gotten beyond the ming .and, thereforei onlyone effective type of educationalprogram- one legitimate choice forplacement. Breaking through this mythhas encouraged the number of good, localprograms. growth of a large 6. In addition tothese favorable developments identification, intervention, in prevention, evaluation and placementthere are exciting developments ineducation itself. Itseems that we are being much more practical andrealistic in It is difficult to many respects. say exactly how this hascome about. In some ways what has happened iscomparable to the new clothes: story about the emperor's A "weaver" enters the emperor's city and tellseveryone that lie weaves themost beautiful cloth in the cloth is visible onlyto those who world, but that the soon reaches the ears of the are truly intelligent. This tale a suit made of this wonderfulemperor, who is determinedto have cloth. The contract isquickly made, and the workbegins. Representatives sent to inquire about of the emperorare progress on the suit. Theysee nothing, but rather than admit thatthey are not truly inelligent, back glowing they bring reports of the suit. Finally,the suit is finished and presented to theemperor. He also sees nothing, his shame he rewards but to hide suit" in a public parade.the weaver greatly andwears the "new Everyone has heard ofthe marvelous material so the paradegoes well until a small innocent exclaims: "Theemperor has no clothes on." child

76 GS We educators have not been referred to as having on no clothes, but other things of an equally startling nature have been said sometimes by people possessing, innocence like the little child who revealed the emperor's delusions. On other occasions the revelation of educational farce has come from people with fairly sophisticated designs in mind. It seems to me that from these revelations have evoked several slum licant factors: (a) Numerous and better programs of early intervention are developing,. Many of these progr:uns are designed perceptively inas- much as they recognize the difficulty of acquiring language as being the real problem of deafness and they attempt to deal with this difficulty with an approach which is known to be effective. 1 refer, of eourse, to the total communication approach. (b) Educators are becoming more mindful of the fact that the only legitimate educational activity is that which comes about after the parents, the students and school representatives have met and discussed the aspirations and abilities of the student, how these aspirations may be realized and how the student, the parents and the school can work together to utilize a variety of resources in realizing these aspirations and abilities. (c) Educators are realizing that meeting a child's own particular, unique. needs occurs as welland perhaps betterwithin a broad flexibility as within a narrow rigidity. For example, many educators now realize that the best way of specifically meeting a child's communication need is in an environment which includes several types of communication. We are realizing to an increasingi degree that the effective satisfaction of a child's specific educational needs might only come from a broad program which provides options along the way, i.e., a program with the flexibility to allow students to fall in and out and back in step for a variety of reasons. (d) Educators are recognizing the importance of the family in the overall development of the child. They are taking steps to alloweven insurefamily involvement, thereby attempting to provide for a home environment of communication. (e) Educators are beginning to take advantage of the positive aid of their products and consumers. Sensitive programs no longer are spending grossly inordinate amounts of time striving toward goals which can be only partially gained even under the most optimum circumstances. Rather, they are spending more time emphasizing language, reading skills, work skills and attitudesthings which are really necessary to help the students become strong and sufficient individuals rather than a pale imitation of a hearing person. (f) Finally, in this list of exciting educational developments, is the appearance of post-secondary educational opportunitiesnot only for deaf students but for their parents as well. Consider the post-secondary opportunities for hearing - impaired students at Gal- laudet College, San Fernando Valley State College, National Tech- nical Institute for the Deaf, Western Maryland College, Delgado Junior College, St. Paul Technical Vocational School, Seattle Com- munity College, Riverside City College, and many others. Consider the recent indications that Gallaudet College wilt become active in

( 69

a program of continuing education for a variety of deaf people in a multitude or new ways. In regard to you parents, the existence of this parents' section of the LAID represents an opportunity for continuing education as does the recent TRIPOD meeting in Tennessee and your many other meetings and commnieations. Yes, these times are confusing and it's often difficult to sort out things for neat placement intolittle boxes. There are certainly things which could be improved greatly as we often hear frommany people who run around figuratively flogging themselvesacross the Lack. seemingly afflicted by a kind of macroistic masochism. At the same time, there are a number of positive happenings in these areas of prevention, identification, intervention, evaluation, placement and education. and I would urge you to consider that there is indeed a tide in the affairs of men which, taken at the flood leads on to fortune. In closing, 1 would urge you to consider that on such a full sea we are now afloat. JUNE 27DISCUSSION GROUPS The last morning of the Parent Section meeting was given over to discussion of topics of primary interest to local parent organizations. Five. discussion groups were formed, followed by a panel session in which the discussion group leaders participated as panelists.

1. Ft:mmAtsixoLiimma,MR. JOHNLoCKE,TAKOMA PARK,Mo. Numerous methods of raising funds for organizationaluse ranging from door-to-door sales to raffles were discussed. Instances ofsuc- cessfullocal campaigns were described; however, emphasiswas placed on the importance of enlisting the support of parentsna- tionally, as members of the organization. It was stated thata minimum of 25 per cent of eligible parents is required to make the Parent Organization completely viable.

2.LEotsLvrtoxLEADER, MRS. 1.1ARYJ. RHODES, GREENBELT,Mn. The discussion in this group ranged widely and may be summarized by the following highlights: a. In de:ding: with legislators it pays to be well informed; have all facts in hand. -tidl organized, and properly based in the law. b. The full Federal srending authorization for handicapped children has never beeA appropriated. Less than 60per cent has been made available. This seems to seta pattern for appropriations at the state level. c. Educational appropriations face heavy competition from public works and, in addition, are susceptible toeasy reduction. d. It is best to work with State Education Department to develop information concerning Federal, State and Local funding. e. All children, including the handicapped are entitled to a sound basic education. It is up to the parents tosee that their deaf children are not short-changed.

78 70 f.Organized approaches to legislatorsare best. Show that what is proposed has the backing ofmany concerned and responsible people.

3. ORGANIZATION-LEADER, MRS. DOLORESYOWELL, LOMBARD, ILL. (No minutes submitted.) 4. FEDEnAr. litr.Fi:ANKWiTiinow,WASI I IN(;- TON, D.C. (No minutes submitted.)

5. Voc.vrioNAL lir LAM LITATIoNLEADER,Dlt. MARSHALL I 'ESTER, LAS CRUCES, N. Mi :x. A. well-attended discussiongroup emphasized the following points: a. Schools need to keep parents and vocationalrehabilitation counselers better informed; publicityand information must be continuous. b. There is a great needto hire and train more effective VR counselors. Counselors must be ableto use manual communication fluently; being ableto sign and fingerspell is not enough. They must be able to read signsand be fully conversant with the problems of deafness. VRneeds more deaf counselors. c. More hearing, high-school-age childrenof deaf parents need to be recruited for VRwork. d. Congressional Bill H.R.8395 was discussed. Participants were urged to write to theircongressman in support of this bill. e. Parents must urge companies which employthe deaf to pay the foreman or boss to takeclasses in manual communication: the key word is pay. f.Using a soft-sell approach,influence companies to hire the deaf; high-pressure tacticsdon't work. g. Plan your child's career with theVR counselor so your child won't be automatedout of business. h. Uncooperative VR counselorsprobably lack an understanding of the problems of thedeaf. It is the parent's responsibility to do all that is possible to remedythis defect. i. There is a definite need fora strong parent group. To be effective it obtaining betterVR services the parentgroup must be united; splintergroups reduce effectiveness. THE CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF PROGRAM SATURDAY, JUNE 26, 1971 Registration (S p.m.) Parnell Hall Auditorium SUNDAY, JUNE 21, 1971 Registration (S a.m.-5 p.m.) Parnell Hall Auditorium First General Session (7:30 p.m.) -Hall of Industry," State Fairgrounds Presiding: Dr. Kenneth II. Mangan. President. Convention of American Instruc- tors of the Deaf. Illinois School for the Deaf. Jacksonville. Inrocation: The Right Reverend Christoph Keller. Jr., D.D., S.T.D., Bishop, The Episcopal Diocese of Arkansas. Star Spangled Banner: Led by Mrs. Judy Seawright, Instructor, Arkansas School for the Deaf. 0 Canada: Led by Dr. J. G. Demeza, Superintendent, Ontario School for the Deaf. Belleville. Greetings from the Arkansas School for the Deaf: Mr. Abner K. Junkin, Chair- man, Board of Trustees, Arkansas School for the Deaf. Greetings from the City of Little Rock: Honorable George E. Whither ley. Mayor. Greetings from the Arkansas State Department of Education: Mr. A. W. Ford. Commissioner of Education. Arkansas State Department of Education, Little Hoek. Response front Canada: Mr. Donald Kennedy, Superintendent, Ontario School for the Deaf. Wilton. Response front the United Styles: Dr. Stanley D. Roth, Superintendent, Kansas School for the Deaf, Olathe. Introduction: Dr. Kenneth R. Mangan. Keynote Address: The Honorable Dale Bumpers, Governor, State of Arkansas. Announcements: Dr. Kenneth R. Mangan. Reception: "Bull of Industry". liostArkansas School for the Deaf, Teachers' A.s.soci a ti on. MONDAY, JUNE 23, 1971 Program Second General Session td n.m.) Parnell Hall Auditorium Dr. Kenneth R. Mangan, Presiding 9 :00 a.m. Introduction of Speaker: Speaker: Mr. John W. Melcher, Administrator, Division for Handicapped Chil- dren. Wisconsin State Department of Public Instruction. -Some Unmet Needs of Deaf Children." 10:00 n.m. Picture, Convention of American Instructors of the Deaf. 10:13 a.m. Picture, Conference of Executives of American Schools for the Deaf. Multi-Handicapped (10:30 a.m.-4 p.m.) Lower School Auditorium Chairman.: Dr. J. G. Demeza, Superintendent, Ontario School forthe Deaf, Belleville. 10:30 a.m.-11:45 a.m. Programs for Multi-Handicapped in Schools forthe Deaf. Chairman: D. E. Kennedy, M.Ed., Superintendent, Ontario School for the Deaf, Milton, Canada. "The Exceptional Unit at the Arkansas School for the Deaf." Susan Porter, M.S.E., Supervising Teacher, The Exceptional Unit, Arkansas School forthe Deaf, Little Rock, Arkansas. (71) 77-003-72-0 80 72 "Thr at Prgram at ra tor. a tntario Schlott.11illoa." Gary 11.Martins, Assistant 1:mi p.m. for the Deaf,Milton, Canada.Student Services Pt...grams for jarRetarded. Chisirsii:n: Dr. LyleI.. Lloyd. Executive and Trzini az Coonmittee. National Secretary. Mental velopment. Itet hesda. institute of Child Retardatiou Research Ala ryla IleaIth and DumanDe- -ProgottoutingCousideratiotot fur the search Associate. Deaf Retarded."Nona L. Burrows, versity of Pit tsiotraltDes.ronent of SpecialEducation and Re- trda and I)r. Lyle L.Lloyd. Exeein ireRehabilitation, Uni- and Iltustan iota TrainingCommittee, National Secretary. Mental Be- IIcyeluptuent. mal Instit tite ofChild Dealt), -Caro Treadx serices for the Deaf Revid htFal Pocililiexfoe the MentallyRetarded in Schoolsfor the Deaf and School. t.nti Texana P. Conn, RegisteredWarded." Sylvia 31.Hall. Austin State Interpreter of theDeaf, Austin State -SO4/coottielb e(lopment ncypon.se koe,.toirr of CommunicationModes: Establishtucut for :Volt-CHMm nuicatitty Deaf Ch of 0 Ifoftip/r- Parsons State I 14 aspital and Training Pdren." Shirley L.Berger. 3 p.m.-I p.m.F.111!.11 on the Deaf Center, Parsons,Kansas. Choirnota: Ii., Lyle L. Retarded. Lloyd. This sessionwas used to further preimet sesital andprovide a report of develop ideas of the Committee mt theDeaf- Retarded, withactivities of the .0NI D-CEAS 1) Joint projets. a ellwas st ruutured fur speeitic reference ideas from the audience discussion to future needs and membership. to obtain feed-barkand iNenssa: AA 311)-CEASD Joint W. 1,loyd I:I-a/mkt.. Committee. Joel: ",V. Alfred Ilirsltrett,John G. Brady, Noun L.Burrows. Vocational Education (10:30 a.m.-4 p.m.)AS!) Auditorium Choir/ma: Hollis\V. WYks. Assistant School for the Deaf. Superintendent, Marie 10:80 a.m, -What II. Katzenhaeh oppiwtonitiesarc Needed by Deaf Caseni. Director of Students." Edmond can Selttril for the Vocational Educationand Rehabilitation D. 10:39 a.m. -counselingDeaf. Hartford.Connecticut. Services, Amei- Deaf Stullealsso that They Nay Opportuniti,s or MakeBetter Use of Take Advantageof Stanley It. Traxler,Assistant Director,Opportunities Availableto them Now," IlmailY College. Seattle.Washington. Program for theDeaf, Seattle Cow- 1:30 p.m. -TheVocational student I tennis Q. Drake. in a School forthe Deaf,. Ilia Council Bluffs. Iowa.'Vocational-Technical Principal,Iowa SchoolOpportunities," for "Oppormam'ey for the the Deaf, G. Parks, Low Under-A(*1MayDeaf: The Regional kansas. Superintendent, ArkansasSchool for the School." Roy Deaf, Little Rock,Ar- "The NI. PantTechnical Vocational for DeafStudents." Robert Institute's Technical Paul Technial-WK.:it Lauritsen. Director, Vocational Program Iona( Institute, St. Program for the'Deaf, St. -Optuwinailies ThroughTrue VocationalPaul, Nlinnesota. Principal, PennsylvaniaSchool for theEducation." JohnDealer, Vocational Deaf, Mt. Airy,Pennsylvania. Library (10:30 a.m.-4 p.m.) ASBDining Room Chairman: Anna fluff, Bryan Iiarris, MissouriLibrarian. WisconsinSchool for the 10:30 am. "The School fur the Deaf. Deaf. Recorder:Mrs. School MediaCenterA Member Director, IllinoisSchool for the Deaf of the Team."Billy Stark, "Media Nca*4."George Tropp, Media Center. lraska. Midwest RegionalMedia Center, ".-1 systems Lincoln, Xe- Approach To AMedia Center is Trboyevich, KendallSchool. (Paper A School forthe Deaf." Collie -Educational Mediain a School forwill be read by Dr.Rea Same.) tional Media. American the Deaf." Joel 1 :30 pan. School for the Deaf. D. Zier, Director,Educa- Ben Business Meeting',School Librarians tSchowe, President,presiding. of the Deaf andAssociates, Dr.

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Principals and Supervising TeachersUpperSchool Library 10 :30 a.m.-1 pan. Chairman: \\'Infield Mc Chord. Jr., Principal, 10 :30 a.m.-11 :15 a.m. Kentucky School for the Deaf. "Toward Creating Ilffectire Learning School for the Deaf." Rene Kieliger, CoordinatorEnrironments at the Model Sceo»dary ary School for the Deaf. of Instruction, Model Second- It :15 0.1.-11 :45 n.m. Questio Answer 1:30 p.10,2:30 p.m. -The organizationPeriod. Schools for the Deaf." II. 0. Itoyall,and Administration of 11./T-CLITin Scool for the 1) : -af, Morganton. Asst. Superintendent, North Carolina 2:30 p. .-1 p.m. "The Organization and Administration of Parent Educationat the Carver school for the Deaf."Steve L. Mathis, 111, Principal, Carver for the Deaf, Uabrills, Maryland. School Contributed Paper (10.30 a.m.-4 p.m.) ParnellHall Auditorium Chairman: Dr. William S. Craig, Superintendent, for the Deal'. Western Pennsylvania School 10:30 a.m. -When Learning Becomes Carolina School for the Deaf, Morganton.Creative." Marilyn M. Williams, North 11:15 a.m. "aurae Obsecentions On the Deaf Persons." Frank O. Bowe, Jr., ResearchEducation and Rehabilitation of Black tion, Social and Rehabilitation Service, Assistant, Sensory Study Sec- tion. and 1Velfare. U.S. Department of health, Educa- 1 :30 p.111.-Career Develomaent of Deaf Young People."1)r, David W. Lacey and Panel, Nation:II Technical Institute for theDeaf. "Pmrtical Information on CareerOrientation." Sehool for the Deaf.. Walter Eugene Hines, Iowa "The Przelopment rind Implementationof a Caner Development ProgramIts Implications for Deaf oung People andTeachers." Colin Tissimw, principal, The Mackay Center for Deaf and CrippledChildren, Montreal, Canada. Oallandet Banquet (7 (km.) "Hail ofIndustry," State Fairgrounds I; p.m. Social Hour. 7 p.m. I lallandet Banquet (Open ToAll), 'Hail of Industry," Buses will designated places from ry-r, az; pan. leave TUESDAY, JUNE 29, 1971 Third General Session (9 a..-10:15 a.m.)Parnell Hall Auditorium 9 a.m. Business Mt.:et ingElect ion of Officers. President. Presiding, Dr. Kenneth It. Mangan, Curriculum (10:30 a.m.-4:30 p.m.) ASH Auditorium Chairman: Dr. 1)oln Hicks, Dean, PreCollegePrograms, Gallaudet College. Di- rector. ,Nlotiel Secondary School for the Deaf. Recorder: Leland Clack, Coordinator of Mathematics dall School, Oa Ha udet College. and Special Projects, Ken- 10:30 a.m. "Cognition and Curriculum." Dr. HarrietG. Kopp, Professor, Speech and Hearing Clinic. San Diego State College. 11:15 a.m. -Implementing a Program of Hicks. Dean, Pre-College Programs, GallaudetIndiridualized Learning." Dr. Hain ondary School for the Deaf. College, Director, Model Sec- 1 :30 p.m. "Individualizing the Curriculum ThroughUsc of Instructional Par- ages." James Kearney, Curriculum Development School for the Deaf. Associate, Model Secondary 2 pan. -Developmental Language Processes in theYoung Deaf Child" Dr. Judith Burroughs, Psychologist, Callier Hearing and SpeechCenter. 2:5 p.m. "Individualizing Language Curricula".Frank Powell, head, Educa- tional Division, Collier Ilea ring and SpeechCenter and Virginia Herzog, Cur- riculum Coordinator, Callier Hearing and SpeechCenter. 74

Federal Programs(10:30 a.m.-1 p.m.) Cfmirmon: Dr. ASB Dining Room Frank B.Withrow. Director Bureau of Educationfor Divisionof 10:30 a.m.-11 :45 the Handicapped. Educational Services, Office of Education,San, FilmDr. SidneyP. Marl:tad. Department of Health, Commissioner. UnitedStates "Federal Programsfor the Handicapped". Education, and :don of Education Welfare. Services. Bureau Dr. Frank It.Withrow, Director, I :30 IL111.-1 p.m. ofEducation for the Divi "Prexehoo/ I.:detention for Handicapped. Program Specialist, the Dior. JaneDe Weerd. of Early ChildhoodEducation for the Education Eduention for theHandicapped. Handicapped, Bureau "Career Edurotion forthe Deaf in the and Ernest E.Hairston, EducationWes". Malcolm T.Norwood, Assistant Captioned Films, Program Specialist. Chief, Bureau of Educationfor the Handicapped.Media Servicesand Contributed Papers (10:30 a.m.-1 p.m.)Parnell Hall Chairman: Dr. WiliamN. Craig. Auditorium for the Deaf. Superintendent. Western 10 :30 a.m. ".1 Pennsylvania School re They Not Educatorsof the Deaf! Residential. Healthand Stain] Work Shirley It. Curtis. "The Bole of the Services, Rochester Coordinator, Paraprofesmional in the Sehool for theDeaf. Ladson, Supervisorof Deaf Children. Classroom for theDeaf'.Melvin It. 1 :30 p.m. "socialPatterns of Deaf Massachusetts Department Wirer and Panel, People in Integrated of Education. 4%4:000 Patterns Natttml TechnicalInstitute for the Deaf,Programs". Dr.Roger of Deaf PeopleIn Integrated %*estern Pennsylvania Settings". Harold -%1 community Sehool for the Deaf. Merwitt Mow!, Serrive Volunteer laxtitutc far the Program for Studentsat the National Den f. Deaf'. William F.Yust, National Technical Technical Institutefor the Day Programs (10:30 a.m.-I p.m.)Upper School Chairman: Dr..IohnD. Harrington. Library Dint:tired Children. Principal. Schoolfor Language :::1) a.m. "The New York CityPublic Schools. and hearing stains of thePublic Day School States-1971". (Basedupon a questionnaire for the Deaf in Dr. John D. sent to 30 public the United Harrington. Principal.School for Language day schools.) Children New YorkCity Public Schools. and Dearing 1 :30 pan. -1pan. "The Deeelopment Impaired of Kendall School mentary Nehtint forthe Deaf". Dr. Intoa Updegra N. Kendall Thomas R. Behrens, Demonstration Ele- School, Washington. Director, and ":1 Public. MYSchool in InneeCity D.C. David R. StreetSchool, Newark, NJ. Newark". RichardS. Cooke. "The Need foe Teacher, Bruce Objectiec Eralnationof the Status Public EducationPrograms". and Coals of of Speech Pathology Dr. Harriet GreenKopp, Professor,Comprehensirc and Audiology.San Diego State Department "GoitomietSehool for theDeafA Public College. Lewis It. Wahl,Principal and Day School inSt. Louis. Missouri". servation Classes, Supervisor of Hardof Hearing and Gallaudet Schoolfor the Deaf, St. Sight Con- Post Secondary Louis,Mo. Programs (10:30 -4p.m.) Lower School Chairman: RobertLauritsen, Project Auditorium gram for DeafStudents, St. Paul Coordinator, Technical Recorder:Patrick W. Duggan, Area Technical Vocational Pro- Minnesota. St. Paul Vocational Institute. Technical-VocatlonalInstitute, St. Paul, 10:30 n.m. "ANational Program Orin Cornett, of .ContinuingEducation for the VicePresident forPlanning and Public Deaf'.Dr. R. College, Washington,D.C. Service, Gallaudet "Low (Under)Achieving Deaf Dr. Tarry Stewart, PeopleMeeting TheirSeeds fn New York University,Associate Director,Deafness Research the Seventies". New York, NewYork. and TrainingCenter, "The InterpreterAnIntegral Person gan, Counselor, St. inIntegrated Education". 1 :30 p.m.-1 Paul TechnicalVocational Institute, Patrick W.Dug- p.m. "HigherEducation for Deaf St. Pnul, Minnesota. Dr. Thomas A.Mayes, Coordinator, StudentsAn Integrated Valley State College, College Services Approach". Northridge, California. for the Deaf,San Fernando

83 -- 10

"Utah State University Pacilitatire Program for the Hardof Hearing: 1!68- 197/''.Thomas C. Clark, Assistaut Professor. Dr. FrederickS. Berg, Associate Professor, Rex C. Ivory, Coordinator, Departmentof Communicative Dis- orders, Utah State University, Logan, Utah. "The Regional Post-Secondary Programs: Delgado JoniorCollege. Si. Paul Tech- nical Vocational Institute, and Seattle CommunityCollege". Dr. Herbert W. Barkuloo, Director. Program for the Deaf. Seattle Community Washington. College, Seattle. "Project DawnA Look at the Future".Carl .1. Kirchner. Director, Project Dawn Sau Fernando Valley State College. Northridge.California. "NTID in 1971".Dr. .lames It. Speegle, Assistant. Dean for SupportEducation. National Technical Institute for the Deaf. Rochester,N.Y. Convention Picnic (6:30 p.m.) near Superintendent's Residence 1 ::41 p.m. Ozark Craftsmen Demonstrating TheirSkills. 0 :30 p.m. Convention Picnic and Entertainment. WEDNESDAY, JUNE 30, 1971 Furth General Session (S:30 a.m.-10:1.1 a.m.) ParnellDull Auditorium Dr. Armin G. Tureclieck, President-Elect,Presiding S:30 a.m.-9 a.m."Annual Surrey of Hearing Impaired Childrenand Youth". Amtustine Gentile, Director, and Peter Ries, °like of Go Hamlet College. Detuograithic Studies. "The Achievement TestingProgram Comforted by the Annual Surrey of Hearing ImpairedChildren and Youth". S.Di Francesca, (Mice of Demographic Studies. (;:milmulet College. 9 a.m.-9:30 a.m. -.InExperiment in Education".Dr. 1)oin (licks, Dean, Pre- college Programs, Gal 'amulet College, Director. the Deaf. Model Secondary School for 9:30 a.m.-10:15 n.m. "llesoureeteria and (fore ".Dr. Ben Schowe, Ohio School for the Deaf, President, School Librarians forthe Deaf and Associates. Presentation of Transparencies.Dr. Raymond Wyman, Director, Northeast Regional Media Center for the Deaf. Reading and Language (10:30 a.m.-1 p.m.) ParnellHall Auditorium Chairman: Kenneth R. Lane, Professional Editor, SpecinlEducation Department, American Education Publications. Middletown.Connecticut. Recorders:Philip E. Cronlond, American School for the Deaf. Ohio School for the Deaf. Dr. Ben Schowe, 10 :30 a.m.-11 n.m."LiteracyThe Keystone for Providing More Opportunities for DeafChildren". Richard W. Flint, Editorial Director, Publications. American Education 11 a.m.-11 :45 n.m."Computer-Assisted Instruction inLanguage". Jamesine E. Friend. Director. ComputerAssisted Instruction forthe Deaf Project. Stanford University, Stanford, Cnlifornin. 1 :30 p.m.-3 p.m. Demonstration. 3 p.m.-3 :40 p.m. "Some Preliminary Research Results: Computer-AssistedIn- struction for the Deaf Project".A. W. Douglas, Superintendent, Texas School for the Deaf. 3:40 p.m.-4 p.m. "Computer-Assisted Instruction in Language at theKendall Demonstration Elementary School for the Deaf".Dr. Thomas R. Behrens, Pro- fessor of Education. Director, The KendallDemonstration Elementary School for the Deaf ; Ben F. Provance, AssociateProfessor of Education, The Kendall Demonstration Elementary School for the Deaf. Preschool (10:30 a.m.-1 p.m.) Lower School Auditorium Chairman: Dr. Freeman McConnell, DirectorThe Bill Wilkerson hearing and Speech Center. Nashville, Tennessee. 10:30 a.m.-11 :45 a.m. "ANew Responsibility: Deaf Children from Birthto Three". Chairman:Freeman McConnell. The Bill Wilkerson Speech Center. Hearing and

84 76

10 :30 n.m. Int rod net ion.FreemanMcConnell. Nashville. Tennessee. 10:35 a.m. "TheBureau of Education of the Interrention Programs".Dr. Max Mueller. U.S.Ilondicappcd's Concern for Early Minya lion for t he II:Indica Office of Education. Bureauof 10:45 a.m. "The pped. Washingt on, I 4C. Learning Environment".Kathryn Horton, Bill Wilkerson ing and Speech Center.Nashville, Tennessee. Bear- 10:51 a.m."Parent-Teacher Interaction". Angeles, California. Mary Tidwell, J01111 TracyClink Los 11:05 :1.111."Parcnt-Child Interaction".Dr. June Miller. University Medical Center. Kansas City. of Kansas 11:15 a.m. Kansas. "Handling Parents' Feelings".Laura Knox. Bill Wilkerson and Speed' Center.Nashville. Tennessee. hearing 11 :25 n.m.-11 :4511.111,Discussion. 1 :30 p.m.-1 p.m."Management of (leaf Children ItiIi from Mirth to Three"Sin' Lillie. Wilkerson Dearing andSpet.eh Center. Infttrmal Moderator, Freeman McConnell. iSellsA1111 P::+ Dr. Max Mueller. U.s.Office of Education. Dr. KIlle448 Medical Center. Rollie Donchins, Universityof Dr. Audrey Simmons. Centrat Inst hide for the Deaf. Sue 1.111k. Bill WilkersonDearing and Speech Center. Emily Miller. Bill Wilkerson!fearing:nut Speech Center. 1:30 p..-3 p.m."Acoustic Input". Dr. It. R. ihmehins. Universityof Kansas Medical Center. Experience.Rationale stint Results. Input. Programing VisualInput. Programing Lam:nage 3:10 p.m.-4 p.m. Implementation of Programs f.a.Deaf Children under Three. Mathematics (10:30 a.m.-4 p.m.)Upper School Library Chairman:John Kulds, Mathematics for the Deaf. Depnrtment. National TechnicalInstitute Recorder: Brno Gods:tee.Gnilandet College. 10:30 a.m."Ideas or lassrtmm Strategies". 11:15 a.m. "AIL /afros/action Leon Auerbach. CallandetCollege. College. to the Geohoard". Brucefalsave, 1 :3 p.m."Putting31athematic* to Work". stitute for the Deaf. Bob Kin felm. NationalTechnical In- 2 :30 p.m. "The Metamorphosis of highSchool Mathis aSchool for the Deaf. or. 30 -Fears r,f high Selmol Mathat the Wawa .eland for the Brown. Indiana School forthe Deaf. Deaf'.Norman 3:30 p.m."Uses of Computer Assisted ics".Dr. 0. Dennis Barnes, 1114n:elks's in the Teaching ofMoihonot- National Technical Institutefor the Deaf. Communication (10 a.m.-4 p.m.)ASR Dining Room Chairman:Dr.II. W. Barlzuloo, Director, Community College. Program for the Deaf,Seattle 10:311 a.m.-11:30 .m. "Card Speech at the Mary E.Bennett ..elsool". ilialmote. Mary E. BennettSchool for the 11e1f. Margaret 1 p.m.-2 p.m. "Drool/meowPerception in the Deist-. Milo E. Bishop. Robert1.. ltingel. and Arthur S. Douse.Department of Audio!. gy. Purdue 2 p.m.-2:45 p.m."Thc Reception of Verb's? University. Through a Television MediumA Information .ho Deaf Students Cummuient Comparison of Speeehreading.Mann's! anti Reading ".Dr. Robert R. Gates,Director of Vestibule Programs. National TechnicalInstitute for the !leaf. 2:45 p.m.--4 p.m. "Three Yearsof the Total Area Supervisor.Hearing Impaired Program.ApproachMRS-MT'.Roy mdcamph "The Total Approach". Santa Ana,California. John Prince, M.D..parent. Santa Ann Sehool District. Educational Media (10:30 a.m.-1p.m.) ASR Auditorium Chairman:Dr. Gilbert Delgado. Chief, Media Services and CaptionedFilms. Bureau of Education for theHandicapped. 10:30 n.m. Opening Remarks.Dr. Gilbert L. Delgado, Chief. and Captioned Films. Media Services

85 10:45 a.nt. "it Makes A Difference".A multi-media Presentation of Media Aetiv- hies in the FieldDr. William Jackson and stall% Southern Regional 3lealia Center. Knoxville. Tennessee. 11:15 a.m. Dotoal ',maroon at Stowell*: rotirsily in Instil letional Tech- nology for Education of the Dear.James !Angela'. Syracuse "'adversity. 11:30 a.m."Media Specialist Plogramliv versify of Massaehuselts".Anita Niairse, Coordinator. 1:30 p.m,-The special Education 13!C/RMNetwork: An Overview and Em- phasis on Resources Available to Educators of the Hearing Impaired". l/r.Philip Newburg. Assistant Executive Director and Coordinator. IM('/ It Net work . Arlington, Va. 2 p.m."Project ME (Media for the Exceptionall".Dr. Sol llosied. Director, ulmoff School for Educational Therapy. North liollywood. California. 2 :.10 p.na,"Computer Bused ProjectSyracuse City Sehoolm rrogra be'.Dr. Bernice Klpfer, Syracuse. N.Y. City Schools Dist Het. 3 :30 p.m."Concluding Remarks".Dr. Gilbert I.. Delgado. \ACED Open Formum (.1 p.m.) Parnell Hall Auditorium p.m.-0 p.m. National Advisory Committee on the Education of the Deaf.()pen Forum in Parnell hall. Little Paper Family Banquet (7:30 p.m.) Top of the Rock tt :30 p.m.Social Hour. 7 :3u p.m."Little Paper FamilyBanquet" at the Top of the Rock. THURSDAY, JULY 1. 1971 Coaches and Physical Education (9 a.m.-2:30 p.m.) ASB Dining Room Chairman: Warren W. Fatah,Athletic Director, California School for the Deaf. Riverside. Recorder:Laurence Beaver, Boys Physical Education Director. Kansas School for the Deaf. 9 a.m.-9:15 a,na. Introductions and registration of conches and physical education instructors. 9:15 a.m.-10 a.m."The Present Status of Physical Edaratioa and Sporty Pro- grams in Residential Schools for the Deaf".Warren Faulk Millet ie Director. California Schad for the Deaf, Riverside. Discuss:isms and questhms from' the Boor. 10 :15 a.m.-11:5 a.m. Panel Dispassion. Participants:Paul Barr. Athletic Director, Maryland School for the Deaf : Stevenson. Physical Education, Arizona Schtiiii for the Deaf and Blind : James Alsobrook, Athletic Director, Florida School for the Deaf: Clarence Davis. Athletic Director, Missouri School for the Deaf ; Dale McNiallan.Atlaletdc Director, Louisiana State School for the Deaf ; Stephany Beaver, Physical Education, Kansas School for the Deaf. Toptcx: 1. Aids in Curriculum development for physical education. 2. (this Phys- ical EducationInstructional, recreat lonal.int mutual and lin erscle 'la st 3. Relationship of physical (Attention to other departments in the sho.11 Ppile lent areascommunication, scheduling, sports and recreation.4. The role of Individual sports such as: tennis, golf, bowling and sn 11:5 a.m.-1 :30 p.m. Lunch. 1 :30 p.m."Physical Education for the Deaf Multi-Handicapped".Peter C. Lanzi, California School for the Deaf, Riverside. Discussion andquestions. Audiologists (9 a.m.-2:30 p.m.) Lower School Library Chairman: Dr. Jerome G. Aipiner, Director, University of Deliver Speech and Ilearing Center a.m.-9:5 a.m. "The Audialogie Assessment of Deaf Students".Dr. Lyle I.. Lloyd. Mental Retardation Program, National Institute of Child Health and Human Development, Bethesda,31d.

86 7S 9:45 a.m.-10:30 n.m. ".4AntoTntoriul Approach Copabilities of Young,Hearing Impaired Children".for Exploring theSensory David Goldsten. Department Dr. Carl Minnie, and Dr. versIty. Lafayette. Indiana. of Audiology and SpeechSciences, Purdue lint. 10:30 a..-11 :15 31.11I. it Linguistic Approachto the Teaching of Theoretical and PracticalConeepts". Dr. Raymond H. Specch-reading: logical Services, Universityof Northern Colorado, Hull. Director of Audio- 11 :15 a.m.-11 :45n.m. Discussion Period. Greeley, Colorado. 1:30 p.m.-2 :15 p.m. -.4nInfant Dcrelopmental Instructor. loepartmentof Speech PathologyLanguage Program". CarolAmon. I mire'', Ito:vet.,Colorado. and Audiology. Universityof

Teacher Preparation (9a.m.-2:30 p.m.) ASR Auditorium Chairman: Marlyn O'Neill.Director, Teacher Preparation. University of Illinois, Urbana. Education of the Deaf. It a.m.-11:15 :tan. "Preporing Supervisorsfor Programs for Deaf Eugene TI101111111% AssociateProfessor of Special Children". University, Memphis.Tennessee. Education, Memphis State "Reflections on TwentyYears of Preparof km Sophia I.. French. of Teachers of ProfChildren". Coordinator. TeacherPreparation Den fness, ga University. Ypsilanti,Mehl n. Eastern Michi- "Recent Research on Professional Skills andPersonal Characteristics Teachers of the Dca I". ILJ. Power. Doctoral of Student Education. University of Candidate, Department ofSpecial The Simeinlizqiinn of Illinois. Urbana. Edumitional Audiology".Thomas C. Clark. assistant fossor. Department ofCommunicative Disorders. pro- 1 :30 p.m.-2:30p.m. Open discussion on Utah State University. current Issues In teacherpreparation. Post Secondary Programs(9 a.m.-2:30 p.m.) r b cm a If Robert Lauritsen. ProjectCoordinator. Technical for Deaf Stmlents, St.Patti Area Technical Vocational Program 9 a.m.-11:45 n.m. VoactIonal institute. SI.1.141 "Meaningful Interprelotionof Complex Test Results demi Planning".Dr. Gerard Walter. for Post. Technical Institute forthe Deaf, Rochester.Research Associate. TheNational N. Y. Institute of Technology,Rochester. "Measuring the CollegePotential of the Hearing berg. Director of impaired". Bernard L.Green- Admissions and Records,Gallandet College. Washington. "gdoeotionony SignificantTraits of YTID Students". D.C. Hanner, The NationalTechnical Institute for James Titus and Barbara Technology. Rochester,New York. the Deaf. Rochester Instituteof "Counseling the Post-Secondary and Secondary Deaf Student: Implicationsfor Elementary Education". Dr. .TamesCollins. Assistant Dean mental Education.The National Technical for Develop- New York. Institute for the Deaf,Rochester, 1 :30 p.m.-2:30p.m. "The Impact of Emerging cation of the Deaf". A 1PostSecondary Programson Edu- Panel- Audience Dinlogne.Members of the Panel will those persons who havepresented papers during he Meetings. the Post SecondarySection Reading and Language (9 a.m.-2:30 p.m.) Parnell RailAuditorium Chairman: Kenneth R.Lane. Profess:dun:I ment. American Education Editor. Special EducationDepart- Recorders: Philip K Crotilund,Publications, 31Iddletown.Connecticut. Ohio School for the Deaf. American School for theDeaf. Dr. Ben Schowe, 9 :1.111.-11:45 n.m. Workshops: "PracticalApplicatirms st, Linguistics room". Parnell hall-- Section I Tenchers of Children in .the Class- "Patterned Language .t ages 2-0. l'eck. Assistant Practical Application ofLinguistic Principles". B. Superintendent. OregonSchool for the Dent, T. Upper School LibrarySection T-- Teachers of Salem, Oregon. "The DevelopmentalUse of Transformational ChildrenAges 11-1S. Orommar". 3antes Language Coordinator, OregonSchool for the Deaf, McCarr. 11 :45 a.m.-1 :30p.m. Lunch. Salem. Oregon. 79

1 :30 p.m.-2:30 p.m. Wind-up discussion session with both groupsParnell Hall. 2:45 p.m.-4 p.m. Fifth General SessionParnell Hall Auditorium, Business Meeting. Dr. Kenneth R. Mangan, President. Presiding. THURSDAY, JULY 1, 1971 Convention Banquet (S p.m.) State Fairgrounds "Hall of Industry" Program Presiding.Dr. Kenneth R. Mangan, President, Convention of American Instrne- tors of the Deaf. Inrocation.Tho Reverend Robert Parrish. Toax/novacr.Mr. P. I). Gat bright. Spaker.Mr. Chester Lauck. "Lulu" of Lunt and Abner. ?1,161MCCHICiliR.-Dr. Kenneth R. Mangan. Entertainment.Mrs. Betty Fowler. FRIDAY, JULY 2, 1971 Called Committee Meetings, Convention of American Instructors of the Deaf. Called Committee Meetings. Conference of Executives of American Schools for the Deaf. Trip to Dog's.' tch. Golf Tomlin ment Rebsamen Park Golf Course. THE CoNVENIoN ur AmEnicAN INsTnuerons OrTim DEAF SUNDAY. at:xt: 27, 1971 First General Session (7:30 p.m.) "Hall of Industry", State Fairgrounds Presiding: Dr. Kenneth R. Mangan. President, Convention of American Instruc- tors of the Deaf. Illinois School for the Deaf. Jacksonville. Inrocation: The Right Reverend Christoph Keller, Jr., D.D., S.T.D., Bishop, The Episeopti Dioeese of Arkansas. Star Spangled Runner: Lod by Judy Seawright, Instructor, Arkansas School for the Deaf. 0 Canada: Led by Dr. S. G. Demeza, Superintendent, Ontario School for the Deaf, Belleville. Greetings from the Arkansas School for the Deaf: Mr. Abner K. Junkin, Chair- man. Board of Trustess, Arkansas School for the Deaf. Greetings front the City of Little Rock: Honorable George E. Wimberley, Mayor. Greetings front the Arkansas State Department of Education: A. W. Ford, Com- missioner of Education, Arkansas State Department of Education. Little Rock. Response front Canada: Donald Kennedy, Superintendent, Ontario School for the Deat. Milton. Response from the United States: Dr. Stanley D. Roth, Superintendent, Kansas School for the Deaf, Olathe. Introduction: Dr. Kenneth R. Mangan. Keynote Address: The Honorable Dale Bumpers, Governor, State of Arkansas. Announcements: Dr. Kenneth R. Mangan. Reception: 'Hall of Industry". HostArkansas School for the Deaf, Teachers' Assoeia t ion. SUNDAY, JUNE 27 Dr. MANGAN. Ladies and Gentlemen, it is my privilege to open this session of the Convention of American Instructors of the Deaf. We are honored by having Bishop Christoph Keller, Jr., give the Invocation. The Invocation was given by Bishop Keller. Mrs. Judy Seawright, instructor, Arkansas School for the Deaf. led the audience in singing the Star Spangled Banner. Dr. J. G. Demeza, superintendent, Ontario School for the Deaf, led the audience in singing 0 Canada.

88 SO Dr. M.v.suia-s.We are First, front the now to have greetingsto the Convention. Arkansas Schoolfor the Deaf, Junkin, Sr.,chairman of the will he Mr.Abner K. School for theDeaf. Board of Trusteesfor the Arkansas GREETINGS FROM CHAIRMAN OFTHE BOARD TRUSTEES,ARKANSAS OF SCHOOL FORTHE DEAF Abner K.Junkin, Sr. -Bishop Keller,Governor Bumpers, Distinguished Mayor Wimberly,Dr. Mangan, of ExecutivesGuests, Ladiesand Gentlemenof the 3rd of AmericanSchools for the Conference tion of theAmerican Deafthe 5thConven- Parent Assoriat Instructors for theDeaf and the ion of theDeaf: On behalf '_'nil National I welcomeyou to Little of the Boardof Trustees the Deaf. RockHome ofthe Arkansas As you know, School for being host this is the firsttime that to sucha distinguished we have had thehonor of It pleasesus very !Midi group front the deaf Governo to have thisopportunity. community. Bumpers.your Board of that we hada big hand in all Trustees wouldlike tosay to you and to of thesearrangements so our guests, "Seewhat we did." we could say what all ofthese hard We can onlysay, "See School for the working, wonderfulpeople at the Deaf havedone under the Arkansas ent Roy G. Parksand Assistant leadership ofSuperintend- would lie remissof me not Superintendent MorrisRickell." It committees who to mention the have gonethat extra mileChairman of thevarious meet inr.. to make thisa successful Theda Gatlin Lois Kidd Houston Nutt l)inne York Susan Porter Marvin Wood Betsy Maxwell Ilihna Reed Imogene Nutt Mary NellAdcock Arthur Crow Jerri SueHairston John Bess Francis Black Jeff Windham Al Simmons Jewel Mainard Johnnie MacHenry Jim Cook Lonnie Tubb Louis Burgener Leta Windham Wilbur Mosier 1)r. J. M. Janis Shippey Woolly,Superintendent of Blind and hisstair deserve the ArkansasSchool for the facilities andservice. a "Thank you"for theuse of their We, the Boardof Trustees, chairman andthe committee are very proudof the committee The people members una of the Stateof Arkansas, we thank themvery much. nor Bumpers,have every as represented byyou, Gover- for the Deafand Blind.reason to be proudof the State If while Schools here. youare in need of comfortableor to make anything to makeyon more desires beknown in theyour stay morepleasant, pleaseIt your for Parkshas a Right-Ila»dfront dice. Ifthey can'tget the job clone, Man (Woman)by thename of Connie Si

Lacy, who has a WATTS lin?. tothe Big house on the Hillthis combination can get most any problemsolved. Thank you for comingPlease come again. Dr. :NIA:coAN. Thank von very much,Mr. Junkin. We will now hear from The honorable George E.Wimberley, mayor of the City of Little Rock. GREETINGS FROM THE CITY OF LITTLEROCK George E. Wimberley, Mayor Thank you, Dr. Mangan, it is indeed a pleasurefor me to be here tonight ti' welcome such a distinguished groupof great convention people, delegates of the American Instructors ofthe Deaf throughout this country of ours, and also others outsideof the United States. It is alw:tys a pleasure for me to represent mycity and to meet with those who are here to visit. with us or thosewho are attending conventions such as yourselves. Little Rock, wecertainly feel and we know is a great city. We love people. We wantpeople to love us. Because Little Rock is the seat of Governmentfor the State of Arkansas, we -feel that we are a part. of theentire state and we represent our wonderful people and our greatstate in all that we do here in Little Rock. We, at the present time, have afull-time convention bureau operating under our city government.We have under eonstruction a convention center, which wethink will be the finest in the nation, and which will becompleted in the next two years. We only wish that it could have been completedfor your convention this year. Being mayor of Little Rock iscertainly a great honor for me. I was a country boy for the most partof my life, coming to Little Rock some 20 years ago to start mylife in the retail drug business here in the city, only a few blocks from ourstate school for the deaf. Over these years I havebeen personally acquainted with the staff, and many of the students whovisit my store daily, and I certainly have enjoyed this relationshipwith \fr. Parks and all of his stair. We certainly strive to be of assistance tothe students, the staff and all those connected with theschool. I hope your stay here is a pleasant one inLittle Rock. We hope that many of you will return, soon as visitors orin groups such as this one, and we just want to give to each of you agreat, big welcome and say come back to see us.Thank you. Dr. MANI:AN. Thank you very much,Mayor Wimberley. It is now my pleasure to introduce Mr.A. W. Ford, who will bring us greetings from the Arkansas State Department ofEducation. GREETINGS FROM THE ARKANSAS STATEDEPARTMENT OF EDUCATION A. W. Ford,Commissioner of Education Dr. Mangan, Governor Bumpers, Bishop Keller,and I would estimate some 800 friends ofchildren: We in Arkansas areproud of the fact that you have selected our City and theArkansas School for the Deaf as the hoit group for your BiennialConvention.

90 S'3 Education is perhapsthe most and goodeducation fundamental serviceof government, Due to the is governmentat its best. foresight ofa new and dynamic eral Assemblywilling to governor and a Gen- have, effective cooperate in hisefforts, Arkansas will present July 1 of thisyear, a structure in will a united frontinsofar as government that grade isconcerned. In education of lessthan college since 1936. But our state educationhas been cation that effective July1 of thisyear all of the facetsfragmented have to do withproviding of edu- ment shouldprovide for opportunities whichgovern- Department of children will beunder the direction Education, andthe Governor of the appropriategoverning. boards of Arkansaswith a great stepforward insofarappointed byhim. I thinkthis means of youconic from states as educationis concerned. I but as the that have takenthis step priorthink sonic the fine head of theDepartment of to this time, stair andon behalf of the Educaion. andon behalf of pleasure toexpress my gratitude Board of Education,it is my our city andour state for for the factthat you have we are all your convention,and to chosen interested ineducation. In assure you that childrenare entitled to our state, we believethat all reach theirfull potential,opportunities whichwill enablethem to this is thecommitment. regardless of thechildren involved, that the on the part ofour state, and and children in whichyou have a special we assure you that opportunityinsofar interest will begiven abled to provide as the Departmentof Education We are it. is en- pleased thatyou are here. We for business,but we. know thatyou are here to conic by want you to havea good time, and' our department.and visit I inviteyou ful superintendentat the Arkansasour people. We havea wonder- are proud of him.Thank you School for theDeaf, andwe Dr. 31ANGAN. very much. Thank you, Mr,Ford. Now from Canadaby Mr. Donald we will have theresponse Kennedy of theOntario School. RESPONSEFROM CANADA Donald Kennedy, Ontario Schoolfor the Deaf Dr. Mangan.Reverend Sir, Governor, Ladies Mayor Wimberley,Mr. Ford, Mr. been associated and Gentlemen:Formany years Canadians quite closelywith the education have United States.This convention of the deaf inthe have accepted and theConference of permitted toCanadians formembership. Our Executives enroll at GaHamlet College students havebeen been acceptedfor post-graduate and educationists Some Canadians training at American have in deaf education.have remainedin your country universities. For these to followcareers On behalfof Canadiansopportunitieswe have been grateful. our appreciation attending thisConventionmay I express ward to for yourhospitality and many of you visiting friendship. We lookfor- Conference of us in Toronto Executivescomes to Canada.next spring whenthe would considera Canadian site Perhaps theConvention welcome the for a futuremeeting. We would kindnesses inopportunity torepay our American the past. Rocfor now, best neighbors for Convention. wishes to all fora good

91 83 1)r. MAxoAx. I will now call on Dr. Stanley D. Roth, superintendent of the Kansas School, who will give us the response from the United States. RESPONSE FROM THE UNITED STATES Dr. Stanley D. Roth, Kansas School for the Deaf I think it was most appropriate for Dr. Mangan to select a person from the geographical center of the United States to give this response. We, from Kansas, can represent all parts of the United States with no partiality. We are here this week, I am sure, with the desire to learn from each other. We came to exchange information and with the fervent hope that we may benefit from each other's experiences. There are no heights to which we may not climb, no pinnacle beyond our reach as we forge onward to obtain a better understanding of the problems of our hearing impaired children and to work out valid solutions. We have come for help which will enable us to keep our schools up to the highest. standards which we wish them to maintain. We have come to Little Rock to evaluate the work we are doing in our schools, measuring it by the measuring rods that will be given us. The best that has been accomplished and produced in our special work will be presented to us here during the next few days. Let us face our problems with an open mind, and conic up with the solutions that are going to benefit the greatest number of children. We appreciate the splendid program planning that has been done by the Program Committee to make this Convention one which everyone, no matter what his work in the school may be, can find help. We have come to get and to take back to our schools help that we need to make our schools better. We have come to give, for each of us as teachers, should have produced something to share with other teachers. We have come with great expectations, and I am sure we will not be disappointed. For all of the inspiration we shall receive, for all that we shall learn, and for all the pleasures that we can have, we thank Super- intendent Roy Parks and his staff most heartily. Dr. MANOAN. I now want to present some of the platform guests who have not yet been presented to you. First, our interpreter Mr. Henry Bjorlie, who is the manager of the interpreters for the Con- vention. Our other interpreter, Melvin Brasel from the State of Minnesota. You have already heard our host superintendent referred to, Roy Parks. Our second vice-president, Mr. Robert Dawson from the State of Florida; our president-elect, Dr. Armin Turechek from Colorado; our first vice-president, Jack Brady from Kentucky our board member from Arkansas, Mrs. Johnnie Mac Henry; our secretary-treasurer, Gerald Burstein fom California; our past president, Mr. Marvin Clatterbuck from the State of Oregon. And one of the men who should have been up here, a man who contributes so much to the Convention and to our executive committee, Dr. Howard Quigley.

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As you know, we are holding threeLieetings here this week; the Conference of Executives of American Schoolsfor the Deaf ;the Convention of American Instructors of theDeaf, and the Parents of Deaf Children from allover the United Slates. They have been meeting since Friday. and I would liketo introduce the program chairman, Mrs. Lee Katz. Mrs. KATZ. Thank you very much. On behalfof the Parent Sec- tion of CAID, weare very happy to have this opportunity tosay thank yon, and to ask Dr. Manganto read this resolution. .5) RS01.1"I'IN The Parent Section of the Conventionof American Instructors of the. Deaf has worked diligentlyto effect a formal organization of parents of deafchildren, now an accomplished fact. However, the ParentSection committees involved could not have producedthis significant accomplishment without the unqualifiedsupport of the CA1D and its officers; therefore: Be it resolved, That the CAMParent Section acknowledge this generous support by offeringthis resolution of thanks to be read to all CA1Dmembers now in session here in Little Rock. Be it also resolved, That the newlyorganized Parent Section will repay this support by workingceaselessly with the CAM to promote all that isgood in the field of the education of the deaf. Dr. MANOAN. We are very honoredto have the Governor of the State of Arkansas asour keynote speaker. I must admit Iwas a little bit skeptical, but in thepast I have seen sonic very distinguished people asked to speak, andat the very last minute they t,end a deputy to come and make thespeech, so I was indeedvery, very pleased, when I clime here tonight andwas able to meet the Governor of the State of Arkansas. Governor Bumpers is from Franklin Comity,Arkansas. His home is in Charleston, Arkansas. Ile isa ,ffraduate of the University of Arkansas, and he did come up to Ilfinois andgo to Northwestern University Law SchoolI hadto put in that plug. Hewas city attorney for the City of Charleston from 1952until 1970, and last. fall was elected Governor of the State ofArkansas. It gives me great. pleasure to presentto you the Governor of the State of Arkansas, Dale Bumpers. GovernorBumpers. ADDRESS The Honorable Dale Bumpers, Governorof Arkansas Dr. Mangan, Mayor Wimberly, BishopKeller, and Ladies and Gentlemen: I want to tell the visitors fromout of the state, that the introduction by Dr. Manganwas true, the part about me being city attorney of Charleston, my hometown, but I also feel that I should relate that Charleston isa town of 1491 people, and the reason I was city attorney for so -loft was that Iwas the total bar

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85 association in this r imnity,so it was a dubious distinction, at best. I have been amazed in watching these interpreters. Let,me ask a question. I was wondering how many people hereare totally dependent upon this interpreter? Wouldyou hold up your bands. I just wanted to make sure we needed them. Arkansas is honored to be your host for this importantcombined Conference of Educators for the Deaf. I welcome each ofyou and cordially invite those of you who havecome from other states and other countries to the hospitality ofour capitol city. I hope that von will also have the opportunity to visit and enjoy our parks and eatiful lakes, mountains, rivers, andmany other attractions. Wherever you go in Arkansas you will find friendly peopleto welcome you. I am honored that you have askedme here tonight. I am sure you are aware that I can' speak to you as one who is knowledgeable about, deafness. I am only superficiallyaware of what physicians know about the causes and treatment of deafness.I have only a limited knowledge of what social scientists know aboutthe personal and family adjustment problems caused by deafness. Iam not. familiar with the techniques of teaching deaf childrenor adults, or with their learning problems. This technical knowledgeand ability is in your hands. and you fellow professionalworkers. I speak to you tonight as the Chief Executive Officerof one of our .0 states. and. a governor's job. in my view, is to provide leadership in the state's efforts to build towarda society in which all citizens have the opportunity to participate andcontribute to the fullest extent of their ability. The right, of all citizens to takean equal and dignified place within our society has not always been recognized.Only recently have we recognized that no citizen should lx excluded frompartici- pation in the life of the community. Only recentlyhas our society accepted the challenge that there should beno exceptions because of race, sex, age, or physical impairment. We have not yet, tested the limits of our ability to include people inour society. who were previously left outexcluded simply by customor tradition, rather than on legitimate bases. The most important. quality ofa nun in political lifeis his personal philosophy about people. Ifa man believes in the worth of the individual, and believes that the role. ofgovernment is to mate a climate in which the individual can have the opportunity to reach his full potential, then he will act in the interestsof all people including the deaf. I mu certainly not sugg,esting, thatwe in leadership roles are not interested in the special problems of deaf people. On thecon- tary, we should lead m efforts to provide for their special needs, but we look to others to provide leadership and expertisein these areas: We search for capable men who share our philosophy, and then we give them our trust and support.. Some of you may know thatwe in Arkansas have reorganized our state government. A group of dedicated men head the 13 newly created departments. These men sharemy desire to create a climate of Ss

concern and opportnnity for allourcitizens.The reorganization gives us a greatly expanded opportunity to accomplishthese objectives. The interests of deaf peopleare not a single departmentalre- sponsibility and could not bemet by any singleprogram, Deaf people are citizens whoseconcerns are touched upon by allour departments. The Department ofEducation, and the Department of Social and Rehabilitative Servicesundoubtedly play the mostre- sponsible roles in the lives ofour deaf citizens. These two departments, as well as all of the otherdepartments, are headed by upon whom our deaf citizens men problems. can rely for genuine interest in their I will not. attempt to discussthe many fineprograms for the deaf in Arkansas, or thoseprograms we still need to develop. Many of.ou are from other states and wouldnot find this particularlymeaning- ful. I simply want to emphasizeto each of you, wherever from, that your you are programs and the lives of the peopleyou serve, are influenced by the politicalclimateand that the political largely determined by the climate is cials. It would be personal philosophy ofyour elected offi- very dangerous to elect officials whosewords or actions lead you to believethat they would ignore, degradeor re- press any group of citizens inour society. The second point I would important that like to make is that it isextremely you know how to make government workfor you. Elected officials with thebest intentions in the worldcan't implement programs thatare not clearly defined and supportedby the organized efforts of concernedcitizens. There is an unbelievable competition for state funds.Your elected officials donot often have the luxury of choosing bypersonal analysis between an unworthy cause. With a worthy and rare exception, the choice must beone among several worthy causes. Unfortunately,political pressure and expediency sometimes enter intodecisions. I endorse the democraticmethods that have been used in in recent years to improve Arkansas services for the deaf. I particularlycom- mend the participants in theArkansas statewide conferenceon Co- ordinating Education andRehabilitation Services for theDeaf. This conference broughttogether approximately 70 leadersin the field of deafness, includingseveral deaf people. Thereport from the, Conference"Deaf People in Arkansasin the 70's" has been widely distributed among responsibleleaders in state government. The reconunendations from theConference will serveas one of the guidelines our departments willuse in developing expanded the deaf during the 70's. programs for I also n'aid those in Arkansas whoparticipated in the statewide rehabilitation planning project.This group developea 19 tions that will also serve recommenda- as guidelines for developing rehabilitationand other services for the deafin Arkansas. I urge those ofyou who have come from other states Involved in similar types of to become that you continually workcitizen action planning. It isnecessary together as citizens to set forthyour program objectives in this orderly form.You might say that this is Part 2 of the democraticprocess of government. I know you have planningorganizations inyour states just as we have. Our comprehensive HealthPlanning Program and State- 87 wide Rehabilitation Planningare but two examples of planning programs that are interested-,in and are available to help with the problems of deaf people. I suggest that you find out where these programs are located in your state, and seek to be included so that you will be able to make known the needs of deaf citizens. I further urge you to work for the improvement of conditions for groups other than the deaf. You nifty be much more effective in helping the deaf if you are known foryour broad concern for other handicapped or underprivileged citizens. It isvery difficult to muster an isolated broad program of support for a group with highly specialized needs. You must join with others to work forprograms that serve all handicapped persons and then make the additional special efforts needed to have thoseprograms include services to the deaf. You are educators of the deaf, but I knowyou recognize the deaf need more than education. They needa full range of community services. Don't hesitate to work for better mental health facilities, better facilities for the retarded, better juvenile court services, better recreation, and so on. I encourage you to makeyour wishes known in government. In so doing, you should know that the days of individual political influence and personal favoritism are on thewane. Our governments are becoming increasingly attuned to the democratic processes of responsible organized citizen involvement and participation in the formulation of program objectives and priorities. The degree of success with this new approach will be determined largely by the extent of citizen participation. In closing, let me again extend toyou my invitation to enjoy Arkansas. I hope the persona! perspective I have givenyou about the role of government and the concerned citizen will be ofsome value to you when you return home. Dr. MANGAN. Thank you very much, Governor Bumpers. Iam sure this spontaneous reaction of ourgroup is an indication of how much we thought of the message you brought to us tonight. I think the level and tone ofour Convention has been set, and well set by Governor Bumpers. We sincerely appreciate it. MONDAY, JUNE 28, 1971 Program Second General Session (9 a.m.) Parnell Hail Auditorium Dr. Kenneth It. Mangan. Presiding 9 a.m.Introduction of Speaker: Speaker: JohnW. Melcher, Administrator. Dbl sion for Handicapped Children, Wisconsin State Departmentof Public Instruc- tion, -Some unmet Needs of Dcof Children", 10 a.m. Picture. Convent hm of Amertmn Instructors of the Deaf. 10:15 a.m. Picture. Conference of Executives of American Schoolsfor the Deaf. Multi-Handicapped (10:30 a.m.-4 p.m.) Lower School Auditorium Chairman:Dr. J. G. Denim, Superintendent. Ontario School for the Deaf, Belleville. 10:30 11.111.-11:45 n,m. Programs for Multi-Handicapped in Schoolsfor the Deaf. Chairman:I), K Kennedy, M. Ed., Superintendent, Ontario School for theDeaf. Milton. Canada. 88 "The Exceptional Unit at the Arkansas School forthe Dear. Susan Porter, M.S.E., Supervising Teacher, The ExceptionalUnit, Arkansas School for the Deaf, Little Rock, Arkansas. "The Present Program at Milton". GaryH. Martins, B.A., Assistant Student Services Administrator, Ontario School for the Deaf,Milton, Canada. 1 :30 p.m.-3 p.m. Programs for Deaf Retarded. Chairman: Dr. Lyle L. Lloyd, Executive Secretary.Mental Retardation Research and Training Committee, National Instiute ofChild Health and Human Development, Bethesda, Maryland. "Programming Considerations for the Deaf Retarded".Nona L. Burrows, Pe- search Associate, Department of SpecialEducation and Rehabilitation, Uni- versity of Pittsburgh and Dr. Lyle L. Lloyd, tardation Research and Training Committee,Executive Secretary, Mental Re- Health and Human Development, National Institute of Child "Current Trends in Services for the Deaf Retardedin Schools for the Deaf any' Residential Facilities for the Mentally Retarded".Sylvia M. Hall, M.S., Austin State School Texana F. Conn, Registered State School. Interpreter of the deaf Austin "Systematic Development of Communication Modes;Establishment of a Multiple. Response repertoire for Non-Communicating DeafChildren." Shirley L. Berger, MA., Parsons State Hospital and Training Center,Parsons, Kansas. 3 p.m.-4 p.m. Forum on the Deaf Retarded. Chairman: Dr. Lyle L. Lloyd. This sessionwas used to further develop ideas of the previous session and provide a report ofactivities of the AAMD-CEASD Joint Committee on the Deaf-Retarded, with specificreference to future needs and projects, and was structured for audiencediscussion to obtain feed-back and ideas from the membership. Discussants: AAMD-CEASD Joint Committee JackIV. Brady, Nona L. Burrows, W. Lloyd Gra Make, Alfred Hirshoren, John G. Nam. MONDAY, JUNE 28SOME UNMET NEEDSOF DEAF CHILDREN John W. Melcher, Division for HandicappedChildren, Department of Public Instruction, State of Wisconsin My speech today will rz:flectmy biases as Wisconsin's state director of special education. These opinions have beendeveloped as I have worked with our residential and day-schoolprograms for deaf children for almost a quarter ofa century. Wisconsin has four million citizens,or about one-fiftieth of the U.S. population. We, in turn, havea typical distribution of deaf children and the usual variety ofpublic and private services to serve them. Some of our programs are outstandingothersare less than ideal. Without exception the peopleserving the deaf children and their families areamong the most committed professionals I've met in my quarter ofa century in special educationand yet include some of the most rigid individualswhen the matters of methodology and technology and deliverysystems are discussed! Today I will talk about fiveareas of special need for our deaf school-age group. Theseareas are : I. Improved Identification and DiagnosticPrograms for Deaf Children. II. Increr:sed Educational Servicesto Very Young Children III. New School Services and TrainingPrograms IV. Better Services to the AdolescentDeaf V. Need for Research Priorities in DeafEducation I want to discuss these five selectedareas from the point of view of our constitutional and legalobligations, but also from the 89 concerns of the heart. As I meet people in many walks of life, I find they fall into two primarygroups. The first group, the thing8 people, sees the world and its problems ina quantitative format. They express the problem asso many people with specific descriptors, costing so many dollars per capita, fromso many communities and so on ad infinitum. These influential peopleseem to be equipped with built-in slide rulersor computers. We must relate to this group because they control the fiscal destinies ofprograms for the deaf. The group I prefer to work withare the people people. This group of citizens are first concerned about the needs of their fellow man and his happiness and success. I find teachers of the deaf on this side of the dichotomy I've drawn. They think first of children, then of the fiscal and other quantitiverealities. A story that relates to this issue ofconcun for children might be appropriate at this point. The tit:ai' about an over-burdened school psychologist who worked each day resolving theproblems of children and their parents. After work andon weekends, he loved to don his dungarees and sport shirt and do thingsthat callfor muscle rather than brainpower. One of his recreation projects was a backyard patio. The psychologist spent weeksgetting the yard in shape for the final stagethecement laying. Al last the day came, and the cement truck pouredthe soft stuff into his carefully formed patio forms. As the job appearedto be finished and the surface was smooth and level,a four-year-old neighbor boy came charging out of his yrad into the psychologist's newly finished patio area. The boy, ofcourse, caused tthe area to become a mess. The professional man emitteda few choice four-lettered words with considerable enthusiasm. As he was expressing hisfeelings, the four-year-old's mother came out of her house witha rush. She said to the psychologist, "Dr. Brown, I'mastonished to hear a man of your child-centered background usingsuch terrible language on my little boy!" The psychologist slowly pulled himself together and replied to the boy's mother, "Mrs. Smith, IWant you to know that I love children in the abstractbutnot. in the concrete!" All of us are well acquainted with theperson who loves to read or hear about children but would rather not be personally involved with thin. My first area of concern is improved identificationand diagnostic programs for deaf children. In general, I'm convinced schoolad- ministrators don't tryvery hard to seek out children with special needs. Too often we hope they'll ultimatelycome to :is without our seeking them ont. Some general school administrators simply feel we shouldn't be looking for problems.In deaf education, we too are unwilling to invent programs for children withmore than a problem of deafness. A mother of a young rubella deaf childwith a myriad of complications said to me recently, "School people don't want to talk to me and help :lie resolvemy youngster's problem." In full frustration she finally blurted out.,"What am I to do with my boy? Dromn him?" We must multiply our efforts to find theyoung child with hearing loss. Schools will need to realize thatfive years is not the magic number for school entry of deaf children. Schoolboards must receive state and federal fiscal and professional helpto fully meet this need. In inner city areas, where health risksare greatest, we must put special emphasis on early detection viaparent education programs related to O.E.O. activities and the public health services program of maternal and child health agencies. A similar need for public education and earlydetection programs exists in our rural areas. While it is difficultto secure a large population of deaf children in a sparsely settledarea, we in administrative responsibility must find ways of overcoming the incidencequestion. The useofhelicopters andotheruniquemeans ofgetting children to diagnostic and routine therapeuticservices should be explored now. The experimentaluse of radio and education T.V. should be explored for possible help to theyoung deaf child and his familyin rural areas. Itinerant family counselors shouldbe employed to travel to the homes of preschooldeaf children on it planned, scheduled basis. Another problem in early childhood programming iswhat I call "fractured services." Because ofour fragmenting of programs, families must run from "pillar to post"to get the many services their young deaf child needs. The psychologicalexam is clone at university A, the psychiatricexam at clinic B, the neurological exam at hospital C, the audiological exam at hearing clinic D and the educational assessment exam at school E. Familiesshould have the opportunity to get these needed serviceson a planned integrated or limited basis as part of a regional or stateprogram for preschool deaf children. Family counseling for parents and siblings ofyoung deaf children is also badly needed. Toany knowledge, no secondary school in this country offersa course to its students that instructs future . parents on how to adjust, to the problem of havinga deaf child in their familynor shouldany high school be expected to offer such a course. However, when deafness strikes a child, state and kcal school agencies should secure themany counseling services, including genetic counseling, this young familyso acutely needs. To more accurately predict school and lifesuccess for the young deaf child, we will need to develop better instrumentsof measurement than are available today. During the past twoor three decades we have invented very,very few new predictive devices or assessment tools aimed at the young deaf child. The wholequestion of predicting success witha particular mode of communication or instruction is but one area that has received only minimal attention from higher educational establishments.We know too little about how a deaf child learns and the critical variablesto this learning. The whole field of the effect and theyoung deaf child also has been poorly explored. My second area of concern is increased educationalservices to very young children. Up to now, public school agencies have been slow to muster financialresources directly to teach the two-, three- or four-year-old deaf children. This task has been left to hearing societies, correspondence programsor just not done! The failure of school systems to accept responsibility for the educationof young children has occurred in the main stream of education,but O.E.O., Headstart, and private nursery schools, and other nonpublicfacili- 91 ties have partially filled the void. These non-public school programs have been created and operated by amateurs because the professionals in the public schools have neglected this critical educational area. The first formal educational service of the public school system should be provided by a home visitation instructor who carries a pupil load exclusively composed of one-, two-, three- and four-year- old deaf youngsters. Her rule is to provide direct teaching service that serves as a model for the child's family to emulate and to give educational information and counseling to the child's parents. This itinerant special educator also serves as the direct link to the classroom program that the child will be involved with eventually. Special classes for the education of the young deaf should be related to school supportive services for the deaf and should be staffed by specially trained teachers of the deaf who know the latest prescriptive teaching methodologies and practice them. In my bias, we need to have new special training programs for teachers of young deaf children. The flood of new knowledge and technique in this field is of such magnitude that a sub-section of the college or university special education training program should bedeveloped. The day of training teachers so generically that they can teach two-year-olds ur twenty-year-olds is gone! Another special need in early childhood education of the deaf is the one that .relates to special programming far the deaf with additional handicaps. To meet the problems presented by the deaf child who is also retarded, disturbed, visually or physically impaired, we will need to develop special education programs to manage these youngsters' unique and trying problems. To accomplish this end, greater use of paraprofessional personnel will be required in the school setting. These paraprofessionals will need to be more than "well intentioned." These key workers will need both special pre-service and in-service training experiences that are closely coordinated. My third area of concern is improved curricular planning and organization. To me curriculum should be related to the life needs of the person taught. This implies that the learner is more important than the teacher as far as curricular content is concerned. In my bias, I advocate that we first analyze what deaf peopleneed to succeed socially, emotionally, vocationally, and intellectuallyin our society and then work back from the deaf child andadult to the teacher and then to the teacher trainer. Too many times today the pattern is reversed! Frequently, the college tells what should be taught to the classroom teacher who in turn passes on this subject matter to the deaf child whether he needs it or not. More attention must be paid to the recipient of the instruction, and the use of behavioral and curricular objectives must be stressed in the training of teachers of the deaf. School programs in residential schools and local public schools must be brought closer together and curricular planning should be a joint project for these two primary segments of deaf education. The flow of students between "day schools" and the "residential schools" will increase markedly in the next decade, and we must

10 0 r111.1111/1/111MMEMWEIENNIEW. 92 assure deaf students thatthe learning they setting will haveutility in the other. have received inone should be expanded Statewide curriculumplanning to include all whoare involved in the education of the deaf, includingpublic schools, private residential schools, "oral" schools, day schools, I see in the immediateschools and "totalcommunication" schools! in our residential future greater emphasison oral methodology of instruction, schools for those whocan profit by this mode and I see thedevelopment of special classes in our dayschools for those "non-oral" to oral methodologies. youngsters who do notrespond The next tenyears will see the development staff in our deafprograms that will provideof paraprofessional better personal the deaf pupilswith care, improved materialof instruction, and portive services suchas tutoring and indivieually sup- grammed learning. guided pro- In this same vein,I would advocate ment in materials of a greatly increased invest- instruction thatare multi-sensory in Special instructionalmaterial centers should nature. classrooms for the be accessibleto all deaf via a stateor regional network. Most should provide thisservice as part of states network and the total state deafeducation can call on P.L. 89-313and Title VI, ESEA finance the relatedcosts. funds to Expansion of the schoolyear to 11 or 12 months gated. For a deafchild to remain idle must be investi- period eachyear is unsatisfactory. during a two-to-three-month Summer programming,while essentially educationalin nature,can be offered in such surroundings as residentialor day camps. The pleasant swing from theorthodox classroom curriculum can metic to the subjects of reading andarith- most realistic applicationof their academic the equally importantaffective behavioral skills and pleasant outdoor-oriented skills in the relaxedand My fourth camp setting. area of concern isgreater attention to the adolescent deaf.Too many times I the needs of skill development feel we giveup on academic for the adolescentdeaf. I've heardfor years "Everyone knows thatall youcan expect from high school graduateis fourth to eighth an average deaf I do not havethe remedy for these grade achievement."While feel that wemay have undersold theunderachievements, I strongly quit trying deaf youngsters'potential and too early. When Isee five-year-old deaf children normal intelligenceproduce speech and of them able tocope with the rudimentsfinger spelling,when. I see see them do cursive of phonetics, andwhen I writing, I can't beconvinced that these youngsters can't betaughtsomehowto same eighth grade levelby the time they achievement beyond the Vocational education reach adulthood. of the deafmust be improved ! long we have hopedsomeone in general vocational For too assume these responsibilities, education would on its own or in and they haven't.Each state should combination with itsneighboring states a comprehensivevocational education develop assures each deaf adultthe opportunityprogram for the deaf that state residential to work gainfully.The school(s) has thegreatest responsibilityin this 93 regard in most states. While I do not oppose the use of community vocational education resources, I do say we in education of the deaf must assume ulitmately the responsibility for this problem whether we get help from the general education system or not! Community work-experience programs for the adolescent deaf must be arranged for both the day and residential school pupil. Too many times a work-experience program is limited to the school building or the school campus. For our deaf youth to be competitive in the general labor market, they should be exposed to the broad community before we finish our educational involvement with them. To keep our vocational and pre-vocational programs realistic and relevant, we must do more "talking" with well-adjusted and adaptive deaf adults as well as with our colleagues in vocational rehabilitation who can tell us what we are doing that is productive in the "work- a-day" world and what we might do to develop greater social and vocational competence in our deaf pupils. Direct pupil counseling by vocational counselors as well as psychologists, social workers, and psychiatrists also need3 to be expanded and improved. I'm very concerned about the relatively small amount of provision we have made for the mental health problems of our adolescent deaf student population. It is rare to find a school for the deaf that has made even the most modest provision of mental health services. My last area of concern today is research and research priorities. Up to now most research on the education of the deaf has been carried out by capable individuals who have done research in areas of their own primary interests. Very little of the research done in deaf education up to now has been of the so-called "commissioned or contracted research" variety. The day of federal financing of research on the "laissez-faire" basis is coming into "hard times." Congress is expecting a measurable difference in our educational processing as a result of their investment in educational research. They want us to show progress in a relatively short time and have this progress be reflected at the individual child level. To better use the limited dollars available, we in the field need to aim our research efforts rather than allow them to sail freely at random. I predict an upswing in the quantity of "commissioned research" similar to that which has evolved from the successful models in the NASA space effort or the applied research programs of industry. I sincerely hope that groups like C.A.I.D., N.A.C.E.D., and others will bring our profession together to delineate theareas of greatest urgency in the education of the deaf and then convey with conviction these priorities to the federal agencies that administer federal educational research dollars. In closing may I say that deaf education has been virile, aggressive, well received and well financed because it is well organized. In the future if we hope to be as successful, we'll have to adapt to the times, close the ranks, de-emphasize differences, communicate with parents and other supporters and maintain our sincerepre- occupation with the needs of the deaf child. a

95 THE EXCEPTIONAL UNIT AT THE ARKANSAS SCHOOL FOR THE DEAF Susan Seeger Porter, M.S.E., Supervising Teacher, Arkansas School for the Deaf Hopefully the convention theme, "More opportunities for deaf children," includes all deaf children, even those with handicaps in addition to their deafness. These are the children we are concerned with at. the Madison Street School, here at the Arkansas School for the Deaf. The children in our department have such additional handicaps as cerebral palsy, brain damage, mental retardation and visual problems, plus sonic slowlearners and a large group of children entering school at a late age. The philosophy of our department is never to give up on these children and never to underestimate their abilities. The video tape now displayed is proof of this philosophy. It includes au acrobatic dance by one of our girls who tests out as low educable and a tumbling routine by six of our boys. At the end of the tape you will see the rest of the children in our department. We are all concerned about the rising number of multiply handicapped children, but rather than looking at the statistics, we at the Madison Street School are primarily interested in what can be done for these statistics. We would like to share with you some of the reasons we feel our program is working and also tell you some of the problems we have encountered. Any program is only as good as the people involved and I strongly feel that. the staff is resrnsible for the success of our school. There seems to be the eternal question of, "Do you put your best teachers with the siewer students who need the most help, or do you put them with your faster students?" All too often the brighter students seem to end up with the best teachers, but in our department we have the best. Over the past 5 years our program has grown from a 1 teacher department to a 10 teacher department and we have been able to select ideal teacners as we have grown. Ideal, meaning people who are energetic and like a challenge. People who don't just give what the job requires, but give the extra attention that means so much. These characteristics are not only found in our teachers, but. in the houseparents, food workers, maintenance personnel and office staff as well. When children enter the department we usually havetheir background and various test results, but we have learned never to judge a student by these. Often these files are his most serious additional handicap because of statements such as, "This child is severely retarded," or, "this childwill never learn to be self sufficient." The first big decision about our academic program was to forget the argument of oralism versus manualism. Our method is the "Anything Approach." 1)o anything necessary to get the message. over to the child. We strongly feel that the child is only a whole person when he learns a means of communication; 96 In the academicprogram many approaches have been tried. Some have failed, but we haveeven learned from these failures. There is very little printed materialavailable to be used by the multiply handicapped and at timeswe feel like pioneers. Individualized teaching is the keyto the program and it is used at all levels. For thisreason five pupils is the ideal size for a class, 1)4 we have grownso fast that it has been difficult to keep them this small. The classesare grouped according to abilities rather than chronological age. One problem area, academically, isa good reading program. We have been unsuccessful in findinga reading series to suit our needs, so we use a combination of several, but rely heavilyon teacher-made materials, such as experience charts.The results indicate that this method is working. Language development begins the first dayas it does in any class for the deaf. The Fitzgerald Key isdeveloped from that timeon and Croker, Jones and Prattis used for reinforcement in the upper classes. Unit teaching is used throughoutthe department. These units are based on everyday living experiences andare backed up by all types of visual aids. Here again nothing isas successful as teacher- made materials. In thenear future we plan to draw up a guideline of units to be used at all levels. It has been difficult to developa course of study, because the needs seem to changeas the students change. We find that weekly plans can be used for thesame purpose. Another important aspect is to givethe children actual experiences to reinforce what has been taught. Itisn't usual to see onegroup of children processing vegetablesfor the freezer that they purchased at the local farmers marketor to see another group planting green beans, tomatoes andpeppers. The bus and station wagonare constantly on the road takinggroups on field trips. Throughout. theprogram we have tried to create an atmosphere of freedom. This does notmean that the program isn't well planned, but that the childrenare also given the privilege of doing things they want to do. One class is designed solelyfor this purpose and all of the children rotate to itonce a day. In addition to this we have physical education classes anddancing classes, the results of which you saw on the tape. As the programgrows we are trying to focusour attention on the ultimate goals of each child. Wefeel that each childcan become a useful citizen and a wageearner or at least a useful family member. Most of our studentsenter the Vocational Department when they become ofage but we are increasinglyaware that we must find more vocational classesto offer children of limited ability. One group that vitallyconcerns us is the physically handicapped. Even though some of these childrenare our brightest, the combination of the two handicaps makesit very difficult to find to suit their abilities. a vocation Extracurricu;ar activities playan important role at the Madison Street School. Many of theactivities are for onlyone purpose and that is fun. For the past fouryears federal funds have been used E 97

to employ a young man as a Home life teacher. Thisperson carries out planned recreational and educational activities after school hours. I attribute the low number of discipline problems to this program. We have to depend on outside agencies to do most ofour testing and often it. takes much longer thanwe would desire. We still feel that one of the best methods to measure achievement is through daily observation, and based on this we enter every studenton a 9-week trial basis. At the end of this period a staffing is held to decide if the child is placed correctly. The children are referred from other agenciesas well as other departments in the school and we have to bevery careful that behavior problems and learning problems aren't confused. Oftena behavior problem is brought on by a learning problem, but it would be very easy for a program of this type to becomea "dumping ground'' for behavior problems. The stigma that has been attached to our department isa major problem. We are trying to overcome this by satisfying theparents with their child's progress and by trying to educate othersas to the purpose of our program. Unfortunately there are even staff members in other departments who do not understand the program. One department head scheduled her teachers to come and visit, whichwas a good idea, but we get the best results by seeing that our children take part in every possible activity and makingsure that they look their best. Another pressing problem is our rate of growth. This pastyear we had an enrollment of 55 and next year it will probably increase to 65. Of course we feel it is important to grow, butwe feel that .e will lose some of our effectiveness if we grow too large. The last and most. frustrating problem is the fact that after five years of success, there. are still many people, some in key places, that. do not see the necessity of a program of this type and do not give. it. their suppt. Those of us involved in the departmenthave no second thoughts. We have seen muchprogress, infact a few miracles. We know that these childrencan learn and we feel that they deserve the same opportunities as other deaf children. THE PRESENT PROGRAM AT MILTON Gary H. Martins, Assistant Student Services Administrator, Ontario School for the Deaf During recent years there has beena growing concern among educators of hearing-impaired children in Ontario, that the number of multiply-handicapped hearing-impaired children is increasingat a dramatic pace. This increase may be clue to new techniques in medicine, improved prenatal care, Unproved nutrition and education, and extensive research into the etiology of deafness. It is also likely that improved diagnostic proceduresare enabling us to recognize more of these children and to provide better assessment of their needs. Children who may have been misdiagnosed in thepast are now being discovered and are entering our program. Asa result, 98 we have multiply-handicappedhearing-impaired children in our program ranging in age from 5months to 20 years. We are now faced with thechallenge of developing adequate programs to assist theseindividuals in reaching thewpotential academically, vocationally, socially andspiritually. The Ontario Schoolfor the Deaf, Milton, has been embarked upon a program forthese children during the past sevenyears. This program has been possibledue to the expansion in facilities in Ontario when the OntarioSchool for the Deaf, Milton, was built. With the opening of thisschool, pressure on the Ontario School for the Deaf, Belleville, waslessened and more multiply- handicapped hearing-impaired childrenentered the program. The Milton schools is a modern complexwith up-to-date equipmentand facilities on a 100-acre site. It has astaff of 330 with approximately one-half of that number working in aneducational role providing it program foralmost 600 children. The entrance requirements formultiply-handicapped children are graduallybecoming less restrictive as our programdevelops and our staff are capable ofhandling more challengingchildren. Orthopaedically-handicapped children must beambulatory. However, this is quite _flexible and we nowhave one paraplegic child at our school. Retarded children are acceptedto the level of I.Q. 50 or 'minable retarded. Emotionallydisturbed children are accepted on an individualbasis, usually after case conferenceshave been held with the admitting agency and ourstaff. We have many different Types of handicaps under the broadclassifications of social, mental, emotional and physical handicaps.We are gradually realizingthat these children have as great itneed or even a greater need-than children with onn handicap. We havethe facilities and we have recognized our commitment. We are nowtrying to do something for these children. PRESCHOOL In our Preschool we are attemptingto have these children enter the program at as early an age aspossible. They enter our preschool program as early as fivemonths and receive their program from five preschool teachers of thedeaf who have been trained atthe .Tohn Tracey Clinic after receivingtheir Teacher of the Deaftrain- ing in Ontario. The children arevisited two out of every three weeks by the teachers and next yearthey will be visited everyweek. The primary role of the preschoolstaff is parental counseling. Parents of multiply-handicappedchildren require this counseling help more than anything else. Theteachers help to arrangefor assessments in all disciplines,co-ordinatJ the efforts of thevarious agencies involved and provideencouragement and basicknowledge about the handicaps for the parents.The staff work with the Chil- dren's Psychiatric Research Institute,kindergarten teachers, Chil- dren's Aid Societies, CrippledChildren's Centers, nurseryschools, public health nurses, the Hospital forSick Children and mental retardation centers. They work withthese children even though there is sometimes doubt on the part,of all concerned whether the child will enter our school program.We are presently workingwith the parents of one child who islikely severely sub-normal in'litchi-

1C 6 99 gence and will likely have to be institutionalized in an Ontario Hospital. We continue to work with these children because as our program becomes more successful we will have greater success and be able to reach more severely handicapped children. The key to this success lies with the staff and the development of adequate programs. The second role of the preschool staff is conceptual development and auditory training for the child. The third role of the preschool staffisthe provision of further assessment and referrals. Our audiologist and often our psychometrician provide audiological and psychological assessments every year.

SUPPORTIVE SERVICES One of the most difficult tasks we have had has been the development of an adequate supportive services team. Our present staff consists of a General Practitioner, Ophthalmologist, Otologist, Dentist, Psychiatrist, Psychometrician, Social Worker, Guidance Worker and an Audiologist. This team works very closely with the Children's Psychiatric Research Institute, a Physiotherapist, Crippled Chil- dren's Centers, Probation Officers, the Courts, Indian Agencies, Children's Aid Societies and the Hospital for Sick Children. Case conference techniques are used extensively with the supportive services staff, teaching staff, residence counselor staff and supervisory staff, to assess the program for each child and to revise it when required. In addition to the problem of getting people in each of these fields, there has been the problem of obtaining staff who are aware of the needs of bearing-impaired children. As a result, we have found it ncessary to lure specialists and then provide the training and experience necessary in the field of deaf education.

JUNIOR SCHOOL PROGRAM This section on the Junior School program was prepared by Mrs. Juanita Sears, Supervising Teacher, Junior School. Here are some of our children. Our very special ones, too often our hurt ones. The children who are looking to us to fit them into our fast moving, confusing world. The upset ones. The withdrawn who wait for us to draw them out into society. The frustrated whose physical make-up demands great powers of concentration to perform tasks usually taken for granted. The socially immature. The physically handicapped whose endurance is an inspiration to all. The perceptually disturbedwith poorly established body image. The timidwanting to join in but usually found on the sidelines. The ones with language problems who with teacher initiative and special equipment can remain in a regular program. The hyper- active who are always on the go. To realize one's potential as a member of the human race one must be able to use a language form to reason abstractly. To use this abstract media, i.e.: language one must first pass through all of the lower stages of development of the infant. If even one such developmental stage is missed or is poorly integrated into the body scheme it appears that a weakness may appear at a higher developmental 100

stage. As a preventivemeasure with these childrenwe are leaving nothing to chance andare taking them back to the primitive beginnings of growth. By followingsome of the ideas of Dalacato 1 and Kephart: we hope to strengthenweaknesses of body concept, positioning in space, time-spacerelationships, directionality, eye-hand co-ordination, progressiveeye movement, depthperception,visual perception and auditoryperception. Ourprogram of physical instruction is aimed topresent a program for each childin a social setting where hecan master these skills at his individual progress. rate of Before a child can be expected to verbalize in this abstractform we call language, lie must be ableto see himself in his world and understand how he fits intoit. Many of the most basicexperiences of childhood have notbeen integrated by these children.They need a huge storehouse of structuredexperience backed bya great deal of interpretation andguidance in followup activities to integrate these into a meaningfulsource from which to draw in the future. One of the earliest checksto see if these experiences grated is dramatization. are fully inte- Through role playing the childrencan re- live a situation and fitthemselves back into it. Theycan explore the possibilities of the situationdrawing fromprevious related experiences takeon the feelings of others, broaden thedrama as the situation demands, all throughthe child medium of play. As the child becomes more able through large body .languageto express his thoughts he should beencouraged to venture into drawing pictureshis first expressionin abstract communication.Drama- tization should be encouragedand concrete materials availableto back up his pictures whichat first will be difficult at bestto de- cipher. Only through clearinsight and a great deal ofempathy on the part of the teacher willthe correct message be reinforced.It is vital that the teacher beabsolutely accurate as faras she goes in her interpretation of the picture.One word accuratelygiven is far better than a broaderconcept if even a glimmer of doubt meaning is in the teacher's mind. as to is harmful to Misinformation at this early stage an already confused child. Timethat isthe key word here. The many minutesspent in resolvingone minute bit of expressive language at thisstage are repaid many fold by to re peach a faulty concept. not having As the ability toexpress oneself non-verbally becomesmore refined the child iis readyto begin pre-reading skills. Awarenessof likeness and differences,omissions, categorization of picturesas to kind, sequencing and wordmatching are all part of his required reading readiness skills.Books with high interest and lowvocabulary load are introducedas soon as the child can master the vocabulary. From here, the child is able skills. to slowly progress to higher reading We have found Dr. Stott'sreading kit' very beneficial tosome of our children. Thematerial is progressiveselfchecking and aids in better social learningfor a group. The children' have found both challenging and rewarding. it

Debtento. C. II. Kephart. N. D.Neurological Organization and ReadingCharles C. Thomas. The SlowLearner in the Classroom Charlet; B.Merrill. 3 Dr. Stott. Department of Psychology,University of Guelph. Guelph. Ontario.

1(28 101 Many of our children have benefittedfrom a variation of the McGinnis method of presenting phoneticsounds. Training is four fold (1) he sees the sound, (2) he listensto the sound, (3) he writes the sound, (4) hesays the sound. Supportive help is givenon specific learning difficulties to any child requiring this so that hecan function as long as possible iin a regular hearing-impaired class. These are our children whoare calling out their needs. Their means of expression may not be conventional but eachone knows the area in which he is struggling.We must listen to their message with our eyes, minds and hearts.Leaving out any of these channels may cut off communication and push their problemsout of our view and delay our help. Losing ourselves inany of these avenues equally delays progress. The childsets the pace and outlines the course. The perceptive teacher interprets themessage and charts the route to a better adjusted child.

SENIOR AND VOCATIONAL SCHOOLPROGRAM Throughout our school,many of the multiply-handicapped children are integrated in the regularstream. Often special timetables are designed on an individual basisto facilitate this integration allowing each child to workat a level according to hisor her own ability. Parapatetic teachers work withchildren on a one to one ratio and tutorial classes witha low pupil: teacher ratio are provided. Class sizes have variedfrom two to nine pupils during recent years. Because of this flexibilityin timetablmg and programming, we feelwe have been able to integratemany of our children who otherwise wouldhave had to be segregated into special class placements. Most ofour orthopaedically handicapped and emotionally disturbed childrenhave been successfully integrated into the regularprogramme with special assistance being provided. Throughout the senior departmentsof our school, ourcommunica- tion policy has been flexible.The range of needs byour children can best be described asa continuum. At one end of the continuum is a total communication policy andat the other end is a completely oral policy. Each child's needslie somewhereon this continuum and we attempt to meetthese needs through theuse of oral and total communication policies.Where total communication is used,the staff are thoroughly proficient inits use. Although it is difficultto control the use of total communication,we feel that every effort must be made to reach the individualneeds of the multiply-handicapped children. Because we have a flexibleprogram and integrate many of the multiply-handicapped childrenwe have been able to achieve greater 'success with the moderately handicapped.One of our graduates had a special talent inart and his program was designedaround these talents. Tutorial workwith a professional artist andcabinet making with a bent towardswood sculpture helped to develophis talents. After our school lieentered a three-year artprogram at a technical institute and isnow entering a community collegeprogram in photographic arts. Althoughhe has been assessedas being pro- 102 foundly deaf, of limited intelligence and hasan emotional and social handicap, thisyoung man is reaching his a useful, supporting member potential and is of society witha sense of fulfillment. Approximately 40 ofour students are severely eilpped, many of whomhave three to five multiply-handi- one of our students is visually handicaps. For example, handicapped, profoundly paedically handicapped,has an emotional de. :f, ortho- retarded. We havefound it problem and is socially into special classes necessary to segrate these children with appropriateprogrammes. There are five learning areas for boysand girls in the senior area contains academic and departments. Each so that. lesson topics vocational areas inclose proximity can be completed, developed,furthered and supported in the otherarea. A few steps away from classroom is a vocational the orthodox area in which individualwork benches, hand tools and simplepower tools are located. The areas are quite large since vocational and social educational as the children grow older,the vocational demic. The girls' programmes take ascendancyover the aca- areas contain kitchen, laundry,sewing, beauty culture and apartmentareas. Flexibility and interplay variousprograms is followed. among the Education in these classrooms leans heavilytowards socialization skills. All of theacademic and vocational basic social skills skills taughtare the which are normallynever taught in a regular formal program. Howto count change, properly, cook simple cross a street, dress, wash for a train, plant meals. buy food andclothing, buya ticket seeds, hoe a garden,change a tire, glue, tell time, choosethe correct washroom measure, a few of the many skills and cash a chequeare just of the skills is taught.. Along with theseskills the language taught. If youwere to visit one of these you could find the teacherand pupils raising classrooms maple syrup, baggingtrees for the conservationchickens, boiling down trophies, repairing authority, engraving to put a diaper toys, going fishing, planninga meal, learning how on a baby, operatinga small bakery or builidng doll house. Teamteaching is used effectively limited to the classroom. and teaching is not On-the-job training hasbecome an extensive part of theprogram. The school laundry, offices, maintenance, kitchen, trades, part of the infirmary and gardeningstall's are an integral program. The pupilsgain a variety of experiences learn new skills whichcan help them to gain useful and in the future.Perhaps the most employmnt ability to work with important skill learnedis the all about. We haveothers and the realizationof what work is been pleasantlysurprised at the ability by some ofour multiply-handicapped shown students when 'Awedin on-the-job training.Some ofour students have been employed upon graduationin areas relevant gainfully training. We believe to their on-the-job in the ability ofour multiply-handicapped children and feel thatthey have society. We have hired a great deal to contributeto several of themto work at our school. Without fail, all ofour multiply-handicapped been employed at graduates who have our school have been excellent,responsible workers who are happy andfeel pride andfulfillment in life.

110 ( 103

PHYSICAL EDUCATION AND SWIMMING The philosophy of Physical Education, Swimming and Recrea- tion at Milton is quite different from the traditional North Ameri- can philosophy of Physical Education. The majority of onr students will not, play organized football, baseball or basketball after they graduate. They will, however, play recreational sports such as golf, racquet sports, ping pong, bowling, skiing and camping. Therefore, our program for the majority of students is based upon the future recreational needs of the children. We also believe that Physical Education and Swimming can augment the formal educational process in the classrooms. Many of our children have gross motor, eye-hand co-ordination, temporal- spatial, laterality, body image and directionality problems which seriously affect their classroom performance. Recognition of these problems and remedial programs are an integral part of theprogram. Therefore creative movement, dance and gymnastics based upon modem English and Swedish movement theory play a large part in the programme. Many of the social skills such as cutting with a knife and fork, tieing one's shoe laces, dressing and grooming are related to physical skills and body awareness. Children without these skills find it difficult to remove a pie froma hot oven, saw a straight line, measure, type or even make a bed properly. Physical Education can, therefore, help these children perform social,academic and vocational skills which arc very necessary in life. The Physical Education staff work with a teacher: pupil ratio of 1:8 for 80 minutes per child per week. The emphasis in thisprogram is placed upon educational, social and recreational skills rather than team sports. In the after-school program teamsare developed and a recreational program of intra-mnal sports is provided. The Swimming program appears to be thearea in which the multiply-handicapped children excel. This highly individual sport is particularly suited to onr orthopaedically-handicapped children. There is excellent co-ordination between the physiotherapy department and our staff. The physiotherapy programme is carried on all week with the pool staff and the children. With our multiply-handicapped children the teacher: pupil ratio is seldom greater than 1:2 and the children therefore receive a great deal of physical contact and individual attention from the staff. Swimming skills are readily mastered by multiply-handicapped children and they receive a sense of accomplishment for their efforts. Where a multiply- handicapped child might find itvery difficult to master daily skills on a level with his hearing- impairedpeers, he can readily perform on the same level in a Swimming program. We have a marathon club in which pupils swim lengths of the pool to achieve awards for swimming a designated number of miles. It is particularly rewarding to note that in this voluntary club there are a number of orthopaedically-handicapped youngsters who have achieved a very high level of success. The key to theprogram with the multiply-handicapped is the need to base the teaching and methodology upon the needs of the individual child andto provide adaptive and flexible programs. 104

RFSIDENTIAL Whenever the educational needs of childrenare being discussed, it is natural and almost universal to immediately thinkof only the formal educational process. This, unfortunately,is incorrect thinking since the majority ofa child's education is provided in the home. It has been said that the greatest educator in the worldis a child's mother. Therefore it is important, when consideringthe educational needs of multiply-handicapped children, toexamine the program offered in the home, or in ourcase, the residence. Although the educational process in the residence isnot highly structured and does not have certified teachers, classrooms,homework and a timetable, it does fulfill thevery important role of providing for learning and development inthe socialization process. For multiply-handicapped children this is often themost important educational need of the child. The childrenare in the residence approximately 75 percent of the day. Therefore, with goodpro- grams the residence can become an integral part of the educational process at a residential school for hearing-impaired children. We are attempting to provide thisprogram residentially for our multiply-handicapped children. Through theuse of educational toys and games, educational excursions, arts and craftsprograms, recreation and counselling, the residence staffare able to augment the formal educp, Alai program and providea learning environment for the children. With the multiply-handicappedchildren we have found that we obtain greater results when the staffmeet in conference and design a program basedupon realistic aims and objectives for the child. One orthopaedically-handicapped childwho had been transported about in wheelchairs,on special bikes, in taxis and on toboggans had become extremely dependentupon the staff for most of his daily needs. This year the staff planneda program based upon a set of aims and objectives.In a short span of six months that child has become independentto a great extent. He has almost given up his crutches,no longer asks for transport, works hard at using language and the changein his personality is amazing. There is no room inour program for a benevolent attitude based upon pity and sympathy fora multiply-handicapped child. We have found it necessaryin the residence to plan our programs for each multiply-handicapped child inco-operation with the other school departments and with developed aimsand objectives. It is important to measure the social developmentof each child to assess the program being provided. We have founda modified Gunzburg Wheel* to be a useful tool for measuring thisdevelopment. Since we started providinga program for these children, we have found it necessary to developa very special type of residence counsellor staff. They need greater training beyondthat previously provided to deal with hearing-impairedchildren. They must now be able to handle emotionally disturbed,retarded and orthopaedically-handicapped children. Thereforeour training program for residence counsellors isnow developing into a solid, two year in-

4 GIUMbUrg. H. C.Social Competence and Mental Handicap. Wilktna Company. Baltimore, The Williams &

112 105 service program with formal classroom and seminar work for the two years. The houseparent role is gone. The day of the residence counsellor charged with the responsibilities of the educator, houseparent, counsellor and surrogate parent is upon us. For the multiply-handicapped children in our care we must provide educated and well- trained residence counsellors to meet the individual needs of the children. In summary we have really clone only three things for the multiply-handicapped children in our care. First of all we have recognized their needs and have made a commitment on our part to meet these needs. Secondly, we have admitted these children to our school. This perhaps is one of the greatest hurdles. Thirdly, we have attempted to develop a program for them. We have really cleared only the first hurdle of a long series we have begun. We have many needs to fulfill in the future. We need better training for our staff. We need more supportive services direction and help. We need better defined programs. Hopefully, we will continue to recognize our commitment to meet the needs of these, our children. PROGRAMMING CONSIDERATIONS FOR THE DEAF RETARDED Nona L. Burrows, M.S., University of Pittsburgh and Lyle L. Lloyd, Ph. D., National Institute of Child Health and Human Development, Bethesda, Md. There is a growing demand for expanded services in the treatment, education, training and habilitation of multiply handicapped children. The ever-increasing number of multiply handicapped children posses a major and presently unmet chcllenge to those in the field of special education. Within this group of multiply handicapped children are those with the dual disabilities of hearing impairment and mental retardation. The exact incidence of hearing impairment among the mentally retarded varies due to factors such as hearing loss criteria, audiometric techniques used, and the atypical behavior of the children being tested. However, the research literature contains considerable evidence that the prevalence of severe hearing loss is high among mentally retarded children (Lloyd, 1970). Using a common criterion, such as an average threshold of 25 dB HL (1969 ANSI or 1964 ISO) or poorer for 500, 1000, and 2,000 cycles per second (cps) or Hertz (Hz) in the better ear, approximately 10 percent of retarded children have a communicatively and/or educationally significant hearing impairment. This is approximately three to four times the incidence of hearing impairment in non-retarded children. When unilateral losses, which may be both communicatively and educationally significant, are considered, the incidence figure of hearing impairment among mentally retarded children is approximately 15 percent. Estimating approximately 2.8 million retarded children in this country, this means between 280,000 and 420,000 retarded children have communicatively significant hearing losses (Lloyd, 1970; 1971). 106 This higher incidence of hearing loss seen in the mentally retarded is understandable since many of the diseases which result in mental retardation are also causal factors in hearing impairments. Diseases or conditions in the mother during pregnancy such as ruballa,in- fluenza, and Rh factor) and diseases the child may contract in childhood (such as measles, mumps, scarlet fever and meningitis) can all cause mental retardation or hearing loss, or both. The rubella epi- demic of 1964-65 has added thousands of children to the list of those both retarded and deaf. Furthermore, retarded children have a high incidence of diseases and infections, especially of the upper respira- tory type, and consequently have an increased probability of related conductive hearing impairments such as otitis media. Many retarded children have poor self care skills which may also result in hearing problems and may compound the effects of such conditions. In addition, the reduction in infant mortality rates due in large measure to the research in etiology and treatment of diseases has resulted in a higher incidence of children with multiple handicaps including the hearing-impaired-mentally retarded dyad (Lloyd, 1970; 1971). Neither administrators of programs for the retarded nor administrators of programs for the deaf have made a major thrust to solve the problems of the deaf retarded child (Anderson, Stevens and Stuckless, 1966; Hall, 1971; Antra, 1970). Many schools and classes for the deaf have attempted to provide for the needs of the educable retarded deaf child within the framework of their normal programs (Power and Quigley, 1971). It seems to be generally agreed that the best policy is to keep these children as close as possible to the normal stream of deaf children through appropriate modifications of curricula (Weir, 1963: Monaghan, 1964). Sellin (196.4) has stated that the curriculum for such children should not just be "watered-down" versions of the regular curriculum, but should be specially devised to meet their special academic, vocational, and social needs. A study by Anderson, Stevens, and Stuckless (1966) investigated provisions for the education of deaf retarded students in residential schools for the deaf. It was found that most schools for the deaf provide educational services for deaf children with below average intelligence, as long as the child's "primary disability" is deafness. The schools had very few children with I.Q.'s below 60. In most residential schools, the deaf retarded students follow essentially the same curriculum as do normal deaf children. Although there is a general acceptance by educators of the deaf that there is a need for specialized educational services for deaf retarded children, eudcators are uncertain as to the specific objectives for educating deaf children with low intelligence and the methods by which these objectives can best be realized. Teachers have expressed concern about their inadequacy to teach deaf retarded children and are uncertain about the kinds of training which they feel would be beneficial to them. Trainable retarded deaf children are usually found in state institutions for mentally retarded individuals rather than in schools for deaf students (Power and Quigley, 1971). In general, the feeling seems to be that state institutional placement should be reserved for

114 107 those children who will be incapableof leading independent adult lives (Schunholf, 1964; Mangan, 1962,1964; Monaghan, 1964). for mentally retarded deaf stu- Mitra (1970) explored provisions that dents in residential institutionsfor the retarded. He speculated not more than 25 percent ofthe existing institutions haveestab- lished specific programs for thedeaf retarded. An anlysis ofthe program objectives fordeaf retarded children revealedthree most common goals:communication skills? social adjustment,and academic skills in rudiments of toolsubjects. Some of the institutions have also provided educationalwork-experience programs. Atleast 50 percent of the teachers surveyedin this study have no preparation for working with the deaf. Suggestions for the teachers for theirprofessional preparation include: advanced studies in certainspecified fields, practical training to teach certain categories ofexceptional chi.clren, and proficiency in communicationskills for deaf retarded children. MacPherson states that programs forthe deaf retarded cannot be fully implemented unless :(1)properly trained teachers are available, (2) placement is based upon adifferential pattern of diagnosis and (3) curriculum adoptedby the placement facility is based upon the needs of the multiplyhandicapped child(Sellin, 1964). Leenhouts stresses that there is a needfor systematic research to provide objective data toguide educational practice inproviding programming for the deaf retarded. (Sellin,1964). Services provided by audiologists,educators of the deaf, speech pathologists and psychologists are acritical part of programming fur the hearing impaired mentallyretarded child regardless ofthe setting (school for the deaf or facilityfor the retarded). A complete audiologic assessment isessential in providing information regarding characteristics of thehearing impairment, including the feasibility of amplification.Extensive reviews of theaudiologic assessment of the retarded and otherdifficult-to-test individuals have been previously presented (Fulton andLloyd, 1969; Lloyd, 1970). The audiologist along with the educatorand speech pathologistalso have a critical role in assuring optimal useof anlplification bothin and out of the class (and/or therapy)situation. These three professionals all share in the evaluation andhabilitation of communication disorders. The educator of the deafprovides critical expertise in the area of both oral and nonoral communication methods.Although all three professions share incommunication habilitation, in the past the deaf-retarded services inschools for the deaf wereprovided primarily by educators while such servicesin facilities for the retarded have tended to be primarilyprovided by audiologists and speech pathologists. The psychologic evaluation providesuseful information about intellectual and behavioral functioning.Though a verbal intelligence measure may beobtained for some children for the purposeof ascertaining their verbal functioning, anon-verbal or performance type instrument, should be used as theprincipal estimate of intellectual aptitude. A test standardized ondeaf children, such as the Nebraska Test of Learning Aptitude orthe Leiter International 108 Performance Scales, would likelyyield more valid results (Brelje and Wolff, 1969; Vernonand Brown, 1964). Vernon and Brown (1964) indiscussing psychological evaluation of hearing impaired childrenstress the following: 1. To be valid asa measure of the intelligence ofa deaf child, an I.Q. test must be a non-verbalperformance-type instrument. 2. The performance partof many conventional intelligence tests is only one-halfor less of the test. Therefore, to approach the validity of a full I.Q.test, it is necessary to give at least two performance scales. 3. Tests given to deaf childrenby psychologists not experienced with the deafor hard-of-hearing are subject toappreci- ably greater error than is thecase when the psychologist is familiar with deafyoungsters. Several psychological tests whichmight be considered foruse with the hearing impaiod mentallyretarded are briefly discussed following three pa-agraphs: in the The Letter InternationalPerformance. Scale was developedon the basis of research with retardedchildren. Year levelsare from 2-18, and scoring yie!dsan MA and a ratio I.Q. Among retarded children, those with difficulties in thevisual-motor sphere do poorlyon the test..Because the LeiterScale included some itemsrequiring specific skills, suchas the ability to tell time, Grace Arthur published an adaptation and restandardization the scale. of age levels 2 to 12 of There are several versions of by J. C. Raven. Series the Progressive Matrices developed are composed of a number of matricesor designs, from each of whichone part has been removed. The easier series require principallyaccuracy of discrimination. The easiest version, composed of colored designs (1958)is used with children at age levels 5 through 11 with retardedadults. Both a paper and pencil form anda board form (into which the subjectsinserts the correct piece) are available. Thetest is heavily influenced by practice and education level. Thistest is especially suitable for adaptation the needs of deaf children. to It does not, however, yieldqualitative information about the child'sintellective processes. A scale standardized on deaf and hard-of-hearing children isthe Nebraska Test of LearningAptitude. The scale includes11 non- verbal subtests and is suitablefor testing children from4-10. Norms are available for both deaf and hearingchildren. Hiskey (1955) reports a correlation of .83 between scores on the 1937 Stanford-Benet,scores on the Nebraska test and children. administered to 380 hearing In addition to non-verbalperformance tests, which yieldan I.Q. score, there is a recently published behaviorrating scale designed for the mentally retarded calledthe Adaptive Behavior Scale(Heber, 1961; Nihira, Foster, Shellhaas,and Leland, 1969). It is designedto provide objective descriptionand assessment ofan individual's adaptive behavior. Theterm adaptive behavior refersto the effec-

116 109 tiveness of the individual in coping with the natural and social demands of his environment. It has long been recognized by many educators and administrators that there has been a need for the use of a combined or total communication system for deaf children. By total communication is meant the right of a deaf child to learn to use all forms of communication available to develop language competence. This includes the full spectrum ; child-devised gestures, speech, formal signs, fingerspelling, speechreading, reading and writing. To every deaf child should also be provided the opportunity to learn to use any remnant of residual hearing he may have by employing the best possible electronic equipment for amplifying sound. Research studies investigating the results of early manual communication support the total communication philosophy (Meadow, 1967; Montgomery, 1966; Stuckless and Birch, 1966; Quigley, 1969; Quigley and Frisma, 1961). These studies are summarized in Table

TABLE I.SUMMARY OF STUDIES INVESTIGATING RESULTS OF EARLY MANUAL COMMUNICATION

Investigator Sample Results.

Stuckless and Birch One hundred and live deaf children of1. No difference in speech. (1966). deaf parents (manual group) 337 2. Early mannull group better in speechreading. matched deal children of hearing 3. Early manual group better in reading. parents (oral group). 4. Early manual group better In writing. 5. Early manual group possibly better in psychosocial social adjustment. Montgomery (1966).... Fifty-nine Scottish children 1. Exposure to, use of, and prelerence for manual communication did not negatively affect speech or speechreading skills. Meadow (1967) Fifty-six deaf children of deal parents 1. Manual group better in reading (2.t years). (manual group) 56 matched deal 2. Manual group better in math (t.25 years). children of hearing parents (oral 3. Manual group better in overall education achieve. group). ment (1.28 years). 4. Manual group better in social adjustment. 5. No difference in speech and lipreading. 6. Manusl group better in written language. Quigley and Frisina Sikleen nonresidential deaf chiMren 1. Manual group better in vocabulary, speechreading, (1961). of deaf parents (manual group) 16 and educational achievement. nonresidential deal children of hearing parents (oral group). Quigley (1969) Sixteen orally educated deaf children 1. Combined manual oral children did better in lan- matched with If combined orally guage, speechreading, and general academic achieve- and manually erucated deaf ment. children.

I. The manual groups in these studies were not taught only through manual communication. They were taught through a total coomuni- cation approach. They are referred to as manual groups became they were children of deaf parents meaning that communication with their parents was manual and consequently, their first learned communication system was also manual. The total communication approach is essential for the hearing impaired mentally retarded child. It is vital that these children have a vehicle for the input and output of information, experiences, feelings, and so forth. Excessive dependence upon oral communication is likely to lead to inordinate frustration, incomplete informatior, and inadequate socialization for these children.

J17 110 A basic consideration in planninga program for the hearing paired mentallyretarded child is his im- many estimates given rate of learning.The are learn. The as to the rate at whicha given retardate same can be said for thedeaf child. We can when dealing witha child who has both must be careful not too quicklyascribe to him these disabilities that.we do The hearing impaired, a specific level of potential. mentally retardedchild presents a unique curriculumwith the goals and a need for realistically through expectancies for himformed recognition of bothhis abilities and If he is to becomea contributing member deficiencies. of society, itmust first be estimated how farhe will be ableto progress and within thatarea the learning experiences then determined Although the "normal" that are essentialto hint. from direct experience, deaf child is similarin his abilityto learn is less able to the hearing impairedmentally retarded child plan purposefully,reason, and generalize, past. experience inmeeting new situations. or to use less able to deal He is less imaginativeand with abstractionsso he stands to profit activities whichare concrete and meaningful. more from Total stresson academic accomplishments higher educationfor the hearing and preparationfor quite inappropriate. impaired retardedchild would be ment 'if the child'sMajor emphasisshould be givento the develop- communication ability,social competence, adequacy, andoccupational skills. At personal plishments should the same time,academic not be ignored.There is a definite accom- child to realizehis academic need for the will be potential since.a basic educational level necessary for his successfuljob placement.. Curriculum should bedevelopmental in and conceptsintroduced and naturewith specificskills maturity and taught when thechild has achieved experiencesnecessary for their acquisition, the independent of factorssuch as chronological relatively For children whohave both mild or mental age. retardation, neither hearing impairmentand mild major threats the hearing lossnor the retardation should to educability.Hearing should be be of language inputfor these children the primarysome hearing. Habilitation posessing considerableresidual speech reception. should stress trainingin auditory and Most of thesechildren can benefit visual aid if appropriatehearing aid orientation from a hearing Lloyd, 1967; Moore, is provided(McCoy and with mild retardationMiltenberger andBarber, 1969). For but severe hearingloss, a total children approach, utilizingsigns and communication propriate. Although fingerspelling, isfrequently moreap- a hearing aidmay be of sonic value establishment ofcommunication should the initial Speech and manual use the simultaneousoral In academic skills,presentation of allmaterial. these childrenshould be taught. comprehension andunderstanding to their to read with metic skills and maximum ability.Arith- basic quantitativeconcepts are of portance inpreparing the child for fundamental im- social and economicadjustment. Prevocational orientationis a mostimportant should be placedon (1) information and area. Emphasis concept understanding,for

118 111 helping the child to work as desirable and to be aware of the variety of jobs, (2) personal appearance, (3) personality development, (4) work habits, stressing such things as attendance, punctuality, understanding and following directions, and completing assigned tasks, and (5) coordination skills. For children with moderate retardation and varying degrees of hearing loss, desirable goals are (1) personal adequacy, (2) social competence, including languagesufficientto communicate with friends and future fellow workers, and (3) academic skills needed to insure vocational success. All of the previously discussed areas would be applicable to these children is varying degrees of difficulty, and as their abilities permit. The hearing impaired, trainable, retarded child who demonstrates little readiness for academic subjects and who may never develop usable skills in the academic areas, should be trained in a manner quite different from the hearing impaired educable retarded child. The realities of the child's limited potential must be kept in mind when structuring a program for him. He must be taught to adjust to his institutional environment, and to a limited degree, contribute to his society. A large majority of trainable retarded hearing impaired pupils will function as dependent or marginally dependent adults, living in their own homes, foster homes, or in institutions. As adults, they will need .1 nisiderable supervision and attention if they have failed to develop the skills which will help them gain a degree of mastery over their environments; the home or institutional environment where bills of daily living are needed; the community where dangers must i,e avoided and services must be made understandable in regard to stores, recreation areas, eating facilities, etc., and the sheltered work environment. The upper limits of educational, social and vocational competency of the hearing impaired trainable retarded child approximates or overlaps the lower limits of the hearing impaired educable retarded child. However, the following might serve as objectives for hearing impaired trainable retarded children. (1) To foster a healthy self-concept in the child, providing help in the specific areas of self-care, social adjustment and functional communication. (2) To help him develop skills that will give him as much command as feasible over his environment. In general, it can be said that educationally, the hearing impaired, trainable, retarded child can be expected to learn little if any academic work. However, most can learn to read signs for their protec- tion and can learn to count and use small numbers in a limited functional manner. They will need a supervised environment both socially and in the management of their affairs. Vocationally, they do not usu 4'4 obtain a job in the community, although they may be able to work in a sheltered workshop. All vocational activities will require maximum supervision. Attention should be given to motor development, social adjustment., physical health, self-care, and

119 stimulation ofimagination and his trainingshould be similar creative expression.In this respect, it must be to that of hishearing stressed thatcommunication is peers. However, progress in otherareas. the basic prerequisiteto Although,a total communication tion of thetrainable hearing approach is used,initial instruc- the use of the impaired childwill. depend language ofsigns. This means that heavily on but those inhis immediate not only the in this languagesystem to allowenvironment shouldgain competence programming of each for the 24-hourcommunication child. Signlanguage, will be the child unlessothers, like his of little valueto gists, therapists(e.g. music, aides, attendants,nurses, psycholo- and socialworkers, also occupational, physicaland recreational), functional value learn at leastthe rudiments of the sign:anguage in of signing. The the general an environment willincrease A basic receptivecommunication ability. andexpressive vocabulary, the child'senvironment, is that is functionalin furniture and essential. Picturesof food, clothing, ment (with other objectswithin the child's a simultaneous oraland manualimmediate environ- used primarilyfor limited presentation)can be cabulary be taught vocabulary building,whether thisvo- these children, for primarilymanual or oral mastery ofa social usage vocabularyreproduction. For functional thanis a rending is muchmore skill of gradetwo level. Although initialcommunication manualcommunication., if may depend primarilyupon hearing, speech the childpossesses substantial productionmay be considered residual Therefore, theappropriateness of a reasonable goal. along withtraining in auditorya hearing aid must beconsidered speech production. and visual speechreception and to multi-modal Berger (1971)provides a systematic languageresponses including approach fingerspelling, writingand speaking. gross gestures, signs, gramming can be The effectivenessof such pro- using the stimulusincreased by24-hour communication and responsemode appropriateprogramming making communicationfunctional and for each child development. thereby facilitatinglanguage The audiologist, educator of thedeaf and speech provide indirectservices on behalf pathologist must clinical and/or of the childas well as direct services in instructional services.The importance comprehensiveprogramming for of "indirect" retardate havebeen previously the hearingimpaired James, 1967;Lloyd, 1970; presented (Breljeand Wolff, 1969; and Lloyd, 1971; Lloyd andBurrows, 1967; 1967; Moore,Miltenberger and McCoy tion to involvingothers in 24-hour Barber, 1967). Inaddi- priate language programming touse the appro- cabulary for stimulus andresponse modes, and each child,indirect services functional vo- an understandingof each child's involve assistingothers in associated behavior, particular hearing the limitationsof hearing aids, impairment, ratios, nonverbalvisual cues, the signal to noise experimental analysisof behavior,

120 113 behavior modification, generalenvironment and situational management, etc. hearing impaired mentallyretarded child It is essential that the possible. This begins communication programmingat the earliest age help him establish alanguage system but is important not only to development. Mitchell andSmer- also to hid his social competenceinvolving non-hearingimpaired iglio(1070) conducted a study have even moderately and severely retardedchildren. Their results mentally retarded childrenwith the additional more implications for moder- handicap of hearing impairment.Two groups of twenty-five children were evaluatedfor social-com- ately and severely retarded institutionalization. petence developmentduring their first years of Children receiving the routine carecharacteristic of manyinsti- Vineland social age;consequently, they tutions made no progress in social quotient showed a significant declineof 10 points in average additional high-saturationteaching (SQ). Children receiving an their preadmission program increased insocial age and maintained of : Indi- SQ's The high-saturationteaching program consisted to six vidualized instruction, primarilyin flexible groups of one constructive play,prekindergarten readi- children, in the areas of activities being adapted ness, eating, and otherself-care skillsall enrichment via to the child's level ofdevelopment. Environmental field trips, story telling, and soforth was stressed, andaffectionate interaction between the childand therapist wasencouraged. The relatively low ratio of children totherapists gave the program some school classroom. Both groupswere sig- of the impact of a nursery comparative rate nificantly different fromnormal children in the of social competence.Results sug- of development in various areas retarded children require gest that youngmoderately and severely order to formal teaching in addition toroutine attendant care in maintain and increase socialdevelopment. LIST OF REFERENCES Stuckless, E. R., Provisionsfor the edu- Anderson, R. M., Stevens, G. D., andchildren in residential schools forthe deaf. cation of mentally retarded deaf of Special Education and Rehabilitation,School of Education, University Pittsburgh, July, 1966. of communication modes,Report of tlw Berger, S., Systematic developmentthe Convention of AmericanInstructors Proceedings of the 45th MeetingArkansas: of Arkansas School for theDeaf, June of the Deaf. Little Rock, Office, Washington, D.C., 1972. 1971, U. S. Government PrintingMentally Retarded Deaf Child:Report of Brelje, H. \V., and Wolff, B.Portland, R., The Oregon: Lewis and ClarkCollege, 1909. a special study institute. Audiometry for the Retarded;With Fulton, R. T., and Lloyd, L. L., (Eds.) Williams and Implications for the Difflcult-to-Test.Baltimore, Maryland Wilkins, 1964. classification in mental retardation. Heber, It., A Manual on terminology andMonograph Supplement, 1961. American Journal of Mental Deficiency, for mentally retarded deaf James, W. C., A Hospital improvementReport program of the Proceedings of the43rd children at Sonoma State Hospital, Ameri- Meeting of the Convention of AmericanInstructors of the Deaf, The 114

can School for the Deaf, West Hartford, Connecticut, 1967,U. S. Govern- ment Printing Office, Washington, D.C., 1968. Lloyd, L., Audio logic Aspects of MentalRetardation, in N. R. Ellis (Ed.) International Review of Mental Retardation,Vol. 4, New York : Academic Press, Inc., 1970, 311-374. Lloyd, L., Evaluation Programming forthe hearing-impaired mentally retarded. In Flanigan, P. J., Heber, R. F.,and Rybak, W. S (Eds.), Program- ming for the Multiple Handicapped MentallyRetarded, Rehabilitation Re- search and Training Center in Mental RetardationResearch Monograph No. IV, Madison, Wisconsin, 1971. Lloyd, L., and Burrows, N., Audiologicconsiderations for teachers of the retarded. Education and Training of the MentallyRetarded, 1907, 2, 155-163. McCoy, D. F., and Lloyd, L. L., A hearingaid orientation program for mentally retarded children, Training School Bulletin,64: 1967, 21-30. Mangan, K., The multiply handicapped childin a school for the deaf, In Report of the Proceedings of the FortiethConvention of American In- structors of the Deaf, Oregca schoolfor the Deaf, Salem, Oregon, June, 1961; U. S. Government PrintingOffice, WashiLgton, D.C., 1902. Mangan, K., A state program of servicesfor the mentally retarded deaf child, Report of the Proceedings of the Forty-firstMeeting of the Convention of American Instructors of the Deaf,Gallaudet College, Washington, D.C., June, 1963. U.S. Government Printing Office,Washington, D.C., 1964. Meadows, K., The Effect of Early ManualCommunication and Family Climate, Doctoral Dissertation, University ofCalifornia, Berkeley, 1967. Mitchell, A., Smeriglio, V., Growth inSocial Competence in Institutionalized Mentally Retarded Children, American Journal 1970. 606-673. of Mental Deficiency, 74, Mitre, Sudhansu, Educational provisionsfor mentally retarded deaf students in residential institutions for the retarded,Volta Review, 72, 1970., 225-236. Monaghan, A., Educational placemot forthe multiply handicapped hearing impaired child, Volta Review, 6 1964. 383-387. Montgomery, G., The Relationships of OralSkills to Manual Communication in Profoundly Deaf Students, American Journal 557-565. Annals of the Deaf, 111, 1960, Moore, E. J., Miltenberger, G. E., Barber, state school for the mentally retarded.P. S., Hearing aid orientation ina Disorders, 34, 1969, 142-145 Journal of Speech and Hearing Nihira, K., Foster, R., Shellhaas,M., and Leland, Adaptive Behavior Scales Manual. Washington D.C.; AmericanAssociation on Mental Deficiency, 1969. Power, D. J., and Quigley, S. P., Problemsand Programs in the Education of Multiply Disabled Deaf Children. Urbana,Illinois :University of Illinois, Institute for Exceptional Children,1971. Quigley, S. P., The Influence of Fingerspellingon the Development of language Communication and Educational Achievement Annals of the Deaf, 1969. in Deaf Children, American Quigley, S., Frisina, R., Institutionalization ment of Deaf Children, Council for and Psycho-Educational Develop- graph, Series A, No. 8, 1961. Exceptional Children Research Mono- Schunhoff, H., Bases of a comprehensiveprogram in the education of deaf children, American Annals of the Deaf,109, 1964. Sellin, D. F., The mentally retarded,hearing handicapped learner: implications for teacher education, The VoltaReview, 66, 1064, 258-261. Stuckless, R., Birch, J., The Influenceof Early Manual Communication Linguistic Development of Deaf on the 111, 1966, 452-460, 499.-504. Children, American Annals of theDeaf, Vernon, M., Brown, D., A Guide to Psychological Tests and TestingPro- cedures in the Evaluation of Deafand Hard of Hearing Children, Journal of Speech and Hearing Disorders,29, 1964, 414-423. Weir, R. C., Impact of themultiple handicapped deaf The Volta Review, 65, 1963, on special education, Wolf, S. M., Anderson, R. M.,65. The Multiply Handicapped Child,Springfield, Illinois, Charles O Thomas, Publisher,1969.

122 115 CURRENT TRENDS IN SERVICES FOR THE DEAF RE- TARDED IN SCHOOLS FOR THE DEAF AND RESIDEN- TIAL FACILITIES FOR THE MENTALLY RETARDED Sylvia M. Hall and Texana F. Conn, Austin State School (Texas) This paper reports the results of a national survey conducted the first part of 1971 in which the attempt was to determine the extent and general focus of programs available for deaf retarded persons. The scope of the survey extended through state public residential schools for the deaf and public institutions for mentally retarded. No attempt was made to assess either private facilities for deaf or M.R. or community centered programs such as public education classes or rehabilitation centers. The questionnaire consisted of 11 questions aimed at assessing fundamental aspects of formal deaf M.R. programs. Table 1.Questionnaire 1. Do vou have a special program for Deaf NI.R.? Yes No If AN''o check and return card. 2. Number of Deaf Mentally Retarded? 3. Criterion used to classify as Deaf? Audiologic report showing loss in speech frequencies between 60-75 dB 75-90 dB 90+ Report in tile Other (specify) 4. Criterion used to classify as mentally retarted? 80 IQ 70 IQ 60 IQ 50 IQ 35 IQ Other (specify) 5. Is your program run by a teacher of the Deaf? R 9 Teacher of Deaf and SI. R.? Other (specify) 6. How many students are included in the program? How many hours per day? Number of teachers? 7. Is your approach Manual? Oral? Simultaneous? 8. How long has your program been in operation? 9. Are all your deaf M.R. housed separately? 10. Are there community services for Deaf R 9 11. Number of students who were previouslyat an Institution for the deaf? 11. Number of students who were previously at a School for the Deaf? The initial part of the report covers the reports submitted from public residential schools for the deaf. A total of 02 questionnaires were sent and 57 were completed for a 92 percent return rate. Eight facilities for the deaf reported active programs for Mentally Re- tarded with 49 schools reporting no such program offering. The total number of students reported in the eight programs was 208 with all students identified as as being included in programs, somewhat contrary to the identified population and program offering which will later be observed in facilities for Mentally Retarded. A question which naturally arises from the present data is the extent to which mentally retarded are appropriately identified in schools for the deaf. 116 The criterion usedfor deafness varied the most used from school toschool. With criterion beingas follows: 60db loss ing to audiologicreport in file, or greater accord- and unable some loss with unspecifieddb level to understand connectedspeech. The criteria for definingmentally retarded most used the lowest IQ was an IQ of 80 andbelow, however, reported was 50 withqualifying criteria function in classroomsetting. of ability to Table II.Program Characteristics For D.M.R.in Schools for the Deaf Program administered by: Teacher of deaf Teacher of deaf and M.R 6 Number and type ofpersonnel: 2 Teachers Aides 46 Criterion for Deaf 3 60 db loss minimum. No set of db levelunable to understand connected Criterion for MAI. speech. Comments 80 IQ to low of 50. Hours per day Can function in classroom. Method: Range of 2-7)i. Oral Simultaneous 1 D.NI.R.'s housed separately: 7 Yes No 4 Community servicesaffiliate: 4 Yes No 2 Length of operation: 6 2 months 2 years 3 4 years 2 6 years 1 D.M.R.'s transferred from 2 M.R. facility 13 (6.2 percent). Table II presents general characteristicsof the eight active grams reported in thesurvey. Of particular note is pro- in the use ofsimultaneous method the preponderance terest is the reported with the D.M.R. andalso of in- segregation of D.M.R.'sin four of the facilities. TwO reportedan affiliation with community reporting the programs havebeen in operation services and as high as six from a low of twomonths to years. One of the interestsof the survey termine the extentof reciprocal was to de- the Mentally. transfers betweeninstitutions for Retarded and Schoolsfor the Deaf. It that only slightly inexcess of 6 percent of the was reported had come in from D.M.R.'s programmed Institutions for theRetarded. The second part ofthe report institutions for the covers the results of thesurvey from mentally retardedwhich is presentedin Table 117 Table III.Program Characteristics For D.M.R. in M.R. Facilities Program administered by: T.O.M.R 4. T.O.11 9. T.O.D. and M.R 6. T.0.111.R. and speech and hearing 2 Speech and hearing personnel 15. Deaf person 1. Non-professional 2 T.O.D./M.R./speech and hearing 2. Number and type of personnel: Teachers 71. Aides 50. Criterion for deaf: 40-60 db loss 1. 60-75 db 12. 75-90 db 16. 90+ 5. Not determined 2 Staffing evaluation reports 4. Recommended by audiologist 1. Criterion for M.R.: 85 I.Q 1. 80 I.Q 10. 70 I.Q 16. 60 I.Q 4. Functional level 6. AAMD classification 1. Psychologist report 1. Unanswered 9 Hours per day Range from 30 minutes to 24 hour program. Method: Oral 3. Manual 1. Simultaneous 35. Unanswered 2. D.M.R.'s housed separately: Yes 4. No 37. Community services affiliated: Yes 5. No 36. Length of operation__ Range from 7 months to 18 years. D.M.R. transferred from Deaf facility 109 (5.02 percent). One hundred sixty-nine questionnaires were sent and137 were completed for 81 percent return rate. Ninety-six facilitiesreported no formal efforts focused on the DeafM.R. and 41 facilities reported some type of structured programoffering for D.M.R., roughly 30 percent of those reporting as compared with 14 percentof the reporting deaf schools. Institutions for the retarded reported a total number of 1,904 deaf retarded with 675 or 35 percent of those identified in anactive program. A wide range of professionalbackgrounds was reported as working with the deaf retarded as evidenced in Table III. Thecri- 118 terion for designating deafnessvaried from 90db loss andabove with the no determinationto of from 60 majority usinga criteria in the to 90db loss. Thecriterion for M.R. range downward withthe majority varied from 85 IQ categories. reporting in the80 IQ and below The method usedrepresented a slightly reported for the broadened versionof those deaf schools withthe simultaneous unication procedureaccounting for S5 or total com- IOM's werehoused separately percent of theprograms. the retarded and in only 9 percentof the facilitiesfor only 11 percentreported an affiliation munity services. Thelength of operation with com- 18 years atone facility. It ranged from 3months to cent had been was reported that slirhtlyover five per- transferred fromschools for the some 109 D.M.R.transfers reported. deaf, however, with many as had beenreported transferringa representation of 18times as By way of to schools for thedeaf. summary it appearsthat nearly nine D.M.R.'s are residingat facilities for times asmany Schools for theDeaf. whereas, the mentally retardedthan at ported 100percent of their however, Schoolsfor the Deafre- cent of active D.M.R.'s inprograms and only 35 involvementwas reported for the per- in institutionsfor M.R. Regarding D.M.R. population if you trends. the are D.M.R. your chancesare 10 to 1 yonsurvey will indicated that institution forretarded. The end up inan from a school for probability ofyour being transferred the deaf toa facility for retarded times that ofyour being transferred is nearlynine the otherway. If yon stay in school for the(leaf, however,you in all likelihood a included insome form of a are going to be tion for M.R. program. whereas ifyou are in all institu- your chances are onlyabout 1 in 3. Certainly muchfurther research is pects suchas relationships between needed to clarifycertain as- criterion. methodused. and professionalprogram and ability level,age, mers. training of theprogram- Overall program trendsare somewhat elusive in no program evaluationdata or standardizationso far as little or forth coming.hopefully, a desired of effort has been outcome of the presentconference. SYSTEMATIC MODES: DEVELOPMENT OFCOMMUNICATION ESTABLISHMENT OF A RESPONSEREPERTOIRE FOR MULTIPLE- DEAF CHILDREN NON-COMMUNICATING Shirley L. Berger, M.A., ParsonsState. Hospital and ter, Parsons, Kans. Training Cen- Vernon's (1)comprehensive treatise psychological aspects on the medical, educationand of multiply-handicappeddeaf children us gravely aware ofthe magnitude of makes sented by these the educationalchallenge pre- children. Meadowand Schlesinger prevalence ofunmanageable behavioral (2) reporta children which inall likelihood willdisorders among deafschool portion to the. increase in frequencyin pro- enlarging populationof children whose accompanied byphysical and mental deafness is handicaps. Lackingspecial 19 119 faculties and facilities for asocial. disruptive and underachieving students, academically structured schools for the deaf are unable to cope with the disturbed or behaviorally deviant child. (2. 5) Too often, the very maladaptive behaviors which preclude a child from schools for the deaf bar his admission to established training pro - grams in residential centers for the mentally retarded. Recent. surveys (3. 4)indicate that training facilities for such children in schools for the deaf are limited. and that existing programs in mental retardation centers are highly diverse in objectives, extent, and quality of services. The literature (6, 7. 8)reflects professional awareness of the numerous unmet education, social and vocational needs of manydeaf individuals. Conferences such as the June, 1971 symposium on the deaf-retarded sponsored by the Pennsylvania Office of Mental Re- tardation, regional meetings on the deaf-blind child, and special committee organizations suchastherecentlyformed AAMD- CEASD ,Joint Committee on the Deaf-Retarded testify to the growing interest among professional educators in promoting and devising improved services. The need for expanded services is highly visible. The target. for greatest professional investment now should be to devise effective programs. We need to develop strategies for effecting behavior changes. We need programming which delineates functional goals, specifies procedures and designs appropriate iustruetional materials. This paper, with an accompanying cinescope, describes a strategy for effecting- the acquisition of a multi-modal response repertoire with non-communicating deaf children. The program itself is viable, with procedures continually being modified and expanded. The behavioral approach, with its sequencing of goals, specified procedures. and management of contingent events to bring about increased appropriate responding. may serve in other settings and in the attainment of different goals. Acquisition of a language system was the major goal determined for a group of nine deaf children in residence at Parsons. Five of the group recognized the communication process but possessed minimal communication tools and no connected language. Four of the group were essentially non-communicative. lacking responsiveness even to gross natural gestures; extremely socially isolated, these four reacted to intrusion or interference, with further withdrawal or abnsive and destructive behavior. Two components of the language. system were identified for programming: (1) the mediating tools or communication modes, and (2) the grammatical network of syntactic and morphologic rules which dictate functional application of vocabulary as it is acquired. Interdependent, these. two components are developed concomitantly. However, only the programming for development of multiple communication modes will be discussed in this paper. Language modes chosen for response development were sequenced according to an empirically determined scale of increasing complexity: gross motor responding (sitting, coming, standing), specific motor responding (pointing, selecting, matching), manual signing, fingerspelling, writing, speaking. , ,

77-903 0 - 72 - 9 120

Pre-requisite to response development ofany communication mode is an ability to discriminaL.: the salient featuresof that mode. There- fore, the following sequence of discriminativestimuli was arranged, again according to increasing complexity: gestures (gross and specific), manual signing, alphabet symbols (printedand signed). graphemes. fingerspeling, visual-kinesthetic -auditoryfeatures of spoken language. Procedurally. a continuing interchange between discriminative responding and response development takes place. withstimulus discrimination always preceding modalresponse development.' Utiliz- ing a paired-association procedure,new stimuli are matched with previously learned ones; the first-learned stimuliare faded so that independent discriminative responding to thenew stimulus can be elicited. Through imitation and successive approximation,the new response modes are developed. Handshaping in the development of the primary response modes usually is needed,as many of these children initially are not imitative. As additionalmodes are introduced for stimulus discrimination.niaay children condense the procedure and spontaneously imitatenew content material on first presentation. All manual language directed to the children is accompaniedby verbalization. All the children's s;,:nedresponses are voiced by the teacher as received. Amplification is provided during classroomtime: individual aids have been fitted for those children whoseresidual hearing indicates possible benefit. Behavior controls in the disturbed. non-discriminating, non-attending child can be established and maintained throughresponse contingency reinforcement. Since social and materialelements of these children's environment appear non-meaningful, foodusually is the most effective choice of reinforcer. Suchprimary reinforcers, which motivate the child as wellas inform him of the correctness of his responses, are always presented with a social reinforcer whicheven- tually for him, and more immediately for higher-functioningchil- dren, may become the only type reinforcer needed.

SIDUSIART AND CONCLUSIONS Considering the limited language instruction time each childre- ceives (daily average: 11/2 hours; maximum : 21/2 hours), the elementary manual communication skill of his instructors and thealmost total lack of communication exchanges availableto the child outside the classroom, progress through this programappears considerable for every child. (9). Of the four children whowere totally non- communicative at program on-set,one has a few single-word oral responses and is progressing into the beginning speech-reading phase; two are signing and fingerspellinga limited vocabulary in phrase and short sentence form; the fourth is receivinga few fingerspelled words and responding in that mode with those words.The higher-functioning children, with varying degrees of proficiency,are constructing sentences combining signing and fingerspelling. Oral production for two children is beginning toemerge. I See Appendix A.

198 121 It is notable that the children respond readily in whichever mode they are directed to use, once a basic skill has been attained. Undi- rected, they tend to employ the newest (and most complex) skill they have acquired. Spelling appears to be greatly aided by fingerspelling; several children have demonstrated that they can correct mispelled words following manual spelling. Looking behavior, often requiring considerable training in a program focusing early on oral production and reception, is naturally acquired in this program. The non-attending child begins to look for expected reinforcement following a correct response or looks to the instructor for another stimulus presentation. Soon he looks to the instructor's face for the social approval given simultaneously with the primary reinforcer. The transition from one language mode to the next has been effected smcothly by each child. suggesting that the sequencing of stimulus tasks is appropriate. This orderly progression through the communication mode sequence, alternating between discrimination activities and new response developmeat, appears to allow discovery that environmental events can be communicated in multiple modes. Perhaps the most valuable feature of this systems arrangement is the establishment of the initial behavioral goals through which a non-communicating, non-discriminating child can be helped to attend to relevant stimulus features and to indicate his discriminations in simple gestural form. Of a certainty, this program has demon- stated that the behaviorally deviant deaf child can be helped to acquire awareness of the communication process and to develop language tools for interacting with his environment. APPENDIX A.SYSTEMATIC DEVELOPMENT OF COMMUNICATION MODES Communication Modes for Response Development 1. Gross gestural communication: pointing, matching. 2. Manual communication: signing. 3. Manual communication: fingerspelling. 4. Manual communication: writing. 5. Verbal communication: speaking. Sequential Phases of Response Development INTRODUCTION OF REINFORCEMENT CONTINGENCIES TO ESTABLISH BEHAVIOR CONTROL 1. Non-verbalresponding(completing appropriate action)to non-verbal gestural stimuli.

DEVELOPMENT OF RESPONSES UNDER STIMULUS CONTROL OF ENVIRONMENTAL PROPERTIES AND EVENTS 2. Discriminativeresponding(matching,pointing,selecting)tocolor attribute. Discriminative responring (matching, pointing, selecting) to manual signs for color, body parts, clothing items, food, toys, etc. 3. Manual signing for above items. 4. Discrimination of number symbols, number manual signs, number Values. Manual signing of numbers. 5. Discrimination of alphabet letters and fingerspelled alphabet. Fingerspelling of alphabet. Fingerspelling with grapheme-object stimulus. 90 122 0. Discrimination 7. Discriminationof grapheme byobject selection, by of lingerspelledwords by object signing. Fingerspelling inresponse to signed stimulusselection, by signing. 8. WritingResponses: or object presentation. Readiness activities copying lines and (chalkboard andpaper scribbling, shapes, tracingletters) should be coloring, tracing, child's behaviorpermits. introduced as earlyas Copying graphicsymbols. Drawing graphic Printing singlesymbols as stimulusis faded. symbols witha tingerspelled Printing graphemesas grapheme stimulus stimulus. Printing graphemewith a tingerspelled is faded. Printing grapheme stimulus. 0. Phoneme with a signed, object. production inimitation of model,ur picture stimulus. thetic and auditoryfeatures. discriminating visual, Phoneme production kines- in response towritten or manual Single and connectedword production stimuli. 10. Discriminativeresponding to lip with manualor written stimuli. manual stimuli. movements combinedwith auditory and Responding to visual(lip movements) 11. Discriminationof auditory stimuli. and auditorystimuli. LIST OF REFERENCES (I) Vernon. M., Multiply handicappeddeaf children: psychologicalconsiderations. Washirgton. Medical, educationaland tional Children, 1909. D.C.: The Councilfor Excep- (2) Meadow.Kathryn P., and havior problems Schlesinger. HildeS.. The prevalence nals of the Deaf,in a populationof deaf school of be- 1971, 116, 340-348. children. AmericanAn- (3) Anderson, R.M.. and Stevens, of mentally G. D., Policies retarded deafchildren to residentialand proceduresfor admission American Annals ofthe Deaf, 1070. schools for the (4) Hall, SylviaM.. Current 115, 30-30. deaf. trends in servicesfor the deaf for the deaf andresidential facilities retarded in schools delivered at 45thMeeting of the for the mentallyretarded. Paper the Deaf, 1971. Convention ofAmerican Instructors (5) Leenhouts. M. of of the ConventionA.. The mentallyretarded deaf child, of American Report of theMeeting D.C.: U.S.Government PrintingInstructors of theDeaf. Washington, (6) Vernon, M..Sociological and Office, 0640. 1970. loss. Journal of psychological factors (7) Parks. R. Speech and Hearing associated with hearing G. and Bowe.F., PreliminaryResearch, 1009, 12,541 -563. cational schoolfor the deaf. study and proposedregional vo- 537-539. American Annalsof the Deaf, 1970. (8) Stewart.L. G.. Problems 115, educational programs. of severelyhandicapped deaf. (9) Berger,Shirley L.. A American Annalsof the deaf, 1971,Implications for clinical programfor developing 16. 302486. responses with atypicaldent children. In multi-modal language R. L. Schiefelimsch J.E. McLean, D.E. Yoder, and tion with the (Eds.) )9erc/opingstrategies for language tem. Bureau ofmentally retarded.Parsons. Kansas: interven- Hospital and TrainingChild 11c-search.University of Kansas,Media Support Sys- Center. 1071, inpress. Parsons State Vocational Education (10:30 a.m.-4 p.m.)ASB Auditorium Chairman: Hollis \V.Wyks. Assistant School for the Deaf. Superintendent, MarieH. Katzenbach 10:30 a.m. "WhatOpportunities are setti. Director of Needed by DeafStudents." Edmond the Dent. Hartford.Eduction andRehabilitation Services. D. Cas- 10:30 a.m. Connecticut. American Schoolfor "Counseling DeafStudents so that They portunities or MakeBetter Use of May Take Advantageof Op- Stanley R. Traxler, Counselor, Opportunities Available lege, Seattle, Program for the Deaf. to them Now." Washington. Seattle CommunityCol-

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1:30 p.m. "TheVocational Student in a School for the Deaf: His Opportunities." Dennis Q. Drake, Vocational-Technical Principal, Iowa School for the Deaf, Council Bluffs, Iowa. "Opportunities for the Low Under-Achieving Deaf: The Regional School."Roy G. Parks. Superintendent, Arkansas School for the Deaf, Little Rock, Arkansas. "The St. Paul Technical Vocational Institute's Technical Vocational Program for Deaf Students"Robert Lauritsen, Director, I'rogram for t' e Deaf, St. Paul Technical-Vocational Institute. St. Paul. Minnesota. "Opportunities Through True Vocational Education."John Deg ler, Vocational Principal, Pennsylvania School for the Deaf, Mt. Airy, Pennsylvania. WHAT OPPORTUNITIES ARE NEEDED BY DEAF STUDENTS Edmond D. Cassetti, B. A., Director, Vocational Education and Re- habilitation Services, American School for the Deaf Although this paper is concerned primarily with youth who are still in school, it is the purpose of the writer to consider that period of time in the youth's future after he has explored the world of work to some extent and begins to take stock of himself, his job, his social status, his satisfaction, or dissatisfaction as the case may be, and his future goals or ambitions. School leavers who appear to have reached their maximum potential whil? in school, often become late bloomers and progress to a point where they can and do attain higher levels of achievement. Latent ability has a way of emerging when least expected in all of us. This is especially true of those deaf who have not achieved academically well while still in school. At some timeor other, the desire for change becomes strong. The deaf personmay wish to obtain a promotion to a better job, or he may want to transfer to some other type of work which he niay feel is more in his field of interest, but he lacks the knowledge required for advancement or transfer. The rapid technological advances which have taken place in the past decade has opened up whole new industries and in order to meet the demand for skilled technicians, new training programs will have to be developed. In many cases, company- sponsored training will need to be provided as schools and technical colleges will not be able to provide such a variety of equipment orprograms for areas such as the followingto name a few : Computer technology to handle the review, validation, and payment of medical claims; maintain computerized records on all aspects of criminal justice from the crime to the ultimate release from prison of a convicted criminal; and in environmental controlgenerating systems will be developed to produce low cost electricity while eliminating poisonous emissions; radio isotopic devices will monitor bacterial contamination in fuel systems, rivers, waste disposal plants and water purification facilities. There are many solutions to this problem which may providean opportunity for the capable deaf individual to advance within the company. Some firms provide tuition-refund plans in which the company pays the employee's tuition at an approved school. Some operate work-study plans which combine part-time employment with part-time school attendance. It coversa field in which classroom instruction can be coordinated with training in the em-

-131 124 ployer's plantor office and gives the participants gain actual job experience an opportunity to while they acquire'educational skills applicable on the job.Work-study planscan play an important role in the occupationaltraining of the deaf school as well student while he is still in as out of school youthor adults through vocational rehabilitation planning.This can serve period for both the employer as a pre-employment trial student to determine and the student. It willalso help the whether he has made theright occupational choice. It can alsostimulate the student's through real life applications interestin learning of their classroom studies.Other plans involve company-sponsoredoff hourscourses which may be in special training andgeneral courses to increase eral knowledge and job the employees'gen- skills. or to help themtowards promotion. Still otherprograms provide training which prehensive training are a part of a com- program leading to promotion.These may involve such coursesas blueprint reading, accounting, basic physics. Throughefforts of the National electronics, or Deaf, federal civil service Association of the careers have become available toour deaf population. At present, thereis a drive by the to recruit deaf applicants federal postal service for their letter machinesorters. Basically, the deafindividual needs a broader occupational areas inorder to make sensible basic education in in his abilities. Wealso need to developvocational choices with- learning beyond graduation. opportunities for self- Our schools today shouldstrive to makeour deaf graduate self- dependent. In view of thefact that occupationalchanges for the better come long aftergraduation from his school. undertakes would generally any study he be individualizedinstruction. The deaf graduate should bewell prepared to participate study. Much audiovisual in independent material have beenproduced by federal agencies and are availableto the public through the visual Center, National Audio- or Media Services and CaptionedFilms. .Audio-visual materialcan be used to present information virtually any subject and on individual study. are wonderful sources of informationfor Other sources of individualstudy include programed The material to belearned is presented in instruction. easily understood a logical series of small, steps. Usually, it involves theuse of a textbook or teaching machine designedto give the studentone problem at a time. Each of thesesteps require an immediate as the student using the response, and as long material responds correctlyto each question or problem, he continueson to the next step which provides advanced information. more The two principaltechniques of programed (1) the linear method in instruction are: which subject matter isbroken down into simple statements requiringa word or two for completion. statements logically lead the These idea is repeated several learner to reply correctly.The same times but worded differentlyto facilitate correct responses. Eachframe is basedon the preceding one and provides background forfollowing frames. Because method presents information the linear hints for correct in. very simplified formand also gives responses, learners seldom makeerrors.

132 CA. 125 (2) the branching method which presents more information in the form of multiple choice questions. It is anticipated that the student using this method would occasionally pick the wrong response in which case he is led to another set of frames which show him where and why he has erred and his responses must be correct before he can return to the main track of the program. For teaching basic facts or sinink, .7.-crk skills, the linear method is used, *bile the branching mc:hod is generally used with subject matter which requires more complex or abstract thinking. Students who are well versed in using these and various other media on an independent study basis should be able to continue further education at a time when he begins to concern himself in the light of his accomplishments, and scl.:ols for the deaf which have working arrangements with industry for specialized programs will have met the needs of the deaf to a great extent. COUNSELING DEAF STUDENTS SO THAT THEY MAY TAKE ADVANTAGE OF OPPORTUNITIES OR MAKE BETTER USE OF OPPORTUNITIES AVAILABLE TO THEM NOW S. R. Trailer, M.S., Assistant Director, Program for the Deaf, Seattle Community College The counseling of deaf students so that they may take advantage of and make better use of opportunities available to them represents a multidimensional evaluation of the dynamics of human development. If we assume, as psychologists have stated in the past, that deafness imposes a degree of isolation upon the individual and that we as educators and counselors have some recognition of the effect of isolation on the parameters of normal maturation, then we must assume the responsibility for the development of environmental stimulation which will most significantly compensate for the isolation effect. The scope of this paper will focus on two specific problem areas in which deaf students enrolled at Seattle Community College have the most trouble coping with and to provide some general guidelines for a systematic and continuing counseling program. The philosophy that primary responsiLility for career education of young deaf students is the responsibility of Vocational Rehabilita- tion officers or the staff of post-secondary programs is the most readily observed injustice inflicted upon the deaf student. The majority of students whom we accept have only minimal knowledge upon which to make even the most tentative decision. In discussions with students who have transferred to our program from other programs, the general criticism is not the quality of other programs, but a complete lack of knowledge of their reason for going initially, In general, it appears that little or no guidance has been made available to them prior to applying to the college of their choice. It seems, rather, that decisions are made for students without consideration of the interest or need of the individual. The foregoing comments represent, however, only superficial evidence of why many deaf students don't develop to their fullest po-

133 126 tential in post-secondaryprograms. Considering only the career selection, the dynamics related process Pf early in the child's life. to this process start to develop The concept ofa real world of work must be incorporated into the students'environment atan early age. The early identification withft father image who goes to workthe cussion before and after dis- pay daythe rewardsthedegrading em- ployerthe promotionthelay-off, all enhanceawareness of a real work environment andmust be learned fromenvironmental exposure. If this processcan be enacted to the point that deaf studentcan relate to his environmental the young natural way, then the world of work ina procedure of providinginformation and experience on which the student willmake a vocational choice relatively simple. becomes The task of providingadequate experimental stations tory experiences and labora- so that deaf students move froma general approach of the world of workto a more specific identity withit is the terminating goal for mostsecondary deaf students. At thisstage of the developmental process, thestudent should be tudes and achievement levels. aware of his own apti- He should be able toaccentuate his own proficiencies anduse his deficiencies to govern his experimentation in the variouscareer work experiences to which lie is The role of the counselor is exposed. reduced to providing theinput which will help the studentclose the remaininggaps in his own con- ceptualization. For example.the student should receiveinformation regarding the variouspost-secondary programs available program offers the vocational and/or and which academic training mostcon- sistently aligned to his interestand needs. Until the environmental settingin which the deaf student can initiate need-oriented and develops ondary programs will continued counseling, thepost-sec- not be able to operate mosteffectively. The fundamental techniques ofevaluating work, individual interest, and general competencies, awareness of self in a framework oflife-style should be developed longbefore the student makes career choice. a college and The second major area of concern is the lack ofawareness of societal structure and therole the individual takes inthis structure. Deaf studentsseem to have a variety of frustrating themselves in trying to determine encounters with what is the most meaningful their own place insociety and direction to pursue. Specificstudent problems most often presentedto our program include: 1. Trouble in breakingdependency on the "provider"; 2. Lack of awareness ofself and self-identity; 3. Inability to establish ing peers; deep involvement with others,includ- 4. Lack of sensitivity to the needs and feelings of others;and, 5. General lack of knowledgeof behavioral patterns needed for a minimal level of functioningin an unprotected society. This area, more than lackof vocational guidance, general low academic deaf language, or goals. At the post-secondarystudents ability to obtain hispersonal level we see studentsbecoming involved in the relevant issuesof the times, but the involvementis of a superficial nature. A largepercentage engage in sexual relationships

134 127 which are physically rewarding but lack the emotional effect needed for continued meaningfulness. The resulting problems of the emotional isolation imposed on deaf students is a problem which the environment must deal with starting at an early age and continuing throughout the =indents' developmental years. To implement a meaningful counseling program requires the commitment of all members of the school staff It requires that lines of communication be established and activated between all levels of school personnel. And most important, it mealts that personnel must be flexible to meet the needs of individual students. Although it is not the purpose of this paper to recommend specific counseling techniques, one basic philosophy seems most appropriate in meeting the developmental needs of deaf students. This philosophy simply stated is "Involvement." Involvement with the young deaf student will provide the basic building block for a counseling relationship. The relationship, with a skilled school counselor, will offer the direction for manipulation of a sterile environment to one that promotes human development. In summary, it should be stated that the two major areas of concern discussed in this paper represent feedback from deaf students enrolled at Seattle Conmumity College. A large percentage of the students struggle with these problems to varying degrees. If we are to provide effective post-secondary programs, the development of comprehensive counseling services are imperative. THE VOCATIONAL STUDENT IN A SCHOOL FOR THE DEAF: HIS OPPORTUNITIES 0. Dennis Drake. Vocational-Technical Principle, Iowa School for the Deaf We know that the vocational deaf student of today has unlimited opportunity, greater than any of his predecessors. With the advancement of technology, the awareness of education and the funds made available by our government, vocational education has made tremendous strides in the past years. so rather than dwell on the opportunities of today's student, I will talk about how we can make these opportunities available to our students through teaching, counseling, and information. I believe that there are three classification of students: (a) the academic student who is sometimes skilled in the vocational arts, but oftentimes he is not. He may make an excellent academic student but sometimes falls short in the vocational aspect of his education. This of course is not always true but seems to hold fairly constant; (b) the average deaf student academically will usually make the best vocational student. He seems to be more manual in his make -up, hence does better in the vocational area. He also possesses motivation, the will to do a job well, and the second sense about anything mechanical; (c) the below average student does not do well academically and in many cases, his vocational ability is also low. Here again this is not always the rule of thumb because many of these less talented students also possess that mechanical sense of the aver-

Irb 128 age student and doa fine job vocationally. This is case than not, I find. more often the When a student who am I, whyenters the vocational schoolhe may ask himself am I here, what am I supposedto do, and why should I do it? It isthe vocational teachers the student and help responsibility to guide him find his place in theworld of work. This may be done byfinding out what the He will probably have student's interestsare. one or two minor interests. Theteacher must find out what his majorinterest or interests for a starting point in his are and capitalize on this change, so the teacher vocational education. Thestudent may the major core interestmust remain flexible in hisguidance. Once be met by utilizing has been identified thestudent's needs must related educationalareas such as academic,support services, and the guidanceof the teacher and these support services counselor. After have been set in motionand the student has direction. thena cluster of educational, skill, be started to give the and work areas must student direction. A stairstep effect of job assignments whereby thestudent can work at his speed. The first assignment own level and would be fundamental. thesecond more difficult and soon. As the student finishes each another set of jobs and step. he advances to skills that advances himin his chosen line of work and vocationaleducation. The one aspect of his training that the teachermust provide is to see that, no student fails. Thestudent must experience may not finish all the jobs success. He on the steps to the top, but he willcom- plete one or two andnot fail entirely. If the student second step, then the teacher plateaus on the must utilize a work-studyprogram fitted to each studentwhereby his abilitiesare met and the student can work to his highest capabilities.When his weakness is discovered and his strengthin an area established,then an individual program may be devised to meet theneeds of the individual student. When setting upa vocational program for students, must give the student the teacher as much information on the subjectas possible. That information is enforcedby counseling from theteacher and guidance personnel. Thesecond step is exploringmany areas to give the student a broad baseof experienceso that he may make an intelligent choice in hisvocational education. The teacher must motivatethe student whenever possibleand develop understanding andconfidence in the student. Skills ing seem to take their rightful and train- role if this type of rapportbetween the student and teachertakes place. The student should tasks that challenge his be given ability and lead to self instruction.Above all the student must experiencesuccess, and the feeling of accomplishment. When the teachercan provide this type of challenge forthe student to work at the highestpeak of his individual ability, opportunity of today's modern then the deaf vocational education willmeet the needs of the studentand provide almostany opportunity he can qualify for. It is not whatcan the deaf student do, but rather what can't he do? This question must be answered before he graduatesand enters the world of workor goes on to higher education.

136 129 OPPORTUNITIES FOR THE LOW, UNDER-ACHIEVING DEAF: THE REGIONAL SCHOOL Roy G. Parks, Superintendent, Arkansas School for the Deaf "Low (Under) achieving post-school deaf persons have, in varying degrees, one or more of the following characteristics, which seriously curtail or prevent their participation in on-going vocational training and other adjustment type rehabilitation programs: (a) inadequate communication skills, specifically an inability to send and receive messages easily, coupled with severe language limitations; (b) underdeveloped work related and social skills and attitudes; (c) insufficient work skills; (d) inappropriate behavior patterns; (e) and organic and functional deficits in addition to deafness. "Deaf persons of age fourteen or above, having the characteristics outlined above, would be considered as falling within the definition of being a member of the low (under) achieving deaf post-school population." (From a Report of a Steering Committee on Activities for Low (Under) Achieving Deaf Post-School population.) There appears to be confusion and misunderstanding as to the composition of the class of the low (under) achieving deaf. A review of the admissions policies of Gallaudet and the National Technical Institute would quickly eliminate this group-20 percent of the school leavers. Also, the admissions requirements and course offerings of Delgado College, New Orleans, Seattle Community College, St. Paul, area Technical Vocational Institute reveals that the low (under)achieving deaf persons are not candidates for these programs. The Regional School for low achieving deaf persons envisions more comprehensive services than are required for those capable of enrolling in existing vocational-technical programs. H.R. 5610 states, "The Secretary shall give preference to those with promise of offering the most substantial skills and experience in effective operation of a Center providing a broad program of services, research, training and related activities in the field of rehabilitation of these severely handicapped deaf youths and adults." Since low (under) achieving deaf persons are likely to have serious language limitations, emotional and social problems, limited formal education, negative employment histories, they must have a broad and intensive special training in the company of similar persons and under the guidance and direction of workers who are experienced and qualified to serve deaf adults. It is the feeling of a Task Force Committee that such training must be provided in the semi-sheltered setting of a free standing residential training center as the first step on the ladder in their climb to independent living. The specialized center services suggested by the Steering Commit- tee should include the following: 1. Pre-entry Field Services. 2.Initial Evaluation and Diagnosis. 3. Medical Services. 130 4. PersonalAdjustment Training, Work Adjustment General Education,and 5. Counseling Training. and GuidanceServices. 6. VocationalTraining. 7. Placementand Follow 8. Expansion Through. of Services andOutreach. 9. ProfessionalTraining. 10. Research. 11. PublicInformation. Specifications for thecenter to serve the deaf areas follows: low (under)achieving A. The comprehensive regional rehabilitation funded by theCongress of the center shall be United Statesthrough the Social Rehabilitation Service,Department of Health, and fare, which shallselect a sponsoring Education, and Wel- submitted by agency from among any public agencyselected and shall beapplications (1) gives promiseof maximum the one which operation of the initial effectiveness in the comprehensive regional organization and for low (under)achieving deaf, and rehabilitation center the most substantial (2) gives promiseof offering broad skill, experience,and capability in program of service,research, training. providing a in the field ofrehabilitation of low and related activities B. Toassure proper professional,(under) achievingdeaf persons. the development technical, and other of this Centerfor low (under) advice in sons, there shall beauthorized a Governing achieving deafper- tary leaders, State Board of experts,volun officials and thepublic. All members pointed throughthe office of the shall be ap- Service in collaboration Regional Social andRehabilitation the Board shall with the SRS.At least one-third be drawn fromthe deaf population. (1/3 of C. Administratively,the facility shall tion of the be operated underthe direc- governing board, whichwill be responsible Federalagency, ARS. to the funding D. The Centerwill be inor near a metropolitan mately 500.000population. area of approxi- E. The Center will be inan area which will facilitate of appropriateprofessional staff. recruitment F. Clients for the Center shallinclude those fourteen (14)years of age or older who persons who are (under) achievingdeaf persons. meet the criteria forlow G. Provisionsshall be made for married as wellas single clients. residential accommodationsfor H. Affiliation with shall be effected. appropriate universitiesand medical schools I. Employmentand preparation of shall be basicto the philosophy qualified deafprofessionals levels. including and practices of theCenter at all the administrativelevel. J. Tuition,transportation, training client services and materials, and othercosts of support shall be arrangedin such a sure that all eligiblepersons will be able to attend. way as to as- It should beclear, then, that the ing deaf mustoffer a comprehensiveCenter for low(under) achiev- trainingprogram along with personal and workadjustment meet the varying general educationcourses if it is to needs of thesepotential productive Also, it should beclear that due to the individuals. lack of numbers inindividual 138 I

131 states that funds cannot be secured to serve the low (under) achieving deaf on a state-wide basis, but all available statistics point to the fact that there are sufficient numbers to warrant the establishment of not one Center, but several. The establishment of Regional Industrial Training Centers was discussed quite fluently by the editors of the Little Paper Family in 1892. I am inclined to agree with the Honorable Frank 13. Yates, Superintendent of the Arkansas School for the Deaf at this time when he stated, "If you know of any good reasons why a National Center should not be established, state them, of course, but do it now." THE ST. PAUL TECHNICAL VOCATIONAL INSTITUTE'S TECHNICAL VOCATIONAL PROGRAM FOR DEAF STUDENTS Robert R. Lauritsen, M.A., St. Paul Technical Vocational Institute The St. Paul Technical Vocational Instituteis one of three Federally funded programs designated to provide post-secondary technical-vocational training for deaf students. This five-year project is funded jointly by the Social Rehabilitation Services and the Office of Education, both of the Department of Health, Education and Welfare. The other two programs, together with St. Paul,comprising the "Triangle Schools," are the Delgado Junior College, New Orleans, Louisiana, and the Seattle Community College, Seattle, Washington. The University of Pittsburgh is responsible forre search aspects. June 1, 1971 marked the beginning of the thirdyear of these five-year programs. The basic responsibilities of this research and demonstration program are : To demonstrate the feasibility of using an existing technical vocational institute customarily, serving hearing students to serve graduates of secondary programs for deaf students and those deaf students who have for some reason terminated their education prior to the successful completion of a secondary program;(Tramand to evaluate this demonstration as it progresses, in a way that the feedback from the evaluation can be used to maximize its impact---both as a training plan for deaf people and as a demonstration for the establishment of simliarpro- grams elsewhere. The hypothesis which the St. Paul Technical Vocational Institute (TVI) is exploring in depth is: The deaf person can more easily reach his optimum potential if given adequate technical or vocational training in specialized areas using multivariate media in an existing facility and as a result be employed at a level commensurate with his ability.

THE ST. PAUL TECHNICAL VOCATIONAL IN8111 U lb The city of St. Paul has provided technical-vocational education for 48 years. In 1966, the St. Paul Technical Vocational Institute (TVI) moved into its preesnt building, a five-story building with 391,600 square feet of space (over 9 acres)on a site of 21 acres. Re- 132 placement cost for TVI in 1971would surpass $18,000,000 in building and equipment. Daytime terms of enrollment of post-secondarystudents exceeds 2000 students.An additional 6,500 adultspursue continuing education in the eveningschool. Thereare 161 teaching stations with over 180 full-timeday staff. and 450 eveningfaculty. Because flexibility and adaptabilityare essential characteristics of technical-vocational education,programs of study offered are: (a) Short and intensive,to mect specific but limited needs job entrance or job promotion. for (b) Extensive, in terms ofmint and time, to meet the needs of beginningor experieitzed workers for jobs demanding a high degree of skilled and technicalknowledge. (c) Broad, in terms of technicalcontent, with emphasis on complementary subject matter includingcommunications, science, mathematics, drafting, occupationalprocess and practices, and human relationships. There are four major divisionsof training at the St. Paul Techni- cal Vocational Institute comprising40 areas of training. These four divisions are the Trade-IndustrialProgram, the Technical Program, the Business and Distributive Program. Program, and the Health and Service The course offerings at the St.Paul Technical Vocational Insti- tute are constantly scrutinized byadvisory committees to insure continuing responsiveness to theneeds of the community. Over-all flexibility of the Institute permitstimely and rapid additions, modifications and deletions ofcourse offerings to insure the attainment of the basic objectives of the Institute. The St. Paul Technical VocationalInstitute is the largest and most comprehensive of Minnesota's34 area-technical-vocational facilities. Totally, these 34 facilitiesrepresent over 300 areas of technical-vocational training. There is a commonality of thetraining available at the St. Paul Technical Vocational Instituteand the other 34 area-technical-vocational centers in the state ofMinnesota, as compared to other sectors of the United States. This commonalityis evident when a comparison of Minnesota's course offeringsare made with course offerings of institutes of similarpurpose in the United States.

THE TECHNICAL VOCATIONALPROGRAM FOR DEAF STUDENTS The Technical Vocational Programfor Deaf Students functions as an integral part of the Institute at large. Asof June 1, 1971, the Program for Deaf Students staff consistedof : a coordinator, an assistant coordinator, two counselors,three instructors, ten full-time interpreters, a speech therapist,one and one-half secretaries, and selected tutorial staff. The selectedtutorial staff consists of three distinct groups of people who havedeveloped sufficient interest and/ or communication skills to serve the Projectpurposes. These groups are: (1) Outstanding regular hearing studentsat TVI; (2) Mem- bers of the regular TVI instructionalstaff; and (3) Selected hearing and deaf persons from thelocal professional and business community. TVI operateson a quarter system. The quarter system permits 133 maximum flexibility in meeting students' needs. SinceSeptember 1969, there have been eight enrollment periods for deafstudents. This flexibility has permitted 114 deaf studentsto begin their studies at TVI. Basic demographic data on the initial 144 students isas follows: Sex: MPle 86 Female 58 Total 144 Former educational systems: Residential school graduates 96 Day school graduates 41 Nongraduates 7 Total 144 Average age at entrance 19.9 years Year graduated from high school: 1971 15 1970' 48 1969 48 1968 11 1967 10 1966 2 1965 1 1963 2 Nongrad 7

PREVIOUS POST-SECONDARY EDUCATION Totally, fourteen students(9.7 percent)attended other post- secondary programs previous to TVI. Of this number,six students (4 percent) attended Gallaudet College. Otherpost-secondary programs attended by TVI students include NTID, DelgadoJunior College, Northern Illinois University, and MankatoState College. Home States Total-21 States and Canada: States: Total Canada 3 Connecticut 4 Florida 2 Illinois 16 Iowa 10 Kansas 3 Kentucky 3 Maryland 3 Massachusetts 2 Michigan 7 Minnesota 49 Missouri 3 Nebraska 5 New Jersey 1 New York 1 North Dakota 6 Ohio 1 Oklahoma 1 Pennsylvania 4 South Dakota 9 Wisconsin 10 Wyoming 1 134

Reading Scores Gates ReadingTest Comprehension Scale in Preparatory Program For 118 Students Enrolled Gates: Students 2.5 Gates: Students 2.7 _ 1 5.3 1 5.4 7 2.8 1 3.1 1 5.6 2 5.8 5 3.3 2 3.4 2 6.2 3 6.5 6 3.5 4 3.6 1 6.8 4 7.1 1 3.7 2 1 3.8 7.2_ 4 3.9 3 7.3 1 7.4 2 4.0 3 4 4.2 7.6 3 4.3 7 8.2 6 8.6 3 4.4 2 1 4.5 9.1 2 4.8 1 11.3 11 11.4 1 5.0 1 5.2 6 11.5 9 12.0 1 1 A TVI DiagnosticMathematics Test same students. The test was administered to these fractions, decimals, measures knowledge of addition,subtraction, roots. (N=118). multiplication, division,percentages and square

Number of correct answers/25: Student. 2 Number of correct answers/25:Students 3 2 I I 1 11 4 12 7 5 6 13 5 5 6 14 9 7 9 15 4 16' 10 8 6 9 9 17 2 14 18 10 14 3 19 2 A score of 16 indicates mathematicscompetency.

SUPPORTIVE SERVICESOF THE TECHNICAL VOCATIONAL PROGRAM FOR DEAF STUDENTS The basic supportive services available to deafstudents are: 1. The PreparatoryProgram 2. Intepreting 3. Counseling 4. Note-taking 5. Tutoring 6." Speech Therapy 7. Auditory Training

THE PREPARATORYPROGRAM The majority of deaf enter the Preparatory students entering TVIfor the first time Program. Of the initial144 students, 122 students have beguntheir studiesas Preparatory Students, while only 22 students haveentered directly into Of these 22 students, regular areas of training. 15 were in the initial classof entering students in September, 1969.The primary objectives gram are to: (1) continue of the Preparatory Pro- training area and (3) basic education; (2)select a reaiistic provide a transitionaladjustment experience 135 to post-secondary education. Basic courses of the Preparatory Pro- gram include: (1) Personal Management, (2) Reading, (3) Eng- lish,(4)Mathematics, (5) Vocational Exploration,(6) Family Management for Females and (7) Formulas for Males. Optional courses for Preparatory students include: (1) Manual Communi- cation; (2) Speech Therapy/Auditory Training; (3) Physical Edu- cation and (4) Individualized Tutoring.

INTERPRETING SERVICES Interpreting services are an integral part, of the Technical Vocational Program for Deaf Students. The primary recipients of interpreting services are deaf students enrolled in regular training programs. Interpreting services are also available to Preparatory students as needed, particularly in Vocational Exploration. The role and function of the Interpreter cannot and must not be under-emphasized. The Interpreter is "many things to many people," for example: 1. The liaison between the regular instructors and the deaf student(s)..Regular instructors, highly skilled in their area of competence, tend to rely on the Interpreter as a second instructor or as a teacher aide. 2. The deaf student(s) tends to look upon the Interpreter as the instructor or as a teacher aide. 3. The Interpreter tends to serve as the "buffer", the intermedi- ary, and the mediator between the hearing students, the instructor, and the deaf student (s). 4. The Interpreter is the main. link in providing daily feedback information between the deaf student(s) and the Proj- ect Staff. The Interpreter can be the major liaison between the Regular Instructional Staff and the Deaf Project Staff. The Interpreter is called upon regularly to answer a variety of broad-based questions on deaf-educational-rehabilitation and specifically, pertinent questions on individual deaf student(s). To date, it is subjectively agreed that the Interpreter is a "less than perfect" substitute for the regular instructor. Stated another way, the Interpreter cannot interpret every thought, every idea, every nuance of the regular instructor to the deaf student. Yet in light of present knowledge, there appears to be no substitute for the Interpreter at the post-secondary level of education in the integrated setting. The Interpreter, in addition to being highly skilled in manual communication, must also be knowledgeable in a variety of vocn - tional - technical areas of training. As an example, an Interpreter schedule at TVI might find one Interpreter working in the follow - ing areas in one school day: Production Art, Chemical Technology, Physics, Metallurgy, and Industrial Administration. Another Intei- preter might follow a schedule of Graphic Arts, Carpentry, Personal Dynamics and Communications. IL fine line exists between the Interpreter as a "pure" Interpreter or a combination Interpreter-tutor. The fine lineis compounded when considering the language handicap of deafness. Your attention is directed to the paper, "The Interpreter, An In- tegral Person in Integrated Education," that will be presented by 136 Mr. Patrick Duggan,St. Paul Technical morrow morning at approximately Vocational Institute,to- 11 o'clock in thePost-Secondary Education Section of theConvention.

COUNSELING Counseling is the all pervasive service designed to benefitdeaf students at TVI. Counselingservices during the gram have particular emphasis Preparatory Pro- tional training objective. on the selection of a technical-voca- A prime requisite forcompletion of the Preparatory Program isthe selection ofa program of training and demonstrated ability tocompete. Consequently, tional counseling atTVI is very goal-directed.educational/voca- have available to All deaf students them counseling ofa personal-social nature. Counseling services thispast year have taken as selected deaf students, on a new dimension either experiment with as hearing students across thenation, or have become active participantsin the "Now Generation."Specifically included in this experimentation (primarily reference are drug ing vastly from those standardsmarijuana) and moral standardsdiffer- ica. Also of interest, of the majority of middle-ase Amer- particularlyamong male students, is the swing toward the "mod" inclothing and hair-styling. and other Institutesof similar nature As noted, TVI with business and operate in close cooperation industry. The majority ofunions and businesses in our part of thecountry have not accepted appearance. It appears, fortunately, "mod" clothing and that participation in the"Now Generation" is a training-onlysyndrome, and proaches forour students a return to as graduation ap- appearance is the standard. more accepted behavior and

TUTORING AND NOTE-TAKING Frequently, deaf studentsin regular special tutoring by Project programs can benefit from Staff, exceptional hearingstudents, regular faculty members ofselected community use of tutors has been aggressively resource personnel. The determinant of trainingsuccess. Note-taking servicesare another category of supportive These servicesare performed by hearing students .services. the same course of study who are following as deaf students. Volunteersare provided with special notebooksfeaturing self-carbonized particular activity has note paper. This proven to be of assistance to the deafstudent. DEAF STUDENTS ENROLLEDIN REGULAR PROGRAMS As of June 1, 1971, 106 deaf students were (or had)matriculated in 22 major areas of studyat TVI. These areasare: Apparel Arts Auto Body Highway Technology Cabinet Making Graphic Arts Carpentry H & R Cookery Chemical Technology Landscape Technology Cosmetology Machine Tool Processes Data Processing Medical Laboratory Assistant Dental Technology Plumbing Design Technology Production Art Drafting Sheetmetal Traffic Transportation General Office Practice Welding 144 137 As regular students, the deaf students attend classes with hearing students. Average class size at TVI is 19 students. Typically, to date, there are on the average two or three deaf students attending class with hearing students in each of the 22 areas of training listed, with the exception of Graphic Arts and General Office Practices. These two areas have had 26 and 33 students cumulatively to date. Deaf students are eligible for participation in all regular school activities, and utilize freely all school services. These activities and services include school dances, Student Union, assembly programs, school nurse, social worker, and so forth. Additionally, deaf students being highly gregarious and well- organized participate in the Collegiate National Association of the Deaf (CNAD), TVID (Technical Vocational InstituteDeaf) Club, selected athletic programs as the Deaf Team, Skiing trips, horse- back riding, float trips in the Apple River, and a number of other social-recreational activities. One of the extra-curricular activities which has become an annual school high-light is the assembly program presented by deaf students. This program plays to ove -flow audiences who come on a volunteer basis.

GRADUATES AND EMPLOYMENT OF GRADUATES Accountability of educational activity can, and does, take many forms. At the post-secondary level, the most pragmatic form of accountability must be appropriate employment of graduates. June 9, 1971, marked the completion of the second full year of education for deaf students at TVI. During this time period, forty- five deaf students successfully completed their training and were graduated. An additional six students will graduate at the end of this summer quarter bringing the total to fifty-one. A break-down of graduates by area, and success in employment is as follows:

Fall, 1969 1 Fall, 1970 7 Winter, 1970 1Winter, 1971 6 Spring, 1970 8 Spring, 1971 21 Summer, 1970 1 Summer, 1971 6

Number of Number Area graduates working Comments

Apparel arts 3 3In area of training. Carpentry 1 Waiting for union employment. Grtphic arts 8In area of training. Graphic arts (graduating August 1971) (6) Two students are on early work release. Machine tool processes 4 9In area of training. Welding 1 Do. Chemical technology 1 1 Do. General office practice 21 Theremaining five students are excellent candidates and should be soon working. Traffic transportation 1 In area of training. Cosemtology 1 Do. Medical laboratory assistant 2 June 1971 graduates. Auto body 2 2One of these graduates represents the only student not working in area of training: training interfered by infectious hepatitis.

145 138 Summary: Total number Total numberof graduatesto date employed inarea of training Total numberemployed outside 45 Total numberemployed area of training 35 Total numbernot employed 1 Please note:These students 36 Every expectation graduated lessthan two 9 a matter of daysis that thesenine students weeks ago. or weeks. will be employedin The immediate gratifying. On employmentresults of -going studies, TVI's graduatesis most mation relativeto job stability,and plannedstudies will toriness. job performance, infor- and jobobsatisfac- Not allstudents beginning mained inthe Program. courses of study follows: Summary data at TVI havere- on these studentsis as Withdrawals Left for work Transferred torehabilitation 10 Transferred schools.. centers 9 Married 2 Dismissed 2 1 The totalexperience of 4 deaf studentsin an providingpost-secondary and satisfactory integratedsetting has education for to date. been highlygratifying By way ofsummary, a number made thatreflect of statements educational advantages,and certain can, and should.be program describedin this cautions of thetype of mary statementscan be supported paper. A numberof the are basedon by harddata. Some sum- ported by hardobservation-and-experience,data. No and are not statements soft datasince the attempt is made readilysup- conviction to differentiatehardversus Advantages of behind eachstatement is equal. One of the integratedpost-secondary most significant educationare numerous. perception, and gains involvesthe deaf equally with self-understandingas a person students self- and socially.hearing studentson all who cancompete and Perhaps equallyimportantlevelsacademic, is skill training, understandingof thehearing the increasedperception who realizesthrough daily person towardsthe deaf pate and contact thatthe deaf person, for vastlycompete. Integrated person can partici- broadenedareas of skilleducation makespossible ingpost-secondary training afforded opportunity riculums to trainingfacilities. As through exist- meet changing these facilitieschange automatically market conditions,the deaf cur- Primary afforded equalopportunity in person is areas of finance,cautions forintegrated acquiringcurrent skills. staff, and post-secondaryeducation lie programs. Integrated nationalguide-lines and in quiredsupportive programs docost more regulation of regional services.Because of the when viewingre- programs shouldbe encouragedsparsity ofdeafpersons, cal over-lap.Federal funding with minimum support.Successful remainsas the choice geographi- propriately programs require forprogram trained for competent staff.Persons ap- are in shortsupply. Astaff positionsat the ment ofnew programsnationalregulation bodypost-secondarylevel seems appropriate. for theestablish- Obviously, thereis more 146 139 involved in the establishment of programs than thehiring of an interpreter(s) and/or a teacher. An appropriateregulating body should luive a key role in assuring programs ofexcellence. The advent of integrated post-secondary programsfor deaf students has opened up new avenues for improvedlife-styles for deaf people, The success of these programs is beingdocumented by broadened training opportunities, increased self-awarenessof the deaf person, increased awareness of hearingpeople of deaf people and gratifying employment success. The St. Paul TechnicalVocational Institute is proud to have a role in providing "MoreOpportunities For Deaf People." OPPORTUNITIES THROUGH TRUE VOCATIONAL EDUCATION John M. Deg ler, The Pennsylvania School for the Deaf,Philadelphia It is becoming more apparent every day that we are onthe verge of an educational revolution. This latest of revolutions inthe educational domain is the "identifying" of vocationaleducation as a leading element in the total educational system. Only ten years ago, no voice from any source was heard opposing, criticizing, or praising vocational education. In fact, it wasdifficult to find many persons who were interested indiscussing vocational education at all. This was true even though the predominantele- ment of our society for the past 75 or more years hasbeen industry. More than any other factor, the technological developmentof industry has and is determining the pattern of our civilization. But this was all changed with the signing of the Amendments to Vocational Education Act of 1963 into law. We now have a different situation. The role and objectives of our educationalsystem are questioned and criticized because social and economic forceshave demanded a change in perspective and attitude. Changing conditions in our society have created an entirely new environment; newin- sights, jobs, industries, and national objectives. After years of nurturing, we see evolving in America today a concept in which vocational education and manpowertraining are being recognized as the mainstream of a total education and training program. Academic and higher education should be open to all who want it and can take it; but we cannot change the factthat perhaps 80 percent of our youth find it "not relevant" totheir interests and capacities. In the years immediately ahead at least a quarter of thenation's youth will be needed in occupations for which a baccalaureatede- gree is necessary. During the same period morethan half of the nation's youth must seek employment in occupations forwhich a vocational background is required. An interesting. observation is the fact that right now wehave jobs going begging. Industry has hundreds of thousandsof jobs that are not being filled for lack of qualified workers, andthese jobs exist alongside millions of unemployed people. This does not make much sense. You would think that through vocational education we would have eliminated that part of unemployment that can be accounted for by not being adequately prepared for the kind of jobs 147 140 that are available.This certainly is tional educationtrue one of the major aims ofvoca- But even with thevocational education. e::istence of all theevidence, an old remains untreated forthe most part in ailment for the deaf. This is many of the nation's schools cation is unimportant.the unintentionalregard that vocationaledu- Vocational educationis still an undesirable word to many peoplein our public schools in some schools and I amsorry to say for the deaf. Manyparents for instance consider a program for under-achievers.I am afraid that it have done avery fine job selling the we as educators grams should lie geared idea that our educationalpro- percent for subsequentto an elite minoritytoprepare the 20 move on at present to doschooling. Fortunately,there is a national needed by millions something about providingthe education of our citizensso that they can be employed. An analysis madeby the American 1970 annual Vocational Associationof the reports submitted bystate directors of vocational cation to the U.S.Office of Education edu- There were 8,793,960 supplied the followingfacts.: tion in 1970. persons enrolled in vocationaleduca- In 1970 there were almost a milliondisadvantaged and handicapped persons invocational education: taged;115.219handicapped. 805,384disadvan- The Federal Governmentinvested over 300 million in vocationaleducation in 1970. This dollars investment from $25 represents an increased student in 1970. per vocational student in1969 to $34per According to projections, 1971 will supply vocational educationprograms for 31 percent of the labormarket demands anticipated for the UnitedStates. In 1975. vocational grams will supply only 24 education pro- needs. This indicates percent of the projectedlabor market that vocationalenrollments will not keep pace with labor marketdemands. The averageunemployment rate of uates between the vocational education grad- ages of 18-24 is 5.2 percent.The averageunemployment rate of thosein the samegroup who do not have the advantage ofa true vocational education percent. background is 24 These factsare indications that vocational public schools educators inour are beginning to realize thetremendous potential in vocational educationprograms that are of high quality to the needs of studentsof all ages. and oriented In view of these facts, I think that itis time for educators deaf to stop talking.We cannot stiffer of the even 10 years of research, through another 50years or all of us have discussions,excuses or promises. I think read and listenedto the results of the studies that havebeen made, such many fine "Occupational Status as: Boatner, Stuckless andMoores and Lunde and of the Young Adult Deafof New England" Deaf". For the l3igman, "OccupationalConditions Among the most part all of thestudies come up with the conclusion: the majorityof our graduates same world of work. are not doing well in the I think the solution is simple; providea true vocational program for our students,not excuses or name only. programs that are vocational in

4 8 141 The vocational program which we offer at P.S.D. and the excellent vocational program at the Katzenbach School in New Jersey prove that employment opportunities for the deaf are goodpro- vided they have been trained and prepared to compete in the job market. There are many reasons given by individuals and schools for not providing a true vocational proaram but I wonder how valid they are. The following are some ofe'the mostcommon reasons, or shall we call them excuses, given for not offering a vocational program: "Automation is now eliminating many manual semi-skilled jobs, blue collar positions and is creating in their place white collar and technician positions which demand more training, more flexibility, more skill." and right along with this "Today's workers must be prepared to retrain as many as five times during his lifetime in order to keep up with the changing job market." One of the most exaggerated tales we hear today is the statement of how rapidly new occupations are evolving and old occupations are disappearing. A real good exercise is to try to name three occupations that have actually disappeared in the last 30 or so years. Yes, many have declined in numbers of persons employed, but how many actually disappeared? Equally interesting is to try to name just three new occupations which are not actually a part of, or a modification of, an existing occupation of prior times. I think we should cease to worry or panic about occupations of tomorrow and provide vocational education for the occupations of today. Our graduates will then be equipped to adjust to and understand the new or modified occupations. "The high school is today regarded as the minimum requirement for entering many blue collar jobs. Many white-collar jobs require a minimum of two years of college training for entrance." These inflated requirements often assumed in statements by educators would not hold up when job analyses are made. Job task analyses decompose a "job" into its various functional "tasks" and assess the kind and the extent of preparatory training necessary to perform each task at an "average" level of competence. A recent report of the U. S. Bureau of Employment Security, titled "Estimates of Workers Traits Requirements" prescribes both general and vocational requirements for each of several thousand job titles. For most of these, the experts stipulate an average general educational requirement of considerably less than twelve years of school (examples: office machine operator-8 years of school; electrician- 11 years; bookkeeper-10 years.) In fact, a powerful case is being made in most of the "new careers" literature that many of the technological changes have really created jobs that need less academic background. For example, the code in- scriber that is now used in banks to (electronic sorting) sort checks needs less skill than the proof machine operator whose job has been eliminated by this new advance in data processing. It may come as a rude shock to some educators, but the fact is that the jobs and the requirements for the jobs are made by industry, not the schools. Too many of us in deaf education isolate ourselves 149 142 in the classroomor school shop and tench should be taught with as we believe a subject no consideration of industry, its needs,or the training and skillsit. wants. Educatorstoo often develop a attitude andas a result do not communicate within- dustry.When it collies to vocationaleducation, I am afraid there are some who are afraid industrywill find out just. how much don't know about the subject.. they In a speech before the National Association of SecondarySchool Principals in Houston.Texas this past. .Tanuary.Dr. Sidney P. Mar land, U. S. Commissionerof Education, chided pointing a "God-like finger" educators for at Vocational education. He saidthat since so few students areever exposed to vocational education, sations of failure accu- are illogical as well as a massiveinjustice. Then he madea dramatic proposal: "I goal of American education, propose that a universal starting now. be this: thatevery young person completing our schoolsystem at Grade 12 be ready higher educationor to enter useful and rewarding to enter suggest we dispose of the employment. I term vocational education andadopt the term Career Education. Everyyoung person in school belongs in the category at some point, whetherpreparing to be a layer, a mother.or a secretary." surgeon. a brick- This implies tome that unless the academic leaders in accept their rightful responsibilities our schools in general education forthe full spectrum of students,and modify the they will find themselves. program accordingly, not as equal partners in educationand training. but rather, in thesame position where vocational education was in the totaleducational programsome 15 to 25 years ago. To be more specific, ifthose youth and adults who tional education had want voca- access to a (nudity program, of vocationaleducation, most of thepresent, secondary academicprograms in schools for the deaf and alsothe public schools would numbers, of students not have sufficient to offer quality academicprograms. Strange as it mayseem. most schools for the deaf have responsibility for education accepted siderably less concerned for the "world of play" butare con- with education for theworld of work. I do not wish toappear to be opposed to recreational value. I programs which have am all for it having coached X-country,track and golf at. one time.Physical education and should be of every school's sports are part, of and these things are socially program. I think that we all wouldaffree desirable but seldomare these aspects of the school program questionedby taxpayers, parents, The point of all this is or educators. ready yet to put similarthat many deaf educatorsdo not seem emphasis in terms ofmoney, staff, and curricular timeon education for the "world of work". It is hard to find deafschools providinga comprehensive program which is doing the inclusivejob on occupational education that they are doing inthe academic "world of play". area and on education for the The "world of work" should get equal time and equaleffort-if we are to meet our obligationsto our deaf students. We at The PennsylvaniaSchool for the Deaf do as to the type of vocational not have a choice of Pennsylvania there program we will provide. In thestate are more than 3,600 different vocationalpro-

. 143 in the state's 500-plushigh schools and 60 area grams in operation these programs are1,300 in vocational-technical schools. Among Every business education and 1,100in trade and industrial areas. offers its students businesseducation public high school in the state enrollees in voca- programs. The statehas a total of 350,000-plus level). This tional education programs(250,000 at the high school is topped only by threeother statesCalifornia,New York, and Texas. Because of these spectacularvocational educational statistics, we must provide a quality programif our graduates are tosuccessfully compete in the labor market. opportunities for our deafstudents through In order to provide have to first true vocational education.schools for the deaf will stop trying to transferthe responsibilities to theVocational Re- public vocational schoolsand industry habilitation Department. deaf education, through on-the-job training.We are the specialist in it is our re- "the experts"; if we want tocall ourselves educators, the indi- sponsibility to provide aneducational program that meets students. B.V.R.'s job isrehabilitation not vidual needs of all our personnel education; the local vocationalschool does not have the and ManpowerAdministration studies with the specialized training training except have found private industrydoes little about job in times of crisis. I feel are essen- The following are someof the viewpoints which quality program ofvocational educa- tial to the development of a youth or tion. These, viewpoints apply tostudents whether they be adults. potential semi-skilled,skilled, technical orsemi-professional workers. the public 1. The deaf students in ourschools as the students in schools vary widely in theirabilities, interests, andvocational goals. personality, emotional stabilityand ma- They also differ greatly in and mental turity, family and homebackgrounds, and in physical with a health. These individualdifferences must be recognized flexible and diversified vocational programdeveloped to meet the needs of all of our students. should provide for open entryand This flexibility in the program enter the program open endeavorsthedeaf student or adult could immediately, at any point intime; could cycle through thetraining programs at his ownrate, and recycle asneeded; and enter the job placement process at whatevertime he reaches the"breakout" point in an occupational skill. geared to serve those inschool, those 2. The program should be education, and who have completed ordiscontinued their formal those who have already enteredthe labor market butneed to upgrade their skills or learn new ones. job analyses 3. The instructional programmust be developed from made of the occupations, sothat the skills and relatedinformation are realistic in termsof what is required toperform successfully on the job. 4. Skilled trade courses need aminimum student attendanceof three continuous clock hours perday for not less than a 2 year period. Courses requiring ahigh degree of skillbecause of the greater sophistication of theequipment being used shouldbe maintained for 3 years. 15-1- 144 5. Class time allotted for relatedor academic work should be developed from job analyses andproven, needs and not from conjec- tures or convenience of scheduling. For example, mathematicsre- quired of a student studying to bea baker should be different from that of a student studying to becomea machinist. The course of study should represent honest, realistic educational andtraining hurdles essential to obtaining an occupational goal. 6. A true vocational program must includea wide vririety of occupational choices so that all studentsmay have a choice and a possibility of attaining graduation. Theprogram must include occupational programs or courses whichrequire high and low degrees of skill and academic ability. 7. The students enrolled in any specificprogram are those who can profit from the instruction and who can qualify for placement upon graduation. 8. The program must be conducted by instructors who have had sufficient practical experience through bonafidewage earning experience in the occupation 1, 'ng taught and education and training in the skills of teaching vocational subjects. 9. The equipment and type of work performed should beas nearly like its counterpart in the actual work situationas it is possible to achieve in an educational institution. I might add the amount of equipment is just as important as the type. I recently reada Re- search Report submitted in partial fulfillment of the requirements for the Master of Science Degree in Business Education by Arvilla Rank. The author made a survey of all the schools for deaf children throughout the United States offering business educationcourses. Sixteen of the schools surveyed offereda key punch program with 23 key punch machines available in the 16 schools. The Pennsylvania School for the Deaf was one of the 16 schoolswe happen to have 7 key punch machinesthis leaves 16 machines remaining for15 schools. These figures suggest that many of the vocational key punch programs offered in schools for the deaf throughout the U. S. are vocational in name only. 10. Vocational guidance is a must in any quality vocationalprogram. First there should be opportunities for a wide variety of exploratory experiences before a student entersa vocational program. When the student is ready to enter a vocational program a guidance counselor should be available to help determine his educational training needs, assist in placementupon graduation and see that follow-up is maintained. The guidance counselor would also maintain close contact between the school and local employment agencies for referral of trainees, opportunities, and changingem- ployment practices. 11. Finally, programs of vocational education should be administered and supervised by personnel whoare educated and experienced in vocational education, who are fully acquainted with authoritative occupational information, who understand the needs of the pupils, business and industry and whoare able to work effectively with employers, labor, employment agencies, social and othergov- ernmental agencies concerned with worker education.

152 145 of this paper is"Oppor- In conclusion, Irealize that the title Vocational Education"and I have said very tunities Through True that if our schoolsfor little about opportunities.But it is my belief will quality vocational programs,our graduates the deaf offer true Of course, the programcan- not have to worryabout opportunities. edu- in name only, it mustbe in-depth vocational not be vocational fundamental "whys"in a cation based on athorough study of the given occupation. woman whohas graduated from a For the young deaf man or there will be manyopportuni- true vocationaleducational program skill and the futurewill ties because theywill have a marketable indeed be bright. REFERENCES Member-Gram, vol. 2, No. 8, 1. A Profile of VocationalEducation, A.V.A., Spring 1971. D. F., OccupationalStatus of 2. Boatner, E. B., Stuckless, E. R.. and Moores,Demand for a RegionalTechnical- the Young Adult Deafof New England and American School for the Vocational Training Center,West Hartford, Conn. Deaf. 1964. "Sold"?, A.V.A. Member-Gram,vol. 3. Does VocationalEducation Need to be Ameri- 1, No. 4, Summer 1970."America's Manpower Needsfor the Seventies", 4. Goldstein, Harold, April, 1971. can VocationalJournal, vol. 46, No. 4, Manpower Magazine, vol.8, 5. Highlights of the1971 Manpower Report, June 1911, pp. 20-25. Education, a positive 6. Jachem, A. E., The Roleof Vocational-Technical paper. Temple University,Sept. 1969. Served; H.E.W., Office of 7. Kemp, Barbara H.,The Youth We Haven't Education, Washington, D.C.,1966. Conditions Among the Deaf, 8. Lunde, A. S. & Bigman,S. G.: Occupational Washington, D. C., GallaudetPress, 1959. U.S. Department ofLabor, 9. Manpower Report,No. 13, December 1968, Washington, D.C. of Labor, Bureau of 10. Occupational OutlookHandbook: U.S. Department D.C., 1.071. Labor Statistics. Washington, Vocational Educators inthe Total Educational 11. Oily°, C. T., Challenges to 1, No. 3, SouthernIllinois Program, OccupationalEducation Quarterly, vol. University, Carbondale, Ill.,1969. Newsletter for Teachers 12. Propping Up a LeaningIvory Tower, Concern, Educators, vol. 1, No. 5, February1971. and Professions, U.S. Departmentof Health, Education, 13. The Education Washington, D.C. 1970. Welfare. Office of Education, Education Magazine, vol. 14. Venn. Grant, Eye onTomorrow's Job, American 5, No. 3, March 1969. pp.12-15. Career Training, Pub- 15. Vocational Education:Innovations Revolutionize Washington, D.C. lished by National SchoolPublic Relations Association, 1971. Library (10 a.m,-4 p.m,) ASB DiningRoom Recorder: Mrs. Chairman: Anna Huff, Librarian,Wisconsin School for the Deaf. Bryan Harris. Missouri Schoolfor the Deaf. the Team." Bill Stark,Di- 10:30 a.m. "The SchoolMedia CenterA Member of rector, Illinois School forthe Deaf Media Center. Midwest Regional MediaCenter, Lincoln, Nebraska. "Media News." George Propp,Media Center in a School forthe Deaf." Goldie Trboye- "A Systems Approach to a will be read by Dr. BenSchotre.) vich, Kendall School. (Paper Director, Educational "Educational Media in a. Schoolfor the Deaf." Joel D, Ziev, Media, American School for theDeaf. Deaf and Associates, Dr. 1:30 p.m., Business Meeting,School Librarians of the Ben M. Schowe, President,presiding. 153 146 THE SCHOOL MEDIA CENTERAMEMBER OF THE TEAM Bill L. Stark, M.S. Illinois School forthe Deaf

15 147 The Illinois School for the Deaf team consists of administrative staff, teachers and other professional staff, dorm counselors, students, and media center staff. The goal of this team is student learning and understanding. How does the media center perform as a member of the team? First, the media center works with administrative staff, teachers, and dormitory personnel by providing services and materials necessary to help them achieve their learning objectives effectively and efficiently. Secondly, the media center works with students to' provide them with a wide assortment of learning materials to meet their needs. At I.S.D. we believe that our ,,,goal of student learning and understanding can best be achieved by the availability of a combined media center. We are in the process of making a change from the traditionally separate library and audio-visual centers to a combined center, where all resources will be jointly cataloged and available. Currently, the facilities of the media center are in five different rooms with a total area of approximately 5,000 square feet. How- ever, we are looking forward to September of 1972 when a new media center building of approximately 12,000 square feet will be completed. This new facility will provide for individual and group learning activity, production (T.V., photography, and graphics), and equipment maintenance services. The center will be open nights and weekends.

TV \ PHOTO STUDIO

`1'411DARK'CAT. Ir ROOM ROO

MAIN rECEIVING/ L i ADM DOCK READING TECHNICAL WORK AREA MN ROOM FILM INSPECTION

LRESOURCE GRAPHICS PERSONNEL AREA DAYC I. 1 148 The staff of the media center consists of thefollowing: a director of learning resources, three media specialists(two book specialists, and one nonbook specialist),a graphic artist, a technician, and a secretary. Valuable assistance is provided to theteam by media center student assistants. Twelve students aid in clericalwork, production, maintenance, and circulation of media. Allstudents are paid for their work. Some of the studentsare assigned to the media center as a part of the work experience program. A new program started thisyear at I.S.D. provides for a teacher-media center representative in the fourelementary units. As an assigned extra-curricular activity, these teachers initiate and conduct media workshops.. distribute preview material,and generally act as the communication link between mediacenter, supervising teachers, and teaching staff. Each member of the media center staff playsan important role in achieving the team's goal of studentlearning and understanding. Each member's role is as follows:

I. DIRECTOR OF LEARNING RESOURCES His main responsibility is to work with the administrativestaff in coordinating a media systems approach withinthe school. Trained and experienced in both library science andaudio-visual, he plans and directs the best implementation ofa combined media program. He must also continuallyassess and evaluate the progress and achievement of the media center.

II. MEDIA SPECIALISTS The book and nonbook media specialists havebeen working to combine all resources of the mediacenter into a 3" x 5" card catalog. Finding that subject headings usedto catalog material for normal children are inadequate for deaf children,the media center has used simplified language to devise itsown list of subject headings. When the catalog is completeda copy of it will be in the media center and duplicate copies will be in allthe school units. These catalogs will be printed usingan addressograph-graphotype system. This system allows the printing of multiple cardsets from a single plate. The same addressograph-graphotype systemwas used to print the current 81/2" x 11" catalog of nonbook materials. Eachteacher and supervising cottage parent hasa copy of this catalog which contains descriptions of a few thousandresources. These resources include films, filmstrips, slides, records, pictures, kits andother material. Staff or students may come to the mediacenter and look for

1 56 149 material, or they may write out a media request form which can be sent to the media center through the campus mail. A student assistant makes daily delivery of requested media to the school units and dormitories on I.S.D.'s 50-acre campus. 'Media is also available to the teachers through each unit's decentralized collection and through the media center's listings of free loan and rental material. The media specialist for nonbook materials has the following responsibilities: (1) to initiate the use of instructional media by being familiar with the school curriculum and with unit lesson plans. (2) to assist staff and students in the production of media. Each of I.S.D.'s school units has its own workroom and equipment for production. Each staff member has a copy of the Mechanics of Media booklet. Produced by the media center, this 50 page booklet graphically illustrates each production process. (3) to direct in-service and pre-service training. In addition to an on-going program for all staff, special workshops are held for new teachers and student teachers in the production and use of media. (4) to coordinate the preview and purchase of commercially produced instructional media. Last year the media center previewed over $60,000 worth ofcom- mercially produced media. Teachers assisted in evaluation of this media by completing media previe\v and evaluation forms. Infor- mation from these forms was transferred to permanent records which were used as justification for purchases. The two media specialists for book materials perform specialized tasks which include the following: (1) to select and catalog reading materials for staff and students.(2)to provide individual and group reading guidance to students. (3) to teach students.the use of the 3" x 5" card catalog and related skills so that studentsmay be able to study independently. The media center has developedan instruction manual entitled 1Vhat's It All About. This manual explains the parts of a book, the differences between fiction and classified books, use of the card catalog, and good librarymanners all in a language the students will understand. (4) to encourage reading and language development by developingprograms of storytelling, book talks, and book reporting.

III. TECHNICIAN The technician performs repair and maintenance workon all audio-visual projectors and equipment (approximately 400). He also repairs group aid equipment and supervises students in the maintenance of films in the media center Captioned Films depository. Not only does the technician repair equipment, but he also designs and develops specialized equipment for use with the deaf and hard of hearing. In the past year lie has modified audio-visualpro-

15'7 11.11,11"-lr,

150 jectors for special use, developed a special motorized machinefor cleaning acetate projector rolls,and constructed several speech stimulator devices (described in Volta Review). the September 1970 issue ofthe He also performsa dual role as a photographer. He works teachers in preparing shooting with scripts and then does photographyas outlined by the scripts. Acompletely equipped darkroom andpho- tography studio provide almostunlimited photographic capability. He also guides staff andstudents in their own photography, couraging the use of ektagraphic en- visual makers, instamaticcameras, polaroid cameras, and 8mmcameras.

IV. GRAMM ARTIST In an old joke, a thief caught ina chicken coop calls out: "There's no one here but us chickens". Teachers selves in a similar situation of the deaf often find them- when searching for visualinstructional materials. While there has beena multitude of commeciafly prepared visual and audiomaterials, the number of thoseprepared especially for the deaf is limited.It is the job of the graphic artist to work with teachers intranslating generalizations andabstrac- tions into a "picture" thatcan be read, understood, and compared quickly. The graphic artist is alsoresponsible for guiding teachersin their own production 'of visuals and in picturepreservation techniques. She instructs them in theuse of copy equipment, lettering devices, and the drymountpress. V. SECRETARY The media centersecretary is another valuable memberof the team. It is she who performs themyriad of clerical tasks thatare essential in the operation ofa media center. These tasks include typing, filing, record keeping,and production assignmentson the ditto, mimeograph, and photocopier.She is also responsible for the circulation of media to theschool units and to schools served by Captioned Films depository. the MEDIA NEWS George Propp, Midwest RegionalMedia Center, Lincoln, Nebr. It has long been the thinkingof the Midwest Regional Media Center for the Deaf (RMC) thatthe facility would not be ableto function at an optimum leveluntil better liaison with the school was established programs for the deaf in the midwest region. Itis taken for granted that theRMC does not at the present timehave the staff to develop thenecessary level of interaction and the likeli- I Unable to attend due to weather conditions.

158 151 hood of acquiring a staff sufficiently large tomaintain a working relationship with the more than 100 school programsin the region is quite remote. One of the most positive developments inschools for the deaf has been the growing number of professionalsfunctioning as media specialists. 'Whereas in 1965 there was only ahandful of these people, it now appears that in the Midwestregion alone, we have more than 30 people functioning asfull or part -time media specialists. Although these people possess a widevariety of backgrounds and operate tinder a wide range ofexpectations, media specialists desire and need a professional level of acceptancewithin their respective programs. The 1971 Institute for Aedia Specialists wasconceived as an attempt to simply bring these professionalstogether and open up lines of communication. The assumption wasthat, individually, every- body is falling short of the ideal. but that,collectively, the participants would know about everythingthere is to know in operating an effective InstructionalMaterials Center (IMC) in a school for the deaf. The resulting plan was to bring 18people together and put all their know-how into a common databank. This information would then serve as a data pool for decision making on anindividual basis within the local school structure. Thepre-institute response to this suggestion was very favorable and ismanifested by the fact that we had a great many more applications than wereanticipated. While it was the RMC intent to deal withonly participants from our own region, it later becamepossible to invite one representative from each of the other RMC regions. Eighteenparticipants were invited and three others elected to come as observers andconsultants. Participants invited: Mrs. Judy Adler,' South Dakota School forthe Deaf Miss Janet Bourne. Nebraska School for theDeaf Mrs. Helen Marie Carlson, Starr KingExceptional Children's School Miss Ann Davidson,esidential Program for Hearing Impaired Young Adults.VeKalb, Mr. Bruce Drackley, Wisconsin School forthe Deaf Mr. Richard Fetrow, Iowa School for theDeaf Mrs. Lila Griffin, Central Institute for the Deaf Mr. Vernon Johnson, North Dakota Schoolfor the Deaf Miss Cherie Kling, Southwest Regional MediaCenter for the Deaf Sister Christine Kranig, St. John's Schoolfor the Deaf Mr. Charles Leman, Michigan School for theDeaf Dr. Paul McLelland, Virginia School for theDeaf and Blind Miss Estelle Provow, North Dakota School forthe Deaf

I Unable to attend due to weather conditions.

159

77.,0:1 0 72 I t 152 Mr. Ruben Rakow,Lake-McHenry Regional Hearing Impaired, Gurnee.Ill. Program for the Mrs. Dorothy Stanfill.Indiana School for theDeaf Mr. Bill Stark.' IllinoisSchool for the Deaf Miss Virginia Stevenson, Arizona School for theDeaf and Blind Mr. Gerard Winalski,Kendall School for the Observers: Deaf Mr. Robert Davila, Syracuse University. NewYork Mr. Joe Domicil,Educational Media Distribution D.C. Center, Wash., Consultant : Miss Dona Chapman' Oregon College of Education:Deaf An intense winterblizzard tied at the time participants up transportation in the midwest were expected to arrive in Lincoln,on Janu- ary 3. Instead of startingon Monday morning the Institute begin until Tuesdaynoon. but of the expected could not three could not getthrough. participants only It was decided earlyin the planning phase the participants of this Institute that themselves would be thekey contributors and that instructional input fromthe RMC staff would be should be pointed out, kept minimal. It however, that the RMCstaff agreed that the media specialists shouldbe broughtup to date on recent developments in the areas ofsystem design and in evaluation. scheduled instructionon these two topics. The staff Many of the participants tute and were experiencedwere graduates of a basic mediainsti- in dealing with therealities of media utilization. The majorobjective of the Institute well this instruction was to find out how the test of application.and preparation inmedia use has withstood tion of data became For this reason, the collectionand organiza the prime goal of theInstitute. This report, in turn, is the result of thisrationale. The schedule that followsgives some idea lection process as to how the data col- was carried out. A formulawas developed for providing every participantthe maximum opportunity In this procedure,most of the recorded data for speaking out. small group discussions. was collected from It was also agreedat the outset that there achieve closure of would be no attemptto any kind during the week ofthe Institute. In- cluded in this report isdata acquired from several weeks before the a questionnaire circulated mitted to suggest additionsInstitute; and the participantswere per- and revision to the draftof this report long after they returnedhome.

'Unable to attend due to weatherconditions.

160 SCHEDULE FOR MEDIA SPECIALISTS INSTITUTE. JAN. 5-9, 1971. Tuesday ProblemWednesday II:Systems Approach ProblemThursday Training Problems ProblemFriday 5: Material SourcesData SaturdaySummary/Review nature of follow-up. Data Input PhaseProcesses/ModelsR.Dr.Introduction. R. E Stepp. E. Stepp, Motivation G. Propp. Phase staffClassificationDate input. Collection, of Problems Catagorization/ SMALL GROUPS Systems Solution.Collection, Group Input. EvaluationProcedure of institute. for sharing materials. Operational Phase 1:staff. Formulation SMALL GROUPS Review/Synthesis. Review/Synthesis. SMALL GROUPS Adjourn. Evaluation/ReviewObjective: Systems document.Phasestaff. Objective: Document. LUNCH Objective: Document. COCTS ProblemReviewOrientation. of 1: problems procedures. Objective:Reinforcement In-Service Phase Unit. 2: Construction. SMALL GROUPS Problem IV: Problems of(DataOrganization Organization)staff /Administration input. SMALL GROUPS MaterialsPrograms.Problem VI: EvaluationWhat & How,Process Oata Input Kelly & Hoover. Task description: Definitionparameters. and SMALL GROUPS 4:30-6:30:Evaluation/Review Lab sessions. PhaseImplementation 3. (delayed). Objective:Review/Synthesis. Document. Objective:Review/Synthesis. Models/Formulas. Objective:Synthesis and(Document.) review. TaskDescriptors for an IMC. 4:30-6:30: Lab sessions. 154

PRE-INSTI1 LriE DATA To serve as a basis of planning and discussion,the RAIC sent out a questionnaire to allparticipants well in advance Data thus acquired served of the Institute. well as a guide for this as a basis for planning theInstitute as document. This datawas summarized in a paper sent out to participantsbefore the Institute. this data summary isas follows: For the record,

SUMMARY OF QUESTIONNAIREDATA ( SEE APPENDIX ) Overall, the responsesto the questionnaire confirmed hypothesis thatone of our major problems our original This is evidenced bythe fact that was that of inconsistency. tive responses showed on many of the items the collec- no distinct or clear-cut trends.Knowing that ten affluent students averagedout with ten disadvantaged not make twenty middle kids does -class pupils,we are distrustful ofaverages when dealing withcollective figures of thiskind. The tabulation ofquestionnaire results indicated tionnaire fell somewhat that our ques- short of perfection. Itoccurs, belatedly, that when the administrationgives you a clear and scription of your role, comprehensive de- you should have been askedwhether that is good or bad. Beforegetting serious about the should be explained that summarization, it of Cruelty to People the National Society forthe Prevention has been duly notifiedto do something about media specialists whowork 330 days their time to the task. a year and give 130 percent of (This is closer to the truththan most people realize, as it has beenour experience that when the lights night in a schoolbuilding it is inevitably are on at is working there.) the media specialist who I. JOB SPECIFICATION No central trend. It is under a wide possible that media specialistsare working range of specifications. Task analysisis definitely needed. Evaluationcannot be effective unless detailed job description. we have a precise and II. TASK A NI.LTSIS Statistics hereare contaminated by the fact thata number of people are saying thatthey are workingmore than 100 percent. Our averagescame out like this: Percent: 7.5 for repairing equipment. 12.5 for transporting andsetting up equipment. 11.5 for irrelevant tasks. 18.7 for in-serviceinstruction. 13.0 teaching and assistingstudents. 18.7 designing andproducing materials. 17.0 administrative work. 10.2 consultation andplanning. This totals up to about110 percent, which than we think. If irrelevant may be nearer the truth tasks could be eliminated,we would be

1 Cn 155 in good shape. Otherwise, whether you are dealing with a one-man shop or with a fully staffed center, the figures probably tell it like it is. III. SALARIES Ten media specialists are paid out of school general funds and six out of special grants. It was noted, however, that these figures are distorted by part-time media specialists who are on the instructional staff. Media specialists are being paid the same or slightly more than classroom teachers. The comment in the above paragraph again applies. Full-time media specialists are mainly in the range between teachers and principals. Working days average out to about 91/2 hours. Most full-time specialists work ten or eleven months.

IV. BUDGETARY SUPPORT Support for equipment and materials was overwhelmingly "reasonable". This is contradicted in other questions. Possibly the questions should have been broken down into several categories of support. It is possible that support for equipment could be reasonable, but inadequate for materials. Data on per capita support for the media center was inconclusive. Three schools are budgeting less than ten dollars per pupil, two are in the 1-25 dollar range, three expend over $25, and seven are unable to say. V. STAFF SUPPORT Only three schools have all the staff support that they need. How- ever, we concluded from other data that generally the respondents view themselves as being desperately understaffed.

VI. PROBLEMS This set of questions was very interesting, but again confirms the hypothesis of inconsistency. The accumulative data tends toward the mean. Clear trends were distinguishable in only one or two areas. (1) media specialists have confidence in what they are doing; and (2) we can identify some cases where this confidence extends only to fairly low levels of media utilization. Otherwise, most media specialists believe that their facilitim are adequate and that materials and equipment are accessible. How- ever, there was a d;scernible indication that there is room for improvement. VII. NEEDS Again a wide range of responses tends to regress toward the mean. The media specialists wish for several things the least of which is more equipment. By a whisker, better organization was the greatest need. Additional staff, materials designed for the deaf, and more time for developing materials were nearly equal and brought up a close second.

163 156

VIII. TOPICS FOR INSTITUTE Rank order of topics value: on a scale of 1-8, eight having thelowest 3.4preparation of trainingmaterials. 3.7systematic developmentof instructional units. 4.3resource center forteachers use. 4.4organization of materials. 4.5evaluation. 4.6advanced training inskills. 4.9role of media specialist,task description. 6.1review of skills. The Institute weekwas largely planned on the basis of Our major departure will this data. be in the "role of the mediaspecialist". Respondents gave this lowpriority, but we will givethis more emphasis because of itsrelationship to evaluation.

IX, X, AND XI. C0313IENT There was noway of summarizing or capsuling this this information data. Most of was probably repeated during theweek that the media specialistswere here. For the present, letits say that it is pleasantly surprisingto see the number of things in the development. process of TASK DESCRIPTION One of the basic problems to be attacked is the fact thatmedia specialists in schools for thedeaf are working undera wide variety of conditions and jobdescriptions. A media specialist,like a classroom teacher, should have clearlydefined goals and objectives. Un- fortunately, task descriptionsdeveloped for media specialistsin public schools are notapplicable to people in By and large, media programs for the deaf. specialists in schools for the deafare defining their own tasks. Thismay not be the most professionalway of going about it, but for thepresent it seems to bea better approach than any of the alternatives. Wemust recognize the fact that conditions from one schoolprogram to another are not thesame. We have media specialists functioning underevery conceivable condition, witha great disparityor resources and facilities. It would almost figure that we need have .to a vastly differentiated task analysis, andthis can, to a considerable extent, be achievedwhen the Media Specialist is permitted to attune hisskills to the local situation. The goal was, not to definethe role of a media specialist. put together some data but, to so that media specialists in school forthe deaf could do theirown job description in sucha way as to be most beneficial to theirown school or in their own development of roles. It was stressed repeatedly their that one task description couldnot be applied to the roleof all media specialists becauseof the fact that no two of themare working within the same framework vironment, needs, and expectations. of en- As a starting point, thetask analysis used in thepre-institute questionnaire was. althoughnot exhaustive, a relatively cator of what media specialists true indi- collectively do. The figuresrevealed

CA 157 by the questionnaire (repeated below for convenience) possibly require some clatification. Percent : 7.5 for repairing equipment. 12.5 for transporting and setting up equipment. 11.5 for irrelevant tasks. 18.7 for in-service instruction. 13.0 for teaching and assisting students. 18.7 for designing and producing materials. 17.0 for administrative work. 10.2 for consultation and planning. The data provided above needs to be interpreted in the light of other data revealed during the Institute. Some of the facts to be considered are: 1. The figures represent those individuals who distributed a half-time job on this scale. 2. A similar distortion occurred when we got figures from only one member of an IMC staff. (For example, the figures for administrative work are skewed by the fact that one of the respondents was a full-time administrator, while his sub- ordinates are not represented.) 3. As in most numerative data. the mean figure looks rather respectable, and we need to keep reminding ourselves that among our many school programs there is a glaring im- balance in the services performed by the IMC staff. Additional data to supplement the figures in the above tusk analysis was acquired by the simple process of asking participants to describe their facilities and what they were doing. A list of statements that is representative of what media specialists in schools for the deaf are doing is as follows: 1. Trying to catalog films. filmstrips, slides and all other available resources into an integrated card catalog. 2. Maintain contact with teachers and let them know what materials are available. 3.Pulls and delivers materials to teachers. 4. Handles clerical jobs. 5. Repairs equipment. 6. Handles some administrative matters. 7. Reacts to teachers' requests for materials. 8. Teacher in-service training for new teachers. 9. Trains teacher aids. 10. Sponsors projectionist clubs. 11. Produces materials for teachers. 12. Production of printed materials. 13. Constructs media kits. 14. Oversees experimentalinstructionwith Mediated Indi- vidual Visual Response (MIVR). 15. Trains students in teacher education programs. 16. Orders and circulates films. 17. Goes on field trips with instructional staff members to give them support and training in production of 8mm films for learning activities.

165 158 18. Plans slide series and 8mmfilms with 19. Works withschool administrators teachers. in describingschool to help themuse media board. programs to the publicand to school Several of the in carrying participants explainedthat they out their functionsby inadequate were handicapped at all insome cases). Most of facilities (nofacilities that have been the peopleare operating in modified for mediacenter use. Very classrooms specially designedfacilities, although few schools have stage. several are in theplanning Some IMCtasks of a long as follows: range naturemay be briefly described 1. Foster an increasing volumeof student center. traffic in themedia 2. More advanceplanning for 3. Computerizingthe catalog.systematic growthof IMC. 4. More extensive in-service trainingprograms. LEARNING SYSTEMS A uniton learning systems Regional Media has been developedby the Midwest tion, the unit Center for theDeaf. Still in was only reviewedfor this Institute.the process ofevolu- Components of theunit on learning ing major topics: systems consist ofthe follow- 1. Overview 2. The Roleof LearningTechnology.. of Multi-Mediain the Education 3. CommunicationTheory. cf the Deaf. 4. The Teacheras a Learning Mentor. 5. Developmentof an Instructional 6. Programmed Unit. 7. BehavioralLearning: AnOverview. 8. Taxonomyand InstructionalObjectives. of InstructionalObjectives. 9. SystemsApplication to the 10. Strategiesof Instruction.Education of theDeaf. 11. Evaluation. Notes on the the Media topics listed abovewere provided the Specialist Institute.Dr. Stepp and participants at certain pointsof the unit, Mr. Proppdiscussed points. In addition, but madeno attempt to Mr. Ron Kellyof the RMC cover all the the role ofEvaluation in the staff touchedupon questions overall designof learning. were answered andreadings were Various cialists whoare weak in this recommended forspe- stratedsome of the forms area. The \fedia Centeralso demon- systematize their and flow chartsthat are being instructional effortsand training. used to Proponents oflearning systems what we knowabout instructionalclaim that, ifGod had known the apple. A systems, Eve would statement suchas this may be not have eaten the same timenobody will a bit extravagant, butat has been the argue with the fact major ingredientof effective that good planning of man. Feedbackfrom the instructionsince the dawn general statements: participants stimulatesthe following 1. A systemcan have considerable simple or flexibility. Itcan be as as complex asyou want to makeit. 159 2. A systematic design provides a basis for decision making before, as well as after, instruction takes place. 3. The systems concept makes evaluation an integral part of the planning process. 4. Facilitating communication between classroom teacher and the media specialist is yet another feature of systems design. 5. A systematic approach serves as the basis of flow charting the development and production of instructional materials.

TRAINING Fl7NCTIONS OF THE TM C Thursday morning of the Institute was devoted to the training functions and services provided by school IMC's. Most participants seemed to agree that this was perhaps the most vital service thata media specialist could perform. The procedure for acquiring data in this area was as follows: In a large group with all participants present, therewas some discussion of the importance of training teachers of the deaf to make more effective use of the potential of media in day by day instruction. The large group broke down the topic into three majorcom- ponents, and each component was discussed in depth in a small group session. RMC staff members participated in the small group sessions. Notes were taken at these sessions andgroup leaders then reported back to the large group for summarization and closure. It was generally agreed that teachers of the deaf need to attain a level of media skills and competencies which can and has been defined in the educational literature ofour day. Stated in equation form, the desired level of media competency minus the competencies that the teacher possesses equals the skills and competencies that must be taught. The three major components in training the group agreed were pre-service, in-service and student training.

I. PRE-SERVICE TRAINING The following observations came out of small group discussion of pre-service training: A. Definition The understanding was that pre-service media trainingmeans the training that is provided teachers before they begin teaching in that particular institution. B. Problem 1. Ideally, a properly prepared teacher would acquire thenecessary media skills in teacher education programs. However, this is not happening at this time and may not happen forsome time. Under ideal conditions of teacher preparation, the need forpre- service training would disappear and all that would be needed would be a bit of orientation and information on thenew techniques and materials that become available. 2. Pre-service training is presently being done ina very haphazard and ineffective way. (a) Usually done on a half day or a whole day before school starts. 160 (b) Because of theexcitement. overa new job, the rookie teacher is minimally receptiveto this type of training. (c) Generally pre-service duction to school equipmentsuchtraining IF restricted to basicintro- where it is stored. as, what the school has and (d) It is difficult, if not impossible, to schedulepre-service training in most schoolprograms. C. Same solutions 1. Schedule pre-servicetraining on an appointment school hours. basis after 2. Stress motivationalaspects of media. (a) Use media for instruction. (b) Avoid tendencyto emphasize mechanicalaspects. 3. Establish informalcontact with neophyte teachers preparation periods. during their 4. Restrict initial instructionto the media and materials available. that are 5. To some extent, pre-servicetraining can be combined in-service training. with 6. Encourage unscheduledexploration. The teacher familiar with what is available. must become 7. It helps a great deal inthis role if the media classroom experience. specialist has had 8. Pre-service training inmedia can be accomplished fectively if the school is most ef- In this case: a practicum for a teacher trainingprogram. (a) The media specialistcan influence the director of teacher education to provide mediaexperiences within the practicum. (b) Student teacherscan work closely with critic teachers in producing and adapting learning resources for the deaflearner. 9. Provide eachnew teacher with a folderor kit containing necessary information for media utilization. In the large group discussion there was general agreementon most of these suggestions.Several additional recommendations fered as follows: were of- 1. The new teachers will need 2. Insofar as practical, models, not theories. the-instruction should be highlyindi- vidualized. We need toexplore possibilities of programmed learning and automatedinstructional devices. 3. Sharing of experiences should be encouraged. Teacherswith good mediated units shouldshow and share them withnew teachers so that mediamotivation comes from people than the media specialist. other 4. Keep communication channels open. Feedback fromteachers is necessary beforeyou can do the job most effectively. It was also pointedout that pre-service training is difficult to plan than in-service somewhat more training. The neophyte teacheris not sure of what he or she is goingto do. It is difficult tosee the relevance of media implementationunless related toa specific task.

A. Definition II. IX-SERVICE TRAINING In-service training is themedia training provided teacherson a continuous andever expanding basis. /ER 161 B. Problems 1. Motivating people to attend in-service training sessions. 2. Scheduling this training, particularly in larger schools. 3. The teacher who has a phobia about mechanical things. C. Some solutions 1. Students can be trained to relieve teacher of the equipment operating problems. Each piece of equipment should be accompanied by a simple diagram and checklist. 2. Training to a great extent must be individualized. 3. Keep essential equipment in convenient places in order to facilitate use and thus make instruction relevant. 4. Many teachers have to be solduse motivational gimmicks. (a) Displays in teachers' lounge. (b) Show materials on a personal basis. (c) Develop a newsletter and/or make periodicannounce- ments. (d) Sell media with media at staff meetings, etc. 5. Circulate and direct pertinent articles and promotional materials to .proper teacher. 6. Acquire media aides to assist the teacher in development and use of media. 7. Organize your DEC so that classroom teachercan find access to needed materials independently. 8. Develop evaluative apparatus to determine media effectiveness of teachers. One rather startling suggestion thatcame out of this group discussion was that media specialists mightgo over planbooks with the supervising teacher in order to spot topics of instruction for which media is available, but it was agreed that planbooksare not sufficiently detailed to make this a viable approach.

III. MEDIA TRAINING FOR STUDENTS It was generally agreed that this was the most neglectedarea in training. A. Purpose 1. Provide students the media proficiency to produce their own materials to interact with class in any specific instructional task. 2. To provide the students additional channels of unimpaired communication. 3. To open the potential of job opportunity in the field of learning technology. 4. Student skill in media use would stimulate teacher utilization. B. Boundaries of training for students 1. There is the problem of scheduling training for students who mostly are already over-scheduled. 2. The limited opportunity to implement what they learn would tend to deteriorate acquired skills. 3. We should caution against learning media as an end in itself. 4. Student should be able to master all equipment that school possesses. 162

5. The student should master processes of production to thesame extent as teachers, because after all the goal is two-way communication. C. Some recommendations 1. The Media Center should be open after school hours in order to make this training possible. 2. Schedules should be arranged so that students have opportunity to use media production center without interfering with teacher utilization. 3. Establishment of a media club would provide motivation and stimulate after school use of the IMC production center. 4. In day schools this would requirt, parental cooperation, who, in turn, must be sold on the value of this activity. 5. Special materials need to be developed for instructing students in use of production tools. (a) This is a good area for initiating exchange of materials among schools. (b) A large proportion of instruction would have to be ofan independent nature. 6. Instruction will have to be systematically programmed. Small children would learn simple skills and increase their competencies year by year. 7. Classroom instruction would have to emphasize student participation so that students would see relevance for their media skills. As part of this unit, the Media Center demonstratedsome of the materials developed for in:service training. Also demonstratedwere some workshop schedules.

ORGANIZATION AND ADMINISTRATION OF THE IMC All functions of the I3fC in one way or another become administrative or organizational problems; hence it isno small surprise that this chapter deals with nearly everything that has not been covered in other chapters of this report. In the large group, session it was agreed to break down theor- ganization and administration problems intoas many components as possible in order to facilitate data gathering. The topics selected for discussion were as follows: 1. The library-media dichotomy. 2. Chain of command and staffing. 3. Developing an IMC "image". 4. Advance planning. 5. Organization of materials. 6. Acquisition of materials. 7. Curriculum Involvement. Data collected from small group discussion sectionscan be summarized in the following way. A. The library-media dichotomy Most participants agreed that there should be no distinction between printed materials and other learning media, but at the same time, most conceded that they have beenmore or less helpless in

170 163 halting the trend toward separation of library and media functions of a resource center. Below are some of the observations recorded. 1. Media specialists agreed that the matter was not merely one of personal ascendancy or dominance. The question is one of effectiveness. 2. It was generally agreed that the initial step in the breakdown of the dichotomy is a master file containing all learning resources. 3. The library and media center should be one physical facility. 4. No one could oppose the argument that the service role of an IMC could be carried out more effectively when the IMC director has had teaching experience. 5. Librarians, it is granted, are coming into the profession with audiovisual training. By the same token, most colleges with media specialization require basic library science courses. 6. Perhaps a new title, Director of Learning Resources, would eliminate the dichotomy. B. Related to the library-media dichotomy was the chain of command and staffing problem 1. It was difficult to develop any consensus on some aspects of staffing as most of the participants were a one-man staff. 2. Agreement was that in staffing the first priority should go to relieving the media specialist of clerical and cataloging functions. 3. Of some concern was the fact that many media staff appointments are on Title I funds. This tends to put the media specialist into some sort of organizational limbo. This arrangement has some advantages, but there is strong agreement that all library and media positions should possess the permanence of a classroom teacher. Also it was agreed that in a school organizational pattern : (a) The Media Specialist should have rank that approximates that of a Supervising Teacher. (b) The immediate superior of the Media Director should be the Principal or the Assistant Principal. 4. The staff support for the Media Director should be consistent with the goals and media program of the school. As stated above, first priority in staffing should be toward the problem of relieving the Director of clerical duties. Other than that, it was generally agreed that: (a) The first technical person to be employed should be a graphic artist. (b) ITV capabilities and equipment should be supported by the appropriate staff. (c) It is well worth the effort to acquire and coordinate volunteer helpparents or students. 5. Suggested as a comprehensive staff: Coordinator of learning resources: Media specialist: Technicians: Graphic artist. Secretaries, as needed. Motion media expert. Clerks, aides, as needed. Photographer. Volunteer help. Librarian. Assistant librarian.

171 164 C. Developing an IMC "image" Discussion of this facet ofan IMC was rather exhaustive. It was agreed that the IMC has a significant role inprojecting the school image into the community. However. theconcern was mainly with the internal image. the problem of developing goodrelations with the people who benefit, the school population.Some noteworthy suggestions: 1. Keep on top of teachers' plans. Ifyou know what is going on you are in a position to suggest and recommend. Keepyour eyes and ears open in halls, lounges. etc., and develop channelsof direct communication. 2. Make classroom observations. This procedurecan backfire, unless approach is tactful and constructive. 3. Provide the selection tools that the teacher needs inher specific subject area. 4. Get the teachers interested in in-service training. You should develop an interest in training before workshops and instructional events are scheduled. 5. The Media Director needs to developa viable working relationship with administration. The IMC must developawareness. sub- stantiated by facts, that media is helping attain school goals. 6. Developing a working relationship with teachers ismost important of all. Some suggestions: (a) Develop a media wagona cart loaded with materials for a specific unit of instruction. (b) Demonstrate to teachers, etc. (c) Advertise the Center. Make a big fuss aboutnew materials. (d) Have an open house in the DEC for teachers. Thismay also be done on a more specific scale for departments and subject area teachers. (e) Encourage teachers, and assist them, in developing instructional materials. (f) The most important thing is to be enthusiastic,to really believe in what you are doing. D. Advance planning 1. Make precise and reasonable plans foryour Center. Have both long-term and short-term goals. 2. Keep a file of your ideas and plans for the future. (a) Plans for new facilities. (b) Plans for increased staff. (c) Plans for unexpected bonanza of funds. 3. Keep abreast of new developments in the media field. 4. Be able to justify any request as being part ofa master plan. The chances of obtaining approval of purchases and requests for space are much more favorable if they are planned for. 5. Provide for involvement of all school personnel inyour long range planning. 6. Keep feedback channels open, as planning is worthwhile only when attuned to the needs of the school.

172 165 E. Organization of materials It was generally agreed that the time and effort expended in maintaining order is worthwhile. Some suggestions: 1. Have goals and objectives for your IMC and besure that teachers know what they are. 2. Set up a simple and understandable system for storage and retrieval. It is very essential that teachers, and students be able to comprehend your organizational plan. 3.All equipment should be subjected to systematic maintenance procedures for optimal performance. 4. All learning materials should be cataloged in master file. 5. Keep up to date on new ideas for organization of the media collection. 6. Do not lose sight of the fact that learning materialsare for students. not for teachers. 7. Some long term goals: (a) Catalog cards or specialized materials on a national basis. (b) Computer hook -up for more effective use of materials not immediately available within the school DEC. F. Acquisition. of materials It was agreed that for a Media Director the most vulnerable position would be to request new materials and equipment when he has shelves full of materials that are not being used. Some recommendations for acquisition of materials and equipment: 1. Don't buy materials for which you lack the equipment, and vice versa. 2.All materials should be curriculum related. 3. Involve the teacher in selection of materials. 4. Do not buy anything without seeing it first. Take advantage of every preview and demonstration opportunity before commitment to purchase. 5. The IMC needs a current and up-to-date file on materials and equipment that is available. These selection tools should be categorized on such a basis that information ofa specific nature is instantly retrievable. 6. Route promotional materials to teachers who may haveuse for it. G. Curriculum involvement 1. The curriculum for the most part dictates the materials to be purchased. The Media Director who purchases the media must be very familiar with the school curriculum. 2. The teacher, Media Specialist, curriculum planners, and administration should ali work together. 3. The most important role of the Media Director in curriculum planning is to define HOW the curriculum is written.

MATERIALS AND RESOURCES The Friday morning session on materials andresources was initiated with a large group session during which participants received a number of handouts and during which they were shown a number r23 166 of reference tools that are being used by the MidwestRegional Media Center for the Deaf. It was pointed out that the lists mustconstantly be revised and kept up to date. Some of the list titles were asfollows: 1. Addresses for all centers in the SEIMC-RMCNetwork. 0. Sources of media materials. 3. Periodicals related to media. 4. Manufacturers and their products. 5. An Instructional Resources bibliography. 6.Criteria for selection of non-book materials. 7. Publishers of textbooks and other teachingmaterials. 8. Sources of materials on countries. 9. Addresses of specialized agencies of theUnited Nations. Some of the selection tools that were demonstratedincluded the following: Alabama Rehabilitation Media Service. Catalog ofAudiovisual Materials Re- lated to Rehabilitation, Auburn University, 1971. Allison, Mary L.. Xeto Eudeational Materials, Pre-Kindergartenthrough Grade 12. Scholastic Magazines. Inc.. c1967. American Library Association, .4 Basic Book Collection forElementary Grades. (Davi) AECT. API Guide to New Products, Dept. of AudiovisualInstruction, Washington, D.C. Eakin. Mary K.. Subject Index to Books for Primary Grades.American Li- brary Association, c1967. Educators ProgressService. Educators Guidesto Free Materials-Social Studies. Science. Tapes, Scripts, Filmstrips. Curriculum Materials,Films, etc. Annual editions. The Elementary School Library Collection, Phases 1, 2 and 3.Pro-Dart Foun- dation. c1966. General Services Administration. U.S. Government Films: .4Catalog of Mo- tion Pictures and Filmstrips for Sale by the NationalAudiovisual Center, 1969. No charge. Hendershot. Carl H., Programmed Learning: A Bibliography ofPrograms and Presentation Devices, Hendershot Programmed Learning Consultants,c1967, basic bibliography and supplements $27. Illinois State University, Library Resources in Special Education,1968. Kansas University SEIMC. Materials Catalog 1970. Kone, Grace Ann.. 8mm Film Directory. Educational Film Library Association, c1969. Media Services and Captioned Films, Catalog of Captioned Films for theDeaf: Educational Titles and General Interest Titles. Dept. of Health, Education and Welfare. National AudiovisualAssociation. The Audio-Visual Equipment Directory, c1971. $8.50. NEMIC, Resource Aid of Speech and Language Materials for the Development of Communicative Skills, Boston University School of Education. nocharge. Newton, Mary Griffin, Books for Deaf Children: A Graded Annotated Bibliog- raphy, Alexander Graham Bell Asso. for the Deaf, c1962. NICEM. Index to Overhead Transparencies, R. R. Bowker Company. c1969. NICEM, Index to 8mm Motion Cartridges, R. R. Bowker Company, c1969. NICEM. Index to 16mm Educational Films, McGraw-Hill Book Co., c1967. NICEM, Index to 35mm Educational Filmstrips. Northwest Regional SEIMC. Catalog of Instructional Materials and Resource Materials for Teaching and Learning with Handicapped Children and Youth. University of Oregon, 1969. SRMCD, Easy Reading for Deaf Children: .4 Bibliography, Captioned Films for the Deaf. University of Nebraska. Educational Film Catalog. 1971-1973. University of Texas SEIMC. Instructional Materials and Resource Materials Available to Teachers of Exceptional Children and Youth. 1969. Weber, Olga S., Audiovisual Market Place, R. R. Bowker, Co., 1969. 167

The large group broke into three smaller groups each with a specific topic of discussion. The topics and key points raised were as follows: A. Exchange and dissemination of materials within the school 1. The Media Director should be aware of what is being developed by teachers. Several approaches could be used: (a) A common file for teacher produced materials. (b) Acquire masters and duplicate the materials for other teachers who need it. (c) If teacher wishes to keep her own materials, (she has every right to do so), offer to make a duplicate set for placement in the DEC. 2. Make other teachers aware of teacher produced materials by asking the producer to demonstrate it, etc. 3. There is a problem with teachers who order materials through the media center and then want exclusive possession. Need here is to establish sonic rules: (a) All materials purchased by the DEC will be cataloged and stored by the DEC. (b) Materials are loaned for a definite or indefinite period at the discretion of the DEC director. B. Exchange and dissemination of materials among schools This is an area in which there has been almost no effort up to this time. Admitting to a lack of experience with this problem, the participants nevertheless agreed that this function would be an appropriate role for the Regional Media Centers. The basic process would be something like this:

Classroom teacher Try-out with Report to produces inatructiona own class appropriate material R.M.C.

Modif lllll ens WC stet! and adaptations Develop production prototype

Validate with &neon cooperating to M.S.C.F teachers

Mass Budget review production approval

D lllll button

175 77-907 n - 7k -12 C. Making optimum,use of materials on the IMC shelf 1. A comprehensive catalog isessential. Possibly color codedor use some other appropriate means ofcombining materials. 2. Materials should be readilyaccessible.' 3. Frequent demonstrationof what is available will call to materials. attention 4. Emphasize the broadrange of materials available. 5. Encourage browsing. G. Publicize your functions viabulletins. newsletters. stimulating announcements. person-to-person contacts.etc. 7. Develop confidence inuse of materials by keeping equipment in order. S. Make IMC available afterhours. Give people who want to work in the DECa key of their own. 9. Make every visit to the IMCsuccessful in some wayifyou don't have needed materials. sellhim the necessary formula for obtaining them. 10. Believe in mediathis is themost effective sell. D. Commercially availableresources Institute participants areaware of the growing proliferation of materials on the commercial market. Theyare aware of the fact that much of the research doneto "prove" new materials has been done by the producer. Some essentialguidelines for the purchase Qfcom- mercial materials are: 1. The bulk of the materials availableare for various reasons not suitable for hearing impairedusers. and there is no reliable criteria for making thenecessary decision as to whether material is or is not suitable for the deaf. 0. Sometimes minor adaptionscan make commercial materials effective with the hearing impaired. 3. Always. consult the classroom teacherwho will use the materials. 4. Never buy anything sightunseen. 5.Consider durability of the thingsyou buy. 6. Don't load your shelves with stuff just becauseit is free. Free materials should pass thesame examination as purchased materials. 7. Purchase from sources that provide adequateservices. 8. Attend conventions, conferences. workshops.etc., and find out from classroom teachers what theyare using effectively. E. Materials available from LlfC's and R.MC's 1. Need to establish contact with these agencies. Theywill keep you informed as to what is available. 2. Communication with these agencies should betwo waylet them know what you need. F. Selection tools A list of selection tools is provided in the previouschapter. Other suggestions: 1. Keep teacher lounge stocked withnew materials and promotional literature. 169 2. Inform teachers as to what is available from community, state, regional and federal agencies. 3. Your selection files should be organized in such a way that the teacher can comprehend it.

THE ROLE OF EVALUATION IX THE IMC On Friday afternoon ihe processes of evaluation were discussed in relation to the function of the school IMC. Evaluation, while given a great deal of lip-service, is often the most neglected aspect of an IMC program. Althoughitisobvious that media specialists/ educators continually conduct an informal assessment of their educational programs. it is also true that as a profession, they have failed to formalize these evaluation procedures. The main purpose of this session was to point out the need for formalizing the evaluation procedures of an IMC program in order that this evaluation data could be retrieved and effectively utilized in the decision-making process. Evaluation data should be used as a basis for improving and modifying the DIC program. The session began with cn overview of the evaluation process, with particular emphasis upon the rationale for conducting evaluation. A group discussion of these issues followed. Suggestions were also provided for relevant areas to be assessed, and some possibilities on how to gather information. Evaluation must be an intrinsic part of the planning process. Basically, all phases of planning can be condensed into three main components: (1) establishing purposes and specific objectives; (2) developing procedures to carry out these objectives: and (3) determining to what extent the objectives are met. If these three components are essential to the planning process, then obviously the concept of "evaluation" is vital from start to finish. How one determines whether the objectives are met is the crucial issue. It is the contention of the staff at the Midwest Regional Media Center for the Deaf that in order to assess "the extent to which the objectives are met", one must use a formal evaluation procedure based on a "multiple measure" approach. In short, using a combination of methods to gather information in order to avoid sharing the same weaknesses. It was generally conceded that the main purpose of an DIC was to serve the teachers and help improve teaching/learning processes for the students. Following is a list of areas that we believe an IMC director should be gathering information about : 1. Teachers' use of the DEC services. 2. Teachers' opinions, ideas, expectations of the DEC (How do they compare with the DEC personnel's view of the IMC?). 3. Students' use of the DIC services. 4. Effectiveness of "special" DIC programs such as workshops, in-service, etc. (What do the teachers do with the skills and information acquired in these "special" programs?) 5. Media/equipment utilization (frequency of use to determine future acquisitions). 170 6. Effectiveness of etc.) media/equipment. (Reliability,performance, This list was not considered basis for discussion. to be all inclusive, but merelyas a In addition, a varietyof examples of checklists. tionnaires were provided. forms and ques- 1.Checklist, teacheruse of DIC. 2. General information, types of questionnairesone could use. 3. Checklist, studentuse of DIC. 4. MIT'!? Use Record. 5. Permission to recordform. 6.Checklist, Media/equipment,frequency of use. 7. In-classroom, observationform. 8. Pre-institute Questionnaire,MRMCD. 9. Assessment of EducationalMedia, MRMCD, 1970. 10. Bibliography regardingevaluation. The above examples were to be considered asresources for developing other data-gatheringtools, not as the right information. way to gather The solution to the problems of evaluation in the IMCcan be solved in severalways. First, if each DEC undertakes procedure for collecting and a formalized tions of the IMC. Secondly,maintaining informationon the func- if each DIC uses this informationin their decision-makingprocess for improving the IMC finally, if this information is program. And shared with the other IMC'sso that we may all improve our programson the basis of evidence.

FEEDBACK AND CONCLUSIONS The general reactionto the one-week Institutewas highly favorable. A generalconsensus was reached on the following 1. topics: It was generally agreedthat the Institute should bea continuous thing and thata similar date is, in spite of weather variables, probablymost satisfactory fora variety of reasons. 2. It was agreed thatthe same people shouldreturn, but this also raised the suggestionthat all people who functionas Media Specialists shouldhave the opportunity to attenda function of this kind. Dayschool specialists, functioning in a part time role, needthis as well as people fromrela- tively sophisticatedcenters. 3. The participants' generalreaction as to whether other RMC's should havea similar institute was a resounding "YES". (People presentfrom other regions were asked make a "push" for this.) to 4. The response to the ideaof establishing a formal organization either regionallyor on a national basis was generally favorable. Most participantsfelt that the work of the Insti- tute should be fostered bya continuous effort. 5. One of the specificrecommendations was that the Center send out a memo in September to the goal of regional cooperationestablish communication toward materials. and exchange of ideas/ 171 APPENDIX A MEDIA SPECIALISTS INSTITUTE INFORMATION QUESTIONNAIRE We recognize that this is a very long questionnaire, however, we believe that it is an important source of information for us in serving you when youarrive in Lincoln for your Institute. Therefore, please be careful in completing this information. Your accuracy will be reflected in the quality of Institute activity. I. Job specifications.(Mark one or more statements that apply to your situation after you have read all of them.): 1. I have written my own specifications for my job. 2. I have written the specifications for my job and have given the specifications to the administration as well as teaching staff. 3. My administration has provided a clear and comprehensive description of my role. 4. The teachers have a clearer understanding of my role than the administration. 5. Nobody scems to understand what I am supposed to be doing. II. Task analysis.The following statements are representative of the tasks and activities which media specialists generally do. Break the following eight statements into percentage of time spent on each activity. To illustrate: Sample: 15% Repairing equipment. 5% Carrying and setting up equipment. 0% Doing things completely irrelevant to learning resources. Please complete: _% Repairing equipment. _% Carrying and setting up equipment. _% Doing things completely irrelevanti to learning resources, (e.g., substitute teaching, or janitorial duties). % Pre-service and in-service instruction to teachers. 7 0Teaching and assisting students in media productions. _70 Designing and producing media materials. _% Administrative work. _% Consultation and planning meetings with the administration and/or teaching staff. III. Part A: Fiscal matter (check only one statement). My salary comes from the school general fund. I am paid out of special grants or Title 1 funds. Part B: Salary comparison (check only one). My salary is on the same salary schedule as the classroom teacher. My salary is less than the classroom teacher. My salary is above the schedule of classroom teachers but less than principals or supervising teachers. My salary is above principals or supervising teachers. Part-e: Number of contract working days. How many days are you to work according to your contract (e.g., 180 days, 220 days, etc.). days according to my contract. IV. Budgetary support. A. The support for new equipment and materials may best be described as: (check only one). inadequate. reasonable. lavish. B. Support for my media center annually amounts to about: (check one only). less than $10 per pupil. between $10 and S25 per pupil. over $25 per pupil. unable to say. other. V. Staff support: (check the appropriate blanks). I am a one man media staff. I have the occasional assistance of volunteers and student assistants. I am provided clerical support as needed. I have all the staff support that I need. 172 VI. Problems: Part A: Attitudes and beliefs (checkthe extent to with the followingstatements by circling which.you agreeor disagree mean the following: the appropriateletter). The letters SAStrongly agree. AGenerally agree. U Undecidedor neutral. DGenerally disagree. SDStrongly disagree. (Use the commentline if you want SA A U D SD to explain youranswer.) 1. No one reallyunderstands the role educationalprocess. of media in the Comment: SA A U D SD 2. We have too difficulty in makingmany veteran teacherswho have SA A U D SD Comment: change. 3. Administrativesupport for the media not aggressive enough. specialist is Comment: SA A U D SD 4. I myself perhaps SA A U D SI) Confluent: lack confidence inthe role of media. 5. There are notenough teachers on may school staff. with media training Continent: Part B: Facilitiesand schedules (same SA A UDSD 1. I do not have instructionsthe as in theabove l'art A). I would like. equipment to do thejob as well as Comment: SA A U D SD 2. The facilities in my school are notadequate. SA A U I)SD Comment: 3. I have all theequipment I need ciently accessibleto users. but it is not suffi- Continent: SA A U DSD 4. I have enthusiastic cient time to developpeople who donot have suffi- Continent; media materials. SA A U DSD 5. There isno provision for students Comment: to use the center. SA A U DSD 6. The students have permissionfor using the media center but are not freedto do so. VII. Greatest needs: Comment: (rank order fromone to five with being the lowest value). one being highest andfive More equipment B etter organization Additional staff. Materials designed M ore time for for use with deafchildren. VIII7The scheduleddeveloping materials. order from one Institute at the MRMCD to eight withone high and eight havingwould benefitme most (rank Preparing materialsfor pre-service and lowest value). Review of skills(which of the following).in-service training. transparency production. ITV skills. 2" x 2" slides. 8mm movies. Advanced trainingin skills. ITV productions. slide/sound syncprograms. 8min sound movies. programmed instruction. Getting some sort ofgeneral agreement role really is. on what a mediaspecialist's Systeminatic development Organization of materialsof instructionalunits. within the centerwhich you operate.

180 173 L- earning about resource centers for teachers' use and for selecting materials. How to evaluate the effectiveness of my media center. IX. Write briefly some of the activities and productions which yourmedia center is currently engaged in. For example, pre-service, and in-serviceworkshops and developing learning materials, etc. X. What activities do you expect that you will be doing at theMRMCD during your Institute? (Write a brief paragraph.) XI. Write any other comments which you believe that would be of service to us to help design the learning experiences which will occur duringthe Institute for Media Specialists here at the MRMCD. A SYSTEMS APPROACH TO A MEDIA CENTER INA SCHOOL FOR THE DEAF Go ldie Trboyevich. M.S., Director of Media Services, Kendall School for the Deaf (read by Dr. Ben Schowe) There is a saying among school librarians that a library should be the hub of a school. Perhaps this should be changed to, "the Media Center" should be the hub of a school. This position cannot be attained merely by the acquisition of mountains of materials.Staff, budget and physical plant are. naturally, extremely important. Equally important. perhaps in some respects even more important,is the organization. Without proper organization there is noefficient retrieval. Without such retrieval, there is little or no usage of materials. simply because they are not readily available. As a rule.teachers do not have the time to spend searching formaterials. When they want something. they want it RIGHT NOW. Knowingthis, we have tried, at Kendall. to build a Media Center that would answerthese needs. Our library is really a resource center. All kinds of materials are catalogued and stored in the library "complex". We have experimented with different methodsfor cataloguing media and have devised a system which works well for us. The system of organization utilizes color. These colors areused in the card catalog. i.e.. the cards have colored bands acrossthe top to denote types of media. They are then interfiled in thegeneral catalog with the book cards. Title. subject, and any other kind ofcard that might be helpful are made. It is a simple matter tofind out what is available and to locate it within a few minutes,because all these materials are housed in the library. We use Dewey numbers for books only. The callnumbers for the media are either accession or space numbers.

TRANSPARENCIES As each set (or individual) transparency iscatalogued, it receives an accession number which is precededby a TR. For example, TR1, TR2, TR3. etc. Individual transparencies receive onenumber only. Sets are given an additional number. i.e., TR4. The maincard will have this number on it. (14) This shows there are sixtransparen- cies in the set. If a set is on mathematics, there willbe a general subject card on mathematics. H two transparencies in that setdeal

181 174 only with fractions, then a subject card will be made. The callnum- ber there will read TR4, butin the heart of the card it willshow that numbers 3 and 4are specifically about fractions. Usually only title, producer, and callnumbers are on the cards. Otherinformation is included if it is deemednecesst ry or helpful. The color band these cards is purple. on STUDY PRINTS

These are catalogued in basicallythe same manner, with theex- ception that the call number ispreceded by SP. The color band these cards is yellow. on SLIDES Slides also are done thisway. However, because space fora number on a slide is limited, it is writtenSL37(6). The last number tells you that this is the sixth slide in the set. Onlythe main card will have SL37 (1-72) on it. Here thecolor band is brown.

PHONORECORDS These are divided into two categories,single records and albums. The call numbers are accession numbers.R1, R2, etc. for the single records, and RA1, RA2, for thealbums. There is a title card for every song or sound effect on each record. If "ababy crying" sound effect is desired, the teacher hasonly to look that up in the card catalog and she will be ableto locate quickly the proper record. Subject cards are also made, i.e.,patriotic songs, marches, etc. The color band for records isgreen.

8301 FILMS Most of our 8mm filmsare in cartridges. They have accession numbers also but theyare preceded by FL. In order to distinguish between a regular anda super 8, we merely add an r or s to the number. FL6r, FL12s, etc.

16301 FILMS The 16mm Captioned Filmsare assigned numbers by the Media Distribution Office. We addan F before each number. On each main ea, d. we include information such as title, b/wor color, length, a synoN'.., grade level and suggestedarea of usage. On the subject cards, we include call number,subject and title. The color band is black. Films purchased by KendallSchool, are catalogued the same. The only difference is the call numberwhich is preceded by a KSF. FiLmsTairs Filmstrips are assigned space numbers. Wehouse our filmstrips in drawers which are divided into 100spaces and each space is numbered. The drawer itself is divided intotwo sections, therefore there are two sets of numbers, 1-50 in each section. The firstdrawer is

".4 rz)r1 175 labeled A on the left, and B on the right. The filmstrips, then, have numbers A-1, A-2, B-1, B-2. All filmstrip containers have these numbers on both the cover and the bottom. Each filmstrip is previewed so that it can be catalogued in detail in order to ensure every possible usage. As stated before, these cards are interfiled in the general card file, with two exceptions. The 16mm film cards are filed separately because we are not satisfied that we have made enough subject cards. We feel that each film has more usable information and so we keep adding subject cards. Later we may decide to interfile. The filmstrip cards not color coded because we started this system long after we had acquired and catalogued an extensive filmstrip collection; besides, the teachers like it as it is. Pamphlets are catalogued only if they are for professional use. We have a short form. whereby we use part of a Dewey number and some letters. It is again. a system which we devised. It is simple for us to use and retrieval is quick. However, it needs to be expanded and some kinks need to be ironed out. The color band is orange for pamphlets. All other pamphlets are simply filed in a vertical file under subjects which have been verified and are standard. They are the same subject headings which are used on all our materials. See and See also cards in the main catalog refer to the vertical file. Our check-out system is quite simple. Books are checked out in the usual manner, that of signing one's name on a book card. All other materials are checked out by filling in the proper information on printed forms. We consider our color-coded system to be quite good, but we are constantly looking for better and more efficient ways of organizing materials. One of our goals is availability. We know that availability is the key to usage and awareness of our Media Center and with this knowledge. we hope to attain and retain the position of "the hub of Kendall School". EDUCATIONAL MEDIA IN A SCHOOL FOR THE DEAF Joel D. Ziev, Ed. M., Director, Educational Media, American School for the Deaf Over the past decade the function of Educativikal Media has evolved from the AV man or Librarian performing a relatively limited function in education to the Educational Media Specialist, responsible for a strong supportive role in meeting the educational needs of children. This change has been brought about by a clearer understanding that mediated instruction is not host equipment; it is an active relationship between learning and behavioral objectives, curriculum, teachers, and media specialist, all working together to meet the individual needs of children. The Media Speci list cannot work independently of the teacher or the curriculum. He must be prepared to take an active role in assisting other professionals in determining the appropriate medium for reaching established objectives and working directly with the teacher in developing the utilization of the designated medium.

183 176 To meet thesechanging objectives Deaf has organized the American Schoolfor the all areas relatedto media into r. tive unit. Theseareas include: one administra- Upper School Library Primary Library Pre-Primary Library Captioned Film Depository Educational MediaCenter Teacher Work Rooms These areas, though decentralized, workas a closely knit unit providing comprehensivemedia servicesto both teachers and dents. The staffincludes a Director, stu- Assistant Librarians, Head Media Librarian,two a Graphic Artist. two ProductionAssistants, a Secretary, a Clerical Assistantand several volunteers. The libraries catalogand maintain all material, periodicals, professional including books. literature, captioned films,8mm films. film. strips. 2x2 slides.transparencies. pictures, The Educational etc. Media Center is responsiblefor the procurement and disseminationof commercially production of original prepared material and forthe material relevant to thecurriculum. This duction capabilityincludes transparencies, pro- loops. 2x2 slides 8min films and film .filmstrips. video tapes,pictures and charts. Included in the Centeris a three-camera studio which enables closed circuit television the recording ofprograms created and produced by both teachersand students for in the classroom and self-evaluation and viewing dormitories. An exampleof this would be Thursday Night News.At 6:30 every Thursday our has been presenting night. the 1113 class a 20 minute program. Theygather. write. edit. and present schoolnews along with an editorial, special events. All interviews and Junior and Senior Highstudents view thisprogram in their dormitorylounges. The Center is cording programs from also capable ofre- network TV and replayingthem at a time more convenient to bothstudents and teachers. A portable battery-operatedtelevision recording-playback is available forremote recording of field system athletic self-evaluation trips, classroom work, and any similar workrequiring remote eration and/or instantreplay. op- Mediated IndividualVisual Response (MIVR) small group interactionhave been established laboratories for and secondary departments. within the primary These have been setup by the North East Regional MediaCenter. With all of these resources now available to theeducator, it becomes the responsibility of theeducational media specialistto keep abreast of the expandingpotential of media within and to work closely with the curriculum teachers in developing themost effective teaching/learningprocess. "As a teacher plansa unit to be taught he must analyze the subjectin terms ofstructure, scope, and suitability. At thesame time he must consider the the lesson. In choosing learner and his role in materials and planninglearning experiences, the teacher will haveto determine what ideas will study; which phases require prolonged call for interaction betweenteacher and pupil

181 177 or between pupil and pupil; what section of the lesson should be designed as simulated learning; when it is the appropriatetime for the student to experiment; to visitor to perform. and what is the ultimate application that is to be made of these ideas by students."' An Educational Media Department must be organizedto serve the educational needs of our deaf children. Wemust effectively merge the Library and AV Center intoa single unit under a Media Spe- cialist who must be prepared to work in allareas of educational media. This individual in consultation with teachers,supervisors, and administrators must be able to objectively selecteducational material, both print and non-print, that will bestmeet the learning needs of children. (See Fig. 1.) If the appropriatemedia is not available then this speciaiist must be ableto design original materials to meet these specific needs. The mediaspecialist, therefore, must have a comprehensive knowledge of Curriculum.Library Science and production technique. and hemust be supported by a competent production and clerical staff. (Fig. 2.) We have come a long way during the past decade,and still have a long way to go; however,we have developed the idea that media is not an afterthought in instruction but rather shouldbe considered an integral part of the learning process.

The .t1 Adrninetration Librarian draws 3 estobli9besedueatbrial educational and behavioral objectives materials

ffr

-reacher develops t) meet c'bjective Teacher-cc-o cults withLibrarian in of edualtional rr4teria6 f

Gtuden4 have accesit !kali), fa' ..eindependenr study

Stepp, Robert. "Educational Media and Deat 1068. pp. 465-471). Education", in Volta Review (Sept.

1S5 178

EXeCUtiVe Director. Headmaster

asst executive Director-Headmaster

SurervisingTeacher6 DreEtor-Fduaitiorkli Media

Librarian6 ...... _ Teachers Technici4n6 Graphic Arlist Media Interns Secrettr)f.Clerk

BUSINESS MEETINGSCHOOLLIBRARIANS OF THE DEAF MONDAY, JUNE 28, 1971-LITTLE ROCK,ARK. The meeting was called to orderby the president, Dr. Ben M. Schowe, Jr., MSSD, Washington, D. C., whoasked for the rending of the minutes of the Berkeleymeeting by the secretary, Mrs. Mil- dred Gay, Oklahoma School for theDeaf. The minutes were approved as read. The treasurer's report wasgiven by Henry Buzzard, New York School for the Deaf,White Plains, and was approved. Mr. Buzzard accepted payment of duesfor the coming two year period. Dr. Schowe mentioned that Mrs.Lucille Pendell. Gallaudet Col- lege librarian, is working on an ideaof central dissemination of library catalog cards for all media. Reports were made from the followingstanding committees:

MEMBERSHIP The chairman, Mrs. AgnesOrr, Utah School for the Deaf and Blind, has collected a list of all themedia people she knew, and she asked for additions to the list.One year, she sent out a letter to them, asking them to come to ourmeeting, and the Newsletter was sent to them this year. The listis a sort of prospect list, not a list of people eligible to vote, though somehave pined and are eligible.

PROGRAM The chairman, Mrs. Anna Huff,Wisconsin School for the Deaf, reported that her committee has completedits dutiesthe program was presented duringthe morning session. Mrs. Huff,automatically 16 179 moves from her office of president-elect to become the next president of SLD. PUBLIC RELATIONS Dr. Schowe reported for the chairman, Sister Rose Veronica, Chevrus High School, Boston. Sr. Rose has worked faithfully with our Newsletter for the entire six years of our organization's existence, but she has now decided that she must resign as chairman and editor. One issue of the Newsletter carried the history and purpose of SLD, written by Mrs. Gay. Old business was asked for, and Mrs. Orr encouraged all those present to join SLD, and to solicit membership among their friends. Under new business, there was a brief discussion of a new constitution that will include both librarians and media specialists. Mrs. Huff moved that we meet Tuesday, June 29, to work more on the constitution. Motion carried . The nominating committee chairman, Mrs. Gay, reported that the following had accepted nominations for offices: President-electGeorge Propp, Midwest Media Center, Lincoln; Bill Stark. Illinois School for the Deaf. SecretaryMrs. Ann Bennett. New Mexico School for the Deaf. TreasurerMrs. CaSandra Ramey. Alabama School for the Deaf. Nominations from the floor were: President-electNone. SecretaryRobert Wills, Kansas School for the Deaf. TreasurerHenry Buzzard, New York School for the Deaf. Officers elected were: President-elect--George Propp. SecretaryRobert Wills. TreasurerHenry Buzzard. Meeting adjourned. MILDRED GAT,Secretary. Principals and Supervising Teachers (10:30 a.m.-4 p.m.) Upper School Library Chairman: Winfield NIcChord, Jr., Principal. Kentucky School for the Deaf. 10:30 a.m.-11:15 a.m. "Toicard Creating Effective Learning Environments at the Model Secondary School for the Dcaf'. Rene Kleliger, Coordinator of In- struction, Model Secondary School for the Deaf. 11 :15 a.m.-11 :45 a.m. Question-Answer Period. 1:30 p.m.-2 :30 p.m. "Organization and Administration of ETV-CCTV in Schools for the Dcaf," H. G. Royal!, Assistant Superintendent, North Carolina School for the Deaf, Morganton. 2:30 p.m.-4 p.m. "The Organization and Administration of Parent Education. at the Carver School for the Dcaf'. Steve L. Mathis, III, Principal, Carver School for the Deaf, Garahrills, Maryland. TOWARD CREATING EFFECTIVE LEARNING ENVIRON- MENTS AT THE MODEL SECONDARY SCHOOL FOR THE DEAF Patricia Rene Kiel iger. M.A., Coordinator of Instruction, Model Secondary School for the Deaf The nature of MSSD, after ten months of operation, remains something of an amorphous. still unrealized concept. It is impossible to tell, after such a short testing period, what all the ramifications 197 180 and problems are in suchan experimental school where continually unfolding situations make it thegreat adventure it is. In this paper I will try to giveyou a brief sketch of the school population and organizationalstructure; an overview of the philosophy of the Division of Instruction. anda summary of the school year. Yon must. however, keep in mind Allen'slaw that everything is more complicated than itseems to most people." so that you realize the difficulty and at times impossibilityof capturing in a brief paper the life history ofa new and experimental school. The agreement between GallaudetCollege and the Department of Health. Education and Welfare requiresthat MSSD operate "a model secondary school for the deaffor the purpose of providing day and residential facilities for secondaryeducation for persons who are deaf, in order toprepare them for college and other advanced study and to providean exemplary romprehensire secondary school program, the objectives of which willinclude preparation of students to the maximum extent possibleto be independent and contributing members of society. at theirrespective levels of functioning. upon completion of the program."(/) The basic requirements for the studentpopulation are: (1) live in the five state area surrounding theDistrict of Columbia (2) have at least a 70db hearing loss in the betterear (3) read on at least a third grade level (4) be 14 years ofage and have completed an eighth grade educationor the equivalent thereof, and (5) have no other major physical handicapexcept deafness. This year we accepted eighty studentsranging from 14 to 21 years of age with the mean age being 16.3. Theaverage reading level was about fifth grade. The majorityof the students were from the District of Columbia and Maryland;other state areas, however, were represented. They COMP tous from every type of educational facility, but the majority hada rather highly structured and supervised educational experience. Most of the staff wereas new to the school as the students. The majority were hired July 1. 1970. andwere involved in a summer staff development program. Generally,the teachers were experienced high school teachers witha maFter's degree in the subject which they would teach. Althougha few had a master's degree in Special Education of the Deaf, nevertheless,for most, September would bring the first experience in teachingdeaf students. Out of last year's teaching staff of 33, 7were deaf. The operating structure of the school fallsinto four divisions under Dr. Doin Hicks. the MSSD Director:the Division of Pro- fessional Services; Division of InstructionalSystems and Media; Division of Research. Evaluation and CurriculumDevelopment; and the Division of Instruction. Generally speaking.the first three divisions act in a service capacity to the Divisionof Instruction. Because the major portion ofmy paper concerns the Division of Instruction. I would first like to makea few comments about the activities of some of the departments underthe other divisions. Their services, however,go far beyond the brief remarks of this paper.

188 181 The Division of Professional Services is headed byMr. Victor Galloway. The services provided presently by thisDivision are (1) Hearing and Speech Services: (2) Counseling program;(3) Stu- dent Health Services;(4)Social Services;(5) Residence Hall Counseling and Management, and (6) School Admissions. The general objectives of the Hearing and Speech department are: (a) Acquisition of those skills that will enablethe student to reach his potential for meaningful receptivecommunication through the optimum use of auditory and visual channels. (b) Acquisition of those skills that will enablethe student to develop his potential for communication through allof the expressive modalities. (c) Recognition of those areas of communication inwhich he functions effectively and those areas which limiteffective communication. (d) Independent use of these acquired receptiveand expressive skills for maintenance and improvement of communication. (e) Development of the confidence to utilize hisacquired communicative skills, receptive and expressive, in situationswith the normal hearing and/or deaf. Audiological and speech evaluations were made at thebeginning and end of the school year. Every student hasspeech therapy for at least 40 minutes a week. One 20 minute sessioneach week is devoted to auditory training while the other session isdevoted to voice, articulation, language, and general speechexercises. In a continuing effort to correlate speech and hearing serviceswith instructional services, the department has taken steps tomaintain close working relationships with the various departmentsof MSSD. Speech therapists are actively involved in the subject areas.They have worked with the English Department inpreparing students for panel discussions and with the Drama departmentin preparing plays. The initial involvement of the Counselor consisted ofmeeting the students both in groups and on an individual basis.Personal adjustment counseling has been identified as the primaryresponsibility of the Counselor. To better serve this end students arepermitted not only to schedule time for counseling, but also to stopin when they have the free time and/or the need. The groupmeetings are, of course, regularly scheduled. The Counselor administered an altered form(language) of the Mooney Problem Check List to the students involvedin the group counseling sessic.ns in September. The test wasadministered again in February to see if any changes in the number and typeof problems were evident. The results have been partiallyanalyzed and, in terms of number of problems, the mean decreased from42.3 to 32.2. As well as reinforcing our impression that something ishappening in these groups, the results of the Mooney have also proveduseful in individual counseling, conferences, and stidlings onparticular students. One of the areas of major emphasis at MSSD is aconcerted effort to augment desirable change in the student body. AtAISSD7 the program is designed to maximize positive feelings ofself-aware- 182 ness, self-concept, sell- development, larly crucialconcern andresponsibility. on self-evaluation an innovativeprogram that A particu- is Laedetermination relies heavily affective behavior,and if ofoccurrence of change Consequently, noticeable, whatdirection it in and Evaluation,the Divisionof Research, takes. directed by CurriculumDevelopment gathersome feedback Dr. JosephRosenstein, responses from in thearea of affective attempted to was selected parents ofMSSD students. growth bysoliciting as themeans of soliciting A mailed The criteriaused in the the feedbackquestionnaire the questions construction of information. generally be the questionnairewere that lowedconsiderable non-leadingand that the The over-riding latitude interms of parents be al- consideration structuring their of affectivegrowth on the criteriawas that theresponses. The was to comesolely from indication responses werevery encouraging.parents'observations. questionnaireshave indicated Virtually all velopment inthe MSSD overwhelmingly returned encompassing students. The positive affectivede- of affective favorablecomments to responses rangedfrom all- development. comments aboutspecific isticcross-section of The following areas theseresponses: statementsare a character- "She hasopened her mind wish to standon your own and realizedthat there is "... happy two feet inlife." much to learnif you "Re's su muchwith teachers... the more mature "He is up more relaxed (at atmosphere is and readyto go to schoolIISSD)." appreciated." The negative every morningwith no urging." structure, for responses wereconcerned with stress on more traditional the needfor more academies. All techniques ofeducation, and valuable inputfor futureresponses, positiveand negative, more Curriculum planning. provided teaching staff,development is guided by primarily theresponsibility of curriculumis definedthe Coordinatorof Curriculum. the planned for as the "totalityof learningAt MSSD on the "Policiesthe students."Here I would experiences of Curriculum like to quotefrom a Mr. JamesKearney. Development at paper clear picture Curriculum 1NISSD" writtenby of ourcurriculumCoordinator. Theselection gives "Development of goals. a the following the MSSDcurriculum will general principles: be characterizedby (1) Knowledgeof the take precedence structure andprocesses of a (2) Strong over memorizationof facts andsubject will emphasis willbe given definitions. intellectual skills to developmentof higher solving, and such asconcept application, order (3) If will critical evaluation. problem be the obligationof all to contributeto the departments andall teachers cation skills,both in developmentthe ofthe student's rials and in preparation of communi- (4) MI their interactionwith the instructionalmate- departments willbe required students. affective domain: attitudes, to developobjectives in the social behavior, values, interests, (5) Deliberate etc. personal and efforts will bemade to develop projects andmaterials. interdisciplinary

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16.1- 184 minute module, with each "period" being some multiple of 20 minutes. During the year the schedule was changed three times to meet the needs of a developing program, Under the present schedule, students and staff have donuts and coffee together from 9:00-9:20 a.m. At 9:20 classes begin and continue until 12:40 with a few running until 1:30, The course offerings during this time are English, Mathematics, Social Studies, Spanish, Science, Home Economics. Drama. Business Education. Speech, Art and Physical Education. The three computerassisted instruction programs, one in basic mathematics, one in logic, and one in English grammar, are available on the computer terminals throughout the day. Tn the afternoons the students are free to sign up for various activities and mini- courses: Examples of some of these activities ivm: National Theatre of the Deaf workshop. glass blowing, spacial projects connected with their morning subjects, field trips, driver's education, swimming. etc. The basic philosophy of the Division of Instill (lion implies the right to dare, to experiment with the unknown potentialities of the deaf student, to assess the extent to which an unstructured and relatively uncontrolled learning situation will lead to mental and emotional stability and to explore whether such naturalness of the learning environment will effect a genuine and enduring balance of the human spirit. Through a total integration of formal and incidental learning, the school hopes to approximate the spontaneous learning experiences of students with normal hearing. Characterized by comfortable and unrestricted communication methodology, MSS') seeks, to provide iii an atmosphere of open space and action: (1) a spirit of naturalness among both faculty and students (2) an educational program with a natural balance of the affective and cognitive which center on the deaf student (3) an acceptance of the student as a person (4) the acceptance of noise and movement as natural situations for youth rather than enforced order and control. The school believes that the most socially useful learning in the modern world is process learnin During a recent White House Conference on Children, one working paper found that "ours is the first generation to have achieved the Socratic wisdom of knowing that we do not know the world in which our children will live." (3) Therefore the school essentially promotes the inquiry and problem- solving approach from which a student can learn how to learn about that which is unknown. Deaf students especially need to discipline their thinking in terms of alternatives and to recognize existing knowledge as imperfect and incomplete.. Among innovative considerations which coptinue to undergo discussion and change among both faculty and students are

1. Tim COXOEIfOF NON-GRADEDNESS AISSD places the emphasis on the individual student so that school ceases to be a "by-the-bell", "by-the-grade" affair. Education becomes the individual responsibility of the, student and may be

192 185 approached from the point of his own particular, unique needs, at his own pace, and in the developmental sequence which he eventually finds most suitable for his kind of learning. It is the teachers' responsibility to build continuity between the interests of the learner and the standards of excellence which transcend the immediate desires of the less mature.

2. FLEXIBLE SCHEDULI NG, I NsTnucnosm. PACKAGE MODE This innovative approach permits the slower student to continue at his level without holding back the quicker or more ssive learners. 3. OPEN LEARN I NG AREAS The avoidance of walled classrooms per se in the new school appears to be workable and effeetive. This aspect of the structure arises from an assumption that deaf students need to acquire ability to screen out visual distractions and develop concentration in a manner somewhat analogous to the somad and noise monitoring of the hearing student. Academic activity becomes workshop-oriented with small groups scattered in the various subject matter areas and in other open portions of the school. -I. IniAnxiso-CEsnorn Under such a rationale, both teacher and student find it necessary to make certain adjustments. The students are beginning to realize that motivation can he an intrinsic part of the self-concept, and are acquiring a new sense of responsibility and direction as they move through the various instructional packages, school activities, and informal conversational give-and-take with one another and with members of the school stall'. We have no precise formula for the kind of teacher we want at MSS!), but there are some recog nizable qualities which seem to characterize the best teachers. "lle will not. be 11111(11 of n talker, rather a listener; not much of an answerer, rather a questioner; not much of a tester, rather a re- warder. Not much of a restrictor, rather an opener. His work will consist largely of designing an environment in which high school students can learn how to ask questions, how to distinguish between relevant and irrelevant questions; how to invent methods of finding answers to those questions, how to develop the capacity to conduct inquiries with vigor, and to apply the results of their work to some vital aspect of their lives:" (.0 5. EvALuxriox The evaluation of goal achievements has too long been a preroga- tive of the teacher alone: Many of them assume that successful achievement of goals by the student is teacher success while failure to achieve those goals is wholly stud. ot failure. As Silberman points out in his book Crisis in the Classroom, we need to "concentrate on how to make evaluation serve the ends of education, instead of being an end in itself." (5) Evaluation should be for the teachers a meas- ue of their effectiveness in achieving their objectives; for the school,

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41.i Jo p.1.1 11:11000.111.) 110)11:o1(l:In 1111/4!ot slumps 0.m.) 5.103.1q Isoli st .00.1 alp 1:a1) sonaddi: 01 mai): 1110.13 .1111111:1 P110.1.1:4 1: 1: oin:pupa 0) ai11ip1).0) '1110:11)11w1)0a 1)111: I Si -moos 'Itopt:o0..01.1) 4:401v jo 511 aztitilo.).).1 alp slimmio sa0.411.t algt:tit»)0 tittioalp alp ittaiuSoldina J0 1110091)o111).) tioistAia4 tit stomps .103. alp 1:1) ..1.).%amoti ).11:11 Paiiiitssu imp .1111) 511011 am: ow 'aim' 00) 1)1 au ;a:pantos ti! tiaam.)ati .)A1 ,netts imp am 40111111.) :!)m!.1)1 'pus .00:o.110.01 oa11ir..1 0.11 %Liu ;111911:m act .10j %)11 ,laulull,(1(11) .ount :a:4.0 11ao1 iitimm :-.910 'PHI alttut; imp m: asttadva tii!m !Lpp am )0111011. attwaa(i .1),L40.%11! 188 I am eonvineed thatan additional factor which has thought of is the every administrator amount of time requiredto design a closed- circuit. system, purchasethe necessary equipment. program of educational television and instigat: attitude which has which is funetional.It is this traditionally been inexistence in schools for deaf: it is thissame attitude which should be the ministrator who feelsthat he cannot functioneliminated. Any ad- he is knowledgeable in competently unless mental to the every single aspect of hisschool is detri- programs of his school. Noone imliyidual can possibly be a specialist. in20 differentareas. and no one supervising holds a degree inseven diffeirilt academic teacher srinPosiin On educational areas. In the March. 1970 percent of the people television. Lincoln. Nebraska.almost 90 attending in..e,re educatorsof the deaf. They should lin Ve beentelevisionspecialism Most administratorsof schools for the deaf currently termeda media specialist. Thesenow employ what is primarily graduatesof a media center media specialistsare participation in these workshop. Prior to their workshops theywere, in almost all instances. teachers of the deaf.We have taken teachers them to a six-week of the deaf, exposed "crash" program ofmedia. and (vilified themas being competently knowledgeablewe have then educational television.This is a in all areas of as a graduate from such grave error on our part iasmuch the skills to do what, a program cannot possiblyhave obtained is neeessaq indesigning a facility, equipment. and layingthe foundation for purchasing eatioual television.Such a task is thea solid program in edu- television specialists, responsibility of trained not educators. The timeto accept the fact that we educators of the deafare not television experts is and to adopt thisattitude is the first now imminent. commitment. The second step forward after theinitial step is to hire the servicesof a qualified engineer. He shouldcommunicate with the in turn functioningas the liaison between mediathe specialist who is the engineer. Manystates have trained televisionadministrator and engineers who workas a part of the state's technicians and these same people, administration, and will work withany school in designinga closed- circuit system andoffering advice concerning proper equipment. These. the purchasing of services can be obtainedwithout design cost to the schoolagency. There are very few United States whichdo not have established universities in the facilities another educational television source upon which wecan call without cost to the particular school.The role of the media decisions concerning specialist is to make what is ultimately desiredfor that particular school. Such decisionswill include namely: ment is needed to initiate (1) what type of equip- a program geared ioour particular situation? (2) Shouldour equipment be portable Exactly how sophisticated or permanent? (3) do we desireour equipment to be? (4) Will our facilities bepermanently black and make provisions for white or shouldwe studio be permanent,future installation ofcolor? (5) Willour or must we always relyon obtaining tapes of existing classroomconditions and activities campus. in town, and on field occurring on the part of your plans, then trips? If a studio isnot a corporate portable equipmen:, ismandatory. The GSI

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66T 102 Bible for things whichwe are doing to be shared with and vice versa. Arkansas. All of my remarks have been made witha studio facility in mind. I am convinced thatany school for the deaf that the initial commitment can afford to make to become. involved witheducational television should haveeventnal plans fora permanent studio and closed-circuit facility.Having the studioas a permanent facility 'hies not limitone only to studio activities. portable. unit The advantages ofa are immeasurably valuable andwere pointed out during the Symposininon Research and Utilization Media for Teachingthe Deaf in Lincoln, of Educational would be inconceivableto take one of Nebraska, March 1970. It and audio equipment our IVO recorders,cameras. to a local high schoolfootball game. or wrestling match, butwe. are flexible enough to record equipment and then this via portable prod fiction. incorporate it as part ofa full-scale studio With the aid of both our technicians and maintenancedepartment which built a controlbooth, installed the dops. and wiredthe facility, lighting, built the back- area into a fairly sophisticatedwe have. converted a basementplay television studio which is tional. Nextyear we 1)1811 to move into func- We have been working 1 new academic building. on the design and construction ofthis building for nearly fouryears. and within this building a permanent studio. The we have planned cost of the temporary studiowill be almost nil because nearlyeverything which has studio will be moved liven installed in that to the permanentone. The new studio will be wired to 11 academieclassrooms awl will provide originateprograms from any of these us the ability to thus broadening the academic vantage points, I have previouslyboundaries of thetelevision studio itself. Deaf has stated that the NorthCarolina School for the a CATV (cable televisionantenna) system. Morganton is a relatively smalltown, and the nearest miles away in commercial station is (15 Charlotte. North Carolina;the nearest educational television station is125 miles away in The cable television Greensboro. North Carolina. company itself utilizesone low-band channel as a weather. temperatureand time information ground FM music. station with back- For us this isa complete waste. of broadcast power; therefore, weare, now in the process of trying wire.' from theNCSD 'I'V studio to get a "hot- system in order that channeled into the, local cable from our school we might produce publicservice broadcasts to the people in the'Morganton area. NCSDTV has the potential ofbecoming an who are presently area television station for those utilizher CATV. Atpresent we have 620 children in our school;we. are affiliated with Vocational we have large numbers Rehabilitation; and being loeated in of alumni living inthe area. Thus,our Morganton makesus equally responsible to all. 'We can have i::terviewswith local citizens. catm.s, and we politicians. and edu- can provide services to the deafwhich have previously beenprovided onany other commercial never channel. Please rememberthat all programs or educational TV will be either originated from NCSD captioned or interpreted.It is obvious that, will expandour closed-circuit system from this serving students and staff, its present 200 outlets. to the entire -Morgantonarea. 2e0 tl3 ui sttii .10(111(1 I 0.11111 p01)1.10.1.(1 110.i 1111.11 111.10.105 SI:Jpt Si! oi luttAt ituo ag atop tinm tuuotiumitm uutst.wt04 110 u ititaata-pasota stsuct 0511: poop.' otuus 0111 uutto.luD lumps .10J 0114 JuaG Sl1lin Ytutup .uotst.taiaj Slim attu 110111 ;1(; initmaa It)t. uuS 1)1110. 1151.11 41 04 all '4U11) 0.101j4 0.111 -0S(11; Siout! ou uitt!! S1101.411 St' 04 '4U11.1% 11113 (1010.10p 010.13 4 411 411! '411J7,111.1 isti Jo 11111( !usatip.) 110151.10104 1111111.11 S10011JS Oil) 1:01) 111 0111 1110.1113in 0.111 lj4.10x lumps Ili 4101JII! 50711145 sit 511 0104 1101S1.1 st pinuomnia !MU 0.11 01.1a1 0.1 41110 011.4 p011014110111 all 5.7111114 IMAt apitlitioa otalostio m o.xll 5.ru0S oAk p11a411! tloa:i -natipo pimp .1;404 00'51 tuo4s.t's u.i0Jpam in oand IltA 0.1115111 511i4 1105(10 0aui)Js 01 da moil duo iu.nuisa.tut suit uoJci sl4ai uuljl 000.00I pin l Sioultllop loos no.' !p. sit om .iutti st 110.11 .10.11 q. 0111 .asuodxa o MOLINZINVI)ll (INV MOUVILLSINITAIGV 30 Itsla2lV3 aa MOLLVD LV al-II ttaAava 1001-IDS 110,1 L IH dVaCE °.%04S 'rl 's914ult. "Pa Eu(11314(1 Nou.arunin.i.xi

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The feeling of guiltand grief at giving birth toa child with deafness, or confronting experience of having a normal child the traumatic or accident, reflects acquire deafness fromillness initial reaction of theparent. They generally regard the childas a blow to self-esteem, ab(ive, anda trial to be bravely borne. a punishment from '2. Who is to blame? Few parents are content untilsome assessment. of blame for the child'sdisability has been definitely Some ascribe the child's placed. deafness to t doctor'snegligence or incom- petence. Others see itas a punishment fora youthful indiscretion of the mother. Stillothers suspect previously unrevealed a genetic problem thatwas to them. When the specificmedical reason for the child's deafness isestablished, the feelings subside. of guilt. beginto :3. What will peoplesay? The ignorance of ness involves and their inability parents of what deaf- to communicate withtheir child makes the problem ofexplaining his deafness complex. The interaction to others extremely strain, that is,embarrassment fromun- certainty about. how to interactwith a deaf child and or doing the wrong thing, generally fear of saying occasions exaggeratedfears of parents in revealing thechild's deafness action outside the home. or permitting general inter- 4. Worryworryworry!Feelings of guilt, and helplessness at this remorse, confusion, ability may lead stage of non-acceptance ofthe child's dis- parents to two extremes:they may regard the deafness as a temporarystate for which there is or they may do everything for an eventual cure; tion. including him to compensate forhis depriva- an overwhelming protective"love".and shielding him from contact with otherchildren. Other members be ignoredas the child becomes the of the familymay 5. Those professional main focus of attention. people. Whether voluntarilyor enticed by family or friends,parents soon find themselves sulting professionalsdoctors, in the maze ofcon- cians, and a variety otologists, hearing, andspeech clini- of other specialists.Filled with doubt suspicion, theysoon discover that. few and diagnosis, most findings professionals give thesame are marked "confidential",and more often than not parentsare excluded from decision-making child. The parentgets the feeling that concerning their much is being saidand done behind his back, decisionsare made without his active and he is placed inthe position of participation, to do withmit having a child who has been toldwhat a say in the tellingor doing. Consequently, professional peopleare generally regarded mistrust. with suspicion and 6. Search for "TheMiracle." Even after vice has settled thequestion of the competent medical ad- ness, non-acceptance by the permanence of the child's deafchild to meet their parents and the desireto recreate the standards and expectationsleads them search for a "cure".This includes faith on a healing, airplanespinning, spurious medication,herb concoctions, and The extremitiesto which parents attempts at carsurgery. go and the length of thisstage

"n vi 197 in the development of attitudes contribute immeasurablyto the direction which their actionsat the next stage will take. 7. What do we do? Stillseeing only deafness andnot the child, and having been defeated inattempts to change his physicalake- up, parents arrive at the criticalstage where decisions concerning the future must be made. It is at this point that thecounselor can intervene to change attitudesand behaviors of the positive reinforcement parents. Through of attitudes and feelingsexpressed, efforts are made to assist the parents inremoving traces of guilt through knowledge that will and come through parent education,to liberate themselves fromthe feelings of inadequacy the needs of the child. to cope with S. A positiveprogram of action. Through the of the parent education succeeding stages program, it is expected thatparents will acquire information thatwill enable them through new eyes. With to perceive their child tin understanding of techniquesemployed in opening the world oflanguage to him, a knowledge resources and the role of the professionals of conununity opent. appropriate educational in the child's total devel- ning, it is anticipated that placement, and long-rangeplan- parents will develop wholesomeaccept- ance of their deaf child rather thanresignation, and readily respond to the challenge which hisdevelopment presents.

STAGE 2EDUCATION" The development ofwholesome attitudes towardthe deaf child on the part of his parents precedessharing with them educational planning for the child. Buteven proper attitudes do not alleviate parents' concerns regardingvarious aspects of his Questions continuously development. emerge relative to the child'sintelligence. whether he will learn tospeak. appropriate methods tion. school placement, of communica- potential for futureadjustment and independence, andnumerous inquiries. The second stage of theparent program seeks to provide with information they parents seek in the long-rangeeducational planning for their deaf child. Wefind that the type of summed up in five categories: data sought may be medical and audiological,educational, social and emotional,vocational, and organizational. ing to meet stated In endeavor- needs. we avoidan over-structured approach which would prevent thediscussion-type climate which experienced in the guidance parents have stage. The greater freedomthe parent has to express himselfduring all phases of the relevant and meaningful program, the more the program becomes.The elements developed in the secondstage include: hi.struction The services of professional personnel are utilized inbringing parents in direct contact withpersons who are recognized ties in specific authori- areas and who thereforeare in a position to provide the facts and informationparents seek. A consultant initiate talk on the previously gives a thirty announced topic of thesession. Par- ents then raise questionsand enter discussions considered. on the subject being

2.,;;J.4r 198 Demon 8tiwtion In an effort. tofamiliarize parents with niques, materials. special methods, tech- and equipment usedin teaching deaf various demonstratiosace given. Proper aids. cemmunication use and ea re of hearing with the child,interaction of the chihl 1:Qaring peers. andrelated subjects assist with guage in the home. parents in saturatinglan- Olmervation. Through Mats and direct classroomobservation. parents enabled to note themanner in which deaf children are classroom. The fluent interact in the communication whichtakes place providesthe parents with greaterunderstanding concerning the home. Observationsfurther provide eommunication in preciation of the child's parents with a betterap- intellectual potential.the type Of educational program beingprovided, and the whom the child learns. competenciCs of thosewith P;Nor.v.Oon, Previously distributed literature on variousaspects of the development of deaf childrenis openly discussed. the educational Diverse philosophieson approaches and planningare considered, unanswered qnestions arc furtherventilated, and consideration new topics for the group's are proposed. Parentsdiscover that the maturation of childrenpresent new problems. growth and edneation must beconsidered as Aceordingly, parent velopmental needs. a long-Hnge programto meet de- STAGE 3Visi7.crioxs In an effort to broaden the perspective ofparents concerning their child's future adjustmentand independence provides opportunity as an adult, stage three for direct contactwith adult deaf The persons selectedas models represent varied persons. cational attainments, backgrounds, edu- and occupation ;1status. Effective established by havingindividuals meet. with rapport is scheduled group session. parents at a regularly The person acquaintsthe group with ous aspects of his life,the manner in which vari- hearing world, hisfamily, type of he has adjusted ina action with both employment, and degreeof inter- deaf and hearingpersons. Following several sions with differentmodels, parents ses- where they are invited to makevisitations may see from firsthandexperience how person makes a place forhimself in his an adult deaf 'Visitations are made community. tunity is given to to the pontes of themodels, whereoppor- meet and talk withmembers of the Sinall groups ofparents then make ntodcl's family. where worship services scheduled visitsto churches uled by organizationsare conducted for thedeaf; to events sched- of the deaf; and observe the model at. his place of employment.Friendships at work. invitations to parentsfrom individualare established and further It should be noted models are anticipated. that stage threeimplies a philosophy implicit throughoutthe parent that is parent in helping the program: we seek toassist the deaf child todevelop with dignity person. As the parentaccepts the child's as a deaf deafness, the childwill 199

accept himself. Ile will then be guided forfuture adjustment asa deaf adult in a heating world. Theparents' knowledge of the wholesome adjustment of adult deaf will give themgreater securitythat the child- despite his deafness, will some, and productive life. he aide to live a happY, whole- SUMMARY Perhaps the major difficulty inOur parent education program has been the absence of adequateinstruments -for objective evaluation. The problem of measurement isdetermining the extent to which rhanges in parent attitudesare being translated into improved methods of development of childrenill school and at home. Our examination of existing literaturesuggests that no satisfactory tests of these factors are currently in existence. We are now in theprocess of further experimentation witha measuring instrument we have devised with the hope that it.111:ly eventually enable us to determine through objective appraisal thesignificance of our parentprogram in the total development of deafchildren. Our program has been based111)08 great faith ill liarents. Their response to (late has not only justified thisfaith, but has enabled progress of their children that is inspiringto behold. Hopefully. the day is past when educationalplanning for deaf children will exclude parent involvement andparticipation. It is our experience that there is no greater servicethat con be provided to deaf children than a program of guidance andeducation for their parents. Contributed papers (10:30 a.m.I p.m.) ParnellHall Auditorium Chairman: Dr. William N. Craig, for the Deaf. Superintendent, Western Pennsylvania SO1(101 10:30 nail. "When Learning liemmea Crealirt:". lina School for the D) af. Morganton. Marilyn M. Williams. North Caro- 11:15HMI."Some Observations on the Ed neation and Pei-sans ". Frank G. Bowe, Jr.. Research Rehabilitation of Mack Deaf and Rehabilitation Service, U.S. Assistant. Sensory Study Section. Social fare. Department of llealth. Education. andWel- 1 :30 p.m. "Career Development of Deaf Young People". Dr.Dave Lacey and Panel. National Technical Institutefor the Deaf. "Practical Information onCURIO' 01'101/UMW% School for the Deaf. Walter Eugene Hines, town "The Derelopment and Implementationof a Career DceclopmentProgromIts Implirations for Deaf Young People andTearher.r. Colin FL Tisglmw. principal The 31:tcliay Center for Deaf andCrippled Children. 31ontreal. Canada. WHEN LEARNING BECOMESCREATIVE 'Airs. Marilyn M. Williams, M.A., The North CarolinaSchool for the Deaf When one permits himselfto become involved with the business of education, he automaticallyexposes himself to a whirlwind of argument concerning the needsof the students, thepurposes of education, and the merits ofnumerous teaching practices. As educators of the deaf,we are especially aware of the veritable waged on the effectiveness wars of the oral method, themanual method; and the method of totalcommunication. Weare constantly striving to endow our educational chargeswith the ability to perform 77-903-72--14 and 200 be accepted on a level equal to theirhearing peers. tional systems leantoward individualized Today's educa- Because of thenature of the deaf student'sinstruction and creativity. of the deaf handicap, some educators seem to feel that alongwith his auditory his sense of creativityin expression impairment. thus, lie canvery seldom perform must also be restricted,and the hearing student. creatively onan equal basis with The purpose of thispaper is to present, in a. program of creativewriting and literature part, of thisprogram which is currently and the effectiveness. being taughtat the high school level of the NorthCarolina School for importance ofany educational the Deaf. Inevaluating the necessary: the need for the program, the following criteriaarc the methods whereby program; the purpose ofthe program; the program isput into effect; and brought about by theprogram. The creative writing the results North CarolinaSchool will be discussed course at the principles. in relation tothese. four As educators,most of us whereby the student agree that our task is toprovide ameans obtains the abilityto think, to analyze, pret, and toreason. There is little doubt to inter- endow our students that we shouldstrive to with the abilityto express ideas composition, andas educators of the deaf, through written ment that our students we definitely are inagree- desire the abilityto read, to comprehend, to write on a levelequal to 7,eir hearing and as our basic needs,we proceeded towardpeers. Having defined these of the creativewriting course identifying thepurposes sible, accommodate so that it would, inso much as pos- the needs of thestudents and at the promote individualizedteaching situations same time ativity for boththe student and that could producecre- to producea stimulating atmospherethe instructor. Wefelt itnecessary self-confident enough in which thestudent can feel to express hispersonal ideas about subject or idea. Withguidance, the student a given porting his personalviews on a given subjectlearns the art ofsup- examples asa basis for his argumentation. by using specific student. have available It is expedientthat the to him examples ofbath good and bad ture so that he learnsnot only to distinguish litera- also to know whyit is goodor bad, and hopefully,between the two, but own writing after the good. to pattern his is necessary to Before originalitycan be produced, it provide the studentwith ample varied rial, thus stimulatingthe student's interest reading mate- same time increasing his in reading andat the comprehension andword power. It isthe firm conviction ofthis writer thatreading and writing separated, and thatthe key to creativity cannot be that in aprogram such as this, the is variety. It ismandatory rather than teacher should a guiding force a dictating one. It isobvious that students reading the classics,but it is also obvious benefit from equally educationally that modern literatureis frustrated and beneficial, and to forcea student to become foundered on a hardnosedclassical diet is originality andvocabulary growth. to kill both Creativity, inany form, suffers the will become pangs of labor. The student aware of this andappreciate the end results provided witha stimulus and the if he is rather than to be time to write witha purpose subjected to writingas a "busy work" assignment. 201 for something as small asthe seventeen .Even a written assignment given class period. syllable Haiku cannotbe accomplished in one writing is thinking,jotting, and exchanging Three fourths of all this fact or cannot ideas with peers. If theinstructor cannot accept that the class isfrittering time away, then tolerate the impressionanything original everbeing born in that there is little hope offeasible that for aboy to describe the bark classroom. It is highly hallowed halls of theclass- of a tree he will firstneed to leave the the trunk of a tree. oom and wanderoutside to rub his hand over lessons found in EdgarLee Masters' Spoon.River To appreciate the appropriate to devote someclass time to A nthology it would seem to medi- doing tombstone rubbings orsimply to sitting on a grave whatever conies to mind.To write a "graveyard tate or to write much more logical poem" in class time spentin a cemetery seems than to write it in a warmbedroom after suppersometime between For the teacher whodares to be innovativein algebra and history. degree of creativity approach, the need fordiscipline is nil, and the percent. is close to one hundredthis program is to have astudent who can If the end result of compositions, then it is mostdefi- express his ideasthrough original emphasizing the capabili- nitely a task of theinstructor to teach by than placing emphasis onhis limitations. ties of the student rather that one cannotsimply go It has been theobservation of this writer creative. As teachers ofthe deaf, particularly as out and become deaf, we tend tooverlook the thought ex- English teachers of the the structure he used to conveythe pressed by the child and prey on conducive to production. idea. Nothing is moredemoralizing and less grammatical structureswhich must be Granted, there are some however, if the studentis constantly straightened out on the spot: compositions and exposed to and in contactwith a wealth of model that "say it correctly,"he eventually will excerpts from literature structures in his ownwriting. It is of begin to imitate the correct provide an atmosphere utmost importancethen for the instructor to through constructivecriticism so that the which promotes learning his own deficiencies bycontinual young writerlearns to improve models to his own application of the preceptslearned from the compositions. and fun for thehigh school age writer, Originality is stimulating discipline and knowledgeof but it has little valueif some means of and basis of it. Therefore,in a creative writing form is not at the there must be the purposeof provid- literature course such as ours, and with the opportunity towrite both creatively ing the studentpresenting him with thebasic writing skillswhich technically, thus him at the collegelevel. We also feelthat a will be required of is to show that manyof the modern prime purpose of our program students are confronted world and personalproblems with which authors from themes expressed inthe writings of great are the same day. 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Wehave found that this program has definitely established awider range of reading interest in the students and thr.t their reading abilities andword comprehension have improved. We have also been rewardedby the improvement in the sentence structure of these students whenthey write. and equally important, we find they are communicatingwith the instructor and themselves by imitating sentence patternssimilar to those which they find in their tests. Possiblythe most tangible improvement we see is the effort these students make at composing a poem or essay or short story evenwhen they are not assigned one to write. When a student comes to a teacher and asks toborrow a volume of poetry or short stories for pleasure reading, that is a result. When a student comments in class about the theme of itmovie he saw during the previous weekend, that. is!!result. When some quirk of fateoccurs in the classroom and astrdent spontaneously remarks that. the incident was "ironica:." that is a result. At. the North Carolina School. we have found our program of creative writing and literature stimulating. rewarding. backbreaking. and fun. Creative writing is a well-planned. organized program. One does not. walk into a. classroom and decide to do somecreative writing that day because "we haven't. done that sort of thing lately." Extensive planning is necessary to insure sequential experiences rather than piecemeal assignments. Initially, therewill bere- sistance based primarily on departure from the conventional. Such opposition will disappear when the results of such a totally integrated program of learning and creativity begin to manifest themselves in all areas of the students' work. Given the tools withwhich to work, which is a requirement also of the hearing child, thedeaf student will demonstrate that creativity does not hingeexclusively upon the sense of hearing. SOME OBSERVATIONS ON THE EDUCATION AND REHABILITATION OF BLACK DEAF PERSONS Frank G. Bowe. M.A.. New York University A black de .1 man or woman in today's society islikely to he grossly uncle educated, severely under employed and largelyiso- lated from t'.e world around him. That is the picture that emerges from an intensive surveyof the literature I ,conducted lastsummer.Actually, I stumbled upon this dishearter*.ng story quite by accident, As a newly-employedRe- search k-sistant to the Social and Rehabilitation Serviceof HEW. I was required to familiarize myself with allSRS-supported research into deafness over the past few decades. Somewhere along the line, I noticed how striking a contrast appeared between the mass of publicity and researchdevoted to the problems of black hearing persons and the miniscule amount.of data on blacks who were deaf. Thisimpression was subsequently reinforced in conversations with leaders in the field of deafness:almost to a man, they knew little about the black deafpopulation and little about potential sources of such information. 205 At this point, I decided to undertake an exhaustive survey of the literature in an attempt to document exactly what was known about this population segment. My findings will be reported here today, although time restrictions will require some abbnpviation in the presentation. I will begin with a brief description of the limitations of the data, proceed to a discussion of educational and rehabilitation indices of this group, and finally raise some questions for further research. At times throughout the paper, the term "nonwhite" will be used instead of "black" to indicate that other minority groups than Negroes may be included in the data. The figures reported here emanate largely but not exclusively from three SRS -funded projects. Schein's 1963 INIetopolitan Washington, D.C., study(1)contains information on 187 nonwhite deaf persons, representing 14 percent of the total sample. Lunde and Bigman, in their 1959 National Survey. (2) found 344 nonwhite deaf persons, of whom 310 were black. The 1967 Baltimore study of Finley and arte (3) reports on 35 Negroes and 2 American Indians. These samples are somewhat small and in some eases may not be npre- sentative of the national black deaf population.

PREVALENCE How many persons in the United States today are both black and deaf? The question of prevalence of deafness among the Negro population has a 1.10-year history. The U.S. Bureau of the Census attempted to enumerate deaf persons for 100 years (1S30-1930). They consistently reported that the prevalence rate of deafness among blacks was lower than that among whites. Other studies: Beasley,(4) Georgia's Deaf, (5)Lunde and Bigman, (2) Post, (6) Schein.(1)Tenney and Edwards (7) have supported this contention, although for different reasons. Schein and Ries(3)have summarized three possible explana- tions: constitutional, socio-economic and i iethodologic. The constitutional explanation centers around hypothesized differences in genetic make-up between blacks and whites. (6, 7, 0) The socio-economic explanation suggests that inferior medical care presumed given to the black population might result in black persons dying of diseases which "merely" deafen white persons. The final explanation, which is methodologic in nature. assumes that the black deaf population has been consistently undermunerated by census takers. A. statistical estimation of the total prevalence, based on a ratio of approximately one profoundly deaf-born person per 1,000 in the general population, would be that there are slightly less than 22.000 black deaf persons in the country today. The current National Cen- sus of the Deaf should provide further information on this question.

EDUCATION Black deaf children are often severely under-educated, markedly in excess of the under-education of white deaf children. Lunde and Bigman, (2) for example, discovered that the nonwhite deaf persons in their sample were twice as likely as the white deaf to have eight

213 200 or fewer years of school attendance. Furfeyand Italic (3) .found that Mice as high a proportion of whitedeaf persons as black deaf had lwen graduated fronta school for the deaf or one for the hear- Sehem (/) suggests that approximatelyfive times as many wItite deaf. proportionally.as nonwhite deaf in Washington, D.C., receive any college education.I.)ataon college attendance front Schein ( /) and from Lunde andBignian (2) appear in Table 1. Under-education. of course. isa function of niore than the min the r of years of school attend:11m%.Another factor we must consider. especially with respect to blacksno longer in school, is that of segre- gationininferior schools for the Negrodeaf. The Babbidge Report (PO has this tosay on the question of separate residential institutions for deaf children (p. 2S): In 1919. :recording to the AmericanAnnals of 1hr Deaf separate residential seloituk were maintained for white andNegro deaf children in 13 states: in 1963. this 111131 11:141 droimed to S.In a of these S states. the combined totalof deaf children enrolled in less thanmost educators consider necessary to sustain a school program of 13 grades.It is thus reasonable to conelude that the continued violation of a generally acceptedprinciple and Ost abl policy results not oat ?' inan Kinstiee to the Negro dent, but also in residential school programs for both white and Negrodeaf children that arc unnecessarily interior.11 was noted that the physical plants of deaf visited were markedly infeCor the sehools for the Negro ehildren. to those of the schools 94r white deaf

TABLE 1.PERCENTAGES DF DEAF RESPONDENTS REPORTING ANY COLLEGE, BY SURVEY, RACE AND SEX: SCHEIN (1) AND LUNDE AND BIGMAN (2)

Survey

Race and sex Lunde and Schein Bigman

Whites Male . 37.5 9.8 Female 41.0 9.5 Nonwhites. 34.0 10.1 Male 7.0 1.2 Female 9.0 2.4 5.0 0.0

Fortunately. according to the 1971Directory of Serrices for the Prof IP Mr United Stoles. all of thestates which previously featured separate schools for white and Negro deafchildmil have now desegregated their schools at least nominally.

R EHABILITATION With respect to rehabilitation. I wishto consider four general areas of discussion: employnwnt, standard of living,case-finding and commuilication skills. Severe unde -educationappears to he a major factor in the gross under-employment andIii.(rhunemployment found amongmany black deaf persons. Racial discriminationmay also be involved. According to Schein's figures (1)on the deaf adults of Washing- ton. D.C., who were in the labor force,we can make these observations: 1 in 5 white deafpersons occupies a professional-technical position: by contrast, fewer than1 in 59 nonwhite deafpersons do. 207

Half the white deafIvonicn ano found in clerical-sales po.,itions: only 1 in 25 nonwhite deafwomen holds such a position. Schein (I) also fonnd that deaf men in Washinpt the unemployment rate for nonwhite on. D.C.. was almost four times therate for white deaf men. Reprintingwomen. only ten per cent of the white deaf women were unemployed. but almost half the nonwhitedeaf women were (see Table 2. taken -fromScheitt's (I) Table V; :1). We might expect that thecombination of under education under-employ Illent and %YOH d result. in 11 10Wel attda rd of livingamong the black deaf than is thecase amoail g. the white (leaf, and such pears to be the case. ap- Fiirky awl Ifarte (3) notedthat "poverty was the title- the nonwhite deaf among persons in their Balt huore study. Of thesepersons, 1 percent were classifiedas being below aver a!re in economic status, as opposed to 1-1 percent ofthe white deaf in the study. times as many nonwhite Three deaf as white deaf lived insubstandard housing. Three timesas high a percentage of Schein's (I) nonwhite deaf respondentsas white (leaf were lodgeN. rather than ers. and more than twice tis high homeown- family. a proportion lived with parentsor

TABLE 2.PERCENT DISTRIBUTION OF DEAF PERSONS IN THE LABOR FORCE BY PRINCIPALOCCUPATION. SEX AND COLOR: METROPOLITAN WASHINGTON, D.C.(SCHEIN ( I) TABLE VI:1)

White Nonwhite Male Occupational category Female Male Female (a =418) (N = 242) (14=83) (t; .91)

Professional and technical Managers, officials, owner 21.5 19.4 1.2 3.4 2.0 Clerical and sales (I) 2. 4 (1) II. 0 48.3 4.8 3, 9 Craftsmen, repairmen, and foremen 48.8 Operatives, apprentices and 'elated workers...... 14.0 15. 7 2.0 Service workers 5.3 5.8 18.1 31.4 Laborers 1.9 2. 5 19. 3 II. 8 Domestics 3, 8 (I) 21.7 7.8 Unemployed ( (') (-) 9,8 4, 3 7.4 16.9 41.2

I Less than 1 percent. 2 None appealed in sample.

The median income of thewhite den I men in Schein'sstudy (Table 3) was $0,473, whichcontrasts with $2,611 for the nonwhite (leaf men. The white (leaf women in this survey reporteda median in- coe of $3.5.12, while the nonwhite deaffemales lual a median of $1190. Case-{indingisan extremelydillienit problem not onlyfor rehabilitation but also foreducation. Finley and (.1) have suggested that nonwhite(leafpersons are generallyoutside outside the mainstream of deaf life, as wellas cut oil from the hearing community. In many cases. clubs forthe deaf either explicitly from membership exclude blacks or the members act in such amanner as to make a potential black deaf memberfeel unwanted and uncomfortable.Al- though my evidence is admittedlysubjective, based versations with lenders in as it is on con- various deaf communities,discrimination within the deaf subcultureseems to be a fact of life.

J 20S

TABLE 3.MEDIAN EARNINGS REPORTED BY DEAF RESPONDENTS. BY SURVEY. RACE AND SEX:SCHEIN (1) AND LUNDE AND BIGMAN (2)

Survey

Race and sex Lunde and Schein Bigman Whiles Male $5. 075 U. 500-3. 500 Female 6. 473 3. 000-3. 999 Nonwhites 3. 542 2. 000-2. 99U Male I. 801 I. 500-2. 500 Female 2.6:1 2. 000-2. 999 990 1.000 -1, 999

Because of such low representation in clubs for the deaf andlow rates of participation in activitiesorganized by (leaf leaders. of deaf persons who names are black often cannot be found throughsuch sources. Furthernmre. a kind of indirectdiscrimination results because black deaf persons frequently donot learn of services available to (leaf persons in theirareas. Another factor inflnencing both case-finding and integrationwith white deaf people is theapparently low level of communication ability possessed bymany black deaf persons. In this connection. certain findings of Finley andHarte (.3) may be of interest.They attempted to rate theirrespondents' communication abiliti'son a scale ranging from "excellent"to "below average." These .:cnipari- sons are with other deafpersons so. as the authors point out,a rating of "excellent" in speechand speechreading doesnot imply good communication with hearingpersons because the average deafperson is not very successful in suchcommunication. They rated 46 percent of of the whites. the nonwhites, as opposedto 15 percent as below average in communication byspeech and speechreading with hearingpersons. Likewise, 49 percent of the nonwhites, but only 17percent of the whites.were rated as below average in communication by signs deaf people. and fingerspelling with other Insofar as these figures may be said to represent deafpersons nationwide, they indicate thatblack deaf personsmay have difficulty integrating with other deafpersons. They also suggestone reason for the apparent. isolationof many black (leafpersons from the larger bearing community.Again, they implicatea kind of indirect discrimination against blackdeaf persons insofaras people with minimal communicationskills are unlikely to be informedof services for which theyare eligible. Finally, the figures reflect negatively upon the schools these black deafpersons attended. Coscr.usioxs The picture emerging fromthese data is one of extreme Cut off from the hearing isolation. community by deafness, film thedeaf community by race. and fromhelp from service agenciesby indirect discrimination, black deafpersons often appear to live quitelonely lives. They often meetwith frustration in attemptingto find and keep good jobs, in attemptingto live normal social lives andin at-

216 209 tempting to find the assistance they need to overcome the effects of their lack of adequate education. What. is being done now for this population? Regrettably little. The New York University Deafness Research and Training Center is planning to develop new approaches to the Harlem deaf population, especially those who are multiply handicapped. Kendall School for the Deaf in Washington. D.C.. was recently awarded a grant for among other things, expansion of educational services including preschool activities, for the city's deaf children. Also in Washington, the District of Columbia Division of Vocational Rehabilitation is experimenting with a number of innovative programs. Other activities in St. Louis, Kansas City and Chicago deserve mention. Mr. Glenn Anderson. Coordinator for the Deaf in the Michigan 1)ivisionof Vocational Rehabilitationiscurrently preparing a paper on discrimination against black deaf persons. At San Fernando Valley State College, Mr. Linwood Smith is developing a project with thispopulation, following guidelines set down by Ernest Ifairston and John Bachman in their 19(17 project at the Leadership Training Program. Other projects, unknown to the author, undoubtedly are in progress in various parts of the country. This paper has considered sonic of the important information currently available on the black deaf population. It has hopefully spotlighted the fact that, critical data on this group are entirely too meager. Some aspects upon which future research might concentrate include: (1) How prevalent, is racial discrimination in the deaf subcul- ture? What forms does this discrimination take? In what ways might this be modified? (2) Why do so many black deaf youth leave school without graduating? What ways might. be found to enrich education, especially in the direction of preschool education, for inner city and ghetto deaf persons? One especially important question in this connection concerns whether we would provide a better education for all deaf children in those states which have recently desegregated their schools for the deaf if these states consolidated their efforts into one school for white and black deaf children together. (3) What case-finding techniques would be most effective with inner city deaf populations, which are often predominantly black? Is it true that rehabilitation is generally failing to reach and serve this population? (4) What are some of the salient demographic characteristics of this segment of the deaf population? How -do these persons compare to white deaf persons and to hearing persons in such areas as education, employment, social life, communication abilities, marriage and fertility rates, standard of living, prevalence of deafness and of multiple handicaps? (5) What effect, if any, does the additional minority group status of deaf persons who are also black have upon their psych osocial development? Do some black deaf persons have special ego and self-identity problems? Does deafness effectively preclude identification with the larger "Black America," especially with the struggle of blacks for equality? 210 I would like to close with thesugr.estion that this Convention convent, a committee to study variousaspects of some of the tious just vaised..Additionally.I would recommend the of an Ad Hoe (.ottnitittee establishment on the Faltwation and Rehabilitationof Black Deaf Persons by thefollowing bodies: the Socialand Re- habilitation Service. the littreattof Education of the Of the 011iee of F.duction. Handicapped the Professional Rehabilitationll'orkers with the Adult 1)eaf. and the('ottlerenc of F.xecItives. of Schools for the Deaf. Thisl'oitunittce. tinder which eachpar- ticipating organization wouldhave it subcommittee studyingthose problems itis most qualifiedto handle. would establish basic priorities and procedures forimproving educational and reltahilitation services for black deafpersons. LIST OF REFERENCES (Isehein. .T.11. The Deaf Community. 1!)Us. Wa,ltitigton. Gallatolet (2) Lunde, A. K. and Bigman,S. K. nerapati ((((( 11 Condition. Bnj. Washington, c;allauttet college. 1970. Antony the (.1 nirfey.1'.II.,aunt Norte. T..1.loteraction of Deuf and Ileorina Baltimore ritY. Maryland. AVashington. in Co Beasley, W. C. Characteristics D.C.: Catholic University. 19117. the population of the Unitedand distribution of inquired hearingin (if Americo, 12. 1940. 114-121.States. Journal of the :lo:vale&Soviet!, Georgia'4 Deaf. Atlanta.Georgia; WorksProject Georgia (Official Project Nu:Idler Administration of (tI1 Post, It.II. Hearing :lenity variation )11). 192. 19. pcnics Quarter/it. 11. 19(4. 65-s1. attoo._: Negroes aunt whites. Ett- (71 Tenney, IL K., and Edwards. C. Itnee as a variable in hearingsereening. Amer/eon ottratt/ of Dixon:cry inehildri 11. 547-57.0. Vol. 120. December 1970. (St Schein..1. D.. and Ries. P.W. Proeeedings of the Special Identification of' Black Deaf Persons. Meeting on the ber 10. 1970. unpublished summation. Septem- (91 Rosen. S.. Nester, 1).. FA-MoftY. A.. and Rosen. II. v.Relation of hearing loss to cardiovascular disease.Traamoctio,, .. of the .4n/uric/to :leadenly of Onthamology and Otolaryngology.6S. 1904. 4:13-444. (Po Babbidge II.1). [Mt/co/ion. of the !Owl:a report to the Secretary of Health. Education andWelfare Ity his Advisory Committee Education of the Deaf. AVasitington. on the D.C.: U.S. Ilepartinent ofIleallil. Education and Welfare publication.1964. CAREER DEVELOPMENTOF DEAF YOUNG PEOPLE David W. Lacey, Pli. D.,National Technical Institutefor the Deaf What questions are most pressing in thecareer development of deaf young people? Sonicof these are: 1. What career developmentconcerns do deaf students have at various grade levels thatare most relevant ? '3. How do deaf students reachout beyond the boundaries of the "deaf job"? 3. How can deaf students beintroduced to a diverserange of educational and occupationalgoals. as well as to educational and occupational strategiesfor reaching these goals? These and similar questionsare the substance of vocational decision-making. Thepurpose of this presentation is to describe process defined as career development, a and to present its uniqueway of organizing vocational knowledge for easier comprehension and use by teachers and dissemination to deaf students. The career development process will be deseried in terms of a series ofvora- tional developmental stages that provide a basic definition. From these vocational developmental stages. vovational developmental tasks and developmental propi)sit ions are. then. derived which destrOWthe construction of student- centered vocational investiration andex- ploration activities. Let's ask the critical question: "What is career development ?" Choosing :t vocation is presumed to be a process. not simplyan isolated act. As the pnwess of career development evolves, changes in voeational behavior over time Shtmitt ft110Wa continuous. orderly pattern; they should not be random and unsystematic Inc develoment to occur. These changes should be interrelated and lead toall end product; and they should proceed in certainsequences and ac- milling to established principles. 04.tainly,career development is a dynanne process which involves interaetion between the individual (lea I person's repertoireinterests. abilities. competencies. andcommunication skillsand the wart: related demands made by society. that is, by the development tasks. It is a long-termprocess that con- t inues by stages througlmut one's life. Career development emphasizes the progressive development of student self-reliance. A major assertion, then, is that students should assumemore and more responsibility for their vocational development to achievea "sense of agenyiliat is. each deaf student will feel that he is directingor piloting his vocational planning. Career development, like most processes that involve progressive changesin a product or organism. can he broken down iinto specific stages. This particular approach to career development may be described by a series of vocational developmental stages: Growth ((,'hildhood), Exploratory, Establishment, Maintenance and De- cline (Super and Bachrach. 195T). The development of effectivevo- cational behavior in each vocational developmental stare will be viewed within the framework of three major constructs. Theseare (a) Human Development, (b) Developnontal Tasks, and (c) De- velopmental Propositions. Each term needs to be defined: Hilmaa development As before, development is seen as a patterned, orderly, life-long process that leads to effective vocational behavior; that is behavior that permits long-term control of environment where possible, and control of the individual's affective responses to those aspects of the environment that he cannot control. The process of development includes gaining understanding, assigning meanings, and organizing behavior. Development is orderly, but each individual develops in his own unique way (Blocher, 1966). Developmental tasks A developmental task is a task which arises at or abouta certain period in the life of the individual, successful achievement of which leads to his happiness and to success with later tasks, while failure leads to unhappiness in the individual, disapproval by the society, and difficulty with later tasks (Hayighurst, 1953). The important. part of this concept is. of course. the idea that each task isideally mastered at a particularstage of developm ent. and is necessary for the that such mastery continuation of optimaldevelopment. Developmental propositions Developmental propositionsor activities that a deaf student choose facilitate hisintroduction to, his would completion of involvement in. and his appropriate developmentaltasks. After complethm the developmentalactivity, a cleat student of tional behaviors and will acquirea set of voca- stage of development.competencies that he learnsto use at the next

VOCATIONAL DEVELOPMENTALSTAGES Growth stage (birthto age 14) Career development actually children play at fantasy begins in early childhoodwhen occupations. They chooseroles in terms of people they identifywith. A five-year old, reassurance his pediatrician impressed by the gentle offers, may say. "1want to be a doctor." Another child,thirsting for adventure. going to be may announce, an astronaut!" Childrencan neither project themselves into their adult futurenor judge their own abilities. most outrageous occupation But even the fantasy helps to builda child's eonfi- deuce. Again in thisstage of vocational development, vocational self-concept the child's figures in the familydevelops throughidentification with key and in school:a child's needs and fantasy dominate the growth.stage of vocational development, from the years 4 throught.10. particularly During the growthstage, there is only one goes about obtaining a dim awareness of how an occupational goal, primarilybecause vocational choices in earlychildhood are largely are the product of fantasies, unrealistic. They daydreams. and the desireto grow up. rather than experiencesbased upon consideration the end of the growth of reality. Near stage, however,occurs a discernible movement toward a greater realismini the vocational eleven-year old. He behavior of a ten-or problem of vocationalgradually develops therealization that the selection is his responsibility.His abilities and likes are givenmore weight and become the nants of aspirations andactivities. major determi- Developmental tasks of thegrowth stage Vocational developmentaltasks relate directly world of work. The or indirectly to the vocational developmentaltasks listed beloware in chronological orderfor the growthstage: 1. A deaf child beginsto develop a sense of self-image. selfincluding a 2. A deaf child developsa sense of extension of belonging and sharingwith othersother selfthat is, friends, and otherteachers. children, other 3. A deaf child develops activity. an ability to undertakecooperative 4. A deaf child chooses activities suited to hisabilities. 213 S. A deaf child identifies with a workerfather.mother, or other significant person in the life of the child. 6. A deaf child assumes responsibility for his own action. 7. A deaf child performs chores around the house. S. A deaf child develops initiative and industry. thequalities of planning and attacking tusks. 9. A deaf child organizes his time and energyfor doing school work and chores. 10. A deaf child begins to learn deferral of immediategratifica- tions for the sake of larger goals (for example, putting work ahead of play in appropriate circumstances). 11. The deaf child begins to set realistic standards forhis performance, both for school and for work in the home. 12. A deaf child takes pride in his achievements andhimself as a neophyte worker. Derelopmental Actirities It is not difficult. for a teacher of deaf young people to fit a career development program into the school curriculum. If a career development program were instituted, it might be organized asfollows: 1. A deaf child investigates the work activities of hisfather, his mother. and other members of his household. A deaf child identifies and investigates occupational rolesin his immediate environmenthis school, church, and familiar stores and businesses in his neighborhood. As deaf children develop plans to accomplish this objective, they might conduct a survey of upper school children'sattitudes toward their experience in the middle school, or they might also condnct a survey of occupational patterns of workersin their educational setting. 3. A deaf child identifies and interacts with community helpers who protect and serve thempolicemen, firemen, and doctors. 4. A deaf child explores the widening community. He may emphasize transportation, communication, orother major industries. 5. A deaf child concerns himself with the world of work atthe state level, including investigation and identification ofits primary industries. 6. A deaf child's occupational investigation broadens, coveringthe industrial life of the nation. He selects industries from various geographical sections for study. 7. A deaf child's occupational explorational program may,then, expand to include the entire Western Hemisphere. Work styles in Canada and South and Central America are contrasted with occupational life in the United States. Furthermore, he might contrast work or occupational styles in Far Eastern orOriental cultures with the world of work in the Western Hemisphere. As these activities indicate, the career development program di- vides naturally into two groups: the early elementary, in which the child is primarily concerned with work in the familiarsetting of home and community; and the later elementary and middle schoolin which the child's concept of work expands to include large geographical areas outside of himself and his immediate surroundings and abstract ideas.

221 Exploratory stage (ages1.;--111 The exploratorystage in career development ativities of the growthstage and emphasizes builds upon the and the self-conceptin (lover development. the role of thefamily a period of social vocational This vocationalstage is maturation during victual deaf studentshould make the which the hull- adulthood and should transition from childhoodinto eugal.re in proress of intensive exploration self and the worldof work. This of exploration shouldoccur in three primary areas ofsoeaalizationthe home. seti the school. and thework In the home, thedeaf student learns tions through eoutinued aitout himself andoccupa- tives iho describe contaet with parents.siblings, and rela- and discuss theirjobs and through in the activitiesof the family. In involvement the school. the.vonng deaf prson supplements thefamily-eentered experiences self and workthrough interaction ivith explorationOf experiences withpeers and teachers. He tries out. evaluates.changes. aml ceptions of himself accepts or rejects theper- in occupationswhich he acquired preceding phase ofdevelopment. the growth during the place. if the deafstudent is engaged stage. In the work part-time work in it work:studyprogram or its experiences. theyoung- deaf person evaluates terests. captivities. andvalues and begins his i- which he. then, to develop a self-image molds orexpresses vocationally. In all. tory stage isone of discovering. and the explora- relating yourself re-diseovering yourself.often to the world of work.Dining the exploratory stage. the individualdeaf student's terests. and personality perceptions Of hisaptitudes, in- !laracteristies become curate. andmore highl integrated. clearer, moreor- The expectation isthat the more vocationally matureindividuals will thought vocational assets andliabilities. thus fully uncover their and self- knowledge. leading to laterself-awareness Just as the individualdeaf student learns he proceeds through more about himselfas the exploratorystage. lie also gathers formation about jolsand occupations. more in- Therefore.accuracy and extensive job knowledgeshould differentiate less vocationally=hire. the more frontthe In the exploratorystage. the more vocationally only should havegreater knowledge about mature person not tempts to relate self and work, butat- one to the other. He thinksabout his competencies and how he mightexpress. utilize and develop work. He attemptsto "bridge the gap" them in the worldof world of work. between himselfand the Developmental tasks(exploratory stage) The developmental tasks of the exploratorystage are built similar developmentaltasks of the growth upon insure a smooth stage, and attemptto transition from schoolto work. The tasks of the exploratorystage are listed below: developmental 1. A deaf student. develops .acliievement-oriented sary for effective work; behaviors neces- concentration, organization,planning, gratification deferral,self-criticism, intellectual cal problem-solving,and critical thinking, curiosity, logi- 215

2. A deaf student learns how to studyeffectively, organize his time, and plan his activities in accordance witha personally relevant value hierarchy. 3. A deaf student choosesan appropriate high school. 4. A deaf student selectsan appropriate high school curriculum. 5. A deaf student plans either for post-secondaryeducation or immediate entry into the world of work. U. A deaf student, then. chooses eitheran appropriate post-secondary curriculum ora suitable entry -level job. 7. A deaf student. develops technical andsocial competencies required for succosful employment. 8. A deaf person learns to produce in thework situation under adult performance standards. Developmental activities (exploratory stage) Throughout the exploratory stage. the deafstudent is involved in an intensive sorting processsifting bits of information aboutself. education, and employment and. then,forming a career development plan. Sound vocatioaal decision-akingskills are the bases for beginning this sorting process and wouldfacilitate completion of the outlined vocational developmentaltasks of the exploratory stage. Therefore, I would suggest that teachersof young deaf people focus on decision-making skillsas an integrative method during this stage of vocational growth. A sampleoutline for a decision-making curriculum follows: 1. Introduction to decision-making (a) Post-high school planning. . Recognizing choices for critical decision (a) Defining critical decisions. (b) Ages for critical decisions. 3. Determining goals (a) Setting and defining clear short-term andlong-term goals. (b) Working toward goals. 4. Interests, and they affect planning (a) Changing interest. patterns. (b) Self-evaluation of changing interestpatterns. (c) Weighing interest for post high school planning. 5. Values, and how they influence decisions (a) The significance of values. (b) Job values. (c) What most students value. 6. Considering alternatives (a) Identifying alternatives. (b) Discovering alternatives. 7. Getting information (a) Evaluating sources of information. (b) Seeking information. 8. Tests and grades (a) The meaning of test scores. (b) Factors that affect grades. 9. Considering risks (a) The element of risk in decision-making. 10. The world of jobs andcareers

77-903 0 - 72 15 216

(a) Describing occupations byarea and level. (b) The occupational model. (c) Learning about jobs andcareers. 11. The relation of education to work (a) Educational roads to occupations. (b) An occupational roadmap. (c) Relating information about. jobsand education. 12. Making the decision (a) Reviewing the decision-makingsteps. (I)) Getting it together. Obviously. the elementary andsecondary teachers of deaf children are most concerned with thegrowth and exploratory stages of vocational development. However.three additional stages ofvocational developmentoccur upon or after entry into the world of work. These are: (a) establishmenta(leaf student acquiresan identity as a worker in the occupational structure, (b)maintenancea deaf person becomes a productive employee and advanceswithin the industry, and (c) declinea deaf workercontemplates a productive and responsible life. The declinestage ends. of course, with death. which for a typical individualI.. ;ngs to a close a span ofcareer development embracingmore thi:r half a century of preparation for and participation in the worldof work. in point of fact,career development may be definedas vocational planning from the womb to the tomb. With respect to career developaient.it is our individual and collective skill to take the time to lookat deaf students as unique. vibrant Turman beings whocan become successful leaders and contributors in the academic, corporate.or governmental marketplaces. I dare all of us to be imaginativeand creative, as we build sound career development programs sensitive to the needsof our students. We may not get the job done in'71. But let's begin. LIST OF REFERENCES Blocher. D. A. Detelopmental Counseling. NewYork: The Ronald Press Com- pany. 1966. Harighurst, R. J. Human Development and Education. Green. 1953. New York Longmans Super,D. D. and Bachrach. P. B. Scientific Careersand Vocational Develop- ment Theory. New York : Teachers College Bureauof Publications, 1957. PRACTICAL INFORMATION ON CAREERORIENTATION Walter Eugene Hines, M.S., Iowa School forthe Deaf Ihave been invited today to discuss theprogram initiated with the seniors at. the. Iowa School forthe Deaf the spring semester of 1971. This program was setup and coordinated by three agencies, Iowa Western Community College, Iowa State Divisionof Vocational Rehabilitation and the Iowa School for theDeaf. The course was titled "Practical informationon Career Orientation", the length of ie course was 30 hours. The course was designed to offerthe following information to the seniors: To provide information which will enablestudents to orient themselves to employment in the world ofwork, and to provide infor- 217 illation which will the next step assist the studentto choose further into employment.if this is most education as To acquaintstudents with advantageous. possible. as many job relatedsituationsas To provide the student with theopportunity tosee actual working conditions asencountered ina large manufacturing To providespeakers to give firm. problems encountered the studentan understanding of the by the deafm the working society. To acquaint 35seniors of the Iowa the campusfacilities of IWCC. State School for theDeaf with To let the studentobserve actual campus activitiesas they occur. classroom proceduresand other Perhaps it wouldbe in order first program of this nature of all to explainjust howa got off the drawingboard. No ticular is responsiblein sucha hearty undertaking person in par- isn't an exception.Dining a session and thisprogram habilitation counselor between the localvocational re- and the guidancepersonnel at the Iowa the topics of jobreadiness. in decision School countered by as to careers, problemsen- young deaf adults seekingemployment and training selectionsby theyoung deaf adults advanced when someonestated it would be were being discussed with successful nice if we coulddevise a program deaf adultsdialoging with the thought was toincorporate this seniors. Another "The Establishment" into a careerproject away from and have itmore on an adult basis. cussion followedsuchas location, need for More dis- to teach. etc. Acommittee interpreters, personnel rough proposal. was formed to lookinto and drafta This rough draftalong witha good salesman. proached the directorof regional DVR ap- tor was impressedwith the tentativein Council Bluffs.The direc- thoughts on theirway to reality. Fundsprogram and he startedthe implement theprogram providing were tentatively set asideto munity college. we could sell it to thelocal com- Another meetinginvolving the persons as well as theIowa State VocationalCommunity College sultant to the deafand hearing impaired Rehabilitation Con- program looked good but was set up. At this timethe too many peoplewere still shying from it. Personnelto implement the away question asno one seemed to be program at the collegewas a familiar with thedenf. We had but one hope left, the CommunityCollege was hiring ordinate aprogram for the hearing a director to co- job March 1st.Let me digress impaired and hewas due. on the planning for the at this time to explainthat the initial program was but six weeksfrom the idea to its Implementation. Theentire programthen hinged new director. Each timethe newly formed on selling it to the Committee for theCareer and Educationmembers of the Advisory we had faith that therewards and Program for the deafmet, would hopefully career awareness that the get was well worththe frustrations. seniors The director arrivedon the Community College receptive to the idea.He proceeded.to job and wasvery ment theprogram. He held two draw up plans andto imple- who said he would meetings, contactedan instructor- be willing to teachthe course. The drawn up and theprogram got off the ground contract was interim from March1st to the 18th, .facilities,on March 18. In the business places andmaterials all equipment, personnel. were secured with theutmost pre- 218 cision. Eight successful deafwere contacted in person or by mail. six accepted and were used in the program. Six businesseswere visited and two were selectedas well as the materials gathered front the personnel offices of all the firms. Transportationwas arranged. Interpreters hired, video tape and media help solicited. Eachagency shared in the total picture. Perhaps the phrase"Cooperation for Careers" is the best title for thisprogram. That will give you a brief look at the history ofthe program. Now I would like to discuss the curriculum of thecourse and how we arrived at the :30 hours of activities which were used in thecourse and also how we delimited it. First of allwe settled for the Title of "Practiculum on Career Orientation". By using the word practical we ascertained motivation would he enhanced. With this themewe proceeded to eliminate theory andgo for practical settings that 35 seniors could actively take part in. We usedtwo deaf adult women, one was working at a large insurance company in Omaha. the other was a housewife who was attending the Community College. The deaf men used in the dialogue portion of thecourse had these various backgrounds: a printer; a foreman; a businessman; and a state highway commission employee. These speakerswere given suggestions for topics related to this programsuchas: 1. Problems you encountered in findingyour job. 2. Communication on the job. 3. Leisure time activities. 4. Job responsibilities. 5. Disappointments. 6. Overtime pay and lay-offs. 7. Job descriptionetc. This is a very brief outline and the speakerswere encouraged to discuss life on their job as they saw and lived it. The total time allotted for dialogue was six hours. This includedquestion and answer periods. The necessity of putting this programon an adult basis led us to look at settings away front the residential school.so consequently. all classes were held at the Community College. We allocated four hours or two sessions to post-high school facilities and thecareers offered at the Community College. The Iowa WesternCommunity College has both the vocational subjectsas well as Applied Arts programs. The students were allowed to select four or five different. career areas and were allowed to sit in on the classes in action with college students helping them and answering. their questions. We felt there was a need for a better understanding and utilizationof the various agen7ies available for job seeking in Iowa, suchas Iowa Rehabilitation. Iowa State Employment., Private Employment Agencies. Want. Ads. Walk-ins and. School Placement,. Speakers from \roe Rehab and State Employment. Offices spoke.to them. Two hours was allotted for this segment of thecourse. Four hours or two class periods were set aside for job interviews. Four students went through the entire sequence with personnel directors acting as the employer. For the entire first two -hour period, these interviews were taped. The class viewed and commentedat the next two-hour session. They also filled out various application forms .at this session.

1.0 219 Field trips to area industries and talkingto deaf workers and personnel directors on the job encompassedfour hours or two periods. One hour was devoted to talks,one by a foreign exchange student from South America. He discussedjobs and careers in his home country. The remaining nine hourswas spent divided between job careers, leisure time activities. job termination, upgrading,filling out federal and state forms,resumes and portfolios building, career oriented and studentcareer oriented questions and problems. This gives you a brief ideaas to course content and how we delimited the course to the practicalaspect. of careers. The 35 seniors were given course outlines before we started andwere asked to comment on the materials. Some of the commentswere "Are you going to force us to go"? "Looks goodbut at night"!Just about all the questions they had disappeared afterthe first night session. All classes were held at night with the exceptionof the tours. Why I say that most all the questions disappeared thefirst night was a stroke of luck. As part of the overviewof the campus, they got in on a. dance the same night. Their comments aboutcollege life changed to "It's not. bad". The course was not required and participationwas entirely voluntary. We had nine studentson different OJT programs and they arranged with their employersto be off for the classes and field trips. What impact did this haveon our students? This is a very difficult question to answer at thisstage but I will describe some of the changes in the seniors'career selections and objectives. We had ten students pass collegeentrance requirements. Six said that they were going before theystarted the course. Now all ten have completed plans for college. Ofthe nine students on the job training before the course,one will remain at work, the others will be going to TV' orarea schools for post high school training. The one student going into the world of work indicated thathe will go to night school at IWCC in the printingarea. Out of the class of 35 and at the time of this writing, 32 willgo on for post high school training with the remaining 3 questionable. The students were encouragedto discuss frankly what. they wanted, what. they didn't like aboutthe program, etc. Thesecom- ments on a questionnaire were for the mostpart very complimentary. They did however, desiremore job information, more video taping, etc., and more time to sit inon the college classes. They all seemed to like the dialogue portion of thecourse. Many of the staff at IWCC became familiarwith the deaf through this program. Many questionswere brought up in the various classes in high school and the teachers discussedthem with the students. The high school and vocational instructorswere told about the program and encouraged to discuss the topics with them. Articleswere written by students for the schoolpaper. The local newspaper and the entire state was given informationthrough an article written in a state-circulated newspaper. But perhaps themost important person to coordinate the program was our high school guidanceteacher. When time didn't. allow for thoroughcoverage at the college, the instructor at. IWCC would coordinate withhim to expand on the topics in his classroom. 297 220

We are hoping to place thisprogram on a permanent basis for the seniors at. ISD. I wouldlike to showyou a few slides that a purely amateur has takenbear withthem and I will be happy any questions that you may have. to answer

THE DEVELOPMENTAND IMPLEMENTATIONOF A CA- REER DEVELOPMENTPROGRAMITS IMPLICATIONS FOR DEAF YOUNGPEOPLE AND TEACHERS Colin E. Tisshaw, Principal,the Mackay Center forDeaf and Crippled Children, Montreal,Canada As educators we beara heavy responsibility to for the challenges, demands prepare our young and changes which theywill have to cope with as adults. As educatorsof the deaf, our responsibilities are much greater, for in helping themto overcome the. handicap of deafness, we must bemore selective of the material utilized, comprehensive in the methods more employed, and more critical inour analysis of our modusoperandi. One ofour most crucial tasks is to prepare the students for active fullyparticipative roles in life's tivities as responsibleadults. ac- The question that we had asked ourselves at the MackayCenter during the past fewyears wasIn the educational enviroir.ent that we have been providingwere we Sufficiently successful in offsetting the handicap of deafnessto enable our graduates to play aware adults that we purported the role of we had failed to adequately to prepare them for? We feltthat prepare them in our educationalprograms to function as responsibleadults in the spheres of social work activities. We and were acutely aware that there existedan im- balance between the academicprogram covering varying aspects of adult relationships andresponsibilities and the trainingprogram preparing students with highlydeveloped vocational skills. We therefore isolated the following factors as being majorcon- siderations in preventing theoverall balanced intellectualand social development ofour students. Firstly, it was considered not only supported, but that we had contributed to the dependencypatterns sometimes exhibited bythe deaf by having too much ofa professional paternalistic attitude(albeit subconscious) takentowards their education. The "patede foie" feeding of educationalmaterial always given under the guiseof "being necessary for pears to have led to a passive student the deaf" ap- relationship towards theau- thority figures and the school;which being a microcosm ofsociety was considered by the studentsto represent the outside world of reality. This approach whileconsidered to be effective interms of assimilation of knowledgehas been most unfair insupporting the development of independentstudent situational judgments. Asa result of the haphazardprogram of exposure to industry, industrial methods and the world of work,students in our schoolwere really unaware of the variety of work opportunities sider within the which they couldcon- range of their capabilities. Because ofminimal exposure and lack of actual testing of skillsin situations other than the classroom there seemsto have been a lack of selfawareness on the part of the students and consequentlyan unrealistic interpretation of 8 221 suitability for various job functions. When there are over 26,000 listings in the occupational index there. have been only hit and miss approaches made to discuss the suitability of various types ofem- ployment for our students. Within the structure of the school itself, having a small deaf population of 72 pupils. there are obviously few course offerings available necessitating them to relate to a minimal range of options available in the school. In this respect to some extentwe have inherited the traditional outlook towards deaf vocational training programs. The Center has developed apprenticeship training programs in the community to provide the training services which would be economically unfeasible to develop within our school for the very small numbers involved. These apprenticeship training programs are obtained after trying to teach individual social functioning skills and independence and responsibility. There is still very limited understanding on the part of the student in relation to the value of his saleable skills for the jobmarket.In this connection some frustration has arisen as a result of occasional mis-matching of jobrequirements and student interests and capabilities. In our program development there appears to have been too large a gap between the traditional school approach with the major stress on language development within the class and our vocational training program which stresses functional independence in all aspects of work and social situations. while. also developing the specific job skills. Lack of internal coordination within the school has resulted in our not properly developing sufficient self-awareness, so necessary for a young adult to possess in order to function as a contributing citizen. It was this sense of frustration on the part of the staff at Mackay Center which led to the development of a comprehensive career development. program. We have been restricted in the qualitative and the quantitative aspects of our guidance program due to the shortage of available personnel to adequately and effectively guide our students. We hope to remedy this weakness by developing a systems approach to the career development problem and lessen the reliance on short term late adolescent counselling procedures which we do not feel have been sufficiently effective to warrant their continuation. In the fall of this year, the school operations will incorporate the following procedures to try to coordinate all of the services, skills and programs to enable our students to relate. meaningfully to the environment and to be able to make. decisions about it.

1. INSERVICE TRAINING PROGRAM The school will have up to ten inservice training days throughout the school year plus a week in September togo over the following program concepts. Experts in the various fields will be brought in to address and work with the staff, outlining developments andes- tablishing behavioural objectives in the various aspects of thecurriculum. 2. LIBRARY OCCUPATIONAL RESOURCE AREA During the past six months we have obtained much materialcon- cerning many occupations with varying employability requirements, roles, salary ranges, long term trends, etc. Thisresource file is an 229 992 open area in the library and is built aroundthe SRA Widening Occupational Roles Kit(WORK) which enabling a student we feel to be invaluablein to make realisticcomparisons between jobs available inwhich he mayexpress an interest. the various

3. LIFE CAREERGAMES At the momentwe are developing life suited to the studentsof lower academiccareer games whichare through cause andeffect sequences. capabilities whichshow the family, work,and social activities.interrelationships of theroles of in any one of A student whomakes choices these areas is shownhow their effects into the othersand force life styles can spill over dicted when the which may not havebeen pre- decision had beenmade. By utilizing activities whichcould be consideredto be typical in meaningful hope that thestudents will be adolescence we will be making aware of the decisionswhich they in actuality afterleaving school.

4. ELEMENTARYPROGRAM MomricATtoNs Through the workof the staff during goals will be established in-service days behavioural areas of weakness whichfor each level whichwill improveor the as being worthy of have been identifiedas being typical. and goals will be consideration in trainingdeaf students. The set for all levels fromLevel I upwards measured and revisedthrough teacher and will be month. Theyare as follows: meetings to be heldtwice a (a) Quality of work Minimum qualitativegoals will be defined results demandedfrom them at all for the studentsand time, experience, times increasing indifficulty with performance capabilitiesand growth of skills. (b) Quantity ofwork Realistic taskcompletion will be keeping with students insisted upon atall times in capability and skilllevels. (c) Cooperation Class and work projects will involveteamwork so cooperative habits.Various out of as to foster structured so classactivities will alsobe as to foster cooperation inwork and recreation (d) Dependability settings. Task completion inacademic and vocational quired with decreasing settings will be.re- amounts of supervisionso as to foster the characteristics alsosupporting those (e) Initiative mentioned above. With clear cut behavioural goalsdefined, students will couraged to developinternal drives to be en- minimal supervision. start and finisha project with (f) Adaptability By changing theclass setting. routine, cedures, etc., tasks and demandpro- we wish to constructivelyprogram for the development

"304 of this characteristic and to avoid theroutine and repetitions nature of application to work and varioustasks which tend to inhibit this skill. (g) Personality By expanding the presentpeer discussion groups which have been developed and working on the developmentof social awareness and consideration of others. we hope to makethe students more aware of their responsibilitiesas individuals who have something to give to others, as well as being able toaccept. graciously. (h) Leadership This quality we hope to develop throughtask completion in areas c,d,e,f, g and i.Responsibilities are to be assignedto evaluate functioning and developing skills.and foster the sense of leadership. (i) Responsibility This is of course interrelated withall areas of a to h. We hope to foster this through appropriate taskdemands with decreasingsuper- vsion as the youngsters mature.

5. STUDENT EVALUATION PROGRAM For three years vocational studentsin modified "T" groups have rated stated behavioural characteristicsweekly on the following basis: helpfulness;responsibility; attitude to work; attitudeto pupils and staff ; initiative and punctualityneatness; and cleanliness. The students in an open circlerate one of their members each in turn on a four point scale fora monthly total to choose a member of the class who, having gained themost number of points in a month, then has an afternoon off witha few dollars to go to a restaurant or to a movie. This technique with initialteacher supervision has been invaluable in allowing the studentsto see just how others see their performances in the aboveareas. Major problems and factors which have been identifiedup to now are: 1. The lack of reality in self-concept in socialand work settings. 2. Anxiety state after realor imaginary slights o rebuffs. 3. Adolescent, rejection of adult criticism,thereby making this method more meaningful. 4. Lack of developmental work andsocial experiences resulting in a dearth ofawareness of the above factors. 5. Unrealistic demands of others whichare shown clearly by peer criticism. We are keeping recordsso as to identify longitudinal trends and be able to act on them as effectivelyas we can.

6. Cumutavrwr:GUIDANCE FILES There are to be establishedindividual guidance files which will be a part of the cumulative student files. Studentqueries and replies will be recorded so as to indicate unrealistic and realisticcareer choices. We hope to identify longrange patterns and be able to work constructively with thestudent in providing professionalcon- tinuity in this most criticalarea.

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7. PARENTAND DEAF ADULT COUNSELLING SERVICES The Home andSchool Association. the Deaf and The MontrealAssociation for Graduates have beenrequested to give our adolescent students.By having them career talks to degree of functioningin work and socialinterpret their roleand the student settings, we hopeto widen understanding of therole of the deaf world, covering threemain areas of: adult in the adult (a) Living skills. (b) VocationalAspirations and their (c) Social Relationships. realizations.

8. BUDGETING We are going to place less stresson abstract areas of mathematics for those studentswho are not going utilizing concepts to University and thusnot be taught in thenew math. The stress will be such thingsas banking. use of credit and on necessity to be able finance facilities 'andthe to balance a personalbudget within the salary range of thetype of work for which actual pear to be most suited. the student wouldap- 9. JOB PROMOTION Our emphasisup to now has covered job placement level. We feelthat it is most importantrequirements at the initial tional procedures, to outline promo- training and advancement requirementsand the degree of communication skillsnecessary for advancement more responsible andmore highly paid jobs. to

10. VOCATIONAL.PLANNING PROGRAM We will be implementingthe student behavioural outlined at the NTIDInstitute on Career objectives as Students, which Development for Deaf was held in December of lastyear in Rochester. 11. ROLE PLATING We wish to develop many more learning situationswhich would involve public queries,job interviews, social video-tape replayswe can enable the studentssituations, etc. By using vidual idiosyncracies, to see just how indi- habits, and communicationsskills are seen by others. Our experienceover the last few months in been most rewardingand has generated these areas has part of the students. much excitementon the

12. EXPERIENCE TRAINING A program of providing dents will be developed decision making opportunitiesfor stu- in the school and inthe home from level upwards. Home andSchool Meetings and I parental cooperationso as to provide continuityNewsletters in will elicit part of personal development. this most critical Our social servicedepartment will follow visits to see if opportunities up this aspect with home are being developed in thehome. The 232 225 school environment will be structured to provide maximum opportunities for the students to make decisions. While these above mentioned points represent the core of the program it is hoped that through close team work and cooperation on the part of all members of the staff that further offshoots can develop. There will be twice monthly meetings held to discuss the problems encountered to develop the specific behavioural objectives and report on the degree of success or failure of them. It is felt that this professional approach will provide continuity for the students which will be so necessary for the program's success. Each teacher will of course be interpreting the program in an individual manner. however we hope to incorporate the broad. concepts into all areas of the school so as to provide the continuity for the students and to allow them to grow in accordance with their capabilities. Of course a program of this nature must of necessity be supported by all members of the staff. It must present and cover the range of human behaviour which the students will experience in dealing with members of the staff. Such a program of course calls for a shift in orientation, and alteration in the method of teaching. It thus will become more socratic, while placing much more responsibility for individual behaviour and choice on the part of the student at all stages of development. We feel confident that. this program will definitely facilitate the career development of deaf young people by instilling in them a sense of judgment to which they must apply personal interpretations in all situations from a very early age. It is hoped that by the time they reach adolescence and have been exposed to a structured coordinated program covering a wide range of occupational options that they will be able to intelligently relate to the most suitable training programs and subsequently an occupation which will benefit them to the greatest degree and from which they will receive the most satisfaction. While this is very much in the pilot project stage, we are now ready to implement the program during the next year and look forward to the challenge it presents in providing a much more meaningful educational experience in the broadest sense to the students for whom we have a most awesome responsibility. While the long term results will not be measured for quite some time, we hope to be able to report that by the end of the next school year we shall have attained short. term objectives which will be instrumental in developing in our students a sense of individuality, flexibility, purpose and maturity, which is so essential for success in today's complex world. Gallaudet Banquet (7 p.m.) "Hall of Industry", State Fairgrounds 6 p.m. Social Hour. 7 p.m. Gallaudet Banquet (Open To All) "Hall of Industry". TUESDAY, JUNE 29BUSINESS MEETING Dr. Kenneth II. Mangan, President, presiding Dr. Mangan. The meeting will come to order. At this time I declare there is a quorum in attendance here this morning. One hundred fifty members comprise a quorum. We have a lot of business this morning, so first of all we will have the report of the nominating committee for nomination of officers. Mr. Bill I'eck is the chairman of that committee. 'A'

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REPORT OF THENOMINATING COMMITTEE B..I. Peek, OregonSchool President Mangan. Jim Hoxie is actually thechairman of this committee, he is not able to he hereso he has asked me to but The committee is assume that responsibility. composed of the following:Jim Hoxie. chairman. Lloyd A. Harrison,Missouri ; Lewis B. Wahl. Oregon ; Mo. ; A. W. Douglas, Gallaudet Day School. St. Texas ; Peck, Oregon. Louis, I would like to makethe following report of vote by ballot. Now.this is the slate that the committee. and thenwe will I would like to askthose people that we have nominated. As Iread this opportunity to see these are here to stand so thatyou will have an people if they are attendingthe Convention. StIME1411111 SLATE or CAII OFFICERS AS I/ NOM I SESA PreRidC/II.Annin G. Tureehek, and the Blind. Superintendent, ColoradoSchool for the Deaf President - Elect. .Tack W. Brady.Superintendent. Kentucky First Vice President.Robert.T. Dawson. Principal, School for the Deaf. Deaf and the Blind. Florida State School forthe Second Vice President(select one). Stanford California School District.Cecelia A. Snapp, Rupert, teacher, MountDiablo, Classes. Warren W. Fauth. teacher. Fullerton.California Day Secretary-Treasurer.--Geroldteacher, California Schoolfor the Deaf at Riverside. at Riverside. Burstein, teacher, CaliforniaSchool for the Deaf Directors (selecttwo).Carl T. Kirchner. College, Northridge, teacher, San FernandoValley State California. M. MarthaLutz, teacher, Missouri the Deaf. Win. J.McConnell. Superintendent. School for Hampton. Ricardo U.Gonzales. teacher. Virginia School for theDeaf at Riverside. California School forthe Deaf at Dr. MANGAN. Thankyou very much. We will nations front the floorfor the office of now entertain nomi- and seconded that. president-elect. It ismoved the nominations beclosed. All in favor Opposed, no. Carried.Any nominations say ave. president. for the office offirst, vice- Mr. Hum I move the nominations beclosed. Dr. SrEux. Secondthe motion. Dr. NIANOAN. Allin favorsay aye. Opposed, carried. We willnow entertain nominations no. The motion is office of secondvice-president. from the floor for the Mr. YOUNGS. I move the nominationscease. Dr. MAxoAN. Itis moved andseconded that the nominations All in favor,say aye. Opposed, cease. now entertain nominations no. The motion is carried.'We will treasurer. It is moved from the floor forthe office ofsecretary- in favor. Opposed. and seconded thatthe. nominationscease. An The motion is carried.We will now entertain nominations from thefloor for Directors. that the nominations It is moved andseconded cease. All in favor. Opposed.The motion is carried. The slatethen standsas presented by the nominating mittee. We willnow proceed with the balloting, com- announce the outcome before and possiblywe can this meeting isover. If not, watch the Convention Newsletter.I think the nominating a good job in the selections committee has done board members they have made. Theofficers and the do a lot of work inthe two years between tions, and this iscertainly a responsibility. Conven- We will now declarethe election closed, andthey can start countingthe ballots.

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ELECTION RESULTS PresidentArmin G. Turechek, Colorado School for the Deafand the Blind. Pre 8h:cut-ElectJack W.Brady. Kentucky School forthe Deaf. First Vice- President Hobert'I'. the Dawson, Florida School forthe Deaf and ticcomt rice-PresidentWarren Riverside. W. F'auth. California Schoolfor the Deaf. Secretary-TreuxurerGerold Burstein, side. California School for the Deaf,River- BOARD or DIRECTORS M. Martha Lutz, MissouriSchool for the Deaf. Wm. J. McConnell, VirginiaSchool for the Deaf. Dr. MANGAN.. We havea number of important items of take up this morning.One of the most important, business to scheduled it early in the and we have program so that you would havea good opportunity to think about,itis the A712108.1 As Annals is the journal of both you know, the tors of the Deaf and the the Convention ofAmerican Instruc- Conference of Executives ofthe American Schools for the Deaf.Mr. Marvin Clatterbuck Annals Committee has been on the a number of years, andwe have asked him to make this report thismorning. ANNALS REPORT Marvin Clatterbuck, OregonSchool for the Deaf Dr. McKay Vernon, theeditor of the literary issues, the Annals Administrative reported to Committee that the qualityof manuscripts submitted hasgreatly improved. The editorhas an editorial board that approves allmanuscripts before theyare printed. Dr. Richnrd Brill,who has given outstanding Annals, has resigned service to the as associate editor. Dr. WilliamCraig is the editor of the Directory,and reported several difficulty in publishing the problems that caused Directory. The AnnalsCommittee took several steps to correct thedifficulties. There has always beensome misunderstanding about the list educators printedin the Directory. In the past of sent in by the Schools only those names were included. Sincesome schools fail to report, the Committee decidedto include names sent in by the and any others whoare members of CAID. schools The Annals wishesto present all sides of issues who have acceptable and invites those articles to submit them forconsideration. Advertising in the Annalshas improved and theincome is up. However, the cost of printinghas gone up, and thequality of the Annals has been greatlyimproved. The editor has been certain number of limited to a pages in each issue because of cost.Three years Iwo the Annals financialstatus was not good. At that decided to employ professional time it was assistance to aid in improvingthe publication, and the executivesecretary was asked to get the on a sound financial basis. Both Annals has done an outstanding were done. The executive secretary been aided by federal job. The publication of theDirectory has t,°Tants, but the 1972 grant hasnot been ap- 1 American Annals of the Deaf. 228 proved, and if it is it will be for$25,000, which is only has been received inthe past. The Joint half of what wishes to be assuredthat the Annals Administrative Committee in the future, since can be published andimproved the. $25,000may be the last we will the federalgovernment. receive from The Conference of Executives has votedto support the A2171478 the amount of $5,000per year. Regular subscription in increased to $12.50 rates have been per year. The actualcost of producing the per year is just about$10 per subscription. Annals The ExecutiveCommittee of LAID, wishes to recommend after carefulconsideration, tution be changed. that Section 4 ofArticle HI of theConsti- It now readsas follows: "Each the association shallpay annual dues of $10, person joining stitute his subscription $5 of which shallcon- tive July 1, 1067)" to the American. Annalsof the Deaf. (Effec- The ExecutiveCommittee recommends III be changedto read: "Each that Section 4 ofArticle pay annual dues person joining the associationshall as recommended by theExecutive Committee approved by theassociation". Mr. President, and that we adopt thischange in our constitution.I would like tomove Dr. MANGAN. Thankyou very much, Mr. Clatterbuck. is a very,very clear statement of the I think this Clatterhuck's motion? issues. Is therea second to Mr. Dr. STEt.t.m. Secondthe. motion. Dr. MANuAx. The change in the constitutionrequires a two-thirds vote. There must bea quorum of 150, and that thereare at least that nanny we have already declared for discussion from present. The question isnow open the floor. There willbe another motion mediately following this,which will set the im- We will havea vote by a show of hands. clues with your approval. air until weget you all counted. AllJust keep your handsin the please raise those in favor of themotion your hands. 198 total. Allthose opposed the It is declaredpassed unanhnously. same sign. buck again. We will now callon Mr. Clatter- Mr. CLATTERBUCK.You may see throughour strategy. It takes two-thirds majorityto change our constitution. a dues it only takesa majority. Now, to raise the The Executive Committee recommendsthat the dues be $15 year, beginning January1, 1972, of which per Annals subscription. $10 shall be for the We feel this is theleast amountwe can possibly operateon and go forwardas an organization and good publication. Mr.President, I put out a mendation. move. the adoption of therecom- Dr. MANGAN. Is therea second to the motion? Mr. BaAsEr...I secondthe motion. Dr. McCianut. I might will be $12.50. point out subscriptionsto non-members Dr. MANOAN. Right,and we havea sizeable subscription list non-members, about 1500,so there will be additional from in the discussionat the Executive Committee income, and the feeling that this and elsewhere, itwas organization has gottento the point wherewe can live without federal subsidy,and it would beto our advantage to live without federalsubsidy. We will become organization, and the a more interested Annals can become bigger.As Mr. Clatterbuck 436 229 mentioned earlier, ithas been indicatedthat the general quality the articles has beenimproved; they of and there isa long list of articles thatare able to be quite selective, our journal is improving. have not been published,so The question has beencalled. All those in favor of the motionas presented by Mr. Clatterbuck, cally to increase the which is basi- dues to $15 ayear, which will constitute scripiton to theAnnals, please raise a sub- All those opposed.I see none. your right hand. 206 in favor. have the Report. of so the motion is carried. We willnow the Councilon Education of the Deaf Committee on teacher certification andteacher training. of which is the chairman.This committee has Ralph Hoag tion standards, and been workingon new certifica- we will ask Ralph to give hisreport at this time. REPORT OF THE COUNCIL ON EDUCATIONOF THE DEAF COMMITTEE ONPROFESSIONAL PREPARATION CERTIFICATION AND Ralph L. Hoag, Ed. D. This report was prepared at the requestof your President you would havea record of the activities of so that. the past twoyears on the development ofthis Committee during ration of teachersof the deaf. standards for theprepa- The Committee's work ing of CEASD and started in July of1969 at the joint meet- CAI!) in Berkeley,California. The Committee. was given the assignmentto update and revise teacher preparation using the standards for on teacher preparation the 1969 report ofthe ad hoc committee starting point.. known as the Connor- Stolle Report. as a The Committee also its work. This received the Castle-WycksReport to use in report was prepared bythe ad hoc committee standards for trainingteachers of vocational on special contentareas. subjects and other The first draft ofproposed standards Committee in Decemberof 1909. This was prepared by the bution in March of was published for distri- 1970. Distributionincluded all members of Executive Board, directorsof teacher preparation the of special educationin State Departments, centers, directors interested in the educationof the deaf, andgovernment personnel open meetings held to discuss persons attending revision of standards. the activities ofour Committee on the The three open meetings,suggested by the Executive held. Your chairmanattended two additional Board, were by invitation to discuss national conferences the contents of theMarch draft of proposed standards. Each of thethree major open later transcribedso that this informationconferences was taped and used by the Committee could be reviewed and in the preparationof the next draft.

REPORT or Orrx ME}.rixosHELD Conference of ExecutivesMeeting, St. Augustine, The Florida meeting Fla.April 9, 1970 was attended by some 150persons representing school administrators,teachers, State Department university teacher educators, personnel, the deaf, and others.A panelcorn- rwl r.4.) o 230 posed of members of the ExecutiveBoard and the Committee ticipated in the discussion. par- Alexander Graham Bell Association,Coneention,,Philadelphia, Pa. June 25,1970 At the A. G. Bell meeting, therewere over 100 persons present. with teachers, teacher educators,administrators, the deaf, andparents represented. A similar panel ofmembers of this Executive Board and the Committee participatedin the discussion. Special Open.Forum, Berkeley, Calif.October17,1970 Invitations were sent to allgroups in western states thought to be interested in the activitiesof this Committee. These included State Departments, universities,and administrators and teachers of schools and classes for deaf children.Nearly 100 persons representing states, universities, teachers,parents, and the adult deaf attended and participated in thediscussion. Again, members of the Committee were represented andparticipated in the discussion panelists. as

National Association. of the Deaf,illinneapolis, Minn.August,1970 Your chairmanwas asked to discuss the work of the Committee in an open session at theNAD national meeting. Manyteachers, rehabilitation personnel. and interesteddeaf adults attended. Over 150 persons were present. Commentsand suggestions were noted and recorded for use by the Committee. National Meeting of State Directorsof Special Education, Seattle, 1Vash. July,1970 Approximately 40 State Departmentpersonnel were present to hear a report. of activities ofthis Committee. Your chairmanattended this meeting by special invitationof the president andprogram chairman. The work of the Committeewas discussed with interest. Suggestions from thisgroup were also noted and recorded for use by the Committee.

GENERAL SUMMARY OF DISCUSSION All meetings heldwere productive. In general. the attitude that prevailed was positive and constructive.Negative and comments were made.. However, thesewere by far in the minority when compared to positive and supportivecomments offered. It is felt that most negative commentswere dealt with satisfactorily by each panel to the satisfaction of otherspresent ac these. meetings. There appears to be universalagreement that changes in standards are in order at this time. The contents of the March1970, draft of the document in its present formwere very obviously not acceptable. On the other hand,many of the principles contained in the document. were. Some of the major issues includeddocumentation of competencies in detail, identification ofteacher preparation goals in behavioral terms, more specific attentionto training in the use of media and technical teaching materials, anda rather determined desire for the Committee to involve otherresource persons in addition to the Com- mittee in preparing its next revisionof standards report.

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APPOINTMENT OPRESOURCE PERSONS Deaf (CED), the Council onEducation of the The President of the open meetingin Philadelphia, in response tosuggestions made at resource personsto appointed the followingindividuals to serve as the committee: Dr. GilbertDelgado, Chief Dr. SheilaLowenbraun Media Services andCaptioned Assistant Professor Films University of Washington U.S. Office ofEducation Mr. Mervin Garretson Dr. Todd Eachus Director Staff Associatefor Research Division of Instruction Northeast RegionalMedia Model SecondarySchool Center for theDeaf Gallaudet College University ofMassachusetts Mr. Stephen R.Mecham, Consultant. Education for theHearing Impaired Connecticut StateDepartment ofEducation appointment andparticipated with the Each personaccepted the proposed draft nowidentified Committee in thepreparation of the as theFebruary 197.1,version. NOVEMBER MEETING OPTHE COMMITTEE together with theresource per- A meeting of thefull Committee 4-7, 1970, inNew above was calledand held November host for the sons named School for theDeaf served as York. The Lexington and all five resourceper- meeting. Everymember of the. Committeein this meeting. able to be presentand participate make maxi- sons were made in planningthe conference to An attempt was participants could betogether. Re- mum use ofthe time when all draft standards were materials, reports,and the former of all source prior to the meeting.Printed transcripts mailed for review and pertinentcorrespond- tapes of openmeetings, position papers. Smaller group distributed and reviewedin early sessions. ence were assigned segmentsof the next committees were formedfor writing contributions of the smallgroups werereviewed draft. The written document, and revised forfinal editing. A raw in plenary session the meeting onNovember 7, 1970. was completedbefore the close of each Committee mem- This rough draft wasprinted and sent to comment. The resource personfor review and ber and appointed 1970, were compiled,edited, results of this reviewduring Decemb,er, Committee members. draft form andredistributed to directions and printed in asked to provide yourchairman with Each person was Board. for preparin,, a reportto the Executive persons re- . Committee members and allfive of the resource. An unanimous that thisversion of Proposed sponded. The response was Teachers of theDeaf could be Standards for theCertification of inter im. draft report.(sub- presented to theExecutive Board as an principle the revision and editing)representing in ject to minor CED for certificationpurposes. standards that shouldbe used by the

77-003 0 - 73 - 10 239 232 The Executive Board mittee to work accepted the report anddirected the Com- on the document editoriallyfor presentation ber organizationsfor final approval. to mem- The CED Committeeon Professional Preparation tion, includingyour own organization's and Certifica- now submits this document appointed representatives, ican Instructors of for approval by theConvention of Amer- the Deaf. We thereforeask that you authorize your representativeson the Council on Education utive Board to votefor approval. of the Deaf Exec- Committee: Dr. Ralph L. Hoag,Ch. Mr. Bill G. Blevins Dr. Roy M. Ste lle,Secy. Miss Josephine Carr Dr. Richard G. Brill Miss Grace H. Hanson Dr. Richard F.Krug Mr. Herbert G. Barkwloo Dr. Leo E. Connor Miss Lucy M. Moore Dr. Jean 'UtleyLehman Dr. C. ,Toseph Giangreco PROPOSED STANDARDSFOR THE TEACHERS OF THE CERTIFICATION OF HEARING IMPAIREDJUNE1971 INTRODUCTION The Councilon Education of the Deaf, the CED, isa national body with representationhereafter referredto as organizations: The Alexander from the following (A. G. Bell), The Graham Bell Associationfor the Deaf Convention of AmericanInstructors of the Deaf (CAID), and TheConference of Executives for the Deaf(CEASD). The membershipof American Schools represents most of the of these organizations tion of hearing professional personnelengaged in the educa- impaired children inthe United States. tial portion of theeducators of hearing A substan- are also members. impaired children in Canada This documentpresents a two-level ards adopted by CED program of minimum stand- as requirements for thecertification of instructional personnelemployed in educational impaired children. programs for hearing These supersederequirements establishedby educators of the deaf priorto 1930, adopted by the ham Bell Associationfor the Deaf in 1930, Alexander Gra- ence of Executives of American adopted by the Confer- amended in 1952. Schools for the Deafin 1931, and These standardswere not prepared with any one method, a combination any intent to endorse phy of teaching of methods, ora particular philoso- as being superior ormore productive than another. Rather, every educationalprogram and interested aged to evaluate and group is encour- dures, and materialsexperiment with a varietyof methods,proce- which might leadto improvements in the education of hearingimpaired children. Standards adopted for field of service, to the certification ofprofessionals inany be effective, mustinclude all the practicaland workable requirementsconsidered by the profession the preparation of as essential for ther, they shouldpersons entering and working inthe field. Fur- be designed toserve as guidelines for theup- grading of professionalcompetencies. 240 233

The certified teacher must havecertain specific competencies that will enable him to provideappropriate educational services inone or more special areas. Specification of theseareas provides the essential basis for establishmentof a system of professional certification. For the teacher of the hearingimpaired, this impliesa general competence to identify and evaluate resultingeducational problems in all individuals from infancythrough adulthood. The certified teacher, then, is expected to havea broad general knowledge of the field, with special abilitiesas a teacher in at least one area ofspe- cialization, andpossess at least a baccalaureate degree.

DEFINITIONS Terms included in the followingare those that may have a variety of meanings when found ineducational writings and reports. These terms are defined here to clarify the this document. intended meanings as used in Hearing impaired A hearing impaired (deafor hard of hearing) individual isa person who requires specialized educationbecause of a hearing impairment. Provisional certification This is the initial levelfor certification of impaired children. a teacher of hearing Professional certification This is the second and highestlevel of professional certification of a teacher of hearing impairedchildren. Areas of specialization Possible areas of professionalspecialization for a teacher of the hearing impaired include thefollowing:

PREPRIMARY Identifies teachers who workwith children below theage of six. There are two sub-groupswithin this area of specialization. are as follows: These Infants.Identifies teachers whowork with parents and hearing impaired infants ina variety of educational settings. Nursery.Identifies teachers who workwith children between the ages of three and six years ina school setting.

ELEMENTARY Identifies teachers who workwith children across broad lum areas from the time of curricu- the beginnings of formal academicwork at approximately theage of six to entrance into a secondary gram. pro- SECONDARY (ACADEMIC AREA) Identifies teachers who teachacademic subjects to children the elementary grades (e.g., beyond science). mathematics, social studies, English, 234

SECONDARY (SPECIALSUBJECT AREA) Identifies teachers who teach specialsubjects other than subjects to childrenbeyond the elementary academic industrial arts, business grades (e.g.,printing, education, homeeconomics).

MULTIIIANDICAPPED Identifies teacherswho teach hearing additional physical,mental, or emotionalhandicapped childrenwith cantly interfere with handicaps which educationalprogress. signifi-

SPECIAL CONTENTAREA Identifies a teaching with hearing professionalor resource teacher who impaired childrenin special curriculum works cross all age levels (e.g.,library science, areas that may education). art, speech, media,physical Approved teacherpreparation center An approvedteacher preparation whose program leading to provisionalcenter is a collegeor university cation of teachers and/or professionalcertifi- of the heavingimpaired has been the Councilon Education of the Deaf. approved by Practicum This consists of all aspects ofthe teacherpreparation including observation,participation, clinical program teaching in bothclassroom and practice, and directed bring a studentinto direct out-of-classroom situationswhich and adults under contact with hearingimpaired children the direction ofqualified instructors, ers, and practicumcoordinators. master teach- Internship practicum This refers topaid experience in ing impaired teaching and workingwith hear- children underqualified supervision. Media This includes allprint and non-print grated into learning materials whichare inte- procedures and thegeneral curriculum. Instructional technology This is theemployment of technological combined human,mechanical, and resources used in allaspects of instruction design, production,direct use, and including learningprocesses involved. evaluation of theteaching and Practicum coordinator This refers toone who holds professional and directs and certification by CED supervises the practicumprogram. Cooperating teacher This refers toa teacher with professional who has directsupervision of the certification by CED ticum experience. student teacherduring hisprac-

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PREREQUISITES TO PROV I SI 0 N A L CcirrincAnoN Prerequisite to specific preparation for teaching the hearing impaired in any of the areas of specialization, the candidate should show satisfactory evidence of college study demonstrating that he has a general knowledge of: 1. Child growth and development, learning theory, and general psychology; 2. The development, structure, and function of social institutions including the interaction and interrelationships of these groups in our society; 3. Current instruct;fiAl procedures in general education; 4.Instructional procedures for the education of handicapped and multihandicapped children. In addition, the applicant for certification in any area of specialization must have satisfactorily completed the equivalent of a minimum of twenty (20) semester hours in a major area of study directly related to his area of intended specialization.

REQUIREM ENTS FOR PROV1 SI 0 N AL CERTIFICATION Each applicant. for provisional certification as a teacher of hearing impaired children must complete a core program consisting of a minimum of thirty (30) semester hours or its equivalent at an approved preparation center (see Figure 1).

Common to all teachers of hearing impaired children

Appropriate to area of specialization

*Student Teaching:Total of 1S0 hours (minimum) at one or morelevels FIGURE 1.--Suggested credlt hour allocations for provisionalcertification (minimum 30 semester hours). 236 Areas of preparation

FOUNDATIONS OF EDUCATION OF THEHEARING IMPAIRED (a) Philosophical approaches to educationof the hearing (b) Psychologicalcharacteristics of deaf impaired lations and hard of hearingpopu- c) Social adaptationof the hearing d) Historical impaired background of theeducation of the e) Present andpast trends, problems, hearing impaired of the hearingimpaired and issues in theeducation

SPEECH SCIENCEAND AUDIOLOGY Study of the physical characteristics of the mechanisms, thephysical dimensions speech and hearing aspects of sound. of sound, thepsycho-acoustic and the relationshipsamong these areas.

LANGUAGE ANDCOMMUNICATION Theoretical andpractical aspects of and improvementof the hearing the development,evaluation, impaired child'sreceptive and pressive language and hiscommunication skills. ex-

CURRICULUM ANDINSTRUCTION Development andadaptation of curriculum tional procedures, materials and including theuse of media and instructionalinstruc- nology, to fit thespecial educational tech- children. needs of hearingimpaired STUDENT TEACHING Directed classroomand clinical impaired students teaching experiencewith hearing under the supervisionof a practicum and/or a cooperatingteacher for coordinator or more levels. a minimum of 250hours at one Practicuni. Directexperiences with adults asa part of the hearing impairedchildren and areas in addition to andcourse of study in allappropriate subject Internship practicum.including studentteaching. for internship For purposes ofCED certification,credit lege or universitypracticum experiencemay, at the discretion program sponsors, be of col- teaching providing granted in lieu ofstudent that the experiencefor such credit completion ofcoursework required follows the experience isi not less in theprogram and that the paired children than one fullyear of teaching hearing under qualifiedsupervision. im-

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REQUIREMENTS FOR PROFESSIONAL CERTIFICATION Each applicant for professional certification must complete a minimum of twenty (20) additional semester hours beyond the provisional level and must complete a minimum of three years of teaching experience under the supervision of a professionally certified educator of the deaf. Coursework to satisfy the requirement must be taken under the auspices of an approved center as a planned program of study related to an area of specialization and/or related to the general area of education of the hearing impaired. At least Him of these semester hours must be directly related to the education of hearing impaired children. The program may be planned in cooperation with the applicant's employer. Programs so planned may, at the option of the approved center, be partially implemented through work at other accredited colleges and universities (see Figure 2).

FOUNDATIONS PSYCHOLOGY SOCIOLOGY AUDIOLOGY ACOUSTICS ANATOMY

1/4

LANGUAGE COMMUNICATION CURRICULUM INSTRUCTIONAL TECHNOLOGY SUPERVISION ADMINISTRATION

FIGURE 2.Suggested credit hour allocations of advanced study for professional certification (minimum 20 semester hours). 238 COMPETENciES AND KNOWLEDGESFOR PROVISIONAL CERTIFICATION The following isa basic listof special edges inn coreareas which are consideredcompetencies and knowl- to work effectively fundamental for with hearingimpaired children. teachers that the developmentand evaluation It is recognized is the responsibility of these skillsand knowledge of approvedteacher preparation I. Foundations centers. The candidatemust have: A. A. knowledge of historical andcurrent developments cation of the hearingimpaired in the in edu- tries and the influenceof historicalUnited States andother coun- state of the field; developmentsupon- the current B. A knowledgeof national and which influencethe education local issues, trends,and events C. A knowledge of hearingimpaired children; of thepurposes and services of and local organizationsand government national, state, the educationand welfare of agencies concernedwith D. A knowledge the hearingimpaired; of national,regional, state, and progranis for thehearing impaired; local educational E. A. knowledgeof the content fields and professions and nature, issues,and trends of related to educationof the hearing such as regulareducation, special impaired, tional psychology,and the contributionseducation, audiology,and educa- of the hearing-impaired; of these fieldsto education F. A knowledgeof the implications the psychological, of hearing impairmentfor sociological, vocational,and educational ment of hearingimpaired individuals; develop- G. The abilityto utilize educational, and psychologicalinformation in sociological, audiological, seling for both educational planningand coun- hearing impairedchildren and their H. The abilityto locate and parents; rials, and utilizeresources, reference mate- professional literaturein the education impaired and inrelated fields. of the hearing II. Speechscience and audiology The candidate must have knowledge.of the. following their relevancefor educationof the hearing areas and A. The humanspeech, auditory, impaired: lated brain and and visual mechanismsand re- central nervoussystem structures; these mechanisms,their inter-relatedness, the anatomy of fecting these common pathologies af- mechanisms, and thefunctioning of these in communicativeand othertypes of behavior mechanisms defective organisms; in both intactand B. Production,transmission, and other sounds; reception of speechsounds and physical andpsychophysical and methods ofdisplaying and characteristics of sound; acteristics. graphically representingthese char- C. The general and specific effectsof hearing the productionof speech and impairmentupon sounds; the, reception ofspeech and other D. Variousprocedures for testing hearing test results; hearing andinterpretation of 246 239

E. The functioning andcharacteristics of varioustypes of amplifying systems and theirapplication to learning and processes. instructional III. Language andcommunication

A. LANGUAGE The candidate must have: 1. A knowledge of thestructure of the English language guistics), the acquisition (lin- and use of language(psycholing,nistics), and the implications of theseareas for education of hearing impaired infants, children, andyoung adults; 2. A knowledge of. researchand other literature the hearing impaired; on language of 3. A knowledge of theacquisition and development skills in hearing and in of language hearing impaired infants andchildren; 4. A knowledge of disordersof language development; 5. A knowledge of commonly used methods and proceduresof language instruction forhearing impaired children; 6. The ability to utilize appropriate instructionalprocedures to effect language learningin hearing impairedchildren and the ability to diagnose, correct,and improve language children. development in these B. COMMUNICATION The candidate must have: 1. A knowledge of the hearing loss on communication;communication process and theeffects of 2. A knowledge of research and other literatureon communication of the hearingimpaired; 3. An understanding of various modes ofcommunication and combination of modesused in teaching hearing uals (a. through h. impaired individ- below) and a knowledgeof methods, procedures, and materials used inteaching these modes of cluding theuse of techniques and materials communication in- uals or groups in the appropriate to individ- development, diagnosis,correction, and improvement of communicationability. (a) Reading. (b) Written communication. (c) Speechreading. (d) Auditory training. (e) Speech. (f) Fmgerspelling. (g) The language of signs. (h) Other modes ofcommunication, 1V. Curriculum andinstruction The candidate must have: A. An understandingof the purpose and the and an understanding nature of curriculum of learning andinstructional processes; B. A knowledge ofcurriculum and instructional mon to education of the hearing procedures com- impaired and regulareducation, adaptations of the regularcurricular and instructionfor the bear- q 240 ing impaired, and aspects of curriculum and instructionunique to education of the hearingimpaired; C. The ability to plan, implement, and evaluatelearning experiences for individuals andgroups, including the ability to: 1.Identify learner entry level; 2. Conceptualize and formulateobjectives in behavioralterms; :3.Design methods ofevaluation based jectives and utilize data upon measurable ob- 4. collection procedures; Select, design, produce,and utilize media, materials,and resources appropriate to learner behavior tives; and lesson objec- 5. Implement appropriateinstructional procedures; 6. Evaluate learnerresponses and revise instruction priately. appro- V. Practicum Through observation, participation,clinical practice, and student teaching, the candidateshould have A. A. knowledge of facilities,services, and programs available for the education and counseling adults; of hearing impaired childrenand B. The ability to interacteffectively for instructionalpurposes in as learning situationwith hearing impaired at one or more teaching levels; individuals or groups C. The ability to plan andorganize curriculum area of specialization for effective content in an learning by both individualsand groups of hearing impaired children andyouth.

CERTIFICATION Two types of certificatesfor teachers of the hearing may be earned. Each may be awarded impaired below: under conditions specified Provisional certification This certificate is issuedto applicants who have successfully pleted the course and practicum com- work of the core curriculumfor professional preparationas set forth under above Requirements for Provisional Certification andis predicated least a Bachelors degree. on the completion of at The basic certificate is good fora period of five years from dateof issuance. A provisional certificatemay be renewed for an additional period of five yearsupon application and submission of: A. Evidence of completionof six (6) semester hours toward professional certification; applicable B. Evidence of completionof at least one year's teaching ence with hearing impaired children. experi- Professional certification The _professional certificateis issued to teachers whohave: A. Successfully completedthe core curriculum for provision certification; al B. Completed an additional program ofadvanced study of (20) additionalsemester hours as described twenty Professional Certification; under Requirements for C. Completed threeyears of successful teaching supervision of a qualified experience under ing impaired children. professionally certifiededucator of hear- The professionalcertificate The professional certificateis valid for the date of issuance. a period of five years from The candidate forrenewal of the certificate must submit evidence ofhaving met at least conditions: one of the following A. Successfully complete a minimum ofthree semester hours of course work in areas relatedto the candidate's field of B. Taught the equivalentof a semester specialization; cial education ina college or university;course in an area of spe- C. Participatedas a panelist, speaker. involved with the or served on a committee program of an international.national. regional. or state convention relatedto special education; I). Published ina professional journal. Previously certifiedpersonnel Teachers currently certifiedby the CEASD application automatically or the CED will upon receive professionalcertification under the newly inauguratedprogram. These standards will teachers seeking certification apply to all impaired. by CED as teachersof the hearing EFFECTIVE DATE These standards shall become effectivetwo years from the date of final adoption by theCouncil on Education year period following adoption of the Deaf. Thetwo- of application and will be devoted to thedevelopment program approval processes. Allapplicants seeking certification under previousCEASD or CED requirements initiate an applicationprior to the effective must ments. date of the new require- APPROVAL OF PROGRAMS College or university by the CEASD programs previously reviewed andapproved or the CED will continue to berecognized as approved programs bythe CED. During the the adoption and two-year period between the effective date ofthese standards, the Commit- tee on ProfessionalPreparation and Certification vised program review will preparere- procedures for newprograms and prepare new periodic re-evaluationprocedures for on-going approved programs. and previously Approvals are granted bythe CED based program resources, curriculum, on an evaluation of personnel, and practicumfacilities. Invitations fOrprogram evaluation or re-evaluation by a college may be initiated or university, a department withina college or univer- 242 sky, ora previously approved ated with educationalprogram directly affili, an accredited institutionof higher education. Previous agreementsmade between the creditation of Teacher National Council,for Ac- Education (NCATE)and the Conference Executives ofAmerican Schoolsfor the Deaf of review andapproval of (CEASD) for the remain in force programs will, withconsent of the NCATE, as the vehicle forapproval of college or universityteacher education programs located in by the NCATE. centers normallyreviewed THURSDAY, JULY 1BUSINESSMEETING Dr. Kenneth R. Mangan, President,Presiding 1). MANGAN. We have thechairman of the tee as our leadoffinterpreter this Interpreters Commit- press our appreciation afternoon. I thinkwe should ex- to the interpreterswho have worked during the Convention,and particularly so hard for a couple ofyears now organized to Henry Bjorlie, whohas be sure that,they are and checked andrechecked to I would like on schedule, andso forth. to announce thatthe registrationis 938. This Convention members,and in additionto this there was registered, so thetotal registration are 270 parents Our first report is well over1,000. this afternoonwill be made by Secretary, HowardQuigley. our Executive REPORT TOTHE CONVENTION OF INSTRUCTORSOF AMERICAN SCHOOLSFOR THE DEAF Howard M. Quigley, Executive Secretary,June 29, 1971 In my report to you in BerkeleyI gave events surroundingthe establishment you the details of the Convention. In this of a NationalOffice for the report I shall takeup a number of items I hope will beof interest toyou. which

1. RELOCATIONOF TILE NATIONAL OFFICE For severalreasons the office will ters separate fromthe area move soon after July 1to quar- Distribution Center. now shared with theEducational Media The Conferenceand Annals move. Fortunately,space is available in the functions will also the move willnot be difficult. The same building so that will need to be rent will be about thesame. There some adjustments inpersonnel. In the Interest of Point In the proceedings.continuity, this second business meeting isincorporated at this

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2. FINANCES A statement of finances for the 23 months from July 1, 1969 to May 31, 1971 accompanies this report. An audited report for the full 24 months will be made available for the proceedingsas soon as possible after July 1. 3. 'MEMBERSHIP The membership total for 1971 to date is 4749. This isa sub. stantial increase over previous years, and indicatesa growing professional interest in the Convention. There isno clear distinction, of which we are aware, between the requirements fora regular and for an associate membership. I suggeSt thata membership committee be appointed to not only define membership qualifications, but also to study ways and means to obtain a larger number of members. since the potential is in the neighborhood of 8.000. 1. PARENT Scriox

Much work has been done during the past year to developa program for the Parent. Section, a group that held its first meeting in Berkeley, June 20-21. 1969, and which is reported in the 1969 PROCEEDINGS. The second meeting was held just prior to this convention. 5. MEDIA As .on all know. manv items of media hardware and software have been provided schools and dosses for the deaf during the past sevoral years, by the NIedia Services and Captioned Filmsprogram. It has become increasingly evident that media and libmry materials have common purposes as learning tools. and perhaps should be administered in the schools as one unit. A section of this year'sprogram is devoted to consideration of this topic.

6. NEwskr.yrcu Three issues of the CAM Newsletterwere published this past year. It is hoped that the publication can continue, on a scheduled basis, for it appears to supply a need for the classroom teachers. Contributions of articles have been good, but thereare no doubt many excellent ideas not reported that can increase the value of this news sheet. 7.CAID BROCHURE The supply of the attractive brochures that have been distributed in the past is almost exhausted. A new supply should be provided, which could use the same design orcome up with another one.

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8. INTERAGENCYREPORT A report of the meeting held January6, 1971 is attached. organization of theInteragency Committee A re- more concentrated effort in offers opportunityfor behalf of handicappedpersons. 9. CERTIFICATESOF MERIT The CEASD CAII) 111 persons since joint certificate ofaward was presentedto our office took over thisactivity last November. This program beganin 1960, andto date 533 certificates issued. Forms formaking application have been administrators whorequest them. are available at any timeto We in the National ceived from CAID Office appreciate theassistance we havere- officers and members.We welcome suggestions any time and we hope thatthose of you visiting at find time to visitus, or give us a call. Washington will Dr. MANGAN. I thinkwe know the reason the gone so well during thepast few years has Convention has Howard Quigley'sefforts in Washington, been due, in part,to We wouldnow like to have the and this will continue. ald Burstein. report of Secretary-Treasurer,Ger-

SECRETARY-TREASURER'SREPORT Gerald Burstein, California School forthe Deaf, Riverside Mr. Jerold M.Jordan, representing checked the books the auditing committee,has of CAID beginningwith July 1, 1969, cluding with May31, 1971. and con- The accountsare in order and the bank It. is recommendedthat the reports bebalance has been verified. port by a qualified accepted. The officialre- professional auditorwill be made following close of the fiscalyear, June 30, 1971. the Dr. MANOAN. May urer's report? we have a motion to acceptthe secretary-treas- Mr. BRASEL. Iso move. Mr. SHIPMAN. Secondthe motion. Dr. MANOAN. Any favor raise their discussion. The questionhas been called. Allin hands. Opposed? It'scarried. PROFESSIONAL BUSINESSMANAGEMENT, INC., MID-ATLANTIC STATES, CONVENTION OF AMERICAN Washington, D.O., November9,1971. INSTRUCTORS OF TUE DEAF, 6034 Wisconsin. AvenueNW., Washington, D.O. GENTLEMEN : Atyour request we have records of the Conventionof American Instructorsconducted an audit of thebooks and July 1,1909 through June of the Deaf for theperiod of 30,1970, and submitherewith the following Statement of receipts anddisbursements, Exhibit A. statements: Statement of cash recapitulation,Exhibit B. In our opinion thebookkeeping records have manner and all entrieshave been made been kept in a neat andorderly principles. consistent with soundaccounting Respectfully submitted, WILLIAM E. FOIST, Enclosures. Consultant. 252 245

CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF Report of Receipts and Disbursentenst July 1, 1969 through June 30,1.970 Statement A Receipts: Memberships: Regular $35,683.00 Student 915.00 Total 36,598.00 Interest 3,036.23 Royalties 12.75 Proceeds from hi-ammal convention 3,147.92 Sales of proceedings of hi-annual convention 150.00 Overpayments received 33.00 Payments for mailing list and postage 145.29 Total receipts 43,123.10 Disbursements: Salaries and wages $8,619.29 Taxes (unemployment) 158.79 Rent 1,010.82 Office supplies and equipment :350.06 Telephone, postage and express 786.94 Travel 765.40 Printing 1,327.19 Mailing list preparation 150.86 Refunds 150.83 Special services, recorder's fee, auditing 993.45 Organization dues 675.00 Subscriptions to "American Annals of Deaf" for members 18,750.00 Miscellaneous 25.21 Total disbursements 33,763.84 Gain 9,359.35 Loan from Conference of Executives of American Schools for the Deaf 2,500.00 Closing balance June 30, 1970 69,035.40 Statement B Opening balance July 1, 1969 58,293.28 Less outstanding checks 1,593.72 Plus interest earned but not credited prior to June 30, 1069_ _ 476.49 Total 57,176.05 Additional: receipts 43,123.19 Total receipts 100,209.24 Disbursements 33,763.84 66,535.40 Loan from Conference of Executives of American Schools for the Deaf 2,500..00 Closing balance June 30, 1970 69,035.40

PROFESSIONAL BUSINESS MANAGEMENT, 'NO., MID-ATLANTIC STATES, Washington, D.C., November 9, 1971. CONVENTION OF AMERICAN INSTRUCTORS OF THE DEAF, 5034 W lawman Avenue NW., Washington, D.C. GENTLEMEN : At your request we have conducted an audit of the books and records of the Convention of American Instructors of the Deaf for the period of July 1, 1970 through June 30, 1971, and submit herewith the following statements :

4'1 246

Statement of receipts anddisbursements. Exhibit A. Statement of cashrecapitulation, Exhibit B. In our opinion thebookkeeping records have manner and all entries have been kept in a neat andorderly principles. been made consistent withsound accounting Respectfully submitted, WILLIAM E. PoisT, Enclosures. Con: natant.

CONVENTION OF AMERICANINSTRUCTORS or TIM DEAF Report of Receipts and Disbursements July 1, 1970through June 30, 1971 Statement A Opening balance $69,035.40 Receipts: Memberships: Regular (4,380- Student (433)_ 43,807.02 Gifts 2,165.00 Interest. 15.00 Royalties 3,855.37 Sales of Proceedings 25.79 Certificate of Merit Fees 187.00 102.63 Total Receipts 50,157.81 Disbursements: Contribution to teacher training Salaries and related taxes and Certifying Commission__ _ 1,061.82 Special, consultant, andpersonnel services 2,549.00 Rent 8,430.59 Office supplies andequipment 970. Insurance 435.55 Telephone, postage and freight Travel_ 1,634.48 Printing 2,944.12 Magazine subscriptions formembers 2,008.89 Refunds 24,600.00 Repayment of loan from C. E.A.S.!) 104.00 Organization dues 2,500.00 Advance to Arkansas Schoolfor meeting expense 675.00 Plaques 500.00 Safe deposit box 53.50 Parents Section consultantfee 4,50 1,000.00 Total Disbursements 49,570.92 Closing balance 69,622..29 STATEMENT B Opening balance Receipts 69,035.40 50,157.81 Total Disbursements 119,193,21 49,570.92 Closing balance June 30,1971 69,622.29 Dr. MANGAN. Wewill now have cation of the Deaf it report of the Councilon Edu- up of three organizations,board of directors. Asyou know, this is made and the Convention A. G. Bell, theConvention of Executives, of AmericanInstructors. One ofour representatives is Jay Farman,He will giveus the CED report. 254 247 REPORT ON COUNCIL ON EDUCATION OF THE DEAF J. Jay Farman, New York State School for the Deaf, Rome The three constituent organizations of the Council on Education of the Deaf (GED) are the Convention of American Instructors of the Deaf, the Conference of Executives of American Schools for the Deaf, and the Alexander Graham Bell Association for the Deaf. The representatives to the Executive Board of the CED from this organization are: I)r. Kenneth Mangan, I)r. Stanley Roth, Mr. Robert Tegeder, and myself. The articles of corporation have been finalized and the CED is now responsible for the certification of teachers; aresponsibility formerly assumed by the Conference. The major work of the CED has been the development. of proposed standards for the certification of teachers of the hearing, impaired. Dr. Ralph Hoag, chairman of the Standards Committee, presented this document to you in a special report at the business meeting earlier this week. I will not go into the survey results in depth, but I think you would be interested in some of the basic statistics. In the 1970-71 school year (from the 55 residential schools reporting) the number of teachers and educational supervisors ranged from W to 122 with a median educational staff size of 54. A median of 20educational staff had CED certifieation in each of these schools which is less than 40 percent of the median staff size of 54. In September 1970 these 55 schools employed a range of from 2 to 27 new teachers, with the median being 9. Between 0 and 15 was the range for new teachers with CED certification. Nineteen residential schoolsemployed no new teachers who had CED certification; 10 schoolsemployed one new teacher with CED certification, and four schoolsemployed two certified new teachers. Thus, in 55 residential schools only 1 out of every 9 teachers who were newly employed in September 1970 was eligible for certification by CED. In these 55 residential schools a total of :41 teachers and supervisors of the deaf were newly employed in September 1970 and 145 were eligible for CED certification. Therefore, :386 of these individuals were not certified nor fully prepared by CED standards. There was a range of from 1 to 110 with a median staff size of 18 in the 134 day programs answering the questionnaire. The median number was 1 teacher with CED certification. The range of newly employed teachers in September 1970 in these classes was 0 to 23 with the median number of new teachers with CED certification was 0. The results also show that the 134 day programs employed 263 teachers in September 1970 of whom 43 were eligible for CED certification. Thus, 220 teachers and supervisors out of 263 newly .emplOyed for September 1970 were not recognized as "certified" or "fully certified' by the Council onEducation of the Deaf. The results of this survey would seem to make it exceedingly clear that there still exists a very great need for certified teachers of the deaf. Hopefully, these facts will also encourage those teachers in the nation's programs for teachingdeaf children who are not certified to work for this achievement.

77.903 0 - 72 - 17 248 The CED feelsthat if the of the Deaf isto be continuedInternational Congresson Education some responsibility that it wouldbe necessaryto assume made that the without takingover. The suggestion next meeting be heldin Japan in has been information is notyet available. 1975, but additional During thepast school the CED year meetings of the were held in New YorkCity in February,Executive Board of ing the Conventionin Little Rock. and again dur- Dr. MAxoAN. 11'e will now havea report of the Council ganizations Servingthe Deaf. In of Or- the report will the absence ofDr. David Denton, be read by Mr.Burstein. REPORT OF THE COUNCIL OFORGANIZATIONS THE DEAF SERVING Dr. David M.Denton As one of theCAID representatives tions Serving theDeaf Board of on the Council ofOrganiza- a brief outline of Directors, I wouldlike to Council activitiesduring the past give you foremost importancewere the two COSI) two years. Of On February25, 26, 27, 1970, Forums. Deaf Man And the Third National The Law",was held in Chicago, Forum, "The included thetopics: Illinois. The Forum The Constitutional Rights of AllPeople The Legal Rightsof the Deaf Social Servicesand the DeafClient Insurance Problemsof Deaf People Recent Legislation Civil Law Affecting the Deaf Mock Trial More than copies of thetwo hundred peopleattended this Forum. book containingthe proceedings About 7,500 and the Law"were sent to the of "The DeafMan more than 3,000 COSD mailing listwhich includes cial mailing university andcollege libraries. in excess of300 copies In addition,a spe- of the Officeof Economic was made to regionaloffices responsible for Opportunity. Thisgovernmentagency is On March 3,guarding the legalrights of 4, 5, 1971, theFourth Nationaldisadvantaged citizens. Aspects ofDeafness",was held in Atlantic Forum, "Medical man for this Forumwas Mr. Gary Curtis.City, New Jersey.Chair- two members ofthe Board of (Mr. Curtisis one of zations Serving Directors of theCouncil of Organi- the Deaf,representing the Instructors of theDeaf. The Convention of American Denton. Through second representativeis David M. deeply involvedits representatives,the CAID continues in the activitiesof the COSD. to remain COSD Forumshave been shared Two of the four the CAID and by Board both representativesof the CAIDMembers representing serving as officersof the Council.) have servedor are 250 people,focused on: This Forum,attended byover The MedicalProfession's View

56 2,40 The Deaf Consumer's View Prevention, Diagnosis and Habilitation Roundtable on Prevention Roundtable on Diagnosis Roundtable on Habilitation The proceedings book "Medical Aspects of Deafness" willbe published in the near future. Persons interested in receivinga copy of "The Deaf Man and the Law" or "Medical Aspects of Deafness", shouldcontact the Council of Organizations Serving the Deaf. From time to time, as the COSD Board directs, specialsections and committees are activated to study and seekremedies for various problems in the field of deafness. Topics whichare presently being considered under the context. of section and committeestudy include: Legal Rights of the Deaf Section Religious Services for the Deaf Section Higher Education for the Deaf Committee Research Survey Committee In addition to this activity. the COSI) is currentlycoordinating activity to get the television industryto provide captioning and special programing for the twenty million hearingimpaired Amer- icans. Mr. .Toseph Wiedemnayer. workingas a Special Consultant to the COSI). was instrumental in promoting the FederalCommu- nications Commission Public Notice. 70-1328.56051, dated Decem- ber 17, 1970. titled "I'llE USE OFTELECASTS TO INFORM AND ALERT VIEWERS WITH IMPAIRED HEARING".This Public Notice included recommendations in threeareas where captions should 1w used: (1) Bo Maim of an emergency nature suchas approaching tor- nadoes, windstorms, hazardous driving conditions,escaped convicts, industrial accidents, health hazards and other communitydangers; (2) News promms to include visual cluesof the matter under discussion. weathermaps to have descriptive. phrases placed on them and that as far as possible.a segment of the screen should be reserved for the presentation of the face ofthe announcer so as to permit lipreading; (3) Oeneral programing to includesports programs with the scoreboard frequently flashedon the screen. names of players or persons being pictured be presented in written form andbroadcasts of movies be made with subtitles whenfilms are available from the Media Services and Captioned FilmsBranch of the U.S. Office of Education; (4) Information programs concerning theproblems of the deaf and hard of hearingwere also to be offered. While, the FCC notice was onlya recommendation, it can become a ruling if television stations do not, voluntarily supplycaptions. The COSD would like to be kept, advisedas to progress being made in your area regarding captioning. Iflocal television stationsare not providing emergency bulletins in captions,notify the COSD immediately. Anyone who wishesa copy of the FCC Notice or other background informationcan write to COSD for more data.

:57 250 Strong editorial support through the LPFencouraging deafpersons. parents and other interestedpersons to write letters to local stations is solicited andwould be a tremendous important activity. contribution to this As a result of the tragicdeath of two Illinois youths in a. lire School for time Deaf At the Chicago HiltonHotel in 1970, the COSD is preparing a set of guidelinesfor hotel nnagement impairedgueststo follow for greater and hearing work of drafting these safety and convenience.The guidelines is being doneby the COSI) and preliminary discussionshave been held with can Association of Retired the staff of the Ameri- effort. Persons in time hope thismight be a joint In 1969, the Alexandria-Potomac Keller Memorial Fund Lions Club establishedthe Helen for the Deaf. ThisFund memorializes the internationally knowndeaf-blind personality more needed to be done for who frequently stated deaf people. This projectwas later unanimously adoptedby District, 2-I.Aas a District project. The Fund would enableCOSI) to continue ;ts temporarily and partially service to deafness.now funded 1w the Departmentof Health, Education and Welfare.Members of Lions Clubs country are encouraged throughout the for the Deaf to promote the HelenKeller Memorial Fund as a project. in theirown area. More information about this Fundcan be obtained by contacting tions Serving theDeaf. the Council of Organiza- There is a growing interest in beginning localor state type COSD organizations. The nationalCOSI) office has provided various groups around the guidance to nation in implementingsuch programs. Some of these organizationsinclude: Connecticut Council ofOrganizations Serving the Deaf Council of OrganizationsServing the Bay Area Francisco) Deaf (San Kansas Roundtable of New York City CouncilOrganizations Serving theDeaf of Organizations Servingthe Deaf Greater Kansas CityAdvisory Council Greater Los AngelesCouncil on Deafness St. Louis Roundtableof Organizations Serving Several other such the Deaf organizations arenow in the formative stage. For guidance inestablishing local and national COSD office. state COSD's contact the In efforts to increase the amount of feedbackfrom organizations serving the (leaf andto improve the utilization sources to serve deaf of all availablere- persons in our country, the NationalAdvisory Committee on Educationof the Deaf arranged representatives from the for a meeting with member organizations ofthe Council of Organizations Servingthe Deaf. This meeting 1971, in New Orleans. was held in January The meeting clearly lishing lines of accomplished the primeobjective of estab- It was generallycommunication between theNACED and time COSD. understood that hereafterthis would be a two way communication withinput from the national deaf community grassrootslevel of the to the NACED which, inturn, would more

258 251 frequently andfullydisseminate information about its activities, both on-going and anticipated. The hoped-for end resultof this cooperative effort is improved utilization of allavailable resources to serve deaf persons. The general feeling is that a good beginninghas been made and hopefully this was the first of a continuingseries of mutually beneficial working relationships between the two groups. In the summer of 1970. Mr. Mervin Garretsonresigned as Excel' tive Director of the COSI) to.accept a position asPrincipal of the Model Secondary School for the Deaf. hiOctober, Mr. Edward Carney was hired as the new Executive Director. Mr.Alfred Cran- will remain as Assistant Director and in April,Mrs. Mary Jane Rhodes came to the COSI) to become Assistant to theDirector. Miss .To York is employed as Administrative Secretaryand Miss Sharon Wilson isbookkeeper-typist. With Mr. Carney's resignation as Presidentof the COSD, Mr. Emil Ladner became acting President. At theAtlantic City Board Meeting. Dr. David M. Denton was chosen asPresident-Elect. On June 11 and 12, I attended the PlanningCommittee Meeting for the Fifth National Forum. "Perspectives inEducation of the Deaf". This Forum will be held on Mardi 1, 2, 3, 1972, atthe Rivermont Holiday Inn in Memphis, Tennessee. The 1972Forum promises to be the most innovative and exciting meeting CAWheld on education of the deaf. Everyone is invited and urged toattend. This will be an open forum where (leaf people,educators, parents, vocational rehabilitation counselors,religionsworkers, professionals and the generalpublicare invited toparticipate and share their ideas and suggestions on how education of the (leaf inAmerica can be improved. The topic of the 1973 Forum, "TheDeaf Child and His Family", will be a fitting follow-up on"Perspectives in Education of the Deaf". The probable site for the1973 Forum will be the Washington-Metropolitan Area. As in the past, the COSD continues to serveall (leaf people in the nation by: (a) Striving to eliminate social and economicbarriers which handicap deaf persons; (b) Supporting activity directed to theprevention of deafness; (c) Coordinating and strengthening theservices of its member organizations; (d) Providing liaison between organizationsfor the (leaf and other organizations interested in the deaf andtheir problems; (e) Facilitating the sharing of informationabout deafness and the welfare of the deaf, and providinggeneral information about deafness; (f) Enlisting the support, ;if organizationsand of the general public in developing economic, social,cultural, and other opportunities for deaf persons; (g) Seeking funds for the accomplishmentof these purposes. Approximately one half of all inquiriesreceived at the COSD office are related to education of the (leaf and requestsfor information about careers in education of thedeaf. The COSD cooperates 252 with theCAID home a close working office in supplying relationship with this informationand has In the wordsof Dr. Boyce Dr. HowardQuigley. zations Serving R. Williams:"The Council of the major the Deaf... brings together in of Organi- organizations thatare of or for deafcommon purpose all years of the Councilindicate it is people. The early valuable function.providing well conceived,servingan in- stream of positive leadership andfocus from needed and thinking and ofgroup advancement which a If you shouldappreciated." springs. It is wish tosupport the work classifications of of the COSD,several vidual Membershipmembershipare availableranging is a pledge at $5 peryear to the Gold from Indi- to pay $1,000over a ten-year Emblem Club,which is taxdeductible. period. Any The Council contribution of OrganizationsServing the individualas well as Deaf deservesyour Dr. MAxoAx. your organizationalsupport. We willnow hear from the Letter. Jim Kirkley. editor of theNews REPORT OFTHE EDITOR OF THE NEWSLETTER James R. Kirk ley. ColoradoSchool I don't know what youare expecting here, little to say. Ican assure you that but I havevery, very as will be made. it will beabout as briefa report I would first of all liketo compliment work on theNews Letter. the man who ley, who is This isnone other than Mr.has done the responsible forthe design of Howard Quig- Letter. Iam sure you the format ofthe News made. The are aware thatthis isone of the changes organization, themailing and all his office. Ihad very little is theresponsibility of I would like to do with it. to expressmy appreciation the work.and theseare the contributors to the otherswho did Letter. Youmay have noticed of thecopy for the News few schools. that most ofthis copy I would liketo encourage came from a interesting projectsand activities those schoolsthat do have News Letter. Ifthe News going on tocontribute to the depend upon Letter servesany valuable the contributorsfor copy purpose it must activities ofyour school. In the regarding theprojects and a representativeto see that past superintendentshave appointed to ask that this copy is forthcoming,and I would be done again;that superintendents like one, and that theappointee take appointsome- is contributed.It is time, at least,to see that the your News Letter.It will depend copy supply theinformation thatis to be upon you to Letter. disseminated viathis News Dr. MAxoAx. Thank youvery much, Mr. to a veryimportant aspect Kirk ley. Wenow come note of the people of our Convention, who areno longer with which is thetaking Necrology Committeehas been headed us in the profession.The han of GallandetCollege. again by MissPauline Sha- 253 NECROLOGY REPORT Pauline Shahan, Gallaudet College

'Address Name Born Died

University of Oklahoma Medical Center School Barker, Delores June 30,1934 June 29,1970 for the Deal. Oklahoma City. 1969 Pennsylvania School for the Deal, Philadelphia. Benson, Cady Apr.8. 1895 April 1881 Feb. 23, 1971Lexington, Ky. (Alabama, Nebraska and Wash- Best, Or. Harry ington State Schools for the Deaf and the New York Institution for Instruction of the Deaf). American School for the Deaf, West Hartford, Blanchard, Levaett 0 Aug. 27, 1909Mar. 14. 1971 1970 Colorado School for the Deaf and the Blind, Bovard, Wilber E ... ._ July 26,1907April Colorado Springs. 1970Bruce Street School, Newark, N.J. Rudy, Ruth Pennsylvania School for the Deal, Philadelphia. Broadbent. Martha Apr. 19. 1889july May 23. 1905 June 28. 1970 Kansas School for the Deaf, Olathe. Cantrell, Mrs. Ruth A Talladega. Cleveland, Mrs. Dorothy Mar.6, 1910 Sept. 9, 1969 Alabama Institute for Deaf and Blind, April 1971Rhode Island School for the Deaf, Providence. Crouter, John Yale Kansas School for the Deal, Olathe. Curtiss, Louise A Sept. 8,1873 Jan.6,1970 Aug. 17, 1969 Nebraska School for the Deaf. Omaha. Cuscaden, Mrs. Nellie Johnson.. 1890 June 30,19('9Mar. 15, 1971Ontario School for the Deaf, Belleville, Canada. Davidson, Mrs. Anne 2,1970 American School for the Deaf, West Hartford, DonAroma, Mrs. Geraldine Ball Aug. 15, 1941Nov. Conn. Edmondson, William Ridley Mar. 17,1896 Sep.2, 1970 The Governor Morehead SOW, Raleigh, N.C. Aug. 10,1945 Aug.6, 1970The Southwest School for the Hearing-Impaired, Evans, Louise N Lawndale, Calif. Missouri School for the Deaf, Fulton. Farquhar, Or. Grover C Nov. 29,1892Jan. 5, 1971 Fisher, Mrs. Ida Florence Aug.9, 1891Nov. 14, 1970 Alabama Institute for Deaf and Blind,Talladega. May8,1916 May 22, 1971Minnesota School for the Deaf, Faribault. Folsom, Mrs. Marion J Indiana School for the Deaf, Indianapolis. Fowler, Amy Oct. 31,1891Dec. 29, 1969 July2,1902 Aug. 20, 1965Pennsylvania School for the Deaf, Philadelphia. Gallen, Harry Mar. 18,1890 Dec. 18,1969 Alabama Institute for Deaf and Blind,Talladega. Golden, Nannie January 1909 Sep. 16, 1970 The Willis, Marie H. Katzenbach and Bruce Street Gordon, Ann schools in New Jersey, and California School I or the Deal, Berkeley. June 30,1907Apr. 24, 1971Tennessee School for the Deaf, Knoxville. Green, Marion Bolton FloAriudgausSetinheool for the Deaf and the Blind, St. Greenmun, Robert M 1913 Apr. 12, 1970 Marie H. Katzenbach School for the Deaf, West Harms, John 1901 Dec. 12, 1970 Trenton, N.J. Harris. khn D Oct.3, 1923 Aug. 6,1969 The Governor Morehead School, Raleigh, N.C. May 13, 1910 Apr. 1970Texas School for the Deaf, Austin. Heintschel, Barney 0 Nov. 15,1970 Marie H. Katzenback School for the Deal, West Hilliard, Ethel M Jan. 1,1880 Trenton, NJ. Missouri School for the Deaf, Fulton. Humphreys , Evelyn Feb. 18, 1881Oct.16, 1969 Dec. 23, 1970Long Bearn, Calif. (Western Pennsylvania School, Ingle, Helen Fulkerson Pittsburgh; California School, Berkeley; day schools in Marionette, Wis., Dayton, Ohio, Los Angeles and Pasadena, Calif.). Feb. 6, 1909Feb. 27, 1971Tennessee School for the Deaf ,_Knoxville. Jones, Evelyn McMullan Nov. 19, 1968 Kentucky School for the Deaf, Danville. Kennedy, Mary Dec. 12.1881 1877 Feb. 14, 1971Missouri School for the Deal, Fulton. Kerr, Elizabeth Feb. 11, 1970 New Mexico School for the Deal, Santa Fe. King, John Sr 1902 June 13, 1929Feb. 11, 1970Tri-County Center Inc. for Pre-School Hearing Kuhn, MaryMa L. T and Speech Impaired Children, Bay City, Mich. LaFontaine, Lew s Claude Mar. 28,1898 Oct.7, 1970 Ohio School for the Deal, Columbus. Nov.1,1891June 26, 1969 Governor Baxter State School for the Deaf, Landers, Addie Portland, Maine. School for the Deal, Berkeley. Lapides, Michael 1892 June1,1969California Nov. 11, 1909 Apr. 30, 1970Indiana School for the DealIndianapolis. Larsen. Martha West Virginia School for the Deaf and the Blind, Long, Florence Mar.9, 1971 Romney. Oct. 10,1909Aug. 12, 1969 Oklahoma School for the Deaf, Sulphur. McCarty, Beale G ElizabethMartinPublic School, McConnell, Ruth A Nov.7,1969Willisand Philadelphia_, Pa. June 30,1901 1971 Pennsylvania School for the Deaf, Philadelphia. McDevitt, Mary California School for the Deaf, Riverside. McGarry. Mrs. Esther Solheim Man, Alice Jane Sept. 2.1970 St. Marrs School for the Dell, Buffalo, N.Y. 1883 January 1971 Marie H. Katzenbach School for the Deaf, West Marbut, Musa Trenton, NJ. II, 1970 Arizona State School for the Deaf and !he Blind, Marsh, Charles E May 30, 1915Oct. Tucson. 1890 June, 1968Kentucky School for the Deaf, Danville. Martin, Ashland 0 California School for the Deaf, Riverside. Martin, James 1,1970 Kendall School for the Deaf, Washington, D.C. Mengert, Ida Gaarder 1895 Apr. Michaelson, Edward L July 29,1968 Iowa School for the Deaf ,Council Bluffs. Miller, Lillian Lee. Oct. 18,1894Dec. 27,1968 Kentucky School for the Mal, Danville. Oct. 19,1970Central Institute for the Deaf, St. Louis, Mo. Olmsted, Jane Young 1881 Feb. 24,1971 West Virginia School for the Deaf and the Panzer, A. M Blind, Romney.

n (+1

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NECROLOGYREPORTContinued Pauline Shahan, GallaudetCollegeContinued Name Born Died Address Patrick, Annie I. May 9,1873 May7,1970 Governor Baxter Pugh, Bessie land, Maine.State School for the Deaf,Port- 1898 June 12,1970 Florida School Roche, Mary for the Deaf and the Augustine. Blind, St. Rushford, Georgina M SePt. 25.1882 1971 Schmidt, Mary May 23.1926 Feb. 17.1970Pennsylvania School for the John Tracy Clinic. Los Deaf, Philadelphia. Sheehan, Mrs. Alma K. Sept. 20,1884 Nov. Angeles. Calif. 18,1969Missouri School for the Jan. 14.1906 Dec.6,1970 Deaf. Fulton. Smith, Annette Virginia School for theDeaf and the Blind. SpiUe, Mrs. Jean May 22,1894 Staunton. Aug. 28.1970 OregonSchool for the Deaf. Salem. Stahlem, Mrs. EvelynMcInnes Jan. 10.1925 Aug. 24.1969 May 14.1906 Mar. Missouri School for the Deaf,Fulton. 1,1971Mary E. Bennett School for Stark,/ Harold Calif. the Deaf. Los Angeles. Stevenson, Mrs. Edith Long Jan. 19,1970 Illinois School for the Deaf, Stoner, Marguerite 1893 Oct. 30.1969 Jacksonville. Sept. 5, 1913 California School for the Temple, Sara Small Sept. 2,1970 John Tracy Deaf, Berkeley. 1880 Dec. 25,1968 Marie H.Clinic, Los Angeles, Calif. KaUenbach School for the Timberlake, Josephine Trenton, N.J. Deaf, West 1889 June 13,1969 Underhill, Irma Virginia School for theDeaf and the Blind, Feb. 10,1896 Staunton; Primary Day School. Vollette, Mrs. Gertrude Bethesda. Md. Sept. 20, 1898 Pennsylvania School for the Wartenberg, Rudolf., October 1970 Texas School Deaf, Philadelphia. Waters, Florence A 1969 for the Deaf. Austin. California School for the Welch. Mary Rowland 1969 Deaf, Berkeley. Wetherill, tars. Stella Feb. 22, 1879July 21, 1968Gallaudet College, Washington,D.C. Why, Jane Mar. 31. 1877Mar. 26,1969Kentucky School for theDeaf, Danville. Wogenstahl, Mrs. Dorothy June 19.1896June 4,1969Missouri School for the Deaf.Fulton. Smith Apr. Pennsylvania School for the 9. 1898Nov. 15,1970 The Alexander Deaf. Philadelphia. Wood, Mrs. Jessie Ohio. Graham Bell School, Cleveland, Woodburn, Elizabeth H Sept. 29, 1899Dec. 13, 1969 Alabama May 28. 1895 Feb.2, 1971 Institute for Deaf and Blind,Talladega. Yates, Mrs. Margaret Arizona State School for Tucson. the Deaf and the Blind, Clack-- - Sept. 22. 1922Nov. 30, 1969 Maryland School for the Deaf,Frederick. Dr. MAxclAx.Thank you Resolutions very much. We will Committee. headedby Mr. Lloyd now hear from the School. Parks of theKansas REPORT OFTHE RESOLUTIONS COMMITTEE Lloyd R. Parks, Kansas Schoolfor the Deaf Mr. President. members of theConvention of the structors of the Deaf:The Resolutions American In- Instructors of the Committee of theAmerican . Deaf in Little Rock.Deaf, meetingat the Arkansas Arkansas, June 27 School for the fully submitsthe following to July 2, 1971,respect- are as follows: report. The membersof this committee Mr. GordonHarland, principal, Deaf and Blind, Arizona State Schoolfor the Mr. Tony Tucson, Ariz. Christopulos,principal, The Deaf and Blind, Utah School forthe Mr. Rance Ogden, Utah Henderson,superintendent, North for the Deaf,Morganton, N.C. Carolina School Mrs. Lois Kidd.instructor, The Little Rock,Ark. Arkansas School forthe Deaf, Mr. WayneYork, instructor, Little Rock, Ark. The ArkansasSchool for the Deaf, Mr. Lloyd R. Parks, principal.The Kansas School Olathe. Kans.(Chairman) for the Deaf,

6 2 255 RESOLUTION NO. I Being privileged to have held the forty-fifth meeting of the Convention of the American Instructors of the Deaf on the Campus of the Arkansas School for the Deaf : be it Resolved, That the members attending thisconven- tion express through this resolution, their most sincere appreciation for the use of these excellent facilitiesto the Honorable Dale Bumpers, Governor of the State of Arkansas, and to the members of the Board of the Arkansas School for the Deaf. Mr. PAnits. Mr. President, I move the adoption of this resolution. Mr. BnAsiii.. Second the motion. Dr. MAmmx. Those in favor raise their hands. Opposed? Carried. Mr. PARKS. I will ask Mr. Christopulos to read Resolutions II and HI. RESOLUTION NO. II Being aware of the unlimited time and effortneces- sary in making plans for this excellent convention : be it Resolved, That the members attending thisconven- tion express through this resolution,our most sincere appreciation to Superintendent and Mrs. Roy G. Parks, Assistant Superintendent and Mrs. Morris Rickel, the staff. and students of the Arkansas School for the Deaf; Mr. J. M. Woolly. Superintendent of the Arkansas School for the Blind and his staff; Mayor George E. Wimberly; Little Rock Convention Bureau; A. W. Ford, Commissioner of Education; Right Reverend Christoph Keller, .Tr.; News Media; Colonel Carl Miller and Robert. Shivers of the Arkansas Livestock Exposi- tion; Sam Harris, Director of Public Affairs for the A rkamas Gazette; Dr. Robert L. Henry; Mary L. Pod- hajsky. Sheraton Motor Inn; and those who entertained at the various convention functions and to all others who contributed to the arrangements for thesuccess of the convention, also for the complete comfort andcon- venience of the members and guests attending. Mr. Cmusrormos. Mr. President, Imove the adoption of this resolution. Mr. SMNPAIIGII. Second the motion. Dr. MAxnAx. Any discussion? Those in favor raise theirhands. Opposed? Carried. RESOLUTION NO. HI Be it Resolved, That appreciation be extended to Dr. Kenneth Mangan, Convention President, and Superin- tendent of the Illinois School for the Deaf and his officers for outstanding leadership of the American In- structors of the Deaf. 'II

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That appreciation be extendedto Mr. Jack Brady. Program Chairman. Superintendentof the Kentucky School for the Deaf: and Dr.Howard Quigley. Execu- tive Secretary of theConvention; and section leaders for the excellent organizationof the programs. That thanks be extended to assignedinterpreters who graciously give of their timeto make the proceedings more valuable for those being auditorilyimpaired. Resolred. That. the Conventionof American Instruc- tors of the Deaf extends its thanksand gratitude to Dr. Ralph L. Hoag. Chairman ofthe Council on Education of the Deaf Committeeon Professional Preparation and Certification of Teachers. Mr. CinusTorrws. Mr. President. resolution. I move the adoption of this Mr. ESTERLISE. Second themotion. Dr. MANGAN. Any discussion.All in favor raise their hands. Op- posed, same sign? Carried. Mr. PARKS. Mr. Rance Hendersonwill read Resolution No. IV. RESOLUTION NO. IV Whereas Media Services andCaptioned Films has acquired and widely distributeda great array of instructional materials; and Whereas this program has providedbasic audiovisual equipment to virtuallyevery classroom in schools and classes for the deafacross the Nation; and Whereas MediaServicesandCaptionedFilms through and with the RegionalMedia Centers for the Deaf and other projects hasproduced a variety of instructional media; and Whereas Media Services andCaptioned Films has researched and evaluatedapplications of instructional media and educational technology;and Whereas MediaServicesand Captioned Films through the Regional MediaCenters for the Deaf has trained large numbers of peopleto effectively use the aforementioned media and technology;and Whereas Media Services andCaptioned Films has shown .great sensitivity to theneeds of deaf children and opinions of educators ofthe deaf; and Whereas Media Services andCaptioned Films has recognized and utilized the talentsof deaf people, which included some forty deafpersons employed on staff or in projects. anda deaf man as Assistant Chief ; and Whereas the Media Services andCaptioned Films Branch continues to providecurrent educational, cultural and recreational opportunitiesto the deaf through the medium of Captioned Films;and Whereas the aforementioned activitieshave significantly reduced the handicappingnature of a hearing impairment: be it 264 257 Rewired, That this Convention make known to Media Services and Captioned Films its deepest gratitude for these efforts with special expression of appreciation to I)r. Edwin Martin. Jr., Associate Commis- sioner, Bureau of Education for the Handicapped ; Dr. Frank B. Withrow. Director. Division of Educational Services; I)r. Gilbert Delgado. Chief, Media Services and Captioned Films; and Mr. Malcolm J. Norwood. Assistant Chief, Media Services and Captioned Films. Mr. HENDERSON. Mr. President, I move the adoption of this resolution. Dr. MANGAN. Any discussion? All in favor? Opposed? Carried. Mr. PARKS. Mr. Gordon Harland will read Resolution No. V. RESOLUTION NO. V Whereas the need for information on the National level on hearing impairments and other handicapping conditions has been expressed by various organizations and individuals concerned, and Whereas the lack of data on hearing impairments has been discussed, and Whereas the Office of Demographic Studies of Gal- laudet College has initiated the Annual Census of Hearing Impaired Children which has received widespread acceptance. Also, said information is being made readily available Nationally by the Office of Demo- graphic Studies. Therefore be it Resolved, That the Convention of the American Instructors of the Deaf urge the Office of Education, Bureau of Education of the Handicapped and Gallaudet College to continue the Annual Survey of Hearing Impaired Children on a permanent basis. Mr. HARLAND. Mr. President, I move the adoption of this resolution. Mr. Hum Second the motion. Dr. MANGAN. Any discussion? All in favor raise their hands. Op- posed? Carried. RESOLUTION NO. VI. Whereas, the Convention of American Instructors of the Deaf have served the educational needs and welfare needs of the deaf; and Whereas, the Convention of American Instructors recognizes the need for parent involvement to better serve the needs of the deaf; and Whereas, educators and parents have the same goal for improving all aspects of education for deaf children; and Whereas, a cooperative effort in promoting all programs for the deaf will improve educational opportunities; and Whereas, the Parents Association has adopted bylaws establishing aims, organization, and financial responsibility: therefore 25S Resolved. That the Conventionof American Instruc- tors of the Deaf welcome theParents Associationas an affiliate: further be it Resolved, 'that the Convention tors of the Deaf cannot of American Instruc- laws, assume responsibility for by- organization and financial respotisibilities adopted by the ParentsAssociation: therefore be it Rewired, The Convention ofAmerican Instructors of the Deaf willcooperate fully in securinga harmoni- ous union of all parents. professionalsand organizations interested in promotingthe education and general welfare of all deaf children. Mr. Rums. I move theadoption of this resolution. Mr.GRAUNKE. Isecond the motion. Dr.MANGAN.Those in favor raise Carried. your right hands. Opposed? RESOLUTION NO. VII

APPROVAL OF CF-) STANDARDSFOR THE PREPARATION OF TEACHERS OF THE DEAF The appointed Committeeon Professional Prepara- tion and Certification ofthe Council on Education of the Deaf has worked duringthe two-year period since the formation' of this Committeein July, 1969, on the revision of standards adoptedfrom The Conference of Executives of American Schoolsfor the Deaf. Whereas, several drafts ofproposed standards have been reviewed, questioned,and discussed bygroups and individuals representing interestsin and for the Alex- ander Graham Bell,Association of the Deaf, TheCon- ference of Executives ofAmerican Schools for the Deaf, and The Conventionof American Instructors of the Deaf and Whereas, the three majoropen discussion meetings that were held during1970 provided the opportunity for state directors ofspecial education, teacher educators in institutions of highereducation, teachers of the deaf, administrators ofschools and programs for the deaf, the deaf, andparents of deaf children to react, comment, and offer suggestionsto the Committee, and, Whereas, the Executive Boardof the Councilon Education of the Deaf reviewedthe contents of proposed standards at its meetingin New York City in February of 1971 andapproved, "in principle," the draft submitted by theCommittee with the suggestion that, after final editing, therevised document be sented to the three respective pre- review and approval, member organizations for Therefore, be it Resolved, Thatthe June, 1971, draft of proposed standards beaccepted (subject to resolution of issues thatmay be voted by the membershipat 266 259 this meeting) by The Convention of American Instruc- tors of the Deaf and that the representatives of the Convention on the Executive Board of the Council on Education of the Deaf be instructed and authorized to formally adopt these standards at its next meeting. Mr. PARKS. I move the adoption of this resolution. Mr. STELI.E. Second the motion. Dr. MA.NuAs. Any discussion? Those in favor raise their hands. Opposed? It is carried. Mr. PARKS. I Want to take this opportunity to express my sincere appreciation to the members of my committee who have done all the work. Dr. MANGAN. Thank yon, Lloyd. The last item is to see if there are any invitations for the 1975 Convention, and Rance Henderson has asked to make a statement. Mr. HExuEnsox. Mr. President, members of the Convention of the American Instructors of the DeafYou are cordially invited to hold your 1975 meeting in 'Morganton, North Carolina, at the North Carolina School for the Deaf. This invitation is extended by the Governor of North Carolina; the Board of Directors of the North Carolina School for the Deaf; the President of the North Carolina Association for the Deaf; the. Mayor of the City of Mor- ganton; the Burke County Chamber of Commerce, and the staff of the North Carolina School for the Deaf. All of these people promise you a profitable and enjoyable time should you decide on North Carolina. Dr. MANGAN. Are there other inritations to be extended at this time? We have an invitation from the Atlantic City Chamber of Conunerce. This is somewhat different from the usual pattern of holding Conventions. This will be turned over to the incoming officers and the Executive Committee, and the decision regarding the place of the 1975 Convention will be made and probably announced relatively RAM. Is there any other business to come before the Con- vention? Mr. CLATTEnnucK. I have a motion I would like to make. I move that the President of CAID be encouraged to appoint classroom teachers as section leaders and program participants. Dr. MANGAN. Is there a second to that? It is seconded by Mr. Brady. Any discussion? All those in favor raise their right hands. Opposed? It is carried. Anything else? It has been moved and seconded that we adjourn. All in favor. Opposed? The Convention is adjourned. MEETING OF THE NEWLY ELECTED EXECUTIVE COMMITTEE Berkeley, California, June 25, 1969 Present: Dr. Kenneth Mangan, Dr. M. B. Clatterbuck, Dr. Armin Turechek, Dr. Howard Quigley, Mr. Jack Brady, Mr. Paul Bird, Mr. Gerald Burstein. The meeting was called to order by the newly elected president of the Convention of American Instructors of the Deaf, Dr. Ken- 260 neth Mangan. Hetold the several items that new Executive Committeethat there needed discussionand one were immediate attentionand action. or two that needed

CAID BUDGET Dr. Manganasked Howard budget. Dr. Quigley Quigley for his /commentson the reported that theproposed budget the same as theprevious two-year was nearly additional budget except fora few possible expenses. He reportedthat sometime to be necessaryto divide the soon it was going national office of Captioned Filmsactivities from The Conventionof American the Deaf and theConference of Instructors of the the Deaf. He Executives ofAmerican Schoolsfor be entirely reported that thesecond year budget different and thathe and Dr. might haveto recommend that theExecutive CommitteeMangan would liketo an additional motionthat. the Presidentapprove the budget with tary of CAID be and the ExecutiveSecre- empowered to makemodifications and to stay within thebudget ona line to line basis not have did not exceedthe total budget. on each item if they Dr. Clatterbuck, past President,reminded the this is only thesecond budget of new committee that to predict what will this kind and thatit is impossible It was his happen and beneeded in thenext two years. recommendation thatthe above method only feasibleway to manage the would be the by the committee. budget. After further Dr. Clatterbuckmade the following discussion "I move thatthe budget be motion: Executive Committee adopted with theapproval of the to adjust it for the Presidentand the Executive as needed and not bebound to line by Secretary Brady secondedthe motion. A line items." Jack unanimous votewas then taken. THE NEW RESPONSIBILITYOF THE CONVENTION STRUCTORS OF TILE DEAFIN THE MANAGEMENTOF AMERICAN IN- ANNALS OFTIIE DEAF OF TILE AMERICAN

ANNALS OF11IE DEAF The president of CAID and threeother members committee torepresent the membership are to form the formed Joint of CAIDon the newly would be Dr.Annals AdministrativeCommittee. At this Kenneth Mangan,Dr. Lloyd time, this Ste lle, withone appointment to be Graunke, Dr. Roy Dr. Sam Craig. made by the Presidentto replace Recommendations forpossible people were asked for by Dr.Mangan. After to consider made the decisionto wait a few weekssome discussion, Dr.Mangan asked the membersof the Executiveto make the appointment.He sideration and write Committee to givethis con- to him later withnominations. HOSPITALIZATIONAND RETIREMENT BENEFITS TO EMPLOYEES OF CAID, CEASD,Axn Tim ANNALS Dr. Quigley,presently hasa firm in Washington plan. They willbe able to determine working outa will have tocontribute. After how much eachorganization discussion itwas decided that action 268 261 could not be taken on thisat the present time so a vote was taken to defer this item.

THE CREATION r AN ADVISORY COMMTITEEFOR THE EXECUTIVE SECRETARY Dr. Quigley feels that it isnecessary to have two or three people who will sit down with him and givehim their ideas on decisions he has to make. This Committee wouldalso be asked to periodically "check up" on the activities of thenational office and the Executive Committee in the interest of the entiremembership of the CAID. There was discussion of possible candidatesfor this committee and Dr. Mangan asked the ExecutiveBoard if it was decided to have this committee, would he beauthorized to appoint sucha committee. It was decided that beforeany decisions were made, Dr. Howard Quigley should outlineon paper what he wants this committee to do. No one would wantto accept such an appointment without knowing what was expected of him.

NEWSLETTER Dr. Mangan commentedon the needs and growth of the present Newsletter. He remarked that it hasbecome more formalized the past year and that everyone seemedto think it should be continued. The time seems to havecome, however, to establish definite guidelines on the publishing of it. Ithas been suggested thatan editor be appointed plus gettingmore people involved in its production. Dr. Mangan asked for the Executive Committee'sreactions. Discussion followed with many ideas discussed,but none finalized or voted upon. Regarding content, it was suggestedthat the Newsletter should be responsible for keeping theCAID membership informed ofcur- rent legislation, it should containa bibliography to bring interesting articles and books to theattention of the CAID membership, and should contain currentannouncements. It was determined that teachers should be urged and actually"pushed" to contribute articles to the Newsletter. It is known thatteachers do create new techniques and havenew ideas and these should be shared with others. It was suggested that eachExecutive Committee member make it his responsibility to send something intothe Newsletter that has been written by a teacher. The first issueshould be a strong appeal to teachers to contribute. Dr. Manganconcluded the discussion of the Newsletter with the request fornames of people to ask to serve on the staff and with a promise to theCommittee that he would tinue to work on this. con- STUDY ABROAD Dr. Mangan next told of thecontact made to him by Study Abroad to offer special tours,etc. in connection with the Interna- tional Congress on Education ofthe Deaf in Sweden in 1970. This was discussed and it was pointed out that theAlexander Graham Bell Association and the Conferenceof Executives are already working in this area to providetours, group rates, etc. Itwas decided that this area is being coveredsufficiently and there is noroom or need for a third group to becomeinvolved. Dr. Clatterbuck madea 262 motion that the CAIDstay out of the tour business was seconded. A unanimous and the motion not provide tours. vote was then taken thatCAM would

Myruons OF INCREASING or CAID Various methods were discussed to entice teachersto join CAID. The Executive Committeewas urged to further develop present them to thePresident. Dr. Mangan ideas and of the Committee keep asked that the members in contact with himon all matters pertaining to CAID. He expressedthe hope they would write and not jest wait until or contact him help. he sends a letteror ballot. and asks them for Last to be considered was where and when the ExecutiveCom- mittee would meet in1970. There was discussion meeting should be held as to whether a St. Augustine at the Conference ofExecutive meeting in or at the Alexander GrahamBell Association meeting in Philadelphia. Itwas time to adjourn so Dr. Mangan he would have toget a letter out to the Executive decided make the decision later. Committee and The meetingwas adjourned.

ACTIONS OF THEEXECUTIVE COMMITTEEFOR THE BIENNIUM October 1, 19G9 :'AIDBallot I. I vote to accept the invitation of the IndianaSchool for the Deaf to hold the 1973meeting of The American Deaf in Indianapolis. Instructors of the Yes 10; no 0. II. "The. Council on Education of the Deaf (CED),an organization consisting of allmembers of the Convention structors of the Deaf. the of American In- Conference of Executivesof American Schools for the Deaf, andthe Alexander Graham for the Deaf, representing Bell Association about. 10.000, which isnearly all theprofessional educators of thedeaf, and nearly all deaf United States, is the children in the organization to whichproposed legislation concerning education andwelfare of the deaf child ferred. The Secretary of should be re- and we should offer H.E.W. should be advisedof our concern consultation serviceson legislation by the 12 member board of the (CED)Council on Education of Yes 10; no O. the Deaf." III. "The CAIDrecognizes the firm necessity council of organizations for a continuing in the field of deafness andurges all of the 17 organizationsand every school and facility the business of educating in America, in the deaf. to pledgea minimum of $100 a year to sustain the continuedoperation of the (COSD) *Organizations Servingthe Deaf." Council of Yes 10; no 1. IV. "Recommendation is made that TheConvention (CAID) consider an increase indues from $10 to $25,to enable the CAID

270 263 to increase its services to its members, and permit payment of hon- oraria to speakers at the convention who are not engaged in the education of the deaf." Yes 3; no G. V. "The Convention of American Instructors of the Deaf (CAID) believes that the (CED) Council on Education of the Deaf, working with the state professional organizations. is the appropriateagency for the certification of teachers. "The CAM firmly believes that it is the responsibility of theprofession to upgrade itself. and supports useful and helpful requirements for achieving professional certification. "Training Centers and courses supporting certification of teachers of the deaf should consider the state requirements of qualified and trained teachers of the (leaf. "It has been noted that students graduating from Gallaudet Col- lege do not possess credits in educatinn sufficient to enable them to satisfy the requirements for certification set by departments of education in certain states. The Convention recommends that the Col- lege re-evaluate its program in education and provide teacher training on the bachelor level for the otherwise qualified deaf students, that will give them the credits necessary to meet state requirements. thereby enhancing their opportunity for employment in schools for the deaf." Yes 10; no 0. VI. "The CAID should see the need to havea planned program of recruitment and placement designed tocome in contact with as many students as possible. The CAID is urged to plan and coordinate a program in cooperation with local units. departments. schools and affiliates for recruitment of quality students and placement for teachers of the profession." Yes 9; no 1. VII. "It is strongly suggested that the CAID developa dynamic public relations program in which there will bean exchange of information and ideas between the schools and the public." Yes 10; no 0. VIII. "The Mathematics Section of The Convention strongly urges all schools for the (leaf to re-evaluate their mathematics curriculums and to start the teaching of mathematics with their deaf children in their very first years at the schools, by giving them fundamental mathematical conceptson which they will be able to build a strong foundation for greater mathematical achievement." Yes 9; no 0. "The Convention of American Instructors of the Deafrecog- nizes its responsibilities to all members of the profession in each school and/or local unit; therefore, The Convention of AID calls upon every school or unit to consider organizing a local CAID As- sociation, and to develop and adopt functional organizationalagree- ments geared io the local circumstances and conditions, establishing two way communication and action with the CAID National Offi- cers and the National Office, and the present. Administrative Secre- tary, Dr. Howard M. Quigley." Yes 8; no 2.

77.003 0 - 72 - c 264 November 24, 1969CAIDBallot I. The tour being sponsored by theConference of Executives through Lufthansarequires that people bers of the Conference taking this tour bemem- of Executivesor the National Association the Deaf. It wouldseem to me that we should of to include members authorize Lufthansa of The Conventionof American the Deaf in theirtours. Instructors of Yes 10; no 0. II. Mr. Davidowitz,who is a teacher the Deaf, is working at the New York Schoolfor lines to provide with VagabondTours and ScandinavianAir- a charter flight withoutany tour arrangements housing. Thiswould provide fairly or and from Sweden inexpensive transportationto and provideopportunity for members Convention to dosome independent travel of The countries. Therefore, in the Scandinavian I feel we shouldauthorize Mr. Davidowutz Vagabond Tours toinclude members of the and Instructors of the Deafin their charter Convention of American Yea 10; no 0. flight.

December 15, 1969CAIDBallot I. The U.S. Officeof Education and Children are conducting the Council forExceptional the first Pan-PacificConference on the Education of HandicappedChildren. The ference is to developguidelines for improvingpurpose of the Con- for handicappedchildren in the Pan-Pacificeducational programs will be held in countries. This meeting Honolulu. Hawaii,February 3-6, 1970. CEASD have eachbeen invited to CAID and Pacific Conference send two delegates. ThePan- cannot pay housing andtransportation costs. I am recommending thatHoward Quigley, who both CAID andCEASD, serve is the executive for There is sufficient as the delegate for bothgroups. money in the travel budgetapproved in Berkeley to pay for thisexpense. Request approval $250 as CAID's to expend not to exceed share of the traveland housing the executivesecretary to the Pan-Pacific expense in sending Yes 10; no 0. Conference.

February 16, 1970CAIDBallot I. Pathfinder, Inc..a travel agency, would like Acapulco followingthe Little Rock to set up a tour to tional servicewe can offer our membership.Convention. This isan addi- Yes 9; no 0.

February 19, 1970CAIDBallot I. The Little RockChamber of Commerce move our meetinga week earlier or a week recommends thatwe march. later to avoida freedom Dates preferred: 6,June 27July 1; 2, Yes 9; no 0. June 13-17; 1, June20-24.

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March 21, 1970CAIDBallot I. At the CEDBoard Meeting held in that if manual interpreters January it was suggested Congress for the Deaf are to be provided at theInternational that CAID shouldprovide them. This is based on the fact thatmost deaf people attending of The Convention.I presuire will be memi:ers expenses. It was suggested we could get interpreters ifwe pay that. two interpreterswould be sufficient. Travel and board androom for two interpreters is to $1,500. likely to costup Yes 8; no Q.

May 16, 1970CAIDBallot I. You will recallthe recent ballot which interpreters to the International asked forexpenses for August 17-21, 1970. The Congress in Stockholm,Sweden, item of expense. executive committee votedto approve this However, it was suggestedthat we could obtain services of interpretersalready planning to attend the lesser expense to the the Congress ata Convention. I followedthrough on this tion and obtained theservices of Edward sugges- They are willing Reay and SuzanneLadner. to serve as interpretersat the International Con- gress at a rate of pay of $50per day for the five days of gressat a total costto CAID of $500. the Con- Yes 9; no 0.

September 9, 1970CAIDBallot I. You will recallthat you authorized day to two interpreters the payment of $50per to serve during theInternational Congress held in Stockholm. Itwas apparent during the interpreters were notenough to provide for Convention that two and the number of the number of meetings deaf peoplein attendance. Therefore, I Mr. Gilbert Delgadoand Mr. Kirk Wilson asked interpreting. I recommend to help out with the days of interpreting that we authorizepayment for two (2) service for each ofthese two (2) Yes 10; no 0. men.

September 10, 1970CAIDBallot I. I am enclosinga copy of my letter of July Mary Jane Rhodes 29, 1970 to Mrs. as well as a copy of herletter of August 5. These two letterssummarize our correspondence tivity of the ParentSection and its relationshipregarding the ac- You will recall that to The Convention. the Parent Sectionwas authorized at the Convention meeting inHartford in 1967. Sincethat time the Parent Section met just priorto the Convention meeting 1969 and there has been in Berkeley in some parent activity around thecountry. It now appears thatthere is enough motivation the parents to getthe Parent Section among some of time of our meeting more firmly organized by the in Little Rock inJune. The question that must answer at this timeis how much financial we vention is willingto provide. support the Con- Yes 10; no 0. Amounts suggested ranged from $200to $5,000.

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October 8, 1970CAIDBallot At the request ofMr. Holcomb, Mrs. mitted a proposalfor a planning May Jane Rhodeshas sub- New Mexico sometime meeting to be heldin Santa Fe, this fall. Thepurpose of the meeting is organize the CAMParent Section and to lationship between make a proposalfor the re- the Parent Sectionand CAM. The New School for the Deafcan house. the meeting but Mexico ing accommodations. cannot provide sleep- The Parent Sectionis requesting that support this planningmeeting at a total CAID Yes 9; no O. cost of $2,184.

December 4, 1970CAIDBallot I. The CAIDParent Committee expenditure of $3,000 recommends approvalof the to support the activitiesof the CAID Parent Section for the periodDecember 1. 1970 through Yet? 8; no I. July 1, 1971. II. Mrs. Charlotte this year. Since Osborn, one ofour directors, is not teaching Article III. Sectionla, of the CAID indicates that"membership includes Constitution engaged in theeducation of the deaf,"persons actively and directly not eligible to Mrs. Osborn isapparently continue membershipon the board of directors. would like topropose the name of Mrs. I in the ArkansasSchool for the Deaf,Johnnie Henry,a teacher Osborn. as a replacement for Mrs. Yes 9; no O.

January 19, 1971CAIDBallot I approve theexpenditure of one-half the up to Sixty Dollars($60.00) for cost of a plaque ofrecognition to be tioned Films, Bureauof Education for awarded Cap- Convention in LittleRock. the Handicapped,at. the Yes 10; no 0.

February 11, 1971CAIDBallot Mr. David A. Davidowitz, teacherat the New York Deaf in White Plains.has sponsored School for the of years. He is tours to Europe fora number asking permissionto list CAMas an affinity group in order that membersof The Convention charter flightround trip air fare. may obtain the low responsibility and it The Conventiontakes on no is possible formembers to havea trip at a low rate. Please indicateyour decision on the attached Yes 10; no 0. ballot.

February 16, 1971CAIDBallot The COSD Boardof Directors at proved an increase their February 1970meeting ap- in dues for activemembers from $125 beginning January1971; $175 in 1972; to $150 after. It is and $200 in 1973,and there- necessary that this increasebe ratified by the memberorganizations of the two-thirds of Yes 9; no I. COSD. 274 267 March 11, 1971CAID Ballot I am enclosing a copy ofa letter from Roy Ste lle. who is secretary of the CED Joint Committeeon Teacher Certification. As his letter indicates. CAM has not contributedanything to the cost of the committee which was establishedto rewrite the certification requirements. I would recommend that CAIDpay $1.061.82 to the Certification Committee as its share of .theexpense. This is the average cost of the first two meetings and is equal to theamount paid by the. A. G. Bell Association. Yes 10; no 0.

MINUTES OF CAID EXECUTIVE BOARDMEETING Monday, June 28. 1971Little Rock. Ark. Members present : Dr. Kenneth It. Mangan. President. Dr. Armin G. Turechek. President-Elect. Mr. Jack Brady. First Vice-President. Mr. Robert Dawson. Second VicePresident. Mr. Gerald Burstein. Seeretary-Treasurer. Dr. Howard Quigley. Executive Secretary. Mr. Paul Bird. Director. Mr. Keith Lange. Director. Mr. Edward Strielq. Director. Mrs. Johnnie Mac Henry. Director. 1)r. Marvin B. Clatterbuck. Director. The following motionswere made and seconded: 1. The motion was made by Marvin Clatterbuckthat Howard Quigley be authorized to update. changethe size and reprint the CAM brochure. Motionwas seconded by Jack Brady and carried unanimously. 2. That the proposed C.A.LD. 1971-73proposed budget be accepted. . the motion was made by Jack Brady and seconded by Marvin Clatterbuck. The motion carriedunanimously. 3. The motion was made that the ExecutiveSecretary move the convention office from its presentquarters with media to other rooms at the same address completely separatedfrom media. This motion was made by Edward Strieby and seconded by ArminTurechek. The motion passed unPnimousiy. 4. Marvin Clatterbuck made the motionthat. Ferne Davis be appointed Administrative Assistantto manage the C.A.I.D. office at a salary mutually agreeable. Paul Birdseconded the motion and it carried unanimously. 5. The motion was made that Arthur Norrisbe employed as ex- pediter of proceedings at,a rate of $5.00 per hournot to exceed $1000.00. The motionwas made by Armin Turechek and seconded by Edward Strieby. The motion carriedunanimously. 6. Edward Strieby made the motionthat on June 28. 1971, Howard M. Quigley, Executive Secretary,Convention of American Instruc- tors of the Deaf is authorized toexecute, on behalf of the Conven- tion of American Instructorsof the Deaf. a bond of indemnity to the State of Oregon for securingpayment of a lost, stolen or destroyed warrant in theamount of five. hundred eighty ($580.00).

mid 268 The motion was seconded by. Paul Birdand it carried 7. The motionwas made that CAID unanimously. tive Committee dues be set by theExecu- and approved by theGeneral Assembly. was made by Paul Birdand seconded by The motion unanimously. Edward Strieby. Itcarried 8. Marvin Clatterbuck made the motionthat the Executive Committee recommendannual C.A.I.D.dues of $19.00 January 1, 1972. with$10.00 going to the effective motion was secondedby Edward StriebyAnnals subscription.The and carriedunanimously. TUESDAY, JUNE 29,1971 CurriculumASB Auditorium Chairman: Dr. DoinHicks, Dean, Pre-College Director, Model SecondarySchool for the Deaf.Programs, GallaudetCollege. Recorder: Leland Clack.Coordinator of Mathematics dall School, Gallaudet and Special Projects,Ken- 10:30 a.m.: "CognitionCollege. and Hearing Clinic,and Curriculum," Dr.Harriet G. Kopp, Profemor. San Diego StateCollege. Speech 11:15 a.m. :"Implementing a Program Hicks, Dean, Pre-College of ImlividualizedLearning," Dr. Doin ondary School for the Programs, GallaudetCollege. Director, Model 1 :30 p.m. : "IndividualizingDeaf. Sec- the Curriculum. Through.Use of Instructional ages," James Kearney,Curriculum Development Pack- School for the Deaf. Associate. ModelSecondary 2:00 p.m.: "Developmental Language Processes inthe Young Deaf Judith Burroughs,Psychologist, Collier Hearing Child," Dr. 2:45 p.m.:"Individualizing Language and Speech Center. tional Division,Callier Hearing andCurricula," FrankPowell, Head, Educa- riculum Coordinator, Speech Center andVirginia Herzog, Cur- Collier Hearing andSpeech Center.

COGNITION ANDCURRICULUM Harriet them Kopp, Ph.D., San DiegoState College Some of you ratty recall that.two years ago, we presented program in Berkeleydealing with cognition, a day's media. Today, Iwould like to discuss curriculum, contentand a somewhat different cognition and curriculumfrom For the past frame of reference. ten years, teachersof the tleaf and schools for thedeaf have been administrators of excoriating themselvesfor the low achievement level oftheir students.They have been unpleasant. andlargely unrewarding joined in this researchers, committees, self flagellation bynumerous even by budget consciouscommissions, alumniand parentgroups and re-examine the larger legislators. It is hightime we stoppedto task in whichwe are engaged rather continue to hackaway at currictaa, than to teacher preparation, guidelines, teachingmanuals, communication modes,delivery systems transmitting informationincluding teaching for ming, as thoughby dealing with the machines andprogram- of educationwe could somehow arrivecomponent parts ofthe process whole. We share at a magical annealingof the this particular selfdelusion with colleagues in generaleducation. our professional Instead of wallowingin the academic look at. thesuccesses and attempt to deficits we observe,let us learn front them.What doour 276 269

students learn most readilyand with greatest enjoyment? Such subjects as typing, driveredncation, physical education andart seem to be niore pleasurablethan social science work in the woodshop or mathematics. View or in home economies is apt to bemore useful in their leisure hoursthan their expertise ingeometry or biology. Professionally or vocationally,they tend voluntarily toretain and increase the skills they learned.It may be advantageous to consider that the student in learning a skill participates aetively in theprocess and usually achieves earlyand measurablesuccess. Ile understands the task, can comprehendthe goal andcan evaluate his progress along the way. Unfortunately,this has seldom been true academic subject matter. in learning As educators, we have tendedto regard manipulative and cognitive skills as disparate entities."rhe deaf student usually developsa high level of confidence in hisability to manipulate either in a direct and largely data or tools repetitive fashion. Ile is notas secure nor as skilled in the cognitive proeessingthat enables him to understand the principles and hypotheses basic to the manipulation ofdata and things in relation to thedemands of particular situations priorities. In general education. or changing we have been more successful inour task oriented and vocationallyspecific school teaching thanin our development of cognitive abilitiesand skills.= In acquiring a skill, the student is required from theonset to practice the skill. Ile behavesas a driver, an artist, a typistor a printer. He is expected to makeerrors and to lacking in proficiency but to profit from his self observationand from his observations more skilled. In academia, he has of those little opportunity to behaveas a scientist in discoveringnew relationships or to apply mathematical principles to real life situationsor to use language manipulatively as in writing a book. After the initial period of acquisition, the student inart learns to mix paints or to understandperspective; the physical student learns the complex education rules of specific sports; thetypist studies various letter forms; the shop studentlearns drafting: the home making student becomes involvedin dress designor meal planning. In each instance, the skillis practiced priorto the acquisition of lated knowledge, The integral re- relationship between the skilland knowledge are obviousto the student. Theyare instant, immediate and now, not projected intoa future with which he cannot identify The same student isnot encouraged to participateactively in the skillsofscience until he has acquired the standing of the basic laws vocabulary andan under- of science. Most studentsnever become practitioners in the academicsubjects and thus portunity of becoming skilled are, denied the opin the art of thinking, whichis in fact the skill basic to allacademie subjects. Our moreaptto be with what students curricular ccncernsare think than with theprocess of thinking. The French havean aphorism that states that 'everything the child learns in school, heforgetsbut the education knowfromour own school experience that remains'. We examinations is forgotten information crammed for once it has been regurgitated; thatlecture I Ayleswortb, Thomas G., Reagan, Inc., N.Y.. 1069. Gerald N., Teaching for Thinking,Doubleday & Co., s Silberman, Charles, Crisis in the Macaroons, Random house, N.Y.,1071. 270 notes are filedand forgotten is a conscious when thegrades integration of are in. Only ifthere cation by thestudent is knowledge learnedthrough active ability to think there aresidual that appli- critically within favorably affectshis If we thinkof school that subjectnutter area. for living, as life itself andnot then educationcan be seen a sterile preparation to manageIns immediate as relevant to the tool heuses to control environment. student's need his environment.Languaice, tothe child. isthe fluence others,to communicate to achieve his but. ameans to his his desires.It is not goals, to in- in a particular goals.Ile cannot an end in itself vacuum. Whenthevoting child acquire linguisticskill earlyenvironment, he wilt can succeed in to relate to acquire the managing his more complex confidence andskills he needs his earlylearning will environments. Onlyif he is than frustrated. his curiositybe encouraged stimulated by and satisfiedrather 'The child'sinitial learning questions forwhich he experiences shouldbe oriented laboratory desires ananswer. Ile should around has helpedexperimenter infinding solutions be a doer,a him toidentify. Even to problemshis teacher encouraged fromthe beginning the pre-school asking questions, to learn the student. shouldbe of its of acceptingand rejectingskills ofexploring, of relevance tothe problem. informationon the basis operate onlyas a follower No studentshould be facts. of directionsor as it passivepermitted to recipient of The teachershould not questions. It make a practice is his role toguide the of answeringimportant and to helpin formulating child tosources of information come from the possibleconclusions but learner. Critical theanswer must The teacherhas the delicate thinking isa difficult skill prevent frustration task ofproviding to acquire. thought while avoiding enough assistanceto processes. Nomatter whatany dominationof the child's dent prefersor has learned, mode of becomes the young communicationthe stu- a significantbarrier if he deaf child'slanguage deficit or completelybefore he is is requiredto verbalize formation. permitted and accurately Perhaps inour concern for encouraged toprocess in- oral or manual,the child the correct quire the skills has not. been use of language, of cognitive given theopportunity Readingis a sophisticatedprocessing along to ac- use of languagewith hislanguage. written code.The child will to interpret From the learn to readif he finds a printedor very start of hiseducation, i.t usefulto him. which thestudent organizes reading should own questions. and acquires be a tool by What he reads knowledge toanswer his terest to him,not a sterile must be ofdirect and at some future exercise to immediatein- date. Especially develop a skill reading be for the deaf to be applied developedas aby- product child, it isessential that story thatrecords his of writing.The him is the participation inevents of experience most validvehicle for currentconcern to be done bythe teacher reading. The to the child's at first, butthe languageactual writingmay experience and must relate facts. reflect hiscognitive directly processing ofthe Learning is theprocess that makes stimuli withwhich we order out of are assailed. Itis the the confusionof patterning,reorganizing

278 271 and reintegrating of new datawith old that is ment of learningskills. It critical to the develop- can make opportunities eannot be taughtdirectly. The teacher for the learnerto acquire the skills. is taught is notnecessarily learned. What capable of expression. What is learnedmay not be the behavior We are accustomedto evaluating learning that has beenlearned; but the by ing process is notdearly known physiology of the learn- directly. nor may it be assessedreadily or The psychologisttends to define resulting from learning asa change in behavior experience. Theteacher may exists only initsvisible or measurable assinne that learning: the psychologist manifestation. Withanimals. has had to inferlearning front behavior lack of directcommunitation. Ile has because of be external and assumed that motivationmust reward oriented.IRoy Parks this hypothesissince he has may not agree with modes with his developed more directcommunication shepherd dogs whichwe hope he will demonstrate). Those who trainanimals or who conditions are trained by themsometimes wonder whom insome experiments. There many years ago ofone pigeon saying to was a cartoon him trained another, "Now watch.I have to put Soils' feed inthat hole everytime this lever," (Wehad our bird I push downon setter who used limiting style changedby an Irish positive reinforcementtechniques refused to alter hisstyle to suit ours.) very skilfully and The educatorknows that learning takes place at is a cumulativeprocess that different cognitivelevels and to varying cidental learningand direct learning degrees. In- ence. Although the result both may be relatedto experi- of learningmay not be displayed, still be subjectto retrieval and it may tion as proof of recall.I f we insistupon regurgita- learning, wemay °remol' and to reject learningthrough boredom. persuade the child establishes the fact The Ilawthonweffect. which that workperformance:tends to change in theenvironment. should improve with that the educational serve to remind theeducator to the learner's environment shouldhe varied and changing status.Learning for humans responsive able in itselfwithout the need can be pleasur- student must for external reward.The human understand the problem.the reason for the one exists and why the"operant" operates reward if true learning from if We are todifferentiate conditioning,' Successin learning is powerful reinforcerwe ean provide. Motivation the most ished if theyoung child is faced with may easily be dimin- he cannot perceptual experiences pattern satisfactorily.Even adults which periences that are frustrated byex- are in opposition topreviously learned the teaching-learningsituation, patterns. In to maintain both child andteacher must strive open and inquiring mindsand an active should rejectover - simplification of curiosity. They tioning of assumptions solutions and practice with respect to fact the ques- Emphasis on cognitive and logte. to select from appropriateprocessing requiresthat. the teacherbe free teaching modes andbe The combination ofindividualized and in their use. for the child tolearn at his team teaching makesitt possible own pace and non-competitivelyor at The &Imola, Mayer, Martin, Itotableday..1neltor. chart. 272

least without uncontrolled externalpressure. The use of television makes t possible for the masterteacher to read' a wider population. Teaching machines and programmingof various kinds give the teacher .a choice ofoptions suitable for particular children at specific . points in tune. In order to exercise theseoptions, the teacher must be expert in learning theory and inthe ongoing assessment of learning. To teach through problem solvingmethods using simulation,gaining and discovery simplifies the teaching task by securingthe student's continuing attention since thequestions being answered are Ins. His motivation is assured if hisprogress is evident through his success arriving at correct answers. His learning isevident iu hismanipulation of ideas. Sucha school eau be a center of inquiry in which teachers and students participatetogether in the process of learning.' The teacher receives continuousfeedback on which to base his decisionsto alter teaching modes, programsor materials and to evaluate both thesuccess of his teaching and of the student's learning. Highly skilledteachers do this automatically and without t7Olise in e troll .Less skilled teachers are apt toassoci- ate lack of success in learning with the Ail(' andto insist on alter- ing his home environment, physical condition, attitudeor behavior without bask change in the teaching situation. Teacher preparation has not always providedthe skills and knowl- edges basic to inciting, understandingand answering ehildren's questions. Not all teachers have hadcourses which present :the types of difficulty children have in learning specific subjectmatter and patterning of information: recommended tools andtechniques for remediation and prevention of such difficulties andmethods of organizing appropriate learningsequences. The minimum essential skill is that of being able to guide children to pattern information,events and experiences for and by themselves. When the teacher is well prepared, then he isfreed to teach children and not curriculum or content. Hecan permit learning to occur without. the pressure of active, director rote teaching. As teachers, we must helpour students also to think at the intuitive level by developing the process of "tacit knowing",5the knowledge of particulars and relationships thatwe cannot itemize and to which we attend only for their cueing effect. Such knowing is the basis of the intuitive solution to problems, of creativethinking, of scientific hunches and ofunconscious weighing of probabilities. We know more than we can tell. We recognize a familiar figureor face but we are unable to verbalize the particularcombination of perceptions that make it possible. Thinking is by its nature intentional: Manipulativefunctioning of complex dimensions of thoughtas it patterns and reorganizes facts and makes questioning possible is theultimate goal of the learner. To intuitively grasp a problem, to havean intimation of the relationship of previously uncomprehended facts,to phrase a perceptive question should be the end product sought bythe student. To be skilled at inducing the learner to think is thefundamental goal of the teacher,

Silberman, Charles.Orloff in the Classroom,Random House, N.Y. 1971. Polanyl. Michael,The Tacit Dimmudon, Doubleday & Co.,NX. 1960. 273 IMPLEMENTING A PROGRAM OF INDIVIDUALIZED LEARNING Doin E. Hicks, Ed.D., Dean, Pre-College Programs, director, Model Secondary Sehool for the Deaf. fin Hamlet College Whatever indictments historians of the futuremay make regaiing education in our country. at leastone accolade is rather certain : We have pioneered the notion that free public education oughtto be readily available to everyone in society. Theexact degree of success of this effort may be open to conjecture: neverthelesswe have been successful. Our educational system has decreed further, that education for everyone deservesaliteral translation; thus the groups whom we judge, atypical have received educational servicesto an extent not previously known. A philosophy of mass edncation has not been without inherent ills. Perhaps it was a logical step thatour educational system should take a cue from the rapidly developing industrial complexes and evolve an assmubly-line approach. Thus mass education has emulated, to a great extent, the theories of mass production. We have injected our children, at age five or six, into an educational mold and yet we have expected them to emergeyears Inter as individuals differing from each other to a far greater extent thanupon entry. Surpris- ingly, for the majority, this system has worked rather well. Educating the majority is not good enough. What about the large and, until recently at least, silentgroup of students for whom the system has been largely ineffective ?11'e have, at least, paid lip service over the years to a recognition of this problem. How often have we beard or read statements, suchas that I now am making, which, when palaphrosed, come out something like the following: "We must do a better job of meeting the individual needs ofour students." After thus ventilating ourselveswe go back to our cubi- cles convinced somehow that having said it will make itcome true. To prevent an aura of negativism, I would hasten to add thatmany outstanding efforts have been made withinour system to make the learning process personally palatable and successful for the individual student. Various grouping procedures for students and deploy- ment systems for staff have been projected to this end. Contracting between individual students and teacherswas explored as long ago as the 1930's. Distinct methodologies such as that termed the "project approach" have been evidence of attempts to personalize and individualize learning. In recent years broad and sweeping curricular revisions have been made, largely in an attempt to bring meaningful education within the grasp of larger numbers of students. Federal intervention has provided necessary financial .assistance to effectively demonstrate the need for educational reform. 1Ve in education of the deaf havean especial indebtedness for the beneficence ofour government and its influence toward improyement of our status. If one can rightly presume that education isat personal mutter and should be somewhat different for eachperson, then it follows that the process ought to be an individualizedone. With this premise 274 established we child, even umy further presume that.for the handicapped more emphasis should beplaced on personalizing individualizing hislearning experiences. and is a broadconcept, one that is Imlividualized instruction considered out of reach frequently misunderstoodand often except by the minorityof wealthy schools. Before discussing theprospects of attainment.it is important rive. at an operational definitionof the concept. to ar- specifics of what itis before examining Let's look at the about it. procedures of howwe go Educators have long recognized that studentsdiffer in their ability to learn. They haveacknowledged this fact student&.preording to in their effortsto group various criteria:e.g., age, IQ, past achievement, reading level,or whether or not they Given similaritiesin one or several were college bound. assumed that of these characteristics.schools a number of Itiulentscould he taught the jects as agroup, at the same time, in same sub- predictable results. the same way, andwith fairly All of this has changed, at leasttheoretically. It is that the number ofhuman characteristics now recognized much larger; not only that can affect learningis dents learn are IQ's different but therates at which stu- are different; the style oftheir learning quiry, discovery,straight information may differ (in- affects different students input); the socialsituation differently (largegroups, solitary study, interaction with teachers,discussion groups) subjects better through ; some students learnsonic one medium rather thananother (printed live teacher, visualdisplays) ; close guidance page, students whereas may be required bysome others may even beallowed to set. their tives. The list couldbe extended own objec- As a first step even further. toward definingindividualized instruction, use the term "learningvariables" for all those let us student thatcan advance or retard his things within the learning success in school. The word should be stressedbemuse these the learner, notelements of the instructionalare characteristics within ablesin thesense that they can system. They arevari- quantity or quality. vary from student to student,in A large number of such variableshas been identified degree of certitudeand it may be safely with some undiscovered exist in assumed that othersstill abundance. Ifwe could assume that there let's say, '20 suchvariables in each student are, able any two students then it is highly improb- in a schoolpossess all 20 of these learning ables to thesame extent or degree. vari- assumptions must bethat. in any learningConsequently, one ofour basic are alike in all those human situation no two students So far we have qualities thatare relevant to learning. considered only thestudent. What of the tion? To give thebroadest base for instruc- instruction it will be a definition of individualized helpful to use theconcept of the total environment as being instructional:hooks, teachers, equipment, visual aids,the euriculum, policiesphysical plant, lab choice, disciplinary with regard to student tional variables."p9licies--everything. Wecan call these "instruc- A third phrasethat can usefully individualized instruction contribute toa definition of is the "learningsituation." This simply 275 consists of a student :Ita point in time and space attempting to complete an educational objective: cognitive. affective, or otherwise. Wenowhave theelementsfor a definition of individualizedinstruction. Individualized instruction is taking place when for each student, in every learning situation, each of his learning variables is being helped to operate atits maximum potential by making available to him all of the relevant instructional variables. This is a very abstract definition of individualized instruction. An example might help. Consider a student for whom the learning variable, "subject. interest.is very high for mathematics. Does the school's total environment make it. possible to maximize this interest by making available the relevant instructional variables?Does the school have the necessary books and visual aids? Do its policies allow the student to spend less time on other subjects and more timeon mathematics? Or is every student only allowed and required to spend the same amount of time on mathematics? Are the math teachers ready to abandon material they think must be "covered" and let the student set his own goals in the subject ? And is there a teacher in the school capable of guiding this student through some advanced mathematics? This definition of individualized instruction is not only abstract, it is a concept that is hardly attainable. To quote Fred Tyler and William Brownell (1962), "Individualization of instruction to the extent of 100 percent is an impossible goal, and the quickerwe abandon it, the better." But they go on to say. "The fact that we cannot hope to attain this millenium does not, however. justify a do-nothing policy.It. is not tooash to say that in most schools individualized instructioncan be increased as much as 10 percent or 20 percent...Moreover. such modest gains... might amount to a miracle in educational history:" -It might be added that many teachers and administratorsassume too readily that individualization equals expense, that themore a school individualizes, the larger the budget must be. This is true for certain aspects of individualization. but muchcan be done with little or no added cost. It might be appropriate here to enumeratea few of the things most sensitive teachers already are doing in an effort. to individualize instruction for their students: 1. Providing projects for certain students, either as extra credit activities or to allow students to pursue certain of their interests. 2. Developing classroom leadership tlOugh the assignment of meaningful duties other than those which lire merely classroom work details. 3. Providing opportunities for students to do independent research either in, or out, of the classroom. 4. Providing a variety of remedial work for students who have such demonstrated needs. 5. Providing for differentiated grouping within a classroom. a. Providing a measure of non-gradednm within the elassroom by allowing variations in the time or rate required of students for moving through a course of study. 276

7. Accepting differentlevels of output foe each 8. Asking for pupil student. participation basedon the teacher's subjective knowledge of what the childcan do. 9. Providing tutoringor one-to-one work with students. Many of the aboveconsiderations may he aimed all the students together. merely at keeping Individualization inresponse to student- need is absent, toa great degree. Thene is to follow his own felt no Place for the student needsto have the opportunityto do work that lies outside thoseaspects of the curriculum held by the school, It would in high value seem important that we include inour present system a provision for thestudent. to say, 'llere wish to learn." an. some things I How do we individualizefurther, taking into account. role on the part of the a greater student for determining hiscourse of action? Perhaps the first step is forthe school to look closeiyat its curriculum and decide those thingswhich the student adult concept of what must learn based on the knowledge is of most worth. Itmight he found that certain parts of therequired course of study could student choice, while still be altered by taking into account suchthings as accreditation standards and collegeentrance requirements. There are certain aspects of individualization whichcan be done in any classroom withoutviolating nny school policy. are the following: Among these I. The most pressing need, and perhaps the most obviousone. is that of identifying thestatus of learning variables for to find out, accurately, where each student the student is. It wouldbe fortunate if we had a broadrange of reliable diagnostic instruments for every possible learning to do this variable, butwe do not. However, we are not completely withoutdiagnostic resources, andthose we have should be applied vigorouslyif we are to increase the tion process. Careful analysis individualiza- of the results of sub-testsof academic achievement batteries frequentlyare quite revealing. Such formal measures may be supplemented by theinformal technique of close and continuous observationof student iwrformance.Adaptation of instruction on the basis ofsuch observations should be 2. Teachers should be given continuons. the opportunity to learncontemporary ways of stating educational objectivesso that they relate to measurable, behavioral outcomes. Mastery of the skill of preparingbe- havioral objectives must receivehigh priority bya staff attempting to implement a program ofindividualized instruction. 3. The provision forteacher-prepared materials for individual students is highly jtportant.This, of course, requiresextra time for the teacher or the availabilityof such supportive personnel aides or media specialists. as teacher 4. The use of. mnIti-media andof media in various formats also be quite helpful. This does can not mean that more equipmentmust be purchased. Making thesame information available through the school's existing variety ofmedia--the printedpage, projecturals, models, and the likewill insurethat a greater number of students' learning styles are accommodated. 5. The relaxing of requirementswith respect to the kind ofre- sponse required by the teacher is anotherway toward individualiza- - T

277 tion. Some students respond more easily andmore freely by oral means, others by writing. and stillothers by demonstration making something. or by The above steps generallycan be taken on his own by most, teachers within the parameters ofexisting policies of most are certain aspects of individualizatm schools. There at the school system level which require commitments and involve all of the schoolstaff. A list of such strategies mightinclude the following: 1. Modular or other formsof flexible scheduling. 2. Development and utilizationof certain multi-media 3. The development of systems. differentiated staffing patterns suchas those involving theuse of teams. teacher-aides and other sonnel. supportive per- 4. A variable credit systemfor certain courses allowing entry and exit levels. different 5. Utilization of studentteams for learning as well for teaching. as teacher teams 6. Permitting experimental late to grade, grouping procedures that donot re. course. size of gimp or other conventionalmeasnres. 7. Extensive development andntilization of resource centers. 8. Allowing for in-depth studyin one specific area the course, perhaps leaving or segment of out other parts altogether (atechnique that has been shown to workwell with less able students). A few general statementsregarding individualized instruction appropriate here, one are or two of which may be a bit negative,or at best a warning to those whomay feel that individnalized instruction is the answer to allour education ills: 1. There are little data whichsupport the contention that individualized instruction really issuperior in the areas of skill-bnilding and in content achievement.There are, however, strong data which indicate that anecdotal individualized instruction is highlymotivat lug and also assists thelearner in developingas a iwrson. 2. There is evidence to indicate that certain students and inpar- ticular, young children, donot adapt easily to individualizedpro cedures which require.largemeasures of self-direction. 3. The initiation ofan individualized instructionprogram requires resources to provide in-service training for staffmembers and additionally requires that staff haveadequate planning time in tion for teaching. prepara- 4. Full scale implementation ofindividualized instruction requires large amounts of material. 5. Students, generally,are very receptive to and supportive of individualized instruction. The implementation ofa program of individualized instructionre- quires that the school system firstformnlate a plan that reflectscon swims of those involved. This impliesa development, of a philosophy that is acceptable to teachers,administrators, parents, and students. It is probably appropriate thatany system contemplating such change should begin nailer modestly.Since "nothing succeeds like success" it is also probably appropriatethat staff be selected rather carefully for participationin any. sort of pilot or beginning of this type. A total commitment program to individualized instructionus, of

285 278 course, an expensiveproposit added expense but . Much can be done, however, without rather through axedirectionof available Finally, it is appropriateto mention a misconceptionresources. rather wide-spreadwhich equates that is independent studyor with a student individualized.always instructionwith himself. Forany given student it working in acollier by certain points is entirely appropriatethat at instruction for himmay best be individualized by joining other studentsin a group discussion, his or watching a film with listening to a lecture, sen (1968) has stated:other members of theclass. Torwa Id 14.'sben- "Individualized instructionis not the thing as 'teachingstudents individually.* same individualized when the An instructionalsystem is part in the selection ofcharacteristics of eachstudent play a major objectives, materials.procedures, and time. It is individualizedwhen decimions about achieve thetaare based on the individual objectives and howto say that at system is student. One doesnot simply or is not individualized,however, for it is not a black or white matter.Rather, one tries t(i and degree ofindividualization." identify the nature Certain classroomenvironments are conducive learning. Inan authoritarian teacher-centeredto individualized needs are not likelyto surface readily. In situation. students which the principlesof self determination,a learning environment in vail, the student, of basic democracypre- needs usually will beevident. In a class in ifornuttion is d htcore red by teacher and student which handed down, thefirst steps toward instead of being been taken. individualization alreadyhave Few references are made herein to individualizationas applied specifically to educationof deaf students. This as it would seem that the basic has been deliberate concepts apply broadly. Thereare certain characteristicspeculiar to the deaflearner but the of individualizedinstruction is such that very nature such variables compensatory measures for are at its basic essence. Thephilosophy of and techniques for individualizationmay be considered a first order itment, after which,the educator of the of com- educational programming deaf should work to adapt which learning to accommodate the particularways in is affected by thesensory deprivation of den fness.1 LIST OF REFERENCES Bloom, Benjamin S. (ed.)Taxonomy of Educational Cognitive Domain. New York: David McKay. Inc., 1950.Objectives. Handbook I: Esbensen, Thorwald.Working With Individualized Calif.: Fearon Publishers,1908. Instruction.Palo Alto, Mager, Robert F. Preparing Publishers, 1902. Instructional Objectives. PaloAlto, Calif.: Fearon Henry, Nelson B. (ed.)Individualizing Instruction: The the National Society forthe Study of Education. Sixtylirat Yearbook of cago Press, 1902. Chicago, University of Chi- Tyler, Fred W. and WilliamA. Brownell. "Facts and Statement," Individualizing Issues: A Concluding Wiley, W. Deane and LloydInstruction. Chicago: 1962. K. Bishop. The Scheduled High School. West Nyack, N.Y.: ParkerPublishing Co., 1068. Assistance of the followingpersons in the preparation of acknowledged:Mr. James Kearney. Cooritnator this paper Is gratefully Secondary School for the Deafand Dr. Guy WItson,of DirectorCurriculum Development.3fodel and Media, Model SecondarySchool for the Deaf. of Instructional Systems

286 279

INDIVIDUALIZING THECURRICULUM THROUGHUSE OF INSTRUCTIONALPACKAGES J. James Kearney, Coordinator of Curriculum,Model Secondary School for the Deaf,Gallaudet College The long sought goalof truly individualizing student has instruction for every come much closer with the adventof a new educational tool, known variouslyas the learning activity vidualized study unit, package. the indi- or the instructional package. thename that will be used in thispaper. The advantages of the age are so clear and So evident, instructional pack- that an explanation of itsnature and of its potential forindividualizing learning cator to think seriously should causeevery edu- of converting hisown curriculum into the form of instructionalpackages. In this paper, themeaning assigned instruction" will be to the phrase "individualized set forth. the elements ofan instructional package will be described, andthe potential of such ing the curriculum will packages for individualiz- be argued. Sonicsuggestions will be made for those who wishto begin creating instructional own use. packages for their There isi very little that is new in theseparate concepts andprocedures that will bedescribed and ouch will what may be unique is seem familiar. However. the tying together ofthese concepts andprocedures into a tool formoving closer to the age-old ing each childas an individual. hope of educat-

The phrase individualized instruction- has becomeso worn with use that it is hard to realizethat it stands for beliefs of mankind:that every human one of the noblest teachers and schools should being is unique andthat help children learn. respect this uniqueness whentrying to Every good teacher isaware of individual differences and tries his bestto do something about in students usually amounts to those differences. Thiseffort teaching the so-calledaverage students in the same way, while paying specialattention to the few very slow students.Other devices used very bright or grouping students within are the truck systemor of their abilities. Sucha class according to the teacher'sestimate in the group being devices may reduce therange of differences taught but instruction isstill far from individualized. Every experiencedteacher knows that very satisfactory. Yet it is the these devicesare never best theycan do within a systemcon- strained by the requirementthat students be grouped ? taught within fixed into "grades." blocks of time vaned"periods.- and given same pre-determined knowledgeand skills called the: Even experienced teachers **content.- abilities within may not realize the spread oflearning a single class. Goodlad haspointed out that the spread in achievementincreases with years in school spread is approximatelythe same and that the that is, by the fourth as the number of the grade-level: grade. there isa spread of fouryears in gen- oral achievementamong the students in the usual And the spread actually fourth grade class. increases in theyears beyond that.lit.says

77-903 0 73 19 287 280 that a fourth-grade teacher may have in her class only three or four youngsters achieving at the fourth-grade level (1). The above figures are for over-all achievement. Good lad also points oat that in reading and the language tits the spread may be even greater. "Hence. in the fifth grade. there frequently is an eight-year spreadinreading achievementbetween thebestandpoorest. readers" (2). A. close look at the meaning of "individualized instruction" is necessary if we are to change radically the institutional structures that make individualized instruction impossible. Briefly. it is instruction that takes into account as many individual differences as possible. The literature on individual differences is vast; yet, according to Good lad, the."total picture" is still "only roughly sketched in" (3). No attempt will be made here to review that literature. All we need is an operational definition that will allow us to discuss the uses of the instructional package. A student. has a number of learning characteristics which affect his ability to learn. Sonic of these arethe rate at which he learns, the subjects that interest him. his I.Q., his cultural background, the media by which he prefers to learn, and the social setting in which he functions best (small group. large group. alone, tutorial). Other differences exist but these arc enough to work with. To truly individualize instruction a school must provide an environment in which each of a student's learning characteristics is able to function at its best. Important elements of the environment are the curriculum, the materials. the arrangement of students, time. space, and above all, the teachers. When each element of the environment is appropriate for the relevant learning characteristic of each student, then instruction can be individualized. It should be noted in passing that individualized instruction is not to be confused with independent study. The hitter is only one of several ways in which a student may learn. For a given student at some point in time, attending a group lecture may be the best way to individualize for him. II The instructional package is one wayand a very promising way to individualize the clinician'''. It is not a cure-all. It is not a substitute for the teacher. In fact,it makes the teacher's job more challenging, because now the teacher does have the time to deal with students individually and all her creativity and sensitivity to student needs will be called into play. What is an instructional package? A description of it will have to cover ground with which many may already be familiar but the ground must be covered to make sure that all understand what it is and what it is not. The elements of an instructional ptirkage are its objectives, a pre- and post-test, a list of learning activities, self-test, and a set of required materials and media. Of central importance are the objectives of the package. These are stated in very specific detail and m language that says what the student must be able to do after going through the package. They are

40.4"Iti unattractive intim usually called specificbehavioral objectives. an and in- and one that unfortunately suggestssomething mechanistic word beha vior here meanssimply performance. hiunan. However, the behavioristic psycho- Use of the word does notimply commitment to logy or teaching machines. behavioral objectives andthere is Much has been written bout enough no need to gointo detail, about them atthis time (4). It is be rather small in scopeand should be se- to say that they should psychological order. bothwithin the in- quenced in some logical or The objec- structional package and betweeninstructional packages. psychomotor. tives may be cognitive, affective. or is the post-test. The next element of thepackage to be developed Through this the studentdemonstrates whether or nothe can PC1101111 the objectives. It is of utmostimportance that the as required by objectives and not post-test items test theability to meet the specific ability. For example. if anobjective %ils for some other. related of the Civil War from xgiven the student to select three causes write an essay list, it is not valid to test thisability by asking him to on the causes ofthe Civil War. system is the Vital to the success ofinstructional packages as a before he begins work onthe package. pre-test, taken by the student the student. has the It has two functions: itreveals whether or not prerequisite knowledge or skills tomake success possible andit reveals already capable of thedesired per- whether or not the stmlent is receiving formance. If he,is. then lie eau skipthat package while credit for having achieved theobjectives. Once objectives and testshave been prepared, aninstructional Although this strategyis not. spelled strategy must be mapped out. before going any further. out in the package,it must be worked out himself such questions as."Is this objective The author must ask approach? Should the studentbegin best reached through an inquiry al ride or should theride be with examples and be led to a gewei than stated first? What motivationalpossibilities exist? is there more the objective?" Perhapsbasic to any instructional one road to the level of complexityof the objective. strategy is recognition of learning Here Bloom's taxonomy or someother system of ordering skills would be helpful(5). has been thought through,the next task When the overall strategy this strategy. is to develop the learningactivities that, will embody creative abilities of theexperienced teacher It is at this point that the at a premium are most valuable.Imagination and inventiveness are here. is great and difficult tocategorize. The variety of possible activities Should the What may be called the"social setting" is one category. activity take place in a largegroup? Small group? Betweenteacher and student? With thestudent working alone?Is it desirable to the student ? Another categorywithin offer alternative settings to word? which choices must be made is thatof media selection. Printed Teacher talk? And so on. Slides? Role playing? Gaines?social setting, or the media,the num- Whatever the strategy, the give the student ber and kind of activitiesshould be great enough to more than one path tothe objective.

239 282 Another eharacteristiethat should activities isa combination of requiredrun throughout the learning tion of thecorrectness of his student response andconfirm- of reinforcing response. This is a wellestablished way learning. The intrinsicreward of knowing is right will rarelybe surpassed that he ward, in the longrun. as motivation byany extrinsic re- This same patternof student ment should be summedup in aresponse, student-scored confirmation, andreinforce- 'ctivity before the self-test as the final teacher-administeredpost-test. By checking learning withoutteacher intervention his the self-tes helpsthe student takeor the chance of publicfailure, since successon the self-test almostthe post-test withconfidence, test. guarantees successon the post- The final elementof the instructional which is placed inthe student's bawls. package is a guidebook. all of the aboveelements. It begins The guidebook tiestogether planation of what with a simplerationale, orex- the package isabout and how it fits has gone before.Next in the guidebook in with what but written ina way that he the studentsees the objectives. ment of an objective can understand. The originalstate- should be preparedwith all the precision cated by Mager andothers but if advo- usually not read it.If it is importantso presented to the student,he will he is going, it is for the studentto know where important to makethe statement. of able and attractive.Knowing his objectives objectives reach- a sense of direction and should give thestudent relieve him ofany doubts he has about is expected of him.No longer need he what wants or what willbe on the test.. worry about what theteacher After reading the objectives in theguidebook, the student the pre-test bythe teacher. Onthe basis of his is given test he may be directedto skip the package performance on the Directions for the or to begin the activities. activities are writtenin the guidebook, as possible. Each aetivityshould be numbered as simply When the activityis finished, the for ease of reference. guidebook, thus helping student initials thatactivity in the both himself andhis teacher keep his progress. Thisis important because track of on over a period of days, a package may be worked in the package. and each student. willbe at a different point While the directionsusually refer the side the guidebook, student to somethingout- often the teachermay want to write her planation of thecontent, and for convenience own ex- in the guidebook, ratherthan being this may be included to go and get. a separate item the studenthas The guidebook should also includethe self-test and key, so that thestudent can cheek its answer test without havingto go to the teacher.on his readiness to takethe post- clude with The guidebookcan con- a statement telling thestudent to ask the post-test if he feelsrndy to take it. teacher for the It should beremembered that the instructional package. guidebook is not initself the It is a roadmapguiding the student the package, thusrelieving him of his through direction and givingthe teacher dependence on theteacher for to other students. more time to give individualhelp

cite)4t,4 283 A. final point must 1w made about the guidebook. It is written at the lowest. possible reading level. If the student can't read the directions and has to ask the teacher to explain them. the purpose of the guidebook is largely defeated. As for the danger of holding the student back in developing, his reading skills, the guidebook is not the place to teach reading. The reading materials to which the student is directed can be at whatever level is appropriate. To review, the total package consists of objectives, pre- and post- tests, learning activities and materials. a self-test. and a guidebook. In what way is this different from an ordinary lesson plan, apart from the careful preparation implied? The principal difference is that the lesson plan is prepared for the use of the teacher and with the ordinary graded classroom in mindthe teacher telling a group of students to do pretty much the same things at the same time whereas the instructional package is prepared for the use of the student, with the intention that each student will go through it at his own rate. of speed. making his own choice of activities.

III With the nature of an instructional package now clearly in mind; it is i?ossible to describe how it can be a tool to individualize in- struaion. Let us consider first the behavioral objectives. At first glance, use of specific behavioral objectives may seem to be the very opposite of individualization of learning. Do they not require that every student leap over the same hurdles, gothrough the same sequence of learning, as every other student? Do they not close off the student from exploring byways that may pop up before him in a totally unplanned, unspecified way? The answer is. "Not necessarily." behavioral objective can be used in a mechanical way to program every student along the same path. Like all good things in life, they can be abused. One obvious way of avoiding this is to offer the student some choice of objectives. Particularly is it desirable to offer the more interested student or the brighter student a larger number of objectives to try to achieve. It is also possible to let some students suggest their own objectives. If a student shows an interest not in the package he is working on or not in any available package. the interest is often expressed in very vague terms. But if he has become familiar with specific behavonal objectives, he cast be asked to restate his interest in more precise terms, approxinuiting the precision of a. specific behavioral objective, and thus he gains in having a more. precise, more truly personal goal to explore. The t,Nicher can then suggest learning activities for him and prepare a self-test he might use. The test. incidentally, need not be a written test. Offering choices among objectives and offering the chance to state his own objectives are things that can occur only if the teacher is alert and responsive to the student's interests. The package is not intended to replace the teacher or make the teacher a mere "manager of learning," as sonic could have it. Properly made and properly used, it can give the teacher more time and opportunity to do those things which only a living teacher can do: sense the needs and interests of

291 284 the student, encourage the studentto pursue the bypaths of knowledge, and react positivelyto the often changing moods of the child or youth. Behavioral objectives help the teacherin tnother way to practice the art of teaching. By specifying theobjectives precisely. the teacher can identify a students difficulties muchmore quickly and much more precisely than if the objectivesare not stated or are stated very generally and vaguely. The teachercan then practice the true art of teaching: diagnosing the student'sneeds and prescribing remedies for them. This is extremely difficultto do in the usual classroom setting. There the teacher is often leftwith the uncomfortable feeling that many of his studentsare having sonic vague. unidentifiable "trouble" with fractions, for example.With specific behavioral objectives stated, the teachercan zero in on each student's individual difficulty and take steps to help him. The greatest value of the specificbehavioral objective for individualizing instruction. however, lies inits relation to other parts of the instructional package. First. considerthe pre-test that evolves from the objectives. Without preciselystated objectives, the teacher cannot devise a test that accuratelymeasures the student's readiness for attempting the objectiveor that reveals whether or not the objective has already been achieved.On tlo other hand. witha goo'l pre-test, made possible only by first statingthe specific behavioral objectives, it is possible to individualizefor two kinds of students: the one who does not have thenecessary entry knowledge or skills and the one who is already capableof performing as the objective specifies. The first studentcan be given remedial attention and be relieved of the frustrations arising frontattempting work for which he is not ready. Just think ofthe emotional damage done to children who are constantly pushed beyondwhat they are ready for. The second kind of studenttheone who is already capable of the ob- jectiveis saved the crushing boredomof sitting through instruction lie does not need. Thus thespecification of precise objectives makes an accurate pre-test possible.and the accurate pre-test makes individualization of one important kindpossible. The individualization made possibleby the instructional package is most evident in the learning activities. These,too, spring from well stated objectives and have validityand usefulness only in relation to the objectives. The existence ofa specific behavioral objective has the effect of minimizing the chanceof putting the student through useless, irrelevant activities, i.e., activitieswhich may teach him nothing at all or something unrelated to the objective confuse him. and therefore may The existence of a specific behavioralobjective has the positive effect of giving the teachera clearly defined target for preparing instructional designs and materials. Almostinevitably the teacher will think of more thanone path to the objective. This is entirely to the good. All of the alternativesshould be included in the package. Here is where great variety of choicecan be offered to the student and individualization be madea reality. Here is where the teacher's imagination and past experiencecan be used to the greatest extent. Another individualizing affectconies from the fact that the student is given a guidebook, written directionsfor conducting hisown ac- 292 2S5 tivities and does not have to wait for the teacher to tell hint what to do next. He can g o at his own rate. Another individualizing characteristic of the instructional package is the student response and confirmation element. l'ulike his experience in a classroom situation, the student is assured that he is understanding the material and can proceed with confidence: if this device tells him he is not understanding it, he can review what he has done, try another activity, or ask the teacher for help. (No pre-packaged instruction can ever anticipate all student variables or replace the teacher.) It must be emphasized again that the instructional package is not the equivalent of independent or solitary study. Too often the name brings up visions of a child huddled over a book all by himself in a study carrel. This view is erroneous. The activity called for may be to work with another student or with a group of students. It may call for the student to confer with the teacher. It may call for a group field trip, a collective project, a joint laboratory experiment. or attendance at a school-wide function. Any one of these may be the best way to help a particular learning characteristic of a particular student. Iv So much for the instructional package and its individnnlizing elements. What is the role of the teacher in a school using imtructional packages? Let it be said again that the instructional package is not intended to replace the teacher. Itis merely one way of refining, reorganizing and applying what teachers have always donewith the added advantage of letting the teacher do those things for the individual student which can be done only through direct human contact. The teacher has two roles in a school which uses the instructional package: as a maker of the package: and as a guide. consultant and reactor to the students using the package. flaking an instructional package is very much a teaching activity. Anticipating. organizing. inventing, and evaluating have always been integral to teaching. All of these are involved in making an instructional package. The experience of creating an instructional package is very enlightening for the teacher trying it for the first time. It is also very demanding and, for some teachers, almost traumatic. It may be the first time the teacher has had to examine objectives in detail, state them precisely, and sequence them logically. These tasks inevitably require the teacher to analyze the subject in far greater detail than ever before and to arrange the concepts. skills, etc. in some kind of hierarchical order. It often exposes as irrelevant favorite lectures the teacher may have included in her teaching for years, simply because she had never examined the objectives they were supposed to achieve. In trying to create learning activities of enough variety to provide different paths for different students, the teacher is again challenged as never before. It is not easy to anticipate the individual needs of all the prospective users of the package. If the tests do in fact test precisely for mastery of the objectives, the teacher cannot hide from herself the failures of the learning 286 activities to help the studentlearn. No subjective the results ispossible, glossingover of ceptable. The no assignment ofblame to the activities prescribedmust be reexaminedstudent isac- or replaced withother ones. and revised, Finally, the other teacherinstructionalpackage should be can use it. andtherefore. the written so thatany self leadinga kind of fishbowl teacher-author findsher- method subject life, with her to the scrutinyof other teachers,every teaching goaland disturbingexperience. indeed a noveland The second role of the teacherin relation age is to takeadvantage of the to the instructionalpck- every studentas an individual.opportunitiesnow offered to dent is not When the treat ready toattempt the package.pre-test shows thata stu- the student'strouble and the teachermust diagnose time to give prescribe a remedyfor it. often with thought to it.No instructional little can in itself takecare of all individual package is perfector in the midst.of one is in differences. Whena student. the teacher trouble andappeals to the must be ableto understand teacher for help, offer alternative the student'sneeds and to The teacherapproaches. must developsensitivity not dents in troublelint to the special only to the needsof stu- the packagemay not be rich interests ofstudents for whom The alert teacher enough inalternativesor in challenges. will he readyto depart from age if she detectsa genuine interest an instructionalpack- package. Too in something not ing as an oldstrict adherenceto the package included in the fashioned concentration can be just as stultify- textbook alone. on what. is in thesyllabes or V If we grant that theinstructional package for individualizingthe curriculum. is an excellentmeans purchasesome to meet the the questionmay arise. "Can I there is no needs ofmy students?". satisfactoryanswer. instructional Unfortunately, veloped atmany schools, and packages have beende- factors work continue to bedeveloped. Yet plete against obtainingthem : few, if several courses in the form any schools. havecom- Isolated packages of instructionalpackages, and The day into one'sown curriculum is inserting their may come whenthese packages extremely difficult. one can simplyorder the exist in suchabundance that Another drawback course one wants, butthat day is to buyingsomeone else's packages not here. may call for extensiveuse of media and is that they of the ordinaryschool. equipment, beyondthe budget However,any school or indeed individualizing the any teacher can makea start toward The packages curriculum bycreating instructional may be very "lean"at first. offering packages. and little choiceof media, but few alternatives ings to besuperior to the they need notbe very "rich" which is being sparse fare set before in offer- taught as if allthe students the ordinaryclass bibliography listsa few books which were the same.(The to try.) will be usefulto anyone willing The first stepis to convert behavioral objectives. the (11111(11nmcontent into be wise to (If more than a set of precede thisstep by obtainingtine teacher isinvolved, it will generalconsensus on the 224 287 scope and sequence of the content.) Theseobjectives will help improve even the ordinary lesson plan for theordinary classroom situation. A set of objectives phis a pre-test can Is'given to each student and already the teacher will lie on the road to individualization. .Next, directions for a few activities can be writtenand, when clipped to the objectives and pre-test. will constitute the earliest version of an instructional imekage. The activities maysimply be to read in a textbook or do certain problems in aworkbook. but the fact of having the directions in his ()wit hands will let thestudent go at his own pace. As time. experience, mid money allow. the number ofactivities can be increase(1 and the range of choicesbroadened. VI To sum lip. individualizing the curriculum can become areality by using instructional packages. One limohyd percent individualization will never Is' achieved 1,ecanse the variety of learning processes in humans is probably infinite. but a significant start can be made. With the cooperative help of teachers all across the land, we may see the day when each child is learningwhat he needs most. at a rate that he is comfortable with, through activities that he enjoys, all in the presence of teachers who can at last give their tinte to doing what is the essence of teaching: giving every student individual attention and helping that student learn the joy of learning. LIST OF REFERENCES (I) John I. Good lad, "Individual Differences and Vertical Organization ofthe School," in Individualising inslinction, pp. 209-238. Sixty-first. Yearbook, Part I, National Society ftor the Study of Education. Chicago :University of Chicago Press, 1902. (2) Op. cit., pp. 218-19. (3) Op. cit., p. 216. (4) For a goo:". introduction, see Robert F. Mager, PreparingInstructional Objectives. Palo Alto : Feat ron Publishers, 1902. (5) Bloom, B. S., et al., Taxonomy of Educational Objectives, Handbook I: Cognitive Domain.. New York : David McKay. 1050. BIBLIOGRAPHY Bloom, B. S., et. al., Taxonomy of Educational Objectives, Handtook I:Cogni- tive Domain. New York: David McKay, 1950. Esbensen, Thorwald, Working With Individualized Instruction.Palo Alto, Calif.: Fearon Publishers. 1068. A description of individualizedinstruction in three schools. Flanagan, J. C., Mager and Shonner, Behavioral Objectives, Science,Social Studies, Mathmatics, Language Arts (4 vol.). Palo Alto, California :Westing- house Learning Press, 1971. A set of behavioral objectives in foursubjects. Henry, Nelson B. (ed.) Individualizing Instruction: The Sixty-first Yearbookof the National Society for the Study of Education. Chicago,University of Chi- cago Press, 1902. Johnson, Stuart R., and Rita B. Johnson, Developing IndividualizedInstruc- tional Programs. Palo Alto :Westinghouse Learning Press, 1971. A practical "how to" handbook. Kratiovolii,D. R., Bloom and Masia, Taxonomy of Educational Objectives, Handbook II: Affective Domain. New York : David McKay, 1904. Lewis, James Jr., Administering the IndividualizedInstructional Program. West Nyack, N.Y.: Parker Publishing Co., 1971.Another practical "bow to" handbook.

A gar 288 Mager, R.F., Preparing Instructional 1962. The basic book on writing Objectives.Palo Alto: Fenron Publishers. Popham, W. James, behavioral objectives. Brief andeasy to read. Instructional Objectives Exchange.Los Angeles: UCLA Graduate School of Education,1971. Explains how wide exchange and have you can Join a nation' access to a large bank of behavioralobjectives. DEVELOPMENTAL LANGUAGEPROCESSES IN THE YOUNG DEAF CHILD Judith R. Burroughs, Ph.D., Collier Hearing andSpeech Center, Dal his, 'Vex. At first glance it may appear incongruous fora psycholinguistic research paper on languagedevelopment to he includedin a section meeting on curriculum.However I think if roots of current trends in both we quickly examine the origin and areas we definitely find acommon cause. Today in the area ofcurriculum development deaf education,as well as education in general. in individualizing or tailoring the emphasis is on the learning content andexperience to the needs of the individualchild at particular points development. This thrust is of time in his Similarly in the unquestionably mirrored in thismeeting. area's of cognitive psychology andpsycholnigmstics interest has turned to theinvestigation of the unique properties which equip him of man to learn and develop certaincompetencies from interacting with hisenvironment. Historically, evolve from the these parallel foci recent vealization by bothpsychology and education that the humaninfantis not a "blank sheet upon which parents and teachers of paper" pen indelible tracings tobe and then re-transmitted.Both of our field's absorbed have taught us that experiences with children we do not teach a child all thathe learns and conversely he does not learnall that we teach. Since psychologistscannot explain howa child learns all that he knows and since educationmust facethe frustration that does not learn all thatlie is taught, we the child tion to the fascinating are forced to turn our atten- saga of child development. Wehave jointly recognized the probabilitythat there is an orderly opment which is universal sequence of devel- for the human organism,but that there are individtai differences in therate of growth or the time on which childrenmove through this maturational schedules discovery is especially sequence. This pertinent. for psycholinguistiesand deaf education. How's of runningsubjects on memory drum taught me that stimulus-response studies have contingencies even withsemantic generalization cannotaccount for the knowledgea speaker of language possesses. Likewise thoseglaring fourth gradefigures in the Babbidge report ( Babbidge,1965) have convincedyou that deaf children cannot all beforced through the Fitzgerald key for unyielding mold of the some inexplicable reason, despite thekey's ideal pattern and your ingeniousefforts. Tins without further on oc... separate and collective elaboration experiences. I think it becomesobvious that an exploration ofthe developmental language young deaf child is indeed critical processes in th'.r all deaf children. to individualizing curriculumfor The profession of deafeducation is by recent findings of psychoIinguist no means a stranger to the ics. In an excellent.paper presented at 289

the National Research Conferenceon Behavioral Aspects of Deafness in 1965 and published in the VoltaReview in 1966. David McNeill spelled out the then revolutionary viewson hnignage acquisition. Al- though I recommend thatyou go back and re-read McNeill's paper thoroughly let me review the major points. Childrenhave a general capacity to acquire language; this capacityappears to stem from a distinctly human innate predisposition. With thiscapacity children construct grammars based on scanty information receivedfrom the sea of unsystematic hinguae in his environment. Thesegrammars which the child constructsare called generative. They consist of a set of hierarchichal rules. With these rules anda vocabulary of words used in his environment. the child is ableto generate novel utterances never heard before. In contrast. to previously proposed SR models of language, children donot simply learn all their utterances by imitation. Moreover.as McNeill explained, there is a distinction between a speaker's competence andperformance. Competence is what a person knows about lamruage. whileperformance is his nse in actual talking or listening. Competenceis the invisible underlying structure; perfor.rmance is the visible end product. In acquisitionof language competence, normal ehildrenappear to progress through an orderly sequence of linguistic patterns.At. each of these levels. children employ grammars which differ fromadult irramniar. These child grammars are not merelypoor imitations of adult grammar but rather characterize the distinctiveset of rules within the child's competence. McNeill traced linguistists' knowledge ofthese levels. In addition McNeill hypothesized thatthere are critical learning stages for huignage acquisition. The capacityappears to reach a peak between the ages of two and four andthen declines. It may even disappear with the beginning of adolescepee.In concluding, McNeill proposed expansion asa model for educating deaf children and urged an early beginning. Since McNei'rs paper, frequent referencesto psycholingnistic research are fon...I sprinkled through theliterature. The works of Chomsky, Brown, Ervin, Braille, andLenneberg were obviously being read and pointed toas having significance for deaf education. More recently. Moores OM a) retraced thedevelopment and major points of psycholingnisties and discussedthe implications for deaf education. He further reporteda "doze" procedure study of the psycholinguistic functioning of deaf adolescents(Moores, 1970 b). Lenneberg (1970) discussed the biologicalbasis of language in a 1970 Annals paper. Through his work(Lenneberg. 1964) he has emphasized and explored its relevanceto language development in the deaf. With these articulate,papers and the enthusiastic interest of deaf educators in psycholinguistics, the questionof why there is still so little understanding uf the theories andso little impact in educational practices naturally arises. Several factorsmay be responsible. One barrier lies in the nature of the problemitselflanguage and its speakers are extremely complex entities,and any theory whichcan account for them must of necessity be equallycomplex. Whereas a stimulus-response model of language learningwas a rather simplistic one and had no concern for what was inside the littleblack box. the more recent generative model brings into play biologicalconsidera- 06Z sun!) pull 51) 0.%!3!tili011 11.19m sossaao.ul .)!).t.)))uu -05110,) .q)taul) .li0ial.1 pi() .1.10111 x.)1(11m)0 101)0111 u 0..l'ipNmou Jo 50.1u11..).1 .topuoaq SrlololloSsd pun sausulliutI .10J au, (wino.' 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Juap lumps .1!,p .wp.lo 04 optri orlpimoill .)!Ispt.:Ou!I .motho0. lti.if!a-S1.1od 111!.00001 opp15 540 010.1,4 iI4.111°J sssui.) x!s pop p.naaps apu.1.11 pun -.4.1p1 54aafg0s .10j t4.010J p).ot so) nuusuolu )ootu.toplau.qopou1x0.o1(10 opo.tri ri1!puo.1 (s4s,)4 *mom p.m' 4v.)p st.; 292 came from three educational orientations: linger-spelling( Louisi- ana School for the Dea 1 ): oral ( ('enter) : and combined (Texas School for theDea 1). ."pitta I The subject's task consisted of readinga sentence shown to him on a screen and then placingone toy in relation to another seittowe described. as the Slide The toy which the childheld in his hand (mobile perceived subject, while toy) was always the the toy already placedin the track before him (fixed toy)was the perceived object. The subjects were of fourtypes: sentenees presented to the ( 1 )active statements withmobile toy as grammatical subject; and logical slide .1 (2)active statements withmobile toy object; as grammatical and logical slide4 (3)passive statements withmobile grammatical objeet: toy as logical subject and Slide : (4)passive statements withmobile grammatical subject toy as logical object and Slide li Two sets of sentences trucks; the other were constructed: one usedgreen and red used black aml whitedogs. Three presentations of these eightsentences were shown to each tested individually. subject. Subjectswere Instructions were givenorally to hearing subjects. To the deafsubjects they finger-spelling and sign, were conveyed by speech-reading, gestures, and printed cardsin whatever way was necessary for theindividual child's practice trials assured understanding. Two that the subjectunderstood the task before experimental trialsbegan.The experimenter reading latency, object recorded sentence plateement latency. totallatency anderrors. Slide 7 Results showed that the Huttenlocher,et al.( 1 9(18) finding of increased latenciesacross the four sentence when trucks types was replicated were used but not when dogswere used. This finding stresses the importanceof the interaction between tics in the currenttheory of transformational syntax and seman- a difference between trucks grammar. (There is and this semantic pushing trucl-s and dogschasing dogs; difference affects the syntacticrelationships.) More important forour interests, the deaf subjects' revealed that they required performance but that their longer latencies thou thehearing subjects patterns of relative latenciesamong the four sentence 293 types were the same as those of hearing subjects. In other words, although it took them longer, they appeared to use the same processes. The differences are quantitative, but not qualitative. This finding suggests that deaf children have the same kind of transformational processes as part of their language competence as do hearing children when comprehension of written sentences is assessed. Evidence from other studies supports this general finding of quantitative rather than qualitative difference. Within the past week. Dr. Penelope Odom has conveyed to me results of a recently completed study that will be published soon. On a comprehension tusk where subjects were required to rate anomalous simple declarative sentences 1 for sensibility and then change 'one word. performance of deaf subjects was identical to that. of hearing subjects. This testing of base structure knowledge yields further strength to the above findings; Although these studies ntilized older deaf children, their implications support the hypothesis that young deaf children possess the same language competence features as hearing children. An investigation of "Early Speech Development in Deaf Infants" by Lach, Ling, Ling, and Shill, (1910) indicates that the phonological development followed the patterns described in normal infants. Studies of deaf children of deaf parents underway by Bellngi and Moores may yield even further support. Such findings acid strength to the relevance of psycholingiustic theories for deaf children as well as increase our knowledge of what deaf children learn in language acquisition. They point stringently to sonic implications for the field of deaf education. We at. the Collier Center feel that we are compelled to attend to these implications and model our program and curricula accordingly. Although we are only beginning to scratch the surface, let me share some of our current directions with you. Acknowledging the crucial implications of critical stages for language learning, our prime goal is early identification and educational beginnings.Underpinned by our clinical audiology staff's expertise in infant testing and by a growing awareness among our medical community, we are identifying hearing losses at increasingly early agesmost at the6month to 2 year level. The top priority of our Center is to get sound to the infant and stimulate his auditory system through proper amplification. The vehicle for immediate intervention is provided by our Infant Home Training Program directed by Susan Mann. Work at this level is with the parents, and the guidelines are based solidly on psycholingnistic principles such as those described by McNeill(1966, 1970),Menyuk(1969),Lee(1966) and others. The idea is to allow the deaf child's language acquisition device to function and progress through the normal developmental linguistic stages. To facilitate this progression parents are taught to talk to their deaf child at the grammatical level one step above the child's current level of functioning. For example, if the child has currently developed to the holophrastic stage where lie uses single words to stand for sentences or commands, such as "ball !" meaning "Give me the ball !" the parent constantly responds to him in the pivot-open level such as "give ball !" or ilthrow ball !" This is an attempt to allow the child to receive sufficient language samples upon which his linguistic competence may operate and move from level to 3)1 294 level. Since the deaf child does notappear to be able to data from theextensive adult grasp such input, cannot sufficiently grammar. that. is, his limitedsensory comprehend enough ofadult grammar operate upon, the linanikIticsamples provided to or transformed to be within to him are thus reduced his comprehension.Since time does permit. me to describethis approach in not write Susan Mannat. Caine'. for greater detail, Iurge you to interested. more information ifyou are Another important thrust involves theprovision ofa developmentally based curriculumonce the child actually around theage of three. Unless the enters preschool develop at his child is allowedto continue to own rate, all of the best.efforts of infant, training be obscured. Equallyessential is the recognition will development.among an individual child's of uneven rates of be especially various abilities. Thismay true for deaf children.Thus von can led Virginia Herzogto tackle t he tremenilons see the need which task of preschoolcur- riculum which she willshare withyou in a few minutes. One other pointseems apparent.. Language. child who beginsat. six or who development for the a totally different. problem. may have multiple handicapspresents Children in thiscategory are not only forced to face languageacquisition with faulty also attempt itat a time in life equipment., they must have passed. Many when readiness forthat taskmay new approaches suchas the increased audio-visual aids, programmedlearning materials, etc. hold new promise. computer assisted instruction, Recent Piagetianfindings and their tions for deafeducation and education transla- (1966, 1910) provide in general byHans Furth major considerationsfor educational The key to theeffectiveness of all of strategies. lie in suchsystems for individualizingthese strategiesappears to me to by Frank Powell. instruction as will bediscussed As far as my jobas a clinical psychologist researcher in a hearingand speech centertheand psycholinguistic allowing me to observeneeds, look for setting is ideal in within the applied answers, and feedback results setting. It is throughsuch daily interaction psycholinguistic researchand deaf education that meld intoan effective force in the can most effectively researcher, I development of children.As a am faced with a multitudeof questionsWhat most effective mediumfor getting language is the -What are the critical samples to deaf children? components of language?What are the implications of cross-modaltransfer for language effectively measure learning? Howcan we language levels in deafchildren in order fy their individualcurriculum needs? to identi- about variousaspects of deaf children'sThe unansweredquestions linguistic competencestill remain. Within allof this, asa clinician, I ant forced daily and lookat. our kids and ask: to back off we are doing,can this child as a result of or in spiteof what with his family and communicate insome meaningful way peers?is he experiencinghimself as a valuable individual?is lie gainingthe skills, flexibility, self-direction tomove freely in his environment?independence, and In conclusion, I wishto re-emphasize four (1) recent psycholinguistic major points. guage possesses a set of research reveals thata speaker of lan- hierarchical rules aboutsound, meaning, and 295 syntax that allow him to generate an infinite number of well formed sentences of his language; (2) children come to possess these rules of adult grammar by progressing through a series of child grammars which are unique rather than merely poor imitations of adult grammar and thereis an optimum stage for this language acquisition; (3) deaf children appear to develop linguistic competence, as seen in comprehension task performance, that is qualitatively similar but quantitatively poorer than that of hearino. children: (4) thus (leaf education can andmustinculcate the findings of psycholinguistics into curricula beginning prior to the critical stage for developing language competence and culminating in generative language performance. TABLE 1FOUR SENTENCETYPES (SLIDES 3-(1) (1) The red truck is .pushing the green truck.* (2) The green truck is pushing the red truck. (3) The green truck is pushed by tio red truck. (4) The red truck is pushed by the grog' truck. Itcd t nick Is mobile toy, perceived net: green truck Is fixed toy, perceived object.

Trucks

-Dogs - eee /e Deaf Ss ee

.... Dogs

Hearing Ss

1 2 3 4 SENTENCE TYPE Fig. 1Object X sentence type interactions for 1.3 allsubjects.

77-903 0 - 72 - 20 313 296 LIST OF REFERENCES Babbidge, flouter D., Chairman. Education of the heat in the I: nitet' States. Report. of the Advisory Committee.Volta Replete, 19(15. 67, 345. Blanton. It L., Mutually, J. D.,and Odom, Penelope. linguistic Processes in the Deaf. Final report: Psycho- Burroughs, Judith and Koplin.Vanderbilt University. 19(17. II. Sentence Comprehensionin Hearing and Deaf Children. Unpublisheddoctoral dissertation. Vanderbilt Chomsky, Nonni. Aspects of the University, 1909. Press, 1965. near,/ of Syntax. Cambridge,Mass.: MIT Chomsky, Nonni. The Formal logical Foundations of Language.Nature of hangnage. In Erie H.Lenneberg, Bio- 39T-442. New York: John Wiley andSons. I., 1967, Cooper, Robert L. and Rosenstein, Joseph. Language Acquisition44 Deaf Chil- dren. In Steven I'. Quigley(Ed.), Language Acquisition. Alexander Graham Bell Association Monograph of the Furth, Hans. Thinking Without for the Deaf. 1966. 46-55. Language: PsychologicalImplications of Deaf- ness. New York : The Free Press,IOW. Furth, Hans. Piquet for Teachers. 1970. Englewood Cliffs. N.J.: Prentice-1NR,Inc., Cough, 1'. B. Grammatical nal of Verbal Learning andTransformations and Speed ofUnderstanding. Jour- Gough, I', 13. The Verification ofVerbal Behavior, 1965, 4, 107-111. Sentence Length. Journal ofSentences: The Effects of Delay ofEvidence and 492-196. Verbal Learning and VerbalBehavior. 196. 5, uttenlocher,.1., Eisenberg, K., and Strauss,S. Comprehension:(telethon between Perceived Actor andLogical Subject. Jaurnal of Verbal Verbal Itcharior, 1005. 7, 300-304. Learning and Kopp, Harriet G. Applications Systems Concept to Teachingthe Deaf. Ameri- can Annals of the Deaf, 1966.111. 668-677. Lech, R., Ling, I).. A.11., and Ship, N. Early Speech Infants. American Annals of Development in Deaf Lee, Laura L. Developmentalthe Deaf, 1970, 115, 522-526. and Deviant Syntactic Sentence Types : A Method forComparing Normal 1906, 31, 311-330. Development. Journal of Speechand Hearing Disorders, Lenneberg, Erie 11. What is Meant by a BiologicalApproach to Language? American Annals of the Deaf,1970. 115, 07-72. Lenneberg, Eric 11. Biological Wiley and Sons, Inc.. 1967. Foundations of Language. NewYork: John McNeill, David. The Capacityfor Language Acquisition. (Ed.), Language Acquisition. In Steven P. Quigley sociation for the Deaf, 1966.Monograph of the Alexander611011111 Bell As- \IeNeill, David. TheAcquisition of Language: The cholinguisties. New York Study of Developmental Psi,- Menyuk, P. Sentences Children: Harper and Row, Pub., 1970. Miller, G. A. Some PsychologicalUse. Cambridge. Mass.: M.I.T. Press. 1969. 1902, 17, 748-762. Studies of Grammar. AmericanPsychologist. Moores, Donald F.Psycholinguisties and Deafness. Deaf, 1970, 115. 37-18. American Annals of the Moores, Donald F. AnInvestigation of the Psycholinguistic Adolescents, Exceptional Functioning of Deaf Slobitt, D. 1. GrammaticalChildren. 1970, 30, 645-652. Childhood and AdnIthood.Transformations and SentenceComprehension in 1066, 5, 219-227. Journal of Verbal Learningand Verbal Reba rior. SUGGESTED READINGS RE: PSYCHCIINGUISTICRESEARCH AND DEAF CHILD!: EN PsYcnousouisTiesGwissm, Deese, Jetties. Psycholinguisties.Boston Smith, F. and Miller,G. A. (Eds.) Allyn and Bacon. Inc.. 1970. Mass. :M.I.T. Press, 1066. The Genesis of Language.Cambridge. Lenneberg, E. H. Biological and Sons, Inc., 1967. Foundations of Language.New York :John Wiley

3 n, 4 2g7

DEVELOPMENTAL PSYO 101.IN 0 UISTICS Lee, Lama L. Developmental sentence types: A method for comparing normal and deviant syntactic development. Journal ofSpeech and Hearing Dis- orders,1906, 31. 311-330. Menyuk. Paula.Sentences Children Use.Cambridge. Mass.: M.I.T. Press, 1909. McNeill. David.The Acquisitionof Language:The Studyof Developmental Pyscholinguistivs. NewYork : lIarper and Row. Pub.. 1970.

PSYC OLI N (MUMS AND DEAFNESS Quigley. Steven.Language Acquisition.Monograph of the Alexander Graham Bell Association for the Deaf. 1960. Blanton. It. L. Language learning and performance in the (leaf. In Rosenberg. S. and Koplin, J. H. (Eds.)Developments in Applied Psycholinguisties Re- search, NewYork: The MacMillan Co., 1968, 121-170. Moores. Donald F.Psycholinguisties and deafness.American Annals of the Deaf, 1970, 115. 37-48. Moores, Donald F. An inestigntion of the psycholinguistie functioning of (leaf adolescents.Exceptional Children,1970. 30, 045-652. Lenneberg, Erie II. What is meant by a biological approach to language? AmericanAnnals of the Deaf,1970, 115. 67-72.

PSYC iI 01.00ICAL-(;8N ERAI. Hall. E. A conversation with .Tenn Piaget and Barbel Inhelder.Psychology Today, 1970. 3, 12. p. 25. Furth, H. G.Piaget For Teachers.Englewood Cliffs, N. J.: Prentice-Hall. Inc. 1970. PIAOET AND DEAFNESS Furth. H. LI.Thinking Without Language: Psychological Implications of Deaf- ness. NewYork : The Free Press, 1030. INDIVIDUALIZING LANGUAGE CURRICULA Frank W. Powell, M.S., Callier Hearing and Speech Center Pilot School for the Deaf, Dallas, Tex. The day has been spent in discussing Individualized Instruction and Curriculum Development. Several different approaches have been explained and amplified. Each discussion, I feel sure,was the product of program change and brought abont by the influence of educational technology which is now beginning to nudge us into more action. It is evident. by now that the complexity of curriculum design and implementation of a program of Individualized Instruction for deaf children is not an easy task or one that is done in the well known summer workshop. The two people who have preceded me today from Callier Hearing and Speech CenterPilot School for the Deafhave reported on segments of an educational system which has been designed by the staff of the Individualized Instruction Project under the direction of Mr. Carl Nordwall. This project is going into its third year at the Pilot School and is funded by Media Services and Captioned Films in the Bureau of Education for the Handicapped. My respqnsibility today is to give you an overview of this program and relate it to the published topic Individualizing Language Curricula. For our purposes it was necessary to define the two major components of the project as (1) educational systems and (2) individual- 298 ized instruction.These are the system is how all definitionswe use: an educational people, activitiesand things in ment work togetherfor some the school environ- riding an purpose. Our individualizedprogram for our deafpurpose naturally ispro - ized 11+801101°nis definedas getting the appropriatestudents. bull vidual- learning experiencesin the school alternatives and individual child. to accommodatethe needs ofthe Using definitions as open as this,we find that analyze all tl.li.n.gs-tliatwould tend to we must critically this, we designed influence thelearner. To do which r will displaya model called TheCattier Educational in transparencyform to help System have attackedour job of implementing explain howwe into this, 1 feel the project. compelled tosay that we have Before getting difficulty of thetask we have come to realize the for most of undertaken. It is us who are traditionbound to re-orientparticularly painful re-educate ourselvesto a systems approach. our thinking and You have heard our rationale forre-shaping pre-school children.This relates to our curriculum for Project directly since our IndividualizedInstruction velopmental stages we are looking at theindividual child in and in achild-oriented de- school curriculumat this time is curriculum. Thispre- so that when academic as a preparation timefor the child subjects becomeour major concern, have some informationabout how he we will In trying todescribe can handle it. levels, we our activities at theprimary and are again forced tolook at what elementary child to learn.If we decide we are outlining forthe to individualizeand really can no longer take thestandard curriculum mean it, we ate it, and thinkwe are individualizing. which has evolved,medi- and pencilprograms on isolated We also cannotwrite paper vidualizing instruction. concepts and thinkwe are indi- We must lookat. the whole design an educationalsystem to understand process and influence the learner.(Figure 1) all the variableswhich .z. ** fest, Of 160 t 11<0.4:7.411...... I tte 1.1.:11.81 . 11 r I .., , ..0. 300 Here is the monsterthesystems model of which will concentrateon the center portion since I have spoken. I ing. Inessence, we are looking this is the mostdemand- learner. If we at a school, thecurriculum and the can properly implement.this portion, then the stage forIndividualized Instruction. we have set In this system,we are identifying all of the learner. Wehope we have thought the elements whichact on these 19 elements, of everything. Inexamining we have found one whichseems to exercise control over most of the others inthe sub-systemthis continua. Objectives element isobjectives ing curriculum. continua seems to bethe starting pointin build- In determiningobjectives emitintia, ing sequentialstructurescope and you are provid- and also providing sequence of what is to betaught a realistic way tomeasure progress and determine where alongthe continuum the a way to jectives continua in learner is. To writet,b- behavioral terms,we have pre-test and' information. We haveidentified the following past test which will be includedin the child's school areas of concern have writtenor are in the process of program (Figure 2). We tinua in theseareas. completing the objectivescon- Once the objectivescontinua for these other elements ofthe sub-system will areas is established, the prescribing individually act as aids in theprocess of for each child. It isfar too time consuming to discuss each elementseparately and it is here. We also feel not my intent to doso that Assessmentand Evaluationare also a sub- system which shares equalimportance with objectives involves knowing entering continua. This behavior as wellas evaluating how well the child has met thebehavioral objectives. Figure 2 Communication skills (language) Speech : Motor development: Speechreading Art Auditory training P.R. Writing (expressive) Penmanship Generative grammar Perceptual development: Academic subjects: Visual-motor coordination Math Perceptual constancy Social skills and studies Figureground perception Scier.ce Spatial relationships Ren .ing Position in space In r immary, Iwant to come back to the izing fAinguageCurricula. Most of original topicIndividual- are f it too limited to us have found thatour resources try to programa language curriculum. know that languagefor the deaf child We sti1.ed any is something thatcannot be more into formats, but mustbe alive and continuous. hope byprogram design, we can provide We teacher to planso that language conceptsstructure necessary forthe sequential steps for the are presented in logical, child. Individualizingwill help the language to be providedto the child when his pertinent peakprovidingwe have planned well. interest level is at its

37:8 301 INDIVIDUALIZING LANGUAGE CURRICULA Virginia Herzog, M.A., Callier Hearing and Speech Center, Dallas, Tex. Curriculmn has been a major concern of educators of the deaf for decades. Now with the vastly growing population of pre-schools and infant training programs, it seems that many schools are without adequate curricula to meet the needs of the young child. After reviewing curricula from other schools, it appears that material written for beginning 6-year-old deaf children has been lowered with the expectations of having 3-, 4- and 5-year-old children fit that mold. Our concern for the development of a new curriculum evolved for several reasons. Probably our first concern arose from the slowness and/or lack of receptive and expressive language acquisition in our population. Our 5 and 6-year-olds, who have been in school 2 and 3 years, are functioning ahead or at age level in non-verbal tasks and have a greater visual attention span. They display better adjusted behavior patterns, but they do show some visual motor problems. As far as language is concerned, these children are not up to par in language structure. The curriculum we were using was non-functional as far as being useful for our teachers.It did provide a list of words, primarily nouns, and a list of speech elements, but it definitely was not child oriented. Generally, it was felt that one of the main causes for this lack of language acquisition was expecting 3, 4 and 5-year-old children to function as 6-year-olds. This raised the question, "What can be expected from a 3-year-old 'normal hearing child'?" During the past school year, the population of our pre-school department has doubled over the 1969-1970 school year. The 1969 - 197n school year showed us to have a population of 81 students, while the past year showed us liming a population of 162 students with 26 of these being enrolled in the Infant Home Training Program. The influx of these children placed great demands upon our physical plant, requiring ns to make modifimtions of some classrooms and it made even greater demands on our staff. From these areas of concern has arisen our need for a curriculum providing more than just a list of words and speech elements. Before we could start on a new curriculum, we had to assess what we had and what we wanted. We came to the decision that we needed a curriculum to provide not only experiential type activities for language development, but, also for the development of cognitive skills and social-emotional development. It was decided that the curriculum should provide for the individual needs of each child and for a flexible and an unstructured environment. The best way to answer some of our questions and to lay a foundation for our curriculum seemed to be to research the literature in the areas of psycholinguistics, child development and Piaget. Since a lumber of the children in our population are disadvantaged or deprived, it was deemed necessary to research the literature in this area. Research of the literature in child development was our starting point. Information on the following age levels was compiled: 18 months, 2 years (24 months), 21/2 years (30 months), 3 to 4 years, 4 to 302 5 years and 5 to 6 years. Itwas my feeling that collect dataon the 21/(> year old it wasnecessary to between 2 and child because 3 years ofage can providea time span of 6months changes. Therationale for many developmental old childwas based oil datagathering informationon the IS months testing of that. Dr. Burroughshad collected our entering population.Her data in her our population showed seemed to revealthat ment skills some lag after ISmonths in particularly in thearea of position in motor develop- language development,a plateau seemed space. In verbal Non-verbal and to be reachedat 9 months. cognitive skillsseemed to follow hearing child;however,some lags the range ofthe larger percentageof emotional were evidencedbecause of Some of this overlays and a lag may bedue to the lack behavioral problems. activities. A delay of exposureto various to parental was shown in selfhelp skills which attitudes. Thesefindings may be related Denver Developmental were based on datafrom the At this point, Screening Test. I think thatI should explain is being writtenfor children that this curriculum majority of falling withinthe ages of our entering childrenare age 3. As Dr. 3 to 6. The explained, SusanMann, our teacher Burroughs has Program, is using in the InfantHome Training is our hope Rat a psycholinguisticapproach with children comingout of her her children.It able to proceedthrough the program at age 3 will entering for the curriculum faster, be first time atage 3 may havewhile thosechildren pace, thus requiringa more flexible to move at.a slower Informationwas collected fromcurriculum. on child developmentplus a separateapproximately 9differentsources This information summary of readingson Piaget. was classified intocategories of fine motor-adaptiveskills, personal-social motor development, development, play, development,language The language moral behavior,cognitive and developmentcategory was dividedvolitional behavior. relating to timeconcepts, classification into sub-categories ber concepts,sentence structure concepts, spaceconcepts, num- tion are lists and speech.Included in the composed of thecharacteristics of the compila- and the needsof a childat these various child asa person gotten is theapproximate attention age levels. Notto be for- ages (Figure 1). span of a childat the different. This transparency brieflyexplains how the piled and itshows an example informationwas com- categories. 1 have of some ofthe categories selected the 3-to 4-year-old and sub- tion since thisis wherewe arc starting.child for thispresenta- condensed versionof our original Thistransparency isa gories, sub-categories compilation. Not andsources are included. all of the.cate- activity, for thesecategories presented, One representative and runningacross the page has been selected.At the top mental refers are noted the to the screeningtest by thatsources. Denver Develop- makes referenceto the authors name. Smart andSmart and Relationships. of the book,Children: Dr. Meadwas an instructor Development University andher data at MichiganState the Merrill were gathered inconjunction with Palmer Institute.lime information work at Poole was alsocollected by Dr. from McCarthyand from Developmental Mead. Gesell's Diagnosis, co-authored informationcame by CatherineAmatuda.

310 303 Other sources were Berry and Eisenson's Speech Disorders; Haeus- sermann's Developmental Potential of Pre-school Children: the Communicative Evaluation Chart and the Office Evaluation of Devel- opment at the Medical College of Virginia Pediatric Outpatient Department. This format was used so that a broad scope could be made of the agreement among sources. If there appeared to be dis- agreement among these sources regarding the ages for the development of some activities, this was noted by including the age at which other sources felt the activity was developed. An example of this is exhibited in the area of personal-social development.

FIGURE I.CHILD DEVELOPMENT P-4yearold child/ 1i o1 r . . i1 .= Lii I i i o if, z g ,s, 1

Motor development: Balances on I foot I second X X X Fine motor-adaptive: Imitates vertical line within 30 degrees X X Personal-social: Puts on shoes, not necessarily on correct feet 2ti X X Language development: Repeats 3 digits X X A. Time concepts: Knows night end day X 8. Classification concepts: Classify color

The complete compilation from ages 18 months to 6 years was presented to the pre-school teachers. The teachers were quite receptive to the information and seemed to feel that it would be valuable in the development of a new curriculm. Some of the teachers have put this information to use the past semester and have found it helpful to better understand their children. Some of these teachers have found that they were expecting too much from their children, while others have not expected enough. Not only that, but it has aroused an interest in these teachers to do some reading on their own. This compilation of information, Piaget's writings and psycholinguistics are being used as the foundation for our new curriculum. We are not trying to make our children normal, but we want to give them the opportunity to develop as normally as possible at age level, rather than making them mature faster or possibly retarding their development in some areas. We want our children to have the opportunity to be children. A skeleton of one unit has been completed. After this unit was begun, it was wished that some other topic had been chosen. I am not satisfied with this one, but it does represent the basic format for our curriculum (Figures 2, 3). As you will note, we are using maturity level rather than chronological age. Our rationale for this is based on the fact that many of our children chronologically are not mature for their age level. For example, we may have an entering 6 year old, who is mature in the

311 304 area of motor skills, but he may be immature in languagedevelopment. It is hoped that byproviding a flexible would be able to lit into curriculum, this child the curriculum at hismaturity level in both areas. At the beginning of eachunit. will be the bevelopmental Rationale for that unit. Youwill note that self-concept as the rationale for this unit. is being used more as a guide for the teacherThe behavioral objectivesare written to determine where she shouldset her sights. Each teacher willprobably have to write objectives for each individual her own behavioral leading to all other activitieschild. Language is thefoundation developing cognitiveskills, communication skills, perceptualskills and motor skills. tions to parents will be A section forsugges- aid the first included. This is beingdone particularlyto year teacher with her parentclasses. Each unit will be followed by units at the4-year-old level and the reviewing the 3-year-old 5-year-old level, level and expanding theappropriate language at the 4- and 5-year-oldlevels. One of the gested that motor skills and teachers has sug- aides so that the classroomperceptual skills be directedto teachers teachers will havemore time for individual work with each child.This approach feasible. appears to be most.

FIGURE 2.MATURITY LEVEL: 3 YEARS

Developmental rationale: Ur.itParts of the body For the development of a healthy emotional and physical 301.o:incept. To develop existence, his conception of who and what he is. an awareness of each individual's Beim.ioral objectives: (1) Given the (allowing sets of body parts sets. on picture cards: Eyes, ears, toes, arms andhands, the child will match the (2) The child will discriminate 8 of the12 nouns receptively. (3) By means of receptive language, the child will demonstrate his understanding Walk, run, jump, stand up and sit down. of the following action verbs:

Instructional materials Content areas (suggested materials) Activities (suggested activities)

Language (suggested vocabulary): Nouns: (a) Receptive (speech reading). Hoe. Flannelboard.3 Eye (eyes). Instruct° set Use the vocabulary appropriate for thechild. Hair.) My lace and body. Ear.) Have the child assemble or disassemblethe lace or Verbs: body on the fiannelboard. Walk. Run. Eat. Adjectives: One. Two. Pronouns: I. Me. Expressions: Wash your hands. Brush your NA. Dolls.; Brush. Have child brush and comb his hair anddoll's hair Comb. Write experience story. (b) Auditory training. (c) Expressive.

Suggested maturity level, not chronologicallevel. Homophonous wordsteach separately. Denotes materials for teacher and childuse. In-service training will be a must to assist the teachers inunderstanding and using thecurriculum. It will also provide training to familiarize be necessary to the teachers with thepsycholinguistic 312 305 approach to language development and what expectations they should derive for their children. Many of our teachers are going to have to change their ways of thinking. Rather than demantling, "May I go to the bathroom ?", they will need to be able to accept language phrases such as; "Bathroom?" "Go bathroom?" or "I go bathroom?". Since part of our job is to teach conummication, we should be accepting and encouraging of all attempts to communicate by the young child. Dr. Burroughs and I plan to devise. a developmental inventory from the information that has been compiled. It is our hope that the teachers will be able to use this as an assessment tool at the beginning of the school year to establish the strengths and weaknesses of their children and then proceed through the curriculum on the basis of these strengths and weaknesses. We are not saving that our approach is it panacea but we are going to give it a try. 'Presently, it appears to us to be workable. LIST OF REFERENCES (1) Anderson. Ruth M.; Miles. Madeline and Patricia A. Matheny. Communica- tive Evaluation Chart from Infancy to Five Years. Cambridge: Edu- cators Publishing Service. Inc.. 1904. (2) Berry, Mildred F., and Jon Eisensou.SpeechDisorders. New York : Appleton-Century-Crofts, Inc., 1956. (3) Frankenburg. W. K., M.D., and J. B. Dodds, Ph. D. Denver Developmental Screening Test. Denver: LADOCA Project and Publishing Foundation, Inc., 1967. (4) Gesell, Arnold, M.D., and Catherine S. Amatruda, M.D. Developmental Diagnosis. New York: Harper and Row, 1907. (5) Haeussermann, Else. Developmental Potential of Preschool Children. New York : Grune and Stratton, Inc., 1958. (6) Office Evaluation of Development, Medical College of Virginia Pediatric Outpatient Department. (7) Smart, Mollie S., and Russell C. Smart. Children: Development and Rela- tionships. New York: The Macmillan Company, 1968. TUESDAY, JUNE 29 Federal ProgramsASB Dining Room Chairman: Dr. Frank B. Withrow, Director, Division of Educational Services, Bureau of Education for the Handicapped. 10 :30 a.m.-11 :45 a.m.: FilmDr. Sidney P. Marland, Commissioner, U.S. Office of Education, Department of Health, Education and Welfare; "Federal Pro- grams for the Handicapped," Dr. Frank B. Withrow, Director, Divisionof Educational Services. Bureau of Education for the Handicapped. 1 :30 p.m.-4 :00 p.m.: "I'resohool Education for the Deaf," Jane DeWeerd, Educa- tion Program Specialist, Early Childhood Education for the Handicapped, Bureau of Education for the Handicapped ; "Career Bduoation for the Deaf in the 1970'8," Malcolm J. Norwood, Assistant Chief, and Ernest E. Hairston, Education Program Specialist, Media Services and Captioned Films, Bureau of Education for the Handicapped. FEDERAL PROGRAMS FOR THE HANDICAPPED Dr. Frank B. Withrow, Director, Division of Educational Services, Bureau of !Education for the Handicapped What is the role of the Federal Government in education, rehabilitation, social services and employment with deaf individuals? For well over a hundred years the Federal Government has shown its 313 306 interest inhandicapped people. through its This was mostobviously developed support of Ga HamletCollege for the Deaf can Printing Housefor the Blind. and the Ameri- Government entered One might askwhy the Federal this field ofeducation ? Was it humanistic interestin these people?Was it the because of the responsibility fora part of education? acceptance of Federal interest in deafindividuals Undoubtedly thehumanistic sional testimony was enhanced by theexcellent Congres- presented by deafindividuals which influenced Congress.The establishment undoubtedly significant precedentfor the relation of GallaudetCollege wasa education. of the FederalGovernment and It establisheda concept that the ested in thisgroup of handicappedFederal Governmentwas inter- interest one mightask why elementarypeople. If it hadbeen a total deaf were not and secondaryschools for the also funded at thistime. Since only established at thefederal level, the collegewas issue wasone known as "economicswe must conclude thatthe central Government has the of scale," i.e.,only the Federal other way of statingresources to providea college for the deaf. this is that thenumber of deaf An- to receive a collegeeducation was small. persons eligible highso high thatit was unrealisticthe cost to theindividualwas private resources to to expect eitherState, localor I am maitioningprovide such education. "economics of scale"since it is the hind the ultimatejustification for all principle be- Federal supportfor the handic.pped. educational legislationfor at this timein our history, the It is importantto note that, ment to basic education. Federal Governmenthas no commit- All Federal fundsfor education marked" for redressinginequities within are "ear- patterns. They allassume a lack of serviceslocal and/or Statefunding feasibility from theState or local because of economicnon- assistance LittleRock could standpoint. Forexample. without gram for 50 or so not afford a vocational handicapped children.It is importanteducation pro- relation of theFederal Government to note this education expenditure to education sincethe Federal is by definitiononly expended venture. By itsvery nature, therefore, for high risk junior partnerin the educational the FederalGovernment isa Federal Government's community. Forexample the share of educationis between 6 In light of thistraditional posture, topercent. changes that we can now begin tolook to may be in the offing.President Nixon's tion and generalrevenue sharing proposals special educa- lying concepta new role for the Federalhave as an implicitunder- would be anon-categorical sharing Government. Thisnew role needs. of revenue forbasic educational A state would be able to determineexactly where the go and what it wouldbe used for, while money would most urgent educational theoretically meetingthe needs of thatparticular state. this kind ofnew responsibility would 'Undoubtedly, cooperation between mean a greater andintensified Federal, State, andlocal programs. result in mutualplanning across This should deaf has been many agencies. Education unique since it hastaken place in of the tutions ranging fromState residential many different insti- schools, to cityschools, day programs and private day andresidential facilities. activities of theFederal Government One of the major is to providea vehicle for plan-

314 307 ning that includes all agencies. The goal of planning is net necessarily to determine what the specific State school for the deaf can do nor what the city of Chicago can do for the deaf child but rather what the entire State can do with all of its resourceseducational, rehabilitation, medical. and welfare, services for deaf people. This is a positive step forward, perhaps the most positive aspect of the entire Federal involvement with education of the deaf. We no longer have the luxury of simply looking at the world from our own parochial viewpoint of the school or class that we represent; today we must work with the total resources that are available within the States and across States. An example of "across States concern" is with the dis- crepancy that exists as some States report serving upward to 80 percent of their handicapped children while other States report serving less than 20 percent. It is impossible for us maintain a program that allows the happenstance of geographical location to make the probability of education for a handicapped child four times greater in one State than in another. For this reason, the Federal Govern- ment will take a more active hand in these highly inequitable instances. This is most obviously seen in extremely severe multiply handicapping conditions such as the deaf/blind. As many of you in this room know there are 10 Federally sponsored Deaf/Blind Centers operating on a regional basis throughout the United States. This is justified on the basis that education for this kind of child is extremely expensive. An expense that probably no single State can afford to pay and certainly no local agency can long bear the costs. The Fed- eral Government has accepted the responsibility of providing as much total service for this child, and his family as a region will allow. Even if a general educational revenue sharing program develops, as has been proposed by the Nixon administration, I would anticipate that certain categorical or catastrophic services such as the specific funding for deaf/blind centers. captioning of movies for 'the deaf, talking books for the blind, and other high risk activities would be maintained. Under the present Federal program there are two di- chotomies, one deals with program discretionary money or that money that goes directly from the Federal Government to a local specific institution and the other is State formula grants. Examples of discretionary money for the handicapped are teacher training grants to specific universities and/or State Departments of. Education, grants to support Captioned Films for the Deaf, research grants, grants that are made for specific areas such as Deaf/Blind Centers. Early Child- hood Education Programs, Special Learning Disabilities Centers, and other special activities that are conceived of as being a prime catalytic responsibility of the Federal Government. You will hear about the Early Childhood program in more detail from Miss DeWeerd later on this program. The justification for an activity of this type by the Federal Government is that it can provide an example and leadership for States in an area which will enhance the educational programs for handicapped children. Other Federal categorical funding State grant programs provided are based upon a number of different resources such as formula based upon population, i.e., the number of children between 5 and 21 years of age. The Title I 'SEA program P.L. 89-313 that goes to State institutions is based upon the average daily attendance within that

315 308 institution. Once the Federal formulaprogram is established the money goes to the Stateagency and it becomes tionary program withinthe States. Differenta competitive discre- ent communitiesmay have entitlements institutions and differ- ever, in Part B EHA and as in the case in Title I,how- ESEA Title IIImoney may flow from completely competitivediscretionary operation a point based at theState level. Vocational with the decision complex formula based education utilizesa rather is putting into upon the amount of effortthat the community ties, the tax base,vocational education whichis calculatedon the coun- population, etc. Thechoice or decisionpoint in terms of people seekingmoney for specific projects in is within the StateDepartment of Education the programs designated State agencies. or other appropriately These programsare obviously not considered ing. Theyare set aside specifically for general revenue shar- capped children. No the use of educationof handi- money is sub-earmarked forcategories of the handicapped, for example,no money must be given deaf or schools for the to schools for the blind. There must be,however, an overall that balances outan equitable service for all plan over a period of time within handicapped children EHA money could the State. In otherwords, in Part B, not all be expendedeach year for have to do only withdeaf children programs that emotionally disturbed or mentally retarded childrenor there is a balance ofchildren, some effortmust be made to show that It is our feeling thatappropriateness in theutilization of thismoney. some of the greatest effortsthat can be made on the part of Federalmonies is the assistance hensive planningon a statewide basisoverallin overallcompre- ning within the educational comprehensive plan services and employment community withrehabilitation, social been pinpointed agencies. Most ofmy speech today has upon the educational justificationand responsibilities of the FederalGovernment. The total ices can be headed responsibility for allserv- by any agency. Wedo have, I think, sponsibility in educationof the deaf to a major re- melding together its assure that each State is resources in terms of Stateresidential schools, intermediate districts,and local servicesfor deaf children. It is intolerable forany State in this day and schism 'between residential age to think of a is no longer viable and day services. Thisis a question that in the 1970's. 'thequestion is what service rendered to deafindividuals. How can be within the State be can the needs of all of thechildren met on a cost-effectivebasis, and with istic understandingthat provides the best a human- emotional climate intellectual, social, and for deaf children togrow. Someone will lead this kind of planning.Perceptive educators will activities. Narrow be able to lead such monolithic parochialisolation of educators of deaf outside thebroader community of the grams for the deaf of educators willassure pro- non-effective strategies incompetition for the scarce tax dollars of the 70's.A broadening, planning capabilities will open development of tunities for deaf children.assure the enhanced educationaloppor- cause of the increased Innovation of the 60'swas possible be- the 70's will be markedmoney available. Educationalinnovation in by the reallocationof scarce tax dollars. race will go only to those willingto do their homework. This

316 309 PRESCHOOL EDUCATION FOR THE DEAF Jane DeWeerd, Education Program Specialist, Early Childhood Education for the Handicapped, Bureau of Education for the Handicapped Today I would like to speak aboutsome areas of concern, some trends and some encouraging developments in early educationfor handicapped children as seen from my viewpoint. Since Iam most familiar with the Handicapped Children's Early Education Program, I would like to describe some of the ways in which projects under that program, especially those concerned primarily with hearing impaired youngsters, are attempting to meet these problems and challenges. First a few words about the nature andpurpose of the Handicap- ped Children's Early Education Program. Thisprogram, now entering its third year, has as its purpose establishing demonstration projects, to make visible high quality, comprehensive services for handicapped children and their families. The various projects are to demonstratea variety of approaches, techniques, methods, groupings of children, and staffingpatterns in a variety of administrative settings, and are to he distributed geo- graphically as far as possible throughout the country, in ruralas well as urban locations. Expertise from both special education and early childhood education is needed in each project. Each project is encouraged to provide for the continuation of its services, following the period of Federal support and it is that in addition, otheragen- cies will wish to replicate some of the models demonstrated by the projects. At present there are TO demonstration projects, 39 continuing from prior years and 31 new planning-operational projects, counting the National Urban League as 4 projects. In addition, this year some activities related to the program, such as technical assistance to the projects, evaluation, prevention, and outreach to day care and other agencies are being supported. The Bureau of Education for the Handicapped envisions the Handicapped Children's Early Education Program as catalytic, providing seedmoney and visible models to encourage the establishment of other projects by public schools and other agencies. This program is of course only one of those in the Bureau of Educa- tion for the Handicapped providing services, trainingor research in the area of early childhood for handicapped children. The problems and changing circumstances affecting thisprogram are probably similar to those many of you encounter in your various roles. One of the problems which has faced educators foryears is the shortage of services for handicapped children in ruralareas. The provision of special services for very young children is mademore difficult by their inability to be transported long distances. The Handicapped Children's Early Education project in Alaskawas faced with this problem in acute form. Because of health and other underdetermined reasons the percentage of hearing impaired children in Alaska is unusually high and hearing loss is sometimes not noticed or is regarded as inattentiveness or lack of interest. One Eskimo

317 310 mother we are told took one of her children to the clinic because he was the only one she had whose ears did not run. Our project in Anchorage decided to try to attack the problem of building a service delivery system in an enormous area where travel is uncertain end weather conditions changeable without many trained people (Ahiska had 2 audiologists the last thing I knew, a 200 percent increase over the situation in 1969. We have heard that 2 more may be going there.) The only existing agency on which it was possible for them to build was Head Start. Over 40 of the Head Start projects in Alaska are now cooperatinff with our project, which trains native teachers and aides first in identification of children with hearing loss and refers them for medical attention. Five rural native Head Start programs are involved in a recently developed supplementary educational program provided within the regular program, and involving parents. A. second phase of the project will establish via video tape and the forthcoming television an auditory visual training program for teachers and parents of the native preschool child. A third phase will be a tutor-cottage program in which parents and children with severe hearing will spend a week, twice a year, for medical attention, hearing aid fitting and tutoring, with carryover help when they return to their regular preschool programs at home. Well- trained personnel are available for this aspect of the program. This project is illustrative of the effort to use whatever is available, varying the plans for the situation. A new planning- operational project for deaf children at the University of Deliver Ras just been funded. Rural children will come in for a week of intensive work, returning to their homes for continued assistance via correspondence course and unlimited use of long, distance telephone. A mobile home will be furnished for muse in tutoring in a home-like setting. Although this approach is not highly innovative, it will constitute a needed model for an area which has not had one. The University of Alabama at Tuscaloosa has just been awarded a planning-operational grant to work with hearing impaired rural disadvantaged children and their parents to prepare the children for entrance into public school special education programs when they reach the ages of 3 to 6. The University of Wyoming in Laramie is serving communication- handicapped children primarily through a summer residential camp program which includes parents, with follow-up in their home communities using local personnel trained in speech and hearing. This project, a.newly funded one in Las Vegas and a project sponsored jointly by the Minnesota State Department of Education, the Minne- apolis Public Schools and the University of Minnesota are providing State-wide services. The Minnesota project. is extending services to rural areas by providing consultation to speech and hearingthera- pists and regional preschool programsff throughout the State ini conjunction with its demonstration home; its nursery school in which hearing and hearing impaired children are enrolled; the individual tutoring program ;.the classroom; classroom and the home visitation and parent education components. This project is the first of the demonstration projects to list as one of its objectives the writing of a State Plan for the provision of services for all young handicapped 311 children, based on the State Plan for hearing impaired children previously adopted. Not only the rural areas, but the inner cities present very difficult situations to those wishing to help young handicapped children. Understandable distrust for the establishment, transportation problems- rivalling those of sparsely populated areas and bureaucratic obstancies are often added to the usual problems of providing services. The Mt. Carmel Guild in Newark, New .Jersey is attempting to solve these problems by making the large parent-dominated advisory committee central to the planning and evaluation of the direction the project takes. In addition, liaison stall from the community have been hired.Projects dealing with inner city groups have usually found this essential. This project is serving as a practicunt site for a training program at Rutgers University preparing personnel to work with disadvantaged handicapped children. The Mt. Cannel project, incidentally, has used parents so successfully in the classroom that it is difficult for visitors to distinguish them from the teachers. The multiliandicapped are a group for whom it has usually been the most difficult to obtain services. The Early Education project at the 'University of Nebraska in Omaha serves multihandicapped children, and cooperates with a program assisting deaf-blind children, as does the project at the University of Washington in the Experi- nwntal Education Unit. A new planning-operational project at the Langley Porter Institute, University of California in San Francisco will serve deaf-emotionally disturbed children, a group for whom services have been especially lacking. The production of materials for use by other programs is-one objective of this project. Applications submitted to the Early Education Program indicate that the trend to wish to serve heterogeneous groups of children with problems is accelerating. There is a concomitant trend to refusing to label children, especially young children, to avoid the self-fulfilling prophecy effect, and instead to look at the things the child can and cannot do. The Houston Hearing and Speech Clinic project follows these procedures. Another problem is of course the shortage of personnel trained in both special education and early childhood education and the shortage of personnel trained or experienced especially in work with parents, particularly parents of infants and very young children. It has been our experience that it is rare to find people whose background provides them with an understanding of the special needs of handicapped children and the skills to meet these needs coupled with an operating understanding of child development. Frequently we see professionals trained in special education trying so hard to help a child that they ask him to do things too advanced for his developmental leveluse language that a hearing child of the same ago would not be expected to be able to generate or sit still attending to a task for long periods, for instance. It would appear that information from classes taken in child development. or early childhood education may have been compartmentalized, and not really absorbed and melded with information from special education. As more and more younger children become enrolled in educational programs, it will be incumbent upon us to see that kindergarten pro-

77-903-72--21 319 312. grams are not watered down first grade programs and thatprograms for 2, 3 and 4-year-olds are notn altered down versions of those kindergarten programs; while non-handicapped children have the opportunities for exploration, guided active experiences, large muscle movement and purposeful play which child development experts tell us are appropriate to their developmental levels. If we are to enroll young children during their most impressionable and vulnerable years, there is an enormous responsibility to see that they are not subject to the boredom too oftenseen in elementary school age groups and the kind of attitude which says, "We don'tuse the question form 'why' until the 4th level." Conversely, we see some persons with early childhood education backgrounds who do not realize the difficulties under which handicapped children often operate and whoare not familiar with the excellent in-depth work done in special education, for instance in breaking down language tasks for deaf children and ordering the steps of receptive comprehension, guided practice and independent use. The Handicapped Children's Early Education projects seek to meet this need for dual competency in several ways the projects which have stronger elements in special education are encouraged to utilize consultants and in-service training personnel from early childhood education or child development, and vice versa. In addition, the Division of Training Programs of the Bureau of Education for the Handicapped has supported a Training Center, at the University of Texas to provide assistance to each project in meeting itsown in- service training goals. This project is developing models for in- service training. One additional way in which the Division of Training Programs is attacking the problem of insufficient numbers of trained personnel and personnel with new kinds of preparation is through the Special Projects program, which allows for more flexible, shorter termex- perimental training efforts. BEH and BEPDare also concerned with the training of paraprofessionals, as aides and volimteeisare being used increasingly. By the way, the use of parent aides and of volunteers is stressed by the Handicapped Children's Early Educa- tion Program as a way not only to use their abilities but alsoto familiarize them with the handicapped persons and developa real understanding of what some of these youngsters areup against and what they can sometimes achieve. Lack of first handexperience and acquaintance with the handicapped has made the development of community understanding and support for relatively costlypro- grams more difficult. You have probably had similar exp:..;ences to minewhen I taught pre-school deaf children I frequently heard, "Oh, soyou use Braille!" We are all familiar with the campaigns in many neighborhoods to have facilities for the handicapped erected someplace else,or at least built with a high wall or hedge around them so the children won't be visible. Many of our projects are overcoming this kind of attitude, built partly on unfamiliarity, by involving greaternum- bers of people from many strata of the public in the projects, as volunteers or members of the local advisory boards. If these volunteers

320 313 and paraprofessionals are to be used effectively and gain satisfaction from seeing their work make a difference, we have seen that training is necessary. Too often one sees an aide operating at less than capacity because she does not realize how much input she could be making. I recall a woman who was playing ball with a child with communication prOblems. The only language she was using was "good boy," which was positive feedback. However, when she left to attend to something else I was able to ascertain quickly that the child did not understand roll, bounce or throw and that he was able to learn to comprehend these one at a time responses with the correct action to any of them and then begin to try to use these words in phases in response to questions, using imitation. It is encouraging to see that there is a greater realization in many quarters of how many opportunities there are to give input and to raise levels of expectation, and how many of the thin.gs clone in special classes can be done by those without extensive training so that the really ditlicalt things can be done by paraprofessionals. The area of the deaf has pioneered in so many ways, in starting younger, in involving parents, in looking closely at language learningperhaps now it can also make a timely contribution to the more effective training. and use of paraprofessionals. One action the Handicapped Children's Early Education Program has taken to make more readily available information on the needs of young handicapped children for special teaching assistance, equipment, facilities and parental involvement is the underwriting jointly with the Oflice of Child Developme: of a manual designed for day care programs for non-handicapped children which will be enrolling sonic handicapped children. This manual is to be one of a series for day care centers to be published in a year by OCD. Since a requirement of the Early *Education Program is that comprehensive services be provided, increasing cooperation and coordination among agencies serving young children has developed in many areas. Regional cooperative educational agencies have established projects and mention has been made of several jointly sponsored projects. There appears to be considerable need for those serving, the handicapped to work closely with other agencies. An outstanding example of successful cooperation is afforded by the project to provide services to emotionally disturbed children in Georgia. This project came about because there were almost no such services and no funds for them. Detailed cooperative planning by the University of Georgia, the Department of Mental Health and the State Depart- ment of Education resulted in a program which was designed to be replicated without further assistance from the University and which utilizes neighborhood workers and therapists who are in daily contact with children enrolled in regular school programs. The Bureau of Education for the Handicapped funded the preschool component of this program shortly before the State legislature voted to support the school age component, and the success of the plan has already led to increased support and the establishment of additional satellite centers ahead of the original schedule. Another project which has obtained cooperative support, this time from the State Department of Mental Health and the Junior League, was sponsored by George Peabody College in Nashville. The degree

321 314 of active participation of theparents, who carry out 98 percent of the project's activities, andtheir enthusiastic cooperationcan he credited with the acceptance ofthe project and theassurance that it will be continued undernon-federal at:spices. One area whicheveryone talks about and few do much abouton a large scale is prevention ofhandicaps. One of thenew activities funded this year by the HandicappedChildren's Early Education Program in addition to the demonstrationprojects is a project with the American Speech and HearingAssociation to prevent speech and communication problems. 11'o:1:shopsfor day care and preschool personnel will be held to increaseunderstanding of the development of speech and language andstill in furthering that development. There will be an effort to build understandingand acceptance ofnon- standard of dialects. A major trendtoday in early childhood educa-. tion is the push for daycare. With major legislation likelyto be passed in the near future, the pictureis changing drastically. Congressman Brademas has stated thatby 19S0 there will be 5.4 nilIliou on working mothers withchildren under five,an increase of 43 percent over the 1970 figure.Today there are daycare services available for only 641,000 children,and many of these servicesare not licensed and haveno educational component. Atpresent the Federal Interagency Day Care Regulationsmake only passing reference to children with special problems, althoughthese regulationsare being revised and we hopeto change that. Specializedresource personnel are described by "Standardsand Costs for Day ('are ", published by the Office of ChildDevelopment, HEW as "(psychology, music, art, consultants, etc.).So that handicapped childrenwill receive their fair share of thefunds which will probablygo into day care and so that the specialized services whichthey require are made available, perhaps ona resource personnel basis to handicappedchildren who can be enrolled inregular day careprograms, increased efforts at cooperative planningare now underway at the Federal level. At the local level, many of the out to work with day care, kindergarten,demonstration projects have reached preschool and nurserypro- grams willing to enroll some handicappedchildren. The possibility Of large scale provision of daycare services could provideus with an unparalleled opportunity to makeavailable educational and socializ- ing programs with special servicesto far more handicapped children at younger ages when they can be helped most effectively thanever before in our history. Despiteour problems, this is an exciting and hopeful time to be involved in early a need it most. education for the children who

CAREER EDUCATION FOR THEDEAF IN THE 70'S Malcolm J. Norwood, M.Ed., AssistantChief and Ernest E. Hairston, M.A., Education Program Specialist,Media Services and Captioned Films, Bureau of Educationfor the Handicapped, U.S. Office of Education Over the.years, one of the cation of the (leaf has been themore outstanding features of the edu- built-in vocational trainingprograms which have done much toprepare the (leaf person for employment.

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8,F,C 316 2. The provision of quality educationand equality of opportnnitv fordisadvantaged children; educational 3. The eliminationof racial and 4. Innovationand renewal cultural isolation: cational system; wherever titercan strengthenour edu- 5. Appropriatelydesigned children: educationformorehandicapped G. Right to read: 7. Specialrevenue sharing: and S. Bettermanagement. What 1)r. Mar landhas done is to capped children make the educationof handi- a major priority ofthe Federal Edwin W. Martin,Associate Commissioner Government. Dr. cation for theHandicapped, has for the Bureauof Edu- all handicapped pledged thatour goal is to see that children in thiscountry will receive opportunity to reachtheir maximum full educational inalienable right. potential and thatthis is their Consequently,one of the major thrusts for the Handicapped of the Bureau is to... "develop and promote, inof Education with the Bureauof Adult and cooperation and adaptationof relevantVocational Education,the installation adequate vocational educationmodels leadingto career training and jobopportunities for youth". In keepingwith this objective, all handicapped Films has addedto its staff Media Servicesand Captioned and vocational an educationprogram specialist for adith is to plan. programs. whose mainresponsibility. develop andimplement among others. for deaf youthand adults. programs of continuingeducation Strategies must bemade and steps missioner's goal. taken to implementthe Com- ruder the sponsorshipof the Southwest Media Center forthe Deaf,a Conference Regional Technology in the on Media and Instructional in February, Education of theDeaf was held in 1971. Insummary, it was recommendedNew Orleans I. For guidanceand career that: be developed selectionmediated or provided thestudent, in consultationmaterial should teacher, hascounselors and his with his needs to makecareer decisions:parents, with theinformation he 2. For postsecondary training should be developed programsmediatedmaterials to provide thehearing impaired parents, and schooland rehabilitation student, his information regardingthe availabilitypersonnel with theneeded programs; of post secondarytraining 3. For instructionalsystems for short concentrated training term trainingappropriate tional technology programs incorporatingmedia and for unemployeddeaf persons nstic- inlocal schoolprograms or post-secondarynot currently enrolled developed; training shouldbe 4. For pre-vocational media suitable for skillsthe developmentof highly specialized prevocational trainingof deaf Each of theforeentioned persons. list 0; conference areas received .highpriority on the participants. Accordingly,they will receive considerationas Media Servicesand Captioned full strategies for the70's. Implementation Films plans its effort of schoolsfor the deaf, will require thecooperative vocational rehabilitationagencies, 324 317 training andrehabilitation facilities, secondaryprograms and employersvocational educationand post levels. at the Federal, Stateand local A major difficultyin job performance the deaf employee has not been the to do the job, butrather his inabilityinability of the social, personaland interpersonal to cope with interactions that arisein any employment situation.This is the resultof not being prepared inunderstanding how adequately spin off fromthe handicap to relate to certainsituations, a being taken per se. Within MSCFsteps are already to provide materialsto help the deaf some of these sensitiveaen, of human interaction.person nnderstand which we willcall the. I-Innian A series of films These films will Behavior Series isbeing developed. corer subjects suchas working with hearing dating and parentalauthority and should people, career education a provide ameans for making part of the academicprogram by providing ingful materialsgeared toward the mean- Professors Norman development of betterattitudes. Gysler and EarlMoore of the Missouri stated that"the development University of explorationprograms at the elementary,of sound, school- based, career ondary school levelsrequires an understandingsecondary andpost-sec- knowledge of howto structure and of the learnerand learned mosteffectively and transport the materialto be excellent way to help efficiently." Mediautilization isan with careerdevelopment but at are no guidelines fordetermining what present there be assigned towhat media. A aspects of a subjectshould classified individual proposed mediaclassification system and group activitiesinto four categories: 1, prestructuredand fixedpublication, plannedprograms: audiovisual aids,and . 2. inputcontrolledby career exploration kits,and computerindividualindividualizedinstruction, ;. simulation ofsituations life assisted guidanceprograms: lation kits: and career games andcareer simu- 4. real situation experiencesdirectobservation, directed tion and actualoccupational experiences. explora- the secondarylevel. This usually takesplace at Career education is a complex developmentalprocess and involves educational objectives,instructional models characteristics oflearners, thus should and considerationof the pass each individualstudent. be flexible enoughto encom- Mediated instructionalmaterials and vocational alone cannot dothe job of providing education programs individuals. Efforts career education to the must be made todevelop deaf grams that arcas practical and realistic career educationpro- the technical and as possible within both the academicprograms and begun at tary school level.Emphasis should be the elemen- and attitudesrather than placed on developingskills come later. Sonic skills on developing specifictrades which will and attitudes tobe developed tiveness, (2)dependability, (3) are: (1) initia- (5)punctuality. Students responsibility, (4)reliability and taking a specific must display readinessbefore under- and career selectionscareer. Student attitudestoward job responsibilities arc frequently influencedby the attitudes teachers, parents,and counselors.The old of best teacher", stillholds true, thus saw "experience is the actual work experienceand on the job counselingare invaluable parts of training in communication career education.::0is skills, especially forthose who aspire caret rs in skilled or professionaljobs. to What we are suggesting is meaningfulcareer education as opposed to mere development ofvoeational skills. Our deaf must and shouldbe geared to prograMS for the career oppotlinities. The economies reality and perceived VocationalEducation Amendments 16S, the prioritiesestablished h Commissioner of miation of Dr, Martin. Nlarland. the deter- the eon ferenceat New Orleans and the already taken byMedia Services and steps U coordinated planning effort Captioned Films all leadto to provide dea I.persons with special services whirl' will leadto product ye lives and Just as vocational training personal fulfillment. programs ha we proved In hean outstand- ig feature of theeducation of the Ilea f. outstanding feature of so can career Murat iott bean the future. Theopportimit ies. the and t he fundsare available. Together interest and if past perforatice we eau aecomplish this goal is an indicator. thefuture is assured. LIST OF REFERENCES (I) Vocational Education U.S. Dept. of Health,Amendments-1965. Progra»isfor the Handicapped, (2) Education for the Education and Welfare,April , 1969. Handicapped, a paper preparedto list the major objectives of the Bureau ofEducation for the Handicapped, (3) Government andthe Exceptional Child, U.S.O.E. mont. Bureau of Education a paper prepared by Cull N. Beau- (4) National Association for the Handicapped.October 9. 1970. of State Directors ofSpecial Education, speech by Dr. Edwin W.Martin, Associate a prepared Education of the Handicapped, Commissioner. Bureau of Seattle, Washington. July (5) rocational Educationfor the Handicapped, 9, 1970. an unpublished paper prepared by the Program andProgram Evaluation Staff. the Handicapped. 1970. Bureau of Education of (6) Report of Conference on Media and InstructionalTechnology on l'oenfiono/ Education of the Deaf, preparedby the Southwest Regional for the Deaf, February.1970. Media Center (7) Cysler, Norman C. and Earl J. Moore, "Mediain Career Development." Educational Technology, March,1971.

're csa t* N 10:30 a.m.I:00 p.m.:Contributed PapersParnell Dr. Williton N. Craig. AnditoriumChairman: I/ea f. Superintendent, WesternPennsylvania School f. 10:30 a.m.: "Arc They NotEducator* of the Deaf ordinator. Residential,Health and Social WorkrMIss Shirley R.Curtis, Co- for the Deaf: "The Roleof the Paraprofessional Services, Rochester School in the Classroom for the Mr. Melvin R. Ladson,Supervisor of Deaf Children. Deaf.' of Mtueu Unit. Massachusetts )(Tart ment 1 ;30 p.m.: -SocialPattern* of Deaf People RilTer and Panel. National in Integrated Programs,"1/r. Roger of Deaf People in Technieal Institute for theDeaf ; "Social Patterns IntegrWed Setting,"Harold Merwiu Mow!. Pennsylvania School forthe Deaf: "A Community Jr., Western for Student* at the Vational &rier Volunteer Program Vast, National Technical Technical Institute forthe Deaf." William F. Institute for the Deaf,Rochester. N.Y. ARE THEY NOT EDUCATORS OF THEDEAF? Shirley R. Curtis, Rochester School forthe Dea ITow often do we hear. `'Tie is justa honseparent." a child care worker."These utterances or. "T am only conversations and ea be heard in private at conferences.In anyease, the houseparent, 326 Ulf:

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U plaaudosuoli s! now) ilaA!xl pupa.% sululs a:(1 .thuz!lialuul lumps uutImpspqmpu .10 SI 091 .s.1090ual -maut...su imp pup slam() alp muoassula-alp-Ju-aptspio .101traupa nu alupossu lsouliu) (imam tillisaaquI0111 lull all -Itou imp0 110ilualununuoa It! gaup Hu Jo su pplows act 4slaatlxa S3apioa u a4pluap ssup-plioaas silluis .%%0J mu() op am .IU')I luipt alp sluaamlasuog :mug 01 -110.) apup.1) it filulluus .10 J!--aaua.10Juoa aaquiamaa 01 pilau! imaxp 320 Don't we usually remember those things whichwe consider important and beneficial ? Howdo the salary schedules the-classroom teacher of the outside-of- compare with the salary schedulesof the other professionals working withour deaf students? Are there local, state, or national associationsof child care workers of Would the funding bodies the deaf? allow time oft for "justhouseparents" to attend a conferenceor in-service training? Do child receive tuition support to improve care workers their academic credentials?Are houseparents eligible for variousstate and federal grants to their expertise? The child broaden care worker is expected to totallyfinance his professional educationon a lower salary than the classroom teacher who not onlyenjoys a higher salary tuition support. but often receives Along with inferior status, inferior salary,inferior working hours and conditions,they also suffer front the ladder. Yes, we lack of a career say they can "move up" intoteaching. Iassume we mean the 5- hour-a -clay structured classroom teaching. another slip of thetongue. We just stated that the Oohs, child care worker's next step of the career ladder indicates upward mobilityto the classroom teacher level.The child care worker witha Bachelor's degree is unwise to takehis Master's in anythingother than deaf education. It may surprisemany of you, but most of the child workers at our school care hours a day prefer the jobs they doduring the other 19 over the 5-hour day classroom job.But, how many child care workers of thedeaf have becomea superintendent of a school for the deaf withoutfirst becoming a teacher The result is that of the deaf? a good after-school educatorcan look forward to maybe becoming supervisorof the boys' dormitory the whole residential or supervisor of program. That is, unlessan agressive, eager classroom teacher is willingto take it as his first step istrative ladder. In that up the admin- of the child case, a person with little orno knowledge care profession will begin teachingthe after-school educators how to do their jobsas if they were his students. I recognize thatmany child care workers have 5 or 6 years of college, not completed but many have. Mostare seasoned with years of experiencea credentialwhich, I feel, far outweighs of college alone. Those 6 years child care workers who dohave equal credentials still do not enjoyequal status. salary, classroom peers. We or benefits to their must begin to acknowledge theinferior status conferred upon the childcare worker and change the situation. educators of the deaf who The are involved with deaf studentsbefore and after classroom hoursmust enjoy equal status, and benefits. As long remuneration, who will suffer. as these differences exist, it is thedeaf student What information does thisdeplorable situation convey? ously, academic and vocational Obvi- teaching are more importantthan teaching students howto live and function at workand play in our society. Classroom teachingmust be a more important responsible job than teaching and students how to apply thisknowledge in everyday life, achievinggood social and emotional to life and to themselves. adjustments This situation must change. Arrogance and professionaljealousies

328 321 must be replaced by a team of concerned. interested, skilled professionals who want to get the job done well. regardless of who does what or who receives the credit for the success. This is possible if. in word and fact. all those working with the deafstudent are professional peers. This can be achieved by certifying all professionals who work with the deaf and by providing equal opportunity for all disciplines to earn their respective certifications. TLe time for this change is now. Colleges and universities arestill growing and expanding their programs and facilities. What's more, there is a new breed of after-school educators who are coming to us with greater youth, interest, enthusiasm, and academic attainment than perhaps our houseparents of 10 years ago. Let's do everything we can to keep them where their heartsarethat is, in the dorm or after-school program. To do this, all educators of the deaf must demand educational programs to meet their specific educational needs. All educators can and will make these demands when they are all truly equal educators of the deaf, be it at 9 :00 a.m. or 9:00 p.m. I am aware of the certification procedures and classifications as outlined by the Conference of Executives of American Schools for the Deaf. I am also aware of the Institute approved by theCEASD at the North Carolina School for the Deaf this summer.How many other programs are there in this country designed to meetthis particular need? Are the present programs designed for the seasoned child care workers of 20 years' experience or the child care worker who comes with a master's degree in social work, psychology, ordeaf education? How many school administrators know of and strongly support these programs with financial aid to the individual?Is there a federal or state grant for whichI could apply and use for one of these programs? Is this CEASD certification of child careworkers a proposal or, indeed, a fact? How manyadministrators know that answer ? How many child care workers evenknow that CEASD is working on certification? Did the CEASD committee consult child care workers before theyestablished the criterion? How does the child care worker in Rochester, New York, or Little Rock,Arkansas, become certified, if, in fact, he meets the criterion as outlinedby the CEASD? The benefits of workshops and conferences for the classroom educators are recognized and sought after.It is time for all school' administrators to help the after-school educators of the deaf tobe- come organized with othersin their state and country. School administrators could help by allowing time .in the school calendar for conferences, in-service training, workshops, and institutes on alocal, state, or national level for after-school educators.The present isolation of all child care workers tends to restrictcreative and innovative ideas. In-service training programs and certification programsshould be, according to Philip Kaminstein, who is TrainingCoordinator at Berkshire Farm for Boys, Canaan, New York, "inthe hands of individuals who themselves have had directexperiences in the performance of child care tasks,(and) possess some measure of understanding and objectivity in relation to theattitudes they bring to such tasks. In other words, they shouldhave achieved professional compe- 322 twice and be able to fulfill and supervise these a professional role." 1 Those whowill teach programs should be professional childcare workers, not trained classroomteachers of the deaf, not social workers, not psychologists, not administrators, nor guidancecounselors. They should be professionalsin their own field. Kaminstein points outthat "While the child closely interwoven in care function may be thoses of other its rehabilitative focusand actual tasks with chiatry, and psychiatricdisciplineseducation, psychology,pediatrics, psy- social workit constitutesa distinct body of practice which is notintegral to the functions serving professions. "' of these other child- In light of the childcare, worker's very important is essential that lie be responsibility, it granted the status ofcolleague with the other members of the team. Thechild care worker should at any level of the not be ignored the decision-makingdecision-making process. If hiscontributions to process are ignored, the marginfor error will increase. (Research reportedby Steinback andPincus in the June, 1970, issue of Child Welfareshowed that behavior cottage staff were more observations by in the same cottage.)accurate than those of socialworkers living These out-of-the-classroomeducators are the people with whom thestudents identify their total ate experiences. Kaminstein care and immedi- worker) is closer to the remarked that, "He (thechild care administration than the(other) professional workers in carrying out.the clay -to -day operations functions of the 'facility."' and protective It should be obvious thatit is to the advantage trator. the classroom educator. of allthe adminis- the student. and the"just a houseparent" to raise theafter-school educator toa peer level with the other professionalsinvolved with deaf students. This group, LAID,can and must effect change in this is no reason ior the area. There poorer salaries, long hoursaway from their own families, split shifts, live-inrequirements, and lack of der; i.e., no future inthe field of child a career lad- should the child care or deaf education. Why care worker who is equally qualifiededucationally to his brother who isa classroom teacher accept all this an inferior professional status as well as teacher? to his brother who isa classroom If you allow up-grading of your residential staffby making the working conditions bearableand accepting change, your deaf students the service you will be doing lives to do. you have committed your professional Don't be afraid of change:new ideas will emerge. Isn't our field needs right now ? Why that what. naive when they leave are our students so dependentand our schools? Our after-schooleducators may . well know the reasons and how to resolve theproblem. As a group andas individual educators, your equals in. Accept the "just open the doors and let care worker" as equals; don't a houseparent" and "onlya child perpetuate the second-classstatus. It hurts you and your students.By working together, each other so that you can help our larger goal is met; thatis, that well educated 11:nrninsteln. Philip. "TrninIng the Seretee Training." The Institute Residential Child Cnre Worker: A Design for In- 2 lMd.,p. 6. for Child Mental Health (NewYork : 1970). s I6td., p. 8. P. G. 330 323 and socially and emotionally well adjusted deaf youthemerge from all our schools. As classroom educators, you can't do it alone;nor are you expected to. The education of the deaf cannot show remarkable improvement until the "whole" deaf student is considered and all the parts are nurtured, shaped, and educated by qualified, mutually respectedpei'solneI. Alter all, arc we not all educators of the deaf ? APPENDIX A.CERTIFICATION REQUIREMENTS FOR DORMITORY COUNSELORS (CEASD) Class C

To be eligible for this certificate, the following requirements must be met: 1. Alt candidates must have a diploma from high school ora school for the deaf.Passing the General Educational Development Test and securinga certificate of high school equivalence is acceptable. 2. All candidates must have 3 semester hours' credit in courses about the child. These courses should be in areas of study about the psychological, psysio- logical, social, and Intellectual development of children. 3. Three semester hours in activities and recreation for the deaf and 3semes- ter hours in communication with the deaf arc required. These requirements may be met by complet ing regular college i.aurses in these subjects or participating in a duly organized and approved workshop.' Forty-five clock hours of workshops shall be assumed to be equal to 3 semester hours of college work. 4. Following the preparation, 3 years of successful experienceas a dormitory counselor with the deaf are required for n permanent certificate. A temporary certificate may be granted following preparation and before necessary experience is completed. 5. All candidates must be of good moral character. Class B To be eligible for this certificate, the following requirements must be met: 1. All candidates must have completed 2 years (60Semesterhours)of college work. 2. All candidates must have satisfactorily completed 6 semester hours In courses about the child. These courses should be In areas of study of the psychological, physiological, social, and intellectual development of children. 3. Three semester hours in activities and recreation for the deaf and 3 semester hours in communication with the deaf are required. These requirements may be met by completing regular courses in these subjects or bypar- ticipating In a duly organized and approved workshop." Forty-five clock hours of workshops shall be assumed to be equal to 3 semester hours of college work. . Following the preparation, 2 years of successful experience as a dormitory counselor with the deaf is required for a permanent certificate, A temporary certificate may be granted following preparation and before necessary experience is completed. 5. All candidates must be of good moral character. Class A

To be eligible for this certificate, the following requirements must be met: . 1. All candidates must hold at least a Bachelor's degree. 2. All candidates must have satisfactorily completed 9 semester hours In courses about the child. These courses should be in areas of psychological, physiological, social, and intellectual development of children. 3. Three semester hours in activities and recreation for the deaf and 3 semester hours In communication with the deaf are required. These requirements may be met by completing regular college courses in these subjectsor by participating in a duly organized and approved workshop.' Forty-five clock

1 Ditty organized and approved toorkahopis onewhich has been organized by n college or university with college or university persannel ns instructors, or n 'workshop organism on n missal basis through the cooperation of several schonis for the dent. 'Workshops or inservice training programs organized by n school tar the dent and conducted by the school's own staff members are unacceptable foreertUlentIon purposes. 331 324 hours of workshops shall be assumed to be equal to 3 semester hours of college work. 4. Following the preparation, 1 year of successful experience as a dormitory counselor with the deaf is required for a permanent certificate. 5. All candidates must be of good moral character. THE ROLE OF THE PARAPROFESSIONAL IN THE CLASS- ROOM FOR THE DEAF Melvin R. Ladson, Jr., M.S.1.State Supervisor of Deaf Children, Massachusetts Division of Special Education Of the recent advances in the field of education few have been more widespread than the introduction of the paraprofessional into the educational program. The education of the deaf has been no exception in this development. Of particular significance to these educational programs for the deaf is the role of paraprofessional in the classroom. It shall be the purpose of this paper to discuss certain implications and considerations emanating from this development. The limitations of time allow for a treatment of only the more salient of these factors. A statement regarding terminology is appropriate at this point. The type of personnel which serves as the focal point of this paper is variously referred to as a paraprofessional, a teacher-aide, an instructional assistant or auxiliary personnel, to name a few. Though there are technical differences among these designations, for the purpose of this presentation these terms shall be used interchangeably. Various factors have coalesced to bring the issue of the utilization of paraprofessional personnel in classrooms for the deaf to the fore. The increased awareness of the need to provide more individual and small group instruction than even our usual small classes allow, the increasing availability of instructional machinery, with its emphasis on individualized instruction, the unprecedented availability of Fed- eral funds with which to train and/or employ paraprofessionals and the increased number of multiple handicapped deaf pupils who demand more personal and special attention are but a few of such causative agents. Bowman and Klopf state that "several convergent forcessocial, educational and economic have contributed to such employment : 1. The ever changing and expanding needs for school services; 2. Acute shortage of professionals to meet these needs; 3. New dimensions in education, requiring a more complex and demanding role for the teacher; 4. Heightened awareness of the special learning needs of disad- vantagd children and youth; 5. The plight of undereducated persons unable to compete in an increasingly automated economy; and 6. The availability of Federal funds for the employment of . . non-professionals in. education, through such sources as O.E.O., M.D.T.A., and Title I of the E.S.E.A." (1). (One can add the E.P.D.A., PL 90-3, Parts B-2 and D to this list.) The ability to cope with all these developments is rapidly exceed- ing the proficiencies of the single teacher. As Klopf, Bowman and 325

Joy have pointed out "The involvementof persons with a wide range of skills, training, background, experiencesand potential may provide a better learning environmentthan the assignment of all educational tasks in a classroom toone person who, alone, must attempt to meet the individualized needs ofmany students" (2). Indeed, the prospect of having to face sucha herculean task daily has been the bane of many a teacher's professionallife. In dealing with this fact Baynham and Trump have pointedout that "Lack of time forpm- fessional work damages professionalpride. About a third of teacher's day goes to clerical andsub-professional tasks, another third to work which could justas well be clone by various kinds of automated devices. A situation which providesonly a third of the day for performance of work heis trained to doand finds satisfaction in doingcontributes little to themorale of a talented, con- scientious teacher." (3). It is clear that this bane to the teachercan be replaced by a boon. However, the teacher is butone of several people who would benefit by the services of paraprofessionals.Discussing possible benefit.s. from the utilization of such auxiliary personnelDady cites the following: To Purms The non-professional-professionalteam should provide more freedom of movement in the classroom, therebypermitting children to work independently or in smallgroups. There should be opportunities for teacher experimentation using niques. innovation instructional tech- To TEACHERS Teachers should benefit from improvedworking conditions that will permit them to devote mostof their workhours to the specialized aspects of teaching, such as experimentationwith innovative techniques, guidance and counseling ofchildren, and providing for individual differences.

To SCHOOL ADMINISTRATORS The employment of auxiliaries in theschool should make itpos- sible for administrators to meet theever-increasing need forservices despite the shortage of teachers andother professionalpersons. To AUXILIARIES A person accepted for employmenthas opportunities to develop competencies for a position which willnot be automated out of existence. Through continued employmentand upgrading, the auxiliary may set higher vocational sights for himself training in higher education (4). and continue his Further justification for including theparaprofessional as part of the education team should brsuperfluous at this point. We should now move to a consideration of how this type ofpersonnel can be used in a typical classroom for thedeaf. 326 The age of the pupilsin the class, their academic needs, the preferences of level and special the teacher and the abilities,special competencies and resourcefulnessof the teacher aideare some of the more crucial factors thatdetermine the nature of the professional. One study duties of a para- ranks those duties winchteacher aides performed at least 75percent of the time they spend in 1. Providing clerical assistance the classroom : 2. Playground supervision. including duplicating materials. 3. Housekeeping choresand bulletin boards. 4. Lunchroom supervision. 5. Working with individualpupils. G. Filing and catalogingmaterials. T. Collectingmoney. S. Correcting objectivetests. 9. Correcting workbooks. 10, Preparing visual materialsfor instruction (6). Duties more peculiarto a classroom for the deaf would 1. Checking, maintenance include: and storage of hearing aids(including ear molds) and group amplificationequipment. 2. Working with individualpupils or small assigned tasks. groups on teacher- 8. Operating instructionaland audio-visual machinery. 4. Supervising and monitoring machines. pupils as they work.withteaching r. Constructing flash cards,charts and other teachingaides. 6. Thinning off duplicatingmaterial. 7. Recording and evaluating ing situations and pupil response to bothformal learn- the teacher. unstructured situations andreporting same to It should be pointed out that many states havestatutes governing the manlier in which theinstructional assistant. not uncommon to find may function. It. is sionals to non-instructionalstate replations which restrictparaprofes- duties. Other states. suchas Massachu- setts, allow teacher aides toperform virtually it is assigned and supervised any duty as long as by the teacher. In allcases, programs employing teacher aides shouldbecome familiar with allpertinent laws. The State Departmentsof Education are good such inquiries may be directed. sources to which Regardless of the specific manner in which an aidemay function in a given classroomone factor is of paramount importance. duties should be stated clearly Their and in advance of theassumption of his/her position. Further, theyshould be cooperatively and agreed upon in discussions arrived at This leads to another importantbetween the teacher andthe aides. consideration in discussingthe duties of a paraprofessional.The teacher aide should planning of lessons and classroom share in the activities. There should bejoint planning sessions weekly inwhich the activities and the following week materials for are discussed. At the end of eachclay, after_ the pupils are dismissed, theteacher and the aide shouldspend a few minutes reviewing the day'sevents and evaluating eachpupil's spouses. The aide should contribute freelyto such discussions and his/her observations andsuggestions should be givenfull coasidera- tion by the teacher. I fowever. here as in all instances. it must be clearly understood that the teacher alone has the. responsibility for making the final decision as to the content, objectives, and pocednes of the class program. It is the obligation of the paraprofessional to accept these decisions and to operate effectively and conscientiously within this framework. If the above precautions are taken then situations in which paraprofessionals, once they are hired. are mis-used or. as is more frequently the case, under -used, should decline markedly. Now that we have discussed some ways in which the auxiliary may effectively contribute to the learning process the questionarisesas to how can teacher aides be prepared to contribute maximally to this process. Further, and of equal importance, how can the teacher be prepared to work most successfully with an aide. Few of ns who have had the services of an aide do not know the anxiety and frustration experiences because little, if any, attention was paid to these crucial considerations. Dady warns that the employment of auxiliaries without comprehensive orientation to duties and responsibilities of the assigned positions is an invitation to serious personal problems involving the working relationships between the auxiliaries and the teachers. In the absence of proper orientation, the auxiliary may attempt to take over the classroom, to assume duties normally assigned to the plipils or to rebel against simple tasks" (O. Klopf, Bowman and Joy state that "the training of the professional is...critical became of his responsibility for role development: both his own role and that of the auxiliary. If teachers are not centrally involved in this process, the results tend to be barren and artificial" (7). There are certain avenues which can be pursued in making provisions for the professional preparation of the paraprofessional. These would include: 1. Pm-service training. 2. Orientation sessions. 3. In-service training. 4. Role-playing experiences. 5. Pe-appointment on-the-job experiences. 6. Junior college preparation, leading to an Associate of Arts degree. (A. model program for the Associates Degree for Teacher As- sociates, consisting of 6S hours, is presented by Dr. Milan B. Dady in his study at Morehead State University "Auxiliary Personnel Pro- grams in Rural America") (8). For the employed teacher pre-service training and in-service training may be utilized to prepare for working with an aide. However? I would like to suggest a more bold, and I believe a more effective, way to prepare the prospective teacher and the aide for their partnership roles. In each college program designed to prepare educators of the deaf there should be required courses in the techniques of working with a paraprofessional in a classroom for the deaf. The specific ingredients of such courses must be explored in another treatise. The need for such a modification in the college curriculum is patent. Further, I would suggest that the student in- 77-003-72-22 335 32S ternship, practice teaching, berestructured to include the presence of the teacher aide. The prospectiveteacher should be evaluated on his effectiveness with the aideno less carefully than on his effectiveness in motivating pupil learning...... Since I've gotten in a rather expansivemood I might as well go all the way and further suggestthat the college program be modified so that part of the program would include the jointpreparation of both the teacher and the aide. Ifwe pay more than lip-service to Dewey's maxim that "we learn by doing"then the rationale for this proposal is obvious. Klopf, Bowman andJoy have stated that "Train- ing:for-partnership is a processnota preconceived curriculum which evolves out of the observed andfelt needs of the participants with emphasis on self-direction andself-evaluation as they, together, search for better ways of enabling childrenand youth to learn. "The pivotal factor in theprocess is the opportunity for developing competency through simulatedor actual experiencewith immediate feedback. Theprocess is essentially inductive, not ,deductive. "The process is continuous, proceedingthrough cycles of experiinen- tation involving: ba elattninnkr caolos. 1 to meet goals. c) Enacting the plan. (d) Reviewing the experiencein an atmosphere of free and communication. open (e) Analyzing one'sown and each other's behavior in terms of educational outcome. (f) Changing the approach, thebehavior or the situations dicated by the feedback. as in- (g) Trying again and reviewingthe experiences againuntil the potential contribution of eachteam member is recognized and sound working relationshipsare not only established but maintained." (9) Once the aide has been professionallyprepared he then, naturally, seeks employment. Prerequisiteto the assignment of the aide toa classroom there should beseparate interviews with the appropriate representative of the administrativehierarchy and with the teacher to whose class he will be assigned.The interview with the administrator should cover such topicsas : 1. General description of duties. 2. Salary. 3. Hours. 4. Fringe benefits. 5. Promotion opportunities. 6. His role relative to that of theteacher's. 7. School rules, policies, andprocedures. The interview with the teachershould include: 1. Introduction to the class. 2. Brief description of each childand any pertinent characteristics of each. 3. Statement and general explanationof duties (specific details can be presented as the aide tmdertakesnew tasks). 4. General introduction into the educationalimplications of deafness (amount of detail dependentupon aide's preparation and perience). ex- 329 5. Tour of the classroom. 6. Presentation of machinery and equipment. 7. Explanation of the class schedule. 8. Explanation of planning sessions. 9. Delineation of authority. 10. Discussion of discipline. 11. Inquiry into the aide's special interests, skills, abilities, etc. After the aide has been prepared, interviewed an i assigned to a class, the role of the aide has not yet been completed. In iliscussing the administrator-aide interview I cited "promotion opportunities" or, as it is usually referred to, career ladders. This is a very fundamental part of the paraprofessional configuration. "If auxiliary personnel are to become a stable and accepted part of the school system rather than a temporary addition, the JOBS, not the people, should be institutionalized. This means the establishment of an occupational track, with budgetary provision for each step in the career ladder, and with gradually increasing responsibility and decreasing supervision" (10). A. possibre career ladder sequence would be: 1. Trainee. 2. Aide. 3. Assistant. 4. Associate. 5. Apprentice or student teacher. 6. Teacher or other professional. 7. Training coordinator (11). Up to this point I have discussed, sometimes omnisciently, the role of the paraprofessional. It would be remiss of me not to report the feelings and reactions of a representative group of paraprofessionals themselves. The Richmond Public School System published a list of recommendations for improvement in their status made by aides themselves. These were : 1. Increase in salary. 2. More in-service education with pay. 3. Promotions according to seniority and efficiency. 4. Graduation from high school, minimum requirement. 5. Scholarships to continue education. 6. More instructional duties, if qualified. 7. Salary increments according to length of service. 8. Sick benefits. 9. Retirement benefits. 10. Tenure. 11. Orientation period before being placed in a classroom situation. 12. Pre.service training a requirement. 13. Qualified aides to work as substitutes when teacher is absent. 14. Better communication with administrative offices. 15. Orientation for teachers who will have aides for the first time. 16. Written contract. 17. More male aides (I2). In the foregoing I have presented some considerations relative to the justification for introducing the paraprofessional into the classroom for the deaf. I have pointed out certain general paraprofessional duties and duties peculiar to classrooms for the deaf. Sug-

337 330 gestions for the preparation of the. paraprofessional and teacherwho work with a paraprofessionalwere made. The selection process and the provisions for professionaladvancement. were also treated. It. is hoped that this presentationwill lend itself to the tive functioning of those more effec- teacher-paraprofessional teams alreadyin existence and the initiation ofefforts to establish such teams where they are not now present. LIST OF REFERENCES (1) Bowman, Garcia & Klopf. Gordon J: Auxiliary School Personnel:Their Roles, Training and Institutionalization,New York :Bank Street Col- lege of Education. October, 1900,p. 3. (2) Klopf, Gordon J., Bowman.Garda W.. & Joy, Adena. A Learning Teacher and Auxiliary, Bank Street Team: April 1969, pp. 24-5. College of Education, New York, (3) Baynham, Dorsey & Trump, J. Lloyd, Guide to BetterSchools, Rand McNally Co., Chicago, Illinois, 1901,p. S. (4) Dady, Milan B., Auxiliary SchoolPersonnel in Rural America, Morehead State University, Morehead, Kentucky.190S. (5) Teacher Aides in theClassroom, The New England Educational ment Project, 1907. Assess- (6) Dady. Milan B., op. cit.,pp. 12-13. (7) Klopf, Bowman & Joy,op. cit., p. 13. (S) Dady, Milan B., op. cit.,pp. 53-55. (9) Kfrinf, Bowman & Joy,op. cit., pp. 3-4. (10) Ibid., p. 13. (11) Ibid., p. 14. (12) Aides: A Guide to Help Improvethe Work of Aides in the Schools, Richmond Public Schools, Richmond, Virginia,1969-70. SOCIAL PATTERNS OF DEAFPEOPLE IN INTEGRATED PROGRAMS Roger L. Rifler, A.B., S.T.B., Ed.D., The National Technical Institute for the Deaf The National Technical Institute for the Deaf providesan integrated program for its deafpost-secondary students. Indescribing the social patterns of thesestudents, I will focus ing three issues: upon the follow- (1) Is "housing policy" importantin shaping the social between deaf and hearing patterns students? That is, are, the socialpatterns of deaf and hearing peoplealways the same,or do the patterns vary depending upon howone assigns housing to deaf and hearing dents? stu- (2) Do the attitudes that deaf students have influence theirsocial patterns? Previous researchfindings suggest. that peopletend to like persons whom they perceiveas similar to themselves. As students spend time comm nnicatingwith each other, there should velop a growing either de- consensus or a widening chasm. Thus,indirectly, by studying the attitudes andattitude changes of deafpeople in integrated programs,one can learn about the social to emerge. patterns that tend (3) Are the social patterns of deaf people in integratedprograms always the same, or do theydiffer from deafperson to deaf person? ICE

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688 332 a few deaf students than in the houseswith a concentration students. However,when a relatively of dea f dents whowere very interested in small number ofhearing stu- students, there the deaf were placedamong deaf was still greater positiveinteraction than in ostensibly moreintegrated housingof the previous the there is evidenceto support the year. Once again, an effect upon the conclusion thathousing policy has programs. social patterns ofdeaf students inintegrated Since thepurpose of the Summer tate the adjustment Program at NTIDwas to facili- the long-term of students to collegelife. I checked to impact of it mightbe. That is, I see what same questionnairetwo academic readministered the mer Program. I quarters after the endof the Sum- wanted to knowwhether students ticipated in theSummer Program who hadpar- lar hearing would adapt toliving with college studentswho had not been regu- trained or whetherthey would tend specially selectedor deaf students.Of the males who to withdraw intoa clique of Summer Program responded both atthe end of the and again twoacademic quarters centage who reportedpositive interaction later, theper- percent at the endof the Summer had increasedfrom 54 of the secondquarter. Program to 65percent at the end Further. I checked to see whether thedeaf students name the hearing studentinterpreter trainees continued to made new hearingfriends. The data or whether they had the hearingstudents who were such that 86percent of previously. Clearly, were mentioned hadnot been mentioned the students whoparticipated in the Program succeededin developingduring the regular Summer far more socialties with hearing academic year year's students in students than hadthe previous of deaf students.the houses witheither lowor high concentrations Apparently, the SummerProgram did pose of preparingNTID students for successfully fulfillthe pur- setting. Hence, college living inan integrated to summarize thissection, the following can be drawn :(1) communication conclusion proximity. and (3)preparatory congruency, (2) geographic shaping of thesocial patterns ofprograms each contributeto the deaf people inintegrated settings. WHAT ABOUT THE SOCIAL ATTITUDESOF DEAF 'STUDENTS? There are few generalizations thatcan be drawn about titudes and attitudechanges of deaf the at- disenchantment setsin which students at NTID.A certain opinions increasingly causes the deaf studentsto express group (62 residentsimilar to thosereported by a hearing advisors, theirassistants, control trainees). The food,the police, the or student interpreter some of their gleam counselors, theteachers---all lose hand, personal as students spend timeat NTID. On the habits and selfimages seem to other changed over time.Deaf students remain relativelyun- dents that, whentalking to people,agree more than dohearing stu- agree less that they they touch them.Similarly, they greet others byname than do the hearing dents. Deaf studentsare about the stu- change) in theirjudgment of howsame as hearing (anddo not handsome theyare. On the issue

340 333 of housing, deaf stndents developover tune a position similar to that expressed by hearing students. That is.as deaf students spend time at NTID, they increasingly favor housing that includes both deaf and hearing students. To the extent. thus, that attitudesand attitude changes indicate future social patterns of deaf people,one can conclude that while some habits will continue to distinguish deaf students, they do seem to be learning to questionauthoity an important task of the college yearsand at the same time to be increasing their commitment to a life that is with rather than apart from hearing people.

Am THERE DIFFERENT TYPES OF DEAF STUDENTS WII0HAVE DIFFERENT Terris or SOCIAL PArruxs? My research suggests that communication skillhas a strong impact upon the social patterns of deaf students at NTID. Ihave developed a typology basedupon skill at lipreading and skill at receiving manual signs. Students who understand bothlipreading and signs I term "callers." "Orals"can lipread but do not understand signs. "Manuals" are just the. opposite, and "neithers"lack both the ability to lipread and the ability to read signs. My data suggest that oral students tendto associate with each other and with hearing students. The callers andmanuals tend to interact with each other. but very few of them report interactionwith hearing students. Neithers are few in numberat NTID and constitute a very heterogeneous group. Someare recently deafened, others are multiply hainliapped. In terms of attitudes and attitude changes, the impactof NTH) seems to be about the same for each type. That is, not only does the average NTID student develop over time more commitmentto "integrated" housing, this is true for orals,manuals, callers, and neithers. Initial differences tend to exist andto continue with the passages of time. For example, manual students least favored integrated housing (of the 4 types) when first enrolledat NTID and while they grew more favorableover time, they continued to be least in favor when retested two academicquarters later. Clearly, the attitudes and social patterns ofdeaf students in integrated programs are complex. However, theycan be shaped to some extent by policies and programs suchas tine ones undertaken at NTID. But it should be emphasized that the attitudesand the habits of social interaction which students have developedprior to their coming into a program like NTID'sare important as well. These habits and predispositions do not vanishonce a student moves into a new social matrix, they are only modified. CoNctustox One can I think, be quite optimistic abort the capacityof schools to shape the social patterns of deaf people. Thus,thebasic issue is (and probably will long continue to be) whatpatterns should be fostered? The answer to that question, fortunately,rests well beyond the scope of the researcher. Ican only say that to some extent a technology appears to exist. Now edncators ofthe deaf must decide how to use it.

341 334 SOCIAL PATTERNS OF DEAFPEOPLE IN SETTINGS INTEGRATED I fa 'Ad MerwinMow]. Jr.. 11.S., M. Ed., WesternPennsylvania "1 fel lo !" School for theDeaf "Hello! Itoware you?" "Fine!" That was the I first startedextent of conversationwith a hearing mixing atBethany College person when made me proud,since the hearing hack in MO.Surely that Hint understanding peer and I understood I went around my speech tome bark in 1965. it each other. the campus,saying or yelling was a miracle! That was howmuch conversation "Ili" likea BMOC. peers that time. I carriedon with my hearing Soon Icame to realize that. "Hi.'' Either it was notsuch a "big deal" I had to talkwith people saying latter because itwas the easy or quit college. Ichose the thought Iwas tints and toldway out. but a personalfriend of mine cided to try. me to stay. "Ott.no!" I cried but "Hello!" de- "Hello! Howare you?" "O.K. You?" "Good!" "What isyour name?" carom Kelly. Andyours?" "Harold Mowl." "Conic on to theBed -live." The Beenivewas Bethany College's because Iwas progressing. snack bar. Iwas so elated friend at college, Tom Kellywas my first true and weare still the best of hearing we are 1.000 milesapart. Only last friends. eventhough school where Iwork. April hecame to visitme at the. Anyway.some of youmay think I on my speech toshow that (leaf am adding toomuch icing settings. No. thepiece of people coulddo well in the real commumeation I integrated breakthrough ofthe so-called Imad with TomKelly was I. was introduced "deaf barrier"for tine. Soon. was on the varsityto many of hisfriends lie basketball team. was popular sincehe The next threeyears at Bethany left. outas many of my College weregreat, I was around vit friendswanted,not just asked, never them at places(you name it, me to hang gan a night life.going to different I was there).Soon I be- playing cards places outside at college. Iwas sad on graduationthe campusor just knew it was the"end of a dream," day because I Six other deafpeople went. with (four of usgraduated in IND). me to BethanyCollege in 1965 did we stay Two moregraduated later. together except forat few nights in Hardly we were briefing.eachother on the dormitorywhen This wastrue for only courses, our problemsand our friends. I did stay my sophomore, junior with my deaf friendsat lot duringand senioryears as got to knowthe friends of my freshmanyear. I my friends. This my deaf friends,and they got helped expandour social circles. to know

342 3:35 I have little to say abort the courses I had in college. I had notetakers help me with class lectures and got along pretty well most of the time. I also attended the University of Pittsburgh for work toward a .faster's degree. It was different there because the students in the Deaf Education program formed a "clique," and I was one of them. This I did not enjoy because I was comparing it with my life at Bethany College. I did not bother trying to make friends outside the "clique- at Pitt because. I was working at the Western Pennsyl- vania School for the Deaf as a boys' counselor. Presently I am employed at the school as a second year teacher and a director of dormitory life. I enjoy many of the hearing friends I have there. Often I inn at ease when communicating \Vith them because of my live Years at two different hearing colleges. I feel that the live years I spent at hearing colleges developed my language, speech' and sense of humor to an extent where I can get along with almost any hearing person. It. seems to me that I. have talked about only the best things in my life. Of course. 1 do have problemsquite often do I have to write down things to lie understood, quite often do I quarrel with my hearing friends. quite often do I get frustrated. etc. But if I did not accept ell that as part of life, I would be supernatural. Nov let me reveal my secret to successalways make the first move. and never wait for the hearing person to make it. So what. if you seem to be a pain in the neck, the hearing person will eventually come to realize that deaf people are no different. To conclude, I would like to say a few words about social patterns of deaf people in integrated settings.mu.s. I feel that itis very dangerous to publicly interfere because the deaf people may be again branded a homogeneous group. If this occurs. the problems encountered by the deaf in trying to break through would be increased. Trying to mix with hearing people is something to he left td the individual deaf person. He may receive guidance before integration and may quietly be counselled during integration. but the less publicity this receives, the better it will be for the deaf individual. *Let the deaf try %vithout "eyes." Let the deaf people be individuals, not, guinea pigs. Then they may be more ambitions. Thank you. A COMMUNITY SERVICE VOLUNTEER PROGRAM FOR STUDENTS AT THE NATIONAL TECHNICAL INSTITUTE FOR THE DEAF William F. Ynst, A.13., Ed. M., National Technical Institute for the Deaf IxTnonucnox During the past academic year at the National Technical Institute for the Deaf, I have been involved with a group of about 20 NTID students in, what I feel, is a very exciting program. These students have been volunteering a block of time each week to assist Rochester,

343 336 New York agencies andinstitutions in various past SpringQuarter, for capacities. Duringthe ductory course in example, threestudents taughtan intro- medical studentsManual Communicationto a group of first at the Universityof Rochester, year the Rochesterarea Vocational one person assisted basic reading and Rehabilitation Counselorin teaching and one student writing to threefunctionally illiterate acted as a "friend"to a 14-year-old deaf men, was becominga "lost cause" at his hearing boy who and a description public school.The list goes of 12 studentvolunteers' work on. appendix to thispaper. One highly can be found in the human environmentin which these studentssignificant factoris that the percent hearing, andwith one exception,operated was almost100 deaf persons. ignorant of deafnessand DEVELOPMENTOF TI1 PROGRAM I would liketo backtrack for conception and a moment and sharewith you the development of theprogram. At NTID we department calledCo-curricular Education. have a lar" has replacedthe traditional The term "co-curricu- has connotations "extra-curricular" because of outside ofthe educational "extra" be more contrarythan the arena. Nothing could complementary educationvery educational thrustof co- curricularor With this educationalat NTID. James Collins, and emphasis in mind,my division director, I conceived thenotion of community Dr. viable means forexposing some of service asa ing experience.The term "newNTID's studentsto a new learn- meaningful one for learning experience"was a very us. Look fora moment at the growing of services beingrendered to the deaf number Without saying thatthese services population of thiscountry. there has been little are adequate, itcan be said that or no opportunity foryoung deaf adults to a service capacitythemselves. How does act in he is able tocontribute to the a person ever realizewhat given the opportunity? world aroundhim if he hasnever been How can a humanbeing ever develop confidence and healthyrespect for his self- chance toprove himself? How own talent if henever has the bility if he can a personassume adult responsi- never has the opportunityto be responsible? this an importantbut frequently Now, add to impairment does overlooked fact:severe hearing not mean that thereis a lid on the individual has toserve others who potential thatan I reacted to these are not hearing impaired ties by realizing rather uncomplicatedbut easily obscured that our studentscould and should reali- tunity to test theirskills and their have anoppor- ment that will be level of maturityin anenviron- imposed upon themeventually in the world. Communityservice volunteer work working to provide thisopportunity. I proceededseemed likea good avenue institutions initially, a public to contact localagencies and Rochester Institute school districtadjacent to the of Technologycampus and a nearby Replies were favorablebut a little anxious hospital. tion skills evolved,the result being as the topic ofcommunica- mitment. I a hesitancy to makea quick com- was prepared for thisand discussed student population ina way that did not NTID and the gloss over possiblecom-

244 337 munication problems, but which stressed the potential for students to be a success and an asset in a volunteer capacity. When I had a comprehensive notion of an available volunteer position I notified students and held interviews for interested respondents. Students and positions were matched and initial interviews were held with student, school or hospital representatives, and myself. This afforded an opportunity for persons involved to interact with one another and gain a clear understanding of roles. When an agreement was reached, schedules were arranged and implementation ensued. During the course of the volunteer experience for each student, I tried to attain continuous feedback from both student and field supervisor. This procedure was followed in all volunteer placements, more structured or more loose depending op. the individual set of circumstances. SPECIFIC ILLUSTRATIONS I would now like to share with you in detail the experiences of three first year students who participated in the volunteer program quite actively. The first student, in terms of communication skills level, has very good speech, lipreads excellently, and had attended public schools prior to entering NTID. She approached me with a stated interest in volunteering to work with people who needed help in working out problems. She took a position initially as an interpreter for a social case worker who had a deaf couple with four bearing children as clients. Prior to her first session, she was quite worried about her ability to communicate well using just the fingerspelling method (the method these people employed for communicating). She was successful and rapidly increased her role to involve discussions with the case worker on possible kinds of information that would be of assistance to this very isolated and financially unstable family. She then had the responsibility of communicating with the two deaf adults on a variety of topics, some of them quite personal and requiring the use of tact and discretion. This student "grew" through the experience in several ways: she gained knowledge about the nature and dimensions of social work in general (she has been accepted along with five other NTID students into Rochester Insti- tute of Technology's newly created social work program) ; she had an opportunity to interact with adults in a work situationattending meetings, discussing her role and the case; she became closely involved with a family who needed assistance, a family who relied on her as a person who could be trusted. Hence, we see that there was experiential growth vocationally, educationally, and personally for this student. The second student whose experiences I would like to bring to your attention is very manual and chooses not to use his voice when communicating with people, hearing or deaf. He attended a school for the deaf before coming to NTID. He told me that he was interested in volunteering visual technologies kind of work (photography, T.V. equipment, etc.). I had already contacted the director of a high school Instructional Media Center and had reached a tentative agreement to bring an interested student to the school to discuss a volun-

. 31.54 33S teen arrangement.I sensed to him aboutthis student'san miensiness in thedirector as I him feel communication skills. talked more comfortable In order tomake positive volunteer and also toimrease the experience, I potential fora who agreedto interpret enlisted the aidof another tion to assuming for the firststudent when volunteer a volunteer role necessary, in addi- ensuedwas very positive herself in thesame office. What several projects : The manualstudent became to nse his with a staffmember of the involved in skills ina "job task"; the Media Center,learning fingerspelling inorder to increase staff memberbegan learning student; thestudent learned direct communicationwith the when he finishes about vocationalpossibilities for school ; and thesecond student him for him became who helpedinterpret her own academicaware of job tasksand descriptions program, in addition applicable to faction of assistingin deaf-hearing to having thepersonal satis- As a finalpositive outcome, communication. Center is enthusiastic the staff ofthe Instructional about workingwith more Media. regular basis. NTID studentson a A third student's experience is also a "failure" volunteer very significant, forit describes in terms of assignment whichhad positive student growthand awareness manifestations for the volunteerprogram. and in terms ofguidelines This studentwas involved assisting in creativewriting lessons an elementary school for severalthird grade teacher arose between theteacher and the pupils. Confliet sponsibilities.Finally the student concerningroles andre- and the volunteer student becamea burden to the arrangement was severed. teacher Initially, Iwas very upset about cerned had this, thinkingthat all parties strong negativefeelings and also con- placements in thisparticular setting that futurevolunteer I cannotdenv,that there would be tenuousat. best. Now Also, the failure were no more placementswith this was accepted and Idid not try teacher. ticulnr student.However, two to replace thispar- which I feelincrease the distinct achievementswere made and First, confronting scope of theprogram. the student. withhis own volunteer settingled to self-insights shortcomings inthe terns, the remitbeing an attempt into some of hisbehavioral pat- (Counseling on his part to make was one means usedto work with improvements respect). Second,I learned that the student inthis ceive more it would benecessary for me to continuous feedbackon each volunteer's re- sizing honestappraisal by each activities, empha- for thiswas that a critical volunteersupervisor. The rationale. there was situation couldprobably be a concerted effort tobe sensitive avoided if involved ina particular volunteer to the needs ofall people illustration is that arrangement. The failure is real,it must. be expected point in this can be used asan educational tool to occur, and it There are several as mach assnceess. factors whichplayed a large a student's successexperience in role in determining 1. There isa, level of responsibilityvolunteer work. and accept. He which the student,must assume 2. The rightmust, understiind andmeet obligations. person miist fit the rightjob. Not succeed in a givensetting. every student would

346 :339 8. There must be a willingness to give by the field supervisor. lie must be prepared to help the student adapt to the environment if necessa ry. 4. Students must be afforded the opportunity to discuss their experiences with a staff member in their school setting (relating to problems, questions, clarification). 5. There must be provisions for continuous feedback on the student's performance from individual volunteer supervisors.

FUTURE DEVELopmExT At this point in time, NTID's volunteer program is in a developmental state? the pilot phase having been successful in many ways. Plans are being made to increase the number of students who participate, to strengthen ties with community organizations for the purpose of volunteer placement, and to offer students an opportunity to integrate volunteer experiences into their total educational endeavor at NTID, as well as into their own personal and vocational objec- t ives. In addition, the developmental education concept at NTID will be employed to offer students other kinds of opportunities which meet the objectives of:(1) providing opportunities to interact in the environments away from the educational setting, (2) involving students in responsible roles which demand responsible behavior, (3) placing students in situations that will test their communications skills, and (4) affording students the chance to IN.: Um that their handicap does not preclude their involvement in the hearing world. Programs of this kind have the additional advantage of being con - ducted while the student is still able to return to the educational environment to deal with questions, problems and anxieties which might arise through the experience. When a deaf student enters the world of work and the total society, he makes it or does not, and has little, if any, opportunity to assess his integration with the world around him. A kind of pre-job work experience is one way of avoiding confrontation with a set of circumstances which are completely new to the individual.

IMPLICATIONS In closing, I would like to offer the program I have discussed with you as a potential model for use in schools for the deaf. The students who participated in NTID's volunteer program were first and second year students who had attended schools for the deaf as well as regular public schools, and I cannot believe that there are not at least some students at each and every school for the deaf who have enough maturity to engage in community service. An experience like this could be helpful for secondary school students in several respects: first, it would expose the student to a hearing environment; second, it would afford an opportunity for the student to test his level of communication skills in comparatively unstructured and real situations, as contrasted with the institutional setting; third, it would engage the student on the giving end of the service balance; fourth, it would give students a first-hand look at a vocational set-

t 347 340 ting whichmight be cant, it would a potentialone for them; fifth, offer staff membersa chance to and very signifi- students' experiencesto help develop use feedback fromthe vidualizededucational a more meaningful I oiler this program for students. and indi- of many possiblesuggested approach,as well as. my entire programs which could paper, as one ences for youngdeaf adults in serve as learningexperi- social-vocational settings which realities that thedeaf must reflect some ofthe the greatestpossible degree. face and commandto APPENDIX Listed below isa brief description participated in of the volunteerwork of 12 Quarter, 1071.NTID's CommunityService Volunteer students who vided the volunteerAppearing first isthe specific Program duringSpring work; following agency or institutionwhich pro- with the numberof students is a briefdescription of the description. involved appearing work itself, in parenthesesat the end ofthe Monroe CommunityHospital : Volunteer for purposesof offering aide who visited (1 student). companionship and patients on thefloor initiating recreationalactivities Rush-Henrietta Schools: (1) Volunteer teacher aide whohelped in the class projects (1student). classroom withtutoring and (2) Volunteerassistant in the the production Instructional MediaCenter who aided use (2 students).of visualprograms for classroom with (3) Volunteer and schooldistrict library aide inan elementary librarian withany necessary tasks school whoassisted the (4) Volunteerwho servedas a friend to(1 student). "turned off" to the a student whowas becoming Strong MemorialHospital :school environment(1 student). 3 medicalstudents as partVolunteers taughtbasic manual Med. Dept. (3 of their course communication to students). requirement in thePreventative Monroe County Dept.of Social Services: (1) Volunteer whosupervised a day (2) Volunteer who nursery at thatagency (1 student). Al Sigl Rehabilitationassisted a case workerwith deaf clients Center: Volunteerwho assisted in (1 student). language skills to 3deaf men (1student). the teaching ofbasic Day Programs Chairman: Dr. JohnD. Harrington, Ittmaired Children,New York CityPrincipal, School forLanguage and Hearing 10:30 a.m.-It ;45a.m.: "The Status ofPublic Schools. United States 1971." the Public DaySchool for the Deaf Dr. John Harrington,(Based on aquestionnaire sent in. the Principal, School to 30 publicday schools), Children, New YorkCity Public Schools.for Language andHearing Impaired 1 :30 p.m.-4 ;00p.m. : "The Development Elementary School of Kendall for the Deaf," School into aDemonstration David R. Updegraff, Dr. Thomas R.Behrens, Director, in Inner-City Kendall School,Washington, D.C.; and ark, N' T.; "TheNewark:" RichardS. Cooke, Teacher, "A Public DaySchool Need for Objective Bruce Street School,New- Onmprchennire Public Evaluation. of theStatus and Goals nor, Department of Education. Programs,"Dr. Harriet Green of "Gallamlet SchoolSpeech Pathologyand AmliologY, Kopp, Profes Lewis B. Wahl,for the DeafAPublic Day SchoolSan Diego StateCollege :- Principal andSupervisor of Hard in St. Louis,Missouri," servation Classes,Gallaudet School of Hearing and for the Deaf, St.Louis, Mo. Sight Con-

348 341 INTRODUCTORY REMARKS Dr. John D. Harrington This is the Day Program tion of American Section of the 45th BiennialConven- Instructors of the Deaf. Ourtopicday school programsis most timelybecause of the large increasein the number of day schoolprograms for the deaf which have in the United States been established in recent years. It is estimatedthat 50 percent of all deaf pupilsare now being educated have noted in earlier on a day school basis. We sessions of this conventiona tendency for states and large cities tomove towards local responsibility ing. A committeeof the Conference of and local fund- Schools for the Deaf Executives of American will be preparingsuggested guidelines for minimum standards to bereferred to in relationto the establishment of local day schoolprograms. Day school the basic needs of programs can be effective if teacher training, supervision,class grouping,appropriate equipment andother educational essentialsare met. My paper today is basedupon a questionnaire which 35 large public day schools. was sent to The aim was to reachall types of public day schools but particularlythose in the inner cities. Thirty returns were returned. We've learned thatsome public clay schools are funded entirelyby local authorities, funded on it local basis sonic are partially and sonic are completelystate supported. nibs, we are lookingat public day schools and parisons on the basis of the drawing soniccom- It is hoped that this amount of local and statesupport. presentation will stimulatediscussion on the basic problems andcircumstances of public clay in the United Statesat this time. schools for the deaf Presenting various additionalaspects of the day school this afternoon will be the programs following speakers (listedalphabetically.) Dr. Thomas R. Behrens,director, Kendall School, Mr. Richard Cooke, teacher, Washington, D.C. Bruce Street School, Newark,N.J. Dr. Harriet G. Kopp.professor, Department of Audiology, San Diego State College. Speech, Pathology and Mr. Lewis B. Wahl, principal, Calif. Gallaudet School for the Deaf,St. Louis, Mo. THE STATUS OF THE PUBLIC DAYSCHOOL FOR THE DEAF IN THE UNITEDSTATES John D. Harrington, Ed.D., principal, School Hearing Impaired Children, for Language and New York City PublicSchools In the 'United Statesdeaf children settings. Historically, are educated in a variety of first pattern of the residential, state-supportedschool was the organization used and untilrecently has been the most commonly usedapproach. Day schools, early as 1869 and in however, beganas recent times we have witnesseda trend towards the day school patternapplied in a variety of schools have encouraged ways. Residential on a day basis and recentincreasing numbers of theirpupils to attend estimates by the Officeof Demographic

349 342.

Studies at Oa Hamlet Collegeindicate that close to 50 percent deaf pupils of all are now being served in either day classesor day schools. It is the purpose of today'spanel to focus specifically day schools supported upon public primarily by local funds andmost specifically upon those in the largeinner cities of the country. As principal of one of the two large public day schoolsconducted by New York City. Ihave been interested in 'how the public day schools hiller city across the country have been faringas related to state-supported programs ofwhich a larger proportionappear to be partially or fully residential.It is recognized that the public school for the deaf has day not been the predominant moldfor schools for the deaf. Only recentlyhas their numbergrown to any degree. It is also realized that,state funds whether partial directly or indirectly channeled, or extensive, do support some local daypublic schools for the deafas well as residential programs. A. simple questionnairewas prepared and sent to the executive heads of :15 public day schools with a population of over 100students which were listed in the public day schoolcategory of the most recently available directoryissue of the American Annals of the Deaf. The questionnaire dealtwith: funding, public relations pupil population, coordination and image, with state-supported andresidential programs, teacher training, quality ofeducation, and the recognition given to day schooleducation at public conventions Convention of American such as this Instructors of the Deaf. Thequestionnaire sought to identify the feelingsand opinions of the respondents cerning public day school con- tific. 'Tarty education; it did not pretendto be scien- very interesting and informativeresponses were received and will serve as the basisfor today's presentation and A copy of the letter and discussion. questionnaire sent to public dayschools will be shown on the overheadand placed in the appendixto this paper. This afternoon's sessionwill consist of a number ofbrief talks by selected superintendentsand principals involved inthe survey who have interesting facets ofthe day school picture to share. The first of ten questions asked how the schoolwas funded. Public day schoolsappear to be supported in follows : a great variety of ways as (a) State-funded, completelyor predominantly. (b) Locally-funded withsignificant direct statesupport. (c) Local-funding withstate reimbursement forexcess costs or partial or indirect statesupport. (d) Locally-funded only. (c) Tuition. (f) Federally-funded(Kendall, to be). Within these groupings there that "local funding" are variations and it is recognized may be indirectly state financed (asin New York City). Yet,a fairly clear patternemerges from the relationship between the funding question and the question "Areyour funds sufficient or near sufficient tomeet the needs ?' State - supported and state- reimbursed) programs expressed satisfaction concerning the levelof funding. The schools was an inadequate level of funding which felt there supported day school were predominantly local or city- programs or programs in which statesupport.

250 343 was indirect or not ear-marked for the education of the deaf in the public day school. In several major instances public day schools indicated that. funds were simple for operating expenses but deficient for construction, buildings and equipment. These instances were New York City mid Newark, New Jersey. Those that felt funding was inadequate answered the question as to how they were funded as follows: (a) Under the public school system. Real estate taxes. (b) percent; State-20-25 percent. (c) Tuition .from local school boards and/or parents. Some, federal funds. (d) Sehool district funds later repaid by the state. (e)ty-50 percent: Slate-50 percent. ( f) l'uiition and donations. ( g) Local funds phis $800 per class from the state. (h) City funds with partial state reimbursement. It is significant that crow state - supported or largely state-supported school, with no exception. felt that its funds were sufficient or near sullieient to meet needs. On the other hand, most of the schools which reported inadequate funding expressed the opinion that they receive kn in the way of funds than schools with significant state rapport. Thus, it seems clear that inner city day schools for the deaf of which the majority are locally-funded and which perhaps need the best. level of funding are struggling to meet their problems with marginal Innding provisions. It would appear that federal funds should be channeled predominantly to areas of maximum need. 'With this in mind the question was asked, "Do you receive federal funds on a basis comparable with state-assisted schools in general?" Once again a pattern emergedthe more state support, the greater the feeling that federal funds of sufficient and equitable amounts have been forthcoming. The schools that report larger proportions of local or city support also indicate lower levels or federal funding. And again it is the city public day schools reporting unfavorable relative positions with respect to the obtaining of federal funds (Detroit, New York, Baltimore. Cleveland, Dayton, Newark). Sonic respondents quite honestly expressed a lack of knowledge as to the relative amount of federal funding given to state - assisted and city public day schools. California schools seemed to feel that they get only limited amounts of federal funds although all California schools are state assisted. Small schools of all types reported .unfavorable positions in federal fundino. because of perpupilallocations which favor the larger state- supported schools. Others indicated that insufficient personnel allowances precluded the planning and writing of grant proposals. How about opportunities to conduct programs of public relations and research? The city. day schools are definite on this. They feel that they are in an unfavorable position with respect, to public relations opportunities and research. However, schools with larger amounts of state support aro somewhat uneven in their perceptions of their position regarding public relations and research. Some feel they are able to conduct effective public yelations programs but unable 77-903-72-2a 344 to participate in meaningfulresearch. A number of schools also feel weakin public relations and state-assisted The opinion is often research. expressed that there isa difference in the pupil population served by thevarious types of schoolsfor the deaf. The locally-funded public dayschools were asked whetherthey felt that their pupil populationwas different from that of schools larger proportions ofstate support. City public receiving very explicit in expressing their day schoolswere opinion that theyserve a different population while largelystate-supported schools in their responses to the question. were more scattered Cleveland : different. St. Louis : lower socio-economicminority groups. Columbus: different. Washington, D.C.: inner-city. Philadelphia: different. Newark: very different(60 percent black, N speaking, 14 percent other). percent Spanish- New York City: "absolutely". Baltimore : must provide formultiple handicaps. Detroit : more heterogeneous. Almost all otherresponses to the question indicated pupil population, similarity of gave no answer or simply statedthat they were "state schools". SomeCalifornia respondents school" probably had felt that the "state and that "those studentsmore multi-handicapped andslower learners It is not surprising thatthat can make it stay intheir home schools." "state schools" hadfewer moderate to severe hard of hearing children thanlocal city-supported or that more of the students at the programs, Is there fruitful coordination"state schools" have deafparents. between locally fundedday schools and state-supported schoolsin the same geographicarea? Cleveland, Columbus, Washington, New York and Detroit would D.C., Philadelphia, Newark, like to see more coordinativeendeavor between locally-supported andstate-supported schools. Mostof the schools with considerablestate support are pleased tive efforts in theirarea. with coordina- One area of cooperation cited is the transferto "state schools" by locally-funded schoolsof older deaf students programs. In some instances, needing secondary disappointmentwas expressed that students were sometimes notaccepted. State departments ofeducation have been coordinate locally-funded conducting efforts to programs and state-supportedprograms in several areas. In the NewYork City Metropolitan Board of Education and the Area the city ing to develop regular State Department ofEducation are seek- coordinating sessions betweenlocally-funded and state-supported schools in thearea. Also the Board of Educa- tion is pressing for theestablishment ofa Bureau for Hearing Handi- capped Children to effect improved guage impaired children in the City.programs for hearing and lan- planning and coordinating San Antonio is findinga committee effective incoordinating local efforts. Portland is usinga Cooperative Council. One respondent described localcooperative effortsas "verbal". It is generally of considerablevalue for a school for be associated with the deaf to a college or university that trainsteachers. The 345 responses from locally-funded and state-supported schools here were scattered with both types indicating the presence of cooperative programs. Yet, once again, four large locally-supported schools reported no college-related teacher training program. It is notable that the majority of schools do assist directly in the training of teachers. There is, however? the conjecture here that the training of teachers of the deaf is possibly more related to the pupil populations of state- assisted programs for the deaf than to the nature and needs of deaf pupils in city public day schools for the deaf. It would then follow, at least to some degree, that a number of teachers of the deaf enter their particular classroom experiences with a kind of training that was not related to the type of deaf children ("different") with whom they will be working. As we approach the conclusion of this analysis, it might appear to us that the city public day school image, self-projected or otherwise, is not a very positive one. One of the questions addressed itself to that and the responses were very interesting. No real pattern emerged, but it was clear that the locally-funded public day schools have as good a self-image as the state-supported public day schools. Some of the more interesting comments are recorded: 1. "Lack of money is blamed for a decline in program but teacher training is the crux." 2. "Image and quality depend upon the product of a school." 3. "State school has a beautiful enticing campus, better equipment and more staff." 4. "Most parents prefer to have their children in a day school setting." 5. "State-supported schools have a close relationship with the state politicians and a select population." 6. "This school (public day) is more diversified to meet the needs of the multi-handicapped child." 7. "We work together and support each other's philosophy and methodology." In response to questions related to the quality of educational programs, some respondents differentiated between elementary and secondary levels in the education of deaf children. Many public day schools stated that state-supported programs appeared better able to meet the needs of secondary school deaf students particularly in vocational education.Yet, some considered the self-contained high school programs more typical of the state-supported school and felt that the integrated approach of many locally-funded day schools was a more suitable approach. One question dealt with the amount of attention or recognition given to locally-funded public day schools as compared to that given to state-supported day schools in professional organizations and at major professional conventions such as the one we are now attending. The locally-funded public day school programs responded with a somewhat resounding "no".Several respondents pointed out that the "public" day schools, for the most part, are still in session as of the dates of this convention, making it very difficult for them to be involved and a number of others mentioned that such attendance was not funded for them. "Only token recognition to city problems is given. Inner city parents rarely attend as they are too burdened 346 with economic problems." that they would be Some day public schoolpersonnel feel isteners". sharing their problemswith "uninterested One respondent urged more communication with specialeducation programs otherthan those for the deaf. Some state-supported publicday schools also feltthat conventions appear to be developedby those "in residential populations with different programs serving needs." In summary, here, t'itseems clear that "there. needs to bea much greater focus on the public school programs." To day pay fair tribute to another form ofprofessional communication, both public dayand state-supported schoolsreceive excellent guidance from themajor professional organizations. I am not going to attemptto derive a generalsummary other than what, has already beenpresented. It ismy hope that the discussion which follows and thepapers and discussions this afternoon provide generalizations based will within the group. upon the exchange that takes place This is the "Day School" and it is our opportunity toSection as planned by theamvention have a fruitful encounterconcerning the problems and the strengths ofpublic day school education United States in 1971. in the APPENDIX SCHOOL FOR LANGUAGE AND HEARING IMPAIRED CHILDREN, New York, DEAR COLLEAGUE: I have been askedto chair the "Day School" sectionof the Convention of AmericanInstructors of the Deaf in Little (June 2T--July2,1971).I've agreed to attempt to Rock, Arkansas presentation. formulate a plan of It occurred to me that the schools for the deaf and their specialsection might focus upon Inner-citypublic day problems. We might well be ableto define sonic specific needs shared bypublic day schools and enjoyed by such schools. I would some specific strengths poses, one which is supported entirelydefine as a public day school, forthese pur, private school subsidised by local funds as opposed tobeing a by the state either totallyor on a pupil -by -pupil basis. As an early exploratory stage,would you be good enough to attached onepage sheet which will glee me an idea respond to the picture might be. as to what the general Sincerely, JOUN D. HARRINGTON, Principal. RESPONSE SHEET-PUBLIC DAY SCHOOLSU.S.A. Name of School Name of Chief Administrator 1. How is the school funded? 2. Are your funds sufficient 3, Do you feel that or near sufficient to meet the needs? state support? you receive less in the way offunds thanschools with 4. Do you receive federal funds state-assisted schools? on a basis comparable with theprivate G. Are you able to conductprograms of public relations and basis comparable with localstate-assisted schools? research ona 0. Do you find thatyou are serving similar or different as compared With state-assisted schools. pupil populations 7. What degree of local coordination between your facility and that of or mutual cooperative planningexists 8. Do you have collegerelatedthestate-assisted schools? programsin teacher training andresearch? Bow do they compare with those ofthe state-supported schools? 347

9. Do you find it difilcult to maintain an appropriate Image of excellence and quality education In relationship to the state-supported schools? Why? (Whether answer is yes or no) 10. Are your special needs and problems as a locally funded school recognized or discussed in the major professional organizations or conventions In the area of the deaf? Other thoughts or comments: Would you he interested in and willing to be a part of at panel discussion at Little Rock of the types of problems related above with the possibility of a position paper evolving from the session? (Name of Administrator) THE DEVELOPMENT OF THE KENDALL SCHOOL INTO A DEMONSTRATION ELEMENTARY SCHOOL FOR THE DEAF Thomas R. Behrens, Pit. D., Director. Kendall School, and David R. Updegraff, M.S.W., Assistant Director, Kendall School First, I would like to take this opportunity to thank everyone who helped the Kendall School and Gallaudet College obtain this new legislation, which we all consider the greatest landmark in the 115 - year history of the Kendall School. Public Law 91-587, signed by President. Nixon on December 26, 1970, is an act. which modifies and enlarges the authority of Gellaudet College to maintain and operate the Kendall School as a demonstration elementary school for the deaf, serving primarily the National Capital Region. Just yesterday evening, we received notice from Washington that our budget amendment request has survived, and we now have the green light to begin planning next week. The act makes provisions for day and residential facilities for elementary education for children who are deaf, in order to prepare them for high school and other secondary study, and to provide an exemplary educational program to stimulate the development of similar excellent. programs throughout. the nation. In this act, the term elementary school means a school which provides education for deaf children from the age of onset of deafness to age fifteen, inclusive, but not beyond the eighth grade or its equivalent. The act further makes provisions for the construction of new buildings, and the expansion, remodeling, and alteration of existing buildings and equipment. Furthermore, the act requires that in the planning and construction of the facilities, maximum attention he given to excellence of architecture and design, innovative auditory and visual devices, and installaions appropriate for educational implementation of such facilities. Let me briefly give you the historical background of this legislation. During the year 1969 and 1970, a special committee of nine outstanding individuals with nationally recognized talent and strong commitment to deaf persons developed for Gallaudet College a char- lenging document. entitled The New Era. The committee was headed by Miss Mary E. Switzer and established important goals and priorities for Gallaudet College for the next five to ten years. In recommendations concerning the Kendall School, this committee envisaged the possibility of making it a model elementary school

355 34S for the deaf.It considered much as the this an especially, Kendall Schoolhas heretofore valuable option,inas- demonstratedmany useful techniques been innovativeand has dren long before for educatingyoung deaf chil- those techniquesbecame generally The committeewas also aware of the accepted. the role of theKendall School, need for there-evaluation of servedyoung deaf childrenwhich has formore than a century Area. At the from theMetropolitan same time, the schoolis a practice Washington the teacherpreparation teaching facilityfor During the sixties, program at GallaudetCollege. ing impaired public schoolsbegan to offer students. Notlong ago the programs for hear- Deaf established Maryland Schoolfor the about twenty a new campus iniColumbia, Maryland, miles fromWashington. Further, which is and the Departmentof Health, Gallaudet College agreement to establish Education, andWelfare reachedan deaf on Kendall and operatea model secondary Green. Inessence, it was this school for the brought forth theneed to develop turn of eventswhich stration elementary the KendallSchool into school for thedeaf where a demon- search, anddissemination of its experimentation,re- as well as where deaf findings wouldjustify its existence, the new pm-vocationalchildren could and secondaryprepare to take advantageof youths. educationalprograms for deaf The implementationof The New the fulfillmentof the CongressionalEra recommendation,as well as mandate of Public will have immediateas well as long-range Law 91-587, on the field of deafeducation. and far-reachingeffects We see siximmediate implications Public Law 91-587. which havecome about through 1. The Lawprovides that the School for theDeaf shall beKendall DemonstrationElemental', funds providedby the federala tuition-free institution,with all its 2. The Law government. the age of provides that thestudents shall be onset of deafnessand shall be admitted from of fifteen. maintained throughthe age 3. The Law provides thatparent education an integral and on-goingpart of the total and counselingshall be 4. The Law educationalprocess. provides thatextensive clinical ties shall bemade part of the and diagnosticfacili- 5. The Law total educationalprogram. provides thata flexible residential set into operation. program shall be 6. The Law the present provides thatnew construction include academic buildingto suit the needs remodeling of elementary school,and the building of a demonstration tion complex and of a clinical andparent educa- Lot me elaboratenew residential facilities. briefly on theprovisions I have The tuition-freeclause was included just enumerated. To giveparents in the National for two essentialreasons: (1) where they Capital Region can send their children;and (2) To a free choice of of free educationfor the deaf establish theconcept area, most of the regardless ofage of the child. In pre-school deafprograms are private our a tuition fee. Themajority of the and require enrolled in theKendall School parents of childrenpresently are financially unableor are able only tilt)e)r: 349 on an extremely limited basis to provide any kind of pre-school education for their children. On a tuition-free basis, the pre-school must become a full-day educational program. Our profession has sufficient knowledge for the implementation of such a program, and I need not tell you that young deaf children must have more than one hour of therapy each day, as most; present programs are set up. We further see this need primarily for, a metropolitan area in which many children will be spending their early years in day-care centers. During these years, the child who is deaf, as we P'.1 know, is in need of a highly specialized program. We hope toelimistrate the value of such a full-day program for very young deaf children. Therefore, it is necessary tocombine the concept of tuition-free education and thefull -day educational program. Strong provisions are made for parent education and counseling leading to the greatest degree of parent involvement in the school so that controlled, research-oriented projects can be established to determine the long -range effects of such involvement. The extensive parent involvement will be particularly strong with regard to pre-school children. Ideally, the Kendall School involvement will begin with the child as soon as the handicap of deafness is identified.Parents should be trained and encouraged to work properly with their child at this crucial time. We envisage that parents will live at the Ken- dall School for periods ranging from a few days to a few weeks, allowing for close, informal working relationships with our professional staff. During this period, extensive diagnostic examinations and testing must be carried out to help the parents understand the nature of their child's handicap and what they must do to help the child adjust. The provisions for extensive clinical and' diagnostic facilities were included in order for the school to thoroughly screen its applicants, conduct continuous re-evaluations, and monitor over-all student health to a greater extent than has previously been possible. It has been demonstrated that children are in constant need of better preventive health care, and it is hoped that such a program will enhance the intellectual and social maturation of young deaf children living in the Metropolitan Area. We all know this evidence can only be obtained if the children can be observed on a long-range basis by a comprehensive multi-disciplinary team of professionals. The provisions for a flexible residential program were made based upon the school's previous experience that differentchildren need different types of residential care. The program needs for a residential facility are envisaged to be as flexible as possible and as child- oriented as possible. The needs of some children can be best served by the standard type of dormitory facility. Other children, however, grow faster in a group-home concept ofresidential care which could be located out in the community. The needs of children change. Some children at times can profit more from living in their own homes, yet for short periods may benefit from living together with other children who are deaf. Consequently,_ a rigid dormitory situation would not meet the needs of all the children it would serve. Finally, a further provision is made in the Kendall School legislation, which is seen in its long-range effect on deaf education pro- 35'7 350 grains throughout the nation.This provision demonstrationelementary school is that, inbecoming a has an obligation for the deaf,the Kendall to disseminateits findings School approaches ineducation of the on new techniquesand We at the deaf to the entirefield. Kendall Schoolare fully aware that a chart ofprograms can only be implementing such each ofyou. We assure done successfullywith the helpof Demonstration you that our biggesthope is that the Elementary Schoolfor the Deaf Kendall grams for deafchildren, be it can help otherpro- pedigogicalapproaches, and/orthrough curriculumdevelopment, variousprograms. We must the organizationand coordination and therefore realize that thisis a federal of All of us mustone belonging toeach of us. program, School become involvedso that in the nature program can assist inthe improvement the Kendall programs throughout.the country. of deafeducational come actively interested Therefore,we invite you to be- tions, make in thetwogram :visit our school, suggestions, andgive close attention ask ques- Remember,our purposeandyour purposeas to our findings. children developthe educators, is tohelp in later life resources and potential to encounterwith greater which will enablethem world. odds forsuccessthe hearing THE NEEDFOR OBJECTIVE STATUS ANDGOALS OF EVALUATION OFTHE COMPREHENSIVE EDUCATIONPROGRAMS PUBLIC Harriet GreenKopp, Ph. D., San Diego StateCollege It is time thatwe, as educators of standards by which the deaf, beginto apply the ment of deaf we measure educationin general students. Ourhistoric to the assess- modes, in thiscountry, has tended concern withcommunication of developiner to obscure the cognitive skillsand knowledge. equally difficulttask of the deaf shiftfrom a predominantly We haveseen education lic and private,to what residential schoolpattern, pub- elementary day appeats to.be an schools and in all butincreasing populationof The preponderanceof secondary our rural populations. residential level studentsare still enrolled in schoolslargely becausethe day classes not been sufficientlyactive in developing and schools have hensive regionalsecondary school. the concept ofthe compre- of secondary-age It. is not possibleto meet the needs students unlessa comprehensive demicprogram c4in provide vocational andaca- portive services. both educationalopportunities and In part, sup- our present distressreflects the deaf population.Medical advances changing natureof our of adventitiouslydeaf students have diminishedthe proportion mastoid, measles, who becamedeaf post-lingually. scarlet fever,chronic middle The are less frequent.Instead, we find ear infectioncases of premature,rubella, viral insignificant increasesin the numbers capping conditions of utero cases resultingin multi-handi- which hearingloss is only serious problems. Our one of a numberof facilities and teaching models,our educational our basic philosophyof education systems, our have beenpredicated 358 351 upon the problems faced by the post-lingual and the uni-handicapped student. We are just beginning to look at the wider spectrum of problems with which we are confronted. It willrequire massive reorganization of our conceptual framework. In addition, the improvement of amplification systems and thetremendous strides resulting from infant and pre-school programs have increased the numbers of students whoare capable of being integrated at various entry points into the mainstream of education. Here, too, our delivery systems must be different ifwe are to provide maximal educational opportunities. The mix of services required, the greater involvement of team teaching or resource teachers, of hearing schools and teachers of hearing students, make it necessary to rethink our educational approach to these severely hard-of-hearing children who in the past were categorized as profoundly deaf. We have taken a belated, long hard look at the academic achievement of our deaf students. We are concerned with the extent of the difference between performance and verbal test scores. We refuse to accept the necessity of an inferior academic track record for our deaf pupils. It is not enough to have an occasional brilliant deaf student with strong parental support, who "makes it." It is notnecessary to repeat here the findings of study after study that tell us whatwe already know too well. In general, our deaf population is not reading well; is not adequately informed in subject matter; is not functioning at an educational level consonant with intellectual capacity. The steadily mounting cost of education makes it essential thatwe re-evaluate our priorities. It is high time that we examine the cost effectiveness of our programs and weigh our optionson the basis of value to students. In the past 10 years, there has been increasing financial pressure on private schools. Despite the complex legalistic support patterns for reimbursement on state and local levels, the facts reveal that many hitherto private schools derive significant segments of their funding from public monies. The distribution of student population has not always kept pace with the funding pattern. Historically, the public school has been service oriented andnon- selective, by law, in its admission criteria. Interpretation of these criteria for deaf students has varied widely. When public fundsare used, there is an urgent need for admissions criteria to be in the public interest to the end that all hearing-impaired students are served ina manner appropriate to their needs. Yet, we have no guidelines for admissions criteria. Conversely, we have no recommended guidelines for exclusion nor do we have identified referral sources for those students who are excluded. Much as the present delivery systems arc inappropriate toour changing population, so, too, are our teacher preparation programs. At present. our professional associations are engaged in revising standards for teacher preparation, a long delayed outcome of the Virginia Beach Conference. Until our teachers of the deaf come to the classroom with a strong background in learning theory; assessment concepts and techniques; communication skills; school subjects; and, with a strong conceptual background in teaching and learning including practicum experience with both hearing and deaf students, we will have little potential for closing the academic gap. We have 352 made and are making tion. good strides towardimproving teacherprepara- Assistance from Federalfunding has had influence andmore dramatic effect more beneficial profession, both in on this area than on any inour pre-professional and in-servicepreparation. Here we must be very carefulnot to substitute techniques for knowledge. It iseasier to spend and equipment or in preparing mediated our time making transparencies processing or longitudinalmaterials than in understanding,cognitive that our teachers assessment. We must beon guard to assure "what." understand "why" and"how" as wellas they do We have made littleprogress in developing criteria of classroom teaching.This is probably the for supervision now give maximal support. area to which we must Without knowledgeableand sophisticated supervisors,individualization of teaching tiveness of teachers and maximal effec- become difficult to achieve.The need for vision is especiallyevident in day classes, super- rather widelyover sparsely populatedparticularly those scattered geographic areas. Wehave tended to avoid directconfrontation with local class programs whoare often not prepared toadministrators of day of hearing-impaired supervise the education students. We must takea strong position with positive statements ofcriteria for supervisors preparation, experienceand job analysis. with respect to their Proliferation of day classesin the last 25years has generated ticular problems. Thesupervision of these par- "sometime" classes is apt to bea thing, accomplishedoccasionally by sional. Regularsupervision is often the a qualified profes- hearing task of an administratorof programs who is awed by thelinguistic and communicative problems of the hearingimpaired, and impressed of the teacher of the both by the vivacity deaf and the multiplicityof teacher-constructed materials. Unfortunately,this awe is translated failure to asksome bard questions about too often intoa ability to judge thelevel of improvementacademic progress andin- The clay class teacher is in communicationskills. too often geographicallyisolated from fessional colleagues whocould boost morale pro- value judgements.In addition, the and assist in professional with a wide day class may includestudents range of disabilities,age and learning abilities. day class teachermay be responsible for the Thus the teaching situation butreceive the least validmost difficult type of Since about 50percent of our deaf studentssupervisory assistance. and small day schools, are now in day classes it is essential thatwe propose a system for continuing evaluationof theseprograms. Regional conglomerates consortiums thatcross state and county lines or effective use of diagnostic, will be necessary for for efficient distributionsupervisory, and evaluativepersonnel and of students, to maketeaching and learning possible. Satelliteprograms related to a regional the most effective plan. school may provide The day class and residential what in the past. As school populations havevaried some- entry and have enrolledresidential schools havelowered theirage at more day students, thisdifference has di- minished. The increasingpopulation of multi-handicapped impaired children hasput pressure on admissions hearing generated widely varying criteria that has solutions. A regionalplan would make it

360 353 of facili- region to marshalits particular resources possible for each duplication of effortand to assureefficient ties and personnel,to avoid local needs vary sowidely, the delivery of requiredservices. Because familiar with localand be designed bylocal teams parents, com- plans will have toliabilities. Of specialconcern to regional assets and criteria and thedevelopment of munity and educatorsare exclusion to educational for those studentsnot admitted training resources funding alsoimpose specificadmission programs.State and federal criteria on local programs. criteria and oftencertain programmatic through regional secondary students canbe met only The needs of opportunity forvocational speciali- cooperation sincethey must haveeducation in acomprehensive sec- zation oracademic pre-college this is possibleby establish- ondary schoolsetting. In urban areas,by use of resourceteachers. ing classes withinsecondary schools or secondary schoolfor the regional will For sparselysettled communities,solution. Theultimate solution the deaf may bethe most feasible and bona fide sec- for adequatesupportive services in have to provide What passes forsecondary education ondary school programs.continuation of theelementary curriculum some of ourprograms is a integration in afew vocational school with token done in a secondary seriousness of thisproblem, but have classes. Werecognize the viable solutions. of integra- little to provide day class has come awidespread wave Along with the integration of hearingimpaired students tion. Theinterpretation of with supportive full-time attendancein hearing classes in ranges from qualified teacher tofull-time enrollment servicesprovided by a impaired andpart-time attendance special classesfor the hearing selected classes.The value of students in carefully specificity for each with hearing must be assessedwith great integrated activity the effectivenessof integration. student. We have novalid data on evidence which quantities of anecdotaland subjective We do have by certainindividuals inspecific point clearly tobenefits derived To .date, we massive failures inother situations. of pro- situations, and toprediction of success norfor evaluation have no basis for to receivewhich program where and when profile grams. Whogets placed trial and error,rather than on a is stillbased on intuition or to variousoptions. of objectivecriteria of criteria relatedto projectgoals, the absence When we attempt prediction anastoundingly difficult becomes apparentand makes attention to thedevelop- for the professionto turn its relatiye task. It is time and instrumentsfor assessing the ment ofstandards, criteria been the subjectof much effectiveness of thosemethods that have morereceptive little light. Theemotional climate seems areso we heat and too past, to thescrutiny of where we now thanit has in years know where andhow we canproceed. language competency standardized teststhat will assess: in We need form; languageinput competency output inwritten and oral speech in- reading and manualcommunication; and and auditory? lip after such tests areavailable and teachers telligibility. Only their interpretation,can webegin become expert in almost incrediblethat administratorseffectiveness ofmethods. It seems to assess the instrument by which wecan evaluatelanguage we stillhave no valid most importantproduct. although we agreethat language is our 361 354 Standard achievement testsare available in subject matter fields and need to be usedmore widely, with norms for hearing students rather than establishingnorms for the deaf. Either you understand arithmetic concepts oryou don'tto establish deaf norms isa "cop out." Our curriculum should reflectthe deficits we diagnose in testing and aim specifically at reducingthem. Good diagnostic reading testscan serve two purposes: to teach us how to prevent the problems thatpersist and to direct remediation of those problems that are not prevented. Longitudinal assessment records permitstaffing on a continuum. Parent - school interactioncan help in recognition of individual assets and liabilities prior to decision makingperiods. We tend toprogram more toward remediation of weakness than strength. to emphasis on areas of Criteria for teaching and supervisionmust be delineated. We tend to back away from judgement, but untilwe have accepted standards for performance we will haveno quality control within our profession. In effect, we have captiveaudiences. Children can't change teachers at will nor can teachers changeadministrators nor administrators teachers. Until we can define thecharacteristics of success in teaching, it will be difficult forus to be truly effective in preparing teachers or in selecting administrators. Althoughwe share this problem with general education,we are not thereby excused from moving forward in finding viable solutions. Ourprofessional organizations have joined together to develop standardsfor teacher preparation programs, perhaps we can proceed now to performancestandards. We are assailed from all sides by accountability.We have always held ourselves responsible forour students' welfare and progress. Now, in the age of the computer,we are asked to objectify this responsibility. Our professional associationsmust lead the way. The task of educating students fromage 3 through adulthood, ranging from hard of hearing through deaf,some of whom have one or more added disabilities is awesome. Witha small population, we try to cover all of the subjects offered bycomprehensive programs of general education in addition to the developmentof language and communication skills. If weare to reach the goal of educatingour students to their potential, howwe apply learning theory must be derived from hard facts about thelearning styles of the deaf which we have not accumulated to date. Funds must beset aside both federally and locally to explore objectively thelearning modes that appear to be most effettive-and to disseminate learningmaterials. The resources of Captioned Films, the National Media Centerand the Bureau of Education of the Handicappedare available and are being used now for professional development.The enormous expendi- tures made for the special institutions: Gallandet, the National Tech- nical Institute for the Deaf, theModel Secondary School for the Deaf and the Kendall DemonstrationSchool, will be watched closely by the profession to assure that benefitsare derived for the deaf in all parts of the country and at all levels.Research projects must be designed specifically to develop standardsfor assessment and ways of evaluating the cognitive skills andknowledges of the deaf,especially in language relatedareas. In short, the time is now forus to take the long hard look at wherewe are, where we want to be and how we are going to get there.

(c.1,t.1.4 355 GALLAUDET SCHOOL FOR THE DEAFA PUBLIC DAY SCHOOL IN ST. LOUIS, MISSOURI Lewis B. Wahl, M.A., 31. Ed., Principal, Gallaudet School for the Deaf The thrust and content of this paper is a reflection of the author's role as administrator of a clay school program during the past decade. The approaches to alterations in those areas of the ongroinig offerings of the school, academic and co-curricular. are recordedin view of the 100+ student population being served, the high quality of the professional teaching faculty, and as a potentialsource of adaptation within the reader's program. Selected phases of the Gallaudet School structureare herein stated in view of the apparent notorious traditional weaknesses inmany of our day educational programs for the acoustically handicapped. The attacks on our problems at the Gallaudet School were undertaken in the perspective of the salient fact of a student population witha mean intelligence quotient ranging from 80-84 points during the decade. Those clay programs possessing a more normal bell-curve of intellectual distribution, permits a more traditional approach to the education of the hearing impaired. The Gallaudet School and the professional staff have geared its innovative procedures to the gamut of multihandicapping conditions evident in the majority of its student population.

SYSTEMA11C STRUCTURING OF SEQUENTIAL LANGUAGE ARTSAND INDI- VIDUALIZED STUDENT EVALUATIONS Following the adaptation of the basic Language Arts Curriculums, it became apparent there existeda need for an orderly progression of individualized student evaluationson a continuum basis. Therefore, we set out to develop a systematic set of curriculum related forms to function in the two specific areas: (1) To permit the classroom teacher to exercisean exacting approach to what she is to teach, when she is to present the sequential materials, and to base her daily teachingsupon each child's past cumulative evaluation records. (2) To permit the supervising teacher-in-chargeto evaluate each individual student at the Primary and Intermediate Departmental levels biannually and to develop the inservice continuity fromone stage of language arts acquisition to the next. This approach has permitted the following operationsto become significantly functional: First, an esprit de corps developed among the instructional faculty. Each teacher has access and knowledge of the specific attainmentsand deficiencies of their new students commencing at the initialstages cif each school year, thus alleviating the former fumbling which occurred yearly. The student evaluations are detailed sufficiently in the realm of basic communication skills to formulate precise judgmentson each child and thereby aid in student placements within the totalstructure of tho program. 356 to be of ratherstriking significance in This innovation has proven reporting with the teacher to teacherprogression, counseling and parents, and in thereferral services of studentsto other agencies and schools for the deaf. PARENTS A WORD ON PUPILPROFILES AND REPORTING TO have become moresophisticated and In recent years our parents acquired on their intellectually concerned inregard to the data children by the school. procedure for reporting We have developed afrank and systematic profiles are enclosed withthe quarterly Pupil to parents. Pupilmid-year and again at thetermination of the Progress Reports at involved school year. These profiles areprepared by the teachers the academic milieu, theco-curricular in- with each child within and all school structors in physicaleducation and practical arts reported. We delve intobehavioral attitudes related activities are for authoritarian figures, evenlunch- and general conduct, respect recorded for the parent,and room manners.Helpful suggestions are their response has been mostgratifying. academic failure and thegrading system, we have In reference to "actual level of solved a former majorproblem. By recording the Reports, a child is therebyable to acquire a work" on the Progressgrade. This simple formof reporting has commensurate passing of school clarified the status of thechild's level of study in each area multihandicapped child toexperience success, learning, permitted the There is an and has given to the parent anhonest and factual profile. built-in for each child athis respective inherent motivating elementalso has curtailed themisleading of level of abilities. The system functioning at an unrealistic parents into thebelief their child is level. reporting which has beengratefully received by A second feature of achievement test scores parents, is the inclusionof all standardized Report of the school session.This procedure with the final Progress of their child's total adds a third dimensionfor parental appraisal school attainments. SUPERVISION-IMPERATIVE TO SUCCESS DAILY CLASSROOM has been One of thr notoriousweaknesses of many day programs professional leadership withthe classroom teachers the inadequacy of The ongoing grass as they pursuetheir daily academic program. learning environment musthave continuity, inservice roots classroom faculty members, and checksand guidance provisions for the newer formal testing pupil evaluative measuresbeyond the traditional measures. supervising teacher-in-chargeis the key to The involvement of the activities. The orderly and sys- success orfailure of the intraclass dependent upon the tematic progression ofthe curricular milieu is front line supervision. quality of an institution's addition several The Gallaudet Schoolperceived the need for this years ago. Anydegree of creativity anddevelopmental programming 357 for our children with the follow-up, on a consistent basis, can be traced to the knowledgeable and dedicated know-how of our full - time teacher-in-charge. The administrator establishes and executes policy, instigates innovative program change, selects personnel best suited for the tasks under consideration and a multitude of public relations and school related functions. Yet the fact remains, if optimal intramural learning conditions are to exist for our children, it will only be accomplished through adequate day to day supervision by personnel dedicated and charged with this single responsibility. THE STATE OF GALLAUDET - Hicimcirrs OF A DECADE, 1960-70 During the decade, 1960-1970, the Gallaudet School for the Deaf embodied the following changes: 1. The student population increased from 78 students to apeak in 1967 of 112 full time students. The decade ended with an enrollment of 101 children. 2. The instructional faculty increased to 18 members. 3. A formal Physical Education program was instigated. 4. Teachers applying for positions at Gallaudet became available for vacated or newly created positions in excess of our needs. 5. Grants and fundings in excess of $50,000.00 were securedfor the following : (a) Two faculty members to execute the program for the Multihandicapped Deaf of Gallaudet. (b) The first Gallaudet Summer School was operational for one-half of the total enrollment (1969). (c) Wireless auditory training systems (EFI) became a reality in the classrooms. 6. Classrooms were equipped with audio-visual teachingaids, overhead projectors, screens, filmstrip projectors. Teachers had access to opaque projectors, EFI flashcardreaders, controlled reader materials, microprojectors, televisions% radios, 8mm Technical Sound Cartridge projectors and accompanying language instructional films, and a massive variety of teaching materia_s provided through Federal, State and local allocations. 7. A dormant gymnasium dressing room was converted to a Materials Center and office conference room. 8. The Gallaudet students were included in a new lunchroom environment in the newly constructed Work Study High School. 9. Teachers' salaries almost doubled during the decade. The average salary for the Gallaudetteaching faculty in September, 1970, was $10,600.00. The beginningsalary for the A.B. degree at the end of the decade, was the maximum salary at the beginning ofthe decade. 10. The average student performance intelligence quotienthas remained fairly constant the second half of the decade, ranging from 80-84. 11. An all male class was programed intoHomemaking (1970). 12. An Exploratory Activity program wasinitiated (1970) on a total school basis, five periods per week. 13. The annual student Christmas program wasreplaced (1960) by less time consuming evening programs for parents. 35S 14. A Modern Dance offeringfor the older girls was 15. A full time 'supervising a reality. teacher-in-charge was designatedto exert leadership in the daily academicteaching activities. 16. Full time student langua,gearts tutorial instructors and in- service training onan intraschool basis for new teachers were two innovations. to Gallaudet, 17. The Kindergarten classes (wewent from one to three Kg. classes) were combined intoa two teacher team approach; one teaching station forgroup learning functions anda second location for individualized student tutoringon an alternating daily schedule. 18. The Advanced Departmentwas programed into a class rotating schedule, permitting teachersto specialize in a defined curriculum area. 19. A new language curriculumguide was adopted. Supplementary curriculum guides were made availableto each teacher. 20. Systematic evaluationmeasures and guidelines were developed in the basic communication skillsthrough six levels of Gallaudet, Primary through the IntermediateDepartments. 21. Library volumes weremore than quintupled during the decade. 22. A filmstrip library in excess of 1000 was made available anda Filmstrip Guide devised forthe individual teacher. 23. The proposal to indoctrinatethe Gallaudet faculty and staffin the application of the VisibleEnglish (fingeispelling) supplement the pure oral methodology approach to for this expressed was approved. A project grant purpose (Title V1-A, ESEA) has beensubmitted.. ard approved. This ancillaryapproach in the total schoolprogram will be incorporated, September,1971. 24. Gallaudet served asa practicum center for the internship of teachers in training from St. LouisUniversity (Speech Pathology) and Harris Teachers College,(Education Professions Development Act). In addition, high schoolseniors were assignedto Gallaudet to assist teachers andgain exposure to an ongoing tional children. program for excep- 25. One-half of the faculty hadearned Master's degrees. Certifica- tion by the State Department ofEducation is a requirementfor all Gallaudet teachers appointed in subjectmatter areas.(According to a recent survey on a national basis,the Gallaudet School for the Deaf has the most comprehensiverequirements for securinga teaching certificate of all schoolssurveyed.) 2G. The first appointment ofa male deaf instructor became reality. a 27. The first Fontbonne College-St.Joseph Institute for the Deaf trained teachers of the deafwere given appointments to the Gallaudet faculty. 28. Renovations and additionswere completed in the classrooms and throughout the buildingfacility to enhance various school life. features of 29. The decade saw many ofour graduates and former students continue their educations in regularelementary schools, regular secondary schools, the Missouri Schoolfor the Deaf and other schools for the hearing impaired, vocationaltraining centers, Gallaudet College, the National TechnicalInstitute for the Deaf, andin exceptional cases, other institutions of higherlearning. 366 359 Disci sszos Among topics discussed by the participants and the audience were the following: (a) The need for medical personnel to be better informed about deafness, its educational implications and the need for appropriate early referral and diagnosis. (b) There was conjecture that the day schools tended to be more frequently involved with oral methods than total communication. (c) There were concerns expressed of the need for basic guidelines concerning the development of day school programs. It was suggested that superintendents of existing programs for the deaf of all types serve as consultants and advisors thus contributingtheir expertise so that the growing trend towards day schooleducation would be a positive movement. (d) After some discussion, the feeling was expressed that day schools be encouraged to become more involved in the CAID with increased participation in the Day School Section of each convention rather than to form a separate organization specifically forday school programs. It was felt this would contribute to unitywhereas a separate organization mightdissipate our strength. Day and residential schools, oral and manual should work together for the common interests of deaf children. (e) A brief discussion took place concerning the availabilityof Title VI funds to public day schools. The paper presentedby Dr. Harrington seemed to indicate that the city day schools were not getting federal funds comparable to the Title I funds being received by state-supported schools. There also seem to be more"strings" attached in Title VI procedures. (f) The special problems of teachers in day school programs were given some attention. It was recognized that the supervision of day programs, especially smaller ones, is oftendone by supervisory personnel with general educational backgrounds or generalizedtraining in exceptional children rather than specifically with the hearing impaired. Creative solutions to this circumstance are needed.

SUMMAI'Y The Day School Section of the 45th Convention of American In- structors of the Deaf (1971) elide'', on a positive note with the group looking .towards greater cooperative efforts by day and residential schools in the achievement of an improved educational program for deaf children. Foreseen is a broad spectrum of educational plans and methodologies which will insure quality education and effective communication for all deaf children in the tufted States. Post-Secondary Programs 10:30 a.m.I:00 p.m.: Post-Secondary ProgramsLower School Auditorium; Chairman: Robert Lauritsen, Project Coordinator, Technical Vocational Pro- gram for Deaf Students, St. Paul Area Technical Vocational Institute; Recorder: Patrick W. Duggan, St. Paul Technical - Vocational Institute, St. Paul, Minn. 10:30 a.m.; "A National Program of Continuing Education for the Deaf," Dr. R. Orin Cornett, Vice-President for Planning and Public Service, Gallaudet College, Washington, D.C.; "Lou; (Under) Achieving Deaf PeopleMeeting 77-003-72-24 367 360 Associate Director, Deafness Their Needs in theSeventies," Dr. Larry Stewart, New York, N.Y.; "The Research and TrainingCenter, New York University, Duggan, Person in IntegratedEducation," Patrick W. InterpreterAn Integral Vocations I Institute, St.Paul, Minn. Counselor, St. Paul Technical Deaf Students --AnIntegrated Ap- 1:30 p.m.-4:00 p.m.:"Higher Education for College Services for theDeaf, proach," Dr. Thomas A.Mayes, Coordinator, Univer- State College, Northridge,Calif.; "Utah State San Fernando Valley for the Hard of Hearing:1968-1971," Thomas C. sity Facilitative Program Department of CommunicativeDisorders, Utah Clark, Assistant Professor, Post-Secondary Programs: State University,Logan, Utah; "The RegionalVocational Institute, and Seattle Delgado Junior College,St. Paul Technical Director, Program for the Community College" Dr.Herbert W. Barkuloo,"Project Dawn A Look, College, Seattle, Wash.; Fernando Deaf, Seattle CommunityCarl J. Kirchner, Director,Project DAWN, San to the Future," Northridge, Calif.; "NTIDin 1971," Dr. JamesR. Valley State College, National Technical Institute Speegle, Assistant Deanfor Support Education, for the Deaf, Rochester,N.Y. EDUCATION A NATIONALPROGRAM OF CONTINUING FOR THE DEAF' Richard Orin Cornett,Ph. D., Gallaudet College RATIONALE have to an American Education is probablythe closest thing we looked upon education asthe great social faith ... Not only have we individual panacea, we havealso regarded it asthe great ladder for improvement? continuing education. Today no one seriouslyquestions the need for needed for life Whereas it was oncethought that the knowledge during childhood andyouth, the swiftlychanging was absorbed the focus of educationfrom social order is moreand more turning the concept ofcontinued learninglearning children and youth to educationor continuing as a life-long process.As a result, adult necessity. The education has progressedfrom privilege. to hobby, to enlarged purpose foreducation"the devel- world today demands an learn, to change, to create opment of a capacityin each individual to culture throughout his lifespan."' a new fact of life for thehearing. The ghetto Continuing education is a for training and drop-out has his choiceof various opportunitieshis selection from a education. The highschool graduate makes Post high school veritable smorgasbord ofeducational offerings. for deaf people,however, are extremely education opportunities lifetime process is soessential, there is limited. If education as a opportunities for continu- little justification for thefact that so few ing education are availableto the deaf. concluding sections of this paperare taken from anunpub- 'The introductory and Rationale," by Mrs. Carol J.Boggs, lished paper, "Adult Educationfor the DeafACollege. The sections whichdescribe Special Assistant to theVice President, Gallaudet "Study of the Need for a specifically the proposednational program are from theDREW Study Committee,Dr. Continuing Education Programfor 'Deaf Persons," by the Howard %Volker, Chairman. State College," in d Report Delmar T. (Matt, "Greetingsfrom San Fernandoin Valley Adult Education Programsfor the for Teachers and Interpreters Valley State College, Northridge, Deaf,on the HenryConference 0. Bjorn% ecal, eds., (San Fernando California. March 19, 1966), P.2. the United States, (Washington: Malcolm S. Knowles,Higher Adult Education in American Council on Education,1989), p. 2P. 368 361 Leaders in the education of the deaf foryears have called for continuing education for the deaf. There isa strong sentiment that adult education for the deaf is perhapsmore neglected than any other area in the field. The Babbidge report recommended in1965 that. the deaf be given access to the fullrange of post secondary and adult education available to the general population. In1967, the National Conference on the Ethic:if-ion of the Deaf recommended enhanced opportunities in colleges and universities, juniorcolleges, technical schools, vocational schools, and adult educationprograms. And, in 1970. the Committee on the Role and Function of Gallaudet College strongly recommended expansion of continuing education efforts at Gallaudet. With this background, the College requested $128,000 fora small continuing education program for the local District of Columbia area in the fiscal year 1971. While House-Senate Conferees deleted this item from the 1971 budget, they requested that the Department of Ikalth, Education and Welfare make a thorough study ofthe need for an adult education program for deafpersons, the level of financing necessary, and the maimer in which sucha program might be administered. Accordingly, a task forcewas convened by DHEW and submitted its final report with recommendations in March, 1911. The report recommended that Gallaudet College serveas the focal point for the initiation of a broadly based nationwideprogram of continuing education for deaf adults. The task force recommended that this effort be made in concert with programs. in other institutions with existing and developing programs of continuing education for the deaf. Further, it will provide funding for parts of such programs in other institutions. This concept was strongly endorsed by the recently convened Board of Fellows of the College.

IMPLEMENTATION It is imperative that continuing education for the deaf becomea reality without delay. Delay can only increase the probabilitythat the deaf adult will be an early casualty in today's rapidly changing social and economic environment. Gallaudet College has prepared and submitted a request for a supplemental appropriation in the 1972 fiscal year budget. The sum of $616,000 requested represents the additional amount necessary for the first year of the five-year, five million dollar program recommended by the DHEW task forceon adult education. In the course of its development and operation, the program created as a result of the initial funding will develop and offer opportunities such as: 1. Model courses for college credit for the deaf to be offered in evening and weekend programs. 2. Independent studytutorial sequences for off-campus study. 3. Summer and interim semester opportunities. 4. Educational counselling services. 5. Seminars for parents of the hearing-impaired and for deaf parents of hearing children. 6. Programs designed to prepare the deaf for satisfactory achievement in examination-for-credit programs (high school equivalency).

369 362 7. Non-credit sequences for cultural appreciationand participation in the arts and enjoymentof the humanities. 8. Credit and non-credit, programs. technological and vocationaleducational 9. Work study, internship,apprenticeship, and fellowship grams at Ga llaudet Collegeand at other institutions pro- elsewhere. of learning 10. Conferences, institutes, tion for the deaf. and workshopson rontinning educa- In the course ofprogram development and expansion, offerings devised will educational employ media, instructionaltechnology, and interpreters in the most,strategic and sophisticated delivery systems. The objective of educational a variety of learning experienceswill be to provide forthe deaf adult through independentstudy, as a menther of a smallgroup or class, and as a part of munit. The program will include the largercom- special services television tapedcourses, programs and news broadcastswith simultaneous interpretation, and filmedand other materials bution through available for distri- a variety of owlets to thedeaf community. '1'lle program will hidndealso the design of development and training in a plan for personnel cooperation with the othercenters in a consortia arrangement.The long-range objective a pool of trained specialists in will be to create continuing education of thedeaf and, at the same time, to enhancethe quality of itsown staff. A strong component ofthe continuing education long term will be that of program over the consistent and nteaingfulresearch and evaluation. For the first timesignificant workcan lx! done to validate the methods andmaterials used with thedeaf adult. Research and evaluation in thisprogram might cover such ance of the program, as reflected in areas as perform- comparison results withobjectives, quantifiable materialsproduction, student trackingand characteristics analysis, and costanalysis, to mention onlya few. NUMBERS 01 PEOPLE AND EDUCATIONAL LEVELSTO SEnvEn In 1969, 25 million, or slightly less than 20percent. of the adult. population in the UnitedStates, were engaged tion of some form. There III continuing educa- are in the United Statesapproximately 1,40(9)00 people over theage of 17 with a binaural hearing sufficient to be classifiedas being deaf or severely hard loss Although in similar proportion of hearing. (approximately 20 percent)of the deaf and hard of hearingpopulation may be regardedus a long range goal, the program as projectedover the five-year period visions reaching onlya small fraction of this total en- Over the first five population. only through years the program will be widelyavailable mass media. Its effectiveness willbe greatest in the urban areas wheremore than 60 percent of the deafand hard of hearing (approximately840,000) peopletare concentrated. The parts of the plan involvingthe use of mass media newscasts, special television educational including television for wide distribution through features, and filmed materials organizations and institutionsmight. be expected to reach 30percent of those in urbanareas, or approxi- 370 363 mately 300.000 people. The mass media features of the program should reach all levels among the deaf and their families with essentially equal effectiveness. At the end of five years, organized courses and non-credit programs might be expected to reach between 0.5 percent and 1.9 percent of the deaf and hard of hearing population. The staff and resoursi's envisioned for the program would make it possible, however, to accommodate only between 1.000 and 2,000 deaf persons in formal courses. With sufficient resourses, the program could be expanded to serve as many as 7,000 to 14.000 persons. Because of true greater availability of materials and methods for the high school and college levels, the program will he directed largely toward these levels in its initial stages. Because more time is required to produce materials and methods that are effective for continuing education of the deaf at the lower levels of academic achievement, e.g. adult basic education and literacy training, participation in formal courses will be somewhat limited in these fields at the start. By the end of the five-year period, participation at the level of adult basic education and social and cultural enrichment should outstrip the enrollment at the higher levels simply because the number of deaf persons needing this level of instruction is numeri- cally greater. (For example, 58.7 percent of the. deaf and hard of hearing population have completed less than nine years of schooling.) CoNctrsiox Continuing education programs are widely available to the general public. Why cannot deaf adults use what is already available? The deaf adult cannot use most existing adult education offerings for the same reason the deaf child cannot use the services provided the hearing child in the public high school. his social and communicative isolation pursues him throughout all of life. Without unique offerings tailored to his needs or without special provision being made for bridging the communications gap, presenting the deaf adult with the opportunity to enroll in most adult educationprograms is a meaningless gesture. The need for continuing education of the deaf is inescapable. The problems are monumental. Obviously, itis an impossible task to provide the deaf adult with all he was denied as a child. The enormity . of the job to be done, however, does not relieve one of the responsibility of doing something. The situation might he likened to trying to row upstream in a rushing river the consequences of doing nothing are far worse than the results of rowing, however difficult. that may be. Gallaudet College has a responsibility to the deaf community beyond its time-honored mission of liberal arts education for deaf youth. That which has been learned in the educational process at the College must be translated into educational programs for the larger deaf community. The commitment to the. training of deaf children is highly visible in the preschool program, the Kendall School, and the Model Secondary School for the Deaf. A program of adult education is the logical capstone in a developingpmgram of lifetime learning for the deaf sponsored by Gallaudet College. 371 364

LOW (UNDER)ACHIEVING DEAF THEIR NEEDS PEOPLE:MEETING IN THESEVENTIES Larry G. Stewart, Ed.D., DeafnessResearch R Training School of Education,New York UniversityCenter, My reason forbeing here is to meet the needs to suggestways in which of lowor under achieving we can help those ofyou who have worked deaf people. Iare sure the problems closely with deaf and needs ofthis group, but people know of under achievingdeaf people"is of recentbecause the term"low or describingsome identifying origin, I willbegin by then discusstheir needs characteristics ofthese people.I will however, will deal briefly. Themajor portion of with actionstategies for this paper, achieving deafpeople. meeting the needs oflow Let me begin by saying thatthe term low semantic convenience.Some of or under achievingis a handicapped, severely you may preferterms such as multiply terms. A Steering handicapped, seriously Committee appointed disadvantaged,or other conclusion that "low by SRS in1970 came to the I agree. We (under) achieving"was most appropriate, are here concernedwith deaf people and cantly below theirpotentials in the who achievesignifi- functioning, learning, areas of communication,social tively strong in and einotionaladjustment. Some one or more.' of theseareas of functioning.are rela- tremely weak inone or more so that but ex- in educational the end resultis low achievement and vocationalareas. Perhaps grasp the meaningof this you can more clearly in your school who statement by recalling conld notseem to learn, the deaf children io problemsthat they or who were suchbehav- These children were unable to makeprogress in their studies. drift throughschool and after age or dropping out,they are unable leaving becauseof regional vocational to qualify forGallandet, NTID, tional programs, or any other program. Theymay get a very low post-secondary edca- unemployable. Theyremain on the level job,or they may be so-called hearing fringes of society, world and inthe cleat both in the multiple disabilities;others have community. Manyhave deafness. They no diagnosed disabilityother than low achievers.are severely handicappedand consequently Because mosthave normal they are intelligence, andyet achieve at strength, mobility,and in the truesense of the word.a low level, theyare under-achievers This maysurpriseyou, but a large leavers eachyear fit this description proportion ofdeaf school SRS Steering of low (under) Committeeon activities for this achievers. The each yearapproximately 2,000 group estimated that the under-employed deaf schoolleavers enter the or unemployable and ranks of post-secondary training do not qualifyfoe any vocational rehabilitationprograms other thanthose provided through unpublished study facilities. Tosupport this contention, done in 1969revealed that of an leaving selectedschools for thedeaf that 1,160 deaf students on to post-secondary Tear, only 40 percentwent rectly into training. Theremaining 60 employment at thesemi- or un-skilledpercent went di- unemployable. level orwere 372 365 A number of schools for deaf children and youth are actively attempting to develop and expand meaningful programs for low achievers. But, the number of school leavers who are still severely handicapped and cannot qualify for existing post-secondary programs can only lead to the conclusion that enough is notbeing done to help these children during their school years. The absence of post- secondary programs for them leaves no doubt that we are doing nothing for them at that level. In the 1970's education and rehabilitation workers with deaf people will need to become involved with developing appropriate programs for low (under) achieving deaf peo_ple. Their numbers are increasing at all levels of the age ladder. Our choice isclear either act now, or face the questions that will be forthcoming from parents, government agencies, and others on why nothing is being done for approximately 50 percent of the deaf population.

STRATEGIES FOR ACTION There is currently a bill in the U.S. House of Representatives. introduced in March of 1971 by Rep. Wilbur Mills (D). Ark. to provide for the establishment of regional comprehensive rehabilitation centers for low (under) achieving deaf people. If enacted. this bill will make possible free-standing centers offering to low achieving deaf people quality services in the areas of vocational and psychological diagnosis, medical training, recreation and physical education, residential and independent living, and job placement. Re- search mid preparation of personnel to work with low (under) achievers will be made possible through these centers, and each will have an instructional media development component. It should be pointed out. that these regional centers will attempt to be for low achievers what Gallaudet and NTID are for deaf people who achieve at a higher level. The bill introduced by Rep. Mills is known as H.R. 5010. It needs the support of all of us, so I encourage von to voice your support to your representatives in Washington, D.C. am confident that these regional centers will meet the needs of low (under) achieving deaf people at the post-secondary level. How- ever, it is critical that we also be concerned about low achiever; and potential low achievers during the elementary and secondary school years. We can prevent many cases of lowachievement and *increase . the level of achievement of others through appropriate educational programs. For this reason schools for the deaf, the Bureau of Edu- cation for the Handicapped of the U.S. Office of Education, and appropriate university teacher training programs should all mount efforts to meet the needs of low (under) achieving deaf children and youth. There are weaknesses in our educational system that result in our failure to do more for these children and only a large scale attempt to strengthen educational programs will result in the changes that must be made. Let me list briefly the progress that would reduce the incidence of low achievement in deaf children: 1. More pre-school programs for deaf children; 2. More programs to give parents guidance concerning their deaf children; ryelrl

4 : :366 :I. Stronger residence living programs for deaf children of allages, including higher trainingstandards hr residence ballworkers: 4. The use of total communication1; teachers, other staff members, and parents, at allage levels: 5. More teachers who associate witl, deaf adults. and whounder- stand the world the deaf childwill enter as an adult: 6. Stronger counseling andguidam e programs at all 7. Special diagnostic and levels: having learning disabilities:instructional programs for deafchildren S. More and better instructionalmedia for children with limited communication skills. As yoil can see a great deal needs to be done for the lowachieving (leaf person. however, inrehabilitation we haveseen case after case of the deafperson who has been relegated to life achiever by inadequacies in as a chronic low our educational and rehabilitationpro- gram for the deaf. We haveevery reason to seek change when almost 50 percent of deafyouth are seriously unemployable. underemployed or In 1967. in a speech delivered before a C.E.C.conference held in Chicago, Dc. IfcCay Vernoncommented: "Multiply handicapped deaf children represent themost. talked-about, least :rated-upon problem in the area of deafnesstoday.Evidence of thisare figures indicating that from 1to 35 percent of deaf youth,most with multiple disabilities,are either not accepted into educational grants for the deaf or else pro - age. are dropped out at or before 16years of It has been fouryears since Dr. Vernon made this the evidence suggests statement. but we have yet to make significant gains inour educational and rehabilitationprograms for low achieving deaf people. lt niv hope. and I am sure many of the year 19S0 we von share it, that in can look baek upon the decade of the1970's as a golden era in the developmentand implementation ofprograms for low achieving deaf people ofall ages. THE INTERPRETERANINTEGRAL PERSON IN INTEGRATED EDUCATION Patrick W. Duggan, B.A., M.A., St. Paul Technical VocationalInstitute The basic goal of the St. PaulTechnical Vocational Institute isto prepare qualified students for entranceinto a career. Schoolperson- nel are servants of thatgoalto prepare students forwork in technical, business and distributive,trade and industrial, service occupations. or health The deaf educationprogram is totally involved in all phases of regular St. Paul TVI the staff is an important servantprogram. Every person on the deafprogram to assist qualified deaf studentsfor entrance into and success ata career goal. The means to attaining the career goal of a specific student dependsupon a long list of variables which includes: 1. Personal characteristics of thestudent. himself (attitude,aptitude, interest, and abilities acquiredfrom prior educationalprogram)

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2. Significant "other" people (parents, other students,teachers, friends.interpreters,secretaries,note-takers,counselorsand administrators) 3. Facilities (building, location and training equipment) 4. Employment. opportunities (existent realistic job possibilities commensurate with the training program). Every variable is worthy of study in itselfto find the total answer of meeting basic educational needs of students.There is a complex system of combinations that are interdependenton each other to achieve total success. Both the tragedy and the beautyof such a system is the intricacy. Failure in any part of the system contributesto possible total failure of a career goal for the student. An optimalcareer choice can be achieved, on the other hand, by the harmoniousworking of the student himself, other "significant'' people, and facilities.Obviously, there are individual degrees of difference in each ofthe working relationships which will contribute to the overallsuccess or failure of the career choice outcomes. Basically, thismeans that any programs of career development can only beas good as the weakest person or facility involved in obtaining acareer goal. One of the critical variables in the deaf educationprogram at TVI that will determine an optimal vocational goal fora particular student is the interpreter. In the subgroup of other "significant"people, I would like to focus on the role of the interpreterin a Technical Vocational Training Program as it exists at. TVI. The interpreter is 'bound in with the action in theage of accountability. The interpreters havea very defined responsibility for assisting the student achieve a career goal at TVI.The TVI interpreter handbook reads: "Your primary responsibilityas an Interpreter at TVI is to relate everything the Instructorsays to the class. It is preferable that von translate, using the thoughtsand words of the Instructor verbatim. In certain situations,you will have to interpret, departing from the exact words of the Instructor,by defining and explaining what the Instructor is saying. Interpretingshould in no way lessen the Instructor's exact meaning. The student is entitledto "hear" everything being said, and nothing isto be deleted by the Interpreter.;' There are more than semantics involved here in thewords "thins- latine and "interpreting." However, the essentialsentence defining the ultimate responsibility and desired outcome .forthe interpreter is "The student is entitled to 'hear' everything being said,and nothing, is to be deleted by the interpreter." The manual continues in the second paragraph:"It is desirable that Interpreters have knowledge ofareas that they are responsible for, but do not neglect interpreting in orderto tutor a student. Tutoring is made available during study timeor outside of class time." This further emphasizes and clarifies the roleof the interpreter. There is a need for the interpreter to be flexible,to provide specialized services in any training area, yet recognizingthat interpreting is not the same as tutoring. Interpretingis a continuous activity rather than a special interruption ofa classroom lecture or shop

. . 368 demonstration for in-depth explanationof materials have not completelyunderstood. that students Tutoring withproper supervision is during study time done either inthe classroom or outside the classroomby many TVI whoare qualified totutor after interpreters at sponsibilities.This is reasonable completing interpretingre- setting are since interpreters very responsible forunderstanding at the TVI of the courses thatthey interpret ns much of thecontent saying that. for as possible. interpreters haveto be knowledgeableThis, again, isnot which they interpretdue to the in theareas for However, we have flexibility of classprogramming. found that specialknowledge of very helpful in assistingthe student to a field in TVIis Four differentexamples of interpretersoptimal understanding. "home movie" thatI plan to at TVI are presentedin a will see the present to you today. variety of dutiesof four of the In this movieyou school. The firstinterpreter that ten interpretersin the deaf relatives and you will see in the is a collegegraduate. During movie hasno TVI, she has beenresponsible for every quarter in Major. The ratioof one interpreter12-18 students inthe Graphic Arts out successfullyin this particularfor 12 to 18students has worked for this whichinclude: program. Thereare many reasons 1. Some students had prior knowledgein the area of 2. The interpreter,herself, has been Graphic Arts. vocabulary andlearn the procedures able to quicklypick up the for people working of many of thedifferent duties 3. The interpreterin Graphic Arts. has the cooperationof the teachers out lecture and shopschedules. for working The 18 deaf students print shop. There represent 15 percentof the 120 students is a great needfor flexibility in the interpreting job.The interpreter on this particular supportive servicesfor the deaf provides continuouson-the-spot day. The interpreter students in thatshop most ofthe classroom work forreports that the qualityand quantity of the studentsdemand much the and responsibilityon the student's part. personal initiative assists in thedevelopment of these However, theinterpreter course content is similar traits. She alsofeels that the in degree ofdifficulty as her training althoughthe aim ina technical own college cific marketableskills. program is geared forspe- The second interpreterin the movie is has completed a former TVI studentwho some training in ChemicalTechnology and served as a StudentInterpreter. She has at one time but has theaptitude for interpreting no relatives whoare deaf, to a related plus brings herspecialized skill area of training that ishighly complex. interpreter in theMedical Laboratory She worksas an work withup to 2-3 students in Assistant Programand could student to interpreter this particular is one toone at this time. Aarea. The ratio of 2-3 ratio wouldprobably not be number over the this class and effective due to the limitation hi thesize- of hospitalcomplex nature of MLA. This Interpreterwill also follow work stations for field-work experience the student fora six month at one of the localhospitals. The thirdinterpreter that we look has deafparents. Prior to at is a high schoolgraduate who working at TVI,she originallyhad 369 experience as a worker in the data processing field. Herresponsibili- ties tend to be more general than in the MIA. program.She offers her expertise in areas such as general office training, but canalso act as a resource person to explain anyspecial areas for which she may be responsible. All the interpreters have acquired specific expertise in theirwork in TVI and are valuable resources for assistingstudents to explore various majors in TVI. This interpreter also may be called uponto do a variety of duties such as interpreting inHighway Technology or any area where she does nothave specific knowledge but has the basic interpreting abilities to be able to translate what theinstructor is providing in the way of pertinent information for thestudent. Other duties may include helping students over the rough spotsin job interviews and for the first few days on the job. In the fourth film, the chief interpreter at TVI ispresented. She has deaf parents. Her prior employmentbefore coming into TVI was as a legal secretary. Her expertisein organization, her maturity and dealing with individual instructors and leadership tofellow interpreters marks a few of the activities for which she isresponsible. In-service training by use of video tape or drill practicesessions are part of her routine duties. The film alsoshows her ability to fill in and work in many different areas in the school plus her useof a sense of humor as an important partof the total interpreting job. She has many contacts with instructors and staffduring the day and has a wide variety of responsibilitieswhich include late telephone calls to get an extra interpreter, planning with regularinstructors in TVI for classroom interpreting needs and fordiscussing progress of individual students.She also interviews prospective interpreter applicants. All the interpreters have had some prior workexperience or specific training before coming to TVI and we havefound this to be helpful in generalizing to the work activity of the program.One half of the interpreters that work at TVI havedeaf relatives with over one-third of the total groupof interpreters having deaf parents. Obviously deaf parents or relatives are not necessarily apre-requisite for the job as an interpreter at TVI. A combinationof people who have in-depth knowledge of the language of somedeaf persons along with people who have the desire, aptitude and interest tointerpret compliment each other and make the interpreting staff aninforma- tive and knowledgeable group. The ratio of students to interpreter averaged about oneinterpreter to four students every hour last quarter. There arevariations to this whereby there is one interpreter to 18 students in one areaand in another area, one interpreter to one student. However,because of the nature of the job and flexibilitydemanded of the interpreter, this ratio has to be viewed with caution. Particularinterpreter service can often be on an "on call"basis (i.e., Instructor"I need an interpreter all morning for an industrial tour").Basically, there is no specific way to anticipate all the plans, lectures and shopactivities of the 180 regular staff. Another consideration of TVI interpreting services is thefatigue factor. In ouexperience at TVI, we have found that theindividual

377 370 differences may vary regarding fatigue factors.This factor ises- pecially noticeableto interpreters inareas where the interpreter be unfamiliar withthe class content. vocabulary may curriculum of the instructor. or the prepared However, in TVI, theinterpreter quickly becomes familiarwith curriculum and bility for amount of builds up hercapa- direct interpreting time.A 45 or 50-minute lecture seems to be aboutan average amount of time that preters can effectively handle most inter- period of 10 to 15 straight interpreting.After that a minutes rest seems to behelpful before starting direct interpreting inanother class. However,some of the interpreters feel that theycan average two hours of straight time without necessarily interpreting getting fatigued. Thefinding tends to be toward the interpreter withdeaf relatives having of effective interpreting. longer time spans Interpreters who have learnedsign language in the last one or twoyears have a certain number of periods where the fatigue plateau have any rigid scientificfactor takes over. Myobservations do not documentation althoughany descriptive data is worthwhile untilfurther research is available. The interpreters in TVI use mouthing simultaneously withsigning and fingerspelling. Reverseinterpreting is importantfor total participation in classroom activitiesby the student. As pointed out in thesegment of film regarding: preter, supervision of interpreting the chief inter- direction necessary to activities provides thetype of to the student. assure interpreter capabilities fortotal service The TVI interpreter manual from which I previouslyquoted is a basic guideline toa minimum set of expectationsfor the Tv! interpreter. In my movie review ofthe different interpreters irroat deal of flexibility is needed at TVI, a to be effective on the job. Themanual contains commonsense guidelines for interpreters dents to attain optimal in assisting stu- vocational objectives. Oneexample of the text of the manual includessuch things as not assuming than that of the interpreter, roles other "recognizing the studentshave certain responsibilities for themselvesand the students have counselors and instructors parents, friends, who also work with thestudent besides the interpreter alone."Interpreters are many significant people who aware that they arc part of get the best possible training.are working as a team to 'helpstudents The manual also includes when interpreters personal responsibility forleaving classes are not needed so as to be availablefor other classes. Other examples of specificguidelines include: (a) Use of smocks by the ground. interpreters to provideuniform back- (b) To prevent drawingundue attention to the self. (c) Strict avoidance of gossipingabout students. (d) Direction regardingclassroom positioning of the (e) Proper mechanics of interpreter. signing, fingerspelling andmouthing. An appendix of the Registryof Interpreters for theDeaf Code of Ethics is also attachedto the TVI interpreter manual. In conclusion, the TVI directly benefits from consumer, the student, is theperson who access to an interpreter. Inresponse to a research questionnaire regardingthe student's felt needfor note-

378 371 takers, interpreters, counselorstutors, a buddy, or no special needs 98 percent of the students indicatedthat they wanted interpreters.- The consumer has spoken andwe feel that Tv' has responded by having a flexible and qualified interpretingstaff working as part of the whole system to assist qualifiedstudents attain personal satisfaction in an optimal career goal. HIGHER EDUCATION FOR DEAFSTUDENTSAN INTEGRATED APPROACH Thomas A. Mayes, Ph. D., San FernandoValley State College. Northridge, Calif. A story appeared recently in Time.Magazine exploring the present status of colleges and universities in America.It mentioned, among other surprising facts, thatour college yopnlation today is greater than the population of Switzerland.Switzerland, according to Rand McNally, has nearly six million people.I f you have ,-been in the education business lona. enoughto get a perspective on change.you simply cannot take these figurescasually. They seem monstrous, unbelievable. Another set of statistics, passedon to one by Maleomb Norwood, point out thatas recentiv as 1940 only 40 percent ofour high school population staved in scliool long enoughto graduate, and of those who graduated only percent went on to college and received di- plomas. Today roughly 75 percent of allhigh school students graduate and the percentage of these goingon for some sort of post- secondary training goes up to almost;0 percent. Some people are inclined to view thisgrowing activity in our nation's brain millsas a matter of overproductivity by pointingout that SO percent of all jobsnow available can be perfOrined withno more preparation than is offered by high schoolprograms. It may be more realistic to conclude howeverthat the current shortage of employment for people with college degreesis a temporary one,a spell that will pass, becauseover the years the demand for training in employment has followed un incliningcurve, interrupted by adjustments m the job market and by periodsof economic recession. If you can agree thatwo are experiencing a healthy growth in higher education, then wecan consider ourselves fortunate that education of the deaf has not been hidingbehind the door in recent years. The very fact that we have all these people heretoday to discuss different aspects of postsecondary educationalopportunities is evidence.of growth andprogress. Moreover, in these days of emphasis on individualized and personalizedinstruction it would seem timely that a variety of educationalopportunities should be made possible for the deaf. 7 One of the uperoppings has beena broadening approach to integrated educationor rather the assimilationof deaf students with those who have normal hearing, makinguse of existing programs and facilities in established institutions suchas community and state colleges, and trade and technical schools.Over 600 deaf students are now attending NTID and the three regional technicalschools.

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More are in locally operated communityand junior colleges ina growing number of communitiesthroughout the country. This appears to bea healthy trend, although of course thematter of hearing-impaired studentsattending college with large numbers of hearing students is notnew. Steve Quigley was able to gather a total of 992 samples for his 1968 study ofdeaf persons matric- ulating in regular institutions of highereducation not offering special support services. What is new, however, is thatwe are now going into integrated education on a scale sufficiently largeenough to do some evaluating. We are beginning to takea close analytical look at the effects, the successes and failures of this approach and fromour findings draw up seine guidelines for improvement of services andgoals. San Fernando Valley State Collegeat Northridge, California, is one of a number of schools making headway in integratededucation for the deaf. A very recent study carriedout by Lucille Miller, a member of our staff who isnow participating. in the Leadership Training Program, attempts to providesome insight into a number of relevant factors, including social andattitudinal aspects as well as academic echievement. To best understand thissurvey it would be helpful to first takea look at the college, and to getsome idea of its general makeup, programs and institutional personality. Valley State is a liberal arts college, likeGa Hamlet, rather than a community junior college or technical school. It isone of 19 in a chain of state supported colleges in Californiaand has an enrollment of around 23,000 students. For allof these there is only one college-owned dormitory. The bulk of thestudents are commuters who live in the generalarea of the campus, in the northwest section of Los Angeles. Many live in nearbyapartments. Very few, in fact less than one percent, come from out ofstate. Campus life contrasts sharply with that ofa generation ago in that there is comparatively little organized socialactivity. Of the total enrollment of 227,00b in California'sstate colleges. a full 60 percent are transfers from communityor junior colleges. A goodly number of students have parttime jobs. Theyare generally sophisticated, serious scholars. A "B"average is required for admission, and less than 20 percent of the freshmengo on academic probation after the first semester. Another notable change in student makeup isthat those at Valley State tend to switch their academic majorsmore frequently than was the pattern in the past, and this results ina longer stint on campus than. the usual four years. Collegeadministrators view this as a sign of maturing judgement, of movingaway from the areas of their parents choosing and of making honestassessments of their own aptitudes, potentials,, and interests. During the past Spring semester therewere 52 hearing impaired students at Valley State.Special services offered to themwere classroom interpreting, notetaking, counseling, anda small amount of tutoring. There may beany number from one to seven deaf students in a classroom of 25or 80. Mrs. Miller selected 31 deaf students for her study, omitting those whowere attending on an intermittent part-time basis which precluded their sharingthe experiences of full-time students. Among those whoresponded to the 380 373 survey were 9 freshmen, 4 sophomores, S juniors and seniors and 4 graduate students. All had a bilateral hearing loss in the severe to profound range and all but three were prelinguallv deaf. Except for seven all had attended another college before enrolling at Valley State. The five major schools at the collegeBusiness Administration and Economics, Engineering, Education, Fine Arts and Professional Studies, and Letters and Sciencedrew their share of the deaf students. The most popular area was that of the Fine Arts. Here are some facts drawn from the survey : 1. Proximity to hearing students does not alone strongly change social patterns of stndents, although the desire is there for increased socialization.This may suggest that more counseling help and ornized activity planning are needed. 2. A substantial majority of the students found that Valley State was more difficult academically than they had anticipated. But in spite of this majoritytwo-thirds, in factstated that they were succeeding in meeting the challenge. The remainder expressed the feeling that they were self confidence. 3. The majority of students stated that for success in an integrated liberal arts college strong language management and good study habits were the most needed. qualifications. 4. Speech and lipreading were felt not to be important to most students to academic achievement, but rather considered socially desirable skills. 5. Roughly two-thirds of the students stated that they relied mostly on the interpreter while attending classroom lectures and discussions. The remainder were divided between iratching the instructor and reading the notetakers' notes. 6. Nearly all the students indicated a strong preference for the concept of an integrated college program with support services. A minority stated that they would select a college exclusively for the deaf if they were to start over again. None desired to attend a regular hearing college without support services. Not covered in Mrs. Millers report but worth mentioning regardless is the general reaction of the faculty and regular student body to the presence of the hearing-impaired students on campus. By and large the college has been openly receptive. Instructors have leaned over backward to offer extra help outside the classroom. Students have taken a noteworthy interest in the problems of deafness and many inquire about opportunities in teaching the hearing-impaired. Especially exciting has been an integrated drama class in which all students, deaf and hearing use a simultaneous speech-sign delivery. Ve college administration has been supportive and encouraging. A number of generalizations can be drawn from Mrs. Miller's survey, and one of them is that we must strengthen our counseling services. We have evidently not done nearly enough in preparing students for occupational goals if a disproportionate number enroll in fine arts courses when there is no apparent demand in the job market for people with an aesthetic bend. This becomes all the more important when we consider the fact that most students receive financial support from the Department of Rehabilitation and from Welfare for their college expenses. We believe that deaf students like all others should have a chance to succeed as well as a chance to fail, that they should have the opportu- 381 374 nity to select their oc rational goals. that theyshould also have the privilege to change t..eiracademic majors if they feel tudes wa rrant. it change. their apti- funds in putting However, when weare iljaling with public young deaf people through college thereshould be a degree of practicalityand goal-orientation in thework they undertake. Quite generally, studentswill work harder if they havea goal than if they do not. Oursurvey has revealed it greater student concern for social aspects than in future. vocationalgoals. Another generalization is that should be provided support services, like interpreting, on MI individual prescriptive basis,on 11basis of need. Keith Lange,up in Oregon, asked nie some timeago if we were, by offering interpreting. notetaking,counseling, and tutoring, developing a sense of dependencyrather than independency inour students, and I often feel hisquestion merits careful consideration. Moreover, when itconies to mterpreting services, whichcome to around $57.00 per unit ofstudy, we mat be mindful of our deaf students that not all are able to use this support. effectively.Many are not sufficiently skilled in manualcommumeation to follow rapid interpretation. A study hrRoss Stile!: less at. NTID whichfound that of 1sta deaf students.'.):;said they would selecta notetaker over an interpreter if they had a choice of justone of the two, gives some confirmation, although thisreaction can be interpreted in of ways. For example, a number a student whose vocabulary is limitedand whose handling of syntax is weak,will have trouble in teehnical lecture. a highly Another conclusion is thatwe should build a close working relationship between the collegesserving the deaf and betweenthe colleges and the secondaryschool programs. Such cooperationis necessary if we are to develop a systematic andmeaninginl referral procedure, a procedure which willsee every 'prospective student going to the school best suitedto his interests and abilities. Coopera- tion is also necessary if schools for thedeaf are to betterprepare their graduates for collegementallyand academically. We would like all young deaf peopleto realize that going to college isa very serious business anda great privilege, that it may be themost worthwhile investment in time andeffort they make in their lifetimes. UTAH STATE UNIVERSITYFACILITATIVE PROGRAM FOR THE HARD OF HEARING:1968-1971 Thomas C. Clark, M.A.,Assistant Professor; Frederick S.Berg, Ph. D., Associate Professor;Rex C. Ivory, M.S., Coordinator, Department of CommunicativeDisorders Utah State University The young hard ofhearing adult with native potentialfor college work presents an unusual problemto an institution of higher learning. Characteristically, neitherthe regular public schoolsnor the special schools for the deafprovide appropriate and differentiated programming for these less severelyhearing impaired individuals. in some instances, the hardof hearing student enrolls ina post- secondary institution designedto meet the needs of "deaf" students. The hard of hearing student referredto or attending post-secondary programs for the deaf tends to be educatedas if he cannot hear.

Nimmimmimmft 375 Those hard of hearingstudents admitted to other colleges sities, even with low or univer- entrance examinations scores, will likelyhave communication, language. and at a severe disadvantage in academic deficiencies that placethem competing for grades with theirnormal hearing peers. Because thestudy demands at. the college,and pa- ticularly the university level.arc more rigorous than those in elementary or secondary schooling. theyoften become. discouraged and discontinue their college education. few hard of hearing students On the other hand, the relatively who have been fortunate enoughto receive appropriate academicpreparation do succeed in regular tutions of higher learning. insti- Due to the unique needs ofthe hard of hearing university-bound student, it is apparent that thereare certain conditions at institutions of higher learning which inhibitthe educational progress of thehard of hearing. The most previplentconditions include: 1. Lack of expertise for obtaining services. special evaluative and remedial 2. University English requirementsare rigid and restrictive. 3. Classrooms tend to lack options. acoustical treatment and visualmedia 4. University instructors oftenare unaware of the need to make instructional adjustments tosupport the learning hearing students. process of hard of ri. Tutorial and notetaking servicesare not regularly offered. 0. Staff members of the Counselingand Testing Centersare not normally oriented to meet all theneeds of the hard of hearingstudent. 7. Academic advisorsare unacquainted with the educationalad- jnstments and needs of the hard ofhearing student. It was these above mentionedconditions which led the Depart- ment of Communicative Disordersat U.S.U. to developa "pilot" study designed to explore thefeasibility of helping hard ofheaving students achieve success ina post-secondary educational setting. This pilot study was supported bythe "Social RehabilitationServices" of the Federal Government diningthe 1968-1969 academicyear. The present report describes, inpart, the pilot project as well development of the Utah State as the the Hard of Hearing. This University Facilitative Programfor program seems particularly critical inns- much as increasing numbers ofhearing impaired studentsare being guided into higher education.This program hasa unique special supportive services feature differentfrom programs for the hearing impaired which have been developedelsewhere. Thisprogram focuses upon the needs and characteristics of hardof hearing individuals rather than deaf students. Classroominstruction and other teaching activities rely on the utilization ofaural and oral skills rather than upon manual communication methods. Emphasishas been given to providing optimal encoding and decodingfor speech communication by encouraging educational adjustmentsin areas of student performance, instructor behavior, room acoustics, sensory aids, tutorial and notetaking services,instructional technology, career and personal counseling. and individualized The hypothesis that led to the pilot.study was that hard of hearing students receiving this supportive assistancecould progressas well academically as hard of hearing studentsattending Galladet Col- 376 lege or 110111131 hearing students attending Utah State ITIliversity, if they have similar academic competencies. The pilot studywas entitled "University trabilitation of Young I lard of I lea ring Adults." An underpinning for the present program has been the development of a special curriculum for the professional preparation of educational specialists for the hard of hearing.. The term "Educa- tional Audiology" has been identified with this unique university curriculum.and the Bureau of Education forthe Ilaadirapped, I 'lilted States Office of Education, is supporting it as a special project. The present Facilitative Prognun serves as a testing ground for identifying the types of activities in Avhich an educational audiologist might be engaged to provide supportive services for the hard of hearing student.. The Facilitative Program is currently designed to accommodateup to 30 hard of hearing students. Hard of hearing university-bound students are encouraged to apply for admission into this program. Figure 1 identifies the process of identification and programming of hard of hearing students who participate in the Facilitative Pro- gram for the Hard of I.-Tearing.

r- Prospect ---. Referral I -- Admitted University Programs . Remain at _ Individualized ; U.S.U.

Transfer Withdraw Marriage I Jobs Figure I. Process of Identification and Programming

Copies of a recruitment brochure are distributed annually andupon request to state rehabilitation, education, and health and welfare agencies throughout the country. high schools in HEW Region VIII, secondary schools and programs for the hearing impaired, universities having speechandhearing centers, andselectedprofessional personnel. Although an "open door" policy exists at. U.S.U. for any student, recommended to the Admissions Office, the Department of Communi- cative Disorders has set up a special admissions procedure to guard against accepting hard of hearing students who have particularly low likelihood of success in post-secondary study at. a regular university. These procedures arc described in Appendix A. At the present time, the !LSAT. Speech and Hearing Center houses the Department of Communicative Disorders, including three rooms specifically for the U.S.U. Facilitative Program. The Center also contains other offices!therapy, observation, video equipment, and materials rooms, two audiological suites, (including testing and cali- bration devices and hearing aids) and research and equipment repair laboratories. Acoustic analysis, amplification, video, spectrographic, operant conditioning, and electro-visual speech devices are included. Since the program's conception in 1968, we have 011t1 hied three basic phases of development for each hard of hearing student : the remedial, facilitative, and independent. Based on evaluative data, an incoming student may fit into any one of these three categories; however, most students accepted to date have entered the remedial program.

38z 377

REMEDIAL The objectives of this program are to (a) further evaluate competence for regular university study and to (b) alleviate critical deficiencies of the individual student. For those students with severe English and speech deficiencies, special preparatory coursework in English alal speech has been offered through the Department of Com- municative Disorders. While in the r tmedial program,a student's registration during Fall and Winter Quarters is primarilyrem .)dial in nature. During the Spring Quarter, the student registers for at least 12 quarter hours of regular university coursework. A typical remedial schedule is outlined below. Pall : Reading and Study Skills Remediatiou in Claminuilea live 6:orders (Speeelt and Language) Remedial Niel hem t Type Physical Attention %linter : Remedial ion in Communicative Disorders Remedial English (English ) Itemedial Algebra Use of the Library Physical Education Spring : Remediation in Communicative Disorders nglish Math 30 or 3-1. Other regular eoursework (Standens elutieell Physical Ethient ion Universitycourses giving regular credit. A 2.0 (C) or better honor point average in 12 or more hours of university coursework qualifies the remedial student for regular facilitative student strtus. A remedial student has t?tt:i benefit of special asEistance, educational adjustment evaluation, personal counseling, career guidance as needed, and tutorial and notetaking services. FActhrrAnvi; Upcn successful completion of the remedial year, a student then enters the facilitative phase. During this palm.' of time he receives the since program services as a remedial student..Also, during the first two years of the facilitative phase, he is encouraged to complete the university core of required courses; however, the student is free to choose his coursework based on his individual interests.

IN1WENDENT Our experience indicates that the longer the student remains in the facilitative phase of the program the more independent of direct program support he becomes.Therefore, if the departmental staff, coordinator, and student decide that the student is academically, emotionally, and socially mature enough to become independent from the program, he will enter the independent phase but will continue to lienefit from typical Speech iind Hearing Center services and from professors becoming alerted to the special needs of the hard of hearing bemuseof the impact.of the Facilitative independent. student.in need of Program. However,an securing histutors, but payment,tutoring will beresponsible for handled by the for the tutorialservices will be program ini the eventmoniesfor tutoring to be received froma vocational rehabilitation services are Basic to the authorization voucher. program are the tutorsand notetakers. currently employedare typically advanced The tutors of studyor qualified graduates students ina given area more advanced hard seeking part-timework. A few ofthe their tune, of hearing studentshave also served schedules, andexpertise permit. as tutors as conductedon a one-to-one Tutoring sessionsare sponsibility is to relationship, andbasically a tutor's assist the hardof hearing re- clarify, and explain student tounderstand, what is missed inthe class lecture reading. In addition,tutorial assistance and assigned reports, class assignment3, is given inpreparing written hearing student's tenn papers, andiu quizzingthe hard of compreLnsion of thesubject. and textbook Notetakers are hiredto take class lecture material. instances the tutorwill actas the notetaker, notes.thus However, insome understanding what,the professor assisting thetntor in tutor's memory expects rather thanrelying on the and past experiencewith that particular subject. When thenotetaker is class and available to the not the tutor, theclass notesare made tutor and the hardof hearing student. are taken on regularnotebook since the notes A total of 46 paper with carbonsinserted. the U.S.U. young hearing impairedadults have Facilitative Programfor the Hard of participated in 1968-1969, 1969-1970,and 1970-1971 Hearing duringthe includes pertinent academic informationon each of the 46years. Appendix 11 students between1968 and 1971. hearing impaired To date,we have demonstrated hard of hearing that a post-secondary college students is program for However, from a feasible and beneficial the mass ofaccumulated data program. hearing students,it. is evident. on these 46 hard of studentswere academically that, only one-thirdor 15 of these prepared foran oral post-secondary gram at a regularinstitution of pro- grade point,it.erage of all the studentshigher learning.The overall 2.4 ficial effect of otters evidence of the facilitativesupport. provided the bene- Firrtherniore, theinformation also by thisprogram. :he rationale forthe establishmentprovides supportiveevidence that ming for hard and specialsupportive of hearinguniversity students program- from the specialprograms for the deaf. should be different, more hearing impaired It is felt, that.a great many individuals wouldqualify for post-secondary studyprograms if facilitative andsucceed in and at schoolwere available. programming athome Fourteen components..q* variables have critical to thesuccess of the U.S.U. been identifiedas being 1. Availabilityon campus ofFacilitative Program.These are: pertise in both an administrative unity clinical andeducational audiology. with ex- 2. Interagencycooperative effort in ment of students. the identificationand recruit- 3. Financial subsidization for thebroad array of ices required forthe maintenameof a facilitative supportiveserv- 4. Centraladministrative program. advantaged. commitment toprograms for the dis- 386 :370 5. General facultyorientation to the the hard of hearing.. characteristics andneeds of ti. Special admissionsprocedures. 7. Comprehensive 8. Differentiatedevaluative services. educational programming regular coursesequences. including remedialand 9. Special focuson remediation of English, speech perceptiondeficiencies. reading, speech,am.1 10. Classroom andinstructional adjustments munication problemsof the hard of to offset speechcom- 11. Tutoring and heaving. notetaking servicesto compensate for of Bearing studentsmiss during what hard 12. Strategies lectures. to encourage studentsto utilize facilitative as well as to take individualinitiative in acquiring support 13. Personalenameling. help as needed. 14. Career Aruidance services beyondordinary faculty Recommendations emergingfrom this advisement.. hearing adults includethe following: program with young hardof 1. The Bureau of Education for theHandicapped, United Office of Education,should make available States mint awards for to qualifying universities the professionalpreparation of educational sts for the hard ofhearing. special- 2. The Social and Rehabilitation Service Disadvantaged Students and/or the Programfor in College shouldprovide grant the establishmentof post-secondary support for of hearing. supportiveservices for the hard 3. The Social and RehabilitationService should and demonstrationgrant support for provide research fication of the model further developmentand clari- program for the hard ofhearing. . To offset non-residentand special government, should support fees, the UnitedStates subsidize theeducation of hearing students attendingpost-secondary impaired programs. institutions havingfacilitative 5. Local rehabilitation agencies should take for identification,evaluation, referral, greater responsibility hearing persons financial supportof hard of desiring post-secondaryopportunities. APPENDIX A.PROCEDURESFOR ADMISSION 1. The prospectivebard of hearing student University Facilitative writes the Coordinator.tlith State sion packet and Program for this(lard of Hearing, provides the mune alaiaddressof a requesting an admis- ist who will assistin gathering special local rehabilitationspecial- whether or notlocal financial admissions data andwho will evaluate university. sources eau cover costsnot borne by the 2. The Coordinatorsends the special rehabilitationspecialist admissions packetofinstructions to the who coordinates theobtaining prospective hardofhearing student. This ofneeded data on the tude Test Battery.the Stanford includes results of theGeneral Apti- audiological test battery, Achievement Test (12thgrade norms), a written composition,a transcript an grades and also collegegrades, where applicable. ofhigh school tion from a school°Metal. Characteristically, and a letter orrecommenda- student should beutilizing residual hearing a prospective hard ofhearing have at leasta tenth grade academic for receptivecoannunication anti the localityofthe applicant, it iscompetency. Where dataare obtained in specialist to the Coordinator to be forwarded fromthe rehabilitation 3. for evaluation. After a decision ismade with the committee at U.S.U., assistance ofa special departmental the Coordinatornotifies the applicant ofacceptance or not 357 3S0 to the FacilitativeProgram. If itectioted, application to U.S.1. the atoplienut (hellmust make formal The Coordinator thenassists the amlienat the necessary informationfor making forum! by forwarding the Admissions office applientbm to U.S.U.a ad notifies of findings and14 eottutentInt ions. F.S.U. requires completionof an sulmisWot form Formal admission to medical examination,transcripts of high !who'd including informationfrom a grades. and results of and previous college the American CollegeTesting (ACT) courses and Presently. the Coordinatorfor the Facilitative examination. Rids package for eachhard of hearing student. Program designsa financial per quarter are $1001 and Ordinarily. total residentcosts $500 is required for nonresident. costs $1231.Of this total cost the special servicescompottent of the Facilitative factor, Half of this $500covers expenses for the Program. special course sections, Coordinator's salary. communications, and secrelarial help. designated for tutor and maintenance. The otherhalf is notetaking services. Thisanalysis is based ficiliation by 25-30 hard ofhearing students. upon par- At present, a combinationof sources are utiliwd family of the hard of to cover financialcosts. The hearing student. provideswhat. support the local tation agency determinesfeasible. To date, local rehabili- contributed substantiallyto the Facilitative rehabilitation officeshave Program!. Also, the 11.S.11, meat Fund for Hard ofHearing Students administered Develop. offices, serves asa vehicle for contributions by the 1%5.1% President's earmarked for this specialprogram. APPENDIX B--PERTINENT DATAON EACH OF 46 HEARING IMPAIRED STUDENTS ATTENDING U.S.U. 1968-1971 BETWEEN

Grade Wears point U.S.U. Student hearing U.S.U. program average' credits dB loss Previous year aid adjustment Activity as of activity September 1971 1 3.2 100 2 93 Yes Excellent 3.4 95 105 Yes Regular college U.S.U. attendance. 3 2.7 88 .....do Gallaudet College 4 97 Yes do Do. 2. 5 87 Regular college 5 110 Good Do. 1.9 65 Cale work 7 Yes Fair Do. 2. 2 64 2year clergy call 8 98 Yes Good Do. 3.3 58 Gallaudel College 9 102 Yes do Do. 2.9 56 Regular college 10 97 Yes . do Do. 3.4 56 13Yes Technical training Do. II 1. 5 39 Excellent Regular college 12 39 Yes Fair Do. 2.7 36 13 36 No Do. 3. 6 33 Work 14 33 Yes do Do. 2.3 28 do 15 28 Yes Fair Do. 1.3 14 High school la 60 Yes do Do. 2.8 4 Regular college 17 72 Yes Good Do. 3. I 34 do 18. 58 Yes Excellent Do. 2.9 26 do 19 58 Yes Do. 2. 5 36 Good High school k2 67 Yes do Married, working. 2.0 75 55 Yes School for deaf Do, 21.. . Fair 2.9 50 High school 22 100 Yes. Married. 2. 5 33 Good Other university 23 75 Yes Fair Other university. 3.2 35 Regular college 24 100 Yes Good Working. 2.4 23 High school 25 62 Yes ...... Junior college. 1.5 31 Excellent do. 26 63 Yes Poor Regular college. 2.1 31 Regular college 27 65 Yes do Married, working. I.0 3 School for deal 28 do ..... Regular college. 2.3 58 1104!10 No ... High school Do. 29 2.l Fair do 22 75 Yes Gallaudet College. 30 1.2 do .. School for deal 3t 21 107 Yes Do. 2.8 24 do...... High school 32 1Ye00 Yes do Technical college. 2. I 31 do 33. do Do, 2.1 31 School for deal 34 78 Yes do Do. 1.9 15 77 Yes do Do. 35 2.3 do High school 36 38 62 Yes Good Unemployed. 2.0 8 83 Yes School for deaf Married, working. 37 1 7 Poor do. 38 39 65 Yes Fair 1.0 26 High school 39 95 Yes do 3.0 9 School for deaf 40 85 Yes do Married, 1.3 12 do 41 43 No Poor Married, working. 1. 2 22 High school 42 50 No do Do. 1.4 11 do 43 69 Yes do Married. 2. 1 18 85 Yes do 44 2.0 do do 45 26 67 No do Unemployed. ill. I. 7 35 103 Yes Cleaner work r work. 46 Audit do High school Mean Audit 90 Yes Fair Working, 2.2 25 79 Unemployed... Do. 1st

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Welding.. D.P. programing Diesel mechanics Dryc leaning. D.P. operations Mechanical drafting. Carpentry Keyp.inch Machine tool operator Cake decorating Architectural drafting. Baking Custom apparel and fashion ...... Auto-body mechanic... Horology design. and microprecision in- Sheet metal.... strumentation. Cosmetology Aerospace engineer.... Petroleum Horticulture engineering. Accounting. Electronics...... Culinary arts Medical laboratory assistant Power sewing Inhalation therapy assistant.... Diesel and heavy duty mechanic. Commercial arts . Graphic arts Chemical technology Orthotics and pros- Painting and decorating. thetics. Animal technology General business Secretarial science.... Air Traffic transportation conditioning Design technology Plumbing. In conclusion. it can be saidthat at this point schools are meetingthe goals that the three regional demonstrating that have been :wt forthcnii. Theyare deaf studentswith relatively low demic achievementcan be successfully levels ofaca- cational-technical integrated into on-goingvo- programs and that thesepeople can be employed upon completion oftheir training.The final of this venturewill not be known measure of thesuccess not upon immediate for severalyears its it truly hinges employability 1)111 person to retain employment upon the ability of thedeaf and to mulct' theskill adjustments sary as his jobrequirements change neces- due to terlinologivalchange. PROJECT DAWNA LOOK TO THEFUTURE Curl J.Kirchner,Ii.A., Coordinator-Secondary Director-Project DAWN, Area of the Deaf, Teacher PreparationProgram. Sun Fernando Valleystate College. Northridge. f. DAWN I)reaming of spreading E duration are we. the Dawn People to deaf adults, broadeningtheir horizons A nd instillingin each one F or all enriching a desire, too journey through lifefor a -new day" has A light that dawned. we need to make ourselveswhole D oescome through more and ntil the day of more learning such revelationcomes L et its not sit,back but go forth T o inspire the people in the worldof silence. W7 ith adult education collies highself - esteem, I ncreased also, '1' self-confidence anda better image his with deeperunderstanding put elps to tear clown together all barriershighor low. N ever should the E xcluding deaf be a separatepart of the world ourselves willnot break down barriers E veryone of its Dawn participants with the world, has a ditty to do I) °mg so shallwe bring to countless and by lives the dawningof a new clay'

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SLIDE 1

PR:-NFID POST -NTID

ESIR:D CONSEOUENCES A IfStUP.CEI SeDBLIEM I!::T! VZ MEC( EMPLOVII:Nt TECVII CAL LLIF.'11 ELS COIMUITY 1.1.11TICIPATIOL rtOCESSES SOCIAL WECIAL NEEDS) =TIN= EDUCATION

VOCATIONAL. ECONOMIC. S SOCIAL FULAILLMCAY cates that there is a specific clientele for which NTID was designed. This clientele has been defined by the Department of Health, Educa- tion, and Welfare in conjunction with NTID officials. I will makea list of theadmission criteria available to you at theend of the meeting. I am happy to reportthat 86 new students began their Summer Vestibule Program yesterday (Slide 2). A summary of this group

3.95 388

:SUDS 2

ADMISSION INFORMATIM

1, APPLICATIONS RECEIVED 277

2. ACTION A) ADMITTED AND ENROLLED 89 B) ADMI1TED, WAITING LIST 30 C) ADMITTED, WITHDRAWN 31 D) REFERRED . . 85 E) APPLICATIONS IN PROGRESS 42

3. GEOGRAPHIC DISTRIBUTIONOF 84 SUMMER PROGRAMS STUDENTS

CALIFORNIA 4 13. 11EW J ,4 CONNECTICUT 4 1. 0 EWYERORSEYK LO p;ELAWARE , OHIO q T LORIDA GEORGIA eENNSYLVANIA 6 "/:1 TEXAS 1 HAWAII 18.,. IENNESSEE /1 LLLINOIS ikUTAH 8iKENTUCKY . MARYLAND V,ERMONT Z1, ImSHINGTON 1 10., rASSACHUSETTS 5 ggi 11. lISSOURI 1,1,tpcousul .2,_ 8 L.), V:dIRGINIA _1_,

TOTAL ._8LI 4. MALES - 48; FEMALES 36. 5. LAST SECONLARY SCHOOLATTENDED:

RESIDENTIAL 39 DAY PROGRAMS 45

a- 389 of students is as follows: as can be seen, all of the students who were qualified for admission could not. be givengiven the opportunity to enroll and were placed on a waiting. list. is due primarily to our interim development phase and the fact that we have very real space limitations. I am pleased to report. that construction of the NTID buildings will be underway next month and the expected completion date is January, 1974. After completion we will be able to serve the intended number of students-750. In the interim our capacity will remain at approximately 330 students going up ,slightlyas space permits. How arc the resources and personnel organized to focus on student needs and to carry out the educational mission of NTID? The next projection will give you a general overview of the structure of NTH) (Slide 8). ln the Division of Support Education. the Vesti- ..tule Programs serve the remedial and preparatory needs of the deaf students as they enter NTID. During the last quarter there were 74

VICE FRESIDEUT FOR NTID

DEAD, HTID

MTCPJ I TECHNICAL DEVELMENTAL RESEARCHMIDI EWC(,TICN EDUCATION EDUCATION HAWING alSET. DEAN) (ASST. DEAN) (ASST. DEAN) (DIRECTOR) I I.

i L_VZSTIBULE TECHNICAL [-COUNSELING I FRCERAr3 EDUCATION SERVICES PROGrAMS

1 CO::MVNICATION CO-CURRICULAR C:::TiR __PLACEMENT PROGRAMS SERVICES I

NTCR __EDUCATIONAL A',SIZTO SPECIALISTS I--F:SIX.ICTION

OFF:CE OF --111*:,:M EVALUATION SLIDE ) sirmus full time students in Vestibule. Vestibule courses alsoserve as the General Education component of the Technical Education Programs at the Certificate and Diploma levels. Next year our total math program will be taught onan individualized modular programmed basis using a math labas the central learning area. This will mean that students will be assigned modules of work based on their individual abilities and future program needs.

397 :390 No formal classes will be held although expectations for each student will be established and written on an individual contract basis. It is expected that this mode of learning will serve as a model for other Vestibule Program areas. Feedback on the success of these programs will be gained by student performance in the tedmical programs of RIT. This feedback will help us modify the various modules and validate this approach to learning. Computer Assisted Instruction plays an important support role in NTID. A complete Mathematics Diagnostic System has been developed which prepares students for entry into college level calculus. Units are now under development in Vestibule Physics and Chemis- try. A program for teaching manual communication to staffand students is being developed and will be ready for use this summer. Other units being developed for use on the computer are: circuit analysis, chemical conversion, and civil technology. These units can be used as independent study units, remedial and review units, or as integral parts of the classroom activities. The Communication Center is concerned with the total communication needs of the students and consists of speech and hearing services, audiological services, and interpreting services. Some of the projects that are underway include: (1) an assessment of the communication needs in industry to determine the nature of the communicationskills in specific job environments; (2) an evaluation of the communication profile which assesses student's receptive and expressivecommunica- tion skills;(3) a student speech committee has been formed to evaluate current courses and involve students in curriculum improvement; (4) it study to define the role of an interpreter in anacademic environment. Students are required to take a basic course in the speech department entitled "Introduction to Speech and Hearing." After this course, a student and his Communication. Counselor work out a program based on that individual student's needs.Courses the students may take are: "Language of Idioms and Slang," "Techni- cal Vocabulary," "Practical Uses of Speech," "Language ofSigns," and "Individual Therapy." The Office of Student Planning and Evaluation is a new areawith- in NTID. It is headed by Mr. William Darnell and includesservices such as Admissions, the Bummer Vestibule Program, ProgramSam- pling, program selection and planning, student staffings, program monitoring, financial aid, and liaison with vocational rehabilitation agencies across the country. It has been found that program planning and goal orientation on the part of students are important aspectsof academic success. This office will concern itself with these problem areas. The Technical Education Division is concernedprimarily with two areas: technical curricula andplacement. The technical curricula consists of four departments: Engineering Technologies;Visual Communications; Technical Science; Business Technologies.During the last quarter there were 139 students in these programsand as shown in Slide 4 they distributed themselves in the following manner.

8 391

SLIDE 14

TECIft EDUCATION; PROGRAMS

BUSINESS TECHNOLOG IES I I lll , I 48

ENGINEERING TECHNOLOGIES,llll La

TECHNICAL SCIENCE 1111,11 14

VISUAL COMMUNICATION1 s 1 ,,,,,,36 At this time 30 plus programs in these fourareas have been approved. These programs are modular and a student may exit ata certificate, diploma, or associate degree level. The exit level of each student will be defined on the basis of his abil;ties, aptitudes, interests, and achievement level. The dimensions will be continually evaluated to determine if program changes should be made. Placement activities are concerned with both cooperative job placement and direct employment upon graduation. This summer 31 students are receiving co-op job experience. The cooperative job experience is seen as an integral part of the student's educational progress. It is through this experience that strengths and weaknessescan be determined and future academic plans made to insure technicalcom- petency upon graduation. We have learned some general principles from our placement activities to date and I would like to briefly detail them for you. First, it is clear that efforts must be directed towards developing and maintaining liaison with industry, business,government, employment agencies, organized labor, and various other groups in an attempt to inform prospective employers of the programs offered at NTID and the skills which deaf students possess. Secondly, follow-up studies relating to the adjustment and advancement of the deaf student must be conducted in order to understand the implications for the admission process and curriculum development. Third, each student arrives at the placement office with a

77-903 0 - 72 - 28 392 different set of needs, skills,and expectations; therefore, is impossible. Each placement generalizing must be selective from the pointof vie.: of the student and theemployer. I'm sure it is not hardfor you to understand the problems,frustrations, efforts, andrewards of a placement operation. Filially, itwill be the student himself pave the way to final employment. If who must the student is unpreparedor unskilled the task will be considerablymore difficult. Developmental Education includesthe Educational Specialists, Personal Counseling, and Socialand Cultural Development.The Educational Specialistsare responsible for providing thesupport services for the 103 deaf studentsin the colleges of RIT otherthan NTID. Tutoring and academicadvising are importantsupport services for deaf students in allcolleges. An idea of the magnitudeof the support provided is shown by thenumber of hours spent in these activities during the Spring Quarter(Slide 5).

SLIDE5

SUPPORT SERVICES

SPRING QUARTER, 1971

(10 WEEKS)

ACADEMIC _C, 1S Anvisloa TUTORIM VESTIBULE 322 HOURS 435 HOURS TECHNICAL EDUCATION 495 HOURS 385 HOURS CROSS-REGISTERED PROGRAMS 755 Hops 1,092, HOURS

TOTALS: 1,572 HOURS 1,912 HOURS Each student at NTID is assigneda Personal Counselor. Approxi- mately 1100 hours of counselingwere provided. for NTID students during the last quarter. Thecounseling dealt with the behaviorsand concerns typical of any group of bright,young, inexperienced students. Most commonamong the problems faced by NTID students were : lack of career goals; inability to choosea mayor area of study; 393 lack of motivation for academic achievement.These three problems are the basic reasons for students leaving NTID prior to completing a specific program of studies. The Department of Social and Cultural Developmentis responsible for the co-curricular activities of students. Manyfaculty and stair are involved in these activities in orderto closely relate the academic and social aspects of a student's environment.Some of the projects in this department include: development ofa student information center in the dormitories which includes schoolnewspapers, catalogs of other post-secondaryprograms for the deaf and audiovisual study aids; volunteer work projects in theRochester community; legal forums and programson sex and drugs; assistance in the production of a special captioned showat the Planetarium in Rochester. The Division of Research and Training is active inproviding answers to the questions of how to best serve the needs of deafstudents in a college environment. One project thathas recently been completed and will be used this summer for the first timeis a Student Profile System. This computer-based system providescomparative data on an individual student and students in the variouscolleges of RIT on several variables: interest; aptitude; achievementand communication skills. This profile developsa measure of best fit between the students and the program and will bea powerful guidance tool to assist in accurate placement of students. In addition thefeasibility of computer managed psychological testing isbeing investigated. The longitudinal study of all NTID students is continuingand from time to time descriptive data will be made available.Researchers are also looking at attitudinal changesamong deaf students as they relate to the college environment, and their hearingpeers. The Training personnel are involvedin the internship program which is intended to contribute to the preparationof professional personnel to serve the deaf in various roles. They alsomanage voluntary classes for hearing students in manual communication. Last quarter approximately 50 students enrolled in thiscourse. Training personnel are also responsible for the Student InterpreterProgram which trains about 15-20 hearing students eachsummer to the interpreters.Incidentally, many of the students in theprogram have decided to go onto graduate training in deaf education.We feel that these students with a technical background anda high interest in deaf education will be a valuable asset to the fieldat large. Finally, to go back to the model of NTID's mission (Slide1) it is expected that the students who leave NTID will besocially and technically competent. We have attempted to definewhat these terms mean and thus clarify our future directions (Slidesand 7).

...4rt ,.1. 394

SLIDE 6

TECHNICAL COMPETENCE

MILD BE DEFINEDAS:

ABILITY TO PERFORMJOB TASKS ABILITY TO DEAL WITHTHINGS AND IDEAS

;HOULD INCLUDE:

RECEPTIVE AND EXPRESSIVEUSE OF THE THE JOB TASKS TECHNICAL LANGUAGEOF KNOWLEDGE OF ANY SUBJECT MATTERS(EG., MAFHEMATICS SCIENCE) RELATEDTO THE JOB TASKS OR ABILITY TO ANALYZE TASKS AND TO SELECTTECHNICAL PROBLEMSRELATED TO THE JOB FROM ALTERNATIVESOLUTIONS KNOWLEDGE OF ANDABILITY TO DRAW TO THE JOB TASKS UPON RESOURCESIMPORTANT

ABILITY TO ACCOMPLISHJOB TASKS AND EFFECTIVELY INDEPENDENTLY, EFFICIENTLY,

KNOWLEDGE OF 110W TOREMAIN ABREAST OF RELATED TO THE JOBTASKS CURRENT DEVELOPMENTS

4'2 395

SLIDE 7

SOCIAL CO:TETI:410E.

SHOULD BE DEFINED AS: ABILITY TO ASSUME RESPONSIBILITY FOR ONESELF AND OTHEP.S ABILITY TO INTERRELATE WITH PEOPLE

SHOULD INCLUDE: ABILITY TO RELATE TO AND COMMUNICATE WTTH OTHER PEOPLE, BOTH DEAF AND HEARING, BOTH WITH INDIVIDUALS AND WITH GROUPS

ABILITY TO CHOOSE WISELY FROM AMONG CONSEQUENCES OF ALTERNATIVE PERSONAL BEHAVIORS (eg., RIGIDITY versus FLEXIBILITY; ABSENTEEISM versus PROMPT AND FAIIMIT- ATTENDANCE)

ABILITY TO ADAPT TO CHANGING WORK AND SOCIAL ENVIRONMENTS

ABILITY TO PARTICIPATE SUCCESSFULLY IN COMIIUNITY LIVING

ABILITY TO DISCUSS THE SOCIAL ISSUES OF THE DAY In each case we are attempting to define strategies which will assist each student in reaching his maximum potential. WEDNESDAY, JUNE 30, 1971 Fourth General Session 8:30 a.m.-10:15 a.m.: Dr. Armin G. Turechek, president-elect, presiding, Parnell Hall Auditorium. 8:30 a.m.-9:00 a.m. :"Annual Survey of Hearing Impaired. Children andYouth," Augustine Gentile, Director. and Peter Ries.Officeof Demographic Studies, Gallaudet College;"The Achievement rating Program Conducted by the Annual Survey of hearing Impaired. Children and Youth," S.Di Francesca, Office ofDemographic Studies, Gallaudet College. 9:00 a.m.-9:30 a.m."AnExperiment in Education,"Dr. Doin Hicks, Dean. Pre-College Programs, Gallaudet College. Director. Model Secondary School for the Deaf. 9:30 a.m.-10:15 a.m."Resourceloriaand More,"Dr. Ben Schowe, Ohio School for the Deaf, President. School Librarians for the Deaf and Associates; Dr. Raymond Wyman. Director, Northeast Regional Media Center for the Deaf.

4- 3 396 THE ANNUALSURVEY OF HEARINGIMPAIRED CHILDREN ANDYOUTH Augustine Gentile and Peter Ries,Office of Demographic Gallandet ('allege Studies, The AnnualSurvey conducted by the was formally establishedin May, 1968 Office ofDemographic Studies and is lege. Theoperational feasibility of GallandetCol- were determined and methodologies during twopreceding of theprogram mental work ina five state years of pilot. anddevelop- of Educationfor the area. The Division of Ilandicapped,Office of Education,Research, Bureau of Health,Education and Department, provides most Welfare, initiatedflu? Annual of the funding.It took root, Survey and of ninnyorganizations and however, from the for a central individuals in the efforts nermanent organization field whosaw a need tistics on deafness. for the collectionof sta- BAsw Go.u.s The AnnualSurvey of Hearing a permanent, Impaired Children program establishedto collect, and Youth is data on hearingimpaired children process, and disseminate college age. The and youth frombirth through kinds of dataprimary interestof this national that canserve to improve and program is in those opportunities availableto hearing impairedexpand the educational gram encourages theuse of its data by individuals. Thepro- and otherprofessionals providing administrators,researchers, as well as byany individual services to thehearing impaired, of special education or group devotedto improving the for hearingimpaired people. results Pomems While pernument and national inscope, the Annual not ann at replacingor absorbing the Survey does state or local level work of otherprograms at, the formation devoted to thecollection and on hearing impairedchildren and dissemination of in- to facilitate theirwork through youth. Rather, it.seeks Nor does theAnnual Survey cooperation wheneverthis is feasible. research in this view itselfas the center for all field. It focusesits activities types of seminating limitedkinds of information on collecting and dis- to make available on selected topics. It to outsideresearchers the seeks possesses andany special services it vast amount ofdata it The only standing is feasibleto render to them. be released restriction in thisregard is that, which permitsthe identification no data will individualor of a specific of a hearingimpaired educationalprogram cooperating Animal Survey.Independent researchers with the nual Surveyhave access only using the dataof the An- tion concealing to summary statistics the identity ofan individual or coded informa- The major portionof the or a program, information resources of theprogram is devoted on hearing impairedchildren and youth to ceiving specialeducational services who are 're- determination of the related to their size and thelocation of thatimpairment. The impaired individualswho are not group of hearing receiving specialeducationalserv- 397 ices, as well as evidenceon the proportion of those that would benefit from such services, is an important task. However. until the demand for information on this secondgroup increases, and it becomes likely that such information will he needed by those who intendto improve the opportunities for this group. the Annual Survey willyou- tinue to focus its activities on those receiving special educational services, and the types and amounts of services available to them. Since the Annual Survey attempts to promote theuse of its data by those whose judgments and decisions willhave a direct or indirect bearing on the education of hearing impaired individuals, it recognizes its responsibility to devote a part of its resources to the evaluation of the quality of the data it collects and disseminates. This is particularly important. becanse it seeks to establish national norms on the basic characteristic's of hearing impaired children and youth that may be used by teachers. administrators and researchers. Thus, in its dissemination of information. the Annual Survey makes every effort to properly qualify its data and indicate any limitation associated with .it. The Annual Survey seeks to avoid associating itself withany "side" or established position relating to controversial issues within the field of educating hearing impaired individuals. Thus, it doesnot interpret its own data. Rather. it seeks to facilitate the use of its data by reputable individuals or organizations thatmay themselves wish to draw policy implications or test research hypotheses thatare related to these issues. In its attempt to provide useful information to those interested in hearing impaired children and youth, the Animal Survey has the benefit of the guidance and advice of its National Advisory Com- mittee. Among its members are hearing find deaf individuals, administrators, researchers. teachers. and specialists front otherareas within the field of hearing impairment. Also, aside from these direct contacts the staff members of the Annual Survey have with people in the field, periodic formal surveys of the cooperating educational programs that submit data are, conducted to aid in determining the kinds of information needed hi the field. The Annual Survey devotes part of its resources to developing the methodologies and instruments for best collecting dataon a continuing basis for a national population of hearing impaired children and youth. 'Ile methodologies and instiumentsare of two basic kinds: (1) Those associated with basic demographic variables thatare collected on the total student population eachyear. and (2) those relating to the performance of the student in variousareas, or to topics of special interest in a given year whichmay he collected on a sample basis. However, information is not soughton a sample. basis when this would prevent the Annual Survey from supplying individual educational programs with needed dataon all of their students. The standardization and improvement of information maintained on hearing impaired students by educational programs will facilitate research and help to meet administrative needs. The Annual Survey actively encourages this objective and devotesa part of its resources to this end. The major source of guidance in defining the goals of the Annual Survey, and of specifying the policies which will lead toward the 398 realization of thesegoals, derives mittee. Every from the National attempt is madeto maintain Advisory Com- terests and competencies,ac well as geographica wide diversity of inits members.On questions of representation.among specialized fields a technical nature.consultants from are utilized as specialneeds arise.

PAST AND CURRENTACTIVITIES 1.968-69 schoolyear data collection. During the firstyear of the program. data directed towardsall schools for collection activitieswere. (15 percent) of all the deaf anda representative sample special classes. Inaddition, records who were receivingitinerant services on students two states and inpart, from several were obtained in totalfrom records were collected. states. In all 25,363individual This representsnearly 80 percent enrollment of allinstitutions invited of the total Also, during the to participate. first yearau academic achievement gram was conducted.Over 12,000 Stanford testing pro- administered. TheAnnual Survey Achievement Testswere scoring servicesfree of charge supplied testingmaterials and ment test to participatingprograms. Achieve- scores for hearingimpaired students of that testingprogram were published based on the results of 1069. Inaddition, each and distributed inthe Fall of achievement. participating schoolreceived distribution test scores basedon the performance of students. Specificinformation regarding their own of the achievementtesting program methodologies andcontent by the Annual can be found in thepublication Survey entitledAcademic itehiecement formance of Ilea ringImpaired Students: Test Per- United States,Spring 1969. 1969-70 schoolyear datacollection Last year the Annual Surveyextended its made to reachstudents in all of the coverage. Effortswere impaired, as well special classes forthe hearing as in all of the schools.Data were obtained 35,285 students from435 reporting on now being prepared sourc,-, Several publicationsare from these data.They willinclude: Marginal summariespresented.for a number togive overviewof data. of variables in order Detailed history ofhearing loss, variables of loss, age loss toinclude age at onset discovered, probablecause of loss, sibling hearing loss and parentalhearing loss. Preschool children,only concerned with and under variables students sixyears of age to include parenttraining, age at types of program,age started education. onset, Detailed audiological used, place examined,information, variablesto includestandard profession of examiner,SAT and SRT results. May alsoexamine degree of reporting audiological. for the complete Additional Characteristics,to provide variables age started cross tabulations of the of first educationalformal education priorto age six, type covered. program, age at onset andage loss dis- Additional characteristics, additional handicappingcross tabulations betweenthe variables gram and age. started education.conditions, type ofeducational pro-

4C6 399 These publications are expected to appear dining the Summer and Fall of this year. 1970-71 school year data collections The forms for the 1970-71 scl.00l year are now being received and processed in the office. Approximately 600 reporting sources with about 42,000 students enrolled in their programs are cooperating with the Annual Survey this year. This represents an increase of 197 new participating educational programs with almost 8,000 students. At the same time, about 98 percent of those programs that participated last. year have been retained in this year's Survey. Of the almost 800 programs invited to participate in Year 1 nrs data collection, 77 percent responded affirmatively. These 800 programs have an estimated enrollment of 48.000 hearing impaired children. An Achievement Testing Program is again being conducted this year by the Annual Survey.. Approximately 305 sources including roughly 22,000 students are involved in this progra m. The procedures being followed in the cument program were heavily influenced by the results of the Achievement Testing Program conducted by the An- nual Survey during the 1968-69 school year. This influence is especially reflected in three areas of this year's program: (1) Students were given a screening test to determine the most approximate battery they should receive. (2) The schools were supplied with practice materials for their students. (3) In cooperation with Harcourt Brace Jovanovich, the test publishers? special variations in the standard tests were developed where hearing impairment introduced special problems or unfair disadvantages to hearing impairvd students. The fact that a reliability study will be conducted on this year's program further distinguishes it from the 1068 -69 program. Eight schools and 185 students will be involved in this test, retest reliability study. In conjunction with this work, the question of the validity of these tests will also be considered. This will be approached in two ways: first, teachers will be asked to predict student performance; second, internal analysis of the items will be conducted. Three publications based on the results of this testing program are planned for later this year.

FUTURE PLArrs During the first three years of the program, the Annual Survey devoted most of its resources to gathering basic demographic information on hearing impaired students, and to extending its coverage of these. students to its current level of 42,000. It is now in the process of formulating future plans, with the intention of beginning to collect information on selected topics of special interest to those in the field. Within a few months, the AnnOal Survey will begin a survey of all the states. Among the types of information that will be sought are: (1) description of services available to hearing impaired children and youth, (2) types of screening programs now in existence, (3) the referral system for those found to have a hearing loss, (4) the number of stndents receiving special services, (5) the type of legislation relating to hearing impaired studenb, etc. 400

At a recentmeeting of the Technical Sith-Committmof the Na- tional Advisory Committee of theAnnual Survey, the following topics were suggested for future specialstudies: ( 1 ) A study of the visual acuity andperception of the hearing impaired student. (2)Special study of the multiply handicappedstudent. (3) Theeducational outcome of the hearing impairedstudent. (4) Communication skills of the students. (5) A study of genetic factors in hearingimpairment. (6) The amount and quality of supportiveservices. (7) Study of student after-school andsmuttier time activities. (8) Socio-economic background ofparents of hearing inqmired students. (9) A studyof highly successful 'leaving impaired students. Developmental work on at leastone of these topics Will begin this yea r. Meanwhile, the Animal Survey Will continueits efforts to produce an achievement test appropriate forhearing impaired students. Also being consideredis the feasibility of developingmeasures of student per form:nice in other areas besides academic achievement.Finally, efforts will continue to further increase thenumber of hearing impaired students included in theprogram. THE ACHIEVEMENT TESTINGPROGRAM CONDUCTED BY THE ANNUAL SURVEY OFHEARING IMPAIRED CHILDREN AND YOUTH: INTERPRETATIONAND USES OF THE TEST SCORES S. DiFrancesca, Office of DemographicStudies, Gallaudet College PURPOSE OF TILE ACHIEVEMENT TESTINGParamus! During the 1971 spring semester, theAnnual Survey conducted a nationwide academic achievement testingprogram of students attending special educationalprograms for the deaf and hearing impaired. Approximately 20,000 studentswere administered tine Stanford Achievement Test.. Three-hundred andtwenty six schools participated in the testing program. The AnnualSurvey provided all materials and scoring services withno charge. There were two basicreasons for this national testing program. First, the schools and teachers obtainedmeasures of the academic progress of their students along with summary tabulations fortheir individual classes and schools. Equallyimportant to the Annual Survey is that the analyses of the data from thenational level testing program will be used in the validation and standardizationof an academic achievement test for students attendingspecial programs for the hearing impaired. This report will give some backgroundon the work of the Annual Survey in the area of achievement testing. Youmay have seensome of our earlier progress reports and knowthat in the spring of 1969 we administered 12,000 achievement tests.' Theprogram of 1971

1 Academie Achievement Test Performance of Henringimpaired Students: States:Spring 1909; and Item Analysis of Aenileinie Achievement Tests. United Impaired Students. United States: Spring 1909. 'fearing 401 incorporated sonic modifications of the achievement testing procedures and the test materials themselves. The establishment of these new testing procedures stemmed from the analyses of datafrom the 1969 testing program, and from the suggestions and ideas of teachers,' themselves.

TnE NEED FOR ESTABLISHING STANDARDIZED PRGCEDURES AND VALIDAT- ING AN ACHIEVEMENT TEST FOR HEARING IMPAIRED STUDENTS As the Stanford Achievement Test was designed for use with hearing students, some serious technical problems arise when it is administered to hearing impaired students in special educational programs. These technical problems stem from two sources. First, teachers of the hearing impaired throughout the country have made special adaptions in presenting the Stanford test questions and directions. Student scores are easily affected by the way in which the test is administered. Standardized testing procedures were lacking and had to be established in order that test scores would be comparable from teacher to teacher and school to school. Secondly, tests present potentially serious problems in validity and reliability when they are used with any population other than those for which they were designed. Being constructed for hearing students, the Stanford Test content may not always follow what is taught in our special educational programs. Nor do we know if the structure or the design of the test is adequate for these students. For example, the language level of some test questions may be too cumber- some, and sub-tests which are dictated couldbecome a test of the students' receptive communication skill. The Annual Survey is conducting smaller scale technical studies into the suitability of the Stanford Test for hearing impaired students and is committed to providing or developing a test that will be reliable and valid for our students. The testing procedures and Modifications that we have developed thus far appear to have improved the quality of the achievement testing results obtained. Until the results of this spring's program are fully analyzed, however, we will not know how valid and reliable the test results arc. A series of publications presenting national level results of the testing program and the analyses of the data are scheduled to begin in the Fall of 1971.

THE ESTABLISHMENT OF STANDARDIZED TESTING PROCEDURES Screening testing or pre-testing of students The analyses of our earlier testing data indicated that many sub- tests were not showing differences between good and poor students. This occurred because the.f7st level they received was too difficult for them. Thus, the number tens they were able to get correct was too fow to differentiate ability levels. The validity of the test is substantially lowered when this occurs. Since no guidelines existed for selecting the test battery levels for our students, the criteria for battery selection varied among different schools and teachers.To standardize battery selection procedures and make it accurate, the

9. 402 Ar.nual Surveyimplemented screening testwas given to a screening testingprogram. A brief received was then every student. Thefull battery determined fronthis screening level he Practice testing test score. to teach thestudents test taking You may havenoticed that procedures ford Test and directions tosome parts of the the design ofsome types of the Stan- for our studentsto understand. questions aredifficult that in a great From our dataanalyseswe learned mat of the testmany cases, studentsreally didn't questionsor how to mark understand thefor- ness of this problemled the Annual theiranswers. The serious- tice Tests.These Practice Survey to developsets of Prac- types appearing Tests includedsamples of the on the StanfordTest. They question answer markingprocedures. Each reproducedquestion and first. Thesewere used to teach student was givena Practice Test gies of testtaking to the student themechanics and the practice prepare him for thereal test. As strate- sessions, theythemselves became teachersgave minister theStanford Tests. better prepared benefit of the This wasa very important to ad- practice testingprogram. secondary Special printingof the test The Primary booklets of Grade 1 test levelsthosewithin the to the beginningof Grade range of the beginning tests. A student'sresponse to a dictated4havemany dictated sub- tion of receptive questionmay well be a func- answer. Previouslyco»Imunication skilland not his schools attemptedvarious knowledge of the problemoverheads,blackboards and means to overcome this sentation of thedictated sub-tests the like. Tostandardizepre- priate, theAnnual Survey and make theirdesign more lisher for arranged withthe test authors appro- a special edition.This applied and pub- levels only andis called Form to the PrimaryI and II dictated questions W-HI. In this arc also printedin the testtest modification,the dictates a questionand then allows booklet. Theteacher book beforemarking his the studentto read it in his with these answer. Test validity own conditions, butwe do not know has beenimproved which thisspecial printing at present the has overcomethe basic problem.extent to SOME QUALIFICATIONS AND LIMITATIONSOF THE TESTING You must again DATA keep in mindthat the Stanford were not developedfor use in special Achievement Tests hearing impairedand their educationalprograms for the known. Do suitability fortheseprograms is not fully dents to hearingnot compare theperformance of students on thebasis of the hearing impairedstu- use scores of individualstudents as relativescores obtained. Youmay in comparison indexes meaningful to other hearingimpaired students only test. The classaverage and median who took thesame haps yourmost meaningful scores for each sub-testare per- 20,000 tests must results. Further be performedin additionanalyses of datafrom the bility and validitybefore the to studies ofthe test relia- tistical confidence Annual Survey limits ofyour test scores. can determine thesta-

410 403

INTERPRETING AND USING THE TESTRESULTS The next section will presentsample representations of theactual achievement testing print-outs receivedby the teachers and schools in the testing program. Its purposeis to demonstrate how tointerpret and use the testing results.

SAMPLE OF THE STUDENT LIST REPORT PRINT-OUT

The I. GE Grade Equivalent Score. GE should be used only as a PRI 2 relative index to compare NEE students who took the sane MCKIM'S mane. NI2VI , ' ,"I test. It is a .ensure of student strength or weakness In inter- NA!COL M. in a subject area. M preting GE scores, keep in OCAAL ;,, Ma 111 .I:11: mind that a difference of III 111 . getting one or two more test II IPS items correct could signifi- Al cantly affect a student's GE 'Natalia. Score. CD . 2. RS Raw Score: This is the number of test item (questions) answered correctly.

3. LOCAL MUM N-CNTS: The total numberof students taking the sub-test 1 1 in the particular school or 7.4044 11111114:01LThj'ILTE01. building. If the Local Norm N-CNT is similar than 2S, the Percentile Rank and Stanine scores for the student should not be interpreted or used. In these cases use only the student's Grade Equivalent Score.

students on the print- This Indicates the percentage of a. PR Percentile Rank: Percentile Ranks out who fell at or below thecorresponding GE score. Intermediate or Advanced b ies. will not appear on List Reports for the Higher scores Stanine: A step on a scale with valuesfrom one to nine. S. S General elm-sification of stanine ranks are:5.1, get higher stanines. range; Sv7, 6, 9 - above aver- 2, 3 - below average; Svt, S, 6 - average comparing performances age range. Stanine scores may also be used for Stanines will not appear on List Reportsfor the Intermed- on sub- . iate or Advanced Batteries.

The average Grade Equivalent Store of all thepupils whose scores appear 6. MEAN GE shown by the on the print-out. The number of students it is based on is N-CNT, not by tho Header N. questions, the group of students The average raw score, or number of test 7. MEAN RS got correct on the sub-test. tested who are included on the N-Count:Represents the number of students 8. N-CNT If the school requested to have testresults grouped by List Report. of students in the class. classes, the N-Count will give the number

If so it will always be a largernumber. 9. HEADER N This may vary from the N-CNT. battery It represents the tots: numberof students who took that test whereas the WI:NT number represents level in your school or building, the class or unit size.

411 404

SAMPLE OF THE ITEM ANALYSIS REPORT PRINT-OUT

The Item Analysis value ITEM ANALYSIS is expressed REPORT cent score. as a per- It represents the students who answered percent of CLASS PRI 2 each test question rectly. The percent is based cor- students who answered on the number of PARA- one or more questions SCI ENC the sub-test. in WORD GRAPH AND EAN NG F NG Row soya/ *1 OC TO UNIT % Unit Percentages will 4. appear only for those schools who requested that their results be analyzed by It reflects the classroom units. percent of students in particular class, or ing unit, who answeredstudent group- the item correctly. For example, on l6 on Word Meaning, question number in the particular 22% of the students class answered this question correctly whilefor the school or building as a whole,49% of the students got the question correct. SYS % System Percent: These are theper- centage figures for the or building. total school It gives thepercent of students in the total school or building who answered each question correctly. ST 413 CLASS N Y N.11111191111111

Uses of the Item Analysis Data: The information on the percent of students difficulty of the item answering the item and weak areas in the for the class or correctly gives school. This may indicate performance on singleinstructional program and stront itens or groups of could lead to better analysis data properly, items in a specific understanding of class teachers must determine subject area. test item is taught in if the academic To use the item the school curriculum. subject area measuredby the

412 405

SAMPLE OF THE BUILDING DISTRIBUTIONS AND CUMULATIVE PERCENTAGES PRINT-OUT PRI PARA-CIENCE GRAPH A AN DC T 1. GE Interval Grade Equivalent Intervals

2. F Frequency: The number of students whose scores fell in the range of the GE Interval.

3. CP Cumulative Percentage:The percent of students receiving a test score equal to. or lower than, the top score in the GE I 1. For example, in this table, the GE Interval of 2.2- 2.5 on the Word Meaning sub-test has a corresponding Cumulative Percentage of 64. This indicates that 64% of the students obtained a GE of 2.5 OT lower and that 36% of the students obtained GEs of 2.6 or better.

4. 03 Percentile 75 (QUARTILES) Q2 Percentile 50 03 Q2 and 01 are three pointsthat separate the students in o groups of aquasize. Q1 Percentile 25 (25%) of students. 03 Percentile 75 - sets offthe top fourth Q2 Percentile 50 - is the medianscore. score separates the group in halves. This Half of the students scored above and half scored below this score. The 111 Percentile 25 - sets off the lowest 25% of thegroup. S. MEAN The ge. The average score for the schoolor building. averages are based on the number of The students shown by the N.CNT. 6. SID DEV Standard Deviation: This gives an indication of how close allthe student scores are to the average score for the group. The STD DD/ is small when all the scores cluster around the average score. For example, the means (averages) of twosub-tests may be the use but for one sub-test the standard deviation is proportionately low. Here, student performance was relatively thesame of homogeneous. The other sub-test may havea high STD DEV indicating a lot of va.ation among student scores, with low scores. some very high and some very This would indicate that therange of ability within the class was greater on the sub-test. 7. IDRN Header N: This represents the total numberof students taking the particular test battery level for the school or building. It is the number of test booklets submittedfor scoring. B.wan' N.Count: This represents the number of students building who took each sub-test. in the school or The N-Counts may vary among sub. tests if some students did not takeall the sub-tests.

41.3 406 AN EXPERIMENTIN EDUCATION' Doin Hicks, Ed. D., Director,Dean of Pre-College Credits: Gallaudet College Programs, Script: Sue Ellis.Public Information Storyboard andNarration: Guy Office. Systems and Media. Watson. Ed. D..Director, Instructional Photography: BillFitzPatrick. Staff Art: Dave Holman,Staff Artist. Photographer. Audio Production:Terry Naylor. One of the Media Technician. boldest andmost exciting education of thedeaf is underway experiments inthe history the Deaf at the Model of (MSSD)on the Gallaudet Secondary Schoolfor Here, 80 students Collegecampus. and a staffof 73 have with no classes,in classrooms come together ina school which today's with no walls,to seek young deaf studentsmay be educatednew ways in productive andmeaningful lives. towardmore In a studymade by the Welfare, significant Department ofHealth, Education, ices for the inadequacies andgaps in the educationaland deaf wererevealed, pointing serv- few genuinesecondary school to the distressingfact that the UnitedStates. programs for (leafpersons exist in Because of the seriouscommunication deaf childrenattending day problem involved,only a few well enough and residentialschools can to enter hearingschools and communicate dren. Thissituation, coupled compete with hearing ground, results with a generally chil- in the factthat only eight weak educationalback- deaf studentsis now admitted percent ofany age group of of the general to college,as compared to To work population. 54 percent toward solvingthis problem, Public Law89-694. This law Congress in1966 passed funding ofa school to be provided forthe establishment the Deaf, which known as theModel Secondary and ment, and would be botha laboratory for School for a "real world"high school research anddevelop- challengesconfronting with all theproblems and Located in a typical Americanhigh school Washington, D.C1on the Gallaudetof the 70's. the MSSDprovides day and College high school residential facilities campus, age. The goals ofthe school for deaf youthsof for colleges,other advanced are to prepare thesestudents The demonstrated study and, forsome, terminal tion and success of the MSSDas a model for education. innovation will,hopefully, stimulate experimenta- similarly excellentprograms throughout the developmentof The MSSDdraws its student the Nation. Columbia and fivearea statesMaryland,population fromthe Districtof Pennsylvania, and Virginia, West 19 years. Delaware. TheAncients Virginia range in age from14 tO To be eligiblefor admission completed to the MSSD, or be near completionof an eightha student musthave equivalent; demonstratea reading level grade educationor the standardized test;be 14 of third gradeor higher on years of age or older;be free of a A Moto slide/mono major handi- tape prexentatIonon the Model Secondary School for the Deaf. 414 caps. except hearing loss: and have an average hearing loss of 7 decibels or 'Juice in the better ear. The MSSD operates within the corporate structure of Gallaudet College, but determines its own objectives and curriculum, subject to the authority of the Board of Directors of the College. To advise the President of the College and the chief administrative officer of the school on matters relating to developing and operating the MSSD, the Gallaudet Board of Directors appointed an Advisory Committee of professional educators of both the deaf and hearing, persons in special education, program specialists, and media experts. Chief administrative officer of the MSSD is the Director, who reports to the President of the College. The National Advisor Com- mittee on Education of the Deaf, in the Department of Ikalth, Edu- cation, and Welfare; acts in an advisory capacity in formulating and implementing the baste policies governing the establishment and operation of the school. MSSD is currently operating in temporary facilities. While in these facilities, enrollment at the school is to be kept at SO to 100 students. About one-third of these are residential students who presently live in leased facilities on the campus of nearby Catholic Uni- versity of America. The remaining students are bussed to school from the surrounding community. Administrative, teaching, and support personnel have offices and work space in a second temporary building adjacent to the school. Architects and school personnelarcpresently working on plans for the new permanent building to be built on 171,f, acres of gently slop- ing land provided by the Gallaudet College at the northern end of the campus. When completed in 1974, the new school will be a model in archi- tectnral and engineering design. Residential, instructional, and production areas are being designed to accommodate the latest in educational technology. Careful attention has been paid in the design of the building to the social as well as the learning needs of the students. When completed, the school will accommodate up to 600 students. The educational aims of the MSSD students encompass goals which include a broad range of coping and processing skills, in addition to those of the purely cognitive nature. The MSSD student will have the greatest possible opportunity to develop self-determination and motivation; independence; a strong positive self-concept; sensitivity to and compassion for others; participatory skills in the dynamics of group living and interaction; and resources to contribute to develop- tug social systems. Instruction at the MSSD is individualized insoft, r as possible. The curriculum allows for different developmental pattems and learning styles of each student, and should be perceived by the student as being relevant to his particular needs, abilities, and interests. Emphasis is placed upon activities which will help the student achieve the objectives, rather than upon grades. Grades are not issued, instead parents receive progress rororts explaining .how well their child is meeting his own objectives.

415 40S The total learning environmentthen, is positive, with the key to motivation being the satisfaction thatcomes from success, rather than the fear of failureor the threat of punishment. A comprehensive curriculum is beingdeveloped which will beap- propriate for deaf students ina high school. The base subject areas include English, social studies, mathematics,science, speech, and physical education. Elective subjectsavailable to the studentare Spanish, business education,art, home economics, and drama. In addition, such topicsas cued speech, glassblowing, journalism, photography, and many other high interestactivities are available to the students. In all development of curriculum andmaterials, and in all teaching, helping the student to learn howto learn is given high priority. The basic time unit. at the MSSD. calleda module, is 20 minutes. Students must. have eight to 12 modulesper subject each week in the base subject areas. A maximum of 4S modsis required each week in tle base subjects. There isa total of 90 modules in a school week and the difference or the remaining 48 modsmay be devoted to any subject the student selects. Iii thisway, the student determines when he will study his subjects and how muchtime he will spend on a subject at. one sitting. Each student at MSSDcan progress at his own rate of learning. This is made possible through theuse of instructional packages or guidebooks which enable the studentto reach specific educational objectives at his own pace. Standardclasses do not exist at the MSSD. Instead, learning and teaching take the formsof tutorial and independent study, small group projects and activities,small group instruction, and large group interaction. A typical learning activity might finda student being referred by her instructional package toa specific video tape of film to observe an experiment. The student checks out the tapeor film and watches the experiment. She then returnsto her instructional package and attempts the exercise on herown. After checking with her teacher, (she returns to the instructional package andeither takes a test or writes a final report. Instructional packages in mathematics and Englishmay ask the student to include as part of his lesson,work at the computer. Com- puter-assisted instruction in these subjects isprovided by a telephone linkage with a computer at Stanford Universityin California. Through the four major divisions of theMSSDthe Division of Instructional Services, the Division ofResearch, Development, and Evaluation, the Division of InstructionalSystems and Media, and the Division of. Professional ServicestheMSSD student is provided with the most comprehensive educationalexperience possible today. The student has access to the latestaudiological testing equipment; to competent speech therapists; towell:organized student health services, and to highly professional socialand academic counseling. He receives vocational orientationand opportunities for training related to his own occupational objectives. An environment for the education of thedeaf must be media-rich and through the Division of InstructionalSystems and Media, the MSSD student is provided with andinstructed in the use of the

416 most modern audio-visual equipment; such as television cameras, video-tape recorders, motion picture and slide cameras, and overhead projectors. The Media Division also offers many supportive services to the faculty and stall; such as assistance in designing instructional sequences, stating objectives, preparing graphic and photographic materials, and operating the printing and reproduction services needed for production of instructional packages. Learning and leisure are interchangeable at the MSSD as lessons sometimes take the form of field trips to one of the many landmarks which make the Nation's Capital and its environs a living history lesson. The students have visited the Smithsonian Institution, the U.S. Naval Observatory, the Explorers' hall of the National Geo- graphicSociety,and theGettysburg NationalBattlefieldin Pennsylvania. The MSSD has, of course, an obligation to share with other schools for the deaf what it learns by experimentation and innovation. Through the MSSD Office of Public information, the continuing discovery of what worksand what doesn'tis communicated to the news media, to professionals in the field, and to others throughout the nation who are involved in the education of deaf youths. This, then, is the MSSD: a new and promising beginning for the deaf students of high school age; a new and exciting school dedicated to preparing these youngsters to be independent and contributing members of society, thus enabling them to encounterwith higher odds for successthe hearing world. RESOURCETERIA AND MORE Ben M. Schowe, Jr., Ph. 1)., Model Secondary School for the Deaf An absurd little tune came to mind as I prepared my pitch to you this morning. It begins, "The prettiest gut 1 ever saw was sippin' cider through a straw ..." The prettiest idea I have ever seen in education of the deaf is something I don't even have a good name for at this moment. In Columbus; Ohio, the school board used this ides us a "come-on" to persuade voters to approve the school bond issve this spring. They called it LIMO. It stands for Library-Instructional Materials Center. This lets my cat out of the bag but you won't really love my cat until I tell you what it is like. Please note that it is just one cat. It has one heart directing its life-blood. And when you step on its tail, the whole cat comes to life instantly. Considering that this is a pitch for centers in the schools in which resources for learning are one unit with one director, the analogy seems appropriate. Let me explain why I think so. When children or teachers come to a resource center or LIMC, if you like the term, they come with questions like, "How can I find out what kind of animal belonged to this skull ?" or, "How can 1 help my children learn about seeds?" Even those who conic in with more general questions like, "Got anything about ununmies?" seem to be pleased when they are introduced to a variety of material in

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6TV 419

The traditional teacher talentsof speaking. listening., reading, writing, assigning, and evaluatingall based on essentially verbal numication can now be expanded emn- media. A teacher and enhanced through theuse of can present a wide variety of audioand visual experiences, either separatelyor in combination, in order to set the stage for meaningful discussionand assignments. The child who is, with multi-media experiencesoutside of his classroom must have a comparable cinality andquantity of experiences within his educational domain. Onlytraditional teachers continue to feel that the chalkboard isany substitute for the projectionscreen and the television tithe. Media alsoexpand and enhance individual learning opportunities. Still andmotion pictures withor without sound can easily be added to the world of printmaterials normally associated with individual study.Student reports that traditionally consisted of speakingor writing can he expanded and enhanced through the use of individuallyconstructed audio and visualma- terials. Interaction which traditionallyconsisted solely of discussion ran now involve the group reactionsto individually constructed and observed materials in considerablevariety. Our efforts so far to attain wide andwise media utilization in the improvement of the total educationalprocess have not been very effective. We haveso far worked on only fragments of the totalsystem necessary to improve education with media. We haveconcentrated on equipment, or materials,or local production, or room facilities,or assistance without ever considering thetotal system necessary. We have tried to incorporate audiovisualaids at the curriculum implementation level when we might have beenfar more successful if they could have been integratedas media systems and technology into the curriculum development phase of the educationalprogram. Special education and particularlyeducation of the deaf provides us with a showcase for demonstrating whatcan be done with a complete system of education that involveseducational media. We have a degree of support for, and a climate for showingall education what can be done with media whenwe really try. Neither the typical audiovisualcenter, nor the typical library is adequate for our current needs. A resourceteria in each major classroombuilding would provide us with a giant step toward effective media utilizationin the education of bearing impaired students. The resourceteria would containa library.It would not only contain a library of print materials, itwould contain the great variety of audio and visual materials thathave been produced forour particular needs. The library should beconsidered as a function rather than a place. The functions of thelibrary aspect of the resourceteria would be to collect information in whateverform it might be available. It would classify information ina system providing for easy and efficient identification. It wouldstore the information in orderly and effective fashion. It would retrieveinformation on demand for teachers and students. It would adapt informationby changing its form or reproducing it. It would counselon the use of information for studying, reporting and presentations.A common catalogue of all sources oiinformationis, of course, essential.

420 413 The resourceteria would have alocal production laboratory where both teachers and students could constructaudio and visual presentation materials. The resourceteria would have anequipment section so that any teacher or student use for audiovisualequipment could be provided for. Teachers of handicappedchildren have very special needsfor equipment that should be catered to in everybuilding. Not only local libraries of materials,but ready access to additional outside materials must be availablethrough a materials handling, maintenance, and shipping area. Teachers and students need to observematerials before they are used for presentation to others.Some sort of isolated preview rooms are needed for this purpose. Story telling with both print andnon-print materials needs to be provided for. A comfortable anddelightful little area adjoining the other activity areas needs to beprovided wish a fair degree of tsola- tion. This room might also beused as a workshop andconference area. Individual study facilities forthe easy and complete use ofall types of study materials mustbe available. These arecommonly called carrels. A professional person needsto be in charge of theresourceteria. In the smallest unit, he wouldprobably be the only personinvolved. As the size and/or activitiesincreased, he would need the helpof a technical assistant and a clericalassistant. A resourceteria in eachmajor classroom building coulddo much to improve the educationof hearing impaired students.It would promote and make possiblethe wide and wise use ofmedia in the presentation that teachers make totheir students. It would makethe individual study of students far moreinteresting and productive. It interesting, challenging? andcommunicative would provide for more make media as much a part of interaction sessions. It would tend to their extra- the educational experienceof children as it is now part of curricular activities. 'Most schools already have mostof the pieces necessary to construct a resourceteria.A quotation from John Gardneris appropriate. "The parts of a desperatelyneeded academic revolution continue to lie around unassembled." Reading and Language chairman: Kenneth R. Lane,Professional Editor, Special EducationDe- partment, American EducationPublications, Middletown, Conn.; Recorders: Philip E. Crouland, AmericanSchool for the Deaf ;1)r. Ben Schowe, Ohio `ghoul for the Deaf. 10:30 a.m.-11:00 a.m.: "LiteracyTheKeystone for Providing More Opportu- nities for Deaf Children,"Richard W. Flint, Editorial Director,American Education Publications."Computer-Assisted instruction in Language,"Jamesine 11 :00 a.m.-11 :-171 a.m.: Project, E. Friend. Director, Compater-AssIsted Instruction for the Deaf Stanford University, Stanford. Calif. 1 :30 p.m.-3 :00 p.m.:Dentonstrtttion. Computer-Assixted 3 :04) p.m.-3:40 p.m.: "SomePreliminary Research Results: Instruction for the Deaf Project," A.W. Douglas, Superintendent, Texas School for the Deaf ; "ComputerAssisted Instruction in Language at the Kendall Demonstration ElementarySchool for the Deaf," Thomas R. Behrens, Ph. D., professor of education, director,the Kendall Demonstration Elemen- tary School for the Deaf. BenI% Provance, M.A.T., associate professorof education. the Kendall DemonstrationElementary School for the Deaf. 9 :A3V1131I1 HILL alloasAam HO.1 fiNIU11011(1 3110Ic SaLLINallI0t1d0 110:1 dVall x3uaima paritata aAlp11aox.1 AomrI tiuop.mtv uopumlirei luat1(111,1 'snot ppm ttmoial lotus) 11a)I ot(rl. 1141st: ato 03 4.\r 41(i AliTtado ss.)apim .10j 1 at( I -1111' 1111l1111OW12111111; uo!.1.1a1(.4 I11 situ ooptia.too.) o sum .1.1q0.10.1.1( 10111 0111 :4.0.1 .4 Sou.) '.110115 1)11(( 14111:4 auur pottlao,: 1: S11.1% .rro x!;.; mow sit ;tool patuoas opt II roamons 1111o1011 3(1 J1119 .104 ..111911119S11.1.10.111 111$1 .10110 111.111 01 "'1N a111 1)1 al 1)00.17111 -;111J0l5 114111 porrium jo Stu mu' S9 )141.111.) 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CZt 41G or 501, received depending on Academic Diplomaswith amean grade type of schoolattended, rangiug average, The Boatnerquestionnaire did from 7.3 to8.2. ing information not includeprovisions for ing loss. relative toage of onset of loss gather- Therefore, it isnot known how or degree of hear- percent who achievedabove the 7th many among thetop 40 But undoubtedlythe majority grade levelwere born deaf. hearing or of our achievers are hard-of- is the factadventitiously deaf.Of interest, that only 70students in the and significance,too, percent of the1,212 leaving Boatner studyroughly6 equivalentaverage of 10th gradestudentsachievedat a Stanfordor Boatner's findings or higher. reconfirm thegenerally low tional achievement,including low and static educa- educated inschools for the literacy facility.of students that have been His findingscorroborate those ardized testing,reported alongthe 40-year beginning withthe Dav continuum ofstand- National Surveyof 1928 to Fusfeld, andPintner findings indicatethat thereMiller's stuil; in1958. The I3oatner level of has beenno significant change educationalachievement of iu the deaf from themid 1920's students inschools for the Despite the to the presenttime. fact that thenumber of during this45-yea period years of school percent to 20 has 'increased attendance percent., theachievement levelsignificantly, from10 static. Threeout ofevery five students remains moreor less deaf, after12 to 16years in our who leave schoolsfor the of 5th gradeor below. No educatorcare, have a finalachievement level or defend such in this day andage can accept to see how a low level ofachievement. It's 60 percent ofour total annual extremely difficult possibly survivein the highly output of studentscan ety into whichthey are thrust. technological andcompetitive soci- This, then, is sive. The the evidence.Its implications majority ofstudents leaving are clear and conclu- quate literacylevels to achieve our schools donot have ade- sufficiencyinthe 20th social integrationor economic self- achievement century.Whether this can be totallyattributed to lowlevelof variables withinthe learning hearing deprivationor to As teachers environmentmust he determined. of the deaf,we need to develop concern that. willcause us to question a highly personalized at every turnof the and challengeflue status tion: one educational road.We need quo that is orderlybut dead-earnest. our own revolu- fessionals whowill persistin breaking We need activists:pro- cational mediocrity the deadlylockstep of edu- New and conformity. methodologies,teaching increasing thelevel of strategies, andmaterialsfor adapted, andtried if literacy mustbe developed, those we teach. we are to provide borrowed, Shortlywe will hear fromgreater opportunitiesfor who arechallenging the some of our colleagues to experiment.,test, and evaluatestatus quoprofessionalswho are willing bold newideas. But new materials,new methodologies, alone will new materials andnew teaching If wenot.suffice. strategies are to increasesufficiently must, at thesame time challengeour students' levelof literacywe certain organizationaland in- 424 417 structionalpractices that nmy also be inadequate levels of achievement contributhig factors to the following practices and literacy. Most, ifnot all, of may generate dampening effectson student achievement levels and shouldtherefore be methodically challenged, studied and tested: (1) integration of thehard-of-hearing with the deaf. (2) Integration of preschoolchildren with non-preschool dren. chil- (3) Variation in classsize. (4) Whole-group instruction. (5) Single textbook adoption. (6) Assignment ofbeginning teachers to"difficult" classes Like impotent. materialsand methodologies, these current, practices any one or all of may be important. variables in lowliteracy achievement that continueto negate greater opportunities deaf. Let us takea few moments to critically for the current, praet ices. examine these six

(1) INTEGRATINGTIIE IARD-Or-HEARING TIM DM.' We need to determine if the integration ofhard-of-hearing children with deaf childrenhas an adverse effecton the educational well-being of membersof either or both suggest that such groups. Miller's findings to the hard-of-hearing.a practice denies equal educationalopportunities Her results show thatthe achievement of hard-of-hearing childrentends to be similarto their deaf peers, thus suggestinga leveling effect. It also children suffer educational seems apparent, that deaf inequities when they'reintegrated with the hard-of-hearing.The basic ego needs of to sense accomplishment all teachersthe need and successtendto be fulfilled according to the quantity andquality of the they teach. We tend responses received from those to teach to those whorespond best, to teaching. Further,we tend to set our level of our of those students expectations in terms who appear to receivethe greatest benefitfrom our efforts. When we disregardsuch human tendencies be denying deafchildren their right we may well integrate them with to quality education whenwe tion we may wittinglyhard-of-hearing students.Through integra- or unwittingly eliminate certainrefinements in methodology and the adaptationof materials they need our levels of expectationsare apt to be more oriented because hard-of-hearing. Consequently, toward the may iv impaired by integration.the literacy levels ofboth groups

(2) INTEGRATION OF PRESCII001, Nox-PRESCII00t. CHILDREN DURING THE BEGINNINGAND SUBSEQUENT YEARS EDUCATION Or DIEM FORMAL. The presence of such similar to that which a practice may effect a levelingprocess appears to occur when integratingthe hard- of-hearing and the deaf.Any advantage thatmay be gained from preschool trainingmay be dissipated when such children in the name beginning and are placed successive classes withnon-preschool 418 children. It'squite possible no significant that thereason Craig's findings differences inlipreading and showed groups attending andnot attending reading skillsbetween ing effects ofintegration, preschoolwas due to the tionship between whereas Lanefound it level- preschool trainingand final significant rela- when preschoolerswere accelerated. school achievement Segregating thepreschool from seem to bea critical variable the non-preschoolgroup would preschool training in suchstudies. The schoolers may be lost in the advantage of are integratedwith replicatingprocess if thepre- placed inan accelerated non-preschoolers program. Integrationrather thanbeing parate groups inwhichone is held back of thesetwo dis- may well pervert while theother eat ches that would any advantagegained from up ment. increase theirlevel of literacy preschool training and educationaldevelop- (3) VAni.vrioNix CLASS SIZE It is quite apparent frontobserving current no definitivecriterion that practice thatthere is consistent. class supports a rationalefor uniform the ideal size in schoolsfor the deaf. and number of pupilsin a .preschoolGroht suggestedthat seven. My ownpersonal observation class shouldbe sixor class size ismaintained at would suggestthat when child, as is the 5 to 7 throughout the practice ina few of the leadingthe school lifeof the try, the learning schools in this improved. environment is coun- Mullen's studyof the classsignificantly andincontrovertibly large citiesindicateda range fromsize for deafchildren in 34 8.5. Whilemany schools for 5.0 to 22.7, witha median of optimum size of the deafmay approach the 5 to 7 in thebeginning suggested takes its tollbeyond 10 years, and againas attrition lead classesin the middleyears of age, there.is a strong class of 10 years. Observation tendency to is exasperating;12 is next again indicatesthat a baby-sitting;and 18or more morallyto impossible;14 is glorified dents, andthe institution. corrupts theteacher, the ultimate literacy If weare to be more stu- levels ourstudents achieve. accountable forthe optimum classsize or student we must determinethe that willmaximize /teacher ratio, ifteacher aides individually guidedinstruction. are used, (4) CONTINUED USE OFWHOLE-GROUP For nearly INSTRUCTION' 50 yearswe have recognized 1::;fferences andthe fact that the concept ofindividual exist., Yetat the turn of homogeneity inclasses simply vogue aild partially the century, doesn't accounted for graded promotionswere in group instruction.Prior to the apparent.success of whole- more selective and compulsoryattendance laws ards in all could requirestudents to schoolswere skills andsubject content achieve minimumstand- to the nextgrade. In areas before granting was established essence, an academicfloor at eachpromotion was this academicthat providedsome semblance- grade level floor anda favorable of homogeneity.It student selectionfactor 419 that made whole-group instruction popular and palatablebut per- Imps never tenable. Approximately :30 years ago the concept of graded promotion was virtually replaced by social promotion. Children were passed.on to the next grade level despite their level of achievement in orderto keep them with their social or chronological age group. The practice of social promotion, when combined with compulsory education, completely destroyed whatever defensibility whole -gron instruction mar have had. Despite these drastic changes in promotion practices and changes in school population, many teachers still approach their classes as if they were the highly homogeneous groups of the early I900's. Even with an optimum class size of 5 to I some grouping is usually desirable or necessaryespecially in those areas affecting growth in literacy. Class size seems directly related to the type of instruction that occurs in a given classroom. In a smaller class there's greater opportunity for individually guided instruction and more effective grouping. In a larger class there's a greater tendency, often for the sake of the teacher's own survival, to revert to themoreinappropriate and less productive technique of whole-group instruction. Here again, the continuation of whole-group instruction may undermine the level of literacy achieved by so many dea f children.

(5) Sisom.: TEXTBOOK AnorrioN Single textbook adoption for a given class was an accepted practice when whole -group instruction and graded promotions were invogue. The basic assumption was that everyone was learning at thesame level and same rate. In a sense, this was true. At leasteveryone supposedly arrived in a given class with certain mintnunn With the advent of social promotions and compulsory school attendance, thebasic assumption of homogeneity undergirding whole-group instruction was no longer valid. Now it's notuncommon to find a spread in achievement level of several grades within a (riven class in each subject area. This is particularly true as students ascend the educational ladder. It is exactly this aspect of classroom reality that necessitates small-group and individually guided instruction and, at the same time, weakens the rationale that supports single textbook adopt ions.' Yet. few administrators have recognized the diversity ofcurriculum materials that a classroom teacher must have to effectively meet the relatively wide range of needs and abilities of students within a given class. A lack of multigraded materials virtually, rele- gates a teacher to the more inappropriate and ineffective method of whole-group instruction. The students' achievement and literacy levels are perhaps again constricted whena single textbook adoption is imposed.

(6) ASSIGNMENT OF BEGINNING TEACHERSTO "DIFFICULT" CLAsss It has been my observation over the past 20years that in all too many instances, the beginning teacher's first assignment is either (1)

4 en 420 a class of slow-learning children, or (2) a class comprised of multiple handicapped children, or (3) a class that containstwo or three of the 501001's most severelyemotionally disturbedchildren. In no other professiondoes the neophyte begin difficult assignment; with the most these are reserved forthe more mature and experienced professionals.It is the experienced more severe and complicated doctor who treats the disorders; it is themore seasoned lawyer who tackles themore difficult legal cases; it is the enced engineer who more experi- designs the bridgeor the skyscraper. Often this is not thecase in the education of the deaf. ner is given one of the toughest Too frequently the begin- assignments in the schoolanalmost demoniac "testing bylire". Little wonderthat many beginning teachers stay for onlya year or two and then seek marriage. graduate escape through school, or early retirement.from the profession. Administrators and experiencedteachers should port. and assistance to give greater sup- beginning teachers. Weneed to remindour- selves that theirgraduation commencement the end. A teacher becomes was the beginning, not Daring the first two fully qualified onlythrough experience. or three years, he is stilllearning, and the quality of that learningis directly proportional experience and supervision to the quality of the supervision is provided. available. All too frequentlyno such After all a to S weeks ofstudent teaching is hardly sufficient timeto master the content. of develop skill in the a year's curriculum, to art of grouping, to becomefully familiar with the variety and diversityof learning problems, classroom management, to achieve finesse in or to successfully learn tocontrol and structure an appropriate learningenvironment. If the beginning teacheris to achieve self - confidence, lie any degree of expertise and must be given appropriateon-the-job support in a school environment that isconducive to continued responsibility for teacher learning. Final training must beassumed by administrators, supervisors, andmore experienced teachers. This new teacher should expect. is the least a To failin this importantaspect of continued training istantamount, to professional These six practices suicide. are representative ofa larger number that must be systematicallystudied and evaluated effectively discharge if we are tomore the school's primaryresponsibility of promoting greater literacy. Howmany more opportunities deaf have in this decadeand the next. is children will lectively-. It depends up to us individually andcol- on our willingness and abilityto develop and try new and more appropriatematerials and methods. our concerted and persistent It dependson :effort to study, evaluate,and change those practices thatare ineffective and impede the of Their literacy potential. fall achievement A full measure ofI iteracyis the keystone children with for providing deaf more opportunities in thefuture.. Their rightto a full measure of literacy isours to give. May we he the catalysts, the doersthat will help them antagonists. the right in this decade. achieve this fundamental

'..110"4n8 421 COMPUTER-ASSISTED INSTRUCTION INLANGUAGE Jamesine E. Friend. Institute forMathematical St tidies in the Social Sciences, Stanford University In June 1070. just one year ago, theInstitute for Mathematical Studies in the Social Sciences at StanfordUniversity received a grant .inn the U.S. 011ice ofEducation to design, implement andadminis- ter computer-assisted instruction(CAI) for deaf students. My staff at Stanford %%Tiles lessonsand programs them to be runby the Stanford computer, and the lessons are thenused by deaf students in some 12 schools across the country.In each of the participating schools we have installed student terminals,which I shall describe shortly. These terminals are connected to ourcomputer by ordinary telephone lines so that when a student isusing CAI he is in direct communication with the computer which presentsexercises, receives responses from the student,evaluates Ins responses and decides which exercises to give him next. Before I describe the computer system and howit operates to give inst ruction. I would like to describe what thestudent. sees and how lie interacts with the system. In a typicalschool there is one room containing. maybe, 10 or 15 student stations.There is one person, known as a proctor, who is in charge of theequipment and is in the room to supervise thechildren while they are doing CAI lessons and to help them if necessary. Thechildren come into the terminal room, usually with other membersof their class, frequently accompanied by their teacher. Each student. sits down at. anyfree terminal and starts his lesson for the day. The terminalsthemselves are very ordinary looking machines; they are standard Model 33teletypes. similar to the teletypes used by hotel and airlinereservation services, and really no more than a simple electrictypewriter with the ability to send and receive code over telephonelines. The teletype is used as a typewriter by both thestudent and the computer, who simply take turns "talking" to one another. When a student first sits down he starts the"conversation" by pushing a "start" key to let the computer know someoneis there and ready for attention. The computer responds bytyping IiI PLEASE TYPE YOUR NUMBER AND NAME. and the student then types his student numberand his first name. Each student is given a unique student number whenhe is first enrolled for CAI so the request for the first name ismerely an additional safeguard to ensure that the computer can correctlyidentify the individual student. A. student. may be enrolled for several different CAI courses, perhaps for math and language, but he does not. need adifferent student number for each course. He keeps the same number for all courses, and uses a one-letter course identifier to let the computerknow which course lie wants now. Here the student is using theletter 0, the identifier for one of the language programs. III PLEASE TYPE YOUR NUMBER AND NAME. G3456 3IARY 429 In less time than bes, the it has takenme to tell you abont computer has consultedits tile of student num- dent's lastname and printed it, student,.. found thestu- oil' on theprevious day and found out wherethe student left lesson. decided wherehe shouldstart. today's HI PLEASE TYPEYOUR NUMBER G3456 MARYSMITH AND NAME. / / CHOOSETHE CORRECT I LIKE. THATGIRL. PRONOUN. I LIKE (SHE,HER). I want to show just one exampleof how with thecomputer inone of the languagea student. wouldinteract tains a variety ofkinds of lessons, courses. Thecourse con- course later. Right and I will tellyou more about the of 2 now I will onlymention that it. lessons on rendingand following includes itset cover such thingsas the meaning of directions. Theselessons "second," "third," the ordinaladjectives, "first." and "last," andprepositional phrases sitions of positionsoyas "above" and using, preo- ple the words "below,.' etc. Inthis exam- "hefort.' td"after" are usedin the position, ratherthan a relativetime. sense of spacial / / WHICHWORD IS AFTER SHE SAWSOME BOYS "SOME"? As you PLAYING. may know, thismeaning of "before" tively difficultfor deaf children; and "after" isrela- meaning of "before" they tend tothink of the and "after" inthe time primary like "before 2:00 sense, that is, inphrases sense of a linear spacialo'clock" and "afterI go to the sequence. I3ecause movies," not inthe sequence meaning of we want to use thespacial later lessons, "before" and "after"in a number we have provideda considerable of places in early in thecourse. amount of drillon this After thecomputer types the respond. Now, of exercise, it waitsfor the student course, there aremany responses the to make. The mostlikelyresponse is the correct student could the computerreplies "correct" answer, in whichcase cise for thatstudent. and inunedintelychooses anew exer- / / WHICHWORD IS AFTER SHE SAWSOME BOYS "SOME"? BOYS PLAYING. CORRECT / / WHATIS THE WORD THEY WERE BEFORE PLAYINGFOOTBALL. "PLAYING"? On the otherhand, hemay not make computer must beprepared to deal a correct responseso the incorrectresponses expected fromeffectively withthe kinds of typical "deaf"error. deaf children.Here is avery / / WHICHWORD IS AFTER SHE SAWSOME BOYS "SOME"? BOY PLAYING. WRONG. YOU TRY AGAIN.FORGOT THE"S." 430 423 :Where is another. / WHICH WORD IS Ain' Eiz "SOME'? SHE SAW SOME BOYS PI, `ING. SAW WRONG. "SAW" IS BEFORE "SOME." WHICH 11'01:1) IS AFTER "SOME"? Already in this simple example you begin to see some of the most important features and characteristics of computer-assisted instruction. Von can see how such principles as immediate reinforcement, overt correction and so on are used to deal with each child individually. What, isnot, so readily apparent from this example is the enormous behind-the-scenes mechanism that allows the computer to choose exercises for each student, tailored to his needs, with decisions based on a precise recollection of the student's past performance. The capability of the computer to provide individualized instruc- t ion is enormous. This capability is not yet fully explored, but great progress has been made in the few short years.. since computerassisted instruction was first conceptualized. Without, my having said so explicitly,. I believe you now understand what, it, is we are trying to do at Stanford: we are trying to provide each student with a private tutor, a teacher's aid who will be understanding. tolerant, and persistent, one who will never lose his temper but will always be polite, one who will know each student's strength and weakness so well that no student will be either frustrated by work that is too difficult for him nor bored by work that is too easy. We want each student to learn to the best of his own abilities and as efficiently as possible. Getting back to the example we have before us, I want to emphasize that. while our hypothetical student here is struggling over the word that comes after "some," there are over 100 students in his school and other schools throughout the country who are also seated at teletypes doing their own lessons, all in direct individualized communication with the same computer. To understand how the computer can "talk," seemingly simultaneously, to such a large number of people, you must realize that a modern digital computer works at an incredible rate of speed am] that it, has an enormous memory, so that it can spend a small fraction of a second with one shasent, switch immediately to the next student in line for a very short time, and so on down the list, of students until it. reaches the first again without forgetting just where it was in each of the hundred conversations. This kind of "round robin" activity is so fast that each student has the impression he isreceiving the full, undivided attention of the computer. I will not go into the details of the configuration of the system we have at Stanford; for those who are interested, such details are available in technical reports put out by the Institute. It is one of the largest computer centers in the world entirely devoted to computerassisted instruction and has been in continuous operation since the earliest days of 424 'We have been for almost developingcomputer-assisted 1 yearsnow at the Institute instrnel ionprograms many diverse fields: and our effortshave spanned

Curriculum length of course Initial reading Grade level math drill-and-gra:lice 3 years. logic-and-algebra 6 years 1(-3. Computer programing 1-6. Russian (basic) 2 years 1 semester 7-9. Computer programing(AID) High school. Basic English 2 years College. logic -and.algebra 1 semester do Do. do Do. Du. Besides the aboveprograms, we also under development: have severalnew programs

Curriculum underdevelopment Amount Algebra Grade level language arts for the deal 1 year Transformational grammarfor the deal High school. Conversations for the deaf 2 years 1 semester 7-9. High school. 1-12. Most of thework we hearing children have done inthe* past and a(hllts.A little has heen fornormal Dr. Behrensof the over threeyears ago, however, D.C.,came to us withKendall Schoolfor the Deaf and-practice dm suggestionthat our in Washington, and that heprogram might be mathematics drill- would liketo try it appropriatewith foruse by deaf students turned out, it the studentsat Kendall. That was was not onlyappropriate, but As it our first venture enormouslysuccessful. the beginningof a continuedinto theuse of CAI by the Deaf and its association with deaf and also near neighbor, the Kendall Schoolfor the Deaf. About.two years new Model Secondary and the Model ago, Stanford, in School for the secondary association withKendall CAI asa vehicle to teachSchool, starteda pilot study of that pilot language to deaf the use of study ledto the U. S. students. Thesuccess of funding theproject we Office of As I mentioned are workingon now. Education's interestin before, we June 19TOto prepare. received direct to provide computer-assisted funding fromO.E. in that instructionto students ininstruction forthe deaf and pating in the the schoolsthat are partici- the areas of project. Weare to concern mathematics and ourselves primarilywith in the existing language, usingwhatever math curriculum,and starting is appropriate program for juniorhigh school afresh witha language committed todoing related age deaf students.We are also theory and basic researchin theareas of learning The schoolspsycholinguistics. that haveparticipated in ning areKendall School this projectfrom the begin- for the Deafand the for the Deaf,a day school; of which California Schoolfor the Deaf Texas School are residentialschools; and at Berkeley, both San Jose. 11 day classesin 4 schools writing theCalifornia. Theschools I have jusi in proposal fortime project mentioned joinedus in and in meetingwith the site

, 425

visiting committee from the Office of Education: theseschools will continue as participants for the duration of the project. Also, during the first year, several additional schools becamepar- ticipants. The Model Secondary School began operation in Novem- ber and 8 day classes in Palo Alto started in February. Wenow have a total of 61 teletypes operating in schools and day classes for the deaf, with over 1,000 deaf students enrolled in 7 differentcourses. Although much of our effort (luring the firstyear has been in the installatiOn of equipment, teacher training, and the dailyoperation of the system, our biggest concern and greatest effort have been inthe development of language arts programs. Inour efforts in this direction we have been substantially aided by teachers and administrators in the participating schools, and by a consulting board of educators and researchers in deaf education. Weare working simultaneously on three very different programs in the field of language; the first, "Language Arts," is a drill-and-practiceprogram that I will describe in some detail in a few minutes, the second isan experimental program that will teach generative-transformational grammar in a rather unique new way, and the third isa conversation program that will be used primarily as a communication device and whose essential' purpose is to provide us with a data base for the design of conversational programs. The last two programs mentioned, I willnot spend much time on. so let me say just a few words about them before talking about the language arts program listed first. The last mentioned program, the "conversation" program, is still under develoment and will be in use next September. Froma student point of view, the program will act likea telephone operator; it will askthestudent what number lie wants to call and will make the connection for him to any other teletype hooked into the Stan- ford computer system. The students are then free toconverse about any subject they choose. CHRIS: HELLO, ARE YOU FINE TODAY? LARRY: YES, I AM FINE. THANK YOU. HOW IS YOUR SCHOOL? CHRIS :WE HAVE SUMMER VACATION. WHAT WILL YOU DO AT VACATION? LARRY: I HAVE FUN. The conversation will not, at first, be restricted inany way, but it will be continuously monitored and recordedso that we will be collecting a substantial amount of dataon the spontaneous use of language by deaf students. (Incidentally, if any of you are bothered by the "invasion of privacy," I want to mention that theprogram states clearly, before any conversation is started, that the conversation is being recorded. Those who have anythingvery private to say will thus be advised to use some other method of communication,) Our ultimate aim is to write a conversational program thatcan "chat" with a deaf student, providing him witha model of idiomatic, grammatical English, andwithmechanisms for indicating to him any errors he makes in syntax, etc. For the moment, the program will be used primarily to provide incentive for using written English as a means of immediatecom- munication, and to provide an opportunity to practice inan environ-

433 426 ment that provides itsown reward. We have done testing of thisprogram with students in some preliminary immediate acceptanceand interest several schools andthe very gratifying. They on the part of the childrenwere were very eager touse the program. hadno difficulty whatsoeverin learningto operate it, and quite had to be draggedaway front the teletypes literally classes on schedule. to get theta back totheir The transformational program at this time; it hasgrammar program is alsoan experimental a very small number been used in justthe last few weeks by of studentsat Kendall andat the Model Secondary School andwill probablynot be ready for use for smotheryear. The aim of this more general tion in generative-transformational program is to provide instruc- grammar in it very related more to theteaching of symbolic rigorous way, than to the logic or axiomaticalgebra more conventional methodsfor teaching rationale for thiscourse and a description of grammar. The be forthcomingas a technical report withinthe work to datewill and those whoare interested may want the next few months Basically, the to write me fora copy. computer is programmedto produce grammatically correct Englishsentences. acting dent. The student'is free to giveon commands given it bythe stu- whatever sentence any rules lie wishes,choosing patterns he likes, whateverkinds of noun phrases and verb phraseslie desires, etc., and would like the whatever transformationshe computer to use. As longas the rules requested by the student: willproduce grammatically computer will acceptthem and will act.acceptable sentencesthe sentence the student has on them to produce the specified. Hereis an example. of cise from one of the earlylessons. one exer-

You type Computer prints You type Computer prints

(NP) TASTES GOOD. ;PLU (NP) TASTE GOOD. (NP) TASTE GOOD. iNP3 t 0)(N) TASTE GOOD. RULE MPS D.THE. THE (N) TASTE GOOD. (DXN) TASTE GOOD. N LUNCH RULE. THE LUNCHES TASTE GOOD. D.THE MP) TASTES GOOD. THE (N) TASTE GOOD. RULE IPILI RULE N LUNCH. THE LUNCHES TASTE GOOD.

The exercise startswith a brief review him the rules he for the student, listingfor must use to transform theincomplete sentence (NP) TASTESGOOD. to the complete sentence THE LUNCHESTASTE GOOD. Almost all of the typing,including the various construction is done by stages of sentence the computer. Allthe student is required type are the short, rulesimmediately following to generation of thesentence itself is done bythe word RULE. The example, the studentstarted with a plural the computer. Inthis rule /PLU. Thisrule calls for transformation, using the sentence, so the (NP), i.e., a pluralization of thesubject of the internally tagged noun phrase, which is thesubject, is then as plural. The only visibleeffect of the /PLUrule

434 427 at (his first stage is thechangeof the verb from "tastes" to "taste" for subject-verb-agreement. Next (lie student gave the rule /NP3,calling for the third type of nounphrase,thedeterminer-nountype,heresymbolizedas (D)(N). The numbering ofnoun-phrase types is arbitrary and the student is provided witha list of rules and their meanings so that he can refer to the list if he needs to refresh hismemory; most students, however, will have memorizedat least the first three noun phrase types by this time. The student is now faced with the sentenceform (D) (N) TASTE GOOD. which will becomea finished surface level sentence alter substitution of actual words for (lie symbols (I))and (N). This substitution may be made in any order; in thiscase, the student. worked from left. to right, substituting first for thedeterminer and then for the. noun. I do want to point out that the student could havesubstituted any suitable determiner and noun here and they worldhave been accepted; for example, he might have produced AN APPLE Or MOST ORANGES and the computer would have generatedthe sentence he requested whether or not it fulfilled therequirements of this particularexer- cise. Notice that the student madea noun substitution by typing the singular form of (he noun, not the pluralthat lie actually wanted. In all cases, the studentsmust know, and use, the simple or root form of a word, and the inflection will betaken care of automatically. At the moment we are working witha very small dictionary about 600 wordsbut hope to expandthis to several thousand words soon. Although this program is concerned only withsyntax and not with semantics, the difficulties inprogramming a computer to produce English sentencesare not easily overcome and will probably not be completely solved for some considerable time. I do want to mention before Igo on that this program has been developed as a joint effort with theModel Secondary School and will be made available to other schoolsby their kind consent. I would now like tomove on to the language arts program which is the largest and best developed of thethree language programs I have mentioned. We started the detaileddesign and development ; of this course in July lastyear and students started using the course in February of this year. Thecourse consists of a "library" of lessons, each of which is between :20 and 30 exercises.The lessons may be taken in any order, and may be repentedor omitted if desired, so (lint, each teacher can plan thesequence of lessons to lit each individual child. Each lesson is Preceded bya short pre-test so that. more gifted or more knowledgeable studentsmay take only 6 or 7 exercises in a lesson while those students who need more assistancemay do up to 30 exercises. We now fareover 100 of these lessons written and programmed and will be producing at least. 100more in the next year, making a total of over 4,000 exercises.

435 42S The course is designed for deaf students of junior high school age. Most of the students we are working with are between about 12 and 16 and are reading at about the 3.0 reading level as measured by standardized tests such as the Stanford Achievement Testor the Metropolitan. In order to accommodate children with a low reading level, we have carefully controlled the vocabulary and sentence structure used in the instructions and exercises; the reading level is held to about third grade level as far as vocabulary is concerned and the complexity of the sentences is held to an even lower level, as I think you could see from the couple of examples I showed earlier. A language program for the deaf is necessarily much different than a language program for the hearing. The deaf need training in speech and lipreading, for example, things that are not at all a part of the hearing child's language training. On the other hand both deaf and hearing children need to learn how to read and write, how to spell and punctuate correctly, how to use the dictionary, how to express themselves fluently and grammatically, and so on and so on. Many as these similarities are, there is one basic, striking difference in the needs of the deaf and hearing childand that is the need of the deaf child to learn languagenot to learn to read or to spell but. to learn the significance and structure of language itself. For most hearing children in an ordinary public school classroom, the reading program resolves itself into two primary components: the development of decoding skills, and language development. Decod- ing skills are those skills that enable the child to translate, word-by- word, from the printed symbols to the spoken word. These skills include the ability to apply grapheme-phoneme correspondences for phonetically represented words and also to recognize, on sight, a huge number of irregular (non-phonetic) common words. For those children who speak English fluently before beginning to read, which includes most hearing children, these word-by-word decoding skills are all that must. be learned. For the most part, if a hearing child can pronounce each of the individual words in a sentence, he can understand the meaning of the sentence. Some children may also need a little additional language development, primarily vocabulary development. Children who are in some way culturally or socially deprived may need not only vocabulary development but also help in more basic skills such as the correct use of English inflections. A deprived child may, for example. say "I's gon' go to town today, Mir, Friend." He needs help to learn to replace "I's" with "I am" or "I'm" and to replace "gon' go" with "going to go." Although this kind of speech pattern is indicative of a kind of language deprivation, and one that may possibly be quite severe, it is important to note that the child has already internalized the role of inflection and syntax. He understands that verbs take different forms in different contexts, even though he does not yet know that "I am" is preferable to "I is." He also understands the use of word order; he would never say "Town go me, Ariz Friend." When we speak, the meaning of any given utterance is far more than the meanings of the individual words we use. Meaning is im- parted not only by individual words but also by two more basic Ian-

436 429 page devices: syntax, that is, word order, and inflection. that is, alternate forms of root words. As an example of how syntax influ- ences meaning, consider the two sentences, "Mike hit Toby" and "Toby hit Mike." The meaning of either of these two sentencescan- not be gleaned from the meanings of the individual words themselves. It is instead the syntaxthe order of the individual words that imparts the true meanings tous. The second basic language device is inflection, illustrated here by two inflections of the verb- "to laugh"she laughs, she laitrhed. could also have given you examples of inflections ofnouns, pronouns, adjectives and determiners. Almost all languagesuse both syntactical and inflectional devices; some languages, suchas Russian, are more highly inflected than English, that is, theyuse more forms of a single root word than we do. Some languages rely lesson syntax than English does, aml some languages, spoken languages, that.is. use also the device of intonation. Vietnamese. for example, isan intona- tional language. Intonation plays some role in spoken English.too. The difference between "Mike hit Toby" and "Mike hit Toby.' is in the intonation pattern, whichcan only be roughly approximated in the written language by using such devicesas underlining, and excla- mation points. Luckily for our (leaf students, intonationis relatively less important in English than syntax and inflectionare. I have gone into these basic language devices insome detail because I want to point out to you that this is where deaf students are deficient and where they really need the most helpnot in spelling or even in l-ocalmlaryhut in language itself. A basic insecurity about the fundamental role of syntax and inflectionis common among the deaf, especially the prelingually deaf. Those children who are born deaf or who become deaf before they have acquired language and who are deprived of the normalexposure that produces language in the hearing child, may never internalize the basic principals of language that the hearing child assimilates atan early age. Now, before I go too far overboard, and leave you thinking that I am advising against teaching vocabulary, I want to spend a few minutes on the subject of words and their meanings, and try to reline that to my previous remarks. If I were to try to givea mathematically precise definition of language, I would start by saying thata language consists of two things: a lexicon, that. is,a list of words, and a grammar, that is. a list of rules for how to put those words together. What I have been talking aboutsyntax and infleetion is a part of the grammar, the bare bones of the language. llut the language is not. just grammar; it also needs sonic flesh. some words to fill in the blanks, and that is the vocabulary, or "lexicon." People in recent. years have become fond of classifying words into two cate- ories: content words and function wordS. Content. words are those that have some meaning in and of themselves, like "house" or "boy," while function words are almost entirely meaningless when taken out of context. What, for example, does "of" mean? My little pocket dictionary lists IS different meanings for the word and I wasn't able to understand any of them until I hooked at the examples. I rather like the classifications of "content" and "function" but I think that they

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TI SIMPLE NOUN PIIRASE Determiner-noun agreement Formation of plural nouns Syntax of adjective strings Number, case and gender of pronouns Double nouns and their inflections Dist i net ion bet ween mass and count nouns Determiners used with mass nouns Partitives l'ern phrases will also be covered in considerabledetail, as will the relationships, both syntactical and inflectional, between nounphrases and verb phrases. VERB PIIRASES Subject: -verb agreement Tense, past, and present Formation of present and past progres,iv- Use of modals Perfect aspect Separable mid non-separable double verbs Under the general heading of modifiers, we are listingadverts, adjectives and prepositional phrases used to modify nouns or verbs.

MODIFIERS Classifies I ion and posit ion of adverbs Relation bet ween time and tense Syntax of prepositions! phrases Idiomatic use of prepositions Intensifiers Comparative and superlative adjectives Subordinate clauses Under the heading "Sentence Patterns and Transformations" we consider broaderaspectsof thereint ions betweencomponent phrases.

439 432

sr.x.rsc PATTENNS AND TI:AXSPOIMATIONS Direct objects Indirect objects Double direct objects Negation Coordination The passive construction Question forms and quest iontags Question responses The Language Arts course begins withan introductolesson and a set of 25 lessonson the language of directions. 'Y INTRO Introduction MR 1 first, second, third word DIR 2 after DIR first, second, third, fourth, lastword DIR 4 first, second, last letter DIR 5 first, last letter

DIR 22 under DIR 23 below MR 24 above DIR 25 above. below, under The introductory lessonteaches the students how to respondby typing their answers, how to indicatethat their response is complete. and how to type specialcharacters, such words. There as a space between two are some exercises emphasizing the differencebetween similar characters suchas the "0" and the zero, or the letter "I" and the digit "1." The first lessonalso contains some exercisesintroducing special response modes, suchas numbered multiple choices, that will be used extensively later inthe. course. The 25 lessons on directions are aimed at getting thestudents to read and respond to preciselyworded directions of the types that they will encounter in laterlessons. These directions might. besome- thing like. "Which is thefirst word in this sentence?"or "Type the third word." The specificvocabulary includes the ordinal adjectives, "first." "second." "third"and "last"; the prepositions "after,""before." "under," "below,"and "above"; and thesentence connector "and." The syntax of thedirections varies to include both imperatives (Type the number below5.) and interrogatives (Whichnumber is below 5?). In the prepositionalphrases, the object of the preposition may be a direct, reference (Type the number or it may be an indirect reference (Type under the word "baby.") word.). the mnnber under the third We have found that theselessons have been very well received; both teachers and studentshave been quite enthusiastic about them. and the learningseems to he substantial. The differentamounts of time needed togo through these. lessons' are convincing demonstrations of the amount of individualizationof instruction allowed by the

440 433 course; some students have gone through all 25 directions lessons in two days, while others have needed up to two weeks. After the directions lessons, the main body of the course begins with a.set of lessons on the structure of the noun phrase. NAA common nouns, introduction NAB common nouns, continued DAA determiners "a." "an" and "the," introduction M AA mixed drill : identification of nouns and determiners MAB mixed drill : nouns and determiners LAA vowels and consonants

DAB . determiners: use of "a" and "an" Identification of nouns and determiners is introduced and then the correct use of "a" and "an" is covered. In the following lessons other frequently used determiners such as "some," "every," and "no"are introduced one at a time. Then they are compared and contrasted. Here L a sequence of lessons a little further along in thecourse. NAC plural nouns: introduction NAD pinral nouns (-s) NAE plural nouns (-s, -es) NAF plural nouns (-ies) NAG plural nouns, mixed NAH plural nouns, irregular DAD determiner-noun agreement in number; cardinals MAE determiner-noun agreement. : "some," "every" and "no" The formation of regular plural nouns is drilled. Thensonic irregular plurals such as "man-men," "child-children"are reviewed. The concept. of determiner-noun agreement. of number isintro- duced in lesson DAD using the cardinals "one," "two," "three," etc. The concept of agreement, of ninnber is extended in lesson MAE to include the use of "some" with plural countnouns and the use of "every" end "no" with singular count nouns. The lessons continue in similar steps, gradually bringing in other concepts such as position of adjectives within a noun phrase; use of other determiners: distinction between mass and countnouns and appropriate use of determiners; pronouns, and the correctuse of number, case, and gender; and then into work on verbs, auxiliaries, tenses, and so on. As I mentioned before, there are over 100 of these lessonsnow prepared and we plan to extend the course substantially in the next year. We have had over 00 deaf students enrolled in the language arts course, this spring.. and we are now in the process of analyzing sonie of the results. Before closing,I would liketobrieflydiscussthe massive amount of data we are collecting to be analyzed. As each student does an exercise, (lie computer automatically records eachresponse he, makes, analyzes the response for correctness, records the time of day to (lie nearest second. and stores all of this informationon each student. Later we can look at this data and find out ina very precise way how students react to this kind of instructional material. We will have not only summary statisticson (lie entire group of students but will also be able to look at students individ-

441 434 rally andcompare their performance norms for that kind of exercise. on any exercise withgroup The kind ofipsen relit we are Wallin lig will help nsto lea rn how to I1111110VP the lessons andhow to make them students. The research will even better for deaf also enable ns toanswer more bask questions aboutnow deaf students should best be taught. acquire languageand how they

SOME PRELIMINARYRESEARCH ASSISTED INSTRUCTION RESULTSCOMPUTER FOR THE DEAFPROJECT A. W. Douglas, Superintendent. TexasSchool for the Deaf Mr. Lane. Mr. Flint,Mrs. Friendthe terested in CAI, and school has long beenin- literally jumpedat the chance to join Stanford projectasa matter of fact, I in the our services beforeWe were invited. believe we "volunteered" DIlritig the fall of1970, fifteen terminals classroom, with were installed in one a sixteenth availableas :t spare. We were mostfortunate to aegnire the services purer programmer of a formerNail to act as proctor forour Lab. After a week of training at. Stanford.and with her previous she has been mostsuccessful. knowledge, I feel that The racket withall terminals going steps outside occasionally is horrendous. (Theproctor to rest her ears.)As you may know. melttwo of ourclassrooms share louvers to permit avelli 11111111g wallmerely the air to circulate.I thought at move a deaf teacherinto the adjoining first I would wouldn't bother. classroom so the noise The students went on the computerfor the math The program program in so we have a maximum April of six weeks ofexperience Willi it. imately fifty studentswere enrolled for either Approx- at week. As timeon the computer Iwo or three periods session, no real was limited to twentyminutes a statistical dataare available. However, items did showup on the teacher two or three comments Ott theprogram: 1. The teacher shouldbe reasonably lary of thecomputer, and, in familiar with the%ntim- terms. some instances, preteachunfamiliar 2. Even in sixweeks. itwas generally felt that improving in learningto follow directionsa students were inner. Therewas no indication of fall least from themin- act ivit ies. -out, into regular classroom 3. The students were enthusiastic about theCAT, and may have wekomed the activityas it break in daily routine, the teachers. involvedare young, enthusiastic, although five of who leave. studentswith little opportunity innovative teachers, procedures. to become bored with In summary, bothstaff and student CAI in language body accepted theidea of development, andare not only willing, but ious to give ita longer and more serious anx- As for the.'Mathematics a trial next year. program, we had a total of253 students on the computer, and I hadfinal reports on 228.Fromthis pointon, 442 Anu tA)!Isplos I .01.73!iii 111050.(1 11110.11 Alquip.01 09 .1111 Isom pllu.111! ti 01 0.11:11 .10.0 1100(1 0) 51111 .11)011 1)111) ri!pimis!. paiiidsoad si! ma Au ..0015111 011,1, IS 511101)11 0,10A1 p01.1u1 110 ail) .10411dium.) t: poultumalap-0.1)1 0111 .10.01 .10moi ttuti) 1 3109 0.10.):: tims110110.01010.) no Suiv writ.; 11.103 100100.%0!iFiv saa, os 01111 JO Jim Jo .1110 .)110100.10.111! III!m 1 011 0091() ..)!Ilduar;otua(1

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Behrens,Ph. 1).. Professor of Education.Director, the Kendall DemonstrationElementary School Ben F. Provance,M.A.T., Associate for the Deafand Kendall Demonstration Professor of Education,the Elementary School forthe Deaf It. has been almosttwo years since the Elementary Schoolbegan working with Kendall Demonstration velop a ComputerAssisted InstructionStanford ritiversityto de- deaf child. In Mayand June of 1970, Language Programfor the the KendrII Schoolserved as a pilot school forhssons very similarto the ones now being various schoolsacross the country. We used used by Program with studentsin what the CAI LanguageArts ment". These students we called our "advanceddepart- of the short period ranged from 13to IS years ofage. because of time, and becauseour previous scheduling had been for CAIMathematics, scheduling catch can for working was often "catch:IS common for the supervisoron language drills.Itowever. itwas not tin- working language of the CAIroom to discover students drills, when theywere scheduled for math might add that thisstill happens occasionally drills. I The number of ! lessons during thatexperimentalrun was soe- what limited butthere was enoughvariet v to permit, select; lessonsmost. appropriateto the individual teachers to This feature hasbeen one of the students' needs. as our teachers strong points of theprogram as far that the teacherare concerned. Individualizedinstruction implies can "zero in" onareas of particular need individual studentso that one might find for the CAI room, allworking on different a group of students inthe particular area ofneed. lessons in accordancewith a Last Fall, with the opening of thenew Model Secondary for the Deaf,we found ourselves with School tion. Thisgroup was of elementary a different student popula- age. We made the decision age, generally 10 to 14years of elementary students; to attempt, a rotatingschedule for the thus we had tofind times for the various classes forboth CAT Language students of covered that and Mathematics.We dis- we had an open block oftime for CAI seemed to bethe perfect substitute many of the students. learned in short for study hall.However, we into CAI order that this isnot true. Putting15 or 20 students on "off hours" did notwork, Classroom and the CAImonitor did not have teachers, students, sequently, we found adequate communication; problems arising inthe CAI con- mis -using the lessonmaterials and mistreatingroom with students Scheduling has been the equipment.. one of our greatest problems.We used three different methods ofscheduling thisyear. One method ule an individualstudent for was to sched- method required a particular period oftime daily. This finding a time slotfor every student, required pullingthe student from which in turn all of a particular a classroom or eliminatingpart or this approach, content area from hisschedule. In connection let, me tellyou that CAI falls below with tion in popularitywith the students! physical educa- 444 437

The second method of schedulingwe tried was to divide a class into two sections. One sectionwent to CAI, while the. other remained in the classroom. At the end ofthe scheduled time period, thetwo sections reversedroles. Because some students work'faster than others, we found ourselvesconfronted with many stragglers in the hallways. It. is surprising howvery easy it is for sttalents to become "lost" between the classroom and the CAIroom. Another problem wit It this method is that it didnot give the teacher the "open"or planning time whichwe believe to be one of the advantages of the CAI drill-a nd- lintel iceprogram. Thethird method we used thisyear was to schedule an entire class for a particular time period.However, we found that. if the class was large, somestudents had to wait inturn to use the computer terminal. Also, for those whoworked fast and completed their lessons, another time-gap occurred inwhich these students had nothing to do. Another problem with thismethod of scheduling is that in order to schedule all students,a class could be scheduled for only two or three periods of time per week. We found thisto be less satisfactory than scheduling avery short period of time daily. Our Lan- guage Arts schedule was one and one-halfhours daily. During this period, the teacher had tocover grammar, reading, amid composition. For scheduling the CAI LanguageArts work, either oneor two forty-minute periodswere scheduled weekly. Tints, we sometimes found a. teacher objecting to "interruptinga unit of Nvork which site had planned for the classOccasionally, the teacher "forgot- bring the elass for CAI work. to In planning for the future,we are considering some changes. We have found that daily use for even a very short time-period ismore beneficial than a long periodonce or twice a week. If scheduling of our content. areas remains similar to thepresent, classes will be scheduled for CAI from the LanguageArts period. The classroom teacher will accompany the classto the CAI Center. At. this point, she may either be requiredto remain with the groupor be permitted additional planning time of perhaps15 minutes. At the moment, this depends upon funds becoming availableto employ an aide in midi- tion to the Supervisor of theCAI Center. We have found that. when theteacher is with her class in the CAI Center, an abundance of "on-the-spot"teaching occurs. The teacher also can evaluate the reactionof the student. to the lesson attd become much more aware of problemswhich she had not previously anticipated. Another feature whichwe plan to include is a short orientation of the students concerning the hardware. There have beentimes when students have smashedthe terminals. We hope that by showing them the mechanisms of theteletypes they will in turn show respect for the equipment. more For the CAI languageprogram to be fully utilized,proper teacher-training is a necessity. Wehave been very fortunate along that line. Because we work with Stanford in the developmentof the program, we haveone stall member who servesas liaison between Stanford and our school. Thisperson has an in-depth knowledge of the program and lessons. Our teachers can contact himany-

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91-17 439 In closing, I want to share just a couple of incidents with you. About a month ago, we decided to experiment with the program to see what would happen if the CAI language program were used with students who had no background with formal grammar. Three eight- year-old students were selected. The language program was used as a motivator in the sense that the students were required to do two CAI math drills before they were permitted to work on the grammar course. We found these three pupils' speed and concentration on the math drills improved considerably because of their desire to work on the language course. Previous to the experiment. the classroom teacher was quite concerned that the students might become frustrated too easily. As a matter of fact, the students did extremely well, and the teacher became frustrated because the other students in her class were insisting that theyalso should work onthe "G-Course". One morning I dropped by the CAI room to see what was happening. I noticed a young boy sitting with a rather puzzled expression on his face. It seems that the teacher had asked him to "Wait a minute", for her to help him with a problem. He, in turn, had typed "Please wait one minute", which, unfortunately, the computer did not understand, and he received a "Wrong" rather than the "O.K." that he expected. This same student has been know to type such messages as: "I don't know ..."I don't understand"...and "I haven't learned that yet"... It would appear thatcertainly with this child, the CAI Language Program is a communication success. We have found that even with scheduling problems, the CAI Lan- guage Program has proved beneficial to our students, our teachers and to our school program. It has served as an impetus to the teachers in their planning and as a tool to the students in getting immediate feedback or reinforcement on their work. We believe the CAI Language Program has contributed to the growth in language of many of our students. We are working on the appropriate utilization of the program and hope to have our scheduling problems solved by the beginning of the next year. We are no longer concerned about the effectivenees of the CAI Language Program. We are convinced that it is effective. PANEL DISCUSSION Philip E. Cronlund and Dr. Ben M. Schowe, Recorders Immediately following Mrs. Friend's formal presentation and demonstration, a panel of administrators of several schools involved in the federally funded computer assisted instruction project fielded questions from the audience. Panelists were Mrs. Friend of Stanford University, Director of the CAI project; Mr. Albert Douglas, Superintendent of the Texas School for the Deaf in Austin; and Mr. Leland Clack, Special Programs Supervisor of the Kendall School for the Deaf in Washington, D.C. Discussion generated the following information. 1. Students involved in C.A.I. do not necessarily have to be proficient in typing. Involvement with teletypewriters in use has demonstrated that the necessary skills will develop naturally through practice. (Generally the hunt and peck method is used.) 77-903 0- 72 29 417 440 2. At this timethe basic school facilities problem ofmaking C.A.I. 3. The costisone of financing. available to of suchinstallations has sideredamong whichare that a 24 hourseveral variablesto be con- $350.00 a month.An additional terminal costsroughly nection between cost variable isthe telephone 4. It would hethe terminaland the Stanford con- possible tohave C.A.I. Universitycomputer. tions as acomputer can handle installations inmore loca- dling. As twice asmany as it is presently cost per unitadditional machinesare added in different han- would bedecreased at each locations, the sharing aspect. school becauseof the time- 5. Oncea school has the grams on the Stanford installation, allof the curriculum Computer would pro- selection anduse. be availableto schools for 6. Schools are encouragedto write and programs. Asmany additional experiment. withtheir own perimental basis programs can be handled as the computerhas the capacity on an ex- 7. At thepresent time there to handle. program of driver are sevenprograms for the deaf. 8. Proctors, education willsoon be added. A monitors,or teachers should needing help be on handto aid students beyond the"advice" ofthe interrupt a studentin a program. Teacherscan reinforcement. In program if they feelthat the student short, C.A.I.is nota sacrosanct needs or learning experiencewhich excludes communication 0. The teachershould go throughthe teacher. prepared andto be able to the programin order tobe best programs are determine suitability ungradedsomeas short as five for students.The ing task need notbe burdensome. minutes and thelearn- PreschoolLower School Chairman: Dr. Auditorium and Speech Freeman McConnell, Center, Nashville,Tenn.Director, The BillWilkerson Hearing 10:30 a.m.-11 :45a.m. : "A New Three," Chairman: Reeponcibility: Deaf Speech Center. Freeman McConnell,The 13111 WilkersonChildren from Birthto 10:30 a.m.: Hearing and 10:35 a.m. : IntroductionFreeman"The McConnell, Nashville, Intervention Bureau of Educationfor the Handicapped'sTenn. Program," Dr. Max Concern for Early of Educationfor the Handicapped,Mueller, U.S. Of of Education, 10:45 a.m. :"The Learning Washington, D.C. Bureau Hearing and Speech Environment," Kathryn 10 :55 a.m. Center, Nashville, Horton, BillWilkerson "Parent-Teacher Tenn. Los Angeles,Calif. Interaction," MaryTidwell, John Tracy 11 :05 a.m.: "Parent-Child Clinic, Medical Center,Kansas City,Interaction," Dr.June Miller, 11 :15 a.m.: "Handling Kans. University of Kansas and Speech Center,Parente' Peelings," Nashville, Tenn. Laura Knox, BIllWilkerson Hearing 1:80 p.m.-4 :00p.m.: "Management InformalDiscussion of Deaf Children Mueller, U.S. PanelModerator. from Birth toThree," sas MedicalOffice of Education,Dr. RollieFreeman McConnell,Dr. Max Sue Lillie, BillCenter, Dr.Audrey Simmons, Houchlns, Universityof Kan- Wilkerson Hearing Central Institutefor the Deaf, Wilkerson Hearingand Speech Center.and SpeechCenter, Emily 1:80 p.m.-3 :00p.m. : Experience, Miller, Bill Input ; Programing Rationale and Acoustic Input Results; Programing 8:10 p.m.-4:00p.m. : Implementation; Programing Visual Language of Programs Input. for Deaf ChildrenUnder Three.

448 441 THE LEARNING ENVIRONMENT Mrs. Kathryn B. Horton, Bill Wilkerson Hearing and Speech Center, Nashville, Tenn. (This presentation was a combination of videotape and narrative) Man as a distinct genus has been on earth for perhaps amillion years. It took him 99 percent of that. time just to getahead of other living species that might have done him in. From thebeginning, man had a brain superior to animalsaround him. The only thing that he lacked was an accumulated store of knowledge.With the development of a language system, he made a quantum leap in solving that problem. In the last 10,000 years, he hascontinued to develop with increasing rapidity his singly most humancharacteris- tichis specialization for learning. The propensity tolearn is so deeply ingrained in man that learning might justifiably bedescribed as involuntary behavior. Thequestion is not "Will the child learn?", but rather "When will he learn most readily?", "Underwhat. circumstances will he learn best, and with what. combinationof tutelage will his learning prosper?" In other words, "What is theoptimum learning environment?" For the child with limited hearing,thus with potentially limited language, this question is critical. The first question is "When does the child learnmost?" The potential for human learning is greatest in the earliest years oflife. It has been estimated that 50 percent of a child'sintellectual development takes place between conception and agefour 30 percent by age eight, and the remaining 20 percentby age 17. Thus2 the most potent period for facilitating learning occurs beforethe child goes to school. This answer to the "when" of learning points to the"where" of learnimrthe child's home. And the "where" points tothe "who" the child's parents. The challenge to all of usinterested in the education of children with limited hearing is housed within the "when ", the "where" and the "who" of the learningenvironment. The next and crucial question"What are thosecircumstances under which a child learns best?" The child learns bestwhen there is a continuous, uninterrupted affectionate interactionboth verbal and nonverbal between him the learner and his parents the tutors. The child learns best when he is bathed inlanguagelanguage which serves the dual purpose of being a medium ofcommunicative exchange and an instrument of environmental ordering andcontrol. The child learns best when the environment providesfor him a model to emulate and affords him maximum opportunityfor gaining increasing independence and for exploiting his naturalcuriosity. The parameters of man's learning are substantiallyknown, the application of these parameters to optimize learning is possible.The final question"Are we willing to commit ourselves to thetask of applying what we know ?"

449 442 PARENT-CHILD INTERACTION June Miller, Ed. D., University of Kansas Medical Center Parent-child interaction has been a very fascinating topic for the persons in the field of early childhood education and family life. A great deal more emphasis has been placed or this in the past few years as it has related to the total problems in the field of child growth and development and more recently as it applies to children from deprived areas, e.g., the war orphan. Parent-teacher organizations, and parent institutes for hearing impaired children came on the scene about 1947. We have all felt that in most instances the mother has been the teacher of her child until she enters school. Nevertheless, the question of the meaning of a teacher of a child certainly has not been and probably should not be the same as the role of the classroom teacher for hearing impaired children. However, beginning parent homes have involved the parent to the degree that the role sometimes has been confused. As we begin to culminate our program, we have seen some of the strengths as well as some of the problems that were created in the parent-child interaction during the project. At the initiation of our Parent Home Project, the parents felt that they should sit down at a table and work with their child in a very formal way. We removed tables at which the children would be worked with in a formal manner, only to have one parent arrive with a small card table and chair for the formal presentation at her next lesson. We have moved, however; from the more formal activity in the program to a more flexible one. I think some of you may have seen the model that I have used in other situations. The parent talks to the child, the teacher reinforces the parent's activities, and eventually when the parent was able to get the child to listen or to look, or both, the child's responses became a reinforcement for the parent (Figure 1). The next step 'is to more verbal input from the parent to the child. When the child begins to imitate that which he sees, it is another reinforcement.. This interaction has been very necessary because if the parent. dues not get a response from the child, the parent becomes discouraged and gradually diminishes his verbal input to the child. To me this has been one of the greatest strengths for parent-home projects as contrasted to parent institute. When the parent returned home and did not have a follow-up, he tried to imitate the pattern of the teacher. Now the parent plans his lessons, works with his child, and creates an rtmosphere for communication. It is most important that the parent sarstand that he has a great deal to offer his child, and that the rce,ponse of the child would be delayed if he does not learn to communicate or did not learn to wait until his child begins to communicate. Parent-child interaction has also been involved with discipline. Many parents, when they have discovered that their child's hearing was impaired, gave in and gave up with discipline so that they had no control over the child whatsoever. For those who had the most severe problems, the parent was taught to handle the child's tantrums, screaming, removing of ear molds, etc., through a behavior modification program. In Figure 2 is found the data of a parent 443

TEACHER

I - STIMULUS

3 - RESPONSE PARENT CHILD 3- REINFORCE

1000 ROBBIE 3 Nun '0°- MOTHER TANTRUMS

10-

Arcot's IN RCOM UNTII QUIET Mo.

rutty: UP

.0I- A .00S ligAL L 1: 0 20 40 SO DO i00 ISO 140 SUCCESSIVE CALENDAR DAYS FIGURE 2

45 .1. 444 counting thenumber of learned to walk tantrums her childhad. When the away and let him havehis tantrums, parent tantrums was greatlyreduced. In Figure the number of 3 the sameparent found the 1000

100- areal! 3 V'ARS rrnER

HITTINC. 10"" Pcroat

PO :YEAR WPITE OTOVE

IND

.0I-

.00(1; 0 1: 40 60 60 100 120 140 SUCCESSIVE CALENDAR nom 3 DAYS child was hittingout at his brother. he would have Every time he to wear a whiteglove. This struck his brother hitting behavior.Another example punishment reducedhis about withan 18 month old of parent-childinteractioncame either cried, child who clungto her mother whined, sobbed,gasped, or yelled and vocalization about45 out of and had negative 4). every 60 minutes ofclass time (Figure The mother chose to placethe child in the door partiallyshut until she an adjoiningroom with was_ quickly lowered ceased this behavior. to 13.5 minutesout of 60. The behavior When thegrandmother whining, crying, came to visit, thechild returned and fussing.She was not to her room, the behavior removed to theadjacent A second returned to 100%,thus verifying interventionwas carried out this the procedure. following she only time and forseven weeks parent gained cried five timesout of the 60 control of thischild, he minutes. Once the regular parenthome project. was moved back intothe Some of the same techniques,however, were used helping otherparents gain control by the teacherin dramatic kinds of the child inless severe of situations.Various activities or the parent inthe parent home. were demonstratedto child carry This taught theparent to help the on similar activitieswhen they got when the mothervacuumed the home. For example, cleaner. Sheattracted the child'srug, she let him feelthe vacuum attention to therefrigerator door,

452 445

B 60 II R 12 B II R 12

Mean 4513.5605 50 Median 601560 Mode 6015602 %afore, 40 9022.51009.9 Reliability 99 LENGTH 9610098 OF 4k of weeks 11 7 7 TIME 30 CRIED IN MINUTES 20 8 baseline I0 II* Intervention! R Reversal 12*Intervention2 0

VOr140- wt. I Zriai1=:::::E4=4:21.1E

and repeated theact so that he couldsee what was going child might respondto a knock on the door on. The home from work. The when Daddycomes mother might have thechild assist her when she made the beds.The mother talksto the child as the child her wipe the dishes,or puts away the groceries, helps After the first etc. year a video tapewas acquired. Parents filmed on their, firstvisit. It was quite were ence in parent-child interaction interesting to see the differ- fourth visit. between the first, twelfthand twenty- Initially, the parents child was physically talked very little to theirchildren. The moved or changed fromone place to another. At other sessionsa parent, after receiving taped with his/her instructions, was video child while theywere both involved in home type activity.The tape was then some could view themselves played back and parents them an opportunityin interaction withtheir child. Thisgave to observe themselvesimplementing the techniques which they hadlearned. Some parents their own performance. were very critical of In the initial' segment, the teacher andthe child were filmed (Chart I). An attempt,was made to illustrate the child's (a) respondto sound, (b) speechread, ability to: and (d) speak.Standard items (c) understand language, "response to sound" were used. Items used forthe sequence were a drum,a large "clicker." In the speechreadingsequence were a shoe, doll, doll pictures. Pictures clothes, a car, and were used in the speechsequence.

453 446 Assessmentby Videotape (Child and examiner are seated on two chairs at table. An additional chair is placed at the table.) The Parent(s) are in the -.Ica.

Child Bouionent

Directions:

1. examiner demonstrate 3-block tower - tear down, 7 blocks encourage child to replicate. Follow with: 3 -block chair SAlock bridge 7 -block bridge

Call child by name Response to sound large cricket Mae child is playing with blocks, hold sawn cricket large cricket 2" from child's center back baby rattle and sound. drum DIP Auditory If he responds, follow with: small cricket Discriw. Test then baby rattle, the DIP Auditory Discs's- Test (Practice Plates 8 and D). Plate B - Say, "where's the (boat) Plate D - Kite Plate VI 20 - Boy Plate VI 24 - Bone Plate VP 29 - Feet Plate VIP 43 - Thumb

If he does not respond, sound drum.

Directions;

2.Say, "Find Mama." (CV Daddy) Speechreading

If the child looks at parent, place doll, car, doll and shoe on table. shoe Say, 'Give we the baby." (Hold out hand.) ear If response is correct, say "Show we the eyes" doll clothes "Show me the nose" SSbow 04 the south" Put the doll clothes on the table (put shirt, shirt pants, coat, socks) and say, "Give me the shirt" pants 'Give me the pants" coat 'Give we the coat socks Tip Test - 81, 82, 83 Tip Test 81 - Point to the pie, airplane 82 - Point to the gum, hand

Directions:

3A Show first plate of Peabody Picture Vocabulary Speech Peabody Picture Test. Point to item listed. Begin on page 1 Vocabulary Test car (if no response to Peabody Zest, proceed to 38). If child responds, continue through Peabody until child stops rasp/mein.

knife(p.2) baby(p.3) dog (p.4) shoe(p.5) hand (p.6) boat(p.7) key (p.8) bell(p.9)

38 Prepare to leave room, pause at door andsay, "bye" attempting to elicit speech from chfl.. Indicate to (*scot to seat h2fwelf-hinsel: at table with child.

4. Duringparent/child sequence initiate loud sound (e/g/, ring large bell).

.454 447 In the second segment, the parent and childwere filmed. The parent was instructedto bring something to No other instructions eat or something to do. were given. During thissequence a loud noise was initiated, at leastonce, by someone outside the mother's range of vision.An attempt child's and sequence every twelve weeks during was made to videotape this gram to determine the child's the family's tenure inthe pro- and parent's auditoryresponses. To obtain objectivemeasurement of progress was devised using scoring a method of scoring sheets, one for theteacher/childsequence 51:09=1: SMUT (Videotape A n') Child with Taarper Scored to:,: Child's Pane Positions Dirtndate: DTRWTIONS: Check (If forcorrect essponse. Fesronse tr. sound. Check (4 it searing hearing Choice if ellld urns hsad,pomaxd aid. sound source. 2. Speeehreadinn. Check ,1 SI child oaken or zegeest. an appropriate response tocoamand 3. e:as. Check (.1 if expressescorrect word. acceptable.) (Correct vowel pattern is

Response tosound Speechreadine, Spe.cb 'Date of Videe:ape Date of Videotape DateofVideot,ps Dam 0-y Dam No. No. No. Yr. Yr. Yr. 1.4P/ Tap. Tape Na. No. No. Reek. 1 I fbarina Ail

1. Dress 1.Find Neal 1. Dye 2. Large (loos', al cameral Usitotivol Cricket 3ook Give ac 3. Own scar NAM, the baby ,3 Shoe. se 4. Seal rni'e he tv.s Cricket 1. Sher ue 4. :labs? 5 the 1:040 Rattle S. She. ae ecn 5. Den :he. 4. Stat S. Give se h Shoe tMthict 7. Give se 7. Rand 3c7 tftc. erica t. Givs as tte IL, Boat 2. pane 3ook 9. Key IN Fait '719. 7717ito 111*iirD14Pe le. 0211 II.ftact '0. Point to the 02 21. Petit to the our 12. Point to the band

55 448 (Chart II) and another for the parent/childsequence (Chart III). Scoring Sheet. I was used by videotape viewerswho checked those items which the child "passed" i.e.,(1) response to sound, (2) speechreading, and (3) speech. Scoring Sheet IIwas used by viewers to compute a difference score in percent between:(1) the number of times the child looked at the parent'slips and the number of times the parent spoke, and (2) the numberof sounds that occurred during the filming sequence, the numberof times the parent called attention to sound. Only those sounds initiatedby staff members during the filming sequencewere labeled "sounds that occurred." Graduate students in the deaf educationprogram at the University of Kansas Medical Center participatedas viewers. Mechanical timers

SCORINZ SHBST II CHILD WITH VAUNT

Scored byt Child's Hams

Position* airth Date SQUIPHIDat Autocratic TUN! Two Counting Devices

DIBECTIONSt Record date of videotape Record tium of taper I Initial 12 12 weeks 24 24 weeks F Final Set timer for five minute Interval Hold one counting device in each hand Count Item 1 with counter in left hand. Count Item 2 with hand. counter in right Record each score.Compute the difference between Item 1 and 2 and in Item 3. Repeat for Items 4. S. and 6.

SvSSCH2SADIND RISPONSR TO SOUND 1 2 9 4 lbamber of time S Number of times Number of sounds Humber of sousda child looks at parent talked that occur on to which parent parents face. (A when child videotape. "lcok" is de. called child's looked. attention. fined as each V time the child : i o returns his gas* .. to the parents a. 11 fate.i 0 Date of Videotape Data of Videotape Oat*of .-.eestvw,OateofVideotape

Ds f DIY ..-1-3eV.... Ift71 MD. No. Mb. HO. Yr. Y-. Yr. Tape Yr. Tape( Ta Tap4 tic. No.1 No. No.

III

456 449 and counters were used by the viewerson section one of Scoring Sheet IL During the past year, itappears that in carefully scrutinizing our program in its final stages, the staff determined thatthere were some parents who were good teachers of theirchildren, but who had ceased to enjoy them. Some had beenso busy teachii:g that they had not had an opportunity to enjoy, play with,cuddle, and love their child in a naturalway. We found that there were fathers who felt that being a father-teacherwas not his masculine duty. His duty was to provide food, clothing, and shelter,but it was not his responsibility to becomea language stimulator. During the pastyear these feelings have been expressed duringa father's monthly discussion group that has been directed by male membersof the staff and the male Doctoral candidates. We thinkthere is another problem in the parent-child interaction. I recall Mrs.Tracy saying, a number of years ago, that her Susie saidone day at the table, "Why don't you look at me whenyou talk ? You always look at John?" While other members of the family havecome, the center has concentrated primarily on the hearing impairedchild. More emphasis needs to be placed on the sibling-hearingimpaired child relationships in larger families. In some families thesibling-hearing impaired child relationships come about quite naturally,in other environments the children must be taught howto react to one another. Itappears to us that many of the parents and childrenare far more comfortable with each other than similartype families in some of programs. our other Parent Home programsare new. Preparation for personnel to teach in theseprograms is different than professional preparation for classroom work. Helping theparent and child develop awarm, comfortable, insightful relationshipis one goal. Another, is the development of a knowledge of thehandicap, while still another is the development of communicationat a very early age. The change in the relationships andcommunication skills have been demonstrated by the change in behaviorof the hearing impaired children and their parents who havehad the benefit of program. our Parent Home HANDLING PARENTS' FEELINGS Mrs. Laura Knox, Bill WilkersonHearing and Speech Center, Nashville, Tenn. (A videotaped presentationwas made involving the parents of two children who are participating in theprogram at this time.) After five years of teaching inthe Home for Deaf Babies, Iam absolutely convinced of the criticalimportance of what you just heard that mother saythenecessity for parents toexpress their feelingswhatever theymay beto someone who will listen. Par- ents enter an infant program withmany different kinds of feelings; for some, the diagnosis ofa hearing loss is the confirmation of their worst fears; for others, it isa new and terrifying idea. Since the teacher is theperson with whom the parent has primary contact, it is, I believe, absolutelyessential that the teacher createan

457 450 atmosphere in which the parents feel free to talk and say whatever is on their minds, realizing that. they will not be judged for feeling the way they do. A teacher has no right to play God. Realizing they will not be told they shouldn't feel that way, that's the way they do feelbut knowing they will be accepted and affirmed as whole persons. Since so much of a teacher's time is spent in this kind of activity, it seems to me essential that. training programs provide students with the skills they will be called upon to use so often. Not one moment of any graduate course I took was oriented toward helping me become an understanding, empathetic, non-judgmental listener. I feel we are giving graduate students a onesided education when we turn out highly skilled technicians, methodologists, and clinicians, but people who are almost impoverished in terms of being able to relate openly, honestly and directly with other human beings. My plea to you is that you exert whatever influence is yours to provide prospective teachers with the experiences necessary to become aware of and sensitive to the feelings of other people. It is through this route, I believe, that we reach parents! ! MANAGEMENT OF DEAF CHILDREN FROM BIRTH TO THREE Mrs. Sue Lillie, Bill Wilkerson Hearing and Speech Center, Nashville, Tenn. Our program is housed in a Demonstration Home. The population we serve is parents of deaf infants 0-4 years of age. Our philosophy is based on early identification, early intervention through education and guidance of the parents, and a strong emphasis on maximizing the child's residual hearing. Binaural amplification whenever possible is basic to our approach. To develop and encourage maximum use of a child's residual hearing we have capitalized on the ever present and ever developing visual ability of the child. This intact sensory modality, vision, is utilized to strengthen his imperfect sensory modality, audition. Al- though we do not cover the face when talking to the child, no formal attempt is made to teach the child speechreading skills. Our initial goal is to make the parents aware of the presence and variety, of environmental sounds. Sounds to which they as adults so frequently respond automatically. These functional sounds of daily living are the sounds to which the parents must call to their child's attention. The means by which this is accomplished is a very visual listening expression. The parent learns to select sounds from the child's daily environment and constantly reminds the child of the presence of sound by an open mouth, open eyed, hands to ear response. This listening expression tells the child that something special has happened, that something special is the production of a sound. The parent responds to the sound, looks in the direction of the sound source, and repeats the sound when possible. The parent again responds to the sound both with the listening expression and by initiating the appropriate response to the sound. The parent in a matter of seconds tells the

408 451 child visually that sounds exist, sounds have a source, sounds have meaning and that listening and responding to sound can be fun. (Videotape presentation of Webb family calling attention to sound) Regarding language input, the parents are given guidelines for the kind of talking that goes on during the frequent. interactions between parents and children. They are encouraged to move in close to the child whenever possible. Short simple sentences thatare redundant and specifically about what is happening at that momentare encouraged. The parent learns to take advantage of their child's interest in an activity by supplying him with good verbal input to match what the child sees. As a result, a simultaneous visual input is immediately matched with an auditory input. which describes what the child is seeing. There is no delay in time between the two. Forex- ample, the mother doesn't tell the child she is going topour the juice and then seconds later the childsees the pouring, rather the mother tells the child she is pouring the juiceas the child's eyes focuses on the action. This is best demonstrated in the next brief videotape of Mrs. Emily Miller? a teacher in the Home. Al Most without. exception, children withsevere hearing losses will have to depend heavily on speechreading skills to be trulysuccess- ful. Our observations have been that those children whoare successful in developing their residual hearing also have been foundto be good speechreaders. The reverse of this has not been foundto be true. We do feel that with early identification, early amplification, early training of residual hearing and parental intervention that the input for language can be thru the auditory channel formany deaf children. The last type is of a six-year old deaf girl who has been thru the Home. Her voice resounds with the Tennessee dialect of her mother and her la ,;? skills are far superior to most six-year-old deaf children. PANEL DISCUSSION Recorder, Mrs. Emily Miller, Bill Wilkerson Hearing and Speech Center, Nashville, Tenn. Audrey Simmons, representing Central Institute for the Deaf,gave a brief discussion of Programming Language Input; Rollie Bouchins, representing Kansas University Medical Center, discussed Acoustic Input, as it pertains to his program. Sue Lillie, representing Bill Wilkerson Hearing and Speech Center, gave a brief discussion on Visual Input, as it pertains to thisprogram. Copies of their talks will be attached. Following these presentations, therewas a Panel Discussion and Question and Answer session, led by Max Mueller, Office ofEduca- tion. Participating in the Question and Answer sessionwere : Kathryn B. Horton, Bill Wilkerson Hearing and Speech Center;June Miller, Kansas Medical Center; Mary Tidwell, John Tracy Clinic;Emily Miller, Bill Wilkerson Hearing and Speech Center. Max Mueller directed the audience's questions towardthose pertaining to the setting up of a preschoolprogram. He also asked that they suggest ways that the Office of Educationcould make this typo of information more readily available. 452 The following encompasses the question andanswer session, involving the audience and participants. Questir:a How do children get intoyour program? Answer: (Dr. Simmons) Many ofour children are seen at Chil- dren's Hospital and then referred.Some entered the program through parent referral. The localpress (St. Louis) has been very helpful ini making the publicaware of the program. Some have entered the program through medical referral.They are in the process of working with the Head Start program in the city,to try to get at the children in this manner also. Answer: (Mrs. Lillie) Many ofour children come into the program through parent referral and medical referrals. Mrs. Horton discusseda new 3-phase program being implemented in cooperation with the HealthDepartment. The first phase involves the training of Public Health Nursesto give hearing screening tests to all babies involved in the Well BabyClinic, sponsored by the Health Department. Under thisprogram, the baby is given a series of hearing tests; if he fails, then heis referred to the Bill Wilkerson Hearing and Speech Center for furtherevaluation. Phase 2 of the program involves moving directly into the Nashvillehospitals, with the trained nursing staff of these hospitalsgiving the test. Phase 3 will involve the pediatricians givingthe test. Mrs. Tidwell said that the childrenat John Tracy Clinic were referred by; private physicians,adoption agencies, county health nurses. Dr. Simmons commented thatmaybe it is our fault thatwe do not get these babies earlier because,we as a profession have said that there is nothing thatwe can do. Question: How long should childrenstay in the Home Program? (if we are picking themup so early.) Ali swer : (Mrs. Lillie) Our childrengo into the nursery situation at age 3 years. Dr. Hollie Houchins commentedthat they were seriouslyques- tioning how long these childrenshould stay in the Home, especially since they were finding that theirparents were becoming so dependent upon the Home for support. Mrs. Lillie responded to Dr.Houchins' statements by saying that next year, the Bill Wilkerson Programis going to try toease up on their support from their teachers.This will be accomplished byhav- ing the parents participate inthe Home Program for concentrated work at first, and thenas the parent is able, slacking off on thenumber of times that theycome to the Home. Dr. Simmons commented thatat Central Institute for the Deaf, they are most concerned that the3 to 31 year old child doesnot understand or know what communicationis. So, they feel that this child needs a more specificprogram with daily work in the home. Mrs. Miller commented thatat Bill Wilkerson, the parentsare encouraged to get their children withnormal hearing childrenas early as possible, into playEoupsi or other nursery school situations. Dr. Miller responded to Dr.Simmons' statement by saying that maybe the parentsare pushed too hard to become "teachers ". Maybe 453 this explains why these children do not understand what communication is. Question: In the case of parents who cannot come into the Center, what is the recommendation ? Answer: (Mrs. Horton) Families travel great distances from as far as Kentucky, Alabama, Mississippi and Illinois to take part in our program. She said that these families are scheduled with the Home and the Audiologist on the same day, and can come ini once a month if this is all that they are able to. Mrs. Tidwell said that their program sees people who travel great distances also. They come on a monthly basis or can come on a "short-term" basis, i.e., for one to two weeks of concentrated work. For people who eaimot come at all of the program, they have the Tracy Correspondence Course. Dr. Simmons said that for people who live far away, they can come in three times per year for one week each visit if possible. In addition to these visits, a "big sister" is assigned to the family to correspond with, and give further information to the family. Dr. Mueller commented that some of the problem was not distance, but not knowing about the programs. That ,is why the Office of Education is making literature available. Question: Why is a parent-oriented program more valid than a child-oriented program? Answer: Several members of the panel said that children under four should not be separated from the parent. It was also stated that it is the parent that is with the child the majority of the day. Question: After a child leaves the preschool program, is school-age time to go to manual or sign language programs? Dr. Mueller commented that the age of three is generally too late to capitalize on residual hearing. He asked the panelDo the graduates of the "Home" programs show a difference? Dr. Simmons said that 70 of CID's children integrated into public school classes, they were severely deaf, only two had profound losses, moderate losses went to a preschool level. Mrs. Lillie: One child integrated last year into regular 1st grade class; nine this year with resource teacher. Dr. Houchins : A range of things occurred. Numbers not important, it is the degree of improvement that counts. Mrs. Horton : All programs have, and have had, to change. We changed our preschool when these children were three. Now atage six the public school choices had to be improved and changed. Dr: Miller: Changes are individual; we work also with multiply handicapped; each goal is different. Formerly we had no one in pre- schools; now we have three. We are following these childrencare- fully on an individual basis. Question: Who will fund the Resource Teacher? Answer: Mrs. Lillie, The Metropolitan Board of Education will be responsible for this within the Nashville-Davidson Countyarea.

461 . 454 ACOUSTIC INPUT Rollie R. Houchins, Ph. D., Associate Professor, Audiology Hearing and Speech Department, University of Kansas Medical Center Auditory training is the label we frequently use when referring to the process of teaching listening skills to hearing impaired children. Listening is a complex process. It is more than just being aware of sound; it means interpreting sound and attaching meaning to it. Lis- tening is a skill acquired through meaningful learning. In order for listening skills to be learned the child must be provided with meaningful practice on a daily basis. Because he has his hearing aid on and/or the head sets on does not insure that he is learning to listen. As a matter of fact, if he is not taught to listen, he may be learning to ignore or inhibit responses to amplified sound. A multi-sensory approach to teaching auditory training may not be the most functional way to acquire listening skills. An example of this occurs as Toil adjust a child's amplifying device. As you say in full view of him, "Do you hear me ?' and the child probably says "yes." What the child is in reality responding to is "1es, I saw you say, 'Do you hear me'." In some of the auditory training literature, we are reminded that sense modalities are not compartmentalized, however, one modality may dominate the process. If we are going to teach listening skills, it must be an auditory process. In teaching this process, initially the child should be taught the task visually. More specifically he should have the experience of associating an object visually with the mound that the objectpro- duces. He also has to be taught how to respond. In other words, when you hear something, how do you react? For example, this phase of auditory training can be carried out at home bymom and dad. A technique that we have used in our program has beenone which we have taught the parents to identify the sound and the sound in the child's environment. Parents have been instructed to point to their own ear immediately upon hearinga sound the child possibly hears; for example, a door slammingor a lid dropping on the floor, or any of the common noises that occur around the house. In I, metropolitan area, airplanes are a frequentsource of early environmental sound training. In the early stages, this game of identifying and pointing out the source of sound may be justa game, however, it provides the experience for the visual training which appears to be necessary, and also provides the setting for teaching the child to respond. Another way in which the parents were instructed to provide auditory input is in the countless times avery young child is handled physically, the parents may do a great deal of verbalizing adcon- cham. The parent is instructed to "coo" and "babble" in the child's ear, which is in a position close to his mouth. The child learns to associate the parent's physical proximity with the auditory stimulation which lie also feels since he is held to the parent's chest. When the child vocalizes, the parent is taught to respond witha pointing to the ear, saying, "I hear you." A very important variable to keepin mind is the fact that at these very early ages, from up to about twoyears of age, audiograms are not too stable, however, withthe suggestions made for alerting the child to sound,even the profoundly impaired

462 455 individual can be involved in this activity. Much of the sounds that are recommended are vibrotactile in nature, and at least alert the child to sound. The auditory training process which we work toward in our program is one in which we always attempt to teach visually that there is sound in the environment and how to respond to sound. At this point, we are not at all concerned about whether or not he really hears or does not hear. We are not concerned about the quality of what he is hearing. We are attempting to set up a system of communication that says between child and teacher, "Yes, I am aware of sound," or "No, I do not hear." After this orientation and method of responding has been established, then on a consistent basis, ,,ne applies an auditory stimulus through a bi-modal presentationboth visually and auditorially. As the child reaches a level of criteria for responding, in this particular manner, then the visual stimulus is gradually faded. When the task is an auditory-only-type task, then, and only then, do we know how well the child uses his residual hearing. Once again, referring back to the situation in which the parent introduces sound to the child, we follow this up by saying that when the child has developed awareness and an auditory identification of common household sounds, then the parent can produce the sound without a visual clue and have the child find it. In this manner we attempt to help the parent isolate what the child can hear and cannot hear as far as common household objects are concerned. We must keep in mind that at this age level (0-3) the child spends most of his waking hours at home with a parent. Developing an awareness to sound and teaching simple auditory discrimination can be facilitated by, and in some instances taught by, the parent in the environment where the preschooler is most comfortableat home. The techniques for teaching a child beginning listening skills are essentially the same format regardless of whether the educational setting is at home, in the clinic, or in the classroom. Sound is identified for the child visually, i.e. a stimulus is produced and the source of the sound is matched up to the sound. At this point the child is taught how to respond, i.e. by pointing to his own ear or the source of the sound. The stimulus is presented visually and auditorially until the child is able to respond constantly; then the visual clues are faded until the task is purely an auditory task.

MATHEMATICSUPPER SCHOOL LIBRARY 10:30 a.m.-4 :00 p.m.: MathematicsUpper School Library ; Chairman: John Kubis, Mathematics Department, National Technical Institute for the Deaf ; Recorder: Bruce Godsave, Gallaudet College. 10:30 a.m.: "Ideas or Classroom Strategics," Leon Auerbach, Gallaudet College. 11:15 a.m.: "An Introduction to the Geoboard," Bruce Godsave, Gallaudet Col- lege. 1:30 p.m. : "Putting Mathematics to Work," Bob R1-ifehn, National Technical In- stitute for the Deaf. 2:30 p.m.: "The Metamorphosis of High School Mt.th in a School for the Deaf, or 30-Years of High School Math at the Indiana School for the Deaf," Norman Brown, Indiana School for the Deaf. 3:30 pm.: "Um of Computer Assisted Instruction in the Teaching of Mathe- matics," Dr. 0. Dennis Barnes, National Technical Institute for the Deaf.

77-003 072 30 463 456

IDEAS or CLASSROOM STRATEGIES

Leon Auerbach, M. S., Xhairman, Department of Mathematics, Gallaudet College

As most of you areaware, the "new math" is really nothing but a new technique in teaching what was formerlya dull subject. So far, according to currentreports, this new technique has produced miraculousresults in the nation's

public schools but our annualentrance examinations at

Gallaudet, although they doshow a gain in norms,are nothing like "miraculous results." Is it becauee of many ofour mathematic teachers still teachthe old and conventional way? That is another matter. I am in favor ofnew mathematics. However, we should not gooverboard and imagine miraculous

results are always to beexpected. The main trouble with the archaic way of teachingmathematics is that it is being

taught by more or less rotemethods. The children are as bored as they were fifty years ago, if not more so.Children often say that the topics they come across in thecourse seem to be of little value to them in their later life. Mathemat ics is important to most activities of the modern worldbut

aside from that it has itsown beauty. Mathematics has its own appeal to those who are willingto look into the subject. Anyway, the new mathematics does bring in somethingnew. This is in getting the childreninvolved in problem solving and classroom activities. That is what I call strategyin the classroom. As Tom Lehrer said in his "TheNew Math"

464 457

"in the new approach, as you know, the important thing is to understand what you are doing, rather than to get the right answer." It is arranGed so that the child's curiosity is aroused by a rube on the teacher's part, such as introducing him to something never dreamed of, never seen or thought of by the child before. The child is induced or led to search for the pattern, rule, or whatever the problem calls for. A famous mathematician at the University of Chicago, G. H.

Hardy, has said: "A mathematician, like a painter or a poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas."

So,.for my talk, I will discuss the various examples of strategies with you. The children will surely come up with ideas and this means that the less the teacher says, the better for the children. I will share with you ideas and suggestions which have appeared here and there in various textbooks as well as in mathematical journals.

We have a circle here. Let us draw a chord (a straight line joining any two points'on the circle). There are two regions here. Now let us draw another chord intersecting the first chord. We now have four regions. We now draw a third chord intersecting the two chords in different places. Hdw many regions do we have here? Seven. Let us write it down:

465 458

Lines Regions 1 2 2 4

3 7

4 11 Let us draw fourth, fifth chords andso on. Then see if we can finda pattern for predicting the number ofregions. Five chords produce 16regions. Six chords give 22regions. How many regionswill seven chords produce? Eight chords? Are you ready toset up a pattern or rule? When we draw one line we have 2 regions, and two lines givefour regions, three lines sevenregions, and so on. A bright childmay come up with a kindof rule saying that when you add aline, you add one to the difference between thenumber of regions produced by twosuccessive numbers. That is, whenyou draw two lines, you add two; three linesyou add 3; four lines you add 4; rive lines you add 5; and soon. How many regions will seven linesproduce? Now I will show an example which I quotefrom IDEAS, a regular feature in the 41Arithmetic IDEAS is a method of introducing mathematical concepts tostudents by the students'own activities. This one is appropriatefor beginning classes. Let us take thisexample; a set of squares:

Directions: To put one beanin the first beans in the second square, two square, three beans in

466 459

the third square, how many beans willit take for each set ofsquares?

You can change the rules and developmany other experiences. Some examplesare: 1. Put 1 bean in the first square, 3 in thenext, in the next, and soon. 5

2. How many beans would 20 in the second, you need to put 10 in thefirst, and 30 in the thirduntil all the

467 460

squares are counted?

3. Put 1 bean in the firstsquare, 2 in the second, 4 in the third, doubling thenumber of beans in the next square until thereare beans in each square.

If you encourage them, thestudents will often suggest rules of their own thatother students can try.

Let us try this, a wellknown strategy which ban develop into many new "ideas". We have a block, or call ita cube. Paint the outer faces red (or black, if you wish).We say that only one has its sixfaces painted.Now let us have a block of cubes. Two cubes on each edge. How many cubes do we have? Eight. Paint only the outer faces. How many cubes, will have all six facespainted? None. How many with five? None. Four? None. Three? Eight.

Let us proceed further andhave a block of three cubes on each edge. How many cubes do we have?Twenty-seven. Paint the outer faces as before. How many with six faces painted? None. Five? None. Four? None. Three?Eight. Two? Twelve. One? Six. How many cubes are left unpainted on all faces? One. Let us have a block of fourcubes on each edge. How many cubes in all? Sixty-four. How many with two faces painted?Let us have a table like this: No. of cubes No. of cubes Three cubes on each edge painted 2 1 0 Total 2 8 8 0 0 0 2 3 27 8 12 6 1 27 4 64 8 24 24 8 64 5 125 8 54 27 27 125 We can make up rules foreach category.We have many

T-68 461

opportunities here. For instance, what is the rule for

number of cubes? What is the rule for the number of cubes

with only two faces painted?What is the rule for the

number of cubes with only one face painted?No faces painted?

The total number should be equal to the sum of cubes in all

categories.

Let us take this, a very versatile tool. That is: the

geoboard. It affords a mountain of strategies. I will touch

only on one of them. Use rubber bands of different colors on

the board in various ways. First let us stretch a rubber band between two pegs. It makes a line segment. Stretching a band around three or more pegs will form many shapes. How many squares of different sizes can you make on the geoboard?

The area enclosed with the smallest square is one-half of

that of the unit square. We can put up different shapes such as these:

We can calculate ares of the figures. Suppose we take various figures such as these:

We can calculate areas of the above figures. Can we set 462

up a rule for determinat:on ofareas without actually counting the unit squares and cowl: instead the number of pegs? We will count the pegs on this figure as wellas those within or inside the figure. For -17-1 the area is 3. The number of pegs on the figure is 6 and there is one inside. Try another simple figure whose area is 2. There are 6 pegs on the figurebut none inside. Ready to set up a rule? . Let ..be the number of pegson the figure and m be the number k - 2 of pegs within the figure. How about this: 2 + m? Try this on the above figures. Also try this on

You can easily make a geoboard yourself. Use a 3/4" plywood square and nail down 5 pegson each side, using carpet nails

(decorative type). Or you can purchaseone which is readily available on the market.

Now let us delve a bit into the elevated world oftopo- .1; logy. If two figures can be twisted and stretched intothe same shape without connectingor disconnecting any points, they are said to be topologicallyequivalent.

eand are topologically equivalent since O-W-M-A On the other hand and

are not topologically equivalent,because two points of the

470 463

first figure wouldhave to be Joined in order to getthe second figure.

A. 00

f. * 1. K. L M. N. P.

Let us study theabove figures. Figure A is asquare but the factthat it has 4 corners is not importantin typology. Think of it as being made up of a rubberband and you can see that it is twisted and stretchedinto the shape of circle, it wouldn'thave any corners at all. Why is Figure A topologically equivalent to Figure F? Figures A and Fare topologically equivalentto a third figure. Which one is it? Figure B can be twisted and stretchedinto another figure shown. Which one?Figure C is topologically equivalent to two other figuresshown. Which are they? (Hint: notice that Figure C consists of 2 loops thatare Joined at one point.) Try the lettersof our alphabet. Use capital formonly. The simplest letteris the capital I, since it is merelya line. A line can be twisted into allsorts of shapes, and this letter istopologically equivalent to qUite a numberof

471 464

other letters; infact, 10 in all. Which lettersare they? Onlone letteris equivalent to the letter 0. Which one? ABCDEFGHIJKLMN

The letterOPQRSTUYWXYZ E is equivalentto the letter G E- since

Three otherletters are equivalent to the lettersE and G. Which are they?

After sightseeingin Little Rock, you find yourselfat a corner, say 4blocks from your hotel. Naturally, you will want to walk fourblocks and no more. Is there morethan one way toget to the hotel? If so, whatare they? It all depends on whereyou are. Let us draw adiagram of city blocks:

4 72 465

HOTEL N I E

=111=.01 1fie C

If you are at point A or point E, there isonly one way to get to your hotel, but if you arc at point Bor point D, there are four ways. If you are at point C, there are six ways to reach your hotel. We can represent A, B, C, D, and E by this:

1 4 6 4 1 or a total of 16 ways.

Suppose you are three blocks away from the hotel. That

. _. 473 466

would be pointsF, G, H and I. Here we can write:* 1 3 3 1 or 8 ways. If you aretwo blocks away, that wouldbe points J, K, and L. We have

1 2 1 or 4 ways. Similarly, forbeing one block, points M and N, 'from your hotel:

1 1 or 2 ways. Putting this together,we have:

1 1 2 1 2 1 4 1 3 3 1 8 1 4 0 !I ; 16 Suppose youare at a corner five blocksfrom the hotel, How manydifferent ways are there? 32 ways. We have:

1 5 10 10 5 1 or 32 ways. This is,naturally, Pascal's Triangle, which hasmany applications inmathematics. We can writeanother row for six blocks:

1 6 15 20 15 6 1 or 64 ways. I believe Ihave introduced enough examplesto you in order for you to use them foryour own classrooms yourselves. I want you to know thatthe students are often brighterand sharper than you may have beenled to believe: illustrate this, I willshow you this transparency, the 6neof our good friend, ChP.rlieBrown.

LIST OF REFERENCES Miner:met,George, and Teacher, Wlederanders, Donald, Vol. 18, No. 2,February, 1971 "IDEAS". TheArithmetic Jacobs, Haroldi&,"Mathematice,A Haman Endeavor" Co., 1970 W. H.Freeman and 467

AN INTRODUCTION TOTHE GEOBOARD Bruce F. Godsave, M.S.in Ed., Gallaudet College

What we will do this morning willcover perhaps six or more years ofa students life. The device we'lluse is called a Geoboardand it's easily made out ofa piece of wood and some nails. Rubber bands are then added togive it life. The only requirements for constructionare these: 1. it must besquare, 2. it should have a bp!Fder which is1/2 the measure between thepegs. This will allowyou. o put 2 or more geoboards together,

3. the pegs mustbe evenly spaced.

0 %...... ,...0 X Basic patternfor a

,,.,, geoboard. 16

475 468

I would also recommend that you have a minimumof five rows and columns.

If the thought of construction frAightensyou, the Cuisinaire Company of America has them already madeand they'd be happy to haveyour business.

Now what do you do with thisGeoboard? To begin with, play with it. Count the rows, or columns,or the individual pegs, stretch rubber bands allover it and make designs, put balls of clay on the pegs, try floating it inwater; just become fa miliar with it. Let your students do the same, just become familiar withit. After they have played with it you can then introduce activitieson it. Your imagination andan individual with a difficulty

should be sufficient foryou to come up with a new activity.

I'd like to show yousome activities that can be done very easily on the Geoboard.Before I do, I think it only fair to you to say thatpart of my philosophy of teaching is based on the student actively participating inthe learning process. I also believe that individualizedrates of learning should always be considered. For this reason most of the activities hereare for individuals or small groups. 469

SOME COUNTING ACTIVITIES

The obvious questions Ire:

How many nails are there?, How many rows are there?, How many columns are there?

Now stretch a rubber band around some nails and ask: How many nails are inside?

How many nails are outside?

How many nails are touching the rubber band?

Which has fewer nails, the inside, or outside?

Which has the fewest nails, the inside, outside or those touching the rubber band?

Can you see the opportunity for teaching vocabulary?

Now by changing the rubber bands we can ask:

Which is longer(shorter)?

G .) \----, Which is longer A or B?

----::---- :- Which is shorter C or H?

'II Which is longer F or G?

Why?Can you 'prove'

which one is longer? CI 470

Those which a) lot meetly lined up or parallel to one of

the sides might pose a problem. This would give you a chance, only after the student has struggled and explained

their reasoning behind their answers, to introducethe straight edge or some other instrument for measuring.

How many is 3 plus 4?Make a region with 3 pins

inside, then make another region with 4 pins inside,now count. Seems easy but wait until some smart kid does this to you.

3 plus 4 is 51111

oops1

He adds 4 and 3 and gets any number from 4 through 7.I'd

like to hear you weasel out of that one. What we see here

is a very real problem. Suppose you're told that in a class a vote was taken to decide what to do on Friday afternoon 471 and the results of the vote were:

4 people wanted to do art,

3 people wanted to have a picnic.

Now the question isHow many people are in the class? The best answer we can give is between 4 and 7 since the one man one vote philosophy does not always hold true in the elementary school. Students tend not to vote for things they don't like but will often vote for more than one thing if they like more than one thing. Now we've touched on logic and human behavior and if you think you won't have to work with vocabulary to get out of that then.... Before we leave counting I just want to mention multiplication. You might find it easier on yourself to change your questioning to: How many pins are inside or touching the rubber band?

How many ways can you get 6 pins inside or touching a rubber band where the shape will be a rectangle?

I Xb I 415

77403 0 - 72SI 479 --- i

472

NAMING GEOMETRIC SHAPES.

There are as many ways of doing this as thereare teachers. John Trivett in his Geoboard Activities Card

Kit jumps right into it by defining a triangle. This brings up a very good point. .Many, I should say most, of

the things in mathematics were not given to us at birth

and even those of us who are Catholic did not receive them

from the Holy Ghost in.Confiirmation. Most of mathematics

is based on definitions and so at some point they must be

givers. When the child is asked to make a triangle he

should be told "yes that is" or "no that is not" a triangle.

The reinforcement is vital at the beginning.

Which of these shapes are

triangles?

Is a triangle something that

touches only three pins?

What about D? 473

Which of these shapes are

rectangles; squares; polygons?

On your Geoboard make some

triangles; rectangles;

parallelograms; polygons.

You could then do the same for various triangles; right, isosceles, scalene, obtuse, equilateral, 'etc.Then move on to 5-gons, 6-gons, and on up.

MEASUREIENT - LINEAR/PERIMETER

After working with the Geoboard fOr some time you could begin asking, How long is this line? Right now this is a meaningless question.First we must definesome unit of measure. Let's call the distance from one pin to another pin in the same row or column, one unit. Now we can count. We can also find the perimeter of rectangles parallel to the edges of the Geoboard.

Is the measure diagonally still one unit?No, if we use a straight edge we would see that it is not.We need more information before we can find out how long it is,

481 474

MEASUREMENT - AREA

Again we must define our Unit of measure, and again it is good for the students to count to be sure their answers are correct or to simply find the answer.We will define the square region between four pins to be one square unit.

We'll use little pieces of paper to cover theue squares in finding or checking our answers.

is defined as 1 square unit.

A is square units.

9 is

At first they are easy. Always be sure that the answers are given correctly. For example:

A is 5 square units.

B is 4 square units.

A and B are a total of 9 square units.

Now let's find the number of square units in this.

482 475

What is the area of A?

What is the area of 13?

Can you make a region that

4' looks like A and 13 but has

area of 3 square units?

Show me.

Find the area of C.

If we use pieces of paper then itshould be a little easier.

It so happens that we are nowbeginning some work with

fractions. It's always good to have the students make"graphs".

use the term graph veryloosy/ We will consider a picto41 representation of what we've done as a graph.

In the same way that theseoverlays are representations of what was done on the Geoboard. In this way the studnets

have a record of what they've done.

Find the area of polygon A.

Find the area of polygon B.

With the half unit we can find the areaof many more polygons.

483 476

SQUARE ROOT Let me build a very simple figure for you. I'll use half area units.

We'll try to develop a way of describing itsmeasure so that we have a square,which is oeaningful tothe child. First of all we see that we have a square,so the measure we are looking for is the length of a side ofa square. If we begin with something we know, perhaps that wouldhelp.

A is the length ofa side of a square whose area is 1.

B is the length ofa side of a square whose area is 4. r,.

C is the length ofa side of

a square whose area is 9.etc.

4P4 477

Therefore for our problem we can say that the measure is the length of the side of a square whose area is 2. Now those of you who are mathematicians will now that what we're really talking about is the square root of 2, but don't throw that at the kids all at once.

Can you build a square which will have an area of 3?

FRACTIONS

Let me begin with these two regions.

40 1 Can we divide them in half?Let's look at the different ways we can divide them in half. Can we divide both of them into thirds? Nol We can divide the second one into thirds but not the first.

Now suppose I want to add 1/2 and 1/3. To get the answer I would not use A as an aid because I can't divide it into thirds. I can show halves and thirds on B so that will be my model. All I need do now is count.

4'- 478

Find 1/2 + 3/4.

/// is halves.

\ \\ is fourths.

By counting I see that

1/2 + 3/4 is 5/4.

Now given a problem of addition of fractions I must hunt for a model that can be divided into the value of each of my denominators, then to get the answer all I need do is count. Let's look at another example.

Find 3/5 + 1/3.

The student will have to experiment until he finds a shape that can work for each problem. Try 3/5 + 1/3.

S4; 479

Eventually the student will learn the idea of a common divisor and it will have more meaning for him if he's found it out for himself or if he was told about it after a real hard attempt of working fractions without it.

COORDINATE SYSTEM The last thing I want to discuss today is the coordinate system. Again definlacms are important and things like point, ordered pair, how we write points and such things must be defined. By using the Geoboard we can provide the much needed play experience which is important in becoming familiar with the coordinate system. On the Geoboard the coordinate system would look like this.

(0,4) (LI9)

(NV (u.1)

The Coordinate 10,a) (4,4) System

040 (6q 040 k41 k40)

(0,01 (%, A (1tcs) No) 0,6) 'It might be a good idea to actually write those ordered pairs on the board at the beginning.

To get that much needed practice in naming and finding points there vre several things you can do. "Follow the

487 480

dots" cake interesting. For example, ask thestudents to do the following.

Connect these pointsin this order: (F.> (0,3)(0,1).-4(0,2)7(1,2)7

(1,3)7(1,1) )(2,1) 7(2,2).

(2,3) ° s

Now let them make up ones by themselves. You and your students can do better than I did. Games played with other kids are fun and also provide for creativeplay. A couple such games I've had dittoed for anyone whomight be interested. Thdke from an articleof mine which was printed in the May '71 issue of the ArithmeticTeacher. Please come up andtake one if your interested.

Today I have only touchedupon some of the many activities you can do with a Geoboard. These activities ranged from preschool through junior high. I did not discuss transformations, working with circles,kites, congruence, similarity, numbersentences, number patterns, intersections, tiling, symmetry or several othertopics which can be handledvery nicl' on the Geoboard. 481

I've also brought a short bibliography of referencesto the Geoboard and lists of Companies and prices of materials which can and are being used with the Geoboard.Why not give it a warl. 482 PUTTING MATHEMATICS TOWORK Rohm t N. Klafehn,B.S., M.S., Chairman, Department, National Engineering Technologies Technical Institutefor the Deaf "Why do I needto know that, I'll dents saymany times and the never use it." is astatement stu- because I" instructor usuallyreplies, "Well just. At. the NationalTechnical Institute Institute of for the Deafat Rochester Technology thissame statement is asked the variousprograms in the Engineering by students in Fortunately, however,the instructor's Technologies Department. use on the job". Thisis not to reply is, "You willneed it to However, it is say we have convincedthe student. a real fact whichcertainly justifies mathameticsas it directly relates tothe job. the teaching of Within theEngineering Technologies are five generalareas that a student. Department at. NTIDthere ing, Electronics, may major in. Theyare.: Draft- Machine ToolOperation, Civil ArchitecturalTechnology. Using Technology, and readily seen how these fiveareas of study itcan be mathematics is usedto solve problems student willencounter on the job. that the

MACHINE TOOLOPERATION A machinist must know howto set-up a job able to start. andoperate the machine. on a lathe and to be ments he mustknow how to In addition tothese require- finished product.. maneuver the machineto create a To create a finished productrequires a knowledge ability of variousmetals, which of the =chin- mathematics used in turn demandsa knowledge of tool and the timeto set. the speed ofthe lathe, depth it will taketo make a cut. of the cutting cost it is mostimportant to produce Because time affects ards in the leastamount, of time. a product to acceptablestand- The followingis a typical program at NTID. problem found inthe machinetool Problem Find the timerequired to 11/2" bar 14" longin one cutremove 1/29" from thediameter ofa speed of 32 feet,per minute. over its entire lengthusing a cutting The steps forsolving this problem 1) Find the are : 2 Find thenumber of revolutionfor one cut. 3 Find thecutting speed inrevolutions per minute. The ca culationstime requiredto make the cut,. The answer needed for thejob are outlinedin the illustration. to the problembeing 31/3 minutes carbon tool steel. to make the cutin Although this machining problemdoes not require edge of mathematicsit does require in-depth knowl- tionship of diameter the understandingof the rela- and length ofstock, cutting minute, revolutionsper minute to obtain speeds of feetper a result in minutesof time.

I 483

MACHINE TOOL OPERATION

PROBLEM TIME REQUIRED TO REMOVE 1/20* FROM THE DIAMETER OF II/2"BAR 14' LONG IN ONE CUT OVER ITS ENTIRE LENGTH USING A CUTTING SPEED OF 32 FEETPER MINUTE.

I. FIND NUMBER OF REVOLVTIONS FOR ONE CUT. 2. FIND CUTTING SPEED IN REVOLUTIONS PER MINUTE. 3. FIND TIME REQUIRED TO MAKE THE CUT.

1,0t MK.1

0 ENGINE EnsAI fS;.0:" LATHE - >?'

111.Og kg.

491 484

SOLUTION

I. REVOLUTIONS FOR ONECUT FEED X LENGTH 20 X 14 = 280 (TOTAL REVOLUTION)

2. CUTTING SPEED= DIA. OF BAR X RPM 4 32 1.5 (RPM) 4 RPM 4 (32) 1.5 RPM 85 (REVOLUTIONSPER MINUTE)

3. TIME REQUIRED FOR ONE CUT TOTAL REVOLUTIONS RPM 280 85 31/3 MINUTES (ANSWER)

/IC 9 J. 1/4. 144 485

INDUSTRIAL DRAFTING Many industrial draftsmen are requested to determine the weight of the object they are drawing for purposes of cost analysis. In the Industrial Drafting Program at NTID the student is required to solve this problem as part of the preparation for a draftsman's job. A typical problem presented to a student would be to find the estimated weight of a block of metal. To solve the problem it is needed to find : 1) Total volume of the cube (V1). 2) Total volume of the cutouts (V2). 3) Volume of the finished block (VT). (4) Weight of the finished block (WO. The calculations needed to solve the problem are as follows : (1) V= LWH ; 6.563 cu. in. (V1). (2) V= LWH ; 0.950 cu. in. (V2). (3) V, V2= VT ; 5.613 cu. in. (VT). (4) VT (K) = WT ; 1.588 lbs. (WT).

493 486

:000

500

.875 .500 .313 1.875

.313 .4 38

PROBLEM FIND THE ESTIMATED WEIGHT.

I.FIND TOTAL VOLUME OF CUBE. VI .219 2. FIND TOTAL VOLUME OF CUT -OUTS. V2 et 3. FIND VOLUME OF FINISHED ROCHESTER INSTITUTE OF TECHNOLOGY BLOCK. VT &I'" AschcAtt, Nod4IstA

4. FIND WEIGHT OF FINISHED TOLCIIAMCr BLOCK. WT ...MO ORA" H.M.BERFA16.14.71 72 BTD-I-3A OCC !PAC 1180 CHCCRI 0 TocTis APPROVZ 0 :CALI FULL Via Naliafe.1 lady:kat Assaido 0.41

ELECTRONICS Of the occupational areas presented, the Electronicsprogram at. NTID is probably the most demanding in the knowledge of mathematics. It requires the student to understand theory andconcepts that become difficult to transfer intoa hands-on experience. Even the seemingly simplest of circuits can becomea complex mathematical problem to the student. A. problem that can have direct industrial application isto design a blinking warning light to indicate equipment breakdown. Problem Design a neon relaxation oscillator thatcan be used as a blinking pilot lamp on a piece of electronic equipment. It should flashon and off approximately once every second. Given conditions The lamp must operate on 100 volts D.C. Figure 1 shows the schematic of the electrical circuit involving the switch, resistor, capacitor, andneon bulb. In this circuit the neon bulb represents an open circuit until the voltageacross it, reaches 60 volts. When the voltage across theneon bulb is 60 volts, the gas in the bulb "ionizes" and the lamp lights. The capacitor will charge through the resistor until the voltageacross the capacitor reaches 60 volts, at which point, the neon lamp will light. When thishappens, the conducting neon lamp becomes a low resistance and the voltage across the capacitor and the lamp will almost instantly drop toa

4C4 487 value of 50 volts, which is the "deionizing" potentialof the neon buth. The lam) becomesanopen circuit. again and the entire process is repeated. A. sawtooth waveform isgenerated, as illustrated in Figure 2. This wave form is determinedby the formula Vc = E eRC It is apparent that to calculate the simpleon-off flashing of a bulb requires understanding of concepts anduse of mathematical formulas. These formulas and conceptsonce understood become the tools of the electonics technician in solvingthe designing of circuits.

VOLUME = LENGTH X WIDTH X HEIGHT IV. LW/0 la 2.000 X 1.750 X 1.8756.563 CU. INS.VI a") .875 X .500 X 1.750.766 CU. IN. (13) .188 X .313 X 1.500 X 2.088 CU. IN. 0 .219 X .438 X 2.000 V2 2 096 CU.IN.j VI -V2 VT 6.563 - .050 5.613 CUBIC INCHES VT 1.875

.875

2:000 1.750 1.750 2.000 /t.438 .500

.313 1.500 VT X K WT .188 K .283 1WGT. DF CARBON STEEL- LBS PER CUBIC INCH) 5.613 X .2831.588 L95. WT

77-903 0 72 32 4Tti 488

ELECTRONICS PROBLEM: OESIGN A NEON RELAXATION OSCILLATOR THAT CAN BE USED AS A BLINKING PILOT LAMP ON A PIECE OF ELECTRONIC EQUIPMENT.IT SHOULO FLASH ON ANO OF! APPROXIMATELY ONCE EVERYSECONO. GIVEN CONDITIONS: IT SHOULO OPERATE ON 100 VOLTS O.C.

S SWITCH RESISTOR 10---111

100 VOLTS C D.C. CAPACITCR NEON BULB

FIGURE I

NEON BULB CHARACTERISTICS: 60 VOLTS IONIZINGVOLTAGE 50 VOLTS OEIONIZING VOLTAGE -4 BASIC Pl,t' AEMATICAL EXPRESSION:ve * E (I e 100-100 go 4444, 44, ..4 - '74 / SO- 80 - 71-1.4-t- .- ta ' 70f:-'---- 4.9 ...... _:___;_,...... 11-1---.-- 150 - . 60 i.---....----..-:- . . 1.- ../ ...... 7..-_:----,:...JOyolts peak IS pas= zI- . c.. 50 us I I cc4., 40 - 40 7" !::, ---"\IBelenbeCvellogg us o . .,..._._.....--.,...-.-... 74. :-i- a. ..7. rx-, - 30 -r I I 20- 1.--- I . I-- I . -- -:-...1-4.: - ....: I 1 10 - .. ,-,. 0 ....__..... 741":11,aid t: T' T2 TIME IN SECONDS:. RC

0 I 2 3 4 5 TIME CONSTANTS

EXPONENTIAL VOLTAGE CURVE FOR CAPACITORON CHARGE (FIGURE 2)

THE AVERAGE VALUE OF T2 -TIIS APPROXIMATELY 25% OF ONE TIME CONSTANT. FROM FIGURE I, THEPRODUCT OF R X C IS EQUAL TO ONE TIME CONSTANT. TO ENSURE THAT THE BULB FLASHES APPROXIMATELY ONCE EVERYSECOND, ONE TIME CONSTANT MUST EOUAL FOUR TIMES THEFLASHING RATE. THEREFORE:

R X Ce4S ECONDS 4S6 489 Cum, Temmotoor As a part of the Civil Technology Program a student must know how to do surveying. Once the student has learned howto use the various pieces of equipment needed for surveying he must perform actual surveying jobs using this equipment. In addition tousing the equipment he must know the mathematicsto successfully do the calculations to perform the surveying task. An actual problem on the RIT campuswas to determine the height of an antenna located on top of a building. To do thissurveying problem the student needs to know the following mathematics: (1) Measure in tenths of a foot. (2) Measure angles in degrees,minutes,and seconds. (3) To calculate the number of degrees in a triangle. (4) How to use the Law of Sines to determine the length ofa side in a triangle. (5) How to use trigonometry functions in a right triangle. To solve the problem the surveyor needs to proceed in predetermined steps.1 Step (21) Lay off and measure distance AB. () Using a transit measure angles BAT, and ABT, and find angle AT, B. (3) Using the Law of Sines, find distance AT. (4) Using the transit, measure angle T, AT2.

I The problem does not Include the Important calculations of determining the height of the transit, or the variations in grade between points A, B, Ti.

CIVIL TECHNOLOGIES PROBLEM: WHAT IS THE DISTANCE FROM GROUND LEVEL TO TOP OF ANTENNA

I.LAYOFF AND MEASURE DISTANCE AB.

2. USING.THE TRANSIT, MEASURE ANGLES BAT' AND MITI AND FIND ANGLE AT'S. 3. USING THE LAW OF SINES, FIND DISTANCE ATI.

4. USING THE TRANSIT, MEASURE ANGLE Ts ATt 5. SOLVING FOR THE RISE OF RIGHT TRIANGLE ;ATI. FIND DISTANCE Ti Te

ANGLE BA; 46 -1e' ANGLE An 32 -45. ANGLE ATI 11110 -(4616.43240.) 10 -5r

AisA11 SINE 46.16' SINE 10037 X37.2 .7229t .91,917 321.114 FEET

TN PI',TAN 5542' 321.941.53205 493.23 FEET (ANSWER)

4W? 490 (5) Solving for the riseof right triangle T,AT,., T,T2. find distance Performing these five steps produces an answer of493.23 feet for the height of the ant0111111.

ARC I IITECTURAL TECINOI.OGY A person working inthe Architectural field is fronted with the problem continuously con- of determining the scaleand ratio reduction of drawings forinclusion into catalogs be presented to clients. and brochures thatmay In the Architectural Program at NTID thestudent is ( ontinually presented this problemas he creates the projects. necessary drawings for his A representative problemmay be is follows: Given: A drawing is madeto a scale of 1/8"=1'0" sheet size of 18"x 24". on a drawing Problem. (1) Find the largestpossible scale thatcan be used when the drawing sheet is reducedto 81 /a" x 11". (2) Find the ratio ofreduction. The calculations thatneed to be performed tration. are shown on the illus- The mathematics involvedare of simple ratios and proportions which are used repeatedlyon the job.

ARCI IITECTURALTECHNOLOGY GIVEN: DRAWING MADE TO SCALE- 1/8".e-0" ON DRAWING SHEET SIZE 18"x 24" PROBLEM:I. FIND THE LARGEST POSSIBLE SCALE THAT CAN BE USED WHEN DRAWING SHEET IS REDUCED TO81/2 x II". THE 2.FIND THE RATIO OF REDUCTION.

I.FIND THE CONTROLLING DIMENSION-LONG OR SHORT SIDE. A. TRY SHORT SIDE:.125:X+ 1619.5 SIZE 18". 24" 111X0.5a.125 X.06 SCALE, 1 /6 "1' -0" S. TRY LONG SIDE, .1251X24:11 24X.I25 II X .06(Same as Mort Hal

2. THE CLOSEST SMALLER CONVENTIONAL SCALE19:

An". 1.-0r OR I". /ANSWER PROBLEM

SIZE 3. FIND THE RATIO OF REDUCTION: a 1/2"A II" .1231 02 OR 2.5:1 (ANSWER PROBLEM 21 SCALE: X

,V28 491 The preceding problems ical problems are indicative of the type of mathemat- a student will encounter in the variousoccupations. It is most important thatthe student understand cepts and to transfer these mathematical con- concepts to solving of practicalproblems. Too often the stndent isnot able to identify the relevancy cept to the practical application of con- and therefore technicalprograms and courses often becomedifficult. for the student to It. is hoped that this understand. of the interrelationshippaper may promote ideas in the development of mathematical concepts andapplication, to enable the student to applythe mathematics that he classroom to the world of work. learns in the

ACKNOWLEDGMENTS The following staff of theEngineering TechnologiesDepartment contributed the sample problemsfor this presentation: Mr. Herbert BerryIndustrialDrafting. Mr. James DeCaroCivil Technology. Mr. Dominick Fantauzzo Electronics. Mr. James JensenArchitectural Technology. Mr. Edward ruggiMachine Tool Operation. Mr. George McCoyMachineTool Operation. Mr. Robert MooreElectronics. Drawings for the presentation Berry. were prepared by Mr. Herbert THE METAMORPHOSISOF HIGH SCHOOL MATHIN A SCHOOL FOR THE DEAF,OR 30 YEARS OF HIGHSCHOOL MATH AT THE INDIANASCHOOL FOR THE DEAF Norman S. Brown, M.S., Teacher,Indiana School "Awake! for Morning in the Bowl of Night "Has flung the stone thatputs the stars to flight: "And lo! the Hunter of the East. has caught "The Sultan's Turret. ina Noose of Light." Omar Khayyam. Thanks are due to oldOmar of Persia who ematician and a poet. was a famous math- There is a story about of a day in the future.some travelers coming to a motel at theend The motel has an infinite numberof rooms but they are all full.We would think the newlyarrived travelers would not be ableto get rooms. But the motelman knew his math. He simply moved theold guests into and put the newly arrived rooms of higher numbers up travelers in the firstrooms, numbers 1, 2, 3, and so on. Infiniteplus 1 equals infinite. Also, equals infinite. infinite plus infinite The motel story givesa pretty good picture of civilization.It also helps us to understand whywe get pushed around sometimes. motel story also The may help to explain howmy story comes in. 499 492 To be sure,one person or one school does progress made in the education not stand alone in the What may be true of of the deaf in the past fewdecades. the deaf. Nor is mathone school may also be true of otherschools for the only subject to haveundergone change. With all duerespect to other schools andother people, I wish to talk about the changingmath picture. at the Deaf high school where Indiana School for the I have taught for about:30 years. At the Indiana Schoolfor the Deaf the high school department. There is not the only are primary, intermediate, vocational,and other departments. Whenwe are able to do something well school we must. give in the high due credit to the otherdepartments. But, time, space, and authority limitme to talking about a certain high for the deaf and particularly-math. school The precis of my story is this: Some of the math Huy- I teachin a school for the deaf highschool today I took in Thirty years college in my time. ago algebra was a long twoyear course for juniors and seniors at. theIndiana ti,chool for the First Course in Algebra. Deaf. The textbookwas There was by Nyberg, copyright 1924. no math beyond algebra 1. Weare not criticizing the ways of 30 years ago. It's justlike looking in Certainly, the students an old family album. of the old clayswere pretty well grounded. Today we offer algebra1, algebra 2, geometty, sometimes elementary trigonometry, and analysis. I believe otherschools have made comparable progress.Many of us have always deaf childrenare capable of greater achievement.believed that many There aresome new books coming out which two volumes fora two year course in algebrahave algebra 1 these materials for 1. We are ordering what we callunderachievers, Introductory Algebra, 2 Volumes, byJacobs, copyright 1968.We try. Recall that I started30 years ago witha two year algebra 1 course. In a way history isrepeating but with of the difference is modern some difference. Some permissiveness. Perhapswe are learning to love our children.Permissiveness is good that's anotherstorynot here. or bad, old or new, but Someone likes to tell thestory of a new teacher by the boss. The bossasked if lie taught the being interviewed The new teacher replied world is flator round. that he could teach iteither way. When I first askedmy first boss what he wanted, word reply, "Results!!". My present, boss lie gave me aone One measure of the calls it, "Accountability". success of a high school is thenumber of students who pass collegeentrance exams. In my opinion important but not theonly thing because that is very who do notgo to college. there are stillsome people Now thereare many opportunities for deaf deaf school training people to continue into College. Now and education. In thepast it was Gallaudet we have the National TechnicalInstitute for the Deaf and other kinds ofschools across the approaching opportunities U.S.A. It seems thatwe are should be happy. unlimited for the deaf ineducation. We Admission to college is I believe still a visible andexciting attainment,but our schools for the deafare trying to meet. the needs both the college andnon-college bound student. of

5e 493 Over the years the Indiana School for the Deafhas been blessed with progressive administrations.The motto has always been "The children come first,last, and always". Somehow this motto has passed along from administrationto administration. "Ain't God good to Indiana !" is the refrain ofa beloved Hoosier song. Policies and philosophiesmay have differed but the goal seemed to be the same. I believe any system works best ifand only if there is cooperation and cohesionamong the people in a system. In 1940 the Indiana School for the Deafbecame accredited by the state department. of public instruction. Sometime in the 1950's a four track diploma planfor the high school was started. In the last few years an intensifiedprogram for under-achievers has been underway. In thisprogram the basic 3 It's and communication are emphasized. This year a work-studyprogram was started. Many students go out on jobs part of the clay. A pilot program for the multi-handicappedhas been started. A modern media laboratory has beenestablished. The lab makes and prints many kinds of materials turnedout by workshop. It is very helpful in many ways. There is also a sheltered workshopprogram. These are some of the mainprograms. There are also many auxiliary programs. There isa dating room for our boys and girls. I have been getting out of myarea but I want. to point, out that our school is Progressive witha capital P. As for math we require onlya year of math in high school. We call that. course General Mathematics.The other math courses which are elective are algebra 1, algebra 2, geometry, trigonometry,elementary analysis. Flexibilitir is our guide and hope. Inthe past we had large groups of students Lerded into classes insay algebra 1 because we knew they should and could take algebra. We don'tdo that now. But those who want to takemore math are given every opportunity to get it. Sometimesa math class is made. up of freshmen, sophomores, juniors, seniors. Sometimesa student is in a math A class but goes to an English Bclass. This flexibility is hardon the office. Once in a whilewe decide, "No more of those mixedup classes." But sooneror later comes a student. needing adjustment and we try again. It. seems that in someways the elective system works well but in other ways no. We get small classesof students who wantmore math. On the bad sideis the fact that many people do not know what they want. Some people who don'twant math later find they need more math to advance in their jobs. We would like to turn out completescholars, but modern education does not try to forcean unwilling horse to drink. But we do try to open the door of opportunity. Once there werea couple of boys who wanted to take elementary analysis. There seemed to beno place in the schedule but the office found a place for them. Thisyear there was a group of sophomores and a junior who wanted algebra1 and their scheduleswere ar- 494 ranged. We have regular schedules and regular classes but sometimes they can be changed. There are many other examples of flexibility.It.is not always possible for every student, to get what he wants but if he really wants mud-11111g he has a very good chance of getting it. We are not the best. of all possible worlds yet. Besides, young people change their minds a lot. Our math and materials are what is called modern. We arevery thankful for the math institutes at. Ga Hamlet College which give great impetus to improving math in schools for the deaf. My attendance at two summer institutes was very rewarding. Over the years we have taught in many ways. Sometimesone way works better with a group or individual. Sometimesa group will like programmed material but another group will not do well with it. Some pupils like laboratory procedures. Some pupils thriveon discovery. Some pupils are rugged Most. pupils like to be taught, the traditional way suchas lectures, demonstrations, homework, reviews, tests. The rationale for this seems to be that the master knows the way ahead and, human nature being what, it. is, few people are ableor willing to strike out on their Own. It is surprising how conservative manyyoung people really are. Few of our students like teaching machines. One boy said, "It's the same as in the book." Few admit they care for models, films, and other media. Somesay they don't need them. Somesay they make another lesson which they don't understand anyway. Someone said that. teaching isa personal discovery. I believe few people teach something exactly thesame way more than once or twice. This is not a methods course but. perhapsa few examples may be permissible. If some kids forget. the principle ofzero in multiplication we have a contest in multiplication and in the middle or at the end of a' roster of several numerals is 0. We often havea good laugh afterwards as you can imagine. Sometimes we have micrometer measurements. Usinga model and individual micrometers we learn to reada micrometer. Then we review area and volume. Then at an opportune timewe ask for the volume of a piece ofpaper. The natural inclination of many kids is that a piece of paper hasno volume. Eventually one or two of the kids broadcasts the "discovery". Good experiences in discovery do not happenvery often, or so it seems. A recent one was with an old calculator whichwe had borrowed from the business education departmentto work with large numbers. The name of the machine is Marchant and therewas no manual. We got some operationson it OK but I couldn't get division from it. I thought, it was faulty. However,one of the kids tinkered with it from tune to time and finally discovered.division on the old machine. Then he made aprogram for me. We often let the kids teach. Some dovery well. It often leads to a lively discussion and the kids takea vote. The teacher keeps out of it. and most of the time the kidscome to reasonable conclusions. 495 Taking a vote on a problem is a good way to get manykids to take a second or several looks. The right ones argue moreand more strongly ; the wrong ones argue weakly, weakly untilsomething gives. We have used the freedom to learnapproach. Some children do well. Some go to sleep. Others are lost.. -Perhapswith the new materials it will be much better. I frequently begin a class with a pop quiz of 3 or6 items. The short quizzes leave time for post-mortems, andother activities such as review, lectare, demonstration,introduction of the next, assignment. I try to get the students to read forthemselves and to use models, films, and other media but only a few do. I have always been a fairly firm taskmaster. I tryto assess a child's potential and by to expect reasonable effort.People seem to understand that ball players need to practice to begood. When comes the day there is a good teamwhich has not practiced well, then we can believe there can be good student.3 whodo not study and practice well. We do not like to flunk our kids. We dosometimesnot often. There are many reasons for this antipathy. Two are:We could make a test to flunk anyone.Sometimes we could flunk a student and he I. is admitted to a college freshman class. Then ourfaces could become red. Between unit or chapter tests we like to give manyshort pop quizzes of 3 or 6 items. The short short quizzes leave timefor followup and other class activity. On the 3-item quiz no error rates A, B for 1 error,C for 2 errors, and D for 3 errors. On the 6-item quiz the grades are A for no error, B+for 1 error, B for 2 errors, C+ for 3 errors, C for 4 errors, andD for 5 or 6 errors. This system of quizzes is almost fail proof. Many studentslike them and ask for them. Many people are more willing togamble if they know they will not lose all. We do not like to deny a student having poor Englishthe chance to go farther in math. Many deaf children whohave poor English can do well in math. We should let them runahead with concepts, manipulation, understanding, discovery. Then try to slip in the needed verbalization. It is my experience that many deafstudents are shut out when we emphasize verbalproblems. If wo turn them off nothing is gained. Sometimes we have unfunny experiences from good math students who have weak English or vocabulary. There is the case of a former student who is a skilled programmer but does not, move up higher in his office because of his English. But he is doing well and we did not turn him off because of his weak English. Another boy went to technical school to learn tool and die making. This was a school for the hearing and communication was by pad and pencil. He was doing well. Formulas in math were no problem. But one day he came to me and asked what "calculator" meant. We found out that his instructor had suggested he use the calculator for convenience. He left smiling. When he was in our school we had tried to teach him words, English, and reading. We tried to get him 53 496 to read his hook. I-Ic tried but becamefrustrated. It was maybe a type of learning disability. So,we kept on with illustrations, examples, and other media. Hewas a whiz in his way. The point is we tried to give him the skill of English,but we did not let the English kill his math. Often we can helpour deaf pupils with their English. Sometimes they want to do somethingor go somewhere and wanting something enough they will writevery good lettersnot perfect but improving very much. On the other handmany things in math require logical thinking. For example, proofs oftrigonometric identities offerre- warding possibilities of experienceirregnrclless of English. You get a feeling of some significantsuccess when you see a prelingually deaf student express himself insome faultless mathematical language. We ninth teachers should be for total things. communication in all Geometry offers many possibilitiesto practice both English and reasoning. One idea is to decide ifthe converse of a statement is true or false. Example: If you live in LittleRotic, then you live in Arkan- sas, which is true. If you live in Arkansas,then you live in Little Rock, which is false. Let, the kidsvote on that, and pretend you don't know the answer and they willget really excited. Sometimes they will report you to the office. Many of our studentsrepeat the same math in collegeprep. It seems that, .they take the evaluation testat college cold, without review or warmup, and makelow scores. But that is the responsibility of the college and oftenstudents choose to repeata level in math at. college. Whether our studentsrepeat a math level or start at.a higher course in collegewe feel they are entitled to nil the math background we can give them. Soniccolleges want, to teach theirown math no matter what the studentshave had in high school. Sometimes whenwe find a group of young students doing well in math we'll offer algebra 1to it freshman class, even to 8th graders, things are right. if The Indiana School for theDeaf has had summer school thepast few years. Most. of the timesummer school is needed for remedial and enrichment work. However,sometimes a group of good students will get together fora formal course to advance a semester in math during summer school. Sometimesan individual will make good progress in summer school and then we'lltry to find a place foriiim during regular school. The popularity of thingsincreases and decreases in timeand place. In the past decadeour government and other organizations have made efforts to stimulateinterest in math. In the minds of many people that was necessary tomeet, the challenge of worldcom- petetion. Lately when certainsegments of industry slow down the people of math and math basedjobs are among the firstto be laid off. If the charts of historycontinue true, then math again willbe- come debased for awhile. But that is history. A recent poll of 2.500 highschool students in 22 states that math is the toughest subject showed and American history theeasiest. I am sure that what. I havesaid is nothing to emphasize is that new. What we want we must. not underrate our deaf children.When 497 Ive meet. a (leaf child who is willing and able we nuts( give the child every opportunity to soar on wings of math. Surely, times change, ideas and wayscome and go and return. In ancient Rome the pupils whipped and beat the teacher. Inmy time the teacher whipped a pupil for mischief. The pupil went home and got whipped again. Now the pupil goes to court and the judge tells the school that the pupil stays in school. If history repeats, thenwe teachers may soon get the whipping we might deserve. And already some schools arc paying the pupils for goingto school. A young friend is looking fora job Ito a math teacher. He says he can teach math either way, modernor old; even the union of the two if wanted. "Oh, Love ! Could thou and I with fate conspire "To grasp this sorry scheme of Things entire, "Would not we shatter it to bitsand then "Re-mould it nearer to the Heart's Desire !" Omar Khyyam. USES OF COMPUTER-ASSISTED INSTRUCTION IN THE TEACHING OF MATHEMATICS 0. Dennis Barnes, Ph. D., Director of Computer-Assisted Instruction, National Technical Institute for the Deaf Computer Assisted Instruction, CAI, isa relatively new instructional tool,particularly when compared to the traditionalone teacher many students method. CAI appearedon the educational scene during the late 50's. Since that time CAI has begun to make an impact on the teaching and learning process. In nocase, have teachers been replaced by the computer,nor will they ever. If anything, the advent of CAI has requiredmore teachers to rigorous'y develop curriculum for implementation via CAI. Mathematics is the most logical beginning for the developmentof CAI curriculum. Most individuals involved with CAItend to have mathematical training as well as an interest in computers. Thisin- terest seems to be nessary since computer programming requiresa logical problem solving capability; andas you well know, mathematics teachers are the most logical people in the world. Itwas not only these inherent talents that drew mathematicseducators to CAI but there was _precedent for the solution ofmathematical problems by computer. Researchers have discoveredways of solving complex differential equations as well as the complicated arithmeticproblems associated with monthly checking accountstatements. Even such esoteric problems as the discovery ofperfect numbers have been accomplished. There is a classic story of the appliedmathematician that spent one hour a day towards the discoveryof new perfect. numbers. He worked religiously for severalyears. In the process he discovered three new perfect numbers. Ina casual conversation with 498 a computer scientist, the mathematician boasted about his new discoveries. Subsequently, the computer scientist accepted the challenge of writing a computer program to solve this problem. One day the computer scientist invited his mathematician friend over to the computer center to witness his new program. In 30 minutes the computer found an error made by the mathematician and discovered five new perfect numbers. This type of calculational capability of the computer can also be used in the classroom. Suppose that in your class youare investigating the relationship between the coefficients of a quadratic equation and its roots. By allowing the students to interact with the computer program, the student. can have the opportunity to quickly identify what happens to the roots when, for example, the coefficients are doubled and halved. The student Lau give the computer any coefficients lie likes and the computer can calculate the roots. This can be done quickly and accurately by the computer, where as it may take the teacher and students a great deal of time to discover the relationship. The computer can also be used as a plotter control device. Assume that one wishes to plot, the function 5x2+ 2x +9=y. The computer can- quickly and accurately plot. the function in order that the function and its plot can be discussed. The Santa Barbara, California, Public Schools used a computer in just this way. Several classrooms had computer terminals connected at a time sharing system. The teachers had written computer programs to solve 11111113' mathematical problems. During a regular classroom discus.,.en a student may have asked the question about the behavior of a parabola near its vertex. By asking the computer to solve the equations for points extremely close to the vertex, a plot and a table o points could be printed by the terminal. The teacher could then display the acetate printout on the overhead projector fir the entire class to see and discuss. One of the most potential uses of the computer for classroom use is by the students themselves. There are several computer languages that are easily learned and readily available through time sharing centers; APL, Basic, Fortran to name a few. These languages allow the student to create his own computer programs to solve many types of problems. The student has the capability of asking and answering many questions that one teacher with many students cannot answer. These calculational capabilities of the computer do not normally belong to the instructional tool called CAI. CAI is generally limited to direct instruction by a computer. The most common manner of CAI instruction used in mathematics has been the drill and practice method. Most teachers of mathematics are first to admit that students of mathematics generally lack fundamental skills suchas addition, subtraction, multiplication, and division. You might ask yourself how many times you have given a student partial credit for using the correct method in solving a problem but adding wrong. Because of this, the drill and practice we are so familiar with isa common CAI instructional strategy. By using a computerized instructional program, the student can be required to achievea certain level of proficiency before progressing onto the next level of problems. One student can be given 25 practice problems, andan- other student may be given only 10. The first studentmay have re-

f6 r 499 quired more practice problems because ofthe number of errors that he made, whereas the second studentprobably correctly answered most of his problems. CAI is not limited to drill and practice.Another instructional strategy commonly used is the tutorial approach.This technique is similar to the technique used bymost teachers in the classroom. A. new topic is first presented to a student and then the studentis asked to show how well he understands theconcept by answering questions. A good example of this approach isthe process of teaching the factorization of a number into its primefactors. The student is told to divide by two, then three, then five,etc. In a CAI program, this logical process of prime factorizationcan be presented to the student in a sequential fashion. Thestudent can be given examples and shown how to factor them. Aftershowing him how to solve the problem, the studentcan be asked to solve a similar problem. If he gets it wrong, he can be shown his mistakeand given an additional opportunity to exhibit his proficiency. All of this can be done withouta teacher. However, CAI programs can only do what they have been programmedto do and a teacher is needed to assist the student withhis special problems. This technique was quite extensively used ina very ambitious CAI project undertaken at the National TechnicalInstitute for the Deaf. This project is called the MathematicsDiagnostic System (MDS). The purpose of the AIDS 'sto prepare and remediate students in those skills necessary for thesuccessful completion of Calculus. As is indicated by thename, the AIDS is designed to diagnose deficiencies. A student is presenteda general problem that requires several skills in order for its correctsolution.If the student incorrectly solves this problem, lie is givena simpler problem requiring onlya few of the previously required skills.If he gets this problem incorrect, he is then given aneven simpler problem requiringvery few skills. If he gets this problemincorrect, he is generallygiven a work- sheet that explains to himthe particular skills that he is lacking. After reading a worksheetthat explains these skills, the studentis then asked to show how wellhe has acquired these skills by solving additional problems. In theevent that the students is still not. ableto solve problems requiringthe necessary skills, he is directedto go to his teacher andreceive additional help. In all cases, those skills thatthe student is deficient inare taught to him either by worksheets2the teacher, textbooks,or by the computer. The student, after being taughtthe skills, then must exhibit his proficiency in these skillsby solving the problems correctly. The MDS isan enormous CAI project. It covers allareas of mathematics from the eighthgrade through the twelfth grade.Such areas as ratio and proportion,, sets, realnumbers, radicals andexpo- nents, polynomials and factoring,relations and functions, equations and inequalities, graphs,systems of equations, determinants,matrices, geometry, analyticgeometry, logarithms and exponentialfunc- tions, and trigonometryare covered by this system. The National Technical Institute for the Deaf,Vestibule Mathematics Department is currently utilizing theMDS. The CAI Program isrun in the NTID CAI Centerusing the IBM 1500 Instructional System. Calculation, drill and practice,tutorial, and diagnosticare only four uses of the computeras an instructional tool in the teaching of 500 mathematics. Manyother applications Instruction. Wetire only limited exist withinComputer Assisted and the CAI by the imaginationof the teachers specialists, CAI isjust beginning the educationof the (leaf to make an impacton for the Deaf is student. TheNational Technical the only schoolfor the (leaf directly Institute development andimplementation of involved in the will makea significant difference CAI curriculum.CAI can and of the learning in the efficiencyand effectiveness processes of the deafstudents.

BIBLIOGRAPHY Barnes, 0. D., TheEffect of Learner on Performance in Controlled ComputerAssisted Instruction University of SouthernMultiplication Skills, California, Los Angeles,Unpublished DoctoralDissertation, Behrens, '1'. IL,Clack, L., and Alprin, 1970. by Computer Assisted Linda, "Mathematics 889 -802. Instruction," American Curriculum Support Annals of the Deaf,1969, pp. Butler, C. F., "CAIin New York City: Educational Technology, Report on the FirstYear's Operations," Computer Assisted 1969, pp. 84-87. of a National Instruction and theTeaching of Mathematics, Conference on ComputerAssisted Instruction, Proceedings vania State University,University Park, The Pennsyl- Computer AssistedInstruction: Mathematics,Pennsylvania, September,1098. California, 1970. Hewlett-Packard, PaloAlto, "Computer Uses inEducation: Part III To lie Used InAlgebra," Santa A Compilation ofComputer Programs Barbara, California,1907. Barbara High SchoolDistrict, Santa Dean, P. M., "Learnervs. Teacher Controlled sented at theDepartment of Audio Arithmetic Practice," Oregon, 1969. Visual Instruction Paper pre- Proton°, 0., Horowitz, Conference, Portland, Mode of Computer G. R., and Beech,R. P., "The Effects Assisted InstructionIn Elementary of Drill-Practice Learning and SchoolAttitudes," in Arithmetic on School Abstracts: 1971 Annual C Johnson(Ed.) Paper symnnsia Research Association, Meeting, Washington,D.C., American Friend, J. E., 1971. p. 30. Educational "Computer AssistedInstruction for the versity," Institute forMathematical Studies Deaf at StanfordUni- University, Stanford, In the SocialSciences, Stanford Hofstetter, A. N., California, 1970. Assessment of theInfluence of Computer on Mathematics Methods,Materials, and Equipment Assisted Instructiun Appalachia EducationalLaboratory, Charleston, in Teaching Grades1-8, Kelsey, K. W.,"Exercises in Computer West Virginia,1970. School Science andMathematics, 1907,Assisted Physics andMathematics," Lekan, Helen A.,Index to Computer Volume 07, pp. 119-123. Boston, 1970. Assisted Instruction,Sterling Institute, Love, W. P.,"Individual vs. Paired by ComputerAssisted Instruction,"Learning of an AbstractAlgebra Presented State University, Technical Report 5,CAI Center, Florida Peplinski, Carol, "ATallahassee, 1969. Generating Systemfor CA! Teaching Problems," TechnicalReport 24, Computer of Simple Algebra of Wisconsin, 1068. Sciences Department,University Prince, J. D., "APractitioner's Report: Assisted Instruction inDrill and PracticeResults of TwoYears of Computer McComb Municipal Mathematics," Progress "Selected Separate SchoolDistrict, McComb, Report 3, Bibliography-ComputerApplication for Mississippi, 1969. Computer OrientedMathematics Committee, Mathematics Education," of Mathematics,Washington, D.C., 1969. National Councilof Teachers

CommunicationASSDining Room Chairman: Dr. H. W. munity College. Barkuloo, Director,Program for the 10:30 a.m. -11:30 Deaf, Seattle Com- a.m.: "Cued Speechat the Mary E. Hlghnote, Mary E.Bennett School for Bennett School,"Margaret 1:00 p.m.--2:00p.m.: "Orosensory the Deaf. partment of Audiology Perception in theDeaf," Milo E. Bishop, and Speech Services,Purdue University. De- 01

2:00 p.m 2:45 p.m.: "The Reception of Verbal Information by Deaf Students Through a Television McdiumA Comparison of Speechreuding, Manual Com- munication and Reading," Dr. Robert Gates, Director of Vestibule Programs, National Technical Institute for the Deaf. 2:45 p.nt.--1:00 p.m.: "Three Years of the Total Approach-1968-1971, Roy Hol- comb, Area Supervisor, Deaf, Santa Ana, Calif.; "7'he Total Approach," John Prince, 11.D., parent, Santa Ann School District. CUED SPEECH AT THE MARY E. BENNETT SCHOOL Margaret Tudor Highnote, Mary E. Bennett School for the Deaf, Los Angeles, Calif. "My personal goal and that. of the school I represent is to so equip the deaf, that they will be able to adjust to and compete in a hearing world." This was the philosophy of Mrs. Evelyn M. Stahlem, late principal of the Mary E. Bennett. School for the Deaf in Los Angeles. Mrs. Stahlem was known for her implementation of innovative methods of teaching the deaf at. the Mary E. Bennett School. Among those was Cued Speech. Cued Speech is felt to be an exciting and important new approach. I quote Mrs. Stahlem from a paper prepared for the Alexander Graham Bell Association for the Deaf in 1968: Because deafness is the greatest single educational handicap and precludes the acquisition of language which is mankind's greatest heritage in the way a hearing child acquires it compensatory methods must be employed. Traditionally deaf children have had to acquire language through lipreading which is an imperfect vehicle in that many sounds and portions of syllables and words are not visible on the lips; or, through finger spelling which is a reading language based on spelling rather than on sound. It is exciting to think that the means for presenting a truly spoken language to the deaf is available and that a method is at hand which will permit the Presentation of spoken language and its recorded version based on the same sound system. Communication is the essential. Therefore standardization of a print-sound-meaning relationship which communicates is preferable to diversifi- cation. The combination of Sir James Pitman's Initial Teaching Alphabet and Dr. Cornett's Cued Speech is a salutary one forit provides a tremendous potentialfor the remediatiOn of the learning deficit inherent in deafness because its usage provides a simplified and truly consistent key to the code for sending and receiving of language whether spoken or written. Dr. R. Orin Cornett went to Gallaudet College as a layman in education of the deaf. Initially concerned with the language deficiencies of the Gallaudet students he studied the methods of educating the deaf. Impressed with some aspects of both the oral and the manual approaches, he devised the handcues called Cued Speech. The name is somewhat of a misnomer as it was devised to be a clear input of language, thus should be called Cued Language. An after effect of Cued Speech was that children could monitor their own speech, thus in many instances improving their speech. Cued Speech consists of 7 hand cues representing the consonants that are superimposed on 4 face positions that represent 12 vowels and 4 diphthongs. For example, the vowel position forw is on the chin. The hand. cue for II, s and r can be combined with the vowelw to make hw, sw, rw. In this way all the sounds are clearly shown. One might say, "That is a sign.' It is simply a cue that clarifies the information given on the lips. In the first example, hw,Sca and rw were shown to have the same hand cue. One must watch the lips .to see if the speaker is saying hw or Sca or rw. Therefore, the information on the lips is clarified by the hand cue. Consonants that look 502 similar on the lips have different hand cues.Thus, there is a way to differentiate sounds such as b, p and in;f and v; bop, mop and pop that look identical on the lips buthave different hand cues. Now through Cued Speech thereis a way to clarify homophenons words. There is a way of languageinput that is similar to the way a hearing child receivesand decodes language. To be mosteffective the teacher and family should cue everyword said, thus, giving the deaf child total language input. The advocates of Cued Speech feel ithas three main advantages: 1. It brings the child's attention tothe face and lips becausethe cue positions are near themouth. 2. It overcomes the problems of ourunphonetic language because the cues are phoneticthe deaf childvisually receives and decodes the cues much in the same way thehearing child receives and decodes oral language. 3. The cues are an aid inhelping the child give more accurate attention to all the phonemes in aword? thus, giving him more confidence in pronunciation and betterintelligible speech. Cued Speech was initiated at. MaryE. Bennett School in 1966 along with 1/t/a and GenerativeGrammar. A survey, concerning teachers' evaluation of Cued Speech atMary E. Bennett, was taken in May, 1971. Of the 25 facultymembers who received questionnaires, 17 returned completedquestionnaires. Some of the questions and answers that. might. be ofinterest to you were as-follows: Do you use Cued Speech in yourclassroom? 15 teachers replied yes; 2 no. What types of children do you feelbenefit. most from a Cued Speech program? The answers ranged from goodlipreaders to poor lipread- ers, bright students toslow students. For the 17question- naires there were 17 different answersto this question. The same holds true for the nextquestion. What types of children do youfeel don't benefit from a Cued Speech program? The results of these two questionsshow the need for more research on Cued Speech. By what method do you teach CuedSpeech? Three replied that they taught cuesanalytically. 10 teachers cued to theirclass but did not expect thestudents to cue in return. Mostteachers taught the vowels andvowel cues analytically. How do you use Cued Speech in yourclassroom? One teacher used CuedSpeech in teaching language. 13 teachers used Cued Speechin teaching language and speech. Three used Cues forcorrectional purposes only. One teacher did not use CuedSpeech at all. Another teacher used Cued Speech only forcommands. The following are examples ofhow teachers used Cued Speechin their classrooms: in One teacher cued everything shesaid to the class. She began. September by teaching cuesanalytically. She taught one position and configuration at a time.The class practiced cueing andreading everyone's name at the beginning ofthe year. She introduced the cue 510 503 position of each vowel and the sound it designated. The classprac- ticed with the i/t /a cards both cueing. sounds and reading thecues. Examples of the cards are illustrated below:

Dipthongs were taught. the same way. The class practiced the vowel and dipthong positions until theywere perfected. The class began with the consonants m, f, t, and learned each configuration In approximately one week. Each time they worked on a consonant configuration they practiced it with all the vowel positions. As the class learned more configurations, they combined them with vowel positions and began practicing familiar words. The teacher madeup 2 sets of practice cards each time class worked on a consonant configuration: (1) syllablesthe consonants, vowels and dipthongs in all possible combinations; (2) words containing theconsonants they knew and the ones on which theywere presently working. The pupils played cueing games and made books that they took home when completed. There was one pictureper page of the vowel position or consonant. configuration and pupils filled in whichsounds the position or configuration designated. The class practiced cueing and readingnew vocabulary all the time. A chart of all vowel positions and consonant configurations was kept in front of the class and the pupils referred to it when they were unsure of themselves. The reference chart is illustrated below:

77903 0 - 72 .37 Another teachersuggested that it guage" insteadof "Cued Speech". should be called"Cued Lan- sition workand in other She used it instory telling,prepo- profoundly deaf language work.She stated that children who"stayed right she had children." Commonidioms and up with hard-of-hearing becamemore natural for the words thatwere difficult to explain She found that. children evenwithout formal Cued Speechhelped children teaching. words. Children,age 6, spontaneously to notice similaritiesin that "toast islike ghost", pointed outto the teacher etc. "movie and T.V. both have the'ye-sound," The overheadprojector was utilized teach CuedSpeech. The in one teacher'sclassroom to transparency is illustratedbelow : 506

The teacher preparedthe transparency of She then cutout hands in the a girl's face and neck. acetate. Once the children consonant. configurations fromcolored had beeonie familiarwith the vowel positions ou the fare, shecould superimpose vowel positionto make a word a hand configuat tonon a manipulate the hands or syllable. The children(0111(1 to make theirown words. A video tapewas made of two teachers School using ('tied at the Mary E. Bennett Speech in theclas:woont. Both teachers tape were eiteitiLt whilepresenting in the teaching cues. They a lesson and were not specifically did not expect thepupils to nit' in One final questionof interest front return. Do you wish Cued the questionnairewas: Speech to lie continuedat Mary E. Bennett ? Of the 17 teacherswho returned yes. Three (3) did questionnaires.1:: said not answer this question;1 was "not sere.'' Some of theanswers were qualified by experiences. classroom One teachervery well expressed the majority of the apparent feeling of dui teachers at Mary E.Bennett when he said: At this point, I feelthat it is still in the tim has elapsed,when a better evaluationexperimental shm, and untilmore for nor against its eau he made, I can neither use in the program for thedeaf child. speak OROSENSORY PERCEPTION IN THEDEAF: IMPLICA- TIONS FORTHE ACQUISITION SPEECH AND CONTROL OF MiloE. Bishop. \[.A., Robert L. Ring.el, Ph.D., Arthur S. House. Ph. IL. Departmentof Audiology and University Speech Sciences,Purdue It is well known that language in itsspoken form (speech) acquired primarilythrough the i; ears. The close relationshipbetween hearing and speechdevelopmentis most apparent developing deaf child, in theyoung where his sensorydeficit is responsible retardation of speechand language for the conditions, whichare still not well understood,development. ruder certain individuals to it is possible for deaf and to developcompensate, in partat least, for their lossof hearing functional speechand language. Before tions most conducivefor teaching speech the condi- the normal to the (leaf can bespecified, process by which speechis acquired and be understood.Such an understanding stabilized must to why some individuals may also provide insightas others struggle develop speech withrelative ease while unsuccessfully foryears. It has been pointedout that speech is touch typingor piano playing, involvinga skilled body action, like and complicatedpatterns of muscularthe coordination ofintricate It follows then activity (Ladefoged,19(37), that speech, likeany other skilled motor can be developed andrefined only when movement, information about the talker has appropriate the progress of theactivity. In speech such information issupplied to the talker production via auditory andoral

513 feedback. Whenauditory function is lost. the talker must rely it is logical toassume that primarily on theorosensory mechanism for the tactile and proprioceptiveinformation needed lizespeech, thusmaking the understanding to acquire and stabi- critical for teaching of oroseusoryprocesses speech to the deaf. Inspite of its potential importance, relatively littleis known about the orosensory processesin the (leaf population. characteristics of the There is, however,a substantial literature that sensory processes postulated deals with the to control speech thatdeveloped in conjunction with notnalauditory function. That that the finelycoordinated motions of literature suggests sequences of spatially and the mouth do notresult front released blindly into temporally patternedmotor impulses the efferent networkfrom centers deep in nervous system. Somepatterns of the motor impulses the fied and mstmeturedat various motor relay must be modi- voluntary control stations along the pathway in accordancewith information front the peripheralsensory appatatus. Experiments received sensory input avenues have in which the block anesthesia, been temporarily disruptedwith nerve however, have reportedthat speech, whilephonet- ically distorted, remainshighly intelligible. (Ringel Ladefoged, 1967; Scott and Steer, 1963; and Ringel, 1970). Itis possible, therefore, that. sonic motorcommands received by are not affected by the absence the articulatoryapparatus of tactile feedbackfront the primary articulators. Scott andRive] (1971) have tance of this issue and emphasized the impo- have hypothesized thata closed-loop (tactile- kinesthetic) feedbacksystem may not operate latory activities. The for all types of articu- possibility of open-loopcontrol for certain articulatory activities,along with closed-loop latory movements, control of other articu- also has been postulatedby AfacNeilage (1970). In such a model ofarticulatory control, the type of feedbackover another may be predominance ofone language/speech development a function of the stage of relative importance of under discussion. Inother words, the speech may be quite. sensory processes in acquiringand stabilizing different, front its importancein controlling the production of highlyoverlearned articulatory guage/speech has been gestures after lan- acquired. During theearly stages of speech development speechmovement can be assumed upon sensory mediation (both to be highly dependent their proper auditory andorosensory, at least) for synergy, but as speech patternsbecome. stabilized, smy mediation appearsto be less important. sen- The demands placed on the oro.sensory mechanismin the young developing deaf childare much greater titan hi since the auditoryfeedback normally the hearing child, and stabilization of available for the acquisition of the (leaf childlanguage/speechprocesses is missing. The ability to substituteorosensory information for auditory functions may welldetermine his ability speech (and sophisticated to acquire intelligible To acquire language abilities). some understanding of theorosensory capabilities of young (leaf adults threeexperiments were Einnts were 18 deafhigh school studentsconducted. The partici- School for the Deafall of whom, accordingenrolled at. the Indiana to school records, hada 508 heating loss in thebet ter ear of and normalintelligence. An more than 80 dB ISOsince birth, high school analogousgroup of 'tona I-hearing students was usedfor comparison. ka'XIIIIUMENT I. Two-POINTDISCRImix.vrios 'Afeasurement oftwo-point tion of two puntiform discriminationtheminimum stimuli that.can be discriminated separa- been commonlyused in neurological as twohas In discussingthe neurophysiologyexaminations ofsensory acuity. orized that two-point of perception,Ruch (1951), the- crimination discriminationis an example of process, and, in fact,may be considered :t basic dis- of sensorydiscrimination in all as the prototype owski (1965)used two -pointsense modalities. Binge!and Ewan- oral region discrimination as a means of assessingthe oral measurements in the speaking subjects,and Addis (1968) sensory capacity of normal the orosensory used this techniqueto compare acuity of normaltalkers and speech found the twogroups not to differ defectives, and Measurements of significantly. the tongue tip two- point disorientationon the lower lip and were obtained by theuse of an esthesioeter, descrilml in detailby Rimtgel and a device eter was designed Ewanowski (1965).The esthesiont- trolled calibrationspecifically for thisapplication and of the appliedforce as well permits con- points. The distancebetween stimulus as distance between increments, witha range of point points is adjustablein 0.5 nun is adjusted byset screws whichseparation from0 to 10 mm. Force fulcrum of the manipulate springtension on the stimulus probe.Gap between calibrated bya micrometer and stylus points and forceare Each subject pressure gauge. chair with hiswas blindfolded andseated comfortably head positionedin a rest that. in a dental Subjectswere instructed, verbally cradled it ata 45° angle. raising the and/or manually,to indicate, by appropriate numberof fingers, whether two stimulus points.The stimuli they felt. oneor ments of 0.5nun on the tongue tip,were presented indiscrete incre- lip. The probe followed bya series on the lower tip was left incontact with the skin two seconds.Increasing and for approximately used three times. decreasing seriesof gap sizeswere each A subject'stwo-point limen converting themedian values of was determined by values usedto represent the each trial intoa mean score; the responses to three series two-point limen,therefore, represent The mean of increasingand decreasinggaps. discriminationscores for the subjects normal-hearinggroups were not in the deaf and two-point limen significantly different.The mean tip and lowervalues and thestandard deviations lip are shownin Table I. The for the tongue differences litmusare consistent with those magnitude of these Ewanowski (1965)and Addis (1968), reported by Ringeland deaf have normal and support theidea that. the there is tactile acuity inthe oral region. no reason to believethat the deaf have In other words eral sensoryor central transmission deficits in the periph- do not provide network. These data direct. insightinto the of course information is processed manner in whichsensory at higher centrallevels.

515 509

TABLE I.SUMMARY TABLE OF MEANS ANO STANDARD DEVIATIONS OF 2POINT LIMEN VALUES (IN MM. FOR TONGUE TIP ANO LOWER LIP FOR NORMAL HEARING ANO OEAF SUBJECTS

Normal Out

Standard Standard Location Mean deviation Mean deviation t

Utile tip 1.15 1.09 1.57 1.78 0.82 Lower hp 2.13 1.60 2.67 1.70 0.96

*p (0.01)=2.57.

EXPERI3IENT II : ORAL FORM DISCRIMINATION Oral categorization ability has been shown by Ringel (1968), Riegel et at., (1970), and Edwards (1970), to be related to speech, and possibly language, facility. To examine the oral ntegorization behavior of the deaf a procedure developed by Riegel and his associates (1970) was used. This procedure, a modification of the two- alternative, forced-choice paradigim requires the subject to orally explore two serially presented plastic forms and determine if they are the same or different. The stimulus ensemble consisted of 9 forms belonging to 3geo- metric categoriestriangle, square and parallelogramwith each category being represented by 3 sizes. The index of size was arbi- trarily taken to be area. The forms shown in Figure 1were made of

0.20 0.25 0.30 IN.2

FIGURE1.Forms used for the oral discrimination tasks.The material is a clear, heat - resistant, inert plastic. The major dimensions of each itcm can be estimated from thc scaleinthc figure; all thicknesses arc approximately %6 inch.

516 510 a clear, heat-resistant inert plastic, approximately Each form was paired with 1/16-inch thick. every other form and itself to providea total of 45 comparisons, of which9 were the same (identical form presented consecutively) and 39were different (forums in each pair differing in shape and/or area).Response bias in favor of different was minimized by allowing the identical, thatis same pairs to appear an additional time. Prior to analysis, thesesham items were removed. The test procedure called fora form to be presented for exploration in the mouth, removed, anda second form presented m its place. The time interval betweenthe removal of form 1 and the presentation of form 2the interstimulusintervalwas approximately 5 seconds. The order of presentationof pairs was randomized for each subject and the order ofpresentation of a given pairwas established npriori by chance. Thesubjects were verbally and/or manually instructed that theywere to determine if the two forms were same or different. Responseswere made either manually or orally. After instruction, the subjectswere blindfolded and tested informally to lie sure they understoodthe task.

TABLE II.RESULTS OF ORAL FOAM OISCRIMINATION TESTING SHOWN AS ERROR PERCENTAGE AVERAGED OVER THE NORMAL A NO DEAF GROUPS SEPARATELY. THE CATEGORY CALLED DIFFERENT HAS BEEN OIVIDED INTO ALL POSSIBLE SUBCATEGORIES IN WHICH THE PARAMETERSBEING VARIED CAN BE ISOLATEO

Error rate (percent)

Normal Deal

Identical Different 20 17 Area varied 9 22 Shape varied 23 44 Both varied 7 19 2 12

The results of the form discriminationtesting are summarized in Table II. For simplicity indiscussion, these resultsare shown .s error percentages averaged over the hearingand deaf groups separately for a variety of comparisonsunder test. The over-allerror rates for the two groups of subjectswere 21 percent for the deaf group and 11 percent for the normal-hearinggroup. In the table, however, the errors have beenarranged by various categoriesto demonstrate that the twogroups of subjects are actually differentiated on the basis of their evaluationof different pairs. In other words (see the first line ofTable II), when identical pairswere pairs at a higher ratethan the hearing subjects, while thedeaf subjects made theseerrors at approximately the same rateas the normal subjects; (2) the talkerswith functional articulatory prob- lents made errors on different pairsat a rate similar to that of the hearing group, while the deaf subjects type. displayed more errors of this EXPERIMENT III: MANUAL FORMDISCRIMINATION Form discrimination bymeans of traction also can be evaluated in the hand. Edwards (1970) hasshown that the ability to discriminate forms manually is not differentin populations of normaltalkers and speech defectives. On theother hand, since deaf educatorssoft,- times express theidea that,as a result of their hearing the cognitivedevelopment of deaf impairment, test of form discrimination children is retarded,a manual deficiencies in provides a controltask to accountfor the oral experiments.response attributable to thecategorical labels usedin Accordinglya manual form discrimination task was administeredto the subjects who form task discussedabove. participated in theoral The overallerror rates in the manual not. very different forthe normal-hearingdiscrimination taskwere percent and 11 percent, and deaf subjects,being 13 Table IV, shows respectively. A breakdownof the errors, in that the patterningof errors in the was the same for thetwo groups of subjects. test materials subjects performedas well as, or better, In general the deaf subjects erred incalling them din presented, bothgroups of the time. erent approximately20 percent of On the other hand, when pairswere different, the deaf subjects called theitems the group of the normal same more than twiceas often as did - hearing group. The lowerportion of Table II error rates when eitherone parameter also shows allowed to was varied or bothare vary. The relativedifference between the greatest whenmore than one parameter two groups was The resultscan be compared directlywas manipulated. Rossman (1970) to responses collectedby from a group ofnormal talkers and talkers with functionaldefects of articulation, a group of forms. In thatstudy thegroup of articulatoryusing the sameset of made errorson 17 percent of their defective subjects made errors 11 trials, while thenormal subjects percent of the time.A more detailed the Rossmanresults are shown breakdown of present. experimental in Table III forcomparison with the findings; theerrors of the two normal have been pooledfor convenience. groups experimental The patterning oferrors in the groups front the twostudies differs in respects: (1) the talkerswith functional two major errors on identical pairsat. a higher ratearticulatory than problemsmade while the deafsubjects made these the hearing subjects, rate as the normal errors at approximatelythe same latory problems subjects; (2) thetalkers with functional ;mule errorson different than the articu- These results, ofcourse, do not support. hearing subjects. factors contributed the idea thatcognitive significantly to thepoor performance of the on tasks of oral formdiscrimination. deaf

TABLE III.THE RESULTS OFORAL FOR.( DISCRIMINATION LATORY DEFECTIVE SUBJECTS. TESTING FOR NORMAL-SPEAKING, RESULTS ARE EXPRESSED DEAF, ANO AR TI CU- AS ERROR RATES AVERAGED ARTICULATION DEFECTIVE GROUPS I SEPARATELY, WHILE THE OVER THE OEAF ANO STUOIES HAVE BEEN POOLED NORMAL-HEARING SUBJECTSFROM BOTH

Error rate (percent) Normal Deal Articulatory (n=38) (n=18) (n...20) Identical Different 22 Area varied 7 45 8 22 Shape varied 24 9 Both varied 44 27 4 19 9 2 12 3 Data for articulatory defective subjects are drawn froma study by Rossman (1970).

518 512 It. has been previouslydemonstrated that tion !Mienson the". tongue and lip two-point discrimina- and normal-hearing were the same ina group of deaf young adults. Theseresults were mean that the deafhave normal interpreted to of this normalacuity the sensory acuity in themouth. In spite of oral form performance of thedeaf subjects till:eliminationwas significantly on a test normal-hearing subjects.This inferior worse than that of the attributed to performance shouldnot be some general cognitivedeficiency in the tion shire theperformance of the deaf popula- form discrimination deaf subjectson a test of manual was equal to thatof the normal-hearing jects. Similarbehavioral sub- and in articulatory deficiencies--both inform discrimination abilitieshave beennoted in various of persons withspeech disabilities. populations deficiencies in oral It is temptingto speculate that in some form disrriminationmay be a signal of underlying merhanismsaffiliated a deficit This line o'reasoning has been with language/speech. (1970), stated previously discussed.Riegel et al. Retention, anatomical mill to be critical maturation, and motor for the development development. factorsthat are also said tounderly the of formdiscrimination abilities. processes of speech.One can ask, are sensory-discriination311111itieti 111111 speech therefore, whether relationship. or whether development exist ina cause-etTeet neurological maturationthey both are relatedto a more general and /or perceptualskill development. factor such us Either of theabove alternative influenceon future therapeuticexplanations is likelyto have a direct thinking. Should hypotheses beaccepted, then the canseeffert sidered as orosensory disturbancescan be con- an additional etiologicentity for disorders and ways ofcompensating for of articulation, should be sought. disrupted Such compensatory orosensory input channels of prostheticdevices (Grossman measures may take theform enhance or inhibit and Bosnia,1903), drugs which sensory input (Riegel,1908), training developing alternateinput. channels aimed at (Chase, 1967) in lieu ofthe disturbed and/or trainingspeech defective one discrimination tasks(Riegel et al., persons in oral form orosensory discrimination 1970). If,on the other hand, lated to abilities andspeech development- more general factors,Riegel et al.. arc re- that itmore global approach, (1970) havesuggested such as that usedwith brain-injred perceptually disturbedpersons, may be appropriate. or Considering the heavy demandsplaced on deaf childrenin developing orosensory processes of language/speech, and experiments reportedin thispaper, it is conceivablethe results of the sory characteristicsof a deaf child that theoroseu- chances for may strongly influencehis developing intelligiblespeech. TABLE IV.RESULTS OF MANUAL FORM NORMAL AND DEAF DISCRIMINATION SHOWN ASERROR PERCENTAGES GROUPS SEPARATELY. THE AVERAGED OVER THE POSSIBLE SUBCATEGORIES CATEGORY CALLED DIFFERENT IN WHICH THE PARAMETERS HAS BEEN DIVIDED INTOALL BEING SPECIFIED CAN BEISOLATED

Error rate (percent) Normal Dot Identical Different Area varied 16 10 Shape varied 12 9 Both varied 45 36 2 1 1 1 513

ACKNOWLEDGMENT This investigation was supported in part. by Public Health Service Awards I K03 1)E 32614-03 and I R01 DE 02815-03 from The National Institute of Dental Research, the Air Force Cambridge Re- search Laboratories under Contract Ali' 19(628)-5051, and by the National Institute of Neurological Diseases and Stroke 5 TOI NS 05574. LIST OF REFERENCES Addis, NI. G. Oral perception: An evaluation of normal and defective speakers. Unpublished M. S. thesis, Purdue University (1968). Chase, R. A. Abnormalities in motor control secondary to congenital sensory defects. In J. F. Itosum (Ed.)Symposium on Oral Sensation and Perception. Springfield, Illinois. Charles C. Thomas (1967). Edwards, E. R. A Comparative study of form perception, kinesthetic and spatial orientation abilities in articulatory defective and normal-speaking children. Unpublished M.S. thesis, Purdue University (1970). Grossman, R. C. and Bosnia,.1. F. Experimental oral sensory prostheses. .1. Dent. Res.,42, 891 (1903). Ladefoged, P.P.Three Areas of Experimental Phonetics.London, Oxford University Press, 162-163 (1907). NIneNellage, D. F. Motor control of serial ordering of speech.Psycho,. Rev., 77, 182-196 (1970). Ringel, R. L. Tactile perception: Form discrimination in the mouth. Paper presented to the -14th Annual Convention of the American Speech and Hear- ing Association. Denver, Colorado (November, 1968). Ringel,' R. b. and Ewanowski, S. J. Oral perception: I: two-point discrindim- lion..1. Speech Hearing Res..8, 389-398 (1905). Ringel, R. L, House, A. S., Burk, K. W., Dolinski, J. P., and Scott, C. M. Some relations between orosensory discrimination and articulatory aspeets of speech prminction..1. Speech Hearing DIR.,35, 3-11 (1970). Mime!, It. L. and Steer, M. 1). Some effects of tactile and auditory alterations on speechoutput.. /. Speech. Hearing Res.,0, 309-378 (1903). Hussman. Mar. The effects of controlling stimulus size and shape upon oral form discrimination in articulatory defective and normal speakers. Thu mb- lished M.S. thesis, Purdue University (1970). Ruch, T. C. Sensory mechanism, Ch. inHandbook of Experimental Psychology. S.S. Stevens. (Ed.) New York, John Wiley and Sons, Inc. (1951). Scott, C. M. and Ringel, R. L. Articulation without oral sensory control. .1. Speech Hearing Res.,in press (1971). THE RECEPTION OF VERBAL INFORMATION BY DEAF STUDENTS THROUGH A TELEVISION MEDIUMA COM- PARISON OF SPEECHREADING, MANUAL COMMUNI- CATION, AND READING Robert. R. Gates, Ph. D,, National Technical Institute for the Deaf How should verbal information be presented to older deaf students in order to assure a maximum degree of reception of that information? This question, because of its relationship to student success within a post-secondary, hearing environment, is a high priority area of research interest at NTID. I recently had the opportunity to direct a. research project aimed at the question of the degree of receptive functioning of deaf young adults when presented with verbal information through several different communicative modes and combinations of these modes. Today, it is my purpose to: (1) describe this investigation, (2) share the results of the investigation with you, and (3) discuss the possible extension of these findings into the learning environment. 514

PART I : THEINVESTIGATION dichotomize informationinto two categories: One can very crudely the transmission ofboth verbal and non-verbal.And, with regard to of categories of information, wecan discussthe primary channels transmission. Table 1 denotesthe primary modes auditory and visual information is transferred through which verbaland non-verbal through the auditoryand visual channels. TRANSMITTING INFORMATION TABLE I.PROCEDURES FOR

Transmission/Channel Visual Auditory

Print. Speech Pictures. Verbal information Music (without singing) and nonspeed sounds Nonverbal information

hearing losses relyprimarily upon However, persons with severe Speechreading, the the visual channel toreceive verbal information.and written lan- manual alphabet, thelanguage of signs, gestures, either independently or incombination by the deaf guage are used Thus, we see a relianceby deaf persons to receive verbal messages. within the oral societyfor upon the visualchannel to compensate their inability to hearspeech distinctly. with transmission of Our initial interest inthis area was primarily medium of television;for within the RIT information through the into the mainstream environment deaf studentswho are integrated and take classes withhearing peers often of academic programmingtelevised course orportion of a course.Addi- face the challenge of atelevision was a majortool which couldbe tionally, we felt that those academic programs used effectivelywith deaf students in alone (i.e., Vesti- within NTID which aredesigned for deaf students Certificate-Diploma-Associate DegreePrograms). bule Programs and project designed to compare Accordingly, we embarked upon a deaf students whoviewed the amount ofinformation received by the followingtelevision formats: 1) A speaker only on anormal screen. 2) A manual languagetranslator on a normal screen. onlywith the captions"crawling" from thebot- 3) Captions then disappearing. tom to the middleof the screen andtranslator in a split - (4) A speaker and amanual language screen format. captions in a split-screenformat. (5) A speaker and in a split-screen (6) A manual languagetranslator and captions format. captions in (7) A speaker, a manuallanguage translator, and format. a split-screen (each of which used oneof the for- Seven treatment videotapesdeveloped with thevariables of rate and mats just described) were information in Therateof presentation of all content controlled. approximately 125 words perminute. each of the treatments was treatments was a 1620word contentof all seven videotaped The two warring Africannations. This content fictional story concerning the sixth gradelevel of was predeterminedto be at approximately reading difficulty.

1 FIGURE 1

TELEVISION SCREEN DISPLAYS USED IN THE SEVEN TREATMENT VIDEOTAPES

TREATMENT TAPE S-C TREATMENT TAPE S-T

Speaker M.L.T.Speaker Captions

Horizontal "split" Vertical "split"

TREATMENT TAPE S-T-C TREATMENT TAPE C

M. L.T . Speaker Blank

Captions Captions

Three-way "split" Horizontal "split" TREATMENT TAPE T TREATMENT TAPE T-C

Manual Manual Language Language Translator Translator Captions

Normal Screen Horizontal "split" TREATMENT TAPE S

Speaker

Normal Screen

515 516

The experimental populationconsisted of 140 students whowere randomly selected from thosestudents entering programsat the National Technical Institutefor the Deaf who met five criteria: (1) Severe hearing 1111pailllellt(operationally definedas a hearing level of 80(111or greater (ISO standards) in the better ear, pure toneaverage for the speech range: 500 2000 Hz.). (2) Seventh gradeor better reading level (as estimated front scores on the Cooperative Reading Test.). (3) Average or better intelligence(as measured by the performance scale. of the WechslerAdult. Intelligence Scale). (4) Normal vision (or visioncorrected to normal standards). (5) No remarkable centralnervous system disorders. The 140 subjects, whowere randomly selected, displayed, group, the following characteristics: as a (1) They were profoundly deafas indicated by a mean, betterear, hearing loss of over 96 dB. (2) Their mean readingachievement level was better thanap- proximately one-third of the9th grade hearing students upon whom the Cooperative Reading Test,was standardized. (3) They were aboveaverage in intelligence. (4) They were approximately21 years of age.

TABLE 2.SUMMARY OF GROUP CHARACTERISTICS

Characteristic Mean I Standard deviation

Hearing level' 96.17 dB Reading levels 16.10 dB. 32 percentile +1 S.O. w 59 percentile.- 1 S.0.=11.1 percentile. Intelligences 114.8 Age 10.52. 20.9 years 2 years.

I N wi 140. Based upon each subject's purelone test standards. average for the better ear across the speech range, 500-2.000 Hz.ISO 3 Based upon norms established for 8.839 9th grade hearing students on whom the Cooperative Reading Testwas standardized (available through Educational TestingService). 4 Based upon scores on the Wechsler Adult Intelligence Scale, Performance Section.

The 140 subjectswere thenrandomly assignedto seven treatment groups of 20 subjects each. Each of the sevengroups then viewed one of the seven videotaped treatments, the treatmentbeing different for each ofthe seven groups. Upon completion of thepresentation to each group, 39 four-alternative multiplechoice items were administeredas a measure of immediate recall of verbal informationpresented (or of "learning", if you will acceptan operational definition of that term). The test was designed tomeasure retention of factual information contained in the story,or learning at the initial level, i.e., knowledge of specific facts as defined byBloom, et. al. (1956).

PART II: THE RESULTS The various treatment groups'responses (see Table 3) on the criterion instrument,were as follows:

523 517 The group which viewed captionsonly had a mean score of 26.0. The group which was presentedwitl, all three modes (speaker, tras17tor, and capt ions) had a mean score of 25.7. The groupwhich viewed a speaker and captions wasexactly theSR 111Pwith a mean with a translator and captionshad a mean score of 25.7. The group of score of 24.0. The groupwith a translator only had a mean score 15.0. The group which viewed aspeaker and a translator had a mean score of 13.7. The groupwhich speechread a speaker onlyhad a mean score of 13.5.

TABLE 3.RELATIVE PERFORMANCE OF SEVEN GROUPSON TEST OF IMMEDIATE RECALL OF VERBAL INFORMATION PRESENTED

Standard Range of Mean score' deviation scores Treatment Grovel

26.05 7.704 11-35 C 25.65 10,046 12-38 S-T-C 25.65 7.357 14-37 S-C 23.95 6.874 13-36 T-C 15.05 3.866 4-22 T 13.50 3.735 5-20 S 13.70 2.431 9-20 S-T

N .20 for each group. IA chance score would be approximately 10 (9.70- 30-39. possible range of scores. Note that the scores obtainedby the three lower-scoring groups were not a greatdeal above chance. Interesting too,is that the highest scores obtained by the threelower-scoring. groups were not as high as the mean scoresof the four higher - scoring groups. This data was subjected to ananalysis of variance test. and the yield of this test indicated significance atwell above the .001 level of probability (in fact it was higher than anystatistical table available perhaps at to us). We might. estimateit to be the .000000001 level or even a more ludicrouslevel. But the fact is evident.These were not. "chance" differences which occurred.Of this we can be quite certain.

AMONG THE SEVEN GROUPS ON TEST OF IMMEDIATE TABLE 4.SUMMARY OF THE ANALYSIS OF VARIANCE RECALL OF VERBAL INFORMATION RECEIVED

Sum of di Mean square Source of variation squares

4612.87 6 768.81 20.49 Between treatments 133 37,52 Within treatments 4989.55 139 Total 9602.42

p <.005 (p.005.3.09). A further analysis, using Duncan'sNew Multiple Range Test, indicated that in terms of performancethe treatment groups settled into two classes: three inferior groupswhich did not differ significantly from one another and foursuperior groups which did not differ significantly from one another.The common difference between the superior groups and theinferior groups was the incorporation of captions into thepresentations of all superior groups.

524 TABLE 5.SUMMARY OF THE APPLICATION OF DUNCAN'S NEW MULTIPLE RANGE TEST TO THE PERFORMANCE OF THE SEVEN GROUPS ON TEST OF IMMEDIATE RECALL MeansTreatments 13.50 Sr 13.70 S-Ti 15.05 Tr 23.95 T-CI 25.65 S-Cl 25.65S-T -Cr 26.05 Cr Shortest p.001rangessignificant at S-CT-CTS-TS 15.0513.50 13.7025.6523.95 10.2510.90 8.90 10.6012.6011.95 10.6011.9512.60 13.0011.0012.35 R;=2.71.14=2.68.Its=2.65.R4It3=2.56.R2 ==2.48. 2.61. 001-3 S-T-C 25.65 S S-T T 3 T-C S-C S-T-C C 2 Any 2 treatmentThe meansmeans range notbetweenunderscored underscored 2 means by theby is the samenot same listed line linewhen are are 6e it significantlydidsignificantly not exceed different.different. the apropriate significant range at p.001. 22 519 A test of delayed recall of informationfollowing one week duced similar resultsin terms of pro- clustering of mean scores and in terms ofgeneral treatment. groups into thesame superior-inferior classes. The results of thisinvestigation, as I have that televisioncan convey verbal informationsummarized, indicate given that this to the deaf student., r, information is presentedin a graphic (captioned) mode. The findingsof this study provide speech or manual no evidence that. either communication areas effective as captious in veying verbal informationto deaf students. con- The study's findings also indicate thatcombining a speaker a manual languagetranslator with captions and/or increase the amount does not significantly of verbal informationa deaf student receives. A. presentation of captionsalone serves munication-mode formats. as effectively as combinedcom- visual channel On the other hand,it is interesting that overloading did notseem to occur in those instances in which deafstudents were presented tion-mode formats. with combinedcommunica- The presentation ofinformation by and/or a manuallanguage translator a speaker appear to interfere with together with captionsdoes not the reception of thatinformation by deaf viewers of the presentations.This is most interesting ings reported byvon Mondfrans and Travers in light of find- overloading canoccur when dual channel (1064) thatsensory appears, within the context presentations are made. It of this study, thatsimilar overloading problems are not thecase when information is visual channel alonein multiple-mode formats. presented via the Part III: DISCUSSION The use of captionsto present. the verbal this study showedclear advantages information selectedfor communication over the use of speechor manual as visual communicationforms. The absence of s.eechor manual communication presence or little or no difference. with the captions made Students whowere called on to read speech, tion, or both, gainedremarkably little manual communica- format. Those who had information from thetelevision print performed the opportunity to readthe information in considerably better withinthe same time frame. A. Direct implications The most immediate implication of thisstudy relates to the dent. population involvedin the study itself. stu- presented verbal When deaf studentsare information in televisedfonn this information should, where possible,be captioned. The the videotaped manual videotaped speaker,or interpreter, may havelimited valueas a means of presenting verbalinformation to the deaf The activities ofCaptioned Films for viewer. Education for the the Deaf of the Bureauof Handicapped of theU.S. Office of Education, both in their supportto the captioning of ment films for deaf educational and entertain- students and adultsnationally, and in their port. of projects whichare exploring ways of sup- programming, should be encouraged. captioning television To the extent thatit is feasible, deaf verbal information in students should beoffered graphic form. If deafstudents gain information

77.903 0 - 72 - 34 C-9 520 from readingtelevised captions, similar materialin print. they shouldno less be able graphics Print. can take to read as textbooks,duplicated the form ofsuch prepared other forms. materials,course outlines, amplei offerProgrammed and and the opportunityforcomputer-assisted deaf instruction, forex- graphicallypresented materials students to readdirectly from which are inan instructional B. Indirectimplications format. The treatment materials usedin this pared. That.is tosay, they were investigationwere pre-pre- tion ata later date. developedbeforehand for setting where What does thisstudy imply presenta- the teacher for theclassroom matio illadvance? cannot "script"every item of verbal There infor- are ways in whichthe teacher tion graphicallyto his or her can present verbal most teachers students virtually informa- already do,whether they in real-time.Indeed, simultaneousmethod", identify with school, "total or with theas yet inadequately"oralism", "the erous use of thecommunication".Most teachersof the deaf defined books. All chalkboard. Allassign readings make gen- develop worksheets. The in text. andwork- known to theteacher of the importance ofcharts is for "real-time" deaf. Manyuse the overheadvery well pencils. The presentation,employing projector Mediated Interaction transparencies andmarking 1968) topresent and Visual Response such efforts, monitorinformation system (Wyman, all implicitlyor explicitly graphically, andother receive informationwhich is suggest thatdeafstudents The findingsof this studypresentedgraphically. should not.consider a lead me tospeculate rather as "graphic" method, upon whetherone a method already not as aninsurgent, but Is there infact, an "oral"very much inuse. method? The method? Is therein fact tion of verbalinvestigation justdescribed a "simultannous" information in suggests that the account for graphic formto a deaf student.presenta- most of theverbal information may to informationthat must be he receives,as opposed communication. speechreador obtained through The abovequestions manual What is therelative amount can be carriedat step further. neous" teacher of time whichan "oral" or gives topresenting verbal a "simulta- student ingraphic form? informationto the deaf teacher using How muchinstructional time overhead either methoddevote touse of the does the projector, captionedfilms and chalkboard, the workbooks, andtextbooks? It. filmstrips, prepared methodsare presenting is possiblethat teachers passouts, verbalinformation using both extent thanthey realize, graphically toa greater advantage. but yetare not usingit to the Deaf students nutximum graduateor leave both ronments withsimilarly oral andsimultaneous envi- could bea common, depressededucational ods (which fundamental element achievement.There is thepresentation of operating inboth meth- which is hiddenby the verbal information with defenseof the oralpreoccupation ofmany educatorsgraphically), modes of method or the of the deaf conveying verbal simultaneousmethod as tional dichotomy,graphicinformation. Andbecause of this receive the close means of presenting tradi- attention andemphasis whichinformation donot mum effectiveness.Total isnecessary for maxi- communicationwouldappear to have in- 59P, 5(21 corporated the "graphic approach" within its conceptual framework, but its recognition hangs dnngeronsly close to nil because ofan emphasis on defense of manual communication asan integrated part of the concept. of total communication. Stronger emphasis should be placed upon reading development, with this emphasis beginning very earlyin the deaf child's educational experience and extending throughout his academiccareer. Basic to emphasis at an earlier age on reading development, is the need for an investigation of the preschool deaf child's capacity to receive and code verbal information presented in graphic form. It is sufficient, to say (hat we have not yet cultivated reading and the teaching of reading to the point that it has becomean important, part of the communicative repertoire of the deaf student, generally. Another implication deals with the application oftechnologyto education of the deaf. Is current technology capable of offering teachers of the deaf systems which would permit presentation of verbal information graphically in real-time? For example, doescom- puter technology have the capability of translating speech into its graphic counterpart so that this graphic informationcan be presented simultaneously with (lie oral presentation? The rapid advances in computer technology made during the past decade make the prospects for positive answers to this question optimistic. The application of such technological innovations within education of the deaf might, have far-reaching implications. For example,we are close tothepoint. where a stenographic machine can be interfaced with a. computer which will convert. the symbol code of the machine into "written" language and display it.as captions on at television screen. Such a transition from speech to written language could occur with a time delay of less than two seconds. The implications of such "real-time" transition of spontaneous verbalutterances into their graphic equivalents are far-reaching in regard to education of the deaf. C. Rome additional questionR Does the nature of the subject. matter (e.g. historyvs. science) influence the amount of verbal informationa deaf student receives through a particular mode of communication? Does the level of complexity (e.g. concretevs. abstract.) of the information influence the amount of verbal informationa deaf student receives through a particular mode of communication? Is the amount of verbal information received by deaf students influenced by presenting the information inone mode (e.g. manual communication) and measuring its reception ina second mode (e.g., graphically)? How does the reading ability of the deaf student interact. with the amount of verbal inforination he can receive through captions? Does the amount, of verbal information received by deaf students differ when the information is presented "live" ina particular communication mode and via television in thesame mode? Does the use of a simultaneous communicator (one individual speaking and using manual communication simultaneously) result in greater reception of verbal information by deafstudents than a mammal communicator and a speaker onit "split" television screen? 528 522 D. A word of caution I would be remissif I did not remind tions of this investigation. you of some of the limita- The question of howbest to present verbal information to deafstudents is so central focus of so much debate to their education and the vidual may be among educators of the deafthat the indi- tempted either to dismissor to overgeneralize on the results. This studycan and should be criticized search endeavor,so long as it is criticized for like any otherre- I hope. thatyou will not interpret valid reasons. However, ings) as the rationale my remarks (and this study'sfind- for and as a pleato do a better job of teaching the deaf studentto read. The implications a deeper extent, philosophically. of this research extendto In closing, I wouldlike to review for tion utilized in this you again that the popula- experiment were studentswho had been admitted to a post-secondaryprogram for the deaf. The records of these studentsshowed them to be admission telligence. These students average or above in in- also displayed readingabilities of imately seventh gradelevel and above. approx- The particularpresentation of verbal into the study consisted information incorporated of a narrativepassage which was predetermined to be at the sixthto seventh grade level There was no aural input of reading difficulty. of information; thusno cues from residual hearing were available.The treatments white, by way of were presented in black and and a third-dimensiontelevision. Therefore, thevisual elements of color were eliminated. Color and thethird dimension may be importantto speechreading and/or communicat ion. reception of manual LIST OF REFERENCES Bloom, B. (Ed.), F.:1)0011ft, of educational objectives,M., Furst, B., Hill, W. E.,Kratbwold, D. Taxonomy Co., 1950. Handbook I: Cognitive domain.New York : McKay von Mondfrans, A. 1'. & Travers, presented through two R. M. W., Learning ofredundant material 19, 743-751. sensory modalities. Percept. andMotor Skills, 1064. Wyman, R., A visualresponse system for small-group Instruction, 1968, 13, 714-717. interaction. .4 in/Joy/snot THREE YEARS OF THE TOTALAPPROACH-1968-7I Roy K. Holcomb, AreaSupervisor, Hearing Impaired Program, Santa Ana Unifiedand Junior CollegeDistricts On September 10, 1068, the Santa Ana Registergave a whole page to a new program forteaching, the deaf The headline of this located within the city. article was "New ProgramMay Shatter Tradi- tion in Teaching Deaf."Since the write-up in there have been the Santa Ana Register, a number of othersources giving recognition Santa Ana District fororiginating the Total to the Total Communication Approach and/or the follow : movements in America. Someof these sources Jim Cooper, CBS Television,Fall, 1008. Milt Brouhard, The Los Pages 1, 14-10. Angeles Times, November17, 1968, Section L,

529 523

The Deaf American, (Indianapolis,Indiana) April, 1060, Pages 0-11. Donald F. Aloores. Bdueation of the Deafin the United States. University of Minnesota. November. 1970. Page31. The Deaf .4merimn. Volume 23, No. The Deaf Spectrum. (Beaverton, 6. February 1971, Page 34. Page 13. Oregon) April, 1971, Volume 2, No. 4, The Endeaver, (Washington, D.C.)Volume 2, No. 2, Spring 1971, Page 1. The new program has also beenexplained during several television appearances, in twodocumentary filnist and atnumerous speaking engagements. Perhaps it is in order at this timefor the Santa Ana story to be told more fully. Not only theSanta, Ana story but the results of the three years of instructingdeaf children via the Total Approach since an ever increasing numberof people are requesting the same. First a few words aboutthe education of the deaf prior to The Total Approach.

EDUcATIGN Pima TO THE TOTAL APPROACH The education of the deaf in Americafor pre-school and elementary children has been strictly oral,without, exception, formany years. Contrary to public opinion the residentialand state schools have been as oralor more so for pre-school and elementary school children than the day schools.Only in recent times havea few schools experimented with lingerspellingto be used along with speech and speechreading. Noone has dared to teach the deaf as the great. majority of the (leaf themselvesbelieved it should be done, i.e. using all means of communicationand especially the language of signs. For many years oral educationhas been the means ofinstruc- tion despite the well known facts that: 1. Only a small percentage of the lips. spoken word is visible on the 2. After many years of training thespeech of the great, majority of the (leaf cannot be understood outsideof the family or outside of the classroom. 3. Most deaf people use the languageof signs in latter years and especially after they leave school. 4. Many research studies show that,the language of signs does not hurt speech and speechreading. . 5. Only five percent of the "graduates"of our schools achievea tenth grade educationor better. (Yet, nearly all research shows that the (leaf have normal intelligence.)

THE SANTA ANA PROGRAMFOR THE HEARING IMPAIRED The Santa Ana Program forthe Hearing Impaired is the oldest. program of its kind in Orange County. Itserves children from 3 through 12 years ofage from 15 school districts, mostly in southern Orange County. The first teachers inthe program were the Fitzger- ald Sisters, one of whom inventedthe Fitzgerald Key elsewhere. The Santa Ana Programwas established in 1948 as an oralprogram and attempted instruction whollyby oral means until 1968 when it changed to The TotalApproach. The Total Approach isusing everything and anything that willhelp the children here andnow. Among the many factors which makeup The Total Approach are

530 524

the parents, the hearing children,the conmumity, extra curricular activities, the curriculum, the teacher,and Total Communication. Total Communication is using allmeans of conummication with the children, especially at the earliestpossible age. Total Comunica- tion as used in the Santa Ana Programconsists (if auditory training, speech, speechreading, fingerspelling, andthe language of signs. The signs as used in the Santa Ana Program consist. ofcombinations of old signs, S.E.E. (Seeing EssentialEnglish) signs, and new signs made up by the hearing impairedstaffat. the school. The new signs aremidle around the basic. old signs usingthe first letter of the word. For example, all signs referringto eat or food would be made at the side of the mouth using the firstletter of the word. Sonic examples of these words-would be eat, food,grocery, breakfast, lunch, dinner, supper, etc. Signs are made at the side of the mouthin order to reinforce and supplement speechreadiug.While all things used in the Total Approach are vital, Total Comuumication is basic. This is trite because the deaf child must.see what the hearing child hears if lie is to have every opportunity to realize hispotentials for full growth.

How IrALL STARTED IN SANTA ANA During the summer of1968,the Santa Ana Unified School District established a new positionas area supervisor of its program for the hearing impaired. This positionwas offered to Mr. Roy K. Holcomb, then a member of the LeadershipTraining Program in the Area of the Deaf at San Fernando ValleyState College at. Northridge, Cali- fornia. Mr. Holcomb, himself (leaf,was a strong advocate of all means of communication for the deaf. Two ofhis most. widely quoted sayings are "Communicate withthe deaf in any wayyon can stand on your head, if necessary."and the deaf need "Everything and then some." The last sloganwas adopted as his class' motto. Mr. Holcomb hit. upon the terminologies"Total Approach" and "Total Communication" from a su_permarketslogan advertising Total counts. Dis- The plans for the Total Approachwere written up in1967 while Mr. Holcombwas a member of the staff at. the Indiana School for the Deaf in Indianapolis. Theplans were first discussed with Dr. Ray Jones and Dr. LloydJohns, faculty members of the Leader- ship Training Program in theArea of the Deaf in1968,before being put. into operation at thestart. of the1968-69 Ana. school year in Santa The first year All of the parents and teacherswere told prior to the opening of school that the Total Approachwould be the new method of instruction for all classes and childrenin the Hearing Impaired Program. Two new teachers, both of whomwere already familiar with Total Communication, instructed the otherteachers prior to the opening of school. Classes in TotalCommunication were immediately for the parents, hearing children, set up and people in the communityat large. The speech of all of thechildren was puton tape right. at the beginning. The childrenwere given various achievement and other tests by which they could be evalinded.Testing has continued the past three years. over Visitors From the beginning visitors front all over the country, Canada, and Europe have come to observe theprogram. These visitors have just about doubled each year. During the thirdyear, 1970-71, it was a rare day when there were no visitors. Many of the visitors had heard of the program by word of mouth while others hadread about it. in various publications orseen it on television. Many of the visitors were quick to point out that the children here seemed to beso much happier than um other schools (hat they had visited. Othercomments made by visitors, who were educators and/or authoritieson the ethical ion of the deaf, were : 1. There seemed to be a great. deal of communicationamong the children themselves. 2. The children seemed to vocalize and attempt to talkmore. 3. Many of the children were reading and learningbeyond even what hearing children were doing at thesame age level. 4. The leachers were out of this world and especially dedicatedto their jobs. 5. The hearing children integratedvery well with the deaf children, especially those who knew Total Communication. The most common questions asked by visitorswere: 1. How was the Total Approach sold to the district, theparents, and to the teachers? Mr. Howard Harrison, former personnel director andnow associate superintendent was the firstperson in Santa Ana to hear of the Total Approach. Mr. Harrison had worked with theprogram for the deaf previously. lie saw merit in thenew plan and offered Mr. Holcomb the opportunity to try it. out; in Santa Ana. However,before Mr. Holcomb look the job he talked with the parents andgave them the opportunity to accept or reject. thenew method. The parents wanted it. and the leachers went, along with theparents and the district. 2. Does the language of signs hurt speech? Every indication is that it helps. 3. 1)o the parents of the hearing children objectto their children learning the language of signs? No, they think it. Is wonderful. There hasnot been one complaint front the parents of the hearing children inthree years. Activities over the last three years The last three years have been busyyears for everyone involved with the Total Approach. Theseyears. have also been most. exciting ones. Below we have listed a few of the many activities that have occurred. 1. A panel of 11 deaf adults opened the first. meetingof the Santa Ana Guild for the Deaf during the 1968-69school year. This was a milestone for the deaf being Involved in theeducation of the deaf in the Santa Ana School District. 2, In 1968, two teletypes were installedat the school. One was placed in n class for deaf children and theother in n class for hearino. children. Then for the first. time thedeaf and the hearing could communicate with each other via "wires". Muchof the hearing world was brought to the deaf world via the teletypes. 3. Extracurricular activities the community. were sponsored by Activities thatthe community volunteers from ballet, art,gymnastics, and have helped with rooms to help the Indian Guide. are teachers as needed. Others were usedin class- Integrationntegration with primary and elementaryinterpreting services children going were provided forthe hearing children.All into classeswith regular were interpreted programs, movies,and television 5. The Santafor all children. programs Aim Guildfor the Deaf Nearly 1,000peoplecame the first had two benefitshows. year. year and nearly 2,000the second 6. Large portionsof both Wind" and "Deaf documentary films, Children"were filmed at. "Never To Hearthe 7. Daily lessonsfor the pre-school our school. sent. home in the and kindergarten the children's language of signsso that the parentschildrenwere learningeven when they did could reinforce speech. not understandtheir S. Workshopson the Total from other Approachwere sponsored schools requestingthe same. for those Testing' EVALUATION All of the the start ofolder childrenhave been given the newprogram- One noticeableachievement testssince testingptogram was that observation of each year. At younger children the the beginningit was most. were able to betested older children(10-12 yearolds) as difficult totest. even the simplest directions communicationto explain the Test results of was lacking. Beloware the California the 10 oldeststudents : Achievement

Student Age (1971) 1968 1969 A 1970 1971 8 12 1.5 C 12 1.6 3.6 0 3.2 3.7 3.9 9 3.9 5.0 E .. 9 1.1 1.4 ... 1.1 1.9 f 13 l.7 1.4 2.0 G 12 1.8 3.4 H 3.5 3.6 3.4 12 1.7 4.0 5. 2 .. 9 1.8 3.7 1 1.4 3.9 8 2.3 4.3 11 4.4 4.8 1.9 3.1 5.6 6.5 Three of theabove children or no Englishwas spoken in thewere Mexican-American,where little All exceptone child was born home. Anotherchild wasKorean. children became deaf. One ofthe Mexican-American loss of the deaf at fivefrom spinal childrenwas mostly profound.meningitis. Thehearing the children The intelligence was mostlyaverage. The child who range of deaf parentsand had used scored highesthad While mostof the olderTotal Communicationsince hewas a baby. last three children havemade years with the TotalApproach, progress over the every indication isthat the The render shouldbe aware that "graduate" onlyreaches a third gradesome studies showthat the average rending level anda fifth grade overalldent high school achievement. 527 children who started ont withthe Total Approachfrom the very beginning will do even better.Psychologists state that soniceighty place before a child is eight yearsof age. percent of all learning takes Total Approach gives very young Taking this into account the of children every opportunity tomake it during their prime years learning. Last winter testing wasconducted on the first class»sing Total The children were in theirthird year Approach from the beginning. There were of school having started whenthey were 3 years of age. 8 children in the class, allof whom were 5 yearsof age at the beginning of this school year. Thechildren were tested with the Stanford Achievement Test; PrimaryBattery, as distributed and scored by the Office ofDemographic Studies at Gal landetCollege. Results follow :

Word Paragraph Average Vocabulary Spelling Arithmetic Student reading meaning

1.3 2.6 1.2 1.8 2.2 1.8 1.3 1.3 A 1.6 1.4 1.0 B 1.0 1.1 1.3 1.3 1.4 1.5 1.2 1.4 C 1.8 1.4 1.0 1.1 D 1.7 1.2 1.4 1.6 1.7 1.2 () 1.5 E 1.5 1.4 2.1 1.1 F 1.6

'Child was upset. Did not attempt to test this put. It is noted that the presentperformance of many of theother pre-school children in the classroomindicate that they should score as well or better thanthe first class above. Tata era There are 10 teachers on the staffin the program for theHearing Impaired at the James MadisonSchool. All of the teachers were trained to teach via the oralmethod. Most of the teachershave taught in oral programs around thecountry. Several of theteachers had strong speech backgroundsfrom various universities. The teachers made the statementsbelow about. the Total Approach as compared to the oral method alone: 1. It is more effective forleaching the abstract. 2. It is more effective for teachingvocabulary and language. 3. It promotes morecommunication between adults andchildren in greater depth. 4. It is more effective for teaching newconcepts. 5. It cuts down on repetition. 6. It promotes more positiveattitude from the parents. It gives them something tangible to workwith where they can see good results immediately. 7. The Total Approach is also moreeffective for holding the attention and the interest of the children. 8. It appears to be snore effectivein establishing teacher-pupil rapport and developing a cohesiveclass. 9. It allows for a broader and moredetailed curriculum development. 10. It is more effective forencouraging feedback and participation from the children.

534 528

11. It is more effective for encouraginginteraction and communication among the children.. 12. It. permits the deaf childto follow more closely the academic curriculin of his hearingpeers. 13. It. gives more support to thecurrent theory of progressive inclusion by affordingmore opportunity for integration of the deaf child with the hearing world. 14. It helps children followevents surrounding them with understanding. 15. It. decreases a completely teacher-orientedatmosphere and lets the children "lead" each other. 16. The establishment. of communionion and mutual understanding reduces behavioral problemsdue to frustrat ion, misunderstanding, and lack of understanding. 17. MI children are givenan education and are not penalized by lack of speechreading abilityor intelligible speech. Parents of the deaf children During the past, threeyears of the Total Approach not one parent has left the program because of it.During the spring of 1970 parents were given the option of sending their childrento an oral program. Questionnaires were sent to theparents of all 46 children' thenin the program. One hundredpercent. of the questionnaireswere returned and 100 percent of theparents chose the Total Approach over the oral program. Parents of the hearing children The parents of the hearing children in the program with the hearing impaired think it. isjust, great that. their children learnthe language of signs. Theparents have always given their permission for their children to play,attend special programs and affairsfor the deaf, and to interact withthe deaf children innumerous ways. During the past threeyears of the Total Approach in Santa Ana there has not beena single complaint, from a parent of hearing children in regard to the deafchildren. Hearing children. If visitors shouldsee children using the language of signs in the Santa Ana Program theyshould not. make hasty judgements label these children and as deaf. They may be hearingas there are a number of hearing childrenwho can sign as wellor better than the deaf children themselves.But, then, why not? The hearing have a larger vocabulary children as well as more and better language. Inany case, at P.T.A. meetings, Christmas,Easter, benefits, and other times hearing children join withthe deaf children in singingsongs, doing the pledge of allegianceas well as other activities. Some of the hearing children have invited deaf children and to church, outings, parties, othersocial activities and have madethem feel very comfortable interpretingnterpreting for thrtm. Withthe Total Approach deafness is longer a thing unknown. One no little hearing girl who hadto move to another school out of the districtwrote back and said that she did not like her new school because there were no deaf childrenthere. I Children were from 3 of age. to 11 years of age. The great majoritywere under 11 years Many of the hearing children have stated thatwhen they grew up they were going to work with the deaf. Speech, . The speech of all deaf children has been put on tape every year since the beginning of the Total Approach. Duringthe sprint,. of 1971 the tapes were judged by two objectivenon-teacher evaluators who did not know the children intimately.These judges reported that the speech of all children except. two showedimprovement. Speech reading (lipreading) The speechreading skills of the childrenseem to have improved even more than the speech. The children now haveso much more knowledge. with which to understand speechreading.At least this seems to be the case in the classroom where the childrencan now understand many things even when the languageof signs is absent. Psychological During the fall of 1970, Barbara Rossier,a Santa Ann Unified School District psychologist, after talking withauthorities on the education of the deaf around thecountry via phone, devised an oral-total test by which to evaluate she children.Mrs. Rossier retested the children again at the end of the schoolyear. At this time she is compiling the results of her testing. Principal Mr. Kenneth Pruitt was the principalof the school in the Santa Ana District whichserves the hearing impaired children before the change to the Total Approach and continuesin that. capacity. Below follows a report. from him. ft has been my observation that sincewe have embarked on the Total Approach at Madison School, there has beena marked change for the better in the behavior of the deaf child. Before theTotal Approach, deaf children were extremely physical in their behavior toward others.They were defensive and accusative. Their behavior, sometimes,was considered strange by hearing children. However, after the children hind receivedinstructions in sign language and fingerspelling, they were able to communicateeffectively with each other, thereby, changing their behavior to amore acceptable standard. Disciplinary problems all but disappeared. The hearing childwas also provided with a means of communication it he desired to learn the signlanguage, which many chose to do. Along with this, cametunny opportunities to intergrate deaf students into the regular school and many friendshipsdeveloped between deaf and hearing students. Friendshipsamong the deaf children became more meaningful. PROBLEMS The reader will, no doubt, wish to knowof some of (he problems encountered in changing froman oral program to Total Approach. Below are listed a few of the most significant,problems and how they were handled. 1. The first problem was to convincethe parents that many of the things that they, had heard inthe past were misleading. Exposing the parents to deaf adultsas well as to existing research in the field helped the parents tremendouslyto get a better understanding of deafness as such. 2. A second problemwas to provide the parents with opportunities to learn Total Communication. Classeswere set. up for the parents

536 530 on Thursday evenings. for the school Books on the signlanguage were purchased library. The lessonsof the younger sign languagewere sent home daily. children in the parents who wanted Conferences were setup for the to know more aboutTotal Communication. 3. A third problemwas to take care of the moved into the district many children who for the Total Approach.At this time one room with fourclasses in it. Fortunately, we have built to enablethe district to a new school is being future. adequately serve allchildren in the 4. A fourth problemwas to help the deaf and the live with eachother in the best, hearing children i.e. deaf with possible manner.Inteirrating both the hearing and vice has helped. Classes in Total Communicationhave helped both to live withone another better in groups to understand and for more on this). every way. (See Principal'sreport 5. A fifth problem to see the was how to handle themany visitors who came program without havingthem interrupt the much. This problemhas still not been (lasses too school we hope solved but withour new to have sonicone-way windows.

CONCLITSIoN The great majorityof the deaf people believed in teaching in this countryhave long the deaf byany and all means that beneficial i.e.a Total Approach. After might he of theTotalotal Approach in evaluation of the threeyears impressive. Every Santa Anawe find the resultsvery theyears indication is thatprogress will be even better ahead with thechildren who started in beginning with theTotal Approach. out from thevery

THE TOTALAPPROACH John Prince, M.D., Parent, Santa AnaSchool District When Mr. Holcombasked me to speak, of a (leaf child inhis "total representing theparents approach"program, to a group more knowledgable thanI in deaf education, so much Zsa Zsa Gabors I felt somewhat.as eighth husbandmust have on the wedding night... Relatively sure of what occasion of their what. of it lossas to how to make it was required, butsome- So I shall begin interesting and different. at the beginning.Our oldest pregnancy in which Iinfected my wife son was born aftera of gestation. As with rubellaat eleven weeks both of you can well imagine, it.was a difficult its because beinga physician I had thepregnancy for advantage of knowingthe many possible rather duhions could cause the dangers German fetus at sucha stage of development. measles being optimisticas are all expectant In spite of this unaffected by thevirus. parents we hoped fora child At birth,our boy was pronounced normal by his emphasizing thateven with the highest pediatrician only logic testing isbest done solely degree of suspicionaudio- I, hardly by experts in thefield. My wife experts, but havingthe advantage of and twenty-four houra

C':'(11.-ft 531 day observation (and with a newborn it maywell be a twenty-four hour job) knew for certain that he conbl not hearby the time lie was two weeks old. During that time what futile attempts we made toproduce noises he might respond to. Mimes trying to beinconspicuous to each other my wife or I would drop pots and pansall the while hoping for a response from our ever quiet peacefulnewborn boy. Then the stark realization that. lie was really deaf .. .could hear nothing. Immediately came the sudden awareness that our sonwould never hear us tell him we lovedhim, would never appreciate a bubbling- brook, the roaring surf, or a crackling fire. Norwould he hear manmade soundsthe roar of a jet at takeoff, thethump of a ripe watermelon, the beauty of a full orchestra...church bells, Christmas carols. None of these things ... no, not eventhe name we had so carefully chosen for him, would he ever?mar. And then the much less obvious but more consequentialfacts that all early training is based upon spoken language,that learning letters, words, thoughts, emotions, and communicationwith ot her human beings stems around sound and its appreciation andproduction in meaningful form. At three weeks of age, our boy was evaluated by anaudiologist at our Children's Hospital. Fortunately,this woman was extremely understanding- and knowledgable both as a hearing specialist and as a mother. Many of the things shetold us have stood us in good stead over the last three years. Our child wasclassified as profoundly deaf and was fitted with an aid before he was two andone-half months old. About this time, i happened to see an auouncement regarding a night school course in sign language. We began late in the school year and never finished the coursebecause we were directed by well meaning individuals to a large clinic for deaf children in Los Angeles orally oriented and very much against. signs. So knowing no better, we threw ourselves headlong into the program including the correspondence course,the demonstration home, and the weekly parent classes. No group could be bettermotivated or more devoted to helping deaf childrenand their parents, but.it. soon became apparent to us that bystifling methods of visual communication other than deadpan lipreading (which the clinic not only advocated but demanded) we were rapidly losing ground with our little boy and ourselves. And if you can imagine attempting to stop a windinill from turning in a gale, you might get, an idea of how hard it was to get my wife to stop using hand gestures while speaking. She has always been one for gesticulating for emphasis. I think thisis a product of her Baptist upbringing. I shall not belabor you with the strict. and stereotyped methods of instruction we were taught to use as. you are, I am sure, aware of the techniques. But I do want to stress how frustrated we and our boy were becoming ... and in spite of their proposed purpose to the contrary ... how more depressed we would become after each parent class.

538 532

We also found ourselves wondering why wheneverwe would see students who had gone through theprogram, they used sights and gestures when speaking with one another. When askedthey always said they had io learn signs lateroften timeson their own. With the next. school year,our son, who was just under two, was to begin the nursery school. However,we were so disenchanted by that time that when an alternative appeared inthe form of a pilot project. assessing teaching techniquesfor deaf and otherwise handicapped children, we jumped at the chance. My wifeand I continued the parent classes for about anotheryear. These were very trying times forour family. My son for instance, knowing only the words fora couple of toys might sit in front of the refrigerator crying for something.to eat and my wife might nearly empty the refrigerator before getting to the thing hewanted. We also felt guilty teasing and taunting him fora response when we felt intuitively that even with primativegestures we could have achieved more communication than we were. So you can see that. long beforewe heard of Roy Holcomb or "total communication" wewere dissatisfied with strict oralism. After I contacted Roy Holcomb, lie respondedin such au enthusiastic manner we will never forget it. He cameover to the house and stayed all evening. He rocked us back on our heels. Heimplied that our son was retarded because lie couldn't. communicatewith us, and skid he had been communicating witl: histwo deaf sons from the day tiley each came home from the hospital. He challenged us to ask howour son could conceptualize ideas or thoughts without appropriate labels. Heasked how we expected our son would ever be stimulated to thinkor desire to communicate if he only knew a few basic words suchas "ball" or "shoe". He provided us with the results of Dr. Elwood Stevenson'sreport from the Cali- fornia School for the Deaf at Berkeleyshowing that. only nineper- cent of their deaf children with hearingparents went to college whereas 38 percent. (ormore than four times as many) deaf children with deaf parents went- to college. Obviously, the differencewas communication bet ween parents and child from infancy. In short, he really set us thinking.. . . and yet optimistically so. Within two weeks,we were learning signs at night. again. Using them ofcourse with all of our previous methods of teaching. Onr son was tooyoung for the summer program lastyear and still too young to start with thefall term but we were still determined to get. him started with the"total approach." When he turned three and could begin in school,lie was able to fit. in well with existing class. an Then what happened. Withina few weeks of beginning total communication, our son becamea happier and less frustrated little boy as (lid my wife and I. We foundwe were able to conummicate about everyday affairs andoccurances, wishes and dislikes. Seemingly all parameters of hiseducational and socialprogress improved. Does thatmean lipreading too? 533 Well we no longer call it lipreading, but speech reading, for we now realize one does not (unless under abnormally imposed situations) speak visibly only with his lips but with his whole facade ... Our son's speech rending has improved ohsiderably. It is, of course, impossible to know how he would have progressed without the advantages of total communication but. as objectively as I can tell, its inclusion has ken very beneficial. This is also true of his speech. He spoke no words prior to beginning total communication and now says about. ten words well enough to be understood. Again, I feel his improvement is due to total communication. Mr. Holcomb will review more objective, tabulated evaluations of the results in his report, to follow: The total approach will not make our child normal. On the contrary, it accepts his handicap and helps him to overcome it, but nothing can remove it.I feelt hose who force their profoundly deaf children to try to be mil only so they may "live in a hearing world" are deluding themselves and are severely hindering their children's progress. Deaf adults know this and fortunately through the sharing of information afforded by conventions such as this ninny others are learning it also. Educational MediaASR Auditorium 10:30 a.m.-1:00 p.m.: Chairman: Dr. Gilbert. L. Delgado, Chief, Media Services and Captioned Films, Bureau of Education for the Handicapped. Captioned Films. 10:35 a.m.: Opening Remarks. Dr. Gilbert Delgado. Chief, Media Services and 10:45 a.m. : "It Makes A ifferenee: A Multi-media Presentation of Media Activi- ties in the field," Dr. William Jackson and staff. Southern Regional Media Center, Knoxville, Tenn. 11:30 a.m.: "Media Specialist ProgramUniversity of Massachusetts," Miss Anita Nourse, Coordinator. 11:45 a.m. : "A Doctors:? Program at Syracuse University in Instructional Tech- nology for Education of the Deaf," Mr. James Achtzehn, Syracuse University. 1 :30 p.m.: "The Special Education MC/Rife Network: An OrerriCII) and Em- phasis on Resources Available to Educators of the Hearing Impaired," Dr. Philip Newburg, Assistant Executive Director and Coordinator, DIC/RMC Network, Arlington. Va. 2:00 p.m.: "Project ME (Media for the Exceptional)," Dr. Sol Roshal. Director, Dubnoff School for Educational Therapy, North Hollywood. Calif. 3:40 p.m.: "Computer Rased ProjectSyracuse City Schools Program," Dr. Ber- nice Kipfer, Syracuse. N.Y.. City Schools District. 3:30 p.m. : "Concluding Remarks," Dr. Gilbert L. Delgado. OPENING REMARKS Gilbert. L. Delgiulo, Ph. D., Chief, Media Services and Captioned Films, Division of Educational Services, Bureau of Education for the Handicapped, Office of Education, U.S. Department of Health, Education, and Welfare, Washington, D.C. The theme, "Media Developments in Special Education," has been chosen for a number of reasons; 1. Highlights of media activities in the area of the deaf will be presented, followed by descriptions of two graduate-level programs

510 534 in deafeducation/instructional broadened. technology. Then thetheme will be 2. Since expansionof the Captioned include otherareas of the handicapped,Films for the DeafAct to rather interesting we have engaged in projects whichappear to have implications some deaf learner. Yonwill hear about for the present at ions. two suchprograms in today's 3. Thereare ongoing regional media or instructional and national materials which activities relatedto educators of the deaf.We want to informare resources foryou as 4. Although the you about theseresources. prefer to considerterm "media" is usedin its most generic it. a componentof educational sense, we capsulized definitionof educational technology. A the exertion ofall human and technology wouldstate that it is learner. nonhumanresources to impacton the Thus, today'sprogram will try to highlight exist orcan be included within various examplesthat systems. the larger rubricof instructional As some of you may know, therehas been for the handicappedat the national a major breakthrough history of educationin this level. For thefirst time in the made en official country, the federalgovernment has April of this commitment toeducation of the year at the CECConventions Dr. handicapped. In Jr., United StatesCommissioner of Sidney P. Marland, tion of handicappedchildren asEducation, announcedthe educa- elaborate on the a major priority.Rather than from Dr. Martinimplications of thispriority, let,us hear it directly and Commissioner'garland.

SCRIM' FROM 1OMM FILM Dr. MAwriN. Iam Edwin W. Martin, the Education Associate Commissioner of the Handicamed.I am going for ney P. Mariam',Jr., United States to introduce Dr.Sid- two decades, Dr. Commissioner ofEducation. For teacher, an Mariam] hasserved thecause of education administrator, anda planner. He has as a wide reputationas a man of creativity establisheda nation- gets thingsdoneand and innovation,a man who beings. He is the as a man concernedwith individual first Commissionerof Education human education ofhandicapped children to declare that. the. States. With pride, is a majorpriority of the I introduce Dr.Ma rland. United Dr. MARLxn.'Monk tion. I wish I yon, Ed, for thecomplimentary could he withyou in person to talk introduc- Education'sprograms to assist. about the Officeof As Commissionerof Education,handicapped children. for the operation I formulated5 major objectives of the U. S.Office of Education 1. The provisionof career education during FY 1972: 2. The provisionof quality to all whocan benefit ; tional opportunity education andequality of educa- 3. The eliminationfor disadvantagedchildren; of racial andcultural isolation;

511 535 4.Innovation and renewal wherever theycan strengthen onr educational system; and 5. Appropriately (iesigned education formore handicapped children. These objectives represent. theaspirations of the United States Office of Education. Weare optimistic that over the next. several years these objectives will become realities for the Americanpeople. In the area of education of thehandicapped, we have set certain specific standards for fiscalyear 1972 in full knowledge that what we do now will only bea start in eventually achieving full educational opportunity for all handicappedchildren. Using our presentre- sources there are several things we believewe can achieve : 1. Launch the. National Goal forEducation of the. Handi- capped. This goal hasas its basis the development of an bite- I-.frrated federal, state, and localprogram for providing a full range of health, education, and social services to the handicapped. 2. Assure that, an additional 250,000 schoolagechildren will be served in appropriate educationalprograms which will provide them with needed skillsto acquire self-sufficiency and meaningful participation in society. Thisyear's efforts in combination with the state and localgovernments will raise the number of handicapped childrenserved to nearly 3 million. 3. Assure that an additional 250,000 handicappedchildren, who are already receiving special education, become involvedin appropriately designed career education:programs and have placement, and employment servicesthat pave the way to meaningful career opportunities. Thismust be done for handicapped children, as wellas for all children, in order to bring greater meaning and relevanceto their lives and to expand their horizons for learning. 4. Produce in 07.2, throughour university and college training programs, 17,000 trained teachers anda supply of teacher trainers and leadership personnel tosupport, the infusion into our school system of the additional quarter ofa million children. Efforts will be made to train 12,000regular education teachers to work with handicapped childrenin regular classrooms. Despite teacher surpluses in otherareas, special education has been and will remain, unlessdiligent efforts are made, a severe manpower shortagearea. 5. As a cooperative effort. with otherfederal agencies working with early childhood educational andclay care programs, we will secure the placement. of 100,000handicapped children in suitable programs. The 011ice of Educationwill make every effort to develop and stimulate, thegrowth across the country of preventativeprograms that may ameliorate the ednca- 'tional and social effects of handicappingconditions in the more than 1 million handicapped preschoolers. Wewill pro-

77003 0 72 15 536

vide training programs for teachersto help accomplish this objective. I know that. instead of adding 250,000 childrento the school rolls in a year, should be adding 21/2 million, but,resources currently available do not, permit. such rapid expansion.As the federal-state partnership grows through comprehensiveplanning, and as programs prove their effectiveness in the lives of handicapped children, we would hope to see more resources made available. The problems of the handicappedare not, exclusively the responsibility of the Bureau of Education for theHandicapped or even of the Office of Education. In the months aheadwe will be making attempts to combine our funds with other agencieswho are devoted to the cause of normalizing the lives of handicappedchildren and removing the .catastrophic burden from theshoulders of individual parents. As we, together, formulate these plansand set. about their fulfillment, I continue to be mindful that while appointedofficials conic and go, the ongoing work and the majorburdens of continuity and forward movement restupon you who have committed your lives and careers to thispurpose of educating and caring for the handicapped. Let us work together for the handicappedever looking toward the human objective Thomas Carlyle defined: Let each become all that hewas created capable of being: expand, if possible, to his full growth and show himselfat length In his own shape aml stature, be these what they may. Dr. MARTIN: You have just heardDr. Sidney P. Marland, Jr., United States Commissioner of Education,define his educational priorities and specifically those relatedto the education of the handicapped children. Dr. Marland has givenus a chart to follow as we set. a new course toward new horizons in the educationof the handicapped. Letus all work togethermen andwomen in federal, state, and local governments; men and women whoserve the handicapped through their voluntary organizations; parents; andthose important people who care about what happens to children in theirown home towns. Working together during this decadeand using enough ofour society's resources, surelywe can achieve a goal never before undertaken by any society in the historyof the worldthat all handicapped children in this country willreceive full educationaloppor- tunity to reach their maximum potentialand attain rewarding, satisfying lives. It Makes a Difference: AMultimedia Presentation of Activities in the Field

William D. Jackson, M.D., Director.Southern Regional Media Center for Deaf,' University of Tennessee, Knoxville the

'A project of Media Services and CaptionedFilms Branch, Bureau of Education for the Handicapped, Me of Education, United StatesDepartment of Health, Education, and Welfare, Washington, D.C. In cooperationwith the Department of Special Education Rehabilitation, College of Education, TheUniversity of Tennessee, Knoxville. and

543 537

A child born utth all speech and hearing

organs appears to be normal In his growth and

development. -1. He may cone from any Lome, look and act like -16 the child next door playing, eating, sleeping,

enjoying life.

There is difference, however. This child

t deaf. He, like thousands of other children, 1, . t. will know the thrill of hearing hts nave or

141. the joy and.excitement of sounds we take for

granted.

In other respect', the dent child is like all e children everywhere.

He has like, and dislikes; tutee and attitudes:

appreciations, joys and fears; feelings and

ambitions.

...',4' he to full of love, and expresses himself .1.:.',*, lit'. with a wide range of emotions and behavior not unlike I " V that of hearing peers.

WIN

The child who le deaf is first of alla child.

Uhat Is dome for him and wtth him to very 1 teportant, but it is how we do it that makes a

difference.

- - tr. 538

r- 4N4., "Happiness Is like acrystal, A Fate, exquisite and clear- Broken In a million places,

Scattered far and near . .

:21:11.6a S

+ New and then slang life', pathway Some shining fragments ,7; fall,

But there are so manypieces

No one ever finds themall."

teat

This nation has long been aware of Itsmillions of handicapped children. For many decades, It has known about their special educational, social, aid MOW!. emotional needs. 11111W&.2.

But awareness alone doesnot meet needs.

f-isiS1J111111111111177:' Needs must be yet by action)

Life is action, movement but agl, without direction or meaning. b.,

The total message of is a motion picture depends on the meaning of the . visual action defined by sound.

315 539

But when pound is denied deaf viewer, film

becomes nothing more than fleetly., image..

The thrill of seeing the unexpected, real or

imaginary images in living color with sterophonic

sound and videscreen projection, is an unforgettable

experience. Can you imagine what a deaf viewer

must feel?

The educational value of the motion picture

has long been recognized, but not for the deaf.

Several decades passed before a practical way was

J. found to provide motion pictures for deaf

consumers.

From this necessity, Captioned Films for the 8, Deaf vas born in the United States Office of "Founding of Education. my late 1959, feature-length Captioned Films" Captioned Films were being distributed nationwide.

This free distribution service to deaf clubs

and organizations expanded to three regional

film libraries with more than 500 titles

and a viewing audience in the thousands.

Suddenly in 1963, education became the front

line of defense in America's rapidly changing

society. Sputnik launched major effort to fill

the void of neglect and public apathy

education.

It was obvious that conventional methods of

instruction had not been adequate.A bold new

approach was required.

This jarring realization focused attention

on the needs of the handicapped. Fund, were made

v available with a mandate to provide services and

materials that would make a difference in classrooms

hq for the deaf. 1 'B Expanded authority of the Captioned Films 4 Program allowed for rapid growth and implementation.

Workshops at Ball Stste and across the country (t f helped to identify lemediate needs. Caption

writers were trained and the first educational ija'12:4:21:=. film titles selected, 540

In a short time, more than SD depositories

were established to loan films to teachers of the deaf, but it noon became evident that availability of a few film titles did not guarantee their use.

Shortage of projectors, lack of knowledge, and the fear of something new or different posed a menacing threat.

Men out of the Southwest along about 1964 came an experienced educator of the deaf, veering I Stetson and eyes twinkling, telling allwho would listen about something called "new media" for the deaf.

"the Marshall" (Nester) with his posse -- prank Withrow, gab Stepp, 11111 Jackson,and other recruits e. a...shied in Cave Spring andLittle Rock to plead the came for "new media." 7. 11,1 r. "' OD Director John #A.I.W i (Cough) presented "the 1-qtlirlit.. 0, 4 Marshall" with a presidential warrant,the orders: "INFILTRATE from the rear, storm the cl Walt, and project your Most"

Skirminhes were frequent and widely scattered. Bettlelines were drawn. The die Wee cast. A major ansault was planned for Lincoln in 1965.

hy 1964 a campaign was underway to establish four hose camps under tie connAnd of four trusted lieutenants.

Thoir Order. Were to see that teacher training workshops were conducted to the uses of new techniques and equipment.

Teachers at the deaf were armed to fill the front lines and drilled against inertia and conventional methods of teaching exceptional children.

6c. A Director John conducted an inspection of each site: Anbertt, Massachusetts; ing Knoxville, Tennessee: Lincoln, Nebraska; and Lae CruCee, New Mexico. aS )19 541

ewe.. rsiN11_ Back in Washington, at CFO Headq , special project was given "LIFE." A new offensive wwww was being planned to facilitate language development.

.11101 A strategic command post was set up et the M 111.3 fib 4..601/Lba way **.... REA building to produce new type of first-aid wows ....az. ...d.owitAsulto language instruction programed for deaf Sim des woe. 0.0 ese.rs AMOD %PM kit: Sem by IsCarom bid learners. Objectives were clearly stated in %wow 10. slases behavioral terms. Perform:nee criteria were on... &MI I « Imo. , 1 specified with sesponses controlled by Program

Master.

Extensive fieldtest ing was carried out under

actualcombat conditions so that errors could be

me d and frames revised for maxima effective.

ness. sulk delivery of "LICE" kits to front -line

forces is underway at this time.

The Knoxville garrison, with some engineering

help, built secret weapons laboratory and

established network of outposts to keep supply

lines open.

After months of hard work and engineering

studies, prototype machine was unveiled that

could spell out words from coded on

paper ribbon taster than man could talk.

This discovery plus the invention of a allitsve f tttttt le picture-recording device led to real

breakthrough in communicestion. Messages with

pictures now could be recorded on narrow spool

of tape and sent anywhere for viewing.

Immediately, these unique tape machine. were

put to use In the front lines. In fact, they

became so popular that the Southern C had to

startanother large-scale operation just for

processing special messages requesred by Held

cowmanders.

Rumor has It that secret agents areOptftin.i

is the field with a smaller. portable version of

this new rape-recording machine.

Scouting forces report that legions of

liberated deaf learners are able to produce special

messages for showing to their friends snd school-

mates outside the cl Moreactionin this

sector is anticipated. 548 542

At the same time, rceolutionarlea hal been

active In the New England area. The Fort at

Amherst was under seigc briefly until Utnnari..

forces unleashed a recoilless projector on the

unsuspecting populace.

These big gun. tired 10.10 projectual. over

the head to MAe large images high above the front

line.. Ward spread rapidly, and before long

every teacher of the deaf had her own overhead.

Rut the supply of large caliber projectuals

was a bit limited until everyone learned to make

his own. Liter, one of h'!.1san.s scouts arced some

deaf student. with personal visual response

projectors.

Sapid firepower and greater accuracy knocked

down kerning barriers faster than ever.As this

tool be,amo nave common. demand for variety of

projectusle Increased.

Regrouping their forces, the Northeast Center

started turning oat transparency masters by the

thousands end began an intensive preparation vaga'el program for media specialists. Th.sa graduates

silt man the revert. and lead the way with

.aultImedia."

And then, Java from the Great Plains andInto

the heartland of this nation case the legendof

Stepp's Ranger,. marching to the sound ofa new list cartridge-loading projector. The caliber vas only Sus, bat this connect

loop.activn repeater V. easy to operate and real

handy in close handtoehand combat. Above the

toss of theft repeaters could be heard the sprocket

holes and takeup reels of the automatic self.

loading 16's.

Rut Stepp's Rangers were unyielding in their

efforts to capture the monde of young learners,

triter they might be. They soon acquired a

eunitions factory in ore Walcoln town to turn out

steady supply of vie fire cartridges for their

Increasing army.

Initially they concentrated on .peechreading

and cued speech to gale threshold. Later efforts

Included 1040 projectual. and sroductIon of film.

in the new super11 format. 543

SYMPOSIA Atactical symvslum is held at Fort Lincoln offestnpabovehat &mom each year. and since 1i65 officials from all parts

1967 4471/I040/afi . of the nation have assembled in Lincoln each spring 466 vuoincer raw wavoileizicwsniciu, to discuss campaign strategies andplannew pan earsarapor mammy 471Rearawiro moeuxis maneuvers for the coming offensive.

Meanwhile, back in the great Southwest -- the

solitude of the settle open genes was interrupted

by the rumble of a commando detail known as

"Project Hurdle."

Special advisors to isolated outposts, this

group of specialists conducted training exercises

and armed the troops with the latest materials and

equipment. /her Staff headquarters at Las Cru:es was the

staging area for this operation, providing detailed

maps and programed instructions for every type r of campaign.

The rrrrr t staff was efficient and methodical.

With cold logic, they plotted each step and outlined

each move, proceeding with deliberate pause to the

pest objective and confirmation of every decision.

A sinister plot to etop.the Marshal. seas

uncovered, and an organization man by the name

of Summers was sent to look into setters.

Alms, it was true. Retirement finally got

to "the Marshall," aid his badge ems enshrined

with his Stetson for all to remember.

111111111115'.1111H". Meanwhile, other outposts and supply lines

emergedaspowerful allies in the struggle.

Trails were blazed into Wisconsin and to the

coastline of California.

a. 544 \4- These special enclaves were bulwarksof

defense. stocked with provisions fora prolonged 'else on blindness, mental retardation, and other handicaps.

Braille book., compressed speech, suilotapes, =1 - t:. games, puzzles, special apparatus anddevices were stockpiled for quick issue. Rapid comainication

vas vital to their operation andto the success

of the overall campaign to wipe Or -a....-11:r out La.:foot., , ....,(ALEitT fear, and deeps!r.

As were new media flowed foto the (root AI ' .4 - .-.: lines. "Ii. .4 -, .1.?g,:-.;.e.; urgent appeals for new materials to fight : Special

' ,_,._41 :/1- ,1 I, battles were being received fro allsector.. e.iA P

By 1968, communications links and supplyliens

stretched from the Great Lakes to theCult, across

the Rockies to the Far West, and backto the Lantern seaboard.

this network of Special Education 1HC's and ISIC's was the vanguard of new ere, the launching of bold new concept.

A Bureau of Education for theHandicapped was formed and the [Farting of new directions

beyond the horizon and into the ws frontiers of outer darkness begun.

Educational technology wan to be thecatalyst

that would lead special education fromthe age of

the Conestoga to that of the Saturn VRocket in less than a decade.

While past giant steps for leanare now

considered routine, the effort continuesto bring

educators and handicapped atudentsinto the heart

of the conflicf to sect, do battle, win, and

grew.

c"; r 3.1. 545

The dedicated leadership of Dr. Edward Martin.

Associate COMMOSIOItt, bureau of Education for the

Handicapped, has been recognised.Under his

direction the bureau is making an ell-out effort

to wet the educational needs of all handicapped

children in the next decade.

Research, training, early education, aid to

the states, deaf -blind centers, vocational programa.

and media services reflect major commitment. A.- It has long been realised that individuals

sanfiliam differ and many people have been concerned with

the results of different kind of education for

the exceptional child. vsir" V" Frank Withrow, for example, Division Director

over Media Services and Captioned films, is an Irs.... . :lc:. .11:-ivirt-:A outspoken critic of traditional solutions.Nis ..,-.,-.1w. strcna conviction that technology can be the

difference expanded the scope of Captioned Films

to ir.clude media services for all the handicapped.

The able assistance of CI: Delgado, Mac Norwood,

and many others hes likewise...le Ofference.

Never before has the teacher of the deaf, the

blind, the crippled, or the retarded child had

resources at his bra and call as in the 70.s.

Teachers of exceptional children are learning

to write behavioral ohjectiveS, to Witt films and

videotapes, to individualise instruction, to

schedule children on computers ee effectively

mewing learning resources and media to make

dill

Dr. Sidney Harland, Jr., United States

Commissioner of Education, recently said, "It is

unjust for our society to provide handicapped

children with anything lees than the full and

equal educational opportunity they need to reach

their MARiMUS potential and attain ding.

satisfying lives."

552 546

NV am111111.111060._ Dr. Harland has cited Education of the Handicapped as one of five areas on whichthe nation will focus during his tenure as Commissioner. but only part a: the challenge hasbeen net. To progress and win, the battle must be fought daily by the classroom teacher. 14. There cat, be no victory without afight. The destiny of deaf people lies withyou. Indifference, apathy,and fear of the unknown Wall4111 must be overcome.

be that is done for the handicapped is important, and what you do with the children ss entrusted to I your care will determine the degree of difference. A rewarding future can be envisioned, a future availing only a greater and sure dedicated commitment.

7 Yes, the home, school and hospital;doctor and lawyer; parents, teachers, and the Cenpunity all togethercan sake difference.

Our technology isonly WASSto an end. gut when the stature is right, media can be the fuel for our spaceship, the difference between maces. and failure, a new world for thoms who are "different... 547 A DOCTORAL PROGRAM AT SYRACUSE UNIVERSITY IN INSTRUCTIONAL TECHNOLOGY FOR EDUCATION OF THE DEAF James C. Achtzelin, Jr., M. Ed., Doctoral Fellow, Syracuse University iNote.The following is the text from a slide/tape presentation) At Syracuse University the area of instructional technology has prepared individuals from the fields of social work, nursing, business, religion, journalism, and teacher education as educational technologists. In the fall of 1970, a prototype program was implemented to prepare experienced educators of the deaf as instructional technologists. The objectives of the program are: 1. To familiarize the participants with the tools of media and technology. 2. To develop basic competence in the design and analysis of instructional systems compatible with different patterns of special education curricula and administration. 3. To develop principles of utilization of media in the solution of specific learning problems of deaf children. 4. To improve the participants' ability to administer educational technology programs for special education. 5. To sensitize individuals to the importance of human relationships in the processes of teaching, learning, and serving. 6. To contribute new research to the fields of educational technology and the education of the deaf. The program includes foimal courses, personal counseling, use of independent study resources in educational technology and special education, field visitations, and Facticum experiences. The program is custom-designed for each participant, with emphasis not only on graduate study in educational technology but also opportunities for advances study in education of the deaf and relevant areas of special education. All courses in the regular academic program are open to the participants. Each fellow enrolls in a common seminar in which the concerns of educational technology in education of the deaf are brought together. Special features of this seminar are field trips to the National Technical Institute for the Deaf in Rochester, New York; the Syracuse Public Schools Computer Based Project ; schools for the deaf within commuting distance; and appropriate professional conferences in instructional technology, education of the deaf, and special education. In the context. of the seminar, special visiting lecturers are invited to probe current issues with the faculty and participants. Such guest lecturers have included: Dr. Louis DiCarlo, Director of the Audiology Clinic, V.A. Hospital, Syra- cuse; Dr. Paul Twelker, gaming and simulation expert ; Dr. Donald Moores, professor at the University of Minnesota; and Robert. Lewis Shayon, editor of the radio and television section of Saturday Re- view and full professor at the University of Pennsylvania, Anne- burg School of Communication. In addition, the professional staff of the Department of Special Education at. Syracuse has held mini- seminars with the group. 554 54S During the summer after the first academicyear, each participant serves on the staff' of either Project. LIFE in Washington, D.('., or one of the Regional Media Centers for the Deaf (RNIC's) at the University of Massachusetts, the University of Tennessee, the Uni- versity of Nebraska, or New Mexico State University. As a prototype program, it is continually being evalated andre- vised. This is done partially through meetings with the advisory committee. The key educational technology personnel in thisprogram during its development phase are I)r. Donald P. Ely, professor of education and chairman, Depament of Instructional Technology; and I)r. John II. Tyo, associate professor, Instructional Technology. Plans continue to add a key person in education of the deafto the faculty of special education and the faculty of instructional technology. The facilities and resources at. Syracuseare many and varied. All participants are trained teachers of the deaf andcome with varied backgrounds. The fellowshipgroup for 1970-71 inclded: James C. Achtzehn, director, Instructional Media ('enter, West- ern Pennsylvania School for the Deaf, Pittsburgh. Barbara A. Bodner, teacher, Ohio School for the Deaf, Colum- bus. John W. Butler, teacher, Callier Hearing and Speech Center, Dallas, Texas. Robert. R. Davila, supervising teacher, elementary school, New York School for the Deaf, White Plains. Gordon M. Hayes, consultant in education of the deaf and hard of hearing, California State Department of Education. Having successfully completed its first academicyear, the pro!rrain has been funded for two additional years. The grant provides funds for the initial group to continue their work and for fivenew people to be added to the program. Applications arenow being processed and will be accepted through July 6,1971. In Syracuse we have a saying, "Ifyou don't like the weather, wait a minute!" Last winter was no exception. Needless to say theen- Viromnent at Syracuse is invigorating. MEDIA SPECIALIST PROGRAM AT THE UNIVERSITY OF MASSACHUSETTS Anita Nourse, M.S. Ed., Coordinator of Media SpecialistProgram for Educators of the Deaf, University of Massachusetts Consider these facts: 1. One-third of the adult deaf populationisfunctionally illiterate! 2. The average graduate of a school for the deaf is readingat only 5th-grade level! 3. The deaf population has changed frompost lingually deaf to prelingually deaf! 4. More and more deaf children have multiple handicaps! Educators of the deaf have goodreason to be alarmed. Our present. methods of teaching are failing deaf children. Respondingto this failure, the government has increased itscommitment to media 555 549 utilization for the hearing impaired.Media Services and Captioned Films has had an important rolein providing media andmediaware for the deaf. Virtually every classroomfor the deaf has been supplied with an overhead projector.Numerous special projectshave been established, including 4Regional Media Centers(RMC's) and Project LIFE. The Media Specialist Programfor Educators of the Deaf was begun two years ago at. the Universityof Massachusetts. It isthe only undergraduate-graduate programin the United States to prepare media specialists towork in schools for the deaf.Students starting at the junior year aregiven extensive training in bothmedia and deafness. Aftercompleting the 3-year program,they receive master's degrees. The goal is toattain optimum media utilizationin schools for the deaf. The preparationprogram is fundedthrough the Bureau of Education forthe Handicapped, UnitedStates Office of Education. At the present time there are nodeaf students in the program. Since we are committed to the beliefthat the deaf should be in responsible positions in the field, we hope to get.at least two deaf students for the coming spring semester.Interpreters will be provided if necessary. One of our staffmembers is deaf, and he is thefirst deaf teacher to teach at any levelin Massachusetts. Cents': or STUDY The course of study has beenorganized into four main categories: media, deafne:;s, education, andpsychology. Staff members of the Media Specialist Program teach ninnyof the courses. There are 9 courses taken in the area ofmedia. Topics covered include use of evipment, productionof materials, media for the deaf, television, film, administration,cataloging, and an internship. In it media production course, Mr.Nathan Tilley helps the students prepare media directly related tothe education of the hearing handicapped. This semester one of thestudents produced a multi- media package on greenhouses. Her firstfew slides were used to demonstrate that a greenhouse is not ahouse painted green, or one owned by a family named Green, but abuilding in which flowers are grown. As part of the course relating media tothe education of the deaf, the students evaluate existing media.The following two slides were taken front a explaining idioms to the deaf. The firstillustrates an excellent. visualpresentation of the idiom, "Her barkis worse then her bite." The woman is complainingbecause the children are picking flowers, but. at the same timeshe is offering them cookies. The second slide, "to count. on," showsMr. Leopold with Mr. Jones' check. Rather than thinking that "count.on" means "depend," the children may feel it. means "steal." This year the Northeast. RegionalMedia Center for the Deaf is preparing a series ofvocational education transparencies. The coordinator, Mr. Stanley Petrie, and thegraphic artist, Mr. John McLaughlin, discussed the series with thestudents. The reasons for making the set, the construction and use ofthe guidebook, and the methods of visualizing the materials wereall explained. The stu- 556 OCT

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1.4zig 551 Each intern will studentteach in one classroom fora period of three weeks. Before thisthree-week period, he will have observed that class for twenty-five hours. The prinary objective ofstudent teaching is not toprepare the intern to be a teacher bitto give him :1 better understanding of the role andneeds of teachers. Paraprofessionals havean increasingly important role in classrooms. With ap :priate instruction, theycan assume many of the duties of a teachve. Theintern will instruct paraprofessionalsin the operation of equipmentand in local production techniques. Through the utilization of media,a teacher is able to couni- cate more, and more clearly withthe students. Equally important is the student communicating with the teacher and with otherstu- dents. The intern will helpstudents communicate through media. more effectively One-half day each week willbe spent at a nearby dayclass or small day school. In general,activities will include helpingteachers integrate media into theirlessons and training t bent in localpro- duction techniques. Itis hoped that each graduateof the Media Specialists Program willl continueworking witlt a smallprogram in addition to his work ata la rgvrschool.

NAL:net:3r The University of Massachusettsis an excellent. site for theprogram for several reasons:one of the four Regional _Media Centers for the Deaf is located there;the director, Dr. Raymond an leader in the field of media: and there Wyman, is for the hearing impaired are many schools and classes nearby. Because of this, thestudents have a unique opportunity to learn about the for the (leaf. latest developments in media Students observe classes inmany schools for the deaf. Eight different schools were visited thisyear. For Juniors, the emphasis of these visits is placedon developing a general understandingof various methods and techniques.The Seniors eoucentra utilization in the classrooms. te. on media Each Seniorprepares a multi-media lessor basedon a curriculum goal selected bya teacher. They then teach the class materials. using their The Seniors alsoare involved in independent study. Some acted as teacher's aides of them at the Austine School for the Deafone day each week. One studenthelped in the preparation of kit. on the utilization of a multi-media deaf. overhead projectors in classroomsfor the Many of the students have Theatre for the I)eaf. attended a perforntance of theNational The Massachusetts Councilof Organizations Servingthe Deaf (COSD) meets monthly.Students attend their meetings. have the opportunity Here they to meet the full spectrum ofhearing impaired adults. One ofour students services as meetings. an interpreter at these Each year the students attend attend the Association for a national convention. The Juniors Educational Communicationsand Tech- nology (AEC'I') and theSeniors and graduate studentsattend the Lincoln Symposiumon Media for the Deaf. Thisyear the students 77-7071 0. - :16 558 552 were. able to participate in the RMCmeetings held just before the Lincoln Symposium. One student participated in thetopical conference on media sponsored by the Council for ExceptionalChildren in San Antonio. One of the students became very interested in Cued Speechafter hearing Dr. Cornett at a seminar. She went down to Washington, D.C. for three days to learn about the complete method. She hopes to teach cued speech to a family with ahearing-handicapped child next. year. The students take a course in language offered at theClarke School for the Deaf. This gives them weekly contact withteachers of the deaf, teachers in training, and a total school program.

STIPENDS Stipends are available for qualified students. Juniors receive $300; Seniors receive $800; and graduate students receive $2,000,with $600 for each dependent. CONCLUSION Schools for deaf children have a special need for media.Because the children cannot use their hearing effectively, visualpresentations are vitally important. Media specialistsin these schools need to have a strongbackground in both media and deafness. The Media Special- ists Program for the Deaf provides students with competenciesin both areas and hopes to improve the education of deafchildren through more effective use of media. THE SPECIAL EDUCATION IMC/RMC NETWORK: AN OVERVIEW AND EMPHASIS ON RESOURCES AVAIL- ABLE TO EDUCATORS OF THE HEARING IMPAIRED Philip F. Newberg, Ph. P., Assistant Executive Director and Coor- dinator, Special Education IMC/RMC Network, Arlington, Va. A speech teacher was once heard to advise a student.: "Whenyou're giving a talk, first tell your audience what you're going to tell 'em ; then, tell 'em; then, tell 'em what. you told them!" I am going to adhere somewhat. to this teacher's suggestion, because I have a two- fold purpose in speaking to you this afternoon, and I want to insure that you will be attentive when I get to the crux of my presentation. First, I want. to give you an overview of the development of the Network; I have been informed many of you are relatively unfamiliar with its brief history. More important, however, is my desire to relate to you the wealth of resources that the Network has to offer educators of the hearing handicapped. Now that I have prefaced my presentation, I will begin with an Overview.

WHAT WAs THE hIPEITTS FOR THE SEIMC CONCEPT? In 19(2, President. John F. Kennedy's Panel on Mental Retarda- tion established task force tennis which studied programs for the mentally retarded in Europe. The report of this Panel reflected the importance sonic Europeans place upon the training of teachers in 559 553 the development and use of educational materials. No exact specifications for these centers were offered, but the document did recommend that a network of instructional materials centers (IMCs) be established in the U.S. to make information about instructional materials available to all teachers and supervisors of programs for the mentally retarded.

WAS TI1E INITIAL OF THE SEIMCs? Initially, the purpose of the Special Education Instructional Ma- terials ('enters (SEIM('s) and the Regional Media Centers for the Deaf (RM('s) was to effect improved and innovative practices in the education of handicapped children. To implement. this goal, strategies were devised to provide special educators and related personnel with ready access to valid materials, methods, and media and information about them in order to assure their appropriate use in the classroom. This purpose has not changed, although the mode through which this goal is being accomplished has changed during the intervening years. WHEN AND WHERE DID THE SEIMC Pno.rEcT OmmxATE? Two experimental mental retardation IMCs were established in 1964 to field testthe SEIMC concept. These centers were established at. the University of Wisconsin and at the University of Southern California, respectively. (See Figure 1.)

ORIGINAL I MC's/Regions

Flqure 1 554

W ILET ARE TIIE FUNCTIONSOF SEINICs? The 3 minute slide-tape presentation Iam about to show you provides a concise pietfrinlizat inn of »ertinentbackground information about the centers within the Network. FPresent Net work 3 minute slide -tape show.] Wu W.ts TI IF. NE -rwoiu FORMALLY ESTABLISIIEI)? Early in 1966, after the twoprototype centers had demonstrated that they had fulfilled their primarypurpose sufficiently well to justify the expansion of the Network, thenetwork of Special Edu- cation Instructional Materials Centerswas founded officially with the addition of eight new SEIMCs andthe CEC-ERIC information Center for Exceptional Children.-Pour more centers joined the Network in 1967, bringing the total numberof Network components to 15. (See Figure 2.)

LAI C'.r/Regior2 Nat. Cm,. rIgure 2

Y AND WIIEN DID TIIE RMCs JOINTHE NETWORK? Development of the fourRegional Media Centers forthe Deaf, established in 1964 and 1966as a result of the captioned film legislation in 1962, closelyparallelled the establishment (See Figure 3.) This of the SEIMCs. program was also sponsored by theBureau of 555

aRiff 0'4/Regions Figure Education for the Handicapped (BEH)/U.S. Officeof Education (ITS0E), but it was developed independently ofthe SEIMC project. Because of the complementary nature of the SEIMC11'1(1.10W programs, both operations were incorporated intoa single network In 1969. (See Figure 4.)

,4PeC7,41e/V17-4TION IMO/ RIIC NETWORK

lEWYORK WhCCt45 tH MASSACHUSEttS MICHIGAN NESRASo. MASSCWSETIS

'LCRADO APR CEC KANSAS mirk, KENTVCK WAStlitiOrorl. o.c. CALIfCRNIA timMEXICO NEST EE SOUTHIRN STATES

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13 REG ictiA L MENA CERTERS *NATICNAL CENTERS Figure 4 556

WUXI'IsTIIE NETWoities PRESENT TWITS ? Each regional SEIMC ispresently transferring much of itsfor- mer function of providing direct servicesto teachers to state- and locally-funded associate specialeducation instuetional materials center (ASE M('S) whoare much closer in geographic proximity to the users of media and materials; however, they continue toprovide direct teacher servicesin hreas where associatecenters are not aecessible. The regional SEIMCsare now devoting increasing attention to cooperative relationships with state departmentsof educii- tion; their intentis to facilitate the development.of intra-state associate center networks withintheir particular regions. Inaddi- tion, the regionalcenters provide assistanceto the ASEIMCs through consultation servicesand tlte development training and information of inservice ties include identifying,paekages. Other ongoing SEIMCactivi- developing, producing, and evaluatingnew materials for handicapped children,as well as disseminating information on the effectiveness of various educational ideas andproducts. The 50 state departments ofeducation (special education divisions) have played a crucial role in expanding the nationalaccept- ance and impaet of the Network. Throughtheir commitment to and modification of the instruetionalmaterials concept,over 300 local ASEIMes have been establishedto date. These ASEINICsnow provide the majority ofthe Network's face-to-face special education contact. with teachers:they loan instructional materials,give media demonstrations, conduct.workshops, and provide consultation regarding instructional materials,classroom management, and individual pupil learning strategies. All four RMCs are primarily concerned with developingteacher skills in the use of educationaltechnology. They conduct institutes and inservice workshopson tho applications of media to the learning problems of (leaf children. Each center has also assumedrespon- sibility for developingnew uses of educational television, overhead projectors, programuml instruction,Rinin film cartridges, and educational media. other The SEIMC/BMC Network,in collaboration with theBureau of Education for the Handicappedand state education agencies, stantly seeking is con- ways to facilitate communication withinthe field of special education. Improvedcommunication will lead diffusion of ideas and practices to more rapid which will ultimatelyenhance the education of handicappedchildren.

NETWoRK BENOURCESAvA[LAME TO EDUCATORSorTHE HEARINO-IMPAIRED ProduelR produced by Sig Mas Since the four Tilt's are specifically charged with thetask of providing media to deafeducators and most educators of are, well acquainted with these the deaf activities, itseems inappropriate, at this time, to reiteratethese services. Instead, let ber of the products us consider a num- that have been produced bySEIMCs whichare

5663 557 applicable for use by and availableto educators of children with hearing handicaps. (A partiallist of products and the SEIMCs that have developed them follows.) Even though the American Printing I lousefor the Blind is noted for its production of Muffle and large-printbooks, it also produces a wealth of teaching materials that are applicable foruse by hearingimpaired children. Some examples ofthese educational aids include preschool and primary level manipulativematerials, such as: materials designed to help childrento match textures and colors; a board to develop form discrimination usingpuzzle shapes of the right and left hands;a shapeboard which helps a child distinguish shapes and colors; anda'Geometric Area and Volume Aid,"a :3-dimensional learning tool that teaches geometricconcepts of areaa and volume. A number of transparencies have beendeveloped by the Colorado SF,INIC to teach school safetyto educable mentally handicapped and multiply handicapped children,as well as transparencies which describe single and compound wordslargelyassociated with deaf children's everyday vocabulary. Inaddition, this SEIMC has produced a kit for use with deafchildren that explains the concept. "jump." This concept is taughtthrough the use of film loops, flip books, andinnulticoncept verb wheels. A :35111111 slide seriesentitled "Single Concept Vocabulary forthe Deaf" has also been developed by the Colorado SEIMC thatteaches young deaf children about different foods and theirsources and uses. The Michigan State University SEIMChas produced a slide series with script depicting variousteaching techniques that areuse- ful in instructing blind-deaf children.This center has developed the most abundant supply of materials foruse with the blind-deaf any of the centers within the Network. Captioned films and filmstrips thatare available for evaluat.c.s. with deaf childrencan be obtained from the New York St.tte De- patment of Education SEIMC at Albany. Instnietion for parents in teachingspoon feeding tr, preschool multiply-handicapped children is availableupon request. from the Oregon S EI Al C. '1'lle Texas SEIMC has compiledas list of professional monographs and journal articles pertainingto the education of deaf-blind students. Aprodnet called "Sighty Mouse"has been developed by the Wis- consin SEIMC to encourage deaf childrento visually observe. details. This set of slideswas adapted from a comical book about mouse. a It should be noted that,almost all early childhood-oriented instructional aids thatare not on audiotapes but on filmstrips mud films are relevant for use by educators of deaf children. Packaged inmerrice trainingprograms developed by Cglilles. Many training packageshave been and are being developed by SEIMCs which can be used with few or no modificationsto improve the teaching skills of thosewho work with hearing-impairedstudents. These packagesare equally applicable for use with teachers

564 558

working with students whoare (leaf in addition to having other impairments. The relevancy and wideapplicability of these packagesis pm into perspect ice whenone considers ITSOE statistics indicating that. about one-third of all hearingimpaired children mceiving special education are multiplyhandicapped.' I'llese data support the notion that many SEINIC-developedproducts and training packages could be appropriately used byeducators who work with students having hearing impairments and otherhandicaps. Examples of several SEIMC developed trainingpackages are as follows: The Colorado SEIMC has producedvideotapes related to basic procedures in puretone audiometry screening and diagnoses. George Washington 1Tniversity's SEIMChas developed several videotapes demons( rat lug theuse of Montessori materials. Many teacher-t raining documents preparedby the Michigan State University SEIMC are designed expresslyfor use with deaf-blind students. Computer Based Resource Units (CBRIT)have been developed by the New York State SEIMCto assist the !earlier in patching learning deficitswithprescriptive methods and materials. One CBRIT particularly appropriate foruse by teachers of deaf students is entitled "Management of SocialBehavior." This unit, like the others, outlines behavioral objectives andsupplies appropriate activities and materials to meet thestated objectives. The renter also has a package of IT tilms, slides, and teacher guides ofinternational films for educators (,f the (leaf. The Engineered Learning Project(ELP) multimedia package developed by the Oregon SEIMCprovides administrators and other educators with information regardingclassroom management. Tech- niques are delineatedthataid the teacherinusingpositive approaches to channel the student'sacademic and social behavior. Perceptual materials developed bythe University of Southern California SEIMC have been usedsuccessfully to aid students with deficits in this area. In addition, thiscenter has produced a unique training package, asa result. of a special study institute conference it held in 1909. The institute emphasizedit training model using task- oriented small group interactionalternated with short, largegroup presentations. The package includesseveral items, such as the institute schedule, hourly smallgroup task sheets, and outlines for media production workshops. This packageoffers a wealth of useful t eacher- t raining techniques for educators ofthe (leaf. If you desire to obtainany of the aforementioned products and/or training packages, please contactyour regional SEIMC by phone or mail to make the requestto the producing center. Foryour convenience, a complete listing of directors'names and regional SEIMC addresses is availableupon request to the Network office.

1 Based upon data obtained during the 1909-1970school year and reported In the Annual Surrey of Hearing impaired Chihirenand Youth. n project funded by the Division of Research. Bureau of Educationfor the Handicapped, U.S. (Mee of Education. 559 Voious information resources CF.C-ERIC Information ('enter, the agencies allied with the Net work, and it number of SEIMCspro .Ide a valuable information resource for ethical ors of I he deaf. A central information systemon exceptional children bas been developed by the('E('Information Cetic:. This center maintainsa eomprehensie collection of professional literature andprocesses these documents for inclusioninEareptional Child Education Aim/ros (ECEA), leeseareh in Education. (RIE), and Current Index to Journals in Education (CIJE). The InformationCenter is also involved in the development of other products suchas a journal, Teaehing Exec piano, Children, and state-of-te-artpapers. Staff members are continually improving and expanding theirdata base in professional literature (which includes severalbibliographies of programs, research articles, and film lists in the field of the hearing paired), their responses to informationrequests from individual users, and their library serviees. Other projects allied to the Net work that offerresources to deaf educators include: Project LIFE, sponsored byMedia Services and Captioned Films, Division of Educational Services,BEII/ITSOE; Projeet CARE (Computer Assisted RemedialEducation), Depart- ment of Special Education, Pennsylvania State University;and the ten Regional Deaf-Blind Centers, funded by the Division of Educa- tional Services, 13E1I/I TSOE. Sine? a major focus of SEIMCs has beentoserve as a facilitator of conumfnications between 811(1among the various resource units in the field, they can quickly put individualsin contact with various educational consultants whocan be of assistance. They can also recommend model programs in their regions whichmay be visited to observe and obtain new ideas and innovativepractices that can be replicated elsewhere. Fidure net wort' developments Several major emphasesare emerging as the Network's centers continue to develop into amore viable system. These developments (listed below) will benefit educatorsof the hearing impaired. 1. Much effortis being generated by SEIMCs andRlfes to develop more packaged trainingprograms thatwill be directed toward teacher trainers serviced by theseprojects. In most instances, these packages will not. require extensivetraining of inservice trainers. 2. Greater time will be spent in thedevelopment of extensive SEIMC and RMC sub-networks.Specific concern will he directed toward developing definiteor systematic procedures that will result in bringing about vital functions which will facilitatethe learning of handicapped children by enhancing teachingstyles, tools, environment, and so on, (Those individuals whoare staff members working in learning resource centers and instructionalmaterials centers housed in residential and otherschools forthe deaf are encouraged

i66 560 to explore ways to interface with the over 300 ASEIMCs and the 13 Regional SEIMCs throughout the U.S. Please write the Network office if you desire a listing of thelocations of these centers throughout the count ry.) 3. There are plans for an increased number of interlocks between and among SEIMC /HMCs, i.e., collaboration on projects that will be beneficial to all handicapped children, including the deaf and multiply handicapped. 4. RMCs and SEINICs will cosponsor more workshops to integrate proven instructional methods and materials with appropriate media format. 5. Ideally, the present Network will become a system of components (SEIMCs/RMCs, as well as other BEH-funded projects such as deaf-blind centers, early childhood centers, etc.) that will interrelate and intertwine in the manner of the threads in n net these units will comprise a group so combined as to form a whole and to operate in unison te realization of which will be n special education communicat ion system. PROJECT ME (MEDIA FOR THE EXCEPTIONAL): MEDIA DEVELOPMENTS FOR THE EDUCATION OF YOUNG HANDICAPPED CHILDREN Sol M. Roshal, Ph. P., I)rector, Media for the Exceptional Project, Dulmott School for Educational Therapy, North Hollyo(xl, "Media for the Exceptional" was established at the Dulmoff School under auspices of Media Services and Captioned Films, Bureau of Education for the Handicapped, to design and develop learning materials, practices, and techniques for the early education of handicapped children. To this purpose, we have set ourselves two objectives: 1. To develop materials for meeting significant educational needs of the young, preschool, handicapped child; 2. To develop new media capabilitiesfor education of the handicapped. So we have been developing educational programs and techniques which would help us design more effective materials. I should like, today, to show you excerpts from our programs and describe for you a projection system which we call the "Learning Wall" that you may consider their application to the education of hearing - impaired and deaf children. I say "that you may consider" for I can tell you very little about the applicability of our workparticularly, the educationalatia- rialsto the education of your children. Ito target. population for whom we have been designing includes varieties of eL,otionally turbed, retarded, and neurologically impaired children. We .at, Media for the Exceptional do not know, and have not been designing for, the hearing-impaired or deaf child. We are field testing ourprograms 561 with children other than the target population. We have not yet worked with the hearing impaired, but we will in the coining academic year. We now have three sets of materials we call the "Body Image," the "Let's Look For ..." and the "Directionality" programs. The "Body Ininge Program" consists of a teachers' guide, 10 sound filmstrips, and four picture puzzles. Design is based on the proposi- tion that the child must have a good self-concept to relate, to cope, to learn effectively. Many of the handicapped youngsters do not have a concept of self at all. Differentiation of himself from the environment. may be vague or there may be no notion of self as integral. The rationale for this program is that experiencing and knowing his body will help the child- identify himself as an entity. [Sound filmstrip: "I'm a Boy "] The "Let's Look For Program" consists of a teachers' guide and 5 sound filmstrips designed to give the child the ability to examine, to scan, to look for, and to see what he is looking at. It is not an over- simplification to say that handicapped children must be taught to look and see. [Sound filmstrip: "Let's Look For At Home "] The four sound filmstrips in the "Directionality Program" are intended for teaching concepts of directionality and location such as up, down, across, over, and under. The program was designed to transition the child from dealing with such concepts in three- dimensional environments to the abstractions of, say, a printed page. [Sound filmstrip: "You Naughty Puppy "] We have also produced a film, "School Is For Children," to help speed the child's adjustment to nursery school. Separation anxiety is experienced quite ubiquitously by children entering school. It is not likely that the anxiety starts at the moment of crossing the school threshold or boarding the school bus. More likely, the child starts experiencing anxiety with respect to the school as soon as he realizes he will be going into is strange environment with strange people. The film was produced to be shown to the children before they come to school in order to provide more realistic expectations. Parents, too, may not know what a nursery school is like. The unknown may generate anxiety in them, too, which the child may sense. If not anxious themselves, they may not have realistic expectations to use in dealing with the child's anxiety. Anotherversion of the film with narration directed to the parentswas produced for them. Both the child and parent. versions of the filmare available with either English or Spanish narration from the United States Archives National Audiovisual Center. Probably our most important. contribution tonew capabilities is the development of the "Learning Wall." For the "Learning Wall," there

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The "Wall" in Figure 2 is shown in use with the "Let's Look For Program.- The child has been asked to pick out an object projected on the screen. ki

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The same scene is projected again (Figure 3) this time witha circle drawn around the object showing the child he iscorrect. 564

In Figure , a child is askedto match her hand girl on thescreen. with a handof the

The teacher asks the childto match her ti girl on thescreen (Figure 5) entire bodyagainst the

4 t)C: 565 The above illustrates some uses of the rear projection property of the wall which we consider to be the most important. But the screen for accomodating projection has additional capabilities which are illustrated in the following slides.

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With a change of lighting, the child can see himself reflected on the screen. Simple Simon said, "Put, both your arms up in the air." The boy standing in front of the Learning Wall did (Figure 6) 566

A slide is projected on the screen (Figure 7) showing two children. The student's image is still reflected (center) and he is able to interact with his "friends on the screen,

The "stick-on" or felt board capability of the Wall is shown in Figure 8. Here a Child places a stick-on plastic figure onto a scene that is projected onto the screw'. The plastic adheres to the screen.

1464 507

The little girl is drawing directly onto screen witha fib-pen.

The screen is wiped clean with a damp sponge.

77-403 () - 72 - 37 568

Here (Figs. 11 and 12) the screen is used as a light table. A large sheet of tracing paper is placHl over the screen allowing the child to trace the picture projected underneath the paper. The Inning allows the child to have something of her own to keep. 569 We have also designed a portable "poor man's" version which can be built. with local talent, mid sweat. This version has the most. important capabilities, but not all, of the larger "Learning Wall." I hope that you are now excited about the "Walls" capabilities and stimulated to create new applications. COMPUTER BASED PROJECT Bernice M. Kipfer, Ed. D., Project. Director, Syracuse (N.Y.), City Schools District The goal of the Computer Based Project is, using a systems approach, to develop and test. an evaluation system which will facilitate media materials evaluation for all areas of the handicapped. Ultimately, using the information from the Instructional Materials Evaluation System, the project. will provide a model for evaluating instructional materials in a school setting using. a Student Response System with a bank of evaluated materials. The Project was funded in June, 11169 by the United States Mice of Education, Bureau of Education for the Handicapped, Media Services and Captioned Films Branch. Within the Syracuse area there exists a vast. amount. of resources which would contribute to sonic innovative and significant. evaluation of instructional materials with handicapped children; especially access to the Instructional Communications Center and the Department of Special Education at Syracuse University, the use of the computer at the Rome Air Development Center, access to General Electric time-sharing and other computer facilities and a solid working arrangement with Gen- eral Electric Research and Development- Center in Schenectady, and access to a wide variety of handicapped children in the Syra- cuse City School System. These seem to provide an excellent, milieu within which to conduct, evaluation studies. The goal is to develop an evaluation system essentially neutral to the specific material to be evaluated although initially the materials presently available from the Media Services and Captioned Films Depositories have become the present. focus of attention and activity. A. significant portion of the first yea,of the project has been spent in the development of such an evaluation system. The activities consisted essentially of developing or modifying computer programs; designing, ordering and installing a response system; defining the specifics of the evaluation problem by the personnel; training other personnel to use the tentative evaluation system; 'collecting and considering recommendations from other project directors; and prep ant- Um of materials so that. systematic evaluation was possible. The result of the first year of organizing and developing a system has been that an evaluation system with considerable potential for processing a relatively large quantity of materials in a seemingly systematic way is operational. Pre-testpost-test items have been developed for a number of materials. These materials may now be evaluated to accumulate objective data simply by running them in routine ways through selected segments of the Syracuse population. With the specified population at the Computer Based Project. Center,

576 570 pre/post-test data tem with Minimumis king collectedthrough at totally expenditure Of antomatedsys- for othersegments of the professional stalltime, while accumulating data Syracuse populationthere exists on forms whichcan be entered means for computer system withat relatively low through thesaute l'he resultfront the application commitment ofstaff time. of objective of the system data editingto the effectiveness is a largequantity in accomplishingspecified goals of sp ^driedmaterials niques havebeen developed with raeeiliedpopulations. Tech- for summarizingthis (1818.

SruozsT REsroNsr.SYSTEM The conceptof the General Electric SRS-1000C mit it form ofcomputer mediated system is tope- or in an individual instruction (CMI)in group format media as required.study carrelfacility, utilizing The systemprovides a method its much multi- dent performativevia a data of monitoigstu- system thus provides collection andanalysis capability. data concerningstudent The tiveness of theinstructional progress and the effec- the SRS-1000C materials besused. The concept. tintsuses the computer educator tit the instructionrather than to monitoror mediate of CAI. Influe CAI mode,perform the, centralfunction as in the initial, one student occupies case one computerport, and requires one computerter the SRS-10000(CMI) mode, One comunieation fed into the the responseof many line. lit computer throughone computer students can be communicationline. The terminal port andone cepts is that. CAI primary differencebetween the is a selected is considereda fine conversational two con- response and timelymode. mode and CMI The SRS-1000Csystem directly students ineither a gathersresponse data from ous feedback group or individual the to thegroup or individualmode, providesinstantane- terminal topunch a and usesa single "Teletype" with the summary papertr.pe or directly computer for analysisof the communicates operated in thefollowing mode raw data. Thesystem may be ual mode,individual and combinations;group mode, idivid- The SRS-10000 group modesimultaneously. major assemblies;Student ResponseSystem is Class Display, the StudentStations, composed of live Interface Unit Instructor's ControlPanel, The Syracuse and Output,Junction Box. ered and Student. ResponseSystem (SRS-1000C) installed byGeneral Electric was deliv- four carrels. in ten desktype tables and Each of theten desk tables commodate the were modified bythe project These ten Student. Stationsand the to ac- Student Stationsare, used primarilyindividualearphones. presentationeven though they for Group Individual Mode. have thecapability of Mode however, the,ydo not. attitis being usedin firmation capabilityin the Individual time containa con- The fourcarrels Mode. projection were each modifiedand equipped and an screen, the StudetyStation, head with arear individualconfirmation of set, questioncounter, of a filmstripin the Individual response, mode. The by way of Mode in presentation a carousel slide one of the fourcarrels is done carrel. Eachfilmstrip forprojector placedon an AV cart presentation inTrial B behind the (so the SRS iscon- 149.

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61,(7 573 statistical assumptions. Themain disparity the model is checking conies from the fact that the question set rather thannormalizing the student responses, thusstandard statisticalprocesses must be applied to the samplequestion setas a population rather than Inc sample of responses, i.e., thesample of questions would beour data source rather t ha n lhe sample ofstudents. A model system is defined in terms of three major testingsettings; Trial A, Trial 13, and TrialC. Within each of these blocks of steps have been outlined a number to: prepare media and criterioninstru- ments, to develop proceduresfor the trial, toprocess the data, and to decide on the next step. Therationale for the model isto obtain as large a representative sampleas possible within the staff and time limitations providedby the project. A majorquestion is assigned to each trial to guide inthe selection and interpretation collected. of data Trap AArewe asking the right questions? Trial 13Does the mediaeffect a change score? Trial CWhatgroup of students do best ? Standard research designs to a base of assumptions and statistical analyses contributedlittle It. was necessary on sample size or the analysis procedures. to face these issues logically andcreate itset. of assumptions to use for guidesin the decision making nssmned that: process. It is 1. The change effect ofthe media can be indicated question asked. by the 2.If changes occur ina rather sterile presentation, changes would be appar'nt ina classroo setting. 3. A change froman incorrect response to result of seeing the media. a correct, one is the 4. Questions thatmeasure change are valid questions. 5.Children ran select the correct. response after seeingmedia. Sample size was arbitrarilyset at seven children representing from each of threeage group levels, the two handicap one junior high educable areas and a mentally retarded student.These subjectswere picked at. random aftertheir school had been the sample. identified as part of Pre-post testing design The ultimate criterion . . of a material's effectivenessis usually considered to be the effecton the pupil's achievement. of tives.Difference between stated objec- and after measures of pupil achievement before exposure to the media have beenused to define such gains operationally.The project utilizes throughout. The pre-post the pre-post test design test design requires thatgain score related questions be used, thereforethe gam score is able question. The a criterion of an accept- literature on pre-posttest designs has given insights into therelationship of normalized some score items. These insights statistics and change criteria for questions, are being incorporated into thedecisions determining appropriatelevels for a given media, and the numberof recycles that. a given outcome. 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r':t4 577

Thursday, July 1, 1971 Coaches and Physical FalunitionASII Dining Room 9:00 a.m.-2:30 p.m. : Chitiron: Warren W. ninth. Athletic Director, California School for the Deaf, Riverside; Recorder: Laurence Beaver, Boys Physical Miami ion Director, Kansas School for the Deaf. 9 :9(.. a.m.-9 :15 a.m. :bit ri Owl ions and registration of coaches and physical education instructors. 9:15 clan. 10;00 : "The Present Shame of Physical dnottion anti Sports Programs in Residential Schools for the Deaf," Warren Plinth, Athletic Dim. tor. California School for the Deaf. Riverside. Discussions and questions from tie floor. 10 :15 a.m.-11 :45 a.m. : Panel Discussion: Padielpants: Paul Barr. Athletic Direc- tor, Maryland School for the Deaf, Virginia Stevenson, Physical Edcation. Arizona School for the Deaf and Blind. James Alsohrook, At 'delft! Director, Pieria School for the Isar. Clammy Davis, Athletic Director. Missouri School for the Deaf. Dale McMahan, Athletic Director, houlMana State School for the Deaf. Stephan). Beaver. Physical Education. Kansas School for the Deaf Topics: (1) Aids in Curriculum development for physical education: (2) ((iris Physical EducationInstructional, recreational. intramural and interscholastic; (3) Relationship of physical education to other departments In theschool. Problem areascommunleation. scheduling. sports and recreation; (4) The role of individual shorts such as: tennis, golf, bowling and tillimning. 11 :45 aan.-1 :30 pan. : bunch. 1 :30 p.m. : "Physieal Education for the Deaf Multi-llandieupped," Peter C.Lana M.S.. California School for the Deaf, Riverside; Discussion and questions. THE PRESENT STATUS OF PHYSICAL EDUCATION AND SPORTS PROGRAMS IN RESIDENTIAL SCHOOLS FOR THE DEAF Warren Flint h, M.A., Athletic Director, California School for the Deaf, Riverside Statistical information, although oftennecessary, does not make interesting reading nor listening, so this report of thestate of physical education in schools for the deaf will be general ratherthan numerical. The returns on the questionnaire' Isent, out. were surprisingly high indicating considerable intereston fhe part of coaches, athletic directors and others in what is happening in physicaleducation. The results show that almostevery residential school hes regularly scheduled physical educationprogram. In general this applies to all levels front elemeulary to high schoolswith fewer schools having elementary programs than in Junior Highand Ilig Schools. Most. of the schools have physical educationat. least three times a week for all of their students however,a small number have the program only once or twice a week. Virtually all of the schools indicated that grades are given for physical educationclasses. The residential schools for themost part offer recreational programs and sports for hoth boys and girls in addition to regularly scheduled physical educationprograms. In some cases the regular physical education classesare scheduled after the academic classes. A little over half of the schools replying havea regular course of study for their physical educationprogram. Of this group most 1 See Appendix. 57S

schools have an adopted curriculum for the deaf most of whichare based upon (he stale curricula. Schools reported having from one to eight physical education instructors in (heir programs, but (his includespart time as well as NH time teachers. The average is abort three teachers for each school but this varies with the size of the school. Three-fourthsof these instructors are certified physical edneation teachers but only about a third are trained teachers of the (leaf. Male physicaleducation teachers outnumber females by about 2 to 1 and aboutone- fourth of the physical education teachersare deaf. In summarizing the physical educationprograms in residonial schools for the (leaf it seems that (he (leaf students in Theseschools are receiving regular physical education programs by certified and trained personnel, based on state curricula, adapted for thedeaf. The major criticisms would be that. inmany cases the number of leachers is small compared with (he number of students,and perhaps more schools should have regular physicaleducation classes more times per week. It must be noted that most schools have recreation and sports programs in addition to the regularphysical education program %Owl) may meet the needs of studentsnot having daily physical education classes: It. wouldseem that. virtually all of the deaf stmlents in residential schoolsare getting exercise, learning skills and developing physical fitness insome manner under the direction of competent teachers. The (leaf have a right to take pride in theirparticipation and success in interscholastic sports. By their very nature schools for (he deaf limited in size, yet. schools for the (leaf activelyparticipate in a great number of interscholastic sports by both boys and girls. Deaf boys from almost fair- fifths of the schools replyingparticipate in basketball and track and field. More than half the schools play football, some 11-man,some 8-man, pee-wee and flag. in order of popularity (leaf boparticipate also in wrestling,soccer, baseball, cross-country, swimming, softball, tennis and golf. The girlstoo are quite active, with basketball and volleyballthe major sports. Deaf girls also compete in track and field,softball, field hockey, swimming, bowling, golf, tennis, badmintonand cross-country. All in all this is a fine achievement. for schools that,are limited in size but apparently not in talent. Because of the number of interscholasticsports entered into by schools for the (leaf and (he limited numbers ofplayers available to coaches the percentage of students participatingin sports is extremely high. Participation in the sportsprogram by 75 percent. or more of the eligible boys is notuncommon in the residential schools for the deaf. The kiwi of competition is also interestingto note as almost. all of the schools compete against. bothdeaf and hearing teams. More than three-fifths of the schools belongto their state athletic associations and more than halfare affiliated with a recognized league. Basketball is the numberone sport. between schools for the deaf with three-fourths of the schools playingat least another school for the deaf in this sport. Football andtrack are next. in popularity followed by wrestling, baseball andcross-country. The girls are 579 evenly divided betweenvolleyball and basketball with other schools for in their games the dent. There is alsolimited competitionin track, softball,soccer and field hockey by the girls. For the .15 schools replying to the questionairea total of 173 coaches was tabulated,this includes both as part time and assistant male and femaleas well coaches. More thanthree-fourths of the coaches ace members. ofthe faculty and (leaf. Most of those are trained teachers of the who are not membersof the facultyare counselors, student assistants,or other staff members. Male number thewomen by 3:1 while (leaf coaches coaches out- 3 :1 by hearing coaches. arc also outnumbered It \volt!!! seem dudthe handicap of deafness partic,mi,.4i in interscholastic is not a factor in sports. On the contraryour deaf boys and eager and willing to participate sport, :Iat the high school level. in almost all of the They competeas equals with both nearing anddeaf teams and in rules and regulations most cases are subjectto the of either the state athleticassociation or their league or both. Thismeans that they comply with rules age, years of participation, concerning scholastic requirementsand the like just as hearing studentsin their state do. In sports the favors and receive deaf ask forno none. In the trophycases of these schools are the proof that the deafcan compete in a hearing world. As with the physical sports for and by theeducation programs, thegeneral view of deaf looks good. Thatis not to say that the sportsprogram cannot be improved. It, can and it will be.Sports are perhaps the best singleway of promoting public relations. liecessary therefore, for It is our coaches to emplmsze goodsportsmanship, good dress :mil groomingand exemplary behavior teams. Another on the part of his area which needs furtherdevelopment, is in girls sports. Like it or notWomen's Lib is with recognition and us and the ladies demand an opportunity to participate.Some state as liletie associations are beginningto include, girl's sports more competition in this and we. willsee area. May I offer the menthe'sof this section a pat on the backfor a job well done, course, that, all of us need remembering of future. to strive to do aneven better job in the APPENDIX RESULTSOF PHYSICAL. EDUCATION AND SPORTSQUESTIONNAIRE Questionnaires Sent: 52 Questionnaires Received: 45 Physical Education Program 1. Do you haven regularly scheduled physical Yes-14 : No-1. education program? 2. Does your program Yes .38: No-1(I.include all of the studentsin you:- school? Which levels? Elementary-5; 3. Does your program Junior High School-1. offer a regular period ofphysical educhtioli? (Every day) -20: (Twicea week) -8: (Three times week) -2: (Differenttimes for diffencnt stmlents)-5a week )-7 ; (Once 4. Are grades given forphysical education classes? ; (No answer) -2. Yes-40: No-1; No answer-1. 5. Is an afterschoolprogram of recreation given ? 580 (In place of )-5 ;(In nthlitlon to P.11)-31; (For Boys only) -3 ( For both boys and glrls)-30; No--9. 6. Do you have a ref:11111r course of study foryour physical edneation program? Yes -27; No-18; (State carrIelenni ) 0: deaf ) 20 ; (City )I. (Adapted curriculum for the 7. Give the total number of instructors ittyour physical education program : 149. Number of certifk81 physical education teachers-10(1; Trained teachers of the den f-52 ; Male-94 : Fentale---55; Den f-39 ; Ilea ring-110. Interscholastic Sports 1. Does your school have an intrscholastieteam h1: hop: 11-man football-19; other football -7;basketball-40; wrestling-13: track and field--36; swlimning-1 ; baseball-7;tennis-1; golf-1. Girls: basketbal-12; track and fleld-14 ; ming-2; tennis -1; golf-1; otherbowling-2volleyball-20 ; softball-4; swim- ,cotuary-1 ; badmintonI. ;field hockey-5; cross- IS.your school a member of your state athletic Yes:-31 ; No-14. association? 3. Is your school a member of a recognizedleague? Yes-25; No--19; No answer-1. 4. In what sports do your boys play otherschools for the deaf? Foot 1 m11-15 : Track-14 ; llasketha 1 1 41 Baseball-2. ; Wrestling-4 ; Cross-country-2 ; 5. in what sports( do your girls play otherschools for the deaf? Volleyball-14; Basketball-14; Track-1;Softball-1 ; I I oekey -1. Soceer-1; Field O. Nallle your coaches and indicate byletters if they are: (a) Physical education instructors-104; (b) Certified teachers of the deaf- 122 ; (e) Member of the faculty-150;( (1) Members of the staff other than teachers-7;(e)Nottmenthers of the staff-3;( f ) Male-130; (g) locum le-43 ; Dent-13 ; Tota 1-173. PHYSICAL EDUCATION FOR THEDEAF MULTHIANDICAPPED Peter C. Lanzi, M.S., CaliforniaSchool for the Deaf, Riverside Any intelligent approachto the subject. of physical educationfor the multiliandicappeddemands that we settle at.once upon an adequate and acceptable definitionof the term physical education.Such procedure will tend to minimizethe confusion, contradictions, and misunderstandings with which contend. this phase of education isforced to Traditionally "education" hasbeen thought of by the layman and even by some educatorsas a process of acquiring knowledge through the medium of the school.But, happily, this extremelynarrow concept. of education is being discarded.We are coming now to think of .mlucat ion not as "schooling"alone and not altogetheras "learning", but rather asitcontinuous? lifelongprocess of change. Modifications or adjustment. of the individual, inschool or out of it, resulting from his ownresponses to the stimuli or situations of his internal environment. These external or the physical, emotional changes resulting from activityaffect and moral or ethical aspects ofthe individual's life as wellas the mental aspect, and the effectsmay be far better or farworse according to accepted standards.

557 581 Just what physical education will mean for the individuals in multiply handicapped classes will dependupon the types of responses induced on the part of the students. If the total situation resultsin no more meaningful reactions than exercises done to command, then physical education in this particular method willmean little aside from strictly physical training. But, if,on the other hand, the total situation results in frequent, and desirable reactions ofan intellectual, social and moral type its well as the muscular type, theprogram becomes one of great educational significance. Physical education should never be thought of isa frill or orna- ment activity attached to the school, but rather as an integral phase of the project of educating the whole individual. When this understanding of the nature of physical education becomes generally accepted, we may look for less confusion about. the subject, and for more intelligent progress in the field. In our field, multi-handicapped refers to defective hearing plus other handicaps. Hearts permanently damaged by congenital defect or infectious disease, arms and legs crippled by congenital defect, or infectious diseases, and undeveloped bodies suftering from malnutri- tion are with us always, as are faulty heredity, ignoranceon the part of parents and deplorable living conditions, and they all contribute to the problem, particularly when there isa mental deficiency. However, in the program at C.S.D.R. the majority of the multi- handicappedaredeafemotionallydisturbedand/ormentally retarded. Many of these students have additional handicaps including cerebral palsy and perceptual difficulties. Organized physical education should aim to make the maximmn contribution to the development of the individual's potentialities in All phases of life, by placing them inan environment as favorable as possible to the promotion of such responses or activitiesas will best contribute to the purpose. To this end muscletone and ability to use muscles effectively as well as the development ofa general quality of coordination are important, but have littleto do with the size of muscles. In this area skilled tenchers. are most important. Amongthe many specific requirements listed for the teachers, the followingare of special significance: 1. Love the children, and the children will loveyou, thus maintaining a line of discipline. 2. All individuals in the program must be considered,not. just a few. individuals. 3. Guidance is very important and the teachersmust take advantage of their opportunities along this line. 4. The program must be madeone of joyous living in the present. 5. Teachers should think in terms ofcarry-over values. 6. Teachers must have the capacity forgreat, understanding. The aim or ultimate purpose of physical educationis analyzed into a number of general objectives all of whichare most. important in working with the multi-handicapped. 1. The development of organicpower (the term organic refers to the heart, digestive system, excretory andnervous system). 582 2. The development of skills. 3. The development,of desirable social habits 4. The development, of and attitudes. a love of wholesome play andrecreation. To achieve all ofthese we must, analyze child: these problems within the 1. What are the needsfor development and 2. What, activities will adjustment. faction. best, contribute to hisinterest and satis- 3. What are thecharacteristics of promote such desirable activities. an environment which will best The followino. are ways of determining theneeds of the individual: 1. Frequent. Jests ofthe individual skill in ability to controlbodily movements. muscular activities and and muscular tests.) (Keep regular charts ofmotor 2. Evaluation fromtime to time of the teristics. individual's social charac- 3. Evaluation of the individual's interest, inphysical education. Among the psychologicalneeds are the: 1. Need for development 2. Need to develop of emotional controls. ments. control of a variety ofwilled bodilymove- 3. Need for developmentof resourcefulness, for quick and accurate initiative and capacity 4. Need for opportunitymental reactions whenunder pressure. for wholesomeexpression of human tendencies to action. (Manyabnormalities of personality of antisocial behavior and many forms are found in connection withthis need.) 5. Need to develop interestin wholesome recreation. The social needsare: 1. Need for thecultivation of 2. Need for the an attitude of cooperation. development of interestedparticipation in stimulating activities witha strong emotional element. What types of activitiescontribute to meeting multi-handicapped students? the need of deaf In this connectionone policy only is necessary: namely, to determineas accurately as possible the ties which givethe greatest promise activi- the particular individual. of meeting the specificneeds of The fundamental consideration in theselection of the activities are the needs of the individualor group being educated. The best.program of activities promise of meeting is the one which gives thegreatest the needs. This lineof thought, lendsto the conclusion that in theselection ofan activity or a to meet the needs ofa specific individual program of activities take into account or group, we must, properly all the factorsinvolved iin the .problem. lowing are highlyimportant: The fol- 1. The inherent, interests stages of development. and characteristicsof children at various 2. The level offundamental skills in tion. the group underconsidera- 3. The physicalcondition of the 4. The personality individuals being considered. of the group withwhich weare working. 583 5. Sex inn-t ),e taken into account. (Thereare many physical education actili, 4 which can be carriedon profitably in mixed of boys ani,. cis.) groups 6. Values nesirednat nrally some activitiesare more desirable and valuable from a physiologicalpuint of view than others. 7. Teacher load (aminimum of 10 students at, any time). and no more than 12 8. Time allotmentto be effective, dailyprograms must be a minimum of one andone-half hours duration. 9. To develop student.leadership, each student opportunity to be responsible must be given an during the year. for group activities atvarious intervals Value of activities: 1. The value of theactivities of the curriculum ated according to their should be evalu- relative worth in termsof physical, intellectual, social, safetyand recreational contributions. 2. The allocation of activities 3. The appropriate to appropriate age levels. ties. amounts of times to bedevoted to the activi- 4. An analysis of the basic elements of eachactivity and the time required for instructionin each activity. Prominent, characteristics child : and needs of themulti-handicapped 1. Poor powers of attention. 10. Lack of physicalpower. 2. Controls of bodilymove- 11. Periods of slow growth. meldsnotwellestab- lisped. 12. Awkwardness. 3. Active curiosity 13. Short attentionspan. and vivid 14. Inability to wait. forin- imagination. structions. 4. Lacking in cooperation. 15. Emotions uncontrollable. 5. Moral standardslacking. 16. No competitiveness. 6. Highly individualistic, in- 17. Girls moremature than dependent,. boys. 7. Aggressive tendency prominent. 18. Strong desire to belong. resultingin 19. Moodiness and day pushing and fighting. dreaming. 8. Slowphysicaldevelop- ment. 20. Curious aboutmany different things surrounding 9. Susceptibilityto fatigue. them. Perhaps the most important and successfulactivity for the deaf multi-handicapped child,especially those with is swimming. Thewater and its buoyancy emotional problems, effect on hyperkinetic seems to have a calming and emotionally disturbedstudents. This exceedingly healthfulexercise has important mental and physical. therapeutic values, both Although many of thestudents in ourprogram had a fear of the water, after a few lessonsand careful training they to enjoy the waterand in a matter of eventually learned Because of the relaxing 8 to 9 weeks learnedto swim. effect of swimmingon these deaf, emotion-

11 -803 0 - 12 - 38 584 ally disturbed children early morningclasses were scheduled so the students could start the day ina frame of mind ready for learning. A. daily program of calesthenics isoffered not as a training tool but as an experience of pleasurableendurance. Each student. hasan opportunity at. some time to lendan exercise. Especially effective is having all the students count cadenceat the top of their lungs. Gaines are very useful for severalreasons, rules must be observed on the playing field just as in the classroom. Inaddition cooperation, teamwork and good sportsmanshipcan be taught effectively in game situations. Races and relays, wherecooperation is important, and useful as learning experiences. are fun Although at this stageour students are not capable of sports with rigid rules they are given opportunitiesto play with plastic bats and balls making theirown simple rules in their 01111les. They also play their own form ofsoccer, kickball and basketball. The balance beam hasproven useful with these students for improving coordinat ion, balance andposture. The deaf multi-handicappedprogram at. the California School for the Deaf is based.upona system of contingency management in which rewards are given for completion ofeach task. In this connection the students are rewarded for beingproperly dressed for P.E. and for success in various P.E. activities. Although our program is still inthe experimental stagemany signs point, to the fact that physicalactivities are an essential part of their educationalprogram. The tensions and emotional problem:; become lessened as the childdevelops his physical capabilities resulting in better participation in classroom activities. This is a new and growing fieldand as P.E. instructorswe will be more and more involved inprograms with the deaf multi-handicapped. Much of thesuccess of such programs will dependon our ability to relieve the tensions anddisturbed emotions of these students so they on functionmore normally in their academic classes. It is up to us to minimize theirhandicaps as much as possible and permit them to compensate for their. .handicapsby success in the areas where they are capable of success. AudiologistsLower School Library 1) a.m.-2 :30 p.m. : Chairman: Dr.Jerome G. Alpiner, Director University Denver Speech and Hearing Center. of 9 a.m.-9:45 a.m.: "The iludiologicilasessment of Deaf Students." Lyle L. Lloyd, Mental Retardation Program, NationalInstitute of Child Health and Buumn Development, Bethesda, Md. 0:45 a.m.-10 :30 a.m.: "An Auto-TutorialApproach. for Exploring the Sensory Capabifflics of Young, Hearing ImpairedChildren," Dr. Carl Binnie and Dr. David Goldsten, Department ofAudiology and Speech Sciences, Purdue versity, Lafayette, Ind. Uni- 10:30 a.m.-11 :15 a.m.: "A LinguisticApproach to the Teaching of Speech-reading: Thceretical and Practical Concepts," Dr. Raymond II. Hull, Director ofAudio- logical Services, University of NorthernColorado, Greeley, Colo. 11:15 a.m.-11 :45 a.m. ; Discussion Period. 1 :30 p.m.-2 :15 p.m. : "An Infant Developmental Instructor, Department of Speech Language Program," Carol Amon, Denver, Denver, Colo. Pathology and Audiology, Universityof

591 585 THE AUDIOLOGIC ASSESSMENT OF DEAFSTUDENTS Lyle L. Lloyd, Ph. 1)., tute of Child HealthMental Retardation Program,Nabional Insti- and Ihmum Development,Bethesda, Md. The purpose. ofa comprehensive audiologic describe an individual's assessment.is to auditory abilities andfunctioning in aman- lier that will facilitate medicaland non-medical The presentpaper is concerned primarily with (re)habilitation. munication habilitation. non-medical or com- Unfortunately, some peopletesting the hearing of deafindividuals provide only some educators fail to demand limited information and times educators fail more complete information.Some- to demand more audiologicdata because they think it is too difficult.to obtain comprehensive deaf individuals, data from severely or because they have difficultyseeing the educational value ofsome of the audiologist's test is difficult totest some deaf children, results. Admittedly, it. from attempting but that. should notstop us to obtain the informationwe are technologically capable of obtaining(Fulton and Lloyd, audiologist's "fancy" 1969). Also sonic of the test results and "technicaljargonies" reports are estoeric and difficult torelate to the educational child. If the educator needs of a given is to meet his fullresponsibility to the deaf,he must "keep the audiologisthonest" and demand hensive audiologic the same compre- assessment for children ascan be provided those with lesssevere hearing impairments. Gone thinking pure-tone are the days of thresholds, and insome cases speechawareness levels may be acceptedas complete hearing test results Programs for the deaf on the (leaf. must start using additionalinformation if they are to provide optimal communication habilitation. The purpose of thispaper is to suggest an extensive, metric battery asa part of a; comprehensive basic, audio- that could be adoptedby programs for audiologic assessment assessment is based the deaf. An audiologic upon (1) case history, (2)related educational, social, and psychologicalinformation, (3) medical findings, (4) otologic and general audiometric data, (5)non - audiometric receptive communicationdata, and (6) expressive These 6 kinds of communication data. information are listedto emphasize the distinction between an audiologicand an audiometric metric assessment assessment. The audio- must be considered in thecontext of the audiologic assessment, but becauseof time limitations,the present be primarily concernedwith the audiometric paper will Prior to presenting battery. the basic audiometricbattery it seems priate to considersome of the fundamentals appro- process. Reliability is of the audiometric a prerequisite to obtainingvalid data. Audio- metric reliability isdependentupon carefulceful attention to ables as:. (1) acousticand other enviromnental such vari- tion, (3)instructions (Including factors, (2) calibra- variables), (4) linguistic andcommunicational responses criteria, (5)response mode, (6) threshold searchingmethodology and criteria measures), (7) stimulus (in the case of threshold variables of the stimulusspecificity and control,and (8) linguistic (in the case ofspeech audiometry).

592 4 58t

Brief discusSion of acoustic stimuliis necessary whenone considers the above variables along withthe following two points: (1) the validity of the results ofsome procedures is related to the type of stimulus used and (2) the stimulus-response relationship is the cornerstone of all audiometry.A. wide varietyof acoustic stimuli are

TABLE I--CONTINUUM OF ACOUSTIC STIMULI REUTIVE TOSPECIFICITY AND CONTROL. Since various environmental sounds may fallat a number of points along the continuum theyare shown in parenthesis at their three simplest levels. Sounds from noisemakers, toys, musical instruments, and animals have been omitted to simplify the table,but they may be considered along with environmental sounds.It should also be noted that for speech type stimuli, syntheticspeech such as that produced by the Bell or Haskins Laboratories forexperimental purposes would rank higher in specificity or control than humanspeech. The stimuli may also be considered along a continuum of humancommunicative value. Relative'. Easy to Low Human Specify and Control Communicative "Most Analytic" Value

Pure tones, clicks, Narrow band noise, etc.

White noise, "sawtooth" noise

Several bands of noise

(environmental sounds)

"Isolated" Speech Sounds

(environmental sounds)

Nonsense syllables

(environmental sounds)

Monosyllabic Words

Dissyllabic Words

Phrases and word chains

Sentences and longer word chains

Continuous Discourse

"Normal Conversational - -" Or "Everyday Speech" V Relativelydifficult V High to specify -- control Human Communicative "Lelst Analytic" Value 587 available as shown in table 1. These stimuli range over a continuum of degree of specificity or control. Table 1 lists the stimuli from easiest, to specify or control to most difficult to specify or control acoustically. The acoustic stimuli listed may also be considered along a continuum of human communicative value representing the frequency of human use in oral communication. In general, the communicative value continuum also represents an approximate ordering of the stimuli in terms of communicative importance. The importance ordinarily holds true for most oral communication but in some cases a single monosyllable word such as "stop!" or "help!" (which linguistically may lie a sentence) may have more communicative importance than conversational speech such as "...I am not sure which dress. . ." Unfortunately for the audiologist attempting to reliably and validly assess au individual's auditory abilities and functioning for communication programming the two continuarun counter to each other or have a negatve relationship. The stimulus that is easy to specify and control increases reliability, but tends to have little communicative value and less face validity for communication programming. The stimulus with high communicative value (and validity) is the most difficult to specify and control (for reliability). Therefore, the audiologist must consider both factors and make a conomise. lie uses the stimulus that offers the highest face validity and specificity. Puretones are used to measure basic sensitivity, while speech stimuli may be used to measure higher level functions of speech discrimination. With this background let us reexamine the general purpose of a comprehensive audiologic assessment as stated at the beginning of the paper. We can focus on specific areas of auditory abilities and functions in the audiometric assessment. In this discussion we should consider the specific auditory behaviors and aspects of the type of pathology that have major implications for communicationpro- gramming as follows: (1) auditory sensitivity across the frequency range, (2) stability of the auditory sensitivity, (3) dynamic range and tolerence, (4) recruitment or distortions of loudness, (5) basic auditory discrimination, (6) speech discrimination, (7) habituation and fatigue, and (8) interaural differential of the abovemeasures. The educator must have information on each of the above 8 auditory behaviors (and their communication implications) for each student if he is to plan the most effective program for his deaf students. Although, time does not permit an extensive discussion:a few illustrations of the communication programming implications of such auditory behavior and how these behaviorsare related to different types of pathology seem appropriate. (This discussionwas done with overhead transparencies and a printed textwas not submitted for the proceedings). With this focus on specific auditory behaviors that have direct implications for communication programming I would like topro- pc,.A a basic audiometric battery be adopted by all schools for the deaf. Naturally, some of the more progressive schools, with established audiologic programs, would include additional audiometric procedures. The proposed basic audiometric battery is designed for school age deaf children (and the adult deaf). With only minor limitations the battery can be used withyounger children.

394 588 The basic battery includesthe followingmeasures: (1) air conduction puretone thresholds,(2) bone conduction puretonethresholds,(3) speech receptionthresholds, (4) speech discrimination measures, (5) most comfortable anduncomfortable levels, and (6) continuous and interruptedBekesy tracings. These six kindsof audiometricmeasures will be briefly elaboratedupon in the following paragraphs witha brief discussion of how each is used to define one or more of the above auditorybehaviors. In general, the ures should be made bilaterally. meas- Air conduction puretonethresholds should be obtainedat the octave intervals of 250 through8000 Hz. All frequencies should be attempted even if the thresholds eter at one or more frequencies.are beyond the limits of the audiom- that may facilitate commiinicationOtherwise some islands of hearing ing may even interfere with may be missed. Islands of hear- conununication. It is also desirableto obtain interoctave thresholdsif there is a marked difference threshold level of two adjacent in the. frequency that has octave frequencies and next. toany a threshold beyond the limits of theaudiometer. Puret( ne air conductionthresholds provide the basic ink about the student's auditory rmation sensitivity across the frequencyrange and is important in termsof what he can and cannothear. both in terms of speech andnon sreech sounds. Puretone thresholds us wit -1 the basic functional relationship provide his acoustic environment. between the individual and They have implications for theuse of amplifica In the case of infants,a first approximation of appropriate level and type ofamplification may be primarily pima( ne data (or frequency based upon modulated or warble tones). Inthe case of intuits, the audiologistinitially may not, test all six but select a low, middle, frequencies and high frequency andinterpolate from his data until fueliertesting is accomplished. provide an index of stability. Repeated thresholds Bone conduction puretonethresholds should be obtainedfor the octave frequencies 250 through4000 Hz. (again, interoctave quencies may be tested if fre- clinically indicated). Thesemeasures may be obtained from the foreheadto see if there areresponses within the limits of the audiometer.If so, is there If there is a significant a significant air-bone gap? air-bone gap, then bilateralmeasures (with masking) will be neededto obtain mteraural differential. bone relationship is The air- a primary basis for the differentialdiagnosis of conductive, sensori-nenral,and mixed types of though most of the hearing pathology. Al- impairment in deaf-individualsis senson-neural, some conductivelosses will be discovered evaluation and the conductive upon initial component of a. mixed loss willbe revealed for some deafindividuals. Different result in different. auditory types of pathology behavior. This informationhas implications for the use of amplificationand in somecases for medical restoration. Consideration ofhow the individiml respondsto bone conducted puretones in light,of tones along with other knownresponses to air conductedpure- informationi about boneconducted stimuli provides the audiologist,with information about. Speech Reception Thresholds validity. words (Hirsh, et al, 1952). should be obtained withspondee However, many deaf individualswill not 589

GALLAUCET COLLEGE Deparment of Audiology

SPEECH PECEPTION MEASURES CH GALLAUDET STUDENTS (MLV at levols Re: 22 dD SPL unless otherwise specified)

flARE: EXAMINER:

DATE: : EAR TESTED FIRST:

I. SPEECH FFCEPT1ON THRESHOLD f.EASIJPES Start with printe'l word familiarization the-277poncee words.--TEa serT70.7-Many words can be la:Milled at MCL and attempt threshold measures. RIGHT EAR LEFT EAR AIDED

A. SPONDEE THRESHOLD (16 to 22 words) dB dB dB

B. SELECTED SPONDEE THRESHOLD (2 to 15 words as listed Under Comments) dB dB dB

If a threshold can not he obtained for 1-A or B provide auditor, (at MCL) and printed word fomillarlzafion of the 22 words. Then see how many be Identified at MCL and attempt threshold measures.

C. SPONDEE THRESHDLC (16 to 22 words) dB dB dB

D. SELECTED SPONDEE THRESHOLD (2 to 15 words as listed undor Comments) dB dB d3

If a threshold can not bo obtained for 1-C or D attempt further auditory training and attempt word pair, same-difference thresholds starting at tX;I.

E. SPDNEIEE vs SPONDEE. THRESHOLD (e.g., baseball vs hotdcg, airplane vs airplane) dB dB dB

F. SPONDEE vs MONOSYLLABLE THRESHOLD (e.g., boy vs baseball, hot vs hot) dB dB dB

COMMENTS:

II. SUPRA-THRESi.TLD MONDSvLLABLE SPEECH DISCRIMINATIONMFASURES Administeredonly 1175-SFU7111=-SETECTETIMOEETHmEhOLUwiTaT5-16611%7171Watothoappropriate level to obtain the "PB l.Tax" by startingat the studentsMCL for monosyllables and exploring for an appropriate icvel bypresentingmonosyllablewords. RIDS). EAR LEFT EAR AIDED -, ..,-... A. ESTIMATED "PB. MAX". Specify

stimulus material (PSK -50, CID /0 dB %II dO or dB W-22, etc) Including list number

B. MODIFIED RHYME TEST !Pickett 1966 Recording) %@ dB 1, dB /13 dB

C. DTHER. Specify 10 dB 10 dB %e dB

21 "'CATS:

respond to the str,idard spondee threshold procedures (Unpublished data, indicatesmy approximately 55% of the students entering Gallaudet in the fall of 1968 yielded meaningful spondee thresholds). If relatively 'conventional spondee thresholds can not be obtained, other types e f speech stimuli should be used to obtain some index of the speech reception threshold and gross discrimination of speech at threshold. One can work down from the spondee vs. spondee to the simpler spondee vs. monosyllable discrimination. This latter type of discrimination may be based primarily upon duration, but at least, it gives some index of auditory discrimination. We developed a systematic procedure to obtain this measure on all students entering 590 Oa Handel. The score sheet for this procedure isshown in Figure 1. We started at thetop and worked down until measure. It should be noted we could obtain sonic culty this procedure that along with the hierarchyof diffi- starts by ultilizing thefamiliarization procedure recommendedby Tillman and ;forger poies additional familiarization (1959) and thenmcor- minor modification as may be necessary. With only speech receptionmeasures such as these obtained fromyounger children. can be In addition to providingan index of basic speech discrimination the speech receptionthreshold provides check on the puretone itreliability and validity threshold. Interestcomparisons are criticalto making judgments aboutreliability and validity. deaf individuals lack In it few eases, sufficient residual hearingand listening experience to make even thegross bisyllable vs. monosyllable tion. In suchcases the audiologist discrimina- may obtain a speechawareness threshold (or speechdetection threshold) ratorof the puretone to use as a grosscorrobo- thresholds, but this doesnot.. provide an index of threshold levelspeech discrimination. experiment with auditory The audiologistmay also training during hisattempts to obtain speech receptionthresholds. One additionalcomment about speech audiologists use reception thresholds. Most a primarily descending thresholdsearching methodology to obtain speechreception thresholds. However, ogists use the ascending many audiol- method for puretonethresholds (Carhart and Jerger, 1959). Sincecomparison of puretone olds are frequentlymade, it would be and speech thresh- threshold searching desirable touse the same methodology (ascending,descending, or bracketing) to reduce thisas a source of measurement definitive data to error. There are no strongly suggestone method over the other. Carhart and Jerger(1959) have recommended ascending approach. using the primarily Lloyd (1966; Lloydand Fulton, 1969; and Lloyd, 1972),using an operant Fulton etry, has suggested approach to behavioralaudiom- several advantages ofthe primarily descending approach for thedifficult-to-test since built into thethreshold searching supra-threshold presentations greater consistency between procedure appear to:"(a) have the training (teaching)and treshold- searching stages ofthe testing session, tunity to administer (b) providemore oppor- have the teaching reinforcement for appropriateresponses, (c) built into the of responding tolower and lowersound levels method, and (d) betterapproximate errorless ing." Therefore,until further research learn- descending methodis indicates differentlythe being suggestedfor testing mostdeaf Speech DiscriminationMeasuresshould be obtained type of monosyllablewords for all individuals with some threshold is obtained. for whoma spondee In most audiologyclinics cm W-22 words (Egan, 1948)have been used for this (PB) (Haskins, 1959) measure, but PBK-50 words have also beenused on the assumption they are ofa less difficult familiarity level. that words offer theadvantage of relativelyThe W-22 and PIIIC-50 clinics and common usage in other a degree of normativeinformation, but other may be employedas long as one is word lists aware of possible differencesin 591 scores obtained clue to differences in word lists. Suchword lists would have little inter-clinic value, but could be of considerable intra-clinic value in assessing aural(re)habilitation, considering amplification, relating auditory speech reception to visual speech reception,etc.Although not,usuallyconsidered an audiometric measure, some visual speech reception measure shouldbe obtained during this phase of the audiometric battery. Visual speech reception using isolated words is not the same as visual speech reception in the actual communication process, hut it does provide an index of the relative contribution of audition and visiou. Relating these measures to other measures of receptive communication provides an index of the individual's relative analytic and synthetic skills in visual speech reception. Although supra- thresholdspeechdiscrimina- tionmeasuresprovide an index of howwellthe individual can understand speech, it should be remembered that monosyllable words .offer a compromise between specificity andactualcommunication value (validity). iuIlenepast the audiologist has reported speech discrimination results hi terms of percentage correct, but additional information for planning analytic types of auditory training may be obtained by analyzing the. erros. Closed message tests like the Rhyme -test. (Fairbanks, 1958) or the Semi-diagnostic lest. (Hutton, et al, 1959) are designed for error analysis. In contrast. to specific stimulus recommendations for the previously discussed procedures, 110 particular stimulus words are being recommended since the various lists have different advantages and disadvantages. The important point is that sow .form of supra- threshold speech discrimination data be obtained and put to use in communication programming and that various procedures be explored and evaluated. In addition to the above word lists, some of the speech discrimina- ti on tests designed for children should be considered (Goldman, et 01,1970; Haskins, 1949; Myatt and Landes, 1963; Prather, et al, 1971; Ross and Lerman, 1968; Siegent baler and Haspiel, 1966). All of these tests use pointing rather than oral responses which offer a major advantvge in testing many deaf individuals. Some of the tests offer greater word familiarity than the W-22 or Rhyine-test words. Two of these tests stress training. the child to respond to the actual lest words before testing, this offers an advantage in repented use of a single set of words for retesting while most auditory discrimina- ti on tests attempt to use equivalent but different word lists for testing. One additional aspect. of supra-threshold speech discrimination testing should be mentioned. That is the level at which the stimuli are presented. The basic measure is the maximum discrimination score that. can be obtained, frequently referred to as "PB max" when PB words are used. As indicated, various stimuli may be employed, asPB words are not. sacrosanct. In this case, the measure should be referred to as the maximum discrimination score. Since different word lists may result, in varying scores, the word list. should be specified inreportingthe test. results. This measure should be obtained by exploring several levels of presentation and determining 592

an articulation gain function. Some audiologistsestimate the axi- um discrimination score, using onlyone level of presentation. Sev- eral such levels have been suggested,ranging from 30 to 50 dB SI.. Such levels work fairly well fornormal hearing and most hearing impaired individuals, butare totally inappropriate for most severely andprofoundly hearing impaired(deaf)individuals. The maximum discrimination score for most deafindividuals is obtained ata much lower SI.. The most comfortablelevel (MCI.) and the MCI, plus about, 6 dB have been foundvery useful for estimating the deaf individual's maximum discriminationscore. This frequently works out to be as little as 6 dB SI.. In additionto obtaining the maximum discrimination score, it.is frequently helpful to obtaindiseriminn- tion scores at some set level suchas "soft conversational speech" (established to be about 55 dB SPLor 33 dB 1414), "average converso- timid speech" (establishedto be about 70 d13 SPI,or 48 dB HI.) or the "loud conversational speech"(established to be about. 85 dB SPI, or 63 dB III.). Althoughthere are limitations because of the very limited auditory sensitivity ofmany deaf individuals, such a measure as the discrimination at. theaverage conversational speech level may still be payticularilyuseful in considering amplifiat:A. In all speech discriminationtesting,thelevel of presentation should be noted for future reference. There are stillmany unanswered questions in thearea of speech discrimination but that shouldnot deter us from using the bestpro- cedures available and developingunproved methods for obtaining such measures for the deaf. The Most Comfortable andthe Uncomfortable Levelsshould be determined using conversational(unemotional or "cold running") speech about the tasks monitoredat. ± 2 dB on the VU meter. A bracketing procedure has been found useful in determining themost comfortable level measures, whilean ascending procedure is better for determining the uncomfortablelevel measure. These arebasic measures to determining the dynamicrange and tolerance of an individual. Such information iscritical in considering theappropriate use of amplification. Suchmeasures are also considered, along with other measures, to evaluaterecruitment. Continuous and Interruptc"Bekesy Tracingsshould be obtained using either the sweep or fixed-frequencymethod. If the, fixed- frequency method is used, at. least one low frequency (250or 500 Hz) and two higher frequencies(1000 -6000 Hz) should be the puretone results indicate tested if residua'. hearing at thesefrequency ranges. Bekesy audiometry is usefulin determining the typeof senson-neural pathology. It.can provide some index of "recruitment" and is extremely useful, relative to habituationand fatigue. Therefore, in addition to beinga tool for determining types of thology,Bekesy pa- audiometry can provide informationrelative to the processing of acoustic signalssuchas speech. Other differential diagnostic procedures, suchas the median plane balance, SISI (ShortIncrement Sensitivity Index), andtone decay may beem- ployed with the deaf, butfur a basic test. battery mend Bekesy audiometry. I would recom- In the future, Bekesyaudiometry may even replace conventional puretoneaudiometry.

F. 593 In summary, a basic audiometric battery has been proposed with an attempt to indicate what kinds of measures an audiologist can use with most deaf individuals within the limits of the state of the art and science. Au attempt has also been made to indicate some of the communication programming implications of the proposed battery. As itbasie batteryadditional testS will be indicated for many individuals. The basic battery has been used to imply a minimum set of procedures selected as possible to perform and practical in terms of providing usable information. The battery was also presented in the context of a more comprehensive audiologic assessment. The fact that. most of the paper was concerned with audiometry was not intended to diminish the other aspects of an audiologic assessment. An assumption was made that most individuals atthis meeting would be well versed on the other 5 components of the andiologic assessment and how audiometric findings must be interpreted in light of the other 5 components. A few additional comments may be considered. The retesting of students on a systematic basis is strongly recommended. Annual testing of children under 10 or 12 with a less frequent schedule for older individuals is also recommended. Since auditory abilities may vary, retesting should he a part of the systematic revaluation of the communication programming for each individual. In addition to the communication programming value of .a basic audiometric battery, such an approach has considerable research In conclusion, itis hoped that this presentation will stimulate discussion and Tesult in a reevaluation of audiometric practice with the deaf. Such discussion or reevaluation may shake us out. of our tradition and convenience bound "ruts," but it should result in improved services for the deaf. LIST OF REFERENCES Carhart, It., and Jerger, J., Preferred method for clinical determination of pure-tone thresholds. Journal of Speech and Hearing Disorders 24, 1959, 330-345. Egan, 1 P., Art fettle lion testing method. Laryngoscope, LVI I I, 1948, 955-991. Fairbanks, 0., Test of phonemic differentiation :the Rhyme test. Journal of the Acoustical Society of America, 30, 1958, 596-600. Fulton, It. T., and Lloyd, T.,L.(i'cIK) A itamnctry for the Retarded: With Implication., for the Difficult-toTest. Baltimore: Williams and WilltIns, 1969. Goldman, R., Fristoe, M., and Woodcock, R. NV., Test of Auditory Discrimina- tion. Circle Press, MAL: American Guidance Service, Inc. 1970. Haskins, Harriet L., A phonetically balanced test of speech discrimination for children. M.A. thesis, Northwestern University, 1949. Hirsh, I.J., Davis, II., Silverman, S. R., Reynolds, E. G., Eldert, E., and Benson, It. W., Development of materials for speech audiometry. Journal of Speech and Hearing Disorders, 17, 1952, 321-338. Hutton, Charles, Curry, E. T., and Armstrong, Mary B., Semi - Diagnostic test materials for aural rehabilitation. Journal of Speech and Hearing Disorders, 24, 1959, 319-329. Lloyd, L. L., Behavioral audiometry viewed as an operant procedure. Journal of Speech and Hearing Disorders, 31, 1966, 128-130. Lloyd, L. L, and Fulton, It.T., Audiology's contribution to communication programming with the retarded. In McLean, T. L., and Yoder, D. R, and Sehlefelbuseh, It. L., (Eds.) Developing Strategics for Language Intervention with the Retarded, 1972 (in preparation).

670 Olt

5194

Myatt. Reny 1). and Landes, R.A., Assessing discriminntiou loss II new SI Miro:lel' toward a picture test. in children : 359-362. Archives of Otolaryngology, 77,1963.. Prather. E.. Miner, A., Addicott,M., and Sunderland, L., Washington Sound DiseriminatirmTest.Danville, Speech Publishers. 1971. Illinois:InterstatePrinters awl Ross, M., and Lerman, .1., A picture-identifleation test for bearingimpaired children. Research Project N. 7-8938,U. S. Office of Education, 1968.(This test is in prepanution for publicathmby StanwIX Douse). Siegenthaler,11.M., and Ilaspiel, 0. measures of hearing for speech by children.S., Development of twostandardized N. 2372 0.-.1O-oo:n, 1066. Cooperative Research Project Tillman. T. W.. and Jerger, J. F.,Some factors affecig the spondee in norml-hearing subjects, Joorno/ threshold 1.11 -146. of Speech and Waring Reulig!,2, 1959,

AN AUTO-TUTORIALAPPROACH FOR EXPLORINGTHE SENSORY CAPABILITIESOF YOUNG, HEARINGIM- PAIRED CHILDREN Carl A. !think. Ph. D., and David P. Goldsten, Ph. D.,1)epartment of Audiology and SpeechSciences. Purdue University It is the purpose of thisdiscussion to attempt. to outlinea program for the preschool hearingimpaired child in which the audiologist works in conjunction educational obtain basic htformation with the teacher of the (leafto concerning the child's auditorysensory capabilities for his futureeducational program. Since theaudiol- ogist. is frequently the firstprofessional to see the hearing child, it would be helpful if impaired those tasks for which thewe attempted to define his role by listing audiologist is responsible. Weusually think of the audiologist's roleas being four-fold: (1) to ascertain person has a -hearing lass and, if the tests, to determine how much through appropriate audiological ularly the residual hearing lie has, notingpartic- audiometric configuration;(2) to determine the siteof lesion ; (3) to ascertainto wintt extent the major means of communication; person uses speech as the done in the and (4) to determine whatcan be way of rehabilitation, i.e., whatpotential is there for tinders' anding speech withor without. amplification. The literature contains relative to the various a considerable amount of information assessmentprocedures useful withyoung children. The primaryfunction of these been to attempt assessment procedures has to answer the question: "How much residual hearing does the person have?"Observation of the as we present. an array of acoustic young child's behavior the presence stimuli and noteappropriately or absence of response has-ledus to be aware of the normal developmentalresponse pattern of hearing children the audiologist, isaware of what kinds of so that occur. responses are likely to According to Shepherd tasks when (1971), the audiologistmust perform three measuring the auditory system ofthe child: (1) he must have an accurateset of criteria so that he he must be ableto select the appropriatecan define a response, (2) can obtain responses from test. procedure so that. he children withan impaired auditorysys- 595 tens, and (3) he must be able to differentiate normally hearing children from cli'ldren with impaired hearing by setting appropriate response criteria. Whik. the audiologist makes a significant contribution by determining how much residualhearingthe child has, the most important of the four tasks which the audiologist is responsible for is the assessment of how the child uses his residualhearing,not just how much residual hearing the child has. According to Carhart (1963), the basic reason for performing audiological assessments with educationally hearing impaired children is to determine what potential each child's sense of hearing holds for him as the medium through which lie may learn language. Evaluations of the child's capacities to make correct. auditory discriminations and determinations of his potential to increase this skill is the area where the audiologist can make as substantial contribution to (leaf education. Accurate assessment. of the child's auditory discrimination abilities can be helpful in planning future auditory training programs as well as yielding informat ion concerning the child's educat ional future. The Joint Committee on Audiology and Education of the Deaf (1965, p. 15) reported "a great need for audiologists to understand the educational problems of the. deaf, since the audiologist usually sees a child before he is placed in it program for deaf children and frequently takes partin the decision on educational placement." Educators of the deaf responding to the question "Wirit is the ONE most important contribution that an audiology progvam can make to an education of the deaf program?" made sonic enlightening comments that should be of concern to educational audiologists. First of d1, thecontributionlisted most frequently was the use of audiological analyses in the educational placement and determination of the potential of the deaf child. Classroom teachers want a better understanding of the child's hearing potentials and limitations and a complete analysis of the hearing capacity of their pupils as related to their educational program. Audiology as it profession is concerned with the process of hearing and, therefore, it seems proper that this profession should take the responsibility of exploring basic and complex auditory discrimination abilities of the (young) hearingimpaired population.Edu- cators ofthe deaf want something morethan a piece of graph paper with red circles and blue X's. They want more than a decible definition of hearing loss,something more than informationabout.the nature and extent of the hearing impairment. They want meaning- fulinterpretations of the education implications of the audiological test. results. Since audiograms may indeed change asthe child learns to use lushearing, educational audiologists canbe extremely helpful in stating the functional limits of the hearing loss. In addition, since audlograms represent only one aspect of auditory perception, i.e., the child's responses to pure tones, we, as audiologists, should attempt to explore the relationships between various degrees of hearing impairment and the child's responses to an array of acoustic stinnali. It is proposed, therefore, that there isa need to explore basic sensory capabilities of young hearing impaired children so we may 6 9 .596

obtain meaningful diagnostic andprognostic information thatcan serve as insight into developing auditorytraining activities. Itis further proposed that the explorationof the sensory capabilitiescan be achieved in an auto-tutorialapproach employing operant conditioning procedures. Theoperant conditioning procedures would allow for the opportunity to understandthe auditory behavior, auditory learning, and auditory capabilitiesby obtaining knowledge of the factors necessary to modify thebehavior of the young acoustically handicapped child. Itis our contention thata structured, auto - tutorial approach progressing fronta visual discrimination task to an auditory-visual task, and finallyto an auditory task would lead toa high degree of understandingof the sensory capabilities of children with hearing lass. If basicsensory performances produce data that are meaningful, it is expected thatwe can, in part, bridge the. gap from the decibel definition of hearingloss as obtained front audiological test results to clinical training prograw. anecdotes describing successful auditory The results of various auditorytraining programs are largelyanec- dotal and seem to bea reflection of certain isolated clinicalcases which, for some reason,are able to succeed in an auditory approach. Audiologistsand educators of the deaf, however,are frequently dis- mayed because the clinical testimonialsdo not reveal the true auditory abilities of the deaf populationinsofar as offering suggestions for training. It. is felt that thereare certain basic auditory abilities thaton must have in order to develop effectiveoral language. These include more than detection or awareness thresholds o(auditory stimuli but are concerned with auditory discriminationsof duration, pitch, intensity and rhythm of complexacoustic signals. While much information is available concerning theauditory discrimination ability ofnormal hearing adults, littleis known about the sensory capabilities of the young hearing population, not. to mention loss. the child with a hearing The importance of hearing inthe deaf child stillappears to be underestimated, even though thereare many reports in the literature describing the use of residualhearing. Sonic of the reports which have emphasized theimportance of trainingeven small rem- nants of hearing include Goldstein'sAcoustic Method (1939), Fry & Whet nail's The Auditory Approachin the Training of the Deaf Child (1954), Wedenberg's auditorytraining document. (1951), and Pol- lack's Acoupedie Method (1970).All of these reports have presented successful educational approachesfor the auditory training of the hearing impaired child. The fundamental differencebetween the deaf and hearing child is that. the latter learnsspeech spontaneously while the deafchild is in need of special assistance.However, the point. incommon for both the hearing and the hearingimpaired child is that hearing has to be learned. The auditory trainingprocedures for the hearing impaired generally include thepresentations of pleasurable sound stimuli such as environmentalsounds, music, and speech. Usuallythe

3 597 children are encouraged to listen with their hearing aids in an unstructured play-type atmosphere. While there can be no doubt that the auditory environment. is important. in developing the child's residual hearing, itis felt that the hearing impaired child could be receiving specific kinds of structured listening tasks that would allow him to develop his auditory sensory capabilities in a meaningful fashion. This program is not concerned with presenting an educational philosophy of auditory training. The intent of this program is to describe feasibility studies designed to explore certain basic sensory capabilities of the young hearing impaired child to determine his level of performance for complex acoustic stimuli. In other words, we would like to ask the question: Can the hearing impaired child be trained to make correct judgments in the discrimination of sounds with acoustic contrasts that would provide diagnostic and prognostic information for the educational program? In short, we are interested in applying psycho-acoustic research to the young hearing impaired population so that, hopefully, we will gain psycho-audiological information that will bridge the gap between hearing sensitivity and the child's use of his residual hearing. In this proposed program the audiologist would function in two major roles. lie would obtain complete audiologic profiles, as they art conventionally employed, on each child in the pre-school group. These data would be augmented consistently by obtaining responses front simple auditory perceptual tasks designed to test, the signal properties assumed to underly the perception and/or acquisition of speech skills. Eventually, measures of the child's ability to distinguish changes in amplitude, fundamental frequency, and duration characteristics of signals having syllabic characteristics would be made. In the early stages the young children were trained to serve as experimental subjects and so it was planned to coordinate basic discrimination activities into sense training activities in the classroom. Thus, thechildrenunderstoodsuchconceptsas same- different, higher-lower, more-less, etc. so that they could make reliable responses. In order to train and test the children, the procedures were automated in an auto-tutorial fashion. Language development is of particular concern to educators of the deaf and auditory communication is the medium through which we learn to handle the English language. Those of us who work with the hearing impaired are aware of the struggle with language development that occurs as a result of an impaired auditory system. When we work with the hearing impaired, it is essential that we thoroughly understand the use he makes of his residual hearing so that appropriate training and educational decisions can be made. Almost all deaf children tend to have sonic residual hearing, although it may be of small amount. Frisina (1965) reported that approximately 30-40 percent. of children in deaf education programs can learn to upderstand a great deal from hearing with an appropriate amplification system. He proposed that an additional 40 percent could obtain 598 sufficient benefitfrom hearing useful with with amplificationso that it would be complemental visualcues. As Frisinit(1965, p. f;43) potential of the pointed out, "inmany instances the full cation of the auditory channelhas not been deaf. Realizingless than optimumexploited in theedu- hearing hasresulted in potential of residual concerning the part from limitedapplication of auditory systemin deaf children." knowledge aware of the importanceof auditory Althoughwe are paired we haverelatively little training for thehearing im- tory discrimination data availableon the kinds of audi- was considered judgments thispopulation important todevelop an can make. Thusl it program for the intensive auditorytraining pain was coordinatedpre-school hearingimpaired. The hr the directorof the Purduepre-schoolpro- ino Clinic, Dr.David Goldstein, University Ilear- midSpeech Sciences. in the Departmentof Audiology fied teacher The deaf educationclass was taught of the deafwho had by a certi- with thepre-school population. considerableexperience working gist assisted In addition, the teacherof the deaf by an educational audiolo- apy and offering- supervising individual suggestions forthe auditory ther- course, a viableparent participation trainingprogram. Of vide informationand applicationprogram was developedto pm- program. to the formaldeaf education

TABLE 1.EXAMPLE OF SEMESTER SCHEDULE FOR THE PRESCHOOL HEARING OEPARTMENT OF AUDIOLOGY IMPAIREO AT PURDUE ANO SPEECH SCIENCES UNIVERSITY. Time Child Parent Clinician Audiologist Teacher Method 9:00...... Group auditory Observation training. Observation 9:30...... Individual Assisted Instructor of Observation activity. therapy. and dis- Individual Supervision therapy. Discussion withAuto-tutoriel. cussion. patents, observe indi- 10:00 Bathroom. vidual Discuss indi- therapy. cookies. vidual Meet with therapy with clinician and Do. parents. 10:15 Group speech clinician. Observation and language. Observation 10:45...... Sense training, Instructor Oo. reading Teacher-aid readiness. Instructor Do.

Table I presents an outlineof one division for the hearingimpaired. As of the pre-schoolclass developed to seen in this table,the program and parent.coordinate effectsof the teacher, wits Each childattended classes audiologist, clinician, The schedulewas divided into daily from9:00-11:30 a.m. group speech and auditory training,individual therapy, The auditory language, reading,,readiness and training activitiesconducted in the sense training. done with theintent. of giving group settingwere necessary for communicationthe parentsspecific auditory tory training at home. The demands activitieswere structured individual therapyaudi- of functioningand the format according to eachchild's level training activities. was closely organized Thepurpose of the individual with sense auditory training 599 activities was to assist in the developmentof speech and language. To meet this end, the childrenwere guided to respond to complex speech stimuli and inan effort to develop correct discrimination abilities, the children received supplementaldrill in the autotutorial approach. Each childwas seen individually for a period of approximately fifteen minutesper day for this part of the program. The format of these activities was essentiallya stimulus-response procedure involving immediate feedback. Assuggested by Postelthwint (1965), in auto-tutorial programmed instructionactivities, small specific steps considered important to the developmentof the discrimination process were constructed. As mentioned earlier, the first,part of the discrimination process was concerned with visual discrimination tasks ofwhich there is a considerable amount of informationavailable. Hive ly (1962) structured visual discrimination tasks ina progressive order of difficulh.. He suggested that by structuringthe progressive difficulty lie could increase the efficiency of the childrenlearning the matching task. Earlier, however, Shepard (1957)found that increasing trials of discrimination led toa reduction in performance that lie attributed to poor motivation or boredom. Norcorss & Speker(1957) measured discrimination of pictures in threegroups of pre-school children. When a new task Involving thetransfer of learning was involved, the group (lint had learnedto attach distinct names to the pictures performed better than the othergroups. The authors concluded that by using verbal labels for the stimulithey were able to improve the performance of the learning task. The development of visual discriminationabilities is one of the major objectives in reading readiness.In programs for preschool hearing impaired we frequentlyfind that visual sense training is included. Sonic common visual discriminationtasks, as suggested by Heilman (1961) include: (1) Identify ing similarcommon pictures. (2) Discriminatingcommon pictures that are different.. (3) Ident ifying similar geometricfigures. (4) Identifying geometnc figureswith finer discriminations. (5) Finding identical elementsat the beginning of words. (6) Finding identical elementsat the end of words. (7) Identifying letters and smallwords. Since neither auditorynor visual discrimination can be pushed beyond the normal maturationalexpectancies, we should attemptto sharpen the discriminationprocess through various experiences and considerable practice. By providingvarious amounts of practicewe can soon realize the individual needs of thechildren. As a result of instrumentation and programmedinstruction we can expose children to finer discriminations visually,audio-visually and auditorily and note their performance for diagnosticand prognostic purposes. At. Purdue University theprogram utilized to explore basic visual and auditory abilities consistedof a number of stages. The of these. tasks purpose was to train subjects to make correctdiscriminations so that they could serve as experimentalsubjects. The various stages of visual discriminationare presented below:

77-903 0 - 72 - 39 676 600 of common Stage I: to teachthat two visuallypresented pictures objects and animals werethe same. of com- Stage II: to teachthat two visuallypresented pictures mon objectsand animals weredifferent. could make correct Stage III: todetermine if the children when presented discriminations of visuallypresented pictures in random(same-different) order. could make correctdis- State IV: to determineif the children forms (circle- criminations of visuallypresented geometric random order. cross) presented in could make correctdis- Stage V: to determineif the children presented geometricforms in an auto- criminations of visually format utilizing amodular mated,programmed-instruction, programming vstem. visual discriminationtasks In order to obtaininformation on the obtain data for nor- outlined above, it wasconsidered important to children when noverbal instructions were mal hearing pre-school subjects in the initialphase given. Four pre-schoolchildren served as from three years program.Their ages ranged of this experimental months with a mean ageof three years one month tofour years eight screening testadministered six months. Allsubjects passed a hearing 1969) for the octaveintervals250-4000 Hz. at 20 dB (ANSI individually and wasseated in front of a Each child was seen the child's motor responses. panel which containedtwo buttons for situated approximatelyfour inches above the A clown's face was reinforcer because when acorrect 'buttons. The clownserved as the given for any pairof stimuli, theclown's eyes flashed. response was trial per day witheach trial lasting approx- Each child was given one between trials variedfrom imately five minutes.The length of time one to fivedays. TRIALS PER STAGE FOR EACHSUBJECT TABLE ILAGE AND NUMBER OF

Number of trials per stage III IV 1 11 Subject Age (years) 4 I 1 3.2 2 1 SI 1 *84 3.1 1 4 1 1 S2 1 2 4.8 1 5 2 S3 3.1 1 1 5.3 1.3 1.3 S4 3.6 1.3 1.0 Mean

Subject did not complete stage. the number oftrials Table II presents thesubjects by age and complete the five stages. needed by each subject to able to complete all Three of the fourpre-school children were in children showed ageneral improvement five stages. The three stage. These results are performance from trial totrial within each and Hively comparable to the progressnoted by Harlow(1950) failed to pass StageIII revealed ageneral (1962). The child who behavior suggested poor decline in performance.Observation of his motivation or boredom assuggested by Shepard(1957).

677 601

Criterion score

Subject 1 0

2 3 X 4 A

2 Number of trials FIGURE 1.Number of correct consecutive responses and number of trials needed to obtain criterion score on visual discrimination task for stage I. The data for the four pre-school children are presented below according to the various stages. In Figure 1, Stage I, it can be seen that subject number one needed two trials before he was able to correctly identify nine of ten consecutive responses to common pictures of objects or animals that were the same. Subjects two, three, and four readily understood the task and were able to obtain the criterion score 602 15 O 14

11 A 10

9 Criterion score 8

Subject 10 6 20 5 3 )( 4 4 .L

0 2 3 Number of trials FIGURE 2.Numberof correct consecutive needed to obtaincriterion score responses and numberof trials on visual discriminationtask for stage II. on the first trial. In the second stop(Figure 2) the identify that visuallypresented pictures subjects were to mals were differentand all four of of conunon objectsand ani- score of nine consecutive the subjects obtainedthe criterion correct responseson the first trial. 603

20 19 Subject 1 0 18 2 17 16 3X 4 ZS 14 13 12 11 10 9 Criterion score 8 7 6 5 4 3 2 1 0 2 3 4 5 6 7 Number of trials

Fioott: 3.Yuntber of correct consecutiveresponses and number of trials needed to obtain criterion score on visualdiscrimination task for stage 111. Stage In (Figure 3)was somewhat more difficult for thepreschool group thanwere Stages I and II. The mean number of trials needed to obtain the criterionscore for Stage III was 5.3+. This was somewhat confounded in view ofthe finding that subject number

610 604 two had eight trials in this stage and never successfully completed the task. Observation of his behavior suggested that he appeared to tire of the task, was not properly attending, and appeared generally bored. His pattern of response showed a gradual decline in performance from trial four to trial eight. The other three subjects were able to obtain the criterion score, but, in general, the random same- different presentation of pictures was more difficult than for the consistent presentations in Stages I and II. The mean score for those three subjects who were able to complete the task. was 4.3 which was higher than the mean score of 1.3 for Stage I and 1.0 for Stage

20 19 Subject 1 18 X 3X 17 16 4 15 14 0 t 13 O 12 0 : 11 0 O 10 0 9 Criterion score O 8 ti 7 O 6 5

O 4 °e 3 2 1 0 2 Number of trials

FIGURE 4. ?Timber of correct consecutive responses and numberoftrials needed to obtain criterion score on visual discrimination task for stage IV. Figure 4 shows the results for the three subjects who completed Stage IV. Two of the three subjects were able to transfer the task from randomized common pictures to randomized geometric forms on the first trial. The other subject completed this task on the second trial. The mean number of trials needed to complete this taskwas 1.3. The results of the automated portion of this study are presented in Figure 5. The mean number of trials needed to complete this task was 1.3.

611 605

20 19 18 X Subject 10 17 3X 16 15 0 4p

13 12 11 10 9 Criterion score 8

6 5

3 2 1

1 2 3 Number of trials

FIGURE r.Numberofcorrectconsecutiveresponses andnumber oftrials needed to obtain criterion score on visual discrimination task for stage V. Several implications for future research seem indicated from this feasibility study. First of all, the ability to complete the five stages did not appear to be related to age because both the youngest (3.1 years) and the oldest (4.8 years) completed them successfully. Obviously, there is a need to administer similar tasks to a greater number of subjects keeping the time between trials constant. Fur- ther research on the type of errors made and reinforcement contingencies seems necessary. It is important to determine the best means of modifying behavior through an operant conditioning procedure for both normal hearing and hearing impaired pre-school children. In addition to the feasibility study employing visual discrimination tasks for normal hearing pre-school children, a feasibility studywas conducted to determine the auditory discrimination ability for duration for a normal hearing and a hearing impaired child. Since. the feasibility of using an operant conditioning task tomeasure the auditory abilities of hearing impaired children is not well documented in the literature, this study was conducted to obtain informationconcerning whether the children could be trained toserve as experimental subjects and to gain insight into the difficulties of the task.

61 606 The two subjectsused in this study male and ofnormal intelligence. were five years ofage, both severe bilateral sensors- The hearingimpaired child hasa was S8 dli for the rightneural healing loss.The pure-toneaverage of his hearing ear and 83 dli for theleft ear. The etiology impairmentwas listed as maternal body type hearingaids in ;t binaural rubella. Hewore speech receptionthreshold of 40 dB.arrangement and hadan aided the pre-school This youngsterwas enrolled in program for the hearingimpaired in the versity Speech and HearingClinic. Purdue I,Tni- The experimentaltask consistedof visual, auditory presentationsand was separated auditory-visual, and below: into four stagesas listed STAGE I Various geometricforms were .presented -4- -E-11. The stimuli in pairs(X -0, Q listed above and were selected from thepairs by a Grason-Stadlerthe same-ditterentpresentations modular programming were randomized task was to viewthe paired stimuli system. The subject's presentationswere the same (0-0)and then voteas to whether the In the firststage the visual stimulior different ( X -0). i.e., bothgeometric forms remainedwere presented simultaneously, correct. judgment. visible until thesubject madea After he voted correctlythe stimuli would and two new figureswould appear. If change received immediate the subject votedcorrectly he recorded. If the initialreinforcement andthe correctresponse wan mained on until response was incorrect,the two stimuli the child votedcorrectly. re- STAGE II This stagewas essentially the geometric formswere used. However,same as Stage I in thatthe same consecutive order the stimuliwere presented in rather thansimultaneously. For stage the firststimulus wouldflash on for example, in this stimuli had beenpresented, the subject one second. After both whether the stimuli was allowed to voteas to correctly, a were the sante or different.If the subjects new stimulus waspresented; if incorrect, voted pair was presentedagain. the previous STAGE III In the thirdstage, auditory signals signals. Afterthe subjects had were paired with thevisual stages it was feltthat they couldsuccessfully completedthe first two different.) visual discriminatea longshort (same presentation inconsecutive order. - included in theexperimental design, This taskwas dren could beled to discriminationin small steps,so that the chil- The auditory tasks involvingduration. portion of theauditory-visual task band whitenoise, set at a comfortable consisted of wide by a noisegenerator (Grason-Stadler,listening level, andproduced and intervalbetween the pairs Model 455C). Theintensity of noise burstswas held constant. 607 The noise bursts were controlled in duration with the longburst being 1000 inset. and the short. burst being 500 msec. III this stage, the short auditory signal(500 insee.) was paired witha short rectangle and the long auditorysignal (1000 insec.)was paired with a long rectangle. The audio-visualstimuli were presented init consecutive manner and the subjectsresponded as in Stages I and II.

STAGEIV In the final stage, the visualcues were eliminated and the subjects were required to respond to theduration of the auditory signal alone. The subject's task was to judge whether the two stimuliwere the same or different. Thepresentations involved a number of possibilities. The two signals couldbe paired so that theywere the same, i.e., 1000 cosec. -1000msec.; or the two signals could be paired that they were different, i.e., so 1000 msec.-500 cosec. In thedifferent discrimination tasks, the short. signalvaried from 500 to 850cosec. and the long signalwas held constant at 1000 cosec.

TABLE III.STAGE I RESULTS OF VISUAL DISCRIMINATION FOR SIMULTANEOUS PRESENTATIONSOF GEOMETRIC FORMS FOR NORMAL-HEARING AND HEARING-IMPAIRED SUBJECTS Hearing-Impaired Subject

Trial Number pairs Number Stimulus presented correct

1 X 2 20 20 3 20 2 0 4 20 20 5 /1 20 20 6 4,-- 20 20 7 ilt] 20 20 8 ---1- 20 20 --+ 20 20

NormalHearing Subject

1 2 X-0 24 3 tiC1 29 220 4 A U 21 20 5 A- 22 20 6 ilci 21 20 7 ---I- 20 20 ---I- 20 20

The results of the experimentaltask are shown in Tables Stage I (Table III) results revealthe data for the visual discrimination of geometric forms prese.nted simultaneously. Thecriterion score was 20 correct responses for each trial.The normal hearing subject completed seven trials andthe hearing impaired childcompleted eight trials. The first fewresponses for trial one were directed and thereafter all responseswere made by the subjects without assistance from the experimenter. The hearing impaired child completedall trials perfectly and the normalhearing child reached thecriterion score well but needed a fewmore presentations to do this. 608

TABLE W.RESULTS OF VISUAL DISCRIMINATION FOR CONSECUTIVE PRESENTATIONS OF GEOMETRICFORMS FOR NORMAL-HEARING AND HEARING-IMPAIREDSUBJECTS

Trial Stimulus Number pairs presented Number correct

Hearing-Impaired Subject I 2 X-0 20 20 3 ,Ar) 20 20 4 ,A-0 20 20 S --+ 20 2 6 13-0 333 30 -0 30 30

Normal-Hearing Subject

1 X 2 20 20 3 X 20 20 4 A0 23 20 S A-13 30 30 6 -13 30 30 0 30 30

In Stage II (Table IV), the visualdiscrimination task consisted of consecutive presentations of geometricforms. In this stage the criterion score of correctresponses was altered from 20 to 30 make the task more difficult. responses to There was no difficulty intransferring the task from simultaneousto consecutive presentations. Both jects responded correctly sub- to the four pairs of forms anddemonstrated that they were readyto continue after six trials. The results III are shown in Table V. for Stage This stage involved auditory-visualdis- TABLE V.STAGE III RESULTS OF AUDITORY-VISUAL DISCRIMINATION FOR DURATION FORNORMAL-HEARING ANO HEARING - IMPAIRED SUBJECTS

Trial Stimulus Number pairs Number correct presented 0 0 Hearing-Impaired Subject 500 -1,000 jssec 0 30 30 2 750-1. 000 psec 30 30

Normal-HearingSubject 00 1 500-1, 000 jasee 0 0 34 30 2 750-1, 000AOC 0 a 34 30 3 750 -1,000 owe 30 30 crimination for duration.The auditory portion ofthe signal was white noise and the visualportion consisted ofa short or long rectangle. Both the normalhearing and the hearingimpaired subjects were able to make correct discriminationsof bursts of noise in the pairs 500-1000msec. and 750-1000 msec. TableVI shows the results of auditory discriminationfor duration. The results the hearing impaired child indicate that was able to recognize differences indura- tion in pairs of stimulithat differed by 150msec.

61 5 609

TABLE VI. STAGE IV RESULTS OF AUDITORY DISCRIMINATION FOR DURATION FOR NORMAL-HEARING AND HEARING-IMPAIRED SUBJECTS

Number pairs Number correct Trial Stimulus presented

Hearing-Impaired Subject

1 500-1,000 psec 33 30 2 750-1.000 Ott 30 30 3 750-1.000 psec 30 30 4 850-1,000 Ott 30 30 5 850-1.000WIC 30 30 6 850-1,000 psec 30 30 Normal-Hearing Subject

1 750-1.000 psec 34 30 2 750-1.000 psec 37 30 3 750-1,030 psec 41 30 4 750-1,000 psec 35 30 5 750-1,000 psec 34 30 6 750-1,000AOC 35 30

The results from the present study are slightly better than those reported by McCroskey & Cory (1968) when they investigated auditory duration discrimination as related to age. Using normal hearing subjects, they had children between the ages of three and fifteen respond to durational changes for pure tones. They reported that children in the three year age level consistently failed the task and the durational discriminations for the five year old subjects was uniformly poor. They reported mean duration discrimination thresholds for pure tones where one of the pair was held constant at 110 msec., but the duration of the other was discretely variable from 110 msec. to 620 msec. McCroskey & Cory reported that discrimination for duration increased with age with six year old subjects obtaining a mean discrimination threshold of 333; nine year old subjects, 115 msec.; and twelve year old subjects, 67 msec. The scores obtained by McCroskey and Cory (1968) cannot be compared directly with the scores obtained in the present study. They used duration tasks involving pure tones which were of relatively short duration (110-620 msec.). We used white noise that varied in duration from 500-1000 msec. which could have been an easier task. The point of interest is that the hearing impaired child was able to make correct discriminations for duration of two signals that varied by only 150 msec. Unfortunately, we do not have data on his auditory threshold for duration, but this information will be forthcoming. There is some question concerning the selection of stimuli for tasks such as duration discrimination. McCroskey & Cory (1968) selected pure tones, we employed complex noise, and others may suggest the use of speech or speech-like materials. It is known that duration differences for vowels and consonants are somewhat variable. Dura- tion vowels is generally within the 200-300 msec. range. Train- ing nin duration discrimination may be helpful in assisting children to discriminate long vowels [i] from short vowels [I], or [u] from [U], etc. Simple auditory perceptual tasks designed to test the

616 610 signal properties involved in speech perception,such as duration, intensity, fundamental frequency, formula transitions,etc., can be helpful in describing (lie functional limits of the child'shearing loss and thereby may bridge thegap between the decibel definition of hearingloss andthe educationalimplications ofaudiological analyses. It. should be recalled that these experimentaltasks were developed as feasibility studies. Generally, it is felt. that,operant. condition- techniques can be used toassess the sensory capabilities of hearing impaired children. Obviously, additionalresearch is needed to demonstrate the various auditory capabilities ofa large group of normal hearing and hearing impaired children. Auditory discrimination ability for verbal materialspresented to the normal hearing child increases withage (Temp lin, 1957). It usually takes a normal hearing child eightyears to plateau in articulation and speech discrimination ability.It would seem that the auditory discrimination ability ofan acoustically handicapped child would likewise increase withage. McCroskey Cory (1968) showed this to be the case for normal hearing childrenusing a non-verbal task of duration for pure tones. It would,therefore, seem important to determine the auditory capabilities for non-verbaldiscrimination tasks with the hearing impaired. The information obtained from psychoacousticexperiments Would be valuable for tworeasons. First of all, it can be used to train children to develop their residual hearing indiscrimination tasks considered important for speech perception.Specifically, experimental tasks concerned with discrimination of duration,intensity and frequency could be developed. The complex signals could bespeech- like in terms of those features considerednecessary for the understanding of speech. In addition, tasks involvingauditory memory, auditory rhythm, and auditory sequencingshould be presented to the hearing impaired. The secondreason for selecting certain psy- choacoustic experiments is that the resultscould assist in delineating certain areas of weakness where modificationsin the training program could be made. It is possible that errors in variousexperiments could be reflected in otherareas of performance and, therefore, could be of vital concern to educatorsof the deaf in their educational programming for the hearing impaired. LIST OF REFERENCES Carhart, R. Audiological assessment of thedeaf child. In Report of the Pro- ceedings of the International Congresson Education of the Deaf. Washington, D.C.: June 22-28, 1963, 145-153. Frisina, R. The auditory channel in theeducation of deaf children. American Annals of the Deaf, 1905, 110, 033 -047. Fry, D. B. & Whetnall, E. The auditoryapproach in the training of deaf children. Lancet, 1954, 1, 583. Goldstein, M. The Acoustic Method for the Trainingof the Deaf and Hard of Hearing Child. St. Louis: Laryngoscope, 1939. Heilman, A. W. Principles and Practices of Teaching Reading.Columbus, Ohio: Charles E. Merrill Books, Inc., 1901. Hively, W. Programming stimuli in matching tosample. Journal of Experi- mental Analytical Behavior, 1962, 5, 279 -293. 611

McCrockey, R. & Cory, M.Auditory duration discrimination according to age. Paper presented at the 44th annual meeting of the American Speech and Hearing Association, Denver, 1908. Norcross, K. J. & Speker, C. C. The effects of type of stimulus pretrainingon discrimination performance in preschool children.Child Development,1957, 28, 79-84. Pollack, I).Educational Audiology for the Limited Hearing Infant.Springfield, Illinois: Charles C. Thomas, 1970. Postelthwait, S. N. A multi-faceted approach to teaching.American Annals of the Deaf,1905, 110, 057-000. Shepard, W. 0. Learning sets in preschool children.Journal of Comparative and Physiological Psychology,1957, 50, 15-17. Shepherd, D. C. Pediatric audiology. In D. Rose (Ed.),Audiological Assess- ment,Englewood Cliffs, New Jersey: Prentice-Hail, 1971. Tem Plin, M.Certain Language Skills in Children,Institute of Child Welfare Monograph No. 20. Minneapolis, Minn.: University of Minnesota Press, 1957. gentry, I. M.Audiology and education of the deaf.Joint Committee on Audiol- ogy and Education of the Deaf. Vocational Rehabilitation Administration, Department of Health, Education, and Welfare, Washington, D.C., 1965. Wedenberg, E. Auditory training of deaf and hard of hearing children.Acta Otolaryngologica,Supplemental', 1954, 94, 1-129. Whetnall E. & Fry D.The Deaf Child.Springfield, Illinois: Charles C. Thomas, 1964. A LINGUISTIC APPROACH TO THE TEACHING OF SPEECHREADING i THEORETICAL AND PRACTICAL CONCEPTS Raymond H. Hull, Ph. D. Director, Audiological Services, Assistant Professor of Special Education and Rehabilitation, University of Northern Colorado I. Tim CoNcErr Since the time of the formal introduction of speechreading into this country, those of us concerned with aural rehabilitation have been struggling with the question of the validity ofour position as teachers of speechreading. Havewe been teaching what we have intended? More importantly, havewe taught anything through the strict traditional methods of speechreading instruction? The age-old discussions of analyticvs. synthetic approaches have given us little with which to work in our attempts to improve our teaching methods. Our traditional approaches of phoneme, word and sentence analysis have more than oftenproven fruitless. Those enrolled in speechreading classes usually complete thecourse as poor or as good speechreaders as when they began. We, in the area of aural rehabilitation have continually admitted thatwe are frustrated,-frustrated because. we have reached a stalemate inour attempts to teach this thing we call speechreading. It seems thatmany of us are content to live with this frustration, without attempting to break out. of our restricted modes of thinking and to attempt entirely fresh approaches. As you all know, countless studies have been conducted relative to such aspects of speechreading as the visual recognition of vowels and consonants, words and phrases. What have we generally learned from

$18 612 these studies? I think thatmost of you will learned tocope with the frustration admit. thatwe have is very difficult that, speeehreading. for both theinstructor and for visually only, realized forsometime that the client. Wehave more effective than we need somethingdifferent, something and sentence the teaching ofvisually oriented analysis. Those ofns at. the Universityphoneme, word cided to takea different approach of Denver de- We felt thatwe needed to take to the teaching ofspeechreading. and try to filter a good close look at out some of theelements of speechreading language andattempt to discover our verbal speech and acquaintingour speechreading a more effective techniquefor we call "speech and clients with theessence of this timing also amhtorially language understanding,"not only visually, but through theuse of what residual sessed. Theconcept. of "speech hearing theypos- visual recognition understanding" didnot include the of individualphonemes except for relative tohomophonous sounds brief instruction confusing visually.It further didor sounds that mightbe otherwise of individual not include the visualrecognition words and phrasesor sentences out of out of the speechor environmental context, that is text, I mean thefact that context. By environmentalcon- environmental a one sentencestatement could be in context, i.e., a greetingsuch as "How morning." Thepresent LINGUISTIC are you this concept, that ifwe expect to aid theAPPROACH dealt withthe becomingmore proficient communicativelyhearing impairedperson in residual hearingand supplemental through the utilizationof to "fill in the gaps" visual cues,we need to train him between what. heperceives in what he is missing.It emphasized communication and tion situations, the fact that inmost communica- the normallyhearing individual every individual phonemewhen he perceives does not listen to mation, nor does heoften perceive auditory-verbal infor- We "listen" for every word in every the thought ofwhat is being said, conversation. cues that give nsinforntatiou about the as we listen for this not be thecase in the reception ofverbal message. Whycould mation? To achievethis, instruction visual-auditory-verbal infor- patterns of language, dealing with thestructure and along with thesyntactic and morphologic pects of our oral speechand language as- to the total structural was emphasized. Stressrelative properties of oralcommunication was found effective tool inspeechreading instruction. an patterns ofour oral speech and The predictability ofthe was stressed. This total language in terms ofintelligibility linguistic approachhad as its struction regardingthe above predictable purpose in- hopefully thedevelopment of properties of speech, and reading client to an ability on the part ofthe speech- "piece together"the thought of the out receivingevery word. All possible speaker with- client was used residual hearing withineach along with supplementalvisual cues. H. THE METHOD EMPLOYED (PRACTICALAPPLICATION) The followingare examples of materials Approach. utilized in the Linguistic A. Right andwrong information This activitywas used to first of all make are words within clients aware thatthere sentences that look likeothers and can changethe 619 613 meaning of sentences. Figure 1 illustrates the typeof sentences utilized. Clients were given a typed list of sentences.They were asked to determine if the sentences they "saw" theinstructor say were the same or different. than waswritten. If the sentence was different.,it was then their task to attempt tofigure out how it was different.

1. Where did you get your new coat?

Lipreads When did you get yaw. slew coats

2. The girls were playing in the park while the boys fished.

Lipreads The girls were app2.yinginthe bank while the boys visited.

3.I got two of those yesterday.

Lipreads I Caught two of those yesterday.,

h.That was Stanley moving our gowns.

LipreadsThat was a dandy movie, "Our Town". Deueg1.Right and wrong information. B. Filling in the gape Figure 2 presents an example of this exercise. Its purpose was to make clients aware that with a little information, it is possible to develop the capacity to guess the content of messages.

Part As Nouns and Pronouns

1.Good

2. would be much easier if would help.

3.How do feel about changing the when we begin to work?

14. Do think that should stay our so late?

is called the father of our

Part BsVerbs and Direct Objects

1. The boy was down the

FIGURE 2.--Fitt in the gape.

620 614 C. The structure ofour language This activityillustrated if Figure of assessmentand as lesson 3 was utilizedboth as a method clients regarding content. Itspurpose was to instruct speech perceptionimportant syntacticcues in language that when not all ofthe auditory facilitate This aspectincluded specific signal can beheard. morphologicpatterns of ourinstruction concerningthe syntax and and redundancy. language in relationto its predictability

1. money

2. money life . 3. money life happiness. 4. money mean life.....-..happiness. 5. Does money mean life happiness. 6. Does money mean a life -__-.happiness. 7. Does money mean a life of happiness. 8. Does money always meana life of happiness. FIGURE 3.The structure D. The predictability of our language. of our speech and This exercise language was utilized to makeclients aware that in conversationscan be predicted. The information practice itemsfor this aspect items in Figure4 present are exercises concerning: of the LinguisticApproach. Included (a) How wouldyou say it? (b) How wouldyour listener say it? 1. It was sucha beautiful 2. She wore such a beautifulgown to 3. The girlwas

h. The little baby

5.The snow

6. Skiing is

7. The sunshone

R. That buildingwas so

FIGURE 4.How wouldyou say it?

621 615 E. The use of the above in variouscommunication environments 1. In various noisebackgrounds. 2. In the outside. world (a) Restaurants. (b) Filling station. (c) At the dinner table(babble. noise). (d) While othersare watching TVtaped ing messages. programscompet- (e) With and withoutgesturepart of the total visual nication process. commu- (f) While speaking to males, females and children(some com- plain about children'sor females' voices). (g) In social environmentsyardparties, dances, etc. III. THE LINGUISTICAPPROACH The Linguistic Approach appears to be an effective approachto the teaching of spcechreading.Its effectiveness in helping handicapped individual the hearing to improve or retain his abilityto receive and interpret verbal communicationwhen he cannot hear all auditory information, has been clinicallydemonstrated. AN INFANTDEVELOPMENTAL LANGUAGEPROGRAM Carol F. Amon. M.A.instructor, Educational Audiology, of Denver Department University of Speech Pathology andAudiology The acquisition of language is unique in human beings.Intellectual development and educationalattainment are dependentupon this acquisition. Much ofour time, as professionals in thearea of deafness, has been dedicated to thediscovery of betterways to facilitate language developmentfor the profoundly andprelingnally deaf child. Remaining at. theforefront of controversyis the bitter debate between the proponents ofmanual and oral communication. My purpose here today isto suggest that the symbol setor mode of communication used for theschool-age child is of littleconsequence, compared to the languagefacility the deaf child enters the school environment. possesses when he Three criticalyears for the acquisition of language exist preschool age is reachedyears before ning of brain mechanism that are the most importantfor plan- and processing the inputefficiently (1), years that are critical periodsfor developing conceptual language (2). The deaf child who hasbeen given a complete formof language in infancy will enter the formal schoolenvironment equipped,as the normal child is, witha complete language set whichcan be translated into any other chosen symbolsetauditory, oral, writtenor visual. I suggest thatwe as professionals, devoteour efforts to the establishment of parent-centeredinfant developmental language which can equip deaf infants programs form of language. and preschool children wthst complete Let us then examine the avenues through which the deaf infantcan receive complete languageinput and the environment this endeavor. best suited to

77-903 0 - 72 40 692 616

AUDITORY-VERBAL INPUT The "normal" way to learn language is ofcourse through the auditory pathway. Thismay be considered the ideal route to language development for those infants possessingsufficient residual hearing and intact auditory processing. The crucial determinationof "sufficient residual hearing". however, is onlya subjective judgment; today; this being a most, worthy topic of investigation.Marion Downs (3), noted pediatric audiologist, suggests that whendefinite responses can be obtained at all frequencies through 2000 Hz.,even if as low as 100 dB.. the criterion of sufficient hearing is met. A program of educational audiologyemphasizing the development of the, auditory function, is described in °detailby Doreen Pollack (4). VisuAL-VEttam. INPUT Lip reading is not considereda primary language input, as language concepts cannot be learned through lip reading alone; however, it is often considered asa supplement to auditory input.. It would seem that a nearly same criterion of sufficient hearing, as for auditory verbal input, be met in order to consider this input. system.

MANUAL INPUT Two forms of manual input, are standard communication modes todaythe American Sign Language and Fingerspelling. It isa well established fact that fingerspelling cannot supply language input for the child in infancy (3, b, 6). The American Sign Language has received heavy criticisms, i.e.(1)its structure is not the same as English which makes learning Englishmore difficult, (2) it is an inferior form of communication and nota language, therefore de- aradino. r,the deaf child's capacity to learn complex language, and (3) instruction in sign language would takeup valuable learning time that. could be devoted to learning English (5). Although there is little evidence to support these criticisms, the limitations of American Sign Language have reduced its valueas a complete language input for the young deaf child. New forms of signing are being developed, however, whichare grammatical and syntactical representations of English. Theseare expansions of the American Sign Language where there is a sign for each word and only one word for each sign. Thereare prefixes and suffixes, verb conjugations, plurals, comparison of adjectives, and signs for the articles. One such system of expanded sign is called, Seeing Essential English (SEE) (7). Marion Downs states, "We are recommending this type of complete language signing for the profoundly deaf infant, birth to threeyears old, in combination with all othersensory inputs, auditory and visual, that can be given At the age of three the child will then be ready for an educational program that is in tune with his primary abilities, whether it be auditory, visual-auditory, or manual. The language concepts that have been developed through complete language signing will allow the child to be more proficient in any program." Disapproval of the new sign system of English has been voiced by some of the adult deaf population and professionals in schools for the 623 617 It and American SignLanguage are used. deaf where fingerspellinghowever, if the sign systemwe give theinfant should not matter, So long as theinfant deviates from the adult orschool sign system. into language form, thetranslation can be made system is a complete the written or oralform of the school or adultsign system us well us translates his audito- English. Remember, thenormal hearing child symbol set whenhe ry-verbal symbol set quiteeasily into the written reaches school age. and Hearing Center,have We at the Universityof Denver Speech language. program developed a parent-centeredinfant developmental modes of complete.language input areused in which two differentApproach and theTotal Approachwhich in- the Auditory-Verbal of signs. This past year chides the SeeingEssential Englishorganizational system year where weare has been an excitingplanning and in many of ourin- observing the acquisitionof complete language will initiate a formaltwo-year longitudinal fants. In September. we (which, hopefully, may study of our techniquesand accomplishments contributing paper tothis convention in1974). be a significantparent-centered training programsfor deaf infants is The need for for at leasttwenty-five certainly not new; ithas been recognized training program Ewings (8) , in 1947,suggested a home years. The clinician or teacher ofthe deaf. Therehave under the guidance of a schools and clinicsdedi- been publications,correspondence courses, Unfortun- centered training ofpreschool children. cated to parent program-centeredwatered ately, many of these programshave been little to the normal down classroomtechniqueswhich contributed process of languagedevelopment in infancy. language in a hearing infant, isgoing to learn A deaf infant, as a relationship withhis mother. Hismost deeply emotional one-to-one will be foundwithin the meaningful languagelearning experiences training pro- home. Thus, theparent centered daily routine of the mother and child. gram Must BeIndividualized for each of such a parentcentered for the facilitation home, a The environmentlittle importance. It maybe a demonstration program is of church basement ... solong parent's home, or the the clinic, a school, the knowledge. of thechild, his mother, as theclinician has a good at home (which caneasily be daily routine andmaterials availablemother's listingsof toys and determined by diaryskept by mother, objects, or even a homevisit). Be Given importance is that EveryDeaf Child Should Of primary Complete. Language asan infant in the OpportunityTo Develop Only then, willthe of parent-centeredtraining program. the same some type opportunity to educatedeaf children to schools have the achievement levels asnormal hearingchildren. academic and reading give lip service tosuch Administrators of schoolsfor the deaf often than a three-day or but often theirschools sponsor no more and preschool a need, each year for pai.ents of infants one-week workshop primarily designed toacquaint the.parents childrena workshop education. with the school andits philosophy of programs forthese par- It's time they beganarminging intensive meaningful experi- training each familyto provide If ents and children, input in theirhome environment. ences andcomplete language continued weeklyguidance to clinicians cannot beprovided to give 624 618 these families, then a follow-up program of home visitsor correspondence needs to be provided.Families living in rural states, desperately need areas of the a professional person with whom theymight correspond during those earlyyears. Providing a Wide Area Tele- phone Service line,so that parents may call the professionalat any time free of charge and freeto discuss at length,any current problems or progress, would beau ideal follow-up procedure. Our higher educationalinstitutions today are turning number of certified audiologists out a large many of these professionals and teachers of the deaf; buthow arc receiving extensive trainingor experience in the habilitation of deaf infants?How many clinics that provide audiological diagnosticservices today, also providea habilitation program ? It's timewe begin meeting these needs! The infant developmentallanguage program at the Universityof Denver Speech and HearingCenter is designed toserve as a guide to parents. The program isa series of suggestions and demonstrations serve as starting points in complete to tion. language and auditory stimula- There are three requisites must have been evaluatedto entering our program : (1) the child from which as to medical diagnosis of the pathology can be drawn a prognosis for the degree ofauditory function that can be expectedfrom the child. (2) the childmust have a complete audiological work-up, and(3) the child must have been litted with a hearing aid. Theonly exception to the third requisite is when absolute medicalfindings, such as with polytomography, cate there is no functional hearing. indi- We then, ideally,see parents and their infants twice a week, both in their homes and atour clinic. An in-depth program of parent education is begun to providethem with the information they must have before they participatemeaningfully in the language stimulation prograiu. Discussionsmay include: normal and abnormal hearing mechanism, childdevelopment, normal speech and language development, the psychological, socialand educational effects of hearing impairment, and the currentstatus of deaf education with its varying philosophies. The demonstrationprogram is then divided into four areas, although they are integrated. Appropriate Learning Experiencesare suggested according to the child's age and developinent. Auditory Stimulation suggestionsare emphasized for all children, assuming that the child willwear his hearing aid during all waking hours. SpeecA Play suggestions are made toencourage the child's vocaliza- tions and speech refinement. Normal Speech and Language Behavior Expectationsare listed at each age level in order to give the parentsa point of reference. A fifth. area is incorporated for those infantswho need the facilitation of a sign system, demonstrating theuse of complete language (naturally flowing oral language and complete signs)in all experiences. The parents of these children are enrolledin an intensive Seeing Essential English, sign classso that they may quickly develop the fluency with sign to accompany the natural flowof oral language. 619 The parent accompanies the child in all demonstration sessions and is encouraged to participate. Participation quickly extends to holding the primary responsibility for auditory and language stimulation. The clinician is then available for constant reinforcement. Our program is in the process of development and investigation. A written description of the program is near completion so that it. tray aid other clinicians in developing of similar programs. We are, also developing a complete correspondence program to assist, those families in rural areas. Our program is small, but we hope to make a significant contribution to the process of educating the deaf child to his fullest capacity. LIST OF REFERENCES (1) Trevoort, B.: Development of Langnages and the Critical Period. The Young Deaf Child : Identification and Management. Acta Otolarying. (Suing.). 200: 247-251, 1964 (2) Leeneberg, E. 11.: Biological Foundations of Language. New York, John Wiley & Sons, Inc., 1907. (3) Downs, M. P.: Overview of the Management of the Congenitally Deaf Child. Otolaryngologie Clinics of North. America.: 223-226, 1971 (4) Pollack, D.: Educational Audiology for the Limited /fearing Infant. Spring- field. Illinois, Charles C Thomas. 1970. (5) Alterman, A. I.: Language and the Education of Children with Early Pro- found Deafness. American Annals of the Deaf, 115: 514-521. 1970. (6) Kohl, H. R.: Language and Education of the Dcaf. New York, Center for Urban Education, 1967. (7) Anthony, 1).: Seeing Essential English. Paper presented at workshop on SEE, University of Denver, 1970. (8) Ewing, I., and Ewing, A.: Opportunity and the Dcaf Child. London. Uni- versity of London Press, 1947. Teacher PreparationASB Auditorium 9:00 a.m.-2 :30 p.m.; Chairman: Marlyn O'Neill, Director. Teacher Preparation. Education of the Deaf. University of Illinois, Urbana. 9:00 a.m.-11 :45 p.m. : "Preparing Supervisors for Programs for Dcaf Children," F. Eugene Thomure, Associate Professor of Special Education, Memphis State University, Memphis, Tenn.; "Reflections on Twenty rears of Preparation of Teachers of Dcaf Children." Sophia L. French, Coordinator, Teacher Prepara- tion Deafness, Eastern Michigan University, Ypsilanti. Mirk ; "Recent Research on Profess ion at SkiUv (Ina Personal Characteristics of Student Teachers of the Deaf." D. .1. Power. Doctoral (7andidate. Department of Special Education, University of Illinois, Urbana; "The Specialization of Educational Audiology." Thomas C. Clark, assistant professor, Department of Communicative Disorders. Utah State University. 1 :30 p.m.-2:30 p.m.: Open discussion on current issues in teacher preparation. REFLECTIONS ON TWENTY YEARS OF PREPARATION OF TEACHERS OF DEAF CHILDREN Sophia L. French. M.A.. Eastern Michigan University The act of reflection, according to the Oxford University Diction- ary. is the process of turning back and fixing the thoughts on some subject, with serious consideration. Ifone undertakes this activity in the area of teacher preparation one becomes immersed ina kaleidoscope of experiences, pressures and changes that occurred at an almost hysterical pace. Factual historical research into these is, of course, possible, but the. task would lw enormous and the results fill

626 620 several .volumes. Nor would suchan effort. necessarily clearly picture the adaptations those involved in teacher education have attemptedto make. We shall, therefore, present onlya rather personalized view of some of that. which has transpired over the past two decades. If one became first involved in teacher education when the United States was emerging from World War II,one undertook the task with more confidence than was possible, during thetwo decades that followed. At. that time most trainingprograms were largely practical in nature. The would-be teacher passed through a year or two of in-service or apprentice-type experience. Related courses were taught by master teachers in speech, lip-reading, auditory training and school subjects. Bibliographies to be readwere small. Research had produced only a few well-known studies. The bulk of knowledge to be absorbed did not appear to be overwhelming. The major emphasis was on the transmission of old and tried techniques. We worked in a rather sheltered world largely cut off from related professional activities. Most training programs were based on the assumption that the average deaf child entered school somewhere around the age of five and would remain in that system throughout his schoolyears. A few emphasized the importance of nursery school training. It mattered little whether the program consisted of day classes ina public school, a segregated day school or a residential facility. Most children could be expected to progress through a prescribed curriculum. Consistency existed. A job for the deaf graduate could be found. Itwas believed that most. deaf adults had achieved a relatively good standard of living and that their social needs were well met by themany clubs and organizations serving them. The teacher-in-training merely had to learn the curriculum, master the techniques and she could expect to be successful. Persons involved in teacher training felt relatively confident in undertaking, the tasks necessary for training this teacher. The events of the fifties, however, soon drastically undermined this confidence. All the impacts that were bombarding the schools with accelerating force were simultaneously felt at the teacher-training level. The first of these was the population explosion and an accompanying change in the nature of the children appearing in the classroom. Not only were there more children than before but many more possessed multiple handicaps. New population mobility resulted in a constantly changing school population. Teachers could no longer count on having a homogenous group who were all at a specific stage of a specific outline. There was pressure to produce a person who was more flexible and could handle more levels. The second great impact, came from the information boom. Our isolation was broken as new knowledge and technology appeared that must be mastered and included in the training program. Audiology was perhaps the first felt as it. forced us to take a new look at our concept of auditory training. The word "deaf" had to be re-defined in terms of what new hearing aids and amplification could do for our children. Teachers-in-training and those teaching them now had a great deal of new information to master concerning both group and individual aids. To keep themselves current they had to review the literature annually. They had to learn how to make minor repairs 621

and keep the aidsfunctioning. They had ing teaching methods to become. skillful in adapt- to make maximumuse of residual hearing. They had to learnwhat hearing aids could audiogram assumed and could not do. The understood. new significance. It hadto be studied and Other disciplineswere simultaneously expanding were affecting the task of with rapidity and the teacher educator.Daily the mails delivered new informationconcerning curriculum schools that affected changes iu regular our courses. New research intochild development and languageacquisition made it clear critical for language that the first fewyears are learning. We couldno longer assume that task was primarilylimited to producing our dren whowere five or older. The teachers to work with chil- an extremely important. "under-threes" began to beseen as group. Parent. counseling andparent education became part of thetraining curriculum. The study of linguistics also drew attention.Were our language courses adequate? How muchof this information in our program? It is should we include trite that this new sciencein part, reinforced our self-confidence for itfrequently made reference teachers of the deaf to the fact that of the requisites ofwere almost avant-garde in theirunderstanding language teaching. Butat the same time it made us aware that at timeswe were. not using appropriate niques, that we perhaps teaching tech- follow some fragmented too much, thatwe were failing to very important developmentalguidelines. New findings appearingfrom speech science and netics similarly forced experimental pho- us to question some ofour practices in teaching speech. Simultaneouslythey provided its with of material. Workin related another inundation retardation, learning areas such as brain injury, mental disabilities and environmentaldeprivation were producing equally muchof real importance. and psychiatry Sociology. psychology, were becoming interested in thehearing impaired. We were swamped by informationand appalled by the task fit it into ourcourses. of trying to Meanwhile, demographicstudies and reports from placement and vocational workers in job rehabilitationwere adding to our unease. We had perhaps beenover-optimistic in social and economic our assumptions about the adjustment of the adult.deaf. The changing technology ofour times was having Graduating deaf students a serious affect on employment. on another front. We mustwere not well-prepared. We feltpressure prepare persons who could workmore effectively on the secondaryand adult level. By this time teacher educators were wellaware. that they were in an impossible bind. Therewas not only the demand to produce teachers, buta clear need to educate more increasingly varying more who could functionat age levels with pupils of increasinglydifferent backgrounds and needs.The task of keeping "upwith new information was almostimpossible. The incorporation mation of all this newinfor- into currently prescribedcurricula was equally difficult. Added to those stressfulsituations was the fact that teacher training more and more was moving away from schools intothe universities. Universities traditionallyemphasized academic learning cal experience. We over practi- were fearful of a real deteriorationof quality as

628 622 theory was increasingly forced to spread ourselvesseparated from lwactice andas we were extremely thin. lhe dilemmawas great. In the mid-fifties thecrisis nature of this situation, pressing problems in the schools along with the and classes for the deaf,caused all concerned to unite in concertedpressure on the Federal government. School adumustnitors, teachers, teacher-educators, parents anddeaf adults themselveswrote letters, testified and in meeting the great, teacher appealed for assistance teacher preparation. They shortage and upgrading thelevel of were successful and in 1958 PublicLaw 877-276 was enacced, settingup the scholarship program that universities to become spurred more interested in our plight andmade thousands of scholarships forteacher education available. This legislation was welcomed with joy. No longer wouldwe be a spurneu area of education. We hadmoney to spend. 'We could attract. students. We could expandour staffs. We would at last, be listened However in many instances to. our joy was short lived. Althoughsome problems were met, othersdeveloped. In the beginningthere was a severe shortage of personnelto direct and take part in the proposed teacher education programs. The location of teacher educationin university departments resultedin an over-emphasison the Ph. D. as opposed to the teacher withlong years of experience. Some with no teaching experience persons themselves were teaching othersto teach. Because university administratorshad little experience in this field, they often misunderstoodmany of the requisites of good teacher preparation in our particulararea. They assumed that a fewaca- demic hours added toa general education curriculumwas adequate. They saw no great need forpre-practicum, intensive speechtraining. or in-depth student teaching. Becauseof a lack of understanding of the specialities involved, theyoften assumed that,a staff of one person was adequate for maintaininga teacher preparation program in this area. In some cases it was only whena university failed to qualify for a grant that progress could be made.We owe a great debt to those dedicated few who readinnumerable grant applications, madesite visit after site visit,gave freely of their time and advice, and helped to stabilize this program thatnow supports teacher training throughout the United States. Shortly after the initiation of thisact, other federal action took place that, was designedto raise, the level of teacher educationin the area of the hearing impaired. Among themost important. of these was the establishment, of TheVirginia Beach Conferenceon The Prepa- ration of Teachers of DeafChildren in 1964. This conference,sponsored by The United StatesOffice of Education, was specifically charged with the responsibilityof setting guidelines for universities to follow. The resultant reportmade recommendationsconcerning selection of students, curriculumand practicum. It was here that the need for specialization withinthe broad area of the education of the, deaf was clearly spelledout. The teacher of the deaf could not be all persons to everyone. In-depth training in specificareas was called for: the nursery level, elementary,secondary, vocational and college. It was here also that CET)was called upon to serve as our professional certifying body.

629 623

Virginia Beach wassoon followed by a sequence of other equally productive conferences. In 1964 thefirst Conference on Audiology and Education of the Deafwas held hi Tucson. Thereafter a sequence of regional small conferences tookplace, all primarily reinforcing the recommendations of Virginia Beach, while alsobringing the fields of audiology and education of the deafcloser together. The Colorado Springs Conference on The Edncationof the Deaf in 1967 resulted in the report Education of the Peal, TheChallenge and The Charge. This publication contains the recommendationsof the Conference for the nation and its several states. Wehope that it is in the hands of every director of education for the hearing impaired. Itwas the product of the leaders of deaf education inthe United States at. the time. Federal funds. directly or indirectly.were also stimulating the development of new trainingprograms in areas where they did not exist previously through a series ofprogram development, grants. Summer institutes have been and stillare being carried out bringing a new era of continuing in-service education for teacher and teacher- edneator alike. Captioned Filmswas established, which in turn sired Project LIFE and the resultant distributionof teaching materials and equipment. Four Regional EducationalMedia Centers have been set. lip, again serving. both teachers and teacher-educators.The progress has been great and the task of keeping abreast exhausting. The, times were indeed exciting. Activity was not. however. limited to those stimulatedby Federal funds. Our professional organizationswere working. on their own to raise and equalize standards for teacher certification. In 1966 The Council For Exceptional Children publishedProfessional Standards for Personnel in the Education of ExceptionalChildren. Their recommendations covered the hearing-impaired child andwere very similar to those of Virginia Beach. The Councilon Education of the Deaf. CED, responded to the charge of VirginiaBeach and assumed a professional certifying role. It has already givenus much leverage for persuading universities to expandprograms. More is in store. however. for on May 12 of thisyear a copy of the new. proposed standards for the certification of teachers of thehearing impaired was mailed to most of us. These standards, approved m principle by the Executive Board of CED and currently awaitingapproval by member associations. may goa long way in solving many of our difficulties. They specifically recommend different levels ofcertifica- tion and specify specialization. Adherenceto these will require considerable adaptation of existing practices bymany institutions and we will have to work hard for acceptance by both state boards of education and universities. However they set down and dearlydefine guidelines that are both needed and viable. They should be ofgreat assistance to us all. Where are we today? It is difficult toassess. The teacher educator is still overburdened and there remainsa lack of people competent to perform this role. albeit the shortage. is less acute. Many problemsare still with us. The very availability of Federal grants producesa few of these. Grant, applications must. be written and they takemuch

630 time. Some of the administrative and bookkeeping roleswe have had to assume almost overshadow the role we wish to playas tencher-edncators. Very recently a new impact has been felt.. Our universities have produced a surplus of public school teachers. Many of theseare now knocking on our doors for they have heard that there are still job opportunities in the area of hearing impaired. Some institutions can limit enrollment... other state-supported universities cannot. There will be a severe screening problem. There is concern that the quality of training may be affected by this increase in numbers. On the other hand, it is possible that in this turn of events liesome solutions to some of our problems. Should it be thatwe are beginning to meet, the demand for numbers of teachers, we should be able to more rapidly facilitate the proposals made at Virginia Bench and reiterated in the CED proposed standards. We could at last lengthen duration of training, require the much needed specialization, give adequate time to both theoretical knowledge and practicum. Both training centers and hiring officials could bemore selective. The general level of teaching could be considerably raised. Some of these things are already happening. There are at present, according to the April 1971 Annals, 53 approved centers training well over 700 teachers of the deaf. Some specialized training programs are already in existence. On thisprogram we shall hear about one concerned with training supervisors, another concerned with the training of teachers of the hard-of-hearing. The development of educational media, particularly expanded use of television, cartridge audio tapes and single-concept, films, has vitalized our teaching:. Universities and public schools housing day programs for the hearing impaired are better informed. The general public also, as the result, of excellent television and publicity work, has been made aware of and become more interested in the deaf. Prejudice and ignorance, though still with us, are on the decline. Recruitment. is no longer a problem. A new professional organization for all personnel involved in teacher education is being established. This could do much to improve communication among us and facilitate conceited effort. There are positive, optimistic signs. Yet. there remain some concerns. Among the concerns we must. still list, the pressure of population. Until teacher supply is really adequate, we shall have to battle efforts to lower quality in favor of quantity. Another concern is the current drying up of both state and federal funds available for priming the pumps of all education efforts today. So far we have been most fortunate. Let us hope that this continues, for it, would be a paradox indeed if we should have to retract, just at the point, when a fruition of past efforts, researches and actions was about to occur. We shall be called upon the days ahead, I am sure, for still more expenditure, of effort in our attempt to produce teachers and professionalswell - equipped to servo the people in whom we are most interested. I am confident that, we shall measure up to the task, but we cannot yet return to that comfortable feeling of confidence that prevailed in the forties. Perhaps we never shall, or never should, but, to borrow from a current, often heard phrase, "We've come a long way." Let us hope that in the next. twenty years we shall double the, distance. We shall have to keep pace with the times.

631 625 RECENT RESEARCH ON PROFESSIONAL SKILLS AND PERSONAL CHARACTERISTICS OFSTUDENT TEACHERS OF THE DEAF D. J. Power, M. Ed., Institute for Research on ExceptionalChildren, University of Illinois Very little empirical research evidence is available to supportthe intuitions of those responsible for the selection of students totrain as teachers of the deaf. There is general agreement that a teacherof the deaf should have such characteristics as good health, warmthand understanding of the needs of children, patience, emotionalstability, superior academic achievement, etc. (See, e.g.,Lord and Kirk, 1950; Mackie et al., 1956; Murphy, 1963; O'Connor, 1963.) Research has been carried on for some years at theTraining Centre for Teachers of the Deaf, Kew, Australia, in an attempt tosupply some empirical validation of theseintuitions of experts in the area. This has been reported in detail elsewhere (Murphy, 1962;1963; 1967; Power, 1970; 1972). In this paper, a briefoverview of, this research will be presented and sonic of its implicationsfor selection and training of teachers of the deaf surveyed. Power (1972) found that there were distinctdifferences between men and. women students in personalcharacteristics. There was a significant correlation ( +0.68) between final studentpractice teaching grade and final academic gradefor men, but none for women. Factoranalytic study of a battery of tests and otherrecords supported this finding and indicated further that thebest. preselection predictors of both academic and practice teaching success asstudent teachers of the deaf 'for men were initial collegeacademic grade and intelligence as measured by a group paper and pencil test.Neitherof these measures were related to success for the groupof women. Initial college teaching practice grades were not related topractice teaching success with deaf children foreither the men or the women. This is interesting in that for both men and women, thosewho had had previousfull-thne teaching experience with hearing childrenachieved significantly higher teaching practice grades as studentteachers of the deaf than those who had had uo suchexperience. A number of personality test measures emerged as predictors ofteaching success among women. Successful femalestudent teachers tended to be warm and outgoing, enthusiastic, somewhat dependent onothers and "suspecting" of other people's motives. These findings(based on Cattell's 1611% Test, Porn:, C)are summarized in Table 1.

TABLE 1. RESULTS OF FACTOR ANALYSIS OF PERSONALCHARACTERISTICS LOADINGS'

Total Male Female Variable

60 81 46 Final leaching mark 77 85 Final academic mark 40 86 Initial college academic mark. 38 39 Intelligence 64 I6PF Test A WWI, outgoing) 38 I6PF Test F (enthusiastic) I6PF Test L Suspecting) 31 I6PF Test N sophisticated) 59 16PF Test Q2 (dependent) -3 ra Loading less than 0.30. Decimal points omitted. 632 626

I. TEAMING .SKILLS Power (1970) haspresented it factor items related analysis of a ratingscale of 38 to skills deemed to beimportant for the teacher of deafchildren. He discovered classroom Table 2. (The figure the seven factorsgiven in before each item is itsloading on the factor.) TAKLE 2.-RESULS OF FACTOR ANALYSIS OF TEACHINGSKILLS FACTOR I General Teaching SkillsATechniques of Instruction OAT: The standard ofpre-planned aids (including 0.53: The student'sprior thinking and thoughtfulblackboard preparation). notes of lessons and the planning as retleeted in his 0.50: The student's conduct of the lesson. willingness and abilityto change his behavior in to suggestions front theclass teacher. response 0.70: The student's abilityto exploit opportunities for and appropriately selectedaids. the use of the blackboard 0.02: The student'sparticipation in group and and outside the classroom). school activities (bothinside 0.60 The interest arousedby and the suitability his lesson, of tile student's introductionto 0.52: The student's 0.50: The student'sknowledge of his topics. correction of errors andprovision for adequate treatment, both itimuslintelyand in subsequent remedial sion in the child. lessons, without causingten- 0.50:The student's ability 0.49: The student's to provide for differingindividual needs. provision for and supervisionof suitable application 0.46: The student's abilityto achieve. in general. work. 0.42: The student'sability to vary the tone the aim of his lesson. monotony. and tempo cif his lessonto avoid 0.42: The student'ssensitivity to 1111d understanding children. of the individual needsof FACTOR II General Teaching Skills BDrive for Pupils'Comprehension of Material OA: The student'sability to drew all lesson. children into activeparticipation in the 0.75: The student's ability to use appropriatequestions and other and recheck comprehensionaround the group. means to check 0.64: The student'sknowledge of and ability 0.63: The student'sability to vary the to handle the FitzgeraldKey. monotony. tone and tempo of hislesson to avoid 0,01: The student'spersistent drive to lesson. ensure that all childrenunderstand the 0.60: The student'sability to ask thought-provoking 0,50: The student'ssensitivity to and understandingquestions. children. of the individual needsof 0.58: The student's ability to provide forthese differing individual 0.54: The student'sability to achieve, in needs. 0.50: The student's general, the a hu of hislesson. appreciation of the languagelevels of the children group and his ability to adjusthis own language to in the 0.44The interest aroused by these levels. his lesson. and the suitability of thestudent's introduction to 0.43: The student'sability to exploit peetally in language and opportunities for invidenlalteaching (es- 0.43: The student's speech). provision for and supervisionof suitable application 0.43: The student'scorrection of errors and work. treatment, both immediately provision for adequateremedial in the child. and in subsequent lessons.without causing tension

639t. 627

FACTOR III Speech Teaching Skills 0.88: The student's ability to diagnose the nature of the child's speech errors. 0.87: The student's ability to apply speech correction without inducing tension in the child. 0.43: The student's understanding of the function of the hearing aid as evidenced by voice loudness levels, etc. 0.32 : The student's own speech quality (including rhythm, articulation, pitch, loudness, etc.). 0.30: The student's ability to exploit opportunities for incidental teaching (especially In language and speech).

FACTOR IV Clarity of Oral Communication 0.80 : The student's ability to ensure that the group can liprend both ills own speech and that of the other children in the group. 0.08: The student's own speech quality (including rhythm, articulation, pitch, loudness. etc.). 0.45 : The student's understanding of the function of the hearing old as evidenced by voice loudness levels. etc. 0.31: The student's appreciation of the language levels of the children in the group and his ability to adjust Ills own language to these levels.

FACTOR V Manual Communication Skills 0.80: The fluency of the student's manual communication. 0.80 : The ease with which the student's manual communications eau he understood. 0.85 : The student's ability to sign and/or linger-spell at an adequate rate. 0.84: The student's ability to synchronize grammatically correct manual communication and speech. 0.82 : The student's ability to understand the children's eommunications. 0.01 : The student's use of a judicious mixture of signs. linger-spelling and blackboard. FACTOR VI Relationships With Children 0.77 : The student's ability to form warm. friendly relationships with the children. 0.42 : The student's understanding of the function of the hearing aid as evidenced by Voice loudness levels. etc. 0.34 : The student's participation in group and school activities (both inside and outside the classroom). FACTOR PII Professional Attitudes 0.83: The student's punctuality. 0.01 : The student's general bearing, manner and grooming .are such as are expected of a professional person.

It canbe seenthat atlarge numberof the items fall into two broad areasof "general teaching skills" which all classroom teachersshould be presumed to have some detailed techniques of instructionand group managementandthe ability to ensure that pupils really do understand what is beingtaught. It isvery interesting that a traditional core skill in teaching deaf children ("the ability to adapt one's language to the needs of the deaf child") loads in this general teaching skill area rather than on any of the factors associated with skills Particular to education of the deaf. 628 Three factors which seemed to be the essence of the particular skills of the teacher of the deaf emerged. These were designated "Speech Teaching Skills". "Clarity of Oral Communication" and "Manual Communication Skills". The items on these three factorsmay represent a minimum set of skills which every prospective teacher of the deaf should have under his control. Two other factors designated "Relationships with Children" and "Professional Attitudes" also emerged from the factor analysis of the scale. II. IMPLICATIONS FOR TRAINING TEACTIERS Replication of these results with an American sample is urgently needed, but there seems to be no reason to suspect.very great. differences between populations in these two countries in the dimensions under discussion, and some tentative generalizations ofuse to Ameri- can educators of the deaf may perhaps be made: 1. It would seem that there is a case for all prospective teachers of the deaf to have previous full-time teaching experience with hearing children. This is supported not only by the fact thatgroups having had this experience perform better as student teachers in teaching deaf children, but also by the finding that a large number of the skills required of a teacher of the deaf are extrapolations of those required of all skilled teachers. This latter finding particularly implies that all teachers of the deaf should be fully trainedas regular teachers before entering upon special training. In American terms, this may mean that all special training should be thought of in terms of master's degrees and that all entrants to these degrees should be required to have bachelor's degrees in an appropriatearea of regular teaching. 2. It. would seem that psychometric selection of candidates for entry to the profession cannot replace personal interviews and records of previous attainments and interests. The general opinion of leaders in the field that a teacher of the deaf needs to be a warm. enthusiastic person who values children and is concerned for their individual . needs is supported by this research and selectors should continue to look for such characteristics in prospective entrants to the profession. Research is continuing to expand these findings and to follow-up these students in their actual classroom behavior after finishing training. LIST OF REFERENCES Lord, F. E., & Kirk, S. A. The education of teachers of,special classes. In The education of exceptional children. 49th Yearbook of the National Society for the Study of Education, Part II. Bloomington, III.: Public School Publishing Co., 1950. Mackie, It. P., et al. Teachers of children who are deaf. Washington, D.C.: 'U.S. Department of Health, Education, and Welfare, 1950. Murphy, L. J. Problems in the selection and training of teachers of the deaf. Proceedings of the 8th Triennial Conference of the Australian Association of Teachers of the Deaf, Perth, W. A.., 1962. Murphy, L. J. Problems in selecting and training teachers of the (leaf. American Annals of the Deaf, 1983,108,403-407. Murphy, L. J. Further developments in the selection and training of teachers. Proceedings of the International Congress on the Oral Education of the Deaf, Washington, D.C., A. G. Bell Association for the Deaf, 1907. 629

O'Connor, C. D. The preparation of teachers of the deaf. American Annalsof the Deaf, 1983,108, 390-402. Power, D. J. Skills involved in teaching the deaf : A factor analytic study.The Teacher of the Deaf, 1970, 68, 13-19. Power, D. J. Characteristics of successful student teachers of the deaf.Volta Review. (In press, 1972) THE SPECIALIZATION OF EDUCATIONAL AUDIOLOGY Thomas C. Clark, M.S., Assistant Professor, Department of Communi- cative Disorders, Utah State University Can we in this profession really believe that the hard of hearing child in the school for the deaf being taught as a deaf child or in the public schools being educated as a normal hearing child is receiving the full benefits of an appropriate education? As early as 1954, Brill (1954) recognized the inadequacies of the school for the deaf as an educational environment for hard of hearing children : When the hard of hearing child is placed with deaf children an injusticeis done to both groups. The hard of hearing child generally is educationally sofar advanced of the deaf child that he is not pressed to work up to his own capacity. In addition to being an injustice to the hard of hearing child it is aninjustice to the deaf child because it continually puts the deaf child in a comparatively poor light. The necessity of developing language, the methodsof teaching content subjects, and the methods of teaching speech, all should differ as applied to the two groups. The speech of the hard of hearing child is more likely to suffer through his association with the deaf child who has typically deaf speech than if the hard of hearing child had the opportunity to associate primarilywith children who have normal hearing and thus have normal speech. In the regular school, the hard of hearing child tends to become maladjusted. As compared to normal hearing children, he. more frequently misunderstands the teacher, demonstrates poorer studyhab- its, exhibits less desirable attitudes toward school, and reveals greater emotional variability.(O'Neill, 1964; Goetzinger, Harrison, and Baer, 1964). Fellendorf, (1966) states that few of our publicschool systems have provided properly for hard of hearingchildren since their needs are not as obvious and they are not as easilyidentified as deaf children. He feels that hard of hearing children can becomedeaf adults merely for the lack of attention to their educational needs. MoSt educators of the hearing impaired agree that neitherschool for the deaf placement nor a- regular public school withoutspecial assistance is appropriate placement for hard of hearingstudents, yet little has been done, to provide special programs forthe hard of hearing. In a survey conducted with schools for the deaf, 14schools responded and none of these schools had special curriculumfor hard of hearing children. Only one school had separate classesfor the hard of hearing (Clark 1970). Dyer (1969) surveyed sixty large school districtsthroughout the United States. She discovered that special classroomservices were provided only at the. lower elementary levels and thatitinerant and resource services typically weredeficient at all educational levels. A recent study (A. Study of Current Practices inthe Education of Hard of Hearing of Children, 1969) indicated thateducational personnel of public school districts having fewer than14,000 students are generally unaware of the need for special programmingfor hard of hearing children. 636 630 It seemed apparentthat solutions to these found. Certain questions problems had to be had to be asked bythe profession. Where should we start?Could we establish special hearing children. both programs for hard of itinerant and specialclassroom programs? Would suchprograms be effective without specially trained peopleto administer and to teach?Will programs develop to work with the hard as specialists trained of hearing becomeavailable? A new concept emerged as Utah StateUniversity dealt with these concept led the Department questions. This of Audiology SpeechPathology at. USU to develop aprogram for preparing specialists audiologists to work known as educational with hard of hearingchildren. A Prospective Teacher FellowshipGrant under the Bureau Office of Education of Higher Education. was awarded to Utah StateUniversity. This grant. made possible. thedevelopment of the audiology. concept of educational An educational audiologist with the hard of should be preparedto work specifically hearing child in all educationalsettings. These children are found inthree educational environments; lar public school classroom; (1) The regu- (2) the resourceroom and (3) the self contained classroom. Ahard of hearing specialist. ground in speech and hearing, needs a basic back- He should have educational methodology andaudiology. a strong program in the characteristics,educational and communicativeneeds, and educational and ods appropriate for remedial meth- hard of hearing children.The student's practicum should prepare. himto work as a teacher in classroom, a a self contained resource room, or as an itinerant whoworks with hard of hearing children whoarc in regular public school classrooms. The program founded on these principles began in 1966as a two- year graduate program withfour graduate students. program was funded In 1969 the as a special project grant by the Officeof Edu- cation Bureau ofEducation for the Handicappedin the area of Speech and Hearing. Thisfunding. was awarded development of the educational to facilitate the audiology specialization, andto stimulate. the Mice of Educationto earmark training funds for area of the hard of hearing. a specific Under the new grant,the programwas modified to a five year program, beginning in the junior year and extendingthrough the graduate year. Thecurrent educational audiology istered by the head of program is admin- the Department of CommunicativeDisorders in the College of Education.The staff includes three speech gists, two clinical audiologists, patholo- and four educationala ndiolngists. To snpport, the generalphilosophy stated earlier, the planned to provide course work is background in important basicareas of speech and hearing and generalelementary education while main emphasis in the providing a characteristics, problems, andmethodologies associated with hard ofhearing children. To strengthen work and provide practical this course application, the studentsare involved in a practicum experience eachquarter. After spending his freshmanand sophomore year filling general education requirements thestudent enters the department.All departmental students takea core of basic background anatomy of speech and hearing, courses such as phonetics, communicationscience, 631 clinical methods and basicaudiology. During the junior andsenior year the students also takecourses outside the department in early childhood, experimental psychology,intro;luctory linguistics, etc. By the third quarter of the junioryear tin; student must choose one of the majors within the department.In the spring of the junioryear he is consideredan educational audiology major and begins his specialized coursework and practicum.(See Appendix A). This educational audiology studentwill have an eight-quarterpro- gram of specialization after having twoquarters in general speech and hearing course work. Thesenior takes courses basic to educational and communicativetreatment of hard of hearing students. He takes a course in teaching speechto the hard of hearing in the fall quarter to enable him to begin practicumin this area as soonas possible. During the senioryear be has other basic courses such as speech leading, auditory training,and teachinolanguage to the bear- inn.impaired. At thesame time he is comprleting his elementary education requirements. Withwork in the basic areas of (1) speech and hearing, (2) the hard ofhearing, and (3) education, heis ready for sophisticated courseworkand practicum in his graduate (See Appendix A) year. During the graduateyear. the student takes courses in hearing aids. the infant-pre-school hearingimpaired child, curriculum for the hearing impaired. dactylology,media, psychometrics. etc. He is also registered for thesis. (See AppendixA) The students participate in full time practictun duringspring quarter and complete their practicum and thesis during.the.fourth quarter oftheir graduate year. Practicum begins winterquarter of the junior year and continues each quarter of the entireprogram. The student begins with two quarters of apprenticeship in the junioryear. In this apprenticeship he gains an understanding ofhard of hearing children throughas- sisting senior and graduateclinicians, taking baseline data, and observing hearing impaired childrenin public schools, a resourceroom, special self contained classrooms andin a school for the deaf. During the fall and winter quarters ofthe senior year the student participates in clinical practicum dealing with thehard of hearing. This practicum consists of diagnostic, remedialand developmental work in communication skills. The student thenhas a three quarter sequence during spring quarter of the senioryear and the first two quarters of the graduate year. During thissequence: (1) he has practicum in a hearing impaired diagnostic clinicwhere he works with a clinical audiologist conductinga complete audiological workup, a case history, communicative and educational diagnostictesting and staffing; (2) he works with an itinerant hearingclinician in the public schools providing communicative training,languoge, reading, vocabulary and subject matter tutoringas appropriate; (3) he works in a resource room for hard of hearing children. The studentobserves, participates and takes over the teachingand communicative work in one or two areas. His full time public school practicum isdone during the spring quarter of the graduateyear. (See Appendix B.) Up to the currentyear the full time practicum was done in a residential school for the deaf. Nextyear the full time practicum will be expanded to includean itinerant hearing clinician experience and resource room teaching.

77-903 0 - 72 - 41 638 632 Before the full time practicumcommences, the supervising teachers and cliniciansparticipate ina three day workshop student teachers andclinicians. The people on supervision of given intensive work in acting as supervisorsare supervision andare given guides and instruments to assist them inthis supervision. During the student'sprogram he has educational and experiences supplemental professional ticipates in two week to his course work andpracticum. Hepar- long educational fieldtrips which to give him firsthand experience with are designed hearing children. various programs forhard of During these visitsthe studentsare paired with hearing cliniciansand accompanythem as they make visits. Also duringthe program the their daily tures, attend lectures students participate intelalec- of guest speakers,and are active in speech and hearingorganization. a student The program iscompleting its fifth grant provides for six year of service. Currently,the ships. Eighteen senior fellowships, andten graduate fellow- people have completedthe program and employed in varioussettings for hearing are currently time, tenare serving as teachers of impaired children. Atthis serving as itinerants and the hearing impaired,six are two are workingas school audiologists. The first graduates ofthe program havebeen in the field for and it is hoped thatas these people gain experience three years into leadershiproles and be instrumental they will move grams for the hard of hearing. in developing newpro- During the five-yearexistence of the summer institute on the program a comprehensive characteristics and needsof hard of hearing children was held.A book, The Hard of out-growth of this Hearing Child, has beenan summer institute and otherprograms associated with the educationalaudiology program. From the time ofinception of theprogram to the present there have been majorchanges in the curriculum. for preparing There were noprograms teachers or specialistsafter which USU could their program.Therefore it became model new curriculum. This required necessary to develop a completely drawing courses from severalmajor areas and coordinating andsequencing them for tion.11 experience.For the first three a maximum educa- mint, classes were added and years, classes were changed while other classeswere dropped. During the last two years thecurriculum has remained have been majorchanges in the practicum.rather constant but there consultants provided With the assistance oftwo tool was developedby the Office of Educationa curriculum analysis which would assist inevaluating relevance of the course work to the actualjob of hearing clinician schools. Instructors in the public teaching courses in therequired curriculum listed approximately 10 goalsfor their classes. These one questionnaire and sent were compiled into ited States (See to hearing cliniciansthroughout the Un- Appendix D). A workshopwas held at which clinicians and directorsof programs for hard ants and other advisors of hearing children, consult- participated. This workshopfocused on the needs of the hard ofhearing child andon what is currently being done in the representativeprogram. The participants then the curriculum ofthe educational audiology examined relevancy of this curriculum program toevaluatethe to the actual job of the hearingclinician. 639 633 The questionnaires have not all been returned andtabulated. The workshop was held June 18 and 19 and so the proceedingshave not yet been written. It is felt that both of these sourcesof curriculum evaluation will be of great value in assisting the program to keepthe course work and practicum highlyrelevant to the actual position of hearing clinician. As in the development of any new job description thereexists differences of opinion as to what the actual role of theeducational audiologist or hearing clinician should be. However, certaindefinite trends are appearing: (1) More handicapped children willbe educated in the regular classroom. (2) A hearing clinician oreducational audiologist will be working with children who are in regularclass- rooms. (3) He. will be working primarily as anitinerant or as a resource teacher. (4) He needs a strongbackground in audiology, education, and the hard of hearing child. We feel confident that the future of the hard of hearingchild is brighter. We believe that a new specialization has been createdwhich will fill a very pressing need in the American educational system. Even though good programs for hard of hearing children arefew many educators are now aware of the needs ofthe hard of hearing child. We will see the growth of organized programs to servehard of hearing children. APPENDIX A Comm:ILA The course work of the educational audiology specialization isoffered within the context of the curriculum of the College of Educationparticularly the De- partment of Communicative Disorders. It encompassesconsiderable content applicable to understanding the characteristics and meeting thespecial needs of the hard of hearing child and includes : (1) Underpinning in acoustics, acoustic phonetics, anatomy, communication and information theory, electrancoustles, human growth, learning, andlinguistics. (2) Competencies and/or understandings from audiology, clinical processes, counseling, education of the hearing impaired, educational technology,general professional education, psychology, precision teaching, and speech pathology. The 180+ quarter hour undergraduate program requires a minimumof 3 credits in physical education ; 9 in basic communications; 43 In generaleducation; 15 in foundations; 00 in a composite major (pending)of educational audiology, general professional education, and speech pathology ; and 35 in elec- tives. Appropriate foundation course work for the educationalaudiology specialization may be drawn from the following: Credits Early childhood 5 Elementary general psychology 5 Experimental psychology 3 General physics 5 Human physiology 5 Introduction to conununicative disorders 5 Introduction to linguistics 5 The student characteristically is a major in the Department of Communica- tive Disorders nt the beginning of the junior year. As such hedoes not need to identify himself with any of the three specializations offered, i.e.,(clinical) audiology, educational audiology, or speech pathology. During theSpring quarter lie registers for his first course work designed for the educationalaudiology specialization. Thereafter, his study program is unique through completion of a th year of study.

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A TYPICAL JUNIOR-YEAR REGISTRATION

Fall Winter Spring

Anatomy of speech and hearing 5 Education of exceptional children 3 Introduction to communicative disorders 5 Phonetics (and phonemics) 3 Apprenticeship in communicative disorders Clinical processes 1 3 Fundamentals of communicative science Speech, hearing and language development S 3 Statistics in education and psychology Apprenticeship in educational audiology 3 . Basic audiometry 1 Disorders of articulation 3 Education of the hearing impaired 5 Principles of learning 3 3 Total 16 15 15

A CHARACTERISTIC SENIOR-YEAR REGISTRATION

Fall Winter Spring

Internship in educational audiology 1 Fundamental studies in teaching 5 Language disorders and hearing impairment 3 Speech for the hearing impaired 3 Speech audiometry 3 Arithmetic in elementary schools 3 Internship in educational audiology (clinic therapy) Speech reading 2 3 Teaching language to the hearing impaired 3 Teaching of reading Internship in educational audiology (resource classroom) Introduction to research In communicative disorders 2 Auditory training 3 Social studies in the elementary schools 3 Teaching reading to the hearing impaired 3 3 Total 15 14 14

The graduate study program In educational audiology functionseither (1) as the extension of the undergraduate specializationor (2) as an entity in Itself for a new student, In the first Instance the student's follows: curricula might be as

Fall Winter Spring Summer

Apprenticeship In educational audiology (several models of delivery of services) 1 Hearing aids 3 Language disorders and hearing impairment 3 Principles of learning 3 Speech for the hearing impaired 3 Thesis (plan B) 2 Clinical process 3 Curriculum for the hearing impaired 3 Internship in educetiohal audiology (resource room) 1 Seminar in educational audiology (auditory training) 2 Speech reading 3 Teaching language to the hearing impaired 3 Public school internship in educational audiology (class. room and itinerant) 12 Seminar in educational audiology (teaching reading to the hearing impaired) 3 Counseling parents of exceptional children 3 Education of the hearing impaired 3 Medical backgrounds in communicative disorders 4 Speech audiometry 3 Thesis (plan B) 2 Total 15 15 15 15

641 APPENDIX B Description of apprenticeship and practicum in educational audiology. Winter Quarter, junior year apprenticeship. Students first association with hearing impaired children. They observe, assist senior and graduate clinicians and do base line recording work on various behavior. Spring Quarter, apprenticeship junior year. The students will observe hearing Impaired children being served in various settings, i.e., clinical public school itinerant, resource room, self-contained classroom. Fall Quarter, senior year internship. Clinical, diagnostic, remedial and developmental speech with college age hearing impaired students in USU's Fact liqt- Live Program for the Hard of Hearing. Winter Quarter, senior year internship. Clinical, diagnostic, remedial and developmental work in communication skills with college hearing impaired students. Spring Quarter, senior year Fall Quarter, graduate year Winter Quarter, graduate year A three quarter sequence in :(a) hearing impaired diagnostic clinic (b) resource room for hard of hearing children, (c) itinerant work in the public schools with hearing impaired children. All three practicums will be held each quarter with the students being evenly distributed in each practicum. (a) Hearing impaired diagnostic clinic. Two educational audiology studeqts will work with one clinical and audiology student and be supervised by staff from both areas. The students will conduct a complete audiological workup, a case history, a communicative and educational diagnostic workup, staff each ease and write a report. The ease load will be drawn from the local school districts, USU's laboratory school hard of hearing program, college hearing impaired students and hearing impaired students from the Intermountain Indian School. (b) Resource Room. The students will observe, assist and teach in the resource room in the USU laboratory school. They will work with the teacher in the integration program. (c) Itinerant work in the public schools. The students will work under an educational audiologist who will have a case load of hearing impaired students in two local school districts. Spring Quarter, graduate year full-time public school practicum. All students will be placed in one of the following units : Idaho School for the DeafSelf contained classroom-School Audiology Loganresource room Loganitinerant educational audiologist OgdenSelf contained classroom of hard of hearing students in a public school Salt Lake Citytwo self contained classrooms of hard of hearing students in public schools Graniteresource room Graniteitinerant educational audiologist The students will be placed in these practicum areas according to need and specified interest. The students will work full time for five weeks then return to the USU campus for two days for student teaching conferences then return for five more weeks of practicum. The practicum will be directed by the university supervisor and directly supervised by the teacher or itinerant specialist. APPENDIX C The internship program is designed to meet performance based criteria as follows: EVALUATIVE AREA Student will demonstrate proficiency in : Scheduling eases. Coordinating testing services.

EVALUATIVE AREA Students will demonstrate proficiency in : Written reports. Hearing screening. Speech screening. 642 636

Obtaining pure toneaudiometric thresholds. Obtaining speech receptionthresholds. Obtaining speechdiscrimination scores. Evaluating speech proficiency. Evaluating languageproficiency. Evaluating speech readingproficiency. Evaluating and identifyingreading problems. Evaluate writtencompositional skills. Interpretation of psychologicaltest results. Interpretation of academicachievement test results. Understanding the hearingaid evaluative process. Using diagnostic informationin the remedial and educational setting. developmental clinicaland

REMEDIAL - DEVELOPMENTALAREAS Students will demonstrateproficiency in : Scheduling cases for itinerant Coordinating supportive or resource room service. Writing progress reports.services among schoolpersonnel. Classroom control. Teaching subject matterareas. Use of education media. Development of communicative skills within theclassroom. Consulting with parentsconcerning the making in the home and thecommunity. of facilitative adjustments Consulting with specific educational adjustments.school personnel concerningthe making of helpful Speech training. Speechreading instruction. Auditory training. The management ofhearing aids and accessories. Language instruction. Reading training. Subject matter tutoring. Understanding hearing impaired childrenand their special problems. APPENDIX D-(a) him Students taking thecourse Clinical Process and (Cd P Behavior will: green( Istoa (74) Understand the ofuse tram- importance of the facilitative Ina pro. of therapy (i.e.,empathy, respect) dimensions arum (75) Make a functionalanalysis of his own action by behavioralevent typescript therapeutic inter- (76) Analyze hisown therapeutic interaction Boone analysis by means ofa (77) Dissect thetherapy process in terms period of time) and of lingitudinal (overa clinical behaviors.) topographic analyses (categoriesof (78) Be able to guage measure behaviors of speech,hearing, and lan- (79) Select and measure probe (i.e., sample taskitems to be recorded and graphed)items for each of the parameters of speech andlanguage behavioral (80) Utilize theLindsley 8 cycle logarithmic pret acceleration and graph and inter- (CdII) rate data (31) Write a functionallesson plan specifying tives, specific behavioral terminal objec- the objectives and totalobjectives, evaluativecriteria of 32) Conduct a planning success 33) Keep satisfactorysatisfactory clinical interview personal clinical case records 34) Bo able to writea professional report 35) Measure the ratio of his own clinicalverbal behavior compared with clientverbal behavior as (38) Conducta satisfactory parent (37) Demonstrate counseling session proficiency in the operationof clinical tools (tape recorders, cassettes,etc.). 637 APPENDIX D-(b) lnspor- lance Student taking the course Reading for the Hearing Impaired will:Extent to a of use train- 6C5d)1U.)Understand the effect of hearing loss and language depriva- ing Pra- tion on reading gram (66) Establish correct level of reading ability by administering and interpreting informal reading inventories (67) Isolate and diagnose specific reading problems by giving the Durrell Analysis of Reading Difficulty to hearing impaired children (68) Establish grade level of reading by administering standardized reading tests (69) Demonstrate knowledge of criteria for selecting reading books for hearing impaired children by actually evaluating and choosing basal reading texts (70) Write lesson plans and unit plans for reading programs and lessons (71) Evaluate procedures for teaching structural reading skills and phonic reading skills and be able to choose the program most appropriate for specific hard of hearing children (72) Understand the strengths, weaknesses, and applicationto the hard of hearing child of current programmed reading materials (73) Be familiar with the Chicago Non-Oral Reading Method for teaching beginning reading

TEACHER PREPARATIONAFTERNOON SESSION The afternoon session consisted ofan informal group discussion. The group directed themselves to the basic issue ofteacher prepara- tionhow to prepare better qualified teachers. The question arose as to whethera teacher is better prepared by indepth exposure to a specific methodology, developmentof a given set of competencies on development of the ability to selectivelyuse techniques available. Further discussion touchedon specific suggestions for improvement of teacher preparation ratherthan a resolution of one approach over another. A discussion of the elements ofa program preparing teachers of the hard of hearing suggested that the needs ofhearing impaired children are on a continuum. Therefore,a program preparing teaching of the deaf must include elementscommon to deaf and hard of hearing children, especially skills in auditory training. Another specific suggestion for improvement ofthe quality of teachers was the extension of time of the trainingprogram. There was a recommendation following the discussion that there should bea provision for a paid internshipas part of the teacher preparation program, jointly supervised by university and school personnel. The intern acting as a pars- professionalon a classroom teacher under the direction of an experienced teacher were options discussed for implementation. A. final point of discussion arising from the recommendationwas concerned with viewing teaching preparationas a continuing educational process. The concept of periodic paid sabbaticals forclassroom teachers to take further course work and gain additional educational experiehces was presented.

644 638

POST-SECONDARYPROGRAMS 9:00 a.m.:30p.m.: Chairman: Robert cal VocationalProgram for Deaf Lauritsen, ProjectCoordinator, Techni- Institute. Students, St. PaulArea Technical 9:00 a.m.-11:45 Vocational a.m.: "MeaningfulInterpretation of Post-Secondary Planning",Dr. Gerard Walter, Complex Test Resultsfor tional TechnicalInstitute for the Research Associate,The Na- Rochester, N.Y.; Deaf, Rochester,Institute of Technology, Bernard L. Greenberg,"Measuring the CollegePotential of the Hearing Director of Admissionsand Records, Impaired", Washington, D.C.;"Educationally Significant Gallaudet College, Titus and Barbara Traits of NTIDStudents", James Rochester, N.Y.; Helmer, The NationalTechnical Institute for Elementary"Counseling thePost-Secondary Deaf for the Deaf, and SecondaryEducation," Dr. JamesStudent: Implications for DevelopmentalEducation, The Collins, Assistant Dean Rochester, N.Y. National TechnicalInstitute for the Deaf, 1 :30 p.m.-2 :30p.m.: "The Impact of cation of the Deaf',A Panel-AudienceEmerging Post-SecondaryPrograms on Edu- those persons whohave presented Dialogue. Members ofthe Panel will be Meetings. papers during thePost-Secondary Section MEANINGFULINTERPRETATION RESULTS FOR OF COMPLEXTEST POST-SECONDARYPLANNING Gerard G. Walter, Ed. D., ResearchAssociate, The cal Institute forthe Deaf National Techni- The NationalTechnical Institute "to providespecial support for the Deaf hasbeen established learning which services withinan institution of higher high degree offacilitate andencourage deaf students personal, social,and cultural to achievea achievement of thisobjective necessarily development." 1 The an intricateprocess of counseling andimplies the establishmentof such as counselingand placement program placement. Service's tive nature concerning have a need forinput of an evalua- the achievement,aptitude, interest and munication skillsof any givendeaf student. com- research activities,NTID is currently As part of itsapplied instruments and concerned with the methods to aidin this counseling search for placementprocess. This requires and program biographical, input from varioussources iincluding the Nationalacademic and interestdata. The research Technical Institutefor the Deaf is program of for treating suchdiverse information developing a method paper is a report of in a meaningfulmanner. This work that is beingcarried out ment of a studentprofile system. The on the develop- at the present time. system is by nomeans complete It is continuingto undergo refinement dation which willdetermine, to and vali- the system. a large extent, the finalstructure of The question is a simple one. Howcan we best place students programs that arecommensurate with their in communication skills? interests, abilities, and The primarypurpose of testing at assist the student.Diagnostic testing, NTID is to for example, isapplied exten- (meet:Ts of NTID,#1. Report of First Year Ending December 31,1967.

645 639

sively, not for thepurpose of assigning grades, but in orderto individualize instruction in profitabledirections. As is apparent from the reports of Profiles of StudentsEntering NT ID,23 extensive test data is availableon entering students. The objective of this to order that information system is in a meaningful way so that it isreadily interpretable by counselors,academic advisors, oranyone directly involved in theprogram placement and counseling of students. Nothing can bemore confusing than an attempt touse a set of unrelated test data for whichthere exists no adequate informationfor the group of individualsto which the tests are being applied.Psy- cho-educational measurement. inthe field of deafness has long been lacking in any goodstandardization of test instruments.The profile system. as we have conceived, it, isan attempt to provide a frame of rereference for the inforffiationthat is collected from varioussources at the National TechnicalInstitute for the Deaf. At the time of writing, the system has been this areas: designed to treat information infour Achievement Aptitude Communication Interest In addition to this, the researchstaff of NTID is presently engaged in the development ofinstruments which will tap attitudes,values, and social development ofdeaf students. It is anticipated that inthe future, information relatingto these areas will be incorporated into the system. i The following Table illustratesthe sub-scores that make, up the profile for each of the fourareas. The base of the data under Achieve- ment comes from the ComparativeGuidance and Placement Program of the Educational TestingService. The Aptitude test is madeup primarily from sub-tests ofthe Differential Aptitude Battery; the Interest scores come from theComparative Guidance and Placement Program, and the CommunicationProfile is made up ofscores from the Communications Profile developedat the NTID Communication Center. By reference to Table,1. one can see how instruments have been grouped to producea set of four profiles.

TABLE 1.SUBKORE8 MAKINGUP THE FOUR AREAS OF APTITUDE, ACHIEVEMENT, INTEREST AND COMMUNICATION

APTITUDE Verbal Reasoning Abstract Reasoning Numerical Ability Mosaic Comparisons Mechanical Reasoning Clerical Speed & Accuracy Space Relations Letter Groups Walter. Gerard G. A Profile of Students Entering of Technology. December. 1969. NTID in 1969, Rochester Institute 3 Walter. Gerard G. A Profile of Students of Technology. June, 1971. Entering NTID in 1970, Rochester Institute

646 640

ACHIEVEMENT Reading Verbal Sentences Year 2000 Mathematics Spelling Science

INTEREST Mathematics Physical Science Secretarial Technology Business Biological Science Social Science Health Fine Arts Home Economics Music

COMMUNICATION Speech Reading with Sound Vocal Functioning Speech Reading without Sound Speech Intelligibility Hearing Discrimination Articulation Skills Simultaneous Receptive Vocal Characteristics Manual Receptive The system has been designed, the part of counselors as it now stands, to fulfill a needon and individuals concernedwith student choice of a programto meaningful information dent's abilities, concerning a stu- interests,nterests, and communicationskills relative to the various programs ofstudy offered by RIT andNTID. The objective of this system is toprovide NTID personnel with students; abilities, information about interests and communicationskills in a meaningful way, and to provide this informationwith a frame of reference based on local normative information. The development ofany system or set of normative information requires establishment ofa starting point. The starting pointfor our profiling system is withthe students whowere enrolled in the Na- tional Technical Institutefor the Deaf as of virtually no normative September, 1970. Since information is available about deafstudents for the instruments usedas a base for the data comprising students enrolled in various our system, used as a beginning programs within RIT and NTIDwere system. normative population for thedevelopment of our Since NTID is only threeyears old, there is yet no tradition of success across all programs,so the prediction of success through such a system is, at the present time,virtually impossible. On the other hand, profiles and otherinformation are availableon students who are currently enrolled in the variousprograms of study. We have developed profiles that describe of these programsthis the characteristics of students ineach is our starting point. 'Whathas been done, then, is to divide allprograms into ten broad areas in which students,

617 641 enrolled at. the National Technical Institute for the Deaf, can major: five degree programs. four certificate-diploma-associate programs, and the Vestibule or preparatory program. The specific programs are. listed below: Degree Business Degree Graphic Arts and Photography Degree Fine Arts Degree Science Degree Engineering CDA Technology CDA Biomedical CDA Visual Communication CDA Business Vestibule Our primary purpose is to assist the student in making a meaningful choice of a major area of study. The system which I am about to describe can provide the counselor and academic. advisor with test data interpreted according to the programs available to a student enrolled at the National Technical Institute for the Deaf. The methodology that is involved in the system requires that each of the four student profiles (as listed in Table 1) be compared with the descriptive profile in each of the 10 ureas listed above. By comparing an individual student's profile with the average profile for ehcli of the programs of study. a judgment can be made as to the student's "best fit" to each of the program areas. The system, as it has been developed, is designed to provide an empirical derivation for a student's similarity or lack of similarity to each of the 10 programs of study listed above relative, to his interests, achievement, aptitudes, and communication skills. Let us take an example of how the system would work conceptually. without becoming bogged down in the mathematical formula for fitting the profiles. To simplify matters, I will use only the interest profile for three of the ten average profiles described above. We have gathered information on Johnnie B. for each of the subscores of the Interest test. We then compare Johnnie B.'s profile (see Table 2) with the average profile for 3 of the 10 programs of study. We can then arrive, mathematically, at a score that will indicate where Johnnie's best fit is relative to his interest profile. Table 3 provides a sample output from the system. The range of scores can be from 1 (which is a good fit) to 15 (which will be a pool fit). By rank ordering, a grouping of the student's interests can be gained. In a similar way. comparison can be made for aptitude, achievement and communication profiles for all ten programs described above.

648 JONMEME B..3 INTIEREST Physical Science MatisonaticsTechnology 0 J 6 S eta /416W/DAT.M.Mal3ISI monis Biological Selene* Sams EconOsice Secretarial Social Science Pine &minas' Music Arts Mathematic* 0 2 0 VIISTIMILL .21.36arwS1 010-MEDICAL Mi6 a) 1151 ARTS .0 a4 2 t. at Biological Saline* Physical Selene* Technology Bealth 61017 14,64 a 0 14 o I sal 1 asJa77esT 0 a 4 6 f so la * et SocialBoos !commies Science Secretarial Business 1 1 Pine Arts Music '1 1 1 L-1-7 1 1 643

TABLE 3.RANK-ORDERING OF JOHNNIE B.'s BEST FIT SCORES FOR EACH OF 10 AREAS OF STUDY AT NTH) Program Score CDA biomedical_ 5. 26 Vestibule 9.04 Fine arts 9. 13 By providing information of this type, a frame of referencestu- dents already in programs at NTIDis available for making judgments about possible program choices for Johnnie B. It should be stressed, however, that the system provides no information as .to the probable success of an individual student in a specific area of study. However, research is now underway to provide information that will allow our method to give an empirical account of a student's most likely area of success. This is only possible after NTID has a history of "successful" students. This will provide a continuing area of development for the system. This system has been designed using the IBM 1500APL Program which allows direct interaction for the user. In short, the program asks for scores of the student on each of the variables within the areas given in Table 1, and then compares this profile with the standard profile of students in each of the ten areas described above. Thus, a student's profile will be compared in order with the CDA Biomedical, CDA Visual Communication, CDA Business, CDA Tech- nology, Degree Engineering, Degree Graphic Arts and Photography, Degree Fine Arts, and Vestibule program. After the comparisons are completed (utilizing the various formulae), the scores of best fit tire then rank ordered, the best fit being given first place, the least best fit being given the tenth position. This rank ordering should give the user some indication of those areas where the studentmight best succeed. The system, as it is currently designed, allows the counselor, researcher, or academic advisor to input scores for any individual student on any of the four areas (Interest, Aptitude, Achievement, Communication) and retrieve, by use of this system, a rank ordering of best fit of the student's profile in that area relative to each of the ten programs open to the NTID students. For example, by inputting the scores for each of the sub-tests for any given student can retrieve the rank ordering of the student's best fit profile. Using this informationcomparing the profiles with each of the other programs and noting where the best fit isthe counselor or advisor can then direct the student into those areas of study that seem to be most congruent with his interests, abilities and communication skills. We have described, very generally, various instruments and an approach to developing a profile system. We recognize that each of these instruments may not be the most valid or reliable method for obtaining information from deaf students. However, at the present time we are interested primarily in the development and improvement of the system. As time and research permit, new instruments will be added to replace those that are not providing adequate information. In addition, the area of social and personal development is not included. It is our hope that the future will permit thedevelopment of adequate instrumentation to include a profile based on social and/or personal development of deaf students. Research on test de-

650 644 velopment,validation and a great deal of reliability is time backgroundinformation consuming, andrequires the instrumentsare being developed. on the populationfor which velop suchinstrumentation in NTID offersthe abilityto de- with time,adequate the laboratorysetting and this, adequate instrumentation will hopefully, normative information. become availableand with MEASURING THECOLLEGE POTENTIAL OFTHE HEARINGIMPAIRED Bernard L.Greenberg, B.A., M.A., Directorof Admissionsand Records, GallaudetCollege Today in the school age United Statesabout half of group enterssome type of college the entirepost-high always beenso. A generation program; but it hasnot thepreserve of an intellectualago higher education or financial elite. was pretty much come about throughany reasoned The change didnot higher education.It was, in fact,philosophicalcommitment tomass War II, GI the directresult of the Bill of Rightswhich provided post-World ence allowancesfor veterans, free schoolingand subsist- academic ambitions many young and seeingat first nothingmen with no particular on the Governmentfor a few more than a free ride with bachelors years found themselves and evenadvanced degrees. unexpectedly demand to thesupply, began Employers, suitingthe positions above to require college the clerical.This economic graduation formost non-veteran population, incentive insuredthat the The deaf, too, would floodthe colleges. being for themost part not Bill andtraditionally directly affectedby the GI cated deaf being a rather self-contained employed principally society with theedu- for some timeuntouched by this in teachingother deaf,were as ten yearsago Gallaudet revolution ineducation. Asrecently dents annuallyout of an estimatedtypically graduatedfewer than 50stu- group of about deaf populationin the target 2000. Admissionthen was age matter. Self-selectionwas almost good a comparativelysimple could be assumedto have academic enoughanyone whoapplied Today, this isno longer the interests, abilities andmotivation. much a maximum case. College graduationhas become much a mark qualification forthe most so of socialstatus that numbersdesirable jobs andso personal academicambitions find of studentswith no to undertakehigher education.themselves pressuredfrom all sides dom sampleof the population,Now, the deafbeing a virtually racial drawn from all ran- groups and bothsexes, it can be assumedclasses, ethnic and hearing population,some of the deaf that, asamong the not capable of populationare and others with the profiting fromadvanced education. are problem ofdistinguishing these Years ago, faced population, othercolleges through two groups in thehearing were reasonablyefficient in assortingthe ECEBdeveloped tests that the brilliantcould be the generalpopulation, so that from the able, distinguished fromthe superior, the able fromthe average, the superior sub-marginal:Thetests assumed, and theaverage from the need to divide correctly, thatthere would be the sub-marginalinto categories, little reason often provedinadequate for and have forthis measuring collegepotential 645 among language handicapped populations. Faced with an ever-increasing demand and limited facilities, some years ago it became evident that Gallaudet requiredsome more refined methodology for determining which students could handleour curriculum. When I say "limited facilities" Iam not referring to such things as classroom and dormitoryspace or even qualified teaching staff, but rather to the state-of-the-art limitationon remedial programs. All handicapped groups, including the deaf, havea small number who escape being blighted educationally by their handicap. These happy few are not our concernthey are readily recognized by the admission officer and readily taught by the academic staff. But 90 percent of Gallaudet's applicant population today showa degree of language retardation which significantly prejudices their adaptabilityto handle our curriculum. It should be noted, however, thaton the average the deaf population is not markedly deficient in mathematics skills, apart from the fact that they have generally not been offered advanced course material. Language is the root problem and it is here that we are limited. At Gallaudetwe offer one year of pre-college remedial work and occasionally two. Neitherwe nor anyone else knows whether total educational reconstruction ofyoung adults is possible. At present it is not practicable. Gal laudet, for many years the only facility in the world to offer higher education to the hearing handicapped, hasa policy of accepting every applicant who hasa reasonable outside chance of succeeding/with our curriculum. Although the increasingpressure has been alleviated somewhat in recent years by the establishment ofa number of alternative institutions for those not willingor able to undertake a liberal arts program, we seem to have settled down toa chronic condition of about half of our applicants being beyond the reach of our present remedial offerings. With over 700 applicants for 1971 admissions, the problem of distinguishing those with reparable language deficits from those whose problems are now beyond our reach is a major one. Gallaudet's admissions process is basedon several assumptions: (1) Ability to do college-level work depends primarilyon intellectual capacity and academic skills. Both must be present toa useful degree. (2) The most essential academic skill is the ability to comprehend written material, with the ability to write comprehensibly andaccu- rately following close behind. "for students with scientificor technical aspirations mathematical skills are also crucial. (3) Subject matter knowledge is secondary to skills. Ifa student has adequate skills, deficits in know/edges are comparatively easy to repair. (4) Though early onset hearing loss usually wreaks educational havoc, the individual with high innate capacity will almost invaria- bly show elevated ability in some area. For these reasons, we have designed an extensive evaluation battery covering as many different skill areas in as many different formats as practicable, to give the candidate maximum opportunity to demonstrate his abilities. We look on our admissions screening as a talent hunt. Our interest is not in cataloguing weaknesses but in ferreting

65?, 646 out strengths, always bearingin mind that some minimum the essential academic skills level of must exist. We are in the businessof screening in. not screeningout. In designingour battery, we set about, first, basic academic skillsreading, to measure the three we add two othersvocabularywriting and math. To these skillareas and grammarwhich logicallyare subsidiary parts of readingand writing, but which have have independent value proved to warranting their being givencoordinate status. To measure these fiveareas we use 12 different tests, five of are commercially available which have been prepared standardized tests andseven of which and validated especially foruse with the hearing handicapped. In addition.the battery includes sixauxiliary tests measuring such areasas non-verbal intelligence, concept and interest in science, formulation four of which were designedspecifically for Gallaudet's use. Filiallywe consider a rating of motivation derived from the applicant's secondaryschool evaluations. Since none of thesetwenty measures overlapsmore than 50 percent with any other in thebattery, it is probably that each is at least a little something contributing unique to our knowledgeabout the candidates. With a few exceptionseach of the related to four-year grade-point measures is significantly till graduation. average and to remaining in college How do we set about digestingthis large and heterogeneous of information in order mass to make admissions decisions? Essentially,we categorize the applicant populationinto six broadgroups, according to their tested competence inthe five major skillareas : Group I consists of applicantswho are superior in all five skills. This is the group who havenot been seriously disadvantaged bytheir handicap. They constituteabout 10 percent of the applicant tion. popula- Group II consists of thosewho are superior in four ofthe five skills. These are usuallyrepresentatives of that familiar classof very able individuals whoare undone by mathematics. Theserepresent some' to 3 percent of theapplicants. Group III is dofinedas those applicants who do not meet the criteria for the first twogroups but who have at least a moderate level of skill in all four basicareas. We define this minimum levelprag- matically in terms of whatour many years of experience tellus can be accomplished ina year of remedial work. We do not els since they use grade-lev- are of dubious value and stability, but theminimum ability level probably isgenerally about that of the 7thgrade. Be- yond this minimumcompetence requirement.moreover, for inclusion in Group IIIwe require that the applicant show severalareas of distinct strength. Abouta fifth of the applicants fall into thisgroup. Group IV is madeup of applicants who meet this moderate skill level on three or four of the basicareas and who. in addition, show strength on a number oftests. The entire record of these applicantsis scrutinized minutely, with specialemphasis on motivation. Group IV also comprehends abouta fifth of the applicant population. Group V consists of applicantswho meet none of the above standards but who showsome other sign of potential, for example,very elevated intelligence of sciencescores, extremely favorable recommen-

653 647 dations, or scores in the four primary skill areas which approach those needed for inclusion in Group III. The entire record of those in Group V, too. is reviewed with great care, again with emphasis on motivation. About 15 percent of the applicants fall into this category. Group VI are those who are performing at an extremely low level and who have been unable to muster any evidence that they have the potential to handle a college curriculum in the reasonably near future. About a third of the applicants are in Group VI. All candidates are reviewed for suitabilityage, character, hearing loss, health and the likebefore being granted admission. Admission is generally offered to all members of Groups I, II, and III, who are otherwise suitable. About two-thirds of Group IV are admitted and about one-third of Group V. Those in Group VI are not offered admission. In all, about half of the applicant group are admitted each year. Except for Groups I and IL all those admitted about 80 percent of the totalare required to take a year of remedial vork before entering the college proper. Bringing professional judgment to bear on each candidate's credentials may be more time consuming than a simple cutting point approach (though our computer is programmed to do the initial categorization of applicants into the six basic groups), but it is less wasteful of student potential. It appears to be highly valid: Those in Group I have 3 chances out of 4 of graduating, and 2 chances out of 3 of earning at least a B average. Those in Group II graduate in 2 out of 3 cases, and have an even chance of earning a B average or better. Those in Group III have a 50-50 chance of graduating, and have one chance in 3 of a B average. In Group IV only 1 in 3 who are accepted graduates, and only 1 in 10 earns a B average. Those accepted from Group V have only 1 chance in 4 of graduating, and virtually no chance of earning a B average. It is clear from this progression that those in Group VI would have very little possibility of success if they were granted admission. We do not consider that our obligation to an applicant has been fulfilled when we accept or reject him. We believe that accepted applicants should be told the areas, if any, in which they are weak in comparison to the average enrollee and that rejected candidates have a right to know the nature and extent of their academicproblem so that they can plan their future realistically. It is unfair to an individual performing at the low grammar school level in most skill areas to mislead him into believing that he might be admitted to Gallaudet the following year if lie brushes up a bit on his grammar, for instance. We know from very extensive experience that generaland profound deficits are never easily and quickly repaired. Unsuccessful applicants with less severe deficits should, we believe, be encouraged to continue to ptirsue the goal of a college education. We have not, however, finished with our admissions battery once we have notified applicants as to admission. As Ihave mentioned, Gallaudet requires about 80 percent of each incoming class to take a year of remedial work before attempting thecollege curriculum.

77-903 0 - 72 - 42 654 648 These students are placed in classes of15 or fewer in accordance their general levelof language ability with are diagnosed by the and their specificdeficiencies mined by a weightedadmissions tests. Generalverbal level is deter- combination of all verbaltests in the admissions battery. The weightsused were derived, sion equation, but not from the textbookregres- standard deviations.judgmentally, taking intoaccount differences in We tried bothjudgmental and regression weighting and foundthe judgmental method from class to class less subject to shrinkage. than the regressionweights. After general level has beendetermined, the student verbal whose members may be placed in agroup are all especially deficient informal grammar, vocabulary knowledge,or in reading comprehension or in Course content :s and so on. with emphasis tailored for the generalability level of thegroup on the areas of mostsevere deficit. Remedial mathematics, as we practice it,is more traditional subject matterareas. with classes in theusual At the end of this or not they are admittedpreparatory year, studentsarc retested. Whether to the collegeproper depends primarily their instructors'evaluations of their work on improvement they have made and on what measurable taking the remedial on the tests. Since most ofthe students program were severalyears behind normal high school graduateachievement to begin with, make up the entire we cannot expect them to deficit in a singleyear. Thus, most of them their Freshmanyear still with weaker skills than enter student. But theyare on the upswing. With the normal college continued motivation,they move good instruction and gap, and a not inconsiderable nearer and nearer to closing the number even become honorstudents. Research initiated sixyears ago and now available college career oftwo complete classes for the entire entrance battery. We suggests still anotheruse for the divided each of theclasses into threegroups by general category ofmajorsocial science and math, and professionalarts. There were humanities, science and major groups no differences among the as to degree of hearing lossor type of secondary school attended. Others havefound thatamong the hearing. different majors impose differentrequirements on students; true for the deaf. this proved to be equally For the social science and humanitiesgroup, tests of writing and vocabulary are mostpredictive of both five-year and number ofyears of college completed. grade-point average to grades but Motivation was not related was predictive ofyears completed. Only about 20 cent of the drop-outsin this major per- academic deficiency. group seemed to be associated with The grades and retention of science and mathmajors, perhaps surprisingly, were bestmeasured by verbal and grammar, testsvocabulary, writing not by tests of mathematicalskills. This is lesspara- doxical than it. mightappear. It results from the fact math and sciencemajors have a level of that nearly all than adequate to facility in mathematicsmore meet the requirements ofthe major. If self-selection worked less efficiently,mathematical skills would tant. More thana third of the science drop-outsbecome more impor- demic deficiency. are related to aca- The professional studies of the various majors. curricula are by largethe least demanding But even thougha lower level of academic 649 skills is required by theprofessional majors, again it isverbal skills writing, reading andvocabularywhich best predictgrade-point average. Only motivation predictsthe number of years completed, suggesting that moststudents electing these majorshave adequate skills to obtain degrees if theychoose to exert themselves. From these differences inrequirements for the various majors,it is clear that the entrancebattery could be usedas an effective adjunct in guiding students to electmajors in which they successful. are likely to be A final parenthetical observation: as a by-product ofour continuing research in the correlatesof academic success,we have unearthed some answers to the perennialquestions about hearing loss andtype of secondary schools attended.It has been commonly accepted the hard of hearing that if were in academic competition with thepro- foundly deaf, the former wouldtake all the academic honors.As it turns out, this belief isutter myth; the correlation between hearing loss and grade point average was less than .10 in both classes.The same is true of the relationship betweenhearing loss and number of years completed. This means quite simplythat success at Gallaudet is independent of degree of deafness. Furthermore, there isa very low correlation between attendanceat residential schools and eitherof the two criteria. Studentswho received their secondaryschooling at public high schoolsand at residential schools do almostequally well in college. EDUCATIONALLY SIGNIFICANTTRAITS OF NTID STUDENTS* James R. Titus, M.A. and BarbaraM. Hanner, M.S., National Tech- nical Institute for the Deaf The intent of thispaper is to share with you, ina descriptive and informationalmanner, some of the observations thatwe have made at the National TechnicalInstitute for the Deaf concerningthe general learning skills ofour students. These observations includemany learning traits whichare of concern to all of us at all levels of the educational process. By sharingthese observations withyou, we hope to stimulate and poolour ideas and efforts toward developing strategies which deal with these traitseffectively. Approximately 330 studentsare currently enrolled at NTID. Stu- dents entering NTID typicallycome with different backgrounds, different communication skills,different levels of educational achievement, different aptitudes andinterests as well as different levels of social maturity. Whileevery instructor of the deaf recognizes the extent to which deaf childrenvary, it comes as a revelation to those of us whose prior experience is with non-handicapped students.Such diversity presentsan educational challenge of significant breadth and scope. In spite of these differencesamong our students, many instructors seemed to be observing certaintraits which were common tomany of our students and which were influencing theireducational progress. Based on information collected by the 'HTIDCommittee on Educationally-Si gnilicant Traits of Post-Secondary Students :Joseph Badamy, Herbert Berry, Valerie Thomas Rucker, B. Ross Stuckless, JononaYoung. Consaul,

656 650 During the spring of 1910,a committee of NTID structional staffmembers was formed research and inof those traitsof NTID students to coordinate theidentification detract fromlearning and whichwhich seem tocontribute toor dents share. The a significant numberof deaf stu- identification of thesetraits was based tions made byinstructors who have upon observa- dents for at leastone year. taught post-secondarydeaf stu- These instructors made 40 differentobservations. From observations. 20were identifiedas traits that these 40 significant numberof students at are descriptive ofa paper to describe the NTID. It is notappropriate in this details of howwe established the these traits but,stated very briefly, significance of instructors touse to estimate thewe designed a percentagescale for traits wereorganized under prevalence of eachtrait. The 20 four generalcategories: 1. Reading andWriting Abilities 2. Knowledge ofFacts 3. InformationProcessing 4. General Approachto Studies For the most part,these observations culties rather thanthe learning emphasize the learningdiffi- not all descriptive successes of our students.They are of every studentalthough all students described by at leastsonic of them. They can be of deafstudentsadmittedly, they are also not descriptive only students. Inany case, the identificationare also true ofmany hearing important, initialstage in attemptingof these learningtraits is an niques which take to develop instructional these traits intoaccount. tech-

READING AND WRITINGABILITIES The observations clude many of theinvolving "Readingand Writing Abilities"in- peatedly by mostsame observations whichhave been identified educators of thedeaf. When re- NTID, they havemany reading and writing our students enter their vocabularylevel islow. They problems. For example, correctly using have problemsunderstanding and many very basic wordsas well as the more technical terms introducedin mostcourses. For the most have difficultyderiving the meaning part, our students context. Consequently, of a wordor phrase from its idioms and wordswith multiple are particularlytroublesome for them meanings appropriately. to comprehend anduse Related to this deficiency to have a great in reading vocabulary,our stndents tend deal of difficultyextracting information they read. Forexample. they from what from the reading cannot with ease organizeinformation in terms of mainand secondary facts principles andexamples. Many or in terms of important information seem to be unable to judgewhat is and what isnot. This often results attempts to memorizeeverything, but in in futile tive in decidingwhat should be so doing, they are nonselec- tors, the students retained. Accordingto many instruc- like anecdotalexamples and illustrations often recall theseexamples at and they the principle that exam time. But theyfrequently forget the exampleillustrates. Thus, there isa need to spendmore time demonstratingwe have found that the relationshipbetween the principle and emphasizing and its examples.At the same 657 651 time, additional training and practice in outlining, summarizingand precis] writing may play a valuable role in remediating thedifficulty that they seem to have in extracting important informationfrom the material being read. An illustration may be helpful at this point to describeanother reading problem that is typical of so many of our students.Several instructors noted that their deaf students frequently skippedwords on testsimportant words which providecontextual clues for finding the correct answers. For example, on a relativelysimple reading comprehension task, the following question was asked: "Hubert was a wandering ." The answer was "Hubert was a wandering hippo." But answers frequently given by deaf students included "Hubert was awandering in the South," or "Hubert was a wandering in SouthAfrica." Evi- dently, these students were overlooking the article "a".Since "a" is an article, it demands a nounnot aprepositional phrase! Most instructors agreed that their students tend to read questionswithout adequate attention to, and awareness of, the importance of syntax. Deaf students entering XTID typically use inefficientand inappropriate approaches in reading. They ,do not spend enough time carefully reading that material which requires carefulreading, such as the instructions and questions on ail exam. Yet manyof them con- sume much time reading, rereadingand reading again the same page of their textbook before. turning a page. As a resultof this tedious reading-style. they tend to fail to integrate various partsof a chapter or an article. They do not quickly previewthe headings in a chapter but instead typically bulldoze into the assigned task withoutknowing what they are really doing and where they are going.In general, they have difficulty in adapting their reading style tothe particular purpose for reading and the content beingread. They just do not seem to know when it is appropriate to scan orskim and when it is not. In terms of wilting skills, their paraphrasing abilities are generally quite poorthey have difficulty translating what theyhave read into their own words. But if they do not comprehend whatthey are reading. how can we realistically expect them to beable to para- phrase what they have read. Many also have troublepreparing.re. ports and papers which require the expression of creativeand original ideas. KNOWLEDGE OF FACTS In view of the previous discussion concerningthe reading and writing deficiencies of the students observed one would expect tofind related deficiencies in the students' general knowledge offacts. In the classroom, a large percentage of our students exhibit seriousfactual knowledge problems. This trait is not confined to onesubject area, but seems to be a general problem encountered irrespectiveof whether the student is studying science, English ormathematics. Such deficiencies may be directly related to the students'difficulty in identifying primary and secondary points, whether in reading ordirect classroom instruction. Students also exhibit a general lack of knowledge offacts about life outside the classroom. Many students seem tolack an awareness 658 652 of contemporaryproblems and their course material relevant significance. Inan effort to make and clear tostudents, instructors course content tocurrent developments by to relate are often met with in the world.Such attempts of the event blank stares becausethe student has to which theinstructor is referring. no knowledge content to currentevents seems only Thus, relatingcourse than clarifying to add to theconfusion rather The students'information. perception of theworld of work, poorly defined.Evidently, these is oftenvague or the prerequisites students do notclearly understand for variousvocations. Often matics beyond theAlgebra I level students withno mathe- pursuinga mathematics major. come to NTID withthe intent of praisal in view This is nota very realistic self-ap- the rigors ofsuch a major. very little knowledgeof the requisites Very often theyhave what anindividual might of sucha program or indeed The poor factual do once he hadcompleted such base is buta symptom of the a program. of sophisticationabout career students' generallack career decision-making. information,career planning and

INFORMATION PROCESSING These observationsrefer to traits mation. Here, the which depict how emphasis ison "how" and not we gain infor- the most part,our students have "what" we learn.For NTID studentsuse very ineffectivemany difficulties in thisarea. Most niques. They spend learning, study andreview tech- most of their timeand effort attempting rize a great numberof facts without to memo- really mean andhow they relatecomprehending whatthese facts instructor in the to each other.For example,an learning a certainMath Departmentnoted that his operation, tendto apply this students, after cally withoutunderstanding how operation mechani- instructor,some students or why it works.According to this component of mathematics.are not aware oflogical thinkingas a are unable to Unfortunately,many of these students go beyond this methodof simple rote consequence that theydo not acquire learning with the not surprisingthat many of depth of understanding.It is these studentsare unable to apply information learnedin one contextto other appropriate problems. Wecannot expect these situations or generalize information students to be ableto apply or which they reallydo not understand. same token,some students have By the principlesthey trouble determiningexceptions to cannot discern whena general rule does a particular situationor problem. In not apply to experience problemsin generalizingsummary. many ofour students information. from and discriminatingbetween In addition, many of our studentsseem to be unable to and relate abstractinformation to reach manipulate example. a reasonable conclusion.For many students at NTIDare unable to adequately "if-then" questions.questions asking answer concept ofcause and effect "why" and "how"and the total Students entering seems to elude them. NTID are alsooften unable to ways for solvinga particular problem. form alternative participating inour Coop Program, For example,two students failed to arriveat work one day.

000Pr0111 653 buses their absence, theyexplained that the When asked what caused had no transportationto work. were on strikeand therefore, they considered taking ataxi However, when they wereasked if they had that they had not friend to drivethem, they admitted or asking a alternative ways ofgetting to work.This attempted to think of in thinking of manyof example demonstratesthe frequent rigidity particular problem If their first,method of solving a our students. attempt to thinkof alternativemethods. fails, they are inclined not to problem-solving and This whole area ofinformation processing, needed to develop decision-making is one areawhere much work is and criti- toward improving ourstudents' creatic, programs oriented of poor thinkingskills is cal thinking skills.One of the main causes to use andpractice probably the lack ofexperience or opportunity emphasis on tasks. Perhaps weattach too much higher level thinking with too littleemphasis on acquiring specific facts,with our students, develop programs acquiring higher levelcognitive skills. We must students to makemeaningful decisions; programs which encourage problems carefully; programs which encouragestudents to analyze to explore conceptsin greater depth; pro- which encourage students level thinking skills. grams which encouragestudents to use higher GENERAL APPROACHES TOSTUDIES students shouldhave for We often look atspecific skills that and often post-secondary work. We canevaluate such skills success in prescriptions for specificstudents. make reasonablepredictions and to identify.There are, measurable and relatively easy which These skills are characteristics thatinstructors observed however, a number of They neverthelesshave pro- do not fall into thecategory of skills. students. Theseobservations can besummarized found impact on our students lacksophistication concern- as suggestingthat many of our corollary them, of people, placesand things. As a ing the world about understanding ofthemselves in to this, somestudents lack a clear relation to others. the the above generalitiescan be seen as The manifestations of A. large percentageof students involve themselvesin the classroom. learning do not have a full awarenessof the effort and our students in post-secondarystudies. strategies that arerequired to be successful his present abilityand feels that he can Often the student over-rateswork than he isindeed capable ofat this handle more advanced to move through acourse point. Many of ourstudents frequently try required students usuallycomplain that they were too hastily. These school and thereforethey should to take a particularcourse in high little undertake it again, whenin fact they show not be required to Many of our studentsalso demonstratelittle standing of the material. information and solvingproblems them- independence in gathering assistance of theinstruc- selves. Instead, they seekand depend on the present in varyingdegrees in NTIDstudents, tor. These traits are knowledge about thepost-sec- but. they do point, to ageneral lack of and what is expectedof them in it.Unfortun- ondary academic world of post-secondarystudies ately, this failure toappreciate the demands can lead tofrustration for thestudent.

660 654

CONCLUSION The identificationof the learning of our studentsis only the firstskills and thelearning difficulties instructional step in the developmentof new techniques. It isan important step, but is thedevelopment,of new more important difficultiesmore effectively.programs which deal with theseskills and Members of theResearch Department three-partprogram for the at NTID haveprepared a This program new students enteringNTID this will supplementthe Vestibule summer. grams. This researchprogram will include threeand Sampling Pro- One program willinvolve a two-week two-weekprograms. study skills.Robinson's 1 SQ3R concentrationon reading and approach will be (Survey- question- read - recite - review) used as the basis ofthis program. The be on learningan effective technique for emphasis will book material. reading and studyingtext- The secondprogram will involve importance of "vocational a two-week concentrationon the decision-making and the role of theindividual in this career planning" and on developing process. Here, the emphasiswill be an awareness andunderstanding of the tional questionsa student must type of voca- The third answer while planning hisown future. program will involvea two-week concentration verbal cognitiveskills. This on non- instructional objectives. program will fulfill diagnosticas well as A two-week timeinterval is a to accomplishany type of great veryfeat. short amount of timeto attempt value of these We hope, however,to show the programs as part ofa more extensive with theseproblems. program dealing It is important to emphasize thatthe intent of this tory and informationalin nature. We paper is exposi- learning skills of are all concerned aboutthe might be valuableour students and forthis reason,we thought it to reiterateour specific concerns. reiteration,we hope we might provide Through this might proveto be beneficial others withan awareness that ages. to programming fordeaf students ofall COUNSELING THE POST-SECONDARY DEAFSTUDENT: IMPLICATIONS FORELEMENTARY AND EDUCATION SECONDARY James L. Collins,Ph. D., National Technical Institute forthe Deaf The title of this which its authorpaper implies a level andbreadth of expertise does not claim.However, I do feel that years of experiencegarnered by the the three Technical Institutefor the Deaf makesCounseling Staff at theNational both parents andteachers of deaf possible some suggestionsfor children at theelementary and secondary school level.This paper willattempt to identify which have beenobserved in deaf some needs and to suggest. students at. thepost-secondary level certain measureswhich might be taken students to alleviatethese needs. with younger I Robtaaoa. Francis P. Effective Study. Harper &Row. New York. 1070. 661 655 When given the opportunity to make suggestions about changing the educational process or content at the elementary and secondary level. it is difficult to resist a shotgun approach which w:II bring forth all the opinions. concepts and prejudices that. the author holds. How- ever, in an attempt to stay within the realm of reasonableness and the competencies of the author, three specific areas will be dealt with today. The remarks in this paper will be aimed at the deaf persons' need: (1) for self-knowledge. (2) for ability to relateTo the environment. and (3) to choose a career.

SELF-KNOWLEDGE A shockingly large number of the deaf students who enroll at the National Technical Institute for the Deaf have little knowledge about their academic capabilities. Many of them do not understand the concept of achievement testing and/or levels of academic achievement. Naturally, these students do not understand their own peademic strengths and weaknesses and find it difficult to make appropriate selections of majors which are commensurate with thew abilities. In a similar manner. they do not have knowledge of their own specific aptitudes, interests or general mental level. Again, without this kind of information, the student can make appropriate decisions only by chance. Even when the decisions he makes turn out to be correct by chance he is unable to know why they are correct so that a similar procedure can be followed when other decisionsare necessary. The factors mentioned in the previous paragraph related to achievement, aptitudes, interests, and general mental level arecer- tainly important. Every young person has the right to expect information about himself which is gleaned from tests typically given in any school in the United States. However, every young deaf person has the right to expect that another type of information about himself will be made available to him, explained to him, and interpreted to him in a manner which will enhance real self-understanding. I refer here, of course. to information about the person's deafness. A. fair number of our students understand the concept ofan audiogram. Not many of them. however, can relate to this in terms of what their own communication skills and abilitiesare. Going deeper than this. few of our deaf students understand the other significant factors about their handicap. Few of them can discuss intelligently how many deaf people there are in the United States, what the educational level of the deaf population is in general, what kinds of jobs deaf people typicallyhobi,how the social life of a deaf family differs from that of a hearing family, how their parents feel about having a handicapped child and so on, and so on, ad infinitum. I propose that this is indeed a reflection on elementary arid secondary education which all of us as educators should be concerned about changing. It would seem not only highly desirable but absolutely necessary that educational programs for deaf students all over the country begin to provide services which will meet these needs. Interpretation of audiological, psychological and scholastic test results should be available to all deaf students. Individual counseling, group counseling, and seminars are techniques which can l,r utilized to help deaf 662 656 students grow in self-knowledgeand self deafness, aboutthe effects it. has - understanding about their and about the on their life and thefives of others deaf populationof which theyare a part.

RELATING TOTHE ENVIRONMENT A second characteristic whichis noticeable in at the NationalTechnical Institute the studentsobserved most of them to for the Deaf is relate appropriatelyto a variety ofthe inability of particularly thepeople in those environments and I have observed environments. As that a largenumber of the deafan example of this, residential schoolbackground tend students who havea people whenever to resist interactionwith hearing from a public possible. By thesame token, students school backgroundor from a highly oralwho come resist for some time(or permanently) background people and tendto avoid, if possible,identification withother deaf deaf persons of a great deal of interactionwith non, of course. whendissimilar backgrounds.This is a natural the experiencesof the students phenome- nature are considered,This does not and human quo should be maintainedand that themean, however, that thestatus perpetuate itself. pattern should beallowed to Because a young person is deafand because certain educational guidelinesmust be invoked, structured residential schoolor to a public school, thewhether the studentgoes to a studentsare limited to a experiences of mostof the normal hearing. greater or lesser degreethan if they had have are restrictedThe contacts withpeople and situations and limitedbecause of the which they have. It is notunusual then to find educational needs they unrealistic viewof how they that many of thestudents havean in a variety of can or how they shouldrelate to people environments. One ofthe most noticeable this is somestudents' inflated outcomes of with society opinion of theirability to communicate at large and insome students' unrealistically concept of theirability to communicate deflated instances, contactwith a larger and with societyat large. In both ents a more realistic more varied environmentpres- It seems highlypicture to the student. desirable thateducational dents initiateprograms which will programs for deaf stu- contact with both bring the studentsinto greater hearing and deafpersons. Any means possible should be utilizedto accomplish this take the students but examples ofthis would be to into the communityand bring the campus through fieldvisits: and guest community to the technique is speakers. Anothervaluable providing adult rolemodels whocan form Informix' relationships withthe studentsthrough a program tory- visitations,weekend rap sessions of evening dormi- The use of goodsolid role models, and other similarendeavor, ized infrequentlyon a national basis.i.e.. successful deafarhiltsis to young deaf To me, itseems a genuine loss people to not beable to have ful role models. contact with suchsuccess- Another paper isbeing presentedat this convention dealing withvolunteer work by this wee!: cal Institute deaf students at theNational Techni- for the Deaf. Mr.William Yust, program conceived thisidea and the a Counselor inout pilot project where results are mostheartening. A a small number of deafstudents went into the C63 657 community to work as volunteers in established agencies hasproven to be of inuneasurable value to these students. I would suggest that programs of this type could be instituted in many of the educational programs which are responsible for elementary and secondary deaf students. Perhaps it is time for deaf students to start giving Christ- mas parties for truly underprivileged children rather than being recipients of this annual event themselves.

CAREER CHOICE A third very important area in which deaf students havea great deal of difficulty is in making appropriatecareer choices. This is not unusual, of course. when the factors which have been discussed in the preceding sections are considered. This problem is heightened inan institution which offers technical education rather thana liberal arts education. Most liberal arts students are expected to takevery similar courses during the first year or so of their education. This is not so in technical fields where students are expected to choosea major very early in their career, sometimes before their actual enrollment ina technical institute. It should also be pointed out that the inability to choose an appropriate career is EA limited to deaf studentssince many hearing students experience similar difficulties. However, this does seem to be heightened in the case of deaf students. Part of the problem which deaf students face in choosing anappro- priate career seems to be related to the more general problem of understanding the reason for choosing any type of life's work. Al- though I have no data to back this up it is my feeling that perhaps deaf students experience an inordinate difficulty in understanding this concept because of their lack of exposure to adults ina work role, and/or because of the students' insulation from the cause-effect relationship which hearing children learn ata very early age through hearing parental conversations which implicitly state: We have a home, food, car. clothing and other material things because Daddy works. It is also observed that many of the students choose a careeron the basis of what their roommate has advised them to study, because a friend has a particular job in which he is makinga good salary, because of the desires of his parents, or the advice of his teachers, and other such factors. Few of the students are able to give a rational basis for the selection of a career based on such factors as interest, aptitude, promotional potential, and so on. It is also noted that very few of the students are able to specify how they should go about preparing for a career that they do select. By that I mean theyare not able to specify what type and what level of training will be necessary, what kind of continuing education will be necessary, and where that training can be obtained. It would seem reasonable that many or all educational facilities for deaf students at the elementary and secondary level could initiate or exyclid their programs of taking students into the communities to witness a variety of jobs. It also seems most important that included in their course of studies should be a course or seminar devoted to teaching students how to study a variety of careers, how to match their own interests, aptitude and achievement levels with these 664 658

careers, and instruct how to realisticallydetermine which seem appropriate for them. careers SUMMARY I hope that my remarkstoday will not be misconstrued to tie elementary and secondary as a rebuke dren in this country. Since educational programs for deaf chil- I have been a classroomteacher in a day class program anda psychologist at a residential school I reolize the sincere effort for the dent. that administrators and teachersin these facilities are making for thebetter education of deaf children.I also realize some of the constraintsunder which theyare working. How- ever, it does seem imperativeto me that attention be rivento these three areas I have mentioned ifthe deaf youth of the nationare to be better prepared toassume their rightful role as technically cially competent citizens. and so-

Reading and LanguageParnell HallAuditorium 9 :00 a.m.-2:30 p.m.; KennethR. Lane, Chairman, American Education tions, Middletown, Conn.; Recorders: Publica- Mr. Philip E. Cronlund, AmericanSchool for the Deaf ; Dr. Ben Sehowe, OhioSchool for the Deaf. 9:00 a.m.-11:45 a.m.; Workshops: Classroom" (Parnell HallSection"Practical Applications of Linguistics inthe terned Language --3 Practical 1Teachers of Children ages : "Pat- Peck. Assistant Superintendent,Application of Linguistic Principles,"B. J. ( Upper School LibrarySectionOregon School for the Deaf, Salem,Oreg. JTeachers of ChildrenAges 11-18); "The Developmental Use of TransformationalGrammar." James E. McCarr. Lan- guage Coordinator, Oregon School for the 11 :45 a.m.-1 :30 p.m. : Lunch. Deaf, Salem, Oreg. 1 :30 p.m.-2 :30 p.m.: Wind-up discussion session with both groupsParnellHall. PATTERNED LANGUAGEAPRACTICAL APPLICATION OF LINGUISTIC PRINCIPLES B. J. Peck, M.S. Ed., OregonSchool for the Deaf I have long held theopinion that veryyoung children have been deprived of the opportunityto develop an early relationship withour printed word. Iam convinced that the deprivation is not, dueto their inability to cope with it, butrather it has been due toour inability to design and develop adequateprograms and techniques thatcan properly present and help the childutilize that symbol system. There has also beena lack of research devoted to the task of convincing people thatan early relationship with the printed word would be profitable fora child. The research should easily reveal the advantages of suchan approach. I am somewhat encouraged by such efforts as Sesame Street,Dr. Seuss materials, and other similar presentations. Pifri.osornx A great amount of effort isexpanded by parents. teachers. therapists, and others to assist childrento develop good speech and speech rending skills. This ofcourse is based upon our Round symbol Thus we useour sound symbol system to helpour children acquire adequate spoken communicationskills.

G65 Therefore it stands toreason that if we want our children to have adequate writing and readingcommunication skills,we must begin just as early as we do withsound symbols and expend just time and energy presenting as much the printed word symbol. Thisapplies to handicapped as wellas to normal children.

THE PATTERNED LANGUAGEPROGRAM The Patterned Languageprogram and technique is designed and devoted to help a child, "normal" or "handicapped", acquirea functional relationship with theprinted word. Theprogram of materials is divided into three units.and each unit is designed attain specific objectives. to help the child All three units are also sequencedand linguistically oriented. Eventhough all three Patterned Language are for both "normal" and "handicapped" units this article will apply children, the remainder of primarily to the child experiencingcommuni- cation dysfunction duoto an unprofitable relationship with symbol system. our sound

DEVELOPMENTAL AND REMEDIALAPPROACH Developmentally the PatternedLanguage program of materials is designed to begin at homewith a child asyoung as 18 months to 2 years of age and continue to assistthe student to develop written language skills throughthe elementary grades then intojunior high or high school if necessary. Even thoughits basic approach is developmental, the original materialswere designed to help older children reduce specific writtenlanguage deficiencies, therefore, it has remedial strengths also. many Since many children, forone reason or another, have not acquired adequate communicationconcepts and skills fromour spoken word (sound symbol system),sonic other symbol system must be introduced to attempt to rcmedy the problem2Veryoften the child is beyond those critical developmentalYears (041 years of age). thus avery difficult corrective taskmust begin. The child must be taken backto the beginning and experience success as he is taken back and guidedthrough those important developmental phases. Hemust be presented with a remedialprogram that will allow him, regardlessof age, to be successful without having to go back through "baby" materials.A child needing this kind of remedial help can he introducedto Units IT or ITT at any developmental step dependingupon his previously acquired communication concepts and skills. Throughout the three unitsa child must. become physically and mentally involved in themanipulation of his own functional vocabulary. That mental-physical approachwill help satisfy the child'spsy- chomotor needs. Those needsmay not have been met due to anunsuc- cessful relationship with the physicalexperiences involved in the production of sound symbols(speech). Of course it remainsto be determined whetheror not the motor involvement of manipulating word-cards and writingcan substitute for the motor involvement of speaking.

666 660

PROGRAM OBJECTIVES All three unitsof material acquire basic work sequentiallyto help the child activities thecommunicationconcepts and skills. child willdemonstrate that he Through various cepts. The twoconcepts are that: possesses two basiccon- 1. printed words 2. words belongconvey meaning betweenpeople. The two skills to groups of words. the child acquiresgives him: 1. the abilityto use (printed) 2. the ability words to makethings happen. to use (printed)words in (one patterns. of 4) basicsentence

PRESENTATIONOBJECTIVES The objectiveof the remainder (1) briefly of this presentation describe each ofthe three units is to: various phasesof language of material.(2) list. the (3) explain howthe unitsdevelopment includedin each unit,and ently being incorporate eachphase as they implemented atthe Oregon State are pres- The phases whichwill be discussed School for theDeaf. tion Skills are illustratedon the Communica- Developmental Phaseschart (Fig. 1).

Cemmunication Skills neveloremotalPhases

(expressive reap ) This phsse takes place Il when the person can ask a sibs question of his own volition. rep i we lop1!

This phase takes placewhams the person can expresshimself of his own volition. tells

(responsive-expressive)

This phase begins whenthe person can ex i himself in response to statedsituation.

(receptive.respousive)

This phase beplos when the leer ten ly respond to the symbol system.

asked batalye [Awn!

A hornet 9,1601 systemIs used by the told understood by sender and thereceiver. but the TeCttVIIT use the system tarmac ly respond orexpress himself.

toner Lenaust

The bests for the ll uttlisstion of an abstract is beteg established M thtouph o symbol systole activities. ry stimulation and

66t7 661 UNIT I Unit description Unit I is designed to helpa child (as young as 18 months to 2 years of age) attach meaning to single printedwords and communicate with these words. It begins initiallyin the home with the mother who follows a step-by-step illustrated, instructionalmanual. If a child's handicap has prevented him from benefitingfrom our sound symbol system, this unit will help him developa beginning working vocabulary. and it will help him establish immediate,positive communication with his parents (family), teacher, tutor.etc. The development of a beginning working vocabulary and the ability to communicate with it is accomplished through theproper use of printed word-cards and two Patterned Languageaprons. The word- cards are color-coded to match the color-coding of theapron pockets. The color-coding and apron pocketsare used to begin to establish the concepts of word classification (grouping) and correct word order (syntax). Developmental phases and unit implementation

PHASE I-SINGLE WORD COMMUNICATION It has been noted that children begin communicatingwith one word utterances as the first phase of language development(Brown avid Bellugi. 1964; Ervin-Tripp, 1966). This firstphase is accomplished by children at varying ages. Since most hearing impaired children cannotor do not acquire the ability to utter one word concepts orally at the usual earlyage. another symbol which they canuse must be introduced. That symbol must be introduced to allow them to complete that first phase of language development at as close to thesame age as possible. This first unit helps the child acquirea functional printed-word vocabulary, and allows him to immediately communicate throughthe use of one-word (holophrastic) concepts. This ability has been demonstrated by 10 deaf children in Oregon whowere 18 to 24 months of age. Some of those children's parents are deaf and some are hearing. Of course, while the child is acquiring his beginning functional vocabulary, other developmental processesare also taking place. When the parent communicates with the child, the receptive,receptive-responsive, and expressive language experiences will be included. Those experiences offer much opportunity for the child to develop imitation and expansion skills.. The instructional manual provides for the early introduction of negative (No) and positive (Yes) concepts. Alsoon a single word basis the child will be exposed to (receptively) and learn touse (expressively) : 1. names of people and petsMama, Daddy, Fido, etc. 2. basic desires and activitieswant, eat, drink, sleep, etc. 3. names of objects (things) - cookie, juice, bed, etc. 4. where conceptsbye-bye, bathroom, outside, etc. 5. time concepts (relative)afterwhile, before, etc. The child acquires the ability to use these word-concepts while he is involved in the communication process. This communication revolves

688 662 around natural dat environmentlanguage learningsituations which rather than exist in hisevery- topics ofcommunication from roteor stilted activities. ties, objects, must centeraround the The This of and places whichare important people, pets,activi- course provides the (relevant) tothe child. creases his desire child withimmediate pay-offs to communicate.To increase and in- atmosphere beingcreated at home, the chancesof this tives are to: the parent istold that her 1. Communicate! objec- 2. Make communication funand simple. 3. Makecommunication the child. rewarding andpersonally satisfying 4. Get all to 5. Buildfamily membersinto the act. communicationaround people, things thatare important pets, activities,and 6. Do notstrive to develop(relevant) to thechild. of a large a large vocabulary vocabulary. Itshould grow just for thesake communicate. as the child hasneed to Parentsare also encouraged diligently to continueto work as ever, andmost have reported on oral skillsas desire to vocalizeand talk. an increase in thechild's Proper utilization tion of the of this firstunit will also question concept. permit theintroduc- the tellingor asking Since allcommunication the ability process, the hearing revolves around to distinguishbetween and impaired childmust acquire (Fig. 2). Thismust occur successfullyuse bothprocesses as nearly as possibleto the same p,4,0e age as for Communication Binary

Communication is-

the transmission or exchange of ideas, information, etc. through the use ofa symbol system.

asking

Wit- Yes/No syntax semantics basic basicmorphology sentence sentence phonology Transforms normal children. If the hearingimpaired child fully from histotal educational is going tobenefit recognize a question,properly environment, hemust be ableto is inquisitive. answer it, and aska question when he Unit description UNrr II After the child has a beginninghas attachedmeaning to the working vocabulary printed word(cards), and iscommunicating with of approximately6 to 12 words. with Unit those words, heis ready to II. The childcontinues to work begin working with Unit Ito acquirenew C69 663 word-concepts but gradually begins Unit II. to wor sward the objectives of The main objective of UnitII is to help the child who hasa beginning working vocabularyto begin putting those words together in their proper order (syntax)and relationship (semantics). Asec- ondary objective is to beginintroducing the four basicsentence patterns around which the remainingmaterials revolve. After each new word is introducedto the child through Unit I and acquired by him, the color-codedcards are placed in color-coded card files. The card files sit ina metal tray in front of and belowa slot chart. This arrangementpermits the parent, teacher,or tutor and the child to build sentences 1 wordat a time from the card files to the slots above. The individualcard files provide maximum flexibilityso any sentence pattern desiredcan be generated. Very shortly after the child beginsto properly utilize the Pat- terned Language Slot Chart, heis introduced to hisown small color- coded Word-tray. The Word-traypermits the child to begin using his small word-cards from his languageapron to build syntactical word strings. Developmental phases and unitimplementation

PRASE it -WORD STRINGS AND SYNTACTICCONSTRUCTION This second phase begins whenthe normal child starts to communicate orally by stringing two wordstogether (Braine.1963;Brown and Bellugi.1964;Miller and Ervin, 1964). Thisquickly grows to three. then four. word-strings(McCarthy. 1954). Thus far hearing impairedchildren have demonstrated thesame level of ability with printedword cards at thesame ages through proper utilization of this second unit of materialin the home. The parents whose children were 21/2to 4 years old had little difficulty helping their children acquirethe ability to generate word strings using 2, 3, and 4 words. This skill developedvery normally as the child had need to communicate.The flexibility of the materials also permitted the parent to work withexpansion activities during this early developmental period.

PHASE III-GENERATION OF THREE, FOUR.AND FIVE WORD SENTENCES The normal child'saverage sentence length remains at 4 words until shortly before schoolage at which time he increases it to41/2 words. At approximately schoolage, the average sentence length increases to about 5 words (McCarthy,1954). When the hearing impaired childenters school at age 4 he continues to work and communicate at whatever levelhe has achieved at home through the manipulation ofword-cards. The flexibility of this second unit, as mentioned before,eventually permits the teacher then the child to work withsentence and semantic expansion skills to degree of difficulty. any Last year(1969-70),at age 4, some of the children began to voluntarily write the words thatwere on their own small word-cardsThis began as a form of imitationas they began tracing over the letters on the cards. As a result of this continueddesire ou the children's part,

77-903 0 - 72 - 43 CI 664 this year (1970-71) 8 of the24 four-year-olds two of themare writing all of their are writing some and however, have functional vocabulary. not developed thedesire or ability. Fourteen, olds who beganwriting last Of the 32 five-year- all of their year at age 4, 16 writemost and 16 write functienal vocabulary.All of this has children's desireto write ratherthan from resulted from the attempt to get themto write. a formalized, systematic

PHASE IT-GENERATIONOF SENTENCE TRANSFORMS FROM BASTE PATTERNS SENTENCE The normal child on theaverage begins to ask of ago (Piagq,1996) probably questions at 3years that he really to get attention. Itis some time.later begins to fullyunderstand the very likely the firsttime the child question concept.This is ever, this might be uses a sentence transform.How- (No!) as rivaled by hisuse of the negative a result of a negativeenvironment. transform The flexibilityof this second permits the unit, the word-cardsand card files, teacher to beginlaying ground work forms. This ofcourse includes continued for sentencetrans- through the work with thequestion form manipulation ofword-cards and card begins receptivelyto work with files. The teacher buikl them sentence transformsand continues around everydayactivities. Gradually to pected to becomemore involved responsively the child isex- communicationprocess through the then expressivelyin the patterns. use of more difficultsentence Unit de8cription *UNIT III Unit III dependsupon the child having soon as the childcan write mo8t of his the ability to write,so as and II, he isready for Unit working vocabularyin Units I help the child III materials. Itsprimary objective isto write his functionalvocabulary in 1 of 4 patterns syntacticallycorrect. basic sentence This third unitis built around blackboard. The a wall chart that hangsabove the chart is dividedinto eight. xentenee 1. SentenceTransforms areas: 2. Subject+Modifiers 3. Verb+ DirectModifiers 4. Object +Modifiers 5. Where 6. When 7. Conjunction 8. End of Sentence Each area has 1 Punctuation to 3 sections that hangfrom a "v" shaped various sectionsare places in different rail. The construct basic arrangements along the railto sentence patterns. Fromthe basic sentence the varioussentence transforms patterns Transforms section. are generated by using theSentence In the beginning the wall chartsections are positioned spond with thecard files in UnitIT so basic to corre- consistently presented.Then the child is sentence patternscan be Slot Chart (UnitH) to this third gradually weanedfrom the helps the child unit. This structuredapproach to build confidencethrough consistency. child has developedthe necessary confidence, After the the teacher will beginto C7 1 665 sections of the chart to generatesentence help him reposition specific factor important for thedevelop- transforms. This is a "flexibility" structured ap- ment of natural writtenlanguage, presented within a proach necessary for the child to gainself confidence. materials are also designed tohelp The wall chart and supporti7e not or the child develop Self-monitoringskills. A child who has cannot depend on soundsymbols for self-monitoring(preventive, be given other cues thatwill help correcting, alerting) purposes, must constantly him acquire those necessaryskills. It is ego deflating to have to ask if something he haswritten is correct or incorrect. PHASE vAccttrisrriox OFWRITTEN LANGUAGE SKILLS after entering school,will begin to The normal child, shortly the printed acquire the ability to transfer hissound symbol system to word. For some this is a tryingexperience. The processbegins with a acquire the ability towrite the formal program to help the child skills are alphabet then later construct singlewords. As soon as those acquired he begins to write 2, 3, 4, etc.word basic sentences.This of course is followed, after aperiod of time, by morecomplex sentences sentence constructions. involving compound and transformational all of Since the hearing impairedchild is already writing most or from memory at age 5, itis not necessary to his functional vocabulary the first formally teach the alphabet orwriting skills when he enters becomes one of increasinghis written grade (age 6). The process sentence vocabulary, sentence length, andhis ability to generate more transforms. As sentence lengthincreases the problem ofindividual word and sentence semanticsalso increases.

CONCLTJSIONS approach, the three unitsof the Following an applied research period Patterned Language Program wereimplemented over a 3-year of time. Three years ago(1968-69) Unit III wasfully imple- unit was introduced laterin the year. Unit mented and the second unit was intro- II was fully implemented two yearsago and the first duced during the last sixweeks of school. This past.school year (1970-71) Unit I was utilizedthroughout the total PreschoolDepart- dormitory). Also the first andsecond units have ment (school and 11/2 to been used in homes by approximately40 parents over the past 2 years respectively. During this third year, aspreviously planned, anattempt was performance. Since nostandardized tests made to evaluate student before writing are available to measurestudent verbal performance student performances wererecorded by skills are acquired, individual performance based upon the each teacher. Theyevaluated each child's Communication Skills Checklistfor the PatternedLanguage Pro- students in the Intermediateand High School de- gram. The older Stuckless' PLAID test inMay, 1971. partments were given Dr. Ross student per- The following informationshows the results of the in the above paragraph.The first formance evaluation as outlinedCommunication Skills Checklist com- information comes from the (age 5) children pleted on 25 first-year (age4) and 32 second-year (Fig. 3). 666

i:kv.e 3 ...Communication Skills Checklist for Patterned Leetusge

A. Communication Skills ya 2nd Yr. Th s chit& Yes NoYes No 23 2 32 0 I. h bed meaning to printed word pts and discriminates between them. 22 3 32 0 2. has demonstrated an land nding that printed word-concepts convey meaning bet.een himself and others. 24 1 32 0 3. has demonstrated an ability to group words based upon the color coding system 18 7 28 4 4. has demo ed an ability to manipulate his environment through the use of printed word-concepts. 19 6 32 0 S. has demon tttttt d an ability to use word-concepts together to build 2, 3, 4, etc. word.strings.

8. Skills Achievement Level 1st yr. 2rd yr., I. This child has demonstrated functional printed word vocabulary of approximately

37.83 79.38 e. receptive - responsive vocabulary (has ttttt tod ruining to and mean f mean f responds appropriately but does not use expreesively) 4 -76 3 -200 range range

an4 ues on b. :vKre"i!1::r attachedraning to 16 .83 38.25 without tte mean f mean 2-50 3-130 range range

54.67 117.63 c. receptive exp tt a (functional vocabulary lim tIria mean SI 6-11S 3-215 range range

2. This child can g word - string. using: 1st Year: 4 (0), 1 (2), 16 (3), 3 (4), 0 (5), or 0 (more then 5) word.concepts.

2nd Year: ;(0),3 (2),5 (3)O. 7 (4), 9 (5), or 7 (rare than 5)

3. This child can write. tat Yeart 14 none, 8 some, or 2 ill of his functional vocabulary. 2nd Years none, l6 some, or 16 all of his functional vocabulary. The second information is from the PLAID test which was administered to 110 students in May, 1971. The over-all results showed them performing above the nation norm (Z-Score +.237). The test was administered under the supervision of Mr. Jim McCarr, the language coordinator, and computations were completed by a psycholingmst, George S. Allen, Ph.D. More detailed information has been charted for your perusal (Fig. 4). Additional funds are being sought for the purpose of devising a more accurate individual student evaluation instrument.Also the Communication Skills Checklist will be revised and up-dated. If these two objectives are achieved the Patterned Language Program will be more thoroughly and accurately evaluated and compared with language programs at other schools for hearing impaired children. 667

+ .500

School Mean + .237

+ .400

+ .300

ts1 + .200

+ .100

.000

4 5 6 7 8 9 10 11 School Grades

The written Language Test (Stucklessand Marks, 1966) 2-Scores are plotted for each school grade. N-110.

BIBLIOGRAPHY Braine, M. D. S., The Ontogen; of English Phrase Structure: The First Phase, Language, 1968, 1-18. Brown, R. and Bellugi, U., Three Processes in the Child's Acquisition of Syntax, Harvard Educational Review, 1964, 84, 188-151. Ervin-Tripp., S., Language Development, In L. S. Hoffman and M. L. Hoffman (Ede.) Review of Child Development Research, New York :Russell Sage Foundation, 1966. Klima, E. S. and Bellugi, U., Syntactic Regularities in the Speech of Children, In J. Lyons and R. J. Wales (Eds.) Psi ,holinguistie Papers, Edinburgh : Edin- burgh University Press, 1966. McCarthy, D., Language Development in Children, In L. Carmichael (Ed.) Manual of Child Psychology, New York : Wiley, 1954. Miller, W. R., and Ervin, S. M., The Development of Grammar in Child Lan- guage, In U. Bellugi and R. Brown (Ede.) The Acquisition of Language, Monograph of the Society for Research in Child Development, 1964, 29(1), 9-88. Piaget, J., The Language and Thought of the Child, New York : Harcourt, Brace, 1926. Stucklees, E. R., and Marks, C. H., Assessment of the Written Language of Deaf Students, Cooperative Research Project 2544, Pittsburgh : University of Pitts- burgh, nee. 668

THE DEVELOPMENTALUSE OF TRANSFORMATIONAL GRAMMAR James E. McCarr,teacher - language School for the Deafcoordinator, Oregon

The purpose of thispresentation is to present to you, teachersof the deaf, a practical method for teaching deaf students the syntax of some difficult linguisticstructures. This method is orientedtoward the syntax of grammar and is basedon principles of transformational grammar.

ChomskWProvided the theory fora generative grammar, and RobertWpopularizedthe theory for the classroom teacher. The method presented here isan application of Roberts to the instruction ofdeaf students by using his transformational principlesin a developmental way.

One of the advantages transformational grammarhas over traditional grammar is that its rulesare more stable. This is particularlyhelpful to the deaf student whoneed not be concerned with learning a listof exceptions after masteringthe rules. The student can alsouse these rules as monitors forhis own self correction.

Most textbooks employing the principles oftransformational grammar presuppose that the students have alreadyassimilated the syntactic code ofour language, and so their primary objective is to .give the student a deeper understanding of a lenguage that he can already manipulate with a certain amount ofcompetency. The method described below is essentially different from thesetextbooks in that it presupposes that the student is unable togenerate, orally or in

Chomsky, Noam. Aspects of the Theory of . Roberts, Paul. Syntax, MIT Press, 1965. Modern Grammar, Harcourt,Brace, & World, 1967. 669

written form, the syntactic structures being taught. The only entry

behavior required of the learner is that he must be ableto generate

kernel sentences (i.e., simple sentences devoid of transforms)Y1

Because the developmental approach to the use of transformational

grammar is not widespread, there is no research data known tome that

supports or discourages the use of this method. Thus any burden of

proof must rest on its actual use in the classroomand on the resulting

performance of the students themselves. During the past three years

I have been using this method with my intermediateclasses (grades 5

through 8) at the Oregon State School for the Deaf andhave found that

it enables the students to grasp the syntactic code ofpreviously

troublesome linguistic structures.

Linguists theorize that a person has a built-in language decoder

(Language Acquisition Device) that somehow allows himto unravel the

syntactic codes of a language. This LAD operates without the conscious

effort of the individual during his early years of life. Sometime,

perhaps at the approach of puberty, the LADceases to function without

conscious effort, and from this point on the learner must makean effort

to decode syntax.

Repetitious exposure to transformational rules of grammarseem to

facilitate the deaf student's LAD in assimilating the syntactic code of

various linguistic structures.For example, a student seeking infor-

4( For a method of developing basic kernel sentences, c.f.Peck's Patterned Language 670

mation might incorrectlywrite: "When the boys went."This student understands the "essence of question" (i.e.,that a syntactic form other than a declarative one is used to obtain unknown information); but he is unableto use that form correctly, and thiscould easily result in ambiguity. What the student is trying to say is: "When did the boys go?"The underlying structure of the questionhe wants to use is exposed through a transformational method beginning withthe base kernel structuresThe boys vent sometime. "Sometime," an indefinite pronoun isthe symbol for the unknown element thatthe student wants to have clarified. From a basic kernel sentence like this, the following steps must always occurto attain the resulting question: kernel base a. The boys wentsometime. T-do b. The boys didgo sometime.

T-yes/no c. Did the boysgo sometime?

T-wh d. When did the boysgo?

When a student isrequired to write out the abovesteps of a question's development,a marvelous, inexplicable phenomenon unfolds. Gradually, as the student's exposureto these steps increases, he asks if he can skip one or two of thesteps; and, eventually, the teacher happily notices thatthe student is writing syntacticallycorrect interrogative sentencesin his original, creative writing. Using this transformational approach enables a student to see the "deep" structureof syntax, and gradually his Language Acquisition Device seems toassimilate the syntactic code ofvarious linguistic structures which thenbegin to appear in his spontaneouswritten work such as letters to his parents andin his compositions. 671

The following transformational steps are offered as a suggested method for teaching deaf students these linguistic structures:

interrogative sentences, relative clauses, participle phrases, indirect discourse, and the passive voice. It is hoped that you might find them helpful in the classroom and that your students' performance might

prove theirvalue:410(

Question Forms

Objective #1:The learner will transform declarative sentences

(present and past progressive tense) into yes/no

questions.

Step: A. Write a simple declarative sentence in the present

and/or past progressive tense, and have the learner

identify the "helping word" ("be" + "ing" or

auxiliary word).

e.g., The boys are studying.

B. Have the learner:

1) change the "helping word" to the first position

in the sentence;

2) capitalize the first 'Letter of the "helping

word";

3) de-capitalize the first letter of the former

first word;

Xyl The procedures thac follow are excerptsfrom a teacher's manual soon to be published by the author.

6'78 672

4) change the periodto a question mark.

e.g., The boys arestudying.

Are the boys studying?

N.B., Throughout theunit on questions, whenever the learneris able to write a question form correctly, require the learner to givean appropriate answer to the question. e.g., If the questionis: Are the boys studying?,require an answer like, Yes!, No!, Yes,the boys are studying., or No, theboys are playing.

Objective #2f Thelearner will transform into yes/no questions declarative sentences that have modals(auxiliary words).

Step: A. Write a simple deilarative sentence using a modal, and have the learner identify the modalas a "helping word".

e.g., The girls can play. (The other modals should also be used: will, might, could,etc.) B. Same as in Objective #1, Step B. Objective #3: The learner will transform into a yes/noquestion a declarative sentence that requiresa Do-Transform. Step: A. Write a simple declarative sentenceusing a past

tense, regular verb withouta modal.

e.g., The boys walkedto school. B. Ask the learner to identify the "helpingword". When the learner states that there isno "helping word," explain that for this kind ofsentence one

must supply a helpingword.

61,9 673

C. Have the learner determine whether the verb ispast

or present, and then demonstrate that the past tense

of a verb is given the "did" (past) form of "do"and

that the verb reverts to its simple present form.

e.g., The boys wal e to school.

The boys diwalk to school.

D. Explain to the learner that "did" now becomes the

"helping word", and have the learner followStep B

of Objective #1.

e.g., Did the boys walk to school?

E. Write a simple declarative sentence usinga past

tense, irregular verb without a modal.

e.g., The girls rode to school.

F. When the learner realizes the need fora "Do-

Transform", have the learner determinewhether

the verb's tense is past or present. Then demon-

strate that the past tense of an irregular verb is

also given the "did" (past) tense of "do" andthat

the irregular verb also reverts back to is simple

present form.

e.g., The girls r e to school.

The girls did ride to school.

C. Have the learner follow Step B of Objective #1.

e.g., Did the girls ride to school?

680 674

H. Write a simple declarative sentence using a third

person, singular, present tense form of a verb

without any modals.

e.g., John likes candy.

I. When the learner realizes the need for a "Do-

Transform", have the learner determine whether the

verb's tense is past or present.Then demonstrate

that the third person, singular, present tense of

the verb is given the "does" form of "do" and the

verb reverts to its simple present form.

e.g., John lik candy.

John do s ike candy.

J. Have the learner follow Step B of Objective #1.

e.g., Does John like candy?

K. Write simple declarative sentences using the first

and second singulars and all plurals of the present

tense form of verbs without any ;modals.

e.g., You like. ice cream.

We have some ice cream.

L. When the learner realizes the need for a "Do-

Transform", have the learner determine whether the

verb's tense is past or present.Then demonstrate

that these forms of the verb are given the "do"

form of "do" and the verb remains in its simple

present form.

681 675

e.g., You li e ice cream.

You do 1 e ice cream.

M. Have the.ledrners follow Step B ofObjective #1.

e.g., Do we have some icecream? Ob ective #4: The learner will transform simple declarativesentences with one unknownelement into wh-questions.

%.41st A. Write a simple declarative using anindefinite pronoun to indicate an unknown person (someoneor somebody), place (someplace), thing (something),or time (sometime).

e.g., He saw somebody.

He went someplace.

He saw something.

He went sometime.

B. Have the students:

1) apply the "Do-Transform" (if needed); 2) follow Step B ofObjective #1.

e.g., He went someplace.

He did go someplace.

Did he'go someplace?

C. Have the students convert the unknownelement (indefinite pronoun) into its correspondinginter- rogative pronoun ("somebody" to "who" or "whom"; "something" to "what"; "someplace" to "where"; "sometime" to "when"). Then have the student

6 8 '2 676

transfer the interrogative pronoun to the first

position in thesentence.

e.g., Did he go somellacat

where

Where did he go?

The above steps forthe question forms are a nuclear outline andinclude only the basic andmost important_steps. There. are manysub-objectives and class activities that have been omitted because of limitationof space.

Relative Clauses

Objective: The learner will transform two kernelsentences which share one common, noun element intoone complex sentence containing a relativeclause.

Steps: A. Write two kernel sentences which sharea common, noun element.

e.g., The boy ran home.

The boy hitme.

B. Label the top sentence (which will bethe independent clause of the final complex sentence) "Matrix"and the lower sentence (which will be therelative clause of the final complex sentence) "Insert".

e.g., Matrix: The boy ran home.

Inserts The boy hitme.

N.B.; The choice oflabels for the two sentences isimmaterial to the main objective andcan be left to the individual teacher'sdiscretion. 677

The ones given are commonly used in a transformational grammar approach; however, any labels that clearly distinguish one sentence from the other could serve the same purpose.

C. Have the learner identify the "same word" (the noun

common to both the "Matrix" and "Insert").

e.g., Matrix: The boy ran home.

Insert:The boy hit me.

D. Have the learner always begin writing the "Matrix"

and continue through the "same word" and then stop.

Have the learner switch'to the "Insert" and always

begin with the "same word" of the "Insert".

e.g., Matrix:The boy ran home.

Insert:The boy hit me.

Sentence: The boy the boy

E. Have the learner finish writing the rest of the

"Insert" always following the original word order of

the "Insert".

e.g., Matrix:The boy ran home.

Insert:The boy hit me.

Sentence: The boy the boy hit me

N.B., The procedure of "E" should always be followed regardless of the

"same word's" position in the "Insert".

e.g., Matrix: The boy ran home.

Insert: I hit the boy.

Sentence: The boy the boy I hit

684 678

F. Have the learner switch back to the "Matrix"and finish writing the "Matrix", ifnecessary. e.g., Matrix: The boyran home. Inserts The boy hitme.

SentencesThe boy the boy hit meran home. N.B., Sometimes "Step F" isnot needed because of the position of the "same word"in the "Matrix".

e.g., Matrix: Tom saw theboy.

Inserts The boyhit me.

SentencesTom saw the boy the boyhit me. G. Have the learner delete the second same word and substitute inits place the appropriate relative pronoun.

e.g., Matrix: The bov ranhome. Inserts The bov hitme.

Sentences The boy DiiwbOg.hit me ran home. The boy who hit me ranhome. N.B., When "whom"is the proper choice fora relative pronoun, ask the learner if the "same word"of the "Insert" functions as or an object. a subject When the learner realizesthat it functions as an object, demonstrate thatthe "who" becomes "whom" or that therelative "that", canbe used pronoun, regardless of the "same word's"function. e.g., Matrix: The boy,ran home. (object) Inserts I hit theboy.

(object) Sentences The boyl2mo-bot I hit ranhome.

6E5 679

The boy whom I hit ran home.

(or) The boy that I hit ran home.

Essentially the same procedure can be followed when the "same word" of the "Insert" functions as an indirect object.

e.g., Matrix: The boy, is my friend.

Insert: I gave the boy a gift.

Demonstrate to the learner that the "Insert" is the same as: "I gave a gift to the boy."and that the "to" can go with "the boy" or remain in its position (an acceptable practice).

e.g., Matrix: The boy, is my friend.

Insert: I gave:EllybalLa gift. to the boy.

Sentence: The boy to ZtarboviCI gave a gift

is my friend.

The boy to whom I gave a gift is

my friend.

(or) The boy whom I gave a gift to is

my friend.

Participle Phrases

(Deletion Transform)

Objective: The learner will delete the proper words from a sentence

containing a relative clause so that the resulting sentence

will contain a participle phrase or a participle functioning

as an adjective.

686 77.903 0- 72 - 44 680

Step: A. Write a "Matrix" and "Insert". Include in the "Insert"

a form of "be" plus a participle followed bya direct

object or an adverbial phrase.

e.g., Matrix:The boy is my brother.

Insert: The boy is playing first base.

B. Have the learner follow Steps C throughG of the

Relative Clause Unit.

e.g., Matrix: The boy is my brother.

Insert: The boy is playing first base.

Sentence:The boy who is playing first base

is my brother.

C. Demonstrate to the learner that when therelative

clause contains a form of "be" plusan "---ing" word,

one may delete the relative pronoun and the form of

"be".

e.g., Sentence:The boy who is playing first

base is my brother.

Delete: who is

Sentence: The boy playing first base is

my brother.

or when using an adverbial phrase following the

participle:

Matrix: The dog took my candy.

Insert: The dots is running down the street.

Sentence: The dog that is running down the

street took my candy. 681

Delete: that is

Sentence: The dog running down the street

took my candy.

D. Write a "Matrix" and "Insert". Include in the "Insert"

a form of "be" plus an adjective or a participle

without anything following it.

e.g., Matrix:The dog looked for food.

Insert: The dog was starving.

E. Have the learner perform the tasks of Steps B and C

above.

e.g., Matrix: The dog looked for food.

Insert: The dog was starving.

Sentence: The dog that was .carving looked

for food.

Deletes that was

Sentences The dog starving looked for food.

F. Demonstrate to the leAner that when only one word

from the "Insert" follows the "same word", it must be

placed before the "same word".

e.g., Sentence:The dog starving looked for food.

The starving dog looked for food.

or, when an adjective follows the "be" word:

Matrix: He has a car.

Inserts The car is expensive.

Sentences He has a car that is expensive.

688 682

Delete: that is

Sentence: He has a car expensive.

He has an expensive car.

N.B., If the learner is capable of writing sentences in the passive voice, sentences of this type may also be used in the "Inserts".

e.g.,MiGix:The boy was embarrassed.

Insert: The boy was beaten by the girl.

Sentence: The boy who was beaten by the girl was

embarrassed.

Delete: whO was

Sentence: The boy beaten by the girl was embarrassed.

(or) .Sentence: The man who was convicted went to prison.

Delete: who was

Sentence: The man convicted went to prison.

The convicted man went to prism.

Indirect Discourse

Objective ills The learner will transform into indirect discourse

sentences written in direct discourse and having a

verb of the "say" class in the independent clause.

Step: A. Write a sentence in direct discourse. Use a verb

of the "say" class (i.e., verbs likes say, yell,

shout, exclaim, think, etc.) in the independent

clause.

e.g., The girl said, "The boys are playing outside."

I 683

B. Have the learner delete thecomma, quotation marks,

and the capital letter of the quotation'sinitial

word.

e.g., The girl said the boys are playing outside.

C. Have the learner insert "that" in theposition

formerly held by the comma.

e.g., The girl said that the boys are playing

outside.

H.B., After the learner is capable ofwriting sentences in indirect

discourse, demonstrate that the "that"may be omitted.

D. Have the learner change the tense ofthe dependent

verb to agree with the main verbunless semantics

dictates otherwise.

e.g., The girl said that the boys were playing

outside. (But now they are working in

the house as they should be.),

(or)The girl said that the boysare playing

outside. (They are still out there

playing.)

Objective #21 The learner will transform intoindirect discourse

sentences written'in direct discourse andhaving a

verb of the "ask" class in theindependent clause.

Steps A. Write a sentence in indirect discourse. Use a

verb of the "ask" class (i.e., ask,wonder) in the

independent clause.

/69 684

e.g., The boy asked Bob, "Where are you going?"

B. Have the learner perform the task ofStep B in

Objective #1.

e.g., The boy asked Bob where are you going?

C. Ask the learner if what the boy saidwas a statement

or a question. When the learner realizes that the

boy asked a question, demonstrate to the learner

that because of the main clause, "The boyasked

Bob," the whole sentence is nowa statement, and

the question mark must be changed toa period.

e.g., The boy asked Bob where are you going.

D. Ask the learner if the quote was a "Yes/No"

question or a "wh-" question. Demonstrate to the

learner that with a "wh-" question:

1) nothing replaces the comma (i.e., "that" is

not used);

2) the "wh-" word remains where it is;

3) the "helping word" of the questionreturns to

its kernel sentence position.

e.g., The boy asked Bob where you are going.

If the quote was a "Yes/No" question,demonstrate

to the learner that

1) "if" replaces the comma (not "that")'

2) the "helping word" of the queitionreturns to

its kernel sentence position.

691 685

e.g., The boy asked Bob, "Are you going?"

The boy asked Bob if you are going.

E. Demonstrate to the learner that any first or second

person pronouns that were used in the original

question are changed to the appropriate third

person pronoun and that the dependent verb is to

be changed to maintain agreement with the subject

(if necessary).

e.g., The boy asked Bob where he is going.

(or) The boy asked Bob if he is going.

F. Have the learner change the tense of the dependent

verb to agree with the main verb unless semantics

dictates otherwise.

e.g., The boy asked Bob where he was going.

(or) The boy asked Bob if he was going.

N.B. If the modals, "can" or "will", are used in the originalquote, their past tense forms, "could" and "would",are used.

e.g., The boy said, "I can run fast."

The boy said that he could run fast.

Objective #3:The learner will transform into indirect discourse

sentences written in direct discourse and havinga

verb of :he "tell" class in the independent clause.

Steps A. Wri:e a sentence in direct discourse. Use a verb

o the "tell" class (i.e., tell, order, command,

etc.) in the independent clause.

692 686

e.g., The teacher told Bill, "Sit down."

B. Have the learner perform the task of Step B in

Objective #1.

e.g., The teacher told Bill sit down.

C. Have the learner insert "to" in the position

formerly held by the comma.

e.g., The teacher told Bill to sit down.

N.B., When the learner has mastered Step C, demonstrate these alternate ways of transforming verbs of the "tell" class into indirect discourses

1) Have the learner insert: "that + subject + had

+ to" between the two clauses.

e.g., The teacher told Bill that he had

to sit down.

2) Have the learner insert: "that + subject +

must".

e.g., The teacher told Bill that he must

sit down.

Passive Voice

Ob ective:The learner will transform a kernel, declarative sentence

in the active voice into the passive voice.

Step: A. Write a kernel, declarative sentence in the active

voice. Use a transitive verb in the present or past

tense but without a modal ("helping word"). Have the

learner identify the subject and the direct object.

693 687

e.g., The chased the cat. subject object

B. Have the learner:

1) begin writing with the object;

e.g., The cat

2) determine the tense of the verb (past or present);

and supply the corresponding form of "be";

e.g., The cat was

3) adi the past participle of the transitive verb;

e.g., The cat was chased

4) add the preposition "by" plus the subject of the

active sentence.

e.g., The cat was chased by the dog.

N.B., When the learner demonstrates a sufficient knowledgeof the passive transform demonstrate that the prepositional phraseof agency

can be deleted.

e.g., The cat was chased.

C. Write a kernel, declarative sentence in the active

voice. Use a transitive verb in a progressive tense

or with a modal. Havethe learner identify the subject

and the direct objedt.

e.g., The dog is chasing the cat. subject object

(or) The dog will chase the cat.

D. Have the learners

1) begin writing with the object;

I 694 688

e.g., The cat

2) determine the tense of the verb as beingpast, present, past progressive, or present progressive; 3) supply the form of "be" that corresponds tothe

verb's tense; if thesentence has a "helping word", that form of "be" is to be positioned afterthe helping word;

e.g., The cat is king . . . (or) The cat will be. . .

4) add the past participleof the verb;

e.g., The cat is being chased . . .

(or) The cat will be chased . . . 5) add "by" plus the subject of the activesentence, if desired.

e.g., The cat is beingchased by the dog.

The cat will be chasedby the dog.

61'5 Admittedly, the above procedures are quite-structured; and although the author does not suggest. that this structured method be used exclusively, experience has shown it to be valuable in giving students a basic understanding of syntax. With this tool of syntax the students will become more adept at expressing themselvescor- rectly in their natural, creative language. It is hoped that teachers of the deaf who have experienced difficulty in teaching these linguistic structures will find this method helpful and beneficial to their students. In the final analysis, however, the decisive evaluation of this developmental use of transformational grammar should rest upon the student's performance. PANEL DISCUSSION Philip E. Cronlund and Dr. Ben M. Schowe, Recorders Following the teacher workshops led by Mr. Peck on the elementary level and Mr. Mc Carr on the advanced level, participants joined together for a general discussion of the linguistic approach. Questions regarding the printed input of single wordsas contrasted with the input of full sentences were discussed. Class size, input reinforcement by othermeans than printed matter, and the PLAID test of Dr. Ross Stuck less were also topics related to the discussion. Participants were interested in techniques demonstrated and the software in use. A display of card racks, card stock, and aprons generated many requests for purchase prices and in-service training workshop possibilities. CONFERENCE OF EXECUTIVES OF AMERICANSCHOOLS FOR THE DEAF, INC. (CEASD) PROCEEDINGS OF EXECUTIVE COMMITTEE MEETINGS MINUTES OF THE MIDWINTER MEETING White Plains, N.Y., February 10, 1.1, 12, 1971

I. CALL TO ORDER Dr. Roy M. Stelle, President, called the meeting toorder at 9:15 a.m. on Wednesday, February 10, 1971.The following members of the Executive Committee were Present: Mr. Lloyd Harrison, Missouri School for the Deaf, Fulton. Mr. William McConnell, Virginia School for the Deaf at Hampton. Dr. Ben E. Hoffmeyer, American School for the Deaf, WestHarford, Conn. Dr. Ralph Hoag, Rochester School for the Deaf, Rochester, N.Y. Dr. Doin Hicks, Model Secondary School for the Deaf, Washington,D.C. Dr. John Harrington, P. S. #158, New York, N.Y. Sister Nora Letourneau, St. Mary's School for the Deaf, Buffalo, N.Y. Also present were: Dr. Howard M. Quigley, Executive Manager, Conference ofExecutives of American Schools for the Deaf. Mr. Roy Parks, Arkansas School for the Deaf, Chairman of theVocational Education Committee Mr. Melvin Luebke, Mill Neck Manor School for the Deaf, Mill Neck,Long Island, representing Dr. C. Joseph Qiangreco, Chairman of the Member- ship Committee

II. APPROVAL OF MINUTES OF THE EXECUTIVE COMMITTEEMEETING ST. AUGUSTINE, FL A., APRIL 4, 1970 The question of the method of nominating associate members arose when it was noted on page 7 of the minutes that the personnominat- ing Miss Mattie Lee Box was not given. Neither the President,Exec- utive Manager, nor the Secretary have sufficientinformation on many of the associate members, especially those nominated fromthe floor during the regular business meeting of the Conference. Dr.Howard Quigley recommended that the whole procedure be reviewed. There followed some discussion as to ways and means ofeliminat- ing the repetitious printing of much of the same informationin the minutes of the Executive Committee meetingsand the regular meetings of the Conference. It was stated that the President'sreport at the annual business meeting summarized the ExecutiveCommittee's meetings and reported its decisions to the membership.This report was seen as sufficient information andwould eliminate the printing of Executive Committee meeting minutes in theConvention proceed- (691)

697 692 ings. Copies ofminutes of all be kept in the Executive Committee office of theExecutive Manager. meetings would Dr. Ben Ifoffineyermoved that the given by theSecretary at St. Executive Committeereport as motion was passed. Augustine. Florida,be accepted. The III. REVIEW OF THE MINUTESOF THE FORTY-SECOND CONFERENCE OFEXECUTIVES OF MEETING OFTHE AMERICAN SCHOOLSFOR THE DEAF, ST. AUGUSTINE, FLA,APRIL 5-10, 1970 Since seven otherassociate members' without a nominator,the Committee names appear onpp. 2-3 ager through the requested the ExecutiveMan- Membership Committeeto try and trace these ciate members and whonominated them. asso- Since the twenty-fourpage report was just mittee membersbefore the received by theCom- that review and opening of the meeting,they requested approval of theminutes be postponed had time to readthem more thoroughly. until they had The question ofreporting meetings effective editingbe done? Who was raised. Howcan more speeded up? Could should do it? Howcan the process be the Conferenceuse the services of reporter at itsregular business a stenographic Hicks movedthat a stenographicmeetings? Aftersome discussion Dr. session of the reporter be engaged forthe business Conference at theLittle Rock meetin--.. the Conferencewill receive his The secretary of report on to the entire report, editit, and pass the Mr. Lloyd Conference. Themotion was passed. Harrison was askedto contact Mr. Jefferson City.Missouri. to see if he Albert Davis of meeting. Mr. Davisis the recorderwould be availablefor the June Instructors of the who the Conventionof American Deaf employs forits meetings.

IV. TILEASVRERISREPORT Mr. WilliamMcConnell. Treasurer Howard Quigley. of the Conference,called on Dr. Executive Manager,to answer any questions taining to twofinancial reports per- office prior tothe meeting. received by themembers from his Dr. Stelle asked if any of theamount shown in the balance (December31, 1970)$19,753.39, closing bank purpose. was encumbered forany Dr. Quigley replied,"No". Mr. McConnell moved that theExecutive Committee report as stated. Themotion was passed. accept the

V. MEMBERSHIPCOMMITTEE Since many of the questions whichwould have been were to be part of the,later discussion raised here tion and bylawsof the Conference, on the revision of theconstitu- President ask the the Committeerequested that the Chairman of theMembership Committen prepare a report for the LittleRock meeting in points would bedealt with: which theo;':)wing

8 6r.:. 693 (a) Need for centralizing membershipoperations. (b) Applications backloghow to prevent? (c) Use of standard application form. (d) Method of nominating associatemembers. (e) Method of keeping membership filesup-to-date.

VI. EDUCATIONAL MEDIA CORPORATIONREPORT Dr. Stelle reported very little business atthis time. The Wisconsin "Family Circus" program is being produced.The figures are not in as yet on the Montana addition. Dr.Quigley suggested that Dr. Stelle try to get 4oinebne to assist him, for there wasother work that could be done for the Government, and lierealized that making such contacts takes more time than a fuli-timesuperintendent of a large school can give to such a project.

VII. VOCATIONAL COX TEE REPORT Mr. Roy Parks, Chairman, gave anhistorical overview of the work of his Committee in its attempts toestablish better vocational education opportunities for average and below averagedeaf students. A twenty thousand dollar ($20,000.)planning grant to research the needs of the deaf in this area and tomake recommendations for meeting these needs had been announced at theFlorida meeting. The reconunendation coining from this study group wasfor the establishment of a Comprehensive VocationalFacility to be funded by Con- gress. Subsequently a bill wasdrawn up and Mr. Parks reported that Congressman Wilbur Mills was to introducethe bill in the House sometime this week or next. Senator Fullbrightwould introduce it in the Senate. The bill would be anamendment to the Vocational Reha- bilitation Act of 1968 and contains a suggestedbudget of eighteen million dollars for construction cost over aperiod of five years. Mr. Parks distributed copies of the billand his report to the Committee. VIII. CONFERENCE MEETING IN LITTLE ROCK The Executive Committee decided on thefollowing dates for the Conference business meetings: Friday evening, June 25thExecutiveCommittee meeting. Saturday, June 26th (morning andafternoon)Business meeting. Saturday evening, June 26thConferencebanquet. Sunday afternoon, June 27thBusinessmeeting. Mr. Roy Parks and Mr. Lloyd Harrison areworking on obtaining a speaker for the CEASDbanquet.

IX. AWARDS The Committee was asked to authorize anaward to be presented jointly by the Conference and the Conventionof American Instruc- tors of the Deaf to the FederalGovernment's Media Services and Captioned Films Program. The award wasunanimously endorsed.

699 4 694 Dr. Hoag suggested that if we wishedany bureau chiefs to be there then individual invitationsshould be issued. A discussion of themerit awards given followed. Five hundred by the Conferencethen since their authorization.four Certificates ofMerit have been given about procedures However, there isvery little information or criteria for selection ofrecipients except that contained in minutes ofmeetings. A motion meyer authorizing the Executive was made by Dr. Hoff- tain a person to research Manager of the Conferenceto ob- the procedures forawarding certificates of merit and to documentthe language, the format, selection of recipients, and the criteria for in addition to compilinga list of those persons having received suchawards from the Conference motion was passed. in the past. The Mr. Lloyd Harrisonmade a motion that awarded to Dr. E. B. certificates of merit be Boatner and Mr. VirgilE. Eppersonon their retirement and bepresented to them at the Little Rock, Arkansas, Conference banquet in on Saturday, June 26, 1971.The motion was passed. Dr. Hoffmeyermoved to grant Certificates following superintendents of Merit to the staffs: on the written recommendationof their Mr. Robert Brown, Mississippi School for theDeaf. Mr. Roy Parks, ArkansasSchool for the Deaf. Mr. Archie Laird,Saskatchewan School for presented at Little Rock. the DeafTo be The meeting adjournedat 4:30 p.m. Thursday, February 11, 1971 The mid-winter meetingof the ExecutiveCommittee of the CEASD was reconvenedat 9 :15 a.m.

X. REVISIONOF CONSTITVTION AND BYLAWS Dr. Stelle presented hisideas for a restructuringof the Conference by substantially broadeningthe base of membershipin the organization. He read letters ofsupport for this reorganization of the Committeenot present and from past from members ence. The Executive Committee presidents of the Confer- endorsed the ideas and theremainder of the day's meetingwas given over to the rewording of a skeleton model and reworking of proposed constitutionaland bylaw changes which had been preparedby the Executive Manager, at the Little Rock meeting. to be presented The meeting adjournedat 5:15 p.m. Friday, February 12, 1971 The mid-winter meetingof the ExecutiveCommittee of the CEASD was reconvenedat 9:30 a.m.

XI. INTERAGENCY REPORT Dr. Quigley reported on an Interagency meeting heldon January 6, 1971, at theheadquarters of the Council for in Washington, D. C. Exceptional Children Mr. Fred Weintraub chairedthe meeting. He announced the establishment of an information center which will report all court decisions and legislation on the books pertaining to handicapped children. The center will cover the period front 1890 to present. Dr. Quigley reported that there isa great deal of activity in the Bureau of Education for the Handicapped in thearea of learning disabilities. There is also great concern in Washingtonover the maze of procedures which often obstruct needed services to children. Some system is needed to help in the business of "child advocacy". We must develop voices to be liaisons between handicapped children and the public arena. Mr. Weintraub announced that funds in 89-313pro- grams for FY '72 had been frozen. He wanted to wait and see what the language of the law actually was before planningany strategy for legislation. A meeting may be called sometime in March. Dr. Ste lle will contact Mr. Weintraub as to the date of the meeting and how the Conference can participate and contribute to it. The following question was raised by Dr. Quigley: Do we really know how the top key men in Education standon the education of the deaf? He advocated more contact and sharing with these men. Dr. Quigley reported that someone representing a Parents' Associa- tion should be in this group. He also believes that the Interagency Committee is a very important facet of our operations and thatwe should participate as fully as possible in any of its meetings. They will support our efforts.

XII. EDUCATIONAL MEDIA DISTRIBUTION CENTER REPORT Dr. Quigley's report gave us the following highpoints: 1.Registration for use of Media distributed by the Center is now 2,600 grops. 2. Hard look being taken at whole booking process; including person responsible, usage reports, repository areas, .evaluations of certain new programs, problems with shipping and maintenance. 3.Investigating possibility of computerization of some of main office operations. 4. Concern expressed at the federal level about the separation of libraries and media centers in schools. These should be brought, together as Learning Centers. 5. Distribution of media to other handicapped groups. Gil Del- gado would like to keep the identity of the Media Services and Captioned Films (MSCF) program with the education of the deaf where it began. Dr. Hoag moved that the Executive Manager of the Conference be given authority to negotiate for continuation of the MSCF contract with the Conference for the distribution of media. The motionwas passed. Dr. Quigley reported that a site visit of his operationwas made by a Committee from Media Services-Captioned Films Program. The Media Distribution Center received a good report. Dr. Hoffmeyer raised the question as to our need fora full-time Executive Manager. This was discussed but no decision made at this time.

77-903 0 - 72 45 696 XIII. NATIONAL ADVISORY COMMITTEE ON EDUCATIONOF TILE DEAF Dr. Stelle andDr. Quigley held in NewOrleans on represented theConference ata meeting .January 10 and11, 1971. Dr. as chairman of thegroup, has made it Harriet Kopp, wants to work with very clear that herCommittee would welcome all organizationsserving the deaf and any suggestionsor dialogue with that they trying to setup opportunities any group. Theyare in the fieldto air their viewsat various nationalmeetings for people to committeemembers. XIV. ANNALS Dr. Quigley reported that hehas been advised rett that the fiftythousand dollars by Dr. JamesGar- ies which hasbeen received ($50,000.) ayear of federalmon- for the for the last fiveyears as partial Avila lswill be cutto twenty-five support year. Dr. Quigley is thousand ($25,000.)next 11a18, or looking into otherways of supporting the ways in which it mightbecome more An- present time theAnnals Directory self-supporting. Atthe ($6.00). (It costs approximatelysix dollars was felt that thebroadened membership Conference mighthelp considerably.) base of the the editorialpolicy of the Some concernwas voiced about tional journal A»»11/3. Itwas felt that in the field ofdeaf education as a major educa- remain unbiasedand present the its editorial policyshould biasedmanner. opinions of allin an equallyun- A discussion of Conferencedues followed the followingrates be used: and it was decidedthat SchoolsSliding scale(same as in thepast). Programs$.35.00 (flatrate). Associate me mbers$10.00.

XV. NOMINATINGCOMMITTEE The President asked for andreceived the of names formembershipon the Nominatingfollowing suggestedlist Dr. EdwardTillinghast Committee: Dr. WilliamMcClure Dr. HugoSchunhoff Mr. Lewis Wahl Miss AudreyHicks The meeting adjourned at 11 :30a.m. Respectfully submitted, Sister NORA LETOURNEAU,Secretary. MINUTES OFTHE MEETING OF THEEXECUTIVE COMMITTEE Little Rock, Ark.,June 25, 1971 The ExecutiveCommittee 8 :15 p.m., meeting was called to order byPresident Ste lle at at the SheratonHotel, Little Rock, Present were: JohnHarrington, Lloyd Arkansas. Kenneth Huff,William McConnell, Harrison, BenHoffmeyer, and HowardQuigley. Donald Plummer,Stanley Roth,

f"r") 1.4 697 Absent were: Doin Hicks, Ralph L.Hoag, and Sister Nora Letour- neau. 1. President Stelle reada letter from Edward C. Carney, Executive Director of the C.O.S.D., requestingsupport for C.O.S.D. in the form of a $1,000. membership in the GoldEmblem Club and $200. toward the expense of a reception priorto the 1972 Forum Meeting in Mem- phis. It was moved by Lloyd Harrison, secondedby Kenneth Huff, that the Executive Committee recommendto the Conference that $1,000 be approved for COSD Gold Emblem Club Membership,and that $200 be authorized for receptionexpense, as described. The motion carried. 2. The Executive. Secretary read the followingrecommendation : "It has become necessary for the national office, untilnow housed in the same area as the Educational MediaDistribution Center, to find other quarters, effectiveno later than September 1, 1971. In addition, the director of the EMDC is required, afterSeptember 1, 1971 to devote 100% of his time to ENIDC instead of 70%as he has done the past three years. "To resolve this I have found quarters in anotherpart of the building we are in that are available, and I havean option to rent the space at about the same amount being paid for the presentspace. I propose to move all Conference activities to thisarea as soon as possible after approval by the Committee. "I further propose that Miss Ferne Davis be offeredthe position of Administrative Assistant tomanage the office, at a salary mutually agreeable. "Since the resources of the Conferenceare not yet adequate to support an office with a full time executivemanager I propose to retain the title of executive manageron a no-fee basis, and serve the office as a consultant as needed,on my own time. In doing this I would sign checks and other documents requiringthe executive manager's signature. "If the above suggestions can be made effective for the comingyear it is likely that other plansmay be developed subsequently, leading to employment of a full time executive officer." It was moved by Kenneth Huff, seconded by William McConnell, that the proposal, as submitted, be recommended to the Conference for approval. Carried. 3. The meeting adjourned at 9:20 p.m. HOWARD M. QUIGLEY,Secretary pro tem. MINUTES OF THE MEETING OF THE EXECUTIVE COMMITTEE Little Rock, Ark., June 27, 1971 The meeting of the executive committee of the Conference of Exec- utives of American Schools for the Deaf, Inc., heldat the Sheraton Hotel, Little Rock, Arkansas, June 27, 1971,was called to order at 1 :00 P. M. by President Roy M. Stelle. The following members of the committee were present :

6 .0 69E

Roy M. Stelle, New York School for the Deal:.Whitt: Plains, N.Y. John D. Harrington, P. S. #158, New YGrk,N.Y. Lloyd A. Harrison, Missuuri School for the Deaf,Fulton. Mo. Ben E. Hoffmeyer, American School for theDeaf. West Hartford, Conn. Kenneth F. Huff, Wisconsin School for the Deaf.Delavan. Wis. Sister Nora Letourneau, St. Mar,s School for the Deaf, Buffalo, N.Y. William J. McConnell, Virginia Schoolfor the Deaf, Hampton, Va. Stanley D. Roth, Kansas School for the Deaf,Olathe, Kans. Ralph L. Hoag, Rochester School for theDeaf, Rochester, N.Y. Donald M. Plummer, Manitoba School forthe Deaf, Tuxedo, Manitoba Absent : Doin Hicks, Model Secondary Schoolfor the Deaf, Washington, D.C. 1. SUPPORT OF ANNALS After a discussion of the need forConference support of theAn- nalsand the extent of that support, Dr.Ben Hoffnieyer moved to contribute five thousand dollars ($5,000.)from the Conference of Executives treasury to the support of theAnnalsoperation. The motion was seconded by Lloyd Harrisonand carried.

2. ANNALS SUBSCRIPTION RATE On a motion by Stanley Roth, secondedby Donald Plummer and passed, the executive committee approvedthe recommendation made by the Joint Administrative Committeeto raise the regular subscription price of theA floatsto $12.50 effective with Vol. 117.

3. PROPOSED BUDGET FOR FISCAL YEAR 1972 The proposed budget for fiscalyear 1972, as reported by the executive secretary was approvedon a motion by Lloyd Harrison, seconded by William McConnell. There being no further business, the meetingadjourned at 1 :30 p.m. Respectfully submitted, Sister NORA LETOURNEAU.Secretary. 700 PROCEEDINGS OFTHE 43D OF EXECUTIVESOF AMERICANMEETINGCONFERENCE SCHOOLS FORTHE DEAF, INC.,LITTLE ROCK,ARK. June 26-July 1, 1971

I. CALL TO ORDER The first business session of the 43rdregular meeting of ference of Executivesof American Schools the Con- held at the for the Deaf, Inc.,was Sheraton Motor Innon Saturday, June 26, M. Stelle, president,called the meeting 1971. Dr. Roy five regular members to order at 9:30a.m. Thirty- and twenty-fiveassociate members tendance at the openingsession. were in at-

IL ADOPTIONOF OFFICIAL AGENDA On a motion byRichard K. Lane, and passed, the seconded by MelvinH. Brasel, agenda, as printedand distributed, the official agendaof the 43rd regular was adopted as Executives of American meeting of theConference of Schools for the Deaf,Inc. III. COMMUNICATIONS The president readcommunications from the Mr. R. M. McAdams, following : Superintendent, Eastern Deaf. North Carolina Schoolfor the Emil S. Ladner,President, Council of Clyde Lee and acommittee of parents ofOrganizations Serving theDeaf. In Little Rock to hearing-Impaired childrenmeeting formally create a nationalorganization. IV. INTRODUCTION OF NEW HEADS OF MEMBERSCHOOLS The presidentintroduced the following member schools: new executive heads of Dr. Ben E. Hoffmeyer,Executive Director, West Hartford, Conn. American School forthe Deaf, Dr. Doin Hicks,Director, Model Secondary ton, D.C. School for the Deaf,Washing- John L. Caple,Superintendent, Georgia Ga. School for the Deaf,Cave Spring, Richard Flint,Superintendent, Crotched Greenfield, N.H. Mountain School forthe Deaf, Charles R. Henderson, Morganton, N.C. Superintendent, NorthCarolina School forthe Deaf, Archie G. Stack,Superintendent, Washington Vancouver, Wash. State School for theDeaf, Frank W. Powell, Head, Educational Division,Pilot School for the Cattier Hearing and SpeechCenter, Dallas, Tex. Deaf, Liss Helen Page,Acting Principal, P. S. York, N.Y. #47, School for theDeaf, New

V. APPROVALOF NEW MEMBER SCHOOLS There being no recommendationsfor approval of schools from themembership committee new member time. no action was taken atthis

em-tr. ""*" C-1 701

VI. OFFICIAL PROXIES On a motion by Melvin H. Brasel, seconded by James A. Little, and passed, the following official proxies were recognized : Marvin M. Burley for the Eastern North Carolina School for the Deaf. Hugh Prickett for Mississippi School for the Deaf for the June 27, 1971 meeting. Leland Clack for the Kendall School for the Deaf for the July 1, 1971, meeting.

VII. APPROVAL OF NEW ASSOCIATE MEMBERS The following persons were nominated by the administrators indicated for associate membership in the Conference. On a motion by Melvin H. Brasel, seconded by Edward W. Reay, and passed, associate membership was granted to

New associate member Nominated by 1. Lorne M. Johnston, Assistant DeputyDonald Kennedy, Superinten- Minister, Department of Education, To- dent, Ontario School for the ronto, Ontario. Deaf, Milton, Ontario; Joseph G. Demeza, Superin- tendent, Ontario School for the Deaf, Belleville, Ontario. 2. Roy A. Wollaston, Assistant Superintend-Donald Kennedy, Joseph G. ent, Ontario School for the Deaf, Milton, Demeza. Ontario. 3. Dr. John Darbyshire, Audiological Serv-Donald Kennedy, Joseph G. ices Supervisor, Ontario School for the Demeza. Deaf, Belleville, Ontario. 4. Robert F. Argall, Audiological ServicesDonald Kennedy, Joseph G. Supervisor, Ontario School for the Deaf, Demeza. Milton, Ontario. 5. Douglas Wilding, VicePrincipal, On-Donald Kennedy, JosephG. tario School for the Deaf, Milton, Ontario. Demeza. 6. James Etherington, Vice Principal, OntarioDonald Kennedy, JosephG. School for the Leaf, Milton, Ontario. Demeza. 7. James McCulloch, Vice Principal, On-Donald Kennedy, JosephG. tario School for the Deaf, Milton, Ontario. Demeza. 8. William A. Williams, Vice Principal, On-Donald Kennedy, JosephG. tario School for the Deaf, Belleville, On- Demeza. tario. 9. John A. Hodgson, Vice Principal, On-Donald Kennedy, Joseph G. tario School for the Deaf, Belleville, On- Demeza. tario. 10. Miss Marjorie Hegle, Vice Principal,Donald Kennedy, Joseph G. Ontario School for the Deaf, Belleville, Demeza. Ontario. 11. Hugh Prickett,Principal,MississippiRobert Brown, Superintendent, School for the Deaf, Jackson, Miss. Mississippi School for the Deaf, Jackson, Aliss. 12. Robert Dawson, Principal of Deaf De-Dr. William McClure, President, partment, Florida School for the Deaf and Florida School for the Deaf the Blind, St. Augustine, Fla. and the Blind, St. Augustine, Fla. 13. George Monk, State Consultant, StateMelvin H. Brasel, Superinten- Department of Welfare, Minnesota. dent, Minnesota School for the Deaf, Faribault, Minn. 14. Lawrence Crouse, State Consultant forMelvin H. Brasel. the Deaf, State Department of Education, Minnesota. 15. Mrs. Lettie L. Bartz, Primary Principal,George H. Thompson, Super- Nebraska School for the Deaf, Omaha, intendent, Nebraska School Nebr. for tit2 Deaf, Omaha, Nebr. 76 702 VIII. RECOGNITION OF HONORARY MF.MDERSANDGums President. Roy Ste lleintroduced a special Boyce R. Williams. guest. to the Conference, Chief, CommunicationDisorder 13ranch of the Rehabilitation ServicesAdministration in the Education and Welfare. Department of Health,

IX. APPROVAL OF MINUTES OF FORTY-SECONDMEETING HELDIN ST. AUGUSTINE, FLA.. Arm, 5-10,1970 On amotion by Kenneth Huff, seconded by Melvin Brasel,and passed, the minutes of theforty-second regular meeting ference ofExecutives of American of the Con- Schools for the Deaf heldin St. Augustine, Florida, April5-10, 1970, were approved distributed to the members. as printed and

X. TREASURER'S REPORT Mr. WilliamJ. McConnell submittedthe treasurer's report special commendationfor Dr. Howard Quigley with a On a motion by Lloyd and his entire staff. Graunke seconded by JosephYoungs and passed, the report of thetreasurer was unanimously of the treasurer's accepted.A copy report covering the periodJuly 1, 1970June 30, 1971, is contained in theseproceedings. XI. REPORT OF THE MEETINGS OF TIM EXECUTIVECOMMITTEE On a motion by Dr.William Arc Chive, secondedby Dr. Lloyd Graunke, the minutes ofthe executive committee meetings White Plains, New York, held at February 10-12, 1971, andat Little Rock, Arkansas, June 25, 1971,were approved as circulated and On a motion by Marvin read. Clatterbuck seconded bySister Anne Retire, the minutes ofthe executive committeemeeting held at Little Rock, Arkansas, June25 and 27, 1971,were approved as read. Complete reports of allof the above meetings these proceedings. are contained in

MT. REPORT OF THE EXECUTIVE MANAGEROF THE CONFERENCE OFFICE The national office As most members of the CEASD has shared Conference know, the nationaloffice of space with the Educational MediaDistribution Center (EMDC) for the.past three years. Rental of this by the National Office, space is paid and the personnel services(except for the Executive Manager) and thesupplies are all accountableby the National Office. The ExecutiveManager is a part time employee, since 70% of his time isdevoted to management of the Media Distribution Center. Educational 703

For two main reasons the National Officeactivities will need to find other quarters not later than July1, 1971. One reason is that, in line with the original plan that the office wouldeventually function separately from the EMDC, the thnohas come to make the move. A second reason is that the EMDChas expanded its activities and requires more space. Fortunately, space is available in thesame building, at a rental cost similar to that paid now. 'Thisspace is available July 1. and, subject to the approval of the Executive Committee,the move will be made. as soon as possible. 'The following items are reported briefly: I.Membership The change in the membership procedureauthorized at. St. Augus- tine has in general been beneficial. I recommendthat a set of guidelines from the Executive Committee be providedfor the Membership Committee to enable it to developa systematic procedure for the entire process. Q. Honorary members Numerous sources have been usedto update the list. of honorary members. The resulting list isas accurate as current. information can make it. 3. ANNALS A complete report has been presentedto the Joint Administrative Committee. 4.Interagency committee Attached is the report ofa meeting January 6, 1971. 5. Compilation of C RASD minutes As requested by the Executive Conunittee,a search has been conducted to assemble minutes of past. meetings.This search is almost completed. It is hoped that all documentscan be located eventually. and a complete file of minutes be established. 6. Newsletter The need for a newsletteror some form of regularly issued bulletin to the membership grows front day to day. Themachinery for interchange of information should be developed,not only to be of service to the membership, but also to provide informationto the national office, which is called upon to findanswers to all sorts of inquiries. It is recommended that the Executive Committeeinitiate procedures for developing this publication. 7. Brochure The brochure designed by the Public Relations Committeehas been most. useful. However, the supply is low, and thecontents of the brochure are by now somewhat outdated. Irecommend that a new brochure be prepared and printedas soon as practicable.

T8 704 8. Certificates of merit The CEASD-CAIDjoint certificate of persons since our office took award was presentedto 111 over this activity last November.This program began in 1960 andto date 533 certificates have Forms for makingapplication are available been issued. trators who request them. at any time to adminis- The assistance providedus in the Washington Office by and members is greatly the officers appreciated. We welcomesuggestions, anda visit to our office when inWashington.

XIII. REPORTOF TILE EDUCATIONAL MEDIA DISTRIBUTION CENTER (EMDC) August 31, 1971 marksthe close of the fifth ence has been under year that the Confer- contract to the MediaServices and Captioned Films Branch of theU. S. Bureau of Education (MSCF). Negotiations for the Handicapped are under way, by authority ofthe Executive Committee, to continuethe contract anotheryear. On July 8, 1970, andon May 2.1,1971 the Center teams appointed by MSCF. was visited by site The purpose of the visitswas to obtain first hand informationabout the operation of problems encountered, the Center and the posals for the ensuingpreliminary to final approvalof budget.pro- year. l3oth visits were. reportedto the chief of MSCF, and bothwere faVorable to the Center's number of recommendations management. 1. supplied to the members were made. Copies of thereports were of the ExecutiveCommittee. The Center has beenrequested to assume bilities in the MSCF more and more responsi- mation activities, program. These include increasedpublic infor- surveys of Media materials utilization,reorganization of the distributionand circulation systems general interest films, for educational and needs, and evaluation procedures,projections of materials, a more detailed analysis oftarget populations. In addition, the Center hasserved as an information activities. As reported source for many MSCF previously, the Centerhas the responsibility for all of the MSCFregistration process, to free loan service of determine eligibility for media supplied underthe program. Finally, Center managesa number of projects which the materials and the financing involve printing of of special committeefunctions. As recommended bythe MSCF site 1970 meeting, team report for the July 8, pointed. Thisan advisory committee to theCenter has beenap- group met April 16-17. 1971 andagain June 8-9, 1971. The members of thecommittee are Dr. John garet Sterck School. Nace, Chairman, Mar- student at SyracuseNewark. Delaware; JamesAclitzehu, doctoral of tlw Council of University; Edward Carney,Executive Director gar( Organizations Serving theDeaf, Washington; Mar- Kent, Principal. MarylandSchool for the Deaf;Dr. Clyde Miller, Director of theInstructional Materials Center, Education, State of Ohio, Department of Columbus. The first meetingwas devoted primarily to becomingacquainted with the Center's and to organizing foraction. The second meetingresponsibilities, discussion of the roleof the Conference in was devoted to RAMC, especially the activities of the as to the relationships of theEMDC and the profession. One result ofthe meeting wasa letter from the chairman nr. 705 of the committee, sent to all members of the Conference. The committee awaits a conuirmication from MSCF, soon to be made, which will serve as a position paper dealing with the role of the RAMC us envisioned by MSCF, in the light of the increased responsibilities that have been effected. Financial reports have been supplied the CEASD President each month. He also has been provided n copy of the contract each year. Each member of the Executive Committee is sent a copy oi the annual report required by the Internal Revenue Service. The Media Services and Captioned Films program has developed rapidly in the ten or so years of its existence. Most of the impetus for the program has come from the Washington offices, with cooperation from the field. As the program grows, and is faced with reorganization in some respects, there arises the need to look more closely nt the contributions to the program from the field. Items for consideration Include: 1. More active participation on the part of school executives. Al- though it is recognized that administrators of schools for the deaf are burdened with heavy responsibilities, it is hoped that a greater share of the administrators' time can be made available for assessing the Media programs in our schools, and development to the fullest extent of the potential that Media provides in the educational process. 2. Reconsideration, in many instances, of the assignments of film depository managers. Management of a film depository is a much greater responsibility now than it wns n few years ago. 3. A reassessment of the role of Media in modern-day educational programs for the deaf. Many schools have set up media centers, with qualified directors, to serve the staff and teachers. Some schools have combined library and media facilities into single resources, to serve ns learning centers. Unfortunately, too ninny schools do not have media departments, and according to reports we have received, much of the equipment and materials supplied by MSCF remains unused. As reported list year in St. Augustine, the growth of the Center is such that full time is required of the Director. Our proposal for the year beginning September 1. 1971 provides for this. Finally, although several plans are afoot for expanding media services into other areas of handicapping conditions, the current outlook is that services for and to the deaf will not be reduced.

XIV. REPORT OF TIIE EDUCATIONAL MEDIA CORPORATION Minutes of June 29, 1971 meeting of the hoard of directors The Board of Directors of the Educational Media Corporation held its Annual meeting in the Primary Building of the Arkansas School for the Deaf on Tuesday, June 29, 1971, at 10:30 a.m. The following members were present : Dr. Ralph L. Hoag Mr. Roy K. Holcomb Dr. June Miller Mr. Edward W. Reny Dr. Stanley D. Roth Dr. R. M. Stelle Mr. J. Dean Twining

Q 706

Dr. Howard M. Quigleywas also present. It was moved and seconded that the readingof the minutes of the last meeting be dispensedwith since they had members of the Board.The minutes been mailed to all Mr. Reny submitted were approved as submitted. the Treasurer's reportwhich was accepted presented. Acopy of this report is attached. as The following is thePresident's report.: "1. During theyear, considerable time in the Articles of Incorporation was taken to make changes ice as a tax exempt to satisfy the InternalRevenue Serv- organization. At the timethis report is being written, the Amendmentsto the. Articles of Incorporation tiled with the Recorder have been of Deeds in Washington.D. C., and weare now awaiting a certifiedcopy from the Recorder of Deeds. is received, it will be When this sent to the Internal RevenueService in order to show that we havecomplied with the law. getting all of the Besides the difficulty of affidavits signed, while thiswas in progress a \-....clange was made inthe. Internal Revenue ing a further change which Service regulationsrequir- our attorney was able to handle. "2. Since the meeting ofthe members of The Corporation in St. Augustine. Educational Media Florida, on April 7, 1970,the Corpora- tion has handled onlytwo contracts:

Cost Contract Profit

7.000 copies, Montana edition. Caption FilmStudy Guide 1,000 transparencies, Family Circus $264 98.772 9508 1,325 1.750 425 Total 933

"It is obvious thatyour President. does not have the mote business for the Corporation. time to pro- and any suggestions fora solution to this problem will bewelcome. Roy M. Smut:,President". Mr. Twining moved that the Class of 1971 bereelected, with terms terminating in 1974. Thesemembers are: Dr. Doin Hicks Dr. John D. Harrington Mr. Roy K. Holcomb Dr. June Miller Dr. Stanley D. Roth This was seconded by Mr.Reay and passed. It. was moved and seconded that the President.be authorized to appoint someone to actas an agent for the Corporation to President in soliciting assist the business for the Corporation.This motion was passed. The Presidentwas authorized, by a motion duly seconded, to have made and a brochure developed to publicize theCorporation, its purposes and services.This motion was passed. There being no furtherbusiness, the meeting 11 :15 a.m. was adjourned at Respect fully submitted, ROYM.STEELE, For the Secretary. 707 THE EDUCATIONAL MEDIA CORPORATION STATEMENT OF CONDITION, JUNE 18, 1971 Assets Cash in bank $1, 304. 21 Funds transferred to the National Office of the Con- ference of Executives of American Schools for the Deaf 4, 435. 00

Total assets $5,739.21 Liabilities and Surplus Liabilities Profit and loss (Dec. 31, 1970) $5, 740. 21 Less expenses since Dec. 31, 1969 1. 00 Total liabilities and surplus 5, 739. 21

STATEMENT OF INCOME AND EXPENSES For the Period January 1, 1970 to December 31, 1970 Income: SalesConference of Executives $10,522.00 Less: Cost of sales $9,514.22 Cross profit Expenses: 1,008.00 Agent's feesRoy M. Stelle $16i. 85 Legal and accounting 41. 00 Total expenses 202.85

Net profit for the period 805.15

XV. REPORT OF TILE JOINT ANNALSADMINISTRATIVE COMMITTEE Minutes of meeting on. June 25, 1971, Little Rock, Ark. Persons present for this meetingwere: Hugo Schunhoff John Harrington Howard M. Quigley Roy M. Stelle Kenneth R. Mangan Armin Turechek Ben E. Hoffmeyer William J. McClure William Craig IV. Lloyd Graunke McCay Vernon Edward Tillinghast Marvin Clatterbuck David M. Denton Ferne Davis Items discussed

I. MR. BOB MAYO PRESENTED HIS PROPOSAL Discussed two questionnaires designed to show: Level of interest. Which journals read. Discussed increase in advertising. Mentioned increase in number of manuscripts received. Discussed "right to negotiate". Discussed going to offset printing. Discussed providing a direct adpage as a service. 712 708

II. REPORT OF CHAIRMAN "Because of both the physicaland fiscal arrangements on-going Annals problems many of the come to the immediate attention ofthe business manager ratherthan to the editorsor the committee chairman. The chairman appreciatesthe close communicationwith the business manager and thenumerous telephone conferences and joint decisions. Hopefully, thishas enabled us to proceed year with a minimum of confusion during the past and delay. While decisionshave been made whennecessary on immediate problems, way affected the policies and decisions they have in no the Joint Committee. which are the responsibilityof "The changes of thepast two or threeyears in personnel, format and management of theAnnals have resulted insubstantial improvement of our publication. Therestill remain areas which attention and guidance from require close Committee. the Joint Annals Administrative "Very serious decisionsmust be made by the JointCommittee at this meeting in LittleRock. The majority of theissues have been outlined in a May 14 letterfrom Howard Quigley to each the committee, and in member of a letter from the chairman dated May28. "Among the problems to beresolved are: 1. Problems created by thedistance between the business office, the principal investigator,the editor (s), the printing and printers. consultant, 2. The more effectiveuse of knowledge, experience, and expertise of the principal investigatorof the Directory Issue. 3. Ways to avoid lossor omission of names from the Directory, along with other materialssent by the principal investigator the printing consultant. to 4. Financial considerations. 5. A statement of editorial policy. "Hopefully. many of these issueswill be discussed andrecommen- dations will be made bythose involved in differentaspects of the Annals operationas requested in my letter of May 28. "During our discussion inLittle Rock we must rememberthat the Annals is the oldest educationalperiodical presently in existence. is unique in servicesand in the information it It contain material at provides. It should one time or another of interest andacceptable to all of those engaged inthe education of the deaf." WILLIAM J. Mc Cum, Chairman.

III. REPORT OF.rilE EDITOR ANDLIST OF MANUSCRIPTS Discussed change in bibliographicstyle. Discussed percentage ofmanuscripts on increase.

IV. EDITORIAL BOARD A. Replacement forDr. MindelDr. Hilde David 'Williams. Schlesinger or Dr. B. Replacement for Darrell Krug. RoseDr. Noel Makinor Dr. Dick 709 C. Replacementfor Dr. man. StewartGeorge Proppor Lawrence New- V. ASSOCIATE EDITORS A. Replacement Mangan. for Dr. BrillRichardThompson or Kenneth B. Dr. Craigto continue as Editor of the DirectoryIssue. VI. DR. VERNON TO SUBMIT TO DR.MCCLURE A "STATEMENT RE CIRCULATED TO OF POLICY" TO THE COMMITTEEFOR APPROVAL. THE MENT TO BE PRINTEDIN EVERY ISSUE POLICY STATE-

VII. DR. VERNONTO DEVELOP A QUESTIONNAIRE TODETERMINE READER ATTITUDES TOWARDTHE ANNALS; EDITORIAL SHIPS, ETC. POLICY; ARTICLES;READER- VIII. ITEMS LISTEDIN MEMO OF MAY 28 Literary issue; tipsto teachers. Bringing dormitorycounselors into listing bership. and seeking theirmem- Discussion of quarterlyrather than bi-monthly Seeking articles by issues. announcing "theme"in advance.

IX. DIRECTORY ISSUE Recommended that suggestions be madeto the Editor concerning problems with theDirectory Issue. Principal Investigatorreport. Recommended that RID and PRWADstate "contact" listed and thatcomplete listing be names be zationbasedon a per-page costthatprinted if paid forby the organi- Recommended that agency furnish lists. Deaf). state director of rehabbe listed (Rehabfor Recommended that allprograms and services in together under thatstate. each state be listed Recommended that speech and bearingagencies be deleted. Recommended thatall CAID members bership list. be listed from CAIDmem- Recommended to continue listing of religiousworkers. Recommended thatteachers in trainingbe deleted.

X. BUSINESS MANAOER1SREPORT XI. RECOMMENDATIONS SUBMITTED BY DR. HOWARDQUIGLEY A. That beginning with Vol. 117 theproposal of the American International PrintingCompany be accepted, the Port CityPress as an alternate. with the proposalfrom are urged to study each The members ofthe Committee sion. PASSED. proposal carefullybefore arriving ata deci- B. Recommendedthat the duties of such that she becomes Miss Ferne Davisbe changed the coordinator forall issues, working editors and printersunder the title of with the the Conferenceand the Convention. Administrative Assistantfor This is to be effectivenot later 714 710 than September 1,1971. It is further move to the office of the recommended that MissDavis ber 1, 1971. PASSED.Conference and Conventionprior to Septem- C. Recommended that the Committeerecommend to the CEASD that support paymentsto the Annals be resumed. D. Recommendedthat the regular subscriptionPASSED. $12.50, effective withVol. 117. PASSED. rate be increased to

Submitted by DAVID M.DENTON.

XVI. PENNSYLVANIASCHOOL FOR THE DEAF Dr. Philip Bellefleur explained to the memberspresent the conditions which led to thecrises at Pennsylvania First, the positionof the Administrator, School for the Deaf. moving from the Pennsylvania after only twoyears, in to a total communication School for the Deaf oralphilosophy program and, second, avery difficult financial situation. Thesetwo conditionsare not related. Speaking of the financialcrisis, Dr. Bellefleur Board of Trustees explained that the had decided that theycw..,;(1 no longer operate school because ofa growing deficit which the lion dollarsa year. The governing board,was close to one-half mil- tiations with the State therefore, has begunnego- of Pennsylvania to takeover the operation of the school. However,if this happens, Dr. accordance with Bellefleur feels that, in a restructuring of school districtsinto intermediate school districts andlegislation which mandates to set. useprograms for the handicapped, therepublic school districts State will continue is little hope that the to operate the schoolas a school for the deaf, but will rather tryto integrate the students school district into their own intermediate programs so that they will be closerto home. Other memberspresent cited similar kinds states which would ultimately of movements in other phase out private schoolsand even large public residentialschools. Concern programs provided as regards was voiced over the types of facilities. staffing, equipment,etc. After much discussion thepresident asked James Little on Accreditation to up-date and his Committee minimal standardsnecessary for a good educationalprogram for deaf children. Many from the members suggestions were given present as to the kinds ofmaterial to be incorporated into an updatingon standards. However, as a "stop-gap" measure and to give Dr. Bellefleursome support in thisvery immediate problem Dr. Stelle to Dr. Bellefleur, Dr. will send a letter Craig and the PennsylvaniaState Education Department. Director ofSpecial EducationDr.William Holtman, stating the Conference'sconcern over having adequate educational programs for deaf children and givesome of the major guidelines criteria seennecessary for such programs. When or ready this can also besent. the final report is Dr. William Craig willalso volunteer to actas a consultant to the Pennsylvania State EducationDepartment. XVII. NATIONAT, CENTER FOR DEAF-BLIND YOUTHSAND ADTTIMS Dr. Ste lle invited Deso leeYciser to report to the National Center for Deaf-Blind Conference on the Park, Long Island. The set up temporarily in NewHyde permanent home for the Centerwill be at ei '43 r 711 Sand Point, Long Island. The IndustrialHome for the Blind was granted the right to operate the NationalCenter. They will eventually be setting up fifteen state regionson the eastern seaboard and setting up regional offices. Aims for theprogram are: 1. A national registry of the deaf-blind 2. In-service training 3. Aids for the deaf-blind 4. Intensive one-week trainingprograms 5. Consultation services Boyce Williams cited the need for input fromdeaf educators and the need for teachers of the deaf and psychologistsknowledgeable of the deaf in this program.

XVIII. SCHOOL LIBRARIES Dr. Ste lle read an announcement to the CEASDfrom Ben M. Schowe, Jr., concerning the meeting of the SchoolLibrarians for the Deaf and Associates during the CAM meetingsand asking administrators to scud representatives to this meeting andurge others to attend. The announcementappears elsewhere in these minutes.

XIX. LEGISLATION Boyce Williams urged support of H.R. 8395 whichis the Rehabili- tation Act of 1971 and provides for completeservices from preschool through the aged. These services includevocational training, social services and health services. The Billalso includes H.R. 5610 which culls for the establishment ofa Vocational Training Center for Low-Achieving Deaf Adults and Youths.

XX. REPORTS OF STANDING COMMITTEES I. Committee on Accreditation of Schools Following a report of the chairman JamesA. Little, a motion was made by Mr. Little toapprove the recommendation for accreditation of the Idaho School for the Deaf and the FloridaSchool for the Deaf and the Blind. The motionwas seconded by Joseph Youngs and carried. A full report of this committee isincluded later in these minutes. 2. Committee on Training and Certificationof Dormitory Counselors Mr. Lloyd Harrison, chairman, and Mr.Joseph Youngs, secretary of the committee, submitteda report on the training and certification of dormitory counselors. Acopy of the report is contained in the minutes. Mr. Youngs also reminded thegroup of the "grandfather clause" in the certification requirements which allowsdormitory counselors working at a school fifteenyears or longer to receive certification from the Conference. This clause terminatesin December 1972. 3. Committee on the Deaf-Blind As representatives of the Conference of Executivesto the National Committee on Services for Deaf-BlindChildren, Edward Reay and Eldon Shipman reportedon a meeting held in Louisville, Kentucky, attended by Joseph R. Shinpaugh, in October1970, and in which a reorganization of the National Committee forDeaf-Blind Children

77-003 0 - 72 - 46 712 was inaugurated.At that time members of the Dr. Roy Ste lleasked the Conference toact as the Conferenceabove-named on the National representatives copy of their reportCommitteeon Services for is containedin these proceedings.Deaf-Blind Children.A 4. Committeeon Educational Dr. Robert Research Frisina presentedthe report of Committee viewedits areas of this Committee.The lines : concentration alongthe following (a) To collateand suggest regarding research for dissemination as may be ofuse to the Associationsuch information other appropriate members and (b) To groups and individuals. serve in an advisorycapacity to members regarding researchas they may request of the Association Office of thePresident. such assistancethrough the (c) Torecommend and President, to inform the on research implicationsof mattersAssociation, throughits ing or enactedlegislation by various pertaining to impend- governmental bodies. 5. Committeeon Higher Education J. Dean Twiningpresented this where in theseproceedings. report, which iscontained else- 6. InteragencyCommittee Dr. HowardQuigley presented he attended.A copy of this a report on the CECmeeting which proceedings. report is containedelsewhere in these 7. Committeeon Membership In the absence of ChairmanC. Joseph of the activitiesof this Committee Giangreco a writtenreport elsewhere in theseproceedings. was presented and iscontained 8. Committeeon Multiple Handicapped Chairman AlfredJ. Lamb reported report at this time. that his committeehad no 9. Committeeor Statistics David M. Denton tics. It concernedpresented thereport of the itself primarilywith a Committee on Statis- nual Survey ofHearing Impaired progress report on theAn- of the Deaf.The Committee Children and theNational Census Association of the expressed gratitudeto the National Deaf and theOffice of Demographic these twoexcellent projects. Studies for garding the Persons desiringlatest informationre- census are urged to writeto the Office of Studies at GallaudetCollege or to the Demographic Deaf. National Associationof the 10. Committeeon Public Relations Stanley D. Roth, on Public Relations.Chairman, presentedthe report of the In responseto Emil Ladner's Committee Stelle dated June4, 1971, Dr. Roth letter to Dr. Roy ceedings to member moved to sendConference Pro- Serving the Deaf organizations of theCouncil of Organizations Huff and passed.(COSD). The motionwas seconded by Kenneth 717 713 11. Council of Organizations Serving the Deaf (COSD) The Conference of Executives of American Schools for the Deaf was represented at the COSD Board of Directors meeting held in Atlantic City. New Jersey, on March 5 and 6, 1971, by Stanley D. Roth and Joseph Youngs. Their full report of this meeting is contained elsewhere in these proceedings. 12. Committee onV ocational Education Roy Parks reported on two pieces of legislation which pertain to vocational education, namely, H.R. 8395 and H.R. 5610. The first mentioned is the Rehabilitation Act of 1971 and includes the second (H.R. 5610) which calls for the amendment of the Vocational Reha- bilitation Act to provide for the establishment of a National Compre- hensive Regional Rehabilitation Center for Low (Under) Achieving Deaf. Mr. Parks stated that there had been no hearings on these proposed laws to date. He urged support of this legislation. A copy of H.R. 5610 is contained in these proceedings. 13. Joint Committee on Audiology and Education of the Deaf Dr. William Castle presented a report, of this Joint Committee. No meetings have been called since early 1969 because of lack of funds to support such meetings. However, a two week institute on audiology for supervising teachers of the deaf was sponsored by the Committee, hosted by the University of Kansas Medical Center with funding from the Bureau of Education of the Handicapped. A full reportIs contained elsewhere in the minutes. 14. Council on Education of the Deaf Ben E. Hoffmeyer, President, presented the report of the Council on Education of the Deaf. It, was reported that the articles of incorporation had been completed and thus the CED was officially made responsible for Teacher Certification and Teacher Training accreditation in the education of the deaf. Dr. Ralph Hoag reported on the Preparation and Certification Committee. The final report of this Committee was passed out and also a resolution to have the Confer- ence approve of their representatives on the Council voting in favor of these standards. Ben Hoffmeyer commended Dr. Hoag and his Committee. A full report and the resolution are contained elsewhere in these proceedings. 15. Legislation Committee Dr. Thomas Behrens gave a report from the Legislation Commit- tee. Dr. Lloyd Graunke moved that a resolution be drawn up by the Resolutions Committee asking for the continuance of Title and Title VI monies for handicapped children. Kenneth Huff seconded the motion and it was carried. Dr. Behrens felt that this was a good idea, but asked that the timing of sending the resolution be left to the discretion of the Legislation Committee. 16. The Educational Media Committee No report. 17. Committee on Parent Education Audrey Hicks, Chairman, presented the report from this Commit- tee which contained approximately ten recommendations to the Con-

r")1.8 714 ference in orderto implement gram. A full report a more effectiveparent education is containedelsewhere in these pro- .18. ResolutionsCommittee proceedings. The followingresolutions Sister Anne Berire were submittedto the Conference and hercommittee: by

RESOLUTION 1 Whereas, the43rd Conference was hosted by the of Executivesof American Arkansas Schoolfor the Deaf Schools 26-27,1971,and in Little Rock,June Whereas, theofficial hosts Roy Parks of were Board the ArkansasSchool, and Superintendent andMrs. 'Whereas, theexcellent planning sulted inan enjoyable and and hospitalityof our hosts Let it be productive conference, re- tion to resolved that theconference extends Superintendentand Mrs. Roy its sincereapprecia- sas School, for Parks and thestaff of Arkan- everything theyplanned and ful and congenialmeeting. carried out fora success- Joseph R.Shinpaugh moved onded by Lloyd to approve theabove resolution, Harrison, themotion passed. sec-

RESOLUTION 2 Whereas, it is 1 and VI of believed that thereis a strong P. I,.89-313may lose the support.probability thatTitles Whereas, thissupport has proved of Congress,and ity education to be asource of improved for handicappedchildren, qual- Be it resolvedthat CEASD that the Congress go on recordas recommending L. continue tosupport financially strongly 89-10and P. L.89-313in the Titles I and VI,P. Kenneth Huff same degree as it hasin the past. Dr. Thomas moved the approvalof this resolution, Behrens. Themotion passed. seconded by

RESOLUTION 3 Whereas, the who will enrollinterests of alldeaf studentswho have at the NationalTechnical Institute enrolled and been consistentlysupported by for the Deaf have Health, Education Congress and theDepartment of ations and and Welfareas the providers of construction and bythe Rochester budgets foroper- as the sponsoringinstitution, Institute of Technology Be it resolvedthat the President expression of of CEASDsend an appropriate appreciation forthe organizationto Senator Congressman Flood,Secretary Richardson, Manuson, RIT. and PresidentMiller of Lloyd Harrisonmoved to Dr. Ralph Hoag. approve the above The motionpassed. resolution, secondedby

RESOLUTION 4 The appointed cation of the Committee onProfessional Council onEducation of thePreparation andCertifi- the two-yearperiod since the Deaf has workedduring formationel of thisCommittee in July, 715 1969, on the revision of standardsadopted from the Conference of Executives of American Schools for theDeaf. Whereas, several drafts of proposed standardshave been reviewed, questioned, and discussed bygroups and individuals representing interests in and for the AlexanderGraham Bell Association for the Deaf, The Conference of Executivesof American Schools for the Deaf, and The Convention of AmericanInstructors of the Deaf, and, Whereas, three majoropen 'discussion meetings held during 1970 provided the opportunity for statedirectors of special education, teacher educators in institutions of highereducation, teachers of the deaf, administrators of schools andprograms for the deaf, the deaf, and parents of deaf children toreact, comment, and offer suggestions to the Committee, and, Whereas, the Executive Board of the Councilon education of the Deaf reviewed and approved in principlethe contents of proposed standards at its meeting in New York Cityin February of 1970 with the suggestion that after final editing, thedocument be presented to the three respective member organizationsfor review and approval, Be it resolved that the June 1971,draft of proposed standards be accepted (subject to resolution of issues thatmay be voted by the membership at this meeting) by TheConference of Executives of American Schools for the Deaf and thatthe representatives of the Conference on the Executive Board of theCouncil on Education of the Deaf be instructed and authorizedto formally adopt these standards at its next meeting. Joseph Youngs moved toapprove the above resolution, seconded by Stanley Roth. The motion passed.

RESOLUTION 5 Whereas, the Media Services and CaptionedFilms branch of the Bureau of Education for the Handicappedhas been of enormous value in furthering the advancement anddevelopment of the deaf of the Nation ; and Whereas this development hascome through the use of "Captioned Films", media centers, national workshops,grants, equipment, materials, and many other activities; and Whereas. Dr. Gilbert. Delgado brought to the officehis experience as an academic supervisor, teacher, counsellor and active member of various professional committees; and Whereas, Dr. Gilbert Delgado, Chief ofthe Media Services and Captioned Films branch has beenvery influential, shown leadership and direction for the Media Services andCaptioned Films program; and Whereas, Dr. Gilbert; Delgado is resigningas Chief of the Media Services and Captioned Films branchto accept another position: Be it therefore Resolved, that the Conference of Executives of AmericanSchools for the Deaf, in conference assembled in LittleRock, Arkansas, acknowledge the great contribution Dr. Gilbert Delgadohas made to the profession and for the unsparinguse of his time and endeavors; and be it further Resolved, that a copy of this resolution be spreadon the minutes of the Conference of Executives of AmericanSchools for th3 Deaf and tr,f0 716 copies be sent to Dr. EdwinMartin, Associate of Educationof the Handicapped; Commissioner, Bureau Division of Dr. FrankWithrow Director, ing Chief ofEducational Services;and to Dr. the MediaServices and Gilbert Delgado,resign- aforementionedBureau. Captioned Filmsbranch of the Dr. Roy Stelle Sister Anne moved toapprove the above Behre. Themotion passed. resolution, secondedby 19. Joint Committeeon Mental Retardation Deaf and Educationof the Dr. W. Lloyd Graunkegave the report from indicating meetingsand questionnaires this JointCommittee distributedconcerning the problems which had beenheld and mittee asked for of the deafretarded. The Com- from schools any informationon programs for and programsfor the deaf, the deaf retarded retarded. A fullreport is contained as well as those forthe elsewhere in theseminutes. XXI. CONSTITUTIONAND Br-LAWS President Roy Stelle openedthe floor for posed Constitutional discussion on thepro- to the meeting. revisions which themembers had After somediscussion on receivedprior Graunke movedthat thename of the associationArticle IName,Lloyd "American Association be changedto read The motion of Schools andPrograms for the was seconded byLloyd Harrison. Deaf, Inc.". this motionwhich followed, In the discussionon tion by Audrey Hicksmoved to amend dropping the word"American" the mo- association wouldread "Association so that thename of the Deaf, Inc.".Armin Turechek of Schools andPrograms for the carried. Since it seconded the motionand it was not on the floor seemed evidentfrom the discussion was not thename which most that the motion Graunke withdrewhis original members wanted,Dr. that thename of the Associationmotion. Dr. 'WilliamCastle moved read as follows: as it appears inArticle I, SectionI, Inc.". Ed Tillinghast"The AmericanAssociation of seconded the motion Schools for the Deaf, However, ata special meeting of and it was carried. 1, 1971, attendedby about fortythe Associationon Thursday, July that the oldname of the organizationmembers, severalmembers suggested strong support should be retained. for this suggestion.Dr. William There was a mail ballot besent to all eligible McClure moved that the originalname of the association.members fora vote on retaining and it was passed. Ken Huff secondedthe motion In a discussionof the bylaws Section III, Dr. Castle moved paragraph 3,sentence 2 should that Article I, programs should read as follows:"Such or the equivalentordinarily have fivehill-time professional working withhearing impaired employees not be an integralpart of a larger persons and should ship in theAssociation." program already holdingmember- Dr. Lloyd Graunke seconded the motionand it was carried. After a discussionon Article IL Section ring to standingcommittees, Ed IV, of the bylawsrefer- cational Researchand StatisticsTillinghast movedto keep the Edu- motion was seconded standing committeesseparated. The by Hugo Schunhoffand carried.

Th 'i 9 717 Ed Tillinghast moved to put the standing committee on Parent Education back into Article II, Section IV. Lloyd Graunke seconded the motion and it was carried. Annul Turechek moved to put the standing committee on the deaf-blind back into Article H, Section IV. Ed Tillinghast seconded the motion. In the discussion which followed Dr. Ste lle explained that the Association already had representation on a Joint Committee on the Deaf-Blind which was a National Committee on Services for Deaf-Blind children. Mr. Turechek withdrew his original motion. Richard Lane then moved that a Joint Committee on the Education of the Deaf-Blind be added to the list of joint standing committees named in Article II, Section IV of the bylaws. Ken Huff seconded the motion and it was carried. Richard Lane moved that the following description of the Joint Committee on the Education of the deaf-blind be inserted between the last and second last paragraphs of Article II, Section IV, of the bylaws: "The Joint Committee on the Education of the Deaf-Blind shall consist of 2 members appointed by the President to serve on the National Committee on Services for Deaf-Blind Chil- dren with representatives from AEVH." Melvin Brasel seconded thr motion and it was carried. Ed Reay strongly suggested that the appointees to this committee be two Su- perintendents from schools with deaf-blind departments. There being no further changes or amendments Dr. Ste lle called for a motion to approve the Constitutions and bylaws as amended. However, after a count of the membership present (35), it was determined that. there was not a sufficient number to approve the new constitution and bylaws. Therefore. Dr. Ste lle postponed the voting until the evening banquet. at which time the necessary majority of members was present and on a motion by Dr. William McClure, seconded by Joseph Youngs, theconstitution and bylaws,as amended, were approved by the membership.

XXII. REPORT OF NOMINATING COMMITTEE AND ELECTION OF OFFICERS Members of the Executive Committee whose term expired in June, 1971, were John D. Harlington. P. S. #158 in New York City, and Doin Hicks. Model Secondary School for the Deaf in Washington, D.C. To fill these vacancies and add the additional three members to the Committee as called for in the newly adopted constitution, the Nominating Committee presented the following slate: 1. Newton Fanner Walker, South Carolina School for the Deaf and the Blind, Spartanburg, South Carolina-1974. 2. Frank Powell, Pilot School for the Deal, Callier Hearing and Speech Center, Dallas, Texas-1974. 3. Eldon Shipman, West Virginia School for the Deaf, Romney, West Virginia-1974. 4. Robert Frisina, NTID, Rochester, New York-1973. 5. Josenh Demeza, Ontario School for the Deaf, Belleville, On- tario-1972. The President, Dr. Roy Ste lle. opened the floor for further nominations. There being no other nominations' from the floor, nominations 3 were closed on a motion by R. T. Youngers, seconded by Joseph 4 718 Shinpaugh and passed.Edward Tillinghast of officersas nominated, seconded by moved to elect the slate passed. Thomas Behrens. Themotion XXIII. NOMINATIONSFOR HONORARY MEMBERSHIP The following retired professionalleaders in the field of of deaf childrenwere nominated for honorary education organization: membership in the John Gough Virgil Epperson Marshall Hester Burke Boatner Rosemary Cleary Archie Laird Lloyd Harrisonmoved that the membership in the above-named be givenhonorary motion carried. Conference, seconded bySister Anne Behre. The XXIV. 1972 TORONTOMEETING Donald Kennedyannounced the tentative ing of the Conference dates of the 1972meet- May 5, 1979. The as Sunday, April 30, 1972,through Friday, Conference headquarterswill be the Royal Hotel iin downtownToronto. York

XXV. ADJOURNMENT The 43rd meeting of the Conferenceof Executives of Schools for the Deaf,Inc., adjourned American 1971. at 10:40 a.m., Thursday,July 1, Respectfully submitted, Sister NORA LETOURNEAU,Secretary. MEMBERS PRESENT School and OfficialRepresentative 1. Arizona State Schoolfor the Deaf and the W. Tillinghast. Blind, Tucson, Ariz.;Edward 2. Arkansas School forthe Deaf, Little Rock, 3. California Schoolfor the Deaf, Berkeley,Ark. ; Roy G. Parks. 4. California Schoolfor the Deaf, Riverside,Calif. ; Hugo F. Schunhoff. 5. SELACD Program Calif. ; Richard G. Brill. for the Deaf, Downey,Calif.; and Southwestern for the Deaf, LosAngeles, Calif.; Eliery Adams. School (I Manitoba Schoolfor the Deaf, Winnipeg, Plummer. Manitoba, Canada ; DonaldM. 7. Ontario School forthe Deaf, Belleville, mesa. Ontario, Canada ; JosephG. De- 8. Ontario School forthe Deaf, Milton, Ontario, 9. Colorado Schoolfor the Deaf and the Canada ; Donald E. Kennedy. G. Tureehek. Blind, Colorado Springs,Colo.; Armin 10. American School for the Deaf, WestHartford, Conn.; Ben E. 11. Margaret S. SterckSchool for the Hearing Hoffmeyer. Paul Rudy. Impaired, Newark, Del.;J. 12. Kendall School Leland Clack (officialfor the Deaf, Washington,D.C.; Thomas R. Behrens; 13. Model Secondaryproxy for July 1, 1971meeting). School for the Deaf,Washington, D.C.; Doin 14. CEASDExecutiveManager, Washington. D.C. Hicks. 15. Florida School forthe Deaf and Blind, St. ; Howard Id. Quigley. McClure. Augustine, Fla. ; WilliamJ. 10. Idaho School forthe Deaf and the Blind, Reny. Gooding, Idaho; EdwardW. 17. Black Hawk Hearing ley. Handicapped Program,Moline, Ill.; Jack E. Hand- 723 719

18.Illinois School for the Deaf, Jacksonville, Ill.; Kenneth R. Mangan. 10.Indiana School for the Deaf, Indianapolis, Ind. ; Alfred J. Lamb. 20. Kansas School for the Deaf, Olathe, Kan.; Stanley D. Roth. 21. Kentucky School for the Deaf, Danville, Ky.; Jack W. Brady. 22. Louisiana State School for the Deaf, Baton Rouge, La. ; Lloyd V. Funch- ess. 23. Governor Baxter State School for the Deaf, Portland, Maine ; Joseph P. Youngs. 24. Maryland School for the Deaf, Frederick, Md.; David M. Denton. 25. Michigan School for the Deaf, Flint, Mich. ; Bruce R. Siders. N. Minnesota School for the Deaf, Faribault, Minn.; Melvin H. Brasel. 27. Mississippi School for the Deaf, Jackson, Miss. ; Robert S. Brown ; Hugh Prickett (official proxy for Robert Brown, July 27,1971). 28. Missouri School for the Deaf, Fulton, Mo.; Lloyd A. Harrison. 29. Nebraska School for the Deaf, Omaha, Neb.; George H. Thompson. 30. New Mexico School for the Deaf, Santa Fe, N. M. ; James A. Little. 31. Cleary School for Children, Lake Ronkonkoma, N.Y.; Sister Loyola Marie. 32. Lutheran School for the Deaf, Mill Neck, N.Y. ; Melvin W. Luebke. 33. National Technical Institute for the Deaf, RIT, Rochester, N.Y.; Robert Frisina. 34. New York School for the Deaf, White Plains, NS.; Roy M. Stelle. 35. New York State School for the Deaf, Rome, N.Y. ; J. Jay Farman. 36. Rochester School for the Deaf, Rochester, N.Y.; Ralph L. Hoag. 37. School for Language and Hearing Impaired Children, New York, N.Y.; John D. Harrington. 38.St. Francis de Sales School for the Deaf, Brooklyn, N.Y. ;Sister Anne Behre. 39.St. Mary's School for the Deaf, Buffalo, N.Y.; Sister Nora Letourneau. 40. Eastern North Carolina School for the Deaf, Wilson, N.C. ; Marvin M. Burley (official proxy for R. M. McAdams). 41. North Carolina School for the Deaf, Morganton, N.C. ; Charles R. Hen- derson. 42. North Dakota School for the Deaf, Devils Lake, N. Dak. ; Allen J. Hayek. 43.St. Rita School for the Deaf, Cincinnati, Ohio ; Reverend Paul F. Klenke. 44. Oklahoma School for the Deaf, Sulphur, Okla. ; R. T. Youngers. 45. Oregon State School for the Deaf, Salem, Oreg. ; Marvin B. Clatterbuck. 46. Pennsylvania School for the Deaf, Philadelphia, Pa. ;Philip A. Belle- fleur. 47. Western Pennsylvania School for the Deaf, Edgewood, Pittsburgh, Pa. ; William N. Craig. 48. South Dakota School for the Deaf, Sioux Falls, S. Dak. ; A. S. Myklebust. 49. Tennessee School for the Deaf, Knoxville, Tenn. ; W. Lloyd Graunke. 50. Callier Hearing and Speech Center, Dallas, Tex. ; Frank W. Powell. 51. Sunshine Cottage School for Deaf Children, San Antonio, Tex. ; Audrey Hicks. 52. Texas School for the Deaf, Austin, Tex. ; A. W. Douglas. 53. Utah School for the Deaf and the Blind, Ogden, Utah ; Robert W. Tegeder. 54. Austin School for the Deaf, Brattleboro, Vt.; Richard K. Lane. 55. Virginia School at Hampton, Va. ; William J. McConnell. 56. Virginia School for the Deaf and the Blind, Staunton, Va. ; Joseph R. Shiupaugh. 57. West Virginia School for the Deaf and the Blind, Romney, W. Va. ; Eldon E. Shipman. 58. The Wisconsin School for the Deaf, Delavan, Wis. ; Kenneth F. Huff. ASSOCIATE MEMBERS PRESENT 1.Ellory Adams, Office of Los Angeles Superintendent of Schools, California. 2. Henry 0. Bjorlie, New York State School for the Deaf, Rome, N.Y. 3. Marvin Burley, Eastern North Carolina School for the Deaf, Wilson, N.C. 4. Edmund Cassetti, American School for the Deaf, West Hartford, Conn. 5.Dr. William B. Castle, NTID, Rochester, N.Y. 6.Dr. Leo Dicker, University of Wisconsin, Milwaukee, Wis. 7.Patrick J. Dowling, South Carolina School for the Deaf and the Blind, Spartanburg, S.C.

624 720

8.S. Theodore Guttadore, Community College of Denver,Colo. 9. Virginia Heidinger, Washington, D.C. 10. Dr. William D. Jackson, University of Tennessee,Knoxville. 11. Kendall D. Litchfield, New York School for the DentWhite Plains, N.Y. 12. Winfield, Mc Chord, Kentucky School for the Deafand Blind, Danville, Ky. 13. Lucy Moore, Trenton, N.J. 14. Dr. John C. Noce, Sterck School, Newark, Del. 15. Lloyd R. Parks, Kansas School for the Deaf, Olathe,Kans. 10. B. J. Peck, Oregon School for the Deaf, Salem,Oreg. 17. H. G. Royal', Jr., North Carolina School forthe Deaf, Morganton, N.C. 18. Dr. Jerome D. Schein, New York University,N.Y. 19. Frederick Schrieber, NAD, Silver Spring,Md. 20. John S. Shipman, Virginia School for the Va. Deaf and the Blind, Staunton, 21.J. Dean Twining, Ball State Teachers College, Muncie,Ind. 22. Dr. Boyce R. Williams, Washington, D.C. 23. Dr. Frank B. Withrow, Lanham, Md. 24. Hollis, W. Wyks, Marie H. Katzenbach School N.J. for the Deaf, West Trenton, 25. Sister Virginia Young, St. Mary's Schoolfor the Dent Buffalo, N.Y. TREASURER'S REPORT Mr. President, officers and membersof the Conference, it ismy pleasure to submita brief report for the period July 1, 1970 to May 31, 1971. As treasurer, I have assumed the responsibilityto review quarterly statements, and discuss the financial operationwith Dr. Howard Quigley, executive secretary. On Thursday,June 17, 1971, I visited the Conference Headquarters at 5034 WisconsinAvenue, Washing- ton, D.C. to conduct a preaudit. On the basis ofmy observations and examinations, all receipts, disbursements anddeposits are in satisfactory order being maintained byan excellent accounting system. Mr. President., I express deep appreciationto Dr. Quigley and his entire staff for their cooperation. I also recommendacceptance of the summary report for the current fiscal year through May 31,as prepared and presented by the executive secretary withthe understanding that a complete report containing allfinancialtransactions through June 30, 1971 will be forthcomingas soon thereafter as possible. Respectfully submitted, War. J. McCoxxsm,Treasurer. PROFESSIONAL BUSINESS MANAGEMENT, INC., Washington, D.C., Xovcmber 9, 1971 CONFERENCE OF EXECUTIVES OF THE AMERICAN SCHOOLSFOR THE DEAF Washington, D.C. GENTLEMEN : At your request we have conducted an BALM of thebooks and records of the Conference of Executives of the American Schoolsfor the Deaf for the period of July 1, 1970 through June 30, 1971,and submit herewith the following statements : Exhibit A : Statement -)f Receipts Exhibit B: Statement of Disbursements Exhibit C: Statement of Recapitulation of Cash In our opinion the bookkeeping records have been kept ina neat and orderly manner and all entries have been made consistent with sound accounting principles. Respectfully submitted. WILLIAM E. POIST. 721

CONFERENCE OF EXECUTIVES OF AMERICAN SCHOOLSFOR THE DEAF EXHIBIT AST AT EM ENT OF RECEIPTS, JUIN 1, 1070JUNE 30, 1971 American Annalsof the Deaf Receipts: Subscriptions: Individual $13,416.61 Bulk 1,277.28 Membership 24,690.00 Sales ofmagazinesingle issues and back copies 1,866.02 Sales ofbooks, pamphlets and reprints 5,378.21 Advertisements 5,819.39 Publishing service 450.00 Sales ofaddress lists 1,030.43 Sales of "Directory of Services For The Deaf": 1970 edition 1,443.75 1971 edition 455.00 Overpayments 33.50 Closing of rubella account with Gallaudet College 407.90 Special publishing projects 9,450.00 Social and rehabilitation services grant (PHEW /SRS). 40,000.00 Royaltiesmicrofilm salesback issues 807.98 Miscellaneous 209.60 Total receipts 106,735.67 Educational MediaDistribution Center Receipts: Education contracts: Basic monthly charge 96,655.50 Indirect costs 7,076.50 Reimbursable items 131,497.69 Miscellaneous 227.78 Total receipts 235,457.47 National Headquarters Office Receipts: Memberships: School 10,467.58 Associate 1,505.00 Sales of hooks, pamphlets and reprints 578.00 Overpayments 6.50 Proceeds front annual convention 1,000.00 Certificate of merit account 320.14 Repayment of loan to Convention of American Instructors ofthe Deaf 2,500.00 Miscellaneous 5.36 Interest on savings 1,169.27 Reimbursements from Convention of American Instructors ofthe Deaf 8,712.36

Total receipts 26,264.21 Teacher Training and Certification Committee Receipts: Interest on savings 99.92 Contribution from Convention of American Instructors ofthe Deaf 1,061.82 Teacher certification application fees 3,308.48 Total receipts 4,470.22

726 722

EXHIBIT D ---STATEMENT OF D IS B URS EIS E NTS, JULY 1, 1970-JUNE 30,1971 Disbursements: American Annals of thoDeaf Salaries and relatedtaxes Rent and insurance $19, 228. 35 Postage, delivery, froightand telephone 979. 47 Office supplies 2, 42L 56 Travel 1, 383. 08 Printing and duplicationfor office use 468. 83 Printing and distributionof magazine 141. 95 Books and reprintspurchased for resale 56, 498. 82 Publishing consultantservices 3, 718. 62 Accountant, secretarialand other special 18, 862. 50 Refunds services 1, 724. 60 Special publishingprojects 502. 33 8, 585. 65 Total disbursements 114, 515.76 Gain (loss) (7, 780. 09) Disbursements: Educational MediaDistribution Center Salaries and relatedtaxes Rent and insurance 50, 865. 81 Postage, delivery, freightand telephone 8, 850. 16 Office supplies 458. 09 Travel 563. 36 Printing and duplicationfor office use 3, 763. 94 Accountant, secretarialand other special 1, 977. 17 Equipment and maintenance services 1, 077. 00 Data processing 105. 82 Miscellaneous 1, 146. 24 Educational film depositories 474. 23 Special publishingprojects 31, 457. 25 Contract: 17, 052. 00 Education film repair Depository supplies andequipment 22, 297. 07 Depository film catalogcards 4, 540. 61 Feature film librarybooking fees 2, 694. 40 Feature film librarysupplies 100, 252. 00 Rent and equipmentmaintenance for libraries 5, 584. 84 Postage, delivery andfreight 7, 111. 60 9, 774. 73 Total disbursements 270, 046. 32 Gain (loss) (34, 588. 85)

Disbursements: National HeadquartersOffice Salaries and relatedtaxes Rent and insurance 13,923.58 Postage, delivery,freight and telephone 986.01 Office supplies_ 863.65 Travel 329.69 Printing and duplicationfor office use 759.07 Accountant, secretarial, and other specialservices 197.47 Organization dues andcontributions 91.00 Data processing 728.50 Refunds 462.80 Miscellaneous 4.00 5.50 Total disbursements. 18,351.27 Gain (loss) 7,912.94 723

Teacher Training and Certification Committee Disbursements: Meeting expenses Postage, delivery, freight and telephone $1,888.50 Office supplies 548.93 Travel 238.40 734.22 Printing and duplication for officeuse Accountant, secretarial and other special services Equipment and maintenance 400.00 Refunds 61.43 2865:00 Miscellaneous

Total disbursements 4,010.08 Gain (loss) 460.14

STATEMENT OF RECAPITULATION OF CASIIL JULYL I970.JUNE 30, 1971 E MINT C...... STATENI ENT OF RECAPITULATION OF CASH, JULY I1970 -JUNE 30, 1971 American Annals of the Deaf Opening balanceJuly 1, 1970 Add: $32,712.38 Total receipts through June 30, 1971 106,735.67

Less: 139,448.05 Total disbursements through June 30, 1971 114,515.76 Closing balance June 30, 1971 24,932.29 Educational Media Distribution Center Opening balanceJuly 1, 1970 Add: 41,534.10 Total receipts through June 30, 1971 235,457.47

Less: 276,991.57 Total disbursements through June 30, 1971 270,046.32

Redeposits among accounts 6,945.25 (6,790.50) Closing balance June 30, 1971_ 154.75 National Headquarters Office Opening balanceJuly 1, 1970 Add: 29,138.71 Total receipts through June 30, 1971_ 26,264.21

Less: 55,402.92 Total disbursements through June 30, 1971 18,351.27 37,051.65 Redeposits among accounts 6,790.50 Closing balance Juno 30, 1971 43,842.15

798 724

Teacher Training and Certification Committee Opening balanceJuly 1, 1970 Add: 4,020.71 Total receipts through June 30, 1971 4,470.22

Less: 8,490.93 Total disbursements through June 30,1971 4,010.08 Closing balance June 30, 1971 4,480.85

REPORT OF THE ACCREDITATIONCOMMITTEE Mr. President: To bringyou up to date on the accreditationcommittee, there were eleven schoolsaccredited between 1963 and 1970. According to the records that I have,they are as follows: New Mexico School for the Deaf-1963. St. Mary's School for the Deaf-1964. Arizona School for the Deaf and theBlind-1964. Western Pennsylvania School for the Deaf-1965. North Dakota School for the Deaf-1965. De Paul Institute for the Deaf-1966. Kentucky School for the Deaf-1966. Kansas School for the Deaf-1968. Arkansas School for the Deaf-1968. Oklahoma School for the Deaf-1968. North Carolina School for the Deaf-1970. This year two additional schoolswere recommended for accreditation, the Idaho School for the Deaf andthe Florida School for the Deaf and the Blind. We are also pleased to report that to date inquiriesand requests concerning accreditation have been received fromother schools located in various parts of the country. Evidentlythe schools were unable to secure funds for accreditationor might have had other requirements that could not be met during thisyear. I should like to take this opportunity toexpress my sincere thanks to the accreditation committee for their assistance during thispast year and especially to the following people who have given freely of their time and energy to do the evaluation work. Mr. Lloyd Harrison, Superintendent, Missouri School for the Deaf. Mr. George Thompson, Superintendent, Nebraska School for the Deaf. Mr. Kenneth Huff, Superintendent, Wisconsin School for the Deaf. Dr. Wm. N. Craig, Superintendent, W. Pennsylvania School for the Deaf. Dr. Wm. Jackson, Director, Southern Regional Media Center for the Deaf. Mr. Jack Brady, Superintendent, Kentucky School for the Deaf. Respectfully submitted, JAMES A. LrrrLE, Chairman, Accreditation Committee. 725 COMMITTEE ON TRAINING AND CERTIFICATION OF DORMITORY COUNSELORS Secretary's Report

Applications accepted 184 Applications rejected 9 Total applications received 193 Certificates issued: Class A 34+1 Class B 50+1 Class C 100 Total 184+2 upgraded Number of certificates issued by States: North Carolina School for the Deaf 35 California School for the Deaf (Berkeley) 24 Oregon State School for the Deaf 24 New Mexico School for the Deaf 18 Alberta School for the Deaf (Canada) 17+1 Florida School for the Deaf 1b American School for the Deaf (Connecticut) 12 Kansas School for the Deaf 9 Minnesota School for the Deaf 4 St. Mary's School for the Deaf (New York) 4 Ontario School for the Deaf (Belleville) 3 Louisiana State School fop the Deaf 3 West Virginia School for the Deaf 3 Subtotal 171+1 Arkansas School for the Deaf_ 2 Interprovincial School for the Deaf (Nova Scotia) 2 Iowa School for the Deaf 2 Lexington School for the Deaf (New York) 2 Boston School for the Deaf (Massachusetts) 1+1' Arizona State School for the Deaf 1 Colorado School for the Deaf 1 Governor Baxter State School for the Deaf (Maine) 1 Virginia State School (Hampton) 1 Grand total 184+ 2 This report covers the period from April 7, 1964, to June 15, 1971. JOSEPH P. YOUNG, Jr., Secretary.

FINANCIAL REPORT April 1, 1970-June 15, 1971 Income Balance on hand, April 1, 1970 $420.93 Application fees received 153.00 $573.93 Expenses Miscellaneous purchases: seals, ink, pens 15.00

Balance, June 15, 1971 558.93 The foregoing funds have been paced in a savings account in the Maine National Bank, Falmouth, Maine. JOSEPH P. YOUNOS, Jr., Secretary.

'130 726 REPORT OF THE REPRESENTATIVES OFTHE CONFER- ENCE OF EXECUTIVESTO THE NATIONAL ON SERVICES COMMITTEE FOR DEAF-BLINDCHILDREN Last October, inLouisville, Kentucky, ested in the education all persons present inter- of deaf-blind childrenmet and formedan organization under the titlethe National Committee Deaf-Blind Children. Their on Services for replace the former intention is that thiscommittee should National Committeefor Deaf-Blind Children since this committee hadserved its purpose. its chairman expressed The committee through a desire to be affiliated withthe Association for Education of theVisually Handicapped Educational Administrators as well as the Council of quence, I appointed of Schools for theDeaf. As aconse- au Ad Hoc Committee to considerthe request with the resultantrecommendations which approved by the officers and were presented to and directors of the AEVH.In undertaking this action, the offic:rs and directors of the AEVH the CEASD wouldprovide similar were hopeful that national committee. or equivalent support for the At a meeting held October 26, 1970, inLouisville, Kentucky, all three committee memberswere present; Leland C. Sanborn, Shinpaugh and Edward J. Joe R. guest.. Waterhouse with Benjamin F.Smith as It was reported that the National Committeeon Services for Deaf- Blind Children desiredan affiliation with AEVH Conference of Executives as well as the of American Schools forthe Deaf. Yet this group prefers a degree ofautonomy for open membership ness actions. and busi- The AEVH special committeerecommends: (1) That both AEVHand CEASD presidentsappoint a representative to be a memberof the National Committee Deaf-Blind Children and that on Services for be an ex-officio member. the president of AEVH andCEASD (2) Membershipon the National Committee be ested persons. open to all inter- (3) The National Committee elect itsOWITofficers and establishan executive committee inOctober of the even years. years for terms of two (4) The National Committeesubmit a report to theBoard of Directors of both organizationsannually. Respectfully submitted, EDWARD W. REAY,Superintendent, Idaho School for the Deaf andBlind. ELDON STIIPMAN,Superintendent, Wed Virginia School for theDeaf and Blind. REPORT OF THE COMMITTEEON EDUCATIONAL RESEARCH Present: Dr. Kenneth Mangan ; Dr. LloydGraunke, Dr. Jerome Schein. Dr. Robert Frisinn, Acting Chairman. This report updates the functions mittee on Research. The and responsibilities of theCom- Research Committee of theAmerican Asso- 727 elation of Schools for the Deaf functions in an advisory capacity to the President on matters pertaining to research in the area of deafness. Pursuant with this the Committee views its areasof concentration along the followingi nes :

AREA No. 1 To collate and suggest for dissemination such informationregarding research as may be of usefulness to the association members and other appropriate groups and individuals Special items of research that are not routinely handled in other ways might be given some attention by this Committee so as tocall attention the Association to them. AREA No. 2 To serve in an advisory capacity to members of the association regarding research as they may request such assistance through the office of the president Examples of ways in which the Research Committee might be useful to Association members include such functions as: (1) Assisting to locate part-time or full-time research talent needed by the school or program. (2) Serving in an advisory capacity in the planning and/or conduct of research in the member's program. (3) Serving as an informational resource on research aspects of deafness to the Association. (4) Encouraging research groups and individuals in and outside government to focus on problems considered by Association members to be of critical importance in the education of deaf persons. (5) Advising the President on current research issues for presentation and discussion of "white papers" at the biennial meetingsof the Association. AREA No. 3 To recommend and to inform the association through its president on research implications of matters pertaining to impending or enacted legislation by various governmental bodies In conclusion, the Committee views its role as one of greatuseful- ness to the Association by performing thefunctions stated above. The Committee suggests that these functions and responsibilitiesbe actively carried out and that the members of the Associationbe made aware that such services areavailable to them through the Committee. The Committee recommends that this report be referred tothe Execu- tive Committee for further action. REPORT OF THE COMMITTEE ON HIGHEREDUCATION The committee met at 7 :30 a.m., June 26, 1971 withthe chairman and three other members present. A definition of committee function was necessary andthe following represent the thinking of this group. A. To serve in an advisory role to the presidentof CEASD regarding post-secondary education for deaf students.In conjunction with

77.903 0 72 47 (-)Q9 728 this, it is the suggestion ofthe committee Toronto meetingfor a discussion that time be to post-secondary of thecurrent situationallotted at the plished by programs for deaf with respect the presentationof one students. Thiscould be by a paneland open or two "position accom- B. Toserve in andiscussion. papers" followed Conference in advisory capacityto individual the committeeany mannerthey might members ofthe could aid in feel beneficial.In particular, ing, delineating formulatingguidelines for secondary programs, and the proper fund- educationfacilities forgeographiclocations of It is feltthat CEASD deaf students. new post- respective memberscan be of valuable states by making service in their instances where themselvesavailable under the establishmentof as a consultantin consideration.This would post-secondaryprograms is ing existingfacilities and reduce thepossibilities of programs geared enhance theopportunity forduplicat- C. To keep to the needsof the type providing informed of of populationto be served. affectspost-secondary enacted andimpending with the education ofdeaf studentslegislation which legislationcommittee of and tocooperate cation of andthe need for CEASD inregard to the action on suchinformation. communi- CEC INTERAGENCYCOMMITTEE Report ofMeeting January The CEC 6, 1971 tality House,InteragencyCommittee met Crystal City, January 6,1971, at Hospi- the meeting.List of Arlington, Va.Dr. Leo William C. participants isattached. Connor chaired Geer, CECExecutive tee's functionas that of "a Secretary,reviewed the happensor shouldn't forum wherepeople talk commit- Members have happen to thechildren we're about what mutual interestin the needs interested in." of exceptionalchildren. CEC INFORMATION ITEMS Dr. Teresa REPORTED tion CenterLawrencesummarized and reportedthe Centeractivities of theCEC Informa- more in-depthservices. staff's plansto offer broader, Fred Weintraubdescribed the working inCEC and State-Federal said thecenter can InformationCenter concerning handicapped run searcheson any laws havingeducational children thatcan be broadly forthcoming 50th implications.Maurice Flagg construedas vited to help anniversary (1972) reported CEC's mark the and saidagencies will be in- child needs, observance, whichwill focus services andprogress. on exceptional

AOENCY PRESENTATIONS Thomas Skelley, tion Services Chief, Divisionof Disability Administration, Services, Rehabilita- velopmental WHEW: Reviewedaction of the WHEW Disabilities Act... Division of Metal De- developing Retardation in sory Council for implementationmaterials.. DevelopmentalDisabilities . National Advi- was meetingJanuary 6 & ejcv) 6 t.}ti 729 7 to consider draft regulations, will be meeting again before March 1 to determine ways for state governors to implement the act... $11.215million appropriated for 1970-71 year. Carolyn Harmon, Assistant to the Dir,-,:tor, Office of Child Devel- opment, D/HEW: Office of Child Development "inherited the mandate of the old Children's Bureau" .. presently administers only the Head Start program ..anticipates much activity growth in the day care and child development areas, these being a component of all foreseeable legislation in areas of OCD interest ...OCD is trying to prepare the nation for day care for children, will publish a"13rinci- ples of Day Care" handbook, expects to contract in1972for a handbook on clay care of handicapped children ...continuing parent and child center demonstrations for coming year and evaluating ...developing child care training and people and plan to produce a cadre of teacher aides. Edwin W. Martin, Associate Commissioner, Bureau of Education for the Handicapped, U.S. Office of Education : Rersortedcompilation of document on how to get greatest impact from $1 millionin developmental disabilities legislation for learning disabledchildren,.. Noted increase in USOE funding for exceptional child programs from$35million in FY67 to $225 million today($130million of this via BEH) ...Reported chief BEH priority as carefully targeted support for innovative state and local programs. Fred Weintraub, in a springboard summary oflegislative and government trends, summarized developments affectingexceptional child programs (specific legislation, agencypersonnel changes, White House Conference on Children Nixon Administrationactions, new "in" phrases such as"accountability," etc.)...Suggested that agencies consider a "politics of positivism" inrelations to Nixon Administration initiatives, consider how those initiatives could serve exceptional children ...Noted that growing competition for appropriations may disadvantage handicapped and require newapproaches on part of agencies advancinginterests of exceptional .Said that organizations are increasingly being called upon to monitorpublic agency actions ...Pointed out that organizations themselves, in order to be effective change agents, will need to serve asmodels of change and cooperation ...Saw a trend away from agency-organization focus on programming to a focus cm the child. Frank Withrow summarized "Closer Look," anational communications effort in which the Bureau for Education of theHandicapped is seeking to promote careers in work with the handicappedand fuller development of services for the handicapped. Discussion following the Weintraub presentationfocused on the implications of revenue-sharing. Point was madethat organizations will need to refocus much of their governmentalrelations work on state and local governments. But U.S.congressional money-channel- ing committees remain highly important. Group asked CEC Governmental RelationsUnit to make a report to next meeting about legislationapproaches, initiatives, etc. General discussion revealed the following asleading areas of interest among those attending: Advocacy(what does it mean to whom?) ..rights of .. gaps inservices ...50-state comprehensive efforts . the handicapped child ... revenuesharing and its implications.

73f 1 730 Re future tinuity ofmeetings: ChairmanConnor stressed persons attendingso committee importance ofcon- carry through.. can tackle questions year. . consensus of groupseemed to be and for threemeetings REPORT OF MEMBERSHIPCOMMITTEE At theExecutive Committeemeeting in problems dealingwith membership February, mostof the recommendationshave been were discussedand apparently Conference. These made whichwill be discussed recommendations by the total (a) Need forcentralizing dealt with thefollowing: (b) Applications membershipoperations. backloghowto prevent? (c) Use ofstandard application (d) Methodof nominating form. (e) Methodof keeping associate members. (a) The needfor centralizingmembership filesup-to-date. it up in theExecutive membership hasbeen met by 'Washington the Secretary's office.In addition setting keeping a runningChairman ofthe Membership to the set-up in list onmembership in Committee is also (b) TheMembership Iowa. ing rapidlyand apparentlyCommittee isnow keeping (c) A there isno more backlog.applicationsmov- new form willprobably be and broughtto the Conference completed by theend of this (d) The for approval. year present methodof nominating be satisfactoryand will be associate members continues to continued. Thelist of associateseems to grow and it is hopedthat we will members (e) Through build thisarea up. the ExecutiveSecretary's office the MembershipCommittee, and the Chairmanof up-to-date. The we are able to keepthe membership of the schools are billedthrough the files bookkeeping is done national officeand most The Membership in that office. Committee standsby ready nouncementcan go out to the to serve. Anan- Conference iseligible to entire membershipthat. anyone in ship if nominatea person for Honorary the names are submittedto the Chairman Member- Committee. Thesenames will be of theMembership Committee andthen on to theforwarded to theremainder of the ence. Executive Committeeof the Confer- It is felt that the Membershipeverything isunder controlin this Committee isstanding by department and happen if thenew regulations, waiting tosee what will tee, are adopted. as proposed by theExecutive Commit- C. JOSEPH GMICORECO, Chairman. REPORT OF THE COMMITTEEON STATISTICS David M. Peter OwsleyDentonChairman Lois Keizer Leo Connor June Miller John Harrington Roy K. Holcomb Rev. James L.Aaron Hazel Hobbs Harriet G. Kopp Gerald W. Powers F. G. F.Cartwright The present Committeeon Statistics of the Conference, an opportunity to meet since its has not had the Committee has formulation. The only formalcontact had, has been throughthe mail. The report being submitted by thisCommittee, therefore, does work undertaken by the not represent specific projects of vital Committee itself, but insteaddeals with two concern and interest, not onlyto the Committee, but to the Conference of Executivesas well. Those projects 1. The Annual Survey are: of Hearing ImpairedChildren and Youth conducted by the Office ofDemographic Studies at 2. The National Census Gallaudet College. of the Deaf which isbeing conducted by the National Associationof the Deaf. Through thegenerous assistance of Dr. Jerome Director and Mr. Marcus Shein, Project T. Delk, SeniorResearch Associate, the Committee on Statisticsis submitting to the report. of the National Conference a progress Census of the Deaf. Alimited number of additional copies of thisreport shall be made available requesting them. to persons Through the excellent cooperation of Mr. AugustineGentile and his staff in the Officeof Demographic Studies, report on the activities of a similar progress The Annual Survey OfHearing Impaired Children and Youth hasbeen made available tothe Committee. Ad- ditional copies of thisreport. are also available. The information beingprovided by The Annual The National Census is Survey and by of immeasurable valueto administrators of school programs. Iam sure that the Committeeon Statistics echoes the sentiments of theConference of Executives when itude to the National expressing grat- Association of the. Deaf and theOffice of Demo- graphic Studies for thesetwo excellent projects. THE ANNUAL SURVEY OF HEARING IMPAIREDCHIL- DREN AND YOUTHBACKGROUND AND CURRENT ACTIVITIES The Annual Surveywas formally established in May, 1968 conducted by the Office of and is Demographic Studies of GallaudetCollege. The operational feasibilityand methodologies of the determined during two preceding program were work in a five state years of pilot and developmental tion for the Handicapped,area. The Division of Research, Bureau ofEduca- Office of Education, Departmentof Health, Education andWelfare, initiated the AnnualSurvey and provides most of the funding.It took root, however, of many organizations from the efforts for a central and and individuals in the fieldwho saw a need tics on deafness.permanent organization for thecollection of statis-

1968-69 SCHOOL. YEAR DATACOLLECTION During the first year of the program, data collectionactivities were directed towards all schoolsfor the deaf anda representative sample (15 percent) of all specialclasses. In addition, recordson students who were receiving itinerantservices were obtained in total states and in part from several from two states. In all 25,363 individualrecords

636d_ 732 were collected. This represents nearly 80percent of the total ment of all institutionsinvited to participate. enroll- Also, during thefirst yearan academic achievement gram was conducted. Over12.000 Stanford testing pro- administered. TheAnnual Survey suppliedAchievement Testswere scoring services freeof charge to testing materialsand ment test scores for participatingprograms. Achieve- hearing impairedstudents based that testingprogram were published and on the results of 1969. In addition, distributed in the Fallof each participatingschool received distribution achievement testscores based on the performance of dents. Specific of their own stu- information regardingmethodologies andcontent of the achievement testingprogram can be found in the the Annual Surveyentitled Academic publication by ance of /Tearing Impaired Achievement Test Perform- Students: United States,Spring 1969.

1969-70 SCI001. YEARDATA COLLECTION Last year the AnnualSurvey extended its made to reach studentsin all of the specialcoverage. Efforts were impaired, as well classes for the hearing as in all of the schools.Data were obtained 35,285 students from435 reporting on now being prepared from sources. Several publicationsare these data. They willinclude,: Marginal summariespresented for a number of to give overview ofdata. variables in order Detailed History ofHearing LossVariables Onset of Loss, Age Loss to include Age of Discovered, ProbableCause of Loss, Siblings' Hearing Lossand Parental Hearing Preschool ChildrenOnly Loss. age and under. Variablesconcerned with studentssix years of to include Parent Training,Age at Onset, Types of Program,Age Started Education. Detailed Audiological ard Used, Place Examined,InformationVariables to includeStand- Profession of Examiner,SAT and SILT Results. May alsoexamine degree of reporting complete audiological. for the Additional CharacteristicsTo variables Age Started provide cross tabulationsof the Type of First EducationalFormal Education Priorto Age Six, Loss Discovered. Program, Age at Onset andAge Additional CharacteristicsCrosstabulations between the variables Additional HandicappingConditions, Type of Educa- tional Program and Age.Started Education. These publicationsare expected to appear during the Summer of thisyear. Spring and

1970-71 SCI1001. YEARDATA COLLECTIONS The forms for the 1970-71school year are processed in the office. now being received and Approximately 600 reportingsources with about 42,000 students enrolledin their programs the Annual Survey this are cooperating with year. This represents an increase. of 197new participating educationalprograms with almost 8,000 students. At the same time, about 98% of those programs thatparticipated last year have been retained in this year'sSurvey. Of the almost 800

ehintAi JO i 733 programs invited to participate in Year III's data collection, 77% responded affirmatively. These 800 programs have an estimated enrollment of 48,000 hearing impaired children. An Achievement Testing Program is again being conducted this year by the Annual Survey. Approximately 305 sources including roughly 22,000 students are involved in this program. The procedures being followed in the current program were heavily influenced by the results of Achievement Testing Program conducted by the Annual Survey during the 1968-69 school year. This influence is especially reflected in three areas of this year's program :(1) Studmts were given a screening test to determine the most approximatebattery they should receive. (2) The schools were supplied with practice materials for their students. (3) In cooperation with Harcourt Brace & Jova- novich, the test publishers, special variations in the standard tests were developed where hearing impairmentintroduced special problems or unfair disadvantages to hearing impaired students. The fact that a reliability study will be conducted on this year's program further distinguishes it from the 1968-69 program.Eight schools and 185 students will be involved in this test-retest reliability study. In conjunction with this work, the question of the validityof these tests will also be considered. This will be approachedin two ways: first, teachers will be asked topredict student performance; second, internal analysis of the items will be conducted. Three publications based on the results of this testing program are planned for later this year. NATIONAL CENSUS OF THE DEAF Progress Report II I. Puurosts OF THE PROJECT A. To determine the size. of the deaf population of theUnited States, its geographical distribution, and its demographiccharacteris- tics. In accomplishing these objectives, the Census will develop and refine methods which can be applied to subgroups of deaf persons and to other handicapped populations. B. To obtain directly from deaf persons such additional information about the deaf population as will lend to a fuller understanding of the situation of 0...41 adults in the world of work. The resultsof the Census will ultimately improve the lives of deaf people byproviding more accurate information about their needs and therebyleading to better programs to meet these needs. C. Because of the complexity of this project, a brief outlineof the phases of the Census and the purpose of each is inserted here. 1. List. Building. A concerted effort has been made togather the name and address of every deaf person in the United States. Analysis of this List will provide one estimate of the geographical distribution of deaf people in the United States. 2. Verification Program. Some names on the List maydupli- cate one another; some may be those of deceased persons; some may be those of hearing persons; some names oraddresses may

738 734 be incorrect..To correct being mailed these possibleerrors, a questionnaire to everyname on the List. is tionnaireresponses will yield In addition,the ques- about the deafpersons on the List.basic demographicinformation 3. HouseholdSurvey. To obtain prevalence ofdeafnessthat is,an independentestimate of the plete the List to determinehow nearly isa nationwide,stratified sample com- holds will becontacted by the of 42,000house- tics, U.S.Department of National Centerfor HealthStatis- 4. Interviews Health, Educationand Welfare. the List in with DeafPersons. Samples accordance withthe data will be drawnfrom graphic anddemographic gathered aboutthe geo- Persons in the distribution ofthe deaf detailed samples will be population. informationwhich theinterviewed toobtain directlythe Census was createdto gather. II. SUMMARYOF PREVIOUS ACCOMPLISHMENTS Plans for theNational Census over nearlya decade. In of time Deafhave been ducted by the that. periodrelevant studies developed directors ofthis project, have beencon- Center forHealth Statistics supported bythe National Health Survey); the U.S. Office(and itspredecessor, the of Neurological of Education; the NationalNational Service and Diseases andBlindness; Social Institute one of itspredecessor and Rehabilitation tionalRehabilitation, components, theOffice of Voca- ministration. subsequently theVocational These studieshave been Rehabilitation Ad- application andin last year's described in the here only progress report. We,original grant. to a few majorpoints derived therefore, refer most directlyon planned from previous the next developments in the work that bear year. present projectduring A. Definition of the targetpopulation Extensive research has led toan operational been successfullytested in definition whichhas conditions, andwith a variety oflocations, under out hearing many variedgroups of persons, differing losses. Thetarget population with and with- expository termsas: All for the Census States who non-institutionalized is defined in have lost,or have never had,residents of theUnited understand speecheven when amplified, the abilityto hear and prior to 19years of age. this loss havingbeen suffered The degreeof loss will oped by Schein, be determinedby the hearing at onset will Gentile andHaase from scale devel- be establishedfrom the Bigman's earlierwork. Age designed bythese researchers. answers to questionspreviously B. Sampledesign The general rationale havestatistical designof the Census been elaboratedby the notedand itsunderlying Cohen, Presidentof Response statistician, Reuben Jersey, whocontinues AnalysisCorporation, Princeton, earlier uncertainty as statisticalconsultant to the New phase of the concerning samplesize in the Census. The Census has beenresolved by Household Survey securing thecooperation of 735

the National Center forHealth Statistics. thus making possiblethe use of a 42,000-household National sample(see below. Section "Sample Design"). C. Casefinding Earlier studies contributedthe techniques for List. Building.The efficiency of the List Buildingoperation will be tested by the Verifi- cation Program, beginningJanuary 18, 1971. Information concerning this program, described iuSection IIIC, will be valuableto persons designing studies of otherhandicapped groups. D. Computer programming A major problem, that ofeconomically eliminating duplications from the name list,was solved, largely by Robert Herbo ld, of the Gallaudet College ElectronicData Processing Laboratory, who adapted earlier computer researchto the,special needs of the Census. E. Field problems A number of feasibility studieswere conducted to determine the validity and reliability of theCensus methods. Included in thisre- search were development andtesting of the Hearing Scale, designof a mail questionnaire and testing of mailprocedures, analysis and validation of questionnaireresponses, and studies of interviewing of deaf respondents. F. Questionnaire design It was determined earlierthat a three-step series of inquiries would represent the most efficientmeans of gathering maximum information within the budgetary limitsof the Census. "Basic" data, including degree of hearing loss,age at onset, geographical location, age,sex, and marital status, will beobtained through the questionnaire already mailed to everyperson on the Name List. A secondrange of information items ("Standard"data), such as labor force status and educational achievement, will beobtained for respondents in allper- sonal interviews. Subsampleswill then be asked toanswer more detailed inquiries (for"Supplemental" data) into specializedareas. Thus, basic data will be gatheredfor 100% of the Name List; standard data for a sample ofabout 3,000; and supplemental data of various topics for samples whichmay range from 500 persons up, with the sample size adjustedto the desired level of samplingerror, consistent with the cost of obtainingand processing the data.

III. ACTIVITIES FROM JANUARY1, 1970 TO DECEMBER 31, 1970 The previous report dealt withthe initial six months of the Census, which started late asa result of delayed funding. This report, however, covers a full twelve-month period. As inthe earlier report, the subsections of Section IIIare keyed to the pages of the initial grant request on which the various activitiesof the Census are discussed. A. Personnel Several significant additionsto the Census staff were made during the year. Most notably, Mr. MarcusDe lk joined the Census staff in October, 1970, as Research Associate.Mr. De lk was most recentlya n fc'2V 736 Survey Statisticianwith the served in the P.S. Bureauof the Center for division whichmaintained Census. wherehe Health Statistics. liaison withthe National of Mr. PeterRies. Mr. In January,1971. upon ciate. Because De lkwas promoted the resignation opportunities for to Senior the conductof social deafpersons to acquireResearch Asso- Census is research havebeen almost experience in pleased tohave hired nonexistent. ceiveda Master's Mr. WillisMann, who the versity of Degree inrehabilitation recentlyre- Maryland andwho had counseling fromthe Uni- science researchmethods. Mr. graduatecourse work in sistant. inJune. Mrs. Mann wasemployed social publicizing Mary Jane as ResearchAs- the Censusto obtain Rhodeswas given the she has filled cooperation in task of the clerical with greatvigor and List Building.a role staff wasbrought ingenuity. Alsoduring the Mentionmust be made up to full strength. year a parttime, and here of the sometimes exceptional serviceprovided National gratis. basisby members on for theAssociation ofthe Deaf, of the Junior Deaf, and students atthe. Maryland Jerald Jordan faculty andstudents at School and Mr.Robert GallandetCollege. Mr. Director,respectively, of Herbold,Director and essingLaboratory, the GallaudetCollege Assistant writing the continuedas the consultantsElectronic DataProc- requiredprograms and on computer Gallaudet supervising the services. at the MarylandCollege. Mrs.Betty O'Rourke keypunchingat School for managed the During 1970 the Deaf. keypunching the Censusadded the gology to itslist of AmericanCouncil of the list of sponsoringorganizations. Otolaryn- tional supportinggroups to 19, This additionbrings professionalor lay organizationencompassing deafness. nearlyevery na- concerned withthe problemof B.Public relations The publicrelations Gaussian activities, whenviewed curve: the slopeis low at over time. resemble peak. and itthen falls the outset,it rises a because the off rapidlyonce more to rapidly toa need forintense publicity a low level. This period, Tooearly a is concentrated is cannot be campaign would in the middle expected to obviously bewasteful. as people. over a longperiod. maintain interestin an activity to the time Appeals foraction like the Census when action are neededas close as possible widespread (i.e., cooperation) publicity willbe similarly is desired.The need for Program, whenpublication of reduced afterthe Verification Census willserve as a substantialthe findingsof the initial succeeding incentive to phase of the An extensivepersonal-interviewphase. cooperation duringthe of Mrs. publicity campaignwas launched Rhodes, rangingfrom under thedirection staff membersto the distributionappearances at conventions for and of posters. by Census appeared ina variety of Articleswere, prepared Arrangementswere made for publications,lay and pany mail stuffers mention of theCensus inprofessional. utility and in radioand television com- Furthermore, directmail contact. spot announcements. affiliate of theNational was made withleaders of each with List Association ofthe Deaf to state Building andVerification. enlist assistance

711 737

The publicity campaign hadtwo broad objectives: (a) to assist in locating deaf persons and (b) tourge respondents to return the questionnaires they would receive inJanuary, 1971. The latter purpose is especially important in assuringa good mail response to the Verification Program. As evidenced bythe results, the List Building was very successful. The publicity campaign doubtlesscontributed substantially to thatsuccess. It is hoped that the actions to encourage return of the mail questionnaires will be equallysuccessful. Probably the most productive step inthe publicity campaign was the meeting on Identification of BlackDeaf Persons. Because of the concern that Black and other minority-group deafpersons would be missed, the Census called together leadersof the Black community and persons familiar with Spanish-speakingand low-income deaf persons. The meeting developed a series of recommendations.It is believed that the Census, by following these,will uncover a substantial proportion of the minority-groupdeaf populations. It should also be noted that the New YorkState Temporary Com- mission on Deafness adopteda resolution officially endorsing the National Census of the Deaf. Similarly,the Mayor of Hampton, Vir- ginia issued an endorsement of theCensus. thereby providing widespread publicity throughout that city'sgovernment. C.List. Building and Verification The preliminary closing date for theList Building was December 24, 1970. The total number of unduplicatednames on the Name List was 249.882. There are an additional 40,000 students inthe Annual Survey of Hearing Impaired Children andYouth (ASHICY), concerning whom appropriate information is available. Since December 24th,sonic 17,581 additional names and addresses have been received, and the State ofCalifornia has informed the Census that its list of approximately6,000 DWI clients is being prepared for mailing to the Census.There, will this be over 20,000 persons whose names and addresses will have beta received bythe final closing date of February 1, 1971. One factor substantially aiding the List. Buildingwas a memoran- dum from Edward Newman. Commissionerof the Rehabilitation Services Administration, to heads of the StateVocational Rehabilita- tion Agencies. Commissioner Newnuin'sassurances that the Census would maintain' strict confidentiality ofall information given it and his urging that State vocational rehabilitationagencies cooperate with the Census undoubtedly increasedsubstantially the number of participating groups. The acquisition of theCalifornia Department of Vocational Rehabilitation's client list, alone,must be considered a major consequence of the Commissioner'smemorandum. Of the 271,000 or more persons to whom theverification questionnaire will be sent, not all will turn outto be deaf. Indeed, some may not be alive. The Verification Program is intendedto determine: 1. Whether the addressee is alive. and residing at the addresson the Name List 2. Whether the addressee falls within the definition of the target population 3. Whether there are any duplicate entries. Although thecomputer eliminated all duplications that it could identify, it could

?VI -11-d 738

not detect. for example.a woman listed under and marriednames both her maiden The VerificationProgram was pretested and eliminate in severalways to detect any inadequacies inquestionnaire design themailingprocedures: The detailed or flaws in which has been report of the pretestproeednres prepared offerssome assurance of the reliability this phase of theCensus. and will of prove helpful in the conductof studies. The principalpretest is described here One thonsand andforty-three briefly. They included: persons were selected for thepretest. 1. 500 distributedacross the whole country, of known to be deafand 100 were drawn whom 400 were directories at random from telephone 2. 238 deaf persons in the Minneapolis-St.Paul area. a sample of whomwers. interviewed by the National Center forHealth statistics in pretestingour Household Survey 3. 305 persons in the State of Maryland,of whom 205 deaf and 100were drawn at random were directories from Maryland telephone The pretest consisted of au original mailingof a questionnaire all participants. andtwo successive follow-up to had not returned mailings to those who questionnaires. In addition,subsamples of respondents and nonrespondentswere interviewed. The original mailingbrought a return of may be deceptively low, 43.7 percent. That figure as the Post Office treatedsonic unknown. but large. limber of thequestionnaires follow-up, half the as third-class mail. On thefirst nonrespondeuts weresent a second questionnaire with a coveringletter. half received only the questionnaire.The response, rates in these twohalves were increased percentage points, respectively. by 29.1 and 24.4 ditions: (a) letter The second follow-upvaried two con- or no letter and (b) originalor abbreviated form of the questionnaire.The increased response resulting from thevar- ions forms of the secondfollow-up ranged from (no letter, long form) 5.8 percentage points to 13.3 points (letter. shortform). The response rates forthe several variations ranged from 73.9 to in mailing procedures 86.1 percent. Therewas a significant difference between theresponses from deaf sous. On the original mailing, persons and those of hearingper - the response rate for deafrespondents was 46.4 percent. while forthe random sample. ingpersons. presnmably ofhear- therate was 11.6 percent.There were no significant differences by geographicarea. The pretest was intended to check the questionnaireas well as the mail procedures. Fortypersonal interviews Spring, Maryland, 65 in were conducted in Silver eastern Maryland. and 36 inMinneapolis, :Minnesota. The interviewsattempted to elicit attitudes, information misconceptions and about which wouldassist in redesigning the questionnaire. Some minordetails in design difficulties were reported. were, criticized but few Of the 14 percent of theinterviewees who mentioned some problemin completing the plainecl about the form, over halfcom- type size. Revision of thequestionnaire took this and other criticism intoaccount. The mail returns were also carefully checked foradequacy of re- spouse and internal consistency. Asa final measure, the firm of Erdos 739 and Morgan. Inc..mail survey specialists. the final draftand suggest were retained to examine suggested might any modification thattheir experience improve the rateor quality of response. It is that the greatcare exercised in the believed and mailing design of the mailquestionnaire procedures will bereflected in the Census The immensity ofthe Verification outcome. special staff to handle Program precludedassembling a it. since the entireoperation must be apprmimtely sixweeks. To select completed bids were solicited a contractor for thisPrognim. from concerns withgood reputations mg mass mailings. Severalsite visits and for .process- resulted in the selectionof the :kilogramtwo months of negotiations Virginia. The Anagram Corporatifm. FallsChurch. Corporation provedto have extensive plIter. printing. mailing.and processing coal- excellent reputation facilities. in additionto an for the mailing for quality work.The arrangements out and processingof returned concluded contained proceduresfor quality control questionnaires also assure a high quality checks whichare essential to cont ract or. result. regardless ofthe reputation ofthe D. Sam piede8ign Paralleling theVerification Program signed to determine is the HouseholdSurvey. de- the completenessof the Name List. an independent estimateof the size of the by providing attention had been deaf population.Much devoted earlierto the problem of mation froma sample of adequate size obtaining infor- the Cenzus. This at a price within thebudget of problem was resolvedwhen the National Health .Statisticsagreed to include Center for 1971 nationvide questions for theCensus in the Health InterviewSurvey. Ata cost to the Census of no more than half thelowest estimate view Survey will obtainable. the HealthInter- cover 42,000 householdscontaining 150.000 persons. Thissample size approaches more than specified in Design the 50.000 households Number 2 (discussedin the original posal, page 13).The resulting population grant pro- satisfactory precision. estimates should thenhave In August. 1970,the household Bureau of the Census. interview was pretested.bythe P. S. acting as collectingagent of the National Center for HealthStatistics. Interviewer by members of performance was monitored the staff of theNational.Census of the met with representativesof the National Deaf. who then to resolve observed Center for HealthStatistics the final trainingdifficulties. Census staff'members also monitored York. sessions for the HealthInterview Survey.in New The. Census staffhas been well interviewer training impressed by theprovisions for and supervision ofthe National Center Health Statistics. Theseveral days of for prepared and training had beencarefully were well administered.Provisions for close were equally impressive.A ?34 -page Interviewer's supervision current Health Interview Manual for the Survey carrieda special 7-page supplement dealing with thequestions added for Deaf. The Census the NationalCensus of the staff regards theprotracted negotiations were required to obtain'the cooperation of which Health Statisticsas eminently worth-while.the National Centerfor 740 Quextio nairedeRign The SecondAnnual Meeting clude a numberof experts on the Censuswas expanded the Liaison on deafness in to in- Committee andthe Nationaladdition to themembers of flected in theProceedings of Advisory Council.As re- devoted toexploring the that meeting.almost the full the Census question : "What time should inquirein its third phase?"are the topics intowhich Ten broadareas were specified. was consideredso crucial The first ofthese, Communication. remaining nine. as to be integrally The otherareas listed were related to eachof the Occupational andVocational Situation Ednea tion andTraining Family Life Ownership and Mobility Consumption Social Life Political Behavior Health and Attitudes Religion As pointed out above. thenext phase of interviews ofsamples of the the Census willinvolve is being usedas a basis fordeaf population.The list of topics This phase developing the above of the Censusis discussed content of theinterviews. Sullimury in Section IVof this report. The first goalof the Census satisfactory results. has beenachieved with piled. which A NationalList of Deaf apparently totalsover a quarter of Persons has beencom- ASHICrs figures a millionnames. Adding the the December on children andyouth to the 24. 1970.preliminary closingnames expected after (17.581 are alreadyon hand at this date for listbuilding ing verificationis 310.000 writing). thegrand total await- the Verification names of reporteddeaf persons. Program willdiscover Of course. List. but withso large a start errors and duplicationsin the the Verified there. isevery reason to List will containa substantial anticipate that persons in the UnitedStates. proportion of alldeaf The painstakingcare with which been developedin all its the VerificationProgram has ity controlof data aspects fromquestionnaire. design processingaugurswell for to qual- of the Census.Similarly. having success of this phase for Health the expertiseof the National Statistics providesample Center Survey will bewell done. assurance that theHousehold The Census is proceedingon schedule. While be done. them.exist no problems substantial worknuist studies byone or more of the not previouslyovercome in earlier reason to doubt that Census staffmembers. There the next stepsin the Census seems no successful as thefirst. program will lx'us

IV. PLANSFOR THE NEXT YEAR In 1971, theCensus will be attention from able for thefirst time to counting deafpersons to learning turn major situations andproblems. During about their life divided among this year, Census the three plannedphases, namely: activities will be V C 741 A. The Verification Program B. The Household Survey C. Interviews of Deaf Persons A. Verification program This program will be completed in the first half of theyear. In that period. a supplementary Name List will be constructed with names received up to February 1. 1971. A mailing and follow-ups to that list will be completed. Returns front the original Name List phis this supplemental one will total. it is estimated. between 200.000 and 250.000. These returns will be used to remove from the Lists duplications and persons not meeting Census criteria. The Verified List will then provide the basis for preliminary informationon the distribution and characteristics of the deaf population. and will be thesam- pling frame front which stratified samples will be drawn for the third phase of the Census; namely, the series of interviews with deafpersons. 73. Household surrey The Health Interview Survey of the National Center for Health Statistics trill continue throughout the calendaryear to ask questions on behalf of the Census. Plans have been drafted in cooperation with the National Center staff for making comparisons betweennames of deaf persons identified in the 42.000 household interviews and the anticipated more than 200.000 names on the Census Name List. Such comparisons, however, will not become possible. until the calendar year 1972 when the names identified during 1971 will become available. These comparisons will test the adequacy of the Name List; in other terms. the deaf persons found in the house-by-house search will provide an independent estimate of the size of the deaf population. The overlap in timing between the Health Interview Survey and the persona] interviews with deaf persons by the Census presentsno statistical or logistical problem. C. Interviews of (leaf persons One of the primary purposes of the Census as stated in Section IB is "To obtain such information front deafpersons as will lead to a fuller understanding of the deaf adult in the world of work." To achieve this purpose, the major tasks of the 1971 calendaryear will be related to personal interviews with deaf persons. This first interview series will focus on two areas of information identifiedas of major importance by our Second Annual Meeting: (a) the occupational] and vocational situation of the deaf and (I) related aspects of their education and training. The first half of the year will be devoted to a number of activities designed to adapt to this interview series the general practices and procedures of interviewing and the special methods developed for the interviewing of deaf persons. Field workthe actual gathering of datawill begin in the latter half of the year. 1. Interview Content. Within the major topic areas, there are numerous subtopics on which information would be of value. Since not all of these can be covered in this one series of interviews, it has been necessary to select the most important from among them. It will be important to design these interviewsso that the data obtained for (leaf persons can be compared with what is known about the education, training, labor-force participation, and work experi-

/1..6 742 cure of the general out and population. Withthis in mind. compiling existing the task ofseeking poses of comparison data on thegeneral population started. with thedeaf population for pur- has alreadybeen As this compilingof material circulatedamong the membersproceeds. draft tional Advisory of the Liaisonquestionnaires willbe tives of the Council. otherexperts on deafness,Committee, theNa- deaf. Theirviews will be and representa- interview content. important inshaping the 2. Plans forData Analysis. questionnaires is Part of the planning theuse of the dataprocess of designingthe questions. Toavoid asking to be derivedfrom the those that will needless questionsand to made in he needed,plans for assure asking advance. Suchplans willutilization ofthe data willbe questionnaire itemsand their affect not onlythe selection responses and organization but of data-processingplans in general.also the precodingof 3. Pretesting.When the tially its final questionnaire isviewed as form, it willbe extensively havingessen- selected torepresent all major pretested with example, those segments of the respondents with littleeducation and deaf population;for at lower andhigher income the bettereducated. whose principal levels, black persons mode of persons and white,those ented tomanual communication isoral as well lead to indicatedcommunication.Analysis of the as those ori- hood of furtherrevisions of the pretest results will pretesting beforequestionnaire draft,with the likeli- final form. the questionnaireis viewed 4. Sample as in Size andSelection. ducted withsamples of deaf Interviews will,of course, be tion Program. prsons identified con- Precise sample through theVerifica- preceding sizes will besettled on the steps. It is evidentthat persons, basis of time sampling units.But information not households,will be the gram. geographicand demographic,obtained in theVerification Pro- List priorto sample will be usedto stratify the required sample selection. Onefactor affecting Name of plans for size will bethe decisions the minimum data analysis. concerning thecomplexity rated and the Further detailsof design will 5. Data sample drawnin this period. be elabo- Gathering. Thegreater part of the personal interviews.Sonic data, data will begathered by the use of however, mightbe gathered a self-administeredform, whether through an interviewer.Such a device delivered by mailor by time. The V.S. Census can cut costs byreducing interview 1970 Decennial Bureau soughtto use self-enumeration Census withmixed in the reviewed indetermining how success. Their experienceswill be used, if at. all. a self-administeredform may best 6. Interviewer he ing places Recruitment. Trainingand Supervision. an unasual burdenon this study. Interview- effect, bilingual;that is. they Interviewers mustbe. mum and manually. must be able to Moreover, theymust understandcommunicate bothorally caps suffered bymany deaf the languagehad- try of Interpreters persons. It is anticipatedthat the Regis- tion of the for the Deaf,affiliated with the Deaf, will beable to identify National Assoca- a sufficient numberof 743

persons to functionas interviewers. Recruitment handled initiallythrough the Registry will. therefore. lie Training will he of Interpreters forthe Deaf. relatively intensive.since the trainees will few, if any, whoare at all familiar with the include interviewing. The requirements of research administration andsupervision of the field will require additionsto the Census staff. work quality of the interviewing Rigorous controlover the will be exercisedthrough close supervision of all field work andthe validation of interviews. a substantial proportion ofthe V. REsEAncn 17TiizATiox:1seEcTs The Census will provide currentinformation about deaf their number.geographical distribution, persons work experience. personalcharacteristics. and specialproblemswhich is essential planning ofprograms. facilities, and services. to the be of value to The information will governmental and voluntaryagencies serving the at national, state andlocal levels, in such deaf education, fields as rehabilitation. manpower training. health. andwelfare. In addition, theCensus will have value studies of the deaf as a prototype for further at regional. state. andlocal levels. The detailed specifications of theNational Census of the its replicationto obtain more precise Deaf will make possible Finally. the procedures estimates for smallerareas. developed in this studyof the deaf will be applicable to thestudy of othergroups of the disabled. The Building. Verification List Program. HouseholdSurvey. and the overall research design andstatistical logic will be numbers and characteristics usable to establish the of other handicappedgroups. REPORT OF THE PUBLIC RELATIONSCOMMITTEE The Public Relations Committee has notmet as a group. and there is nothing to report atthe present time committee since the as to the actions of this meeting held in Floridain 1970. The this lack of action isdue to the fact that reason for up of the Conference is to be the constitution and make- changed. and therefore itwas necessary to mark time until thisis completed. However, there is a task to be completed. Assoon as the Conference decides upon the changesrelative to the format of there will be an immediate the organization. need for the publicationof a directory of some kind. This should becorzise in nature, and sent to various organizations one which can be and groups throughoutthe world. STANLEY D.ROTII,Chairman. GARY A. Cams PAUL RUOY ROBERT S. BROWN HUGO SCHUNII OFF AUDREY HICKS HENRY MINTO PI I I LIP A. BELLEFLEUR THOMAS R. BEHRENS

77.903 0 - 72 - 48 744 REPORT OF THE MEETINGOF COSD OF DIRECTORS BOARD Atlantic City. N.J.. March5-6, 1971 Herewith isa report of the of Connell deliberations of of OrganizationsServing the the Board ofDirectors New Jerseyon March 5 and Deaf heldat Atlantic li representing the (i as submittedby Stanley City. the Deaf alongConference ofExecutives of I). Roth. with JoeYoungs. American Schoolsfor REPORT OF EXECUTIVECOMMITTEE I. OFFICE STAFF or ('OSI)HAs BEEN A. Ed Carneyis the director, REotto,tstzEn B. Mrs. Rhodes.was appointedreplacing MervinGarretson. as Assistant to theDirector. I I. INTut: 1)ntEcwas AS or JANUARY REPORT Tout: BOARD. 1, 1972,rn E IT WAS SUGGESTEDTHAT or (OSI) arcuAmtEn mom OF ruE Boma)or DutEcroas EACII MEMBER TnAT or TWOmEmitEns RE ORGANIZATION :BITINGOX TIlE BOARD, MESE:WI NO oNE MEMBERFROM EACII TO THAT OF ORGANIZATIOX ONLY A. Reasonsas outlined : 1. Saving ofmoney in paying penses of each BoardMember to thetransportation andper diem ex- 2. Thegovernment is looking Board Member. the board.especially in that with disfavoron so many members is increasing. the numberof the member of B.Action : organizations 1. Therewas quitea bit of discussion and the Board relative to this was not ready totake .action suggestion. 2. A motionwas made that the on it. make a carefulstudy of this President appointa committee to meeting of theBoard. resolution, andto report backto the next

M. MISCELLANEOUSACTION AND ANNOUNCEMENTS TI V F COMMUITEE FROM THE EXECU- A. It was reported that theper client for Board Increased front$:20 to $25starting Members would be B. The TV with the next committeewas dissolved, and Board Meeting. mittee appointed. a Public RelationsCom- C. An insuranceplan was I). In order adopted. for theDirector of COSI). $50,000 to stay inbusineSs. the need as matching fundsto that appropriatedwas stressed to raise E. ('OSI) feelsthat there is by thegovernment. between ('OSI)and NACEDandit great need forbetter cooperation to that, end. the director of('OSI) is working F. 1972 Forum:

719 745 I. The 1972 Forum will by held at tlw Holiday River Manor in Memphis. Tenn.. on March 1. . 3.1972. 2. The theme of this Forum will be EDI7CATION'. 3. Letters will be sent front the Direc'tor's office to C.E.D.. A.G.B., and C.E.A.S.D. asking that these organizations along with X.A.D. 1w the responsory for the Forum : (a ) The main responsibility of the sponsor is to be responsibly for the reception held the first evening. (b) The cost of this reception runs about WO (experience of former years). which would mean that each sponsoring organization would be asked for approximately $150. G. 1973 Forum : 1. The suggested theme for the 1973 Forum isTH E DEAF CHILI f'S FAMILY. 2. The place of this Forum will 1w the responsibility of the Director and the. Executive Committee: (a) They will also suggest appropriate dates. REPORT OF THE LEGAL RIGHTS COMMITTEE, DR. RAY JONES I. This committee was able to defeat action in Southern California to bar two deaf teachers (Holcomb and Larson) from teaching in a public school situation merely because they were deaf: A. The committee is making a survey of the various states and cities to make sure that (leaf teachers will not be barred front teaching ht the public schools merely because they are deaf. II. The Citieago and Los Angeles policy departments were sent bulletins which they could use m their orientation lessons in the training of police others as to how to deal with the deaf. III. Priorities: A. Close inspection must be made to make sure that deaf people are not being put into State Hospitals due to communication difficulties: (1) Cases of this kind have been reported. B. Deaf persons themselves must speak out on problems that exist. and not sit back and let others speak for them : 1. They must share with (OSI) the problems of their member organizations. 2. Assist in community action, and become actively involved. C. Leadership training conferences must 1w held for the average deaf adult. D. Legislation should by introduced to make interpreters required for all cases involving (leaf persons: 1. It is up to the deaf themselves to approach their legislators for this legislation. 2. Many times this carries more weight than if done by others. 3. Only five states have this requirement at the present time. E. State associations of the deaf must ask for representation on various state committees. 1. Point out the used for representation. 2. It was suggested that Advisory Committees be set lip for Schools for the Deaf and deaf people sit on these committees. 746

F. Monitor new regulations fromthe Bureau of the Handicapped which discriminate against thedeaf in teacher trainingcenters: (1) Apparently. San Fernando Valley isthe only training centerin the eountry which accepts deaf candidates.

MISCELLANEOUS ACTION I.Dues: A. The increase in dues. whichwas reported in our report given at the meeting of the Conference in St. Augustine. Fla. will beas follows. if approved by the memberorganizations; 1971. $150; 1972. $175; 1t.`73. $200. II. Officers: President : Emil Ladner President-Elect : Dave Denton Vice President : Robert Lauritsen Secretary : Jess Smith Treasurer: Don Peterson New Members of Executive Committee: Mc Cay Vernor Joe Youngs Al Van Nevel Nonlinating Committee: Tracy Huriwitz Willis Ethridge William Woodrick Alex Fleisehmail Rev. Rohe

REPORT OF THE JOINTCOMMITTEE ON AUDIOLOGY AND EDUCATION OF THE DEAF The Committee has not hada meeting since early 1969. This is due to the fact that funds have not beenavailable to support such meetings. however. two significant things havehappened since the last meeting of the Committee:1) a two week instituteon audiology for supervising teachers of the deafwas sponsored by the Committee and hosted by the University of KansasMedical Center with fiinding from the Bureau of Education for theHandicapped; and 2) the production of the final report. "A Studyof Current Practices in Education for Hard-of-Hearing Children".copies of which are available from the national office ofthe American Speech and Hearing Associat ion. It is possible that joint funding fromI3EH and RSA will provide for another two week institute withinthe coming year for exposing field audiologists to the world of educationof the deaf. In that event monies will again become available forface to face meetings of the Committee. Some thinking has gone on in the national officeof ASHA about expanding the Committee, but this willnot be done without full agreement of the existing Committee. Members ofthe..ASHA contingent currently are: Ralph Rupp, Chairman; MayManning; June Miller. 747 REPORT OF COUNCIL ON EDUCATION OF THE DEAF Ben E. Ilothneyer. President The members of the Conference of Executives that serve on the Council are Mr. Lloyd Harrison. Dr. Doin Hicks. Dr. by Ste lle and Dr. Ben E. Hotmeyer. At the annual meeting held February 12. 1971, the following subjects were discussed and were acted on by the Council.

THE INTERNATIONAL. CONGRESS The International Congress on Education of the. Deaf is tentatively set for 1975. Japan has indicated an interest in hosting the Congress. Mr. Oosima representing. Japan at Sweden is working with Japanese officials and a formal invitation is being formulated.

SURVEY OF TEACIIER SUPPLY IN UNITED STATES Dr. Leo Connor conducted a survey to determine the need for the continuation of the present level of teacher training programs funded by the Bureau of Education for the Handicapped. The survey revealed that approximately 23 percent of the need for fully certified teachers was being met. This information was forwarded to the IThited States Office of Education.

ARTICLES OF INCORPORATION The Articles of Incorporation have. been completed and this automatically makes the Council on Education of the Deaf officially responsible for Teacher Certification and Teacher Training Accredita- tion in the education of the deaf.

PREPARATION AND CERTIFICATION Com:mil-mg Ralph Hoag was requested to report on the work of the Com- mittne. He gave a progress report and had final drafts available for the membership. He also presented a resolution to have the Confer mice approve their representatives on the Council to vote in favor of these standards as presented. The resolution appears elsewhere in the minutes of the meeting. PROPOSED STANDARDS FOR THE CERTIFICATION OF TEACHERS OF THE HEARING-IMPAIRED June 1971 I x.rnonucrtos The Council on Education of the Deaf. hereafter referred to as the CED, is a national body with representation from the following organizations: The Alexander Graham Bell Association for the Deaf (A. G. Bell). The Convention of American Instructors of the Deaf (CAM), and The Conference of Executives of American Schools for the Deaf (CEASD). The membership of these organizations repre- 752 748 wilts most of the professional hearing impaired children personnel engaged in the educationof in the United States.A substantial portion Of the ethiators ofhearing impaired children members. in Canadaare also This documentpresents a two-levelprogram of minimum standards adopted by (`El)as requirements for t he certification personnel employed in educational of instructional children. These supersede prograim:s for hearing impaired requirements established byeducators of the deaf prior to 1930.adopted by the Alexander ciation for the Deaf in 19:0. Graham Bell Asso- adopted by the Conference ofExecutives of American Schools forthe Deaf in 1931. andamended in 1952. These standardswere not prepared withany intent to endorse any one method. a combination of methods, teaching as being superior or a particular philosophy of or more productive than another.Rather. every educational program andinterested group is encouraged evaluate and experiment to with a variety of methods.procedures. and materials which might leadto improvements in the edneation hearing impaired children. of Standards adopted for thecertification of professionals in of service, to be effective. any field must include all the practical andworkable requirements considered by theprofession as essential for thepreparation of persons entering andworking in the field. Further.they should be designed toserve as guidelines for the upgrading of sional competencies. profes- The certified teachermust have certain specific competenciesthat will enable 111111 to provideappropriate educational servicesin one or more special areas. Specification of theseareas provides the essential basis for establishment ofa system of professional certification. For the teacher of the hearingimpaired. this impliesa general competence to identify and evaluate resultingeducational problems in all individuals from infancy throughadulthood. The certified teacher. then. is expected to havea broad general knowledge of the field. with special abilities as a teacher inat least one area of specialization. and possess at least a baccalaureate degree.

DEFINITIONS Terms included in the followingare those that may have a variety of meanings when found ineducational writings and reports. These terms are defined here to clarify the this document. intended meanings as used in Hearing impaired A hearing impaired (deafor hard of hearing) individual is a person who requires specialized education because of pairent. a hearing im- Pror18/011a1 certification This is the initial level for certificationof a teacher of hearing impaired children. 749 Professional certification This is the second and highest level of professional certification of a teacher of hearing impaired chil(ren. Areas of specialization Possible areas of professional specialization fora teacher of the hearing impaired include the following:

PREPRI 31 A UT Identifies teachers who work with children below theage of six. There are two subgroups within this area of specialization. These are as follows: infants.Identifies teachers who work with parents and hearing unpaired infants in a variety of educational settings Nursery.-1dentilies teachers who work with children between the ages of three and six years in a school setting

ELEMENTARY Identifies teachers who work with childrenacross broad curriculum areas from the time of the beginnings of formal academic work at approximately the age of six to entrance intoa secondary program

SECONDA HY ( ACA DEMIC REA ) Identifies teachers who teach academic subjects to children beyond the elementary grades (e.g.. mathematics. social studies. English. science) S ECONDA It Y( SPEC I A SUBJECT ALFA) Identifies teachers who teach special subjects other than academic subjects to children beyond the elementary grades (e.g.. printing. industrial arts. business education. home economics)

3IIT IIAND ICA !TED Identifies teachers who teach hearing handicapped children with additional physical. mental. or emotional handicaps which significantly interfere with educational progress

SPECIA1. CONTENT A REA Identifies a teaching professional orresource. teacherwho works with hearing iimpaired children in special curriculumareas that may cross all age levels (e.g.. library science. art. speech. media. physical education) Approved teacher preparation center An approved teacher preparation center is a college or university whose program leading to provisional and/or professional certifica-

754 750 tion of teachers of the hearing impaired has beenapproved by the Council on Education ofthe Deaf. Practicam This consists of allaspects of the teacher preparation including program observation. participation.clinical practice. and directed teaching iin both classroomand out-of-classroom bring a student into direct situations which contact with hearing impairedchildren and adults wider the directionof qualified instructors. ers. and practicum coordinators. master teach- Internship practicam This refers to paid experience in teaching and workingwith hearing impaired children under qualifiedsupervision. Media. This includes all printand non-print materialswhich are integrated into learning proceduresand the general curriculum. 1 astractiolia technology This is the employment of combined human, mechanical.and technological resources used in allaspects of instruction includingdesign, production, directuse, and evaluation of the teaching and processes involved. learning Practicum coonlinator This refers toone who holds professional certification byCED directs and supervises thepracticum program. Cooperating teacher This refers to a teacher with professional certification by CEDwho has direct supervision ofthe student teacher during his experience. practicu

PREREQUISITES To PUOVISIONALCERTIFICATION Prerequisite to specific preparationfor teaching the hearing impaired in any of theareas of specialization, the candidate should show satisfactory evidenceof college study demonstrating as general knowledge of: that he has 1. Child growth and development,learning theory, and general psychology ; 2. The development, structure,and function of social institutions including the interaction andinterrelationships of these our society; groups in 3. Current instrnctional proceduresin general education; 4. Instructional procedures forthe education of handicapped and multihandicapped children. In addition, the applicant for certificationin any area of specialization must have satisfactorily completedthe equivalent of a minimum of twenty (20) semester hours ina major area of study directly related to his area of intended specialization.

r-IcruJ 751

REQUIREMENTS FOR PROVISIONAL CERTIFICATION Each applicant for provisional certification as a teacher of hearing impaired children must complete a core program consisting ofa minimum of thirty (30) semester hours or its equivalent at an approved preparation center (see Figure I). Minimum 30 Seiester Hours

Common to all teachers of hearing impaired children

Appropriate to area of specialization

*Student Teaching:Total of 250 hours (minimum) at one or more levels Daum: I.Suggestederre I it hour allocations for provisional certi flea t ion.

Areas of preparation

FOUNDATIONS OF EDUCATION OF TIIE HEARING IMPAIRED (a) Philosophical approaches to education of the hearing impaired (b) Psychological characteristics of (leaf and hard of hearing populations (c) Social adaptation of the hearing impaired (d)Historical baclwound, of the education of the hearing impaired (e) Present and past trends. problems. and issues in the education of the hearing impaired

SPEECH SCIENCE AND AUDIOLOGY Study of the physical characteristics of the speech and hearing mechanisms. the physical dimensions of sound. the phycho-acoustic aspects of sound. and the relationships among these areas

756 752

1,.1NOUADE AND CO'STMUNIC,MON Theoretical and practicalaspects of the development. evaluation. and improvement of the hearingimpaired child's receptive andexpressive language and hiscommunication skills

CURRICULUM .Ni) INSTRUCTION Development and adaptation ofeurriculum materials and instructional procedures. including theuse of media and instructional technology. tofit the special educational needs children of hearing impaired STUDENT TEACHING Directed classroom and clinical]teaching experience with hearing impaired students under the supervisionof a practicum coordinator and/or a cooperating teacher fora minimum of 250 hours at one or more levels Practicum.Direct experiences with hearingimpaired children and adults asa part of the course of study in all appropriate subject. areas in addition to andincluding student. teaching Internship practicum. Forpurposes of CED certification. credit for internship practicum experiencemay, at the discretion of college or universityprogram sponsors, be granted in lien of student teaching providing that theexperience for such credit follows the completion of conrseworkrequired in the program and that the experience is not. less thanone full year of teaching hearing impaired children under qualifiedsupervision

REQUIREMENTS FOR PROFESSIONAL CERTIFICATION Each applicant for professional certificationmust complete at minimum of twenty (20) additional semester hours beyond theprovi- sional level and must completea minimum of three years of teaching experience under the supervision of a professionally certified of the deaf. educator Comsework to satisfy the requirementmust lw taken under the auspices of an approved centeras a planned program of study related to an area of specialization and/or relatedto the general area of education of the hearing impaired. Atleast nine of these. semester hours must be directly related to the educationof hearing impaired children. The program may be planned incooperation with the applicant's employer. Programsso planned may, at the option of the approved center. be partially implementedthrough work at other accredited colleges and universities (see FigureII). 753 Minimum 20 Semester { {ours

FOUNDATIONS PSYCHOLOGY SOCIOLOGY AUDIOLOGY ACOUSTICS ANATOMY

1/4

3/4

LANGUAGE COMMUNICATION CURRICULUM INSTRUCTIONAL TECHNOLOGY SUPERVISION ADMINISTRATION

FIGVItE tr.SuggeRtedcredit hour allocationsofadvanced study for professional certification.

COMM.:It sciEs ANo KNOWLEDOEsFOR PROVisioNAL CERTIFICATION The following isa basic list of special competencies and knowl- edges in core areas whichare considered fundamental for teachersto work effectively with hearing impairedchildren. It is recognized that the development and evaluationof these skills and knowledge isthe responsibility of approved teacher preparationcenters.

, 758 754 I.Foundritions The candidatemust have A. A knowledgeof historical tion of the healing and current unpaired in the developments ineduca- and the influenceof historical United Statesand other the field; developments countries upon the currentstate of B. A knowledge of nationaland local issues. which influencethe education trends, andevents C. A knowledge of hearingimpaired children; of thepurposes and local organizationsand government services of national,state, and cation and welfareof the hearing agencies concernedwith the edu- D. A knowledge impaired; of national,regional, state, programs for the hearing and localeducational E. A knowledge impaired ; of thecontent and fields andprofessions related nature, issues, andtrends of such as regular to education of education, special the hearingimpaired, tional psychology,and the contributionseducation, audiology.and educa- of the hearingimpaired; of these fieldsto education F. A knowledgeof the implications psychological, of hearing sociological,vocational, and impairment for the of hearingimpaired individuals; educationaldevelopment G. The abilityto utilize educational. psychologicalinformation in sociological.audiological. and for both hearing educational planningand counseling. impaired childrenand their H. The abilityto locate and utilize parents; and professionalliterature in the resources, reference.materials. and in relatedfields. education of thehearing impaired II. Speech xcie»eand audiology The candidatemust have knowledge their relevancefor education of the followingareas and A. The human of the hearingimpaired speech, auditory,and visual brain and central mechanisms andrelated nervous systemstructures: the mechanisms, theirinter-relatedness, anatomy of these these mechanisms, common pathologiesaffecting and the functioningof these mechanisms municative andother types of in com- organisms; behavior in bothintact and defective B. Production, transmission. andreception of speech other sounds;physical and sounds and and methodsof displayingpsychophysical characteristicsof sound; characteristics; and graphicallyrepresenting these C. The generaland specific effects production Of speech of hearingimpairment upon the and the receptionof speech D. Variousprocedures for testing anifothersounds; hearing testresults; hearing andinterpretation or E. The functioningand ellaGeterist ing systems and their ies of varioustypes of amplify- processes. application to learningand instructional 755 ///. Language and communication

A. LANGUAGE. The candidate must have: 1. A knowledge of thestructure of the English language tics), the acquisition and (linguis- use of language (psycholingnistics),and the implications of theseareas for education of hearing impaired children. and .vonngadults; infants. 2. A knowledge of researchand other literature hearing unpaired: on language of the 3. A knowledge of theacquisition and development skills in hearing and in of language hearing impaired infants andchildren; 4. A knowledge of disordersof language development: 5. A knowledge of commonlyused methods and procedures language instrnction for hearing of G. The ability to utilize impaired children; appropriate hist ructional proceduresto effect language learningin hearing impaired childrenand the ability to diagnose, correct, and improve children. language development in these It. I'0313IU NtrATI ON The candidate must have: 1. A knowledge of the niication process and the effects hearing loss on communiention; of 2. A knowledge of research andother literature on comumnication of the hearing impaired; 3. An understanding ofvariousmodes of communication and bination of modes used in com- teaching hearing impaired individuals(a. through h. below) anda knowledge of methods. procedures, and materials used in teaching thesemodes of cominnnication including the use of techniipubs andmaterials appropriate to individuals groups in the development. diagnosis. or correction. and improvement of commnnicat ion ability. (a) Reading (b) Written connnunication (c) Speechreadiug (d) Auditory training (e) Speech (f) Fingerspelling (g) The ;ipinge of signs (Ii) Other modes of communication IV. Curriculum. and hod ruction The candidate must have: A. An understanding of thepurpose and the nature of curriculum and an understanding of learning and lustruction:11 processes:

760 756

B. A knowledge of curriculum andinstructionalprocedures common to education of the hearing impaired and regular education. adaptations of the regular curriculum and instruction for the hearing impaired. and aspects of curriculum and instruction uniqueto education of the hearing impaired; C. The ability to plan. implement. and evaluate learning experiences for individuals and groups. including the ability to: 1: Identify learner entry level; 2. Conceptualize and.formulate objectives in behavioral terms; 3. Design methods of evaluation based upon measurable objective and utilize data collection procedures; 4. Select design. produce. and utilize media. materials. and resources appropriate to learner behavior and lesson objectives; 5.Implement appropriate instructional procedures; 6. Evaluate learner responses and revise instruction appropriately. 1'. Prod ice/ m Through observation. participation. clinical practice. and student teaching. the candidate should have A. A knowledge of facilities. services. and programs available for the education and counseling of hearing impaired children and adults; Ii.'1'he ability to interact effectively for instructional purposes ina learning situation with hearing impaired individuals or groups at one or more teaching levels; C. The ability to plan and organize curriculum content in an area of specialization for effective learning by both individuals and groups of hearing impaired ehildren youth.

CERTIMATION Two types of certificates for teachers of the hearing impaired may be earned. Each may be awarded under comfit ions specified below : Prorisional certifimtion This certificate is issued to applicants who have successfully completed the course and practicum work of the core curriculum for professional preparation as set forth under above Requirements for Provisional Certification and is predicated on the completion of at least a Bachelors degree. The basic certificate is good for a period of five years from date of issuance. A provisional certificate may be renewed for an additional period of five years upon application and submission of : A. Evidence of completion of six (6) semester hours applicable toward professional certification; B. Evidence of completion of at least one year's teaching experience with hearing impaired children. Profexxioal eerlificulio,I The professional certificate is issued to teachers who have A. Successfully completed the core curriculum for provisional cert ification ;

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'IVA01111.11,7 .41) V110011,1 SK pamap0.1 pint .hallo,) .10 SJ1s.fam1111 si11t.010.1(1 S1sn0!.a.1(1 pa.w.uldit ato (isyrda .10 'all; (ja;) ipm a11119110.-.1 01 'act pay.paloaaa su -(Itt ttaampq Sq alp .(151,) ritipug aril auaS-om) popad paA0.14 sutuataul aql :)anputuoj att) ttopclopu pmu oql ittpaajja :))up Jo asatil spauptiu)s [pm pas!.%0.1 110 p11totss10.1,1 tulaact 110pu.1 puu 110puaup.1a;) Atud).1(1 puu man lutur(o.uf mat.w.t sa11tp030.1(1 .103 matt stuu.tio.ul anutaad -mad Dux) 110pu11ptA0-a.1 sa.ntpaao.ul .101 Auto.:1-110 puu Sistto!Aa.1(1 pamluldtt .suittaVoad itti Ito! siu.w.uldv u a., mai paw 1 all (1:c) poSIN 110 It Jo. 'saDattosaa tuttplapatta lattuos.tad puu tuttall.-ntaci sopauj unt.1.10.1(1 uotouptAa-a.1 :N pa)uppit I S110911)pll .103 11.1r10.1C1 III ttopultpt.t.) Sulu uttiltm a .10 -s.bmput u aJano.) .10 'S)!&10Aput u platuptulap 0Valloa tuttopu.mtpa Suaaare paptmutt S)! u SisitotAaatl it:m(11(1(1u tu1.110.1(1 tiltm uu pamm.ta:nt istit 110911)1 lo .tatplpi ttopuanpa 758 Previous agreements made ditalion of Teacher between the National Councilfor Arere- Education (NCATE) andthe Conference of Executives of AmericanSchools for the Deaf(CEASD) for the review and approval ofprograms will. with consent of the remain in forceas the vehicle for approval of NCATE. college or university teacher programs located in the NCATE. education centers normallyreviewed by

PARENT EDUCATIONCOMMITTEE REPORT The members of this committeerepresent a wide range of educational programs ina variety of settings. In general. strong feelings about getting they expressed meaningful and coordinatedprograms of parent educationnuclei:way. Specific recommendationsto the Conference are: 1. That the Conference establisha central office. funded by federal grants. to carry out the followingtasks-- (a) prepare information forexpectant mothers. which would include simple ways to dosome preliminary hearing testingat home and also thenames of organizations which offer further information. guidance andeven parent training. (b) Arrange to placethis information in the officesof all obstetricians. pediatricians. general clinics. practitioners. and in health (c) Simplify. up-date. anddistribute the packet of information for parents whichwas developed by a previous committee. (d) Obtain the assistance ofCaptioned Films in creatingprac- tical and appropriate materialsfor parent education. both in schools and at home. (e) Provide help to schools inorganizing and conducting ent education programs. par- (f) Collect and disseminateinformation about parent education programs to all schools(an example of the need for this is the question froma committee member regarding what is being done noar for the parents of the1964 rubella children). (g) Disseminate information aboutprograms to the states. the A.M.A. and hospital administratorsprior to taking up recommendation No. 3. 2. That the Conference considerways and means of getting public agencies. such as public schoolsystems. to be responsible for sendinga counselor or teacher intoa child's home as soon as a hearing loss has been diagnosed. to giveparents immediate and continuing help in the areas of care. management and communication:make provisions to continue. helping the child wheneverparents are unable to do so (this came from a committee member working with "inner city"or ghetto homes. and nine of the committeerespondents agreed that this type of project is needed). 3. That, the Conference begin intensiveefforts to "educate" the medical profession about the respectiveroles of physician:,. audiologists and educators. and to get infanthearing testing established as am automatic part of post-natal examinations. Respectfully submitted, AUDREY HICKS, Chairman. 759 REPORT OF THE JOINT COMMITTEE ON THE DEAF RETARDED American Association of Mental Deficiency. Conference ofExecutives of American Schools for the Deaf Since the implementation of the Joint. Committeeon the Deaf Retarded through action of both associations in 1970,considerable action has resulted, primarily through the leadershipefforts of Dr. Lyle Lloyd, Chairman of the Joint Committee. Significantprograms were, presented at the Conventions of the American Association of Mental Deficiency at Houston. Texas, and the AmericanInstructors of the Deaf in Little Rock. Arkansas. At both meetings, questionnaires were distributed andresponses received from those currently involved in and/orconcerned with meeting needs of deaf retarded children. Thesepersons represented schools for the deaf or institutions for the retarded,as well as programs outside such agencies. These responses indicateda positive interest. on the part of these people in proposed activities ofthe Joint Committee. Other concerns evoked by the programs included that of limited support, both moral and financial, for programs for the deafretarded as exhibited by administrative and legislative bodies. Concernwas expressed for competent and intuitive teachers and otherpersonnel who work with the deaf retarded. Types ofprograms and curricula were described, which reflected a variety of learning activities and the progress resulting therefrom. The Joint Committee is now developinga prospectus for a 30-48 month program of conferences and discussions, hopefullyto receive funding from public or privatesources. These conferences will help to identify professionals working in thearea of deaf retarded and their programs, to publish bibliographies of significantliterature in the field, publication of papers andprograms presented at various conventions and conferences. the development, ofprogram guidelines and standards and the definition of other specific activitiesrecom- mended by the conferees. The Joint Committee met twice during theprogress of the Conven- tion of American Instructors of the Deaf. These meetingsresulted in recommendations to provide continuous contacts with bothorganiza- tions through copies of committee correspondenceto the respective executive directors. Also, contacts will be made with N.A. C. E. D. and with the President's Committeeon Mental Retardation for possible coordination and support for future activities.It is further planned to distribute frequent reports of ongoing activitiesto all those concerned, including school administrators. Finally, the Joint Committee earnestly solicitsinformation and inquiries on programs for the deaf retarded fromschools and programs for the deaf, as well as those for the retarded. It is their intention to work closely with the American Annals ofthe Deaf and the Annual Survey of Hearing Impaired Children intheir efforts to collect and report data on educationalprograms for the deaf retarded.

71-D03-72-49 ?64 760 Present.: CEASDJack Brady,john nice, and Chairman. Lloyd Graunke,Co. AA.MDNona Burrows, and Lyle Lloyd,Co- Chairman. By: W. awn) Git.tuxNE, CEASD,Co-Chairman. CONSTITUTION ANDBYLAWS AS THE CONFERENCEOF EXECUTIVESAPPROVED BY SCHOOLS FORTHE DEAF OF AMERICAN LITTLE ROCK, AT THE43D MEETING, ARK., JUNE 26,1971

ARTICLE I. NAME Section 1. This organization shallbe known ciation of Schoolsfor the Deaf, as the AmericanAsso- this Constitutionas the Association.Incorporated, hereafterreferred to in

ARTICLE II. OBJECT Section 1. The object of thisAssociation shall management andoperation of schools be topromote the grams for the deafalong the broadestand othereducationalpro- further andpromote the general and most efficientlines, and welfare of thedeaf. to

ARTICLE III.MEMBERS Section 1. Membershipin the Association and othereducational shall be limitedto schools laws. Each programs for the deafas specified in the or by his appointeeprogram shall berepresented by the by- (hereafter referred chief administrator tive). to as the votingrepresenta- Section Individuals according to such may be granted provisionas may be specifiedAssociatemembership Section 3. Anassociate member in the bylaws. of the meetingsof the Associationmay participate inthe deliberations than the Executive and mayserve on committees Committee. Anassociate member other when designated,in writing,as a proxy for may vote. only voting representativeof a member school a limited time, bythe Section J. Honorary or program. of the Association membershipmay be conferred by a majorityvote of the votingat any meeting present, such membership representatives or vote of the voting to continue until representatives. terminated bywithdrawal required topay dues, and do Honorary memberswill not be Section 5. Member not vote. bylaws. Voting shallorganizations shallpay dues as prescribed be restrictedto member in the dues have beenpaid. organizations forwhich

ARTICLE IV. OFFICERSAND TIIF. EXECUTIVE Section 1. The COMMITTEE dent, a president-elect,elected officeisof the Association a secretary and shall bea presi- gether with nineelected voting a treasurer. Theofficers to- president, shall members and the constitute theExecutive Committee.immediate past

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Section 2. The terms of the officers shall be 'nyears. beginning July 1 of the even-numbered years. The presid...... eleet shall be the nominee for president. Section 3. The immediate past president shall become a member of the Executive Committee for a term of two years. The elected members of the Executive Committee shall serve for terms of three years, three being elected each year at the regular meeting of the Associa- tion, amt taking office cm July 1, following. Section 4. The president shall be the chairman of the Executive Committee. Section 5. Officers may not succeed themselves but. may be elected to other offices, or to the same office after a lapse of twoyears. In the case, of a vacated office. the Executive Committee shall elect. a new officer for the unexpired term. Section 6. The Executive Committee may appoint a financially compensated executive manager to serve the Assoeiation. to perform such duties as the Committee may prescribe. He shall holda regular membership in the Association. He shall be the custodian of records of the Association.

ARTICLE V. DIMES Or OFvIrI:u AND ExEcurivr: Comity= MumEns Section 1. President: The president shall preside at the meetings of the Association and of the Executive Committee and shall havegen- eral care and oversight of the affairs of the. Association subjectto the approval of the Executive Committee. Section 2. President-Elect: In the absence or disability of the president the president-elect shall discharge the duties of the president. and in the absence or disability if both the Executive Committeemay choose a qualified member to serve as the presiding officer. He shall also serve as Program Committee Chairman. Section 3. Secretary: The secretary shall keep records of the meetings of the Assoeiation and of the Executive Committee and perform such other secretarial duties as may be required. Section 4. Treasurer: The treasurer shall colleet all dues andassess- ments and shall have custody of the funds and securities of the Association under control of the Executive Committee. Ile shall keep proper books and accounts of the receipts and disbursements of the moneys of the Association and shall report as to the financial condition of the Association at each annual meeting or as oftenas requested by the Executive Committee. The treasurer shrill pay out of the money of the Association ononlyin accordance with the regulations or instructions of the Executive Committee and invest surplus funds subject to the approval of the Executive Committee. Except that, while the Executive Committee, operates a national office headed by an appointed executive officer, the functions and controls formerly assigned to the treasurer are transferred to the executive officer of the national office. In this situation the treasurer shall retain membership on the Executive Committee and serve as chairman of an auditing committee. Section 5. The Executive Committee 9hall have charge of the affairs of the Association between meetings. The Executive Committee shall 7(52 he governed by such bylaws as are adopted by the Association and shall submit a repo of its activities at each annual meeting. Section6. Meetings of the Executive Committee may be called by the president or upon the request of four members of the Committee. Written notice of such meetings shall be given thirty days in advance. Where a quorum of the Association cannot, be obtained, a written poll of the members may be substituted. Section7. A quorum of the Executive Committee shall consist of a simple majority of the members of the Committee. Section 8.All officers and members of the Executive Committee must be voting representatives in the Association.

ARTICLE V x Gs Section 1.Regular meetings of the Association shall be held annually at a time and place designated by the Association in session or by the Executive. Committee. Notice of all meetings mast appear in theAmerican. Annals of the Den fat. least sixty days in advance of the meetings or sent in writing to each member sixty days in advance of the meeting. Section 2.A quorum shall consist of thirty voting representatives.

A anci.t: VII. A 31 EN 1»11 ENTS Section 1.This Constitution may be amended by the affirmative vote of at least three-fourths of the voting representatives present at any regularly called meeting, at which at least fifty voting representatives are present, provided thirty days notice of the meeting with publication of the proposed amendment shall appear in the official organ of the Association. ARTICLE VIII. M.:QuiKra Section 1.The Executive Committee is authorized to accept at its discretion gifts and bequests in behalf of the Association. BYLAWS Ain.]: I. llEmisznsine Section I.Membership in the Association shall be considered that of a school or program rather than the individual. A school or program shall be eligible for representation during the period for which dues are paid. Section 2.At each regular meeting the secretary shall cause to be posted in a conspicuous place, or circulated to all members attending, a list of names of all voting representatives of member programs, and another list of qualified associate members in good standing. Section 8.To qualify for membership a school or program must be directly related to education of the deaf, under the direction of one administrator, and be approved by the Membership Committee. A school (or school program), to qualify, must have at least five well-graded classes or a minimum of five full-time teachers of hearing impaired students under one administrator.

e:P71 0 763 A program, to qualify, must, contribute substantial services to education of the dee f. Such programs should ordinarily have five full- time professional employees or the equivalent working with hea.ing impaired persons, and should not be an integral part of a larger

already holding 'program lembership in the Association. Examples of such programs might include the following: Research and Devel- opment for I fearing Impaired; Regional Media Center for the Deaf; Professional Training Programs in the area of Hearing Impaired; Diagnostic Centers for Bearing Impaired; Speech and Hearing Cen- ters; Statewide Rehabilitation Programs for Hearing. Impaired; De- partment of Special Education. Final determination as to program eligibility rests with thelleln- belship Committee. In addition tr, the above, government offices having broad national and regional responsibilities in the area of the deaf may be eligible for membership. Section 4. Associate membership in the Association may be granted to professional personnel in member programs upon nomination by the voting representative. approval of the Membership Committee, and payment of the annual dues. Associate membeiship may be granted to professional personnel of special services and agencies dealing with the deaf, upon nomination by a voting representative from the same state, province or the Dis- trict of Columbia, approval by the Membership Committee, and payment of the annual dues. Section 5. A111111:11 dues for schools and programs and for associate members shall be in such amounts as are recommended by the Execu- tive Committee and approved by the Association.

Airrici.c IT. Orrierms, COM MITITES. AND AFFILIATIONS Section. 1. Only voting representatives in good standing shall be eligible for election to offices or membership on the Executive Com- mittee. In the event that an irregularity is found a vacancy shall lie declared. Section 2. The president shall appoint a Nominating Committee of five qualified members, not less than six months prior to the next scheduled election, to prepare, a, slate of elective officers and Executive Committee Members. This slate shall be presented at the meeting (hiring which the election is to take place. Nominations may be made from the floor. In the event of there being more than one nominee written ballots shall be cast, and .the member receiving a simple majority of the votes shall be declared elected. In case no majority is recorded on the first ballot, a second ballot shall be provided on which only names of the two having the largest number of votes on the previous ballot shall appear. In case of tie vote for the first or second place on the ballot, the names of all candidates involved in such a tie shall be included. Subsequent ballots, if necessary, are to be governed by similar regulation. Section 3. The authority for the general management of the Asso- ciation between meetings, grunted to the Executive Committee in the Constitution, shall include, the initiation of research and other proks- sional activities in which the welfare of the deaf is involved.

168 r. Section 4. There shall be the following standing committees: 1. Accreditation of Schools 2. Dormitory CounselorsTraining and Certification 3. Educational Research 1. Higher Education Interagency fl. Legislation 7. -Nlembership R. Multiply Handicapped 9. Parent Education 10.Program 11. Public! Relations 12. Resolutions 13. Statistics 14. Vocational Education The standing committees identified above may consist of not less than three members. They shall be appointed by the president for the term of his office. The chairman of the 'Alembership Committee shall be selected from the Executive Committee. Other Committees shall have appointed by the President liaison persons from among the Executive Committee to assist them with their work and reporting functions. There shall be participation by the Association in joint standing committees as follows : 15. joint Administrative Committee, American. Annals of the Deaf. 16. Joint Committee on Mental Retardation and Education of time Deaf. 17. Joint Committee on Education of the Deaf and Audiology. IS. Joint Counnit tee on the Education of the Deaf-Blind. The Joint Administrative Committee, American Annals of the Deaf. shall consist of three members representing the Association, appointed by the president., to serve with representatives of the Con- vention of American Instructors of the Deaf. The president of the Association shall name the chairman of the Committee. The Committee. shall be responsible for the management and fiscal control of the American. Annals of the Peat. and shall elect.its editor(s) who shall perform such duties as may be prescribed. The Committee chairman shall keep the sponsoring organization informed as to progress, problems and related matters. The Joint. Committee on Mental Retardation and Education of the Deaf shall consist of 3 members representing the Association, appointed by the President, to serve with representatives of the Ameri- can Association of Mental Deficiency. The Joint Committee on Education of the Deaf and Audiology shall consist of 3 members representing the Association, appointed by the President, to serve with the American Speech and Hearing Asso- ciation. The Joint Committee on the Education of the Deaf-Blind shall consist of two members appointed by the President to serve on the National Committee on Services for Deaf-Blind Children with repre-

769 765 sentativ es from American Associationfor the Visually Handicapped. The president may appoint suchspecial committees usmay be indicated with the approval of theExecutive Committee. Section 5. The President, together with3 voting, representatives of the Association, shallserve on the Executive Board of the Councilon Education of the Deaf. The President shallappoint representatives of the Association to this board fora term of 3 yeats as vacancies occur.

zkliTICLE III, RECORDS OF MINUTES.AND PUBLICATION' OP OFFICIAL. PnociamINGS Section 1. The secretary shall be responsiblefor securing minutes of various business sessions anda record of the proceedings of all sessions, and shall arrange foran adequate report of such proceedings to be printed and distributed in suchmanner as the Executive Com- ittee shall determine.

ARTICLE IV. OFFICIAL SEAL ,Section. 1. The seal of the organizationshall be permanently retained in offices designated by the Executive Committee.

ARTICLE V. PnocEnum: OF MEETING Section. 1. Robert's Rules of Order shallgovern all proceedings not herein proviii.'1 for.

VI. Am:Num:N.1.s TO BYLAWS Section I. The bylaws may be amended bya majority vote at any regular meeting provided tile presentation ofthe change has been approved by the Executive Committee.

AnTicr.-& VII. BYLAws BECOME EFFECTIVE Section 1. These bylaws shall become effectiveimmediately upon their adoption.

MEETINGS OF THE CONFERENCE OF EXECUTIVES OF AMERICAN SCHOOLS FOR THE DEAF 186ti 1st : 01111111det College. Washington. D.C. 1872 2nd : Michigan School for the Deaf, Flint, Michigan 1876 3d :31ount Airy School for the Deaf, Philadelphia, Pa. 18804th : The Clarke School for the Deaf, Northampton, Muss. 18845th: Minnesota School for the Deaf, Fariba tilt, Minn. 1888 6th : Mississippi School for the Deaf, Jackson, Miss. 1892 7th : Colorado School for the Deaf andthe Blind, Colorado Springs, Colorado 19008th : Alabama School for the Dent, Talladega, Ala. 1904 9th : Department of International Congressesof the Universal Exposition, Halls of Congresses on the Exposition Grounds,St. Loulb, Mo. 191310th : Indiana School for the Deaf, Indianapolis,Ind. 191911th : Ohio School for the Deaf, Columbus, Ohio 192412th : Florida School for the Deaf andthe Blind. St. Augustine, Fla. 192613th : Maryland School for the Deaf, Frederick,Md.

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192814111: Tennessee School for the Deaf. Knoxville. Tenn. 193015th: Colorado School for the Deaf, Colorado Springs, Colo. 193318th : New Jersey School for the Deaf. West Trenton. N.J. International Congress on the Education of the Deaf. 193617th: Western Pennsylvania School for the Deaf, Edgewood, Pittsburgh, Pennsylvania 193918111: Gallo udet College. Washington, D.C. 191419th: Western Pennsylvania School for the Deaf, Edgewood, Pittsburgh, Pennsylvania 194S 2001: Minnesota School for the Deaf. Farlimult. Minnesota 1919'21st :Illinois School for the Deaf. Jacksonville. III. 1950 22d : Colorado School for the Deaf, Colorado Springs, Colo. 195123d : Missouri School for the Deaf, Fulton. Mo. 195224111: Arkansas School for the Deaf, Little Rock. Ark. 195325th : Washington School for the Deaf, Vancouver. Wash. 195428th : New Mexico School for the Deaf. Santa Fe, N. Mex. 195527th: American School for the Deaf. West Hartford. Conn. 19502:401: Mississippi School for the Deaf. Jackson. Mississippi 1957 29th : Tennessee School for the Deaf, Knoxville, Tennessee 1958 30th: Clarke School for the Deaf, Norths mpton. Massachusetts 195931st: Colorado School for the Deaf. Colorado Springs, Colorado 1900 32d : Northwestern University, Evanston. Illinois 11181 33d : Oregon School for the Deaf, Salem, Oregon 198234th: Texas School for the Deaf. Austin, Texas 1903 35th: Manger Hamilton Hotel, Washington. D.O. 198430th : California School for the Deaf, Riverside, California 196537th: Pick-Durant Hotel. Flint, Michigan 1966 38th: Whitt Rose Towers. blot Springs. Arkansas 1907 39th : American School for the Deaf, West Hartford, Conn. 1988 40th: Gallaudet College. Washington, D.C. 1989 41st: California School for the Deaf. Berkeley, California 1970 42nd : Florida School for the Deaf and Blind. St. Augustine. Fin. 197143d : Arkansas School for the Deaf, Little block, Arkansas

PCIII.ISTIED PROCEEDINGS OF TUE CONFERENCE OF EXECUTIVES OF AMERICAN SCIIOOLS FOR TILE DEAF,1868-1909 1808 Volume I: 1st meeting. 11th Annual Report of the Columbia Institution for the Deaf and Dumb (Gallaudet College), Washington, D.C. 1872 Volume II : 2nd meeting. 10th Biennial Report of the Board of Trustees of the Michigan Institution for the Education of the Deaf, Dumb, and Blind, Flint, Mich. 1870 Volume III: 3rd meeting, American Annals of the Deaf, No. 4, Mount Airy School for the Deaf, Philadelphia, Pa. 1880Volume IV : 4th meeting. Stream I'resn of Gazette Printing Co., North- ampton, Mass., Clarke School for the Deaf. Northampton, Mass. 1884 Volume V : 5th meeting, Biennial Report of the Minnesota School for the Deaf, Pioneer Press Co., St. Paul, Minn. 1888 Volume VI : 0th meeting, Clarion-Ledger Printing Establishment, Jackson. Miss., Mississippi School for the Deaf. 1892 Volume VII: 7th meeting, Colorado School Printing Office, Colorado Springs, Colo. Proceeding published in 1893. 1900 Volume VIII : 8th meeting, Alabama Institute for the Deaf Printing Office, Talladega, Alv 1904-50 Volume IX-XXII: 9th to and including the 22nd Proceeding were published in the American Annals of the Deaf. 1951Volume XXIII : 23rd meeting. Missouri School for the Deaf. The minutes were published in the proceedings of the Convention of American In- structors of the Deaf. 1952 Volume XXIV : 24th meeting. Arkansas School for the Deaf, Little Rock. minutes were mimeographed. 1953 Volume XXV :25th meeting, Washington School for the Deaf, Van- couver, Wash. Minutes were published in the Proceedings of the Conven- tion of American Instructors of the Deaf. 1954 Volume XXVI: 20th meeting, New Mexico School for the Deaf, Santa Fe, N. Mex. Minutes were mimeographed..

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1055 Volume XXVII : 27th meeting, American School for the Deaf, West Hart- ford, Conn. Minutes were published in the Proceedings of the Conven- tion of the American Instructors of the Deaf. 1950 Volume XXVIII: 28th meeting, Mississippi School for the Deaf, Jackson, Miss. Minutes were mimeographed. 1957 Volume XXIX : 29th meeting,Tennessee School for the Deaf,Knoxville, Tenn. Minutes were published in the Proceedings of the Convention of the American Instructors of the Deaf. 1958Volume XXX : 30th meeting, the Clarke School for the Deaf, Nor.hampton, Mass. Minutes were mimeographed 1959 Volume XXXI :31st meeting, Colorado School for the Deaf, Colorado Springs, Colo. Minutes were published in the Proceedings of the Conven- tion of the American Instructors of the Deaf. 19(10 Volume XXXII : 32nd meeting, Northwestern University, Evanston, Iii. Minutes were mimeographed. 1901Volume XXXIII. 33d meeting, Oregon School for the Deaf, Salem, Oregon. Minutes were published in the Proceedings of the Convention of the American Instructors of the Deaf. 1902 Volume XXXIV: 34th meeting, Texas School for the Deaf, Austin, Texas. Minutes were lithographed. 1903 Volume XXXV: 35th meeting, Manager Hamilton Hotel, Washington, D.C. This meeting was held in conjunction with the International Congress on the Education of the Deaf and the minutes are to be published in the Proceedings of the International Congress on the Education of the Deaf. 1904Volume XXXVI : 30th meeting, California School forthe Deaf,Riverside, California. Minutes were lithographed. 1903 Volume XXXVII: 37th meeting, Pick-Durant Hotel, Flint, Michigan. Min- utes were published in the Proceedings of the Convention of the Ameri- can Instructors of the Deaf. 1900 Volume XXXVIII: 38th meeting, Velda Rose Towers, Hot Springs, Arkan- sas. Minutes were lithographed. 1907Volume XXXIX : 39th meeting, American School for the Deaf, West Hart- ford, Conn. Minutes were published in the Proceedings of the Convention of the Anr:rican Instructors of the Deaf. 1908 Volume XL: 40th meeting, Gallaudet College, Washington, D.C. Minutes were lithographed. 1909 Volume XLI: 41st meeting, California School for the Deaf, Berkeley. Min- utes were published in the Proceedings of the Convention of American Instructors of the Deaf. 1970 Volume XLII: 42nd meeting, Florida School for the Deaf and the Blind, St. Augustine. Minutes were lithographed. 1971 Volume XLIII : 43rd meeting, Arkansas School for the Deaf, Little Rock. Minutes were published in the Proceedings of the Convention of Ameri- can Instructors of theDeaf. INDEX

A Achievement testing program conducted by the Animal Survey of Rearing Impaired Children and Youth, the: Interpretation and uses of the test Page scores, S. Di Francesca 400 Aehtzelm, Jr., James C., A doctoral program at Syracuse University in instructional technology for education of the deaf 547 Aentistie. input, R. It. llouehins_ 454 Address, Dale Bumpers 54 Alpiner, Jerome (I., chairman, Audiologists, section on 77, 584 Amerielm Annals of the Deaf, repiirts, (!iniveniiiin and (:inference, see...200, 707,705 Amon, Carol F., An infant develiipmental language program 015 An auto-tutorial approach for exploring the sensory capabilities of young, hearing impaired children, Carl A. Mink and David 1'. Go ldsten 594 An experiment in education, Doin Hicks .100 An infant developmental language program, Carol F. Amon 015 An introduction to the pasibliard, Bruce (lid -:lye. .107 Annual survey of hearing impaired children and youth, Augustine Gentile and Peter sties .196 Report, on Annual Survey, Conference 731 Are they not educators of the deaf? Shirley It Curtis 315 Audiologie assessment of deaf students, the, Lyle L. Lloyd 555 Audiologists, section on (Jerome (3. Alpiner, chairman) 77, 584 Lloyd, byte L., The authologie assessment of deaf students aSa Binnie, Carl A. and David I'. Goldsten, An anto-tutorial approach fir exploring the sensory capabilities of young, hearing impaired children 594 Mil, Raymond II., A linguistic approach to the teaching of speechreading: Theoretical and practical concepts 011 Amon, Carol F., An infant developmental langnage program 015 Auerbach, Leon, Ideas or elassis II an strategies 456 Add: Auto-tutorial :towline!' fir exploring the sensory capabilities of young, hearing impaired children, an, Carl A. Binnie and David P. Goldst en _ 594 B Ballots, Convention, see: Actions of Executive Committee for Biennium__ 202 Barkilloo, Herbert W., ehairman, Communication, section on 76, 500 The regional post-secondary programs: Delgado Junior College, St. Paul Technical VocationalInstitute, and Seattle Community College 381 Barnes, 0. Dennis, Uses of computer-assisted instruction in the teaching of mathematics 497 Behrens, Thomas It., and Ben F. Provanee, Computer-assisted instruction in language at the Kendall Demonstration Elementary School fur the Deaf 436 Behrens, Thomas R. and David W. Updegraff, The development of the Kendall School into n demonstration elementary school for the deaf 347 Berg, Frederick S., Thomas C. Clark and Rex C. Ivory, Utah State University facilitative program for the hard of hearing: 1968-71 374 (769) 770

Berger, Shirley L., Systetnatie devehunneut of communication modes; (la ablishment of a multiple-regponse repertoire for non-communicating Page deaf children I Is Mimic, Carl A. and David P. Go Idsten, An auto-tutorial approach for exploring the sensorr capabilities of young, hearing impaired children__ 594 Bishop, Milo E., Robert. L. !Nigel and Arthur S. House, Oroscusory perception in the deaf 506 Bowe, Jr., Frank G., Some observations on the education and rehabilitation of black deal persons 2114 13radv, Jack, Convention officer Eormn on the deaf retarded, participant. Brown. Norman S., The metamorphosis of high school math in a school for t he deaf, or, 30 years of high school math at the Indiana School for the Den f 491 Bumpers, Dale, keynote address. 84 Bureau of Education for the Iland'zapped's concern for early intervention programs, the. Max Mueller (no paper submitted). Burroughs. Judith IL, Developmental language processes in the young deaf child 2S8 Burrows, Noun L. and Lyle L. Lloyd, Progratnming considerations for the deaf retarded 8S, 10.) Forum on the Deaf Retarded, participant 88 Burstein, Gerald, Convention officer tx Secretary-Treasurer Report, Convention 244 Business meetings, stc: Convention, Conference, Library, Parents' Section C Career development of deaf voting people, David W. Lacey 210 Career education for the deaf in the '70's, Malcolm J. Norwood and Ernest E. Hairston_ 314 Cassel ti, Edmond D., What opportunities arc needed by deaf students__ 123 Census of the Deaf, see: National Certification and professional preparation for teachers, CF proposed standards, see: Reports, CAID and CEASD _ '229, 232, 747 Clark, Thomas C., The specialization of educational audiology 629 Clark, Thomas C., Frederick S. Berg and Rex C. Ivory, Utah State Uni- versity facilitative program for the hard of hearing: 1908 -71 374 Coaehes and Physical Education, section on (Warren W. Finial, chairman)_ 77, 577 Emit h, Warren %V., The present status of physical education and sports programs in residential schools for the deaf Uffizi, Peter C., Physical education for the deaf multi-handicapped_ Cognition and curriculum, Harriet Green Kopp 5281717) Collins, James L., Counseling the post - secondary deaf student: Implica- tions for elementary and secondary education 654 Communication. section on (11. W. l3arkuloo, chairman) 76, 500 Ilighnote, Margaret Tudor, Cued speech at the Mary E. Bennett. School 501 Bishop, Milo E., Robert L. !tinge! and Arthur S. House, Orosonsory perception in the deaf 500 Gates, Robert, The reception of verbal information by deaf students through a television mediumA comparison of specchreading, manual communication and reading 513 Holcomh, Roy, Three years of the total approach-1968-71 Prince, John, The total approach 530 Community service volunteer program for students at the National Tech- nical Institute for the Deaf, a, William F. Yttst :3:35 Computer- assisted instruction in language, Jamesine E. Friend 421 Computer-assisted instruction in language at the Kendall Demonstration Elementary School for the Deaf, Thomas R. Behrens and Ben F. Pro- ranee_ 430 Computer-based pmjeet, Bernice M. Kipfcr 569 Concluding remarks (Educational Media section), (filbert L. Delgado 570 Concurrent Resolution, U.S. Senate, see: Resolution II

774 771

Conference of Executives of American Schools fur the Deaf Pao Proceedings, executive committee meetings, minutes_ 691 Proceedings, 43d meeting, Jinn 26-July I, 1971 700 Associate members, new 701 Business meetings 7460 Bylaws Committees, see: Reports Constitution 6)4, 710. 760 Financial reports: American Annals of the Deaf 721 Dormitory Counselors Certification Committee 725 Educational Mediu Corporation 707 Educational Media Distribution Center 721 National Mee 721 Teacher Training and Certification Commit lee 721 Meetings, dates and places 765 Members Present 71S Member Schools, new heads Photograph 17g: Proceedings of CEASD, 1868-1971, list of_ 706 Reports: Accreditation of Schools Committee 711, 724 American Annals of the Deaf 696, 698, 707 Annual Survey of Hearing Impaired Children and Youth___ 731 Awards Council of Organizations Serving the Deaf 674°1 Council on Education of the Deaf 747 Certification Standards, proposed 747 Council on Exceptional Children Interagency Committee (CED) 72S Deaf-Blind Committee 711, 726 Dormitory Counselors, Training and Certification Com- mittee 711, 725 Educational Media Corporation 693. 705 Educational Media Distribution Center (EMDC) 695, 704 ., Educational Research Committee 712, 726 Executive Committee 696, 097, 702 Executive Manager Higher Education Committee 72702 Honorary Membership 718 Interagency Committee 694 Joint Committee on Administration of the American Annals.. 707 Joint Committee on Audiology and Education of the Deaf 746 Joint Committee on the Deaf Retarded 759 Joint Committee on Mental Retardation and Education of ths; Deaf 716 Legislation Committee 711, 713 Membership Committee 692, 730 Multiple Handicapped Committee 712 National Advisory Committee on Education of the Deaf (NACED) 696 National Census of the Deaf Committee 733 National Center for Deaf-Blind Youths and Adults 710 Nominating Committee 6,96717 Parent Education Committee 758 Pennsylvania School for the Deaf Public Relations Committee 712,77411 Resolutions Committee 714 School Libraries 711 Statistics Committee_ 712. 730 Treasurer 692, 702, 720 Vocational Education Committee Conn, Texana F. and Sylvia M. Hall, Current trends in services fo: thic193, 713 deaf retarded in schools for the deaf and residential facilities for the mentally retarded 115 772 Constant ion: Conference Convention 4.t:n Contributed Papers, sectionson (William N. Craig, eh:tint:80_ First: _ 73, 74, 199, 31S Williao, Marilyn N., When learning becomes creative 199 Jr.. Frank (1., Some observatiomson the education and rehabib of black deaf persons Lacey,Oavid W. (and panel), Career development 204 people of deaf young Mines, Walter Eugene, Practical 210 t information on career ()Hotta- 216 Tisshnw, Colin F., Thedevelopment. and implementation of career Oevelopment programIts implications a people and teachers for deaf young; Second: 220 Curtis, Shirley It., Are theynot edueators of the deaf? I.dsou, Melvin It., The role of 313 room for the deaf the paraprofessional in thecatss- Riffer, Roger L., Social 324 programs patterns of deaf people in integrated Mow!, Jr., Harold Mervin, Social 330 integrated settings patterns of deaf people in Post, 1Villiam F., A community 3:14 students at the National Technicalservine volunteer program for Convention of American Instructors Institute fin. the Deaf 335 Act of Incorporation of the Deaf, 45th biennial meeting Ballots of Executive CommitteeActions vt Business Sessions, June 29; July1 Committee Meetings, called 223,2424122 Committee Reports, see: Reports,below 79 Constitution. Executive Board Meeting, minutes 267 Executive Secretary, see: Reports,below Interpreters Invitation for 1973 meeting 50 Meetings of: 1350-1971 239, 2 f.112 Members, 1971 Officers, 1969-71; 1971-73 tx Parents' Section, second nationalmeeting Photograph 31 Presidents, list. of 94 Program, 45th biennial meting Fitt Reports: 71 American Annals of the Deaf: Marvin Clatterhuck Council on Education of t he Deaf: 227 Committee on Professional Preparatiim Ralph L. Hoag and Certification, Board of Directors'report, reort, J. JayFarman Council of Organizations Serving theDeaf, David M. Dentoo___ 24S8i: Executive Committee, June 23,1969 Executive Secretary, Howard M.Quigley Financial 242 Interagency 244 244 National Office, Howard M. Quigley 242 Necrology Committee, Pauline Shahan 24,3 Newsletter, editor's report, James It.Kirkley Nominating Committee, B. J. Peek Resolutions Committee, Lloyd It. 'arks 226 Secretary-Treasurer, Gerald Burstein 254 Resolutions 244 233

6t.' 773 Cooke, Richard S., A public day sclno submitted). in inner-city Newark (no paper Cornet t,Richard Orin, A national a:: ogram of the deaf continuing education forPage 360 Council on Education of the I)fC Oniferimee. nnillittee reports, see: Convention and Council of Organizations Serving the Deaf, ference. see: Convention and Con- Counseling deaf students so that theymay take advantage of opportnnities or make hotter use of opportunities available Troxler to them now, Stanley It. 125 Counseling the post-secondary deaf student: Implications for elementary and secondary education, James L. C4Illins 0.i4 Craig, William N., chairman, ContributedPapers, sectio:.., ne Cronlmtd. Philip E. and Ben M. Sehowe, Jr.: ____ 73, 74, 199, :? IS Panel discussionReading and Language 2nd sesshm seethal, fourth general 6S9 Panel discussionComputer-assistedinstruction Cue d Speech at the Mary E. Bennett 439 School, Margaret Tudor Ilighnote 501 Current trends in services for the deaf retardedin schools for the deaf and residential! facilities for the mentally retarded, Sylvia F. Conn ML !tall and 'remain 115 Currieulann, section on (Min hicks, chairman) 73, 26S Kopp, Harriet Green, Cognition and curriculum 26S Ilieks, Doin, Implementing aprngrean of individualized learning_ Kearney, J. James, Individualizing the __ 273 instructional packages curriculum through use of Burroughs, Judith, Developmental language 279 deaf child processes in the young 2SS Powell, Frank, Individualizing language curricula 297 Herzog. Virginia, Individualizing languagecurricula 301 Curtis, Shirley It., Arc they not educatorsof the deaf? 318 D Dawson, Robert, Convention officer mx Day Programs, section on (John D. Harrington,chairman) Ilarriugton, John IL, Introductory remarks 74, 3.111 arringbm, John D., The status of the public day 341 in the United States school for the deaf 341 Behrens, Thomas It. and David itt. ..!gra IT, The development of Kendall School into a demonstration elementaryschool for the deaf_ Cooke, Richard S., A public day school in 3.17 submitted). inner -city Newark (no paper Kopp, Harriet Green, The need for objectiveevaluation of the status and goals of comprehensive public educationprograms 350 Wahl, Lewis13.,Gallautlet School for the DeafA publicday school in St. Louis, Missouri 355 Deaf Retarded, see: Programs on, Multi-II:Indic:limedSection SS Deglcr, John, Opportunities through true vocationaleducation 1:39 Delgado, Gilbert L., chairttum, Educational Media,section on 76, 533 Opening remarks; Concluding remarks 533, 576 Conference resolution 715 Dcmeza, J. G. chairman, Multi-Hndicapped,section on Denton, David M., Keynote speechEducational 87 crises (Parents' Section) 51 Iteport on the Conned of Organizations Serving theDeaf, Convention___ 24S Development of the Kendall School intoa demonstration elementary school for the deaf, the, Thomas It. Behrens and DavidIt. Updegraff-- 347 Development and implementation of acareer development _program Its implication for deaf young people and teachers,tt.(!, Colin E. Tisshaw_ 220 Developmental language processes in theyoung deaf child, Judith It. Burroughs 28S )cvelopmen tal use of transformational grammar, James E.NIcCarr 688 DeWeerd, Jane, Preschool education for the deaf 309 DiFumeesen, S., The achievement testing!anagram c(indueted by the Annual Survey of Ilearinghopaired Children and tion and uses of thetest scores Youth: Interpreta- yoke Doctoral program atSyracuse University in 00 edneation of the deaf,a, James C. Aehtzehn,instructional Jr technologyfur Douglas, A. Vi., Slime 347 instruction for the deafpreliminary researchresultsComputer-assisted Drake, 0. Dennis, The project 3 oppirt unit Ws.. vocational student ina schoiml for the deaf: Ills Duggan, Patrick W., 127 calm% t ion The interpreterAnintegral person in integrated alibi

Educational crise.:keynotespeech (Parents' Section), Edneational ''.:qtion 1m Wilbert I,. David Al. Denton. 51 Delgado, tlit!"4::-=a L. Opening Delgado, chairman) 7li, 33:1 remarks, Concluding remarks Jackson, W11!.k. t makes a difference: A 333, 576 tion of ei the field multimedia presenta- Nourse, 'tc4.:111 specialist 536 elmset t s program at the University ofMass- Aeht zebu, Jr., Jame:: C., A 54s in instructional technologydoctoral program atSyracuse University for education of thedeaf Newberg, Philip, Th.special education IMCIIIMC 347 view and emphasis net work: An over- ing impaired on resources available toEducators of the hear- Roshal, Sol M., Project 332 ME (Media fur theExceptional): Media developments for the educationof young handicapped I Miller, Bernice, Computerbased project children_ 360 Educational media in a school for the (leaf, Joel D.Ziev 569 Educationally significanttraits of NT1D students, 173 13arbara Al. !banner James It. Titus and Exceptional unit at the 649 Porter Arkansas School for theDeaf, the, Susan Seeger 93 F Farman, J. Jay, Report 011 Council on Education of the FataIaltli, Warren W., chairman, Deaf, Convention__ 247 Coaches and PhysicalEducation, section The present status ofphysical education and 77,577 dential schools for the deaf sports programs in resi- Convention officer 377 Federal programsfurthe handicapped, Frank Ix Federal Programs, section B. Withrow :103 on (Frank B. Withrow,chairman) Withrow, Frank II., Federalprograms for the handicapped 74,:103 DeWeerd, Jane, Preschooleducation for the deaf 51, 70, 303 Norwood, Malcolm J. and 309 the deaf in the '70's Ernest E. Hairston,Career education for Flint, Richard W., nities for deaf childrenLiteracyThe keystone forproviding more opportu- Ford, A. IN., Greetingsfrom Arkansas State 414 Foreword Department of Education_ SI Forum on the Deaf Retarded, Lyle L. Lloyd,chairman (no papers) French, Sophia L.,Reflections on twenty of deaf children years of preparation of teachers Friend, Jamesine E., Computer - assisted instructionin language

Gallandet School forthe DeafA public souri, Lewis B. Wahl day school in St. Louis,Mis- Gates, Robert It., The 355 through a televisionreception of verbal informationby deaf students mediumA comparison of communication and reading speechreading, manual 31:1 773

General Sessions, see: Program, CAI!) Gentile, Augustine and Peter Ries, Annual survey of hearing impaired e sae children and youth_ 396 Gods:Ive, Bruce, An intrildlieti to the gm/board 467 Uoldsten, David 1'. and Carl A. Ilinnie, An auto- tutorial approach for exploring the sensory capabilities of young, hearing impaired children 594 Gramike, IV. Lloyd, Forum on the Deaf Retarded, participant ss Greenberg, Bernard L., Measuring the college potential of the hearing impaired_ 644 Greetings: Arkansas School for t he Deaf; City of Little Rock ; Arkansas State Department of Education (see: A. W. Ford, A. K. Junkin, G. E. Wimberley) SO, tit H Hairston, Ernest E. and Malcolm J. Norwood, Career education for the deaf in the '70's 31.1 hall, Sylvia. M. and Texava F. Conn, Current trends in services for the deaf retarded in schools for the deaf and residential facilities for the mentally retarded 115 Handling parents' feelings, LauraKnox _ 449 Hamner,;BarbaraM. and James It.Titus, Educationally significant traits of NT! I) students 649 Harrington, John D., chairman, Day Programs, section on 74,:1411 Introductory remarks 341 The status of the i?ublic day school for the deaf in the United States 341 Henderson, Rance, These times (Parents Section) 65 Herzog, Virginia, Individualizing language curricula 301 Hicks, Doin, chairman, Curriculum, section on 73,'26$ An experiment in education 400 Implementing a program of individualized learning 273 Higher education for deaf studentsAn integrated appmach, Thomas A. Mayes 371 Ilighnote, Margaret Tudor, Cued speech at the Mary E. Bennett School 501 Hines, Walter Eugene, Practical information on career orientation 2111 Hirshoren, Alfred, Forum on the Deaf Retarded, participant_ 8$ Hoag, Ralph L., Report on Council on Education of the Deaf (Profes- sional certification) 229, 747 llolcomb,RoyK.Three years of the total approach, 1968-71 522 Kathrynathryn B., The learning environment_ 441 Houchins, It. It., Acoustic input. 454 House, Arthur S., Milo K Bishop and Robert L. Riegel, Orosensory perception in the deaf 506 Huff, Anna, chairman, Library, section on 72, 145 Hull, Raymond 11., A linguistic approach to the teaching of speechread- Mg; Theoretical and practical concepts_ 611 I Ideas or classroom strategies, Leon Auerbach 456 Impact of emerging post-secondary programs on education of the deaf, a, (panel-audience) Implementing a program of individualized learning, Doin !licks 273 Individualizing language curricula, Virginia Herzog :101 Individualizing language cm rieula, Frank Powell 297 Individualizing the curriculum through use of instructional packages, J. James Kearney- 27!) Infant developmental language program, an, Carol F. Amon 615 Interpreter, the-An integral person in integrated education, Patrick IV. Duggan 366 Interpreters, at Convention 50 Introduction, Kenneth It. Mangan 79 Introduction to the gcoboard, an, Bruce Godsave 467 It makes a difference: A muitimedia presentation of activities in the field, Willi/tin 1). Jackson 536 Ivory, Rex C., Thomas C. Clark and Frederick S. Berg, Utah State Univer- sity facilitative program for the hard of hearing: 1968 -1971 374 77-903-72-50 77G

J Jackson, William D., It makesa difference: A multimedia presentation activities in the field of Page Junkin, Sr., Abner N., Greetings front 54 the Arkansas School for theDeaf____ IC Kearney, J. James, Individualizingthe curriculum through tional packages use of instruc- Keller, Right Reverend Christopli,invocation 270 Kennedy, D. E., chairman, Programs 79 for the Deaf (ice: for Hy: Multi-llandieappedin. Schools Canada Multi-Handicapped, section on),Response front 82 Keynote speechEducationalcrises (Parents' Section), David M. Kieliger, Patricia Rene, Toward Denton_ 51 creating effective learningenvironments at. the Model Secondary School forthe Deaf Kipfer, Bernice M. Computer basedproject 179 Kirchner, Carl J., Project DAWNAlook to the future Klafehn, Robert N., Puttingmathematics to work :518613) Knox, Laura, Handling parents'feelings 482 Kopp, llarriet .Green, Cognition andcurriculum 246.18° The need for objective evaluationof the status and goals of comprehensive public educationprograms Kubis, John, chairman, Mathematics, 350 section on 76, 455 L Lacey, David NV., Career developmentof deaf young people Unison, Melvin It., The role of the 210 deaf paraprofessional in the classroom fot the Lane, Kenneth It., chairman, R;:ading 324 and Language, sectionson_ 75, 78, 413, 658 Lanzi, Peter C., Physical ethicalion for the deaf multi-handicapped Lauritsen,Robert, chairman, 580 on. Post-SecondaryPrograms, sections 74, 78, :359, 638 The St. Paul Technical VocationalInstitute, technical vocational gram for deaf students pro- Learning environment, the, KathrynB. Horton 131 Letter of transmittal: Letter of submittal 441 Library, section on (Anna Huff, III, iv chairman) 72, 145 Stark, Bill L., The school mediacenterA member of the team Propp, George, Medianews 146 Trboyevich, Goldie, A systems 150 for the deaf approach to amedia center ina school %ivy, Joel D., Educational media 173 in a school for the deaf 175 School Librarians of the Deaf,business meeting-- Lillie, Sue, Manage meatof deaf rr 178 childrennnt birth to three 450 Linguistic approach to the teachingof specchreading, a: Theoretical practical concepts, Raymond H. Hull and LiteracyThe keystone for providing 611 Richard W. Flint more opportunities for deaf children, Lloyd, Lyle L., chairman, Programsfor the Deaf Retarded, 14 (seeMulti-Ilandicapped, section on) section on Programming constderationF:for the deaf retarded, (with 88 Burrows) Nona The audiologic assessment of deaf 105 Forum on the Deaf Retarded,students 585 Low (under) achieving deaf chairman (no papers submitted) Larry 0. Stewart people: Meeting their needsin the seventies, 364 M Management of deaf children from birthto three, Sue Lillie Mangan, Kenneth R., president, CAID, 450 presiding ix, 71, 79, 37, 225, 242 Martins, Gary IL, The present program at Milton 97

'780 777 Page Mathematics, section on (John Kubis, chairman) 76, 435 Auerbach, Leon, Ideas or classroom strategics 436 Godsave, Bruce, An introduction to the geoboard 467 Matelot, Robert, N., Putting mathematics to work 452 Brown, Norman S., The metamorphosis of high schoolmath in a school for the deaf, or, 30 years of high school mathat, the Indiana School for the Deaf 491 Barnes, 0. Dennis, Uses of computer-assistedinstruction in the teaching of mathematics 497 Mathis, III, Steve L., The organization and administrationof parent education at the Carver School for the Deaf Mayes, Thomas A., Higher education for deaf approach- studentsAn integrated McGarr, James E., The developmentalnse of transformational grammar McChord, Jr., Winfield, chairman, Principals and 66S sect' Supervising Teachers, on 73, 179 McClure, William J., editor, Proceedings,45th meeting, CAI D, and Foreword v, 705 McConnell, Freeman, A new responsibility: Deafchildren front birth to three (no paper submitted), Chairman, Preschool, section on 440 Meaningful interpretation of complex testresults for post-secondary75, planning, Gerard W. Walter 63i Measuring the college potential of the hearing Greenberg impaired, Bernard L. Media news, George Prom) 644 Media specialist program at the University of 130 Nourse. Massachusetts, Anita 54S Melcher, John W., Some unmet needs of deaf children SS Metamorphosis of high school ninth ina school for the deaf, or, 30 years of high school math at the Indiana School for Brown the Deaf, the, Norman S 491 Miller, Emily, recorder, Panel discussion,Management of deaf children from birth to three 431 Miller, June, Parent-child interacticn 442 Motel, Jr., Harold Merwin, Socialpatterns of deaf people in integrated settings 334 Mueller, Max, The Bureau of Ed ication for theHandicapped's concern for early intervention programs outpaper submitted). Multi-Handicapped, section on (chairman, J. U. Demeza) 57 (a) Programs for Multi-Handicapped in Schoolsfor the Deaf: chairman, D. E. Kennedy 57 Porter, Susan Seeger, The exceptional unitat the Arkansas School for the Deaf 93 Martins, Gary IL, The presentprogram at Milton 97 (b) Programs for Deaf Retarded: chairman, LyleL. Lloyd 55 Burrows; Nona L. and Lyle L. Lloyd, Programmingconsiderations for the deaf retarded 103 Hall, Sylvia M. and Texana F. Conn, Currenttrends in services for the deaf retarded in schools for the deafand residential facilities for the mentally retarded 113 Berger, Shirley L., Systematic development ofcommunication modes: establishment of a nmItiple-responserepertoire for non-communicating deaf children 118 Mythology and denial in deafness (Parents' Section),McCay Vernon 60

Mice, John C., Forum on Deaf Retarded, participant (no papers) 88 National Advisory Committeeon Education of the Deaf (FACED), open forum 77 778

National Census ofthe Deaf, report, Pose National programof continuing Conference Cornett_. i ducation for the deaf, 733 Need for objective a, Richard Orin lic education evaluation of thestatus and goals of 360 New responsibility,programs, the, Ilarriei,Green Kopp comprehensive pub- a: Deaf children 350 nell (no papersubmitted). from birth to three,Freeman McCon- Newberg, Philip F., view and emphasisThe special educationIMC /RMC on resources available network: Anover- impaired to educators of Norwood, Malcolm the hearing deaf in the '70'sJ. and Ernest E.Hairston, Career 552 Nourse, Anita, education for the setts Media sp cialistprogram at the University 314 NTII) in 1971, of Massachu- James R. Slice& 548 :187 0 Officers, Conventionof American 73 Nominationof_ Instructors of theDeaf, 1969-71, O'Neill, Marlyn, 1971 - chairman, Teacher 226. 227 Opportunities for the Preparation, sectionon Roy G. Parks_ low, under-achievingdeaf: The regional 78, 819 Opportunities through school, Organization and true vocationaleducation, John Deglcr administration of 11191 circuit televisionfor the deaf, the, educational televisionand closed Organization and H. G. Royal!, Jr for the Deaf, administration ofparent education 187 the, Steve L.Mathis, 11z at the Carver School Orosensory perceptionin the deaf, Milo Arthur S. House E. Bishop, RobertL. Rind and 193 50(i P Panel discussionComputer-assisted Ben M. Schowe,Jr instruction, Philip E.Cronlund and Panel discussionReading sion, Philip E. and Language,2nd section, fourth 439 Panel Cronlund and BenM. Schowc, Jr general ses- discussionManagement ofdeaf children from 689 Miller, recorder birth to three,Emily Parent-child interaction, Jonc Miller 451 Parents' Section,2nd national Business Sessions, meeting, Convention 442 By laws June 26 51 Discussion Groups: 59 59 Federal Services,Dr. Frank Withrow Fundraising, JohnLocke 70 Legislation, Mary J.Rhodes 69 Organization, DoloresLowell 69 Vocational Rehabilitation, Katz, Lee, Dr. MarshallHester 70 Keynote speechpresident, Resolution 70 Mythology andEducational crises,David M. Denton 84 Officers denial in deafness,McCay Vernon 51 90 These times,Ranee Henderson Parent-teacher 60 interaction, Mary Tidwell 65 Parks, Roy G.,Opportunities for the (no paper submitted) gional school low, under-achievingdeaf: The re- Patterned languageA Peek practical applicationof linguistic 129 Peck, B. J., principles, B. J. Patterned languageA 658 ciples practical applicationof linguistic prin- Physical education for the deaf 658 Porter, SusanSeeger, The multi-handicapped, PeterC. Lanz' Deaf exceptional unit at 580 the Arkansas Schoolfor the 95

6 82 779 Page Post Secondary Programs, sections on ( Robert Lauritsen, chairman) 74. 78, 359, 63S First: Cornett, Richard Orin, A national program of continuing education for the deaf 360 Stewart, Larry G., Low (under) achieving deaf people: Meeting their needs in the seventies 364 Duggan, Patrick W., The interpreterAn integral person in integrated education 1 Mayes, Thomas A.Higher education for dear studentsAn integrated appachro ' Clark, Thomas C., Frederick S. Berg and Rex C. Ivory, Utah State University facilitative program for the hard of hearing: 1968-71 374 Barkuloo, U. W., The regional post - secondary programs: Delgado Junior College, St. Paul Technical Vocational Institute, and Seattle Communit y College 3S1 Kirchner, Carl J., Project DAW NA look to the future 333 Speegle, James It., NTI D in 1971 187 Second: Walter, Gerard G., Meaningful interpretation of complex test results for post-secondary planning. 638 Greenberg, Bernard L., Measuring the college potential of the hearing impaired 644 Titus, James and Barbara Hanner, Educationally significant traits of NTID students 649 Collins, James, Counseling the post-secondary deaf student: Implications for elementary and secondary education 654 Panel-Audience Dialogue: The impact of emerging post-secondary programs on education of the deaf (no papers). Powell, Frank, Individualizing language curricula 297 Power, D. J., Recent research on professional skills and personal characteristics of student teachers of the deaf 625 Practical information on career orientation, Walter Eugene Hines 216 Preparing supervisors for programs for deaf children, F. Eugene Thomure (no paper submitted). Preschool education for the deafane DeWeerd 309 Preschool, section on (Freeman MMcConnell, chairman) 440 McConnell, Freeman, A new responsibility: Deaf children from birth75, to three (no paper submitted). Mueller, 'Max, The Bureau of Education for the Handicapped's concern for early intervention programs (no paper submitted). Horton,KathrynB., The learning environment 441 Tidwell, Mary, Parent-teacher interaction (no paper submitted) Miller, June, Parent-child interaction 442 Knox, Laura, Handling patents' feelings 449 Lillie, Sue, Management of deaf children 450 Panel Discussion, Emily Miller, mem der 451 Houehins, R. R,., Acoustic input 454 Present program at Milton, Gary H. Martins 97 Present status of physical education and sports programs in residential schools for the deaf, the, Warren W. Fauth 577 Prince, John, The total approach 530 Principals and Supervising Teachers, section on (Winfield MeChord, Jr., Chairman) 73, 179 Kieliger, Patricia Rene Toward creating effective learning environments at the Model Secondary School for the Deaf 179 Royall, H. G., Organization and administration of educational television and closed circuit television in schools for the deaf, the 187 Mathis, III, Steve L., The organization and administration of parent education at the Carver School for the Deaf 193 Professional Preparation and Certification Committee (CED Standards), See: Convention and Conference. Program: Convention of American Instructors of the Deaf 71 June 27First General Session 71, 79 780

June 28Second General Session 71P,3Se 7e Multi-Handicapped. chairman: J. G. Demza 71, 87 Programs (fir Nhilti-handicapped in Schools fur theDeaf, chairman: I). E. Kennedy 71, S7 Programs for Deaf Retarded, chairman: Lyle L. Lloyd Vocational Education, elmirman: llollis W. Wyks 727,2122S Library, chairman: Anna Duff 2, 145 Principals and Supervising Teachers, chairman: Winfield NIcChowdJr 73, 179 Contributed Papers, chairman: William N. Craig 73. 11)9 Oallandet Banimet 73 June 29Third General Session 73, 225 Business Meeting, presiding: Kenneth R. \lanagan :225 Curriculmn, chairman: Drain Dicks 73, 26S Federal Programs, chairman: Frank B. Withrow_ 7.1, 305 Ouitrilmted Papers, chainnan: William N. Craig 71, 318 Day Programs, chairman: John I). lIarringtom

Post Secondary Programs, chairman: RobertLauritsen 771, 315111 Convention Picnic 75 June 30Fluirth (7cmer:11 Session 75, 395 Reading and Language, chairman: Kenneth R. Lane_ 75, .113 Preschool, chairman: Freeman NleComull 75..140 .Mathcmatics, chairman: Joplin Knbis 76, .155 Comimunications, chairman:. II. W. Barkuloo 76, 560 Educational Media, chairman: Gilbert 1.. Delgado_ 76, s: NA CED open forum 77 Little Paper Family 113aminct July 1 77 Coaches and Physical Education, chairman: 11Tarrne11'. ninth__ 77, 577 Ainholounsts, chairman: Jerome 6. Alpiner 77, 384 Teacher Preparation, chairman: Marlyn O'Neill 78, 619 Post Secondary Progimils, chainnan: Robert Lauritsen 78, 638 Reading andLanguage,chairman: Kenneth R. Lane 78, 658 Convention Banquet Conclusion, presiding: Kenneth gan R. Man- July 2 79 Called Committee Meetings, Convention of AmericanInstructors of the Deaf, and Conference of American Schools forthe Deaf 79 Programing considerations for the deaf retarded, NOML. Burrows and Lyle L. Lloyd 105 Project DAWNA look to the future, CarlJ. Kirchner 3S3 Project ME (Media for the Exceptional): Mediadevelopments for the educationof young handicapped children, Sol M. Roshal 560 Propp, George, Media news 150 Provanee,Ben F. and Thomas R. Behrens, Computer-assistedinstruction in language at the Kendall Demonstration ElementarySchool for the Deaf 436 Public day school in inner-city Newark,a, Richaid S. Cooke (no paper submitted). Putting mathematics to work, Robert N. Klafehn 4S2 Q Quigley, Howard M., Convention officer Reports: Ix American Annals of the Deaf, business office 709 Financial 696 Conference of Executives of American Schools for the Deaf 702 Convention of American Instructors of the Denf 242 Educational Media Distribution Center (EMDC) 695 Forewold, associate editor of the Proceedings v Interagency Committee Meetings: Conference 694 Convention 244

784 781 R rage Rending and Language,.sections of (Kenneth R. Lane, chairman).75, 78, 413, 65S First: Flint., Richard W., Literacy: The keystone for providing more opportunities for deaf children 414 Friend, jamesine E., Computer-assisted instruction in language 421 Douglas, A. W., Some preliminary research resultsComputer- assisted instruction for the deaf project 434 Behrens, Thomas R. and Ben F. Provence, Computer-assisted instruction in language at the Kendall Demonstration Elemen- tary School for the Deaf 436 Second: Peck, B. J.,Patterned languageA practical application of linguistic principles 65S McCarr, James E., The developmental use of transformational grammar 668 Panel discussion, Philip E. Cronlund and Ben M. Schowe, Jr__ 439, 689 Recent research on professional skills and personalcharacteristics of student teachers of the deaf, D. J. Power 025 Reception of verbal information by deaf students through a television medium, theA comparision of speechreading, manual communication and reading, Robert R. Gates 513 Reflections on twenty years of preparation of teachers of deaf children, Sophia L. French 619 Regional post-secondary programs: Delgado Junior College, St. Paul Technical Vocational Institute, and Seattle Community College, the, Herbert W. Barkuloo 3S1 Reports: see; Conference of Executives and Convention of American Instructors. Resolution, concurrent., U.S. Senate 11 Resourceteria and more, Ben M. Schowe, Jr 409 Resourceteria concept, the, Raymond Wyman 4 1 1 Response from Canada, Donald Kennedy N2 Response from the United States, Stanley D. Roth 83 Ries, Peter and Augustine Gentile, Annual survey of hearing impaired children and youth 396 Riffer, Roger L., Social patterns of deaf people in integratedprograms_ 330 Rin gel, Robert L., Milo E. Bishop and Arthur S. House, Orosensory perception in the deaf 506 Role of the paraprofessional in the classroom for the deaf, the, Melvin R. Ladson 324 Roshal, Sol M., Project. ME (Media for the Exceptional): Media developments for the education of young handicapped children 500 Roth, Stanley D. Response from he United States S3 Royall, Jr., H. G., The organizniion and admit. istration of educational television and closed circuit television in schools for the deaf 1S7

S St. Paul Technical Vocational Institute's technical vocational program for deaf students, the, Robert Lauritsen 131 School Librarians for the Deaf, business meeting 17S School media center the A member of team, the, Bill Stark 146 Schowe, Jr., Ben M., Resourceteria and more 409 Panel discussion, Reading and Language, 2nd section, fourth general session 659 Panel discussion, Computer-assisted instruction 439 Section leaders, 45th meeting, Convention 50 Social patterns of deaf people in integrated programs, Robert L. Rifler 330 Social patterns of deaf people in integrated settings, Harold Merwin Mowl, Jr 334 Some observations on the education and rehabilitation of black deaf persons, Frank G. Bowe, Jr 204 Some preliminary research results: Computer-assisted instruction for the deaf proleet, A. W. Douglas 434 Some unmet needs of deaf children, John W. Meleher 88

; '785 Special education IMC/RMCnetwork, the: An overview and emphasis resources available to educators of the hearing on raze Specialization of educational audiology, impaired, Philip Newberg- 552 Speegle, James R., NTID in 1971 the, Thomas C. Clark 629 Stark, Bill, The school media 387 Status of the public day schoolcenterA member of the team 146 John D. Harrington for the deaf in the UnitedStates, the, Stewart, Larry G., Low (under) 341 needs in the seventies achieveing deaf people: Meetingtheir Systematic development ofcommunication modes: establishment 364 multiple-responserepertoire of a Shirley L. Berger.. for non-communicating deafchildren, Systems approach to a media 11S Trboyevich center in it school for the deaf,a, Go ldie 173 T Teacher Preparation, sectionon (Marlyn O'Neill, chairman) Thomure, F. Eugene, Preparing 7S, 619 children (no paper submitted).supervisors for programs for deaf French, Sophia L., Reflections teachers of deaf children on twenty years of preparation of Power, D. J., Recent research 619 characteristics of student teacherson professionalof skills and personal the deaf 625 Clark, Thomas C., Thespecialization of educational audiology Theme, Convention: Moreopportunities for deaf children 629 These times, (Parents' Section),Ranee Henderson frontispiece Thomure, F. Eugene, Preparing 65 (no paper submitted). supervisors for programs for deafchildren Three years of totalapproach-1968-71, Roy K. Holcomb Tidwell, Mary, Parent-teacherinteraction (no paper submitted) 522 Tisshaw, Colin E., Thedevelopment and implementation development programIts of a came teachers implications for deafyoung people and Titus, James it. and Barbara 220 of NTID students M. Harmer, Educationallysignificant traits Total approach, the, JohnPrince 649 Toward creating effective 530 learning environments at the ModelSecondary School for the Deaf, PatriciaRene Kicliger Traxlcr, Stanley R., Counseling 179 tage of opportunities deaf students so that theymay take advan- them now or make better use of opportunities availableto Trboyevich, Goldie, A 125 the deaf systems approach to a mediacenter in a school for Turechek, Armin G., Convention 173 officer tx. U Updegraff, David R. and Thomas Kendall School into It. Behrens, The development ofthe Uses of computer-assisteda demonstration elementary school for thedeaf. 347 0. Dennis Barnes instruction in the teaching ofmathematics, Utah State University 497 1971, Thomas C. Clark,facilitative program for the hard ofhearing: 1968- Frederick S. Berg and Rex C. Ivory 374 V Vernon, MeCay, Mythology and denial in deafness (Parents'Section)___- Vocational Education,section on (Hollis W. Wyks, chairman) 60 Cassetti, Edmond D., What 72,122 Traxler, Stanley It., Counselingopportunities arc needed by deafstudents_ 123 advantage of opportunitiesdeaf students so that theymay take available to them now or make better use of opportunities Drake, 0. Dennis, The 125 opportunities vocational student in a school forthe deaf : llis Parks, Roy G., Opportunitiesfor the low, under-achieving deaf: 127 regional school The 129 Lauritsen, Robert, The St.Paul Technical Vocational Institute's technical vocationalprogram for deaf students Degler, John, Opportunities 131 through true vocational education__. 139 Q6 7S3

Vocational student in a school for the deaf, the: His opportunities, 0. Dennis Page Drake 127 W Wahl, Lewis B., Ga Hamlet School for the DeafA public (lay school in St. Louis, Alissoitri 355 Walter, Gerard G., Aleaningful interpretation of complex test results fur post-secondary planning 6:3S What opportunities arc needed by deaf students. Edmond D. Cassetti 123 When learning becomes creative, Marilyn M. Williams 199 Williams, Marilyn Al., When learning becomes creative 199 Wimberley, George E., Greetings from the City of Little Rock S1 Withrow, Frank S., chairman, Federal Programs, section on 305 Federal programs for the handicapped 305 Federal services, Parents' Section presentation 51, 70 Wyks, Hollis W., chairman, Vocational Education, section on 72, 122 Wyman, Raymond, The resoureeteria concept 411 Y Yust,William F., A community service volunteer program for students at the National Technical Institutefor the Deaf 335

Ziev, Joel D., Educationalmedia in a schoolforthe deaf 175 0